Time Management WorksheetIn this worksheet, you will examine h

Time Management Worksheet
In this worksheet, you will examine how you currently use your
time so that you can identify ways to make time for your
studies. You will complete this worksheet in three steps.
In Step 1, you will determine how you currently use your time
by recording this information for a typical week. In Step 2, you
will consider ways you might reserve time on given days of the
week for your studies. In Step 3, you will develop a plan to
ensure your academic studies are a priority.
As you complete this worksheet, be realistic in your self-
assessment and in your plan. The more accurate this document
is, the more helpful it will be for you to schedule your time and
prepare for success in your personal, professional, and academic
life.
Step 1: Map Your Time
Complete the following time map by accounting for each hour
of your day. You can place more than one item in a time slot
(e.g., in the morning you may still be sleeping, get ready, and
eat breakfast within 1 hour). The chart is broken into 1/2-hour
increments for typically busier times of the day, but if you feel
the need to break up the chart further or make any other
adjustments to the chart, simply add rows and adjust the time
frames.
If you find a time slot is open, do not feel the need to fill it; the
next step will be identifying times that you can devote to your
studies, so an open time slot is ideal. You may even want to
highlight these empty cells so that they are easier to identi fy for
Step 2.

Consider the following items as you complete the table, as well
as anything else to which you regularly devote your time.
· Sleeping
· Making meals/eating
· Getting ready/commuting
· Exercising
· Working
· Socializing
· Spending time with family
· Weekly commitments (e.g., religious services, volunteering)
· Running errands/shopping
· Working on your home or car/cleaning/lawncare/etc.
· Spending time on your hobbies
· Entertainment/watching television
A.M. P.M.
Time Frame
Mon
Tue
Wed
Thu
Fri
Sat
Sun
A.M.
12–1
Sleeping
Sleeping
Sleeping
Sleeping
Sleeping
Sleeping
Sleeping
A.M.

1–5
Sleeping
Sleeping
Sleeping
Sleeping
Sleeping
Sleeping
Sleeping
A.M.
5–6
Sleeping
Sleeping
Sleeping
Sleeping
Sleeping
Sleeping
Sleeping
A.M.
6–7
Sleeping
Sleeping
Sleeping
Sleeping
Sleeping
Sleeping
Sleeping
A.M.
7–7:30
Walking Dogs
Walking Dogs
Walking Dogs
Walking Dogs
Walking Dogs
Walking Dogs
Walking Dogs
A.M.

7:30–8
Shower
Shower
Shower
Shower
Shower
Shower
Shower
A.M.
8–8:30
Eating
Eating
Eating
Eating
Eating
Eating
Eating
A.M.
8:30–9
Getting Son ready for School
A.M.
9–10
Work
Work
Work
Errands
Work
Errands
Errands
A.M.

10–11
Work
Work
Work
Work
A.M.
11–12
Work
Work
Work
Work
P.M.
12–12:30
Work
Work
Work
Work
P.M.
12:30–1
Work
Work
Work
Work
P.M.

1–2
Work
Work
Work
Work
P.M.
2–3
Work
Work
Work
Work
P.M.
3–4
Work
Work
Work
Work
P.M.
4–5
Eating
Eating
Eating
Eating
Eating
Eating
Eating
P.M.

5–5:30
Work
Work
Work
Work
P.M.
5:30–6
Work
Work
Work
Work
P.M.
6–6:30
Work
Work
Work
Work
P.M.
6:30–7
Work
Work
Work
Work
P.M.

7–7:30
Work
Work
Work
Work
P.M.
7:30–8
Work
Work
Work
Work
P.M.
8–8:30
Work
Work
Work
Work
P.M.
8:30–9
Eating
Eating
Eating
Eating
Eating
Eating
Eating
P.M.

