fostering trust and open communication

Goal: Conduct/construct an experiential case study of a leadership issue/problem/challenge from your current or past organization that utilizes the Kouzes and Posner five-point model as key level headings in a written project paper.Instructions: Students will write a 2500-3000 word (about 10 pages in the main body) properly formatted APA paper (including a title page and references page, but no abstract) that threads the Kouzes and Posner (2007) model and other relevant literature to develop/conduct an experiential case study of a leadership issue/problem/challenge from a past or current organization. In other words, prepare a comprehensive work that uses material such as the chapter headings from Kouzes and Posner (2007) to examine a leadership issue/problem/challenge in your organization. Other than using the Kouzes and Posner points (Model the Way, Inspire a Shared Vision, etc.) as sections in your paper, there is no other set structure (except for the APA elements mentioned above). The Topic that I choose was fostering trust and open communication.Your forum work will provide excellent introductory material for a deeper investigative look using the model from the text. However, your paper should focus on just one general topic that is viewed from the various elements of our text. (I realize that each week in the forums you may have considered different issues with each of the respective foci. Here in this paper, stay with one problem/issue/challenge and work it through using expanded research to inform your work.) There are other models that you may find useful in the literature, but for the purposes of our course use the chapter elements of Kouzes and Posner (2007). The paper must have at least eight additional scholarly sources in addition to the course textbook. No abstract is necessary, but a title page and references page should be included. Write your paper in third person, even though you are writing about an organization that you are familiar with. To do this, write from the perspective of a scholar who observes and researches about the case. Therefore, first person should be avoided.I have attached an example paper.
grad_writing_rubric_revised_jd.docx

the_nfp_organization.docx

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Graduate Writing Rubric
APUS
Assignment
Rubric
Graduate
Writing
Thesis
(10%)
Introduction
(10%)
EXEMPLARY
LEVEL
Student
develops a
focused and
sophisticated
research
question or
thesis that
enhances the
scholarly
discussion of
questions and
ideas that are
important to
scholars in the
discipline.
The writing
provides an
exceptional
roadmap for the
essay. In
addition, the
introduction
includes meets
all of the
following
criteria:
• The
introduction
contextualize
s the thesis
statement by
referring to
larger issues
in the
discipline.
• The
introduction
provides
rationale for
pursuing the
thesis by
demonstratin
g a research
need or
question.
• The
introduction
articulates
ACCOMPLISHE
D
LEVEL
DEVELOPING
LEVEL
BEGINNING
LEVEL
Student
develops a
focused and
sophisticated
research
question or
thesis, engaging
with the
questions and
ideas of the
field.
Student
develops a
research
question that is
clear, but not
focused or
sophisticated,
and may or may
not engage with
questions and
ideas important
in the discipline.
Student
develops a
research
question that is
unclear or
confused, or
does not at all
engage with the
questions and
ideas important
to scholars in
the discipline.
The writing
provides a clear
roadmap for the
essay. In
addition, the
introduction
includes meets
at least 3 of
the following
criteria:
• The
introduction
contextualize
s the thesis
statement by
referring to
larger issues
in the
discipline.
• The
introduction
provides
rationale for
pursuing the
thesis by
demonstratin
g a research
need or
question.
• The
introduction
articulates
how the
The writing
provides a basic
roadmap for the
essay. In
addition, the
introduction
includes meets
at least 2 of
the following
criteria:
• The
introduction
contextualize
s the thesis
statement by
referring to
larger issues
in the
discipline.
• The
introduction
provides
rationale for
pursuing the
thesis by
demonstratin
g a research
need or
question.
• The
introduction
articulates
how the
The writing
provides an
incomplete
roadmap for the
essay. In
addition, the
introduction
includes meets
fewer than 2 of
the following
criteria:
• The
introduction
contextualize
s the thesis
statement by
referring to
larger issues
in the
discipline.
• The
introduction
provides
rationale for
pursuing the
thesis by
demonstratin
g a research
need or
question.
• The
introduction
articulates
Revised 12/12/2017, Dr. Jennifer Douglas
Graduate Writing Rubric
Argument and
Synthesis of
Knowledge
(20%)
how the
paper will
address the
key question
or issue
being
studied.
• The
introduction
refers to
relevant,
appropriate
scholarly
literature.
The argument
builds logically
upon the thesis
with researchbased,
disciplineappropriate
supporting facts,
evidence, and/or
data.
•
paper will
address the
key question
or issue
being
studied.
The
introduction
refers to
relevant,
appropriate
scholarly
literature.
Minor gaps in
logic and
argument may
appear.
Supporting
facts, evidence,
and/or data are
evident.
