The document provides a detailed persuasive speech outline template, emphasizing the structure of an effective speech including introduction, body, and conclusion, along with guidance on citing sources in APA format. It also discusses various types of incentive plans, their appropriate application in organizational contexts, and the potential challenges in ensuring equitable incentive structures. Additionally, it highlights the importance of ethical considerations in designing these plans and references supporting resources for further exploration of the topic.

1. Persuasive Speech Outline Template
I. INTRODUCTION
A. Attention Getter:
B. Your Credibility: (What is your interest/experience with this
topic? Why should we listen to you?
C. Audience Relevance: (Why should your audience care about
this topic?)
D. Preview Main Points:
Transition: (Connect your introduction to your 1st main point.)
II. SPEECH BODY
A. The Problem:
1. Supporting Material
2. Supporting Material
3. Supporting Material
(You may have more or less support based on your
information.)
Transition: (Connect your 1st main point to your 2nd main
point.)
B. The
Solution

2. :
1. Supporting Material
2. Supporting Material
3. Supporting Material
(You may have more or less support based on your
information.)
Transition: (Connect your 2nd main point to your conclusion.)
III.CONCLUSION
A. Summarize Your Main Points:
B. Memorable Final Statement:
Remember that you must cite your sources (in-text) in your
outline, where you used a source. This speech requires you to
use at least 3 sources that will be cited orally during the
delivery of your speech. You should use APA format to cite
your sources in-text. For example, you can cite a source at the
end of the information given − (Otto, 2016). Or you can cite it
at the beginning, for example: According to Professor Otto
(2016) you may also need to include page number(s) if using a
direct quotation. Please be mindful of your formatting and
consult the APA links given to you through the FSCJ Library

3. about APA formatting.
Targeting Incentives Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe a situation in which a selected individual incentive
plan would be most appropriate.
Does not identify a situation in which a selected individual
incentive plan would be most appropriate.
Identifies a situation in which a selected individual incentive
plan would be most appropriate.
Describes a situation in which a selected individual incentive
plan would be most appropriate.
Justifies why a selected individual incentive plan would be most
appropriate for a particular situation.
Describe a situation in which a selected team incentive plan
would be most appropriate.
Does not identify a situation in which a selected team incentive
plan would be most appropriate.

4. Identifies a situation in which a selected team incentive plan
would be most appropriate.
Describes a situation in which a selected individual team plan
would be most appropriate.
Justifies why a selected team incentive plan would be most
appropriate for a particular situation.
Describe a situation in which a selected long-term incentive
plan would be most appropriate.
Does not identify a situation in which a selected long-term
incentive plan would be most appropriate.
Describes a situation in which a selected long-term incentive
plan would be most appropriate.
Describes a situation in which a selected individual long-term
plan would be most appropriate.
Justifies why a selected long-term incentive plan would be most
appropriate for a particular situation.
Overview
In two pages, analyze the advantages and disadvantages of
different types of pay plans.
By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
SHOW LESS

5. · Competency 4: Evaluate effective incentives and perks
programs.
. Describe a situation in which a selected individual incentive
plan would be most appropriate.
. Describe a situation in which a selected team incentive plan
would be most appropriate.
. Describe a situation in which a selected long-term incentive
plan would be most appropriate.
Context
There are various pay plans that recognize merit and
performance with different types of incentive plans. In a single
company, different business units and goals may set up separate
incentive plans to reward work more specifically as it
contributes to the overall objectives of the unit. Profit sharing
and employee stock ownership plans are popular in private as
well as publicly traded companies. The world of pay for
performance has taken on a much more sophisticated role in our
world of work, especially as our work has changed dramatically
from the industrial age to the knowledge age.
Questions to consider
To deepen your understanding, you are encouraged to consider
the questions below and discuss them with a fellow learner, a
work associate, an interested friend, or a member of the
business community.
· Experience tells us that the practical link of pay to work is not

