Grantham University Importance of Storytelling & Collaborative Leadership HW please view the assignment instructions follow them closelyThere can be no pla

Grantham University Importance of Storytelling & Collaborative Leadership HW please view the assignment instructions follow them closelyThere can be no plagiarism at all and please make sure to include everything asked on the instructions 7/11/2020
Resources: Collaboration – MBA-FPX5002 – Jul 13 2020 to …
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Resources: Collaboration
The following resources discuss the role of leadership in collaboration:
Goman, C. K. (2014). Collaborative leadership. Leadership Excellence Essentials, 31(4), 35.
Ibarra, H., Hansen, M. T. (2011). Are you a collaborative leader? Harvard Business Review, 89(7/8), 68–74.
INSEAD. (2011, July 22). Leadership: Are you connecting and collaborating? [Video] | Transcript. Retrieved from https://www.youtube.com/watch?
v=aUcLVNwYu0E
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Resources: Building Trust and Relationships – …
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Resources: Building Trust and Relationships
The following resources provide a look at ways that leaders build trust and relationships:
Edinger, S. (2014, February 25). For leaders, relationships trump expertise. Forbes. Retrieved from
https://www.forbes.com/sites/scottedinger/2014/02/25/for-leaders-relationships-trump-expertise/#6721021d6414
Schaefer, B. (2015). On becoming a leader: Building relationships and creating communities. EDUCAUSE Review, 50(6). Retrieved from
https://er.educause.edu/articles/2015/10/on-becoming-a-leader-building-relationships-and-creating-communities
Krot, K., Lewicka, D. (2012). The importance of trust in manager-employee relationships. International Journal of Electronic Business
Management, 10(3), 224–233.
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Assessment 3 Instructions: Storytelling – MBA-FPX5002 – …
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Assessment 3 Instructions: Storytelling
Create a PowerPoint presentation that showcases your ability to tell a story.
Introduction
This portfolio work project will give you practice with professional writing expectations, as well as motivating and persuading others by telling a story.
Create a brief slide presentation, with graphics, and preferably your voice presenting, that analyzes the tools and strategies that leaders can use to build
trust and collaboration, and explains why you believe storytelling is one effective tool for you to use to lead your team.
The Creating a Presentation in the MBA Program Resources and the Guidelines for Effective PowerPoint Presentations [PDF] document will help
you with this presentation.
The Ariel Group explains that a story needs to follow a basic four-step format that gently leads the audience into the story, through the story, and
connecting the story:
The Ariel Group. (2011). Executive essentials: Storytelling [PDF]. Available from https://www.arielgroup.com/
Use this format, based on page 9 of the Ariel group resource, to create six slides (including cover page and references):
Slide 1. Cover slide with title and your name, and a graphic for interest (be sure to credit graphic artist in the reference slide).
Slide 2. Introduce the subject matter or business content, much as the introduction to a paper would do.
Conversation example: “I think you’ve been doing a great job heading this initiative despite the hiccups you’ve encountered along the way. I
want to make sure you don’t beat yourself up over this too much . . .”
Presentation example: “Today I would like to speak to you about a new marketing strategy for our product . . .”
NASA example: “NASA has a reputation for communication issues among teammates, but our team is going to change all of that.”
Slide 3. Provide an overview of the importance of storytelling. Specifically, analyze at least two tools leaders can use to build trust and relationships,
foster collaboration, and help employees feel engaged with their work (storytelling is one of those tools; mention one or two others). Also, explain
ways in which leaders use storytelling to build trust and relationships.
Slide 4. Transition into the story. This slide should transition into your story, setting the expectations of the audience of what is to come.
Conversation example: “In fact, back when I was a team leader, I had a similar experience . . .”
Presentation example: “Let me share with you a story to illustrate a vision of how we can work together . . .”
NASA example: “I once worked at another company that had some major communications issues. It wasn’t life or death like here at NASA,
but we did have some serious problems in communications that impacted our ability to be effective.”
Slide 5. Tell the Story. This slide should actually tell your story:
Set the stage.
Describe the conflict.
Describe the resolution.
Example: “It’s 2012. I’m out on the soccer field with my son when he turns to me and says . . .”
NASA example: “About 10 years ago I was working as a shift leader at a manufacturing facility where safety was supposedly part of
the culture, yet we had a frighteningly bad safety record . . .” Continue the story.
