module 1 assignment 1 leadership self assessment

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Leadership Self-Assessment: How Effective Are You?

• 21 Nov 2019

Knowing yourself is critical to being an effective leader . Building self-awareness and understanding your tendencies and motivational drivers can enable you to unlock the potential in yourself and your team.

“Self-awareness is about developing your capacity to sense how you’re coming across—to have undistorted visibility into your own strengths and weaknesses—and to be able to gauge the emotions you’re personally experiencing,” says Harvard Business School Professor Joshua Margolis in the online course Leadership Principles . “If you’re going to mobilize others to get things done, you can’t let your own emotions get in the way.”

This especially reigns true for professionals with experience in leadership roles. Leaders must be level-headed and capable of making critical decisions for the good of their organizations. Successful leaders must also be in tune with their leadership capabilities before acting on them. There’s reason to suggest that self-aware leaders directly correlate to happier employees and healthier companies.

Access your free e-book today.

Why Is Self-Evaluation Important For Leaders?

According to an analysis by Korn/Ferry International , companies with higher rates of financial return tend to employ professionals with high degrees of self-awareness. Relatedly, research by the Association for Talent Development shows that self-aware leaders report having:

• Greater effectiveness in the workplace
• Better relationships with colleagues
• Improved abilities to identify and manage their emotions
• Reduced stress

Reaping these rewards can be achieved through honest self-assessment. By examining patterns in how you view yourself and how others experience you, you can identify ways to learn and develop as a leader.

If you want to maximize your career trajectory and improve how you guide and manage teams, here are four ways you can assess your leadership effectiveness.

How to Self-Evaluate Yourself as a Leader

1. complete a self-assessment.

Questionnaires can be useful for identifying your motivations and strengths. In the online course Leadership Principles , participants complete two self-assessments: the Emotional and Social Competency Inventory (ESCI) and the Personal Values Questionnaire (PVQ) .

By taking these assessments, leaders can recognize behavioral patterns and gain insight into how they manage themselves and their colleagues.

This self-awareness is critical to effective leadership because it develops emotional intelligence —an ability that’s possessed by 90 percent of top performers in the workplace . Through looking inward and answering questions with honesty and candor, you learn how to better command your emotions—as well as others’—and build a foundation for your leadership approach .

2. Observe Yourself

In addition to self-assessments, observing a video recording of yourself can be a valuable way to learn more about your current leadership tendencies. Taking part in this kind of exercise can enable you to gauge how you present yourself and exhibit attributes of different leadership styles , such as authenticity, humility, and faith. Maintaining these attributes can not only foster concern for your company’s success but employees' wellbeing—also known as “caring leadership.”

Engaging in critical self-observation can also help you overcome the vulnerability of putting yourself in front of others as a leader, providing the confidence needed to inspire and influence your team .

3. Ask for Feedback

Beyond self-reflection, turn to those you interact and collaborate with for feedback on your effectiveness. Unlike management , leadership is less about administering and organizing and more about aligning and empowering employees to pursue organizational goals.

By turning to colleagues for thoughts on how they experience your leadership style, you can identify discrepancies in how you perceive yourself and chart a plan for more effective leadership. Soliciting and heeding feedback also helps develop clear lines of communication , which, according to the Center for Creative Leadership, is essential for building trust and driving performance.

For Juliana Casale , a marketing professional who took the online course Leadership Principles , completing self-assessments and receiving peer feedback led to a greater sense of awareness in her role and improved communication with her team.

“I'm now more mindful of how my colleagues are experiencing me and less averse to having difficult conversations,” Casale says.

Related: How to Give Feedback Effectively

4. Build and Maintain a Robust Network

Leadership is a skill that must be honed. As you progress throughout your career, it’s vital to cultivate a robust network you can rely on for coaching, support, and guidance.

“Your internal and external networks are important leadership assets,” says HBS Professor Anthony Mayo in the online course Leadership Principles . “They're how you gain access to resources like information, know-how, and funding that are crucial in enabling you to help those you’re leading. Networks also foster your learning by connecting you to people in organizations with different skills, perspectives, and contexts than your own.”

