Experiential Learning Essay Template Experiential Learning Essay Template Review this check list in prior to submitting your experiential learning essay. If you have completed all of the items listed below, you are ready to submit your essay. Keep in mind, your evaluator may still request additional material, however, the list below will guide in your essay submission preparations. Not adhering to these guidelines will cause a delay in processing. ** Review each of the items below and check if you have completed each of them: 1. I have selected an approved essay topic from the essay course descriptions page. http://www.phoenix.edu/admissions/prior_learning_assessment/experiential-essays/essay-topics.html 2. Some essays have specific experience requirements. I have checked the essay description and I meet all of the experience requirements listed. 3. I have written and included a 1,500 to 2,100 word autobiography; autobiography is only required with first Experiential Learning Essay, subsequent essays do not require additional autobiographies. 4. I have written an experiential essay: 3,000 to 4,500 words for 3 credit essay 5. My essay is written in first person (1st) without references. 6. I have written to all four (4) areas of Kolb’s model of learning. 7. I have addressed all of the required subtopics in each of the four areas of Kolb’s model of learning. 8. I have included supporting documentation that validates my personal/professional experience with the essay course description/topic. 9. My essay is based on personal, life learning experiences, not based on research, history, or another individual’s learning experiences. Kolb’s Model Below is a description of Kolb’s Model. All experiential essays must be written following Kolb’s Model. Below you will find the four sections of Kolb’s Model, a brief description of the section, and a sample of how that section should be addressed. The samples are pulled from the sample essay found on the PLA website, and it is recommended that you review the sample essay for a more complete example of how to write an experiential essay in Kolb’s Model. The words on this page do not count toward the essay length requirement. 1. Description of Concrete Experience Description: Concrete experience represents your personal participation with the people, places, activities, and events of an experience. You should describe your involvement relative to the experience, demonstrating the opportunity for learning. Sample: My career in public relations started off as a staff assistant in the Public Information Office of a community college system. After two years of on-the-job training, I was promoted to the position of community relations officer. 2. Reflections Description: Reflections represent your thinking and processing relative to the experience. You should demonstrate your learning by describing the knowledge, skills, and attitudes developed through the reflective .

1. Experiential Learning Essay Template
Experiential Learning Essay Template
Review this check list in prior to submitting your experiential
learning essay. If you have completed all of the items listed
below, you are ready to submit your essay. Keep in mind, your
evaluator may still request additional material, however, the list
below will guide in your essay submission preparations. Not
adhering to these guidelines will cause a delay in processing.
** Review each of the items below and check if you have
completed each of them:
1. I have selected an approved essay topic from the essay course
descriptions page.
http://www.phoenix.edu/admissions/prior_learning_assessment/
experiential-essays/essay-topics.html
2. Some essays have specific experience requirements. I have
checked the essay description and I meet all of the experience
requirements listed.
3. I have written and included a 1,500 to 2,100 word
autobiography; autobiography is only required with first
Experiential Learning Essay, subsequent essays do not require
additional autobiographies.
4. I have written an experiential essay: 3,000 to 4,500 words for
3 credit essay
5. My essay is written in first person (1st) without references.
6. I have written to all four (4) areas of Kolb’s model of
learning.
7. I have addressed all of the required subtopics in each of the
four areas of Kolb’s model of learning.

2. 8. I have included supporting documentation that validates my
personal/professional experience with the essay course
description/topic.
9. My essay is based on personal, life learning experiences, not
based on research, history, or another individual’s learning
experiences.
Kolb’s Model
Below is a description of Kolb’s Model. All experiential essays
must be written following Kolb’s Model. Below
you will find the four sections of Kolb’s Model, a brief
description of the section, and a sample of how that
section should be addressed. The samples are pulled from the
sample essay found on the PLA website, and it is recommended
that you review the sample essay for a more complete example
of how to write an experiential essay in Kolb’s Model. The
words on this page do not count toward the essay length
requirement.
1. Description of Concrete Experience
Description: Concrete experience represents your personal
participation with the people, places, activities, and events of an
experience. You should describe your involvement relative to
the experience, demonstrating the opportunity for learning.
Sample: My career in public relations started off as a staff
assistant in the Public Information Office of a community
college system. After two years of on-the-job training, I was
promoted to the position of community relations officer.
2. Reflections
Description: Reflections represent your thinking and processing
relative to the experience. You should demonstrate your
learning by describing the knowledge, skills, and attitudes
developed through the reflective process.
Sample: I have observed that some organizations are very good
at garnering free publicity. They appear at local events and
frequently appear as experts in television and newspaper
interviews.

