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    – ## Instructions.docx – ## GradingRubric.docx – 6thEdition.pdf **## Instructions.docx** **Instructions** 1. NELP 2.1, 2.2, 2.3, PSEL 2a, 2b, 2c, 2d, 2e, 2f, 3h, 9h Field Experience Hours: 10 **Overarching Question:** How does a principal advocate and model ethical decisions and cultivate professio…

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    Assignment Prompt & Instructions

    – ## Instructions.docx

    – ## GradingRubric.docx

    – 6thEdition.pdf

    **## Instructions.docx**

    **Instructions**

    1. NELP 2.1, 2.2, 2.3, PSEL 2a, 2b, 2c, 2d, 2e, 2f, 3h, 9h

    Field Experience Hours: 10

    **Overarching Question:** How does a principal advocate and model ethical decisions and cultivate professional norms to build a strong learning community committed to the success of every student?

    You will complete a portfolio in which examples of how ethical behavior and professional norms in your personal conduct and relationships have been modeled and cultivated in others. Professional norms may include, but are not limited to integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn. The portfolio will include a minimum of five artifacts or descriptions of a situation or experience and the ethical behavior(s) or norms you demonstrated that influenced the outcome of the situation. The five examples will be selected from those listed below. If you are unable to connect to five of those listed, provide an example of your choosing. The influence of your behavior as a model for others will also be included in the reflection.   Any negative response or lack of influence will also be shared along with a plan to strengthen influencing behaviors that promote strong professional dispositions and ethics among members of the school community.   The portfolio will also include a summary describing how your professional dispositions are demonstrated on a day-to-day basis.   The summary should include personal strengths and areas for growth.

    **An example that demonstrated**

    1. a decision made to ensure stewardship of resources.

    2. how you built trust and strengthened a collaborative culture among colleagues.

    3. your effort to place students’ needs first and acceptance of responsibility for their success.

    4. how you promoted and reinforced the values of equity and social justice.

    5. your social-emotional insight and understanding of either student or staff members backgrounds and cultures and how that was communicated to others.

    6. your commitment to lifelong learning.

    7.  how you support the educational success and well-being of your students.

    8. your advocacy for a legal or policy decision.

    **Structure your assignment in no more than 6 pages (title page excluded) as follows:**

    9. Pages 1 – 5: Five situations or experiences summarized using the 3 points listed below (one page per situation)

    a. Brief description of the experience and the ethical dimensions of the issue or situation (either linked to an item from the list provided or of your choosing.

    b. Your personal ethical behaviors that you believe were modeled.

    c. Your reflection on the experience including both positive and negative influences on others or on the situation.

    10. Page 6:  Summary reflection: share how you model professional dispositions and ethical behaviors on a day-to-day basis, your overall strengths, and a plan for addressing those areas in need of growth.  How will you advocate for ethical decisions that support the cultural norms of your school and the well-being of every student and adult?

    **## GradingRubric.docx**

    **EDL 502**

    **Assessment 1: Portfolio and Reflection of Leadership Ethics and Professional Norms**

    | | | | |
    | — | — | — | — |
    | **Standard**<br>**20 points Total** | **Level 1**<br>**Approaching Standard**<br>**0-14 points** | **Level 2**<br>**Meets Standard**<br>**15-17 points** | **Level 3**<br>**Exceeds Standard**<br>**18-20 points** |
    | Reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.<br>NELP 2.1 | Each of the five required portfolio entries and summary reflections provide a limited description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of two or less of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice. <br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least three of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation, a working knowledge of the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Evaluate, communicate about, and advocate for ethical and legal decisions.<br>NELP 2.2 | Each of the five required portfolio entries and summary reflections provide some insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of only one or less of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions | Each of the five required portfolio entries and summary reflections provide insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of at least two of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions. | Each of the five required portfolio entries and summary reflections provide deep insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Model ethical behavior in their personal conduct and relationship and to cultivate ethical behavior in others.<br>NELP 2.3 | Each of the five required portfolio entries and summary reflections provide a lmited description of the experience or situation. The description of the personal ethical behaviors modeled and the positive or negative influences on others is weak. The portfolio, in general, provides evidence of one or less of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least two of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation. Reflection of the personal ethical behaviors modeled, and the positive or negative influences on others shows a working knowledge and deep understanding of related leadership behaviors. The portfolio, in general, provides evidence of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. |

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10316117)

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10316117)

    **## Instructions.docx**

    **Instructions**

    1. NELP 2.1, 2.2, 2.3, PSEL 2a, 2b, 2c, 2d, 2e, 2f, 3h, 9h

    Field Experience Hours: 10

    **Overarching Question:** How does a principal advocate and model ethical decisions and cultivate professional norms to build a strong learning community committed to the success of every student?

    You will complete a portfolio in which examples of how ethical behavior and professional norms in your personal conduct and relationships have been modeled and cultivated in others. Professional norms may include, but are not limited to integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn. The portfolio will include a minimum of five artifacts or descriptions of a situation or experience and the ethical behavior(s) or norms you demonstrated that influenced the outcome of the situation. The five examples will be selected from those listed below. If you are unable to connect to five of those listed, provide an example of your choosing. The influence of your behavior as a model for others will also be included in the reflection.   Any negative response or lack of influence will also be shared along with a plan to strengthen influencing behaviors that promote strong professional dispositions and ethics among members of the school community.   The portfolio will also include a summary describing how your professional dispositions are demonstrated on a day-to-day basis.   The summary should include personal strengths and areas for growth.

    **An example that demonstrated**

    1. a decision made to ensure stewardship of resources.

    2. how you built trust and strengthened a collaborative culture among colleagues.

    3. your effort to place students’ needs first and acceptance of responsibility for their success.

    4. how you promoted and reinforced the values of equity and social justice.

    5. your social-emotional insight and understanding of either student or staff members backgrounds and cultures and how that was communicated to others.

