CliftonStrengths assessment. Reflect on the results of the five categorical strengths from your CliftonStrengths assessment, in

SURVEY COMPLETION DATE: 10-04-2019

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 34 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.

Positivity

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.

Includer

“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.

Empathy

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.

Activator

“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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Strategic

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.

1220352620 ( © 2000, 2006-2012 Gallup, Inc. All rights reserved.

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11/20/2019 WGU Performance Assessment

https://tasks.wgu.edu/student/000356051/course/15140005/task/1362/overview 1/4

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

11/20/2019 WGU Performance Assessment

https://tasks.wgu.edu/student/000356051/course/15140005/task/1362/overview 4/4

interpretation and understanding.