For this task you will conduct an evaluation of your personal leadership effectiveness. You will write a paper evaluating your own leadership using a scholarly leadership theory.

DCM2 — DCM2 Task 1: Personal Leadership Evaluation

Competencies

3018.1.1 : Practice of Management

The graduate explains the theoretical bases, current knowledge, best practices, and trends related to the practice of management.

3018.1.2 : Theories of Leadership

The graduate uses contemporary theories of leadership to develop personal leadership skills based on a personal leadership philosophy.

3018.1.3 : Sustaining Business Performance

The graduate applies management and leadership theories for long-term global-business success.

3018.1.4 : Organizational Performance Methods

The graduate analyzes appropriate methods to improve organizational performance.

For this task you will conduct an evaluation of your personal leadership effectiveness. You will write a paper evaluating your own leadership using a scholarly leadership theory.

Introduction

For this task you will conduct an evaluation of your personal leadership effectiveness. You will write a paper evaluating your own leadership using a scholarly leadership theory. To help you refine your own leadership skills, you will develop at least two SMART (specific, measurable, achievable, realistic, and time-bound) goals as part of your evaluation.
Requirements

Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.

Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.

Microsoft Files Note: 
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements.

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.

Write a paper (suggested length of 6–10 pages) by doing the following:

A.  Provide a PDF copy of your “Signature Themes” report after completing the CliftonStrengths assessment.

1.  Reflect on the results of the five categorical strengths from your CliftonStrengths assessment, including what those results might indicate about your leadership.

B.  Evaluate your leadership, using one of the scholarly leadership theories below, by doing the following:

  • transformational leadership
  • transactional leadership
  • situational leadership
  • participative leadership
  • servant leadership
  • behavioral leadership
  • trait theory of leadership
  1. Evaluate three strengths of your leadership, using the chosen scholarly leadership theory, including how each strength relates to the theory. Support the evaluation of your strengths with at least one scholarly source.
  2. Evaluate three weaknesses of your leadership, using the chosen scholarly leadership theory, including how each weakness relates to the theory. Support the evaluation of your weaknesses with at least one scholarly source.
  3. Recommend three actionable items to improve the effectiveness of your leadership, including how each actionable item relates to the chosen scholarly leadership theory. Support the recommendations of actionable items with at least one scholarly source.

Note: A scholarly source could be a reputable journal, a published book, or any source from a university faculty member or business leader. Scholarly sources also include any article or book in the online WGU library.

C.  Discuss two short-term goals that will help improve your leadership. Adhere to the SMART criteria for each goal: specific, measurable, achievable, realistic, and time-bound.

1.  Discuss at least two specific actions you will take to reach each of the SMART goals discussed in part C.

D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E.  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, csv, 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

Expert Answer and Explanation

Personal Leadership Evaluation

Success in both the personal and professional spheres is influenced by competent leadership.  Through applying continuous introspection and theory-based assessment, leaders are able to pinpoint their strengths, acknowledge their weaknesses, and execute focused growth initiatives.  Using Transformational Leadership theory as a framework, this essay offers a critical assessment of my own leadership.  This theory provides a thorough framework for evaluating leadership behaviors.

This assessment’s objectives are to identify two SMART goals that promote long-term professional development, analyze three personal leadership strengths and three areas for development, and suggest three doable tactics to increase leadership effectiveness.

Overview of Transformational Leadership Theory

Definition and Core Components

The four primary pillars of transformational leadership are intellectual stimulation, customized consideration, inspirational motivation, and idealized influence. Leaders with idealized influence are role models whose actions inspire followers to respect and believe in them (Mafaz & Abdullah, 2024). Creating a compelling vision that inspires team members and cultivates a common goal is a key component of inspirational motivation. Intellectual stimulation inspires followers to consider novel answers by fostering innovation and challenging preconceived notions.

According to Mafaz and Abdullah (2024), personalized attention shows a dedication to helping each team member realize their full potential on both a personal and professional level. Each of these elements plays a part in a leadership strategy that aims to improve organizational results as well as individual performance.

Theoretical Relevance

The transformational leadership paradigm makes it easier to mobilize followers to accomplish both personal and organizational goals (Mafaz & Abdullah, 2024).  By employing this strategy, leaders cultivate a climate where groups feel appreciated and empowered, encouraging respect for one another and ongoing development.  The development of trust, dedication, and high performance in dynamic work contexts are strongly correlated with the behaviors displayed by transformational leaders (Deng et al., 2023).  This leadership approach is known to boost motivation, foster creativity, and foster a cooperative environment that can effectively adjust to shifting circumstances and obstacles.

