This assignment supports the following objective: Evaluate program planning and implementation strategies. For Week 2, complete the following: Vision Creating, Inspiring, Communicating Describe how a leader can create a vision that moves people to action. A combination of self-reflection and scholarly research is acceptable. Discuss strategies a leader can use to align employees daily work with the organizations vision (i.e. organizational development and organizational alignment). Explain who is or should be responsible for communicating: The organizations vision and The vision for a work team or department Writing in third person is ideal and generally expected. However, it is acceptable to use first person if you are describing personal or first-hand experience. Provide a minimum of three references, in APA style, on the page following your content for Week 2. Estimated time to complete: 2 hours

9.1 Case StudyWhats in a Name?

Springfield High Schools athletic teams have been called the Redskins since the school

opened in 1944. The small town of 7,000, which is roughly 95% white, is located in an

area of the Midwest that once had thriving Native American tribes, a fact the community

is proud to promote in its tourism brochures. So when the members of a local family with

Native American ancestry came before the school board to ask that the name of Springfield

High Schools athletic teams be changed because they found the use of the word Redskins

to be offensive, it created a firestorm in the town.

The schools athletic teams had competed as Redskins for 70 years, and many felt

the name was an integral part of the community. People personally identified with the

Redskins, and the team and the teams name were ingrained in the small towns culture.

Flags with the Redskins logo flew outside homes and businesses, and decals with the image

of the smiling Redskins mascot adorned many car windows.

Locals would come before the board and say, I was born a Redskin and Ill die a

Redskin, recalls one board member. They argued that the name was never intended to

be offensive, that it was chosen for the teams before political correctness was a thing, and

that it honored the areas relatively strong Native American presence.

But several other local Native American families and individuals also came forward

in support of changing the name. One pointed out that the use of the word Redskin is

essentially a racial slur, and as a racial slur, it needs to be changed. The issue drew national

attention, and speakers came in from outside the state to discuss the negative ramifications

of Native American mascots.

However, the opposition to change was fierce. T-shirts and bumper stickers started

appearing around town sporting the slogans Im a Redskin and Proud and Dont tell me

Im not a Redskin. At board meetings, those in favor of keeping the name would boo and

talk over those speaking in favor of changing it, and argue that speakers who werent from

Springfield shouldnt even be allowed to be at the board meetings.

The board ultimately approved a motion, 52, to have the students at Springfield High

School choose a new name for their athletic teams. The students immediately embraced

the opportunity to choose a new name, developing designs and logos for their proposed

choices. In the end, the student body voted to become the Redhawks.

There was still an angry community contingent, however, that was festering over the

change. They began a petition to recall the school board members and received enough

signatures for the recall to be put up for an election.

While the kids are going about the business of changing the name and the emblem,

the community holds an election and proceeds to recall the five members of the board who

voted in favor of it, one of the recalled board members said.

The remaining two board members, both of whom were ardent members of the athletic

booster organization, held a special meeting of the board (all two of them) and voted to

change the name back to the Redskins. Thats when the state Department of Civil Rights and the states Commission for High

School Athletics stepped in. They told the Springfield School Board there could not be a

reversal of the name change and that the high schools teams would have to go for four years

without one, competing only as Springfield.

Over the course of those four years, new school board members were elected, and the

issue quieted down. At the end of that period, the students again voted to become the

Springfield Redhawks. You know, the kids were fine with it, says one community member.

Its been 10 years, and theres an entire generation of kids who dont have a clue that it

was ever different. They are Redhawks and have always been Redhawks.

It was the adults who had the problem. Theres still a small contingent today that cant

get over it. A local hardware store still sells Springfield Redskins T-shirts and other gear.

There is just this group of folks who believe there was nothing disrespectful in the Redskins

name.

Questions:

1. Do you agree with the assertion the athletic team name should be changed?

2. Describe how Ferdmans model of inclusion practices (Table 9.4) worked in this case. Did the influence for inclusive practices travel both up and down the model?

3. What barriers to embracing diversity and inclusion did the school board and community experience in this case?

4. Using the inclusion framework in Table 9.3, where would you place the Native American residents in the town of Springfield? What about Native American students at Springfield High School?

5. By changing the name of the athletic teams, do you believe the school board was showing inclusive practices? If so, which ones?

