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    I need your help – 2 years ago **files (3)** – ## JWI510_WK8_LectureNotes_1194.pdf – Week8Discussion.jpeg – InsideAmazonWrestlingBigIdeasinaBruisingWorkplace.pdf **## JWI510_WK8_LectureNotes_1194.pdf** JWI 510: Leadership in the 21st Century Lecture Notes © Strayer University. All Rights Reser…

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    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 1 of 4

    Week 8: Achieving Results

    Although achieving results through lateral and upward leadership is important, “you need to tend to your
    subordinates with the same level of attention and concern” (Welch, 2005, p. 280). The first step to
    achieving results through your team is to get the right players in the right positions, something you will
    learn more about in your People Management course. This week, the focus is on empowering people to
    execute and avoiding leadership errors that can derail a career and an organization.

    Getting it Done!

    In Winning (Welch, 2005), Chapter 6, Jack describes the 4E’s + P framework for hiring employees. The
    fourth E stands for execute, the ability to get the job done. Jack’s Eight Rules for what leaders do,
    covered earlier in the course, describe an approach to leadership focused on building an organization
    where people can effectively execute a winning strategy. Specific characteristics underpin this kind of
    leadership, including a relentless drive to never settle for good enough (Bossidy & Charan, 2004). All of
    these traits require courage, and demand that leaders:

    • Energize others: aligning with Jack’s rule about getting into everyone’s skin, exuding positive
    energy and optimism. They create energy in others, they hire energetic individuals, and they help
    people maintain their momentum by celebrating short-term wins.

    • Are decisive: facing tough decisions head-on rather than procrastinating and avoiding them.
    Doing this requires emotional strength.

    • Are good at getting work done through others: setting milestones and watching for follow-through.

    • Follow through: constantly clarifying what needs to be done, who will do it, and when they will do it.
    They provide the resources to meet milestones and monitor progress.

    In becoming a leader who knows how to win, it is important to be aware of – and avoid – common
    leadership errors that can derail your career and your organization. These errors are the Six Sins of
    Leadership.

    The Six Sins of Leadership

    In this course, we have already devoted thousands of words to discussing what leaders should do. But
    before we get much further along, there is much to be learned from exploring what leaders commonly get
    wrong. For it is in their failures that leaders often have the most impact, both on individuals and
    organizations.

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 2 of 4

    Consider the following material with a critical eye. Do any Sins apply to your own behaviors? If so, self-
    awareness is the first step to corrective action. And for those of you who are not yet leaders, scrutiny is
    advised. Understanding where leaders you have worked for might have gone astray will serve you well in
    the future.

    Being a leader is perhaps the hardest challenge anyone will ever face. No matter how long you work at it,
    practicing the right behavior is a never-ending task. Knowing and avoiding the wrong behavior are never-
    ending tasks.

    1. Not Giving Self-Confidence Its Due
    Self-confidence is the lifeblood of success. When people have it, they’re bold. They try new
    things, offer ideas, exude positive energy, and cooperate with their colleagues instead of
    attempting to get ahead by bringing them down. When they lack self-confidence, it's just the
    opposite. People cower. They plod. They spread negativity with their words and gestures. You
    cannot unleash the creative power of individuals who doubt themselves.

    Leaders can never stop striving to develop self-confidence in their teams. The ways to do so are
    myriad. Make sure goals are challenging, but achievable. Give positive feedback. Remind your
    direct reports of what they do right.

    2. Muzzling Voice
    Perhaps the most frustrating way that leaders underperform is by over-talking. That is, they act
    like know-it-alls. They can tell you how the world works, what corporate is thinking, how it will
    backfire if you try this or that, and why you can’t possibly change the product for the better.

    Sometimes, such blowhards get their swagger from a few positive experiences, but usually,
    they're just victims of their own destructive personalities. Ultimately, the company ends up being
    a victim, too, because know-it-alls aren't just insufferable – they’re dangerous. They don’t listen,
    and that deafness makes it very hard for new ideas to get debated, expanded upon, or
    improved. No single person, no matter how smart, can take a business to its apex. For that, you
    need every voice to be heard. Know-it-all leadership creates a deadly silence.1

    1 As CEO of GE, Jack decided to launch an initiative called “Work-Out,” where every employee of the company was
    given the opportunity to speak his or her mind about how work was done. The output was shocking. Terrific new ideas,
    long buried in bureaucracy or under the weight of know-it-all bosses, were set free, leading to an explosion of
    productivity and employee buy-in. After one such session, a middle-aged appliance worker approached Jack. “For 25
    years, you paid for my hands,” he said. “You could have had my brain, too – for free.”

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 3 of 4

    3. Acting Phony
    Can you spot a phony? Of course, you can, and so can your people. Indeed, if there is one
    widespread human capability, it is sniffing out someone who is putting on airs, pretending to be
    who they are not, or just keeping their real self hidden.

    Too many leaders spend way too much time creating personas that put a wall between them
    and their employees. What a waste! Authenticity is what makes people love you. Visibly
    grappling with challenging problems, sweating the details, laughing, and caring – these are the
    activities that make people respond and feel engaged with what you're saying. Sure, some
    people will tell you that being mysterious grants you power as a leader. In reality, all it
    generates is fear. And, who wants to motivate that way?

    4. Lacking the Guts to Differentiate
    You only have to be in business for a few weeks to know that not all investment opportunities are
    created equal. But some leaders can't face that reality, and so, they sprinkle their resources like
    cheese on a pizza – a little bit everywhere. As a result, promising growth opportunities too often
    don’t get them the outsized infusions of cash and people they need. If they did that, someone
    might get offended during the resource-allocation process – someone like the manager of a weak
    business or the sponsor of a dubious investment proposal.

    But leaders who don’t differentiate do the most damage when it comes to people. Unwilling to
    deliver candid, rigorous performance reviews, they give every employee the same kind of bland,
    mushy, nice job sign-off. Then, when rewards are doled out, they give star performers little more
    than the laggards. You can call this egalitarian approach kind or fair – as these lousy leaders
    usually do – but it's just weakness. And when it comes to building a thriving organization where
    people have the chance to grow and succeed, weakness just doesn’t cut it.

    5. Fixation on Results at the Expense of Values
    Real leaders deliver! Oratory without results equals nothing. But leaders are committing a
    dereliction of duties if all they care about are the numbers. They also have to care about how
    those numbers came to be. Were the right behaviors practiced? Was the company's culture of
    integrity honored? Were people taken care of properly? Was the law obeyed, in both letter and
    spirit?

    Values are funny items in business. Companies love to talk about them. They like to hang them
    up on plaques in the lobby and boast about them to potential hires and customers. But they're
    meaningless if leaders don’t live and breathe them. Sometimes, that can take courage. It can
    mean letting go of a top performer who’s a brute to his colleagues, or not promoting a star who
    doesn’t share her best ideas with the team. That’s hard. And, yet, if you are a leader, this is a sin
    you can’t ignore. When you nail your results, make sure you can also report back to a crowded
    room, "We did this the right way, according to our values."

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 4 of 4

    6. Skipping the Fun Part
    What is it about celebrating that makes managers so nervous? Maybe throwing a party doesn't
    seem professional, or it makes people worry that they won't look serious to the powers that be,
    or, if the office is too happy, people will stop working their tails off. Whatever the reason, too
    many leaders don’t celebrate enough.

    To be clear here, we do not mean celebrating by conducting one of those boring company-
    orchestrated events that everyone hates, in which the whole team is marched out to a local
    restaurant for an evening of forced merriment when they’d rather be at home. We’re talking
    about sending a team to Disney World with their families, or giving each team member tickets to
    a show or movie, or handing each member of the team a new iPad. What a lost opportunity!

    Celebrating makes people feel like winners and creates an atmosphere of recognition and
    positive energy. Work is too much a part of life not to recognize moments of achievement. Grab
    as many of these as you can. Make a big deal out of them. That’s part of the leader’s job – that’s
    the fun part!

