INMGT 400600Individual Project Leadership A Transferrabl.docxaryan532920
INMGT 400/600 Individual Project
Leadership: A Transferrable Skill – Part B
Current Leadership Strengths and Development Needs (16% of project grade)
Two of the questions employers always ask you (in one way or another) are about your strengths and weaknesses. The easiest way to answer this question with sincerity is to have first (long before the questions are asked) reflected upon what your real strengths and real development t needs (weaknesses) are..
Overview of Individual Project Part B – Leadership Strengths and Development Needs
The purpose of Part B is to assist you in recognizing your current leadership strengths and development needs. To this end, Part B consists of two self-assessment inventories and the submission of a short paper summarizing your findings.
Explanation of Requirements and Evaluation Criteria for Part B
1. Download and save a copy of the Self-Management Skills/Traits Inventory. Then complete the inventory, identify your 5 strongest skills/traits, the 3 skills/traits you need to develop, and submit completed inventory to the Part B drop box.
2. Download and save a copy of the Key Leadership Competencies Inventory. Then complete the inventory, identify your 5 strongest skills/traits, the 3 skills/traits you need to develop, and submit completed inventory to the Part B drop box.
3. Write and submit a 1-2 page, double-line spaced reflective summary in 12 pt. Times New Roman font, with the bolded title of Reflective Summary of MyLeadership Strengths and Development Needs, followed by you name on the next line. Your summary should provide an overall picture/explanation of your strongest competencies/skills/traits (4 or 5 not 10), the areas/competencies you feel require further development (2 or 3 not 6), and your plan (steps and actions) for developing your identified/stated leadership ‘weaknesses’.
4. Submit artifact and summary to appropriate drop box before the due date and time listed on the class schedule.
The following criteria will be used for evaluation:
Criteria
Traits Inventory
(2 points)
Copy of properly completed traits assessment tool summited
Met expectations
(1 points)
Copy of incomplete assessment tool summited
Fell short of expectations
(0 points)
No copy of assessment tool submitted
Unsatisfactory
Competency Inventory
(2 points)
Copy of properly completed competency assessment tool summited
Met expectations
(1 points)
Copy of incomplete assessment tool summited
Fell short of expectations
(0 points)
No copy of assessment tool submitted
Unsatisfactory
Analysis Summary
(6 or 5 points)
Clearly summarized required number of strengths and weaknesses and explained a development plan
Met expectations
(4, 3 or 2 points)
Summarized only some strengths and weaknesses and/or did not explain a development plan
Fell short of expectations
(1 or 0 points)
Wrote something but does not relate to the assignment requirements
Unsatisfactory
Professionalism
(2 points)
Followed directions, no formatting e ...
Individual Project Part B - Self-Management SkillsTraits Invent.docxjaggernaoma
Individual Project Part B - Self-Management Skills/Traits Inventory
Self-management skills/traits are the things that make you unique. People often fail to identify these attributes as skills, or to give themselves credit for using them, yet they impact professional identity, the work that is done and the way that it is done. Self-management skills/traits are often considered as professional, leadership, and personal traits; and some are highly desirable to business organizations. To help you sharpen your focus on who you are, and to identify your current strengths, work through this checklist of personal skills/trait characteristics.
First, read each word and under the left-side Mastered column, check (X) all of the skills/traits that other people (family, friends, co-workers) would say describe you as you are now (NOTE: if others have recognized the associated behaviors being demonstrated by you then it suggests this is a strong natural trait or one that you have already mastered).
Second, to prepare yourself for your next move forward on your profession/future career path, look at the list a second time, and specifically at the skills/traits you did not check, and under the right side Need column check (X) the 5 or 6 self-management skills/traits you feel you currently don’t have but see as being an important benefit in the future.
MasteredNeedMasteredNeedMasteredNeedMasteredNeed
academic
diligent
industrious
precise
accurate
diplomatic
innovative
professional
adaptable
discreet
inventive
punctual
ambitious
dynamic
logical
quick
assertive
eager
loyal
rational
astute
easygoing
mature
realistic
capable
effective
objective
receptive
caring
efficient
open
reflective
competent
empathetic
open-minded
reliable
competitive
energetic
optimistic
reserved
confident
enthusiastic
orderly
resourceful
conscientious
fair-minded
organized
responsible
conservative
firm
outgoing
risk taker
considerate
flexible
patient
self-confident
cooperative
friendly
perceptive
self-controlled
creative
generous
persevering
sensible
deliberate
helpful
persistent
tactful
democratic
honest
pleasant
tenacious
determined
imaginative
polite
tolerant
independent
practical
versatile
INMGT 400/600 Individual Project
Leadership: A Transferrable Skill – Part B
Current Leadership Strengths and Development Needs (16% of project grade)
Two of the questions employers always ask you (in one way or another) are about your strengths and weaknesses. The easiest way to answer this question with sincerity is to have first (long before the questions are asked) reflected upon what your real strengths and real development t needs (weaknesses) are..
Overview of Individual Project Part B – Leadership Strengths and Development Needs
The purpose of Part B is to assist .
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 ...
MBA 550 Final Project Part I Guidelines and Rubric Fi.docxARIV4
The document provides guidelines and a rubric for Part I of the final project for an MBA course. For Part I, students will conduct a self-assessment and analyze a selected leader by researching their career and comparing their leadership style to their own. They will write a 2-3 page paper or create a 4-6 slide presentation comparing their self-assessment results to the leader and analyzing the leader's career track, leadership skills, and management roles. The rubric outlines criteria for evaluating elements like the self-assessment analysis, comparison to the leader, analysis of the leader's career and skills, and the quality of writing.
This document outlines an assignment for a leadership course. It describes a two-part assignment where students will:
1) Evaluate a contemporary media example of leadership and analyze the leader's style, influence, and ethics. Students will also propose how they would lead in the same situation as a servant leader.
2) Develop a 250-500 word personal leadership philosophy statement incorporating their values, influences, expectations for themselves and others, and leadership style.
The document provides details on what to include in each part and the formatting requirements for the assignment.
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 ...
MGT 605 help Successful Learning/Snaptutorialwilliamtrumpz3t
This document outlines an assignment for a leadership and management course. Students are asked to select a team of 6 members from provided profiles to complete a project for an airline company. They must explain their team selection and strategies for motivating, managing conflicts, and ensuring the team's success. The assignment requires applying leadership concepts learned in prior modules and will be graded based on a rubric.
This document outlines an assignment for a leadership and management course. Students are asked to select a team of 6 members from provided profiles to complete a project for an airline company. They must explain their team selection and strategies for motivating, managing conflicts, and ensuring the team's success. The assignment requires applying leadership concepts learned in prior modules and will be graded based on a rubric.
INMGT 400600Individual Project Leadership A Transferrabl.docxaryan532920
INMGT 400/600 Individual Project
Leadership: A Transferrable Skill – Part B
Current Leadership Strengths and Development Needs (16% of project grade)
Two of the questions employers always ask you (in one way or another) are about your strengths and weaknesses. The easiest way to answer this question with sincerity is to have first (long before the questions are asked) reflected upon what your real strengths and real development t needs (weaknesses) are..
Overview of Individual Project Part B – Leadership Strengths and Development Needs
The purpose of Part B is to assist you in recognizing your current leadership strengths and development needs. To this end, Part B consists of two self-assessment inventories and the submission of a short paper summarizing your findings.
Explanation of Requirements and Evaluation Criteria for Part B
1. Download and save a copy of the Self-Management Skills/Traits Inventory. Then complete the inventory, identify your 5 strongest skills/traits, the 3 skills/traits you need to develop, and submit completed inventory to the Part B drop box.
2. Download and save a copy of the Key Leadership Competencies Inventory. Then complete the inventory, identify your 5 strongest skills/traits, the 3 skills/traits you need to develop, and submit completed inventory to the Part B drop box.
3. Write and submit a 1-2 page, double-line spaced reflective summary in 12 pt. Times New Roman font, with the bolded title of Reflective Summary of MyLeadership Strengths and Development Needs, followed by you name on the next line. Your summary should provide an overall picture/explanation of your strongest competencies/skills/traits (4 or 5 not 10), the areas/competencies you feel require further development (2 or 3 not 6), and your plan (steps and actions) for developing your identified/stated leadership ‘weaknesses’.
4. Submit artifact and summary to appropriate drop box before the due date and time listed on the class schedule.
The following criteria will be used for evaluation:
Criteria
Traits Inventory
(2 points)
Copy of properly completed traits assessment tool summited
Met expectations
(1 points)
Copy of incomplete assessment tool summited
Fell short of expectations
(0 points)
No copy of assessment tool submitted
Unsatisfactory
Competency Inventory
(2 points)
Copy of properly completed competency assessment tool summited
Met expectations
(1 points)
Copy of incomplete assessment tool summited
Fell short of expectations
(0 points)
No copy of assessment tool submitted
Unsatisfactory
Analysis Summary
(6 or 5 points)
Clearly summarized required number of strengths and weaknesses and explained a development plan
Met expectations
(4, 3 or 2 points)
Summarized only some strengths and weaknesses and/or did not explain a development plan
Fell short of expectations
(1 or 0 points)
Wrote something but does not relate to the assignment requirements
Unsatisfactory
Professionalism
(2 points)
Followed directions, no formatting e ...
Individual Project Part B - Self-Management SkillsTraits Invent.docxjaggernaoma
Individual Project Part B - Self-Management Skills/Traits Inventory
Self-management skills/traits are the things that make you unique. People often fail to identify these attributes as skills, or to give themselves credit for using them, yet they impact professional identity, the work that is done and the way that it is done. Self-management skills/traits are often considered as professional, leadership, and personal traits; and some are highly desirable to business organizations. To help you sharpen your focus on who you are, and to identify your current strengths, work through this checklist of personal skills/trait characteristics.
First, read each word and under the left-side Mastered column, check (X) all of the skills/traits that other people (family, friends, co-workers) would say describe you as you are now (NOTE: if others have recognized the associated behaviors being demonstrated by you then it suggests this is a strong natural trait or one that you have already mastered).
Second, to prepare yourself for your next move forward on your profession/future career path, look at the list a second time, and specifically at the skills/traits you did not check, and under the right side Need column check (X) the 5 or 6 self-management skills/traits you feel you currently don’t have but see as being an important benefit in the future.
MasteredNeedMasteredNeedMasteredNeedMasteredNeed
academic
diligent
industrious
precise
accurate
diplomatic
innovative
professional
adaptable
discreet
inventive
punctual
ambitious
dynamic
logical
quick
assertive
eager
loyal
rational
astute
easygoing
mature
realistic
capable
effective
objective
receptive
caring
efficient
open
reflective
competent
empathetic
open-minded
reliable
competitive
energetic
optimistic
reserved
confident
enthusiastic
orderly
resourceful
conscientious
fair-minded
organized
responsible
conservative
firm
outgoing
risk taker
considerate
flexible
patient
self-confident
cooperative
friendly
perceptive
self-controlled
creative
generous
persevering
sensible
deliberate
helpful
persistent
tactful
democratic
honest
pleasant
tenacious
determined
imaginative
polite
tolerant
independent
practical
versatile
INMGT 400/600 Individual Project
Leadership: A Transferrable Skill – Part B
Current Leadership Strengths and Development Needs (16% of project grade)
Two of the questions employers always ask you (in one way or another) are about your strengths and weaknesses. The easiest way to answer this question with sincerity is to have first (long before the questions are asked) reflected upon what your real strengths and real development t needs (weaknesses) are..
Overview of Individual Project Part B – Leadership Strengths and Development Needs
The purpose of Part B is to assist .
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 ...
MBA 550 Final Project Part I Guidelines and Rubric Fi.docxARIV4
The document provides guidelines and a rubric for Part I of the final project for an MBA course. For Part I, students will conduct a self-assessment and analyze a selected leader by researching their career and comparing their leadership style to their own. They will write a 2-3 page paper or create a 4-6 slide presentation comparing their self-assessment results to the leader and analyzing the leader's career track, leadership skills, and management roles. The rubric outlines criteria for evaluating elements like the self-assessment analysis, comparison to the leader, analysis of the leader's career and skills, and the quality of writing.
This document outlines an assignment for a leadership course. It describes a two-part assignment where students will:
1) Evaluate a contemporary media example of leadership and analyze the leader's style, influence, and ethics. Students will also propose how they would lead in the same situation as a servant leader.
2) Develop a 250-500 word personal leadership philosophy statement incorporating their values, influences, expectations for themselves and others, and leadership style.
The document provides details on what to include in each part and the formatting requirements for the assignment.
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 ...
MGT 605 help Successful Learning/Snaptutorialwilliamtrumpz3t
This document outlines an assignment for a leadership and management course. Students are asked to select a team of 6 members from provided profiles to complete a project for an airline company. They must explain their team selection and strategies for motivating, managing conflicts, and ensuring the team's success. The assignment requires applying leadership concepts learned in prior modules and will be graded based on a rubric.
This document outlines an assignment for a leadership and management course. Students are asked to select a team of 6 members from provided profiles to complete a project for an airline company. They must explain their team selection and strategies for motivating, managing conflicts, and ensuring the team's success. The assignment requires applying leadership concepts learned in prior modules and will be graded based on a rubric.
Details:
In earlier modules you explored the influence of self-awareness on your leadership style and established that a clear understanding of your abilities, motivation, and goals provides a firm foundation for leading others. Leadership studies demonstrate that the most effective leaders know how to draw upon self-leadership skills to in turn motivate and lead others to expand their strengths to ultimately better serve the goals of an organization. For this assignment you will look at a leadership example from
BIZ102 Assessment 2 Brief Page 1 of 5 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 2 Brief Page 1 of 5
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 2: Clifton Strengths Finder by Gallup
Individual/Group Individual
Length 700 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with others
in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for self-
improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 3.2 (week 6)
Weighting 20%
Total Marks 100 marks
Context
As you now know, a key to self-directed learning is reflection. Reflection enables the ability to
examine situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment task builds on assessment 1 and aims to develop your
awareness and reflective learning ability while also assessing your understanding of your Gallup
Strengths identified in module 3. As with assessment 1, your journal entry must be written in the
first person and you should try to be as open and honest with yourself as you can.
Please also visit the Academic Skills blackboard page for an overview of reflective writing in higher
education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id
=_2498857_1&mode=reset
Instructions
This assessment task requires you to do the following:
1. Read and watch the learning resources in module 3
2. Complete the Clifton Strengths Finder Survey by Gallup (learning activity 3.1)
BIZ102 Assessment 2 Brief Page 2 of 5
3. Attend a group coaching session with your Gallup Strengths Coach
4. Compose your reflective journal entry addressing the questions listed below
5. Include a screenshot of your Gallup Strengths results in your paper
6. Identify theoretical concepts reviewed in module 3 that support your ideas
7. Include at least three academic references to the module 3 learning resources, to support
your ideas
8. Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list
9. Include the time and date of your coaching session and your coach’s name at the end of
your reference list.
Guiding questions
1. What did you learn about yourself from your Clifton Strengths Survey and your group
coaching session with your Success Coach?
2. Were you surprised by any of your Top 5 talents (signature themes)? Why?
3. When you read your Top 5 talents, was there one or more you immediately resonated with?
Which one/s? Why?
4. How will this improved understanding of your talents/strengths apply to your professional
develo ...
Leadership Development SMART Goal SettingGuidelines Purpose.docxDIPESH30
Leadership Development SMART Goal Setting:
Guidelines
Purpose
The purpose of this assignment is to develop a SMART-formatted goal on a selected professional leadership topic applicable to your current practice setting or future leadership development goals. This goal is about your leadership development needs, not those of the organization. The Institute of Medicine’s quality initiative has identified five core healthcare profession competencies that serve as a framework for identification of the leadership goal.
Course Outcomes
Completion of this assignment enables the student to meet the following course outcomes.
CO 1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO #2)
CO 4: Apply concepts of leadership and team coordination to promote the achievement of safe and quality outcomes of care for diverse populations. (PO #4)
CO 5: Apply improvement methods, based on data from the outcomes of care processes, to design and test changes to continuously improve the quality and safety of healthcare. (PO #8)
CO 8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO #8)
Due Dates
This assignment consists of the completion of the Leadership Development SMART Goal Setting paper. Submit assignment to the Dropbox by Sunday, 11:59 p.m. MT, by the end of Week 4.
Points
This assignment is worth 200 points.
Directions
1. Review the Institute of Medicine’s (IOM) core healthcare competencies. Choose ONE of these competencies that you would like to work on for developing a SMART goal. The five core competencies are listed below.
· Managing Patient-Centered Care;
· Working in interdisciplinary and/or interprofessional teams;
· Employing evidence-based practice;
· Applying quality improvement techniques; and
· Utilizing informatics.
