Describe how you might apply the skills developed in writing your integrative project to career activities mentioned in the two articles.

/in /by

 

Proposal Writing Skills Application

Now that you have a complete draft of your integrative project, it is time to consider how the skills developed throughout the project will benefit your career.

Developing this post will help you prepare for job interviews.

  • Describe how you might apply the skills developed in writing your integrative project to career activities mentioned in the two articles. These descriptions might include seeking grant funding for a research or social service project; serving on a grant-funded research project; working with grant writers and research proposal writers to improve your research and writing endeavors; or research and writing endeavors of others in an institution that uses grant resources.
  • Address the development of your writing and research skills. Consider how these skills can be further developed and used to contribute to ongoing work activities and applications in your community, in research, in foundation and educational settings.
  • Identify one potential grant funding resource that you might seek if you were to investigate grant resources to advance your career. Explain why and how that resource might be a fit for your goals.

Must be at least 500 words

Review the second draft of your partner’s short story found in DocSharing. Review the story at the paragraph (big picture) level first and then narrow it down to the sentence level.

/in /by

Assignment: Workshop

Sometimes when you are too close to a project, it is difficult to see its flaws. Pairing your own revisions with feedback from a peer can help with this. As you prepare to write the final version of your story, feedback can help you focus on ways to improve your story that you may not have previously seen. It will also help you produce a final version of your story that is polished and ready for submission to a publisher. For this week’s Assignment, you will be doing a peer review of a colleague’s story, while your colleague reviews yours, providing you with constructive feedback you can incorporate into your Final Project.

Questions about this assignment? Post them in the Contact the Instructor area on the left navigation bar. That way, everyone in the class will see, and benefit from, the Instructor’s response.

To prepare for this Assignment:

  • Review the Final Project Introduction and Overview document in the Learning Resources.
  • Review the assigned portion of Chapter 12 in Shaping the Story.
  • Review the second draft of your partner’s short story found in DocSharing. Review the story at the paragraph (big picture) level first and then narrow it down to the sentence level.
  • Consider the questions you will ask as you prepare to write a critique of your partner’s short story. How effective is your partner’s use of creative writing elements in his or her short story?

The assignment:

  • Write a 1- to 2-page critique. Be sure to include answers to the following questions:
    • What techniques of development and elements of craft were used in the short story?
    • “Does your point of view help [the story] or hurt [the story]?” (Shaping the Story, p. 185)
    • “Do the story’s characters feel real?” (Shaping the Story, p. 186)
    • “How is the story paced?” (Shaping the Story, p. 187)
    • Is the ending of the story logical? Why or why not?
    • “When you reach the story’s end, can you say what it was ‘about’?” (Shaping the Story, p. 188)

Formatting Expectations:

  • Indent the first sentence of each paragraph. Block paragraphs are not acceptable for this assignment.
  • Your final document should:
    • Be in a 10- or 12-point font, such as Times New Roman or Verdana.
    • Be double-spaced throughout.
    • Have 1-inch margins for top, bottom, left, and right.
By Day 7

Submit your Assignment. In order to receive full credit, all assignments are due on time. Should you encounter an unanticipated and uncontrollable life event that may prevent you from meeting an assignment deadline, contact the Instructor immediately to request an extension. Your Instructor’s contact information is in the Contact the Instructor area on the left navigation bar. For a full description of the late policy, please refer to the “Policies on Late Assignments” section of your Syllabus.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
  • Click the Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Consider how to develop compelling vision statements for organizational change and the characteristics of well-written vision statements.

/in /by

*PLEASE USE THE ARTICLE ATTACHED*

In Week 5, you examined the myriad reasons employees resist change, which can include fear of the unknown, perceived lack of control or support, and poor communication on behalf of leaders about why the change is necessary. In this Discussion, you will explore a related topic: lack of employee buy-in for change. Employee resistance to change often leads to lack of buy-in for the change, particularly if employees strongly believe in the status quo or fail to see the benefits of the change to themselves and others. Lack of buy-in to the change may ultimately stall or sabotage the change if employees decide not to take action to support and implement it. Therefore, addressing a lack of buy-in to change goes beyond calming employee fears to actively “selling” the change. One of the best ways to “sell” a change is to create a compelling vision.

In this Discussion, you will explore the importance of gaining employee buy-in and creating a compelling vision to successfully manage organizational change.

To Prepare

  • Review the resources on change management models. Consider the role of leaders in each stage of the change process.
  • Read the article “Defining “Buy-In: Introducing the Buy-In Continuum.” Focus on the descriptions of each stage in the buy-in continuum and leadership strategies for helping employees move to higher stages in the continuum (ATTACHED).
  • Consider how to develop compelling vision statements for organizational change and the characteristics of well-written vision statements.
  • Review the article “Positive Leadership in Action: Applications of POS by Jim Mallozzi, CEO, Prudential Real Estate and Relocation.” Consider positive leadership practices for successfully managing change (ATTACHED).
  • Identify an organizational change you experienced in your current or former workplace that was unsuccessful. Reflect on the employee attitudes and behaviors that led you to believe they did not buy in to the change. Create a 3- to 4-sentence vision statement that you think would have motivated the employees to buy in to the change.

By Day 3

Post a response to the following:

Explain the role of leadership in the change management process. Then, briefly describe an organizational change you experienced in your current or former workplace that was unsuccessful due to a lack of employee buy-in. Describe the employee attitudes and/or behaviors that led you to believe that they did not buy in to the change. Finally, create a 3- to 4-sentence vision statement that you think could have motivated employees to buy into the organizational change.

Compare and contrast Bandura’s (1997) self-efficacy theory and Vealey’s (2008) sport confidence model. Provide examples from sport and/or cite research to support your answer. Follow APA guidelines for writing and citing sources. Part II:

/in /by

Assignment 3: Essay: Self-confidencePart I:

Compare and contrast Bandura’s (1997) self-efficacy theory and Vealey’s (2008) sport confidence model. Provide examples from sport and/or cite research to support your answer. Follow APA guidelines for writing and citing sources.

Part II:

Imagine that you are a sport psychologist working with a professional team.

You have identified confidence as being a major contributor to the athletes’ success and have decided to focus your consulting efforts on enhancing each athlete’s level of sport confidence.

Applying Vealey’s (2008) model of sport confidence presented in this module, describe what actions you would take to help the athletes be more confident in the ability to achieve their goals.

In your answer, be sure to create a hypothetical team in a sport of your choice, and provide specific examples and details to illustrate your understanding of the model’s implications for athletes.

Write your answers in a 2–3-page essay and present it in Microsoft Word document format.

Name the file M5_A3_LastName_Self-confidence.doc and submit it to the Submissions Area by the due date assigned.

All written assignments and responses should follow APA rules for attributing sources.

Assignment 3 Grading Criteria Maximum PointsCompared and contrasted Bandura’s (1997) self-efficacy theory and Vealey’s (2008) sport confidence model, including underlying premises of each.

8Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.

8Described the actions to take to help the athletes be more confident in the ability to achieve their goals.

8Provided specific examples and details to illustrate your understanding of the model’s implications for athletes.

8Total:32