    Your Leadership Journey

    • If you are new to leadership, think about how you can be the kind of employee who is a doer –
    someone who makes life easier for their boss

    • If you are a team leader, consider whether you have an effective evaluation system in place

    • If you are a senior/veteran leader, consider whether the Six Sins of Leadership have been taking
    hold in teams throughout your organization

    **Week8Discussion.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week8discussion-jpeg-10201241)

    **InsideAmazonWrestlingBigIdeasinaBruisingWorkplace.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/insideamazonwrestlingbigideasinabruisingworkplace-pdf)

    **InsideAmazonWrestlingBigIdeasinaBruisingWorkplace.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/insideamazonwrestlingbigideasinabruisingworkplace-pdf)

    **## JWI510_WK8_LectureNotes_1194.pdf**

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 1 of 4

    Week 8: Achieving Results

    Although achieving results through lateral and upward leadership is important, “you need to tend to your
    subordinates with the same level of attention and concern” (Welch, 2005, p. 280). The first step to
    achieving results through your team is to get the right players in the right positions, something you will
    learn more about in your People Management course. This week, the focus is on empowering people to
    execute and avoiding leadership errors that can derail a career and an organization.

    Getting it Done!

    In Winning (Welch, 2005), Chapter 6, Jack describes the 4E’s + P framework for hiring employees. The
    fourth E stands for execute, the ability to get the job done. Jack’s Eight Rules for what leaders do,
    covered earlier in the course, describe an approach to leadership focused on building an organization
    where people can effectively execute a winning strategy. Specific characteristics underpin this kind of
    leadership, including a relentless drive to never settle for good enough (Bossidy & Charan, 2004). All of
    these traits require courage, and demand that leaders:

    • Energize others: aligning with Jack’s rule about getting into everyone’s skin, exuding positive
    energy and optimism. They create energy in others, they hire energetic individuals, and they help
    people maintain their momentum by celebrating short-term wins.

    • Are decisive: facing tough decisions head-on rather than procrastinating and avoiding them.
    Doing this requires emotional strength.

    • Are good at getting work done through others: setting milestones and watching for follow-through.

    • Follow through: constantly clarifying what needs to be done, who will do it, and when they will do it.
    They provide the resources to meet milestones and monitor progress.

    In becoming a leader who knows how to win, it is important to be aware of – and avoid – common
    leadership errors that can derail your career and your organization. These errors are the Six Sins of
    Leadership.

    The Six Sins of Leadership

    In this course, we have already devoted thousands of words to discussing what leaders should do. But
    before we get much further along, there is much to be learned from exploring what leaders commonly get
    wrong. For it is in their failures that leaders often have the most impact, both on individuals and
    organizations.

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 2 of 4

    Consider the following material with a critical eye. Do any Sins apply to your own behaviors? If so, self-
    awareness is the first step to corrective action. And for those of you who are not yet leaders, scrutiny is
    advised. Understanding where leaders you have worked for might have gone astray will serve you well in
    the future.

    Being a leader is perhaps the hardest challenge anyone will ever face. No matter how long you work at it,
    practicing the right behavior is a never-ending task. Knowing and avoiding the wrong behavior are never-
    ending tasks.

    1. Not Giving Self-Confidence Its Due
    Self-confidence is the lifeblood of success. When people have it, they’re bold. They try new
    things, offer ideas, exude positive energy, and cooperate with their colleagues instead of
    attempting to get ahead by bringing them down. When they lack self-confidence, it's just the
    opposite. People cower. They plod. They spread negativity with their words and gestures. You
    cannot unleash the creative power of individuals who doubt themselves.

    Leaders can never stop striving to develop self-confidence in their teams. The ways to do so are
    myriad. Make sure goals are challenging, but achievable. Give positive feedback. Remind your
    direct reports of what they do right.

    2. Muzzling Voice
    Perhaps the most frustrating way that leaders underperform is by over-talking. That is, they act
    like know-it-alls. They can tell you how the world works, what corporate is thinking, how it will
    backfire if you try this or that, and why you can’t possibly change the product for the better.

    Sometimes, such blowhards get their swagger from a few positive experiences, but usually,
    they're just victims of their own destructive personalities. Ultimately, the company ends up being
    a victim, too, because know-it-alls aren't just insufferable – they’re dangerous. They don’t listen,
    and that deafness makes it very hard for new ideas to get debated, expanded upon, or
    improved. No single person, no matter how smart, can take a business to its apex. For that, you
    need every voice to be heard. Know-it-all leadership creates a deadly silence.1

    1 As CEO of GE, Jack decided to launch an initiative called “Work-Out,” where every employee of the company was
    given the opportunity to speak his or her mind about how work was done. The output was shocking. Terrific new ideas,
    long buried in bureaucracy or under the weight of know-it-all bosses, were set free, leading to an explosion of
    productivity and employee buy-in. After one such session, a middle-aged appliance worker approached Jack. “For 25
    years, you paid for my hands,” he said. “You could have had my brain, too – for free.”

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 3 of 4

    3. Acting Phony
    Can you spot a phony? Of course, you can, and so can your people. Indeed, if there is one
    widespread human capability, it is sniffing out someone who is putting on airs, pretending to be
    who they are not, or just keeping their real self hidden.

    Too many leaders spend way too much time creating personas that put a wall between them
    and their employees. What a waste! Authenticity is what makes people love you. Visibly
    grappling with challenging problems, sweating the details, laughing, and caring – these are the
    activities that make people respond and feel engaged with what you're saying. Sure, some
    people will tell you that being mysterious grants you power as a leader. In reality, all it
    generates is fear. And, who wants to motivate that way?

    4. Lacking the Guts to Differentiate
    You only have to be in business for a few weeks to know that not all investment opportunities are
    created equal. But some leaders can't face that reality, and so, they sprinkle their resources like
    cheese on a pizza – a little bit everywhere. As a result, promising growth opportunities too often
    don’t get them the outsized infusions of cash and people they need. If they did that, someone
    might get offended during the resource-allocation process – someone like the manager of a weak
    business or the sponsor of a dubious investment proposal.

    But leaders who don’t differentiate do the most damage when it comes to people. Unwilling to
    deliver candid, rigorous performance reviews, they give every employee the same kind of bland,
    mushy, nice job sign-off. Then, when rewards are doled out, they give star performers little more
    than the laggards. You can call this egalitarian approach kind or fair – as these lousy leaders
    usually do – but it's just weakness. And when it comes to building a thriving organization where
    people have the chance to grow and succeed, weakness just doesn’t cut it.

    5. Fixation on Results at the Expense of Values
    Real leaders deliver! Oratory without results equals nothing. But leaders are committing a
    dereliction of duties if all they care about are the numbers. They also have to care about how
    those numbers came to be. Were the right behaviors practiced? Was the company's culture of
    integrity honored? Were people taken care of properly? Was the law obeyed, in both letter and
    spirit?

    Values are funny items in business. Companies love to talk about them. They like to hang them
    up on plaques in the lobby and boast about them to potential hires and customers. But they're
    meaningless if leaders don’t live and breathe them. Sometimes, that can take courage. It can
    mean letting go of a top performer who’s a brute to his colleagues, or not promoting a star who
    doesn’t share her best ideas with the team. That’s hard. And, yet, if you are a leader, this is a sin
    you can’t ignore. When you nail your results, make sure you can also report back to a crowded
    room, "We did this the right way, according to our values."

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 4 of 4

    6. Skipping the Fun Part
    What is it about celebrating that makes managers so nervous? Maybe throwing a party doesn't
    seem professional, or it makes people worry that they won't look serious to the powers that be,
    or, if the office is too happy, people will stop working their tails off. Whatever the reason, too
    many leaders don’t celebrate enough.

    To be clear here, we do not mean celebrating by conducting one of those boring company-
    orchestrated events that everyone hates, in which the whole team is marched out to a local
    restaurant for an evening of forced merriment when they’d rather be at home. We’re talking
    about sending a team to Disney World with their families, or giving each team member tickets to
    a show or movie, or handing each member of the team a new iPad. What a lost opportunity!

    Celebrating makes people feel like winners and creates an atmosphere of recognition and
    positive energy. Work is too much a part of life not to recognize moments of achievement. Grab
    as many of these as you can. Make a big deal out of them. That’s part of the leader’s job – that’s
    the fun part!