6. always set up in an equitable environment. Favoritism,
nepotism, and other human shortcomings can and do interfere
with the implementation of the best plans. How to prevent those
shortcomings becomes a difficult challenge for HR managers. If
you were designing an incentive plan for a publicly traded
company, whose voice do you think should provide that ethical
audit at the table of decision makers? The chairman? The board
of directors? The shareholders? The employees? The executive
team or compensation committee? Outside consultants? Internal
HR director? A combination of all of these? Who in your mind
would be the best person to ensure that the incentive plan does
not cross the line and motivate the wrong kind of behavior—the
kind that turns a plan from motivating good behavior into
motivating wrong-doing based on the potential for a high
reward?
· What is an example of a company you have worked for or read
about where someone, motivated by the potential gain from an
incentive plan, went beyond the policy and the law, breaking all
the rules?
Suggested Resources
The following optional resources are provided to support you in
completing the assessment or to provide a helpful context. For
additional resources, refer to the Research Resources and
Supplemental Resources in the left navigation menu of your
courseroom.

7. Library Resources
The following e-books or articles from the Capella University
Library are linked directly in this course:
· Improve performance with incentive plans: Consider goals
carefully. (2012). Health Care Collector: The Monthly
Newsletter for Health Care Collectors, 25(9), 8–10.
· Ellig, B. R. (2011). Short-term incentives as a performance
tool. Corporate Board, 32(187), 22–26.
· Ellig, B. R. (2012). Designing long-term incentives. Corporate
Board, 33(193), 19–25.
· Townley, B. (2011). Motivate employees with
incentives. ABA Bank Marketing, 43(8), 28–31.
Course Library Guide
A Capella University library guide has been created specifically
for your use in this course. You are encouraged to refer to the
resources in the BUS-FP4043 – Compensation and Benefits
Management Library Guide to help direct your research.
Bookstore Resources
The resources listed below are relevant to the topics and
assessments in this course and are not required. Unless noted
otherwise, these materials are available for purchase from
the Capella University Bookstore. When searching the
bookstore, be sure to look for the Course ID with the specific –
FP (FlexPath) course designation.
· Newman, J. M., Gerhart, B., & Milkovich,

8. G. (2017). Compensation (12th ed.). New York, NY: McGraw-
Hill.
Instructions
There are a range of incentive plans for individuals and groups
or teams. Think like an HR director who is responding to a work
situation with a pay solution. Consider different types of pay
plans along with their advantages and disadvantages.
Complete the following:
· Select one individual plan, one team plan, and one long-term
incentive plan.
· Describe a situation in which each of these plans would be
most appropriate, and justify why it is appropriate. In your
descriptions, include the type of company and type of work as
well as the position or positions that would be affected by your
plan.
For example, if you selected a team-based plan, you might
describe a department in a retail store that has a history of
employees not covering for each other during the holiday rush
period. You may use actual examples and reference a company
as you have witnessed it, or you may describe a generic
situation. In your descriptions, include how you think your
chosen incentive plan will affect behavior and achieve intended
results.
Your assessment should be no longer than two pages. Drafting a
table that compares and contrasts the scenarios as a summary is

9. appropriate but also requires a narrative describing the
situations. Be sure to use proper APA (6th edition) style and
formatting.
APA Quick Reference Guide
Book [APA Manual, p.202-203]
Author, A., Author, B., & Author, C. (Year of publication).
Title of book: Capitalize first letter in subtitle. Place of
publication: Publisher.
Example:
Spellman, F. & Whiting, N. (2005). Environmental engineer’s
mathematics handbook. Boca Raton, FL: CRC Press.
Book Article or Chapter [APA Manual, p. 204]
Author, A. (Year of publication). Article or chapter title:
Capitalize first letter in subtitle. In A. Editor, B. Editor (Eds.),
Book title: Capitalize first letter in
subtitle (# ed., pp.#). Place of publication: Publisher.
Example:
Donnerstein, E. (2005). Is popular culture too violent? Media
violence promotes violent behavior. In J. Woodward (Ed.),
Popular culture: Opposing
viewpoint (pp. 114-119). Detroit, MI: Thompson Gale.
Journal Article [APA Manual, p. 198-199]
Author, A. A. (Year of publication). Article title. Title of