2. Name ONE KSA (Knowledge, Skills, and Attributes) related to the specific core competency you chose above.
Examples of KSAs (Knowledge, Skills and Attributes) for your Leadership Development Goal Setting include
· conflict resolution,
· becoming influential,
· leading change,
· communication about the patient,
· communication organization-wide,
· team building conversations,
· organizational skills,
· using evidence to guide your practice,
· initiating QI/PI endeavors,
· using data to help with decision making,
· staff education,
· problem solving,
· human resource management issues,
· delegation,
· decision making,
· budgeting and finance, and
· computer skills.
· Others are possible!
If you have questions, please contact your instructor.
3. Create ONE leadership development goal that is in the SMART goal format. You practiced this in the Week 3 Discussion, and received valuable feedback from your instructor and peers. Please co ...
1. Critically analyze leadership problems and challenges through applying leadership theory to understand how leadership styles differ based on history, culture, geography, and conditions. Evaluate how leadership styles impact performance, productivity, and who will follow.
2. Apply the seven leadership mindset theory to assess personal leadership capabilities and analyze the need for future development. Leadership mindsets influence company strategy, people, and performance.
3. The assignment involves critically evaluating your own leadership style, observing styles in your organization, applying the seven mindsets theory to your team, and creating a development plan to align your style with your organization's needs to support 21st century business changes.
Student Complete is a unique process for enabling assessment and development of Corporate bound, college students. This on-line assessment tool (www.Student-Complete.com) enables personality as well as competency assessment.
chapter 8 Performance Management and Employee DeveloJinElias52
chapter
8
Performance
Management and
Employee Development
One of the tests of leadership is the ability to recognize
a problem before it becomes an emergena;.
- Arnold H. Glasow
Learning Objectives
By t he end of this cha pter, you will be able to do t he following:
1. Design your own personal developmental plan that ad·
dresses how you can continually learn and grow in the
next year, how you can do better in the future. how you
can avoid performance problems faced in the past. and
where you are now and where you would like to be in
terms of your ca reer path.
2. Formulate a developmental plan so you can improve your
own reflective, communicative, and behavioral ca reer
competencies.
3. Prepa re a developmental plan that includes professional
development needs, resources/support needed, and a
ti meline for meeting each need with the goals of improving
performance in current position, sustaining performance in
current position. preparing employees for advancement .
and enriching the employee's work experience.
4. Produce a development plan that includes a range of
activities (e.g .. on-the-job training, courses. self-guided
studying, mentoring. attending a conference or trade
show. mixing with the best. job rotation. getting a degree).
5. Propose a developmental plan that highlights the key role
of the supervisor as a guide and facilitator of the devel-
opmental process (e.g., explaining what is required of the
employee to reach a required performance level. referring
to appropriate developmental activiti es. reviewing and
making suggestions about developmental objectives).
6. Implement a multisource (i.e .. supervisors. peers. self, di-
rect reports. customers) feedback system with the goal of
providing feedback on and improving performance.
7. Implement multisource feedback systems t hat takes ad-
vantage of all of its benefits (e.g .• increased awareness
of expectations. improved performance, reduced " undis-
cussables" and defensiveness).
8. Implement multisource feedback systems that minimize
potential risks and pitfalls (e.g .• could hurt employees' feel·
ings. individuals may feel uncomfortable with the system and
believe they will not be rated honesHy and treated fairly, is un·
likely to work well in organizations that have highly hierarchical
cultures that do not support open and honest feedback).
225
226 Part Ill Employee and Leadership Development
Part I of this text described strategic and macro-organizational issues in designing
a performance management system. Part II described operational and technical
details on how to roll out and implement the system. As is mentioned throughout
this book, employee development is a key result of state-of-the-science performance
management systems. Accordingly, Part III incl udes two chapters dealing with
developmental issues and pertains to two key stakeholders in the developmental
process: (1) the employees of the organizati ...
Project Two Assessing SelfPurpose The purpose of this a.docxbfingarjcmc
Project Two: Assessing Self
Purpose:
The purpose of this assignment is for you to develop a Relationship Building Action Plan.
Outcome Met by Completing This Assignment
·
use leadership theories, assessment tools, and an understanding of the role of ethics, values, and attitudes to evaluate and enhance personal leadership skills
·
develop and implement methods for establishing a constructive organizational structure and culture that fosters positive employee and employer relationships
·
assess the interactions between the external environment and the organization to foster responsible and effective leadership and organizational practices
Background:
After a relaxing weekend, you come to work, sit down at your desk and open your email. The following is an email to you from Andrew Rockfish:
I am sending this email to you because of the personal nature of the material contained within your next assignment. It is incumbent upon all good leaders to assess continuously their personal leadership skills, style, and approach.
You will be developing a personal relationship building assessment plan. Much like an annual doctor’s check-up, the goal of the assessment plan is to develop a procedure for evaluating the status of your personal skills, style, and attitude in your work with others. Included in the assessment plan is a review of your leadership strengths, weaknesses, results of leadership assessments, feedback methodology, attitude, and leadership style.
Relationship building is a dynamic process just as situations change so too can the people skills needed to address the situation. Periodic review of those skills will benefit you by noting weaknesses and areas of change or improvement needed in your behavior.
So, what exactly am I asking you to do that needs confidentiality? Well, your plan is going to be the result of the following hypothetical evaluation you received after your first year with GDD. Although the hypothetical evaluation could be much better, we have found that the results provide trainees the opportunity to reflect upon one’s actual results and to prepare for personal growth moving forward.
The hypothetical scenario is one in which you were promoted a year ago into a leadership position. However, the past year has proved to show several issues and the results are not at all what we were hoping for when we promoted you. Still, experience has taught us that help starts with an employee taking stock of their personal skills. Since we believe that you have the potential for being an excellent department head, we would like to take measures toward your development. Please follow the instructions below:
Instructions:
NOTE:
All submitted work is to be your original work (only created and prepared by you). You may not use any work from another student, the Internet or an online clearinghouse. You are expected to understand the Academic Dishonesty and Plagiarism Policy, and know that it is your respon.
This document provides assignment briefs for four blog posts on the topic of leadership and people management as part of an OTHM Level 6 Diploma in Business Management. The briefs include instructions for each blog post, specifying which assessment criteria each blog post addresses. Blog Post 1 focuses on leadership styles and theories. Blog Post 2 examines motivation theories and reward systems. Blog Post 3 analyzes team dynamics and effectiveness. Blog Post 4 evaluates performance management systems. Comprehensive guidelines are provided on the expected content, structure, word count and referencing for each blog post.
T-1.8.1_v3Details of AssessmentTerm and Year2, 2020Time .docxperryk1
T-1.8.1_v3
Details of Assessment
Term and Year
2, 2020
Time allowed
8 Weeks
Assessment No
1
Assessment Weighting
100%
Assessment Type
Individual Assessment: Workplace Scenario
Due Date
Week 8
Room
611
Details of Subject
Qualification
BSB61218 Advanced Diploma of Program Management
Subject Name
Leadership
Details of Unit(s) of competency
Unit Code (s) and Names
BSBPMG617 Provide leadership for the program
Details of Student
Student Name
College
Student ID
Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me.
Student’s
Signature: ____________________
Date: _____/_____/_________
Details of Assessor
Assessor’s Name
ROBERT CUTULI
Assessment Outcome
Assessment Result
|_| Competent |_| Not Yet Competent
Marks
/100
Feedback to Student
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student.
|_| Student attended the feedback session.
|_| Student did not attend the feedback session.
Assessor’s
Signature: ___________________
Date: _____/_____/________
Purpose of the Assessment
The purpose of this assessment is to assess the student in the following learning outcomes:
Competent
(C)
Not Yet Competent
(NYC)
KNOWLEDGE EVIDENCE
Compare behavioural models for the role of program manager
Explain communication and negotiating styles and approaches
Describe current ethics, equity and fairness norms, regulations and legislation
List learning and development methods and strategy
Compare types and formats for program vision
PERFORMANCE CRITERIA
1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values
1.2 Conduct ongoing negotiations with stakeholders to maintain program vision
1.3 Demonstrate commitment to the program vision
2.1 Treat stakeholders fairly and equitably
2.2 Encourage and facilitate open discussion
2.3 Manage differences constructively
2.4 Attend to issues and concerns in a timely manner
2.5 Choose and apply interpersonal and leadership styles based on the circumstances
2.6 Honour realistic personal commitments
3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders
3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation
3.3 Identify and address threats to socially responsible practice within the program
4.1 Establish individual behavioural expectations for constituent project managers
4.2 Define, document and communicat.
Selling Project Management Report Your new knowledge of projec.docxlorileemcclatchie
Selling Project Management Report
Your new knowledge of project management and experience at Roto Air has earned you a promotion to a senior project manager. Roto Air has recently purchased a smaller company that is the current supplier of electro-mechanical assemblies used in the Quick Drop 100. After your first visit to the new company you find that there is no formal project management system in use and that local management is not aware of the advantages of using project management principles. Your assignment is to educate the new management team and prepare them to welcome and integrate project management skills and tools into their operations. To do so, you will prepare a persuasive, factual report that:
Defines a project and project management and differentiates routine operations.
Explains the benefits to the business of using project management methodology.
Describes the role and importance of a project sponsor.
Examines the benefits of using project teams and methods of developing them and improving communications.
Outlines the project life cycle.
Examines the importance of a project charter and its role in preventing scope creep.
Justifies the need for using a Work Breakdown Structure (WBS).
Explains the importance of holding a kick off meeting.
Summarizes the benefits and uses of project management software.
Examines the benefits of professional certification and the role of ethics in project management.
Describes the importance of identifying and mitigating risk in projects.
Relates and gives examples of data driven decision making.
Recommends whether a PMO is needed.
Discusses the role of collecting and publicizing lessons learned.
Summarize your recommendations.
Your paper must be 3500 to 4500 words in length (not including title and reference pages) and must be formatted according to APA style as outlined in the approved APA style guide. Contextual (Level One) headings must be used to organize your paper and your thoughts. You must cite at least eight professional and/or scholarly sources in addition to the textbook.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 25.00
Defines a Project and Project Management, Explains the Benefits to the Business, and Describes the Role of a Project Sponsor
Total: 4.00
Distinguished - Fully defines a project and project management, thoroughly explains the benefits to the business, and comprehensively describes the role of a project sponsor.
Proficient - Defines a project and project management, explains the benefits to the business, and describes the role of a project sponsor. One of these items is underdeveloped.
Basic - Defines a project and project management, explains the benefits to the business, and describes the role of a project sponsor. Two of these items are underdeveloped.
Below Expectations - Defines a project and project management, explains the benefits to the business, and describes.
CW1 PM BriefBackground my team and I made YouTube video about t.docxrandyburney60861
CW1 PM Brief
Background: my team and I made YouTube video about tasting food from the team members' hometown. I'm from southern China, Zhejiang Province. I brought nuts(xiangfei), from Zhejiang Province. My group consisted of Finnish girls with Finnish wine and Finnish chocolate. Thai boys bring a lot of Thai snacks. Three other Chinese, all from the north of China, brought all kinds of delicious snacks. And a Indian guy brought Indian dishes,We tastes and share. All tastes nice.
rubric
Sheet1Marking Criteria/RubricScale 1 No SubmissionScale 2 PoorScale 3 Incomplete Scale 4 BasicScale 5 Appropriate Scale 6 Competent Scale 7 CommendableScale 8 Excellent Scale 9 OutstandingScale 10 ExceptionalCriterion 1 - Executive Summary (5%) Criterion 1 description. Setting of Context. (to be no more than one page)No Executive SummaryPoor Executive Summary or Inadequate information provided.Inadequate attempt at an Executive Summary. Limited information given in an Introduction rather than a summary. Limited inclusion of recommendations. Inadequate in-text referencingBasic attempt at providing an Executive Summary. Acceptable level of articulation of the key features of the submission. Satisfactory inclusion of recommendations. Basic referencing. Acceptable attempt to set the submission in context.An Executive Summary is presented which appropriately highlights the key features of the submission. Fair inclusion of recommendations but with brief rationale. Reasonable referencing. Sets the submission partially in context.Overall well-presented commendable Executive Summary that articulates the key features of the submission including recommendations with rationale. Overall good referencing. Sets the submission in context.Proficiently well- presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Articulated and well- presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Superbly presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Industry standard presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Criterion 2 - Introduction (5%)Criterion 2 description. Ability to effectively present the aim of the management brief. Giving a clear structure of the brief and arguments with an explicit identification of areas of analysis and evaluation supported by relevant background information of the case study org.
LED514 Module 3 Session Long Project Checklist (Rev. 5-3-15)INST.docxcroysierkathey
LED514 Module 3 Session Long Project Checklist (Rev. 5-3-15)
INSTRUCTIONS FOR STUDENT: After you complete your references section in your assignment, copy and paste this grading rubric to your Word document and use it as a checklist to help make sure you covered all the required content, structure, and mechanical expectations.
Content (Student should structure the paper into sections below.)
Student should use mark the box below as a checklist.
Student Notes
Section 1- Introduction ( Use this header): describes what the memo is going to be about; it mentions the upcoming sections.
Section 2- Goal 1 of 3( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 3- Goal 1 of 3 ( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 4- Goal 1 of 3 ( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 5- References ( Use this header): has 2 peer-reviewed/scholarly references from the databases within the CyberLibrary. The references are also integrated within the paper.
Section 6- Grading Rubric ( Use this header): contains this grading rubric.
Organization / Development
Student should use mark the box below as a checklist.
Student Notes
The 6 required sections are organized separately in sequence as listed in the Content section.
The memo is at least 2 full pages in length (excluding references and headers) size 12 Times New Roman font with double spacing text.
Each section is labelled with the header prescribed above.
Mechanics
Student should use mark the box below as a checklist.
Student Notes
Formatting or layout and graphics are pleasing to the eye (font, colors, spacing).
Rules of grammar, word usage, punctuation, capitalization, and spelling are followed.
Sentences are complete, clear, varied, and concise with proper syntax.
Used size 12 Times New Roman font for main body text and References.
Used double spacing between sentences and in References section.
35 Slides Presentation about the Corporate Governance in C ...
My Leadership SMART GoalGuidelines PurposeThe purpose of th.docxrosemarybdodson23141
My Leadership SMART Goal:
Guidelines
Purpose
The purpose of this assignment is to develop a SMART-formatted goal related to your professional leadership applicable to your current practice setting or future leadership aspirations. This goal is about YOUR leadership development, not those of the organization or the department where you work. Many organizations have developed the SMART-goal framework as they strive for performance improvement. Your goal may tie to one of the departmental or organizational SMART goals but the components of the goal are about YOUR leadership development The Institute of Medicine’s quality initiative has identified five core healthcare profession competencies that serve as a framework for identification of YOUR leadership SMART goal.
Course Outcomes
Completion of this assignment enables the student to meet the following course outcomes.
CO 1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO #2)
CO 4: Apply concepts of leadership and team coordination to promote the achievement of safe and quality outcomes of care for diverse populations. (PO #4)
CO 5: Apply improvement methods, based on data from the outcomes of care processes, to design and test changes to continuously improve the quality and safety of healthcare. (PO #8)
CO 8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO #8)
Directions
• Review the Institute of Medicine’s (IOM) core healthcare competencies. Select ONE of these competencies that you will work on for developing a Leadership SMART Goal. The five core competencies are listed below.
• Managing Patient-Centered Care;
• Working in interdisciplinary and/or interprofessional teams;
• Employing evidence-based practice;
• Applying quality improvement techniques; and
• Utilizing informatics.
• Create ONE leadership goal that is in the SMART goal format. You practiced this in the Week 3 Discussion, and received valuable feedback from your instructor and peers. Please refer to this as you work on the assignment.
S – Specific (Who besides YOU is involved in the goal, what is YOUR goal, where will it take place?)
M – Measurable (How are YOU going to achieve the goal?) Be specific with measureable outcomes.
A – Attainable (What resources and/or experts are available to assist YOU with attaining YOUR goal?)
R – Realistic (Is YOUR goal something that is realistically obtainable in YOUR professional practice?) Be specific.
T – Time bound (What specific dates or weeks will YOU accomplish each task related to your leadership goal?)
• Example NOT in SMART format:I will learn how to be a manager. This goal is lofty, not measurable, and unattainable in the time allotted, probably not realistic, and not time bound.
.
: RN Collaborative Healthcare
My Leadership SMART Goal:
Guidelines
Purpose
The purpose of this assignment is to develop a SMART-formatted goal related to your professional leadership applicable to your current practice setting or future leadership aspirations. This goal is about YOUR leadership development, not those of the organization or the department where you work. Many organizations have developed the SMART-goal framework as they strive for performance improvement. Your goal may tie to one of the departmental or organizational SMART goals but the components of the goal are about YOUR leadership development The Institute of Medicine’s quality initiative has identified five core healthcare profession competencies. This assignment focuses on only two of those initiatives. Either Patient-Centered Care or Working in Interdisciplinary and/or Interprofessional Teams will serve as a framework for identification of YOUR leadership SMART goal.
