Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern University. This information will be included in a forthcoming book. It is copyrighted and cannot be further used without permission. Self-Assessment on Leadership Competencies Directions: Please review the competencies listed below and rate your skills. The scale is: Needs Development Strength 1 2 3 4 5 Character: Displaying high integrity and honesty Avoids saying one thing and doing another (i.e., “walk the talk”) Acts consistently with their words Follows through on promises and commitments Models the core values Leads by example Personal Capability: Technical and professional expertise Is sought by others for advice and counsel Uses technical knowledge to help team members troubleshoot problems Has credibility because of in-depth knowledge of issues or problems Solving problems and analyzing issues Exercises a high level of professional judgment Makes good decisions based on a mixture of analysis, wisdom, experience, and judgment Encourages alternative approaches and new ideas Innovation Encourages alternative approaches and new ideas Consistently generates creative, resourceful solutions to problems Consistently challenges the usual approach of doing things and find new and better ways to do the job Resilience Creates a culture of learning that drives individual development Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern University. This information will be included in a forthcoming book. It is copyrighted and cannot be further used without permission. Works to improve new ideas rather than discouraging them Encourages people to find innovative ways to accomplish their goals Practicing self-development Makes constructive efforts to change and improve based on feedback from others Seeks feedback from other to improve and develop themselves Consistently looks for developmental opportunities (excited to learn) Focus on Results: Focus on Results Aggressively pursues all assignments and projects until completion Does everything possible to meet goals or deadlines Establish stretch goals Maintains high standards of performance Sets measurable standards of excellence for themselves and others in the workgroup Promotes a spirit of continuous improvement Takes responsibility for outcomes/initiatives Takes personal responsibility for outcomes Can be counted on to follow through on commitments Goes above and beyond what needs to be done without being told Interpersonal Skills: Communicating powerfully and prolifically Is skillful at communicating new insights Provides the work group with a definite sense of direction and purpose Helps people unde ...

1. Based on a development plan developed by B. Mitchell,
CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming
book. It is copyrighted and cannot be further
used without permission.
Self-Assessment on Leadership Competencies
Directions: Please review the competencies listed below and
rate your skills. The scale is:
Needs
Development Strength
1 2 3 4 5
Character:
Displaying high integrity and honesty
Avoids saying one thing and doing another (i.e., “walk the
talk”)
Acts consistently with their words

2. Follows through on promises and commitments
Models the core values
Leads by example
Personal Capability:
Technical and professional expertise
Is sought by others for advice and counsel
Uses technical knowledge to help team members troubleshoot
problems
Has credibility because of in-depth knowledge of issues or
problems
Solving problems and analyzing issues
Exercises a high level of professional judgment
Makes good decisions based on a mixture of analysis, wisdom,
experience, and judgment
Encourages alternative approaches and new ideas

3. Innovation
Encourages alternative approaches and new ideas
Consistently generates creative, resourceful solutions to
problems
Consistently challenges the usual approach of doing things and
find new and better ways to do
the job
Resilience
Creates a culture of learning that drives individual
development
Based on a development plan developed by B. Mitchell,
CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming
book. It is copyrighted and cannot be further
used without permission.
Works to improve new ideas rather than discouraging them

4. Encourages people to find innovative ways to accomplish their
goals
Practicing self-development
Makes constructive efforts to change and improve based on
feedback from others
Seeks feedback from other to improve and develop themselves
Consistently looks for developmental opportunities (excited to
learn)
Focus on Results:
Focus on Results
Aggressively pursues all assignments and projects until
completion
Does everything possible to meet goals or deadlines
Establish stretch goals
Maintains high standards of performance
Sets measurable standards of excellence for themselves and
others in the workgroup

5. Promotes a spirit of continuous improvement
Takes responsibility for outcomes/initiatives
Takes personal responsibility for outcomes
Can be counted on to follow through on commitments
Goes above and beyond what needs to be done without being
told
Interpersonal Skills:
Communicating powerfully and prolifically
Is skillful at communicating new insights
Provides the work group with a definite sense of direction and
purpose
Helps people understand how their work contributes to broader
business objectives
Inspiring and motivating others to high performance
Energizes people to go the extra mile

6. Has the ability to get people to stretch and reach goals
beyond what they originally thought possible
Based on a development plan developed by B. Mitchell,
CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming
book. It is copyrighted and cannot be further
used without permission.
Building Relationships
Is trusted by work group members
Balances concern for productivity and results with sensitivity
for employees’ needs/problems
Is approachable and friendly
Handles difficult situations constructively and tactfully
Developing others
Is genuinely concerned about the development of others’
careers

