Higher education institutions are aware of the need to incorporate learning-driven assessment artifacts into their doctoral programs to ensure successful leadership development. However, in attempting to integrate learning into students' future performance, it appears that there is no general agreement upon the most effective assignments. The plethora of leadership tasks makes it difficult for scholars and instructors to guarantee that doctoral learners will use their leadership skills in their current or future workplaces. One way to incorporate current learning into professional performance is to translate course learning into personal leadership development plans. This article describes a short-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 Transformational Leadership and Innovation course. Upon completion of this course, doctoral learners would be prepared to incorporate the principles of transformational leadership into their leadership plans when completing them in specific academic contexts. The plan proposed defines a strategy for maximizing leadership effectiveness and spells out learning from doctoral courses.