Course Outcomes
Completion of this assignment enables the student to meet the following course outcomes.
CO 1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO #2)
CO 4: Apply concepts of leadership and team coordination to promote the achievement of safe and quality outcomes of care for diverse populations. (PO #4)
CO 5: Apply improvement methods, based on data from the outcomes of care processes, to design and test changes to continuously improve the quality and safety of healthcare. (PO #8)
CO 8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO #8)
Due Dates
This assignment consists of the completion of the My Leadership SMART Goal paper. Submit assignment to the Dropbox by Sunday, 11:59 p.m. MT, by the end of Week 4.
Points
This assignment is worth 200 points.
Directions
Review the Institute of Medicine’s (IOM) core healthcare competencies. Select ONE of the competencies that you will work on for developing a Leadership SMART Goal. You are to select one of the following competencies for YOUR SMART goal.
Managing Patient-Centered Care or
Working in interdisciplinary and/or interprofessional teams;
1. Create ONE leadership goal that is in the SMART goal format. You practiced this in the Week 3 Discussion, and received valuable feedback from your instructor and peers. Please refer to this as you work on the assignment.
S – Specific (Who besides YOU is involved in the goal, what is YOUR goal, where will it take place?)
M – Measurable (How are YOU going to achieve the goal?) Be specific with measureable outcomes.
A – Attainable (What resources and/or experts are available to assist YOU with attaining YOUR goal?)
R – Realistic (Is YOUR goal something that is realistically obtainable in YOUR profe ...
This document provides a personality assessment report for an individual named Ms Mingyi Yang. The report summarizes her likely strengths and potential areas for development based on her responses to a personality questionnaire. It rates her potential strengths in 12 graduate attributes and provides 3 suggested development activities for each attribute. The report is intended to help her identify areas to focus on and create a personal development plan to strengthen her graduate attributes.
1. Discuss the organization and the family role in every one of the.docxcroysierkathey
1. Discuss the organization and the family role in every one of the heritages mentioned about and how they affect (positively or negatively) the delivery of health care.
2. Identify sociocultural variables within the Irish, Italian and Puerto Rican heritage and mention some examples.
References must be no older than 5 years. A minimum of 700 words is required.
.
1. Compare and contrast DEmilios Capitalism and Gay Identity .docxcroysierkathey
1. Compare and contrast D'Emilio's
Capitalism and Gay Identity
with the
From Mary to Modern Woman
reading. What patterns do you see that are similar to the modern American society? What can be said about global notions of gender in the modern age? Feel free to invoke Foucault.
2. How is the writer's experience important in the story being told in
Middlesex
? Describe your reaction to the reading and invoke some of the concepts discussed in the
Queer Theory
reading to try to make sense of sexuality when it does not match your own conventions. Compare both readings, but go deeper to explore your own stereotypes and socialization.
**PLEASE READ THE READINGS IN ODER TO DO THIS ASSIGNMENT.
.
1.Purpose the purpose of this essay is to spread awareness .docxcroysierkathey
1.
Purpose: the purpose of this essay is to spread awareness around stereotyping and how it can be very hurtful to some people.
2.
Audience: Anyone that uses stereotypical jokes or saying around people that are different than them even without realizing that they are making a stereotypical joke or statement.
3.
Genre: the genre that I will be trying to reach out to in this essay will be informational, reason being is that I mainly look at informational online documentaries and stories.
4.
Stance and tone: I’m just a young man who grew up around a lot of people from different places and have different cultures and never paid attention in my younger years to what was happening from stereotyping others that they are different till recently.
5.
Graphic design
: My essay will be a strict academic essay
.
1. Tell us why it is your favorite film.2. Talk about the .docxcroysierkathey
1. Tell us why it is your favorite film.
2. Talk about the interconnection between the aesthetic and the technical aspects of the film. This should include at least seven of the following: Editing, Film Structure, Cinematography, Lighting, Colors, Screenwriting, Special effects, Sound and Music.
3. After this course, will you see you favorite film in a different light? Why or why not?
.
1.What are the main issues facing Fargo and Town Manager Susan.docxcroysierkathey
1.What are the main issues facing Fargo and Town Manager Susan Harlow?
Fargo and Town Manager Harlow are on a slippery slope to corruption. I think that Harlow is handling her position the correct way by trying to remain neutral and sticking to a code of ethics so the problem really comes down to the political actors in the town. It is good that Harlow declined the invite to the dinner party, and cracked down on employees playing politics at work, that is a step in the right direction to removing the possibility of political corruption.
2.What is the basis for your answer to question #1?
At the end of the article Harlow remembers another city manager saying “you never have more authority than the day you walk into your office” What I get from that, and what I think Harlow got from that is that when you come into a position as a public manager everyone is going to want something from you. Political actors are going to want political favors, quid pro quos, you have something that everyone else wants and they are going to try and get that from you.
3.What are your recommended solutions to the problems you identified?
I think the best thing to do would be to continue to try to remain neutral. It will always be impossible to please absolutely everybody so the best thing to do is try to avoid doing everything everyone asks and stick to some sort of code of ethics.
4.What points do you agree, disagree or want further discussion from your fellow classmates and why? (tell them not me)
I think the overarching theme of this article is that people are going to want things from the government. I agree with Harlow's steps to avoid political corruption in her administration by cracking down on political favors with the snow plows and referring to the ICMA code of ethics.
.
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In earlier modules you explored the influence of self-awareness on your leadership style and established that a clear understanding of your abilities, motivation, and goals provides a firm foundation for leading others. Leadership studies demonstrate that the most effective leaders know how to draw upon self-leadership skills to in turn motivate and lead others to expand their strengths to ultimately better serve the goals of an organization. For this assignment you will look at a leadership example from
BIZ102 Assessment 2 Brief Page 1 of 5 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 2 Brief Page 1 of 5
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 2: Clifton Strengths Finder by Gallup
Individual/Group Individual
Length 700 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with others
in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for self-
improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 3.2 (week 6)
Weighting 20%
Total Marks 100 marks
Context
As you now know, a key to self-directed learning is reflection. Reflection enables the ability to
examine situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment task builds on assessment 1 and aims to develop your
awareness and reflective learning ability while also assessing your understanding of your Gallup
Strengths identified in module 3. As with assessment 1, your journal entry must be written in the
first person and you should try to be as open and honest with yourself as you can.
Please also visit the Academic Skills blackboard page for an overview of reflective writing in higher
education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id
=_2498857_1&mode=reset
Instructions
This assessment task requires you to do the following:
1. Read and watch the learning resources in module 3
2. Complete the Clifton Strengths Finder Survey by Gallup (learning activity 3.1)
BIZ102 Assessment 2 Brief Page 2 of 5
3. Attend a group coaching session with your Gallup Strengths Coach
4. Compose your reflective journal entry addressing the questions listed below
5. Include a screenshot of your Gallup Strengths results in your paper
6. Identify theoretical concepts reviewed in module 3 that support your ideas
7. Include at least three academic references to the module 3 learning resources, to support
your ideas
8. Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list
9. Include the time and date of your coaching session and your coach’s name at the end of
your reference list.
Guiding questions
1. What did you learn about yourself from your Clifton Strengths Survey and your group
coaching session with your Success Coach?
2. Were you surprised by any of your Top 5 talents (signature themes)? Why?
3. When you read your Top 5 talents, was there one or more you immediately resonated with?
Which one/s? Why?
4. How will this improved understanding of your talents/strengths apply to your professional
develo ...
Leadership Development SMART Goal SettingGuidelines Purpose.docxDIPESH30
Leadership Development SMART Goal Setting:
Guidelines
Purpose
The purpose of this assignment is to develop a SMART-formatted goal on a selected professional leadership topic applicable to your current practice setting or future leadership development goals. This goal is about your leadership development needs, not those of the organization. The Institute of Medicine’s quality initiative has identified five core healthcare profession competencies that serve as a framework for identification of the leadership goal.
Course Outcomes
Completion of this assignment enables the student to meet the following course outcomes.
CO 1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO #2)
CO 4: Apply concepts of leadership and team coordination to promote the achievement of safe and quality outcomes of care for diverse populations. (PO #4)
CO 5: Apply improvement methods, based on data from the outcomes of care processes, to design and test changes to continuously improve the quality and safety of healthcare. (PO #8)
CO 8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO #8)
Due Dates
This assignment consists of the completion of the Leadership Development SMART Goal Setting paper. Submit assignment to the Dropbox by Sunday, 11:59 p.m. MT, by the end of Week 4.
Points
This assignment is worth 200 points.
Directions
1. Review the Institute of Medicine’s (IOM) core healthcare competencies. Choose ONE of these competencies that you would like to work on for developing a SMART goal. The five core competencies are listed below.
· Managing Patient-Centered Care;
· Working in interdisciplinary and/or interprofessional teams;
· Employing evidence-based practice;
· Applying quality improvement techniques; and
· Utilizing informatics.
2. Name ONE KSA (Knowledge, Skills, and Attributes) related to the specific core competency you chose above.
Examples of KSAs (Knowledge, Skills and Attributes) for your Leadership Development Goal Setting include
· conflict resolution,
· becoming influential,
· leading change,
· communication about the patient,
· communication organization-wide,
· team building conversations,
· organizational skills,
· using evidence to guide your practice,
· initiating QI/PI endeavors,
· using data to help with decision making,
· staff education,
· problem solving,
· human resource management issues,
· delegation,
· decision making,
· budgeting and finance, and
· computer skills.
· Others are possible!
If you have questions, please contact your instructor.
3. Create ONE leadership development goal that is in the SMART goal format. You practiced this in the Week 3 Discussion, and received valuable feedback from your instructor and peers. Please co ...
1. Critically analyze leadership problems and challenges through applying leadership theory to understand how leadership styles differ based on history, culture, geography, and conditions. Evaluate how leadership styles impact performance, productivity, and who will follow.
2. Apply the seven leadership mindset theory to assess personal leadership capabilities and analyze the need for future development. Leadership mindsets influence company strategy, people, and performance.
3. The assignment involves critically evaluating your own leadership style, observing styles in your organization, applying the seven mindsets theory to your team, and creating a development plan to align your style with your organization's needs to support 21st century business changes.
Student Complete is a unique process for enabling assessment and development of Corporate bound, college students. This on-line assessment tool (www.Student-Complete.com) enables personality as well as competency assessment.
chapter 8 Performance Management and Employee DeveloJinElias52
chapter
8
Performance
Management and
Employee Development
One of the tests of leadership is the ability to recognize
a problem before it becomes an emergena;.
- Arnold H. Glasow
Learning Objectives
By t he end of this cha pter, you will be able to do t he following:
1. Design your own personal developmental plan that ad·
dresses how you can continually learn and grow in the
next year, how you can do better in the future. how you
can avoid performance problems faced in the past. and
where you are now and where you would like to be in
terms of your ca reer path.
2. Formulate a developmental plan so you can improve your
own reflective, communicative, and behavioral ca reer
competencies.
3. Prepa re a developmental plan that includes professional
development needs, resources/support needed, and a
ti meline for meeting each need with the goals of improving
performance in current position, sustaining performance in
current position. preparing employees for advancement .
and enriching the employee's work experience.
4. Produce a development plan that includes a range of
activities (e.g .. on-the-job training, courses. self-guided
studying, mentoring. attending a conference or trade
show. mixing with the best. job rotation. getting a degree).
5. Propose a developmental plan that highlights the key role
of the supervisor as a guide and facilitator of the devel-
opmental process (e.g., explaining what is required of the
employee to reach a required performance level. referring
to appropriate developmental activiti es. reviewing and
making suggestions about developmental objectives).
6. Implement a multisource (i.e .. supervisors. peers. self, di-
rect reports. customers) feedback system with the goal of
providing feedback on and improving performance.
7. Implement multisource feedback systems t hat takes ad-
vantage of all of its benefits (e.g .• increased awareness
of expectations. improved performance, reduced " undis-
cussables" and defensiveness).
8. Implement multisource feedback systems that minimize
potential risks and pitfalls (e.g .• could hurt employees' feel·
ings. individuals may feel uncomfortable with the system and
believe they will not be rated honesHy and treated fairly, is un·
likely to work well in organizations that have highly hierarchical
cultures that do not support open and honest feedback).
225
226 Part Ill Employee and Leadership Development
Part I of this text described strategic and macro-organizational issues in designing
a performance management system. Part II described operational and technical
details on how to roll out and implement the system. As is mentioned throughout
this book, employee development is a key result of state-of-the-science performance
management systems. Accordingly, Part III incl udes two chapters dealing with
developmental issues and pertains to two key stakeholders in the developmental
process: (1) the employees of the organizati ...
Project Two Assessing SelfPurpose The purpose of this a.docxbfingarjcmc
Project Two: Assessing Self
Purpose:
The purpose of this assignment is for you to develop a Relationship Building Action Plan.
Outcome Met by Completing This Assignment
·
use leadership theories, assessment tools, and an understanding of the role of ethics, values, and attitudes to evaluate and enhance personal leadership skills
·
develop and implement methods for establishing a constructive organizational structure and culture that fosters positive employee and employer relationships
·
assess the interactions between the external environment and the organization to foster responsible and effective leadership and organizational practices
Background:
After a relaxing weekend, you come to work, sit down at your desk and open your email. The following is an email to you from Andrew Rockfish:
I am sending this email to you because of the personal nature of the material contained within your next assignment. It is incumbent upon all good leaders to assess continuously their personal leadership skills, style, and approach.
You will be developing a personal relationship building assessment plan. Much like an annual doctor’s check-up, the goal of the assessment plan is to develop a procedure for evaluating the status of your personal skills, style, and attitude in your work with others. Included in the assessment plan is a review of your leadership strengths, weaknesses, results of leadership assessments, feedback methodology, attitude, and leadership style.
Relationship building is a dynamic process just as situations change so too can the people skills needed to address the situation. Periodic review of those skills will benefit you by noting weaknesses and areas of change or improvement needed in your behavior.
So, what exactly am I asking you to do that needs confidentiality? Well, your plan is going to be the result of the following hypothetical evaluation you received after your first year with GDD. Although the hypothetical evaluation could be much better, we have found that the results provide trainees the opportunity to reflect upon one’s actual results and to prepare for personal growth moving forward.
The hypothetical scenario is one in which you were promoted a year ago into a leadership position. However, the past year has proved to show several issues and the results are not at all what we were hoping for when we promoted you. Still, experience has taught us that help starts with an employee taking stock of their personal skills. Since we believe that you have the potential for being an excellent department head, we would like to take measures toward your development. Please follow the instructions below:
Instructions:
NOTE:
All submitted work is to be your original work (only created and prepared by you). You may not use any work from another student, the Internet or an online clearinghouse. You are expected to understand the Academic Dishonesty and Plagiarism Policy, and know that it is your respon.
This document provides assignment briefs for four blog posts on the topic of leadership and people management as part of an OTHM Level 6 Diploma in Business Management. The briefs include instructions for each blog post, specifying which assessment criteria each blog post addresses. Blog Post 1 focuses on leadership styles and theories. Blog Post 2 examines motivation theories and reward systems. Blog Post 3 analyzes team dynamics and effectiveness. Blog Post 4 evaluates performance management systems. Comprehensive guidelines are provided on the expected content, structure, word count and referencing for each blog post.
T-1.8.1_v3Details of AssessmentTerm and Year2, 2020Time .docxperryk1
T-1.8.1_v3
Details of Assessment
Term and Year
2, 2020
Time allowed
8 Weeks
Assessment No
1
Assessment Weighting
100%
Assessment Type
Individual Assessment: Workplace Scenario
Due Date
Week 8
Room
611
Details of Subject
Qualification
BSB61218 Advanced Diploma of Program Management
Subject Name
Leadership
Details of Unit(s) of competency
Unit Code (s) and Names
BSBPMG617 Provide leadership for the program
Details of Student
Student Name
College
Student ID
Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me.
Student’s
Signature: ____________________
Date: _____/_____/_________
Details of Assessor
Assessor’s Name
ROBERT CUTULI
Assessment Outcome
Assessment Result
|_| Competent |_| Not Yet Competent
Marks
/100
Feedback to Student
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student.
|_| Student attended the feedback session.
|_| Student did not attend the feedback session.