6. What role does privilege play in the resistance of community members to change the athletic teams name?

The directions and material for assignment has been attached

The directions are attached. I also attached material needed to complete the assignment

Case Summary After serving in the less demanding position as a traffic court judge, Judge Victoria Pratt was assigned to the city of Newark, New Jersey’s Part Two criminal court. Part Two is a court that handles low-level, nonviolent offenses. It was an undesirable assignment for a judge due to the large volume and difficulty of the cases and to significant frustration as the same defendants returned time after time. It was not just the cases that made the assignment disagreeable, but also the morale and mindset of the court employees. Judge Pratt (2016) explains: “[T]he attitudes there were terrible. And the reason that the attitudes were terrible was because everyone who was sent there [to work at the court] understood they were being sent there as punishment. The [police] officers who were facing disciplinary actions… the public defender and prosecutor felt like they were doing a 30-day jail sentence on their rotation.” At the same time Judge Pratt took on this challenging assignment, the city of Newark was initiating a pilot program in the Part Two criminal court aimed at changing the system. This pilot program, Newark Community Solutions, was modeled after the successful Red Hook Community Justice Center in southwestern Brooklyn, New York, created by the Center for Court Innovation (CCI), a nonprofit justice reform organization, and Judge Alex Calabrese. The Red Hook approach provides “rapid sanctions aimed at stopping the cycle of people going in and out of jail: community service, social services such as anger management and conflict resolution, or longer-term drug treatment” (Rosenberg, 2015). Successful completion of the program meant avoiding jail time. Defendants were required to return to court frequently to discuss their progress and/or submit to mandatory urine tests. But if drug tests were failed or appointments missed, the resulting jail sentences would be considerably longer than the terms the defendants would initially have been given. Judge Pratt visited Red Hook and was struck not only by what Judge Calabrese did, but how he did it. He engaged directly with the defendants, sitting eye level with them instead of above, talking in plain, understandable language and congratulating them on even the smallest vic-tories. He asked them about their intentions for the future and what they felt was best for them. Judge Calabrese was implementing the concept of “procedural justice” based on the concept that “an offender is more likely to do what the authorities tell him and refrain from committing further crimes if he feels that he is treated with respect and fairnessregardless of the judge’s ruling” (Rosenberg, 2015). To that end, the four tenets of procedural justice are neutrality (defendants trust that the process is impartial), respect (defendants must be treated with respect), understanding (defendants clearly understand what is going on, the consequences of the process, and what is expected of them), and voice (defendants have an opportunity to speak). Judge Pratt had never witnessed those types of interactions in a courtroom. Energized, she embraced this new partnership and the resulting program, known as Newark Community Solutions, as an opportunity to change the culture of her newly assigned court. An important aspect of Newark Community Solutions was to develop community trust and buy-in through the creation of “community courts.” Hearings were held to solicit input from members of the community regarding how they felt justice should function. The responses focused not on punishment but on helping defendants lead productive lives through such things as jobs and treatment for drug addiction. The people didn’t view the defendants as just criminals; they were members of the community, the kids who once played in the neighborhood parks. A community advisory board was created to maintain a dialogue and feedback between the community and the judiciary. Because the program was new, services such as psychological screening, counseling, and therapy groups that were a cornerstone of the Red Hook program were not yet in place at Newark Community Solutions. Undeterred, Judge Pratt did what she could on her own, implementing the concepts of procedural justice and emulating the way Judge Calabrese interacted with defendants. She led by example, training the court staff, attorneys, and police officers how to engage with court participants. She spoke to the defendants in her court with respect, explaining in simple language (in English and in Spanish) the charges against them, the consequences of those charges, and what was expected of them. She would require defendants to do nontraditional tasks, such as assigning defendants to write an essay about themselves, but with a twistthey were required to return to court and read it aloud. She believed the essays were a valuable way to give the defendants voice, to help her better understand them, and to provide a means for them to contemplate and respond to her deeper questions. Requiring the essays be read aloud encouraged them to take the assignment more seriously. She shares the example of a man who came before her who had been addicted to drugs for 20 years. She assigned him to write a letter to his son. When he read the letter aloud in court, it began, “My dear son who’s sitting in heaven, you were taken away far too soon at 16 years old and I haven’t been able to get right since.” Realizing they were “looking at more than a junkie,” the court saw instead a man who was numbing his deep grief with drugs and was now in a better position to more appropriately address the real problem (Fields, 2019). It wasn’t long before the results of her actions began to pay off. Shortly after her takeover of Part Two, an older man came before Judge Pratt on heroin charges. Judge Pratt asked him how long he had been addicted. When he told her he had been addicted for 30 years, she began to quiz him on a personal level. “I wanted to get to the human side and not just the old, dried-up, drug-addict side,” she said, recalling the exchange. She asked if he had a family. Yes, a son who was 32. “Then you haven’t been a father to your son for most of his life,” Pratt stated pragmatically. The man started to