Student clearly
describes major
methodologies
and practices of
the field and
implements
them in creative
and innovative
ways.
Student
describes major
methodologies
and practices of
the field
accurately, uses
them
appropriately in
the project.
The writing
demonstrates
the ability to
interpret,
analyze, and
synthesize
information to
advance the
argument.
The writing
demonstrates
the ability to
interpret and
analyze
information to
support the
argument.
Revised 12/12/2017, Dr. Jennifer Douglas
•
paper will
address the
key question
or issue
being
studied.
The
introduction
refers to
relevant,
appropriate
scholarly
literature.
Logical
arguments may
be one-sided, or
incomplete, or
may be based
on inadequate
sources.
how the
paper will
address the
key question
or issue
being
studied.
• The
introduction
refers to
relevant,
appropriate
scholarly
literature.
Fuzzy logic may
be evident and
adequate
supporting
evidence is
lacking.
Student
describes major
methodologies
and/or practices
of the field, but
may have some
omissions or
problems in
implementation
(such as using
an adequate
methodology,
rather than an
exemplary one).
Student’s work
does not
accurately or
thoroughly
describe the
major
methodologies
and practices of
the field, may
implement them
inappropriately.
The writing
demonstrates
the ability to
summarize
information that
supports the
argument.
The writing
demonstrates
the ability to
refer to external
information with
limited ability to
support the
argument.
Graduate Writing Rubric
Sources and
Support
(20%)
Organization
(10%)
Student
communicates,
organizes and
synthesizes
complex and
contradictory
information from
multiple sources
to advance
knowledge in
the discipline at
a professional
level.
Student clearly
and effectively
communicates,
organizes and
synthesizes
complex and
contradictory
information from
multiple sources
to advance
knowledge in
the discipline.
Student
communicates
results from
various sources,
but the
information is
not clearly and
effectively
communicated
or does not
advance
knowledge in
the discipline.
Student does
not adequately
communicate,
organize and/or
synthesize
information from
sources and/or
does not
advance
knowledge in
the discipline.
Student
accurately
quotes,
paraphrases,
and cites
information in
ways that are
true to the
original context
with no errors.
Student quotes,
paraphrases and
cites information
correctly and
consistently,
using
information in
ways that are
true to the
original context,
with minimal
errors.
The writing is
organized
logically and
flows well.
Paragraphs are
organized to fit
the type of
essay being
written. The
writing
discusses each
controlling idea
using
appropriate
examples. The
flow of
information
demonstrates
logical reasoning
with minor
jumps or shifts.
The writing
contains an
appropriate
introduction,
body sections,
conclusion, and
Student quotes,
paraphrases and
cites information
mostly correctly
and
consistently, in
ways that are
largely true to
the original
context.
Student quotes,
paraphrases and
cites information
but may have
many errors or
use the
information out
of context.
The writing
demonstrates
rudimentary
organization and
logical structure,
but ideas may
be more fully
developed and
supported by
more
appropriate
evidence.
Paragraphs are
somewhat
organized to fit
the type of
essay being
written. The
writing
discusses the
controlling idea
using prescribed
resources or
examples. The
writing contains
a basic
introduction and
The writing is
noticeably
lacking in
organization.
Paragraphs are
somewhat
organized, at
least by shape,
to fit the type of
essay being
written.
However, the
writing lacks
discussion of the
proposed
controlling idea.
There may be
repetition of
thought or
ideas.
The writing
contains some
elements of the
introduction and
body sections,
but may be
missing a
The writing
flows smoothly
and logically
from a welldefined thesis.
There is a
coherence in
each sentence
and paragraph
that relates
clearly to the
controlling idea
using
appropriate
examples. The
flow of
information
demonstrates
logical reasoning
without jumps
or shifts. The
writing contains
a thorough
introduction,
body sections,
conclusion, and
smooth
Revised 12/12/2017, Dr. Jennifer Douglas
Graduate Writing Rubric
Style
(10%)
Grammar and
Mechanics
(10%)
transitions.
transitions.
The writing
engages the
reader through
an original prose
style
appropriate to
the subject.
Language is
precise and uses
terminology
appropriate to
the discipline.
All sentences
are solid and
reflect mature
writing. Variety
in sentence
structure
contributes to
the logical flow
and enhances
readability.
Active voice and
passive voice
are used
appropriately for
the subject
matter.
The writing
keeps the
reader’s
attention
through a
carefully crafted
prose style.
Language
chosen is
appropriate to
the discipline,
but may have
minor errors in
using
terminology.
Sentences are
strong in
thought
construct.
Variety in
sentence
structure
contributes to
the logical flow.