According to Deng et al. (2023), transformative leadership is linked to increased organizational effectiveness and employee satisfaction.  According to Deng et al. (2023), the article emphasizes the favorable relationship between transformational leadership methods and results like improved performance metrics, increased work satisfaction, and more robust professional growth.  Transformational techniques play a key role in establishing settings that support both individual development and group achievement.  These results offer a strong basis for using the theory to investigate and improve individual leadership techniques in work environments.

Evaluation of Leadership Strengths

Significance

The strength of importance is determined by the desire to contribute in a meaningful way. Strongly purpose-driven leadership is consistent with transformational leadership principles. Teams are frequently motivated to achieve an inspiring goal by leaders who exhibit this strength (Ding & Lin, 2021). Ambitious goals are simpler to articulate when one is motivated to get significant results. Idealized influence is emphasized by transformational leadership, in which leaders act as role models whose beliefs inspire others to dedicate themselves to common goals.

According to Ding and Lin (2021), team engagement and performance are often higher for leaders who have a clear feeling of significance. Accepting significance improves my ability to establish and convey objectives that upend the status quo, inspire subordinates, and promote an excellence-focused culture. This strength contributes to an environment of trust and motivation, helping team members to share in a unified vision and strive toward collective success.

Relator

Relator’s strength is cultivating trust in teams and enjoying intimate interactions with others. Individualized attention is highly valued in transformational leadership, where team members’ distinct wants and goals are taken into account (Harrell, 2022). Team cohesion is improved by the capacity to build meaningful, long-lasting relationships. Strong interpersonal ties make it easier to communicate honestly and freely share ideas. Strong interpersonal relationships are associated with better teamwork and higher levels of job satisfaction for leaders (Harrell, 2022).

Higher staff morale and a shared dedication to the group’s goal are the results of genuine concern and understanding. Team members are encouraged to continuously learn and develop through this relational strategy (Harrell, 2022). Relationship-building activities made consistently help create a peaceful atmosphere where people and the organization can thrive.

Responsibility

A strong sense of accountability shows a dedication to keeping moral standards and keeping promises. Team members value leaders who take ownership of their work, and they also help create a strong, reliable corporate culture. According to Vest et al. (2023), transformational leadership emphasizes behavior that is dependable and consistent, which aligns with the inherent character of responsibility. More accountability and loyalty are fostered in their organizations by leaders who score well on responsibility (Vest et al., 2023).

A commitment to accountability creates a setting in which task completion builds trust and lays the groundwork for accomplishing long-term goals. According to Vest et al. (2023), operational excellence and ethical standards are promoted when responsible acts are included into routine leadership activities.

For this task you will conduct an evaluation of your personal leadership effectiveness. You will write a paper evaluating your own leadership using a scholarly leadership theory.

Evaluation of Leadership Weaknesses

Overemphasis on Self-Reliance

Strong tendencies toward self-assurance might occasionally lead to an excessive dependence on one’s own discretion. Although confidence is a good quality in a leader, too much reliance on internal decision-making might stifle chances for cooperation (Schaumberg & Flynn, 2017). Participatory involvement and a common vision are promoted by transformational leadership. Over-reliance on one’s own intuition might result in blind spots and conclusions that could not completely take other people’s viewpoints into account. Leaders who ignore team feedback run the risk of seeing a decline in morale and innovation.

Sometimes, an overemphasis on independence has resulted in lost chances for innovative ideas and decreased team participation in important choices (Schaumberg & Flynn, 2017). Understanding this propensity encourages a reevaluation of the methods used to solicit and appreciate information, highlighting the significance of striking a balance between openness and confidence.

Difficulty Delegating Responsibilities

Having a strong feeling of responsibility might make delegation difficult. A reluctance to share duties may arise from an intrinsic need to ensure tasks are executed appropriately and morally (Norris et al., 2021). Through delegation and trust, transformational leaders are supposed to empower people and promote autonomy. Overly strict adherence to duties can impede team growth and restrict others’ ability to lead. By assigning duties to others and creating opportunities for advancement, transformational leaders must have the ability to mentor people Norris. On occasion, this challenge has caused needless workload demands and impeded project progress. To overcome this shortcoming, conscious efforts must be made to foster confidence in others’ abilities and provide them with chances to make significant contributions.