    6. your commitment to lifelong learning.

    7.  how you support the educational success and well-being of your students.

    8. your advocacy for a legal or policy decision.

    **Structure your assignment in no more than 6 pages (title page excluded) as follows:**

    9. Pages 1 – 5: Five situations or experiences summarized using the 3 points listed below (one page per situation)

    a. Brief description of the experience and the ethical dimensions of the issue or situation (either linked to an item from the list provided or of your choosing.

    b. Your personal ethical behaviors that you believe were modeled.

    c. Your reflection on the experience including both positive and negative influences on others or on the situation.

    10. Page 6:  Summary reflection: share how you model professional dispositions and ethical behaviors on a day-to-day basis, your overall strengths, and a plan for addressing those areas in need of growth.  How will you advocate for ethical decisions that support the cultural norms of your school and the well-being of every student and adult?

    **## GradingRubric.docx**

    **EDL 502**

    **Assessment 1: Portfolio and Reflection of Leadership Ethics and Professional Norms**

    | | | | |
    | — | — | — | — |
    | **Standard**<br>**20 points Total** | **Level 1**<br>**Approaching Standard**<br>**0-14 points** | **Level 2**<br>**Meets Standard**<br>**15-17 points** | **Level 3**<br>**Exceeds Standard**<br>**18-20 points** |
    | Reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.<br>NELP 2.1 | Each of the five required portfolio entries and summary reflections provide a limited description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of two or less of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice. <br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least three of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation, a working knowledge of the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Evaluate, communicate about, and advocate for ethical and legal decisions.<br>NELP 2.2 | Each of the five required portfolio entries and summary reflections provide some insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of only one or less of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions | Each of the five required portfolio entries and summary reflections provide insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of at least two of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions. | Each of the five required portfolio entries and summary reflections provide deep insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Model ethical behavior in their personal conduct and relationship and to cultivate ethical behavior in others.<br>NELP 2.3 | Each of the five required portfolio entries and summary reflections provide a lmited description of the experience or situation. The description of the personal ethical behaviors modeled and the positive or negative influences on others is weak. The portfolio, in general, provides evidence of one or less of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least two of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation. Reflection of the personal ethical behaviors modeled, and the positive or negative influences on others shows a working knowledge and deep understanding of related leadership behaviors. The portfolio, in general, provides evidence of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. |

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10316117)

    **## Instructions.docx**

    **Instructions**

    1. NELP 2.1, 2.2, 2.3, PSEL 2a, 2b, 2c, 2d, 2e, 2f, 3h, 9h

    Field Experience Hours: 10

    **Overarching Question:** How does a principal advocate and model ethical decisions and cultivate professional norms to build a strong learning community committed to the success of every student?

    You will complete a portfolio in which examples of how ethical behavior and professional norms in your personal conduct and relationships have been modeled and cultivated in others. Professional norms may include, but are not limited to integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn. The portfolio will include a minimum of five artifacts or descriptions of a situation or experience and the ethical behavior(s) or norms you demonstrated that influenced the outcome of the situation. The five examples will be selected from those listed below. If you are unable to connect to five of those listed, provide an example of your choosing. The influence of your behavior as a model for others will also be included in the reflection.   Any negative response or lack of influence will also be shared along with a plan to strengthen influencing behaviors that promote strong professional dispositions and ethics among members of the school community.   The portfolio will also include a summary describing how your professional dispositions are demonstrated on a day-to-day basis.   The summary should include personal strengths and areas for growth.

    **An example that demonstrated**

    1. a decision made to ensure stewardship of resources.

    2. how you built trust and strengthened a collaborative culture among colleagues.

    3. your effort to place students’ needs first and acceptance of responsibility for their success.

    4. how you promoted and reinforced the values of equity and social justice.

    5. your social-emotional insight and understanding of either student or staff members backgrounds and cultures and how that was communicated to others.

    6. your commitment to lifelong learning.

    7.  how you support the educational success and well-being of your students.

    8. your advocacy for a legal or policy decision.

    **Structure your assignment in no more than 6 pages (title page excluded) as follows:**

    9. Pages 1 – 5: Five situations or experiences summarized using the 3 points listed below (one page per situation)

    a. Brief description of the experience and the ethical dimensions of the issue or situation (either linked to an item from the list provided or of your choosing.

    b. Your personal ethical behaviors that you believe were modeled.

    c. Your reflection on the experience including both positive and negative influences on others or on the situation.

    10. Page 6:  Summary reflection: share how you model professional dispositions and ethical behaviors on a day-to-day basis, your overall strengths, and a plan for addressing those areas in need of growth.  How will you advocate for ethical decisions that support the cultural norms of your school and the well-being of every student and adult?

    **## GradingRubric.docx**

    **EDL 502**

    **Assessment 1: Portfolio and Reflection of Leadership Ethics and Professional Norms**

    | | | | |
    | — | — | — | — |
    | **Standard**<br>**20 points Total** | **Level 1**<br>**Approaching Standard**<br>**0-14 points** | **Level 2**<br>**Meets Standard**<br>**15-17 points** | **Level 3**<br>**Exceeds Standard**<br>**18-20 points** |
    | Reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.<br>NELP 2.1 | Each of the five required portfolio entries and summary reflections provide a limited description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of two or less of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice. <br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least three of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation, a working knowledge of the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Evaluate, communicate about, and advocate for ethical and legal decisions.<br>NELP 2.2 | Each of the five required portfolio entries and summary reflections provide some insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of only one or less of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions | Each of the five required portfolio entries and summary reflections provide insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of at least two of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions. | Each of the five required portfolio entries and summary reflections provide deep insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Model ethical behavior in their personal conduct and relationship and to cultivate ethical behavior in others.<br>NELP 2.3 | Each of the five required portfolio entries and summary reflections provide a lmited description of the experience or situation. The description of the personal ethical behaviors modeled and the positive or negative influences on others is weak. The portfolio, in general, provides evidence of one or less of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least two of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation. Reflection of the personal ethical behaviors modeled, and the positive or negative influences on others shows a working knowledge and deep understanding of related leadership behaviors. The portfolio, in general, provides evidence of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. |

