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    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 1 of 6

    Executive Presence (Part I)

    What It Means

    In JWI 510: Leadership in the 21st Century, you learned that leaders aren’t just born. Some
    traits, like energy and passion, are innate qualities for natural-born leaders. But if you can
    master the ability to make tough calls and execute, you can become a great leader. The same
    principle holds true for communicators: you do not have to be a brilliant orator or a literary
    genius. You can be a terrific communicator if you hone the skills and tools you need.

    Superb writing skills and natural charisma are obviously useful assets. But when it comes to
    business communications, perhaps no quality is as important as a strong executive presence.
    Everyone you interact with must feel that they can trust you, that you know what you are
    talking about, and that you will excel at your job. You have likely heard countless bosses and
    CEOs talk about how important executive presence is for success as a leader. However, how
    many times have you heard someone tell you just what exactly executive presence is?

    In this lecture, we will define it, identify the key elements and characteristics of a strong
    executive presence, and understand its role in business leadership.

    Why It Matters

    • An understanding of executive presence lays the foundation for you to develop your
    own leadership persona.

    • Executive presence plays a major role in determining levels of responsibility in a
    company.

    • A strong executive presence at work helps shape your conduct in your daily life.

    “The opportunities you gain access to depend on the confidence you’ve inspired in the
    decision makers.”

    Gerry Valentine

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 2 of 6

    What Is Executive Presence?

    Jack once said that, at its core, executive presence is “being able to express yourself clearly
    and concisely, self-confidently.”1 Executive coach Gerry Valentine defines executive presence
    as “your ability to inspire confidence.”2 Sylvia Ann Hewlett, the founder of the Center for
    Talent Innovation, calls it a blend of gravitas, communication, and appearance.3 Not
    surprisingly, there is no single, universally agreed-upon definition. People can generally agree
    on what executive presence entails, but not necessarily what it is. It can be an abstract
    concept that does not lend itself to an easy definition. To paraphrase former United States
    Supreme Court Justice Potter Stewart, people just “know it when they see it.”

    For our purposes, we can combine all of these viewpoints and ideas into one coherent
    definition. Executive presence is your ability to project confidence, communicate clearly, and
    convince others that you have authority. To use Jack’s expression, it is a key component of
    your fingerprint. Your ability to express yourself straightforwardly and persuasively is critical to
    your effectiveness in your career.

    At the core of our definition of executive presence are four elements. For the sake of
    simplicity, we will call these the two As and two Cs:

    • Authenticity
    • Attentiveness
    • Credibility
    • Confidence

    1 “Importance of Executive Presence,” winning., September 4, 2019,
    https://jackwelch.strayer.edu/winning/importance-of-executive-presence/.
    2 Gerry Valentine, “Executive Presence: What Is It, Why You Need It and How to Get It,” Forbes, July 31, 2018,
    https://www.forbes.com/sites/forbescoachescouncil/2018/07/31/executive-presence-what-is-it-why-you-need-it-and-
    how-to-get-it/#7ca1dc456bc7.
    3 “Sylvia Ann Hewlett’s ‘Executive Presence’ Demystifies the Overlooked Trait That’s Essential to Climbing the
    Career Ladder,” Center for Talent Innovation, n.d., https://www.talentinnovation.org/_private/assets/EP-book-
    pressrelease-final.pdf.

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 3 of 6

    Authenticity

    Have you ever heard a speech or talk from an authority figure, and felt the sneaking suspicion
    that they were withholding something from you? Many would-be business leaders operate
    within layers of pretense. They say what they think people want to hear instead of what they
    really think. Consciously or subconsciously, they refrain from being forthright and honest;
    doing so is messy and can make them uncomfortable. This mindset demonstrates a complete
    lack of authenticity.

    Authenticity is how earnest, honest, and genuine you seem to others. It is shedding pretense
    to be realistically yourself when you communicate. It means being candid and truthful with
    everyone you interact with, whether they are your boss, your customer, or your direct report.
    Only when you do that can you inspire trust and confidence from your audience.

    What authenticity is not is copying the mannerisms and conduct of other people. Other
    leaders make great role models, but you cannot copy someone else and be authentic.
    Authenticity is also not about having all of the answers to a problem. Effective leaders
    acknowledge their shortcomings or knowledge gaps. As Jack said, you should be comfortable
    not being the smartest person in the room. If you do not know something, admitting that is
    sincere, dignified, and professional.

    Attentiveness

    Have you ever had a boss or coworker you dreaded talking to, someone who always made
    you feel as if you were inconveniencing them? What about a boss or coworker who always
    seemed to be busy with other tasks and assignments when you really needed help with
    yours? Working with such people is difficult because they are impatient and unwilling to share
    their time. Their attitude hinders their communication skills and, as a result, undermines their
    leadership skills.

    Being attentive in your interactions at work seems like a straightforward task, but it is
    surprisingly difficult in practice. We think being productive means multitasking and juggling all
    of our assignments at the same time. Think about how many times you have been having a
    face-to-face conversation with someone, and one of you takes out their phone to read an
    email or a text message. This dynamic makes it hard to be attentive to your colleagues and

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 4 of 6

    customers, and it prevents you from being truly present. It demonstrates that you are not
    engaged with your listener.

    Being present with someone means giving them your undivided attention. You have to treat
    them as if they are the most important person in the world at that moment. Also, make sure
    you pick up on their nonverbal cues. If you are in a meeting and one of your colleagues
    seems uneasy, they may be anxious about how their input will be received. Find a way to
    elicit information from them in a manner that makes them feel comfortable and heard.

    When he was named CEO of United Parcel Services (UPS) in 2014, David Abney had been
    working at the company for four decades. He understood the insights that employees can
    make, regardless of their job title. So, in one of his first acts as CEO, Abney went on a global
    listening tour where he asked both customers and employees about the company’s future and
    priorities. Whenever he tours company facilities, Abney purposely seeks out and talks to
    those employees who are not smiling. Even though he has a qualified leadership team, Abney
    listens to employees and gives them voice and dignity.

    Credibility

    Being credible means convincing your audience – the recipients of your communication – that
    your message is worth listening to. When you begin delivering a message, your listeners will
    always have a series of unstated questions in the back of their minds. Do you know what you
    are talking about? How much research have you done? Do you take this subject seriously?
    Do you care about your message? Do you care about us? Perhaps most importantly, why
    should we trust you?

    It is easy for people like David Abney to assert their credibility; they have been with their
    organizations for decades and are considered experts in their fields. If you are starting at a
    new job, on the other hand, your colleagues will not know much about you; they cannot draw
    from a shared history with you. To establish your credibility, you need to take a good look at
    how you present yourself. Appearance plays a big role in demonstrating that you take your
    listeners seriously. There is a reason nobody wears a tuxedo to a job interview. In your verbal
    communication, you obviously cannot list your credentials in every conversation you have.
    Instead, take the time to think through your message. Do not make broad claims if you cannot
    readily support them. Above all else, do not say something that is not true.

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 5 of 6

    When she took over operations for The Washington Post in 1963, Katharine Graham faced
    daunting hurdles. Even though she had years of experience in newspaper publishing, few of
    her predominantly male colleagues seemed to take her seriously. Graham built up her
    credibility in two ways. First, she surrounded herself with experts. She frequently talked to
    Warren Buffett for financial insights, and she hired seasoned journalist Ben Bradlee as the
    paper’s executive editor. Second, she made principled judgments, such as the decision to
    publish the Pentagon Papers. Her sense of journalistic integrity bolstered her credibility. She
    was the first woman to be CEO of a Fortune 500 company, and she demonstrated her right to
    be taken seriously.

    Confidence

    Countless studies have shown that public speaking terrifies many people. It can be
    intimidating to stand in front of your colleagues or your boss, wondering how they will respond
    to your ideas. And you know that listening to a poor presentation is just as challenging. If the
    speaker goes off on tangents, or mumbles, it is nearly impossible for you to connect with
    them. In the end, the speaker does not deliver an effective message and the audience feels
    isolated. More often than not, this can be attributed to the speaker’s lack of confidence.

