There are links associated with this task. They are the following:
https://lrps.wgu.edu/provision/523806204 (List of Values)
https://lrps.wgu.edu/provision/202901832 (VIA Character Strenghts Survey)
There are also docs uploaded to this that you will need to use.
Competencies
3109.1.1 : Develops Self-Awareness and Personal Values
The learner identifies their personal values, including honesty, integrity, respect, emotional intelligence, and ethical responsibility, to develop self-awareness through self-assessment.
3109.1.2 : Describes How Interpersonal Skills Are Applied in Leadership
The learner describes how interpersonal skills are applied to effectively collaborate, communicate, and lead within a team and across an organization.
3109.1.4 : Explains Leadership of Cultures
The learner explains how the leadership of cultures fosters diversity, inclusion, ethics, and problem-solving.
Introduction
Values-based leaders consider their values in every facet of leadership. Values dictate how they lead, govern culture, make decisions, develop employees, and measure performance, as well as a variety of other applications. Yet challenges arise that can sometimes entice leaders to compromise their values. For this task, you will use the provided scenario in which you assume the role of the newly promoted customer service manager for Corollary Marketing Inc. and complete tasks that will help you to develop as an effective values-based leader.
Corollary Marketing Inc. Company Values:
Excellence: In character, decision-making, and service to our clients and customers, we strive for distinction and actions of which we can be proud. Each of the following values contributes to this overriding charge.
Integrity: We do the right thing, regardless of whether someone is watching. Our word is our bond; we carry a duty of care and responsibility to act ethically.
Humility: We conduct our work without our egos. Our actions embody respect, humility, authenticity, and openness and invite feedback and input. We actively seek ideas and feedback from employees and value every voice and contribution.
Trust: We extend the belief and feeling that others can be relied upon. We strive to be trustworthy by showing compassion and consistency and by communicating with care and truthfulness. We are authentic and transparent.
Growth: Our best today may not be good enough tomorrow, and we continually seek to improve. Both personally and professionally, we aim to accelerate employee learning so that we can become better able to meet customer and company needs.
Respect: We believe that each person (employee, customer, vendor, etc.) has value and rights. We act based on facts and always assume positive intent. We celebrate the differences in people and seek to utilize each persons unique knowledge, skills, abilities, and perspectives.
Scenario
Refer to the “D253 Task 1 Scenario” supporting document to complete this performance assessment.
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see
You must use the rubric 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 rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Complete the VIA Character Strengths Survey using the “VIA Character Strengths Survey” web link and use the results of the survey to complete the following:
Note: Remember that this VIA Character Strengths Survey is not a test but rather a feedback tool. There is no wrong answer, so respond genuinely. If you download a copy of your survey results, you will receive a list of 24 items in order of your personal strengths, with the first five being your signature strengths and the last five being your lesser strengths. Refer to the attached “D253 VIA Character Strength Survey Instructions” supporting document for additional information on accessing the survey.
1. Describe an experience in which you used one of your five signature strengths (i.e., the first five) from the survey results to overcome a challenge.
Note: Consider experiences from a school, volunteer, personal, or professional setting.
a. Explain how you could apply the strength identified in part A1 as a values-based leader in your new position as the customer service manager from the scenario.
2. Describe an experience in which being stronger in one of your five lesser strengths (i.e., the last five) from the survey results could have positively influenced the outcome.
Note: Consider experiences from a school, volunteer, personal, or professional setting.
a. Explain how improving the lesser strength identified in part A2 will help accelerate your values-based leadership abilities in your new position as the customer service manager.
b. List three actions you can take to grow in the area identified in part A2.
B. To set the tone for your new team, explain to them who you are as a values-based leader by doing the following:
1. List your top three values as a values-based leader from the “” web link.
Note: When listing your top three values, consider those values you hold most important.
a. Explain how you will demonstrate each of the values listed in part B1 to serve both the team and the organization in the scenario.
C. Based on your understanding of who you are as a leader after completing parts A and B, do the following:
1. Discuss one leadership challenge relevant to ethics and values that you could face as the new customer service manager regarding selecting and announcing the new team lead.
Note: Consider your purpose as a new leader, ethical principles, relevant stakeholders, your expectations and point of view, and any assumptions you have made.
