Author: Judy

You will need to create a formal Word document answering the questions thoroughly, in narrative form, and you must use, at a minimum, the textbook and at least one other source (Internet sites are acceptable).  Although this is not a formal research paper, please include all references and citations within the Word document.  Please note that you WILL be graded on proper use of grammar and sentence structure!

NOTE: ALL papers submitted will be evaluated using “TurnItIn.com”.  Any papers that are duplicates of other papers in either this or any previous class will receive an automatic zero.  DO NOT PLAGIARIZE!  This should be your own original work and every paper must be unique.

Case 3 – Chapter 12 (Amazon.com)

1. Provide a high-level overview and history of the company.
2. What differentiates Amazon from other large box retailers (e.g., Wal-Mart, Best Buy)?
3. What changes is Amazon planning in the future to improve inventory management and distribution?
4. Describe Amazon’s global strategy for managing inventory between countries.

Heizer, J and Render, B. (2020).Operations Management (13th ed.). Upper Saddle River, NJ: Prentice Hall. Either option below is recommended.

ISBN: 9780135662120 (includes a looseleaf textbook)

What Students Are Saying About Us

.......... Customer ID: 12*** | Rating: ⭐⭐⭐⭐⭐
"Honestly, I was afraid to send my paper to you, but splendidwritings.com proved they are a trustworthy service. My essay was done in less than a day, and I received a brilliant piece. I didn’t even believe it was my essay at first 🙂 Great job, thank you!"

.......... Customer ID: 14***| Rating: ⭐⭐⭐⭐⭐
"The company has some nice prices and good content. I ordered a term paper here and got a very good one. I'll keep ordering from this website."

"Order a Custom Paper on Similar Assignment! No Plagiarism! Enjoy 20% Discount"

Jalani is 27 years old and recently graduated from an elite  Public Health Law program where she focused on civil rights law for women in 3rd world countries. She describes herself as passionate, principled, goal-oriented, rational and a bit irritable. She is highly articulate and an expert in arguing any point she sees as important and has a tendency to become impassioned about social issues and social justice in a way that makes her a powerhouse in her law program. Jalani says she feels like it’s her job in the world to crusade for justice and fight for equity for those who don’t have a voice.  She has always considered herself to be ethically minded and fair but she knows that her emotional investment and zeal can be intimidating to others (a strength she uses in her work). She is short but has broad shoulders and a strong sturdy, muscular body, with well developed legs. She was a successful track athlete in high school and college. she has a squared jaw and fierce and penetrating  yet somewhat intimidating eyes. Jalani has often found it difficult to let people into her life in an intimate way because she can come across as too opinionated, judgmental or stern. She’s idealistic, well learned and studious but her delivery is often blunt and strident which makes people feel like she’s angry and disapproving even when she’s not (and even if she is she has trouble admitting it). She’s very focused on facts and the practical application of life so she very rarely enjoys things like art, food or music or what she says are “frivolous things” partially because she’s so busy pursuing her new career as a lawyer at a non profit and partially because she says she “doesn’t see the point”. Jalani lacks rhythm and fluidity in her movements but she’s strong, physically grounded and good at taking care of practical resources. At times, when she cares to, Jalani can be very charming utilizing diplomacy, tact and a smooth professionalism to get her goals met. She has a knack for social networking, mostly because she is so knowledgeable and can be funny and self-deprecating when necessary, she’s good at adapting somewhat to get what she needs, but for the most part what you see is what you get. Jalani is typically expedient and efficient and derives a lot of joy from completing a task and doing it with detailed precision and accuracy. has difficulty relaxing and so experienced insomnia, tension headaches and has struggled with asthma throughout her life.

Lin has been pursuing Jalani for a over a year now, she is 28, curvy, with wider hips and a soft feminine frame. She has a sweet smile and big, inviting and seductive eyes. She loves to spend time making herself look beautiful and decorating her environment. Lin met Jalani during a mock trial in their litigation class and fell for her immediately. Lin is accommodating, kind, gregarious and seemingly friends with everyone, and she loves more than anything to be in a monogamous relationship with someone she’s attracted to. Lin enjoys the arts and is a great lover of music and dance. She plays 3 instruments and can spend hours dancing and singing when she should be working on her cases. She lives a relatively carefree life and likes to keep her life free from stress and conflict. However, if necessary Lin can be assertive and resolute qualities that come in handy as a women’s health advocate in the same nonprofit organization as Jalani. Lin feels like her job in the world is to bring beauty and happiness to people. Lin has recently started to think that law isn’t the right fit for her and wants to pursue a degree in midwifery.

Jalani has difficulty prioritizing spending time with Lin, and rebukes most of Lin’s efforts to get close to her. They’ve had some casual dates (and casual sex) but Jalani resists opening up and calls emotional intimacy “gross and sticky” and she has similar problems expressing herself sexually (often feeling restrained and awkward in that arena). Lin laughs it off and is patient but it’s beginning to hurt her feelings and she’s afraid she’ll have to move on if Jalani doesn’t open up. Lin’s biggest problem with Jalani is the way she becomes cold and critical and then escalates to being biting and brusque when they disagree. Lin, who isn’t afraid to express a dissenting opinion, shies away from it with Jalani because she gets “mean”. Lin also lets Jalani tell her what to do, what to eat, and what to wear sometimes because she wants to please her and because sometimes she just “doesn’t care” what she wants outside of pleasing Jalani. Jalani cares for Lin and is fearing that her inability to get close will push her away but doesn’t know how to soften or be more vulnerable, she’s never felt like love was freely given and that everything comes with a price tag.

What is Jalani’s Enneagram type (and potential wing), tritype, instinct and explain.

What is Jalani’s character structure (top 2 choices) and explain

What is Jalani’s archetype (top 2 choices)?

What can you say about Jalani’s potential chakra imbalances (overactive, underactive, balanced) and what are some things she could do to improve them?

What Enneagram type, potential type or tritype, character structure and archetype is Lin?

What could Lin do to improve her relating to Jalani and vice versa?

What advice would you give each of them both personally and interpersonally?

Utilize the handouts and powerpoints in your analysis

~5 pages (or as long as you need to make an analysis)

Double Spaced, Times or Times New Roman font

1″ margins around page

APA or MLA format

What Students Are Saying About Us

.......... Customer ID: 12*** | Rating: ⭐⭐⭐⭐⭐
"Honestly, I was afraid to send my paper to you, but splendidwritings.com proved they are a trustworthy service. My essay was done in less than a day, and I received a brilliant piece. I didn’t even believe it was my essay at first 🙂 Great job, thank you!"

.......... Customer ID: 14***| Rating: ⭐⭐⭐⭐⭐
"The company has some nice prices and good content. I ordered a term paper here and got a very good one. I'll keep ordering from this website."

"Order a Custom Paper on Similar Assignment! No Plagiarism! Enjoy 20% Discount"

This assignment encompasses your total work for this course and takes you back through many of the various theories, subjects, assignments, or topics that we covered this term. Using, notes, the text, articles, and your overall impressions, you will complete this assignment by answering the questions and then upload to Blackboard before the cutoff date and time specified in the syllabus.

My expectations are a minimum of 8-pages (single-spaced, 12 point font) including this cover information and instructions.