Overanalyzing Decisions

While analytical thinking is often a strength, it can also become a liability when it leads to overthinking, which can delay decision-making and reduce overall efficiency (Cohee & Barnhart, 2024). In transformational leadership, decisiveness and the ability to act on vision are essential components of successful execution; when analysis takes up too much time, it can disrupt momentum and cause confusion among team members waiting for direction. While careful consideration of data is beneficial, it must be balanced with timely action. Prolonged evaluation of alternatives occasionally resulted in missed opportunities or delayed outcomes (Cohee & Barnhart, 2024). Identifying this pattern gives the opportunity to adopt more balanced decision-making strategies that incorporate both data and timely intuition, fostering more agile leadership.

Recommendations for Improving Leadership Effectiveness

Cultivate Collaborative Decision-Making

Using collaborative decision-making techniques is crucial to addressing the propensity for over-reliance.  This strategy is in line with transformational leadership, which highlights the importance of teamwork in creating a common goal (Qudrat-Ullah, 2025).  Building trust and strengthening team cohesion can be achieved by promoting candid discussion in group situations, getting input through organized methods like brainstorming sessions, and considering other points of view when making important choices.  By purposefully sharing decision-making authority, transformational leaders enhance company culture (Qudrat-Ullah, 2025).  Creating this habit will improve the quality and acceptability of final decisions by striking a balance between inclusion and confidence.

Delegate to Empower Others

Enhancing delegation will aid in managing individual workloads as well as team development.  Delegation is consistent with transformational leadership’s dedication to fostering professional growth and empowering followers.  Important actions include determining what can be done by people on their own, establishing clear expectations, and providing assistance without micromanaging (Mirkhan et al., 2024).  Effective delegators help others become more capable and self-assured.  Adopting this approach will boost team member involvement and open up mental space for strategic planning, enabling people to take responsibility for their work and make valuable contributions (Mirkhan et al., 2024).

Develop Decisiveness Through Structured Time Limits

Implementing defined decision-making timelines can help overcome decision delays caused by overanalysis. Establishing deadlines for alternatives evaluation guarantees that analysis won’t impede advancement (Fokina et al., 2023). This strategy stays in line with transformational leadership, which necessitates striking a balance between bold planning and prompt execution. Effective option narrowing and cognitive load reduction are possible with the use of decision matrices  or priority ranking algorithms (Fokina et al., 2023). Integrating these methods will enhance leadership agility will be improved and long-term contemplation won’t jeopardize objectives.

SMART Goals for Leadership Development

Strengthening Collaborative Leadership

Two SMART goals that are each centered on improving important facets of individual leadership have been created in order to increase the effectiveness of leadership.  Within three months, the first SMART goal is to improve collaborative leadership (Qudrat-Ullah, 2025).  Through frequent engagement methods already ingrained in the team’s routine, the aim is feasible, relevant to enhancing collaboration, and measurable through weekly team feedback and monthly satisfaction surveys.  It is time-bound to a certain three-month period and is still reasonable in light of existing workloads and team readiness (Qudrat-Ullah, 2025).

Starting each weekly team meeting with a thought-provoking or forward-looking question that promotes participation and collaborative thinking is one of the two intentional action steps.  The second entails starting an anonymous poll every two weeks to measure engagement, perceived inclusiveness, and team morale.

Improving Delegation Practices

Improving delegation procedures is the focus of the second objective. This goal is to empower team members through trust and accountability while encouraging more effective task distribution (Mirkhan et al., 2024). Weekly task distribution and informal feedback gathering during planned one-on-one check-ins will be used to gauge progress (Mirkhan et al., 2024). There is ample opportunity to test, modify, and improve delegation tactics within the timeframe. Conducting an audit of present personal duties to determine whether tasks are suitable for delegation is one of the primary supporting actions for the aim (Mirkhan et al., 2024).

Making sure that team members meet one-on-one to assign duties that are in line with their interests, strengths, and development objectives would be the other supporting activity. These SMART goals serve as a roadmap to reinforce leadership effectiveness through intentional focus on inclusiveness and task distribution. The combination of team engagement and operational efficiency addresses strategic elements of leadership growth.

