| Course | WMBA 6633 Personal Leadership: Mentoring and Coaching |
|---|---|
| Week | Week 11 |
| Paper type | Individual development plan |
| Length | About 1,050 words, 6 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | Master of Business Administration (MBA) |
| Updated | October 2026 |
Free sample paper for WMBA 6633 Week 11
Development Plan for D. R., Second-Shift Supervisor, October 2027 to March 2028: Three Goals With the Evidence That Will Show Each, What Tri-County Commits, Four Dated Checkpoints and the Clause That Ends the Coaching
Student Name
Walden University
WMBA 6633: Personal Leadership: Mentoring and Coaching
Instructor Name
Month Day, Year
Development Plan for D. R., Second-Shift Supervisor, October 2027 to March 2028: Three Goals With the Evidence That Will Show Each, What Tri-County Commits, Four Dated Checkpoints and the Clause That Ends the Coaching
Where D. R. Stands Now
What follows is a six-month development plan for D. R., who has run second shift at Tri-County's composite Indiana warehouse since his promotion from the forklift crew in March 2027. It follows two coaching agreements and the progress review of July 29. That review closed his first goal, a complete end-of-shift handoff, which the first-shift supervisor has rated complete on more than nine of every ten shifts since late April. It found partial progress on the second, giving direction to former peers. He now corrects individuals privately rather than at the huddle, but he took five days to raise a senior picker's remarks about a coworker's religion with Human Resources.
D. R. drafted the goals below with me in two sessions in September. His shift manager, who conducts his formal reviews, has read the plan and agreed to the commitments assigned to her. Development research suggests that most growth in a supervisor's first years comes from the job itself, through assignments that stretch the person, rather than from courses alone (McCauley et al., 1994). The plan therefore builds each goal around work D. R. already does.
Goal One: Act on Peer Conduct Within One Shift
Behavior: when D. R. sees or hears of conduct by a crew member that may break policy, he raises it with Human Resources or his shift manager before the end of the following shift, including when the person involved is a friend.
Evidence: the HR business partner keeps a simple log of matters supervisors raise, with the date of the event and the date it reached HR. D. R. will also describe each case in our sessions. The target is that every matter raised between October and March reaches HR within one shift of D. R. learning of it.
Why this goal: the July delay was not a gap in knowledge. D. R. knew the remarks should be reported. It was a gap in acting against an old loyalty, which is the central difficulty for supervisors promoted from within a crew.
Goal Two: Run a Huddle the Crew Contributes To
Behavior: D. R. runs the start-of-shift huddle so that a crew member, not he, presents the safety item at least once a week, and he closes each huddle by asking for one problem from the previous shift.
Evidence: I will observe one huddle every two weeks and record who spoke and for how long. The shift manager will observe one huddle a month. The target by March is that at least four different crew members have presented a safety item and that a problem raised in the huddle has been resolved and reported back to the crew at least twice.
Why this goal: the June huddle in which he named a temporary worker showed that he still treats the huddle as a stage for himself. Sharing it with the crew builds the trust he needs to direct former peers.
Goal Three: Coach Someone Else
Behavior: by February, D. R. coaches a newly promoted forklift lead on one task, using a written agreement and the four-stage structure we used together.
Evidence: a signed agreement between D. R. and the lead, and the lead's own account of three sessions, given to me in March.
Why this goal: explaining a skill to someone else is a demanding test of whether it has been learned. It also shifts D. R. from receiving development to providing it, which is where a supervisor's role is heading.
What Tri-County Commits
Table 1
Organizational Support for the Plan
| Support | Provided by | When | |
|---|---|---|
| Seat in the regional frontline supervisor course, eight half-days | Human Resources, budget of $1,400 | October and November 2027 | |
| Weekly thirty-minute coaching sessions, then every other week | Operations manager | Weekly to December 31, every other week to March 31 | |
| Monthly peer meeting with the first-shift supervisor | Both supervisors, scheduled by the shift manager | Second Tuesday each month | |
| Observation of one huddle a month and feedback within two days | Second-shift manager | Monthly | |
| Log of matters supervisors raise | HR business partner | Ongoing | |
The organization and figures are composite; the employee is identified by initials.
The peer meeting matters as much as the course. Higgins and Kram (2001) describe development as drawing on a network of relationships rather than a single mentor. By March, D. R. should have at least three people he goes to for different needs: his shift manager for decisions, the first-shift supervisor for operational advice and the HR business partner for people issues. That network is meant to outlast this plan.
Checkpoints
Table 2
Dated Checkpoints
| Date | What is reviewed | Decision available | |
|---|---|---|
| November 15, 2027 | HR log, huddle observations, course attendance | Adjust targets if the course schedule slipped | |
| December 31, 2027 | All three goals at midpoint | Reduce sessions to every other week, or keep weekly | |
| February 14, 2028 | Coaching agreement with the forklift lead | Confirm the lead and the task | |
| March 31, 2028 | Final evidence on all goals | End coaching as below | |
Each checkpoint is a thirty-minute meeting of D. R., the shift manager and the operations manager.