Assessor’s
Signature: ___________________
Date: _____/_____/________
Purpose of the Assessment
The purpose of this assessment is to assess the student in the following learning outcomes:
Competent
(C)
Not Yet Competent
(NYC)
KNOWLEDGE EVIDENCE
Compare behavioural models for the role of program manager
Explain communication and negotiating styles and approaches
Describe current ethics, equity and fairness norms, regulations and legislation
List learning and development methods and strategy
Compare types and formats for program vision
PERFORMANCE CRITERIA
1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values
1.2 Conduct ongoing negotiations with stakeholders to maintain program vision
1.3 Demonstrate commitment to the program vision
2.1 Treat stakeholders fairly and equitably
2.2 Encourage and facilitate open discussion
2.3 Manage differences constructively
2.4 Attend to issues and concerns in a timely manner
2.5 Choose and apply interpersonal and leadership styles based on the circumstances
2.6 Honour realistic personal commitments
3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders
3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation
3.3 Identify and address threats to socially responsible practice within the program
4.1 Establish individual behavioural expectations for constituent project managers
4.2 Define, document and communicat.
Selling Project Management Report Your new knowledge of projec.docxlorileemcclatchie
Selling Project Management Report
Your new knowledge of project management and experience at Roto Air has earned you a promotion to a senior project manager. Roto Air has recently purchased a smaller company that is the current supplier of electro-mechanical assemblies used in the Quick Drop 100. After your first visit to the new company you find that there is no formal project management system in use and that local management is not aware of the advantages of using project management principles. Your assignment is to educate the new management team and prepare them to welcome and integrate project management skills and tools into their operations. To do so, you will prepare a persuasive, factual report that:
Defines a project and project management and differentiates routine operations.
Explains the benefits to the business of using project management methodology.
Describes the role and importance of a project sponsor.
Examines the benefits of using project teams and methods of developing them and improving communications.
Outlines the project life cycle.
Examines the importance of a project charter and its role in preventing scope creep.
Justifies the need for using a Work Breakdown Structure (WBS).
Explains the importance of holding a kick off meeting.
Summarizes the benefits and uses of project management software.
Examines the benefits of professional certification and the role of ethics in project management.
Describes the importance of identifying and mitigating risk in projects.
Relates and gives examples of data driven decision making.
Recommends whether a PMO is needed.
Discusses the role of collecting and publicizing lessons learned.
Summarize your recommendations.
Your paper must be 3500 to 4500 words in length (not including title and reference pages) and must be formatted according to APA style as outlined in the approved APA style guide. Contextual (Level One) headings must be used to organize your paper and your thoughts. You must cite at least eight professional and/or scholarly sources in addition to the textbook.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 25.00
Defines a Project and Project Management, Explains the Benefits to the Business, and Describes the Role of a Project Sponsor
Total: 4.00
Distinguished - Fully defines a project and project management, thoroughly explains the benefits to the business, and comprehensively describes the role of a project sponsor.
Proficient - Defines a project and project management, explains the benefits to the business, and describes the role of a project sponsor. One of these items is underdeveloped.
Basic - Defines a project and project management, explains the benefits to the business, and describes the role of a project sponsor. Two of these items are underdeveloped.
Below Expectations - Defines a project and project management, explains the benefits to the business, and describes.
CW1 PM BriefBackground my team and I made YouTube video about t.docxrandyburney60861
CW1 PM Brief
Background: my team and I made YouTube video about tasting food from the team members' hometown. I'm from southern China, Zhejiang Province. I brought nuts(xiangfei), from Zhejiang Province. My group consisted of Finnish girls with Finnish wine and Finnish chocolate. Thai boys bring a lot of Thai snacks. Three other Chinese, all from the north of China, brought all kinds of delicious snacks. And a Indian guy brought Indian dishes,We tastes and share. All tastes nice.
rubric
Sheet1Marking Criteria/RubricScale 1 No SubmissionScale 2 PoorScale 3 Incomplete Scale 4 BasicScale 5 Appropriate Scale 6 Competent Scale 7 CommendableScale 8 Excellent Scale 9 OutstandingScale 10 ExceptionalCriterion 1 - Executive Summary (5%) Criterion 1 description. Setting of Context. (to be no more than one page)No Executive SummaryPoor Executive Summary or Inadequate information provided.Inadequate attempt at an Executive Summary. Limited information given in an Introduction rather than a summary. Limited inclusion of recommendations. Inadequate in-text referencingBasic attempt at providing an Executive Summary. Acceptable level of articulation of the key features of the submission. Satisfactory inclusion of recommendations. Basic referencing. Acceptable attempt to set the submission in context.An Executive Summary is presented which appropriately highlights the key features of the submission. Fair inclusion of recommendations but with brief rationale. Reasonable referencing. Sets the submission partially in context.Overall well-presented commendable Executive Summary that articulates the key features of the submission including recommendations with rationale. Overall good referencing. Sets the submission in context.Proficiently well- presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Articulated and well- presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Superbly presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Industry standard presented Executive Summary that clearly articulates the key features of the submission including recommendations with rationale. Fully referenced. Sets the submission firmly in context of the overall management report.Criterion 2 - Introduction (5%)Criterion 2 description. Ability to effectively present the aim of the management brief. Giving a clear structure of the brief and arguments with an explicit identification of areas of analysis and evaluation supported by relevant background information of the case study org.
LED514 Module 3 Session Long Project Checklist (Rev. 5-3-15)INST.docxcroysierkathey
LED514 Module 3 Session Long Project Checklist (Rev. 5-3-15)
INSTRUCTIONS FOR STUDENT: After you complete your references section in your assignment, copy and paste this grading rubric to your Word document and use it as a checklist to help make sure you covered all the required content, structure, and mechanical expectations.
Content (Student should structure the paper into sections below.)
Student should use mark the box below as a checklist.
Student Notes
Section 1- Introduction ( Use this header): describes what the memo is going to be about; it mentions the upcoming sections.
Section 2- Goal 1 of 3( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 3- Goal 1 of 3 ( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 4- Goal 1 of 3 ( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 5- References ( Use this header): has 2 peer-reviewed/scholarly references from the databases within the CyberLibrary. The references are also integrated within the paper.
Section 6- Grading Rubric ( Use this header): contains this grading rubric.
Organization / Development
Student should use mark the box below as a checklist.
Student Notes
The 6 required sections are organized separately in sequence as listed in the Content section.
The memo is at least 2 full pages in length (excluding references and headers) size 12 Times New Roman font with double spacing text.
Each section is labelled with the header prescribed above.
Mechanics
Student should use mark the box below as a checklist.
Student Notes
Formatting or layout and graphics are pleasing to the eye (font, colors, spacing).
Rules of grammar, word usage, punctuation, capitalization, and spelling are followed.
Sentences are complete, clear, varied, and concise with proper syntax.
Used size 12 Times New Roman font for main body text and References.
Used double spacing between sentences and in References section.
35 Slides Presentation about the Corporate Governance in C ...
My Leadership SMART GoalGuidelines PurposeThe purpose of th.docxrosemarybdodson23141
My Leadership SMART Goal:
Guidelines
Purpose
The purpose of this assignment is to develop a SMART-formatted goal related to your professional leadership applicable to your current practice setting or future leadership aspirations. This goal is about YOUR leadership development, not those of the organization or the department where you work. Many organizations have developed the SMART-goal framework as they strive for performance improvement. Your goal may tie to one of the departmental or organizational SMART goals but the components of the goal are about YOUR leadership development The Institute of Medicine’s quality initiative has identified five core healthcare profession competencies that serve as a framework for identification of YOUR leadership SMART goal.
Course Outcomes
Completion of this assignment enables the student to meet the following course outcomes.
CO 1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO #2)
CO 4: Apply concepts of leadership and team coordination to promote the achievement of safe and quality outcomes of care for diverse populations. (PO #4)
CO 5: Apply improvement methods, based on data from the outcomes of care processes, to design and test changes to continuously improve the quality and safety of healthcare. (PO #8)
CO 8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO #8)
Directions
• Review the Institute of Medicine’s (IOM) core healthcare competencies. Select ONE of these competencies that you will work on for developing a Leadership SMART Goal. The five core competencies are listed below.
• Managing Patient-Centered Care;
• Working in interdisciplinary and/or interprofessional teams;
• Employing evidence-based practice;
• Applying quality improvement techniques; and
• Utilizing informatics.
• Create ONE leadership goal that is in the SMART goal format. You practiced this in the Week 3 Discussion, and received valuable feedback from your instructor and peers. Please refer to this as you work on the assignment.
S – Specific (Who besides YOU is involved in the goal, what is YOUR goal, where will it take place?)
M – Measurable (How are YOU going to achieve the goal?) Be specific with measureable outcomes.
A – Attainable (What resources and/or experts are available to assist YOU with attaining YOUR goal?)
R – Realistic (Is YOUR goal something that is realistically obtainable in YOUR professional practice?) Be specific.
T – Time bound (What specific dates or weeks will YOU accomplish each task related to your leadership goal?)
• Example NOT in SMART format:I will learn how to be a manager. This goal is lofty, not measurable, and unattainable in the time allotted, probably not realistic, and not time bound.
.
: RN Collaborative Healthcare
My Leadership SMART Goal:
Guidelines
Purpose
The purpose of this assignment is to develop a SMART-formatted goal related to your professional leadership applicable to your current practice setting or future leadership aspirations. This goal is about YOUR leadership development, not those of the organization or the department where you work. Many organizations have developed the SMART-goal framework as they strive for performance improvement. Your goal may tie to one of the departmental or organizational SMART goals but the components of the goal are about YOUR leadership development The Institute of Medicine’s quality initiative has identified five core healthcare profession competencies. This assignment focuses on only two of those initiatives. Either Patient-Centered Care or Working in Interdisciplinary and/or Interprofessional Teams will serve as a framework for identification of YOUR leadership SMART goal.
Course Outcomes
Completion of this assignment enables the student to meet the following course outcomes.
CO 1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO #2)
CO 4: Apply concepts of leadership and team coordination to promote the achievement of safe and quality outcomes of care for diverse populations. (PO #4)
CO 5: Apply improvement methods, based on data from the outcomes of care processes, to design and test changes to continuously improve the quality and safety of healthcare. (PO #8)
CO 8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO #8)
Due Dates
This assignment consists of the completion of the My Leadership SMART Goal paper. Submit assignment to the Dropbox by Sunday, 11:59 p.m. MT, by the end of Week 4.
Points
This assignment is worth 200 points.
Directions
Review the Institute of Medicine’s (IOM) core healthcare competencies. Select ONE of the competencies that you will work on for developing a Leadership SMART Goal. You are to select one of the following competencies for YOUR SMART goal.
Managing Patient-Centered Care or
Working in interdisciplinary and/or interprofessional teams;
1. Create ONE leadership goal that is in the SMART goal format. You practiced this in the Week 3 Discussion, and received valuable feedback from your instructor and peers. Please refer to this as you work on the assignment.
S – Specific (Who besides YOU is involved in the goal, what is YOUR goal, where will it take place?)
M – Measurable (How are YOU going to achieve the goal?) Be specific with measureable outcomes.
A – Attainable (What resources and/or experts are available to assist YOU with attaining YOUR goal?)
R – Realistic (Is YOUR goal something that is realistically obtainable in YOUR profe ...
This document provides a personality assessment report for an individual named Ms Mingyi Yang. The report summarizes her likely strengths and potential areas for development based on her responses to a personality questionnaire. It rates her potential strengths in 12 graduate attributes and provides 3 suggested development activities for each attribute. The report is intended to help her identify areas to focus on and create a personal development plan to strengthen her graduate attributes.
Similar to Leadership and Decision MakingAssignment Two.docx (17)
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2. Identify sociocultural variables within the Irish, Italian and Puerto Rican heritage and mention some examples.
References must be no older than 5 years. A minimum of 700 words is required.
.
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1. Compare and contrast D'Emilio's
Capitalism and Gay Identity
with the
From Mary to Modern Woman
reading. What patterns do you see that are similar to the modern American society? What can be said about global notions of gender in the modern age? Feel free to invoke Foucault.
2. How is the writer's experience important in the story being told in
Middlesex
? Describe your reaction to the reading and invoke some of the concepts discussed in the
Queer Theory
reading to try to make sense of sexuality when it does not match your own conventions. Compare both readings, but go deeper to explore your own stereotypes and socialization.
**PLEASE READ THE READINGS IN ODER TO DO THIS ASSIGNMENT.
.
1.Purpose the purpose of this essay is to spread awareness .docxcroysierkathey
1.
Purpose: the purpose of this essay is to spread awareness around stereotyping and how it can be very hurtful to some people.
2.
Audience: Anyone that uses stereotypical jokes or saying around people that are different than them even without realizing that they are making a stereotypical joke or statement.
3.
Genre: the genre that I will be trying to reach out to in this essay will be informational, reason being is that I mainly look at informational online documentaries and stories.
4.
Stance and tone: I’m just a young man who grew up around a lot of people from different places and have different cultures and never paid attention in my younger years to what was happening from stereotyping others that they are different till recently.
5.
Graphic design
: My essay will be a strict academic essay
.
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2. Talk about the interconnection between the aesthetic and the technical aspects of the film. This should include at least seven of the following: Editing, Film Structure, Cinematography, Lighting, Colors, Screenwriting, Special effects, Sound and Music.
3. After this course, will you see you favorite film in a different light? Why or why not?
.
1.What are the main issues facing Fargo and Town Manager Susan.docxcroysierkathey
1.What are the main issues facing Fargo and Town Manager Susan Harlow?
Fargo and Town Manager Harlow are on a slippery slope to corruption. I think that Harlow is handling her position the correct way by trying to remain neutral and sticking to a code of ethics so the problem really comes down to the political actors in the town. It is good that Harlow declined the invite to the dinner party, and cracked down on employees playing politics at work, that is a step in the right direction to removing the possibility of political corruption.
2.What is the basis for your answer to question #1?
At the end of the article Harlow remembers another city manager saying “you never have more authority than the day you walk into your office” What I get from that, and what I think Harlow got from that is that when you come into a position as a public manager everyone is going to want something from you. Political actors are going to want political favors, quid pro quos, you have something that everyone else wants and they are going to try and get that from you.
3.What are your recommended solutions to the problems you identified?
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4.What points do you agree, disagree or want further discussion from your fellow classmates and why? (tell them not me)
I think the overarching theme of this article is that people are going to want things from the government. I agree with Harlow's steps to avoid political corruption in her administration by cracking down on political favors with the snow plows and referring to the ICMA code of ethics.
.
1.Writing Practice in Reading a PhotographAttached Files.docxcroysierkathey
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1.Some say that analytics in general dehumanize managerial activitie.docxcroysierkathey
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2.What are some of the major privacy concerns in employing intelligent systems on mobile data?
3. Identify some cases of violations of user privacy from current literature and their impact on data science as a profession.
4.Search the Internet to find examples of how intelligent systems can facilitate activities such as empowerment, mass customization, and teamwork.
Note: Each question must be answered in 5 lines and refrences must be APA cited.
.
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activity (most of the time)?
3.How do these factors prevent James from quitting his drinking, and lead to a cycle of relapse when he
attempts to do so? Why are these processes important for our understanding of addiction and
substance use disorders.
1 Page
at least 3 sources
APA
.
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1.
Discuss at least 2 contextual factors(family, peers, school, community, work, etc.) that might make young people more or less likely to experience adolescence as a period of storm and stress.
2. How might the dramatic physical changes that adolescents undergo—and the accompanying reactions from others—influence other aspects of development, such as social or emotional development?
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.
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Link: https://uc-r.github.io/descriptives_categorical
.
1.The following clause was added to the Food and Drug Actthe S.docxcroysierkathey
1.The following clause was added to the Food and Drug Act:
“the Secretary [of the Food and Drug Administration] shall not approve for use in food any chemical additive found to induce cancer in man, or, after tests, found to induce cancer in animals.”
After this clause was adopted, no new additives could be approved for use in food if they caused cancer in people or animals.
The public loved this and industry hated it.
What do you think of this clause? Do you support it or do you oppose it?
At the top of your post, please indicate SUPPORT or OPPOSE and then give your rationale. Then after you can view your classmates' posts, make your case to your fellow students.
2.There was a law that individuals who were indigent and who wished to litigate could apply to the courts for a total waiver of the normal filing fee. In the legislative session, however, a statute was enacted which limits the courts' authority to waive filing fees in lawsuits brought by prisoners against the state government.
Under this new law, a court has to require the prisoner to pay a filing fee "equal to 20 percent ... of the average monthly deposits made to the prisoner's [prison] account ... or the average balance in that account", whichever is greater (unless this calculation yields a figure larger than the normal filing fee).
A prisoner (who was indigent) wanted to appeal his case and was to be charged this fee. He filed suit claiming it was unconstitutional to charge this fee to prisoners.
Choose the side of the prisoner or the side of the state and tell why you would rule for the side you chose.
At the top of your post, please indicate SUPPORT PRISONER or OPPOSE PRISONER and then give your rationale. After you can view your classmates' posts, make your case to your fellow students.
3.A defendant pleaded guilty to receiving and possessing child pornography and was sentenced to 108 months in prison. The sentencing judge raised the defendant’s base offense level….by two levels because "a computer was used for the transmission" of the illegal material.
The appeal filed challenged the punishment enhancement (not his guilt of the base punishment.)