10. journal, Volume(issue), page(s).
Example:
Wilson, L. D. (2004). On tests, small changes make a big
difference. Teaching Children Mathematics, 11(3),134-137.
Magazine Article [APA Manual, p.200]
Author, A. A. (Year, Month Day of publication). Article title.
Title of magazine, # of volume(# of issue), page(s).
Example:
Ramirez, J. (2007, April 16). How to live a greener life.
Newsweek, 149(16), 82.
Newspaper Article [APA Manual, p.200]
Author, A. B. (Year, Month Day of publication). Article title.
Title of newspaper, p. SectionPage.
Example:
Brown, R. (2009, December 16). Long faces ethics complaint.
Dalton Daily Citizen, p. A1.
Encyclopedia Article [APA Manual, p.203]
Author, A. (Year of publication). Entry title. In A. Editor &
B. Editor (Eds.), Title of encyclopedia (Vol. #, pp. #). Place of
publication: Publisher.
Example:
Richelle, M. N. (2001). Skinner, Burrhus Frederick (1904-
1990). In N. Smelser & P. Baltes (Eds.), International
encyclopedia of the social and
behavioral sciences (Vol. 21, pp. 14141-14146). New York,

11. NY: Elsevier.
Motion Picture [APA Manual, p. 209]
Producer, A. (Producer), & Director, A. (Director). (Year of
release). Title of movie [Motion picture]. Country of origin:
Studio.
Example:
Caroll, G. (Producer) & Rosenberg, S. (1991). Cool hand Luke
[Motion picture]. United States: Warner Bros.
Video [APA Manual, p. 209]
Producer, A. (Producer), & Director A. (Director). (Year of
release). Title of video [format]. Available from Producer
name and mailing or web address.
Example:
Classroom Productions (Producer). (2008). Cultural awareness
in healthcare [DVD]. Available from
www.classroomproductions.com
Reports [APA Manual, pp. 205-206]
Author, A. (Year of publication). Title of report (Report #).
Location: Publisher.
Example:
Bauman, K. (2003). Educational attainment, 2000 (Census
2000 brief; C2KBR-17). Washington, DC: U.S. Government
Printing Office.
Website [APA Manual, p.187-192]

12. Title of website or section of website. (Year updated).
Retrieved from name of website: web address
Example:
Science Performance Standards. (2009). Retrieved from
Georgia Department of Education website:
http://public.doe.k12.ga.us/index.aspx
Brochure/Pamphlet/Booklet
[http://www.docstyles.com/archive/apacrib.pdf]
Publisher. (Year of publication). Title of
brochure/pamphlet/booklet [Format]. Retrieved from web
address
Example:
U.S. Global Change Research Program. (2009). Climate
Literacy [Brochure]. Retrieved from
http://climate.noaa.gov/index.jsp?pg=/education/edu_index.jsp&
edu=literacy
Interviews
If an interview has been recorded and is available in an archive,
then you would cite in the Reference list (APA handbook, p.
213-214). Otherwise, personal interviews are cited in the text
only!
Example:
Smith, M.B. (1989, August 12). Interview by C.A. Kiesler
[Tape recording]. President's Oral History Project, American
Psychological Association. APA

13. Archives, Washington, DC.
Creating Annotated Bibliographies
Based on APA Style
Annotated bibliographies are not specifically addressed in the
Publication Manual of the
American Psychological Association (APA) (6th ed.).
We have taken the example given online at the OWL at Purdue*
as the basis for formatting.
It is a good idea to take careful note of any directions given in
your assignment, and to
check with your professor if you have specific questions.
Contents
1. Guidelines
2. Sample Annotated Bibliography
3. Standard Reference List/Bibliography
Guidelines
The following is a summary of things to know when creating an
annotated bibliography based
on APA Style:
● The annotated bibliography consists of two elements
o Reference in current APA Style format
o Annotation