    Your Leadership Journey

    • If you are new to leadership, think about how you can be the kind of employee who is a doer –
    someone who makes life easier for their boss

    • If you are a team leader, consider whether you have an effective evaluation system in place

    • If you are a senior/veteran leader, consider whether the Six Sins of Leadership have been taking
    hold in teams throughout your organization

    **Week8Discussion.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week8discussion-jpeg-10201241)

    **InsideAmazonWrestlingBigIdeasinaBruisingWorkplace.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/insideamazonwrestlingbigideasinabruisingworkplace-pdf)

    **## JWI510_WK8_LectureNotes_1194.pdf**

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 1 of 4

    Week 8: Achieving Results

    Although achieving results through lateral and upward leadership is important, “you need to tend to your
    subordinates with the same level of attention and concern” (Welch, 2005, p. 280). The first step to
    achieving results through your team is to get the right players in the right positions, something you will
    learn more about in your People Management course. This week, the focus is on empowering people to
    execute and avoiding leadership errors that can derail a career and an organization.

    Getting it Done!

    In Winning (Welch, 2005), Chapter 6, Jack describes the 4E’s + P framework for hiring employees. The
    fourth E stands for execute, the ability to get the job done. Jack’s Eight Rules for what leaders do,
    covered earlier in the course, describe an approach to leadership focused on building an organization
    where people can effectively execute a winning strategy. Specific characteristics underpin this kind of
    leadership, including a relentless drive to never settle for good enough (Bossidy & Charan, 2004). All of
    these traits require courage, and demand that leaders:

    • Energize others: aligning with Jack’s rule about getting into everyone’s skin, exuding positive
    energy and optimism. They create energy in others, they hire energetic individuals, and they help
    people maintain their momentum by celebrating short-term wins.

    • Are decisive: facing tough decisions head-on rather than procrastinating and avoiding them.
    Doing this requires emotional strength.

    • Are good at getting work done through others: setting milestones and watching for follow-through.

    • Follow through: constantly clarifying what needs to be done, who will do it, and when they will do it.
    They provide the resources to meet milestones and monitor progress.

    In becoming a leader who knows how to win, it is important to be aware of – and avoid – common
    leadership errors that can derail your career and your organization. These errors are the Six Sins of
    Leadership.

    The Six Sins of Leadership

    In this course, we have already devoted thousands of words to discussing what leaders should do. But
    before we get much further along, there is much to be learned from exploring what leaders commonly get
    wrong. For it is in their failures that leaders often have the most impact, both on individuals and
    organizations.

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 2 of 4

    Consider the following material with a critical eye. Do any Sins apply to your own behaviors? If so, self-
    awareness is the first step to corrective action. And for those of you who are not yet leaders, scrutiny is
    advised. Understanding where leaders you have worked for might have gone astray will serve you well in
    the future.

    Being a leader is perhaps the hardest challenge anyone will ever face. No matter how long you work at it,
    practicing the right behavior is a never-ending task. Knowing and avoiding the wrong behavior are never-
    ending tasks.

    1. Not Giving Self-Confidence Its Due
    Self-confidence is the lifeblood of success. When people have it, they’re bold. They try new
    things, offer ideas, exude positive energy, and cooperate with their colleagues instead of
    attempting to get ahead by bringing them down. When they lack self-confidence, it's just the
    opposite. People cower. They plod. They spread negativity with their words and gestures. You
    cannot unleash the creative power of individuals who doubt themselves.

    Leaders can never stop striving to develop self-confidence in their teams. The ways to do so are
    myriad. Make sure goals are challenging, but achievable. Give positive feedback. Remind your
    direct reports of what they do right.

    2. Muzzling Voice
    Perhaps the most frustrating way that leaders underperform is by over-talking. That is, they act
    like know-it-alls. They can tell you how the world works, what corporate is thinking, how it will
    backfire if you try this or that, and why you can’t possibly change the product for the better.

    Sometimes, such blowhards get their swagger from a few positive experiences, but usually,
    they're just victims of their own destructive personalities. Ultimately, the company ends up being
    a victim, too, because know-it-alls aren't just insufferable – they’re dangerous. They don’t listen,
    and that deafness makes it very hard for new ideas to get debated, expanded upon, or
    improved. No single person, no matter how smart, can take a business to its apex. For that, you
    need every voice to be heard. Know-it-all leadership creates a deadly silence.1

    1 As CEO of GE, Jack decided to launch an initiative called “Work-Out,” where every employee of the company was
    given the opportunity to speak his or her mind about how work was done. The output was shocking. Terrific new ideas,
    long buried in bureaucracy or under the weight of know-it-all bosses, were set free, leading to an explosion of
    productivity and employee buy-in. After one such session, a middle-aged appliance worker approached Jack. “For 25
    years, you paid for my hands,” he said. “You could have had my brain, too – for free.”

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 3 of 4

    3. Acting Phony
    Can you spot a phony? Of course, you can, and so can your people. Indeed, if there is one
    widespread human capability, it is sniffing out someone who is putting on airs, pretending to be
    who they are not, or just keeping their real self hidden.

    Too many leaders spend way too much time creating personas that put a wall between them
    and their employees. What a waste! Authenticity is what makes people love you. Visibly
    grappling with challenging problems, sweating the details, laughing, and caring – these are the
    activities that make people respond and feel engaged with what you're saying. Sure, some
    people will tell you that being mysterious grants you power as a leader. In reality, all it
    generates is fear. And, who wants to motivate that way?

    4. Lacking the Guts to Differentiate
    You only have to be in business for a few weeks to know that not all investment opportunities are
    created equal. But some leaders can't face that reality, and so, they sprinkle their resources like
    cheese on a pizza – a little bit everywhere. As a result, promising growth opportunities too often
    don’t get them the outsized infusions of cash and people they need. If they did that, someone
    might get offended during the resource-allocation process – someone like the manager of a weak
    business or the sponsor of a dubious investment proposal.

    But leaders who don’t differentiate do the most damage when it comes to people. Unwilling to
    deliver candid, rigorous performance reviews, they give every employee the same kind of bland,
    mushy, nice job sign-off. Then, when rewards are doled out, they give star performers little more
    than the laggards. You can call this egalitarian approach kind or fair – as these lousy leaders
    usually do – but it's just weakness. And when it comes to building a thriving organization where
    people have the chance to grow and succeed, weakness just doesn’t cut it.

    5. Fixation on Results at the Expense of Values
    Real leaders deliver! Oratory without results equals nothing. But leaders are committing a
    dereliction of duties if all they care about are the numbers. They also have to care about how
    those numbers came to be. Were the right behaviors practiced? Was the company's culture of
    integrity honored? Were people taken care of properly? Was the law obeyed, in both letter and
    spirit?

    Values are funny items in business. Companies love to talk about them. They like to hang them
    up on plaques in the lobby and boast about them to potential hires and customers. But they're
    meaningless if leaders don’t live and breathe them. Sometimes, that can take courage. It can
    mean letting go of a top performer who’s a brute to his colleagues, or not promoting a star who
    doesn’t share her best ideas with the team. That’s hard. And, yet, if you are a leader, this is a sin
    you can’t ignore. When you nail your results, make sure you can also report back to a crowded
    room, "We did this the right way, according to our values."

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 4 of 4

    6. Skipping the Fun Part
    What is it about celebrating that makes managers so nervous? Maybe throwing a party doesn't
    seem professional, or it makes people worry that they won't look serious to the powers that be,
    or, if the office is too happy, people will stop working their tails off. Whatever the reason, too
    many leaders don’t celebrate enough.

    To be clear here, we do not mean celebrating by conducting one of those boring company-
    orchestrated events that everyone hates, in which the whole team is marched out to a local
    restaurant for an evening of forced merriment when they’d rather be at home. We’re talking
    about sending a team to Disney World with their families, or giving each team member tickets to
    a show or movie, or handing each member of the team a new iPad. What a lost opportunity!

