Recent Personal Failure That Was A Gift in Hindsight
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Recent Personal Failure That Was A Gift in Hindsight
Part I: Recent Personal Failure That Was A Gift in Hindsight
An important part of Challenging the Process is to try new things, create new opportunities, experiment, and learn from mistakes. Things don’t always go as planned or as we hope, but there are great lessons we can learn from our failures.
Think about something that you failed at (didn’t get a job or promotion, failed relationship, didn’t achieve a personal goal, etc.) that turned out to be a blessing, a gift, or good thing in hindsight. It can be related to any part of your life – family, school, work, or community.
What was the failure?
Why did it turn out to be a good thing in hindsight?
What did you learn from the experience?
PART II: THE POWER OF QUESTIONS
Challenge the Process also focuses on seeking new and innovative ways to change, grow and improve. Successful leaders look for new ways all the time and challenge themselves to move beyond the status quo.
Leaders have to be good at listening and observing what is going on around them. Using questions is a great way to get the information you need to create, innovate, grow, and improve but leaders are often reluctant to use them. A leader often believes that as the person in charge, he or she is supposed to have all the answers and should not ask for the answers.
But questions have many benefits such as:
Questions solicit information without passing judgment.
Questions allow people to come up with their own ideas.
Questions provide an avenue for cooperation without creating entrenched positions.
Questions hold up a mirror allowing one to reflect on what the answer really means.
Questions allow one to test assumptions, especially when the wrong assumption might prove embarrassing.
Questions create a situation in which people can get to know one another and build trusting relationships.
Questions facilitate deeper understanding by digging beneath the surface.
Questions protect one who does not want to give away information.
Questions guide one’s thinking in order to sell an idea and get another’s buy-in before announcing a concrete decision.
Question provide answers when other people just don’t know.
Adapted from the Leadership Challenge Activities Book, Kouzes and Posner, 2010.
What is a leadership challenge that you have in your life – it can be work, a school project, or anything where you are experiencing difficulty with others and are trying to find a solution.
Watch Steve Aguirre’s TED Talk on “The Power of Questions” to help you with #3 and #4 below.
3) Next develop the following questions to help you do a better job LISTENING and OBSERVING about this issue. To whom will you ask the questions?
Question begins with …
The Question
To whom will you ask?
HOW
WHY
WHAT
WHERE
TO WHAT EXTENT
WHEN
WHO
4) Are there other questions you would like to ask? Remember use questions as a way to learn and to get buy in from others. Often questions work better than telling someone what to do.
5) How can your questions help you with your leadership challenge (from #1).
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: 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 addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/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 full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/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 solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/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 exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/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: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable 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 research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively 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 reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/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, 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: Student failed to submit the final paper. 3 points out of 10: 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: Appearance of 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. Font size might not conform to size requirements. The student also significantly writes too large or too short of and 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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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