Category: Leadership

I just need the 5 pages of  body paragraphs. I will write the title, and abstract. 
Miller, B. (2011). Moneyball. Columbia Pictures Is the topic I need written about, The exact instructions are attached in the below file. 
APA 7th edition

INSTRUCTIONS:
For the company ULTA BEAUTY INC.   
Please research to determine if they are engaged in    any of the cooperative strategies such as (a) Strategic Alliance (b) Joint venture  (c) Equity strategic alliance or                         (d) nonequity strategic alliance. 
A) If YES, answer the following questions:
1) Who is/are the partner company/companies?
2) What is the type of cooperative strategy?
3) What is the purpose of the cooperative strategy?
4) What are the results of the cooperative strategy?
OR
B) If NO, perform a search on companies engaged in cooperative strategies and answer  the questions below:
1) Who is/are the partner company/companies?
2) What is the type of cooperative strategy?
3) What is the purpose of the cooperative strategy?
4) What are the results of the cooperative strategy?
C) APA Style 
D) Four References 
E) Will be checked for Plagiarism and AI assistance 

In this project, you will demonstrate your mastery of the following competency:
Identify yourself as a leader and follower to be effective as an individual and team contributor
Overview
Many well-known leaders wrote and continue to write in journals, reflecting on their actions and decisions in their leadership roles. These reflections allow leaders to revisit their choices and learn how to improve their actions and decisions to become more effective leaders in the future.
Directions
Write a reflective paper describing your leadership style and skills. Reflect on what you have learned throughout the course, and think about how you can use this knowledge to further your career. Use the results of your self-assessments, leadership map, and other course materials to guide your reflection. Begin your reflection with a single statement that concisely summarizes your leadership style and approach. The statement should be one that you could later share on LinkedIn or your resume. You could also use it to guide your professional development.
Specifically, you must address the following rubric criteria:
Leadership Approach:
Leadership Skills: Describe your primary leadership skills and describe how these skills will help you effectively lead a team. Additionally, describe skills or attributes you would like to develop and improve upon in order to become a better leader.
Leading and Following: Explain the importance of being able to both lead and follow when working as part of a team, along with how well you are able to lead and follow on a team while in a leadership role.
Leadership Style: Describe your personal leadership style and explain how you intend to use that style when working with a diverse, dynamic team.
What to Submit
To complete this project, you must submit the following:
Your submission should be a 1- to 2-page Word document with 12-point Times New Roman font, double spacing, and one-inch margins.

Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (5th ed.). SAGE.
NOTE: Read Chapter 10 before posting to this forum. Submit your answer by 11:59 pm on due date.
Your post should be no less than one page (as measured by Microsoft Word, Times New Roman, 12 point font.) You must answer all questions. When submitting a word document, you must provide a proper heading including your name, date, course title (LHRD 3723), and assignment.
THIS IS A GRADED ACTIVITY.
You will be graded on the following criteria:
Proper page heading including your name, date, course title (LHRD 3723), and assignment.
Proper use of sentence structure, grammar and punctuation 
Accuracy of the answer provided
Page count requirement
Listening to Out-group Members
Next Step is a student organization run by graduate students in the School of Communication at a large West Coast university. The mission of Next Step is to provide students with opportunities that will help them prepare for the workforce or for more schooling. Some of the annual events that the group sponsors are résumé development workshops, a professional development day in which people from the community discuss their career paths, and workshops on interviewing skills.
Next Step has two annual bake sales to raise funds to pay for expenses such as renting meeting space, compensating speakers, and providing refreshments at group workshops. After a lukewarm fall semester bake sale, some Next Step members suggest finding a new fund-raising method, arguing that bake sales cost members money and require a lot of work for little profit.
Next Step’s president, James, decides to put new fund-raising initiatives on the agenda for discussion at the group’s next meeting. At that meeting, Brenna, a marketing and graphic design major, proposes that the group sell T-shirts as the winter semester’s fund-raiser. Brenna believes that the college population likes to buy T-shirts and is confident that she can create a design that will appeal to students. Mallory, also a marketing major, volunteers to help promote the T-shirts. Group member Mark offers to use his employee discount at the screen shop where he works to have the shirts printed affordably.
Other Next Step members voice approval for the T-shirt fund-raiser, and the discussion moves to talking about designs for the shirts. James assigns Brenna and Mallory to survey students on their interest in buying the shirts and at what price. Brenna will also develop mock-ups of the shirt’s design and bring them to the next meeting while Mark is assigned to get pricing options.
James leaves the meeting feeling positive about the direction the new fund-raiser is going, but as he loads his book back into his car, he overhears a conversation nearby. Next Step’s treasurer, Nichole, calls the plan to sell T-shirts “stupid.” She states she personally would never order a shirt from a student group and that Next Step is going to lose money printing the shirts. Ursula, Next Step’s secretary, agrees with Nichole, calling other Next Group members “a bunch of Kool-Aid–drinking nerds” and remarking that nobody is going to buy those shirts. James is shocked. Not only does he not remember Nichole or Ursula voicing any objections to the plan at the meeting; he doesn’t remember them saying anything during the meeting at all. James is concerned that two Next Step officers would talk so negatively about the group and wonders if it is fueled by the shift to selling T-shirts or something else. He makes a mental note to build an anonymous vote into the next meeting to make sure that members who don’t like the idea have an opportunity to oppose it without being put in a public position.
Meanwhile, Brenna, Mallory, and Mark succeed in canvassing students, finding a reasonable price for T-shirts, and developing attractive mock-ups for Next Step members to consider. James feels confident that the positive outcome of the T-shirt committee’s efforts will help Nichole and Ursula change their minds about the T-shirt sale.
However, the next day, James is working in a cubicle at the student center when Nichole enters. Before he gets a chance to leave his booth to say hi to her, Next Step’s student liaison Todd comes up to Nichole and says, “Can you believe how much work those brownnosers are putting into selling T-shirts? Honestly, it’s so dumb—at least no one expects us to pitch in though!” As student liaison, Todd has a pivotal role in the group and is responsible for promoting the group’s efforts at other student meetings and for recruiting new members. His comments further alarm James.
James decides to act, and approaches Nichole and Todd, who were unaware that he was nearby. James makes small talk, and then reminds them about the Next Step meeting coming up in two days. Nichole rolls her eyes and says she knows about the meeting. James asks her if everything is OK. Nichole responds, “Everything is fine. I just think that it’s silly to get so involved in this T-shirt sale. We all have a lot going on for school, and this group is really just something to put on my résumé. I don’t understand why we can’t just stick with the easy, mindless bake sale.” Todd nods in agreement and says, “Yeah, James, you can’t tell me that you became president of a student group because you believe so much in its mission. We both know it’s just because you want to look good when you apply for jobs this summer.” Although taken aback by their attitudes, James responds that he believes in Next Step’s mission and will make sure any and all concerns’ regarding the fund-raiser are raised at the next meeting.
As he prepares for the upcoming meeting, James concludes that there seems to be a division, at least among the board’s officers, between those who are excited about the group’s mission and efforts and those who are not supportive. He wonders if other Next Step members share the attitudes expressed by Nichole, Ursula, and Todd or if they are in a minority. If they aren’t, thinks James, and the division goes deeper, what does that mean for Next Step?
QUESTIONS
This chapter discusses several reasons that out-groups form. What is the best explanation for why Ursula, Nichole, and Todd appear to be out-group members? What impact are they having on Next Step? Do they have legitimate concerns? Discuss.
How could the initial meeting about fund-raising strategies have been conducted so that all members were included in the decision?
Of the six strategies for how leaders should respond to out-group members, do you think that certain strategies might be more appropriate or effective in this situation given the verbalized feelings about Next Step from the out-group members?
How could other members of the group besides James help to build the group identity and sense of cohesion in Next Step?

You will write and present a paper analyzing one of the following historic figures: Ernest Shackleton, President Abraham Lincoln, Frederick Douglass, Dietrich Bonhoeffer or Rachel Carson