    Of all of the attributes of executive presence, confidence is the easiest one to just “know it
    when you see it.” In concrete terms, it means making eye contact with your listeners. It means
    speaking loudly and clearly, all while sticking to the point. When it comes to writing, it means
    avoiding phrases like “it could be” or “I wonder if,” which suggest that you are unsure of your
    message. To paraphrase Gerry Valentine, when you exhibit confidence, your subordinates
    should know you are the leader they want to follow. Your peers should know that you are
    capable and reliable. And your senior leaders should know you have the potential for great
    achievements.4

    To be clear, being confident does not mean you never second-guess yourself. You should be
    open to new information and opinions. Jeff Bezos, for instance, felt very confident about
    launching Amazon Auctions, which was meant to compete with eBay. But when early data
    showed the venture would not be too successful, he abandoned it. Confidence also does not
    mean being the loudest voice in the room. Often, people who dominate conversations do not

    4 Valentine, “Executive Presence.”

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 6 of 6

    listen to those around them. If you are not listening, you are not being present.

    In 1975, MITS unveiled the Altair 8800, billed as the world’s first commercial personal
    computer. When they read about the computer, two college students reached out to MITS,
    claiming they had created a programming language that could run on the Altair. In actuality,
    the students had no such language, but their assertiveness and certainty grabbed the
    attention of MITS founder Ed Roberts. Through a letter and a phone call, the students
    convinced Roberts they had the talent and creativity to benefit his company. In a few weeks,
    they developed that programming language, demonstrated it to Roberts, and were offered
    jobs at the company shortly thereafter. Those students were Paul Allen and Bill Gates, and
    the rest, as they say, is history.

    Looking Ahead

    In this lecture, we explored what executive presence means. We learned what its main
    elements are, and we explored how leaders manifest it. Bear in mind, though, that executive
    presence is not something you can just say you have. The people you interact with must
    experience it for themselves. As you work to develop your own leadership style, remember that
    executive presence is not an innate personality trait. It is a skill that you have the power to grow.

    In the next lecture, we will explore the fundamentals of interpersonal communication. We will
    understand the skills you need to develop strong ties with others, such as displaying empathy
    and asking the right questions. We will also delineate how to interact with different groups of
    colleagues and how to make lasting connections with people in your organization.

    – In this lecture, we explored what executive presence means. We learned what its main elements are, and we explored how leaders manifest it. Bear in mind, though, that executive presence is not something you can just say you have. The people you inter…
    – In the next lecture, we will explore the fundamentals of interpersonal communication. We will understand the skills you need to develop strong ties with others, such as displaying empathy and asking the right questions. We will also delineate how to i…

    **BusinessCommunication.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/businesscommunication-jpeg-10259079)

    **BusinessCommunication.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/businesscommunication-jpeg-10259079)

    **## JWI505Week1LectureNotes.pdf**

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 1 of 6

    Executive Presence (Part I)

    What It Means

    In JWI 510: Leadership in the 21st Century, you learned that leaders aren’t just born. Some
    traits, like energy and passion, are innate qualities for natural-born leaders. But if you can
    master the ability to make tough calls and execute, you can become a great leader. The same
    principle holds true for communicators: you do not have to be a brilliant orator or a literary
    genius. You can be a terrific communicator if you hone the skills and tools you need.

    Superb writing skills and natural charisma are obviously useful assets. But when it comes to
    business communications, perhaps no quality is as important as a strong executive presence.
    Everyone you interact with must feel that they can trust you, that you know what you are
    talking about, and that you will excel at your job. You have likely heard countless bosses and
    CEOs talk about how important executive presence is for success as a leader. However, how
    many times have you heard someone tell you just what exactly executive presence is?

    In this lecture, we will define it, identify the key elements and characteristics of a strong
    executive presence, and understand its role in business leadership.

    Why It Matters

    • An understanding of executive presence lays the foundation for you to develop your
    own leadership persona.

    • Executive presence plays a major role in determining levels of responsibility in a
    company.

    • A strong executive presence at work helps shape your conduct in your daily life.

    “The opportunities you gain access to depend on the confidence you’ve inspired in the
    decision makers.”

    Gerry Valentine

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 2 of 6

    What Is Executive Presence?

    Jack once said that, at its core, executive presence is “being able to express yourself clearly
    and concisely, self-confidently.”1 Executive coach Gerry Valentine defines executive presence
    as “your ability to inspire confidence.”2 Sylvia Ann Hewlett, the founder of the Center for
    Talent Innovation, calls it a blend of gravitas, communication, and appearance.3 Not
    surprisingly, there is no single, universally agreed-upon definition. People can generally agree
    on what executive presence entails, but not necessarily what it is. It can be an abstract
    concept that does not lend itself to an easy definition. To paraphrase former United States
    Supreme Court Justice Potter Stewart, people just “know it when they see it.”

    For our purposes, we can combine all of these viewpoints and ideas into one coherent
    definition. Executive presence is your ability to project confidence, communicate clearly, and
    convince others that you have authority. To use Jack’s expression, it is a key component of
    your fingerprint. Your ability to express yourself straightforwardly and persuasively is critical to
    your effectiveness in your career.

    At the core of our definition of executive presence are four elements. For the sake of
    simplicity, we will call these the two As and two Cs:

    • Authenticity
    • Attentiveness
    • Credibility
    • Confidence

    1 “Importance of Executive Presence,” winning., September 4, 2019,
    https://jackwelch.strayer.edu/winning/importance-of-executive-presence/.
    2 Gerry Valentine, “Executive Presence: What Is It, Why You Need It and How to Get It,” Forbes, July 31, 2018,
    https://www.forbes.com/sites/forbescoachescouncil/2018/07/31/executive-presence-what-is-it-why-you-need-it-and-
    how-to-get-it/#7ca1dc456bc7.
    3 “Sylvia Ann Hewlett’s ‘Executive Presence’ Demystifies the Overlooked Trait That’s Essential to Climbing the
    Career Ladder,” Center for Talent Innovation, n.d., https://www.talentinnovation.org/_private/assets/EP-book-
    pressrelease-final.pdf.

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 3 of 6

    Authenticity

    Have you ever heard a speech or talk from an authority figure, and felt the sneaking suspicion
    that they were withholding something from you? Many would-be business leaders operate
    within layers of pretense. They say what they think people want to hear instead of what they
    really think. Consciously or subconsciously, they refrain from being forthright and honest;
    doing so is messy and can make them uncomfortable. This mindset demonstrates a complete
    lack of authenticity.

    Authenticity is how earnest, honest, and genuine you seem to others. It is shedding pretense
    to be realistically yourself when you communicate. It means being candid and truthful with
    everyone you interact with, whether they are your boss, your customer, or your direct report.
    Only when you do that can you inspire trust and confidence from your audience.

    What authenticity is not is copying the mannerisms and conduct of other people. Other
    leaders make great role models, but you cannot copy someone else and be authentic.
    Authenticity is also not about having all of the answers to a problem. Effective leaders
    acknowledge their shortcomings or knowledge gaps. As Jack said, you should be comfortable
    not being the smartest person in the room. If you do not know something, admitting that is
    sincere, dignified, and professional.

    Attentiveness

    Have you ever had a boss or coworker you dreaded talking to, someone who always made
    you feel as if you were inconveniencing them? What about a boss or coworker who always
    seemed to be busy with other tasks and assignments when you really needed help with
    yours? Working with such people is difficult because they are impatient and unwilling to share
    their time. Their attitude hinders their communication skills and, as a result, undermines their
    leadership skills.

    Being attentive in your interactions at work seems like a straightforward task, but it is
    surprisingly difficult in practice. We think being productive means multitasking and juggling all
    of our assignments at the same time. Think about how many times you have been having a
    face-to-face conversation with someone, and one of you takes out their phone to read an
    email or a text message. This dynamic makes it hard to be attentive to your colleagues and

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 4 of 6

    customers, and it prevents you from being truly present. It demonstrates that you are not
    engaged with your listener.