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10316117)

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  • [Solved] Week 5 Assingnment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need help please – Short Suspense – ## AMUAssignmentWeek5.docx **## AMUAssignmentWeek5.docx** AMU Assignment Due at 1159 EST 8 June 2025 **Week 5 Assignment Template:** Exploring Trends (Gen-AI) **Step One:** Find background information. Prepare: 1. Do your own research on the open web to explore…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    I need help please – Short Suspense

    – ## AMUAssignmentWeek5.docx

    **## AMUAssignmentWeek5.docx**

    AMU Assignment Due at 1159 EST 8 June 2025

    **Week 5 Assignment Template:**

    Exploring Trends (Gen-AI)

    **Step One:** Find background information.

    Prepare:

    1. Do your own research on the open web to explore some
    [authoritative webpages](https://apus.libanswers.com/faq/2287), videos, etc. that describe trends, discoveries, or issues in your field of study.
    **Below, list three of the trends that you discovered on your own. Include a list of links to the site(s) that you used to make your list.**

    1. Trend 1:

    1. Trend 2:

    1. Trend 3:

    1. Source(s):

    1. Choose a Gen-AI tool and ask it to summarize 3-5 top trends or issues in your field of study.

    Example prompts:

    1. Can you describe at least 5 current trends in human resources?

    1. Briefly explain 3-5 current issues in national security.

    1. I would like to learn about 3-5 recent developments in the field of nursing.

    1. Tell me about at least 5 recent breakthroughs in psychology.

    **Provide a screen capture of the genAI tool’s response here:**

    **Step Two:** Explore scholarly research in the library.

    T
    **ake a moment to read** [**a brief FAQ from our library about choosing effective keywords**](https://apus.libanswers.com/faq/2316) **, then ask your Gen-AI tool to suggest some good keywords for you to use to search in a library database.**

    Example prompts:

    1. What are some good keywords for me to use when searching my college library for books and articles about the effect of the COVID pandemic on mental health?

    1. I need to search my university library for scholarly sources on the effect of climate change on national security. Can you suggest some good search terms?

    1. I am researching the effectiveness of telemedicine for a college research paper. What are some good keywords for me to use in my library’s databases?

    1. Enter the keywords that you found above in the library’s Everything search box. Take some time to explore your search results – try some
    [filters](https://apus.libanswers.com/faq/19589), click some
    [subject headings](https://apus.libanswers.com/faq/176097), access
    [full text](https://apus.libanswers.com/faq/2411), etc.
    **Provide a screen capture of your first page of search results here:**

    1.
    Select three sources from your results that seem the most relevant to the keywords you entered.
    **Use the** [**“citation” option in the database**](https://apus.libanswers.com/writing/faq/162843) **(select APA format) to create** [**citations**](https://apus.libanswers.com/writing/faq/2349) **for those three sources and paste them below. Be sure to correct the citations as needed to meet APA.**

    1. Source 1:

    1. Source 2:

    1. Source 3:

    **Background**

    Imagine that you have graduated from your program and landed your dream job in your field. How do you keep up with the latest trends and developments in your profession? How do you communicate your expertise and skills to potential employers and clients? How do you use technology and online tools to enhance your research and writing? These are some of the questions that we will explore in Week 5, where you will learn how to build a personalized academic support and career development network, and how to use the resources and support available through the University's Career Services. You will also learn some important digital information literacy skills that will help you find and evaluate credible sources, and understand the possibilities and pitfalls associated with using generative artificial intelligence (gen-AI) in research and writing. Week 5 is designed to help you continue to learn and grow, far beyond graduation, and to prepare you for success in your future classes and career.

    **Objectives:**

    ·
    **CO-2: Apply skills in communication, critical thinking, integrity, professionalism, and teamwork.**

    · LO-2.7: Demonstrate foundational higher education digital information literacy skills that will allow you to explore and identify trends in your career field in the context of society.

    · LO-2.8: Explain the possibilities and pitfalls associated with using generative artificial intelligence (gen-AI) in research and writing.

    ·
    **CO-3: Explore the interdisciplinary relationship between Higher Education and society, from civic, political, social, and economic perspectives (Signature Assignment)**

    · LO-3.1: Demonstrate how digital information literacy and lifelong learning will promote success in college and career.

    · LO-3.2: Describe ethical considerations associated with using genAI in research and writing.

    ·
    **CO-4: Build a personalized academic support and career development network.**

    · LO-4.6: Demonstrate how to use the resources and support available through the University's Career Services to find and grow in a new career.

    **## AMUAssignmentWeek5.docx**

    AMU Assignment Due at 1159 EST 8 June 2025

    **Week 5 Assignment Template:**

    Exploring Trends (Gen-AI)

    **Step One:** Find background information.

    Prepare:

    1. Do your own research on the open web to explore some
    [authoritative webpages](https://apus.libanswers.com/faq/2287), videos, etc. that describe trends, discoveries, or issues in your field of study.
    **Below, list three of the trends that you discovered on your own. Include a list of links to the site(s) that you used to make your list.**

    1. Trend 1:

    1. Trend 2:

    1. Trend 3:

    1. Source(s):

    1. Choose a Gen-AI tool and ask it to summarize 3-5 top trends or issues in your field of study.

    Example prompts:

    1. Can you describe at least 5 current trends in human resources?

    1. Briefly explain 3-5 current issues in national security.

    1. I would like to learn about 3-5 recent developments in the field of nursing.

    1. Tell me about at least 5 recent breakthroughs in psychology.

    **Provide a screen capture of the genAI tool’s response here:**

    **Step Two:** Explore scholarly research in the library.

    T
    **ake a moment to read** [**a brief FAQ from our library about choosing effective keywords**](https://apus.libanswers.com/faq/2316) **, then ask your Gen-AI tool to suggest some good keywords for you to use to search in a library database.**

    Example prompts:

    1. What are some good keywords for me to use when searching my college library for books and articles about the effect of the COVID pandemic on mental health?