Action Plan for Reaching SMART Goals

Action Plan for Strengthening Collaborative Leadership

Intentional measures that promote open communication and shared responsibility are necessary to achieve the objective of greater collaborative leadership. Using planned discourse prompts at the start of every weekly meeting is the first step (Qudrat-Ullah, 2025). Team members will be encouraged to contribute ideas, consider advancements, or voice concerns in a polite and safe environment by using these prompts. By strengthening mutual understanding and trust, this strategy seeks to provide the groundwork for fruitful cooperation. Launching a brief, anonymous team survey every two weeks with an emphasis on engagement, communication, and inclusion is the second step (Qudrat-Ullah, 2025). This feedback system will show where teamwork may be failing or succeeding and offer candid, up-to-date insights on team dynamics.

Action Plan for Improving Delegation Practices

Strategic planning and a dedication to enabling others are necessary for improving delegation. The first step in this plan is to perform a comprehensive audit of personal tasks. In order to determine which jobs need direct leadership control and which may be outsourced without sacrificing quality or consistency, this entails examining ongoing duties (Mirkhan et al., 2024). This stage makes the burden clear and shows where there are chances to confidently assign. Meeting with each team member individually to match job distribution to their interests, objectives, and skill levels is the second step.

Team members will feel ready and encouraged to take on additional responsibilities thanks to these meetings (Mirkhan et al., 2024). Delegation will become more effective with these steps, empowering people and freeing the leadership to concentrate on strategic priorities. Both action plans reflect a proactive and intentional approach to leadership development. They are based on a commitment to improving both team performance and individual effectiveness, which supports long-term leadership growth.

Conclusion

Being a leader is a dynamic and ever-changing process rather than a fixed attribute.  It is clear from the perspective of transformational leadership that successful leaders must foster vision, encourage development, and make a commitment to individual and group growth.  Key traits that underpin transformational leadership are highlighted in this self-evaluation, including a strong sense of accountability, a deep understanding of relationships, and confidence in one’s ability to make decisions.

The creation of SMART goals and precise, doable actions provides an organized way ahead.  The cornerstone for developing into a more impartial and capable leader is placing an emphasis on enhanced cooperation and strategic delegation.  Purposefully, the leadership journey proceeds under the direction of introspection, dedication, and development.

References

Cohee, G. L., & Barnhart, C. M. (2024). Often wrong, never in doubt: mitigating leadership overconfidence in decision-making. Organizational Dynamics53(3), 101011. https://doi.org/10.1016/j.orgdyn.2023.101011

Deng, C., Gulseren, D., Isola, C., Grocutt, K., & Turner, N. (2023). Transformational leadership effectiveness: an evidence-based primer. Human Resource Development International26(5), 627-641. https://doi.org/10.1080/13678868.2022.2135938

Ding, H., & Lin, X. (2021). Individual-focused transformational leadership and employee strengths use: the roles of positive affect and core self-evaluation. Personnel Review50(3), 1022-1037. https://doi.org/10.1108/PR-10-2019-0541

Fokina, O., Ivanovskaya, Z., Mottaeva, A., & Khubaev, A. (2023). The conceptual role of leadership in project management. In E3S Web of Conferences (Vol. 458, p. 04020). EDP Sciences. https://doi.org/10.1051/e3sconf/202345804020

Harrell, S. (2022). Examining the Relationship between Strengths Development and Implicit Leadership. Regent University.

Mafaz, M. N. A., & Abdullah, N. A. (2024). Transformational leadership on work performance in the pharmaceutical industry in Malaysia: An overview. Journal of World Science3(2), 258-270. https://doi.org/10.58344/jws.v3i2.550

Mirkhan, S. D., Omer, S. K., Ali, H. M., Hamza, M. Y., Rashid, T. A., & Nedunchezhian, P. (2024). Effective delegation and leadership in software management. arXiv preprint arXiv:2405.01612. https://doi.org/10.48550/arXiv.2405.01612

Norris, K. R., Ghahremani, H., & Lemoine, G. J. (2021). Is it laissez-faire leadership or delegation? A deeper examination of an over-simplified leadership phenomenon. Journal of Leadership & Organizational Studies28(3), 322-339. https://doi.org/10.1177/1548051821997407

Qudrat-Ullah, H. (2025). Group Decision-Making and Team Collaboration. In Mastering Decision-Making in Business and Personal Life: An Interdisciplinary Perspective on Making Better Choices (pp. 313-362). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-81068-8_10