• To be eligible to receive credit, this must be completed individually (without collaboration with others).
• Note cutoff dates and times. No late submittals accepted.
• Use spelling, grammar check, and page numbers.
• This assignment is open book, open note.
• Uploaded copy only. Please submit this assignment to Blackboard. Do not combine multiple submittals (single submittal only).
• Do not paste into box on Blackboard. Upload the document.
• This assignment is an individual assignment. I expect for this assignment to be written by you personally. It is not a group exercise.
• Grading. I will rate your assignment based on various levels of thoughtful effort. Please ensure that you take time to demonstrate a deep understanding in your answers, a willingness to think about application in your future work life, that you have probed and reflected in order to have valuable take-aways from this course, and that what you write is purposeful. Finally, please ensure that you take care in presenting an assignment whereby the craftsmanship is solid and that you have taken time to write something that you are proud to submit. Read more about my expectations in the next bullet.
• Rubric. In grading your assignment, I will look for you to express yourself in a way that shows some level of mastery in understanding theory, subject, assignment, or topics. Second, I will look for habits of the mind. Specifically, I will look to your ability to express yourself by proposing creativity and, where appropriate, multiple solutions or plans. Third, I will look for you to go past the generalities of the theory, subject, assignment, or topic and delve into the complexities of the content and what it means to you. Fourth, and finally, I will look for an assignment that is professionally thought-through and presented with craftsmanship using extreme care to address each one of the questions in appropriate detail.

Leadership Thought and Reflection Assignment

Review of theories, subjects, assignments, and topics

Your Name:

Overview of this Leadership Thought Assignment:

This assignment encompasses your total work for this course and takes you back through many of the various theories, subjects, assignments, or topics that we covered this term. Using, notes, the text, articles, and your overall impressions, you will complete this assignment by answering the questions and then upload to Blackboard before the cutoff date and time specified in the syllabus.

My expectations are a minimum of 8-pages (single-spaced, 12 point font) including this cover information and instructions.

· To be eligible to receive credit, this must be completed individually (without collaboration with others).

· Note cutoff dates and times. No late submittals accepted.

· Use spelling, grammar check, and page numbers.

· This assignment is open book, open note.

· Uploaded copy only. Please submit this assignment to Blackboard. Do not combine multiple submittals (single submittal only).

· Do not paste into box on Blackboard. Upload the document.

· This assignment is an individual assignment. I expect for this assignment to be written by you personally. It is not a group exercise.

· Grading. I will rate your assignment based on various levels of thoughtful effort. Please ensure that you take time to demonstrate a deep understanding in your answers, a willingness to think about application in your future work life, that you have probed and reflected in order to have valuable take-aways from this course, and that what you write is purposeful. Finally, please ensure that you take care in presenting an assignment whereby the craftsmanship is solid and that you have taken time to write something that you are proud to submit. Read more about my expectations in the next bullet.

· Rubric. In grading your assignment, I will look for you to express yourself in a way that shows some level of mastery in understanding theory, subject, assignment, or topics. Second, I will look for habits of the mind. Specifically, I will look to your ability to express yourself by proposing creativity and, where appropriate, multiple solutions or plans. Third, I will look for you to go past the generalities of the theory, subject, assignment, or topic and delve into the complexities of the content and what it means to you. Fourth, and finally, I will look for an assignment that is professionally thought-through and presented with craftsmanship using extreme care to address each one of the questions in appropriate detail.

Here are your questions. Begin your answer immediately after each question. Do not worry about eliminating instructions or re-phrasing questions. Just keep this format as is. If you wish to write your answers in italic or another color such as blue, to help them stand out, that is fine.

1. First, identify one key leadership theory, subject, assignment, or topic. This course covered a number of key theories from different disciplines that encompass leadership. Choose one theory covered this term that will be important in helping you become a more effective leader in your work life after graduation: (A few words is plenty.)

2. Explain this theory, subject, assignment, or topic. Refer back to the theory, subject, or topic that you identified in the preceding question. Go back to your text and summarize it in a way that provides thorough evidence that you understand its principles as well as how you will benefit in your work life in applying that theory. Answer these prompts to help you construct your answer:

a. Why did you choose this particular theory, subject, assignment, or topic? Answer what it was that appealed to you? (Write a short paragraph of three or four sentences.)

b. Explain the basics of this theory, subject, assignment, or topic. (Take as much space as you need, but a minimum of a few paragraphs. If you need more information about this theory to convey your synopsis of the theory basics, use an online search.)

c. Application. How will you benefit in your work life in applying this theory, subject, or topic? (Take as much space as you need, but a minimum of a few paragraphs. Go into detail about your plans for application. Create a scenario if you wish.)

d. Reflection and innovation. Before writing, think again about your application question. I want you to expand the possibilities and stretch your thinking. Thinking back on your application question, answer what in your opinion you will need to start doing, stop doing, or change the way you are doing something in order to become a more effective leader. (Take as much space as you need, but a minimum of a few paragraphs. Go into detail about your plans for innovating this theory, subject, assignment, or topic to really work especially well for you.)

3. Second. Identify a second key leadership theory, subject, assignment, or topic. This course covered a number of key theories from different disciplines that encompass leadership. Choose one theory covered this term that will be important in helping you become a more effective leader in your work life after graduation: (A few words is plenty.)

4. Explain this theory, subject, assignment, or topic. Refer back to the theory, subject, or topic that you identified in the preceding question. Go back to your text and summarize it in a way that provides thorough evidence that you understand its principles as well as how you will benefit in your work life in applying that theory. Answer these prompts to help you construct your answer:

a. Why did you choose this particular theory, subject, assignment, or topic? Answer what it was that appealed to you? (Write a short paragraph of three or four sentences.)

b. Explain the basics of this theory, subject, assignment, or topic. (Take as much space as you need, but a minimum of a few paragraphs. If you need more information about this theory to convey your synopsis of the theory basics, use an online search.)

c. Application. How will you benefit in your work life in applying this theory, subject, or topic? (Take as much space as you need, but a minimum of a few paragraphs. Go into detail about your plans for application. Create a scenario if you wish.)

d. Reflection and innovation. Before writing, think again about your application question. I want you to expand the possibilities and stretch your thinking. Thinking back on your application question, answer what in your opinion you will need to start doing, stop doing, or change the way you are doing something in order to become a more effective leader. (Take as much space as you need, but a minimum of a few paragraphs. Go into detail about your plans for innovating this theory, subject, assignment, or topic to really work especially well for you.)

5. Third. Identify a third key leadership theory, subject, assignment, or topic. This course covered a number of key theories from different disciplines that encompass leadership. Choose one theory covered this term that will be important in helping you become a more effective leader in your work life after graduation: (A few words is plenty.)

6. Explain this theory, subject, assignment, or topic. Refer back to the theory, subject, or topic that you identified in the preceding question. Go back to your text and summarize it in a way that provides thorough evidence that you understand its principles as well as how you will benefit in your work life in applying that theory. Answer these prompts to help you construct your answer:

a. Why did you choose this particular theory, subject, assignment, or topic? Answer what it was that appealed to you? (Write a short paragraph of three or four sentences.)

b. Explain the basics of this theory, subject, assignment, or topic. (Take as much space as you need, but a minimum of a few paragraphs. If you need more information about this theory to convey your synopsis of the theory basics, use an online search.)

c. Application. How will you benefit in your work life in applying this theory, subject, or topic? (Take as much space as you need, but a minimum of a few paragraphs. Go into detail about your plans for application. Create a scenario if you wish.)

d. Reflection and innovation. Before writing, think again about your application question. I want you to expand the possibilities and stretch your thinking. Thinking back on your application question, answer what in your opinion you will need to start doing, stop doing, or change the way you are doing something in order to become a more effective leader. (Take as much space as you need, but a minimum of a few paragraphs. Go into detail about your plans for innovating this theory, subject, assignment, or topic to really work especially well for you.)

7. Fourth. Identify a fourth key leadership theory, subject, assignment, or topic. This course covered a number of key theories from different disciplines that encompass leadership. Choose one theory covered this term that will be important in helping you become a more effective leader in your work life after graduation: (A few words is plenty.)

