Sample Items From the Multifactor Leadership (Transformational Le.docx

Sample Items From the Multifactor Leadership
(Transformational Leadership questionnaire)
Questionnaire (MLQ) Form 5X-Short
These questions provide examples of the items that are used to
evaluate
leadership style. The MLQ is provided in both Self and Rater
forms. The Self
form measures self-perception of leadership behaviors. The
Rater form is
used to measure leadership. By thinking about the leadership
styles as exemplified
below, you can get a sense of your own belief about your
leadership.
Key: 0 = Not 1 = Once in 2 = Sometimes 3 = Fairly 4 =
Frequently,
at all a while often if not always
Transformational Leadership Styles
Idealized Influence I go beyond self-interest for the good 0 1 2
3 4
(Attributes) of the group.
Idealized Influence I consider the moral and ethical 0 1 2 3 4
(Behaviors) consequences of decisions.
Inspirational I talk optimistically about 0 1 2 3 4
Motivation the future.
Intellectual I reexamine critical assumptions 0 1 2 3 4
Stimulation to question whether they
are appropriate.
Individualized I help others to develop 0 1 2 3 4
Consideration their strengths.
Transactional Leadership Styles
Contingent Reward I make clear what one can expect 0 1 2 3 4
to receive when performance
goals are achieved.
Management by I keep track of all mistakes. 0 1 2 3 4

Exception: Active
Passive/Avoidant Leadership Styles
Management by I wait for things to go wrong before 0 1 2 3 4
Exception: Passive taking action.
Laissez-Faire I avoid making decisions. 0 1 2 3 4
Authentic Leadership Self-Assessment Questionnaire
Instructions: This questionnaire contains items about different
dimensions of
authentic leadership. There are no right or wrong responses, so
please answer
honestly. Use the following scale when responding to each
statement by writing
the number from the scale below that you feel most accurately
characterizes
your response to the statement.
Key: 1 = Strongly 2 = Disagree 3 = Neutral 4 = Agree 5 =
Strongly
disagree agree
1. I can list my three greatest weaknesses. 1 2 3 4 5
2. My actions reflect my core values. 1 2 3 4 5
3. I seek others’ opinions before making up my own mind. 1 2 3
4 5
4. I openly share my feelings with others. 1 2 3 4 5
5. I can list my three greatest strengths. 1 2 3 4 5
6. I do not allow group pressure to control me. 1 2 3 4 5
7. I listen closely to the ideas of those who disagree with me. 1
2 3 4 5
8. I let others know who I truly am as a person. 1 2 3 4 5
9. I seek feedback as a way of understanding who I really am 1
2 3 4 5
as a person.
10. O ther people know where I stand on controversial issues. 1
2 3 4 5
11. I do not emphasize my own point of view at the expense 1 2
3 4 5

of others.
12. I rarely present a “false” front to others. 1 2 3 4 5
13. I accept the feelings I have about myself. 1 2 3 4 5
14. My morals guide what I do as a leader. 1 2 3 4 5
15. I listen very carefully to the ideas of others before 1 2 3 4 5
making decisions.
16. I admit my mistakes to others. 1 2 3 4 5
Scoring
1. S um the responses on items 1, 5, 9, and 13 (self-awareness).
2. Sum the responses on items 2, 6, 10, and 14 (internalized
moral perspective).
3. Sum the responses on items 3, 7, 11, and 15 (balanced
processing).
4. Sum the responses on items 4, 8, 12, and 16 (relational
transparency).
Total Scores
Self-Awareness: ______
Internalized Moral Perspective: _____
Balanced Processing: _____
Relational Transparency: _____
Scoring Interpretation
This self-assessment questionnaire is designed to measure your
authentic leadership
by assessing four components of the process: self-awareness,
internalized
moral perspective, balanced processing, and relational
transparency. By
comparing your scores on each of these components, you can
determine
which are your stronger and which are your weaker components
in each category.
You can interpret your authentic leadership scores using the
following
guideline: high = 16–20 and low = 15 and below. Scores in the
upper range
indicate stronger authentic leadership, whereas scores in the