    Being present with someone means giving them your undivided attention. You have to treat
    them as if they are the most important person in the world at that moment. Also, make sure
    you pick up on their nonverbal cues. If you are in a meeting and one of your colleagues
    seems uneasy, they may be anxious about how their input will be received. Find a way to
    elicit information from them in a manner that makes them feel comfortable and heard.

    When he was named CEO of United Parcel Services (UPS) in 2014, David Abney had been
    working at the company for four decades. He understood the insights that employees can
    make, regardless of their job title. So, in one of his first acts as CEO, Abney went on a global
    listening tour where he asked both customers and employees about the company’s future and
    priorities. Whenever he tours company facilities, Abney purposely seeks out and talks to
    those employees who are not smiling. Even though he has a qualified leadership team, Abney
    listens to employees and gives them voice and dignity.

    Credibility

    Being credible means convincing your audience – the recipients of your communication – that
    your message is worth listening to. When you begin delivering a message, your listeners will
    always have a series of unstated questions in the back of their minds. Do you know what you
    are talking about? How much research have you done? Do you take this subject seriously?
    Do you care about your message? Do you care about us? Perhaps most importantly, why
    should we trust you?

    It is easy for people like David Abney to assert their credibility; they have been with their
    organizations for decades and are considered experts in their fields. If you are starting at a
    new job, on the other hand, your colleagues will not know much about you; they cannot draw
    from a shared history with you. To establish your credibility, you need to take a good look at
    how you present yourself. Appearance plays a big role in demonstrating that you take your
    listeners seriously. There is a reason nobody wears a tuxedo to a job interview. In your verbal
    communication, you obviously cannot list your credentials in every conversation you have.
    Instead, take the time to think through your message. Do not make broad claims if you cannot
    readily support them. Above all else, do not say something that is not true.

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 5 of 6

    When she took over operations for The Washington Post in 1963, Katharine Graham faced
    daunting hurdles. Even though she had years of experience in newspaper publishing, few of
    her predominantly male colleagues seemed to take her seriously. Graham built up her
    credibility in two ways. First, she surrounded herself with experts. She frequently talked to
    Warren Buffett for financial insights, and she hired seasoned journalist Ben Bradlee as the
    paper’s executive editor. Second, she made principled judgments, such as the decision to
    publish the Pentagon Papers. Her sense of journalistic integrity bolstered her credibility. She
    was the first woman to be CEO of a Fortune 500 company, and she demonstrated her right to
    be taken seriously.

    Confidence

    Countless studies have shown that public speaking terrifies many people. It can be
    intimidating to stand in front of your colleagues or your boss, wondering how they will respond
    to your ideas. And you know that listening to a poor presentation is just as challenging. If the
    speaker goes off on tangents, or mumbles, it is nearly impossible for you to connect with
    them. In the end, the speaker does not deliver an effective message and the audience feels
    isolated. More often than not, this can be attributed to the speaker’s lack of confidence.

    Of all of the attributes of executive presence, confidence is the easiest one to just “know it
    when you see it.” In concrete terms, it means making eye contact with your listeners. It means
    speaking loudly and clearly, all while sticking to the point. When it comes to writing, it means
    avoiding phrases like “it could be” or “I wonder if,” which suggest that you are unsure of your
    message. To paraphrase Gerry Valentine, when you exhibit confidence, your subordinates
    should know you are the leader they want to follow. Your peers should know that you are
    capable and reliable. And your senior leaders should know you have the potential for great
    achievements.4

    To be clear, being confident does not mean you never second-guess yourself. You should be
    open to new information and opinions. Jeff Bezos, for instance, felt very confident about
    launching Amazon Auctions, which was meant to compete with eBay. But when early data
    showed the venture would not be too successful, he abandoned it. Confidence also does not
    mean being the loudest voice in the room. Often, people who dominate conversations do not

    4 Valentine, “Executive Presence.”

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 6 of 6

    listen to those around them. If you are not listening, you are not being present.

    In 1975, MITS unveiled the Altair 8800, billed as the world’s first commercial personal
    computer. When they read about the computer, two college students reached out to MITS,
    claiming they had created a programming language that could run on the Altair. In actuality,
    the students had no such language, but their assertiveness and certainty grabbed the
    attention of MITS founder Ed Roberts. Through a letter and a phone call, the students
    convinced Roberts they had the talent and creativity to benefit his company. In a few weeks,
    they developed that programming language, demonstrated it to Roberts, and were offered
    jobs at the company shortly thereafter. Those students were Paul Allen and Bill Gates, and
    the rest, as they say, is history.

    Looking Ahead

    In this lecture, we explored what executive presence means. We learned what its main
    elements are, and we explored how leaders manifest it. Bear in mind, though, that executive
    presence is not something you can just say you have. The people you interact with must
    experience it for themselves. As you work to develop your own leadership style, remember that
    executive presence is not an innate personality trait. It is a skill that you have the power to grow.

    In the next lecture, we will explore the fundamentals of interpersonal communication. We will
    understand the skills you need to develop strong ties with others, such as displaying empathy
    and asking the right questions. We will also delineate how to interact with different groups of
    colleagues and how to make lasting connections with people in your organization.

    – In this lecture, we explored what executive presence means. We learned what its main elements are, and we explored how leaders manifest it. Bear in mind, though, that executive presence is not something you can just say you have. The people you inter…
    – In the next lecture, we will explore the fundamentals of interpersonal communication. We will understand the skills you need to develop strong ties with others, such as displaying empathy and asking the right questions. We will also delineate how to i…

    **BusinessCommunication.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/businesscommunication-jpeg-10259079)

    **## JWI505Week1LectureNotes.pdf**

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 1 of 6

    Executive Presence (Part I)

    What It Means

    In JWI 510: Leadership in the 21st Century, you learned that leaders aren’t just born. Some
    traits, like energy and passion, are innate qualities for natural-born leaders. But if you can
    master the ability to make tough calls and execute, you can become a great leader. The same
    principle holds true for communicators: you do not have to be a brilliant orator or a literary
    genius. You can be a terrific communicator if you hone the skills and tools you need.

    Superb writing skills and natural charisma are obviously useful assets. But when it comes to
    business communications, perhaps no quality is as important as a strong executive presence.
    Everyone you interact with must feel that they can trust you, that you know what you are
    talking about, and that you will excel at your job. You have likely heard countless bosses and
    CEOs talk about how important executive presence is for success as a leader. However, how
    many times have you heard someone tell you just what exactly executive presence is?

    In this lecture, we will define it, identify the key elements and characteristics of a strong
    executive presence, and understand its role in business leadership.

    Why It Matters

    • An understanding of executive presence lays the foundation for you to develop your
    own leadership persona.

    • Executive presence plays a major role in determining levels of responsibility in a
    company.

    • A strong executive presence at work helps shape your conduct in your daily life.

    “The opportunities you gain access to depend on the confidence you’ve inspired in the
    decision makers.”

    Gerry Valentine

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 2 of 6

    What Is Executive Presence?

    Jack once said that, at its core, executive presence is “being able to express yourself clearly
    and concisely, self-confidently.”1 Executive coach Gerry Valentine defines executive presence
    as “your ability to inspire confidence.”2 Sylvia Ann Hewlett, the founder of the Center for
    Talent Innovation, calls it a blend of gravitas, communication, and appearance.3 Not
    surprisingly, there is no single, universally agreed-upon definition. People can generally agree
    on what executive presence entails, but not necessarily what it is. It can be an abstract
    concept that does not lend itself to an easy definition. To paraphrase former United States
    Supreme Court Justice Potter Stewart, people just “know it when they see it.”

    For our purposes, we can combine all of these viewpoints and ideas into one coherent
    definition. Executive presence is your ability to project confidence, communicate clearly, and
    convince others that you have authority. To use Jack’s expression, it is a key component of
    your fingerprint. Your ability to express yourself straightforwardly and persuasively is critical to
    your effectiveness in your career.