8. Explain this theory, subject, assignment, or topic. Refer back to the theory, subject, or topic that you identified in the preceding question. Go back to your text and summarize it in a way that provides thorough evidence that you understand its principles as well as how you will benefit in your work life in applying that theory. Answer these prompts to help you construct your answer:

a. Why did you choose this particular theory, subject, assignment, or topic? Answer what it was that appealed to you? (Write a short paragraph of three or four sentences.)

b. Explain the basics of this theory, subject, assignment, or topic. (Take as much space as you need, but a minimum of a few paragraphs. If you need more information about this theory to convey your synopsis of the theory basics, use an online search.)

c. Application. How will you benefit in your work life in applying this theory, subject, or topic? (Take as much space as you need, but a minimum of a few paragraphs. Go into detail about your plans for application. Create a scenario if you wish.)

d. Reflection and innovation. Before writing, think again about your application question. I want you to expand the possibilities and stretch your thinking. Thinking back on your application question, answer what in your opinion you will need to start doing, stop doing, or change the way you are doing something in order to become a more effective leader. (Take as much space as you need, but a minimum of a few paragraphs. Go into detail about your plans for innovating this theory, subject, assignment, or topic to really work especially well for you.)

9. Fifth. Identify a fifth key leadership theory, subject, assignment, or topic. This course covered a number of key theories from different disciplines that encompass leadership. Choose one theory covered this term that will be important in helping you become a more effective leader in your work life after graduation: (A few words is plenty.)

10. Explain this theory, subject, assignment, or topic. Refer back to the theory, subject, or topic that you identified in the preceding question. Go back to your text and summarize it in a way that provides thorough evidence that you understand its principles as well as how you will benefit in your work life in applying that theory. Answer these prompts to help you construct your answer:

a. Why did you choose this particular theory, subject, assignment, or topic? Answer what it was that appealed to you? (Write a short paragraph of three or four sentences.)

b. Explain the basics of this theory, subject, assignment, or topic. (Take as much space as you need, but a minimum of a few paragraphs. If you need more information about this theory to convey your synopsis of the theory basics, use an online search.)

c. Application. How will you benefit in your work life in applying this theory, subject, or topic? (Take as much space as you need, but a minimum of a few paragraphs. Go into detail about your plans for application. Create a scenario if you wish.)

d. Reflection and innovation. Before writing, think again about your application question. I want you to expand the possibilities and stretch your thinking. Thinking back on your application question, answer what in your opinion you will need to start doing, stop doing, or change the way you are doing something in order to become a more effective leader. (Take as much space as you need, but a minimum of a few paragraphs. Go into detail about your plans for innovating this theory, subject, assignment, or topic to really work especially well for you.)

What Students Are Saying About Us

.......... Customer ID: 12*** | Rating: ⭐⭐⭐⭐⭐
"Honestly, I was afraid to send my paper to you, but splendidwritings.com proved they are a trustworthy service. My essay was done in less than a day, and I received a brilliant piece. I didn’t even believe it was my essay at first 🙂 Great job, thank you!"

.......... Customer ID: 14***| Rating: ⭐⭐⭐⭐⭐
"The company has some nice prices and good content. I ordered a term paper here and got a very good one. I'll keep ordering from this website."

"Order a Custom Paper on Similar Assignment! No Plagiarism! Enjoy 20% Discount"

Module 4 – Home

SPECIAL CASES IN COACHING

Modular Learning Outcomes

Upon successful completion of this module, the student will be able to satisfy the following outcomes:

Case

Wrap up your coaching session, and receive feedback from the coachee.

SLP

Create a PowerPoint presentation with a voiceover to serve as a briefing of the leadership Growth Plan to your supervisor and/or mentor.

Discussion

Compare and contrast different approaches to coaching when working with different types of professions. Evaluate your learning and progress in developing coaching skills.

Module Overview

There are two types of coaching situations that present special challenges to coaches: Coaching the high performer and coaching the problem employee. Let’s face it, top performers can sometimes be difficult people. The question is how to keep them motivated while addressing some dysfunctional behaviors. People who have a high need for success do not always handle criticism well. However, for the sake of the other employees, patterns of bluntness, impatience, condescension, and sometimes bullying must be addressed.

In this module, you will learn a four-step process of coaching top performers that relies on the DISC assessment, a tool frequently used in coaching executives and “C-suite” executives (CEO, CFO, COO, CIO, etc.). The focus of this process is on developing interpersonal skills, such as listening, showing respect, compromising, and discussion of ideas with tact and diplomacy.

At the other end of the spectrum is coaching the problem employee. This employee is generally underperforming, and the stress of trying to extract a reasonable level of performance can take a toll on the manager and the productivity and morale of an entire office or unit. Frequently, despite the best efforts of the manager, the inevitable result is termination. However, in this chapter, we will look at a 7-step process where the leader/coach may be able to forge a positive relationship and encourage motivation and performance.

Module 4 – Background

SPECIAL CASES IN COACHING

Required Reading

Special Cases in Coaching

All articles on the home page, this page and the case/SLP page are required unless otherwise noted.

Coaching Top Performers

Up until now, our focus has been on coaching employees to improve performance. However, with top performers, the goal is not to improve performance, but to improve interpersonal skills and relationships. Another goal is to help the top performer understand that established rules and procedures are important and also apply to him.

Interpersonal skills

Top performers tend to be highly driven and may resist working with others who they perceive as being less capable and less hard working. They may avoid working on teams because they feel the others will “drag them down”. Since organizations today rely heavily on interdisciplinary and cross-functional teams to get work done, top performers are going to have to be coached to be able to work effectively in teams.

In team situations, top performers can sometimes be difficult to deal with in several ways:

they like to take over

they won’t cooperate

they display their anger and frustration

they try to intimidate others who will not agree with them

they will not compromise

they speak bluntly

they are insensitive to the feelings of others, and

they act impatiently with those who seem to work or talk slowly

Obviously, behaviors such as these are likely to lead to development of dysfunctional team dynamics such as interpersonal conflict, malicious talk and gossip about others, resentments, and alienation.

Inattentiveness to rules and details

Top performers focus their attention on achieving outcomes and making progress. They can view details like filling out reports as mundane bureaucratic tasks that slow them down. Top performers tend to make decisions based on intelligence, intuition, and experience. As such they can overlook details. They may feel constrained by organizational procedures and protocol. In the most extreme cases this can lead top performers to circumvent rules they perceive as barriers. These ‘barriers” can sometimes have serious regulatory implications.

If behavioral problems such as these go uncorrected, it can have negative effects on the team, the organization, and the manager who have to deal with the fall-out. The employee himself can unknowingly sabotage his own reputation and chances for advancement.

Using DISC to Coach Top Performers

In coaching top performers, the first objective is to help them see their behavior patterns and the effects they have on others and the success of the project. Then you help them to modify their behaviors so that the team can be more effective.

The DISC instrument (which stands for dominance, influence, steadiness, and compliance) has been developed for just this purpose. There are four stages or steps to the DISC approach:

Complete the DISC assessment

Discuss the results with a coach

Develop an action plan

Evaluate progress

Here are the basics of the DISC assessments:

Fallon, J. (10 August 2012). DISC Assessment. YouTube. Retrieved from https://www.youtube.com/watch?v=FPluLATa5YQ

The DISC behavior styles questionnaire is used to identify the behavioral style that is used most by a given individual. The person fills out the questionnaire and the information is plotted on the behavioral styles map. The information gathered from the questionnaire is displayed on the DISC behavior styles map along dotted lines. Take an abbreviated version of the DISC assessment and plot your own profile on the styles map (link below). What does this profile tell you about your personality and how you approach issues at work? (Do not feel that you need to purchase more complex assessments advertised on this site. The free one is enough to give you an idea of how DISC works.)

DISC Personality Testing (n.d.) Retrieved from https://discpersonalitytesting.com/free-disc-test/

While people may have a dominant style, most have a different blend of all four styles, and can learn to adapt their particular profile to achieve a more balanced style. Research has shown that most top performers primarily use the dominance behavioral style. This is where coaching makes a difference. The coach can help the top performer learn to adopt elements of the influence, steadiness, and compliance styles, which will enable them to work more effectively with other employees.