lower range
indicate weaker authentic leadership.
Team Excellence and Collaborative
Team Leader Questionnaire
Instructions: This questionnaire contains questions about your
team and the
leadership within this team. Indicate whether you feel each
statement is true
or not true of your team. Use the following scale:
Key: 1 = False 2 = More false than true 3 = More true than false
4 = True
1. There is a clearly defined need—a goal to be achieved 1 2 3 4
or a purpose to be served—that justifies the existence
of our team. (team: clear, elevating goal)
2. We have an established method for monitoring 1 2 3 4
individual performance and providing feedback.
(team: results-driven structure)
3. Team members possess the essential skills and abilities 1 2 3
4
to accomplish the team’s objectives.
(team: competent team members)
4. A chieving our team goal is a higher priority than any 1 2 3 4
individual objective. (team: unified commitment)
5. We trust each other sufficiently to accurately share 1 2 3 4
information, perceptions, and feedback.
(team: collaborative climate)
6. O ur team exerts pressure on itself to improve performance. 1
2 3 4
(team: standards of excellence)
7. O ur team is given the resources it needs to get the job done.
1 2 3 4
(team: external support and recognition)
8. I f it’s necessary to adjust the team’s goal, our team leader 1
2 3 4
makes sure we understand why. (leadership: focus
on the goal)

9. O ur team leader creates a safe climate for team members 1 2
3 4
to openly and supportively discuss any issue related to
the team’s success. (leadership: ensure collaborative climate)
10. O ur team leader looks for and acknowledges contributions
1 2 3 4
by team members. (leadership: build confidence)
11. O ur team leader understands the technical issues we must 1
2 3 4
face in achieving our goal. (leadership: demonstrate sufficient
technical know-how)
12. O ur team leader does not dilute our team’s effort with too 1
2 3 4
many priorities. (leadership: set priorities)
ur team leader is willing to confront and resolve issues 1 2 3 4
associated with inadequate performance by team members.
(leadership: manage performance)
SOURCES: Questions 1–7: Adapted from the Team Excellence
Survey (copyright 1987
LaFasto and Larson; portions reprinted with permission of
Profact). Questions 8–13:
Adapted from the Collaborative Team Leader Instrument
(copyright 1996 LaFasto and
Larson; portions reprinted with permission).
Scoring Interpretation
In addition to such targeted questions on each of the criteria of
excellence,
the complete surveys also ask open-ended questions to allow
team members
to comment on issues that might not be specifically covered in
the
directed questions, such as strengths and weaknesses of the
team and its
leadership, necessary changes, problematic norms, or issues that
need to be
addressed. The complete version of the survey is given to team

members
and the team leader, and all are involved in the diagnosis and
the resulting
action planning. Such a method is clearly consistent with the
empowerment
movement in organizational teams and helps address the
enormous complexity
involved in making teams effective
2
Negotiation Plan Development
ISCOM/361
Negotiation Plan Development
Elements of business negotiations
The amount of time and quality planning that goes into the
negotiation process will ultimately dictate the level of success
achieved. The basic elements of business negotiations are as
follows:
1. Develop specific deliverables (or outcomes) desired as a
result of the negotiation.