Active voice and
passive voice
are typically
used
appropriately for
the subject
matter.
The writing may
exhibit a few
minor errors in
proofreading,
but they do not
impair the flow
of the reading.
The writing
contains
sentences that
are complete or
The writing is
free of
proofreading
errors. The
writing contains
sentences that
are always
complete and
grammatically
correct, and free
of confusion and
Revised 12/12/2017, Dr. Jennifer Douglas
body sections,
but may be
missing a
conclusion.
There may be
repetition of
thought or
ideas. The
coherence at
times is choppy
or flat.
The writing is
clear but could
be expressed in
a terminology
more
appropriate to
the subject.
Sentences are
sometimes
nonstandard or
included
fragments/runons. There is
limited use of
sentence variety
for logical flow.
Active voice and
passive voice
are used
inconsistently.
conclusion.
Transitions are
not evident.
The writing
could benefit
from additional
proofreading, as
some errors
impede the flow
of the reading.
The writing
contains some
grammatical
errors easily
The writing
exhibits
substantial
errors in
proofreading.
The writing is
confusing and
ambiguous
owing to
substantial
errors of
The writing
lacks clarity and
is sometimes
confusing. The
language chosen
is not
appropriate to
the subject nor
the assignment.
Sentences are
often
nonstandard
and included
fragments and
run-ons. There
is no evidence of
sentence variety
used for logical
flow. Active
voice and
passive voice
are used
inconsistently.
Graduate Writing Rubric
Formatting
(10%)
ambiguity.
which imply
unstated
connections
and/or
conclusions.
corrected.
Additional
proofreading
would help
eliminate errors.
Student
provides a highcaliber, correctly
formatted
assignment in
the assigned
citation style. All
citations in the
text and in the
references are
accurately cited
in the
appropriate
style.
Assignment
presents an
above-average
use of
formatting skills
with few errors
in citation style.
Most citations in
the text and in
the references
are accurately
cited in the
appropriate
style.
Appearance of
final assignment
demonstrates
the student’s
limited ability to
use appropriate
citation style
formatting.
Some citations
in the text and
in the
references are
accurately cited
in the
appropriate
style.
Revised 12/12/2017, Dr. Jennifer Douglas
grammar and
syntax. There is
no evidence of
proofreading,
editing, or
rewriting.
Appearance of
the final
assignment is
distracting. The
number of
citation style
formatting
errors impedes
easy reading.
Few citations in
the text and in
the references
are accurately
cited in the
appropriate
style.
Running Head: The Community Foundation Organization
The Community Foundation Organization
Name
Institution
Course
Date
1
The Community Foundation Organization
2
An Experiential Case Study of Leadership Issues Within The Organization
The Not-For-Profit organization such as Community Foundations are the new programs
that keep changing with time. The requirements of the communities and families are still similar
to the feeling that is distinguished and could receive comfort. This helps to achieve the type of
management that is established, improved quality and the productive human values. The mission
of the Not-For-Profit organization is to empower children, adults and families to build brighter
futures. This is where the values of the team of employees who are loyal and
represent superiority respect, optimism, accountability, leadership and service to others. The
Not-For-Profit organization leadership aims towards having the vibrant and learning
organizational culture. For instance, the discussion about requirements for creating successful
corporate culture change that is not the philosophies; but it is the leadership and management
that is collectively and consistently with the back up that they say with their actions that
strengthening the change of attitudes at all levels and about the daily activities (Kouzes &
Posner, 2007).
The Community Foundation being a Not-For-Profit organization has several
professionals who should be accountable for the collective makeup of the organizational values
that is nurses, counsellors, social workers, psychologists, behaviorists, social workers, direct care
workers, professionals, clinicians, medical doctors, healthcare information technologists, and
teachers. These are certified and licensed professionals who run the Not-For-Profit
organization’s school campus, group homes, diagnostic units, residents, day treatment center,
community services and other official programs. When these skillful professionals are able to
visualize and align their values with the Not-For-Profit organization it has the leadership’s
credibility utilizing its Best Human Asset Management context. On its professionals employees’
The Community Foundation Organization
3
skills through optimizing team development and general organizational performance which are
the leadership aptitudes that embrace team building, team player and having the ability to choose
the right team players (Levasseur, 2011).
The main aim of Community Foundation of the goal of the organization is to invest in the
youth who are currently developmentally incapable individuals and families to build happier
futures. This would help to endure with such valuable commitment in sustaining the long-term
service and care to the communities and organizations that serve the others. Certainly, leaders of
the organization should be determined about the purpose to influence people’s lives as well as
have a good moral guiding values and principles (Kouzes & Posner, 2007).