9–9:30
Work
Work
Work
TV
Work
TV
TV
P.M.
9:30–10
TV
TV
TV
TV
TV
TV
TV
P.M.
10–11
TV
TV
P.M.
11–12

Step 2: Prioritizing Time for Your Academic Studies
Adjusting Your Priorities
Based on the time map you created in Step 1, how much “free”
time do you have in a given day? If you do not have that much
open availability, consider the following questions so that you
can create more time for your studies:
· Could you put aside any entertainment, perhaps with the intent
to “catch up” after you have completed your schoolwork?
· Could you wake up an hour earlier or stay up an hour later to
work on assessments?
· Could you work on your studies during a lunch break? Or, if it
fits within your budget, could you request time off during the
week to devote to studies?
· If you are a caretaker of children or adults, is there anyone
who can assist you in order to free some time?
· Are there any commitments that you could take a break from,
or scale back on, in order to have more time available to devote
to your studies?
Designating Times for Studies
As you prepare to set aside time for your studies, do the
following:
· Refer to the time map you created to identify any open time
slots.
· Consider your preferences and keep them in mind as you make
decisions.
· If you do not have enough open time slots, consider how to
reprioritize your schedule to make time for your studies.
· Consider your schedule and the goals you have set for
completion of your competency requirements..
Complete the following chart to designate the time(s) each day
that you will reserve for your studies.

Time Frames Designated for Studies
Mon
Tue
Wed
Thu
Fri
Sat
Sun
Time Frames
11pm-12am
11pm-12am
11pm-12am
11am-4pm, 5pm-8:30pm, 11pm-12am
11pm-12am
11am-4pm, 5pm-8:30pm, 10pm-12am
11am-4pm, 5pm-8:30pm, 10pm-12am
Total Hours
1
1
1
9.5
1
9.5
9.5
Step 3: Making a Plan
Now that you have a better understanding of your current use of
time—and you have figured out ways to set aside time for your
studies—put some measures in place to ensure you can meet
your weekly academic, personal, and professional commitments.
As you answer the following questions, consider why you are
pursuing your academic studies, how committed you are to
meeting your goals, and what completing your program will

mean for you, for your family, and for your future:
What is your overall plan to make time for your studies?
To do during downtimes at work and most work on weekends.
What steps will you take to implement your plan? Specifically,
how will you work to balance your commitments?
Know what times I can do work , and if it changes to make up
that time later.
What type of support from friends, families, co-workers, etc.,
will be important to you in meeting your goals? How can you
ask others in your life for the support you need?
To know that I do have a lot to handle but its not forever, there
is a finish line. I ask that they understand that.
Hinson, Contessa
Tempo- Checklist for Using Cues
Spring Term- 2021
Tempo- Checklist for Using Cues
Spring Term- 2021
How do you use reminders and attention focusers? I use them to
stay on track to get things completed. Everyone needs
motivation and a reason to reengage themselves. Reminders and
attention focusers are a great tool. I prefer to use reminders,
mental notes.
What are some ways you could improve on your use of
reminders and attention focusers? One way to improve my use
of reminders and attention focusers would be to switch it up. Do
not use the same one weekly. The change can be small, should
as ill have a snack if I complete this task, or ok when I am done
doing this, I will start this, etc. Lastly accountability if I missed

someone set a reminder to make up for it.
List some negative cues in your work or school environment
that encourage your undesirable behaviors. Negative cues in
work would be long hours, little chance for advancement, the
job market and morale. Negative cues in school environment
would be stories from others about failures in personal
experience, and outcomes of less than satisfactory grades.
How might you reduce or eliminate those negative cues? To
reduce negative cues, I would focus on ones I can control
instead of what I cannot. Surround myself with positive cues as
much as possible. Remove myself from negative cues. Focus on
the task at hand, instead of what is not important now.
List some positive negative cues in your work or school
environment that encourage your desirable behaviors. Seeing
myself making good progress, seeing others succeed, having
good relationships, and having an outlet.
How might you increase theses positive cues? Bring positive
energy because positive energy feeds off positive energy.
Express my concerns to my supervisors or friends, to make them
aware of my feelings. Do my part, by being a team player in all
aspects. Look for inspiration wherever it may be, from
coworkers to personal friends.
Online Learning Readiness Self-Assessment
This self-assessment is designed to provide you with an
opportunity to identify your readiness for engaging in online
education. The four categories of questions that follow will help
you to focus on areas in which you may need to increase your
skills or knowledge or modify your practices in order to be
more successful as an online student.
For each statement, answer “Yes” or “No.” Then, for each