2. Gather appropriate data.
3. Layout the facts of the situation.
4. Determine issues and address disagreements.
5. Analyze supplier strengths, capacity, and profitability. Set
realistic expectations and establish negotiation points.
6. Discuss the position of each issue from both the buyer and
seller perspective. Prepare counter arguments and determine
whose position is stronger. Estimate the range of mutually
acceptable results.
7. Plan a negotiation strategy including an itinerary, a list of
people who will make up the negotiation team, and reasonable
targets for each objective.
8. Ensure all parties of the negotiation team have been briefed
on expectations.
9. Conduct actual negotiations.
Specific negotiation tactics pertaining to purchasing
relationships
Though managers today have a wide range software platforms,
e-sourcing, and technology tools at their disposal, most
purchasing professionals can (and will) attest to the fact that
success in supply chain management, in large part, is due to
strategic supplier alliances. For such relationships to exist,
however, much of the negotiation process should involve
preparation activities such as developing a strategy and
reviewing supplier proposals. Some specific negotiation tactics
to use are as follows:
1. Research the supplier company. Familiarize the negotiation
team with the supplier’s website, operational facilities, business
lines, growth plans and company history.
2. Reach out to the supplier ahead of time to request a list of
attendees and discussion topics they expect to cover during
negotiation phases.
3. Review and assess the supplier’s performance history.
4. Set objectives. Layout a formal negotiation strategy in
writing and do a structured run through well in advance of the

meeting with suppliers.
Importance of supplier relationship management in negotiations
The process of strategically planning and managing interactions
with third party organizations to maximize supply chain value is
commonly referred to as supplier relationship management. The
importance and purpose behind supplier relationship
management (SRM) is to ensure organizations are properly
aligned in a way that will optimize company performance and
improve value. Since success in the sector of supply chain
management is highly dependent on relationships, adopting a
strategic approach to relationship management can result in
huge long-term benefits. For example:
1. Vendors typically offer better pricing to loyal customers thus
maintaining great relationships can potentially help reduce
company spend.
2. Strong supplier relationship management can improve value
since maintaining long term relationships can provide insight
and visibility into supplier performance including behavioral
patterns so that businesses can address potential issues before
they arise.
3. SRM also helps with problem resolution because solid
relationships with clear lines of open communication reduce
availability problems and results in swifter resolution when
problems arise.
By recognizing vendors as strategic partners with aligned goals
and objectives, businesses can alleviate restrictive procurement
and supply chain practices and find ways to add value.
Additionally, by aligning businesses goals, businesses are more
likely to understand the needs of their suppliers and
communicate from a place of mutual understanding as opposed
to contention.
Example of successful negotiation
Over the years, there have been several disputes among

businesses that are noteworthy enough to demonstrate the
importance of negotiation in business. One such example was
back in 1996 when Microsoft won a bid against browser market
leader Netscape to partner with AOL. Despite the fact that
Netscape was a bigger brand and possibly more financially
stable than Microsoft at the time, top Microsoft negotiators
concentrated on value add services that Netscape could not
math; then put together a creative strategy that enhanced their
position and weakened their competitors in the process.
As a result of the successful negotiation, AOL expanded its
marketing reach by an additional fifty million people per year
and Microsoft met its goal of gaining significant market share
in the browser market.
Pitfalls to consider when entering supplier negotiations
Another really important factor in negotiations is to seek out the
positives in every objective or circumstance. If a compromise
can be found by trading off issues, a value transaction is
created. However, oftentimes professional negotiators walk
away leaving resources on the table because they can’t seem to
arrive at a place of mutual acceptance. Some key drawbacks that
result in failed negotiations include:
1. Poor planning.
2. Assuming an offer or suggestion is inflexible.
3. Failing to actively listen or pay attention.
4. Negotiating from a negative perspective or from a position of
lack.
5. Being overly eager and making decisions too quickly in the
process.
The type of negotiations team that the company should develop
(i.e. key members)
Once the company has successfully developed a strategy, the
next crucial step is assembling a team to ensure all necessary
skillsets are covered and that all seniority levels of supplier
representatives are sufficiently matched up. For example, if