    At the core of our definition of executive presence are four elements. For the sake of
    simplicity, we will call these the two As and two Cs:

    • Authenticity
    • Attentiveness
    • Credibility
    • Confidence

    1 “Importance of Executive Presence,” winning., September 4, 2019,
    https://jackwelch.strayer.edu/winning/importance-of-executive-presence/.
    2 Gerry Valentine, “Executive Presence: What Is It, Why You Need It and How to Get It,” Forbes, July 31, 2018,
    https://www.forbes.com/sites/forbescoachescouncil/2018/07/31/executive-presence-what-is-it-why-you-need-it-and-
    how-to-get-it/#7ca1dc456bc7.
    3 “Sylvia Ann Hewlett’s ‘Executive Presence’ Demystifies the Overlooked Trait That’s Essential to Climbing the
    Career Ladder,” Center for Talent Innovation, n.d., https://www.talentinnovation.org/_private/assets/EP-book-
    pressrelease-final.pdf.

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 3 of 6

    Authenticity

    Have you ever heard a speech or talk from an authority figure, and felt the sneaking suspicion
    that they were withholding something from you? Many would-be business leaders operate
    within layers of pretense. They say what they think people want to hear instead of what they
    really think. Consciously or subconsciously, they refrain from being forthright and honest;
    doing so is messy and can make them uncomfortable. This mindset demonstrates a complete
    lack of authenticity.

    Authenticity is how earnest, honest, and genuine you seem to others. It is shedding pretense
    to be realistically yourself when you communicate. It means being candid and truthful with
    everyone you interact with, whether they are your boss, your customer, or your direct report.
    Only when you do that can you inspire trust and confidence from your audience.

    What authenticity is not is copying the mannerisms and conduct of other people. Other
    leaders make great role models, but you cannot copy someone else and be authentic.
    Authenticity is also not about having all of the answers to a problem. Effective leaders
    acknowledge their shortcomings or knowledge gaps. As Jack said, you should be comfortable
    not being the smartest person in the room. If you do not know something, admitting that is
    sincere, dignified, and professional.

    Attentiveness

    Have you ever had a boss or coworker you dreaded talking to, someone who always made
    you feel as if you were inconveniencing them? What about a boss or coworker who always
    seemed to be busy with other tasks and assignments when you really needed help with
    yours? Working with such people is difficult because they are impatient and unwilling to share
    their time. Their attitude hinders their communication skills and, as a result, undermines their
    leadership skills.

    Being attentive in your interactions at work seems like a straightforward task, but it is
    surprisingly difficult in practice. We think being productive means multitasking and juggling all
    of our assignments at the same time. Think about how many times you have been having a
    face-to-face conversation with someone, and one of you takes out their phone to read an
    email or a text message. This dynamic makes it hard to be attentive to your colleagues and

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 4 of 6

    customers, and it prevents you from being truly present. It demonstrates that you are not
    engaged with your listener.

    Being present with someone means giving them your undivided attention. You have to treat
    them as if they are the most important person in the world at that moment. Also, make sure
    you pick up on their nonverbal cues. If you are in a meeting and one of your colleagues
    seems uneasy, they may be anxious about how their input will be received. Find a way to
    elicit information from them in a manner that makes them feel comfortable and heard.

    When he was named CEO of United Parcel Services (UPS) in 2014, David Abney had been
    working at the company for four decades. He understood the insights that employees can
    make, regardless of their job title. So, in one of his first acts as CEO, Abney went on a global
    listening tour where he asked both customers and employees about the company’s future and
    priorities. Whenever he tours company facilities, Abney purposely seeks out and talks to
    those employees who are not smiling. Even though he has a qualified leadership team, Abney
    listens to employees and gives them voice and dignity.

    Credibility

    Being credible means convincing your audience – the recipients of your communication – that
    your message is worth listening to. When you begin delivering a message, your listeners will
    always have a series of unstated questions in the back of their minds. Do you know what you
    are talking about? How much research have you done? Do you take this subject seriously?
    Do you care about your message? Do you care about us? Perhaps most importantly, why
    should we trust you?

    It is easy for people like David Abney to assert their credibility; they have been with their
    organizations for decades and are considered experts in their fields. If you are starting at a
    new job, on the other hand, your colleagues will not know much about you; they cannot draw
    from a shared history with you. To establish your credibility, you need to take a good look at
    how you present yourself. Appearance plays a big role in demonstrating that you take your
    listeners seriously. There is a reason nobody wears a tuxedo to a job interview. In your verbal
    communication, you obviously cannot list your credentials in every conversation you have.
    Instead, take the time to think through your message. Do not make broad claims if you cannot
    readily support them. Above all else, do not say something that is not true.

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 5 of 6

    When she took over operations for The Washington Post in 1963, Katharine Graham faced
    daunting hurdles. Even though she had years of experience in newspaper publishing, few of
    her predominantly male colleagues seemed to take her seriously. Graham built up her
    credibility in two ways. First, she surrounded herself with experts. She frequently talked to
    Warren Buffett for financial insights, and she hired seasoned journalist Ben Bradlee as the
    paper’s executive editor. Second, she made principled judgments, such as the decision to
    publish the Pentagon Papers. Her sense of journalistic integrity bolstered her credibility. She
    was the first woman to be CEO of a Fortune 500 company, and she demonstrated her right to
    be taken seriously.

    Confidence

    Countless studies have shown that public speaking terrifies many people. It can be
    intimidating to stand in front of your colleagues or your boss, wondering how they will respond
    to your ideas. And you know that listening to a poor presentation is just as challenging. If the
    speaker goes off on tangents, or mumbles, it is nearly impossible for you to connect with
    them. In the end, the speaker does not deliver an effective message and the audience feels
    isolated. More often than not, this can be attributed to the speaker’s lack of confidence.

    Of all of the attributes of executive presence, confidence is the easiest one to just “know it
    when you see it.” In concrete terms, it means making eye contact with your listeners. It means
    speaking loudly and clearly, all while sticking to the point. When it comes to writing, it means
    avoiding phrases like “it could be” or “I wonder if,” which suggest that you are unsure of your
    message. To paraphrase Gerry Valentine, when you exhibit confidence, your subordinates
    should know you are the leader they want to follow. Your peers should know that you are
    capable and reliable. And your senior leaders should know you have the potential for great
    achievements.4

    To be clear, being confident does not mean you never second-guess yourself. You should be
    open to new information and opinions. Jeff Bezos, for instance, felt very confident about
    launching Amazon Auctions, which was meant to compete with eBay. But when early data
    showed the venture would not be too successful, he abandoned it. Confidence also does not
    mean being the loudest voice in the room. Often, people who dominate conversations do not

    4 Valentine, “Executive Presence.”

    JWI 505: Business Communications and Executive Presence
    Week 1 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 505 – Lecture Notes (1242) Page 6 of 6

    listen to those around them. If you are not listening, you are not being present.

    In 1975, MITS unveiled the Altair 8800, billed as the world’s first commercial personal
    computer. When they read about the computer, two college students reached out to MITS,
    claiming they had created a programming language that could run on the Altair. In actuality,
    the students had no such language, but their assertiveness and certainty grabbed the
    attention of MITS founder Ed Roberts. Through a letter and a phone call, the students
    convinced Roberts they had the talent and creativity to benefit his company. In a few weeks,
    they developed that programming language, demonstrated it to Roberts, and were offered
    jobs at the company shortly thereafter. Those students were Paul Allen and Bill Gates, and
    the rest, as they say, is history.

    Looking Ahead

    In this lecture, we explored what executive presence means. We learned what its main
    elements are, and we explored how leaders manifest it. Bear in mind, though, that executive
    presence is not something you can just say you have. The people you interact with must
    experience it for themselves. As you work to develop your own leadership style, remember that
    executive presence is not an innate personality trait. It is a skill that you have the power to grow.

    In the next lecture, we will explore the fundamentals of interpersonal communication. We will
    understand the skills you need to develop strong ties with others, such as displaying empathy
    and asking the right questions. We will also delineate how to interact with different groups of
    colleagues and how to make lasting connections with people in your organization.

