Bain, garza helping graduate counseling students embrace academicWilliam Kritsonis
Both graduate students and faculty are continually faced with the challenge of academic writing. For a number of reasons, graduate counseling students are resistant to learning and applying APA 6th Edition guidelines to their academic writing. This article seeks to lay a foundational understanding of the importance of graduate academic writing and provide a review of a possible resource for professors to use to supplement the APA 6th edition publication manual.
William Allan Kritsonis, PhD
Editor-in-Chief (Since 1982) NATIONAL FORUM JOUNALS
BUS 600 Exceptional Education - snaptutorial.com donaldzs145
For more classes visit
www.snaptutorial.com
BUS 600 Week 1 Assignment Vision Statement
BUS 600 Week 1 Assignment Annotated Bibliography
BUS 600 Week 1 DQ 1 Importance of Communication
BUS 600 Week 1 DQ 2 Ashford Learning Resources
Bain, garza helping graduate counseling students embrace academicWilliam Kritsonis
Both graduate students and faculty are continually faced with the challenge of academic writing. For a number of reasons, graduate counseling students are resistant to learning and applying APA 6th Edition guidelines to their academic writing. This article seeks to lay a foundational understanding of the importance of graduate academic writing and provide a review of a possible resource for professors to use to supplement the APA 6th edition publication manual.
William Allan Kritsonis, PhD
Editor-in-Chief (Since 1982) NATIONAL FORUM JOUNALS
BUS 600 Exceptional Education - snaptutorial.com donaldzs145
For more classes visit
www.snaptutorial.com
BUS 600 Week 1 Assignment Vision Statement
BUS 600 Week 1 Assignment Annotated Bibliography
BUS 600 Week 1 DQ 1 Importance of Communication
BUS 600 Week 1 DQ 2 Ashford Learning Resources
BUS 600 Education Specialist / snaptutorial.comstevesonz123
For more classes visit
www.snaptutorial.com
BUS 600 Week 1 Assignment Vision Statement
BUS 600 Week 1 Assignment Annotated Bibliography
BUS 600 Week 1 DQ 1 Importance of Communication
Bus 600 Enhance teaching / snaptutorial.comStokesCope164
For more classes visit
www.snaptutorial.com
BUS 600 Week 1 Assignment Vision Statement
BUS 600 Week 1 Assignment Annotated Bibliography
BUS 600 Week 1 DQ 1 Importance of Communication
BUS 600 Week 1 DQ 2 Ashford Learning Resources
BUS 600 Week 2 Assignment Topic Thesis Statement for Research Paper
MBA 550 Final Project Part I Guidelines and Rubric Fi.docxARIV4
MBA 550 Final Project Part I Guidelines and Rubric
Final Project Part I Overview
MBA 550 has two final projects: Final Project Part I: Self-Assessment Investigation, due in Module Three, and Final Project Part II: Leadership Assessment, due in
Module Nine. The course has a milestone assignment in each of the following modules: Two, Four, Five, and Seven. You will select a corporate or organizational
leader who could be a personal role model. The professional self-assessment taken during the course will be the lens through which you will select this leader.
You will research the leader’s professional career track, management and leadership styles, team-building skills, organizational vision and culture, and problem-
solving and conflict-management abilities. You will then compare aspects of your own leadership style to the leadership style of the person you selected.
The leadership and management of a business or organization must have a strong mission and vision and be able to communicate this information well. This
successful communication process is vital because the mission and vision are the base of the organizational culture. Organizational culture, in turn, affects job
performance, employee engagement, job satisfaction, and personal growth and development. Leadership and management skills are foundational for leading an
organization and making managerial decisions. In Final Project Part I, you will review your leadership self-assessment and your chosen leader analysis by
researching the leader and comparing your leadership abilities to those of the leader.
Final Project Part I: Self-Assessment Investigation is due in Module Three. For this assessment, you will select a leader in Module Two from the list provided (or
you may select a leader not on the list with instructor consultation and approval). Your selection of a leader should be informed by the self-assessment you
completed in Milestone One in Module Two. Ideally, the leader you select will be similar to you in many areas. After selecting a leader, you will analyze the
results of your self-assessment and then focus on your chosen leader, analyzing his or her career track and explaining what impact his or her leadership skills had
on the organization and how the leader’s management style helped him or her accomplish goals.
Final Project Part I addresses the following course outcomes:
Analyze results of professional self-assessment tools for informing personal appreciation of leadership skills and areas of professional development
Differentiate between leadership skills and management roles and functions for improving organizational structure, operations, and communication
Final Project Part I Prompt
Your chosen leader analysis should answer the following prompt: Select a leader from the list below. Your selection should be informed by the professional self-
assessment that you completed in Module Two. With instructor consultation and approval ...
Assessment Task 1 Leadership Development ReportThis assessmen.docxdavezstarr61655
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti.
Assessment Task 1 Leadership Development ReportThis assessmen.docxfredharris32
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti ...
