Abstract
Higher education institutions are aware of the need to incorporate learning-driven assessment artifacts into theirdoctoral programs to ensure successful leadership development. However, in attempting to integrate learning intostudents’ future performance, it appears that there is no general agreement upon the most effective assignments. Theplethora of leadership tasks makes it difficult for scholars and instructors to guarantee that doctoral learners will usetheir leadership skills in their current or future workplaces. One way to incorporate current learning into professionalperformance is to translate course learning into personal leadership development plans. This article describes ashort-term transformational leadership development plan rooted in the Scholar/Practitioner/ Leader Model,University of Phoenix, U.S.A., educational model. The plan is a culminating learning task of a TransformationalLeadership and Innovation course. Upon completion of this course, doctoral learners would be prepared toincorporate the principles of transformational leadership into their leadership plans when completing them in specificacademic contexts. The plan proposed defines a strategy for maximizing leadership effectiveness and spells outlearning from doctoral courses.
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