    – In this lecture, we explored what executive presence means. We learned what its main elements are, and we explored how leaders manifest it. Bear in mind, though, that executive presence is not something you can just say you have. The people you inter…
    – In the next lecture, we will explore the fundamentals of interpersonal communication. We will understand the skills you need to develop strong ties with others, such as displaying empathy and asking the right questions. We will also delineate how to i…

    **BusinessCommunication.jpeg**

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  • [Solved] Business

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    **Imagine** a small manufacturing company that is shifting its direction in light of changes in the competitive environment in which it operates. Training will be deployed to ensure that employees have required skills that align with the new strategic direction. Change management is critical to ensu…

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    **Imagine** a small manufacturing company that is shifting its direction in light of changes in the competitive environment in which it operates. Training will be deployed to ensure that employees have required skills that align with the new strategic direction.

    Change management is critical to ensure organizational alignment. However, the company has experienced twofold resistance to the new direction. First, employees are unclear on the need for change; and second, the training department has shown resistance to using organizational development skills to resolve employee resistance issues.

    **Part 2: Change Management**

    In this part of the assignment, you will put your critical thinking skills to work as you include your findings on change management measures and its effectiveness to the report.

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    Research the initiative you select and the business. What is at issue here is how to affect large scale organizational change. What is the company you selected doing in this regard? – [\ \ HRM335Unit7AssignmentJune2021.pdf](https://www.sweetstudy.com/files/hrm335unit7assignmentjune2021-pdf "HRM335…

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    – [\
    \
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    – 2 years ago

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    – 2 years ago **files (1)** – ## unit6.pdf **## unit6.pdf** HSV335 – Violence Against Women Unit 6 Assignment: Sexual Violence in K-12 Due Date: Points: 100 Overview: You are a concerned parent who recently read Nan Stein’s chapter on sexual violence in K-12 and have been called to make a presentati…

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    **files (1)**

    – ## unit6.pdf

    **## unit6.pdf**

    HSV335 – Violence Against Women

    Unit 6 Assignment: Sexual Violence in K-12

    Due Date:
    Points: 100

    Overview:
    You are a concerned parent who recently read Nan Stein’s chapter on sexual violence
    in K-12 and have been called to make a presentation to the school board relating your
    concerns. In your presentation, about why sexual violence should not be framed as
    bullying and concreate practices teachers and school administration can put into
    practice. To prepare your presentation you develop a Powerpoint, which covers:

    • Stein’s research along with what you found on the topic. Include statistics to
    justify the importance of this topic. (2 slides)

    • Why sexual violence should not be framed as bullying (1 slide)

    • Concreate practices teachers and school administration can put into practice. (2
    slides)

    Instructions:

    Develop a 5 slide Powerpoint to educate teachers, school board members, and other
    parents on the serious problem of sexual violence in K-12.

    Requirements:

    • Submit a PowerPoint presentation.

    • 5 slides in length.

    • Resources cited in APA format on appropriate slides.

    Be sure to read the criteria below by which your work will be evaluated before
    you write and again after you write.

    Evaluation Rubric for Unit 6 Assignment

    CRITERIA Deficient Needs
    Improvement

    Proficient Exemplary

    0 – 20 points 21 – 38 points 39 – 59 points 60 points
    Content PowerPoint

    presentation
    does not cover
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12.

    PowerPoint
    presentation
    vaguely covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    PowerPoint
    presentation
    mostly covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    PowerPoint
    presentation
    throughly covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    0 – 5 points 6 – 10 points 11 – 14 points 15 points
    PowerPoint
    Length

    More than 5
    slides

    n/a n/a 5 slides as
    required.

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Speaker Notes
    are Clear,
    Concise and
    Appropriate to
    the Audience

    Does not
    provide speaker
    notes or the
    speaker notes
    are missing key
    details.

    Audience
    appropriate
    speaker notes
    are present but
    missing key
    details.

    Audience
    appropriate
    speaker notes
    are present but
    missing minor
    details.

    Audience
    appropriate
    speaker notes
    are clear and
    concise and
    includes all key
    details.

    0 – 5 points 6 – 10 points 11 – 14 points 15 points
    Clear and
    Professional
    Writing and
    APA Format

    Errors impede
    professional
    presentation;
    guidelines not
    followed.

    Significant errors
    that do not
    impede
    professional
    presentation.

    Few errors that
    do not impede
    professional
    presentation.

    Writing and
    format is clear,
    professional,
    APA compliant,
    and error free.

    – Overview:
    – Instructions:
    – Requirements:
    – Evaluation Rubric for Unit 6 Assignment

    **## unit6.pdf**

    HSV335 – Violence Against Women

    Unit 6 Assignment: Sexual Violence in K-12

    Due Date:
    Points: 100

    Overview:
    You are a concerned parent who recently read Nan Stein’s chapter on sexual violence
    in K-12 and have been called to make a presentation to the school board relating your
    concerns. In your presentation, about why sexual violence should not be framed as
    bullying and concreate practices teachers and school administration can put into
    practice. To prepare your presentation you develop a Powerpoint, which covers:

    • Stein’s research along with what you found on the topic. Include statistics to
    justify the importance of this topic. (2 slides)

    • Why sexual violence should not be framed as bullying (1 slide)

    • Concreate practices teachers and school administration can put into practice. (2
    slides)

    Instructions:

    Develop a 5 slide Powerpoint to educate teachers, school board members, and other
    parents on the serious problem of sexual violence in K-12.

    Requirements:

    • Submit a PowerPoint presentation.

    • 5 slides in length.

    • Resources cited in APA format on appropriate slides.

    Be sure to read the criteria below by which your work will be evaluated before
    you write and again after you write.

    Evaluation Rubric for Unit 6 Assignment

    CRITERIA Deficient Needs
    Improvement

    Proficient Exemplary

    0 – 20 points 21 – 38 points 39 – 59 points 60 points
    Content PowerPoint

    presentation
    does not cover
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12.

    PowerPoint
    presentation
    vaguely covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    PowerPoint
    presentation
    mostly covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    PowerPoint
    presentation
    throughly covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    0 – 5 points 6 – 10 points 11 – 14 points 15 points
    PowerPoint
    Length

    More than 5
    slides

    n/a n/a 5 slides as
    required.

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Speaker Notes
    are Clear,
    Concise and
    Appropriate to
    the Audience

    Does not
    provide speaker
    notes or the
    speaker notes
    are missing key
    details.

    Audience
    appropriate
    speaker notes
    are present but
    missing key
    details.

    Audience
    appropriate
    speaker notes
    are present but
    missing minor
    details.

    Audience
    appropriate
    speaker notes
    are clear and
    concise and
    includes all key
    details.

    0 – 5 points 6 – 10 points 11 – 14 points 15 points
    Clear and
    Professional
    Writing and
    APA Format

    Errors impede
    professional
    presentation;
    guidelines not
    followed.

    Significant errors
    that do not
    impede
    professional
    presentation.

    Few errors that
    do not impede
    professional
    presentation.

    Writing and
    format is clear,
    professional,
    APA compliant,
    and error free.