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAMVannaSchrader3
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
BUSM 4194 Leading for ChangeSemester 1, 2014Assessment Tas.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to w ...
BUSM 4194 Leading for Change Semester 1, 2014 Assessme.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way
the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing
Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in
different disciplines and geographical locations. You are required to use the RMIT Business Referencing
System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to
the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will
be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and
a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review
what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective
and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a
particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear
understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some
statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial)
draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
BUSM 4194 Leading for Change task 1 Marking Rubric [sem 1 2014, Singapore]
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the
report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you
performed.
The most important thing about the rubric is that it DEFI ...
AHS 626 SUPERVISION AND MANAGEMENT IN HEALTH PROFESSIONS .docxpoulterbarbara
AHS 626: SUPERVISION AND MANAGEMENT IN HEALTH PROFESSIONS
HEALTHCARE MANAGER INTERVIEW
Background
This activity is designed to provide you with the opportunity to speak to a healthcare manager
to learn more about his or her job duties while integrating the topics related to healthcare
management throughout the semester. Successful completion of this assignment requires
students to locate an individual who has been working as a healthcare manager for a minimum
of six months. Students will compose interview questions and conduct the interview. The
information provided by the healthcare manager will be used to compare and contrast his or
her experience to the information provided in the class. The output will be a unique paper of no
fewer than five pages.
Learning objectives
Upon completion of this assignment, students will be able to:
• Develop and utilize interview questions to effectively communicate with a healthcare
manager.
• Apply course materials covering healthcare management concepts to a real-life
situation.
• Analyze personal feelings about the roles and responsibilities of healthcare managers.
The learning objectives align with the following course objective:
CLO18: Analyze and report the lived experience of management in the healthcare sector
Additionally, depending on the questions that the student chooses to ask, the following course
objectives may align with this assignment:
CLO1: Describe the contemporary healthcare environment from the perspective of a manager
CLO2: Identify specific strategies for dealing with organizational change and the manager's role
as change agent
CLO3: Analyze the phases of the organizational life cycle that reflect major changes and relate
these to the functions of the manager
CLO4: Identify the styles of leadership, their characteristics, and the circumstances under which
they are applied
CLO5: Define the management functions of planning and decision making
CLO6: Define the basic management function of organizing and identifying the steps in the
organizing process
CLO7: Describe the role and activities of the professional practitioner as consultant
CLO8: Differentiate among committee types, their general purpose, and recommended
guidelines
CLO9: Explain the basic revenue cycle, steps in the budget cycle, and requirements of successful
budgeting
CLO10: Identify the components of employee training programs
CLO11: Differentiate between adaptation and motivation, explain proper disciplinary action,
and demonstrate how to address conflict constructively
CLO12: Explain the manager's critical role in fostering, enhancing, and improving interpersonal
communication
CLO13: Describe the fundamentals of formal and informal organizational communication
CLO14: Identify the essential elements of comprehensive management documents, including
the strategic plan, annual report, executive summaries, and project proposals
CLO15: Define the management fun.
AHS 626 SUPERVISION AND MANAGEMENT IN HEALTH PROFESSIONS .docxShiraPrater50
AHS 626: SUPERVISION AND MANAGEMENT IN HEALTH PROFESSIONS
HEALTHCARE MANAGER INTERVIEW
Background
This activity is designed to provide you with the opportunity to speak to a healthcare manager
to learn more about his or her job duties while integrating the topics related to healthcare
management throughout the semester. Successful completion of this assignment requires
students to locate an individual who has been working as a healthcare manager for a minimum
of six months. Students will compose interview questions and conduct the interview. The
information provided by the healthcare manager will be used to compare and contrast his or
her experience to the information provided in the class. The output will be a unique paper of no
fewer than five pages.
Learning objectives
Upon completion of this assignment, students will be able to:
• Develop and utilize interview questions to effectively communicate with a healthcare
manager.
• Apply course materials covering healthcare management concepts to a real-life
situation.
• Analyze personal feelings about the roles and responsibilities of healthcare managers.
The learning objectives align with the following course objective:
CLO18: Analyze and report the lived experience of management in the healthcare sector
Additionally, depending on the questions that the student chooses to ask, the following course
objectives may align with this assignment:
CLO1: Describe the contemporary healthcare environment from the perspective of a manager
CLO2: Identify specific strategies for dealing with organizational change and the manager's role
as change agent
CLO3: Analyze the phases of the organizational life cycle that reflect major changes and relate
these to the functions of the manager
CLO4: Identify the styles of leadership, their characteristics, and the circumstances under which
they are applied
CLO5: Define the management functions of planning and decision making
CLO6: Define the basic management function of organizing and identifying the steps in the
organizing process
CLO7: Describe the role and activities of the professional practitioner as consultant
CLO8: Differentiate among committee types, their general purpose, and recommended
guidelines
CLO9: Explain the basic revenue cycle, steps in the budget cycle, and requirements of successful
budgeting
CLO10: Identify the components of employee training programs
CLO11: Differentiate between adaptation and motivation, explain proper disciplinary action,
and demonstrate how to address conflict constructively
CLO12: Explain the manager's critical role in fostering, enhancing, and improving interpersonal
communication
CLO13: Describe the fundamentals of formal and informal organizational communication
CLO14: Identify the essential elements of comprehensive management documents, including
the strategic plan, annual report, executive summaries, and project proposals
CLO15: Define the management fun ...
