Describe how motivation and reinforcement would be used to influen

Describe how motivation and reinforcement would be used to
influence members of the organization to resolve the issue. 20
%
Unacceptable
Needs Improvement
Competent
Exemplary
The description does not address how motivation and
reinforcement would be used to influence members of the
organization to resolve the issue. Examples are not provided
Partially describes how motivation and reinforcement would be
used to influence members of the organization to resolve the
issue. Makes loose connections between theory and solution.
Examples do not fully support solution.
Satisfactorily describes how motivation and reinforcement
would be used to influence members of the organization to
resolve the issue. Makes logical connections between theory and
solution. Examples support solution.
Fully describes how motivation and reinforcement would be
issue. Draws compelling, logical connections between theory
and solution. Examples are strong and support solution.
Explain how the core concepts of emotional intelligence would
enhance the social skills and the decision-making efficacy of
the management team. 20%
Unacceptable
Needs Improvement
Competent
Exemplary
The description does not explain how the core concepts of
emotional intelligence would enhance the social skills and the
decision-making efficacy of the management team.
Partially explains how core concepts of emotional intelligence
would enhance the social skills and the decision-making

efficacy of the management team. Loose connections are made
to support the relationship between EI and management’s skills.
Application of research is minimal.
Satisfactorily describes how motivation and reinforcement
would be used to influence members of the organization to
resolve the issue. Makes logical connections between theory and
solution. Examples support solution.
Fully describes how motivation and reinforcement would be
issue. Draws compelling, logical connections between theory
and solution. Examples are strong and support solution.
Describe the core attributes of an effective team or strategies to
develop team dynamics. 25 %
Unacceptable
Needs Improvement
Competent
Exemplary
Does not describe the core attributes of an effective team or
strategies to develop team dynamics. Benefits to organization
are not presented
Partially describes the core attributes of an effective team.
Strategies to develop team dynamics lack details and source
support or are not fully articulated. Benefits to the organization
are unclear.
Satisfactorily describes the core attributes of an effective team.
Strategies to develop team dynamics are articulated. Benefits to
the organization are stated. Additional details and source
support would improve the description.
Completely describes the core attributes of an effective team.
Strategies to develop team dynamics are strongly articulated
and detailed. Benefits to the organization are logical and well
supported.
Create an effective reward system or determine strategies to
motivate employees to influence behavior. 20 %
Unacceptable
Needs Improvement

Competent
Exemplary
Did not create an effective reward system or determine
strategies to motivate employees to influence behavior.
Partially creates an effective reward system and articulates
some motivational strategies. Supporting details are given but
could be expanded to describe how behavior would be
influenced. Application of research is minimal.
Creates an effective reward system and provides motivational
strategies. Details and source material support how behavior
would be influenced.
Creates an effective reward system and articulates wellthought
out strategies to motivate employees to influence behavior. The
connection between strategy and influence is strong and
supported by source material.
Reference minimums; reference quality. 5 %
Unacceptable
No references provided or all references are poor-quality
choices.
Needs Improvement Does not meet the required number of
references; some references may be poor-quality choices
Competent
Meets the required number of references; some references may
be poor-quality choices.
Exemplary Meets or exceeds the required number of references;
all references are high-quality choices.
Follows writing standards; meets page minimums. 10 %
Unacceptable
Follows few to no writing standards. Does not meet page
minimums.
Needs Improvement Follows few writing standards. May not
meet page minimums.
Competent
Follows most writing standards. Meets page minimums.
Exemplary Follows all writing standards. Meets page
minimums.

GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central
focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, students
with behavior concerns, gifted learners), and the effect of those
factors on planning, teaching, and assessing students to

facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation
components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the
standards you will be working with in the classroom
environment.
Your goal in this section is to identify the standards that are the
focus of the lesson being presented. Standards must address
learning initiatives from one or more content areas, as well as
align with the lesson’s learning targets/objectives and
assessments.
Include the standards with the performance indicators and the
standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher
intends to measure in learning. These must be aligned with the
standards. When creating objectives, a learner must consider the
following:
· Who is the audience
· What action verb will be measured during
instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the
objective created. This should not be a summary of the lesson,

but a measurable statement demonstrating what the student will
be assessed on at the completion of the lesson. For instance,
“understand” is not measureable, but “describe” and “identify”
are.
For example:
Given an unlabeled map outlining the 50 states, students will
accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic
vocabulary and content-specific vocabulary you need to teach.
In a few sentences, describe how you will teach students those
terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and
the students will use during the lesson. As required by your
instructor, add or attach copies of ALL printed and online
materials at the end of this template. Include links needed for
online resources.

Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating
students’ prior knowledge, linking previous learning with what
they will be learning in this lesson and gaining student interest
for the lesson. Consider various learning preferences
(movement, music, visuals) as a tool to engage interest and
motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will
use to open the lesson. Bold any materials you will need to
prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to
describe what Earth looks like.
· I will record their ideas on the white board and ask more
questions about the amount of water they think is on planet
Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently.
Your goal in this section is to explain how you would present
content in various ways to meet the needs of different learners.
For example, you may present the material using guided notes,
graphic organizers, video or other visual media, annotation
tools, anchor charts, hands-on manipulatives, adaptive
technologies, etc.
In a bulleted list, describe the materials you will use to
differentiate instruction and how you will use these materials
throughout the lesson to support learning. Bold any materials
you will need to prepare for the lesson.
For example:

· I will use a Venn diagram graphic organizer to teach students
how to compare and contrast the two main characters in the
read-aloud story.
· I will model one example on the white board before allowing
students to work on the Venn diagram graphic organizer with
their elbow partner.
Explain how you will differentiate materials for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):

Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage
students in interacting with the content and academic language.
How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group
work, Kagan cooperative learning structures, hands-on
activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage
students in to allow them to explore, practice, and apply the
content and academic language. Bold any activities you will use
in the lesson. Also, include formative questioning strategies and
higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to
find a partner with a card that has an answer that matches their
number sentence.
· I will model one example of solving a number sentence on the
white board before having students search for the matching
card.
· I will then have the partner who has the number sentence
explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the
following groups:

Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning
environment and express what they know. Your goal in this
section is to explain the various ways in which your students
will demonstrate what they have learned. Explain how you will
provide alternative means for response, selection, and
composition to accommodate all learners. Will you tier any of
these products? Will you offer students choices to demonstrate
mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your
students to express their knowledge about the topic. For
example, students may demonstrate their knowledge in more
summative ways through a short answer or multiple-choice test,
multimedia presentation, video, speech to text, website, written
sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any
summative assessments.

Students may also demonstrate their knowledge in ways that are
more formative. For example, students may take part in thumbs
up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to
five, electronic quiz games, running records, four corners, or
hand raising.Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-
class simulation they experienced. They will be expected to
write the reflection using complete sentences, proper
capitalization and punctuation, and utilize an example from the
simulation to demonstrate their understanding. Students w ill
also take part in formative assessments throughout the lesson,
such as thumbs up-thumbs middle-thumbs down and pair-share
discussions, where you will determine if you need to re-teach or
re-direct learning.
Explain how you will differentiate assessments for each of the
following groups:

Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework
tasks as appropriate. Explain how the extension activity or
homework assignment supports the learning targets/objectives.
As required by your instructor, attach any copies of homework
at the end of this template.
Time Needed
© 2019. Grand Canyon University. All Rights Reserved.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsECE-640ECE-640-O500Creating a Social
Studies Lesson75.0CriteriaPercentageNo Submission
(0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable
(87.00%)Target (100.00%)CommentsPoints
EarnedCriteria100.0%Lesson Summary and Focus:

Integration10.0%Not addressed.The lesson inappropriately
integrates the cultural background, personal knowledge, family,
and community of young children into social studies
lessons.The lesson artificially integrates the cultural
background, personal knowledge, family, and community of
young children into social studies lessons.The lesson
appropriately integrates the cultural background, personal
knowledge, family, and community of young children into
social studies lessons.The lesson is well crafted to integrate the
cultural background, personal knowledge, family, and
community of young children into social studies lessons.Lesson
Plan: Objectives Aligned with Standard10.0%Not
addressed.Stated objectives are inadequately aligned with the
social studies state standards and ensure the objectives relate to
the social studies standards.Stated objectives are ambiguously
aligned with the social studies state standards and ensure the
objectives relate to the social studies standards.Stated
objectives are aligned with the social studies state standards and
ensure the objectives relate to the social studies
standards.Stated objectives are specific, attainable, realistic,
and time-bound. Stated objectives are specifically aligned to
social studies.Academic Language: Content-Related
Vocabulary5.0%Not addressed.Unrealistically includes content-
related, age appropriate vocabulary that expands students’
awareness of the local and global issues.Ambiguously includes
content-related, age appropriate vocabulary that expands
students’ awareness of the local and global issues.Correctly
includes content-related, age appropriate vocabulary that
expands students’ awareness of the local and global
issues.Substantially includes content-related, age appropriate
vocabulary that expands students’ awareness of the local and
global issues.Multiple Means of Representation:
Differentiation15.0%Not addressed.Poorly explains how
instruction is differentiated to support students with language
development delays or challenges.Vaguely explains how

development delays or challenges.Correctly explains how
development delays or challenges.Compellingly explains how
development delays or challenges.Multiple Means of
Engagement: Application of Standards15.0%Not
addressed.Inadequately explains how the lesson uses and
develops cross-disciplinary skills in varied contexts.Inexplicitly
explains how the lesson uses and develops cross-disciplinary
skills in varied contexts.Logically explains how the lesson uses
and develops cross-disciplinary skills in varied
contexts.Skillfully explains how the lesson uses and develops
cross-disciplinary skills in varied contexts.Multiple Means of
Expression: Assessments15.0%Not addressed.Developmentally
appropriate assessments imprecisely explain how they align to
the content-area standards and ineffectively measure learning
objectives.Developmentally appropriate assessments inexplicitly
explain how they align to the content-area standards and
inconsistently measure learning objectives.Developmentally
appropriate assessments directly explain how they align to the
content-area standards and competently measure learning
objectives.Developmentally appropriate assessments
innovatively explain how they align to the content-area
standards and expertly measure learning
objectives.Organization10.0%Not addressed.An attempt is made
to organize the content, but the sequence is indiscernible. The
ideas presented are compartmentali zed; may not relate to each
other.The content may not be adequately organized even though
it provides the audience with a sense of the main idea.The
content is logically organized. The ideas presented relate to
each other. The content provides the audience with a clear sense
of the main idea.The content is well organized and logical.
There is a sequential progression of ideas related to each other.
The content is presented as a cohesive unit. Provides the
audience with a clear sense of the main idea.Mechanics of
Writing (includes spelling, punctuation, grammar, language

use)10.0%Not addressed.Surface errors are pervasive enough
that they impede communication of meaning. Inappropriate
word choice or sentence construction is used.Frequent and
repetitive mechanical errors distract the reader. Inconsistencies
in language choice (register) or word choice are present.
Sentence structure is correct but not varied.Submission includes
some mechanical errors, but they do not hinder comprehension.
Varieties of effective sentence structures are used, as well as
some practice and content-related language.Submission is
virtually free of mechanical errors. Word choice reflects well -
developed use of practice and content-related language.
Sentence structures are varied and engaging.Format and
Documentation of Sources (layout, citations, footnotes,
references, bibliography, etc., as appropriate to assignment and
style)10.0%Not addressed.Documentation of sources is
inconsistent and/or incorrect, as appropriate to assignment and
style, with numerous formatting errors.Sources are documented,
as appropriate to assignment and style, although some key
formatting and citation errors are present.Sources are
documented, as appropriate to assignment and style, and format
is mostly correct.Sources are documented completely and
correctly, as appropriate to assignment and style. Format is free
of error.Total Weightage100%
Running head: professional development program proposal 1
professional development program proposal 8Professional
Development Program Proposal
Paula King
Strayer University
BUS 520 Leadership and Organizational
Dr W. Tillman
February 13, 2021