    – Overview:
    – Instructions:
    – Requirements:
    – Evaluation Rubric for Unit 6 Assignment

  • [Solved] HSA 3170 -Dsic 5

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    need 2 replies – [\ \ IMG_2573.png](https://www.sweetstudy.com/files/img-2573-png "IMG_2573.png") – [\ \ IMG_4437.png](https://www.sweetstudy.com/files/img-4437-png-10276569 "IMG_4437.png") – [\ \ IMG_4436.png](https://www.sweetstudy.com/files/img-4436-png "IMG_4436.png") – [\ \ IMG_4440…

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    need 2 replies

    – [\
    \
    IMG_2573.png](https://www.sweetstudy.com/files/img-2573-png "IMG_2573.png")
    – [\
    \
    IMG_4437.png](https://www.sweetstudy.com/files/img-4437-png-10276569 "IMG_4437.png")
    – [\
    \
    IMG_4436.png](https://www.sweetstudy.com/files/img-4436-png "IMG_4436.png")
    – [\
    \
    IMG_4440.png](https://www.sweetstudy.com/files/img-4440-png "IMG_4440.png")
    – [\
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    – [\
    \
    IMG_4438.png](https://www.sweetstudy.com/files/img-4438-png "IMG_4438.png")

    – 2 years ago

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    – 2 years ago **files (8)** – ## Mod4practicingreflect.docx – ## Module4resources.docx – PowerPosing.pdf – Decoding_of_inconsistent_commu.pdf – ExaminingLeadershipThroughCriticalFeministReadings.pdf – UnconsciousDesireforHierarchy.pdf – PowerApproachandInhibition.pdf – The_contingent_smile_A_…

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    **files (8)**

    – ## Mod4practicingreflect.docx

    – ## Module4resources.docx

    – PowerPosing.pdf
    – Decoding_of_inconsistent_commu.pdf
    – ExaminingLeadershipThroughCriticalFeministReadings.pdf
    – UnconsciousDesireforHierarchy.pdf
    – PowerApproachandInhibition.pdf
    – The_contingent_smile_A_meta-a.pdf

    **## Mod4practicingreflect.docx**

    Module 4: Practicing Reflective Analysis

    Instructions

    Each week students are expected to have read the course material and prepare a written reflection/reaction/annotated bibliography.

    **FIRST**: Reflect – write a 2-page reflection offering your insights regarding the course discussion from the weekly group discussion activities, and course learning materials (movies, articles, videos, field notes, and Photographs). This should be properly cited and formatted according to APA, and show an attempt to grapple with the content offered.   (You are required to use material from the Module to support your thoughts.  At this point, your citations should be many.)

    **AND THEN:**  React to the materials from the module by responding to the following prompts:

    1. How do the concepts of power posing and nonverbal communication intersect with gender dynamics in leadership roles? Consider the research on smiling, body language, and perceptions of competence.

    2. How might leaders consciously utilize nonverbal cues to enhance their message and influence? What ethical considerations should be taken into account?

    3. What personal insights or challenges have you encountered in aligning your verbal and nonverbal communication to convey confidence and authority, and how might you apply the concepts from this module to enhance your leadership presence?

    4. What questions or areas of curiosity remain for you after completing this module?

    **FINALLY:**  Annotate your reading to demonstrate your understanding of the journal articles.
    **Choose, 3 articles from the module** and create a short annotated bibliography using APA format (example provided here).  Your annotations should include a summary of the article's major points, and demonstrate the source’s application to your paper.

    For the ANNOTATED BIBLIOGRAPHY, please keep in mind that all text, including the write-up beneath the citation, must be indented so that the author's last name is the only text that is flush left.

    SAMPLE APA ANNOTATION

    Ehrenreich, B. (2001).
    _Nickel and dimed: On (not) getting by in America_. Henry Holt and Company.

    In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

    An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

    The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect the source’s potential importance or usefulness for this person’s research.

    For information on formatting APA citations, see our
    [APA Formatting and Style Guide (Links to an external site.)](https://owl.purdue.edu/owl/research_and_citation/apa6_style/apa_style_introduction.html).

    Use the template provided here and then upload your completed paper. This paper is worth 20  points.

    **## Module4resources.docx**

    Module 4: Learning Materials

    **Readings**

    **_Important Note:_** Sometimes it’s easier to print any supplementary articles (or key parts of your e-text readings as applicable) and keep that content in a separate notebook (tabbed by module number) to allow for active reading, personal annotations, etc.

    Anything in the
    **_"Learning Materials"_** content area is "fair game" for the critical analysis prompts and application (as is any other content presented in the module).  You'll also be doing some analysis and synthesis types of writing in this graduate-level course, so be sure to read "actively" and take notes / make notes as you go along.

    In addition to the introductory readings and content provided in
    **_Module 0_**, please read the following articles , as well as any online content, articles, videos, and/or presentations (as applicable) listed below.   Then proceed through the Module 3 content in the order presented.

    **Articles or Other Readings:**

    ·
    **Power Pose:**

    · Carney, Dana R., Amy J.C. Cuddy, and Yap, A.J. 2010. "Power Posing: Brief Nonverbal Displays Affect Neuroendocrine Levels and Risk Tolerance." Psychological Science vol. 21, no. 10: 1363–1368.

    ·
    [Power Posing.pdf](https://asu.instructure.com/courses/207506/files/98629986/download?wrap=1)

    ·

    ·
    **Power Approach**

    · Keltner, Dacher; Gruenfeld, Deborah H.; Anderson, Cameron. 2003. "Power, approach, and inhibition." Psychological Review, 110, 2: 265-284.

    ·
    [Power Approach and Inhibition.pdf](https://asu.instructure.com/courses/207506/files/98629987/download?wrap=1)

    ·
    **Smile**

    · LaFrance, M., Hecht, M. A., & Paluck, E. L. 2003. "The contingent smile: A meta-analysis of sex differences in smiling." Psychological Bulletin, 129, 2: 305-334.

    ·
    [The_contingent_smile_A_meta-a.pdf](https://asu.instructure.com/courses/207506/files/98629985/download?wrap=1)

    ·

    ·
    **Communication**

    · Mehrabian, Albert; Wiener, Morton. 1967. "Decoding of Inconsistent Communications." Journal of Personality and Social Psychology, 6, 1: 109–114.

    ·
    [Decoding_of_inconsistent_commu.pdf](https://asu.instructure.com/courses/207506/files/98629990/download?wrap=1)

    ·

    ·
    **Nonverbal**

    · Mehrabian, Albert; Ferris, Susan R.1967. "Inference of Attitudes from Nonverbal Communication in Two Channels." Journal of Consulting Psychology, 31, 3: 248–252.

    ·
    **Desire for Hierarchy**

    · Tiedens, L.Z., Unzueta, M. M., and Young, M.J. 2007. "An Unconscious Desire for Hierarchy? The Motivated Perception of Dominance Complementarity in Task Partners." Journal of Personality and Social Psychology, vol. 93, no. 3: 402–414
    [Unconscious Desire for Hierarchy.pdf](https://asu.instructure.com/courses/207506/files/98629989/download?wrap=1)

    **Active Reading – Importance and Tips:**  What is active reading? Why should you do it? (To improve your success in class, your degree pursuit, and in life!)  The following link provides some ideas on how to go about active-reading.  Please read it "actively!"

    [_Click_\
    _**HERE** for Active Reading Tips_](https://asu.instructure.com/courses/53705/files/16361791/download?wrap=1)

    **PowerPosing.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/powerposing-pdf-10259745)

    **Decoding_of_inconsistent_commu.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/decoding-of-inconsistent-commu-pdf-10259739)

    **ExaminingLeadershipThroughCriticalFeministReadings.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examiningleadershipthroughcriticalfeministreadings-pdf-10259747)

    **UnconsciousDesireforHierarchy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unconsciousdesireforhierarchy-pdf-10259737)

    **PowerApproachandInhibition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/powerapproachandinhibition-pdf-10259743)

    **The_contingent_smile_A_meta-a.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-contingent-smile-a-meta-a-pdf-10259741)

    **The_contingent_smile_A_meta-a.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-contingent-smile-a-meta-a-pdf-10259741)

    **## Mod4practicingreflect.docx**

    Module 4: Practicing Reflective Analysis

    Instructions

    Each week students are expected to have read the course material and prepare a written reflection/reaction/annotated bibliography.

    **FIRST**: Reflect – write a 2-page reflection offering your insights regarding the course discussion from the weekly group discussion activities, and course learning materials (movies, articles, videos, field notes, and Photographs). This should be properly cited and formatted according to APA, and show an attempt to grapple with the content offered.   (You are required to use material from the Module to support your thoughts.  At this point, your citations should be many.)

    **AND THEN:**  React to the materials from the module by responding to the following prompts:

    1. How do the concepts of power posing and nonverbal communication intersect with gender dynamics in leadership roles? Consider the research on smiling, body language, and perceptions of competence.

    2. How might leaders consciously utilize nonverbal cues to enhance their message and influence? What ethical considerations should be taken into account?