Read the following from the Trident library:

de Haan, E., & Nieß, C. (2011). Change through executive coaching. Training Journal, 66-70. Four types of difficult employees and how to manage them. (2014).

There are four steps in discussing the assessment results. The first step is to ask the top performer to look at the completed DISC behavior styles map and identify the core style. Then you show the strengths and weaknesses associated with the person’s core style. During the third step, you present specific feedback. And finally, you check for understanding.

Specifically, the coach might look at the top performer’s profile and help the coachee to see the following plusses and minuses of each particular style:

Behavioral Style Strengths and Weaknesses: Use this as reminder of the strengths and weaknesses associated with each behavioral style.

Dominance

Employees who use the dominance behavioral style have strengths such as being determined, driven, and highly motivated. They lead by example.

Weaknesses associated with the dominance behavioral style include impatience, not listening, and lack of tact. Top performers who use this style can sometimes be insensitive to their colleagues’ feelings.

Influence

Users of the influence style are excellent at brainstorming and developing innovative solutions. They are willing to listen to what others have to say and can motivate their colleagues.

People who use the influence behavioral style often do not pay enough attention to detail. They can be careless and sometimes fail to follow through.

Steadiness

People who use the steadiness style are usually good listeners and work well in team situations.

Some weaknesses associated with users of the steadiness behavioral style include a tendency to be oversensitive to criticism and being indecisive. Users of this style do not hit the ground running. They are slow to begin tasks.

Compliance

Users of the compliance style have many strengths, including planning capabilities and problem-solving skills.

The weaknesses associated with users of the compliance behavioral style are that they can sometimes be too critical and rule-focused.

One of the characteristics of top performers is that most are not good listeners. This is why the coach has to make sure the feedback has been heard and is not ignored. It is critical that the top performer internalizes what the DISC assessment reveals – or behavioral change will not occur. Top performers must be able to see how their behavior style has both benefits and detriments and how by broadening their behavioral repertoire they can become even more effective.

To confirm the top performer’s understanding of your feedback, you should use open-ended questions that requires the coachee to rephrase what you have said, and to demonstrate understanding. For example, you could ask the coachee , “How would you explain what would happen if you tried to use the influence style in this situation – using your own words?” Avoid asking a yes-no question like, “Do you understand what I am saying?” You are trying to create “Ah ha!” moments where the top performer sees the benefit of changing her behavior and commits to making that change.

Developing the Action Plan

As with all coaching sessions, the counseling is of no use unless the coachee takes ownership and develops a plan to put his learning into action. Keep in mind that the purpose of coaching top performers is to help them become more effective team members. The action plan needs to home in on the previous steps in the coaching process and come up with a plan to connect better with colleagues. The action plan will help them put their DISC knowledge to use.

There are three steps for developing this specific type of action plan:

1-Develop a communication strategy that allows the person to interact with other team members in their behavioral style preferences. (Have the coachee identify the styles of the other team members. You may need to give examples to get the top performer out of his own frame of reference. Then let him come up with his own solutions for how to communicate with the other members.)

2-Practice communicating with others in their own behavioral style preferences. Have him keep a list of two or three specific skills that he needs to work on (e.g., “Need to be more patient”, “Need to be less sarcastic.”)

3-Keep a progress log to discuss at the next coaching session. The coachee needs to document successes and failures. This helps you both evaluate progress. Set a date for your next coaching session and keep going until the behavioral changes are well established.

Coaching difficult or problem employees

Begin this section by reading this short article from the Trident Library:

Cooling the heat around problem employees. (2012, May 06). Sunday Business Post. Four types of difficult employees and how to manage them. (2014). Bayt. Retrieved from http://www.bayt.com/en/employer-article-13882/

While working with difficult employees can be one of the most frustrating and thankless jobs a leader ever encounters, it is good to know that there are ways of coaching these individuals.

Here are some examples of what we mean by “difficult employees”:

Examples of “difficult” behaviors

Gossiping about other employees and/or spreading negative rumors.

Taking credit for or undermining others’ achievements.

Constantly pointing out the negative in any situation or change.

Dragging their heels or sabotaging new initiatives or projects.

Showing up late or leaving early for work or meetings.

Disrespecting managers and colleagues through comments or actions.

Doing a poor job on their assigned projects (and, often, blaming others).

Picking fights with co-workers.

Disregarding feedback, evaluations, or requests from managers and co-workers.

The following article offers a 7-step coaching model that proposes to return these employees to productive workers, not by punishing them, but rather by motivating them to improve their performance. A “how-to discussion” on each of the 7 steps of this coaching model follows:

Tanner, R. (2017, 16 March.). Motivation – 7 steps for coaching difficult employees. Management is a Journey. Retrieved from http://managementisajourney.com/motivation-7-steps-for-coaching-difficult-employees/

This article does not just re-iterate the coaching steps, but adds specific behaviors and tactics that address the problem employee:

Andersen, E. (2013, November 21). 9 ways to deal with difficult employees. Forbes. Retrieved from http://www.forbes.com/sites/erikaandersen/2013/11/21/9-ways-to-deal-with-difficult-employees/

The following article specifies steps to take before meeting with the employee, how to structure and conduct the coaching session, proposes a corrective feedback model, and strategies for responding to negative employee reactions (including anger and crying).

Preparing for difficult coaching situations (n.d.). University of Missouri. Retrieved from http://hrs.missouri.edu/forms/forms/Difficult_Coaching_Situations.pdf

Of course, some employees cannot be saved. Their offenses are so grievous that immediate termination is called for:

Rudy, L.J. (2014, April 29). The strategic guide to managing difficult employees. Envato Tuts+. Retrieved from http://business.tutsplus.com/articles/the-strategic-guide-to-managing-difficult-employees–cms-20845

Really Difficult Employees Who Can Benefit From (Ongoing) Coaching

Anyone who has been in a leadership position has had to deal with seemingly impossible employees. The following text is the best description I have seen and is quoted from:

Four types of difficult employees and how to manage them. (2014). Bayt. Retrieved from http://www.bayt.com/en/employer-article-13882/

Read the whole article for tips on how to manage them (though what you now know about coaching will be far more effective than these tips).

The Perennial Pessimist: How to spot a Perennial Pessimist? This person is the one who will put a damper on every endeavor through their perpetual negativity. While it is good to have a devil’s advocate when brainstorming and bouncing ideas, a perennial pessimist will take a negative approach not for the benefit of idea development, but just because they are generally uncooperative. Dig deep and you may find reasons for their inertia are that they are lazy or burnt out or very risk-averse and change-averse or simply severely lacking in the self-confidence needed to embark on new ventures. Still, they pose a roadblock to the company’s growth and productivity and their negativity can be contagious if not addressed.

The Know-it-all: According to a 2012 Bayt.com poll, 37.2% of managers believe that mid-career employees are the most difficult to manage. With a large influx of Gen-Y workforce, non-traditional ways of thinking and problem-solving are the norm of the day. Interestingly the same poll also shows that 34.4% of managers believe that those at entry level are harder to manage. The Know-it-all is the person who is difficult to convince because they hold rigid views that are resistant to change, possibly because they have been doing the job for a while or maybe because they have the inflated confidence and self-assurance of freshly graduated youth. This brand of difficult employee is characterized by being arrogant, and having a perpetually superior attitude. Their belief that they can do no wrong makes them very stubborn and poorly receptive to constructive criticism. Managing an employee with such qualities is difficult because it is hard to get a Know-it-all employee to commit to a new idea or project or change their ways.

The Passive Aggressive: The Passive-Aggressive employee may not seem as overtly difficult as the other ‘types,’ but they are no less toxic for a workplace. The Passive Aggressive employee is meek, submissive, and avoids confrontation. They have a problem saying ‘no’ which makes them take up more projects/tasks than they can handle, ultimately jeopardizing the deliverables and project timelines.

