Executive Program Practical Connection Assignmentat University It Is ✓ Solved

Executive Program Practical Connection Assignment At University, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career. Assignment: Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.

Requirements: Provide a 500 word (or 2 pages double spaced) minimum reflection. Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited. Share a personal connection that identifies specific knowledge and theories from this course. Demonstrate a connection to your current work environment.

If you are not employed, demonstrate a connection to your desired work environment. You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.  3 ASSIGNMENT TITLE HERE Typing Template for APA Papers: A Sample of Proper Formatting for the APA 6th Edition Student A. Sample Grand Canyon University: <Course> <Date> <Note: Even though APA does not require the date on a title page, it is a requirement for GCU papers.> 1 Typing Template for APA Papers: A Sample of Proper Formatting for the APA 6th Edition This is an electronic template for papers written in APA style (American Psychological Association, 2010).

The purpose of the template is to help the student set the margins and spacing. Margins are set at 1 inch for top, bottom, left, and right. The type is left-justified only—that means the left margin is straight, but the right margin is ragged. Each paragraph is indented five spaces. It is best to use the tab key to indent.

The line spacing is double throughout the paper, even on the reference page. One space is used after punctuation at the end of sentences. The font style used in this template is Times New Roman and the font size is 12. First Heading The heading above would be used if you want to have your paper divided into sections based on content. This is the first level of heading, and it is centered and bolded with each word of four letters or more capitalized.

The heading should be a short descriptor of the section. Note that not all papers will have headings or subheadings in them. First Subheading The subheading above would be used if there are several sections within the topic labeled in a heading. The subheading is flush left and bolded, with each word of four letters or more capitalized. Second Subheading APA dictates that you should avoid having only one subsection heading and subsection within a section.

In other words, use at least two subheadings under a main heading, or do not use any at all. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. However, one item that you will have to change is the page header, which is placed at the top of each page along with the page number. The words included in the page header should be reflective of the title of your paper, so that if the pages are intermixed with other papers they will be identifiable.

When using Word 2003, double click on the words in the page header. This should enable you to edit the words. You should not have to edit the page numbers. In addition to spacing, APA style includes a special way of citing resource articles. See the APA manual for specifics regarding in-text citations.

The APA manual also discusses the desired tone of writing, grammar, punctuation, formatting for numbers, and a variety of other important topics. Although the APA style rules are used in this template, the purpose of the template is only to demonstrate spacing and the general parts of the paper. The student will need to refer to the APA manual for other format directions. GCU has prepared an APA Style Guide available in the Student Writing Center for additional help in correctly formatting according to APA style. The reference list should appear at the end of a paper (see the next page).

It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples of how to format different reference types (e.g., books, journal articles, information from a website). The examples on the following page include examples taken directly from the APA manual. References American Psychological Association. (2010).

Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators .

Thousand Oaks, CA: Corwin. Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients.

Health Psychology , 24 , . doi:10.1037/.24.2.225 U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. ). Retrieved from health/prof/asthma/asth_sch.pdf Ms. Jensen's 7th Grade Class AZELLA Scores Student Name Reading Label Writing Label Listening Label Speaking Label Aryanna Proficient Intermediate Intermediate Proficient Carlos Intermediate Basic Basic Intermediate Corynn Basic Basic Emergent Basic Desiree Basic Intermediate Basic Intermediate Gabriel Proficient Intermediate Intermediate Proficient Hailey Basic Emergent Emergent Basic Jade Basic Basic Intermediate Intermediate Jakob Intermediate Basic Intermediate Intermediate Jerry Intermediate Intermediate Intermediate Intermediate Michael Intermediate Proficient Intermediate Proficient Noah Basic Intermediate Intermediate Intermediate Petie Proficient Intermediate Intermediate Intermediate Ramon Emergent Emergent Pre-Emergent Emergent Rebecca Basic Emergent Basic Basic Suzanne Proficient intermediate Intermediate Proficient © 2015.