category, total all of the “Yes” statements. A higher number of
“Yes” answers in a category suggests that you are well prepared
for online learning. A moderate number of “Yes” answers may
suggest that you might need to build some of your skills or
practices. If you answered “No” for the majority of questions in
a category, you may want to speak to your Academic Coach for
additional help and support. As you proceed through your
program, continue to focus on the areas for improvement that
you identified in this exercise.
Statements on Technology
Yes / No
The machine I will use for coursework (computer, tablet, or
mobile device) is reliable.
Yes
I have at least two web browsers that I use, and both are up to
date.
Yes
I know how to clear the cache in my browsers.
Yes
I can use software applications like Microsoft Word, Excel, and
PowerPoint. (You have free access to these through Office 365.)
Yes
My Internet connection works well for video playback such as
YouTube.
Yes
I know how to download software and update settings on my
computer.
Yes
I know how to back up my work and prepare for unforeseen
technology issues.
Yes
I am able to troubleshoot computer problems or know who to
ask for help.
Yes
Total Answered as “Yes”

#/8
Statements on Online Learning
Yes / No
I understand that in online classrooms interactions will be
different than in traditional classrooms and the amount of work
required may be the same or greater than a traditional course.
Yes
I am a self-directed learner who takes the initiative in gaining
the most out of my education.
Yes
I am a critical thinker and I am open-minded about what I can
learn.
Yes
I like to take what I have learned and apply it to real-world
situations.
Yes
I can learn about a subject by going online and finding
information about it on my own.
Yes
I am confident in my ability to comprehend materials that I
read.
Yes
I pay attention to details and can follow instructions well, but I
also know when to ask for help if anything is unclear.
Yes
I understand what grading rubrics are and how they are used.
Yes
#/8
Statements on Time Management
Yes / No
I manage my time well, can make time for studies, and am able
to meet deadlines.
Yes

I keep a schedule of my deadlines and get started on tasks right
away to avoid procrastinating.
Yes
I have an environment or place where I can focus on my studies
with minimal distractions.
Yes
I am able to maintain a balance in my life between my personal
activities, professional commitments, and academic pursuits.
Yes
#/4
Statements on Communicating Online
Yes / No
I understand the importance of networking and building
connections with my peers, faculty, coaches, and potential
mentors.
Yes
I’m comfortable interacting with people online and understand
how online discussion forums work.
Yes
I write clearly and consider the tone of what I write.
Yes
I can debate subjects and state my opinions in a respectful way.
I do not resort to personal attacks.
Yes
#/4
Technology Backup Plan
Computers crash and Internet connections fail—usually at the
most inconvenient times. It is extremely important to have a
plan in place, just in case. The following worksheet is designed

to help you manage your technology needs as you complete your
Assessments in your program.
Important Web Addresses and Contact Information
Walden Websites
If your computer is not working, you may need to access your
online courses and other University services from a different
computer. A best practice is to bookmark each page’s URL in
your browsers.
· Walden website: http://www.waldenu.edu
· myTempo portal page (to access your courses): https://myte
HYPERLINK "https://mytempo.waldenu.edu/"m HYPERLINK
"https://mytempo.waldenu.edu/"po.waldenu.edu
Academic Coach
Note: If you need assistance or have questions about your
coursework, be sure to get in touch with your Academic Coach
using his/her saved information.
· Name: Leslie Tyrell
· E-mail: [email protected]
· Phone: (443) 627-7929
· Time zone: Eastern
Alternative Technology and File Backups
Two Alternative Devices (includes PCs, tablets, and mobile
phones)
Identify a minimum of two alternative devicesthat you could use
at any time throughout your program in case your primary
computer is not working. If your home computer is your
primary device, then you will need to identify two more. For
more information on using mobile devices at Walden

University, please refer to the following website: Academic
Answers: Frequently Asked Questions.
Alternative 1
Location: Personal Mobile
Hours: Any
Alternative 2
Location: Home device laptop
Hours: Any
At Least Two Web Browsers
Occasionally when an operating system or other software is
updated, browsers may not update properly and so having at
least two (e.g., Chrome, Firefox) may help you access content
more quickly.
Course File Backup
Back up or save your work files weekly to an external drive or
cloud-based service (recommended), or other data storage
device. This ensures you will have access to important files
even if you cannot access your computer. Files to back up may
include drafts and final versions of Assessments and other
documents that are important to you, such as this one.
Office 365 provides you access to free cloud storage through
OneDrive. Please refer to the following website for more
information: Academic Answers Frequently Asked Questions.
I will back up files to this item or device: One Drive
File Backup Schedule
A best practice is to select a time and day each week to
complete this task, and then record it on your weekly calendar.
I will back up files on this day each week: Wednesdays