At this mentioned Not-For-Profit organizations and leadership is to be ethical, competent,
and of good character and moral values in that leaders are responsible for the changes in the
routine and culture that occur as the consideration of how things are done in the organization
(Brown, 2011).The Not-For-Profit organization leadership team could be able to take charge by
acting and influencing others to follow their directives towards one key goal, purposes, and
objectives.
According to Kouzes & Posner (2007), governance occurs when an individual accepts the
responsibility of oneself and begin to inspire others to accomplish one main goal as well as
performing the extraordinary tasks. Therefore, the Not-For-Profit organization has had the role
model leaders who have the strong principles about governance values, which guides them as the
principles with firm commitments to the organizational values (Kouzes & Posner, 2007). Its
leadership model and current model, is leading by example with personal accountability. This is
because the Not-For-Profit organization’s clients, employees, government authorities,
The Community Foundation Organization
4
surrounding communities and families is highly influenced by the leadership to provide high
quality care and services.
The current leader of the Community Foundations should be able to understand that
successful leadership in this era is through shared visions and it requires that everyone should be
able to take responsibility of leadership at the station level. This means that everyone who has
the capacity of mobilizing and influencing decisions that allow others to take action and inspire
the shared vision and model the procedure of these challenges. These process encourages them to
cater for the leadership responsibilities of others and other organizations. Therefore, this kind of
globalized world organizational changes are inevitable and exemplary leadership practices that
are supportive, inventive and comprehensive in that compulsory leadership management in the
constant organizational change (Kouzes & Posner, 2007).
The Community Foundations Organization Leadership and Professionals Ethical
Dilemmas
The main experiential study of leadership that has been seen in this current organization
is the ethical dilemma that leadership runs into every time when certified and licensed
professionals have practiced their professional tasks yet at the same time align their values to
those of organizational values. In the Community Foundation organization, the leader must well
align the values with the organizational values because it became a conflicting interest. The
alignment of values and ethical standing points are the grand values within the Not-For-Profit
organization and it is sentimental for the Not-For-Profit organization leader that have them
because leaders should have a strong basis of irregular ethics, values and principles (Graber &
Kilpatrick, 2008).
The Community Foundation Organization
5
The Not-For-Profit organization leadership orders the Not-For-Profit management to
manage care and services at the required levels both efficiently and effectively. Whereby the
licensed and certified professionals move to the next level of ethical guidelines that require them
to commit any harm so that they may serve the best interest of the clients and patients. These
values tend to clash with the leadership values, through management, because the licensed and
certified professionals are not meant to solemnly manage efficiency and effectiveness and to
serve the best interests of the clients and patients.
At the setting of the Not-For-Profit organization the order of leadership can be ethical or
not ethical depending on the circumstances and the capacity. Provided with the weird nature of
implementation of this kind of leadership order, the back and forth clarification is required
between the professionals, management and leadership, the level of care and services the NotFor-Profit organization offers become entrenched with those dilemmas. This type of ethical
dilemma and leadership is facing and it involves executing its leadership and management
decisions. When it comes to the general welfare of its clients and patients also when licensed and
certified professionals are involved. Therefore, leadership assessments should be an ongoing
practice that can function as a continuous process that evaluate and mediate the outcomes for
further regenerative assessment, knowledge base, and preparation for what the future may bring
(Kouzes & Posner, 2007).
The Not-For-Profit organization that is Community Foundations are recovering, in the
management staged itself perceiving that it was always right. They knew everything and was
above these professions on everything and resulted to some members of management entering
the stage of denial, especially when there was a conflict between ethics, values and the code of
conduct of these licensed and certified professional workers (Benzel, 2008). Most of the times
The Community Foundation Organization
6
ended up backfiring management by having full blown investigations by local and state
governments through its governing agencies. It was then that leadership understood the ethical
dilemmas that were problematic, so they aligned their values with those of the certified and
licensed professionals followed by management. The ethical dilemma that caused the
investigations never became a problem since then.
The Not-For-Profit organization’s licensed and certified professionals are confronted
with values and ethical dilemmas when confronted by conflicting values such as when leadership
or management interferes with their professional codes of conduct or their decision making
process’ simply because they are not profitable or they are not aligned with leadership values.
Often managers who initially did not do work as the above professions tend to overstep and
overlook the input and values of these professional workers. For example, (Saban & Wolfe
,2009), researched schools across the America and they found that principals are facing an
unnerving leadership duty and for them to become successful they need all kinds of support
including the local, state and federal government leadership support.
Another value and ethical dilemma that Not-For-Profit organization leadershi
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