Assignment: ACTION-CENTERED LEADERSHIP MODEL
INTRODUCTION:
Theteam'sprimarygoalatthebeginningoftheLeadershipToolsMarathonistodevelopaveryfirmset of expectations for the team, and in turn, for each team member. Students working individually must do the same. Several oral and/or written informal proposals may be outlined by the team before a consensus is reached in the determination of the scope of the project and/or of team member accountabilities. Most project outlines generally take a few days of team member thinking, reflecting, and/or talking with others before agreement is reached among all members of the team. Students working individually should plan to draft, and then to review, their materials over the course of a few days aswell.
Each team or student working individually must utilize the process of planning to put the issues in the right order and to establish the relationship(s) and the link(s) between each issue. It may be useful to work backwards from the calendar end, identifying everything that needs to be put in place and completed. Thus, the process of planning should be examined in reverse order. In most complex projects, like the Leadership Tools Marathon, there are a number of activities running in parallel.
Interdependent parts of the project need careful consideration and planning. In this work project, there is a logical order that will result in the successful creation of the final written summary.
The template section for the Action-Centered Leadership Model Introduction consists of the following three steps that are to be completed by team agreement and/or project manager delegation:
1. As part of the project planning process, the team or student working individually must agree on the project description and the project specifications that are required to deliver a successful result(s) to the organization. The team or student working individually must describe the project in onesentence.
2. When the written summary describing the project planning process is finally completed by each team, or each student working individually, the Leadership Tools Marathon should tell a story that someone unfamiliar with the work can follow and fully understand. The team or student working individually must explain its purpose (with a clear explanation explaining WHY this project is important to undertake), the individual steps detailing HOW the project will be completed, the participants WHO are involved (including the specific responsibilities of each person as a team member, if a team is involved), a set of realistic timelines that show WHENthe individual work items will be completed, the location(s) showing WHERE the work team project or individual project and/or organizational event is expected to occur, and the measurable criteria for evaluation in terms of WHAT benefits and/or the features that the team or student working individually hopes to deliver to the organization. This last point is very important - be sure to clearly state what will be considered to be a successful outcome for the project?
3. The team or student working individually should think about possible ways to measure the goals and/or the objectives that they set out to do at the project's outset. Business leaders define "developing metrics" as the approaches) that measure successes and/or failures. In "developing metrics," each team should create two to three specific measures that can be used to establishthe success(es) and/or the failure(s) at the end of the project. Metrics must be both meaningful and actionable. For example, if the team or student working individually is working on a plan to increase sales for an organization, a project evaluator might say that a workable yearlysales plan with an increase of 20% means that the project was successful. In this section, each team or student working individually should list the two to three measures or metrics that will allow the performance of the team or the student working individually to be evaluated in both a qualitative and quantitative sense. Note that any tools, measures, metrics, and/or other processes that are used to evaluate performance must provide concrete answers in terms of meaningful and actionableaccomplishments.
The Action-Centered Leadership Model is an excellent way to help a team or a student working individually work through all of the details necessary to build a cohesive plan and a strong end-of- project written summary. Roles become clearer for the project manager and for the individual team members, or even for a student working individually. Mapping out the upcoming semester offers an abundance of advantages in the Leadership Tools Marathon.
PROJECT DESCRIPTION AND SPCIFICATIONS SUMMARY:
The template section for the Project Description and Specifications Summary includes the following six components that are to be completed by team agreement and/or project manager delegation or by each student who elects to work individually:
4. State the way that the team will work (frequency of meetings and its decision-making rules and/or processes.) Identify, develop, and agree on team- and project-leadership roles within the group. Include the process that the team will enforce for "firing" any team member whodoes not contribute his/her fair share of the work. Students electing to work individually should describe how the work will be conducted using the same parameters.
5. Describe the project purpose(s) and the expected deliverables.
6. State the critical parameters. This includes the creative range and/or scope of inclusive time and/or place boundaries in creating the overall project idea and/or its execution along with a bulleted list of comprehensive duties/responsibilities of each team member, or the entire list of duties for the student working individually. Be sure that it is feasible to fully complete the project within the scope of one semester.
7. Establish the milestone points (dates) where the team or student working individually can review and check on progress. Agree on the deadlines. When must the job be finished? When are the interim and/or the final reports due and to whom? Describe the project review process, the re- assessments, and/or the adjustments to the project plan, methodologies, and/or targets as necessary. Get out a calendar and put all agreements in writing. Be sure to build in some lead time(s) so that the "crunch" time at the end of the semester does not becomeoverwhelming.
8. Determine how the team's progress and the results will be measured - in terms of the team, the individual contributors, and/or for the organization inexistence. How will each activity and/or task be measured? Make sure that the intentions of each assignment are clear to each team member in deciding that the job is complete. Thus, be specific and detailed in describing the expected standards of the finished product in terms of quality, quantity, and overall team member performance. Students working individually should develop an analogousplan.
9. Each student should detail the three goals (minimum) that he/she would like to change to improve his/her leadership skills (as a project manager, informal team leader, and/or individual contributor) and what steps should be taken to reach his/her three goals? Bespecific.
Format your assignment according to the following formatting requirements:
1. The answer should be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
2. The response also includes a cover page containing the title of the assignment, the student's name, the course title, and the date. The cover page is not included in the required page length.
3. Also include a reference page. The Citations and references should follow APA format. The reference page is not included in the required page length.
Attachment:- Leadership-Tools-Marathon-Project-Template.rar