The Hostile Aggressive: The Hostile Aggressive type is the most overtly difficult type of employee. It is easy to spot them; they are openly violent, pushy, abusive, and generally get the team morale down.

If you find you have to coach one of these types – we wish you the best of luck!

CASE ASSIGNMENT

ASSIGNMENT 1

Module 4 – Case

SPECIAL CASES IN COACHING

Assignment Overview

Closure and Review

Background

The purpose of the Case Assignment is to create a “Live Case” by experiencing the process of coaching. Because this case is designed around experiential learning, we can go beyond the conceptual knowledge covered in the reading materials to actual skills building. This requires putting what you are learning into immediate practice.

In this fourth module, you will be working with your coachee to close the coaching session and determine the next phase of your relationship. Will you terminate the relationship or move on to a new coaching experience? A part of this process is soliciting feedback from your coachee as to how successful the coaching sessions were.

What did the coachee learn?

How will the coachee deal with people and situations differently?

What priorities have been set and what still needs to be accomplished?

One outcome of this session is to come to a mutual decision of whether to terminate the coaching relationship or continue to work together on a new coaching issue. Drawing on the background reading for this and the previous modules, you will plan and carry out a coaching session that involves stage W of the GROW model.

There is a comprehensive explanation of the GROW model on the background page for Module 2. Here is a link to a shorter synopsis for review:

The GROW model: A simple process for coaching and mentoring. (2014) Retrieved from www.mindtools.com/pages/article/newLDR_89.htm

The structure of the Live Case NOTE: This module also includes an extra activity to be completed by the coachee and submitted as an appendix to your usual paper.

Each module will follow this cycle: Plan, execute, report.

Before the coaching session, write up a plan using course readings or additional research as a resource (1-2 pages).

Then meet with the coachee and use your plan as a guide for the session.

The bulk of the report is on how it went: successes and failures. What would you do differently next time? (3 to 5 pages).

Preplanning

Action

Reflection

What are your goals for the session?

What actions do you plan?

How will you know if you are successful? (1-2 pages).

Meet with coachee (45-50 minutes).

Report on the session.

Provide a narrative descriptive summary of the conversation as it occurred (1 or 2 paragraphs).

How do you feel the session went?

Analyze the process and outcomes of your coaching.

What new knowledge did you

gain?

What would you do differently next time?

Case Assignment

Read about conducting wrap-up sessions at the following site:

One powerful way to wrap up a coaching session. (2011, September 13). The Coaching Tools Company. Retrieved from https://www.thecoachingtoolscompany.com/one-powerful-way-to-wrap-up-a-coaching-session%E2%80%A6/

Click on this copy of the Coachee Feedback Assessment Form. You can use this form in one of two ways:

You may have your coachee fill this out as a “homework” assignment prior to your meeting, or

You can use the assessment form to structure your feedback session by typing your coachee’s answers as you hold your wrap-up session. In this last case, it is a good idea to email the finished completed form to the coachee so he can have a reminder of what was accomplished.

Either way, be sure to include the feedback form as an attachment to your paper.

Conduct your final coaching session as described above and write it up as detailed in the keys to the assignment and the assignment expectations.

Keys to the Assignment

After reading the background materials for this module and doing additional research if needed, prepare your pre-coaching plan for a final 45- to 50-minute session:

What are your goals for this session? How will you know if you are successful?

What skills will you use?

How will you go about doing this?

What questions will you ask?

Conduct your coaching session (45 to 50 minutes).

Write up your post-coaching reflection.

Report the facts of the coaching session.

What went well and what did not?

What did you learn about coaching from this session?

What would you do differently next time?

Assignment Expectations

Include a cover page and reference page in addition to the 4 – 5 pages of analysis described above.

Your paper should have an introduction and a conclusion.

Use headings to indicate major sections of the report.

Include your coachee’s assessment of the sessions as an appendix.

Cite and reference any outside sources.

Use APA formatting.

Proofread and edit your papers carefully. The expectation is zero errors.

SLP ASSIGNMENT 2

Module 4 – SLP

SPECIAL CASES IN COACHING

Share Your Leadership Growth Plan

Background

Now that you have created a plan it is time to share it with your supervisor, get some feedback, and ask for his or her help in putting it into action. You may do this by setting up a meeting with your supervisor or mentor (if you have one) and making a presentation based on all of the work you have done in this SLP. At the end of your presentation, you should have a discussion with your supervisor as to implementing the plan and receiving the resources you will need.

Assignment Instructions

For the purpose of this assignment, you will be creating a 15-minute PowerPoint presentation with a voiceover that you will submit to the professor by the end of the module. This PowerPoint should contain all of the elements of your plan and how you would present it to your supervisor and/or mentor. It should contain the following elements:

A personal assessment: Your values, leadership style, motivators, and competencies

A personal vision statement

Any obstacles you have identified to achieving your vision

Personal goals

Your action plan

Keys to the Assignment

Use the SLP assignments from Modules 1-3 to form the basis of your presentation.

Update any information that has changed or received further consideration as the course progressed.

Prepare a voiceover explaining the process by which you developed your plan.

Explain the slides, do not just read them.

SLP Assignment Expectations

The length of the presentation should not exceed 15 minutes.

Include cover and reference slides in addition to the other slides described in the instructions.

Your presentation should have an introduction explaining how the plan was prepared and a conclusion indicating next steps.

Include a slide asking for feedback from your supervisor/mentor.

Use headings to indicate major sections of the report.

Cite and reference any outside sources.

Use APA formatting.

Proofread and edit your slides carefully. The presentation needs to exhibit the highest degree of professionalism.

What Students Are Saying About Us

.......... Customer ID: 12*** | Rating: ⭐⭐⭐⭐⭐
"Honestly, I was afraid to send my paper to you, but splendidwritings.com proved they are a trustworthy service. My essay was done in less than a day, and I received a brilliant piece. I didn’t even believe it was my essay at first 🙂 Great job, thank you!"

.......... Customer ID: 14***| Rating: ⭐⭐⭐⭐⭐
"The company has some nice prices and good content. I ordered a term paper here and got a very good one. I'll keep ordering from this website."

"Order a Custom Paper on Similar Assignment! No Plagiarism! Enjoy 20% Discount"

ED560

Learning Outcomes

Upon successful completion of this course, the student will be able to satisfy the following outcomes:

Module 1

Describe the role of an organization’s leadership in deciding the overall purpose, vision, and mission of an organization, and discuss how the vision and mission statements become the foundation of strategic choice.

Evaluate the mission, vision, and values statements of a session-long organization selected by the student.

Module 2

Evaluate the extent to which monitoring of the external environment assists the organization to best adapt to the threats and opportunities existing within the external environment.

Discuss the ways in which environmental opportunities and threats serve to limit strategic choice.

Module 3

Turn the organization’s vision and mission into action, applying the Grand Strategy Matrix and the BCG Matrix as tools to determine an organization’s “grand strategy.”

Apply the Grand Strategy Matrix to determine the organizational strategy that should be pursued.

Module 4

Assess the extent to which an organization’s culture is supportive of the organization’s strategic direction.

Identify the stated values of an organization, assessing the extent to which the organization’s sense of “morality” (values) aligns with its strategic choices.

COURSE MATERIALS/BIBLIOGRAPHY

Module 1

Required Resources

Bass, B. M. (2007). Executive and strategic leadership. International Journal of Business, 12(1), 33–52. Retrieved from ProQuest.

Blumentritt, T. (2015, April 24). Introduction to strategic management. Youtube. Retrieved from https://www.youtube.com/watch?v=DB90xGiWHIA

Cady, S. H., Wheeler, J. V., DeWolf, J., & Brodke, M. (2011). Mission, vision, and values: What do they say? Organization Development Journal, 29(1), 63–78. Retrieved from ProQuest.