after research, you find the supplier party has listed a managing
director as a participant in the negotiations, it’s crucial that a c
level executive also be in attendance for the internal negotiation
team. Each team member should be well versed on negotiation
strategies and aware of anticipated or expected deliverables.
The negotiation team within any organization is a very
important component of the company realizing success. The
team should include members with varied backgrounds and
diverse skillsets. Ideally, we would like to see at least one
member for each of the following knowledge areas:
1. A support team member or anyone with technical knowledge
in the suppliers’ line of business.
2. A Behavioral analyst.
3. A software vendor.
4. An IT representative.
5. A member of procurement or pricing.
6. A member of the legal team.
7. A decision maker or C-level executive.
The most important thing is that the team work together to keep
everyone informed. A lead or spokesperson, preferably from
procurement, should be identified prior to the meeting. Only by
working together in unison can the team maneuver through a
successful negotiation.
Financial outlook - the impact on financial results
Entering a negotiation without properly preparing or going into
it lacking the necessary confidence can lead to team members
agreeing to terms and pricing services that are not in the best
interest of the company. Simply put, a negotiation is a
compromise; and, while they’re usually not easy conversations
to have, they get easier with planning and practice.
By following the strategies outlined here, you are prepared and
positioned to make a clear and concise argument with
confidence, because you’ve done the background work and have

identified your non-negotiables for each situation. Areas to
negotiate include loan terms, interest rates, lease agreements,
salaries, and supplier relationships.
Bottom line is that negotiating saves money for the business.
Developing and following the negotiation plan will allow
companies to control costs through awareness and management.
Not only will companies generate more of a profit from day to
day operations, buy they’ll also be positioned to save on regular
monthly expenses such as internet and phone bill.
References:
https://www.negotiations.com/case/browser-war/
https://www.infoentrepreneurs.org/en/guides/negotiate-the-
right-deal-with-suppliers/#4
Johnson, P. F., Flynn, A. Purchasing and Supply Management.
[University of Phoenix]. Retrieved
from https://phoenix.vitalsource.com/#/books/1259876934/
Ch.14 Questions August 8, 2016
14-1 Identify which level(s) of government regulate(s) NFP
organizations and identify the source of authority.
Not-for-profit organizations have strict regulations and must
follow these set in place by multiple levels of governances. The

three main governances for NFP organizations are State,
Federal, and Internal. The State, level of government, regulates
the laws that NFP organizations must follow, along with license
to solicit contributions, local tax exemption, and lobbying or
political activity. The Federal government determines their
corporate tax exempt status, monitor their annual reporting to
ensure compliance, determine unrelated business tax income,
excessive benefits transactions, and the reorganization and
dissolution of the NFP organization.
14-4 What are the distinguishing characteristics between a
public charity and a private foundation? What is a public
support test and how does it relate to public charities and
private foundations?
If NFP organizations qualifies under IRC Section 501 (c) (3), it
is considered a private foundation unless it can be excluded per
IRC Section 509 (a), due to the nature of organizational
mission, or it meets the support test requirement. The public
support test factors where the organization received the
majority of its funding. Private foundations receive the primary
amount of their support from investment income, corporations
or a few select individuals. Public charities receive the most of
their funding from the general public. Meaning they pass the
support test.
Leadership Self-Assessment Paper
Scan the Northouse text. You will note Chapters 2 through 16
explore multiple approaches to the study of leadership. Each
chapter represents a leadership theory. Identify three theories of
leadership from these chapters and complete the questionnaire
at the end of your selected chapters. Develop your formal paper