Through networking, you can build a powerful resource that exposes you to new opportunities and drives personal growth and success.

Unleashing Your Leadership Potential

You can be an effective leader at any stage of your career . Whether you’re a mid-level manager or new to the workforce, honing your leadership skills can pay dividends for your professional development.

By building self-awareness, soliciting feedback, and networking, you can gain a better understanding of your personal leadership style and unleash the potential in yourself and others.

Do you want to enhance your leadership skills? Explore Leadership Principles —one of our online leadership and management courses —to discover how you can become a more effective leader and unleash the potential in yourself and others.

This article was updated on July 19, 2022. It was originally published on November 21, 2019.

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• Module 1 Resources
• Module 2 Resources
• Module 3 Resources
• Module 4 Resources
• Library Portal

Module 1 Required Resources

• Leadership in Higher Education: Practices that Make a Difference Kouzes, J. M., & Posner, B. Z. (2019). Leadership in higher education: practices that make a difference. Berrett-Koehler Publishers. Overview of Text from Kouzes & Posner (2019) "The authors of the classic bestseller The Leadership Challenge bring their expertise to higher education, offering five practices that can make any college or university leader into an exemplary leader. Drawing on the same pioneering research that formed the foundation of their classic bestseller The Leadership Challenge (over 2.7 million copies sold), James Kouzes and Barry Posner offer a set of leadership skills and practices that will make a significant difference in every area of higher education--faculty, administration, library services, career counseling, auxiliary services, campus safety, and more. It's about the behaviors that leaders, regardless of their position, use to transform values into actions, visions into realities, obstacles into innovations, segments into solidarity, and risks into rewards. Kouzes and Posner tell the leadership story from the inside and move outward, describing it first as a personal journey and then as mobilizing others to want to do things they have never done before. The Five Practices of Exemplary Leadership is the operating system for this adventure. Leadership in Higher Education explains the fundamental principles that support these practices and provides case examples of people in higher education who demonstrate each one. A core theme that weaves its way through all the chapters is that, whether it's one to one or one to many, leadership is a relationship between those who aspire to lead and those who choose to follow. We need leaders who can unite us and ignite us. This book lights the way." For this module, you will read Chapters 1 and 6.
• Change and Leadership GreggU. (2018). Change and leadership [Video]. YouTube. https://www.youtube.com/watch?v=IzhGoTn1V0s
• How Great Leaders Inspire Action Sinek, S. (2009). How great leaders inspire action [Video]. YouTube. https://www.youtube.com/watch?v=V7pf3oT2_dE
• John Kotter- The Heart of Change Kotter, J. (2011). John Kotter- The heart of change [Video]. YouTube. John Kotter - The Heart of Change
• The Leadership Challenge: Interview with Barry Posner and Jim Kouzes The Leadership Challenge. (2015). The leadership challenge: Interview with Barry Posner and Jim Kouzes [Video]. YouTube. https://www.youtube.com/watch?v=OM8z57Asl_U
• Lee Bolman Shares the Four-frame Model from “Reframing Organizations” Nestell & Associates. (2022). Lee Bolman shares the four-frame model from “reframing organizations” [Video]. YouTube. Lee Bolman shares The Four Frames Model from "Reframing Organizations" - Bolman & Deal
• What is Change Management? Change Management Institute. (2021). What is change management? [Video]. YouTube. What is Change Management?

Assignment 1

• Leadership Practices Questionnaire Self Assessment Stellar Leadership. (n.d.). Leadership practices questionnaire self assessment. Leadership Questionnaire M1 641.docx
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NURS 4455 Module 1 Assignment 1 Module 1 Assignment 1: Leadership Self-Assessment

• WALDEN UNIVERSITY

Walden University NURS 4455   Module 1 Assignment 1  Module 1 Assignment 1: Leadership Self-Assessment- Step-By-Step Guide

This guide will demonstrate how to complete the Walden University  NURS 4455   Module 1 Assignment 1  Module 1 Assignment 1: Leadership Self-Assessment  assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for  NURS 4455   Module 1 Assignment 1  Module 1 Assignment 1: Leadership Self-Assessment                   

