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Role of Power in Effective Leadership
Read the article “Role of Power in Effective Leadership”posted on the course pageand write a paper discussing your understanding of the model presented and the relationship between power and leadership.
Analyze concepts presented in the article and relate them to how you personally dealt with power situations in your past. Use the Gibbs’ Cycleto reflect on your personal experience, providing relevant examples; ensure that you clearly separate the content of different stages (see Gibbs’ Cycle summary on the course page). Thoroughly evaluate your actions relatedto three different power types outlined in the paper. What was the actual outcome of the situation? What could it have been if you acted differently?
Before you start working on your paper, you should thoroughly explore the grading rubric at the end of this instruction and clearly identify key elements based on which your paper will be assessed.
Requirements:
- Write the paper using APA style with6-8 references, in addition to the textbook, including several peer reviewed references. All sourcesmust have: authors, publication dates, and publishers. “Anonymous” authors, and sources without dates or publishers will not be accepted as valid sources and marks will be deducted.
- The paper should be at least 1500 words, and should exhibit good writing and analytical skills – review the grading rubric.
- Submit your paper via Turnitin before the due date; late submissions are penalized by 10%/day
This assignment holds a value of 10% of your final mark.
Marks are assigned as per the Grading Rubric in this instruction.
Grading Rubric for Assignment #2
| Written Communication Assessment 10% | |||
| 1-2
Did not meet expectations |
3-4
Met expectations |
5
Exceeded expectations |
|
| Writing Conventions /5
(grammar, word use, punctuation, mechanics) |
Frequent
grammatical errors and misspellings inhibit readability. Informal language, abbreviations and slang are used |
Few grammatical errors
(3 or fewer per page). Correct verb tense used. Paragraphs flow from one to another. Active voice pervasive |
Free of grammatical errors
and misspellings. Effective verb tense used. Uses phrases and construction that delight as well as inform the reader Primarily active voice |
| Overall Effectiveness/5 (appearance/format) | Not formatted to Specifications, Lacking professional appearance | Formatting is generally
correct, acceptable professional appearance. |
Assigned format followed
explicitly: exceptional professional appearance |
| Critical Thinking and Written Analysis Rubric 90% | |||
| Criteria | 1-5
Did Not Meet Expectations |
6-8
Met Expectations |
9-10
Exceeded Expectations |
| Clarity
/10
|
Writing is not clear. It is
difficult to understand points being made. The writing lacks transitions, and few examples and/or illustrations are provided to support explanation or recommendations. |
Writing is generally well organized and understood. Transitions are used to facilitate clarity. Some examples and/illustrations are used to support explanation or recommendations. | Writing is succinct, precise,
effectively organized no ambiguity. Transitions, explanation and elaboration are extensive to elucidate points. Detailed illustrations and/or examples are used to support explanation & recommendations |
| Relevance
/10 |
Critical issues/questions are
omitted or ignored in the writing. |
Most of the critical issues/questions are addressed in the writing. | All critical issues/questions
are addressed completely in writing |
| Depth of
Discussion
/20 |
Ignores bias; Omits arguments
Misrepresents issues; Excludes data; Includes but does not detect inconsistency of information; Ideas contain unnecessary gaps, repetition or extraneous details overlooks differences |
Detects bias; Recognizes arguments; Categorizes content; Paraphrases data;
Sufficient detail to support conclusions and/or recommendations
|
Analysis includes insightful
questions; Refutes bias; Discusses issues thoroughly; Critiques content; Values information Examines inconsistencies; Offers extensive detail to support conclusions and recommendations; Suggests solutions/ implementation |
| Breadth of Discussion
/20 |
Omits arguments or
perspectives; Misses major content areas/concepts; Presents few options |
Covers the breadth of the topic without being superfluous | Considers multiple
perspectives; Thoroughly delves into the issues/questions; Thoroughly discusses relevant facts |
| Integration
Elements of Reasoning
/20 |
Fails to draw conclusions or
conclusions rely on author’s authority rather than strength of presentation; Draws faulty conclusions; Shows intellectual dishonesty |
Formulates clear conclusions with adequate support | Assimilates and critically
reviews information, uses reasonable judgment, and provides balanced, well justified conclusions |
| Internally Consistent
/10 |
There is little integration across the sections of the paper. Several inconsistencies or contradictions exist. Few of the issues, recommendations and explanations make sense; not well integrated. | Sections of the paper are generally well linked/connected. Only minor contradictions exist. Most of the issues, recommendations and explanations make sense and are well integrated. | All sections of the paper are
linked. There are no contradictions in the writing. All issues, recommendations and explanations make sense and are well integrated |