    Celebrating makes people feel like winners and creates an atmosphere of recognition and
    positive energy. Work is too much a part of life not to recognize moments of achievement. Grab
    as many of these as you can. Make a big deal out of them. That’s part of the leader’s job – that’s
    the fun part!

    Your Leadership Journey

    • If you are new to leadership, think about how you can be the kind of employee who is a doer –
    someone who makes life easier for their boss

    • If you are a team leader, consider whether you have an effective evaluation system in place

    • If you are a senior/veteran leader, consider whether the Six Sins of Leadership have been taking
    hold in teams throughout your organization

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    – 2 years ago **files (4)** – ## Template.docx – ## GradingRubric.pdf – ## ResearchPaperFinalSubmission.pdf – ConceptsandTheoriesofHumanDevelopment.pdf **## Template.docx** **School of , Liberty University** ****Author Note**** **I have no known conflict of interest to disclose.** **Correspondence c…

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    **files (4)**

    – ## Template.docx

    – ## GradingRubric.pdf

    – ## ResearchPaperFinalSubmission.pdf

    – ConceptsandTheoriesofHumanDevelopment.pdf

    **## Template.docx**

    **School of , Liberty University**

    ****Author Note****

    **I have no known conflict of interest to disclose.**

    **Correspondence concerning this article should be addressed to . Email:**

    **## Abstract**

    **_Keywords_:**

    **2**

    **2**

    **## References**

    **## GradingRubric.pdf**

    Criteria Ratings Points

    Content,
    Focus, and
    Organization

    123 to >111 pts

    Advanced

    The paper fully meets
    or exceeds the
    following content
    requirements:
    • The paper includes
    the results of original
    research regarding the
    topic.
    • The tone is objective
    and professional.
    • The paper includes
    at least 8 scholarly
    journal articles as
    sources and may
    include other sources,
    including course
    materials and the
    Bible, but the bulk of
    the paper is supported
    by journal articles
    reporting findings
    of original research.
    • The sources and the
    totality of the paper are
    on-topic, and the
    paper does not digress
    into unrelated topics.
    • The paper flows
    well, is concise without
    being choppy, and
    avoids dramatic or
    flowery language.
    • The paper appears
    free of biases or
    opinion.
    • The abstract is
    well-written and
    provides a summary of
    the paper.
    • The paper contains
    a well-written
    introduction that
    provides an
    appropriate framework
    for the research that is
    discussed.
    • The paper contains
    a well-written summary
    and a conclusion that

    111 to >102 pts

    Proficient

    The paper meets most or
    some of the following
    content requirements:
    • The paper includes the
    results of original
    research regarding the
    topic.
    • The tone is objective
    and professional.
    • The paper includes at
    least 8 scholarly journal
    articles as sources and
    may include other
    sources, including course
    materials and the Bible,
    but the bulk of the paper
    is supported by journal
    articles reporting findings
    of original research.
    • The sources and the
    totality of the paper are
    on-topic, and the paper
    does not digress into
    unrelated topics.
    • The paper flows well, is
    concise without being
    choppy, and avoids
    dramatic or flowery
    language.
    • The paper appears free
    of biases or opinion.
    • The abstract is
    well-written and provides
    a summary of the paper.
    • The paper contains a
    well-written introduction
    that provides an
    appropriate framework
    for the research that is
    discussed.
    • The paper contains a
    well-written summary and
    a conclusion that flows
    logically from the
    research findings.

    102 to >0 pts

    Developing

    The paper inadequately
    meets the following
    content requirements:
    • The paper includes the
    results of original
    research regarding the
    topic.
    • The tone is objective
    and professional.
    • The paper includes at
    least 8 scholarly journal
    articles as sources and
    may include other
    sources, including course
    materials and the Bible,
    but the bulk of the paper
    is supported by journal
    articles reporting findings
    of original research.
    • The sources and the
    totality of the paper are
    on-topic, and the paper
    does not digress into
    unrelated topics.
    • The paper flows well, is
    concise without being
    choppy, and avoids
    dramatic or flowery
    language.
    • The paper appears free
    of biases or opinion.
    • The abstract is
    well-written and provides
    a summary of the paper.
    • The paper contains a
    well-written introduction
    that provides an
    appropriate framework
    for the research that is
    discussed.
    • The paper contains a
    well-written summary and
    a conclusion that flows
    logically from the
    research findings.

    0 pts

    Not Present

    The paper
    does not
    meet the
    content
    requirements.

    123
    pts

    Research Paper: Final Submission Grading Rubric |
    PSYC725_B01_202520

    Criteria Ratings Points

    flows logically from the
    research findings.

    Grammar
    and
    Spelling,
    Current APA
    Format
    Compliance,
    and Length

    52 to >47 pts

    Advanced

    The paper meets or
    exceeds the following
    structure
    requirements:
    • References are in
    current APA format
    and are cited in the
    paper. All citations
    have a corresponding
    reference, and all
    references are cited.
    • The paper is written
    in current APA format,
    including title page,
    page numbers, and
    headings.
    • Quotations, if used,
    are not excessive.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.
    • Paper is 7 to 8
    pages, not including
    title page, abstract,
    and reference page(s).

    47 to >43 pts

    Proficient

    The paper meets most or
    some of the following
    structure requirements:
    • References are in
    current APA format and
    are cited in the paper. All
    citations have a
    corresponding reference,
    and all references are
    cited.
    • The paper is written in
    current APA format,
    including title page, page
    numbers, and headings.
    • Quotations, if used, are
    not excessive.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.
    • Paper is 7 to 8 pages,
    not including title page,
    abstract, and reference
    page(s).

    43 to >0 pts

    Developing

    The paper partially or
    inadequately meets the
    following structure
    requirements:
    • References are in
    current APA format and
    are cited in the paper. All
    citations have a
    corresponding reference,
    and all references are
    cited.
    • The paper is written in
    current APA format,
    including title page, page
    numbers, and headings.
    • Quotations, if used, are
    not excessive.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.
    • Paper is 7 to 8 pages,
    not including title page,
    abstract, and reference
    page(s).

    0 pts

    Not Present

    The paper
    does not
    meet the
    structure
    requirements.

    52 pts

    Total Points: 175

    Research Paper: Final Submission Grading Rubric |
    PSYC725_B01_202520

    **## ResearchPaperFinalSubmission.pdf**

    PSYC 725

    Page 1 of 3

    RESEARCH PAPER: FINAL SUBMISSION ASSIGNMENT INSTRUCTIONS

    OVERVIEW
    Understanding and evaluating original research is an important skill for developmental
    psychologists. Understanding research methodology and the sections of a journal article is
    critical for doctoral-level psychologists. This assignment will help you learn to objectively
    evaluate research on a developmental psychology topic and to seek, understand, and integrate
    scholarly sources of information. This assignment will also help you gain scholarly knowledge of
    a topic of interest. Researching the literature on a topic and integrating it will also help you begin
    to clarify and discern your own research interests and will help prepare you to conduct
    independent research and write about your findings in a scholarly manner.
    INSTRUCTIONS

    You will write a 7-8-page (not including title page, abstract, and reference page), research-based
    paper in current APA format that focuses on a topic of your choice related to developmental
    psychology. The paper must cite at least 8 scholarly journal articles (or chapters/articles from the
    Handbook of Child Psychology and Developmental Science, available in the LU online library,
    may be used for up to 3 of the articles; see reference at the end of this document and the link to
    this source under the Research Paper: Final Submission Resources section on the assignment
    page). Other references, including the course text and the Bible, may be incorporated in addition
    to the 8 journal articles, but the majority of the content of the paper must be supported by
    research-based, scholarly, peer-reviewed journal articles.
    The following are not considered scholarly sources: about.com, psychologytoday.com,
    Psychology Today magazine, Wikipedia, verywell.com (Kendra Cherry), simplypsychology.com
    (Saul McLeod), psychcentral.com, webmd.com, mayoclinic.com, books written for a general
    audience, and magazines written for a general audience. Many of these resources can be useful
    for gaining knowledge of a topic and often contain accurate information, but they are not
    scholarly sources acceptable for use in a graduate-level research paper. Non-scholarly sources
    are not necessarily useless or inaccurate, but a graduate-level research paper must contain
    research-based sources, such as journal articles describing original research studies. If you are
    unsure whether or not a reference is scholarly, ask your instructor.
    You can find a list of journals affiliated with the American Psychological Association (APA) on
    the Research Paper: Final Submission Assignment page under Research Paper: Final
    Submission Resources. These are not the only acceptable journals – many others are available –
    but this list is provided to give you examples of scholarly journals. If you click “By Subject” and
    then click “Developmental Psychology,” you will see journals specific to developmental
    psychology. Child Development is another well-respected developmental psychology journal.
    Some of the databases have the option to select “peer-reviewed” sources; selecting this option
    will help you eliminate non-scholarly sources from your search results. The Jerry Falwell Library
    is a reliable place to conduct your searches.
    You do not need to pay for articles. Articles that ask you to pay for access can generally be
    accessed through the Jerry Falwell Library without requiring payment.
    Research papers must be written in formal, academic language. Avoid the following in a research
    paper:

    • Decorative fonts, color, and decorations on the title page

    PSYC 725

    Page 2 of 3

    • Contractions
    • One-sentence paragraphs
    • Building suspense or writing in a dramatic style
    • Flowery language
    • Emotional language, such as saying “It is sad that…”
    • Addressing the reader or the paper, or making the reader or the paper the subject of a

    sentence, e.g. “In this paper, the reader [or you] will learn about…”
    • The following words or phrases:

    o “a lot” or “alot”
    o “ok,” “OK,” or “okay”
    o “nowadays,” “now-a-days,” or “now a days”
    o “we” – as in “Now we are going to learn about…” or using “we” to refer to

    people in general
    o “you”
    o “thru” for “through”
    o “I think/feel/believe…”
    o “oftentimes” or “often times”
    o “based off of” for “based on”

    • Redundancies such as “each and every” or using 2 conjunctions together, e.g. “but yet…”
    • Separating 2 sentences with a comma
    • Discussing the process of researching or writing the paper, e.g. “I went to the library and

    read an article about…”
    • Assuming the reader knows of the course you are taking or about your course textbook,

    e.g. “In week 3 of our class…” or “As it states in our course textbook…” (If you use the
    course textbook as a reference, use a citation and reference in current APA format, as you
    would with any other reference.)

    • Questioning the reader or beginning the paper with a question, e.g. “Have you ever
    wondered about…?”

    • Stating that the topic is an “interesting” or “important” topic
    • Using vocabulary that you do not know the meaning of, or eloquent phrases, to attempt to

    impress the reader
    • Excessive quoting of other material

    The Research Paper must be objective and present actual research findings, not your opinion or
    what you want the research to show. Avoid exclusively using sources that support your biases.
    Because people often choose topics about which they have strong opinions, you will have a
    chance to discuss your opinions about your topic, as well as any personal significance the topic
    has for you, in the Discussion Thread: Theory, Metatheory, Nature/Nurture, Human
    Genome Project. The Research Paper itself is not a place to express opinions. You may
    certainly reach a conclusion that supports your views, if that is what the research actually shows,
    and express the conclusion in the paper, but such a conclusion must be supported by the research
    you cite in the paper and cannot be based on your opinion.

    There are 2 options for integrating a biblical perspective. You may incorporate a biblical
    perspective into the paper, or you may discuss the topic from a biblical perspective as part of

    PSYC 725

    Page 3 of 3

    your Discussion Thread: Theory, Metatheory, Nature/Nurture, Human Genome Project. Or
    you may do both, if you wish.

    This assignment will be checked for originality via the Turnitin plagiarism tool. You will have
    the opportunity to resubmit until you are satisfied there is no plagiarism, but if you plan to run
    the paper through Turnitin multiple times, you must allow time for this process in order to
    submit the final version of the paper on time. Note that sometimes the score may appear
    relatively high because of the references or because of several small coincidental matches that
    may not be of concern. You are not looking for a specific percentage; instead, examine the report
    to see the matches to determine the significance of the similarities. If you are unsure if matches
    that show up are of concern, contact your instructor. You will not be penalized for unintentional
    plagiarism in drafts of the paper prior to your final submission.

    Be sure to review the Research Paper: Final Submission Grading Rubric before completing
    the assignment.

    Reference Information for Handbook of Child Psychology and Developmental Science:

    Lerner, R. M., Overton, W. F. & Molenaar, P.C.M. (Eds.). (2015). Handbook of child
    psychology and developmental science, Vol. 1: Theory and method (7th ed.). John Wiley
    & Sons.

    You can access the above text on the Research Paper: Final Submission Assignment page
    under Research Paper: Final Submission Resources.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    https://www.apa.org/pubs/journals

    Handbook of Child Psychology and Developmental Science: Theory and Method

    [https://www.apa.org/pubs/journals](https://www.apa.org/pubs/journals)

    **ConceptsandTheoriesofHumanDevelopment.pdf**

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    **ConceptsandTheoriesofHumanDevelopment.pdf**

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    **## Template.docx**

    **School of , Liberty University**

    ****Author Note****

    **I have no known conflict of interest to disclose.**

    **Correspondence concerning this article should be addressed to . Email:**

    **## Abstract**

    **_Keywords_:**

    **2**

    **2**

    **## References**

    **## GradingRubric.pdf**

    Criteria Ratings Points

    Content,
    Focus, and
    Organization

    123 to >111 pts

    Advanced

    The paper fully meets
    or exceeds the
    following content
    requirements:
    • The paper includes
    the results of original
    research regarding the
    topic.
    • The tone is objective
    and professional.
    • The paper includes
    at least 8 scholarly
    journal articles as
    sources and may
    include other sources,
    including course
    materials and the
    Bible, but the bulk of
    the paper is supported
    by journal articles
    reporting findings
    of original research.
    • The sources and the
    totality of the paper are
    on-topic, and the
    paper does not digress
    into unrelated topics.
    • The paper flows
    well, is concise without
    being choppy, and
    avoids dramatic or
    flowery language.
    • The paper appears
    free of biases or
    opinion.
    • The abstract is
    well-written and
    provides a summary of
    the paper.
    • The paper contains
    a well-written
    introduction that
    provides an
    appropriate framework
    for the research that is
    discussed.
    • The paper contains
    a well-written summary
    and a conclusion that

    111 to >102 pts

    Proficient

    The paper meets most or
    some of the following
    content requirements:
    • The paper includes the
    results of original
    research regarding the
    topic.
    • The tone is objective
    and professional.
    • The paper includes at
    least 8 scholarly journal
    articles as sources and
    may include other
    sources, including course
    materials and the Bible,
    but the bulk of the paper
    is supported by journal
    articles reporting findings
    of original research.
    • The sources and the
    totality of the paper are
    on-topic, and the paper
    does not digress into
    unrelated topics.
    • The paper flows well, is
    concise without being
    choppy, and avoids
    dramatic or flowery
    language.
    • The paper appears free
    of biases or opinion.
    • The abstract is
    well-written and provides
    a summary of the paper.
    • The paper contains a
    well-written introduction
    that provides an
    appropriate framework
    for the research that is
    discussed.
    • The paper contains a
    well-written summary and
    a conclusion that flows
    logically from the
    research findings.

    102 to >0 pts

    Developing

    The paper inadequately
    meets the following
    content requirements:
    • The paper includes the
    results of original
    research regarding the
    topic.
    • The tone is objective
    and professional.
    • The paper includes at
    least 8 scholarly journal
    articles as sources and
    may include other
    sources, including course
    materials and the Bible,
    but the bulk of the paper
    is supported by journal
    articles reporting findings
    of original research.
    • The sources and the
    totality of the paper are
    on-topic, and the paper
    does not digress into
    unrelated topics.
    • The paper flows well, is
    concise without being
    choppy, and avoids
    dramatic or flowery
    language.
    • The paper appears free
    of biases or opinion.
    • The abstract is
    well-written and provides
    a summary of the paper.
    • The paper contains a
    well-written introduction
    that provides an
    appropriate framework
    for the research that is
    discussed.
    • The paper contains a
    well-written summary and
    a conclusion that flows
    logically from the
    research findings.