The assignment begins with selecting two dissertations or well-documented studies. Select one qualitative study and one quantitative research design. [Note: Be sure to choose at least one previously selected dissertation from the first few modules of this course, if possible.
Create a matrix shell that will allow you to carefully review the various data collection activities used for each of the selected research studies. This matrix will be a 2 X 8 table with the eight different parts of the data at the left vertically and the two labeled studies across the top (horizontally listed). 
Insert the data from the two sources into the matrix shell. The completed matrix will facilitate a structured comparison of the instrumentation, the data organization, the data analysis plan, and the discussion findings. Summarize the two dissertations selected for this assignment. Explain how the findings may change depending on the research design chosen.
The vertical labels should be as follows:
Research Methodology- For a quantitative study, it could be quasi-experimental, descriptive, inferential, etc. For a qualitative study, it could be labeled narrative, phenomenological, Grounded Theory, ethnography, case study, etc.
Site and Population – What is the typical way that a site is located in order to do this type of study? Where would they be associated? Would it be as a group or individually discussed?
How to Access Population/Rapport – For example, contact the administration for permission? Look for people on the Internet who have had needed experiences? Contact a single person to collect archival data?
Sampling Selection Plan – How did the researcher select a site and then the individuals to complete the study? (e.g., purposeful sampling, stratified sample, random sample from a list).
Instrumentation – What was the form of the data collected? (i.e., interviews, focus groups, test results, observations, a survey given, special artifacts collected, etc.).
Ethics and Data Security Plan – Took notes, used an interview protocol and transcribed it from recording, collected survey forms and aggregated into a spreadsheet, placed in file folders, computer password protected, etc.?
Validity and Reliability – Any problems accessing materials and proving the authenticity of the account? Any possible personal biases in the collection or analysis of data? What were the potential inconsistencies?
Data Analysis Plan – Once the data was collected, how was it analyzed to allow discussion of the findings? Was it placed in tables, analyzed with special statistical tests, used coding to find the “essence” of what was presented orally from the interviews, etc.?
The matrix will include data from the two l will be found by reading through each study. The 1250 to 1500-word essay should describe each of the cells of the matrix in detail. That is, the assignment this week involves both a completed matrix and the supporting essay describing the information provided. The data contained in the matrix does not count towards the required word count for the assignment. 
Focus the essay portion of your assignment on describing, evaluating, comparing, and contrasting how different types of research (one qualitative and one quantitative) affect how the results are explained and findings are described.
Follow APA writing style guidelines for this assignment. Clearly use headings to mark the specific sections in your paper. The title page and reference pages do not count towards the minimum word count. Include at least two (2) credible citations for your ideas and reflections

Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (5th ed.). SAGE.
NOTE: Read Chapter 9 before posting to this forum. Submit your answer by 11:50 pm on due date.
Your post should be no less than one page (as measured by Microsoft Word, Times New Roman, 12 point font.) You must answer all questions. When submitting a word document, you must provide a proper heading including your name, date, course title (LHRD 3723), and assignment.
THIS IS A GRADED ACTIVITY.
You will be graded on the following criteria:
Proper page heading including your name, date, course title (LHRD 3723), and assignment.
Proper use of sentence structure, grammar and punctuation 
Accuracy of the answer provided
Page count requirement
Embracing Diversity and Inclusion
Springfield High School’s 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 School’s athletic teams be changed because they found the use of the word Redskins to be offensive, it created a firestorm in the town.
The school’s 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 team’s name were ingrained in the small town’s 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 I’ll 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 area’s 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 “I’m a Redskin and Proud” and “Don’t tell me I’m 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 weren’t from Springfield shouldn’t even be allowed to be at the board meetings.
The board ultimately approved a motion, 5-2, 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.
That’s when the state Department of Civil Rights and the state’s 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 school’s 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. “It’s been ten years, and there’s an entire generation of kids who don’t have a clue that it was ever different. They are Redhawks and have always been Redhawks.
“It was the adults who had the problem. There’s still a small contingent today that can’t 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
Do you agree with the assertion the athletic team name should be changed?
Describe how Ferdman’s model of inclusion practices (Table 9.4) worked in this case. Did the influence for inclusive practices travel both up and down the model?
What barriers to embracing diversity and inclusion did the school board and community experience in this case?
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?