by using the elements of the Leadership Self-Assessment
Outline as the headings for your paper (see grading rubric). The
content within each of the headings should address all of the
elements outlined in each section. The paper should be three
pages in length, excluding the cover page and reference page
(not to exceed 4 pages – maximum points will be deducted for
exceeding 4 pages, refer to grading rubric). See the Course
Schedule for the assignment deadline.
Leadership Self-Assessment Paper Outline
I.Introductory Paragraph
A. Identify three theories presented in the Northouse text
(each chapter represents one leadership theory) that
you decided to use to evaluate yourself.
B. Explain why you chose the three theories.
II.First Leadership Theory
A. Succinctly discuss the primary concepts of your first
selected leadership theory.
B. Describe your results (be specific) from taking the
test/questionnaire associated with your first selected
theory. Share what the score interpretation reflects about
your scores.
C. Discuss the strengths, weaknesses, and opportunities for
improvement that you discovered in your leadership
style based on taking the test/questionnaire
associated with the first theory you chose to evaluate yourself.
III. Second Leadership Theory
A. Succinctly discuss the primary concepts of your second
test/questionnaire associated with your second
selected theory. Share what the score interpretation reflects
about your scores.
C. Discuss the strengths, weaknesses, and opportunities for
improvement that you discovered in your leadership
style based on taking the test/questionnaire
associated with the second theory you chose to evaluate

yourself.
IV. Third Leadership Theory
A. Succinctly discuss the primary concepts of your third
test/questionnaire associated with your third
selected theory. Share what the score interpretation reflects
about your scores.
C. Discuss the strengths, weaknesses, and opportunities
for improvement that you discovered in your
leadership style based on taking the test/questionnaire
associated with the third theory you chose to evaluate
yourself.
V. Conclusion - summarizing paragraph
VI. Reference Page
PLAGIARISM:
Plagiarism is considered cheating and is a violation of academic
integrity as outlined in the Student Handbook. Any student who
plagiarizes any portion of the assignment may receive a grade
of zero on the assignment.
LATE ASSIGNMENTS:
Unless prior faculty notification and negotiation of an extended
deadline, ten points will be deducted per day if submitted late.
Assignment will not be accepted if submitted more than 3 days
late and assigned grade will be 0 (zero).
4344 Leadership Self Assessment Grading Rubric.pdf
Rubric
4344 Leadership Self-Assessment Grading Rubric
4344 Leadership Self-Assessment Grading Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeContent:
Introductory Paragraph
Identify what three theories (from the Northouse text) you
decided to use to evaluate yourself. Explain why you chose

these three theories.
5.0 pts
Exemplary
Introduction section exceeds meeting stated objectives as
evidenced by: - three theories identified - explanation of why
these theories were chosen
4.0 pts
Proficient
Introduction section meets stated objectives with accurate and
relevant information related to: - three theories identified -
explanation of why these three theories were chosen
3.0 pts
Competent
Introduction section minimally meets objectives as evidenced
by three theories identified, but no explanation given for
selecting theories.
2.0 pts
Substantial Areas for Improvement
Introduction section meets objectives with only one or two
theories identified and explanation for choosing the selected
theories.
0.0 pts
Unsatisfactory
No introductory paragraph found in paper.
5.0 pts
This criterion is linked to a Learning OutcomeContent: Theory
1 Primary Concepts
Explain the primary concepts of your first selected theory
5.0 pts
Exemplary
Primary concepts of the first selected theory exceeds objectives
with clear and concise explanation and description of the
primary concepts.
4.0 pts

Proficient
Primary concepts of the first selected theory meet stated
objectives.
3.0 pts
Competent
Primary concepts of the first selected theory minimally meet
objectives. Concepts are partially defined and explained.
2.0 pts
Primary concepts of the first selected theory do not meet
objectives.
0.0 pts
Unsatisfactory
Primary concepts of the first selected theory are not found in
paper.
5.0 pts
1 Discussion of Results
Describe your results (be specific) from taking the
test/questionnaire associated with your first selected theory.
Share what the score interpretation reflects about your scores.
7.0 pts
Expemplary
Discussion of results exceeds objectives with clear and concise
description of: - the theory measurement tool - results of theory
questionnaire - the score interpretation of your answers
6.0 pts
Proficient
Discussion of results meets objectives with description of: - the
theory measurement tool - results of theory questionnaire - the
score interpretation of your answers
5.0 pts
Competent
Discussion of results meets objectives with minimal or absent