cry. Under the old system, Pratt would have had to give him jail time; instead, she told him to come back in two weeks and secured a drug treatment program for him. Two weeks later, he showed up just as she had directed. “You showed me more love than I have for myself,” she recalled him saying. “So I came back, to get some help” (Rosenberg, 2015). Judge Pratt faced obstacles in changing her court. The success of the program required a significant shift in the entire court’s thinking and ability to see the big picture. Her peers, judges, and lawyers were skeptical of the value of the program, admonishing Judge Pratt that she was “a judge and not a social worker” (Pratt, 2016). Changing the embedded culture of the court took time, but eventually she surrounded herself with people who recognized the value of the new approach. For the court’s prosecutor, Herbert Washington, it was a harder sell. “Some of my colleagues don’t think that what we’re doing is real prosecutorial work,” Washington said. “But I am comfortable. Justice is not the same as help. Justice means giving the appropriate punishment for the crime. The prosecutor in Part Two has to have a different mindset: it’s looking for a way to help the person up out of the situation” (Rosenberg, 2015). In an interview with podcaster Jonathan Fields (2019), Judge Pratt summarized the changes: “It’s an entirely different environment it’s more about how we can solve the deeper problem, not just getting a conviction or getting somebody off….Traditionally, prosecutors measured success by number of convictions, but now they also have to view it from the perspective of preventing that person from coming back through the court again, of making an offer the judge will accept.” Judge Pratt says she advises prosecutors and defense counsel of the kinds of information they need to consider and provide to her when making their pleas, such as if a defendant has a high school degree or is homeless, or what their family circumstances are. As she points out, fining a person who is homeless “is pointless”it only sets the person up for jail time when they have no money to begin with and thus will not be able to pay the fine (Fields, 2019). The program also provides the defendants with tools to look at the bigger picture. Judge Pratt often assigned men coming through her court to read an op-ed column by Charles Blow about why Black men are disappearing from society. Overwhelmingly, the defendants would recognize themselves and their experiences in the article. Realizing they needed a place where they could give voice to their stories, the “Fire Next Time” group was formed. Led by a young African American professor, the group created a safe space for the men, often from disparate sects and gangs, to share their experiences and receive sun port from one another in their decision-making processes. The group’s members would often stay after the designated meeting time, sitting outside the room to continue their conversations. The program isn’t just for defendants; it also works with crime victims. The center provides victim support networks and social services for all community members, who can just walk in and request them. But Judge Pratt stresses that the cycle will not end if the objective is not defendants’ restoration and rehabilitation. “I do this for the victim, this is exactly why I do this work. Because once this person gets out, once they come to court and they have been severely punished by the court for what they do, they have to go back into the same community and live with the victim” (Fields, 2019). Crediting the program with facilitating “safer neighborhoods, reduced incarcerations, and improved neighborhood perceptions of justice,” New Jersey Rep. Donald Payne Jr. recognized Newark Community Solutions in a speech to the U.S House of Representatives in March 2018. Citing the program as a model for cities throughout the country, he noted the program demonstrates that “by investing in the community we can build a foundation for sensible and thoughtful criminal justice reform” (Payne, 2018). Questions: 1. A positive environment is shaped by the degree to which people feel they are supported, appreciated, and encouraged for their roles. Discuss how Judge Pratt has or has not created this type of environment in her courtroom. 2. Providing structure is important to developing a constructive climate. The book lists the following three ways a leader provides structure, for each one, describe how they are applied in Judge Pratts courtroom: a. Establish concrete goals b. Give explicit assignments c. Make responsibilities clear 3. As discussed in the chapter, norms emerge as a result of how leaders treat followers and followers treat each other. When a leader brings about constructive norms it can have a positive effect on the entire group. Describe how Judge Pratt used this concept to change the culture in her courtroom, both with the court staff and with the defendants who appeared before her. 4. Cohesiveness, described as a sense of we-ness, may seem an odd fit with a criminal courtroom. Reviewing the description of cohesiveness in the text, describe how that concept contributes to the constructive climate of Judge Pratts courtroom. The text lists the following leadership actions for building cohesiveness. Which of these do you think Judge Pratt found most useful and how did she apply them? 1. Create a climate of trust. 2. Invite group members to become active participants. 3. Encourage passive or withdrawn members to become involved. 4. Be willing to listen and accept group members for who they are. 5. Help group members to achieve their individual goals. 6. Promote free expression of divergent viewpoints in a safe environment. 7. Allow group members to share leadership responsibilities. 8. Foster and promote member-to-member interaction instead of only leader-to-follower interaction. 5. How did Judge Pratt apply the six essential factors of promoting standards of excellence to the cultural shift in the Part Two Criminal Court? Case studies illustrate various concepts discussed in each chapter. At the end of each case, thought-provoking questions will help you analyze the case using ideas presented in the chapter. Each module has a relative case study and questions to complete. Answers to the questions posed in each case study will be evaluated by considering the depth of your answer, the development of examples, and correct language use/style, and grammar.