Tip: Print out this plan in case you need to access the
information.
PO1001: Personal Leadership Development:Analyze personal
leadership and personal responsibility in leadership
development
Written Response Submission Form
Your Name: Contessa Hinson
Your E-Mail Address: [email protected]
Instructions
Write your responses where it reads “Enter your response here.”
Write as much as needed to satisfy the requirements indicated.
Each item contains the Rubric, which will be used to evaluate
your responses.
Item 1
In your own words, define leadership, including what it means
to lead others and to lead yourself. Include at least one example
of successful leadership of others that you have observed, either
in your own life, within your local community, or throughout
the world. Describe what self-leadership looks like in your daily
life. Your response should be at least 150–225 words (2–3
paragraphs) in length. Be sure to reference at least one scholarly
source to support your answer.
Leadership can be in a personal definition defined a person who
leads others known as followers. As with every term, the word
leadership can be defined beyond a standard definition. In order

to know how leadership applies to someone, one must take into
consideration where or what term is being used for. Is the wor d
leadership being used for personal situations, such as to be an
influencer to a child or used in a business setting. Many have
heard the term leadership being used as a tittle. Such as in
office settings where they would call a supervisor part of the
leadership team.
I have been in that role, whereas I was a member of
management referred to as leadership. With this title, I helped
myself to surpass my expectations I had for my employees.
Leadership is the essentials of being able to inspire others.
Effective leadership is idea based communicated to others in a
engaging way to meet the expectations of a leader (Ward,
2021).Leadership is based on the person its attached to, when
being a leader a person should ask themselves what makes them
a leader.
Ward, S. (n.d.). What is leadership? Retrieved March 13, 2021,
from https://www.thebalancesmb.com/leadership-definition-
2948275
Rubric
Module 1: Introduction to Personal Leadership
0
Not Present
1
Needs Improvement
2
Meets Expectations
Define leadership of yourself and others, including at least one
example of observed successful leadership and a description of
what self-leadership looks like in your daily life.
LO1.1: Define leadership of self and others
Response is missing.

Definition of leadership of self and others—including at least
one example of observed successful leadership and a description
of what self-leadership looks like in the student’s daily life—is
vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete defi nition of
leadership of self and others, including at least one example of
observed successful leadership and a description of what self-
leadership looks like in the student’s daily life.
Item 2
Explain how your. self-leadership is a reflection of your
individuality and how your behaviors have been influenced by
society, your environment, and your experiences Your response
should be at least 150–225 words (2–3 paragraphs) in length. Be
sure to reference at least one scholarly source to support your
answer.
My self-leadership is a reflection of my determination to be
great at all things that I do. My self-leadership execution is
rigorous. I refuse to give up on a goal and I show that to
others. This increases when I am in a tough environment that
requires me to overcome many challenges. Depending on the
situation, environment or task I adjust my methods to lead to fit
the role or needs at that current time.
Personal traits may fluctuate based on the situation but should
contain the same basic ideas. Such as self-awareness, those who
possess it should aim to develop (Gallo, 2019). For myself I am
aware of my strengths and weaknesses which not only expresses
self-awareness but also is a reflection of my individuality. I

came into an environment during my career that had a lack f
direction due to poor leadership. I used my experience with
methods I had tested before to about face the morale and
inspired future leaders. This was accomplished by showing
there were great things going on within the company and they
were not out to make employees unhappy, that while rules may
not be liked, they are created for the good everyone.
Rubric
Module 2: Personal Leadership Readiness
0
Not Present
1
Needs Improvement
2
Meets Expectations
Explain how self-leadership and self-leadership practices are a
reflection of individuality and how behaviors are influenced by
society, one’s environment, and personal experiences.
LO2.1: Explain the influence of society and environment on
individual behaviors
LO2.2: Describe the impact of individuality on self-leadership
practices
Response is not present.
Explanation of how self-leadership and self-leadership practices
are a reflection of individuality and how behaviors are
influenced by society, one’s environment, and personal
experiences is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete explanation
of how self-leadership and self-leadership practices are a
reflection of individuality and how behaviors are influenced by
society, one’s environment, and personal experiences.