The defendant argued the law did not apply to him because he did not use a computer to transmit the material. (ie He was the receiver, not the sender, of the child pornography.)
Do you believe that the sentence enhancement should be upheld? Give an economic analysis and rational for your choice.
At the top of your post, please indicate SENTENCE UPHELD or SENTENCE REVERSED and then give your economic analysis/rationale. After you can view your classmates' posts, make your case to your fellow students.
4.The ordinance was enacted that gives tenants more legal rights including:
the payment of interest on security deposits;
requires that those deposits be held in Illinois banks;
allows (with some limitations) a tenant to withhold rent in an amount reflecting the cost to him of the landlord's v.
1.What are social determinants of health Explain how social determ.docxcroysierkathey
1.What are social determinants of health? Explain how social determinants of health contribute to the development of disease. Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
2. Select a global health issue affecting the international health community. Briefly describe the global health issue and its impact on the larger public health care systems (i.e., continents, regions, countries, states, and health departments). Discuss how health care delivery systems work collaboratively to address global health concerns and some of the stakeholders that work on these issues.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
.
1.This week, we’ve been introduced to the humanities and have ta.docxcroysierkathey
1.
This week, we’ve been introduced to the humanities and have taken some time to consider the role of the humanities in establishing socio-cultural values, including how the humanities differ from the sciences in terms of offering unique lenses on the world and our reality. Since one of the greatest rewards of being a human is engaging with different forms of art, we’ve taken some time this week to learn about what it means to identify and respond to a work of art. We’ve learned about the difference between abstract ideas and concrete images and concepts like structure and artistic form. To help you deepen your understanding of these foundational ideas, your Unit 1 assignment will consist of writing an essay addressing using the following criteria:
Essay Requirements:
• 1,000 words or roughly four double-spaced pages.
• Make use of at least three scholarly sources to support and develop your ideas. Our course text may serve as one of these three sources.
• Your essay should demonstrate a thorough understanding of the READ and ATTEND sections.
• Be sure to cite your sources using proper APA format (7th edition).
Essay Prompt:
• In this essay, you will consider the meaning of art and artistic form by responding to these questions:
o To what extent does Kevin Carter’s Pulitzer Prize-winning photograph (figure 2-5) have artistic form?
o Using what you’ve learned in Chapters 1, 2 and 14 explain if you consider Carter’s photograph a work of art? Be sure to point to specific qualities of the photograph to support/develop your response.
o How do you measure the intensity of your experience in response to Carter’s photograph? What does it make you see/feel/imagine and how does your response/reaction support Carter’s image as a work of art?
.
1.What are barriers to listening2.Communicators identif.docxcroysierkathey
1.
What are barriers to listening?
2.
Communicators identified the following as major listening poor habits. Search what each poor habit means and try to set an example using your own experience.
Poor listening habit:
Pseudo-listening, Stage hogging, Filling in gaps, Selective listening, Ambushing (
Definition & Example)
.
1.Timeline description and details There are multiple way.docxcroysierkathey
1.
Timeline description and details
: There are multiple ways to construct a timeline. Find one that fits you and your information.
Include 10-15 events, each including the following descriptors:
- titles of books or writings or some sort of identifier
- your age or some time reference
- and whether it was a positive or negative experience
.
1.The PresidentArticle II of the Constitution establishe.docxcroysierkathey
1.
The President
Article II of the Constitution established the institution of the presidency. Select any TWO Presidents prior to 1933 and any TWO Presidents since 1933 and for EACH one:
a.
Discuss
any
expressed
power used by each president and the
impact
that decision had on American society at the time of its use
b.
Explain
whether you
agree/disagree
with the presidential action taken and
WHY
c.
Describe
one
legislative initiative
promoted by each president and the
impact
on America at the
time of its passage
as well as what the impact of that legislation is
TODAY
d.
Discuss
one
executive order
issued by each president and whether you
agree/disagree
with the order and
WHY
1.
Select any FOUR United States Supreme court decisions related to Civil Rights/Civil Liberties and for
each one
:
a.
Describe
the facts of the case
b.
Discuss
the arguments of each side as it pertains to the
Constitutional issue
being addressed
c.
Explain
the decision citing
Constitutional rationale
of the court including any dissenting opinion if not a unanimous verdict
d.
Explain
whether you
agree/disagree
with the court’s decision and
WHY
.
1.What other potential root causes might influence patient fal.docxcroysierkathey
1.
What other potential root causes might influence patient falls?
2.
Equipped with the data, what would you do about the hypotheses that proved to be unsupported?
3.
Based on the correctly identified hypothesis in the case scenario, what would be your course of action if you were the CEO/president of St. Xavier Memorial Hospital?
4.
What do you think of the CNO’s (Sara Mullins) position of “waiting and seeing what the data tells us” instead of immediately jumping to conclusions?
.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
7. understanding and ability to diagnose leadership strengths and
weaknesses as a result of self-assessment.Exceptionally clear
understanding and ability to diagnose leadership strengths and
weaknesses as a result of self-assessment.8Ability to create a
leadership development plan based on self-assessmentLack of
understanding and ability to create a leadership development
plan.Some appreciation of understanding and ability to create a
leadership development plan.Competent understanding and
ability to create a leadership development plan.Strong grasp of
understanding and ability to create a leadership development
plan.Exceptionally clear understanding and ability to create a
leadership development plan.8Ability to describe how to
incorporate the feedback into the plan
Lack of understanding and ability to describe how to
incorporate the feedback into the plan.Some appreciation of
understanding and ability to describe how to incorporate the
feedback into the plan.Competent understanding and ability to
describe how to incorporate the feedback into the plan.Strong
grasp of understanding and ability to describe how to
incorporate the feedback into the plan.Exceptionally clear
understanding and ability to describe how to incorporate the
feedback into the plan.8Ability to identify plan evaluation
approach/es
Lack of understanding and ability to identify plan evaluation
approach/es.Some appreciation of understanding and ability to
identify plan evaluation approach/es.Competent understanding
and ability to identify plan evaluation approach/es.Strong grasp
of understanding and ability to identify plan evaluation
approach/es.Exceptionally clear understanding and ability to
identify plan evaluation approach/es.8Quality and quantity of
referencesLack of quality and quantity of references.Some
quality and quantity of referencesAdequate quality and quantity
of referencesStrong quality and quantity of
referencesExceptional quality and quantity of references2
8. School of Management
*
Suggested plan template
GOAL Strengths/Weaknesses ACTIVITY
TIMEFRAME MEASUREMENT
Goal # 1 Strength/weakness # 1
(e.g. improve self-
confident)
Activty#1
Activity#2
9. Activity#3
Period 1
Period 2
Period 3
Indicator#1
Indicator#2
Indicator#3
Goal # 2 Strength/weakness # 2
(e.g. improve team
leadershipskills)
Activty#1
Activity#2
Activity#3
Period 1
Period 2
Period 3
Indicator#1
Indicator#2
10. Indicator#3
Goal # 3 Activty#1
Activity#2
Activity#3
Period 1
Period 2
Period 3
Indicator#1
Indicator#2
Indicator#3
Goal # 4 Activty#1
Activity#2
Activity#3
Period 1
Period 2
Period 3
Indicator#1
11. Indicator#2
Indicator#3
Suggested plan template
GOAL Strengths/Weaknesses ACTIVITY
TIMEFRAME MEASUREMENT
Goal # 1 Strength/weakness # 1
(e.g. improve self-
confident)
Activty#1
Activity#2
Activity#3
Period 1
Period 2
Period 3
Indicator#1
Indicator#2
Indicator#3
Goal # 2 Strength/weakness # 2
(e.g. improve team
leadershipskills)
Activty#1
Activity#2
12. Activity#3
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Period 2
Period 3
Indicator#1
Indicator#2
Indicator#3
Goal # 3 Activty#1
Activity#2
Activity#3
Period 1
Period 2
Period 3
Indicator#1
Indicator#2
Indicator#3
Goal # 4 Activty#1
Activity#2
Activity#3
Period 1
13. Period 2
Period 3
Indicator#1
Indicator#2
Indicator#3
Making It in America
In the past decade, the flow of goods emerging from U.S.
factories has risen by about a third. Factory employment has
fallen by roughly the same fraction. The story of Standard
Motor Products, a 92-year-old, family-run manufacturer based
in Queens, sheds light on both phenomena. It’s a story of hustle,
ingenuity, competitive success, and promise for America’s
economy. It also illuminates why the jobs crisis will be so
difficult to solve.
By Adam Davidson
Image credit: Dean Kaufman
I first met Madelyn “Maddie” Parlier in the “clean room” of
Standard Motor Products’ fuel-injector assembly line in
Greenville, South Carolina. Like everyone else, she was
wearing a blue lab coat and a hairnet. She’s so small that she
seemed swallowed up by all the protective gear.
Tony Scalzitti, the plant manager, was giving me the grand tour,
explaining how bits of metal move through a series of machines
to become precision fuel injectors. Maddie, hunched forward
and moving quickly from one machine to another, almost
bumped into us, then shifted left and darted away. Tony, in
passing, said, “She’s new. She’s one of our most promising
Level 1s.”
14. Later, I sat down with Maddie in a quiet factory office where
nobody needs to wear protective gear. Without the hairnet and
lab coat, she is a pretty, intense woman, 22 years old, with
bright blue eyes that seemed to bore into me as she talked, as
fast as she could, about her life. She told me how much she
likes her job, because she hates to sit still and there’s always
something going on in the factory. She enjoys learning, she
said, and she’s learned how to run a lot of the different
machines. At one point, she looked around the office and said
she’d really like to work there one day, helping to design parts
rather than stamping them out. She said she’s noticed that
robotic arms and other machines seem to keep replacing people
on the factory floor, and she’s worried that this could happen to
her. She told me she wants to go back to school—as her parents
and grandparents keep telling her to do—but she is a single
mother, and she can’t leave her two kids alone at night while
she takes classes.
I had come to Greenville to better understand what, exactly, is
happening to manufacturing in the United States, and what the
future holds for people like Maddie—people who still make
physical things for a living and, more broadly, people (as many
as 40 million adults in the U.S.) who lack higher education, but
are striving for a middle-class life. We do still make things
here, even though many people don’t believe me when I tell
them that. Depending on which stats you believe, the United
States is either the No. 1 or No. 2 manufacturer in the world
(China may have surpassed us in the past year or two).
Whatever the country’s current rank, its manufacturing output
continues to grow strongly; in the past decade alone, output
from American factories, adjusted for inflation, has risen by a
third.
Yet the success of American manufacturers has come at a cost.
Factories have replaced millions of workers with machines.
Even if you know the rough outline of this story, looking at the
Bureau of Labor Statistics data is still shocking. A historical
chart of U.S. manufacturing employment shows steady growth
15. from the end of the Depression until the early 1980s, when the
number of jobs drops a little. Then things stay largely flat until
about 1999. After that, the numbers simply collapse. In the 10
years ending in 2009, factories shed workers so fast that they
erased almost all the gains of the previous 70 years; roughly one
out of every three manufacturing jobs—about 6 million in
total—disappeared. About as many people work in
manufacturing now as did at the end of the Depression, even
though the American population is more than twice as large
today.
I came here to find answers to questions that arise from the
data. How, exactly, have some American manufacturers
continued to survive, and even thrive, as global competition has
intensified? What, if anything, should be done to halt the
collapse of manufacturing employment? And what does the
disappearance of factory work mean for the rest of us?
Across America, many factory floors look radically different
than they did 20 years ago: far fewer people, far more high-tech
machines, and entirely different demands on the workers who
remain. The still-unfolding story of manufacturing’s
transformation is, in many respects, that of our economic age.
It’s a story with much good news for the nation as a whole. But
it’s also one that is decidedly less inclusive than the story of the
20th century, with a less certain role for people like Maddie
Parlier, who struggle or are unlucky early in life.
The Life and Times of Maddie Parlier
The Greenville Standard Motor Products plant sits just off I-85,
about 100 miles southwest of Charlotte, North Carolina. It’s a
sprawling beige one-story building, surrounded by a huge
tended lawn. Nearby are dozens of other similarly boxy factory
buildings. Neighbors include a big Michelin tire plant, a
nutrition-products factory, and, down the road, BMW’s only car
plant on American soil. Greenville is at the center of the 20-
year-old manufacturing boom that’s still taking place
throughout the “New South.” Nearby, I visited a Japanese-
owned fiber-optic-material manufacturer, and a company that
16. makes specialized metal parts for intercontinental ballistic
missiles.
Standard makes and distributes replacement auto parts, known
in the industry as “aftermarket” parts. Companies like Standard
directly compete with Chinese firms for shelf space in auto-
parts retail stores. This competition has intensified the pressure
on all parts makers—American, Chinese, European. And of
course it means that Maddie is, effectively, competing directly
with workers in China who are willing to do similar work for
much less money.
When Maddie says something important, something she wants
you to really hear, she repeats it. She’ll say it one time in a flat,
matter-of-fact voice, and then again with a lot of upstate South
Carolina twang.
“I’m a redneck,” she’ll say. “I’m a reeeeeedneck.”
“I’m smart,” she told me the first time we met. “There’s no
other way to say it. I am smaaaart. I am.”
Maddie flips back and forth between being a stereotypical
redneck and being awfully smart. She will say, openly, that she
doesn’t know all that much about the world outside of Easley,
South Carolina, where she’s spent her whole life. Since her
childhood, she’s seen Easley transform from a quiet country
town to a busy suburb of Greenville. (It’s now a largely
charmless place, thick with chain restaurants and shopping
centers.) Maddie was the third child born to her young mother,
Heather. Her father left when Maddie was young, never visited
again, and died after he drove drunk into a car carrying a family
of four, killing all of them as well.
Until her senior year of high school, Maddie seemed to be
headed for the American dream—a college degree and a job
with a middle-class wage. She got good grades, and never drank
or did drugs or hung out with the bad kids. For the most part,
she didn’t hang out with anybody outside her family; she went
to school, went home, went to church on Sundays. When she
was 17, she met a boy who told her she should make friends
with other kids at school. He had an easy way with people and
17. he would take Maddie to Applebee’s and cookouts and other
places where the cool kids hung out. He taught her how to fit in,
and he told her she was pretty.
Maddie’s senior year started hopefully. She had finished most
of her high-school requirements and was taking a few classes at
nearby Tri-County Technical College. She planned to go to a
four-year college after graduation, major in criminal justice,
and become an animal-control officer. Around Christmas, she
found out she was pregnant. She did finish school and, she’s
proud to say, graduated with honors. “On my graduation, I was
six months pregnant,” she says. “Six months.” The father and
Maddie didn’t stay together after the birth, and Maddie couldn’t
afford to pay for day care while she went to college, so she gave
up on school and eventually got the best sort of job available to
high-school graduates in the Greenville area: factory work.
If Maddie had been born in upstate South Carolina earlier in the
20th century, her working life would have been far more secure.
Her 22 years overlap the final collapse of most of the area’s
once-dominant cotton mills and the birth of an advanced
manufacturing economy. Hundreds of mills here once spun raw
cotton into thread and then wove and knit the thread into clothes
and textiles. For about 100 years, right through the 1980s and
into the 1990s, mills in the Greenville area had plenty of work
for people willing to put in a full day, no matter how little
education they had. But around the time Maddie was born, two
simultaneous transformations hit these workers. After NAFTA
and, later, the opening of China to global trade, mills in Mexico
and China were able to produce and ship clothing and textiles at
much lower cost, and mill after mill in South Carolina shut
down. At the same time, the mills that continued to operate
were able to replace their workers with a new generation of
nearly autonomous, computer-run machines. (There’s a joke in
cotton country that a modern textile mill employs only a man
and a dog. The man is there to feed the dog, and the dog is there
to keep the man away from the machines.)
Other parts of the textile South have never recovered from these
18. two blows, but upstate South Carolina—thanks to its proximity
to I-85, and to foresighted actions by community leaders—
attracted manufacturers of products far more complicated than
shirts and textiles. These new plants have been a godsend for
the local economy, but they have not provided the sort of wide-
open job opportunities that the textile mills once did. Some
workers, especially those with advanced manufacturing skills,
now earn higher wages and have more opportunity, but there are
not enough jobs for many others who, like Maddie, don’t have
training past high school.
Maddie got her job at Standard through both luck and hard
work. She was temping for a local agency and was sent to
Standard for a three-day job washing walls in early 2011.
“People came up to me and said, ‘You have to hire that girl—
she is working so hard,’” Tony Scalzitti, the plant manager, told
me. Maddie was hired back and assigned to the fuel-injector
clean room, where she continued to impress people by working
hard, learning quickly, and displaying a good attitude. But, as
we’ll see, this may be about as far as hustle and personality can
take her. In fact, they may not be enough even to keep her
where she is.
The Transformation of the Factory Floor
To better understand Maddie’s future, it’s helpful, first, to ask:
Why is anything made in the United States? Why would any
manufacturing company pay American wages when it could hire
someone in China or Mexico much more cheaply?