Schaumberg, R. L., & Flynn, F. J. (2017). Self-reliance: A gender perspective on its relationship to communality and leadership evaluations. Academy of Management Journal60(5), 1859-1881. https://doi.org/10.5465/amj.2015.0018

Vest, T. A., Ivey, M. F., Musch, K. L., & Tyler, L. S. (2023). Differentiating between accountability and responsibility. American Journal of Health-System Pharmacy80(19), 1298-1300. https://doi.org/10.1093/ajhp/zxad116

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Rubric

A: SIGNATURE THEMES REPORT:

Not Evident

A PDF copy of the “Signature Themes” report is not provided.

Approaching Competence

Not applicable.

Competent

A PDF copy of the “Signature Themes” report is provided.

A1: REFLECTION ON CLIFTONSTRENGTHS:

Not Evident

A reflection on the results of the 5 categorical strengths from the CliftonStrengths assessment is not provided.

Approaching Competence

The reflection on the results of the 5 categorical strengths from the CliftonStrengths assessment is not supported by specific details of each strength, or it does not include what each may indicate about personal leadership.

Competent

The reflection on the results of the 5 categorical strengths from the CliftonStrengths assessment is supported by specific details of each strength and includes what each may indicate about personal leadership.

B1: PERSONAL LEADERSHIP STRENGTHS:

Not Evident

The submission does not evaluate 3 personal leadership strengths.

Approaching Competence

The submission evaluates 3 personal leadership strengths, but the evaluation does not use the chosen scholarly leadership theory, or it does not include specific details of each strength or specific examples to support how each strength relates to the chosen theory. Or the evaluation is not supported by at least 1 appropriate scholarly source.

Competent

The submission evaluates 3 personal leadership strengths using the chosen scholarly leadership theory, and the evaluation includes specific details of each strength and specific examples to support how each strength relates to the chosen theory. The evaluation is supported by at least 1 appropriate scholarly source.

B2: PERSONAL LEADERSHIP WEAKNESSES:

Not Evident

The submission does not evaluate 3 personal leadership weaknesses.

Approaching Competence

The submission evaluates 3 personal leadership weaknesses, but the evaluation does not use the chosen scholarly leadership theory, or it does not include specific details of each weakness or specific examples to support how each weakness relates to the chosen theory. Or the evaluation is not supported by at least 1 appropriate scholarly source.

Competent

The submission evaluates 3 personal leadership weaknesses using the chosen scholarly leadership theory, and the evaluation includes specific details of each weakness and specific examples to support how each weakness relates to the chosen theory. The evaluation is supported by at least 1 appropriate scholarly source.

B3: RECOMMENDATIONS FOR PERSONAL LEADERSHIP:

Not Evident

The submission does not recommend 3 actionable items to improve personal leadership effectiveness.

Approaching Competence

The submission recommends 3 actionable items to improve personal leadership effectiveness, but the recommendations do not align to the chosen scholarly leadership theory or do not include specific examples to support how each actionable item relates to the chosen theory. Or the recommendations are not supported by at least 1 appropriate scholarly source.

Competent

The submission recommends 3 actionable items to improve personal leadership effectiveness, and the recommendations align to the chosen scholarly leadership theory and includes specific examples to support how each actionable item relates to the chosen theory. The recommendation is supported by at least 1 appropriate scholarly source.

C: SMART GOALS:

Not Evident

A discussion of 2 short-term goals that will help improve personal leadership is not provided.

Approaching Competence

The discussion includes 2 short-term goals that will help improve personal leadership, but the goals do not adhere to each of the SMART criteria (i.e., specific, measurable, achievable, realistic, and time-bound).

Competent

The discussion includes 2 short-term goals that will help improve personal leadership, and the goals adhere to each of the SMART criteria (i.e., specific, measurable, achievable, realistic, and time-bound).

C1: SPECIFIC ACTIONS:

Not Evident

A discussion of at least 2 actions to reach each of the SMART goals discussed in part C is not provided.

Approaching Competence

The discussion includes at least 2 actions to reach each of the SMART goals discussed in part C, but it does not include specific details of each action.

Competent

The discussion includes specific details of at least 2 actions to reach each of the SMART goals discussed in part C.

Not Evident

The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

Approaching Competence

The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

Competent

The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

Not Evident

This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.

Approaching Competence

This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.

Competent

This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

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