Slide 6. Connect the story to a teaching point or subject matter. This slide should bring your story back to the issue at hand.
Personal learning: “What my son said to me reminded me so powerfully that there is always a fresh, new way to look at any challenging
situation.”
Message for the group: “Ladies and gentlemen, are we willing to shift our marketing strategy in a whole new direction, to take a risk in the
way that my son did? I certainly am.”
NASA example: “In this situation, we learned this and that. Here at NASA, we can do the same thing. We can prove that communications
this and that.” Think of this like explaining the moral of the story.
Slide 7. References. Include references here.
Deliverable Format
Presentation. Attach a PowerPoint presentation that has a cover page, five content slides per the above, and a references slide. You must have
exactly seven slides—learning to follow established guidelines is important in school and the workplace.
Resources. Note that your slides should not be text heavy. However, you should make ample use of presenter notes. While the presenter notes do
not have to be a word-for-word transcript, they should be very close to what you would or do say in your audio. You may optionally use the slide
software recording tools to record audio of your slides—you actually telling your story.
Refer to the writing resources in the MBA Program Resources, especially paying attention to the MBA Academic and Professional Document Guidelines,
under Writing Skills, for more information.
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Assessment 3 Instructions: Storytelling – MBA-FPX5002 – …
Evaluation
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies through corresponding scoring
guide criteria:
Competency 2: Apply leadership strengths and behaviors to workplace situations.
Apply storytelling skills to a workplace situation where trust and collaboration are essential.
Competency 3: Recommend evidence-based strategies for leading and collaborating in complex environments.
Analyze the tools leaders can use to build trust and relationships, foster collaboration, and help employees feel engaged with their work.
Explain ways in which leaders use storytelling to build trust and relationships.
Competency 4: Communicate effectively through academic and professional writing.
Develop text using organization, structure, and transitions that demonstrate understanding of the relationship between the main topic and
subtopics.
Integrate appropriate use of scholarly sources, evidence, and citation style.
Convey clear meaning in text through sound grammar, usage, word choice, and mechanics.
SCORING GUIDE
Use the scoring guide to understand how your assessment will be evaluated.
VIEW SCORING GUIDE
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Capella University Scoring Guide Tool
MBA-FPX5002
u03a1 – Storytelling
Learner: Bryan Nickerson
OVERALL COMMENTS
RUBRICS
CRITERIA 1
Analyze the tools leaders can use to build trust and relationships, foster collaboration, and help employees feel engaged
with their work.
COMPETENCY
Recommend evidence based strategies for leading and collaborating in complex environments.
NON_PERFORMANCE:
Does not analyze the tools leaders can use to build trust and relationships, foster collaboration, and help employees feel engaged with their work.
BASIC:
Analyzes the tools leaders can use to build trust and relationships, foster collaboration, and help employees feel engaged with their work, but the
analysis is incomplete.
PROFICIENT:
Analyzes the tools leaders can use to build trust and relationships, foster collaboration, and help employees feel engaged with their work.
DISTINGUISHED:
Evaluates the tools leaders can use to build trust and relationships, foster collaboration, and help employees feel engaged with their work.
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CRITERIA 2
Explain ways in which leaders use storytelling to build trust and relationships.
COMPETENCY
Recommend evidence based strategies for leading and collaborating in complex environments.
NON_PERFORMANCE: Does not explain ways in which leaders use storytelling to build trust and relationships.
BASIC: Identifies situations when storytelling might be useful.
PROFICIENT: Explains ways in which leaders use storytelling to build trust and relationships.
DISTINGUISHED:
Explains ways in which leaders use storytelling to build trust and relationship and provides specific examples and supporting evidence.
CRITERIA 3
Apply storytelling skills to a workplace situation where trust and collaboration are essential.
COMPETENCY
Apply leadership strengths and behaviors to workplace situations.
NON_PERFORMANCE: Does not apply storytelling skills to a workplace situation where trust and collaboration are essential.
BASIC:
Applies storytelling skills to a workplace situation where trust and collaboration are essential, but the story is not well-organized or is not
appropriate for the intended audience.
PROFICIENT: Applies storytelling skills to a workplace situation where trust and collaboration are essential.
DISTINGUISHED:
Applies storytelling skills to a workplace situation where trust and collaboration are essential with a well-organized narrative that is appropriate in
tone and length.