Northouse, P. (2020) Introduction to Leadership: Concepts and Practice. Fifth edition. Thousand Oaks, CA: Sage Publications 
NOTE: Read Chapter 7 before posting to this forum. Submit your answer by 11:50 pm on due date.
Your post should be no less than one page (as measured by Microsoft Word, Times New Roman, 12 point font.) You must answer all questions. When submitting a word document, you must provide a proper heading including your name, date, course title (LHRD 3723), and assignment.
THIS IS A GRADED ACTIVITY.
You will be graded on the following criteria:
Proper page heading including your name, date, course title (LHRD 3723), and assignment.
Proper use of sentence structure, grammar and punctuation 
Accuracy of the answer provided
Page count requirement
Creating a Vision
Nick Gibbons was described by his classmates at Columbia University’s prestigious School of Journalism as a “hard-core newshound with ink running in his blood.” After working as a beat reporter for 10 years, Nick became city editor of a newspaper in a midsized Midwest town of about 100,000, overseeing a large staff of local reporters and writers.
So when the president of the large media group that owned his newspaper asked Nick to come to its headquarters for a meeting, he was excited. Until he heard what was said. The company was going to stop printing daily newspapers, instead publishing digital editions. Nick’s newspaper would only be printed three days a week; the other days the news would be delivered in an electronic edition. As a result, 75% of the newspaper’s workforce would lose their jobs. As the president witnessed Nick’s shock and dismay, he said, “Nick, we think you are the only editor at your newspaper that can make this happen.”
On the three-hour drive home, Nick realized that change at the newspaper was inevitable. Newspapers had been losing subscribers and revenue for a decade as readers turned to the Internet to get their news. Digital versions of newspapers were cheaper to produce and deliver. Although he did not like the idea of going digital, Nick knew in his heart that he still believed strongly in the importance of reporting the news and informing the community, no matter the format.
To succeed in taking the newspaper to a digital format, Nick was going to have to change an entrenched culture and belief system about newspapers, not only within his staff but among the public as well. To do this, he had to start from the ground up, creating something entirely new. This would require bringing aboard people who were energized about the future and not mourning the past.
His plan employed a three-prong approach. First, he informed the entire newspaper staff that they would lose their current jobs in three months and they would have to reapply for new jobs within the newspaper. The first required qualification was a willingness to “forge the future for local journalism and make a contribution to this movement.” If you can’t let go of the past, he told his coworkers, then you can’t move forward. In the end, almost 80% of the new positions were filled by former staffers whom Nick believed to be the “best and brightest” people the newspaper had.
Second, Nick moved the company’s offices out of the building it had been in for 120 years to a smaller, very public space on the first floor of a downtown building. The offices were located on a corner completely sided by windows, the inner workings of the newspaper on display to passersby. Nick wanted the newspaper’s operations to be very visible so that it didn’t seem like it had just “disappeared.”
Nick’s third approach was what he called a “high forgiveness factor.” What they were creating was new and untried, and he knew there would be plenty of missteps along the way. He stressed to his new staffers that he didn’t expect perfection, just dedication and determination. For example, one of those missteps was the elimination of the newspaper’s exhaustive list of local events, which resulted in a huge community outcry. To correct this, staffers determined they could satisfy the community’s frustrations by creating a dedicated website for a local events calendar with event organizers submitting the information electronically. A staff member would oversee college interns in editing the submissions and updating the website.
When the newspaper announced its change to a digital format, the reaction was harsh: Readers canceled subscriptions, and advertisers dropped away like flies. It’s been four years since the change, and the newspaper is slowly gaining back readers and experiencing more visits to its website. The sales staff is starting to be successful teaching advertisers how to create digital ads that can reach the right audiences by using behavioral targeting and social media.
QUESTIONS
What is Nick Gibbons’ vision in this case study? How is it similar to or different from the vision of the owners of the paper? Discuss the unique challenges a leader faces when required to implement a vision of his or her superiors.
Why do you think Nick wanted to open the workings of the paper up to the public? How is this related to his vision?
Visions usually require changing people’s values. What desired changes in values are highlighted by this case study?
How well did Nick Gibbons articulate his vision for the paper? If you were in Nick’s shoes, how would you articulate your vision in this case?