Items 3–11 should be based on your completion of the
Technology Backup Plan Worksheet, the Online Learning
Readiness Self-Assessment, the Time Management Worksheet,
the Walden Support Network activity, and the Self-Leadership
Questionnaire and the Cues Exercise from Neck, Manz, and
Houghton (2016).
Item 3
Analyze how well you manage your performance on activities,
including how you track progress and prioritize your time.
Provide specific examples and information or scores from the
self-assessment activities to support your response. Your
response should be at least 150–225 words (2–3 paragraphs) in
length. Be sure to reference at least one scholarly source to
support your answer.
As of late because of work and family life I have not been able
to prioritize my time as well as I have in the past. As a solution,
I have committed myself to spend doable yet sufficient time on
activities. For example, I plan to spend at least 1-2 hours daily
on schoolwork. As of now there has been no set time, more so
just as it fits in. That method is not working, and I am not
progressing as fast as intended. Work wise, is straight forward
but there are some tasks in which I must plan a time to do them.
I do this plan scanning the task to see how long I think it would
take me to complete, then based on completion time I can
determine when they are best completed.
As discussed in the clues exercise, I try to surround myself with
positive cues, such as being around higher energy people and
having an outlet. Rather that outlet be a trip or Starbucks or
talking to someone about my stressors. To track my progress I

use SMART goals, which are specific, measurable, realistic and
achievable goals (NYU, 2021). This ensures that process is
being met, my biggest emphasis is on realistic goals. This is
based on time, as on my time worksheet most hours are spent at
work. If I set a goal to use time, I don’t have my goal won’t be
reached.
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Analyze personal performance management, progress tracking,
and time prioritization, including specific examples and
information or scores from self-assessment activities to support
response.
LO2.3.1: Analyze personal readiness for leadership
Analysis of personal performance management, progress
tracking, and time prioritization—including specific examples
and information or scores from self-assessment activities to
support response—is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete analysis of
personal performance management, progress tracking, and time
prioritization—including specific examples and information or
scores from self-assessment activities to support response.
Item 4
Analyze your current use of positive and negative cueing

strategies in your own self-leadership. Provide specific
examples to support your response, including an assessment of
how effective you are in this area. Your response should be at
least 150–225 words (2–3 paragraphs) in length. Be sure to
reference at least one scholarly source to support your answer.
Positive and negative cues are the foundation of how we analyze
and understand information as it relates to self-leadership. As
humans we internalize most actions in the way it relates to us
personally. I am a motivator, so when I encounter leadership
styles that are short,
quick tempered, or lack positivity I immediately consider them
ineffective leaders. These ineffective leadership styles in which
we as humans occasionally exhibit can cause negative cues in
our leadership efficiency due to how they are interpreted by
others. It is important to be cognizant of these cues in which we
view as negatives when in leadership roles or during self-
leadership to ensure we are performing to our highest potential.
My queuing system aligns behaviors that I would consider
productive with good queuing and what I would consider
unproductive as bad or missed cues. In my leadership style I use
positive cues in my everyday actions to illustrate the behaviors
I want to impress upon others. As
my children start to see me label and place materials into
different bins to recycle, dispose, and reuse they use those cues
that they see to decide good and bad recycling behaviors
In an article titled Self-Management as a Substitute for
Leadership: A Social Learning Theory Perspective it states
"Self-leadership is a comprehensive self-influence process
involving both behavioral and cognitive states and strategies
aimed at positively shaping individual
performance outcomes (Neck et al. 2020;Stewart et al.
2011Stewart et al. , 2019. Inspired by Kerr and Jermier (1978)"
I find this statement to be true because I have more successful

outcomes when I set positive cues for myself to follow through
with my plans. I motivate myself and others through those same
means which are positive actions that turn into positive cues to
influence behavior by completing tasks.
The Academy of Management Review Vol. 5, No. 3 (Jul., 1980),
pp.361-367 (7 pages)
Published By: Academy of Management
.
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Analyze personal use of positive and negative cueing strategies
in self-leadership, including specific examples and an
assessment of personal effectiveness in this area.
Analysis of personal use of positive and negative cueing
strategies in self-leadership—including specific examples and
an assessment of personal effectiveness—is vague, inaccurate,
and/or incomplete.
personal use of positive and negative cueing strategies in self-
leadership—including specific examples and an assessment of
personal effectiveness.

