Facilitating Subordinates to Accomplish the Larger Task
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Facilitating Subordinates to Accomplish the Larger Task
Running head: Homework Assignment Ch 1 and 2 2
Homework Assignment Ch 1 and 2 2
Homework Assignment Ch 1 and 2
Dr. Brandon L. Foor
July 2, 2019
I would be a visionary. I am a task-centered individual that make sure that things get made. I will make sure that my employees had their attention on the prize and are good at facilitating subordinates to accomplish the larger task. While the task-centered leader is detail-oriented and accurate, I will be able to keep tabs on their subordinates’ work and development and remain fairly loud about specifics and deadlines. I have no problem gathering the way’s care. I am confident and have the power to interact in a sense that will change their subordinates’ values and opinions. I tend to increase their organization’s confidence easily and encourage others to go on board with whatever outcome is on the board.
Leaders by Examples
Barack Obama is the former president of the United States who represents African Americans. He symbolizes hope for many other minority groups. The visible minority have caused a riffling effect on how African Americans and other racial minorities are perceived and represented. Obama wants to change where everybody could be equal and not discriminated. The social media symbolizes minority groups such as advertisements, movies, TV, media, and other forms of entertainment in which can affect people’s opinions (What Obama represents for minority groups and women). Barack Obama would be classified as a visionary (Neck et al., 2017). The size and placement would be large. He always has an open-minded. He always put his ideas and give the people a chance to vote. He is very loyal and kind to his employees. Obama’s position presented another progress in this slow but steady progress blacks have made in recent decades at gaining a higher footing in a political position, especially at the USA House of Representatives and in the Cabinets of recent presidents. But they have lagged at the legislature and at governorships. Some blacks see the political statement as a possible catalyst for increased racial equality, according to the 2016 Pew Research Center study. Approximately four-in-ten black adults (38 percent) said that working to make more black people elected to business could be a very powerful tactic for groups reaching to help blacks attain equality.
19 percent of Americans are on disabilities act. When President Obama and his administration are helping to treat people, who are disabled have the same opportunities as the other person. His administrations are trying to increase accessibility in their communities. They want to be given everybody a fair opportunity. Finally, an increase in financial independence for people with disabilities ( https://obamawhitehouse.archives.gov/issues/disabilities). Obama wants to put the people first and make sure that everybody gets treated fairly.
Brown et al. (2019, January 18). Blacks have made gains in U.S. political leadership, but gaps remain. Retrieved July 03, 2019, from https://www.pewresearch.org/fact-tank/2019/01/18/blacks-have-made-gains-in-u-s-political-leadership-but-gaps-remain/
Disabilities. (n.d.). Retrieved July 03, 2019, from https://obamawhitehouse.archives.gov/issues/disabilities
Neck et al., (2017). Organizational behavior: A critical-thinking approach. Los Angeles: SAGE.
On Views of Race and Inequality, Blacks and Whites Are Worlds Apart. (2017, July 27). Retrieved July 03, 2019, from https://www.pewsocialtrends.org/2016/06/27/on-views-of-race-and-inequality-blacks-and-whites-are-worlds-apart/
What Obama represents for minority groups and women. (2015, May 27). Retrieved July 03, 2019, from https://www.straight.com/article-168873/what-obama-represents-minority-groups-and-women
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.
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