2. Discuss how you, as the customer service manager, would use one of your top three values from part B1 and one of the companys values in a conversation about the hiring decision with the person who was not selected as the team lead.
Note: Consider values, ethical responsibility, and personal and professional consequences.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. 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, csv, 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
A1:
Not Evident
The submission does not include a description of an experience in which the learner used 1 of the five signature strengths from the survey results.
Approaching Competence
The description of an experience in which the learner used 1 of the five signature strengths from the survey results is not appropriate, or the description does not include details about the experience. Or the description does not relate to overcoming a challenge.
Competent
The description of an appropriate experience in which the learner used 1 of the five signature strengths from the survey results is relevant and includes details about the experience in which the learner used 1 of the five signature strengths from the survey results to overcome a challenge.
A1a:
Not Evident
The submission does not include an explanation of how the strength identified in part A1 could be applied.
Approaching Competence
The explanation of how the strength identified in part A1 could be applied is not plausible, does not relate to the application of the strength as a values-based leader in the new position as customer service manager, or does not include details from the scenario.
Competent
The explanation of how the strength identified in part A1 could be applied is plausible, relates to the application of the strength as a values-based leader in the new position as customer service manager, and includes details from the scenario.
A2:
Not Evident
The submission does not include a description of a learner experience relevant to lesser strengths.
Approaching Competence
The description of a learner experience is relevant to the results of the VIA Character Strengths Survey but does not address how being stronger in one of the lesser strengths could have positively influenced the outcome.
Competent
The description of a learner experience is relevant to the results of the VIA Character Strengths Survey and addresses how being stronger in one of the lesser strengths could have positively influenced the outcome.
A2a:
Not Evident
The submission does not include an explanation of how improving in the area identified in part A2 will help accelerate the learners leadership abilities in the new position as customer service manager.
Approaching Competence
The explanation of how improving in the area identified in part A2 will help accelerate the learners leadership abilities in the new position as customer service manager is not relevant to values-based leadership abilities.
Competent
The explanation of how improving in the area identified in part A2 will help accelerate the learners values-based leadership abilities in the new position as customer service manager is relevant to values-based leadership abilities.
A2b:
Not Evident
The submission does not list 3 actions to help an individual grow in any area.
Approaching Competence
The submission lists 3 actions, but 1 or more actions would not help an individual grow in the area identified in part A2.
Competent
The submission lists 3 actions that would help an individual grow in the area identified in part A2.
B1:
Not Evident
The submission does not include a list of any values.
Approaching Competence
The list only includes 12 of the learners top values as a values-based leader, or 1 or more values are not from the “List of Values” web link.
Competent
The list includes 3 of the learners top values as a values-based leader from the “List of Values” web link.
B1a:
Not Evident
The submission does not include an explanation of how the values listed in part B1 will be demonstrated.
Approaching Competence
The explanation of how the learner will use the values listed in part B1 is not relevant to serving both the team and organization in the scenario. Or the explanation does not relate to each of the values listed in part B1.
Competent
The explanation of how the learner will use each of the values listed in part B1 to serve both the team and organization in the scenario uses specific details and is related to each of the listed values.
C1:
Not Evident
The submission does not include a discussion of a leadership challenge.
Approaching Competence
The discussion of the leadership challenge is not relevant to the new customer service manager selecting and announcing the new team lead as described in the scenario or is not relevant to ethics and values.
Competent
The discussion of the leadership challenge is relevant to the new customer service manager selecting and announcing the new team lead as described in the scenario and is relevant to ethics and values.
C2:
Not Evident
The submission does not include a discussion of how the learner, as the customer service manager, would use 1 personal value identified in part B1 and 1 company value in a conversation with the person who was not selected as team lead.
Approaching Competence
The discussion of how the learner, as the customer service manager, would have a conversation about the hiring decisions with the person who was not selected as the team lead does not address 1 personal value identified in part B1 or 1 company value. Or the discussion is not relevant to the hiring decision.
Competent
The discussion of how the learner, as the customer service manager, would have a conversation about the hiring decision with the person who was not selected as the team lead includes 1 personal value identified in part B1 and 1 company value.
D:
Not Evident
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations and/or reference list is incomplete or inaccurate.
Competent
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
E:
Not Evident
This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.
Approaching Competence
This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.
Competent
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.