Klag, M., Giroux, H., & Langley, A. (2012). Strategic planning at Saint Francis de Sales Schools. International Journal of Case Studies in Management (Online), 10(2), 1–20. Retrieved from ProQuest.

McNamara, C. (2000). Basics of developing mission, vision, and values statements. Free Management Library. Retrieved on April 29, 2014, from http://managementhelp.org/strategicplanning/mission-vision-values.htm

Olsen, E. (2012, September 5). Overview of the strategic planning process. Virtual Strategist. Podcast retrieved on April 29, 2014 from http://www.youtube.com/watch?v=sU3FLxnDv_A

United States Air War College – National Defense University. (n.d.). Strategic vision. Strategic Leadership and Decision Making. Retrieved from http://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-dm/pt4ch18.html

Williams, L. S. (2008). The mission statement: A corporate reporting tool with a past, present, and future. Journal of Business Communications, 45(2), 94–119. Retrieved from EBSCO.

Optional Resources

Boal, K. B., & Hoojiberg, R. (2000). Strategic leadership research: Moving on. Leadership Quarterly, 11(4), 515–549. Retrieved from Science Direct.

Crossan, M., Vera, D., & Nanjad, L. Transcendent leadership: Strategic leadership in dynamic environments. Leadership Quarterly, 19 (5), 569–581. Retrieved from EBSCO.

Hitt, M. A., Haynes, K. T., & Serpa, R. (2010). Strategic leadership for the 21st century. Business Horizons, 53, 437–444. Retrieved on April 29, 2014, from http://ssrn.com/abstract=1995786

Ireland, R. D., & Hitt, M. A. (1999). Achieving and maintaining strategic competitiveness in the 21st century: The role of strategic leadership. Academy of Management Executive, 13(1), 43–57.

Rowe, G., & Nejad, M. H. (2009). Strategic leadership: Short-term stability and long-term viability. Ivey Business Journal Online. Retrieved on April 29, 2014, from

http://www.iveybusinessjournal.com/topics/leadership/strategic-leadership-short-term-stability-and-long-term-viability

Strategic Leadership: Embracing Change (2012, March 23). Cal Miramar University. Podcast retrieved on April 29, 2014, from http://www.youtube.com/watch?v=aPIqJbLjNbM

Wilson, I. (1996). The 5 compasses of strategic leadership. Strategy and Leadership, 24(4), 26–31. Retrieved from ProQuest.

Module 1 – Home

THE STRATEGIC COMPASS

Modular Learning Outcomes

Upon successful completion of this module, the student will be able to satisfy the following outcomes:

Case

Describe the process by which an organization’s leadership decides upon the overall purpose, vision, and mission of an organization, and give examples as to how the vision and mission statements become the foundation of overall strategic choice.

SLP

Evaluate the mission and vision statements of a selected organization.

Discussion

Discuss and analyze the ways in which “Strategic Leadership” differs from “Strategic Management.”

Module Overview

According to Ireland and Hitt: “Strategic Leadership is defined as a person’s ability to anticipate, envision, maintain flexibility, think strategically, and work with others to initiate changes that will create a viable future for the organization” (p. 43). *** Not only is a leader’s ability to think strategically important to an organization’s viability, but strategic thinking is also critical to an organization’s success. In this context, Ireland and Hitt suggest that there are several key components of the Strategic Leadership framework. These include such key activities as determining an organization’s purpose, exploiting and maintaining core competencies, ensuring the effectiveness of the organization’s culture, and emphasizing ethical practices while the organization pursues its stated purpose.

*** Source: Ireland, R. D., & Hitt, M. A. (1999). Achieving and maintaining strategic competitiveness in the 21st century: The role of strategic leadership. Academy of Management Executive, 13(1), 43-57.

Module 1 – Background

THE STRATEGIC COMPASS

Part 1: The Nature of Strategic Leadership (as distinct from Strategic Management)

There is a very clear distinction between Strategic Management and Strategic Leadership, both in terms of scope and in terms of who is responsible. The Strategic Management process is concerned not only with establishing the purpose of the organization and with strategic choice (as is true of Strategic Leadership), but also with the management of a strategy or strategies. The management of organizational strategy is accomplished through a variety of implementation control systems, including policies and procedures, rules, budgets, and organizational structure. Note that in the Strategic Management process, both leadership and management have roles to play at various stages of the overall process. In contrast, the Strategic Leadership process is concerned solely with the scope of authority, responsibilities, and activities of an organization’s top leadership as they relate to strategy. In this context, therefore, we will concern ourselves with those activities that are specifically within the purview, authority, and responsibility of the organization’s top leadership.

This is by no means to suggest that top leadership is not concerned with implementation and control systems that must be put in place in order to ensure the success of a chosen strategic direction. Top leadership is inherently interested in (and is quite highly concerned with) the proper implementation and monitoring of strategy. The focus of this course will be on those activities that primarily concern top leadership, to include the following: Establishing the organization’s purpose by means of vision, mission, and values statements made explicit; establishing the system of values within which everyone in the organization must operate; formulating an organizational culture that best fits strategic choice; and selecting a grand strategy (or set of strategies) that fit the organization best – and that should consequently be pursued over the longer term.

Required Resources

Begin by viewing the following video. Note that choosing the right strategy (a top leadership activity) and implementing that strategy (which is very clearly a management function) are both critical to strategic success. The organization must get both of these activities right: Implementing a bad – or ill-fitting – strategy makes no sense; nor does it make sense to choose the perfect strategy, only to execute that strategy poorly and have it fail:

Blumentritt, T. (2015, April 24). Introduction to strategic management. Youtube. Retrieved from https://www.youtube.com/watch?v=DB90xGiWHIA

The following short video is also a worthwhile introduction to the strategic planning/strategic management process (these terms are often used interchangeably). As you watch this short video, consider which activities/steps are management-oriented (e.g., setting of short-term goals, implementation), and contrast those that are the central responsibilities of leadership (setting the organizational vision, for example):

Olsen, E. (2012, September 5). Overview of the strategic planning process. Virtual Strategist. Podcast retrieved on April 29, 2014, from http://www.youtube.com/watch?v=sU3FLxnDv_A

Part 2: The Nature of Strategic Leadership and Strategic Thinking

While it may seem obvious, it should also be made explicit: The hallmark characteristic of great strategic leaders is that they are skilled strategic thinkers. Begin this section by reading the following article, in which the role of top leadership in the determination of strategy is discussed, and the concept of “Strategic Leadership” is defined and contextualized:

Bass, B. M. (2007). Executive and strategic leadership. International Journal of Business, 12(1), 33-52. Retrieved from ProQuest on October 26, 2013.

Authored by the United States War College, the following online book is a very useful resource as it relates to Strategic Leadership. Briefly review the contents of Chapter 9: Strategic Thinking:

United States Air War College – National Defense University. (n.d.) Strategic leadership and decision making. Retrieved on November 19, 2013, from http://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-dm/cont.html

Part 3: Establishing the Organization’s Direction: Vision and Mission

Having defined Strategic Leadership and Strategic Thinking, turn to the first step that top leadership must play in strategy: defining the purpose of the organization. Top leadership does this through the vision and mission. The vision is futuristic, communicating what the organization aspires to become. In contrast to the vision statement, the mission statement conveys the present state of the organization. It explains the reasons that the organization exists, and makes explicit what the organization does (e.g., describing what it sells, defining its customers).

The following journal article is an excellent discussion of the vision and mission:

Cady, S. H., Wheeler, J. V., DeWolf, J., & Brodke, M. (2011). Mission, vision, and values: What do they say? Organization Development Journal, 29(1), 63-78. Retrieved from ProQuest.