PROFESSIONAL DEVELOPMENT PROGRAM PROPOSAL
Motivation at the place of work is essential because it affects
the contribution of employees towards organizational processes.
Emotions have a significant effect on the level of stimulation in
an organization. It is important to note that a human being is
emotional, and it is a challenge to separate emotions from a
human being. It is therefore essential for organizations to have
motivation strategies that impact the feelings of employees.
When an employee's emotions are neglected, the employee's
attitude can affect the organization's productivity. In this
respect, there is a dire need to know the essential role an
employee plays in an organization. Most of the operations and
activities that directly impact an organization's success revolve
around an employee, making an employee a critical figure. The
proposal will be connecting emotional intelligence to
motivation. At the same time, the request will recommend a
reward system to enhance motivation in an organization.
EMOTIONAL INTELLIGENCE AND MOTIVATION:
The Emotional Intelligence building blocks that would impact
management's ability to enhance employee performance and job
satisfaction.
Enhancing employee performance and job satisfaction have a
connection with emotional intelligence. However, three
emotional intelligence building blocks would help a

management team improve performance and job satisfaction
(Wen, Huang, & Hou, 2019). The building blocks are as
follows:
A. Self-management
Self-management pertains to knowing and understanding one's
emotions. Emotions have an impact on the way people react and
perceive things. People are different when it comes to emotions
and. In contrast, some people are good at managing their
feelings; there are a significant number of people who cannot
control their emotions (Khan, Masrek, & Nadzar, 2017).
However, there are various strategies that the management can
utilize to help employees manage their feelings. It is also
essential to note that factors destabilize a person's emotions
(Sun, Chen, & Jiang, 2017). An organization has the power to
implement motivation strategies that can help to deal with such
issues.
Self-management does not only affect an employee, but it also
affects the organization. An employee is an essential
stakeholder in an organization. Regardless of the strategies that
an organization has laid down, if employees cannot manage
their emotions, they will not benefit from their systems. The
emotions of an employee can affect his or her performance
(Khan et al., 2017). An employee with strong self-management
skills is likely to benefit from an organization's strategies. This
is because their emotions do not affect their judgment about the
motivation put in place (Sun et al., 2017). Also, employees with
stable emotions are easily satisfied when compared to
employees with emotional weaknesses.
B. Social awareness
Social awareness is the ability to know how to react and behave
when among others. Human beings are social, which means that
they establish relationships that affect their interactions with
their fellow humans. Social awareness affects the management's
ability to enhance performance and job satisfaction (Sun et al.,
2017). In an organization, employees play a crucial role, and in
many cases, the contribution of one employee might affect other

employees in one way or another. Enhancing performance
requires employees to read from the same script. Collaborations
and teamwork come in place to improve performance and job
satisfaction. However, when an employee does not know how to
relate with other employees, it becomes a challenge for the
organization to enhance its performance (Khan et al., 2017).
The reason behind it is that employees need to come together to
improve performance. The withdrawal or nonparticipant of some
of the employees due to their emotional weaknesses affects the
workplace environment, thus adversely impacting job
satisfaction (Sun et al., 2017). It is no doubt that social
awareness can stand in the way when an organization wants to
enhance performance and job satisfaction.
C. Relationship management
Relationship management is one of the components of emotional
intelligence. A person can connect with others and form
relationships (Tagoe & Quarshie, 2017). At the workplace,
relationships have the power to change the working environment
from worst to best. The management of an organization should
have good working relationships with the employees. A good
working relationship establishes an environment that is
motivating (Khan et al., 2017). However, the lack of a good
working relationship between the employees and the
management affects the management and the working
environment (Sun et al., 2017). In this respect, the lack of a
good relationship between the government and employees
adversely affects employees' performance. Also, it affects job
satisfaction. When people are not on good terms at work, they
are likely to be frustrated and dissatisfied with their jobs.
Motivational theory
Herzberg's Two-Factor Theory is the most applicable in this
proposal. The theory is broad, and it has looked at the ways of
triggering a person's emotions positively with the main aim of
enhancing his or her performance (Alshmemri, Shahwan-Akl, &
Maude, 2017). The theory revolves around five features that
affect satisfaction. The parts are advancement, responsibility,