    0 pts

    Not Present

    The paper
    does not
    meet the
    content
    requirements.

    123
    pts

    Research Paper: Final Submission Grading Rubric |
    PSYC725_B01_202520

    Criteria Ratings Points

    flows logically from the
    research findings.

    Grammar
    and
    Spelling,
    Current APA
    Format
    Compliance,
    and Length

    52 to >47 pts

    Advanced

    The paper meets or
    exceeds the following
    structure
    requirements:
    • References are in
    current APA format
    and are cited in the
    paper. All citations
    have a corresponding
    reference, and all
    references are cited.
    • The paper is written
    in current APA format,
    including title page,
    page numbers, and
    headings.
    • Quotations, if used,
    are not excessive.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.
    • Paper is 7 to 8
    pages, not including
    title page, abstract,
    and reference page(s).

    47 to >43 pts

    Proficient

    The paper meets most or
    some of the following
    structure requirements:
    • References are in
    current APA format and
    are cited in the paper. All
    citations have a
    corresponding reference,
    and all references are
    cited.
    • The paper is written in
    current APA format,
    including title page, page
    numbers, and headings.
    • Quotations, if used, are
    not excessive.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.
    • Paper is 7 to 8 pages,
    not including title page,
    abstract, and reference
    page(s).

    43 to >0 pts

    Developing

    The paper partially or
    inadequately meets the
    following structure
    requirements:
    • References are in
    current APA format and
    are cited in the paper. All
    citations have a
    corresponding reference,
    and all references are
    cited.
    • The paper is written in
    current APA format,
    including title page, page
    numbers, and headings.
    • Quotations, if used, are
    not excessive.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.
    • Paper is 7 to 8 pages,
    not including title page,
    abstract, and reference
    page(s).

    0 pts

    Not Present

    The paper
    does not
    meet the
    structure
    requirements.

    52 pts

    Total Points: 175

    Research Paper: Final Submission Grading Rubric |
    PSYC725_B01_202520

    **## ResearchPaperFinalSubmission.pdf**

    PSYC 725

    Page 1 of 3

    RESEARCH PAPER: FINAL SUBMISSION ASSIGNMENT INSTRUCTIONS

    OVERVIEW
    Understanding and evaluating original research is an important skill for developmental
    psychologists. Understanding research methodology and the sections of a journal article is
    critical for doctoral-level psychologists. This assignment will help you learn to objectively
    evaluate research on a developmental psychology topic and to seek, understand, and integrate
    scholarly sources of information. This assignment will also help you gain scholarly knowledge of
    a topic of interest. Researching the literature on a topic and integrating it will also help you begin
    to clarify and discern your own research interests and will help prepare you to conduct
    independent research and write about your findings in a scholarly manner.
    INSTRUCTIONS

    You will write a 7-8-page (not including title page, abstract, and reference page), research-based
    paper in current APA format that focuses on a topic of your choice related to developmental
    psychology. The paper must cite at least 8 scholarly journal articles (or chapters/articles from the
    Handbook of Child Psychology and Developmental Science, available in the LU online library,
    may be used for up to 3 of the articles; see reference at the end of this document and the link to
    this source under the Research Paper: Final Submission Resources section on the assignment
    page). Other references, including the course text and the Bible, may be incorporated in addition
    to the 8 journal articles, but the majority of the content of the paper must be supported by
    research-based, scholarly, peer-reviewed journal articles.
    The following are not considered scholarly sources: about.com, psychologytoday.com,
    Psychology Today magazine, Wikipedia, verywell.com (Kendra Cherry), simplypsychology.com
    (Saul McLeod), psychcentral.com, webmd.com, mayoclinic.com, books written for a general
    audience, and magazines written for a general audience. Many of these resources can be useful
    for gaining knowledge of a topic and often contain accurate information, but they are not
    scholarly sources acceptable for use in a graduate-level research paper. Non-scholarly sources
    are not necessarily useless or inaccurate, but a graduate-level research paper must contain
    research-based sources, such as journal articles describing original research studies. If you are
    unsure whether or not a reference is scholarly, ask your instructor.
    You can find a list of journals affiliated with the American Psychological Association (APA) on
    the Research Paper: Final Submission Assignment page under Research Paper: Final
    Submission Resources. These are not the only acceptable journals – many others are available –
    but this list is provided to give you examples of scholarly journals. If you click “By Subject” and
    then click “Developmental Psychology,” you will see journals specific to developmental
    psychology. Child Development is another well-respected developmental psychology journal.
    Some of the databases have the option to select “peer-reviewed” sources; selecting this option
    will help you eliminate non-scholarly sources from your search results. The Jerry Falwell Library
    is a reliable place to conduct your searches.
    You do not need to pay for articles. Articles that ask you to pay for access can generally be
    accessed through the Jerry Falwell Library without requiring payment.
    Research papers must be written in formal, academic language. Avoid the following in a research
    paper:

    • Decorative fonts, color, and decorations on the title page

    PSYC 725

    Page 2 of 3

    • Contractions
    • One-sentence paragraphs
    • Building suspense or writing in a dramatic style
    • Flowery language
    • Emotional language, such as saying “It is sad that…”
    • Addressing the reader or the paper, or making the reader or the paper the subject of a

    sentence, e.g. “In this paper, the reader [or you] will learn about…”
    • The following words or phrases:

    o “a lot” or “alot”
    o “ok,” “OK,” or “okay”
    o “nowadays,” “now-a-days,” or “now a days”
    o “we” – as in “Now we are going to learn about…” or using “we” to refer to

    people in general
    o “you”
    o “thru” for “through”
    o “I think/feel/believe…”
    o “oftentimes” or “often times”
    o “based off of” for “based on”

    • Redundancies such as “each and every” or using 2 conjunctions together, e.g. “but yet…”
    • Separating 2 sentences with a comma
    • Discussing the process of researching or writing the paper, e.g. “I went to the library and

    read an article about…”
    • Assuming the reader knows of the course you are taking or about your course textbook,

    e.g. “In week 3 of our class…” or “As it states in our course textbook…” (If you use the
    course textbook as a reference, use a citation and reference in current APA format, as you
    would with any other reference.)

    • Questioning the reader or beginning the paper with a question, e.g. “Have you ever
    wondered about…?”

    • Stating that the topic is an “interesting” or “important” topic
    • Using vocabulary that you do not know the meaning of, or eloquent phrases, to attempt to

    impress the reader
    • Excessive quoting of other material

    The Research Paper must be objective and present actual research findings, not your opinion or
    what you want the research to show. Avoid exclusively using sources that support your biases.
    Because people often choose topics about which they have strong opinions, you will have a
    chance to discuss your opinions about your topic, as well as any personal significance the topic
    has for you, in the Discussion Thread: Theory, Metatheory, Nature/Nurture, Human
    Genome Project. The Research Paper itself is not a place to express opinions. You may
    certainly reach a conclusion that supports your views, if that is what the research actually shows,
    and express the conclusion in the paper, but such a conclusion must be supported by the research
    you cite in the paper and cannot be based on your opinion.

    There are 2 options for integrating a biblical perspective. You may incorporate a biblical
    perspective into the paper, or you may discuss the topic from a biblical perspective as part of

    PSYC 725

    Page 3 of 3

    your Discussion Thread: Theory, Metatheory, Nature/Nurture, Human Genome Project. Or
    you may do both, if you wish.

    This assignment will be checked for originality via the Turnitin plagiarism tool. You will have
    the opportunity to resubmit until you are satisfied there is no plagiarism, but if you plan to run
    the paper through Turnitin multiple times, you must allow time for this process in order to
    submit the final version of the paper on time. Note that sometimes the score may appear
    relatively high because of the references or because of several small coincidental matches that
    may not be of concern. You are not looking for a specific percentage; instead, examine the report
    to see the matches to determine the significance of the similarities. If you are unsure if matches
    that show up are of concern, contact your instructor. You will not be penalized for unintentional
    plagiarism in drafts of the paper prior to your final submission.