3. 3. Generalizations/Principles/Theories
Description: Generalizations, principles, and theories are
constructs that organize and guide academic learning. A typical
college course is built around several such generalizations,
principles, and/or theories.
In this stage, you identify and describe the generalizations,
principles, and/or theories to demonstrate your learning
outcomes. These learning outcomes result from analyzing and
reflecting on your experience. The generalizations, principles,
and/or theories should be comparable to those addressed in
typical college courses and should match the course description
selected.
Sample: Whether working with large or small one-owner
organizations, it makes no difference in establishing rules,
guidelines, or policies regarding image and public relations.
Developing a detailed plan of action makes it much easier to
schedule and implement appropriate applicable strategies.
4. Testing and Application
Description: Testing and/or application represent situations in
which the new learning can be used. You should describe how
you did, or could in the future, test and/or apply what you
learned.
Sample: A fun promotional idea that emerged as a by-product
profit center for the bookstore was t-shirts.
We printed t-shirts with the bookstore logo on the back with
advertisements for the bookstore on the front.
Name:
Date:
Individual Record Number:
Approved Essay Title:
Enter your name, the date, your IRN, and the approved essay

4. title of the essay topic you have chosen from the
PLA website. When you are ready to begin writing the essay,
type out the essay subtopics as they appear in the essay course
description, and follow the four steps of Kolb’s model.
Describe the experiences that taught you about the subtopic,
reflect on that experience, explain the principles learned, and
then explain how those principles were tested and applied. You
are then ready to move on to the next subtopic. Follow this
process until you meet the length requirement, and have
addressed all required subtopics. *Word count begins at the first
subtopic.
Subtopic (1):
Description of Concrete Experience:
Reflections:
Generalizations, Principles and Theories:
Testing and Application:
Subtopic (2):
Description of Concrete Experience:
Reflections:
Generalizations, Principles and Theories:
Testing and Application:
Subtopic (3):
Description of Concrete Experience:
Reflections:
Generalizations, Principles and Theories:
Testing and Application:
Subtopic (4):
Description of Concrete Experience:
Reflections:
Generalizations, Principles and Theories:

5. Testing and Application:
Subtopic (5):
Description of Concrete Experience:
Reflections:
Generalizations, Principles and Theories:
Testing and Application:
Subtopic (6):
Description of Concrete Experience:
Reflections:
Generalizations, Principles and Theories:
Testing and Application:
Page | 2
Chapter 8 Transformational Leadership 189
Sample Items From the Multifactor Leadership
Questionnaire (MLQ) Form 5X-Short
These questions provide examples of the items that are used to
evaluate
leadership style. The MLQ is provided in both Self and Rater
forms. The Self
form measures self-perception of leadership behaviors. The
Rater form is
used to measure leadership. By thinking about the leadership
styles as exem-
plified below, you can get a sense of your own belief about your
leadership.
Key: 0 = Not 1 = Once in 2 = Sometimes 3 = Fairly 4 =
Frequently,

6. at all a while often if not always
Transformational Leadership Styles
Idealized Influence I go beyond self-interest for the good 0 1 2
3 4
(Attributes) of the group.
Idealized Influence I consider the moral and ethical 0 1 2 3 4
(Behaviors) consequences of decisions.
Inspirational I talk optimistically about 0 1 2 3 4
Motivation the future.
Intellectual I reexamine critical assumptions 0 1 2 3 4
Stimulation to question whether they
are appropriate.
Individualized I help others to develop 0 1 2 3 4
Consideration their strengths.
Transactional Leadership Styles
Contingent Reward I make clear what one can expect 0 1 2 3 4
to receive when performance
goals are achieved.
Management by I keep track of all mistakes. 0 1 2 3 4
Exception: Active
Passive/Avoidant Leadership Styles
Management by I wait for things to go wrong before 0 1 2 3 4
Exception: Passive taking action.
Laissez-Faire I avoid making decisions. 0 1 2 3 4

7. SOURCE: Reproduced by special permission of the publisher,
MIND GARDEN, Inc., www
.mindgarden.com from the Multifactor Leadership Questionnaire
by Bernard M. Bass and
Bruce J. Avolio. Copyright © 1995, 2000, 2004 by Bernard M.
Bass and Bruce J. Avolio.
Further reproduction is prohibited without the publisher’s
written consent.
Chapter 7 Leader–Member Exchange Theory 155
LMX 7 Questionnaire
Instructions: This questionnaire contains items that ask you to
describe your
relationship with either your leader or one of your followers.
For each of
the items, indicate the degree to which you think the item is
true for you
by circling one of the responses that appear below the item.
1. Do you know where you stand with your leader (follower) . .
. [and] do you
usually know how satisfied your leader (follower) is with what
you do?
Rarely Occasionally Sometimes Fairly often Very often
1 2 3 4 5
2. How well does your leader (follower) understand your job
problems and