Prior to beginning work on this discussion forum, review the following resources:

• Emotional Intelligence video

https://uagc.instructure.com/courses/157246/files/24314202?wrap=1

• Oedekoven, O. O., Lavrenz, J., & Robbins, D. (2018). .
• Northouse, P. G. (2022). Leadership: Theory and practice (9th ed.). Sage Publications.

Leadership must be effective for teams to move toward optimal performance. Understanding culture, multiple leadership styles, and emotional intelligence can prove useful in preparing a leader to lead effective teams.

In your initial post,

• Analyze the five components of emotional intelligence and their relationship to transformational leadership.
• Discuss how to combine transformational leadership with emotional intelligence to improve a situation involving teams at work.
• Share the difference between transactional, situational, and transformational leadership and the usefulness of each to impact team performance.
• Examine how you see these leadership styles impacting the ethics where you work.

For this assignment, you will create a list of References of the selected dissertations. While you are reviewing these dissertations, specifically look at ‘recommendations for future research’. This section might provide you with some ideas for your dissertation. Use APA format as instructed in the APA videos. Do NOT use a citation generator.

references attached and the topic paper one below

APA

Phillips K. E., . (2016). Employee LEAPS. New York, New York (222 East 46th Street, New York, NY 10017): Business Expert Press.

An Analysis of Research Trends of in Transformational Leadership: Focusing on Human Resource Development Journals

By:Jiyoung Han;Jiwon ParkIn:2020DOI:10.21329/khrd.2020.15.2.93Cited by:1

Module 4 – Case

Action Learning

Case Assignment

Before starting on this assignment make sure to go through the background materials carefully and go through the main textbook readings. Also, reflect carefully upon your Module 1-3 Case Assignments and think about some major areas that you would like to improve upon for your own leadership development based on the self-assessments you have done so far in this class.

Once you have reviewed the background materials and gained a solid understanding about the main steps and challenges of action learning, write a 4- to 5-page paper addressing the following questions:

1. Since this is your last Case Assignment for the class, start out this assignment by reflecting on what you have found in your Module 1-3 Case Assignments. Based on your prior assignments and what you have learned so far, what do you think are some of the main areas you and/or some of the coworkers that you have written about should try to improve upon?
2. Now turn to Chapter 1 of Pedler and Abbot (2013) and pages 41-42 of Passmore (2011) where the potential benefits of action learning is discussed. Based on your answer to Question 1 above and from these two readings, what would you hope to improve upon using an action learning program? Do you think action learning would help you improve in these areas? Explain your reasoning both with respect to the readings and the areas for improvement in your leadership that you have identified so far in this class.
3. Go to the Organizational Readiness for Action Learning quiz on pages 43-44 of Pedler and Abbot (2013). Fill it out and report your results. Overall what does the quiz say about your organizations readiness to engage in an action learning program? Do you agree with the results? What kind of challenges do you think you would face in setting up an action learning program at your organization?
4. Finally, take a look at pages 37-38 of Passmore (2011) and Chapter 8 of Marquardt (2004), which give step-by-step guidelines on setting up an action learning program. Based on your answers to Questions 1-3, how would you design an action learning program in your workplace? Include in your answer what kind of problem your set would work on, who you would include in your set, how often you think the group should meet, and other relevant steps outlined in the required readings. Explain the reasoning for your choices and what kind of outcomes you would hope to get out of this experience.