BUS 600 Education Specialist / snaptutorial.comstevesonz123
For more classes visit
www.snaptutorial.com
BUS 600 Week 1 Assignment Vision Statement
BUS 600 Week 1 Assignment Annotated Bibliography
BUS 600 Week 1 DQ 1 Importance of Communication
Bus 600 Enhance teaching / snaptutorial.comStokesCope164
For more classes visit
www.snaptutorial.com
BUS 600 Week 1 Assignment Vision Statement
BUS 600 Week 1 Assignment Annotated Bibliography
BUS 600 Week 1 DQ 1 Importance of Communication
BUS 600 Week 1 DQ 2 Ashford Learning Resources
BUS 600 Week 2 Assignment Topic Thesis Statement for Research Paper
MBA 550 Final Project Part I Guidelines and Rubric Fi.docxARIV4
MBA 550 Final Project Part I Guidelines and Rubric
Final Project Part I Overview
MBA 550 has two final projects: Final Project Part I: Self-Assessment Investigation, due in Module Three, and Final Project Part II: Leadership Assessment, due in
Module Nine. The course has a milestone assignment in each of the following modules: Two, Four, Five, and Seven. You will select a corporate or organizational
leader who could be a personal role model. The professional self-assessment taken during the course will be the lens through which you will select this leader.
You will research the leader’s professional career track, management and leadership styles, team-building skills, organizational vision and culture, and problem-
solving and conflict-management abilities. You will then compare aspects of your own leadership style to the leadership style of the person you selected.
The leadership and management of a business or organization must have a strong mission and vision and be able to communicate this information well. This
successful communication process is vital because the mission and vision are the base of the organizational culture. Organizational culture, in turn, affects job
performance, employee engagement, job satisfaction, and personal growth and development. Leadership and management skills are foundational for leading an
organization and making managerial decisions. In Final Project Part I, you will review your leadership self-assessment and your chosen leader analysis by
researching the leader and comparing your leadership abilities to those of the leader.
Final Project Part I: Self-Assessment Investigation is due in Module Three. For this assessment, you will select a leader in Module Two from the list provided (or
you may select a leader not on the list with instructor consultation and approval). Your selection of a leader should be informed by the self-assessment you
completed in Milestone One in Module Two. Ideally, the leader you select will be similar to you in many areas. After selecting a leader, you will analyze the
results of your self-assessment and then focus on your chosen leader, analyzing his or her career track and explaining what impact his or her leadership skills had
on the organization and how the leader’s management style helped him or her accomplish goals.
Final Project Part I addresses the following course outcomes:
Analyze results of professional self-assessment tools for informing personal appreciation of leadership skills and areas of professional development
Differentiate between leadership skills and management roles and functions for improving organizational structure, operations, and communication
Final Project Part I Prompt
Your chosen leader analysis should answer the following prompt: Select a leader from the list below. Your selection should be informed by the professional self-
assessment that you completed in Module Two. With instructor consultation and approval ...
Assessment Task 1 Leadership Development ReportThis assessmen.docxdavezstarr61655
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti.
Assessment Task 1 Leadership Development ReportThis assessmen.docxfredharris32
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti ...
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAMVannaSchrader3
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
BUSM 4194 Leading for ChangeSemester 1, 2014Assessment Tas.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to w ...
BUSM 4194 Leading for Change Semester 1, 2014 Assessme.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way
the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing
Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in
different disciplines and geographical locations. You are required to use the RMIT Business Referencing
System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to
the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will
be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and
a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review
what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective
and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a
particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear
understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some
statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial)
draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
BUSM 4194 Leading for Change task 1 Marking Rubric [sem 1 2014, Singapore]
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the
report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you
performed.
The most important thing about the rubric is that it DEFI ...
AHS 626 SUPERVISION AND MANAGEMENT IN HEALTH PROFESSIONS .docxpoulterbarbara
AHS 626: SUPERVISION AND MANAGEMENT IN HEALTH PROFESSIONS
HEALTHCARE MANAGER INTERVIEW
Background
This activity is designed to provide you with the opportunity to speak to a healthcare manager
to learn more about his or her job duties while integrating the topics related to healthcare
management throughout the semester. Successful completion of this assignment requires
students to locate an individual who has been working as a healthcare manager for a minimum
of six months. Students will compose interview questions and conduct the interview. The
information provided by the healthcare manager will be used to compare and contrast his or
her experience to the information provided in the class. The output will be a unique paper of no
fewer than five pages.
Learning objectives
Upon completion of this assignment, students will be able to:
• Develop and utilize interview questions to effectively communicate with a healthcare
manager.