I came to understand this much better when I learned how
Standard makes fuel injectors, the part that Maddie works on.
Like so many parts of the modern car engine, the fuel injector
seems mundane until you sit down with an engineer who can
explain how amazing it truly is.
A fuel injector is a bit like a small metal syringe, spraying a
tiny, precise mist of gasoline into the engine in time for the
spark plug to ignite the gas. The small explosion that results
pushes the piston down, turning the crankshaft and propelling
the car. Fuel injectors have replaced the carburetor, which, by
19. comparison, sloppily sloshed gasoline around the engine. They
became common in the 1980s, helping to solve a difficult
engineering problem: how to make cars more efficient (and
meet ever-tightening emission standards) without sacrificing
power or performance.
To achieve maximum efficiency and power, a car’s computer
receives thousands of signals every second from sensors all over
the engine and body. Based on the car’s speed, ambient
temperature, and a dozen other variables, the computer tells a
fuel injector to squirt a precise amount of gasoline (anywhere
from one to 100 10,000ths of an ounce) at the instant that the
piston is in the right position (and anywhere from 10 to 200
times a second). For this to work, the injector must be perfectly
constructed. When squirting gas, the syringe moves forward and
back a total distance of 70 microns—about the width of a human
hair—and a microscopic imperfection in the metal, or even a
speck of dust, will block the movement and disable the injector.
The tip of the plunger—a ball that meets a conical housing to
create a seal—has to be machined to a tolerance of a quarter
micron, or 10 millionths of an inch, about the size of a virus.
That precision explains why fuel injectors are likely to be made
in the United States for years to come. They require up-to-date
technology, strong quality assurance, and highly skilled
workers, all of which are easier to find in the United States than
in most factories in low-wage countries.
The main factory floor of Standard’s Greenville plant is, at
first, overwhelming. It has the feel of a very crowded high-
school gym: a big space with high ceilings but not a lot of light,
a gray cement floor that’s been around for a long time, and row
after row of machines, going back farther than the eye can see,
some the size of a washing machine, others as big as a small
house. The first two machines, in the first row as you enter, are
the newest: the Gildemeister seven-axis turning machines, two
large off-white boxes each about the size of a small car turned
on its side. Costing just under half a million dollars apiece, they
gleam next to all the older machines. Inside each box is a
20. larger, more precise version of the lathe you’d find in any high-
school metal shop: a metal rod is spun rapidly while a cutting
tool approaches it to cut at an exact angle. A special computer
language tells the Gildemeisters how fast to spin and how close
to bring the cutting tool to the metal rod.
A few decades ago, “turning machines” like these were operated
by hand; a machinist would spin one dial to move the cutting
tool large distances and another dial for smaller, more precise
positioning. A good machinist didn’t need a lot of book smarts,
just a steady, confident hand and lots of experience. Today, the
computer moves the cutting tool and the operator needs to know
how to talk to the computer.
Luke Hutchins is one of Standard’s newest skilled machinists.
He is somewhat shy and talks quietly, but when you listen
closely, you realize he’s constantly making wry, self-
deprecating observations. He’s 27, skinny in his dark-blue
jacket and jeans. When he was in his teens, his parents told him,
for reasons he doesn’t remember, that he should become a
dentist. He spent a semester and a half studying biology and
chemistry in a four-year college and decided it wasn’t for him;
he didn’t particularly care for teeth, and he wanted to do
something that would earn him money right away. He
transferred to Spartanburg Community College hoping to study
radiography, like his mother, but that class was full. A friend of
a friend told him that you could make more than $30 an hour if
you knew how to run factory machines, so he enrolled in the
Machine Tool Technology program.
At Spartanburg, he studied math—a lot of math. “I’m very good
at math,” he says. “I’m not going to lie to you. I got formulas
written down in my head.” He studied algebra, trigonometry,
and calculus. “If you know calculus, you definitely can be a
machine operator or programmer.” He was quite good at the
programming language commonly used in manufacturing
machines all over the country, and had a facility for three-
dimensional visualization—seeing, in your mind, what’s
happening inside the machine—a skill, probably innate, that is
21. required for any great operator. It was a two-year program, but
Luke was the only student with no factory experience or
vocational school, so he spent two summers taking extra classes
to catch up.
After six semesters studying machine tooling, including endless
hours cutting metal in the school workshop, Luke, like almost
everyone who graduates, got a job at a nearby factory, where he
ran machines similar to the Gildemeisters. When Luke got hired
at Standard, he had two years of technical schoolwork and five
years of on-the-job experience, and it took one more month of
training before he could be trusted alone with the Gildemeisters.
All of which is to say that running an advanced, computer-
controlled machine is extremely hard. Luke now works the
weekend night shift, 6 p.m. to 6 a.m., Friday, Saturday, and
Sunday.
When things are going well, the Gildemeisters largely run
themselves, but things don’t always go well. Every five minutes
or so, Luke takes a finished part to the testing station—a small
table with a dozen sets of calipers and other precision testing
tools—to make sure the machine is cutting “on spec,” or
matching the requirements of the run. Standard’s rules call for a
random part check at least once an hour. “I don’t wait the whole
hour before I check another part,” Luke says. “That’s stupid.
You could be running scrap for the whole hour.”
Luke says that on a typical shift, he has to adjust the machine
about 20 times to keep it on spec. A lot can happen to throw the
tolerances off. The most common issue is that the cutting tool
gradually wears down. As a result, Luke needs to tell the
computer to move the tool a few microns closer, or make some
other adjustment. If the operator programs the wrong number,
the tool can cut right into the machine itself and destroy
equipment worth tens of thousands of dollars.
Luke wants to better understand the properties of cutting tools,
he told me, so he can be even more effective. “I’m not one of
the geniuses on that. I know a little bit. A lot of people go to
school just to learn the properties of tooling.” He also wants to
22. learn more about metallurgy, and he’s especially eager to study
industrial electronics. He says he will keep learning for his
entire career.
In many ways, Luke personifies the dramatic shift in the U.S.
industrial labor market. Before the rise of computer-run
machines, factories needed people at every step of production,
from the most routine to the most complex. The Gildemeister,
for example, automatically performs a series of operations that
previously would have required several machines—each with its
own operator. It’s relatively easy to train a newcomer to run a
simple, single-step machine. Newcomers with no training could
start out working the simplest and then gradually learn others.
Eventually, with that on-the-job training, some workers could
become higher-paid supervisors, overseeing the entire
operation. This kind of knowledge could be acquired only on
the job; few people went to school to learn how to work in a
factory.
Today, the Gildemeisters and their ilk eliminate the need for
many of those machines and, therefore, the workers who ran
them. Skilled workers now are required only to do what
computers can’t do (at least not yet): use their human judgment.
This change is evident in the layout of a factory. In the pre-
computer age, machines were laid out in long rows, each
machine tended constantly by one worker who was considered
skilled if he knew the temperament of his one, ornery ward.
There was a quality-assurance department, typically in a lab off
the factory floor, whose workers occasionally checked to make
sure the machinists were doing things right. At Standard, today,
as at most U.S. factories, machines are laid out in cells. One
skilled operator, like Luke, oversees several machines,
performing on-the-spot quality checks and making appropriate
adjustments as needed.
The combination of skilled labor and complex machines gives
American factories a big advantage in manufacturing not only
precision products, but also those that are made in small
batches, as is the case with many fuel injectors. Luke can
23. quickly alter the program in a Gildemeister’s computer to
switch from making one kind of injector to another. Standard
makes injectors and other parts for thousands of different makes
and models of car, fabricating and shipping in small batches;
Luke sometimes needs to switch the type of product he’s
making several times in a shift. Factories in China, by contrast,
tend to focus on long runs of single products, with far less
frequent changeovers.
It’s no surprise, then, that Standard makes injectors in the U.S.
and employs high-skilled workers, like Luke. It seems fairly
likely that Luke will have a job for a long time, and will
continue to make a decent wage. People with advanced skills
like Luke are more important than ever to American
manufacturing.
But why does Maddie have a job? In fact, more than half of the
workers on the factory floor in Greenville are, like Maddie,
classified as unskilled. On average, they make about 10 times as
much as their Chinese counterparts. What accounts for that?
The Remnant Workforce
Tony Scalzitti, the factory manager, guides me through the logic
of Maddie’s employment. He’s bookish and thoughtful—nothing
like my mental image of a big, hulking factory manager.
Trained as an engineer, he is constantly drawing charts and
making lists as he talks, in order to explain modern American
manufacturing. Sitting at a table in his office in the
administrative area off the factory floor, Tony takes out a pen
and writes down the definitions.
“Unskilled worker,” he narrates, “can train in a short amount of
time. The machine controls the quality of the part.”
“High-skill worker,” on the other hand, “can set up machines
and make a variety of small adjustments; they use their
judgment to assure product quality.”
To show me the difference between the two, Tony takes me
from Luke’s station through an air lock and into Standard’s
bright-white clean room—about a quarter the size of the dirtier,
louder factory floor—where dozens of people in booties,
24. hairnets, and smocks, most of them women, stand at a series of
workstations.
Tony points out that most of the factory’s parts go through
roughly the same process. Metal is cut into a precise shape in
the “unclean” part of the factory and is then washed in a huge
industrial washing machine to remove any bits of dirt, flakes of
skin, or other contaminants, and, pristine, enters the clean room.
Here, machines build the outer housing of the fuel injector, the
part that is open to the engine and doesn’t require anything like
the precision of the inner workings.
The injectors progress through a series of stations, at each of
which an unskilled worker and a simple machine perform one
task. The machines here are much smaller, and are in one key
respect the opposite of the Gildemeisters; these machines can
work in only one way and require little judgment from the
operator. This is not a throwback to the old system, in which
workers manually ran single-purpose machines. This new
technology is the other side of the computer revolution in
manufacturing. Computers eliminate the need for human
discretion; the person is there only to place the parts and push a
button.
Take Maddie’s station. She runs the laser welding machine,
which sounds difficult and dangerous, but is neither. The laser
welder is tiny, more like a cigarette lighter than like something
you might aim at a Klingon. Maddie receives a tray of sealed
injector interiors, and her job is to weld on a cap. The machine
looks a little like a microscope; she puts the injector body in a
hole in the base, and the cap in a clamp where the microscope
lens would be. The entire machine—like most machines in the
clean room—sits inside a large metal-and-plexiglass box with
sensors to make sure that Maddie removes her hands from the
machine before it runs. Once Maddie inserts the two parts and
removes her hands, a protective screen comes down, and a
computer program tells the machine to bring the cap and body
together, fire its tiny beam, and rotate the part to create a
perfect seal. The process takes a few seconds. Maddie then
25. retrieves the part and puts it into another simple machine, which
runs a test to make sure the weld created a full seal. If Maddie
sees a green light, the part is sent on to the next station; if she
sees a red or yellow light, the part failed and Maddie calls one
of the skilled techs, who will troubleshoot and, if necessary, fix
the welding machine.
The last time I visited the factory, Maddie was training a new
worker. Teaching her to operate the machine took just under
two minutes. Maddie then spent about 25 minutes showing her
the various instructions Standard engineers have prepared to
make certain that the machine operator doesn’t need to use her
own judgment. “Always check your sheets,” Maddie says.
By the end of the day, the trainee will be as proficient at the
laser welder as Maddie. This is why all assembly workers have
roughly the same pay grade—known as Level 1—and are seen
by management as largely interchangeable and fairly easy to
replace. A Level 1 worker makes about $13 an hour, which is a
little more than the average wage in this part of the country.
The next category, Level 2, is defined by Standard as a worker
who knows the machines well enough to set up the equipment
and adjust it when things go wrong. The skilled machinists like
Luke are Level 2s, and make about 50 percent more than
Maddie does.
For Maddie to achieve her dreams—to own her own home, to
take her family on vacation to the coast, to have enough saved
up so her children can go to college—she’d need to become one
of the advanced Level 2s. A decade ago, a smart, hard-working
Level 1 might have persuaded management to provide on-the-
job training in Level-2 skills. But these days, the gap between a
Level 1 and a 2 is so wide that it doesn’t make financial sense
for Standard to spend years training someone who might not be
able to pick up the skills or might take that training to a
competing factory.
It feels cruel to point out all the Level-2 concepts Maddie
doesn’t know, although Maddie is quite open about these
shortcomings. She doesn’t know the computer-programming
26. language that runs the machines she operates; in fact, she was
surprised to learn they are run by a specialized computer
language. She doesn’t know trigonometry or calculus, and she’s
never studied the properties of cutting tools or metals. She
doesn’t know how to maintain a tolerance of 0.25 microns, or
what tolerance means in this context, or what a micron is.
Tony explains that Maddie has a job for two reasons. First,
when it comes to making fuel injectors, the company saves
money and minimizes product damage by having both the
precision and non-precision work done in the same place. Even
if Mexican or Chinese workers could do Maddie’s job more
cheaply, shipping fragile, half-finished parts to another country
for processing would make no sense. Second, Maddie is cheaper
than a machine. It would be easy to buy a robotic arm that could
take injector bodies and caps from a tray and place them
precisely in a laser welder. Yet Standard would have to invest
about $100,000 on the arm and a conveyance machine to bring
parts to the welder and send them on to the next station. As is
common in factories, Standard invests only in machinery that
will earn back its cost within two years. For Tony, it’s simple:
Maddie makes less in two years than the machine would cost, so
her job is safe—for now. If the robotic machines become a little
cheaper, or if demand for fuel injectors goes up and Standard
starts running three shifts, then investing in those robots might
make sense.
“What worries people in factories is electronics, robots,” she
tells me. “If you don’t know jack about computers and
electronics, then you don’t have anything in this life anymore.
One day, they’re not going to need people; the machines will
take over. People like me, we’re not going to be around
forever.”
The Fragility of Industrial Profit
It’s tempting to look to the owners of Standard Motor Products
and ask them to help Maddie out: to cut costs a little less
relentlessly, take slightly lower profits, and maybe even help
solve America’s jobs crisis in some small way.
27. I tracked down the people who run Standard to put this
possibility to them. I was surprised to learn they were based in
Long Island City, Queens, a quick subway ride from my house.
Standard’s headquarters is in the same massive but elegant Art
Deco building, curving along Northern Boulevard, that has been
its home since 1936. Until the late 1990s, Standard made many
of its auto parts here as well; the company filled the six floors
with machinery and workers. But running a factory in New York
City is expensive and filled with logistical hassles, and over
time, these problems became more severe. As early as the
1960s, the company had begun to move some production to
lower-cost locations: Puerto Rico; Independence, Kansas;
Grapevine, Texas; Mexico; Poland; and, of course, Greenville.
The last part made in Queens—a distributor—came off the line
in 2008. The building was sold soon after and is now home to a
variety of small offices and an art gallery. Senior executives of
Standard Motor Products and a host of engineers and
salespeople occupy much of the second and sixth floors.
Larry Sills, age 72, is nothing like what I imagined the CEO of
one of America’s largest aftermarket auto-parts companies
would look like. His easy smile, scattered curiosity, and
rumpled look seem more characteristic of a college professor.
His hair—thick, brown, and tightly curled—looks almost like a
joke wig sitting on his head. I met him in his large office—
dominated by his wife’s paintings and mementos of their time in
Africa—and asked him about his business. But before he got
into that, he said he wanted to show off the crazy thing up on
the roof, an organic farm: some young hipsters had brought 650
tons of dirt to start it. (“That was scary,” Larry says. “We didn’t
know if the building could hold it.”) They grow fresh vegetables
and have a farmers’ market every Wednesday. “Sometimes
someone gets a bit excited with a pitchfork and cuts through our
roof and we got water on a desk. But I love it. I love it.”
Larry was born into Standard Motor Products. The company was
founded by his grandfather, Elias Fife, a Jewish immigrant from
Lithuania who knew nothing about cars but saw an opportunity,
28. in 1919, when he learned that many people were frustrated with
Ford and the other car manufacturers because they never made
enough replacement parts, since all the money was in building
new cars. The tiny aftermarket auto-parts industry was a mess:
countless mechanics and hobbyists made parts by hand in their
garages, and many of these parts didn’t fit or would break. Fife
decided to build a trustworthy, reliable brand whose products
met or exceeded the quality of the original parts.
Elias worked until he died, at which point his son, Bernard, and
son-in-law, Nathaniel Sills, took over the company. Larry,
Nathaniel’s son, was never particularly interested in cars and
dreamed of being a reporter for The New York Times. He spent
a few years as a country manager for Pfizer in Ghana, where he
had some adventures. But by 1967, he knew it was time to come
home and start work at Standard. “Nobody ever told me I had
to,” he says. “I just knew it was expected.” He’s never regretted
that decision, he told me.