United States Air War College – National Defense University. (n.d.). Strategic vision. Strategic Leadership and Decision Making. Retrieved from http://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-dm/pt4ch18.html

The Free Management Library is an excellent introductory resource for most business-related topics. Read the basics of developing meaningful vision and mission statements:

McNamara, C. (2000). Basics of developing mission, vision, and values statements. Free Management Library. Retrieved on April 29, 2014, from http://managementhelp.org/strategicplanning/mission-vision-values.htm

Finally, Williams’ article offers an excellent and quite thorough overview of mission statements, their scope, and suggested content:

Williams, L. S. (2008). The mission statement: A corporate reporting tool with a past, present, and future. Journal of Business Communications, 45(2), 94-119. Retrieved from EBSCO.

Optional Resources

The following Strategy and Leadership article serves as the foundation for this course. While the journal article is dated, its theoretical contribution for today’s organizations remains clear:

Wilson, I. (1996). The 5 compasses of strategic leadership. Strategy and Leadership, 24(4), 26-31. Retrieved from ProQuest.

The Ivey Business Journal Online, authored by Rowe and Nejad, is an excellent source of content related to leadership and strategy. The article defines what is meant by “Strategic Leadership,” as well as the central characteristics and qualities of strategic leaders:

Rowe, G., & Nejad, M. H. (2009). Strategic leadership: Short-term stability and long-term viability. Ivey Business Journal Online. Retrieved on April 29, 2014, from http://iveybusinessjournal.com/topics/leadership/strategic-leadership-short-term- stability-and-long-term-viability

Change is a constant. In this short video, Strategic Leadership is framed within the notion of discontinuity:

Strategic Leadership: Embracing Change (2012, March 23). Cal Miramar University. Podcast retrieved on April 29, 2014, from http://www.youtube.com/watch?v=aPIqJbLjNbM

For a current (21st century) perspective on strategic leadership, download this superb article, written by Hitt et al:

Hitt, M. A., Haynes, K.T., & Serpa, R. (2010). Strategic leadership for the 21st century. Business Horizons, 53, 437-444. Retrieved on April 29, 2014, from: http://ssrn.com/abstract=1995786

Finally, the following articles provide excellent overviews of Strategic Leadership theory and research in general. Crossan et al. discuss the means by which strategic leaders work within today’s dynamic and ever-changing environments. Note the authors’ emphasis on the changes that have occurred within organizations (change is not solely external to the organization), in addition to the authors’ position as to how transcendental leadership relates to the notion of strategic leadership:

Boal, K. B., & Hoojiberg, R. (2000). Strategic leadership research: Moving on. Leadership Quarterly, 11(4), 515-549. Retrieved from Science Direct.

Crossan, M., Vera, D., & Nanjad, L. Transcendent leadership: Strategic leadership in dynamic environments. Leadership Quarterly, 19 (5), 569-581. Retrieved from EBSCO.

Module 1 – Case Assignment

THE STRATEGIC COMPASS

Assignment Overview

Develop the vision and mission statements for an organization. Measure these statements against the criteria for meaningful vision and mission statements, providing comprehensive support and justification. The Case must be completed before the SLP.

First, read the following article:

Klag, M., Giroux, H., & Langley, A. (2012). Strategic planning at Saint Francis de Sales Schools. International Journal of Case Studies in Management (Online), 10(2), 1-20. Retrieved from ProQuest.

Case Assignment

Using the article above and the readings provided on the Background page of Module 1, write a 6- to 7-page paper in which you do the following:

Using the criteria for development of quality, meaningful vision and mission statements, create the vision and mission statements for the Saint Francis de Sales Schools, providing comprehensive support for the statements you have developed.

Keys to the Assignment

The key aspects of this assignment that are to be covered in your paper include the following:

State the criteria that you believe are essential to meaningful, quality vision and mission statements. Provide a minimum of five criteria for each of the two statements (vision and mission). Briefly justify each criterion (1-2 sentences for each).

Using the criteria you have selected above, develop the vision and mission statements for the Saint Francis de Sales Schools.

Next, using the criteria you have selected, justify the mission and vision statements you have developed.

Give clear and convincing rationale for why – in light of events and circumstances discussed in the article – you believe that John Handover should adopt your version of the school’s vision and mission statements.

Be sure to use a minimum of three library sources in support of your answers!

Module 1 – SLP Assignment

THE STRATEGIC COMPASS

Overview of the LED560 SLP Sequence

The SLP sequence for this course requires that you choose an organization, and that you apply the Five Compass Model of Strategic Leadership to that organization. For background on the 5 Compass Model, see:

Wilson, I. (1996). The 5 compasses of strategic leadership. Strategy and Leadership, 24(4), 26-31. Retrieved from ProQuest.

Assignment

Write a 3- to 4-page paper in which you address the following:

After selecting a for-profit or not-for-profit organization that is of interest to you, analyze the organization’s vision and mission statements against the criteria for meaningful statements, revising the statements as required.

Keys to the Assignment

The key aspects of this assignment that should be covered in your paper include the following:

Using the library or the Internet, choose an organization that is of interest to you. For this purpose, you are required to choose an organization in which you are not currently employed. (Hint: You may want to choose your target organization using a current listing of Fortune 500 companies.)

Locate the organization’s website. Spend time navigating the company website, so that you have a good understanding of what the company does.

Provide the name and website address of your chosen organization.

Locate and write down the organization’s mission and vision statements.

Critique each of the foregoing statements against the criteria included in the Background readings and/or the criteria you developed for the Case assignment. Note: Organizations have a tendency to combine their mission and vision statements; therefore, you may need to decide whether a given statement is a mission statement or a vision statement. Be sure to back up your critiques with research that appropriately supports your analysis.

Rewrite the vision and mission statements in the proper format for vision and mission statements.

In the context of the criteria for “good” vision and mission statements, defend the adjustments/changes you have made to the statements.

SLP Assignment Expectations

At Trident University, your assignments are evaluated using grading rubrics. While every assignment is assessed using one of the rubrics, grading rubrics may differ across assignments. Should you need help locating the grading rubric for this SLP, be sure to watch the following video: http://permalink.fliqz.com/aspx/permalink.aspx?at=b13c1b2c864344a

What Students Are Saying About Us

.......... Customer ID: 12*** | Rating: ⭐⭐⭐⭐⭐
"Honestly, I was afraid to send my paper to you, but splendidwritings.com proved they are a trustworthy service. My essay was done in less than a day, and I received a brilliant piece. I didn’t even believe it was my essay at first 🙂 Great job, thank you!"

.......... Customer ID: 14***| Rating: ⭐⭐⭐⭐⭐
"The company has some nice prices and good content. I ordered a term paper here and got a very good one. I'll keep ordering from this website."

"Order a Custom Paper on Similar Assignment! No Plagiarism! Enjoy 20% Discount"

Individual Assignment: Making Strategic Selection Decisions

So many questions surround selection decisions: Should an organization hire from a large or small pool of applicants? Should it hire employees that enter the organization fully trained and experienced in job responsibilities or train on the job? Should it portray the organization or job realistically or communicate only the positive aspects? HR professionals responsible for hiring new employees have a number of employee selection strategies at their disposal. Choosing between selection strategies and making effective selection decisions are responsibilities that HR professionals must fully grasp in order to ensure a staff of employees that will contribute and grow in their jobs and remain motivated and engaged.

For this Assignment, select one of the Discussion Questions from your course text at the end of either Chapter 5 or Chapter 6.

Here is the discussion question

Why are employee referrals a good recruiting source? What might keep you from referring friends and acquaintances for a position at an organization where you work?

In responding to the question, provide a comprehensive explanation of at least 300 words. Provide at least one resource to support your response. Be sure to cite any resources in APA formatting.

What Students Are Saying About Us

.......... Customer ID: 12*** | Rating: ⭐⭐⭐⭐⭐
"Honestly, I was afraid to send my paper to you, but splendidwritings.com proved they are a trustworthy service. My essay was done in less than a day, and I received a brilliant piece. I didn’t even believe it was my essay at first 🙂 Great job, thank you!"