• Apply course materials covering healthcare management concepts to a real-life
situation.
• Analyze personal feelings about the roles and responsibilities of healthcare managers.
The learning objectives align with the following course objective:
CLO18: Analyze and report the lived experience of management in the healthcare sector
Additionally, depending on the questions that the student chooses to ask, the following course
objectives may align with this assignment:
CLO1: Describe the contemporary healthcare environment from the perspective of a manager
CLO2: Identify specific strategies for dealing with organizational change and the manager's role
as change agent
CLO3: Analyze the phases of the organizational life cycle that reflect major changes and relate
these to the functions of the manager
CLO4: Identify the styles of leadership, their characteristics, and the circumstances under which
they are applied
CLO5: Define the management functions of planning and decision making
CLO6: Define the basic management function of organizing and identifying the steps in the
organizing process
CLO7: Describe the role and activities of the professional practitioner as consultant
CLO8: Differentiate among committee types, their general purpose, and recommended
guidelines
CLO9: Explain the basic revenue cycle, steps in the budget cycle, and requirements of successful
budgeting
CLO10: Identify the components of employee training programs
CLO11: Differentiate between adaptation and motivation, explain proper disciplinary action,
and demonstrate how to address conflict constructively
CLO12: Explain the manager's critical role in fostering, enhancing, and improving interpersonal
communication
CLO13: Describe the fundamentals of formal and informal organizational communication
CLO14: Identify the essential elements of comprehensive management documents, including
the strategic plan, annual report, executive summaries, and project proposals
CLO15: Define the management fun.
AHS 626 SUPERVISION AND MANAGEMENT IN HEALTH PROFESSIONS .docxShiraPrater50
AHS 626: SUPERVISION AND MANAGEMENT IN HEALTH PROFESSIONS
HEALTHCARE MANAGER INTERVIEW
Background
This activity is designed to provide you with the opportunity to speak to a healthcare manager
to learn more about his or her job duties while integrating the topics related to healthcare
management throughout the semester. Successful completion of this assignment requires
students to locate an individual who has been working as a healthcare manager for a minimum
of six months. Students will compose interview questions and conduct the interview. The
information provided by the healthcare manager will be used to compare and contrast his or
her experience to the information provided in the class. The output will be a unique paper of no
fewer than five pages.
Learning objectives
Upon completion of this assignment, students will be able to:
• Develop and utilize interview questions to effectively communicate with a healthcare
manager.
• Apply course materials covering healthcare management concepts to a real-life
situation.
• Analyze personal feelings about the roles and responsibilities of healthcare managers.
The learning objectives align with the following course objective:
CLO18: Analyze and report the lived experience of management in the healthcare sector
Additionally, depending on the questions that the student chooses to ask, the following course
objectives may align with this assignment:
CLO1: Describe the contemporary healthcare environment from the perspective of a manager
CLO2: Identify specific strategies for dealing with organizational change and the manager's role
as change agent
CLO3: Analyze the phases of the organizational life cycle that reflect major changes and relate
these to the functions of the manager
CLO4: Identify the styles of leadership, their characteristics, and the circumstances under which
they are applied
CLO5: Define the management functions of planning and decision making
CLO6: Define the basic management function of organizing and identifying the steps in the
organizing process
CLO7: Describe the role and activities of the professional practitioner as consultant
CLO8: Differentiate among committee types, their general purpose, and recommended
guidelines
CLO9: Explain the basic revenue cycle, steps in the budget cycle, and requirements of successful
budgeting
CLO10: Identify the components of employee training programs
CLO11: Differentiate between adaptation and motivation, explain proper disciplinary action,
and demonstrate how to address conflict constructively
CLO12: Explain the manager's critical role in fostering, enhancing, and improving interpersonal
communication
CLO13: Describe the fundamentals of formal and informal organizational communication
CLO14: Identify the essential elements of comprehensive management documents, including
the strategic plan, annual report, executive summaries, and project proposals
CLO15: Define the management fun ...
BBA 3651, Leadership 1
Course Description
Leadership presents the importance of leadership in conjunction with various leadership traits, styles, and qualities.
Enhances the importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and
values, and the significance of empowerment for effective leadership. Topics include situational leadership, organizational
climate, moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-
performance teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and
organizational change.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the significance of the concept of leadership and the different leadership styles.
2. Distinguish between the importance of vision, the motive to lead, and organizational climate.
3. Explore various aspects of effective leadership, to include influence, follower motivation, and effective
followership.
4. Illustrate the role of ethics and values in guiding organizational behavior.
5. Articulate globalization and the resulting cultural implications of leadership, including unique considerations for
leading multicultural teams.
6. Analyze the role of leadership in decision-making processes that serve to establish an organizational climate
oriented to meet business goals.
7. Analyze methods used to appropriately manage groups and teams.
8. Evaluate different aspects of organizational change.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from outside resources.