    1. I need to search my university library for scholarly sources on the effect of climate change on national security. Can you suggest some good search terms?

    1. I am researching the effectiveness of telemedicine for a college research paper. What are some good keywords for me to use in my library’s databases?

    1. Enter the keywords that you found above in the library’s Everything search box. Take some time to explore your search results – try some
    [filters](https://apus.libanswers.com/faq/19589), click some
    [subject headings](https://apus.libanswers.com/faq/176097), access
    [full text](https://apus.libanswers.com/faq/2411), etc.
    **Provide a screen capture of your first page of search results here:**

    1.
    Select three sources from your results that seem the most relevant to the keywords you entered.
    **Use the** [**“citation” option in the database**](https://apus.libanswers.com/writing/faq/162843) **(select APA format) to create** [**citations**](https://apus.libanswers.com/writing/faq/2349) **for those three sources and paste them below. Be sure to correct the citations as needed to meet APA.**

    1. Source 1:

    1. Source 2:

    1. Source 3:

    **Background**

    Imagine that you have graduated from your program and landed your dream job in your field. How do you keep up with the latest trends and developments in your profession? How do you communicate your expertise and skills to potential employers and clients? How do you use technology and online tools to enhance your research and writing? These are some of the questions that we will explore in Week 5, where you will learn how to build a personalized academic support and career development network, and how to use the resources and support available through the University's Career Services. You will also learn some important digital information literacy skills that will help you find and evaluate credible sources, and understand the possibilities and pitfalls associated with using generative artificial intelligence (gen-AI) in research and writing. Week 5 is designed to help you continue to learn and grow, far beyond graduation, and to prepare you for success in your future classes and career.

    **Objectives:**

    ·
    **CO-2: Apply skills in communication, critical thinking, integrity, professionalism, and teamwork.**

    · LO-2.7: Demonstrate foundational higher education digital information literacy skills that will allow you to explore and identify trends in your career field in the context of society.

    · LO-2.8: Explain the possibilities and pitfalls associated with using generative artificial intelligence (gen-AI) in research and writing.

    ·
    **CO-3: Explore the interdisciplinary relationship between Higher Education and society, from civic, political, social, and economic perspectives (Signature Assignment)**

    · LO-3.1: Demonstrate how digital information literacy and lifelong learning will promote success in college and career.

    · LO-3.2: Describe ethical considerations associated with using genAI in research and writing.

    ·
    **CO-4: Build a personalized academic support and career development network.**

    · LO-4.6: Demonstrate how to use the resources and support available through the University's Career Services to find and grow in a new career.

  • [Solved] NUR 506 4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## NUR506W4.docx **## NUR506W4.docx** **DISCUSSION:** What components of the ACA do you think will have a positive effect on improving health care outcomes and decreasing costs? **INSTRUCTIONS:** · Your initial post should be at least 500 words, formatted and cited in current APA style with suppor…

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    – ## NUR506W4.docx

    **## NUR506W4.docx**

    **DISCUSSION:**

    What components of the ACA do you think will have a positive effect on improving health care outcomes and decreasing costs?

    **INSTRUCTIONS:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 8 points.

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years’ time.

    · Please ensure APA formatting is correct

    ![A screenshot of a white sheet AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-506-4)

    ## image1.png

    **## NUR506W4.docx**

    **DISCUSSION:**

    What components of the ACA do you think will have a positive effect on improving health care outcomes and decreasing costs?

    **INSTRUCTIONS:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 8 points.

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years’ time.

    · Please ensure APA formatting is correct

    ![A screenshot of a white sheet AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-506-4)

    ## image1.png

  • [Solved] discussion 4 health policy

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    \ module4discussionhealthpolicy.png](https://www.sweetstudy.com/files/module4discussionhealthpolicy-png "module4discussionhealthpolicy.png") \ rubricforhealthpolicy.png](https://www.sweetstudy.com/files/rubricforhealthpolicy-png-10315969 "rubricforhealthpolicy.png")

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    \
    module4discussionhealthpolicy.png](https://www.sweetstudy.com/files/module4discussionhealthpolicy-png "module4discussionhealthpolicy.png")
    \
    rubricforhealthpolicy.png](https://www.sweetstudy.com/files/rubricforhealthpolicy-png-10315969 "rubricforhealthpolicy.png")

  • [Solved] Nursing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    \ 17494224081306862864504755908081.jpg](https://www.sweetstudy.com/files/17494224081306862864504755908081-jpg "17494224081306862864504755908081.jpg") \ 1749422427529428394185055976691.jpg](https://www.sweetstudy.com/files/1749422427529428394185055976691-jpg "1749422427529428394185055976691.jpg")

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    \
    17494224081306862864504755908081.jpg](https://www.sweetstudy.com/files/17494224081306862864504755908081-jpg "17494224081306862864504755908081.jpg")
    \
    1749422427529428394185055976691.jpg](https://www.sweetstudy.com/files/1749422427529428394185055976691-jpg "1749422427529428394185055976691.jpg")

  • [Solved] Comp FInal

    ✓ Verified Academic Solution Available

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    See attached doc for details APA format and Turnitin report.

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    Assignment Prompt & Instructions

    See attached doc for details
    APA format and Turnitin report.

