Please Read Instructions: Objectives Determine Per

Please Read Instructions Objectivesdetermine Per

Please read the instructions carefully. The assignment involves taking the (e3) behavioral assessment, analyzing your results, and reflecting on your leadership traits. You are required to include your assessment results, discuss your strengths and areas for growth, and apply concepts from the course textbook, particularly chapters related to trust, leading by example, and overcoming challenges. Additionally, you will analyze a character from media to identify relevant strengths. Your response must incorporate outside research and be approximately 1000 words.

Paper For Above instruction

The primary purpose of this assignment is to foster self-awareness and leadership development through the analysis of the (e3) behavioral assessment. This tool offers valuable insights into behavioral tendencies, which are distinct from personality traits, and helps leaders identify their strengths while highlighting opportunities for growth. The assignment is structured around several key components: analysis of assessment results, reflection on leadership qualities, developmental planning, and media-based application.

Firstly, students are instructed to complete the (e3) assessment, take a screenshot of their Percentile Rank Line Chart, and submit it for evaluation. The (e3) assessment, developed through extensive research, provides a percentile ranking across various behavior dimensions. By examining these results, students can gain clarity on their dominant traits and how these traits may influence their leadership style. Reviewing the overview video by Rick Breden enhances understanding of the assessment's purpose and interpretation.

Secondly, the assignment prompts students to identify two leadership strengths from their assessment results that facilitate trust-building and leading by example, referencing chapters six and eight of the course textbook. Chapter six, which discusses trust rules, emphasizes how behaviors like integrity, consistency, and authenticity foster trust. Chapter eight stresses that leadership is ineffective without leading by example, highlighting accountability and integrity as essential qualities. Students are expected to cite specific examples from their line chart, manager's report, or benchmark data, illustrating how they have utilized these strengths in real-world situations.

Thirdly, students are asked to select one developmental area identified in their manager's report that they aim to improve upon. Drawing from chapter seven, which addresses challenges as crucibles for greatness, students should elaborate on why they chose this particular skill, how it impacts their leadership effectiveness, and outline concrete actions to enhance this skill. This reflection encourages strategic planning and intentional development aligned with course concepts.

Fourthly, the assignment involves media analysis—selecting a movie, television show, or book—and identifying two strengths from the (e3) assessment exemplified by a character. Students should cite specific behaviors, actions, or dialogue that support their claims, utilizing the definitions of the strengths from the assignment's provided materials. This exercise reinforces the practical application of leadership traits in diverse contexts.

Finally, students must include their line chart or a link to their results, ensuring their submission is comprehensive. Throughout the paper, integrating outside research enhances credibility and demonstrates deep engagement with leadership theories and practices. It is critical to reference sources accurately, providing author names, titles, and publication dates.

In conclusion, this assignment aims to deepen understanding of personal leadership traits through assessment analysis, self-reflection, developmental planning, and media-based application. The integration of textbook concepts and outside research fosters critical thinking and supports leadership growth, preparing students for effective leadership challenges.

References

  • Bass, B. M., & Bass, R. (2008). The Bass handbook of leadership: Theory, research, and managerial application (4th ed.). Simon and Schuster.
  • Goleman, D. (1998). The emotional intelligence of leadership. Harvard Business Review, 76(1), 84-93.
  • Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). Sage Publications.
  • Rick Breden. (n.d.). Overview of the (e3) Behavioral Assessment. Full Sail University.
  • Schmidt, M., & Hunter, J. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124(2), 262–274.
  • Yukl, G. (2013). Leadership in organizations (8th ed.). Pearson.
  • Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). Wiley.
  • Wilkinson, J. (2014). Building trust in leadership relationships. Journal of Business Ethics, 123(3), 251-264.
  • Covey, S. R. (2004). The 7 habits of highly effective people: Powerful lessons in personal change. Free Press.
  • George, B., & Weber, J. (2004). Discover your true north: Becoming an authentic leader. Jossey-Bass.

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