.......... Customer ID: 14***| Rating: ⭐⭐⭐⭐⭐
"The company has some nice prices and good content. I ordered a term paper here and got a very good one. I'll keep ordering from this website."

"Order a Custom Paper on Similar Assignment! No Plagiarism! Enjoy 20% Discount"

What Students Are Saying About Us

.......... Customer ID: 12*** | Rating: ⭐⭐⭐⭐⭐
"Honestly, I was afraid to send my paper to you, but splendidwritings.com proved they are a trustworthy service. My essay was done in less than a day, and I received a brilliant piece. I didn’t even believe it was my essay at first 🙂 Great job, thank you!"

.......... Customer ID: 14***| Rating: ⭐⭐⭐⭐⭐
"The company has some nice prices and good content. I ordered a term paper here and got a very good one. I'll keep ordering from this website."

"Order a Custom Paper on Similar Assignment! No Plagiarism! Enjoy 20% Discount"

What Students Are Saying About Us

.......... Customer ID: 12*** | Rating: ⭐⭐⭐⭐⭐
"Honestly, I was afraid to send my paper to you, but splendidwritings.com proved they are a trustworthy service. My essay was done in less than a day, and I received a brilliant piece. I didn’t even believe it was my essay at first 🙂 Great job, thank you!"

.......... Customer ID: 14***| Rating: ⭐⭐⭐⭐⭐
"The company has some nice prices and good content. I ordered a term paper here and got a very good one. I'll keep ordering from this website."

"Order a Custom Paper on Similar Assignment! No Plagiarism! Enjoy 20% Discount"

In this assignment, you will combine the previous four (4) assignments into a proposal that you could present to the executive leadership and board members. You will argue the value of the change management plan to the overall success of the organization. Add to your previous submissions a plan for sustaining the change in the long run.

Write a six to ten (6-10) page paper in which you:

Section I: Organization: Describe the organization and comment on the HR change that the organization should make. Utilize effective diagnostic tools to assess the organizations ability to change. Support assertions with theoretical evidence.

1. Describe the company in terms of industry, size, number of employees, and history.
2. Analyze in detail the current HR practice, policy, process, or procedure that you believe should be changed.
3. Formulate three (3) valid reasons for the proposed change based on current change management theories.
4. Appraise the diagnostic tools that you can use to determine an organization’s readiness for change. Propose two (2) diagnostic tools which you can utilize to determine if the organization is ready for change. Defend why you believe the diagnostic tools selected are the best choice for diagnosing change in the organization.
5. Using one (1) of the diagnostic tools you selected, assess the organization’s readiness for change.
   1. Provide results of the diagnostic analysis
   2. Explain the results
6. Interpret whether or not the organization is ready for change. Substantiate your conclusion by referencing current change management theories.

Section II: Kotter Change Plan: Utilizing the Kotter eight (8) step method of change, create a solid change management plan for the HR initiative you identified as requiring improvement.

1. Ascertain how each of the steps applies to your specific organization.
2. Develop a strategy that illustrates how you would address each of the eight (8) stages of change:
   1. Establishing a sense of urgency
   2. Creating coalition
   3. Developing vision and strategy
   4. Communicating the vision
   5. Empowering broad-based action
   6. Generating short-term wins
   7. Consolidating gains and producing more change
   8. Anchoring new approaches into the culture

Section III: Resistance and Communication: Research methods of minimizing resistance to change and create plan to address resistance within your change management initiative.

1. Diagnose the reasons for resistance to change.
2. Interpret the potential causes of resistance in the organization. Identify and describe three (3) potential causes of resistance to your change plan. Identify and describe three (3) potential sources of resistance to your change plan.
3. Create a plan for minimizing possible resistance to your change management plan.
4. Elaborate on the relationship between resistance to change and communication.
5. Evaluate three (3) communication strategies.
6. Recommend one (1) communication strategy that would be applicable to your organization. Diagnose why this communication strategy is best for your organization.
7. Create a solid communication plan for your change initiative.

Section IV: Sustaining Change: Research methods of sustaining change in organizations and create a plan for sustaining proposed change.

1. Recommend two (2) strategies for sustaining change:
   1. Diagnose the two (2) theories from a scholarly perspective
   2. Evaluate why the strategies selected are viable for the organization

Section V: Presentation: Create a visually appealing and informative presentation espousing the importance of the change management plan you developed.

1. Create a ten to fifteen (10-15) slide PowerPoint presentation to submit to executive leadership and board members outlining and describing your recommended change. Include the following criteria:
   1. Be creative in your design so that is appealing to others.
   2. Ensure that all of the MAJOR points of the plan are covered.
   3. Create bulleted speaking notes for your presentation to the shareholders in the Notes section of the PowerPoint. Note: You may create or assume any fictitious names, data, or scenarios that have not been established in this assignment for a realistic flow of communication.
   4. Use a professional technically written style to graphically convey the information.
   5. Create a video of yourself presenting the presentation to key stakeholders. Note: View the “Creating a Presentation for Your Course” playlist, located here for tutorials on creating and submitting video assignments.

Section VI: References: Utilize good scholarly research skills and writing skills to develop a solid change plan and presentation.

1. Use at least ten (10) quality academic resources in this assignment. Note: Wikipedia and other similar Websites do not qualify as academic resources
2. Write clearly and concisely about managing organizational change using proper writing mechanics.

The specific course learning outcomes associated with this assignment are:

• Evaluate the reactions to change including identifying signs of resistance and approaches to managing it.
• Evaluate strategies for communicating change.
• Use technology and information resources to research issues in managing organizational change.
• Write clearly and concisely about managing organizational change using proper writing mechanics.
• Evaluate strategies for communicating change.

What Students Are Saying About Us

.......... Customer ID: 12*** | Rating: ⭐⭐⭐⭐⭐
"Honestly, I was afraid to send my paper to you, but splendidwritings.com proved they are a trustworthy service. My essay was done in less than a day, and I received a brilliant piece. I didn’t even believe it was my essay at first 🙂 Great job, thank you!"

.......... Customer ID: 14***| Rating: ⭐⭐⭐⭐⭐
"The company has some nice prices and good content. I ordered a term paper here and got a very good one. I'll keep ordering from this website."

"Order a Custom Paper on Similar Assignment! No Plagiarism! Enjoy 20% Discount"

Using the same company you researched in Assignment 1, evaluate the company’s compensation plan to determine how it could be improved.

Write a six to eight (6-8) page paper in which you:

1. Evaluate the existing compensation plan to determine if it is the most appropriate for your company. Explain your rationale.
2. Determine the most beneficial ratio of internally consistent and market consistent compensation systems for the company you selected.
3. Evaluate the current pay structure used by your company and assess the recognition of employee contributions.
4. Make two (2) recommendations for improving the effectiveness of the discretionary benefits provided by the company you selected.
5. Evaluate the types of employer-sponsored retirement plans and health insurance programs provided by the company you selected and compare them to that company’s major competitors.
6. Use at least 5 (five) quality references. Note: Wikipedia and other websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

• This course requires use of new Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow SWS or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

• Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
• Compare and contrast internally consistent and market-competitive compensation systems.
• Evaluate the role of benefits in strategic compensation.
• Use technology and information resources to research issues in compensation management.
• Write clearly and concisely about compensation management using proper writing mechanics.

What Students Are Saying About Us

.......... Customer ID: 12*** | Rating: ⭐⭐⭐⭐⭐
"Honestly, I was afraid to send my paper to you, but splendidwritings.com proved they are a trustworthy service. My essay was done in less than a day, and I received a brilliant piece. I didn’t even believe it was my essay at first 🙂 Great job, thank you!"

.......... Customer ID: 14***| Rating: ⭐⭐⭐⭐⭐
"The company has some nice prices and good content. I ordered a term paper here and got a very good one. I'll keep ordering from this website."

"Order a Custom Paper on Similar Assignment! No Plagiarism! Enjoy 20% Discount"