8. needs?
Not a bit A little A fair amount Quite a bit A great deal
1 2 3 4 5
3. How well does your leader (follower) recognize your
potential?
Not at all A little Moderately Mostly Fully
1 2 3 4 5
4. Regardless of how much formal authority your leader
(follower) has built
into his or her position, what are the chances that your leader
(follower)
would use his or her power to help you solve problems in your
work?
None Small Moderate High Very high
1 2 3 4 5
5. Again, regardless of the amount of formal authority your
leader (fol-
lower) has, what are the chances that he or she would “bail you
out” at
his or her expense?
None Small Moderate High Very high
1 2 3 4 5
6. I have enough confidence in my leader (follower) that I
would defend

9. and justify his or her decision if he or she were not present to
do so.
Strongly disagree Disagree Neutral Agree Strongly agree
1 2 3 4 5
7. How would you characterize your working relationship with
your leader
(follower)?
Extremely Worse than Average Better than Extremely
ineffective average average effective
1 2 3 4 5
156 LEADERSHIP THEORY AND PRACTICE
By completing the LMX 7, you can gain a fuller understanding
of how
LMX theory works. The score you obtain on the questionnaire
reflects
the quality of your leader–member relationships, and indicates
the
degree to which your relationships are characteristic of
partnerships, as
described in the LMX model.
You can complete the questionnaire both as a leader and as a
follower.
In the leader role, you would complete the questionnaire
multiple times,
assessing the quality of the relationships you have with each of
your fol-

10. lowers. In the follower role, you would complete the
questionnaire
based on the leaders to whom you report.
Scoring Interpretation
Although the LMX 7 is most commonly used by researchers to
explore
theoretical questions, you can also use it to analyze your own
leadership
style. You can interpret your LMX 7 scores using the following
guidelines:
very high = 30–35, high = 25–29, moderate = 20–24, low = 15–
19, and
very low = 7–14. Scores in the upper ranges indicate stronger,
higher-
quality leader–member exchanges (e.g., in-group members),
whereas
scores in the lower ranges indicate exchanges of lesser quality
(e.g., out-
group members).
SOURCE: Reprinted from “Relationship-Based Approach to
Leadership: Development of
Leader–Member Exchange (LMX) Theory of Leadership Over
25 Years: Applying a Multi-
Level, Multi-Domain Perspective,” by G. B. Graen and M. Uhl-
Bien, 1995, Leadership
Quarterly, 6(2), 219–247. Copyright © 1995. Reprinted with
permission from Elsevier
Science.
The LMX Score

11. Chapter 3 Skills Approach 67
Skills Inventory
Instructions: Read each item carefully and decide whether the
item describes
you as a person. Indicate your response to each item by circling
one of the five
numbers to the right of each item.
Key: 1 = Not 2 = Seldom 3 = Occasionally 4 = Somewhat 5 =
Very
true true true true true
1. I enjoy getting into the details of how things work. 1 2 3 4 5
2. As a rule, adapting ideas to people’s needs is easy for me. 1
2 3 4 5
3. I enjoy working with abstract ideas. 1 2 3 4 5
4. Technical things fascinate me. 1 2 3 4 5
5. Being able to understand others is the most important
part of my work. 1 2 3 4 5
6. Seeing the big picture comes easy for me. 1 2 3 4 5
7. One of my skills is being good at making things work. 1 2 3
4 5
8. My main concern is to have a supportive communication
climate. 1 2 3 4 5
9. I am intrigued by complex organizational problems. 1 2 3 4 5

12. 10. Following directions and filling out forms comes
easily for me. 1 2 3 4 5
11. Understanding the social fabric of the organization is
important to me. 1 2 3 4 5
12. I would enjoy working out strategies for my
organization’s growth. 1 2 3 4 5
13. I am good at completing the things I’ve been
assigned to do. 1 2 3 4 5
14. Getting all parties to work together is a challenge I enjoy. 1
2 3 4 5
15. Creating a mission statement is rewarding work. 1 2 3 4 5
16. I understand how to do the basic things required of me. 1 2
3 4 5
17. I am concerned with how my decisions affect the lives
of others. 1 2 3 4 5
18. Thinking about organizational values and philosophy
appeals to me. 1 2 3 4 5
Scoring
The skills inventory is designed to measure three broad types of
leadership
skills: technical, human, and conceptual. Score the
questionnaire by doing

