CSUGC Different Qualities that Align with Leadership Questions
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53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
The perfect number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
CSUGC Different Qualities that Align with Leadership Questions
I’m working on a business discussion question and need the explanation and answer to help me learn.
Review the following video on Leading vs. managing (Andreatta & Madecraft, 2020) and answer the following questions.
In your workplace, home, community organization, or another real-life scenario, would you view yourself as a leader or a manager, or both, and why?
Based on your personal and/or professional experiences, do you believe managers or leaders have more of an impact on generating positive outcomes or do you find them equal?
Leading vs. managing
Selecting transcript lines in this section will navigate to timestamp in the video
– Throughout your day, you’re probably going back and forth between managing and leading. Today, leadership and management are closely intertwined, because almost all people in leadership roles also manage people and projects or functions. Let’s explore the important distinctions between them. The primary goal of leadership is to produce change and growth. As a leader, you envision a better tomorrow, and design the change that will get the organization from here to there. The primary goal of management is to produce order and consistency. As a manager you create a stable work environment that is clear and consistent so employees can be as productive as possible. Needless to say, there’s some natural tensions between being a manager and being a leader. Think about your day to day work over the past two weeks, and identify when you’re managing and when you’re leading. Here are key distinctions to look for. The first is about approach. Managing is tactical and hands-on, while leading is strategic and visionary. This is because the timeframe is different. Managing occurs in the here and now. You’re looking at the short-term and mid-range goals that ensure the success of the organization today. Contrast that with leading, where the focus is on the future, and setting strategy and change to create the organization of tomorrow. And the focus shifts too, from narrow and internal for managing, to broad and external for leading, where the scope widens to include other functions, the industry market and national and global affairs. The next distinction is that managing relies on current resources and structures, while leading involves designing new processes for the future. For managing, the task goals are directing the daily work and employees to achieve currently identified goals, whereas leading requires planning for the future, setting a long-term vision and strategy to bring about that change. Finally, the people skills differ as well. Both managing and leading rely on emotional intelligence. But managing is more tactical, like conducting one on one meetings, delegating tasks, and coaching employee’s performance. All that said, there is no one answer that fits every company or serves every leader. This is what makes the concept of leadership so interesting. What is considered the future vision for one organization or leadership could be a standard practice or management in another. But knowing the difference between managing and leading will make you better at both.
CSUGC Different Qualities that Align with Leadership Questions
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: The student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly address the relevant content; failing to identify or inaccurately explain key concepts or ideas; ignoring or incorrectly explaining key points or claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not fully explaining the relevant content; identifying some of the key concepts or ideas, though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims or points, but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates a solid understanding of the relevant material by correctly addressing most of the relevant content, identifying and explaining most of the key concepts and ideas, using correct terminology, explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates an exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content, identifying and explaining all of the key concepts and ideas, using correct terminology, explaining the reasoning behind key points and claims, and substantiating, as necessary or useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of sources (worth a maximum of 20% of the total points) |
Zero points: The student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out of 20 points: Sources are seldom cited to support statements, and/or the format of the citations is not recognized as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable The student fails to provide an adequate synthesis of the research collected for the paper. |
10 out of 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. There are frequent errors in the APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors in the formation of the references and citations. And/or there is a significant use of highly questionable sources. |
15 out of 20 points: Credible scholarly sources are used effectively to support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in references and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to provide compelling evidence to support claims and are clearly and fairly represented. The APA 6th Edition format is used accurately and consistently. The student uses references above the maximum required in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: The student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas or points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or there are numerous grammatical, spelling, and punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering, and/or repetitive; poor organization; and/or some grammatical, spelling, and punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation; and logical organization; and the essay is error-free. |
Structure of the Paper (worth 10% of total points) |
Zero points: The student failed to submit the final paper. |
3 points out of 10: The student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: The appearance of the final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. The font size might not conform to size requirements. The student also significantly writes too much or too little paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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