4.0 pts
Discussion of results does not meet objectives with minimal or
absent description of: - the theory measurement tool - results of
theory questionnaire - the score interpretation of your answers
0.0 pts
Unsatisfactory
Discussion of results of the following are missing from the
paper: - the theory measurement tool - results of theory
7.0 pts
1 Strengths, Weaknesses, and Opportunities for Improvement
Discuss the strengths, weaknesses, and opportunities for
improvement that you discovered in your leadership style based
on taking the test/questionnaire associated with the first theory
you chose to evaluate yourself.
6.0 pts
Expemplary
Strengths, weaknesses, and opportunities section exceeds stated
objectives with clear and concise discussion of: - strengths
discovered in your personal leadership style - weaknesses
discovered in your personal leadership style - opportunities for
personal improvement discovered in your leadership style
5.0 pts
Proficient
Strengths, weaknesses, and opportunities section meets stated
objectives with discussion of: - strengths discovered in your
personal leadership style - weaknesses discovered in your
personal leadership style - opportunities for personal
improvement discovered in your leadership style
4.0 pts

Competent
Strengths, weaknesses, and opportunities section includes
minimal or absent information in relation to 1 of the 3 areas: -
strengths discovered in your personal leadership style -
weaknesses discovered in your personal leadership style -
opportunities for personal improvement discovered in your
leadership style.
3.0 pts
Strengths, weaknesses, and opportunities section does not meet
objectives with minimal or absent information in 2 of the 3
areas: - strengths discovered in your personal leadership style -
opportunities for personal improvement discovered in leadership
style
0.0 pts
Unsatisfactory
Strengths, weaknesses, and opportunities section not found in
paper.
6.0 pts
2 Primary Concepts
Explain the primary concepts of your first selected theory
5.0 pts
Exemplary
Primary concepts of the second selected theory exceeds
objectives with clear and concise explanation and description of
the primary concepts.
4.0 pts
Proficient
Primary concepts of the second selected theory meet stated
objectives.
3.0 pts
Competent

Primary concepts of the second selected theory minimally meet
2.0 pts
Primary concepts of the second selected theory do not meet
objectives.
0.0 pts
Unsatisfactory
Primary concepts of the second selected theory are not found in
paper.
5.0 pts
test/questionnaire associated with your second selected theory.
7.0 pts
Exemplary
6.0 pts
Proficient
5.0 pts
Competent
4.0 pts

0.0 pts
Unsatisfactory
7.0 pts
on taking the test/questionnaire associated with the second
theory you chose to evaluate yourself.
6.0 pts
Exemplary
5.0 pts
Proficient
4.0 pts
Competent

leadership style.
3.0 pts
style
0.0 pts
Unsatisfactory
paper.
6.0 pts
3 Primary Concepts
Explain the primary concepts of your third selected theory
5.0 pts
Exemplary
Primary concepts of the third selected theory exceeds objectives
with clear and concise explanation and description of the
primary concepts.
4.0 pts
Proficient
Primary concepts of the third selected theory meet stated
objectives.
3.0 pts
Competent
Primary concepts of the third selected theory minimally meet
2.0 pts
Primary concepts of the third selected theory do not meet

objectives.
0.0 pts
Unsatisfactory
Primary concepts of the third selected theory are not found in
paper.
5.0 pts
test/questionnaire associated with your third selected theory.
7.0 pts
Exemplary
6.0 pts
Proficient
5.0 pts
Competent
4.0 pts
0.0 pts
Unsatisfactory