***HELLO WRITER, PLEASE RESPOND TO THIS CLASSMATE REGARDING THEIR DISCUSSION POST (COPIED AND PASTED DOWN BELOW). I HAVE ATTACHED THE DISCUSSION LECTURE, DISCUSSION QUESTION, AND POWERPOINT FOR THIS WEEK READINGS.***
Welcome to Week 7, Strategic Leadership and Change Management.
I. Strategic Leadership
A. Globalization and Environmental Sustainability
B. Strategic Leadership and the Strategic Management Process
II. The Strategic Management Process
A. Crafting a Vision and Mission Statement
B. Setting Organizational Objectives
C. Strategy Formulation
D. Strategy Execution
E. Strategy Evaluation and Control
III. Leading Change
A. The Need for Change
B. The Role of Strategic Leaders in Managing Change
C. The Change Management Process
D. Why People Resist Change E. Minimizing Resistance to Change
Week 7 Discussion Question: 
Explain an effective and efficient way to plan a successful organizational change.
****THE CLLASSMATES DISCUSSION POST TO RESPOND TO:
Hello Professor and Class,
An effective and efficient way of planning a successful organizational change involves a well-organized procedure that one can follow, clear communication, stakeholder engagement, and proper planning for the process. Firstly, clear communications of the mission, vision, and reasons for change must be done, and all the people affected by the change must be informed of the purpose and the gains that will be made (Men et al., 2020). This transparency reduces some resistance, and trust between the management and the employees is built. It is also vital to update changes frequently, discuss and listen to some problems, and change plans accordingly.
Secondly, stakeholder engagement is essential. This implies that involving all the employees at each planning stage promotes employee ownership of the plan. This means that for change to be effective, it should involve several stakeholders since including several people in decision-making adds value to the change-making process, and people are more likely to accept what affects them. In this case, the involvement of representatives from different departments, functional teams, or committees may be helpful in preventing such issues from emerging and finding corrective measures.
Thirdly, a strategic map must be created through proper planning. However, this roadmap must indicate how the change will be attained, the time frame, the activities to be accomplished, and the key performance indicators (KPIs) (Asih et al., 2020). Another strategy that can also be employed is the step-by-step approach, which means making changes slowly instead of changing several aspects simultaneously. It is possible to compare the level of achievement of the current phase’s realization by laying down the goals for each phase and the outcomes,
Furthermore, when it comes to the change that is being proposed, it is necessary to train the individuals to face the change. This may require providing other items such as prints, group presentations, or counseling sessions in the case of a specific occurrence. Promotion of attempts and achievements also contributes to morale about efforts and results.
Lastly, it is essential to supervise the change process well to determine its efficiency. Assessing the effectiveness of the change entails data collection, results analysis, and feedback in a bid to correct areas that may have worked differently than planned (Errida & Lotfi, 2021). It also ensures that the change stays within the vision and mission, and if circumstances change, the change plan can alter it.
Conclusively, organizational change can occur effectively and efficiently if the change initiative is communicated, involves key players, is planned, and strategized, employees are trained and supported, and is evaluated adequately. This strategy effectively establishes continuity and allows for the potentiality of realizing the predetermined goals.
-Heidi
References
Asih, I., Purba, H. H., & Sitorus, T. M. (2020). Key performance indicators: A systematic literature review. Journal of Strategy and Performance Management, 8(4), 142-155. https://www.researchgate.net/profile/Humiras-Purba/publication/344493860_KEY_PERFORMANCE_INDICATORS_A_SYSTEMATIC_LITERATURE_REVIEW/links/5f7c6d69458515b7cf6a4c39/KEY-PERFORMANCE-INDICATORS-A-SYSTEMATIC-LITERATURE-REVIEW.pdf
Errida, A., & Lotfi, B. (2021). The determinants of organizational change management success: Literature review and case study. International Journal of Engineering Business Management, p. 13, 18479790211016273. https://journals.sagepub.com/doi/abs/10.1177/18479790211016273
Men, L. R., Yue, C. A., & Liu, Y. (2020). “Vision, passion, and care:” The impact of charismatic executive leadership communication on employee trust and support for organizational change. Public Relations Review, 46(3), 101927. https://www.sciencedirect.com/science/article/pii/S0363811120300540

The program is already selected located the attachement.
Part 2
Evaluation plan purpose
Describing Evaluation Purpose and Potential Stakeholders and Audiences In this initial assignment, students will define the primary purpose of their program evaluation and identify key stakeholders and audiences. This involves outlining what the evaluation aims to achieve and who will benefit from or be affected by the evaluation results. Students will discuss the interests and influence of each stakeholder group, setting the stage for effective communication and engagement strategies throughout the evaluation process
1.      EVALUATION PURPOSE AND FOCUS 
·      What is the purpose and use of this evaluation?
·      What does this evaluation strive to achieve?
·      How will the findings be used?
·      Who are the program stakeholders?
·      What role do they have in the evaluation?
·      Who will use the evaluation findings? Who are the evaluation users/intended audience
·      What do they need to learn from the evaluation?
2.      DESCRIPTION OF THE PROGRAM LOGIC MODEL 
Resources/Inputs
Designing the Program Logic Model Students will create a Logic Model that visually represents the relationships between the inputs (resources), activities, outputs, and expected outcomes of their chosen program. This model will serve as a foundational tool in the evaluation process, helping to clarify how the program is supposed to work and what it intends to achieve.
What resources are available to the program in terms of staff, money, space, time, partnerships, etc.?
Activities
What activities are being undertaken (or planned) to achieve the outcomes?
Outputs
What products (i.e., units of services delivered) are produced by your staff from the activities?
Outcomes
What are the program’s intended outcomes (intended outcomes are short-term, mid-term, and long-term)?
Logic Model
Provide a logic model of your program.
.