    3. What personal insights or challenges have you encountered in aligning your verbal and nonverbal communication to convey confidence and authority, and how might you apply the concepts from this module to enhance your leadership presence?

    4. What questions or areas of curiosity remain for you after completing this module?

    **FINALLY:**  Annotate your reading to demonstrate your understanding of the journal articles.
    **Choose, 3 articles from the module** and create a short annotated bibliography using APA format (example provided here).  Your annotations should include a summary of the article's major points, and demonstrate the source’s application to your paper.

    For the ANNOTATED BIBLIOGRAPHY, please keep in mind that all text, including the write-up beneath the citation, must be indented so that the author's last name is the only text that is flush left.

    SAMPLE APA ANNOTATION

    Ehrenreich, B. (2001).
    _Nickel and dimed: On (not) getting by in America_. Henry Holt and Company.

    In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

    An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

    The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect the source’s potential importance or usefulness for this person’s research.

    For information on formatting APA citations, see our
    [APA Formatting and Style Guide (Links to an external site.)](https://owl.purdue.edu/owl/research_and_citation/apa6_style/apa_style_introduction.html).

    Use the template provided here and then upload your completed paper. This paper is worth 20  points.

    **## Module4resources.docx**

    Module 4: Learning Materials

    **Readings**

    **_Important Note:_** Sometimes it’s easier to print any supplementary articles (or key parts of your e-text readings as applicable) and keep that content in a separate notebook (tabbed by module number) to allow for active reading, personal annotations, etc.

    Anything in the
    **_"Learning Materials"_** content area is "fair game" for the critical analysis prompts and application (as is any other content presented in the module).  You'll also be doing some analysis and synthesis types of writing in this graduate-level course, so be sure to read "actively" and take notes / make notes as you go along.

    In addition to the introductory readings and content provided in
    **_Module 0_**, please read the following articles , as well as any online content, articles, videos, and/or presentations (as applicable) listed below.   Then proceed through the Module 3 content in the order presented.

    **Articles or Other Readings:**

    ·
    **Power Pose:**

    · Carney, Dana R., Amy J.C. Cuddy, and Yap, A.J. 2010. "Power Posing: Brief Nonverbal Displays Affect Neuroendocrine Levels and Risk Tolerance." Psychological Science vol. 21, no. 10: 1363–1368.

    ·
    [Power Posing.pdf](https://asu.instructure.com/courses/207506/files/98629986/download?wrap=1)

    ·

    ·
    **Power Approach**

    · Keltner, Dacher; Gruenfeld, Deborah H.; Anderson, Cameron. 2003. "Power, approach, and inhibition." Psychological Review, 110, 2: 265-284.

    ·
    [Power Approach and Inhibition.pdf](https://asu.instructure.com/courses/207506/files/98629987/download?wrap=1)

    ·
    **Smile**

    · LaFrance, M., Hecht, M. A., & Paluck, E. L. 2003. "The contingent smile: A meta-analysis of sex differences in smiling." Psychological Bulletin, 129, 2: 305-334.

    ·
    [The_contingent_smile_A_meta-a.pdf](https://asu.instructure.com/courses/207506/files/98629985/download?wrap=1)

    ·

    ·
    **Communication**

    · Mehrabian, Albert; Wiener, Morton. 1967. "Decoding of Inconsistent Communications." Journal of Personality and Social Psychology, 6, 1: 109–114.

    ·
    [Decoding_of_inconsistent_commu.pdf](https://asu.instructure.com/courses/207506/files/98629990/download?wrap=1)

    ·

    ·
    **Nonverbal**

    · Mehrabian, Albert; Ferris, Susan R.1967. "Inference of Attitudes from Nonverbal Communication in Two Channels." Journal of Consulting Psychology, 31, 3: 248–252.

    ·
    **Desire for Hierarchy**

    · Tiedens, L.Z., Unzueta, M. M., and Young, M.J. 2007. "An Unconscious Desire for Hierarchy? The Motivated Perception of Dominance Complementarity in Task Partners." Journal of Personality and Social Psychology, vol. 93, no. 3: 402–414
    [Unconscious Desire for Hierarchy.pdf](https://asu.instructure.com/courses/207506/files/98629989/download?wrap=1)

    **Active Reading – Importance and Tips:**  What is active reading? Why should you do it? (To improve your success in class, your degree pursuit, and in life!)  The following link provides some ideas on how to go about active-reading.  Please read it "actively!"

    [_Click_\
    _**HERE** for Active Reading Tips_](https://asu.instructure.com/courses/53705/files/16361791/download?wrap=1)

    **PowerPosing.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/powerposing-pdf-10259745)

    **Decoding_of_inconsistent_commu.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/decoding-of-inconsistent-commu-pdf-10259739)

    **ExaminingLeadershipThroughCriticalFeministReadings.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examiningleadershipthroughcriticalfeministreadings-pdf-10259747)

    **UnconsciousDesireforHierarchy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unconsciousdesireforhierarchy-pdf-10259737)

    **PowerApproachandInhibition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/powerapproachandinhibition-pdf-10259743)

    **The_contingent_smile_A_meta-a.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-contingent-smile-a-meta-a-pdf-10259741)

    **## Mod4practicingreflect.docx**

    Module 4: Practicing Reflective Analysis

    Instructions

    Each week students are expected to have read the course material and prepare a written reflection/reaction/annotated bibliography.

    **FIRST**: Reflect – write a 2-page reflection offering your insights regarding the course discussion from the weekly group discussion activities, and course learning materials (movies, articles, videos, field notes, and Photographs). This should be properly cited and formatted according to APA, and show an attempt to grapple with the content offered.   (You are required to use material from the Module to support your thoughts.  At this point, your citations should be many.)

    **AND THEN:**  React to the materials from the module by responding to the following prompts:

    1. How do the concepts of power posing and nonverbal communication intersect with gender dynamics in leadership roles? Consider the research on smiling, body language, and perceptions of competence.

    2. How might leaders consciously utilize nonverbal cues to enhance their message and influence? What ethical considerations should be taken into account?

    3. What personal insights or challenges have you encountered in aligning your verbal and nonverbal communication to convey confidence and authority, and how might you apply the concepts from this module to enhance your leadership presence?

    4. What questions or areas of curiosity remain for you after completing this module?

    **FINALLY:**  Annotate your reading to demonstrate your understanding of the journal articles.
    **Choose, 3 articles from the module** and create a short annotated bibliography using APA format (example provided here).  Your annotations should include a summary of the article's major points, and demonstrate the source’s application to your paper.

    For the ANNOTATED BIBLIOGRAPHY, please keep in mind that all text, including the write-up beneath the citation, must be indented so that the author's last name is the only text that is flush left.

    SAMPLE APA ANNOTATION

    Ehrenreich, B. (2001).
    _Nickel and dimed: On (not) getting by in America_. Henry Holt and Company.

    In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

    An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

    The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect the source’s potential importance or usefulness for this person’s research.

    For information on formatting APA citations, see our
    [APA Formatting and Style Guide (Links to an external site.)](https://owl.purdue.edu/owl/research_and_citation/apa6_style/apa_style_introduction.html).

    Use the template provided here and then upload your completed paper. This paper is worth 20  points.

    **## Module4resources.docx**

    Module 4: Learning Materials

    **Readings**

    **_Important Note:_** Sometimes it’s easier to print any supplementary articles (or key parts of your e-text readings as applicable) and keep that content in a separate notebook (tabbed by module number) to allow for active reading, personal annotations, etc.

    Anything in the
    **_"Learning Materials"_** content area is "fair game" for the critical analysis prompts and application (as is any other content presented in the module).  You'll also be doing some analysis and synthesis types of writing in this graduate-level course, so be sure to read "actively" and take notes / make notes as you go along.

    In addition to the introductory readings and content provided in
    **_Module 0_**, please read the following articles , as well as any online content, articles, videos, and/or presentations (as applicable) listed below.   Then proceed through the Module 3 content in the order presented.