5. Suggested Reading: Suggested Readings are listed in the Unit III, IV, and VI-VIII study guides. Students are
encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of
the Suggested Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3651, Leadership
Course Syllabus
BBA 3651, Leadership 2
8. Unit Assignm ...
Module 1 - SLPManaging Individual BehaviorThe SLP for this c.docxclairbycraft
Module 1 - SLP
Managing Individual Behavior
The SLP for this course involves making a personal assessment of a relevant set of skills, focusing on your strengths and identifying any weaknesses that may have been revealed. You will then be asked to create a plan by which you can "grow" your strengths and shore up your weaknesses. By the end of the project, you will have a personal management profile and action plan.
As we have discussed, your values and attitudes interact with your personality to create a strong effect on your work life. The fit between an individual's personality and a company's "style" is essential to job satisfaction. Someone who is risk-averse, for example, would probably be unhappy at 3M, a company with a reputation for innovation and risk-taking. Understanding the impact of your own personality on others helps you build productive work relationships with peers, subordinates, and bosses, alike.
Refer to the required and optional readings for this module, and any other readings which will help you in understanding personality styles and how they affect organizational effectiveness. Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
Assignment
Click on this link to access and complete the
Jung Typology
personality test. After you complete the test, you will want to read the description, but in order to fully understand what this test measures, you should also review “Personality Type explained”. Then review the pages on career choices, learning style and communication skills. Incorporate this information in formulating your responses to the questions below.
You will need to include the actual results in an appendix at the end of your paper. (Note: This appendix requirement will likely increase your paper’s Turnitin similarity score; your professor is aware of this.)
Prepare a 2- page essay that addresses the following:
How does my personality type affect my career and effectiveness at my job?
Refer to the required and optional readings for this module, and any other materials which will help you in understanding personality styles and how they affect organizational effectiveness. Bring in
at least
two sources from your module to add depth to your discussion (citing the materials and including them in your Reference section). Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
·
Complete the assessment according to the guidelines and include the actual results in an Appendix at the end of your paper.
·
Be sure to clearly discuss the following in your essay:
o
What did the test reveal about you?
o
What can you infer from this test about your strengths and weaknesses?
o
How does what you have learned from your module background materials about your personality type affect your motivation? Is this limited to a specific type of s ...
MSL 6040, Current Issues in Leadership 1 Course Descript.docxgilpinleeanna
MSL 6040, Current Issues in Leadership 1
Course Description
Examines critical issues in leadership, using a case analysis method. Explores the role of leadership in current business
organizations. Serves as the capstone course for the Master of Science in Organizational Leadership curriculum and
includes a significant writing component.
Course Textbook
DuBrin, A. J. (2013). Leadership: Research findings, practice, and skills (7th ed.). Mason, OH: South-Western.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain the differences between team and solo leadership vs. management, noting how each influences
organizational performances.
2. Compare charismatic leadership to transformational leadership and assess the nature and dynamics of both
styles.
3. Analyze how emotional intelligence, key motives, cognitive factors, and heredity vs. environment issues
contribute to leadership effectiveness.
4. Explain relationship-oriented and task-oriented attitudes and behaviors of successful leaders.
5. Summarize how leaders use 360-degree feedback to improve their work performances.
6. Compare autocratic and participative leadership styles and assess their effectiveness.
7. Explain the path-goal theory of leadership effectiveness and assess how the situational leadership model differs
from the normative decision model.
8. Explain the cognitive resource theory and its applications.
9. Analyze the key principles of ethical and moral leadership and decision making in regards to business ethics.
10. Develop a comprehensive personal leadership training plan that is idiosyncratic and provides a thorough review
of different leadership techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
A Suggested Further Reading entry is listed in the Unit VI Study Guide. The reading itself is not provided in the
course, but students are encouraged to read the resource listed if the opportunity arises as it has valuable
information that expands upon the lesson material.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I, II, and VI to aid
students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can ...
Swot AnalysisConduct SWOT analysis giving 5 points each fo.docxssuserf9c51d
Swot Analysis
Conduct SWOT analysis giving 5 points each for S, W,O,T as per descriptions below to help project
managers.
Strengths
1.
2.
3.
4.
5.
Weakness
1.
2.
3.
4.
5.
Opportunity
1.
2.
3.
4.
5.
Threats
1.
2.
3.
4.
5.