When Larry came to work, the aftermarket had matured since its
wild early years, but was still a fairly sleepy business. Standard
was one of hundreds of aftermarket manufacturers and
distributors, many still owned by the founder, in many cases an
immigrant, or his children. These companies sold to thousands
of small garages or distribution warehouses, many also run by
old families that the Sillses had known for years. It was rare for
a customer to demand lower prices or to stop buying from
Standard altogether. Even if one did, the bottom line didn’t
suffer all that much.
“Our biggest customer was about 1 percent of our business,”
Larry says. “That’s changed. Now, our biggest four customers
are more than 50 percent of our business.”
As Autozone, Napa, and other huge auto-parts stores expanded
their reach, they used the bargaining power that comes with size
to pressure companies like Standard to lower their prices.
Failure to do so could cost them the chain stores’ business,
which could mean bankruptcy. Larry says this new price
pressure came exactly when many of his old friends in the parts
29. trade were retiring and couldn’t persuade their kids to join the
business. Throughout the 1970s, ’80s, and ’90s, dozens of
Larry’s old friends and competitors gave up and sold out.
Larry’s son, Eric, decided to work at Standard after college and
now runs many of the company’s manufacturing operations.
As his friendly competitors retired, Larry bought many of their
companies. He paid for these acquisitions by borrowing money
or selling more company shares. For years, Standard had been,
technically, a publicly traded company, but since the Sills and
Fife families owned most of the stock, it had been run more like
a family business. But eventually, to fund acquisitions, the
families gave up majority ownership. They now hold less than
10 percent of the company stock.
Standard might have grown too quickly. The company was
deeply in debt in 2009 when the financial markets seized up.
Like countless companies during that chaotic time, Standard
couldn’t raise enough money to pay off the bonds it had already
sold. Larry began to fear bankruptcy. “It was awful,” he says.
“The only time in my career I lay awake worrying.”
Acting quickly, he sold the building in Queens, laid off 10
percent of the administrative staff, and cut costs everywhere he
could. Standard did survive, of course, and is actually doing
quite well now. Larry paid off most of the debt, and by
concentrating on what the company is best at, he has increased
its profits. Economic slowdowns are, perhaps paradoxically, a
good time for the aftermarket auto-parts business. Many people
delay the purchase of a new car, instead replacing parts on their
old one.
While the business is doing well today, “the main thing I think
about is survival,” Larry says. Standard is now the last of the
old breed of family-run companies. Its stock is worth about
$400 million, which is far more than Larry’s grandfather would
have dreamed of; but that’s only a small fraction of the market
value of Bosch, Denso, or NGK—three of the big, global parts
suppliers the company competes with.
To keep the business of the giant auto-parts retailers, Standard
30. has to constantly lower costs while maintaining quality. High
quality is impossible without good raw materials, which
Standard has to buy at market rates. The massive global
conglomerates, like Bosch, might be able to command discounts
when buying, say, specially formulated metals; but Standard has
to pay the prevailing price, and for years now, that price has
been rising. That places an even higher imperative on reducing
the cost of labor. If Standard paid unskilled workers like
Maddie more or hired more of them, Larry says, the company
would have to charge its customers more or accept lower
profits. Either way, Standard would collapse fairly soon.
(Industrial profit margins are notoriously thin to begin with—
typically in the low single digits—and reduced profits or losses
would drive down Standard’s stock price, making it a likely
target for predatory acquisition.)
The Continual Offshoring Calculus
I came to think of Standard Motor Products as an enormous
machine that regularly scans every tiny part of every engine in
every car on the streets of the United States to answer two
closely related questions: What makes sense to manufacture
here in the U.S., and what should be made in a low-wage
country, like Mexico or China?
Standard’s customers, the big auto-retail stores and wholesalers,
see the company more as a distributor than as a manufacturer.
They expect Standard to be able to deliver any part in its
categories—known as engine management and temperature
control—to any place in the U.S. in less than 48 hours. Standard
doesn’t sell the big stuff—batteries, engine blocks—but it does
sell many of the cables and sensors and electrical components
that surround those large things. If you look at your car’s
engine, Standard has, in stock, many of the small parts that you
can’t identify—for your car and for every other make and model
with more than 10,000 vehicles on American roads. Standard’s
enormous warehouse in Disputanta, Virginia, has tens of
thousands of different sorts of parts ready to ship at any
moment.
31. Standard makes only about half of the parts it stocks; it buys the
rest from other manufacturers, most of them in China. The
company’s engineers are constantly reviewing the parts they
buy, to see whether they could make the parts more cheaply in-
house. Not infrequently, Standard finds that by doing so it can
control costs, quality, and delivery speed far better, and thus
can better serve the superstores.
I sat in on a meeting between two engineers—the tall and
talkative John Gasiewski, and the shorter, less outgoing Marty
Doelger—who were reviewing a new batch of crankshaft-
position sensors, tiny parts that monitor precisely where in its
rotation a crankshaft is at any microsecond.
Marty dumps a box of the sensors—each about the size of a
thumb drive—on the table. The new sensor that General Motors
uses is a no-brainer, he says: of course Standard should make it.
More than 3.5 million cars on the road are equipped with this
family of sensors, and many of those cars are brand-new, which
means this business will be huge, peaking many years from
now. “We’ll be selling a lot of these in 2018,” John says,
smiling.
The sensor is made up of a magnet and coil inside a plastic
housing attached to a mounting bracket. Its size can vary
considerably without causing any problems in the engine, and
for that and other reasons, John says, its manufacture requires
nothing like the precision needed for making a fuel injector, so
it doesn’t need to be made on the most expensive machinery by
the most highly skilled workers. The part’s mounting bracket is
even less precise. “Feel it,” Marty says. “It’s rough. They just
shear it. There’s no precision at all.” So while Standard will
make this part, it will do so at its plant in Reynosa, Mexico.
A few months ago, in a meeting like this one, Standard
engineers evaluated a type of ignition coil—the tiny voltage
transformer that sits on top of a spark plug and converts the
battery’s 12 volts into the 30,000 volts needed to fire a spark.
It’s a precision part, since the wires on the coil need to be
wrapped just so, and Standard was at the time manufacturing the
32. coil in Greenville. Recently, though, the plant Standard owns in
Bialystok, Poland, had been impressing the company’s top
engineers, and the production of some of these coils will be
moving there. “Poland is also low-cost, and they’ve got some
really qualified engineers,” Larry says. “They do good work.”
These meetings can lead the company to move dozens of jobs to
another country or, in some cases, to create new jobs in the U.S.
When Standard decided to increase its fuel-injector production,
it chose to do that in the U.S., and staffed up accordingly (that’s
how Maddie got her job). Standard will not drop a line in the
U.S. and begin outsourcing it to China for a few pennies in
savings. “I need to save a lot to go to China,” says Ed Harris,
who is in charge of identifying new manufacturing sources in
Asia. “There’s a lot of hassle: shipping costs, time, Chinese
companies aren’t as reliable. We need to save at least 40
percent off the U.S. price. I’m not going to China to save 10
percent.” Yet often, the savings are more than enough to offset
the hassles and expense of working with Chinese factories.
Some parts—especially relatively simple ones that Standard
needs in bulk—can cost 80 percent less to make in China.
Nearly every manufacturing company in the U.S. goes through
this same process: regularly, carefully studying its products to
see if they could be made more cheaply in a lower-wage
country. The calculation constantly changes, because the world
changes. Sometimes that’s bad news for American industrial
workers, other times it’s good news. Workers in China and
Poland and Mexico, for example, have become more highly
skilled, and their factories are now able to produce more-precise
goods than they could a decade ago. But at the same time, the
wages of those workers have risen, as have shipping costs.
Unrest in northern Mexico or an oil-price spike caused by
trouble in the Middle East can encourage manufacturers to keep
production lines in the United States. The development of
increasingly complex machinery can do the same: because
expensive machines are more likely to pay off when they can be
counted on to run 24 hours a day, every day, the availability of
33. steady electricity, for instance, is essential.
Yet however chaotic and contradictory these forces can be at
any moment, over the years and decades they point in one
direction: toward fewer jobs for low-skilled American workers.
People who can be replaced by machines or lower-paid workers
somewhere else, eventually will be. Unless people like Maddie
learn how to do things that computers and overseas workers
aren’t able to do, they are likely to lose their jobs one day.
Workers’ Paradise?
Since at least the 1970s, when the farsighted could see the
consequences of Japan’s rising manufacturing power, some
observers have declared a crisis in American manufacturing,
and have called for the federal government to fix it. Some
suggestions, such as higher tariffs or fewer free-trade
agreements, have been politically attractive but economically
unconvincing. (Retreating from global trade might help save
some manufacturing jobs in the short term, but at the cost of
making the entire country poorer.) Other proposals have been
self-serving and unlikely to have much impact, like subsidies
and tax cuts for manufacturers (the benefits of which go
disproportionately to the owners of factories, not to the
workers, who still must compete with legions of ever-cheaper
robots). Probably the most popular rallying cry lately has been
the demand that China stop interfering with currency markets.
Just about every economist would argue that China should stop
artificially cheapening its currency, but getting it to do so
would not dramatically increase low-skill manufacturing
employment in the U.S. Most analyses show that in response to
a rising yuan, American manufacturing companies would more
likely shift production to other low-wage countries—like
Indonesia, Bangladesh, or Mexico—than to U.S. factories.
Is there a crisis in manufacturing in America? Looking just at
the dollar value of manufacturing output, the answer seems to
be an emphatic no. Domestic manufacturers make and sell more
goods than ever before. Their success has been grounded in
incredible increases in productivity, which is a positive way of
34. saying that factories produce more with fewer workers.
Productivity, in and of itself, is a remarkably good thing. Only
through productivity growth can the average quality of human
life improve. Because of higher agricultural productivity, we
don’t all have to work in the fields to make enough food to eat.
Because of higher industrial productivity, few of us need to
work in factories to make the products we use. In theory,
productivity growth should help nearly everyone in a society.
When one person can grow as much food or make as many car
parts as 100 used to, prices should fall, which gives everyone in
that society more purchasing power; we all become a little
richer. In the economic models, the benefits of productivity
growth should not go just to the rich owners of capital. As
workers become more productive, they should be able to
demand higher salaries.
Throughout much of the 20th century, simultaneous
technological improvements in both agriculture and industry
happened to create conditions that were favorable for people
with less skill. The development of mass production allowed
low-skilled farmers to move to the city, get a job in a factory,
and produce remarkably high output. Typically, these workers
made more money than they ever had on the farm, and
eventually, some of their children were able to get enough
education to find less-dreary work. In that period of dramatic
change, it was the highly skilled craftsperson who was more
likely to suffer a permanent loss of wealth. Economists speak of
the middle part of the 20th century as the “Great Compression,”
the time when the income of the unskilled came closest to the
income of the skilled.
The double shock we’re experiencing now—globalization and
computer-aided industrial productivity—happens to have the
opposite impact: income inequality is growing, as the rewards
for being skilled grow and the opportunities for unskilled
Americans diminish.
I went to South Carolina, and spent so much time with Maddie,
precisely because these issues are so large and so
35. overwhelming. I wanted to see how this shift affected regular
people’s lives. I didn’t come away with a handy list of policies
that would solve all the problems of unskilled workers, but I did
note some principles that seem important to improving their
situation.
It’s hard to imagine what set of circumstances would reverse
recent trends and bring large numbers of jobs for unskilled
laborers back to the U.S. Our efforts might be more fruitfully
focused on getting Maddie the education she needs for a better
shot at a decent living in the years to come. Subsidized job-
training programs tend to be fairly popular among Democrats
and Republicans, and certainly benefit some people. But these
programs suffer from all the ills in our education system;
opportunities go, disproportionately, to those who already have
initiative, intelligence, and—not least—family support.
I never heard Maddie blame others for her situation; she talked,
often, about the bad choices she made as a teenager and how
those have limited her future. I came to realize, though, that
Maddie represents a large population: people who, for whatever
reason, are not going to be able to leave the workforce long
enough to get the skills they need. Luke doesn’t have children,
and his parents could afford to support him while he was in
school. Those with the right ability and circumstances will,
most likely, make the right adjustments, get the right skills, and
eventually thrive. But I fear that those who are challenged now
will only fall further behind. To solve all the problems that keep
people from acquiring skills would require tackling the toughest
issues our country faces: a broken educational system, teen
pregnancy, drug use, racial discrimination, a fractured political
culture.
This may be the worst impact of the disappearance of
manufacturing work. In older factories and, before them, on the
farm, there were opportunities for almost everybody: the bright
and the slow, the sociable and the awkward, the people with
children and those without. All came to work unskilled, at first,
and then slowly learned things, on the job, that made them more
37. 6. Cultural Intelligence: Self-assessment
7. Ability to Work under Ambiguity/Uncertainty/Change: Self-
assessment
How Self-Confident Are You?
Indicate the extent to which you agree with each of the
following statements. Use a 1-to-5 scale: (1)
disagree strongly; (2) disagree; (3) neutral; (4) agree; (5) agree
strongly.
DS D N A AS
1. I frequently say to people, “I’m not sure.”
5 4 3 2 1
2. I have been hesitant to take on any leadership assignments.
5 4 3 2 1
3. Several times, people have asked me to be the leader of the
group to
which I belonged.
1 2 3 4 5
38. 4. I perform well in most situations in life.
1 2 3 4 5
5. At least several people have told me that I have a nice, firm
handshake.
1 2 3 4 5
6. I am much more of a loser than a winner.
5 4 3 2 1
7. I am much more of a winner than a loser.
1 2 3 4 5
8. I am cautious about making any substantial change in my life.
5 4 3 2 1
9. I dread it when I have to learn a new skill, such as reading a
foreign
language.
5 4 3 2 1
10. I freely criticize other people, even over minor matters such
as their
hair style or word choice.
39. 5 4 3 2 1
11. I become extremely tense when I know it will soon be my
turn to
present in front of the group or class.
5 4 3 2 1
12. Speaking in front of the class or other group is a frightening
experience for me.
5 4 3 2 1
13. When asked for my advice, I willingly offer it.
1 2 3 4 5
14. I feel comfortable attending a social event by myself.
1 2 3 4 5
15. It is rare that I change my opinion just because somebody
challenges
me.
1 2 3 4 5
Scoring and Interpretation: Calculate your total score by adding
40. the numbers circled. A tentative
interpretation of the scoring is as follows:
65–75: Very high self-confidence, with perhaps a tendency
toward arrogance
55–64: A high, desirable level of self-confidence
35–54: Moderate, or average, self-confidence
15–34: Self-confidence needs strengthening
Source: DuBrin, A. (2015) Leadership: Research findings,
practice and skills, Cengage Learning, US
Assessing your team leadership skills
Answer the following questions on the basis of what you have
done, or think you would do, in response to
the team situations and attitudes described. Check either mostly
true or mostly false for each question.
Mostly
True
Mostly
false
1. I am more likely to handle a high-priority task than to assign
it to the
team
T F
2. An important part of leading a team is to keep members
41. informed
almost daily of information that could affect their work
T F
3. I love communicating online to work on tasks with team
members T F
4. Generally, I feel tense while interacting with team members
from
different cultures
T F
5. I nearly always prefer face-to-face communications with team
members over email
T F
6. Building trust is very important for building a team T F
7. I enjoy doing things in my own way and in my own time T F
8. If a new member were hired, I would expect the entire team
to
interview the person
T F
9. I become impatient when working with a team member from
another
culture
T F
10. I suggest ways each team member can make a contribution
to the
project
42. T F
11. I am uneasy interacting with people from different ethnic or
racial
groups
T F
12. If I were out of the office for a week, most of the important
work of the
team would get accomplished anyway
T F
13. Delegation is hard for me when an important task has to be
done
right
T F
14. I enjoy working with people with different accents T F
15. I am confident about leading team members from different
cultures T F
Scoring and interpretation
The answers for effective team leadership are as follows:
1. Mostly false 6. Mostly true 11. Mostly false
2. Mostly true 7. Mostly false 12. Mostly true
3. Mostly true 8. Mostly true 13. Mostly false
4. Mostly false 9. Mostly false 14. Mostly true
5. Mostly false 10. Mostly true 15. Mostly true
If your score is 12 or higher, you understand the ingredients to
be a highly effective team leader. If your
43. score is 6 or lower, you might have an authoritarian approach to
leadership or be uncomfortable with
culturally diverse team membership or virtual team
communications, such as email. Questions 1, 2, 6,
7, 8, 10, 12 and 13 pertain to authoritarian versus participative
team leadership. Questions 4, 9, 11, 14
and 15 pertain to cultural differences. Questions 3 and 5 pertain
to virtual team communications. Which
aspects of team leadership reflect your leader strengths? Your
leader weaknesses? Team leadership
requires that the leader learn to share power, information and
responsibility, be inclusive of diverse
members and be comfortable with electronic communications.