14. ● The annotation will follow the reference on the next line.
There is not an extra
space—double spacing is used throughout.
● An annotation is different from an abstract. It should have
several sentences
summarizing the main points or ideas found in the item. It
should then include
your own statement evaluating the quality of the item and/or
relating the item to
your own research topic.
● For a longer annotated bibliography, it is appropriate to
divide into sections or
topics, and to title those sections as seems fitting.
NOTE: These annotations are for illustrative purposes only and
have no relationship to the
content of the sources.
*Purdue Online Writing Lab (OWL). (n.d.). Annotated
bibliography samples. Retrieved from
https://owl.purdue.edu/owl/general_writing/common_writing_as
signments/annotated
_bibliographies/annotated_bibliography_samples.html
Sample Annotated Bibliography
AICPA sets ethical standards for outsourcing. (2005). Journal of
Accountancy, 199(1), 8.

15. Retrieved from http://www.journalofaccountancy.com/
This article presents the new standards for outsourcing
developed by the AICPA ethics
committee. The standards are summarized, and a brief
discussion is included of the
implications going forward for business and international trade.
The authors indicate that
changes to the business community will be relatively minor.
This is a helpful source for
getting an overview of the current ethics standards in
outsourcing.
American Management Association. (2010). The AMA
handbook of business writing.
New York, NY: Author.
The American Management Association has created its own
guide for business writing.
Designed as a supplemental text to more thorough style guides
such as APA, this guide
covers topics relating specifically to business, such as citing
financials, formatting of
company reports, and professional approaches to information
integrity in the workplace.
This is an indispensable work for anyone doing professional
business writing.
Barthelemy, J., & Geyer, D. (2005). An empirical investigation

16. of IT outsourcing versus
outsourcing in France and Germany. Information &
Management, 42, 533-542.
doi:10.1016/j.im.2004.02.005
The authors present an investigation of IT outsourcing based on
the combined results of a
survey administered to IT firms as well as statistical measures
from domestic and French
or German firms. Their data covers a wide range of IT business
unit types. However, the
lack of longitudinal data weakens their conclusion that the
slower pace of French and
German IT outsourcing has had a long-term positive effect on
business in those countries.
Standard Reference List / Bibliography
Here are the same sources, but formatted
as a standard reference list/bibliography for comparison
References
AICPA sets ethical standards for outsourcing. (2005). Journal of
Accountancy, 199(1), 8.
Retrieved from http://www.journalofaccountancy.com/
American Management Association. (2010). The AMA
handbook of business writing.
New York, NY: Author.
Barthelemy, J., & Geyer, D. (2005). An empirical investigation

17. of IT outsourcing versus
outsourcing in France and Germany. Information &
Management, 42, 533-542.
doi:10.1016/j.im.2004.02.005
Created by:
Will Keillor, October 2015
Revised by Earleen Warner, April 2019
Bethel University Library, St. Paul, MN
How to Prepare an Annotated Bibliography: The Annotated
Bibliography
Explanation, Process, Directions, and Examples
What Is an Annotated Bibliography?
An annotated bibliography is a list of citations to books,
articles, and documents. Each citation is followed by a brief
(usually about 150 words) descriptive and evaluative paragraph,
the annotation. The purpose of the annotation is to inform the
reader of the relevance, accuracy, and quality of the sources
cited.
Annotations vs. Abstracts
Abstracts are the purely descriptive summaries often found at
the beginning of scholarly journal articles or in periodical

18. indexes. Annotations are descriptive and critical; they may
describe the author's point of view, authority, or clarity and
appropriateness of expression.
The Process
Creating an annotated bibliography calls for the application of a
variety of intellectual skills: concise exposition, succinct
analysis, and informed library research.
First, locate and record citations to books, periodicals, and
documents that may contain useful information and ideas on
your topic. Briefly examine and review the actual items. Then
choose those works that provide a variety of perspectives on
your topic.
Cite the book, article, or document using the appropriate style.
Write a concise annotation that summarizes the central theme
and scope of the book or article. Include one or more sentences
that (a) evaluate the authority or background of the author, (b)
comment on the intended audience, (c) compare or contrast this
work with another you have cited, or (d) explain how this work
illuminates your bibliography topic.
Critically Appraising the Book, Article, or Document
For guidance in critically appraising and analyzing the sources
for your bibliography, see How to Critically Analyze
Information Sources. For information on the author's