How the Coaching Ends
On March 31, 2028, the coaching arrangement between D. R. and the operations manager ends, whatever the evidence shows. If the goals are met, D. R. continues them without sessions and reports on them in his normal reviews with his shift manager. If any goal is unmet, the shift manager decides with D. R. whether a further, narrower development step is needed; that step will not be more coaching with me.
After March 31, D. R. owns his development. He will write his own plan for the next six months and share it with his shift manager by April 15. He may ask me for a mentoring conversation at any time, on his initiative, and I will accept. DeRue and Wellman (2009) found that the developmental value of challenging assignments depended on whether feedback was available. After this plan ends, the job will keep supplying the challenge, and the feedback will come from the network the plan has built rather than from a coach.
References
DeRue, D. S., & Wellman, N. (2009). Developing leaders via experience: The role of developmental challenge, learning orientation, and feedback availability. Journal of Applied Psychology, 94(4), 859-875. https://doi.org/10.1037/a0015317
Higgins, M. C., & Kram, K. E. (2001). Reconceptualizing mentoring at work: A developmental network perspective. Academy of Management Review, 26(2), 264-288. https://doi.org/10.2307/259122
McCauley, C. D., Ruderman, M. N., Ohlott, P. J., & Morrow, J. E. (1994). Assessing the developmental components of managerial jobs. Journal of Applied Psychology, 79(4), 544-560. https://doi.org/10.1037/0021-9010.79.4.544
WMBA 6633 Week 11 instructions, in plain terms
The final assignment pulls the course together into a development plan for one named person, usually the individual you have coached or mentored over the term. The plan should start from evidence of where the person stands, drawn from earlier assignments, and set two to four goals stated as behaviors, each paired with the proof of progress and the person responsible for collecting that proof. It should list what the organization commits, such as training, time, budget and people, with dates. Checkpoints should fall on real calendar dates and say what decision each one allows. Finally, the plan needs an ending: a clause stating when the formal arrangement stops and what the person does afterward. Explain the reasoning for each goal briefly, with support from development research. Five to seven pages is typical.
How this WMBA 6633 Week 11 example is built
The plan opens with D. R.'s starting point from the July review: handoffs complete since April, peer direction improving, one delayed report of a coworker's remarks. It cites McCauley and colleagues on development through job assignments. Goal one requires raising peer conduct with HR within one shift, evidenced by the HR log. Goal two has crew members present the weekly safety item, evidenced by observed huddles. Goal three has D. R. coach a new forklift lead by February, with a signed agreement. A table commits a $1,400 supervisor course seat, coaching sessions, a monthly peer meeting, huddle observation and the HR log. Higgins and Kram support building a developmental network. A second table sets checkpoints on November 15, December 31, February 14 and March 31. The exit clause ends coaching on March 31 and hands development to D. R.
Where the marks sit in the WMBA 6633 Week 11 rubric
A development plan is graded on whether each goal could be checked by someone outside the relationship. Goals should be behaviors, with evidence and a source named, and each should be traced to something observed earlier in the term. The organization's commitments must be concrete, with amounts and dates, since a plan the employer does not resource is a wish list. Checkpoints should allow real decisions, not just status updates. The ending clause is a distinctive requirement of this course and is often the weakest part of a draft; the strongest plans end the formal arrangement on a date regardless of results and say who owns development afterward. Research should support the design of the plan, such as learning through assignments or developmental networks.
WMBA 6633 Week 11 help from the desk
Gather the evidence from your earlier assignments first: the agreement, the review and any feedback or reflections. Choose goals that address what the evidence shows is still unfinished, and write each as a behavior someone could observe. Ask the organization for specific support before committing it in writing. Set checkpoints on dates and say what could change at each. Then write the ending clause as firmly as the goals. Plans often lose credit for goals that restate job duties, for open-ended support such as "ongoing mentoring" and for no ending at all, which leaves the person dependent on the coach. A model development plan can be drafted around the person you have coached this term if you share your earlier agreement and review.
Get a WMBA 6633 Week 11 example written to your instructions
For the final week the desk asks for the prompt, the rubric and whatever earlier documents the plan has to match, and the finished plan arrives within 24 to 48 hours, and the first sample carries no cost. Submitting the term's own agreement and review alongside keeps names, goals and dates aligned across all three.
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WMBA 6633 Week 11 questions, answered
Where can I find a free WMBA 6633 Week 11 sample paper?
The complete individual development plan for a second-shift supervisor, with both tables and the exit clause, is published on this page for free.
Who is the WMBA 6633 Week 11 development plan for?
D. R., who stepped up from the forklift crew to run second shift in March 2027 and was coached by the operations manager all term.
What are the three goals?
Raising peer conduct concerns with HR within one shift, running a huddle in which crew members present the safety item and coaching a newly promoted forklift lead.
What does the organization commit?
A $1,400 supervisor course seat, coaching sessions, a monthly peer meeting with the first-shift supervisor, monthly huddle observation and an HR log.
How does the coaching end?
On March 31, 2028, whatever the evidence shows; after that D. R. writes his own plan, and any further mentoring happens only at his request.