the job, recognition, and achievement. One of the theory's
advantages is that it brings together almost all aspects that other
motivation theories have focused on. When dealing with an
issue within an organization, the five features come in handy.
The first step is to help employees make achievements
(Alshmemri et al., 2017). In this case, rewards come in handy.
Rewards can be in the form of tangible gifts or education
grants. The second feature is responsibility. In this case, the
best thing to do is assign duties to employees. When faults are
given to employees, employees feel valued, which affects their
motivation and satisfaction levels.
The type of job that employees engage in affects their levels of
motivation and satisfaction. When the job is appealing and
decent, employees are motivated to work harder. At the same
time, they are satisfied. Recognition is the act of acknowledging
an employee for their contribution (Alshmemri et al., 2017).
When an employee is recognized, the employee feels
appreciated, which is enough to motivate them to work harder.
In this case, the best method would be to acknowledge
employees for what they have done (Alshmemri et al., 2017).
For example, an organization might post the best employee of
the month on the notice board. The action could motivate other
employees to work hard so that they can get the same attention.
The fifth feature is an achievement (Alshmemri et al., 2017).
Apart from working to earn a salary, employees want to make
achievements. In this case, the best strategy could be to offer
education grants and other benefits to an employee. Also,
promotions come in handy. When an employee receives a
promotion from an organization, they feel that they have
attained a new level of achievement, impacting their
commitment to organizational processes and operations.
EMOTIONAL INTELLIGENCE AND SOCIAL SKILLS AND
DECISION MAKING:
The core concepts would enhance the decision-making efficacy
if the organization understood employees' emotional
intelligence strengths and weaknesses. The decisions that an

organization makes have an impact on the employees. At the
same time, employees are affected by emotions (Khan et al.,
2017). When the organization understands the employees'
emotional response, it makes decisions that suit all employees.
On the contrary, if the organization does not know and
understand the employees' emotional strengths and weaknesses,
it might make decisions that will increase conflicts as opposed
to bringing sanity and order in an organization (Sun et al.,
2017).
EFFECTIVE TEAMS
An effective team must have good working relationships. Good
working relationships mean that employees can relate and
communicate about work matters. Respect is also an attribute
that is paramount in an effective team. Members within the
group must respect each other (Khan et al., 2017).
Communication must be at its best level. Effectiveness does not
come without smooth and effective communication. When team
members can communicate frequently, it becomes possible for
them to tackle issues as soon as they emerge. The best strategy
to implement a dynamic team is promoting democracy and
openness among the team members. When team members are
given the power to air their views, they become free and
satisfied. Also, team members must be allowed to participate in
the process of making decisions.
REWARD SYSTEMS
The reward system that will be designed in this case takes after
Herzberg's Two-Factor Theory features. The strategies that will
be used will have an impact on the behaviors of employees. The
following are areas of focus:
1. Achievement: The organization will be rewarding employees
who perform better every month. There will be targets to meet
whereby they will be focusing on teams and individuals. Teams
that perform well will be rewarded.
2. Recognition: Employees who perform better in their
respective departments will be recognized. Every month, their
names and pictures will be placed on the notice board. They

will also be considered for promotions and essential
assignments.
3. The job itself: The working environment will be made better.
The organization will provide all resources that employees need
to be productive. The strategy will help to motivate employees.
4. Responsibility: Employees who will demonstrate the ability
to lead others will be assigned to specific projects. The main
aim is to confirm that the organization respects their input.
5. Advancement: Promotions will be taking place as soon as an
employee does better. The organization will work with other
branches. If other organizations need high positions, employees
from the organization will be promoted to such positions.
References
Alshmemri, M., Shahwan-Akl, L., & Maude, P. (2017).
Herzberg's two-factor theory. Life Science Journal, 14(5), 12-
16.
Khan, A., Masrek, M. N., & Nadzar, F. M. (2017). Emotional
intelligence and job satisfaction of academic librarians: An
assessment of the relationship. Journal of Librarianship and
Information Science, 49(2), 199-210.
Sun, P., Chen, J. J., & Jiang, H. (2017). Coping humor as a
mediator between emotional intelligence and job
satisfaction. Journal of Personnel Psychology.
Tagoe, T., & Quarshie, E. N. B. (2017). The relationship
between emotional intelligence and job satisfaction among

nurses in Accra. Nursing Open, 4(2), 84-89.
Wen, J., Huang, S. S., & Hou, P. (2019). Emotional
intelligence, emotional labor, perceived organizational support,
and job satisfaction: A moderated mediation
model. International Journal of Hospitality Management, 81,
120-130.

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