Item 5
Explain how you will apply self-leadership to your academic
studies, including specific examples such as the Technology
Backup Plan Worksheet and the Time Management Worksheet
in your response. Your response should be at least 150–225
words (2–3 paragraphs) in length. Be sure to reference at least
one scholarly source to support your answer.
Your Response
.
Rubric
Module 3: Walden Academic Readiness
0
Not Present
1
Needs Improvement
2
Meets Expectations
Explain how self-leadership will be applied to personal
academic studies, including specific examples to support the
response.
LO3.1: Explain how self-leadership applies to academic studies
Explanation of how self-leadership will be applied to personal
academic studies, including specific examples to support the
response, is vague, inaccurate, and/or incomplete.

of how self-leadership will be applied to personal academic
studies, including specific examples to support the response.
Item 6
Analyze your current goal-setting behaviors, including how
often you set goals, whether they are goals you are able to
achieve, and how successful you generally feel in meeting your
goals. Your response should be at least 150–225 words (2–3
Your Response
.
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Analyze current personal goal-setting behaviors, including how
often you set goals, whether they are achievable, and how
successful you generally feel in meeting your goals.
Analysis of current personal goal-setting behaviors—including

how often they are set, whether they are achievable, and how
successful the student feels in meeting his/her goals—is vague,
inaccurate, and/or incomplete.
current personal goal-setting behaviors—including how often
they are set, whether they are achievable, and how successful
the student feels in meeting his/her goals.
Item 7
Analyze your use of self-rewards, self-punishment, and other
feedback, including specific strategies you use to influence your
own behavior. Your response should be at least 150–225 words
(2–3 paragraphs) in length. Be sure to reference at least one
scholarly source to support your answer.
Your Response
.
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Analyze the use of self-rewards, self-punishment, and other
feedback, including specific strategies used to influence
personal behavior.

Analysis of the use of self-rewards, self-punishment, and other
feedback, including specific strategies used to influence
personal behavior, is vague, inaccurate, and/or incomplete.
the use of self-rewards, self-punishment, and other feedback,
including specific strategies used to influence personal
behavior.
Item 8
Classify your level of readiness in the area of personal
leadership. As support for your classification, include your
Total Score on the Self-Leadership Questionnaire, as well as
any areas identified in your completion of the other activities
that could provide some insight into aspects of your personal
leadership you may want to continue to improve upon. Your
response should be at least 150–225 words (2–3 paragraphs) in
length, including graphs. Be sure to reference at least one
scholarly source to support your answer.
Your Response
.
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Classify readiness for personal leadership, including scores

and/or information from self-assessment activities and
identified areas for continued growth and development.
Classification of readiness for personal leadership, including
scores and/or information from self-assessment activities and
identified areas for continued growth and development, is
Response provides a clear, accurate, and complete classification
of readiness for personal leadership, including scores and/or
information from self-assessment activities and identified areas
for continued growth and development.
Item 9
Explain what a SMART goal is and how goal setting is a key
component of your development as a leader (of self and others).
Your response should be at least 75–150 words (1–2
Your Response
.
Rubric
Module 4: Preparing for Future Action
0
Not Present
1
Needs Improvement
2

Meets Expectations
Explain SMART goals and how they are key to development as
a leader of self and others.
LO4.1: Explain how personal goal setting is a key component of
an individual’s leadership development
Explanation of SMART goals and how they are key to
development as a leader of self and others is vague, inaccurate,
and/or incomplete.
of SMART goals and how they are key to development as a
leader of self and others.
.
Item 10
For this question, consider your academic goals, including (but
not limited to) such topics as how you plan to manage your time
to fit in your studies; how you will build your skills, as needed;
how you will utilize the support centers and departments that
Walden offers to complete your program requirements; and how
you will plan for emergencies or technology breakdowns. After
considering these topics, address the following:
· Identify three to five things that you want to work on related
to your academic success. (75 words, or 1 paragraph)
· Describe the steps you will take to address each of these ideas.
(225–375 words, or 3–5 paragraphs)
· Explain how you will accomplish these steps (i.e., what is
your plan?). (225–375 words, or 3–5 paragraphs)
· Identify who can help or support you with these steps. (75
words, or 1 paragraph)
· Determine by when you will accomplish these steps (i.e., when
is each due?). (75 words, or 1 paragraph)
· Based on your responses in items a–e, compose one SMART

goal for each of the things you identified that you want to work
on related to your academic success. (1 sentence for each
SMART goal)
Your Response
.
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Identify three to five items to work on related to academic
success.
LO4.2.1: Apply personal leadership behaviors and strategies to
support future success
Identification of three to five items the student wants to work
on related to his/her academic success is vague, inaccurate,
and/or incomplete.
Response provides a clear, accurate, and complete identification
of three to five items the student wants to work on related to
his/her academic success.
Describe the steps to address each of three to five items
identified related to academic success.