  • [Solved] Law – Criminal Week 10 Assignment – Contingency Plan NO PLAGARISM

    ✓ Verified Academic Solution Available

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    KION Group is a global material handling Equipment Company based in Germany. Forklift trucks and warehouse automation equipment are the company's main products. KION Group needs to prepare for the prevailing computer incidents of today and tomorrow. An organization can assist in developing a compute…

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    KION Group is a global material handling Equipment Company based in Germany. Forklift trucks and warehouse automation equipment are the company's main products. KION Group needs to prepare for the prevailing computer incidents of today and tomorrow. An organization can assist in developing a computer incident response team (CIRT) plan for a number of computer-based safety incidents.
    This assignment will discuss a CIRT plan, which is often used as a contingency plan for the KION Group. A system administrator noticed yesterday that several of the file servers at HQ were responding very slowly. The KION Group headquarters (HQ) handles all incidents so that the plan will have its roots at HQ.
    Like the latest IBM Threat Intelligence Index, read a recent article to gather information on current threats and remember to leverage the BCP and DRP you generated for the organization last week.
    ## **Instructions**
    Write a 5 page paper in which you:
    1. Describe the purpose and primary elements of a CIRT plan.
    2. Discuss the relationship between a CIRT plan and risk management.
    3. Discuss the five Ws (who, what, where, when, and why) found in a CIRT plan in regard to the incident given in the above scenario.
    4. Explain how KION Group can leverage its BCP and DRP to develop and support its CIRT plan.
    5. Explain how you think threats will evolve to impact KION Group in the future and how the CIRT plan should be updated to combat them.
    6. Discuss at least five best practices to follow when creating a CIRT plan.
    7. Use at least two quality resources in this assignment. **Note:** Wikipedia and similar websites do not qualify as quality resources. The Strayer University Library is a good source for resources.

  • [Solved] CASE 3 – 80

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need your help please – ## Case380.docx **## Case380.docx** **Module 3 – Case** **Creating Value** **Assignment Overview** The Case Assignment for this module is about understanding the development of IT strategies that support and are supported by business strategy in a global economy. Given the …

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    I need your help please

    – ## Case380.docx

    **## Case380.docx**

    **Module 3 – Case**

    **Creating Value**

    **Assignment Overview**

    The Case Assignment for this module is about understanding the development of IT strategies that support and are supported by business strategy in a global economy. Given the large amount of investment in IT, companies need to receive high IT business value. To do that, a good IT strategy is essential especially when doing business in various parts of the world.

    Review the readings on the Background page about the digital economy.

    **Case Assignment**

    Using IT to compete on the world stage has become increasingly important in the global economy. Choose multiple industries and provide an example company for each industry in which IT plays a strategic role by adding value and providing a competitive advantage through innovative application of IT on the global stage and how these firms are meeting the concerns noted in the
    [_Global Information Technology Report 2021_](https://www.weforum.org/reports/global-technology-governance-report-2021).

    Please prepare a short (4- to 5-page) paper addressing the IT strategic roles for your selected firms.

    **Submit your paper upon completion.**

    Use information from the modular background readings as well as any good quality resource you can find. Please cite all sources and provide a reference list at the end of your paper.

    **Assignment Expectations**

    **Length:** Follow the number of pages required in the assignment excluding cover page and references. Each page should have about 300 words.

    Your assignment will be evaluated based on the Rubric.

    **Module 3 – Resources**

    **Creating Value**

    You have your strategy in place, and you have your prioritized list of projects to pursue. But, wait! What happens if one of the projects proves to be more expensive or less impactful than originally assessed? What happens if one of the strategic pillars is called into question—due to a change in the economy, for example? One of my favorite quotes about planning comes from the famed German military strategist, Helmuth von Moltke, who said, “No battle plan survives contact with the enemy.” You do not have enemies
    _per se_, but you do have a variety of realities that may logically require changes to either the strategy or to the project list. What then?

    Strategies should be created with the anticipation that they will need to be changed. There are events that may lead to change. And the simple passage of time should lead to changes as well. Examples of events include an economic downturn, but may also include the acquisition or divestiture of a business, a competitor beating you to the creation of a new product, a new market that is to be opened, and the like. Each of these, and other changes like them, should lead to a rethinking of the strategy. Mind you, none of these is likely to require canceling the entire strategy and starting anew, but it will be necessary to at least review the strategic plan to see if there’s anything that’s less relevant (or irrelevant) because of the event.

    This is likely to be at the tactic level, rather than the objective level, but the entire plan should be reviewed. The simple passage of time is another reason to review the plan. Many people falsely believe that if there is not an event then the plan should continue to be enacted. As time moves on, aspects of the plan will be accomplished that should be reflected as changes in the plan. Likewise, new strategic opportunities may present themselves. They may need to be incorporated into the plan. And in some cases, you may replace past tactics or objectives to do so. There’s also a tendency to think about the prioritized list of projects (that have been agreed to once the budget for IT is finalized) as set in stone. There are many reasons why a project might need to be canceled, even after it commences. Those might include a significant increase in the cost to develop the project, a reduction in potential value from implementing the project, or the vendor that was to partner with you on it goes out of business. These are three of many examples that would apply. Companies often fall for the sunk cost fallacy. They might say, we've already spent a million dollars on the project, we should see it through to its conclusion. But why throw good money after bad? Cutting your losses and redirecting funds to something of greater value is paramount. It’s also important to note that as projects arise outside of the budgeting cycle, they should be put through the same prioritization criteria, strategic fit, cost/benefit analysis, interdependency analysis, and risk analysis. Again, you may include another category or two of your own choosing.

    By using objective criteria to reprioritize, you can help avoid the situation that many CIOs and their teams find themselves in, where someone, especially when they are outside of IT, requests a project mid-year and suggests that it is their new top priority. What they often mean is, “Drop everything and work on this.” By having an objective set of criteria, you can at least speak about how the project ranks relative to projects that are in process, based on those criteria, and counterbalance this argument. Priorities and events will naturally lead to changes in your plan. But by having a sound process in place to ensure that you can handle these changes, you can be flexible enough to seize new opportunities as they arise.