7. Gives individuals an appropriate balance of positive and
corrective feedback
Gives honest feedback
Takes interest in the work of others
Supports others’ growth and success
Collaboration and teamwork
Has developed cooperative working relationships with others
Promotes a spirit of cooperation with members of the work
group
Ensures that the work unit works well with other groups and
department
Leading Organizational Change:
Developing strategic perspectives
Knows how work relates to the organization’s business
strategy (line-of-sight connection)
Translates the organization’s vision and objectives into
challenging and meaningful goals for others

8. Can take the long view; can be trusted to balance short-term
and long-term needs of the organization
Championing change
Becomes the champion for projects or programs, presenting
them so that others support them
Is an effective marketer for work groups’ projects, programs,
or products
Connect internal groups with the outside world
Has demonstrated ability to represent the work group to key
groups outside the group/department
Helps people understand how meeting customers’ needs is
central to the mission and goals of
the organization
Presentation Quality Rubric (criteria for all group and
individual presentations)
Criteria for Presentations:
· Presentation Skills:Presents information in a creative and

9. engaging way while keeping to time.
· Content and Research Preparation:Demonstrates clear and
careful research integrated into the presentation in asubstantive
manner.
· Team Member Contribution:Demonstrates that each member of
the group has contributed equally to the overallpresentation.
· Understanding and Integration of Theory:Demonstrates
understanding and use of the conceptual ideas of thecourse in
oral discourse. Demonstrates ability to translate and weave the
conceptual ideas of the course into individual thinking and
reasoning, and into everyday practice. Able to answer the
questions asked after the presentation.
Content
___ Presenter(s) effectively and efficiently communicated the
problem, cause and solution
___ Major points were supported by sufficient information
___ Presentation consisted of accurate information
___ Presenter(s) responded to questions fully, knowledgeably,
and without hesitation
Delivery
___ Presenter(s) appeared confident and relaxed
___ Volume and pace made a positive contribution to the
presenter’s message, helping to show enthusiasm for the topic
and engaging listeners in it
___ Transitions from point to point flowed smoothly
___ Presentation had originality and creative choices

10. ___ Visual aids, including charts and graphs, supported,
focused, clarified and reinforced presentation
___ Presenter(s) were appropriately dressed creating positive
impressions
Organization
___ Presentation was structured with definite beginning, middle
and end
___ Information presented was put together well and the
presentation flowed
___ Main points were easy to follow and logical with points
building on each other
___ Assignments for individual presenter(s) were organized
Mechanics
___ Use of terminology was familiar and clearly articulated
___ Vocal pauses were used for emphasis rather than being
filled with dead words such as “uh” “like”, etc.
___ Use of notes was not distracting and/or noticeable
___ Presentation was clear, and it was easy to see and read
materials/visuals presented
Rubric for Leadership Development Plan
Name: Assignment #4: Leadership Development
Plan
Description: Your paper will be graded based on five

11. components: Critical thinking (insight, thought, and analysis);
Rigor (research, detail, references); Relevance (real-world
examples, application, significance); and Presentation quality
(written and/or oral communication skills).
Levels of Achievement
Criteria
Inadequately Addressed
0% - 54%
Emerging
55% - 79%
Competent
80% - 94%
Exceptional
95% - 100%
Critical Thinking:
Insight, Thought, and Analysis
Weight - 30%
Does not demonstrate (minimal) exploration of issues through
the collection and analysis of evidence and unable to make
informed connections/conclusions/judgments. Lists evidence,
but it is not organized and/or is unrelated to focus.
Demonstrates minimal exploration of issues through the
collection and analysis of evidence to make informed
conclusions/judgments. Organizes evidence, but the
organization is not effective in revealing important patterns,
differences, or similarities.
Demonstrates adequate exploration of issues through the
collection and analysis of evidence to make informed
conclusions/judgments.
Organizes evidence to reveal important patterns, differences, or