Description of steps student will take to address each of the
three to five identified items related to his/her academic succ ess
is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete description
of steps student will take to address each of the three to five
identified items related to his/her academic success.
Explain the plan for how you will accomplish the steps related
to your three to five academic success items.
Explanation of the plan for how the student will accomplish the
steps related to his/her three to five academic success items is
of the plan for how the student will accomplish the steps related
to his/her three to five academic success items.
Identify the individual(s) who will support you with completion
of the steps in your plan for each identified academic success
item.
Identification of the individual(s) who will support the student
with completing the steps in his/her plan for each academic
success item is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete identifi cation
of the individual(s) who will support the student with
completing the steps in his/her plan for each academic success
item.
Identify a due date for every step in your plan for each
academic success item.

Identification of a due date for every step in the student’s plan
for each academic success item is vague, inaccurate, and/or
incomplete.
of a due date for every step in the student’s plan for each
academic success item.
Compose one SMART goal for each of the three to five items
you identified related to your academic success.
Composition of a SMART goal for each of the three to five
academic success items the student identified is vague,
Response provides a clear, accurate, and complete SMART goal
for each of the three to five academic success items the student
identified.
Item 11
For this question, consider your personal and professional
goals, including (but not limited to) such topics as self-
enrichment (health, relationships, etc.), family life, social
awareness/social change, finances, personal achievements,
professional/career goals, leadership, etc. After considering
these topics, address the following:
· Identify three to five things that you want to work on related
to your personal and professional success. (75 words, or 1
paragraph)
· Describe the steps you will take to address each of these ideas.

(225–375 words, or 3–5 paragraphs)
· Explain how you will accomplish these steps (i.e., what is
your plan?). (225–375 words, or 3–5 paragraphs)
· Identify who can help or support you with these steps. (75
words, or 1 paragraph)
· Determine by when you will accomplish these steps (i.e., when
is each due?). (75 words, or 1 paragraph)
· Based on your responses in items a–e, compose one SMART
goal for each of the things you identified that you want to work
on related to your personal and professional success. (1
sentence for each SMART goal)
Your Response
.
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Identify three to five items to work on related to personal and
professional success.
Identification of three to five items the student wants to work
on related to his/her personal and professional success is vague,

of three to five items the student wants to work on related to
his/her personal and professional success.
Describe the steps to address each of three to five items
identified related to personal and professional success.
Description of steps student will take to address each of the
three to five identified items related to his/her personal and
professional success is vague, inaccurate, and/or incomplete.
Response provides a clear, accurate, and complete description
of steps student will take to address each of the three to five
identified items related to his/her personal and professional
success.
Explain the plan for how you will accomplish the steps related
to your three to five personal and professional success items.
Explanation of the plan for how the student will accomplish the
steps related to his/her three to five personal and professional
success items is vague, inaccurate, and/or incomplete.
of the plan for how the student will accomplish the steps related
to his/her three to five personal and professional success ite ms.
Identify the individual(s) who will support you with completion
of the steps in your plan for each identified personal and
professional success item.

Identification of the individual(s) who will support the student
with completing the steps in his/her plan for each personal and
professional success item is vague, inaccurate, and/or
incomplete.
of the individual(s) who will support the student with
completing the steps in his/her plan for each personal and
professional success item.
Identify a due date for every step in your plan for each personal
and professional success item.
Identification of a due date for every step in the student’s plan
for each personal and professional success item is vague,
of a due date for every step in the student’s plan for each
personal and professional success item.
Compose one SMART goal for each of the three to five items
you identified related to your personal and professional success.
Composition of a SMART goal for each of the three to five
personal and professional success items the student identified is
Response provides a clear, accurate, and complete SMART goal
for each of the three to five personal and professional success
items the student identified.
References