    **Required Reading**

    Baumgartner, J. (2020).
    [_Why diversity is the mother of creativity_](https://innovationmanagement.se/2010/11/24/why-diversity-is-the-mother-of-creativity/).
    https://innovationmanagement.se/2010/11/24/why-diversity-is-the-mother-of-creativity/

    Barthelemy, Jerome (2022). Myths of strategy: Dispel the misconceptions and deliver a winning strategy. Kogan Page. Chapter 5-10. Available in the Trident Online Library in Skillsoft.

    Datta, S., Roy, S., & Kutzewski, T. (2021).
    _Unlocking strategic innovation: Competitive success in a disruptive environment._ Taylor & Francis Group.

    Gamble, W. (2022). The cybersecurity maturity model certification (CMMC) – A pocket guide. IT Governance, audio book. Available in the Trident Online Library in Skillsoft.

    Developing an AI/ML Data Strategy: The Data Analytics Maturity Model, Course. Available in the Trident Online Library in Skillsoft.

    **## Case380.docx**

    **Module 3 – Case**

    **Creating Value**

    **Assignment Overview**

    The Case Assignment for this module is about understanding the development of IT strategies that support and are supported by business strategy in a global economy. Given the large amount of investment in IT, companies need to receive high IT business value. To do that, a good IT strategy is essential especially when doing business in various parts of the world.

    Review the readings on the Background page about the digital economy.

    **Case Assignment**

    Using IT to compete on the world stage has become increasingly important in the global economy. Choose multiple industries and provide an example company for each industry in which IT plays a strategic role by adding value and providing a competitive advantage through innovative application of IT on the global stage and how these firms are meeting the concerns noted in the
    [_Global Information Technology Report 2021_](https://www.weforum.org/reports/global-technology-governance-report-2021).

    Please prepare a short (4- to 5-page) paper addressing the IT strategic roles for your selected firms.

    **Submit your paper upon completion.**

    Use information from the modular background readings as well as any good quality resource you can find. Please cite all sources and provide a reference list at the end of your paper.

    **Assignment Expectations**

    **Length:** Follow the number of pages required in the assignment excluding cover page and references. Each page should have about 300 words.

    Your assignment will be evaluated based on the Rubric.

    **Module 3 – Resources**

    **Creating Value**

    You have your strategy in place, and you have your prioritized list of projects to pursue. But, wait! What happens if one of the projects proves to be more expensive or less impactful than originally assessed? What happens if one of the strategic pillars is called into question—due to a change in the economy, for example? One of my favorite quotes about planning comes from the famed German military strategist, Helmuth von Moltke, who said, “No battle plan survives contact with the enemy.” You do not have enemies
    _per se_, but you do have a variety of realities that may logically require changes to either the strategy or to the project list. What then?

    Strategies should be created with the anticipation that they will need to be changed. There are events that may lead to change. And the simple passage of time should lead to changes as well. Examples of events include an economic downturn, but may also include the acquisition or divestiture of a business, a competitor beating you to the creation of a new product, a new market that is to be opened, and the like. Each of these, and other changes like them, should lead to a rethinking of the strategy. Mind you, none of these is likely to require canceling the entire strategy and starting anew, but it will be necessary to at least review the strategic plan to see if there’s anything that’s less relevant (or irrelevant) because of the event.

    This is likely to be at the tactic level, rather than the objective level, but the entire plan should be reviewed. The simple passage of time is another reason to review the plan. Many people falsely believe that if there is not an event then the plan should continue to be enacted. As time moves on, aspects of the plan will be accomplished that should be reflected as changes in the plan. Likewise, new strategic opportunities may present themselves. They may need to be incorporated into the plan. And in some cases, you may replace past tactics or objectives to do so. There’s also a tendency to think about the prioritized list of projects (that have been agreed to once the budget for IT is finalized) as set in stone. There are many reasons why a project might need to be canceled, even after it commences. Those might include a significant increase in the cost to develop the project, a reduction in potential value from implementing the project, or the vendor that was to partner with you on it goes out of business. These are three of many examples that would apply. Companies often fall for the sunk cost fallacy. They might say, we've already spent a million dollars on the project, we should see it through to its conclusion. But why throw good money after bad? Cutting your losses and redirecting funds to something of greater value is paramount. It’s also important to note that as projects arise outside of the budgeting cycle, they should be put through the same prioritization criteria, strategic fit, cost/benefit analysis, interdependency analysis, and risk analysis. Again, you may include another category or two of your own choosing.

    By using objective criteria to reprioritize, you can help avoid the situation that many CIOs and their teams find themselves in, where someone, especially when they are outside of IT, requests a project mid-year and suggests that it is their new top priority. What they often mean is, “Drop everything and work on this.” By having an objective set of criteria, you can at least speak about how the project ranks relative to projects that are in process, based on those criteria, and counterbalance this argument. Priorities and events will naturally lead to changes in your plan. But by having a sound process in place to ensure that you can handle these changes, you can be flexible enough to seize new opportunities as they arise.

    **Required Reading**

    Baumgartner, J. (2020).
    [_Why diversity is the mother of creativity_](https://innovationmanagement.se/2010/11/24/why-diversity-is-the-mother-of-creativity/).
    https://innovationmanagement.se/2010/11/24/why-diversity-is-the-mother-of-creativity/

    Barthelemy, Jerome (2022). Myths of strategy: Dispel the misconceptions and deliver a winning strategy. Kogan Page. Chapter 5-10. Available in the Trident Online Library in Skillsoft.

    Datta, S., Roy, S., & Kutzewski, T. (2021).
    _Unlocking strategic innovation: Competitive success in a disruptive environment._ Taylor & Francis Group.

    Gamble, W. (2022). The cybersecurity maturity model certification (CMMC) – A pocket guide. IT Governance, audio book. Available in the Trident Online Library in Skillsoft.