    Be sure to review the Research Paper: Final Submission Grading Rubric before completing
    the assignment.

    Reference Information for Handbook of Child Psychology and Developmental Science:

    Lerner, R. M., Overton, W. F. & Molenaar, P.C.M. (Eds.). (2015). Handbook of child
    psychology and developmental science, Vol. 1: Theory and method (7th ed.). John Wiley
    & Sons.

    You can access the above text on the Research Paper: Final Submission Assignment page
    under Research Paper: Final Submission Resources.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    https://www.apa.org/pubs/journals

    Handbook of Child Psychology and Developmental Science: Theory and Method

    [https://www.apa.org/pubs/journals](https://www.apa.org/pubs/journals)

    **ConceptsandTheoriesofHumanDevelopment.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/conceptsandtheoriesofhumandevelopment-pdf-10201189)

    **## Template.docx**

    **School of , Liberty University**

    ****Author Note****

    **I have no known conflict of interest to disclose.**

    **Correspondence concerning this article should be addressed to . Email:**

    **## Abstract**

    **_Keywords_:**

    **2**

    **2**

    **## References**

    **## GradingRubric.pdf**

    Criteria Ratings Points

    Content,
    Focus, and
    Organization

    123 to >111 pts

    Advanced

    The paper fully meets
    or exceeds the
    following content
    requirements:
    • The paper includes
    the results of original
    research regarding the
    topic.
    • The tone is objective
    and professional.
    • The paper includes
    at least 8 scholarly
    journal articles as
    sources and may
    include other sources,
    including course
    materials and the
    Bible, but the bulk of
    the paper is supported
    by journal articles
    reporting findings
    of original research.
    • The sources and the
    totality of the paper are
    on-topic, and the
    paper does not digress
    into unrelated topics.
    • The paper flows
    well, is concise without
    being choppy, and
    avoids dramatic or
    flowery language.
    • The paper appears
    free of biases or
    opinion.
    • The abstract is
    well-written and
    provides a summary of
    the paper.
    • The paper contains
    a well-written
    introduction that
    provides an
    appropriate framework
    for the research that is
    discussed.
    • The paper contains
    a well-written summary
    and a conclusion that

    111 to >102 pts

    Proficient

    The paper meets most or
    some of the following
    content requirements:
    • The paper includes the
    results of original
    research regarding the
    topic.
    • The tone is objective
    and professional.
    • The paper includes at
    least 8 scholarly journal
    articles as sources and
    may include other
    sources, including course
    materials and the Bible,
    but the bulk of the paper
    is supported by journal
    articles reporting findings
    of original research.
    • The sources and the
    totality of the paper are
    on-topic, and the paper
    does not digress into
    unrelated topics.
    • The paper flows well, is
    concise without being
    choppy, and avoids
    dramatic or flowery
    language.
    • The paper appears free
    of biases or opinion.
    • The abstract is
    well-written and provides
    a summary of the paper.
    • The paper contains a
    well-written introduction
    that provides an
    appropriate framework
    for the research that is
    discussed.
    • The paper contains a
    well-written summary and
    a conclusion that flows
    logically from the
    research findings.

    102 to >0 pts

    Developing

    The paper inadequately
    meets the following
    content requirements:
    • The paper includes the
    results of original
    research regarding the
    topic.
    • The tone is objective
    and professional.
    • The paper includes at
    least 8 scholarly journal
    articles as sources and
    may include other
    sources, including course
    materials and the Bible,
    but the bulk of the paper
    is supported by journal
    articles reporting findings
    of original research.
    • The sources and the
    totality of the paper are
    on-topic, and the paper
    does not digress into
    unrelated topics.
    • The paper flows well, is
    concise without being
    choppy, and avoids
    dramatic or flowery
    language.
    • The paper appears free
    of biases or opinion.
    • The abstract is
    well-written and provides
    a summary of the paper.
    • The paper contains a
    well-written introduction
    that provides an
    appropriate framework
    for the research that is
    discussed.
    • The paper contains a
    well-written summary and
    a conclusion that flows
    logically from the
    research findings.

    0 pts

    Not Present

    The paper
    does not
    meet the
    content
    requirements.

    123
    pts

    Research Paper: Final Submission Grading Rubric |
    PSYC725_B01_202520

    Criteria Ratings Points

    flows logically from the
    research findings.

    Grammar
    and
    Spelling,
    Current APA
    Format
    Compliance,
    and Length

    52 to >47 pts

    Advanced

    The paper meets or
    exceeds the following
    structure
    requirements:
    • References are in
    current APA format
    and are cited in the
    paper. All citations
    have a corresponding
    reference, and all
    references are cited.
    • The paper is written
    in current APA format,
    including title page,
    page numbers, and
    headings.
    • Quotations, if used,
    are not excessive.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.
    • Paper is 7 to 8
    pages, not including
    title page, abstract,
    and reference page(s).

    47 to >43 pts

    Proficient

    The paper meets most or
    some of the following
    structure requirements:
    • References are in
    current APA format and
    are cited in the paper. All
    citations have a
    corresponding reference,
    and all references are
    cited.
    • The paper is written in
    current APA format,
    including title page, page
    numbers, and headings.
    • Quotations, if used, are
    not excessive.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.
    • Paper is 7 to 8 pages,
    not including title page,
    abstract, and reference
    page(s).

    43 to >0 pts

    Developing

    The paper partially or
    inadequately meets the
    following structure
    requirements:
    • References are in
    current APA format and
    are cited in the paper. All
    citations have a
    corresponding reference,
    and all references are
    cited.
    • The paper is written in
    current APA format,
    including title page, page
    numbers, and headings.
    • Quotations, if used, are
    not excessive.
    • Proper spelling and
    grammar are used.
    • Paper is free of
    typographical errors.
    • Paper is 7 to 8 pages,
    not including title page,
    abstract, and reference
    page(s).

    0 pts

    Not Present

    The paper
    does not
    meet the
    structure
    requirements.

    52 pts

    Total Points: 175

    Research Paper: Final Submission Grading Rubric |
    PSYC725_B01_202520

    **## ResearchPaperFinalSubmission.pdf**

    PSYC 725

    Page 1 of 3

    RESEARCH PAPER: FINAL SUBMISSION ASSIGNMENT INSTRUCTIONS

    OVERVIEW
    Understanding and evaluating original research is an important skill for developmental
    psychologists. Understanding research methodology and the sections of a journal article is
    critical for doctoral-level psychologists. This assignment will help you learn to objectively
    evaluate research on a developmental psychology topic and to seek, understand, and integrate
    scholarly sources of information. This assignment will also help you gain scholarly knowledge of
    a topic of interest. Researching the literature on a topic and integrating it will also help you begin
    to clarify and discern your own research interests and will help prepare you to conduct
    independent research and write about your findings in a scholarly manner.
    INSTRUCTIONS

    You will write a 7-8-page (not including title page, abstract, and reference page), research-based
    paper in current APA format that focuses on a topic of your choice related to developmental
    psychology. The paper must cite at least 8 scholarly journal articles (or chapters/articles from the
    Handbook of Child Psychology and Developmental Science, available in the LU online library,
    may be used for up to 3 of the articles; see reference at the end of this document and the link to
    this source under the Research Paper: Final Submission Resources section on the assignment
    page). Other references, including the course text and the Bible, may be incorporated in addition
    to the 8 journal articles, but the majority of the content of the paper must be supported by
    research-based, scholarly, peer-reviewed journal articles.
    The following are not considered scholarly sources: about.com, psychologytoday.com,
    Psychology Today magazine, Wikipedia, verywell.com (Kendra Cherry), simplypsychology.com
    (Saul McLeod), psychcentral.com, webmd.com, mayoclinic.com, books written for a general
    audience, and magazines written for a general audience. Many of these resources can be useful
    for gaining knowledge of a topic and often contain accurate information, but they are not
    scholarly sources acceptable for use in a graduate-level research paper. Non-scholarly sources
    are not necessarily useless or inaccurate, but a graduate-level research paper must contain
    research-based sources, such as journal articles describing original research studies. If you are
    unsure whether or not a reference is scholarly, ask your instructor.
    You can find a list of journals affiliated with the American Psychological Association (APA) on
    the Research Paper: Final Submission Assignment page under Research Paper: Final
    Submission Resources. These are not the only acceptable journals – many others are available –
    but this list is provided to give you examples of scholarly journals. If you click “By Subject” and
    then click “Developmental Psychology,” you will see journals specific to developmental
    psychology. Child Development is another well-respected developmental psychology journal.
    Some of the databases have the option to select “peer-reviewed” sources; selecting this option
    will help you eliminate non-scholarly sources from your search results. The Jerry Falwell Library
    is a reliable place to conduct your searches.
    You do not need to pay for articles. Articles that ask you to pay for access can generally be
    accessed through the Jerry Falwell Library without requiring payment.
    Research papers must be written in formal, academic language. Avoid the following in a research
    paper:

    • Decorative fonts, color, and decorations on the title page

    PSYC 725

    Page 2 of 3

    • Contractions
    • One-sentence paragraphs
    • Building suspense or writing in a dramatic style
    • Flowery language
    • Emotional language, such as saying “It is sad that…”
    • Addressing the reader or the paper, or making the reader or the paper the subject of a

    sentence, e.g. “In this paper, the reader [or you] will learn about…”
    • The following words or phrases:

    o “a lot” or “alot”
    o “ok,” “OK,” or “okay”
    o “nowadays,” “now-a-days,” or “now a days”
    o “we” – as in “Now we are going to learn about…” or using “we” to refer to

    people in general
    o “you”
    o “thru” for “through”
    o “I think/feel/believe…”
    o “oftentimes” or “often times”
    o “based off of” for “based on”

    • Redundancies such as “each and every” or using 2 conjunctions together, e.g. “but yet…”
    • Separating 2 sentences with a comma
    • Discussing the process of researching or writing the paper, e.g. “I went to the library and

    read an article about…”
    • Assuming the reader knows of the course you are taking or about your course textbook,

    e.g. “In week 3 of our class…” or “As it states in our course textbook…” (If you use the
    course textbook as a reference, use a citation and reference in current APA format, as you
    would with any other reference.)

    • Questioning the reader or beginning the paper with a question, e.g. “Have you ever
    wondered about…?”

    • Stating that the topic is an “interesting” or “important” topic
    • Using vocabulary that you do not know the meaning of, or eloquent phrases, to attempt to

    impress the reader
    • Excessive quoting of other material

    The Research Paper must be objective and present actual research findings, not your opinion or
    what you want the research to show. Avoid exclusively using sources that support your biases.
    Because people often choose topics about which they have strong opinions, you will have a
    chance to discuss your opinions about your topic, as well as any personal significance the topic
    has for you, in the Discussion Thread: Theory, Metatheory, Nature/Nurture, Human
    Genome Project. The Research Paper itself is not a place to express opinions. You may
    certainly reach a conclusion that supports your views, if that is what the research actually shows,
    and express the conclusion in the paper, but such a conclusion must be supported by the research
    you cite in the paper and cannot be based on your opinion.

    There are 2 options for integrating a biblical perspective. You may incorporate a biblical
    perspective into the paper, or you may discuss the topic from a biblical perspective as part of

    PSYC 725

    Page 3 of 3

    your Discussion Thread: Theory, Metatheory, Nature/Nurture, Human Genome Project. Or
    you may do both, if you wish.

    This assignment will be checked for originality via the Turnitin plagiarism tool. You will have
    the opportunity to resubmit until you are satisfied there is no plagiarism, but if you plan to run
    the paper through Turnitin multiple times, you must allow time for this process in order to
    submit the final version of the paper on time. Note that sometimes the score may appear
    relatively high because of the references or because of several small coincidental matches that
    may not be of concern. You are not looking for a specific percentage; instead, examine the report
    to see the matches to determine the significance of the similarities. If you are unsure if matches
    that show up are of concern, contact your instructor. You will not be penalized for unintentional
    plagiarism in drafts of the paper prior to your final submission.

    Be sure to review the Research Paper: Final Submission Grading Rubric before completing
    the assignment.

    Reference Information for Handbook of Child Psychology and Developmental Science:

    Lerner, R. M., Overton, W. F. & Molenaar, P.C.M. (Eds.). (2015). Handbook of child
    psychology and developmental science, Vol. 1: Theory and method (7th ed.). John Wiley
    & Sons.

    You can access the above text on the Research Paper: Final Submission Assignment page
    under Research Paper: Final Submission Resources.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    https://www.apa.org/pubs/journals

    Handbook of Child Psychology and Developmental Science: Theory and Method

    [https://www.apa.org/pubs/journals](https://www.apa.org/pubs/journals)

    **ConceptsandTheoriesofHumanDevelopment.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/conceptsandtheoriesofhumandevelopment-pdf-10201189)

  • [Solved] Human Sexuality Help

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    – 2 years ago **files (1)** – ## C6A1Instructions.docx **## C6A1Instructions.docx** **Introduction:** The first step in any effective project is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a part…

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    **files (1)**

    – ## C6A1Instructions.docx

    **## C6A1Instructions.docx**

    **Introduction:**

    The first step in any effective project is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a particular health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care.

    **Preparation:**

    **Scenario**

    Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.

    To prepare for this assessment, you may wish to:

    · Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

    · Allow plenty of time to plan your chosen health care concern.

    **Instructions:**

    **Develop the Preliminary Care Coordination Plan**

    Complete the following:

    · Select one of the health concerns in the
    Assessment 01 Supplement: Preliminary Care Coordination Plan (ATTACHED BELOW) as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs.

    · Identify available community resources for a safe and effective continuum of care.

    **Document Format and Length**

    · Your preliminary plan should be an APA scholarly paper, 3–4 pages in length.

    · Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness.

    · In your paper include possible community resources that can be used.

    · Be sure to review the scoring guide to make sure all criteria are addressed in your paper.

    · Study the subtle differences between basic, proficient, and distinguished.

    **Supporting Evidence**

    Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.

    **Grading Requirements**

    The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    · Analyze your selected health concern and the associated best practices for health improvement.

    · Cite supporting evidence for best practices.

    · Consider underlying assumptions and points of uncertainty in your analysis.

    · Describe specific goals that should be established to address the health care problem.

    · Identify available community resources for a safe and effective continuum of care.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    · Write with a specific purpose with your patient in mind.

    · Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.

    **Assessment 01 Supplement: Preliminary Care Coordination Plan**

    **![A white paper with black text Description automatically generated](https://www.sweetstudy.com/questions/care-plan-20886213)**

    ## image1.png

    **## C6A1Instructions.docx**

    **Introduction:**

    The first step in any effective project is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a particular health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care.

    **Preparation:**

    **Scenario**

    Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.

    To prepare for this assessment, you may wish to:

    · Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

    · Allow plenty of time to plan your chosen health care concern.

    **Instructions:**

    **Develop the Preliminary Care Coordination Plan**

    Complete the following:

    · Select one of the health concerns in the
    Assessment 01 Supplement: Preliminary Care Coordination Plan (ATTACHED BELOW) as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs.

    · Identify available community resources for a safe and effective continuum of care.

    **Document Format and Length**

    · Your preliminary plan should be an APA scholarly paper, 3–4 pages in length.

    · Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness.

    · In your paper include possible community resources that can be used.

    · Be sure to review the scoring guide to make sure all criteria are addressed in your paper.

    · Study the subtle differences between basic, proficient, and distinguished.

    **Supporting Evidence**

    Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.

    **Grading Requirements**

    The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    · Analyze your selected health concern and the associated best practices for health improvement.

    · Cite supporting evidence for best practices.

    · Consider underlying assumptions and points of uncertainty in your analysis.

    · Describe specific goals that should be established to address the health care problem.

    · Identify available community resources for a safe and effective continuum of care.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    · Write with a specific purpose with your patient in mind.

    · Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.

    **Assessment 01 Supplement: Preliminary Care Coordination Plan**

    **![A white paper with black text Description automatically generated](https://www.sweetstudy.com/questions/care-plan-20886213)**

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