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CRITERIA 4
Develop text using organization, structure, and transitions that demonstrate understanding of the relationship between the
main topic and subtopics.
COMPETENCY
Communicate effectively through academic and professional writing.
NON_PERFORMANCE: Does not include all components, and organizes text inappropriately for the assessment.
BASIC: Provides an unclear introductory statement and/or presents the text in paragraphs with unclear main ideas and/or transitional phrases.
PROFICIENT:
Develops text using organization, structure, and transitions that demonstrate understanding of the relationship between the main topic and
subtopics.
DISTINGUISHED:
Develops a strong introductory statement and organizes text with skillful transitions into paragraphs with clear main ideas, sufficient evidence,
analysis, and linking information.
CRITERIA 5
Integrate appropriate use of scholarly sources, evidence, and citation style.
COMPETENCY
Communicate effectively through academic and professional writing.
NON_PERFORMANCE: Includes plagiarized information.
BASIC: Does not synthesize information from sources and/or the credibility of the sources is questionable.
PROFICIENT: Integrates appropriate use of scholarly sources, evidence, and citation style.
DISTINGUISHED:
Integrates and synthesizes evidence from credible, scholarly, and professionally sound sources, with minimal flaws in APA citation style.
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CRITERIA 6
Convey clear meaning in text through sound grammar, usage, word choice, and mechanics.
COMPETENCY
Communicate effectively through academic and professional writing.
NON_PERFORMANCE: Obstructs meaning due to errors in sentence structure, grammar, usage, word choice, or spelling.
BASIC: Interrupts meaning due to errors in sentence structure, grammar, usage, word choice, or spelling.
PROFICIENT: Conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical errors.
DISTINGUISHED:
Produces complex and concise text that conveys clear meaning, with no errors in grammar, usage, word choice, spelling, or mechanics.
Supplemental Feedback
SUPPLEMENTAL CRITERIA 1
Purpose
Compose a text that articulates meaning relevant to the main topic, scope, and purpose of the prompt
BEGINNING: This text is unrelated to the assignment prompt.
DEVELOPING: This text is related to the assignment prompt but does not demonstrate an understanding of the main topic, scope, and purpose.
SKILLED: This text responds to the assignment prompt and appropriately addresses the main topic, scope, and purpose.
ADVANCED:
This text presents a focused response to the assignment prompt and demonstrates a thorough understanding of the main topic, scope, and
purpose.
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SUPPLEMENTAL CRITERIA 2
Organization
Develop text using organization, structure, and transitions that demonstrate understanding of relationship between main
and subtopics
BEGINNING: This text does not include a thesis statement and is organized inappropriately for the assignment.
DEVELOPING:
The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main idea(s) and/or transitional phrases.
SKILLED: This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective transitional phrases.
ADVANCED:
This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into paragraphs with clear main ideas,
sufficient evidence, analysis, and linking information.
SUPPLEMENTAL CRITERIA 3
Evidence
Integrate into text appropriate use of scholarly sources and evidence
BEGINNING: This text included plagiarized information.
DEVELOPING:
This text lacks synthesis of information from sources and/or the credibility of the sources is questionable, with many flaws in APA citation style.
SKILLED:
The included evidence was integrated and synthesized from outside sources, most of which are scholarly, with minimal flaws in APA citation style.
ADVANCED:
The evidence in this text was integrated and synthesized from credible, scholarly, and professionally sound sources, with minimal flaws in APA
citation style.
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SUPPLEMENTAL CRITERIA 4
Tone
Apply in text the standard writing conventions for the discipline, including structure, voice, person and tone
BEGINNING: Text uses language inappropriate for the intended audience.
DEVELOPING:
This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or tone for the intended audience.
SKILLED:
This text meets writing conventions for the discipline and there were minimal issues in appropriate use of voice, person, or tone for the intended
audience.
ADVANCED:
This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice, person, and tone for the intended audience.
SUPPLEMENTAL CRITERIA 5
Sentence Structure
Produce text with minimal grammar, usage, spelling, and mechanical errors
BEGINNING:
Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or mechanics in 75% or more of text.
DEVELOPING:
Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or mechanical errors in 25%-75% or more of text.
SKILLED: Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical errors in 10%-25% of text.
ADVANCED:
Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or mechanical errors in 10% or less of text.
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