Below I attached 2 files. one is the Instruction for the assignment and the other is my result of an assessment that the writer is going to use to incorporate into the essay. For the SMART goals, the writer can incorporate my current pursuit of a bachelor's in data management/analytics.
1/10/23, 8:39 PM My CliftonStrengths | Home https://wgu.gallup.com/home/default.aspx 1/5 Mensur Ahemed CliftonStrengths Assessment Results New on-demand learning included with CliftonStrengths for Students GO DEEPER WITH STRENGTHS TOP 5 ALL 34 People exceptionally talented in the Context theme enjoy thinking about the past. They understand the present by researching its history. 1. Context https://wgu.gallup.com/module/story.html https://twitter.com/share?hashtags=CliftonStrengths&text=My%20top%205:%20Context,%20Learner,%20Restorative,%20Discipline,%20Input.%20Get%20yours%20at https://wgu.gallup.com/home/email.aspx?utm_source=LeftHandNavigationBar&utm_medium=ClickEmailTop5Button&utm_campaign=strengthsquest 1/10/23, 8:39 PM My CliftonStrengths | Home https://wgu.gallup.com/home/default.aspx 2/5 WHAT YOU CAN DO WITH YOUR STRENGTHS Brief CliftonStrengths Theme Descriptions Team Strengths Grid (Excel) How Students Can Use Their CliftonStrengths To Succeed (PDF) Learn About Strengths Domains People exceptionally talented in the Learner theme have a great desire to learn and want to continuously improve. The process of learning, rather than the outcome, excites them. 2. Learner People exceptionally talented in the Restorative theme are adept at dealing with problems. They are good at figuring out what is wrong and resolving it. 3. Restorative People exceptionally talented in the Discipline theme enjoy routine and structure. Their world is best described by the order they create. 4. Discipline People exceptionally talented in the Input theme have a need to collect and archive. They may accumulate information, ideas, artifacts or even relationships. 5. Input https://wgu.gallup.com/file/BriefThemeDescriptions.pdf https://wgu.gallup.com/file/208934/TSG.XLSX https://wgu.gallup.com/file/208835/CliftonStrengthsForStudents-Success-Guide.pdf https://wgu.gallup.com/file/227012/four-domains-team-strength.pdf 1/10/23, 8:32 PM WGU Performance Assessment https://tasks.wgu.edu/student/010397482/course/26680009/task/2789/overview 1/4 OSM1 — OSM1 TASK 1: SELF-ASSESSMENT IT LEADERSHIP FOUNDATIONS — D194 PRFA — OSM1 COMPETENCIES 4071.01.1 : Leadership Strategies The graduate selects appropriate influential leadership strategies to effectively navigate workplace situations. 4071.01.2 : Communication The graduate communicates ideas, opinions, and information suitable for various professional settings. 4071.01.3 : Professional Reflection The graduate reflects on the emotional reactions of self and others in a variety of professional situations. 4071.01.4 : Team Strategies The graduate recommends strategies for decision-making in various team environments. INTRODUCTION It is important for you as an IT professional to reflect on personal strengths and influential leadership skills. Being aware of these strengths and skills will help you manage conflicts, maximize your leadership potential, and apply appropriate leadership tactics to respond effectively in various workplace situations. In this task, you will complete the CliftonStrengths self-assessment. Based on your results, you will engage in self-reflection and develop one SMART (i.e., specific, measurable, achievable, realistic, and timely) goal as a framework to develop an influential leadership growth plan. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted TASK OVERVIEW SUBMISSIONS EVALUATION REPORT 1/10/23, 8:32 PM WGU Performance Assessment https://tasks.wgu.edu/student/010397482/course/26680009/task/2789/overview 2/4 as attachments (e.g., .docx, .pdf, .ppt). After completing the CliftonStrengths self-assessment, reflect on the connection between your strengths and the development of influential leadership skills by doing the following: A. Describe what you learned about yourself based on the results of your self-assessment, including the following: • how your strengths contribute to your thoughts, decisions, and behaviors • how you can use these insights to add value in your current or future professional role 1. Provide evidence of completion of the self-assessment. Note: You may provide evidence of completion by attaching a PDF file of your test results or a screenshot demonstrating the self-assessment was completed. B. Create one SMART (i.e., specific, measurable, achievable, realistic, and timely) goal for developing influential leadership skills, based on your reflection of your self-assessment results, by doing the following: 1. Identify your SMART goal. 2. Explain how your SMART goal supports the development of leadership skills. 3. Explain how the strengths identified in your self-assessment will help you achieve your SMART goal. C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. D. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z RUBRIC A:SELF-ASSESSMENT DESCRIPTION A1:EVIDENCE OF COMPLETION NOT EVIDENT A description of what was learned is not provided. APPROACHING COMPETENCE The description of what was learned is not logically based on the results of the self-assess- ment, or the description does not logically address each of the given points. COMPETENT The description of what was learned is logically based on the results of the self-assessment and logically addresses each of the given points. 1/10/23, 8:32 PM WGU Performance Assessment https://tasks.wgu.edu/student/010397482/course/26680009/task/2789/overview 3/4 B1:IDENTIFIED SMART GOAL B2:SMART GOAL AND LEADERSHIP SKILLS B3:SMART GOAL AND SELF-ASSESSMENT RESULTS C:SOURCES NOT EVIDENT Evidence of interaction with the self-assessment is not provided. APPROACHING COMPETENCE The provided evidence of inter- action with the self-assessment does not reflect completion of the self-assessment. COMPETENT The submission provides evi- dence of completion of the self- assessment. NOT EVIDENT A goal is not identified. APPROACHING COMPETENCE The goal identified is not a SMART goal. COMPETENT A SMART goal is identified. NOT EVIDENT An explanation of the candi- date’s SMART goal is not provided. APPROACHING COMPETENCE The explanation does not ade- quately address how the candi- date’s SMART goal supports de- velopment of leadership skills. COMPETENT The explanation adequately ad- dresses how the candidate’s SMART goal supports the devel- opment of leadership skills. NOT EVIDENT An explanation of the strengths identified in the self-assessment in relation to the SMART goal is not provided. APPROACHING COMPETENCE The explanation does not ade- quately address how the strengths identified in the self- assessment will help the candi- date achieve the SMART goal. COMPETENT The explanation adequately ad- dresses how the strengths identi- fied in the self-assessment will help the candidate achieve the SMART goal. NOT EVIDENT The submission does not include both in-text citations and a ref- erence list for sources that are APPROACHING COMPETENCE The submission includes in-text citations for sources that are quoted, paraphrased, or summa- rized and a reference list; how- COMPETENT The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list https://lrps.wgu.edu/provision/147882373 1/10/23, 8:32 PM WGU Performance Assessment https://tasks.wgu.edu/student/010397482/course/26680009/task/2789/overview 4/4 D:PROFESSIONAL COMMUNICATION WEB LINKS CliftonStrengths quoted, paraphrased, or summarized. ever, the citations or reference list is incomplete or inaccurate. that accurately identifies the au- thor, date, title, and source loca- tion as available. NOT EVIDENT Content is unstructured, is dis- jointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains er- rors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. COMPETENT Content reflects attention to de- tail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candi- date. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding. https://lrps.wgu.edu/provision/27641407 https://lrps.wgu.edu/provision/199998934