13. 68 LEADERSHIP THEORY AND PRACTICE
the following. First, sum the responses on items 1, 4, 7, 10, 13,
and 16. This
is your technical skill score. Second, sum the responses on
items 2, 5, 8, 11,
14, and 17. This is your human skill score. Third, sum the
responses on items
3, 6, 9, 12, 15, and 18. This is your conceptual skill score.
Total scores: Technical skill ____ Human skill ____ Conceptual
skill ____
Scoring Interpretation
23–30 High Range
14–22 Moderate Range
6–13 Low Range
The scores you received on the skills inventory provide
information about
your leadership skills in three areas. By comparing the
differences between
your scores, you can determine where you have leadership
strengths and
where you have leadership weaknesses. Your scores also point
toward the
level of management for which you might be most suited.
88 LEADERSHIP THEORY AND PRACTICE

14. Leadership Behavior Questionnaire
Instructions: Read each item carefully and think about how
often you (or the
person you are evaluating) engage in the described behavior.
Indicate your
response to each item by circling one of the five numbers to the
right of each
item.
Key: 1 = Never 2 = Seldom 3 = Occasionally 4 = Often 5 =
Always
1. Tells group members what they are supposed to do. 1 2 3 4 5
2. Acts friendly with members of the group. 1 2 3 4 5
3. Sets standards of performance for group members. 1 2 3 4 5
4. Helps others in the group feel comfortable. 1 2 3 4 5
5. Makes suggestions about how to solve problems. 1 2 3 4 5
6. Responds favorably to suggestions made by others. 1 2 3 4 5
7. Makes his or her perspective clear to others. 1 2 3 4 5
8. Treats others fairly. 1 2 3 4 5
9. Develops a plan of action for the group. 1 2 3 4 5
10. Behaves in a predictable manner toward group
members. 1 2 3 4 5
11. Defines role responsibilities for each group member. 1 2 3 4
5

15. 12. Communicates actively with group members. 1 2 3 4 5
13. Clarifies his or her own role within the group. 1 2 3 4 5
14. Shows concern for the well-being of others. 1 2 3 4 5
15. Provides a plan for how the work is to be done. 1 2 3 4 5
16. Shows flexibility in making decisions. 1 2 3 4 5
17. Provides criteria for what is expected of the group. 1 2 3 4 5
18. Discloses thoughts and feelings to group members. 1 2 3 4 5
19. Encourages group members to do high-quality work. 1 2 3 4
5
20. Helps group members get along with each other. 1 2 3 4 5
Scoring
The Leadership Behavior Questionnaire is designed to measure
two major
types of leadership behaviors: task and relationship. Score the
questionnaire
by doing the following: First, sum the responses on the odd-
numbered items.
This is your task score. Second, sum the responses on the even-
numbered
items. This is your relationship score.
Total scores: Task ______________ Relationship ____________

16. Chapter 4 Behavioral Approach 89
Scoring Interpretation
45–50 Very high range
40–44 High range
35–39 Moderately high range
30–34 Moderately low range
25–29 Low range
10–24 Very low range
The score you receive for task refers to the degree to which you
help others
by defining their roles and letting them know what is expected
of them. This
factor describes your tendencies to be task directed toward
others when you
are in a leadership position. The score you receive for
relationship is a measure
of the degree to which you try to make subordinates feel
comfortable with
themselves, each other, and the group itself. It represents a
measure of how
people oriented you are.
Your results on the Leadership Behavior Questionnaire give you
data about
your task orientation and people orientation. What do your
scores suggest
about your leadership style? Are you more likely to lead with an
emphasis on

17. task or with an emphasis on relationship? As you interpret your
responses to
the Leadership Behavior Questionnaire, ask yourself if there are
ways you
could change your behavior to shift the emphasis you give to
tasks and rela-
tionships. To gain more information about your style, you may
want to have
four or five of your coworkers fill out the questionnaire based
on their per-
ceptions of you as a leader. This will give you additional data to
compare and
contrast to your own scores about yourself.
Anthony Davis, MPH | Medicare Program Director, Quality
Molina Healthcare
1520 Kensington Road, Suite 212
Oak Brook, IL 60523
Office: (630) 203-3900 x 161167
Cell: 971-313-4373
[email protected]
[email protected]