19. background and views, ask at the reference desk for help
finding appropriate biographical reference materials and book
review sources.
Choosing the Correct Citation Style
Sample Annotated Bibliography Entries
The following example uses APA style (Publication Manual of
the American Psychological Association, 6th edition, 2010) for
the journal citation:
Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986).
Nonfamily living and the erosion of traditional family
orientations among young adults. American Sociological
Review,51, 541-554.
The authors, researchers at the Rand Corporation and Brown
University, use data from the National Longitudinal Surveys of
Young Women and Young Men to test their hypothesis that
nonfamily living by young adults alters their attitudes, values,
plans, and expectations, moving them away from their belief in
traditional sex roles. They find their hypothesis strongly
supported in young females, while the effects were fewer in
studies of young males. Increasing the time away from parents
before marrying increased individualism, self-sufficiency, and
changes in attitudes about families. In contrast, an earlier study

20. by Williams cited below shows no significant gender
differences in sex role attitudes as a result of nonfamily living.
Module 9 Introduction
In the case of the informative speech, your goal is to transmit
information, so the listeners leave the classroom, the briefing,
or the lecture with additional knowledge or new skills. The goal
of a persuasive speech is to change the attitudes, beliefs, or
behavioral intentions of the listener.
When you speak to inform, you seek to increase the knowledge
and skill set of the audience. You are successful if they do
acquire the knowledge and skills by the end of the speech. You
are even more successful if they remember these bits of
information and skills and are able to put them to use when
needed at some point in the future. For example, one test of the
effects of an informative speech on the proper way to change a
tire is to ask the members of the audience to repeat the steps
when you are finished. However, the “real” test is what happens
when a class member has her/his next flat tire. Does the student
remember to set the parking break? Does s/he remember to
loosen all the lug nuts before raising the car? Does s/he
remember to put the lug nuts in a hub cap, so they don’t get
lost?
When you speak to persuade, you will often need to present

21. information or to demonstrate a process, but you will need to do
more. In a persuasive speech, your objective is to influence
attitudes, beliefs, and/or behavioral intentions. The change may
be in direction, such as trying to get an audience to vote for a
bond issue rather than sit out the election, or the change may be
to intensify a position already held, as when a leader of a labor
strike speaks to rally the members of the picket line. If your
goal is persuasion, it is not sufficient that the members of your
audience understand what you say. Your goal is to get them to
agree with you and perhaps to take some specific action(s). As
such, a persuasive speech is different from an informative
speech in that the latter is primarily interested in gaining
understanding.
Course Learning Outcomes
1. Students will be able to compose an oral presentation
providing ideas & information suitable to the audience and
occasion.
2. Students will be able to give an oral presentation using
delivery skills suitable to the audience & occasion.
3. Students will be able to utilize presentation technology.
4. Students will be able to speak using grammatically correct
standard American English.
5. Students will be able to convey effective delivery including
the language areas of articulation, diction, and vocabulary, as
well as nonverbal aspects.

22. 6. Students will be able to write and present logically organized
essays/speeches that demonstrate a clear progression of ideas.
7. Students will be able to write or present essays/speeches with
a clear thesis that is supported by appropriate, sufficient
evidence.
8. Communication
9. Literacy Information
Module Learning Objectives
Upon completion of this module, the student will be able to:
· Explain the role that attitudes, beliefs, and behaviors play in
the process of persuasion
· Explain how questions of fact, value, and policy are used in
persuasive speeches
· Demonstrate the ability to effectively use ethos, logos, and
pathos in crafting a persuasive speech
· Explain the formats for persuasive speeches
· Describe the components of speaker credibility and how to
enhance credibility within their own speeches
· Explain the steps used in Monroe’s Motivated Sequence
Scenario: Can It Be This Easy?
“OK, I can do this. I can really do this. I screwed up on the last
speech because I didn’t have an introduction that ‘wowed’ them,
and I forgot we needed to have research beyond our own
experience. But a persuasive speech on a topic of my choosing?
Piece of cake.”

