Using Boyatzis’ Intentional Change Theory (ICT) as a guiding framework (summarized from our weekly reading here (Links to an external site.)), you will craft a personalized leadership learning agenda.

The objective of this assignment is for you to create a living document that motivates and guides your actions as you embark on your journey of ongoing development as a leader.

In order to maintain its usefulness, the learning plan should be reviewed and revised periodically as you achieve or change your goals. In this learning plan, you will integrate and expand upon previous assignments you have completed so far in class. The following is a description and outline of the major components that should be contained in your learning plan.

Part 1: My Ideal Self & Personal Vision (approx 2 pages)

Drawing upon your emerging definition of leadership, your leadership autobiography, your leadership ecosystem, and your draft purpose statement, reflect on the following 5 questions (posed by bestselling author Andy Andrews (Links to an external site.)):

1. What is important? What/whom do you value? How is your life connected to those things?
2. Where do I want to go? You can answer this many different ways. Your answer may involve a spiritual, mental, or physical destination. It might describe your career arc.
3. What does “the best” look like for me? Describe your best possible result. This isn’t the time to be realistic. This is the time to dream.
4. How do I want to act? How do you want people to describe you? Think of a few words you would want to come to mind when people think about you.
5. What kind of legacy do I want to leave behind? Imagine you’re 100 years in the future. What does the impact you’ve left look like?

Conclude Part 1 with a succinct summary of your personal vision for yourself as a leader.

Part II: My Real Self & Comparison to My Ideal (approx 2 pages)

Once you have a sense of your ideal self, it’s time to look at how that ideal compares with your current “real” self, that is the person that other people see and with whom they interact with today. To do this, share your reflections on the following 3 areas:

1. My Strengths as a Leader – What do you see as your greatest current strengths and assets as a leader? (You can draw upon your VIA findings from our prior assignment, and/or other reflections you have completed thus far in class).
2. My Competencies as a Leader – While there are many leadership competencies you can assess yourself on, for purposes of this assignment, we invite you to self-assess yourself on the 12 competencies that inform our Champlain MS in Leadership program. Using the MSEL Program Competencies rubric, self-assess where you see yourself on these 12 competencies (NOTE: your grade is not impacted by how high you assess yourself, rather that you complete this section. Thus, we invite you to be honest with your self-assessment for your own learning)
3. My Opportunities as a Leader – Comparing your “real” self and your “Ideal” self, what do you see as the 2 – 3 greatest opportunities you have to develop as a leader? (You can write this as a simple sentence or paragraph).

Part III: My Learning Agenda & Plan (approx. 3 pages)

Given your analysis in the preceding sections of your IDEAL and REAL self, you can now begin to make progress to shape a plan of self-directed change so that you will be able to become the leader you most want to be. In this section, you should specify 2–3 leadership development goals for yourself over the next 6 months to 2 years. (Note: If your goals will take longer than 6 months to achieve, you will probably find it easier to construct your plan out of subgoals, that can be completed within a 6-month period, and the action steps needed for each subgoal. This will make your plan easier to break down into pieces and follow.)

While there are several models of goal setting, each with different methods and steps for creating goals, almost every model suggests that you think about goals in terms of them being: specific, measurable, attainable, relevant to you and your values, and time-bound (together these 5 criteria make the acronym SMART (Links to an external site.)). Therefore, when you write up your goals, it is important to not only state what the goal is, but also add this supplementary information to support and further defines your goals:

• How can you be sure that your goal is attainable?
• How do you see your goal as relevant to your values and vision?
• How will you measure your progress toward each goal, and know when you have achieved a goal? Are your desired outcomes specifically defined?

Your learning goals should be connected to the skills that you have prioritized for further development (and discussed in the previous section of your paper), but a learning goal is different from a desire to develop a specific ability. Your stated learning goals should identify the outcomes that will arise when you develop the abilities that you have prioritized. For instance, if you are prioritizing persuasive speaking as an ability that you want to develop further, your learning goal and action plan should specify a project that you will work on that involves persuading others, describe who you will persuade, and how you will know that you have been successful.

For each of your goals, make sure you address the “what, when, how, who, where” of the action.

Part IV: My Leadership Experiment (approx 1 page)

While your work to take action and put your learning plan into place will happen beyond the scope of this course, it is important to begin experimenting with new behaviors and reflecting on their impacts in intentional ways. Taking ONE of your goals outlined in Part III, describe a small behavioral experiment you can begin to put in place in the next week to help inform or move you toward your goal and desired new behavior. Share:

• One new behavior with which you will be experimenting.
• How will you experiment (what are the specific actions or behaviors you are going to “try out,” when, where, with who?)?
• How will you reflect on the impact of your experiment and use it to inform your ongoing development?

Part V: My Supporting & Resonant Relationships (approximately 2 pages)

Our ability to change and grow as leaders is enhanced by our relationships with others. Reflecting on the individuals within your leadership ecosystem ( including people beyond your professional sphere, as well as in your personal life), consider who is on your personal “Board of Advisors (Links to an external site.).” Who are the 3 – 4 individuals that can be sources of support for your growth as a leader, providing you feedback, a sounding board, and/or a safe space to experiment with new behaviors? Summarize briefly who these individuals are, why they are an important relationship for you, and how you see yourself leaning on them as you move forward with your leadership development agenda.

Please submit:

• An approximately 10-page, double-spaced, Times, 12-point font Word document that provides your analysis and reflections to the above prompts, formatted into the 5 sections outlined above, with a minimum of 4 references from our course materials.
• You are welcome to write your paper in a narrative, 1st person voice.
• For the incorporation of references, please use the APA style guide (Links to an external site.) for citations.

All external links in order

https://www.keystepmedia.com/intentional-change-th…

MSEL Program Competencies Rubric

https://www.smartsheet.com/blog/essential-guide-wr…