7.0 pts
on taking the test/questionnaire associated with the third theory
you chose to evaluate yourself.
6.0 pts
Exemplary
5.0 pts
Proficient
4.0 pts
Competent
leadership style.
3.0 pts

style
0.0 pts
Unsatisfactory
paper.
6.0 pts
This criterion is linked to a Learning OutcomeContent:
Conclusion
Summarizing paragraph.
6.0 pts
Exemplary
Conclusion summary exceeds objectives with clear and concise
information related to leadership self-assessments. Conclusion
demonstrates critical thinking.
5.0 pts
Proficient
Conclusion summary meets objectives with accurate and
relevant information related to leadership self- assessments.
Conclusion demonstrates critical thinking.
4.0 pts
Competent
Conclusion summary meets objectives with minimal information
related to leadership self-assessments.
3.0 pts
Conclusion summary does not meet objectives - no information
related to leadership self- assessments found.
0.0 pts
Unsatisfactory
Conclusion not found in paper.

6.0 pts
This criterion is linked to a Learning OutcomeEvidence
Minimum of three references for paper. (One reference should
be the Northouse text)
References should be peer-reviewed, scholarly, and
professional. References should not be older than 5 years.
5.0 pts
Exemplary
Provides four or more references, one of which is the Northouse
Text. All references peer-reviewed, scholarly, and professional.
Current within 5 years.
4.0 pts
Proficient
Provides three references, one of which is the Northouse text.
All references peer-reviewed, scholarly, and professional.
Current within 5 years.
3.0 pts
Competent
Provides two references, one of which is the Northouse text.
Some references are not peer-reviewed, scholarly, professional
and/or current within 5 years.
2.0 pts
Provides one reference which is the Northouse text. And/or One
reference provided and is not peer-reviewed or current within
last 5 years.
0.0 pts
Unsatisfactory
No references provided.
5.0 pts
This criterion is linked to a Learning OutcomeScholarly
Presentation

Scholarly Presentation
Key concepts of scholarly presentation include communication
and professionalism. Writing style allows for clear
communication of thoughts through logical presentation of ideas
with correct spelling, grammar, and punctuation. Paper meets
stated minimum/maximum word requirement.
***Note: Maximum points will be deducted for papers that
exceed 4 pages
15.0 pts
Exemplary
Thoughts are logically organized at the paragraph level without
errors in spelling, grammar, or punctuation. Paper meets stated
minimum/maximum length
13.0 pts
Proficient
Thoughts are logically organized at the paragraph level with no
more than three errors in spelling, grammar, or punctuation.
Paper meets stated minimum/ maximum length.
12.0 pts
Competent
Thoughts are logically organized at the paragraph level with no
more than six errors in spelling, grammar, or punctuation. Paper
meets stated minimum/maximum length.
8.0 pts
Thoughts show minimal organization at the paragraph level with
no more than nine errors in spelling, grammar, or punctuation.
Paper meets stated minimum/maximum length.
0.0 pts
Unsatisfactory
Thoughts show no logical organization at the paragraph level.
Contains more than ten errors in spelling, grammar, or
punctuation <and/or> Paper does not meet the stated minimum
(3 pages) or maximum length (4 pages).
15.0 pts

This criterion is linked to a Learning OutcomeAPA Style
APA formatting – includes cover page, heading, running head,
double spaced, explanation of abbreviations given, in-text
citations, and reference page.
15.0 pts
Exemplary
APA format used with no errors in: - cover page - headings -
running head - double spacing - explanation of abbreviations -
in-text citations - references list
13.0 pts
Proficient
No more than 2 APA formatting errors noted in: - cover page -
headings - running head - double spacing - explanation of
abbreviations - in-text citations - references list
12.0 pts
Competent
No more than 4 APA formatting errors noted in: - cover page -
abbreviations - in-text citations - references list
8.0 pts
No more than six APA formatting errors noted in: - cover page -
abbreviations - in-text citations - reference list
0.0 pts
Unsatisfactory
Seven or more APA formatting errors noted in: - cover page -
abbreviations - in-text citations - reference list
15.0 pts
Total Points: 100.0

Sample Items From the Multifactor Leadership (Transformational Le.docx

Sample Items From the Multifactor Leadership (Transformational Le.docx

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