Select one of the listed leadership assessments (or request permission to explore one not listed). Complete the assessment for yourself.

Write a 1700 word essay critically examining the assessments assumptions, validity/reliability, contributions, and limitations to helping leaders clarify why and how they lead. Include reflection on your personal results related to the assessment.

• The Leadership Challenge by Kouzes and Posner (Leadership Practices Inventory)
• The Complete Enneagram by B. Chestnut (The Enneagram)
• The 16 Personality Types: Profiles, Theory and Type Development (Myers-Briggs)
• Please Understand ME (II) (Keirsey Temperament Sorter)
• The 8 Dimensions of Leadership: DiSC Strategies for Becoming a Better Leader (DISC)
• Contemporary Leadership and Intercultural Competence (Intercultural Discovery Inventory (IDI))
• Situational Judgment Tests: Theory, Measurement, and Application (Casper SJT)
• StrengthsFinder Strengths Based Leadership: Great Leaders, Teams, and Why People Follow (StrengthsFinder)
• The Birkman Method Technical Manual (Birkman International)
• Test of Implicit Associations in Relationship Attitudes: Manual for a New Method (TIARA)

Submission Requirements:

• Submit your essay as a Word document or PDF.
• Ensure your essay is well-organized, with clear structure and transitions.
• Use APA formatting.
• Include at least 3 citations from our course texts, at least 3 citations from scholarly journal articles, and at least 2 citations from trade journal articles/books.

ASSESSMENT POINT 1 Assignment 1

Leadership Brief and Guidelines .

This week you will be submitting the first summative essay that counts for 20% of your overall grade. In order to complete this task, please read the recommended reading and this week’s topic overview carefully and critically assess how leadership style can affect the dynamics of a group. Assessment: What is the difference between a leader and a manager? The Covid- 19 period was highly challenging both for individuals and organizations. Multiple major changes had to be done at multiple level of organizations. Proper leadership was therefore necessary to navigate this period of intense crises. In this assignment you are expected to discus the difference between a leader and a manager in the context of the Covid-19 in any organization of your choice. Submission Details Conduct rigorous secondary research using credible scholarly resources (Peer Reviewed ONLY). Your writing should capture an in-depth understanding of women in leadership and reflect scholarly writing format: APA (latest edition) and Times Roman Font Size 12. Format Expected: Title Page, Abstract, Table of Content (TOC), Introduction, Body (compare your writing); Recommendation, Conclusion, References, Appendix. Use the latest APA requirements Required: A minimum of 7 pages. Each paragraph is 3 to 5 sentences long. Citing all facts used A minimum of seven (7) current sources (within five (5) years to date) are required to support your writing. List in Alphabetical Order: Each in-text citation (within the paragraph) and listing your Reference (Double-check before submitting). Plagiarism: Ensure that you keep this below 10%. Do not write word by word as you see in the scholarly articles instead, Paraphrase your writing (Use online tools to help you 2 UU-DBA-830-ZM understand how to paraphrase your writing). Upload your assessment using the link provided in VLE by Sunday 11:59 PM (23:59) VLE (UTC) time on the due date at the latest. Please do not email your assessment.

Assessment Score and Criteria Scoring for Course Assessments 1, 2, 3 and 4.

Knowledge and understanding

This refers to how well you understand the subject. You should demonstrate a strong grasp of key theories, concepts, and ideas. Show that youve done the reading, understood the material, and can explain it clearly.

Maximum score 20

Attainment of learning outcomes

This looks at how well youve addressed the task and met the goals of the assignment. Make sure your work answers the question fully, stays relevant throughout, and reflects what you were expected to learn.

Maximum score20

Critical analysis and evaluation

This part is about your ability to think deeply and critically. Go beyond describing analyse ideas, compare different viewpoints, use evidence, and build a convincing argument. Make sure your work is original, well-structured, and properly referenced.

Maximum score

50Overall presentation

This covers how well your work is written and formatted. Use academic language, correct grammar, and consistent referencing (APA 7th style). Present your ideas clearly and professionally.

Maximum score10