GallupReport_Redacted1 WGUPerformanceAssessment1Rubric
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 APA-formatted 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.
SURVEY COMPLETION DATE: 10-0
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Many years of research conducted by The Gallup Organization suggest that the most effective people
are those who understand their strengths and behaviors. These people are best able to develop
strategies to meet and exceed the demands of their daily lives, their careers, and their families.
A review of the knowledge and skills you have acquired can provide a basic sense of your abilities,
but an awareness and understanding of your natural talents will provide true insight into the core
reasons behind your consistent successes.
Your Signature Themes report presents your five most dominant themes of talent, in the rank order
revealed by your responses to CliftonStrengths. Of the
3
4 themes measured, these are your “top
five.”
Your Signature Themes are very important in maximizing the talents that lead to your successes. By
focusing on your Signature Themes, separately and in combination, you can identify your talents,
build them into strengths, and enjoy personal and career success through consistent, near-perfect
performance.
You are generous with praise, quick to smile, and always on the lookout for the positive in the
situation. Some call you lighthearted. Others just wish that their glass were as full as yours seems to
be. But either way, people want to be around you. Their world looks better around you because your
enthusiasm is contagious. Lacking your energy and optimism, some find their world drab with
repetition or, worse, heavy with pressure. You seem to find a way to lighten their spirit. You inject
drama into every project. You celebrate every achievement. You find ways to make everything more
exciting and more vital. Some cynics may reject your energy, but you are rarely dragged down. Your
Positivity won’t allow it. Somehow you can’t quite escape your conviction that it is good to be alive,
that work can be fun, and that no matter what the setbacks, one must never lose one’s sense of
humor.
“Stretch the circle wider.” This is the philosophy around which you orient your life. You want to include
people and make them feel part of the group. In direct contrast to those who are drawn only to
exclusive groups, you actively avoid those groups that exclude others. You want to expand the group
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so that as many people as possible can benefit from its support. You hate the sight of someone on the
outside looking in. You want to draw them in so that they can feel the warmth of the group. You are an
instinctively accepting person. Regardless of race or sex or nationality or personality or faith, you cast
few judgments. Judgments can hurt a person’s feelings. Why do that if you don’t have to? Your
accepting nature does not necessarily rest on a belief that each of us is different and that one should
respect these differences. Rather, it rests on your conviction that fundamentally we are all the same.
We are all equally important. Thus, no one should be ignored. Each of us should be included. It is the
least we all deserve.
You can sense the emotions of those around you. You can feel what they are feeling as though their
feelings are your own. Intuitively, you are able to see the world through their eyes and share their
perspective. You do not necessarily agree with each person’s perspective. You do not necessarily feel
pity for each person’s predicament—this would be sympathy, not Empathy. You do not necessarily
condone the choices each person makes, but you do understand. This instinctive ability to understand
is powerful. You hear the unvoiced questions. You anticipate the need. Where others grapple for
words, you seem to find the right words and the right tone. You help people find the right phrases to
express their feelings—to themselves as well as to others. You help them give voice to their emotional
life. For all these reasons other people are drawn to you.
“When can we start?” This is a recurring question in your life. You are impatient for action. You may
concede that analysis has its uses or that debate and discussion can occasionally yield some
valuable insights, but deep down you know that only action is real. Only action can make things
happen. Only action leads to performance. Once a decision is made, you cannot not act. Others may
worry that “there are still some things we don’t know,” but this doesn’t seem to slow you. If the
decision has been made to go across town, you know that the fastest way to get there is to go
stoplight to stoplight. You are not going to sit around waiting until all the lights have turned green.
Besides, in your view, action and thinking are not opposites. In fact, guided by your Activator theme,
you believe that action is the best device for learning. You make a decision, you take action, you look
at the result, and you learn. This learning informs your next action and your next. How can you grow if
you have nothing to react to? Well, you believe you can’t. You must put yourself out there. You must
take the next step. It is the only way to keep your thinking fresh and informed. The bottom line is this:
You know you will be judged not by what you say, not by what you think, but by what you get done.
This does not frighten you. It pleases you.
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The Strategic theme enables you to sort through the clutter and find the best route. It is not a skill that
can be taught. It is a distinct way of thinking, a special perspective on the world at large. This
perspective allows you to see patterns where others simply see complexity. Mindful of these patterns,
you play out alternative scenarios, always asking, “What if this happened? Okay, well what if this
happened?” This recurring question helps you see around the next corner. There you can evaluate
accurately the potential obstacles. Guided by where you see each path leading, you start to make
selections. You discard the paths that lead nowhere. You discard the paths that lead straight into
resistance. You discard the paths that lead into a fog of confusion. You cull and make selections until
you arrive at the chosen path—your strategy. Armed with your strategy, you strike forward. This is
your Strategic theme at work: “What if?” Select. Strike.
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- Margaret Wylie
Don Clifton
Father of Strengths Psychology and Inventor of CliftonStrengths
Positivity
Includer
Empathy
Activator
Strategic
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RUBRIC
A:SIGNATURE THEMES REPORT
A1:REFLECTION ON CLIFTONSTRENGTHS
B1:PERSONAL LEADERSHIP STRENGTHS
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.
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.
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.
11/20/2019 WGU Performance Assessment
https://tasks.wgu.edu/student/000356051/course/15140005/task/1362/overview 2/4
B2:PERSONAL LEADERSHIP WEAKNESSES
B3:RECOMMENDATIONS FOR PERSONAL LEADERSHIP
C:SMART GOALS
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.
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.
NOT EVIDENT
A discussion of 2 short-term
goals that will help improve
APPROACHING
COMPETENCE
The discussion includes 2
short-term goals that will help
COMPETENT
The discussion includes 2 short-
term goals that will help improve
personal leadership, and the
11/20/2019 WGU Performance Assessment
https://tasks.wgu.edu/student/000356051/course/15140005/task/1362/overview 3/4
C1:SPECIFIC ACTIONS
D:APA SOURCES
E:PROFESSIONAL COMMUNICATION
personal leadership is not
provided.
improve personal leadership,
but the goals do not adhere to
each of the SMART criteria
(i.e., specific, measurable,
achievable, realistic, and time-
bound).
goals adhere to each of the
SMART criteria (i.e., specific,
measurable, achievable,
realistic, and time-bound).
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 in-text citations and
references according to APA
style for content that is quoted,
paraphrased, or summarized.
APPROACHING
COMPETENCE
The submission includes in-text
citations and references for
content that is quoted,
paraphrased, or summarized
but does not demonstrate a
consistent application of APA
style.
COMPETENT
The submission includes in-text
citations and references for
content that is quoted,
paraphrased, or summarized
and demonstrates a consistent
application of APA style.
NOT EVIDENT
Content is unstructured, is
disjointed, 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
errors in mechanics, usage, or
grammar that cause confusion.
Terminology is misused or
ineffective.
COMPETENT
Content reflects attention to
detail, is organized, and focuses
on the main ideas as prescribed
in the task or chosen by the
candidate. Terminology is
pertinent, is used correctly, and
effectively conveys the intended
meaning. Mechanics, usage,
and grammar promote accurate
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https://lrps.wgu.edu/provision/27641407
11/20/2019 WGU Performance Assessment
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interpretation and
understanding.