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CliftonStrengths Assessment Results
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GO DEEPER WITH STRENGTHS
TOP 5 ALL 34
People exceptionally talented in the Context theme enjoy thinking about the past. They understand
the present by researching its history.
1. Context
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WHAT YOU CAN DO WITH YOUR STRENGTHS
Brief CliftonStrengths Theme Descriptions
Team Strengths Grid (Excel)
How Students Can Use Their CliftonStrengths To Succeed (PDF)
Learn About Strengths Domains
People exceptionally talented in the Learner theme have a great desire to learn and want to
continuously improve. The process of learning, rather than the outcome, excites them.
2. Learner
People exceptionally talented in the Restorative theme are adept at dealing with problems. They are
good at figuring out what is wrong and resolving it.
3. Restorative
People exceptionally talented in the Discipline theme enjoy routine and structure. Their world is best
described by the order they create.
4. Discipline
People exceptionally talented in the Input theme have a need to collect and archive. They may
accumulate information, ideas, artifacts or even relationships.
5. Input
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1/10/23, 8:32 PM WGU Performance Assessment
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OSM1 — OSM1 TASK 1: SELF-ASSESSMENT
IT LEADERSHIP FOUNDATIONS — D194
PRFA — OSM1
COMPETENCIES
XXXXXXXXXX : Leadership Strategies
The graduate selects appropriate influential leadership strategies to effectively navigate workplace
situations.
XXXXXXXXXX : Communication
The graduate communicates ideas, opinions, and information suitable for various professional settings.
XXXXXXXXXX : Professional Reflection
The graduate reflects on the emotional reactions of self and others in a variety of professional situations.
XXXXXXXXXX : Team Strategies
The graduate recommends strategies for decision-making in various team environments.
INTRODUCTION
It is important for you as an IT professional to reflect on personal strengths and influential leadership skills.
Being aware of these strengths and skills will help you manage conflicts, maximize your leadership potential,
and apply appropriate leadership tactics to respond effectively in various workplace situations.
In this task, you will complete the CliftonStrengths self-assessment. Based on your results, you will engage in
self-reflection and develop one SMART (i.e., specific, measurable, achievable, realistic, and timely) goal as a
framework to develop an influential leadership growth plan.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no
more than a 10% match to any one individual source can be directly quoted or closely paraphrased from
sources, even if cited co
ectly. The similarity report that is provided when you submit your task can be used
as a guide.
You must use the ru
ic to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one ru
ic
aspect. The ru
ic aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless
specified in the task requirements. All other submissions must be file types that are uploaded and submitted
TASK OVERVIEW SUBMISSIONS EVALUATION REPORT
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as attachments (e.g., .docx, .pdf, .ppt).
After completing the CliftonStrengths self-assessment, reflect on the connection between your strengths
and the development of influential leadership skills by doing the following:
A. Describe what you learned about yourself based on the results of your self-assessment, including the
following:
• how your strengths contribute to your thoughts, decisions, and behaviors
• how you can use these insights to add value in your cu
ent or future professional role
1. Provide evidence of completion of the self-assessment.
Note: You may provide evidence of completion by attaching a PDF file of your test results or a screenshot
demonstrating the self-assessment was completed.
B. Create one SMART (i.e., specific, measurable, achievable, realistic, and timely) goal for developing
influential leadership skills, based on your reflection of your self-assessment results, by doing the
following:
1. Identify your SMART goal.
2. Explain how your SMART goal supports the development of leadership skills.
3. Explain how the strengths identified in your self-assessment will help you achieve your SMART goal.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, o
summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:SELF-ASSESSMENT DESCRIPTION
A1:EVIDENCE OF COMPLETION
NOT EVIDENT
A description of what was
learned is not provided.
APPROACHING
COMPETENCE
The description of what was
learned is not logically based on
the results of the self-assess-
ment, or the description does
not logically address each of the
given points.
COMPETENT
The description of what was
learned is logically based on the
esults of the self-assessment
and logically addresses each of
the given points.
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B1:IDENTIFIED SMART GOAL
B2:SMART GOAL AND LEADERSHIP SKILLS
B3:SMART GOAL AND SELF-ASSESSMENT RESULTS
C:SOURCES
NOT EVIDENT
Evidence of interaction with the
self-assessment is not provided.
APPROACHING
COMPETENCE
The provided evidence of inter-
action with the self-assessment
does not reflect completion of
the self-assessment.
COMPETENT
The submission provides evi-
dence of completion of the self-
assessment.
NOT EVIDENT
A goal is not identified.
APPROACHING
COMPETENCE
The goal identified is not a
SMART goal.
COMPETENT
A SMART goal is identified.
NOT EVIDENT
An explanation of the candi-
date’s SMART goal is not
provided.
APPROACHING
COMPETENCE
The explanation does not ade-
quately address how the candi-
date’s SMART goal supports de-
velopment of leadership skills.
COMPETENT
The explanation adequately ad-
dresses how the candidate’s
SMART goal supports the devel-
opment of leadership skills.
NOT EVIDENT
An explanation of the strengths
identified in the self-assessment
in relation to the SMART goal is
not provided.
APPROACHING
COMPETENCE
The explanation does not ade-
quately address how the
strengths identified in the self-
assessment will help the candi-
date achieve the SMART goal.
COMPETENT
The explanation adequately ad-
dresses how the strengths identi-
fied in the self-assessment will
help the candidate achieve the
SMART goal.
NOT EVIDENT
The submission does not include
oth in-text citations and a ref-
erence list for sources that are
APPROACHING
COMPETENCE
The submission includes in-text
citations for sources that are
quoted, paraphrased, or summa-
ized and a reference list; how-
COMPETENT
The submission includes in-text
citations for sources that are
properly quoted, paraphrased, o
summarized and a reference list
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D:PROFESSIONAL COMMUNICATION
WEB LINKS
CliftonStrengths
quoted, paraphrased, o
summarized.
ever, the citations or reference
list is incomplete or inaccurate.
that accurately identifies the au-
thor, date, title, and source loca-
tion as available.
NOT EVIDENT
Content is unstructured, is dis-
jointed, or contains pervasive
e
ors in mechanics, usage, o
grammar. Vocabulary or tone is
unprofessional or distracts from
the topic.
APPROACHING
COMPETENCE
Content is poorly organized, is
difficult to follow, or contains er-
ors in mechanics, usage, o
grammar that cause confusion.
Terminology is misused o
ineffective.
COMPETENT
Content reflects attention to de-
tail, is organized, and focuses on
the main ideas as prescribed in
the task or chosen by the candi-
date. Terminology is pertinent, is
used co
ectly, and effectively
conveys the intended meaning.
Mechanics, usage, and gramma
promote accurate interpretation
and understanding.
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