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Paper for above instructions

Title: Reflection on the Practical Application of Course Knowledge in Executive Leadership
Student A. Sample
Grand Canyon University: Executive Leadership Program

Introduction
As a participant in the Executive Leadership program, I have immersed myself in important theories, skills, and ethical frameworks aimed at developing servant-leaders within their respective domains. In this reflection, I will explore how the knowledge gained from this course has translated into actionable strategies in my workplace, which is a mid-sized nonprofit organization focused on community health. The principles of transformational leadership and ethical decision-making will be emphasized, showcasing how these theories have the potential for practical application in real-world settings.
Transformational Leadership in Practice
One key learning from this course has been the significance of transformational leadership, which emphasizes inspiring and motivating followers to exceed their own self-interests for the good of the group or organization (Northouse, 2018). In my organization, I have taken on a project aimed at improving the health education outreach. This required not only strategic planning but also the ability to rally my colleagues around a common vision.
Firstly, I utilized inspirational motivation, a component of transformational leadership, to articulate the importance of health education and its potential impact on our community. By organizing brainstorming sessions and group discussions, I allowed team members to express their ideas freely, fostering an environment of creativity and collaboration (Bass & Riggio, 2006).
Furthermore, individual consideration was vital as I tailored my approach to support the diverse needs of my team members. For example, understanding that some colleagues were high in technical skills but lacked confidence in public speaking, I provided mentorship and resources for them to develop their communication abilities. This personalized attention not only empowered my team members but also cultivated a culture of trust and respect, aligning with the findings that transformational leaders positively influence organizational commitment (Hogge et al., 2018).
Ethical Decision-Making
Another critical area covered in this course has been the importance of ethical decision-making. The frameworks provided helped me navigate difficult choices during a funding crisis my organization faced. Faced with the challenge of potentially cutting staff or reducing service hours, I reflected deeply on the ethical implications of each potential decision.
Applying the principles of utilitarianism, I worked with my team to evaluate the greatest good for the highest number of stakeholders, which in our case included employees, clients, and the community (Ruggiero, 2015). Through collaborative discussions, we determined that the staff should remain intact, even if it meant temporarily scaling back some services. This choice was based on our commitment to maintaining a workforce invested in the quality of our services, which would ultimately benefit our clients in the long term.
Moreover, I found the integration of ethical theories into our decision-making process to be transformative. One of the course readings emphasized that ethical decision-making enhances organizational integrity (Kerns, 2018). By communicating openly with my team about the challenges we faced, and welcoming their input, I nurtured an environment where ethical considerations were central to our operational discussions.
Personal Leadership Development
Throughout this course, I have also engaged in profound personal reflection regarding my leadership style. The models of servant leadership resonated with me, aligning with my intrinsic motivation to prioritize the needs of others (Greenleaf, 1977). I realized that by embracing a servant-leader mindset, I was not only enhancing my leadership effectiveness but also significantly contributing to my organization’s culture.
Being attentive to the needs of my team and community entailed active listening and continuous learning. I initiated feedback sessions where team members could express their thoughts on leadership practices and organizational culture. This openness encouraged reciprocity and promoted a shared sense of ownership (Parris & Peachey, 2013).
In implementing these strategies, I have witnessed a surge in employee morale and a collective commitment to our mission. Enhanced job satisfaction often culminates in higher retention rates, further reinforcing my understanding of how organizational health contributes to successful outcomes (Harter, Schmidt, & Hayes, 2002).
Conclusion
In conclusion, the Executive Leadership program has profoundly influenced my approach within my current workplace. The application of transformational leadership theories, alongside ethical decision-making frameworks, enabled me to foster a committed and engaged team, navigating challenges with integrity. As I continue to evolve in my role, I am committed to applying the principles of servant-leadership, understanding that the essence of effective leadership lies in serving others.
The knowledge, skills, and theories acquired through this course serve not only as a foundation within my organization but also as a blueprint for future leadership endeavors across various contexts.
References
Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Greenleaf, R. K. (1977). Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness. New York, NY: Paulist Press.
Harter, J. K., Schmidt, F. L., & Hayes, T. L. (2002). Business-unit-level relationship between employee satisfaction, employee engagement, and business outcomes: A meta-analysis. Journal of Applied Psychology, 87(2), 268-279.
Hogge, T., Harris, S., & Wright, N. (2018). The engagement of middle managers in transformational leadership: The impact on team outcomes. Journal of Managerial Psychology, 33(2), 99-115.
Kerns, C. D. (2018). Ethical leadership: The role of leader behavior in ethical decision-making. Journal of Business Ethics, 149(1), 267-278.
Northouse, P. G. (2018). Leadership: Theory and Practice (8th ed.). Thousand Oaks, CA: Sage Publications.
Parris, D. L., & Peachey, J. W. (2013). A systematic literature review of servant leadership theory in organizational contexts. Journal of Business Ethics, 113(3), 377-393.
Ruggiero, V. R. (2015). Thinking Critically About Ethical Issues. Boston, MA: Cengage Learning.