12. similarities related to focus.
Demonstrates extensive exploration of issues through the
collection and analysis of evidence to make well-informed
conclusions/judgments. Organizes and synthesizes evidence to
reveal insightful patterns, differences, or similarities related to
focus.
Rigor: Research, Detail, References
Weight - 25%
The analysis lacks, research, relevant scholarly terminology,
definitions, quotes and /or appropriate details.
The author’s analysis is framed and/or supported by few
concepts from the class. It includes few direct references to
either current or previous course readings and other materials.
The author’s analysis is founded in research and is framed and
supported by some concepts from the class. It includes some
direct references to either current or previous course readings
and other materials
The author’s analysis is founded in research, framed, and
supported by concepts from the class. It includes an abundance
of direct references to either current or previous course readings
and other materials
Relevance: Real-World Examples, Application, Significance
Weight – 25%
The analysis lacks real world example(s)/ application(s) and/or
there is no connection to coursework.
The author’s analysis includes few real- life example(s) to
justify position, demonstrate significance, extend discussion
and makes few connections to real-life situations or applied
examples.
The author’s analysis includes some real-life example(s) to
justify position, demonstrate significance, and extend
discussion and connections to real-life situations or applied

13. examples.
The author’s analysis is supported by many real-life example(s)
to justify position, demonstrate significance, extend discussion
and makes multiple connections to real-life situations or applied
examples.
Presentation Quality: Written and/or Oral Communication
Skills
Weight – 20%
Extensive number of grammar /punctuation and spelling errors.
Ideas are not organized, and sentences are inconsistent with the
assignment focus.
Presentation is unclear and does not address key points.
Some errors related to grammar/ punctuation and spelling; lack
of clarity in writing. Ideas are organized in a logical way with
assignment focus. Presentation is clear and emphasizes key
points.
Infrequent errors related to grammar/ punctuation and spelling;
clear writing. Ideas are organized in a logical way consistent
with the assignment focus with suitable transitions.
Presentation is clear, concise, holds attention and emphasizes
key points.
No errors related to grammar/punctuation and spelling; uses
clear language to accurately express ideas and concepts. . Ideas
are organized in a logical way consistent with the assignment
focus with well-paced transitions. Presentation is clear and
concise with variation in volume and inflection, holds attention,
and emphasizes key points.
Competency Assessment Summary Sheet
Using the information from your Learning Style Questionnaire,
Self-Assessment Leadership Competencies, Professional
Sources, for Feedback on Leadership Competencies, coaching
report provided by your classmate, and professional/personal

14. experiences, assess your leadership strengths, development
opportunities (areas that need your attention), and which
competencies you will need to focus on in order to attain your
professional leadership goals. It would benefit your plan if you
took into consideration the five major elements of the
Leadership Tent model provided in our text by Zenger &
Folkman.
My Strengths:
My Development Opportunities:
To Be Successful in My Role, these Competencies Are Most
Critical:
Based on a development plan developed by B. Mitchell,
CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming
book. It is copyrighted and cannot be further used without
permission.
Signature Assignment #2: Leadership Development Plan
This assignment is designed to make you think critically about
the relationship between your leadership skills and your
professional goals and objectives. Begin by reflecting on your
desired professional future. Where do you see yourself in 10
years? What position do you aspire to have? What does your
future work environment look and feel like? What might you be
doing during a typical day or week at work? What kinds of

15. people would be around you in your desired position? What
type of leadership skills and competencies will you be utilizing?
The assignments to date have provided you with insights about
effective leadership competencies and skills. It is now time to
apply these ideas and prepare a leadership plan for yourself.
Use the following material to complete your plan:
1. Learning Style Inventory that you completed during Week 1
to assess your leadership skills.
2. Complete a Self-Assessment on Leadership Competencies
(located in Blackboard, under “Assignments Link”).
3. Asktwo professional sources to complete the Feedback on
Leadership Competencies (located in Blackboard, under
“Assignments Link”).
4. Complete the Competency Assessment Summary Sheet
(located in Blackboard, under “Assignments Link”).
5. Review the coaching report that was completed by your
classmate and use pertinent elements from this report to help
develop your plan.
Assignment Requirements (2 parts):
1. Presentation: Prepare a 5 – 8 slide presentation (voice over
is not required) that summarizes your leadership development
plan. The presentation (Power Point, Prezi, or other format)
should include:
a. Your professional goals and objectives for the future.
b. The areas you have identified as your strengths and
weaknesses
c. Your plan for improving your strengths and minimizing your
weaknesses
d. What kind of assistance will you seek in achieving your
professional goals?
e. A timeline for accomplishing your professional goals
2. Report: Prepare a 4 – 5 page (not including the above
documents which will be submitted as attachments), graduate

16. level paper, in APA format, 12 font, double spaced, with a title
page, abstract, and references. Using the information gained
from the above assessments, summarize the material and clearly
explain what changes you will need to consider, if any, in your
leadership style, and how your leadership mindset will need to
be adjusted to achieve your professional goals and objectives.