Project Charter
Date: <today’s date>
Project Title: <Title of your Project>
Project Start Date: 4 Jan 2016
Project End Date: < dura�on is 6 months, calculate the end date>
Budget Informa�on: $50000.00
Project Manager: < Name>, < Email>, <Telephone No>
Project Objec�ves:
⦁ Clear, concise reasoning for why the project is being performed
⦁ Clear, concise definition of what the project’s activities will entail
⦁ Brief description of primary deliverable(s)
⦁ Clear description of the project’s behefits to the organisation
⦁ Recognition and description of any limits that the project will not cover and address
Acceptance Criteria
⦁ Identification of specific factors against which the project can be compared to determine
success/failure
⦁ Identification of specific deliverables not only for class, but for the project as a whole
⦁ Agency-specific deliverables
⦁ Inclusion of due dates for the deliverables
⦁ Clear identification of milestone and milestone exit points
⦁ Factors should include a specific metrical comparison
Assumptions and Constraints
⦁ Any assumptions made during the course of the project
⦁ List of constraints that entail the limitations that are required to be addressed
Stakeholder List
Stakeholder
No
Name and Signature Role and
Responsibility
Position Contact
Information
1
2
3
4
5
6
7
Lessons Learned
⦁ Identification of pitfalls to be avoided, based on the student’s past experience
⦁ Evidence of thought as to what can and cannot affect the project in terms of how the project
will run
Charter Signoff
Communica�on Plan Template
Plan purpose – A brief description of why and how the plan was developed, and an overview of the
overall team communication philosophy. Also states types of communications planned, for lateral,
downward, and upward communication.
Change management – Description on how the team will handle changes in the project, whether it is in
terms of project scope, schedule, or resources. This includes how the team plans to communicate
changes as well as how the team plans to make decisions about changes.
Meeting agenda – Gives a brief overview of what the team plans to accomplish in each of its meetings,
how it documents goals and objectives for meetings, and defines and assigns actions for the team to
accomplish project objectives.
Stakeholder Information to
be shared
Frequency of
information
exchange
Location of
information
exchange
Purpose of
communication
Mechanism for
communication
Who What When Where Why How
BMGT 495 Strategic Management
Assignment 2: Internal Environmental Analysis/Strategy Analysis and Strategy Selection (Week 6)
Purpose: This assignment is the second of three assignments. Students will use the tools and concepts learned ...
BBA 3651, Leadership 1
Course Description
Presents the importance of leadership in conjunction with various leadership traits, styles, and qualities. Enhances the
importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and values, and
the significance of empowerment for effective leadership. Topics include situational leadership, organizational climate,
moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-performance
teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and organizational
change.
Prerequisites
None
Course Textbook
Daft, R. L. (2011). The leadership experience (5th ed.). Mason, OH: South-Western.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Analyze the significance regarding the concept of leadership and different types of leaders.
2. Examine the variables that determine effective leadership and methodologies used to measure it.
3. Evaluate different styles of leadership such as directive, participative, or free-rein.
4. Distinguish between the importance of vision, the motive to lead, and organizational climate.
5. Apply techniques for demonstrating the role of ethics and values in guiding organizational behavior.
6. Examine the participative, charismatic, and transformational styles of leadership.
7. Analyze organizational change and methods used to appropriately manage groups and teams.
8. Evaluate methods used to decrease workplace stress and burnout.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided for each chapter to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII to aid
students in their course of study
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
BBA 3651, Leadership
Course Syllabus
BBA 3651, Leadership 2
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit
8. Article Criti ...
BUS220 – Workplace Learning 2
Assessment item 10: Assignment 1: Career Research Report
STREAM 3
ALLOCATION OF MARKS:
Task requirements
Allocation
of marks
EXECUTIVE SUMMARY 5
INTRODUCTION 10
BODY
55
CONCLUSION
10
REFERENCING
10
PRESENTATION
10
TOTAL 100
% of your final grade 30%
BUS220 – Workplace Learning 2
Assessment item 10: Assignment 1: Career Research Report
STREAM 3
MARKING CRITERIA High Distinction
85-100
Distinction
75 – 84.5
Credit
65 – 74.5
Pass
50 - 64.5
Fail
0 – 49.5
EXECUTIVE SUMMARY: Mark / 5
Indicates aim of the
assignment
Outline of report
structure
Main points
previewed
Comprehensive,
succinct purpose and
significance of the
main points are
clearly explained and
signposted through
the report structure.
Provides a clear and
concise summary of
the report and a
clear, concise
identification of the
main points.
Provides a summary of
the report that identifies
the significant aspects
and how they inter-
relate.
Attempts to identify
the requirements,
but does not draw
out their significance
in relation to the
assignment.
Does not identify or
provides only a
limited identification
of the requirements
for the introduction.
INTRODUCTION: Mark / 10
Introduction
identifies and
describes the nature
and purpose of the
assignment
Comprehensively
and succinctly
identifies the nature
and purpose of the
assignment
Clearly and concisely
identifies the nature
and purpose of the
assignment
Identifies the nature and
purpose of the
assignment
Attempts to identify
the nature and
purpose of the
assignment
Does not identify or
provides only a
limited identification
of the nature or
purpose of the
assignment
BODY: Mark / 55
Clear and
comprehensive
answers to the
questions provided
using references and
personal insight.
Outstanding and
insightful answers to
the questions
demonstrating
extensive research
and in-depth
personal insight.
Clearly and
concisely developed
answers to the
questions, evidence
of broad research
and developed
personal insight
Answers provided are
clear showing evidence
of research and personal
insight.
Answers provided
are limited in their
exploration and
show limited
research and
personal insight.
Fails to provide clear
and comprehensive
answers to the
questions and
provides no
references or
personal insight.