    Developing an AI/ML Data Strategy: The Data Analytics Maturity Model, Course. Available in the Trident Online Library in Skillsoft.

  • [Solved] Functional Areas

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    Executive Solution Overview

    align your new knowledge of business functions (operations, marketing, IT, HR, and finance) with your chosen organization.

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    Assignment Prompt & Instructions

    align your new knowledge of business functions (operations, marketing, IT, HR, and finance) with your chosen organization.

  • [Solved] SLP 3 – 80

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    Executive Solution Overview

    Please help me – ## SLP380.docx **## SLP380.docx** **Module 3 – SLP** **Creating Value** Read or listen to these resources on Dr. Michael Porter's competitive strategies. Porter, M. E. and Mauborgne, K. R., HBR's 10 must reads on strategy. Ascent Hu. Audio book. Go to Library Access. In Additional L…

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    Please help me

    – ## SLP380.docx

    **## SLP380.docx**

    **Module 3 – SLP**

    **Creating Value**

    Read or listen to these resources on Dr. Michael Porter's competitive strategies.

    Porter, M. E. and Mauborgne, K. R., HBR's 10 must reads on strategy. Ascent Hu. Audio book.

    Go to Library Access. In Additional Library Resources, select Skillsoft Books. In the search box enter: HBR's 10 must reads on strategy, select the Books tab, then select: HBR's 10 must reads on strategy.

    Kamran, Qeis (2021). Strategic value chain management: Models for competitive advantage. Kogan Page. Chapters 1 – 5

    Go to Library Access. In Additional Library Resources, select Skillsoft Books. In the search box enter: Strategic value chain management: Models for competitive advantage, select the Books tab, then select: Strategic value chain management: Models for competitive advantage.

    Research a firm that interests you and on which you can obtain sufficient information; find information through sources such as Forbes.com and Businessweek.com, etc., or journal publications.

    In this assignment, you are to apply Porter’s value chain model to the firm you selected. Your paper should cover the following:

    1. Discuss what competitive forces entail, the competitive environment of your firm, and the strategy (strategies) that it undertakes.

    2. Explain what value chain means and use it to analyze the company of your choice. Describe the tasks that the firm must accomplish for each primary value chain activity.

    3. Given the nature of its business, how would the firm’s information systems contribute to its competitive strategy,

    **SLP Assignment Expectations**

    1. The paper has proper introduction, discussion, and summary.

    2. The report should address all questions, but they do not need to be in the order the questions are raised. The key is to have a paper that flows well.

    3. References used need to be listed according to the APA7 format.

    **Module 3 – Resources**

    **Creating Value**

    You have your strategy in place, and you have your prioritized list of projects to pursue. But, wait! What happens if one of the projects proves to be more expensive or less impactful than originally assessed? What happens if one of the strategic pillars is called into question—due to a change in the economy, for example? One of my favorite quotes about planning comes from the famed German military strategist, Helmuth von Moltke, who said, “No battle plan survives contact with the enemy.” You do not have enemies
    _per se_, but you do have a variety of realities that may logically require changes to either the strategy or to the project list. What then?

    Strategies should be created with the anticipation that they will need to be changed. There are events that may lead to change. And the simple passage of time should lead to changes as well. Examples of events include an economic downturn, but may also include the acquisition or divestiture of a business, a competitor beating you to the creation of a new product, a new market that is to be opened, and the like. Each of these, and other changes like them, should lead to a rethinking of the strategy. Mind you, none of these is likely to require canceling the entire strategy and starting anew, but it will be necessary to at least review the strategic plan to see if there’s anything that’s less relevant (or irrelevant) because of the event.

    This is likely to be at the tactic level, rather than the objective level, but the entire plan should be reviewed. The simple passage of time is another reason to review the plan. Many people falsely believe that if there is not an event then the plan should continue to be enacted. As time moves on, aspects of the plan will be accomplished that should be reflected as changes in the plan. Likewise, new strategic opportunities may present themselves. They may need to be incorporated into the plan. And in some cases, you may replace past tactics or objectives to do so. There’s also a tendency to think about the prioritized list of projects (that have been agreed to once the budget for IT is finalized) as set in stone. There are many reasons why a project might need to be canceled, even after it commences. Those might include a significant increase in the cost to develop the project, a reduction in potential value from implementing the project, or the vendor that was to partner with you on it goes out of business. These are three of many examples that would apply. Companies often fall for the sunk cost fallacy. They might say, we've already spent a million dollars on the project, we should see it through to its conclusion. But why throw good money after bad? Cutting your losses and redirecting funds to something of greater value is paramount. It’s also important to note that as projects arise outside of the budgeting cycle, they should be put through the same prioritization criteria, strategic fit, cost/benefit analysis, interdependency analysis, and risk analysis. Again, you may include another category or two of your own choosing.

    By using objective criteria to reprioritize, you can help avoid the situation that many CIOs and their teams find themselves in, where someone, especially when they are outside of IT, requests a project mid-year and suggests that it is their new top priority. What they often mean is, “Drop everything and work on this.” By having an objective set of criteria, you can at least speak about how the project ranks relative to projects that are in process, based on those criteria, and counterbalance this argument. Priorities and events will naturally lead to changes in your plan. But by having a sound process in place to ensure that you can handle these changes, you can be flexible enough to seize new opportunities as they arise.

    **Required Reading**

    Baumgartner, J. (2020).
    [_Why diversity is the mother of creativity_](https://innovationmanagement.se/2010/11/24/why-diversity-is-the-mother-of-creativity/).
    https://innovationmanagement.se/2010/11/24/why-diversity-is-the-mother-of-creativity/

    Barthelemy, Jerome (2022). Myths of strategy: Dispel the misconceptions and deliver a winning strategy. Kogan Page. Chapter 5-10. Available in the Trident Online Library in Skillsoft.