Source: Daft and Pirola-Merlo [2009] The Leadership
Experience, 4e, Cengage Learning, Australia
Emotional Intelligence Test
• How well a person manages his or her emotions and those of
others influences
leadership effectiveness.
• Emotional intelligence refers to qualities such as
understanding one’s feelings,
empathy for others, and the regulation of emotions to enhance
living.
• Four key factors are included in emotional intelligence:
• (1) self-awareness helps you understand your impact on
44. others;
• (2) self-management is the ability to control one’s emotions
and act with
honesty and integrity in a consistent and adaptable manner;
• (3) social awareness includes having empathy for others and
having
intuition about organizational problems;
• (4) relationship management includes the interpersonal skills
of
communicating clearly and convincingly, disarming conflicts,
and building
strong personal bonds
Take a test @
• http://globalleadershipfoundation.com/geit/eitest.html
Locus of Control: Self-assessment
This questionnaire is designed to measure locus-of-control
beliefs. Researchers using this questionnaire
in a study of college students found a mean of 51.8 for men and
52.2 for women, with a standard
deviation of 6 for each. The higher your score on this
questionnaire, the more you tend to believe that you
are generally responsible for what happens to you; in other
words, higher scores are associated with
internal locus of control. Low scores are associated with
external locus of control. Scoring low indicates
45. that you tend to believe that forces beyond your control, such as
powerful other people, fate, or chance,
are responsible for what happens to you.
For each of these 10 questions, indicate the extent to which you
agree or disagree using the following
scale:
1 _ strongly disagree
2 _ disagree
3 _ slightly disagree
4 _ neither disagree nor agree
5 _ slightly agree
6 _ agree
7 _ strongly agree
1. When I get what I want, it is usually because I worked hard
for it. 1 2 3 4 5 6 7
2. When I make plans, I am almost certain to make them work. 1
2 3 4 5 6 7
3. I prefer games involving some luck over games requiring
pure skill. 1 2 3 4 5 6 7
4. I can learn almost anything if I set my mind to it. 1 2 3 4 5 6
7
5. My major accomplishments are entirely due to my hard work
and ability. 1 2 3 4 5 6 7
6. I usually don’t set goals because I have a hard time following
through on them. 1 2 3 4 5 6 7
7. Competition discourages excellence. 1 2 3 4 5 6 7
8. Often people get ahead just by being lucky. 1 2 3 4 5 6 7
46. 9. On any sort of exam or competition, I like to know how well
I do relative to everyone else. 1 2 3 4 5 6 7
10. It’s pointless to keep working on something that’s too
difficult for me. 1 2 3 4 5 6 7
Scoring and Interpretation
To determine your score, reverse the values you selected for
questions 3, 6, 7, 8, and 10 (1 =7, 2 = 6, 3 =
5, 4 = 4, 5 = 3, 6 = 2, 7 = 1).
For example, if you strongly disagree with the statement in
question 3, you would have given it a value of
1. Change this value to a 7.
Reverse the scores in a similar manner for questions 6, 7, 8, and
10. Now add the point values for all 10
questions together.
Your score ________
Source: https://www.16personalities.com/free-personality-test
Diversity Management Capability: Self-assessment
For each of the following questions, circle the answer that best
describes you.
1. Most of your friends
a. Are very similar to you
b. Are very different from you and from each other
c. Are like you in some respects but different in others
47. 2. When someone does something you disapprove of, you
a. Break off the relationship
b. Tell how you feel but keep in touch
c. Tell yourself it matters little and behave as you always have
3. Which virtue is most important to you?
a. Kindness
b. Objectivity
c. Obedience
4. When it comes to beliefs, you
a. Do all you can to make others see things the same way you do
b. Actively advance your point of view but stop short of
argument
c. Keep your feelings to yourself
5. Would you hire a person who has had emotional problems?
a. No
b. Yes, provided the person shows evidence of complete
recovery
c. Yes, if the person is suitable for the job
6. Do you voluntarily read material that support views different
from your own?
a. Never
b. Sometimes
c. Often
48. 7. You react to old people with
a. Patience
b. Annoyance
c. Sometimes a, sometimes b
8. Do you agree with the statement, “What is right and wrong
depends upon the time, place, and
circumstance”?
a. Strongly agree
b. Agree to a point
c. Strongly disagree
9. Would you marry someone from a different race?
a. Yes
b. No
c. Probably not
10. If someone in your family were homosexual, you would
a. View this as a problem and try to change the person to a
heterosexual orientation
b. Accept the person as a homosexual with no change in feelings
or treatment
c. Avoid or reject the person
11. You react to little children with
a. Patience
49. b. Annoyance
c. Sometimes a, sometimes b
12. Other people’s personal habits annoy you
a. Often
b. Not at all
c. Only if extreme
13. If you stay in a household run differently from yours
(cleanliness, manners, meals, and other
customs), you
a. Adapt readily
b. Quickly become uncomfortable and irritated
c. Adjust for a while, but not for long
14. Which statement do you agree with most?
a. We should avoid judging others because no one can fully
understand the motives of another
person.
b. People are responsible for their actions and have to accept
the consequences.
c. Both motives and actions are important when considering
questions of right and wrong.
Scoring and Interpretation
Circle your score for each of the answers and total the scores:
1. a = 4; b = 0; c = 2
2. a = 4; b = 2; c = 0
3. a = 0; b = 2; c = 4
50. 4. a = 4; b = 2; c = 0
5. a = 4; b = 2; c = 0
6. a = 4; b = 2; c = 0
7. a = 0; b = 4; c = 2
8. a = 0; b = 2; c = 4
9. a = 0; b = 4; c = 2
10. a = 2; b = 0; c = 4
11. a = 0; b = 4; c = 2
12. a = 4; b = 0; c = 2
13. a = 0; b = 4; c = 2
14. a = 0; b = 4; c = 2
Total Score
0–14: If you score 14 or below, you are a very tolerant person
and dealing with diversity comes easily to
you.
15–28: You are basically a tolerant person and others think of
you as tolerant. In general, diversity
presents few problems for you; you may be broad-minded in
some areas and have less tolerant ideas in
other areas of life, such as attitudes toward older people or
male/female social roles.
29–42: You are less tolerant than most people and should work
on developing greater tolerance of people
different from you. Your low tolerance level could affect your
business or personal relationships.
43–56: You have a very low tolerance for diversity. The only
people you are likely to respect are those
with beliefs similar to your own. You reflect a level of
intolerance that could cause difficulties in today’s
multicultural business environment.
Source: https://www.16personalities.com/free-personality-test
51. Cultural Intelligence: Self-assessment
The job of a manager demands a lot, and before long your
activities will include
situations that will test your knowledge and capacity for dealing
with people from other
national cultures. Are you ready? To find out, think about your
experiences in other
countries or with people from other countries.
To what extent does each of the following statements
characterize your behavior?
Please answer each of the following items as Mostly True or
Mostly False for you.
Mostly
True
Mostly
False
1. I plan how I’m going to relate to people from a different
culture before I meet them.
2. I understand the religious beliefs of other cultures.
3. I understand the rules for nonverbal behavior in other
cultures.
4. I seek out opportunities to interact with people from
different cultures.
52. 5. I can handle the stresses of living in a different culture
with relative ease.
6. I am confident that I can befriend locals in a culture that
is unfamiliar to me.
7. I change my speech style (e.g., accent, tone) when
a cross-cultural interaction requires it.
8. I alter my facial expressions and gestures as needed to
facilitate a cross-culture interaction.
9. I am quick to change the way I behave when a cross-
culture encounter seems to require it.
SCORING AND INTERPRETATION: Each question pertains to
some aspect of cultural
intelligence. Questions 1–3 pertain to the head (cognitive CQ
subscale), questions 4–6
to the heart (emotional CQ subscale), and questions 7–9 to
behavior (physical CQ
subscale). If you have sufficient international experience and
CQ to have answered
“Mostly True” to two of three questions for each subscale or six
of nine for all the
questions, then consider yourself at a high level of CQ for a
new manager. If you scored
one or fewer “Mostly True” on each subscale or three or fewer
53. for all nine questions, it is
time to learn more about other national cultures. Hone your
observational skills and
learn to pick up on clues about how people from a different
country respond to various
situations.
Source: https://www.16personalities.com/free-personality-test
Ability to Work under Ambiguity/Uncertainty/Change: Self-
assessment
Take a moment to fill out the instrument below to see your own
tolerance for ambiguity.
Read each of the following statements. Rate each of them in
terms of the extent to which you (dis)agree
with the statement using the following scale:
Completely Disagree to
Completely Agree
1 2 3 4
5 6 7
Place the number that best describes your degree of agreement
in the blank to the left of each statement.
1. ______An expert who does not come up with a definite
answer probably does not know much.
2. ______I would like to live in a foreign country for a while.
3. ______The sooner everyone acquires similar values and
ideals the better.
4. ______A good teacher makes you wonder about your way of
looking at things.
54. 5. ______I like parties where I know most of the people more
than ones where all or most of the people
are complete strangers.
6. ______Teachers or supervisors who hand out vague
assignments give a chance for one to show
initiative and originality.
7. ______A person who leads an even, regular life, in which few
surprises or unexpected happenings
arise, has a lot to be grateful for.
8. ______Many of our most important decisions are based upon
insufficient information.
9. ______All problems can be solved.
10. ______People who fit their lives to a schedule probably
miss most of the joy of living.
11. ______A good job is one where what is to be done and how
it is to be done are clear.
12. ______It is more fun to tackle a complicated problem than
to solve a simple one.
13. ______In the long run, it is possible to get more done by
tackling small, simple problems rather than
large and complicated ones.
14. ______Often, the most interesting and stimulating people
are those who do not mind being different
and original.
15. ______What we are used to is always preferable to what is
unfamiliar.
Scoring:
For odd-numbered questions, add the total points.
For even-numbered questions, use reverse scoring (7 means 1,
and 1 means 7), and add the total points.
Your score is the total of the even-numbered and odd-numbered
questions.
A tolerant person would score 15 and an intolerant person 105.
Scores ranging from 20 to 80 have been
55. reported, with a mean of 45. Company managers had an average
score of about 45, and non-profit
managers had an average score of about 43 though scores in
both groups varied widely.
Typically, people who tolerate ambiguity (low score) will be
comfortable in organizations characterized by
rapid change, unclear authority, empowerment, and movement
toward a learning organization. People
with low tolerance for ambiguity (high score) are comfortable in
more stable, well-defined situations.
However, individuals can grow in the opposite direction of their
score if they so choose.
Source: https://www.16personalities.com/free-personality-test
Suggested plan template
GOAL
Strengths/Weaknesses
ACTIVITY
TIMEFRAME
MEASUREMENT
Goal # 1
Strength/weakness # 1 (e.g. improve self-confident)
Activty#1
Activity#2
Activity#3
Period 1
Period 2
56. Period 3
Indicator#1
Indicator#2
Indicator#3
Goal # 2
Strength/weakness # 2 (e.g. improve team leadership skills)
Activty#1
Activity#2
Activity#3
Period 1
Period 2
Period 3
Indicator#1
Indicator#2
Indicator#3
Goal # 3
Activty#1
Activity#2
Activity#3
Period 1
Period 2
57. Period 3
Indicator#1
Indicator#2
Indicator#3
Goal # 4
Activty#1
Activity#2
Activity#3
Period 1
Period 2
Period 3
Indicator#1
Indicator#2
Indicator#3
Assessment Task Two: Leadership Development
Due Date: Week 09
Type: Individual
Weighting: Total 50%
Length: 2,500 words (+/-10%)
58. Overview:
This is a Work Integrated Learning (WIL) assessment task that
allows students to apply their knowledge and skills to practical
situations. It is assessed through a real workplace context where
feedback from industry is integral to students’ experience. This
assessment is designed to lead you from critical analysis of your
role model to reflect on how you can improve your own
leadership qualities and effectiveness through three learning
stages: a) Observation/Research; b) Leadership Development
Plan and c) Feedback.
The first stage is to select a person whom you consider to be a
successful and effective leader. Then, through your observation
or research, you will identify the person’s leadership traits,
behaviours and qualities. The learning outcome of this stage is
that you are challenged to apply the theories in this course to
your research or observation.
For the second stage, you are asked to reflect on your own
leadership, based on what you learnt from the
research/observation of your role model, and to consider how
your own leadership qualities could be improved. At this stage,
you are required to create a leadership development plan.
In the final stage, you must seek feedback on your plan from an
established leader. This leader can be anyone you know who
holds a leadership position in an organisation.
By going through these three stages, you should be able to
critically analyse and evaluate leadership theories and practices
and understand how to improve your own leadership
effectiveness and qualities.
Papers that have no in-text referencing and/or no reference list
will lose 10 marks of the 50 available marks. See Course
Canvas for more details
Important Note:
In Week 06, you are required to submit background information
of your leader who will provide feedback on your plan via the
course Canvas (~200 words). You do not need to identify the
person (e.g. name). However, you must provide background
59. information of your role model (e.g. position, leadership
experience, organisation information etc.). A penalty of 2 marks
of the available 50 marks may apply if you fail to submit the
background information.
Leadership Development – Final Paper
Stage One – Research/Observation
Identify a person who you consider to be a successful or
effective leader. This could be someone you work with or for
(for example: business, professional, sport, volunteer work,
religious organisations etc.) or anyone you judge to be a good
leader. This leader could be someone you can observe in person
or from your past experience or a public figure or someone you
have read about same qualifier as above.
From your research and/or observation, critically analyse:
1. What makes this person a good leader?
2. What you perceive this person’s leadership traits, behaviours
and qualities;
3. How the person uses power and influence to make him/her an
effective leader.
You must be able to apply theories/concepts/models covered in
this course to support your research/observation.
Second Stage – Leadership Development Plan
For the second stage, you are asked to reflect on your own
leadership, based on what you learnt form the
research/observation of your role model, and consider how your
own leadership qualities could be improved.
First, using ideas and knowledge you have gained from the
course and what you learnt from the first stage to guide you,
60. you are required to diagnose and assess your current strengths
and weaknesses as a leader (or potential leader). To identify
your leadership strengths and weaknesses, you will complete the
‘leadership diagnostic tools’ (see Canvas for Suggested
Diagnostic Tools).
Second, you are then required to create a ‘Leadership
Development Plan’. The plan must at least maintain or further
develop your leadership strengths and improve weaknesses. You
must review the leadership theories and concepts explored in
this course and describe how they relate to you and your
leadership development plan. The plan should consist of key
components such as timeframe, activities, goals and
measurement indicators etc. (see Canvas for Suggested
Leadership Development Plan template).
Stage Three – Feedback
In the final stage, you must seek feedback on your plan from a
leader. This leader can be anyone you know who holds a
leadership position in an organisation. This leader could be the
same person as Stage One or a different leader. To assist with
the feedback stage, you should provide the leader with the
‘Feedback Checklist’ (see Canvas for Feedback Checklist).
At this stage, you must:
1. Describe what and how you have incorporated this leader’s
feedback into your plan;
2. Describe how you will evaluate whether or not you have
reached the level of development set out in your plan (e.g. how
will you know that you’ve achieved the goals set out in your
leadership development plan? what kind(s) of data and
information will inform this?)
Key questions you might think of at this stage: a) what did the
leader have to say about your draft leadership development
plan? b) how have you modified your draft as a consequence?
61. (For example, if the leader you consulted said that your
timeframe to achieve your leadership goals was unrealistically
short, did you then extend the timeframe top achieve these?)
Format:
This assignment should have the following format:
1) Introduction
2) Body with headings and sub-headings (e.g. Observation,
Leadership Development Plan; Feedback)
3) Conclusion
4) References
5) Appendix (Feedback from leader on the development plan)
Note: 4), 5) and ‘Leader Background Information’ are not
included in the word count.
Referencing:
It is expected that you will use at least 10 academic references,
preferably refereed journal/research articles. Websites, such as
Wikipedia, will not be accepted, other than for providing
general details of the leaders and these will not be counted in
the minimum references required. Correct and thorough
referencing will be a key evaluation element. The quality of
your sources will also be considered in the evaluation of your
assignment. Please ensure that your spelling, grammar and
syntax are correct before you submit your essay. Your tutor will
advise on a variety of support services such as SLAMS and the
SLC. Further information about referencing style is available in
the RMIT Business Referencing Guidelines. For Harvard/RMIT
style referencing (intext and list of references) refer to
easycite The 'live link' http://www.lib.rmit.edu.au/easy-cite/
Assessment Criteria:
· Ability to critically analyse the leader’s leadership
behaviours, traits, qualities and use of power;
· Demonstrate a good understanding of relevant leadership
theories/issues referred to in the observation/research.
· Ability to diagnose leadership strengths and weaknesses as a
result of self-assessment;
62. · Ability to create a leadership development plan based on self-
assessment;
· Ability to describe how to incorporate the feedback into the
plan
· Ability to identify plan evaluation approach/es
· Quality and quantity of references