Demonstrates
soundness and
thoroughness of
your research
Information
gathered is
particularly relevant
enabling depth and
knowledge that are
particularly pertinent
demonstrating depth
of research.
Information obtained
demonstrates sound
comprehension
research.
Information provided has
a reasonable depth of
understanding and
demonstrates soundness
and thoroughness of
research
Some information
irrelevant;
inadequate
range/depth of
research.
Information selected
is not relevant ...
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Leadership
1. FACULTY OF EDUCATION AND LANGUAGES
________________________________________________________________________
HMEF5023_V2
EDUCATIONAL LEADERSHIP
MAY SEMESTER 2016
ASSIGNMENT
________________________________________________________________________
INSTRUCTIONS TO STUDENTS
1. Your assignment should be typed using 12 point Times New Roman font and 1.5 line
spacing.
2. You are to submit assignment only in MS-WORD format unless specified otherwise.
Please refrain from converting text/phrases into picture format such as .gif / .jpeg / print
screen / etc.
3. Submission Method:
a. Face-to-face student:
You MUST submit a softcopy of your assignment online through myINSPIRE and
a hardcopy to your facilitator.
b. Online student:
You MUST submit a softcopy of your assignment via myINSPIRE and another
softcopy to the e-facilitator via e-mail.
You can submit your assignment ONCE only in a SINGLE file in myINSPIRE. You are
advised to keep a copy of your submitted assignment and the RECEIPT as evidence of
online submission.
4. Your assignment must be submitted on 1st
– 3rd
July 2016 (4th
Seminar).
5. Your assignment should be prepared individually. You should not copy another person’s
assignment. You should also not plagiarise another person’s work as your own.
2. HMEF5023_V2/MAY2016
EVALUATION
This assignment accounts for 60% of the total marks for the course.
PLAGIARISM: MARKS DEDUCTION
Warning: The submitted assignment will automatically undergo a similarity check. If
plagiarism is detected, marks would be deducted as follows:
No. Similarity Percentage Marks Deduction (%)
1. 0 – 30 0
2. 30.01 – 50 5
3. 50.01 – 70 10
4. 70.01 - 100 100
If you are not sure what is meant by plagiarism, refer to the various websites which discuss
this matter, e.g. owl.english.purdue.edu/handouts.
2
3. HMEF5023_V2/MAY2016
OBJECTIVE:
The objective of this assignment is to enable students to demonstrate their understanding of
the concept of leadership traits and ability to critically analyse leadership traits exhibited by a
school principal or head of an educational organisation.
INSTRUCTIONS:
The first chapter of the course module* discusses the following ten traits of effective
leadership: communicator, educator, visionary, facilitator, change master, culture builder,
activator, producer, character builder and contributor.
For this assignment you need to be fully conversant with all the above traits and undertake a
critical study of one of the leadership traits of a school principal or a head of an educational
organisation.
The student as a researcher needs to interview a number of senior staff of the school or
organisation to get data for this assignment. Reference to relevant documents and records
may also be made where necessary.
The study would focus on the following THREE issues:
1. Respondents’ perceptions on the applicability of all the ten traits in school or
education organisation leadership.
2. Respondents’ perceptions on the leadership trait profile: TWO traits with the highest
occurrence and TWO with the lowest.
3. Student’s critical evaluation of the leadership traits of the school or organisation
head.
Refer to the guidelines rubric below on the expected assignment content and also the basis
for which marks are to be awarded for the report.
[TOTAL: 100 MARKS]
Note 1:
*Module: HMEF5023 Educational Leadership, Open University Malaysia.
Assignment Format:
a. Use Times New Roman 12 point font and 1.5 spacing.
b. This assignment should contain about 3000-5000 words (15-20 pages). Marks would be
deducted for assignment content of more than 20 pages.
3
5. Assignment Guidelines (Content and Scoring)
HMEF 5023_V2 EDUCATIONAL LEADERSHIP MAY 2016 SEMESTER
Criteria
Content
Missing
item
Fails to Meet
Standards
Partially Meets
Standards
Meets Standards Exceeds Standards Weightage Maximum
Marks
0 1 2 3 4
Introduction
There is no
introduction
at all.
There is an
introduction to the
paper but it does
not preview the
structure and
objectives of the
paper. It describes
some other issues.
The introduction
describes the
objective and
structure of the
report. Important
concepts related to
the study are not
explained adequately.
The introduction
describes the
objective and
structure of the report
clearly. Important
concepts related to
the study are fully
explained
The introduction
describes the objective
and structure of the
report clearly. Important
concepts related to the
study are fully explained.
The introduction is
interesting to read.
2.5 10
Data
Collection
Activities
Not provided Brief mention of
data collection but
without adequate
focus on of the
THREE processes,
namely respondent
selection, the
interviews and
study of documents.
Brief description on
the processes of
identifying
respondents and the
conduct of interviews.
Describes in sufficient
detailed the
processes and
rationale on
respondents’
selection, the
interviews conducted
and the documents
studied.