Provide a citation for each resource you used to write your
response to this Assessment. A sample citation is provided
below:
Neck, C. P., Manz, C. C., & Houghton, J. D. (2017). Self-
leadership: The definitive guide to personal
excellence. Thousand Oaks, CA: SAGE.
Professional Skills Assessment
In this Competency Assessment, you will be assessed on the
following Professional Skills: Written Communication,
Information Literacy, Engaging Multiple Social & Cultural
Perspectives, and Interpreting Data & Quantitative Fluency.
These skills count toward your achievement of the Competency
and the Professional Skills.
Professional Skills Assessment
0
Not Present
1
Needs Improvement
2
Meets Expectations
Written Communication: Write with clarity, coherence, and
purpose.
LO1: Construct complete and correct sentences (AWE 2;
Sentence Level Skills)
Sentences are incoherent and impede reader’s access to ideas.
Sentences are incomplete and/or include fragments and run-on
sentences, limiting reader’s access to ideas.
Sentence structure effectively conveys meaning to the reader.

LO2: Demonstrate the effective use of grammar and mechanics
(AWE 2; Sentence Level Skills)
Multiple inaccuracies in grammar and mechanics impede
reader’s access to ideas.
Some inaccuracies in grammar and mechanics limit reader’s
access to ideas.
Use of grammar and mechanics is straightforward and
effectively conveys meaning to reader.
LO3: Create cohesive paragraphs with a clear central idea
(AWE 2; Paragraph Level Skills)
Paragraphs, or lack of paragraphs, impede reader’s access to
ideas.
Construction of main idea and/or supporting paragraphs limit
reader’s access to ideas.
Main idea and/or supporting paragraphs effectively convey
meaning to reader.
LO4: Use supporting material to support a claim (AWE 2; Use
of Evidence)
Supporting materials are not present.
Supporting material is used inconsistently or inappropriately.
Supporting material is used to enhance meaning. Writing is
appropriately paraphrased and uses direct quotes as applicable .
Information Literacy: Apply strategies to evaluate information
in order to effectively analyze issues and make decisions.
LO1: Identify and locate credible sources
No sources or non-credible sources are present.
Sources are inconsistently credible, appropriate, and relevant to
the topic and/or assessment.
Sources are mostly credible, appropriate, and relevant to the

topic and/or assessment.
LO2: Analyze information sources
Analysis is not present.
Analysis superficially applies aspects of sources that are most
relevant to the topic and/or assessment and/or analysis is
unclear.
Analysis thoroughly and clearly applies aspects of sources that
are most relevant to the topic and/or assessment.
Engaging Multiple Social & Cultural Perspectives: Apply
strategies to develop intellectual flexibilty and broad knowledge
that enables perception of the world through the perspectives of
diverse social and cultural perspectives.
LO1: Recognize the value of one’s own and others’ social and
cultural perspectives
Recognition is not present.
Response demonstrates a vague understanding of the value of
one’s own and others’ social and cultural perspectives.
Response demonstrates a clear understanding of the value of
one’s own and others’ social and cultural perspectives.
Interpreting Data & Quantitative Fluency: Interpret numeric
information in order to analyze issues and make decisions.
LO1: Identify conclusions from numeric information presented
in narrative and/or graphic form
No conclusions are made based on numeric information.
Connections between conclusions and numeric information are
vague or inaccurate.
Conclusions identified are appropriately connected to the
numeric information.
LO3: Use quantitative data as evidence for a decision or
recommendation
Quantitative evidence is not used.

Quantitative evidence does not support or is superfluous to the
recommendation or decision.
Argument for a decision or recommendation incorporates
appropriate quantitative data as evidence.
.
Mastery Rubric
In order to achieve mastery of this Competency, you must
achieve a “2” on every rubric row in addition to meeting the
additional expectation indicated in the Mastery Rubric.
Mastery Rubric
No
Yes
Exceeds Expectations: In-Depth Analysis
LO1: Analyze multiple relevant sources and examples to explain
principles and concepts related to personal leadership and
personal responsibility in leadership development.
Responses to the items do not use information from relevant
sources and examples to demonsrate a thorough understanding
of the importance of personal leadership and personal
responsibility in leadership development.
Responses to the items use information from relevant sources
and examples to demonstrate a thorough understanding of the
importance of personal leadership and personal responsibility in
leadership development.

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