    Datta, S., Roy, S., & Kutzewski, T. (2021).
    _Unlocking strategic innovation: Competitive success in a disruptive environment._ Taylor & Francis Group.

    Gamble, W. (2022). The cybersecurity maturity model certification (CMMC) – A pocket guide. IT Governance, audio book. Available in the Trident Online Library in Skillsoft.

    Developing an AI/ML Data Strategy: The Data Analytics Maturity Model, Course. Available in the Trident Online Library in Skillsoft.

    **## SLP380.docx**

    **Module 3 – SLP**

    **Creating Value**

    Read or listen to these resources on Dr. Michael Porter's competitive strategies.

    Porter, M. E. and Mauborgne, K. R., HBR's 10 must reads on strategy. Ascent Hu. Audio book.

    Go to Library Access. In Additional Library Resources, select Skillsoft Books. In the search box enter: HBR's 10 must reads on strategy, select the Books tab, then select: HBR's 10 must reads on strategy.

    Kamran, Qeis (2021). Strategic value chain management: Models for competitive advantage. Kogan Page. Chapters 1 – 5

    Go to Library Access. In Additional Library Resources, select Skillsoft Books. In the search box enter: Strategic value chain management: Models for competitive advantage, select the Books tab, then select: Strategic value chain management: Models for competitive advantage.

    Research a firm that interests you and on which you can obtain sufficient information; find information through sources such as Forbes.com and Businessweek.com, etc., or journal publications.

    In this assignment, you are to apply Porter’s value chain model to the firm you selected. Your paper should cover the following:

    1. Discuss what competitive forces entail, the competitive environment of your firm, and the strategy (strategies) that it undertakes.

    2. Explain what value chain means and use it to analyze the company of your choice. Describe the tasks that the firm must accomplish for each primary value chain activity.

    3. Given the nature of its business, how would the firm’s information systems contribute to its competitive strategy,

    **SLP Assignment Expectations**

    1. The paper has proper introduction, discussion, and summary.

    2. The report should address all questions, but they do not need to be in the order the questions are raised. The key is to have a paper that flows well.

    3. References used need to be listed according to the APA7 format.

    **Module 3 – Resources**

    **Creating Value**

    You have your strategy in place, and you have your prioritized list of projects to pursue. But, wait! What happens if one of the projects proves to be more expensive or less impactful than originally assessed? What happens if one of the strategic pillars is called into question—due to a change in the economy, for example? One of my favorite quotes about planning comes from the famed German military strategist, Helmuth von Moltke, who said, “No battle plan survives contact with the enemy.” You do not have enemies
    _per se_, but you do have a variety of realities that may logically require changes to either the strategy or to the project list. What then?

    Strategies should be created with the anticipation that they will need to be changed. There are events that may lead to change. And the simple passage of time should lead to changes as well. Examples of events include an economic downturn, but may also include the acquisition or divestiture of a business, a competitor beating you to the creation of a new product, a new market that is to be opened, and the like. Each of these, and other changes like them, should lead to a rethinking of the strategy. Mind you, none of these is likely to require canceling the entire strategy and starting anew, but it will be necessary to at least review the strategic plan to see if there’s anything that’s less relevant (or irrelevant) because of the event.

    This is likely to be at the tactic level, rather than the objective level, but the entire plan should be reviewed. The simple passage of time is another reason to review the plan. Many people falsely believe that if there is not an event then the plan should continue to be enacted. As time moves on, aspects of the plan will be accomplished that should be reflected as changes in the plan. Likewise, new strategic opportunities may present themselves. They may need to be incorporated into the plan. And in some cases, you may replace past tactics or objectives to do so. There’s also a tendency to think about the prioritized list of projects (that have been agreed to once the budget for IT is finalized) as set in stone. There are many reasons why a project might need to be canceled, even after it commences. Those might include a significant increase in the cost to develop the project, a reduction in potential value from implementing the project, or the vendor that was to partner with you on it goes out of business. These are three of many examples that would apply. Companies often fall for the sunk cost fallacy. They might say, we've already spent a million dollars on the project, we should see it through to its conclusion. But why throw good money after bad? Cutting your losses and redirecting funds to something of greater value is paramount. It’s also important to note that as projects arise outside of the budgeting cycle, they should be put through the same prioritization criteria, strategic fit, cost/benefit analysis, interdependency analysis, and risk analysis. Again, you may include another category or two of your own choosing.

    By using objective criteria to reprioritize, you can help avoid the situation that many CIOs and their teams find themselves in, where someone, especially when they are outside of IT, requests a project mid-year and suggests that it is their new top priority. What they often mean is, “Drop everything and work on this.” By having an objective set of criteria, you can at least speak about how the project ranks relative to projects that are in process, based on those criteria, and counterbalance this argument. Priorities and events will naturally lead to changes in your plan. But by having a sound process in place to ensure that you can handle these changes, you can be flexible enough to seize new opportunities as they arise.

    **Required Reading**

    Baumgartner, J. (2020).
    [_Why diversity is the mother of creativity_](https://innovationmanagement.se/2010/11/24/why-diversity-is-the-mother-of-creativity/).
    https://innovationmanagement.se/2010/11/24/why-diversity-is-the-mother-of-creativity/

    Barthelemy, Jerome (2022). Myths of strategy: Dispel the misconceptions and deliver a winning strategy. Kogan Page. Chapter 5-10. Available in the Trident Online Library in Skillsoft.

    Datta, S., Roy, S., & Kutzewski, T. (2021).
    _Unlocking strategic innovation: Competitive success in a disruptive environment._ Taylor & Francis Group.

    Gamble, W. (2022). The cybersecurity maturity model certification (CMMC) – A pocket guide. IT Governance, audio book. Available in the Trident Online Library in Skillsoft.

    Developing an AI/ML Data Strategy: The Data Analytics Maturity Model, Course. Available in the Trident Online Library in Skillsoft.