Describes in detailed the
processes and rationale
on respondents’
selection, the interviews
conducted and the
documents studied.
2.5 10
Discussion
on the
applicability
of the TEN
traits
No
discussion
on the issue
is presented
The discussion
presented is not
adequately focused
on the applicability
of the TEN traits.
A brief discussion on
the applicability of the
TEN traits is
presented.
A detailed discussion
on the applicability of
the TEN traits is
presented.
A detailed discussion on
the applicability of the
TEN traits is presented.
The discussion is
deemed above
expectation.
4.5 20
6. HMEF5023_V2/MAY2016
Discussion
on the traits
types with the
highest and
lowest
occurrence
No
discussion
presented.
A discussion on the
four traits types is
found to be less
than satisfactory.
A brief discussion on
the TWO highest and
TWO lowest
occurring traits is
presented.
A detailed discussion
on the TWO highest
and TWO lowest
occurring traits is
presented.
A detailed discussion on
the TWO highest and
TWO lowest occurring
traits is presented. The
discussion is deemed
above expectation.
4.5 20
Evaluation on
leadership
traits of the
school or
organisation
head
Evaluation
not
presented.
An evaluation is
presented but is
found to be less
than satisfactory.
A critical evaluation
on the strengths and
weakness of the
leader’s traits is
presented.
A critical evaluation
on the strengths and
weakness of the
leader’s traits is
presented. Sound
suggestions for
improvements
A critical evaluation on
the strengths and
weakness of the leader’s
traits is presented.
Sound suggestions for
improvements are
presented. The
evaluation is deemed
above expectation.
4.5 20
Conclusion No
conclusion
presented.
The conclusion is
recognisable, but
does not tie up
clearly the main
elements of the
study.
The conclusion ties
up/brings together
only two of the above
THREE main
elements of the
study.
The conclusion ties
up/brings together the
above THREE main
elements of the
study.
The conclusion is strong.
It ties up/brings together
the above THREE main
elements of the study.
2.5 10
Organisation Not
applicable
Poorly written with
major grammatical
errors. Details are
placed in a logical
order. Reference
listing contravenes
a number of basic
APA conventions.
Poorly written with
substantial
grammatical errors.
Details are placed in
a logical order.
Reference listing
adheres to APA
conventions.
Well written with
minor grammatical
errors. Details are
placed in a logical
order. Reference
listing adheres to
APA conventions.
Well written with minor
grammatical errors.
Details are placed in a
logical order and
presented effectively.
Reference listing
adheres to APA
conventions.
2.5 10
6
8. OBJEKTIF:
Objektif tugasan ini adalah untuk membolehkan pelajar untuk menunjukkan pemahaman
mereka tentang konsep ciri-ciri kepimpinan dan keupayaan untuk menganalisis secara kritikal
ciri-ciri kepimpinan yang ditunjukkan oleh pengetua sekolah atau ketua sebuah organisasi
pendidikan.
ARAHAN:
Bab pertama modul kursus * membincangkan berikut sepuluh ciri-ciri kepimpinan yang
berkesan: komunikator, pendidik, berwawasan, fasilitator, perubahan master, pembina
budaya, pengaktif, pengeluar, pembina watak dan penyumbang.
Bagi tugasan ini, anda perlu untuk menjadi mahir sepenuhnya dengan semua sifat-sifat di atas
dan melaksanakan kajian kritis terhadap salah satu daripada sifat-sifat kepimpinan seorang
pengetua sekolah atau ketua sebuah organisasi pendidikan.
Pelajar sebagai seorang penyelidik perlu menemubual beberapa kakitangan kanan sekolah
atau organisasi untuk mendapatkan data untuk tugasan ini. Merujuk kepada dokumen dan
rekod yang berkaitan juga boleh dibuat di mana perlu.
Kajian ini akan memberi tumpuan kepada tiga isu berikut:
1. persepsi responden mengenai kesesuaian semua sepuluh ciri-ciri di sekolah atau organisasi
pendidikan kepimpinan.
2. persepsi responden mengenai profil sifat kepimpinan: DUA sifat-sifat dengan kejadian
yang paling tinggi dan DUA dengan yang paling rendah.
3. penilaian kritikal Pelajar satu ciri-ciri kepimpinan sekolah atau organisasi ketua.
Merujuk kepada garis panduan rubrik bawah pada kandungan tugasan yang dijangka dan juga
asas yang baginya Markah akan diberikan untuk laporan itu.
[JUMLAH: 100 MARKAH]
Nota 1:
* Modul: HMEF5023 Pendidikan Kepimpinan, Universiti Terbuka Malaysia.
Format Tugasan:
a. Menggunakan Times New Roman 12 titik fon dan 1.5 jarak.
b. Tugasan ini perlu mengandungi kira-kira 3000-5000 perkataan (15-20 muka surat). Marks
akan ditolak untuk kandungan tugasan lebih daripada 20 muka surat.
c. Memberikan rujukan. Rujukan hendaklah menggunakan format American Psychological
Association (APA).