23. “Not so fast Mr. ‘I can’t fail on my informative speech.’ What
makes you think this will be so easy?”
“I have a great topic–the causes of the Civil War; I have all the
background information from the paper I wrote for my
American history class, and I toured Gettysburg National Park
last summer. So when it comes to facts, figures, and personal
experience, I’ll be on target.”
“Bob, if this assignment was to give an informative speech on
the causes of the Civil War, you’d be set. But this is a
persuasive speech. Besides, who else in the room will want to
hear you tell us about your summer vacation and what you
learned last week in HIS 103? This has all the signs of calling
you Mr. ‘I can’t fail on my persuasive speech.’"
“Let’s go to the library and start from the beginning.”
Module 8 Introduction
It’s amazing what filmmakers can do when they make a big
budget movie. Almost anyone can communicate well with the
aid of technology and compelling visual aids. Now it will be
your turn to consider how you can make use of visual aids to
augment your spoken words during a speech or presentation.
Have you ever had a conversation with a friend and found that
after a while you were hearing the words but not thinking of the
meaning or importance of what was being said? It is almost as if

24. the words were “going in one ear and out the other.” If it is so
hard to hold one person’s attention, imagine the challenge of
holding the attention of 20 people or even 200 people.
In Modules 5 and 6 we discussed the need for a compelling
introduction and effective delivery to capture and hold
attention. Now we will add the final elements that can be used
as you seek to inform or persuade. Those elements are the
visual aids that you bring to illustrate your points as you
present your information.
Course Learning Outcomes
1. Students will be able to listen with literal & critical
comprehension: perceives speaker’s purpose of
organization & information; discriminates between
facts & opinions; detects bias & prejudice.
2. Students will be able to write or present essays/speeches with
a clear thesis that is supported by appropriate, sufficient
evidence.
3. Students will be able to cite/document correctly information
sources in their essays and speeches.
4. Communication
5. Literacy Information
Module Learning Objectives
Upon completion of this module, the student will be able to:
· Discuss how visual aids enhance a presentation
· Identify the Do’s and Don’ts of using visual aids

25. · Prepare and deliver a speech that incorporates visual aids
Scenario: Seeing Is Believing
Scene: Two students leaving an Ecology 101 special screening
of the film An Inconvenient Truth, produced by Al Gore.
“Boy, that was something. I never knew that global warming
was such a big deal. I kind of like it that we’ve had milder
winters for the past few years.”
“Are you kidding? The greenhouse gasses are literally melting
the planet. If it keeps up, Manhattan Island will be under water
in fifty to one hundred years.”
“Well, what really impressed me is the way Al Gore presented
all the information so clearly. Seeing those visuals really made
me a believer! Those images were so convincing.”
“Remember when Gore ran for president? He was so boring and
spoke in a monotone. He could have used a few visual aids then.
You know, he only lost by a few votes. I wonder if some better
visuals might have won him the election.”
“Hey, let’s not get into politics; we have to prepare a debate on
climate change for our Ecology class. Let’s go find some
visuals!”
Summary
You should be aware by now that there are many different types
of visuals to choose from as you prepare and present your
speech. Graphs, charts, photographs–even your own body–might
be effective additions depending upon your topic. A photograph

26. of a soldier’s flag-draped coffin could be quite moving in a
speech about the human cost of war. Likewise, a chart showing
the number of soldiers killed in action over the last year might
be equally effective.
Only you can choose which visuals you’ll include in your
presentation. Just keep in mind the precautions we’ve discussed
in this module. Make sure that any visual you choose is
explained during the course of your speech. Ensure that your
visuals can be easily seen by everyone in your audience, and
remember to practice using your visual. Where will you stand?
Where will you place the visual? Do you know how to use the
necessary equipment? Let your visuals lend you credibility, not
distract from your presentation. Visuals can have a place in
your speech. Just remember that visuals can never replace you,
your words, and your impact.