    **Articles or Other Readings:**

    ·
    **Power Pose:**

    · Carney, Dana R., Amy J.C. Cuddy, and Yap, A.J. 2010. "Power Posing: Brief Nonverbal Displays Affect Neuroendocrine Levels and Risk Tolerance." Psychological Science vol. 21, no. 10: 1363–1368.

    ·
    [Power Posing.pdf](https://asu.instructure.com/courses/207506/files/98629986/download?wrap=1)

    ·

    ·
    **Power Approach**

    · Keltner, Dacher; Gruenfeld, Deborah H.; Anderson, Cameron. 2003. "Power, approach, and inhibition." Psychological Review, 110, 2: 265-284.

    ·
    [Power Approach and Inhibition.pdf](https://asu.instructure.com/courses/207506/files/98629987/download?wrap=1)

    ·
    **Smile**

    · LaFrance, M., Hecht, M. A., & Paluck, E. L. 2003. "The contingent smile: A meta-analysis of sex differences in smiling." Psychological Bulletin, 129, 2: 305-334.

    ·
    [The_contingent_smile_A_meta-a.pdf](https://asu.instructure.com/courses/207506/files/98629985/download?wrap=1)

    ·

    ·
    **Communication**

    · Mehrabian, Albert; Wiener, Morton. 1967. "Decoding of Inconsistent Communications." Journal of Personality and Social Psychology, 6, 1: 109–114.

    ·
    [Decoding_of_inconsistent_commu.pdf](https://asu.instructure.com/courses/207506/files/98629990/download?wrap=1)

    ·

    ·
    **Nonverbal**

    · Mehrabian, Albert; Ferris, Susan R.1967. "Inference of Attitudes from Nonverbal Communication in Two Channels." Journal of Consulting Psychology, 31, 3: 248–252.

    ·
    **Desire for Hierarchy**

    · Tiedens, L.Z., Unzueta, M. M., and Young, M.J. 2007. "An Unconscious Desire for Hierarchy? The Motivated Perception of Dominance Complementarity in Task Partners." Journal of Personality and Social Psychology, vol. 93, no. 3: 402–414
    [Unconscious Desire for Hierarchy.pdf](https://asu.instructure.com/courses/207506/files/98629989/download?wrap=1)

    **Active Reading – Importance and Tips:**  What is active reading? Why should you do it? (To improve your success in class, your degree pursuit, and in life!)  The following link provides some ideas on how to go about active-reading.  Please read it "actively!"

    [_Click_\
    _**HERE** for Active Reading Tips_](https://asu.instructure.com/courses/53705/files/16361791/download?wrap=1)

    **PowerPosing.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/powerposing-pdf-10259745)

    **Decoding_of_inconsistent_commu.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/decoding-of-inconsistent-commu-pdf-10259739)

    **ExaminingLeadershipThroughCriticalFeministReadings.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examiningleadershipthroughcriticalfeministreadings-pdf-10259747)

    **UnconsciousDesireforHierarchy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unconsciousdesireforhierarchy-pdf-10259737)

    **PowerApproachandInhibition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/powerapproachandinhibition-pdf-10259743)

    **The_contingent_smile_A_meta-a.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-contingent-smile-a-meta-a-pdf-10259741)

  • [Solved] Police Leadership

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    Prepare a 15-minute PowerPoint presentation explaining how can police leaders prepare for the future of policing develop adaptive leadership skills.

    – 2 years ago

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    – 2 years ago **files (1)** – ## HRM411Unit6Pre-Assessment.pdf **## HRM411Unit6Pre-Assessment.pdf** HRM411 – Seminar in Human Resource Management Pre-Assessment: Non-monetary Compensation Due Date: 11:59 pm EST, Sunday of Unit 6 Points: 100 Overview: Compensation by law includes ‘wages/cash,’ and ye…

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    **files (1)**

    – ## HRM411Unit6Pre-Assessment.pdf

    **## HRM411Unit6Pre-Assessment.pdf**

    HRM411 – Seminar in Human
    Resource Management

    Pre-Assessment: Non-monetary Compensation

    Due Date: 11:59 pm EST, Sunday of Unit 6
    Points: 100

    Overview:

    Compensation by law includes ‘wages/cash,’ and yet many companies offer what has
    been termed non-monetary rewards. This assignment explores non-monetary
    compensation and its value.

    Instructions:

    • Define the term non-monetary compensation include an example.
    • Describe at least two non-monetary rewards and explain why a company should

    offer those benefits.
    • Describe non-monetary rewards and explain their value to the overall

    compensation and benefits plans.

    Requirements:

    • Submit a Word document.
    • Maximum three pages, minimum 500 words in length.

    Be sure to read the criteria below by which your work will be evaluated before
    you write and again after you write.

    Evaluation Rubric for Pre-Assessment: Non-monetary Compensation
    Assignment

    CRITERIA Deficient Needs

    Improvement
    Proficient Exemplary

    0 – 44 points 45 – 59 points 60 – 74 points 75 points
    Content Does not cover

    the assigned
    topic;
    assertions are
    not supported
    by evidence;
    paper is
    seriously
    lacking in
    content and
    detail.

    Does not do an
    adequate job of
    covering the
    assigned topic;
    assertions are
    weakly
    supported by
    evidence.

    Sufficient
    coverage of the
    topics; most
    assertions are
    supported by
    evidence.

    Provides in-
    depth coverage
    of the topics,
    assertions are
    clearly
    supported by
    evidence.

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Paper Length Does not meet

    the length
    requirement.

    n/a n/a Meets the
    length
    requirement.

    0 – 8 points 9 – 11 points 12 – 14 points 15 points
    Clear and
    Professional
    Writing

    Errors impede
    professional
    presentation;
    guidelines not
    followed.

    Significant
    errors that do
    not impede
    professional
    presentation.

    Few errors that
    do not impede
    professional
    presentation.

    Writing and
    format are
    clear,
    professional.

    – Overview:
    – Instructions:
    – Requirements:
    – Evaluation Rubric for Pre-Assessment: Non-monetary Compensation Assignment

    **## HRM411Unit6Pre-Assessment.pdf**

    HRM411 – Seminar in Human
    Resource Management

    Pre-Assessment: Non-monetary Compensation

    Due Date: 11:59 pm EST, Sunday of Unit 6
    Points: 100

    Overview:

    Compensation by law includes ‘wages/cash,’ and yet many companies offer what has
    been termed non-monetary rewards. This assignment explores non-monetary
    compensation and its value.

    Instructions:

    • Define the term non-monetary compensation include an example.
    • Describe at least two non-monetary rewards and explain why a company should

    offer those benefits.
    • Describe non-monetary rewards and explain their value to the overall

    compensation and benefits plans.

    Requirements:

    • Submit a Word document.
    • Maximum three pages, minimum 500 words in length.

    Be sure to read the criteria below by which your work will be evaluated before
    you write and again after you write.

    Evaluation Rubric for Pre-Assessment: Non-monetary Compensation
    Assignment

    CRITERIA Deficient Needs

    Improvement
    Proficient Exemplary

    0 – 44 points 45 – 59 points 60 – 74 points 75 points
    Content Does not cover

    the assigned
    topic;
    assertions are
    not supported
    by evidence;
    paper is
    seriously
    lacking in
    content and
    detail.

    Does not do an
    adequate job of
    covering the
    assigned topic;
    assertions are
    weakly
    supported by
    evidence.

    Sufficient
    coverage of the
    topics; most
    assertions are
    supported by
    evidence.

    Provides in-
    depth coverage
    of the topics,
    assertions are
    clearly
    supported by
    evidence.

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Paper Length Does not meet

    the length
    requirement.

    n/a n/a Meets the
    length
    requirement.

    0 – 8 points 9 – 11 points 12 – 14 points 15 points
    Clear and
    Professional
    Writing

    Errors impede
    professional
    presentation;
    guidelines not
    followed.

    Significant
    errors that do
    not impede
    professional
    presentation.

    Few errors that
    do not impede
    professional
    presentation.

    Writing and
    format are
    clear,
    professional.

    – Overview:
    – Instructions:
    – Requirements:
    – Evaluation Rubric for Pre-Assessment: Non-monetary Compensation Assignment