Whether one passes or fails an academic assignment such as the Walden University NURS 4455   Module 1 Assignment 1  Module 1 Assignment 1: Leadership Self-Assessment    depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NURS 4455   Module 1 Assignment 1  Module 1 Assignment 1: Leadership Self-Assessment                   

The introduction for the Walden University NURS 4455   Module 1 Assignment 1  Module 1 Assignment 1: Leadership Self-Assessment  is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NURS 4455   Module 1 Assignment 1  Module 1 Assignment 1: Leadership Self-Assessment                   

After the introduction, move into the main part of the NURS 4455   Module 1 Assignment 1  Module 1 Assignment 1: Leadership Self-Assessment    assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NURS 4455   Module 1 Assignment 1  Module 1 Assignment 1: Leadership Self-Assessment                   

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NURS 4455   Module 1 Assignment 1  Module 1 Assignment 1: Leadership Self-Assessment                   

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NURS 4455   Module 1 Assignment 1  Module 1 Assignment 1: Leadership Self-Assessment  assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW. 

Overview: Leadership Self-Assessment

Do you view yourself as a leader?

You have, no doubt, served as a leader in some situations, but you may not yet envision yourself as a leader in the nursing environment . This course is designed to help you recognize the leadership and management qualities you bring to the profession, sharpen and enhance those skills, and to encourage you to seek out leadership and management opportunities.

Use the Professional Development Inventory to assess your leadership qualities and skills. Save your results and/or make notes of the conclusions.

•             Identify characteristics of leadership and management.

Conclusions and Reflections

Describe your overall leadership characteristics, strengths, and weaknesses. Comment on any characteristics that the tool did not address that you believe to be important.

One becomes an effective leader when they understand what it takes to lead others and produce expected and desired outcomes as well as meet certain goals. Reflection is essential for one to understand what being a leader truly entails by assessing strengths and weak areas that require improvement (Kenny et al., 2020). In week one of the Group process and dynamics class, I explored what is expected of counselors in leading group sessions using counselling skills and techniques while exhibiting leadership skills to ensure that the group focuses on attaining the set goals and targets. Throughout this course, I have learned effective participation in group processes by working with fellow cohorts and exhibiting my acquired skills using Theravue. The purpose of this paper is to offer a reflection of my experience through my participation of group processes and self-evaluation of my group leadership skills and attributes.

Part I: Experience Working with a Group Cohort

The need to work in in group or cohort is a real and true test of how counselors can develop common approaches to develop proposal on handling different mental health issues like dealing with adolescent victims of abuse (Weinberg, 2020). In week 3 and 4 of Group Process and Dynamics class, I participated in a group of colleagues and we were to work together on a proposal to solve mental health issues. Each member was asked to propose a population and offer reasons for their selection and a group that would benefit from the selected option. The cohort began well by ensuring that all participated by contributing their ideas. Eventually, we settled on my proposal which was about counseling adolescent victims of different forms of abuse. Interestingly, I assumed the leadership role since my proposal was the one selected. Again, I did not sit back but actively participated through sufficient contribution as reflected by the selection of my proposal.

The cohort’s progress was good and members collaborated and cooperated based on their contributions and demonstration of professional disposition. For instance, they demonstrated a great sense of responsibility through engagement and accountability by contribution to the improve the proposed group activity (Miller et al., 2020). They were also fit as they developed better relationships and interactions as well as sensitivity and were impartial. I also felt adequate as a group member, especially based on the level of trust and confidence that the cohort illustrated by giving the leadership role (Maree, 2020). My self-assessment is accurate in this case since the cohort showed significant levels of maturity and integrity. The members were highly aware of the decisions and actions that they were taking and exhibited a willingness to have self-examination as well as challenge some biases and improve their overall competency levels.

I assumed the leadership role and felt that it was a valued and significant part of attaining the group goals and influencing members of the cohort to contribute effectively. The role was familiar since I have been a facilitator in several sessions in our facility and in the community. Besides, leading group therapies, I have always influenced how people develop perspectives in different areas of counseling practice (O’Hara et al., 2021). The leadership role also resembled a role that I play in the family in influencing my siblings and other members, including my parents through offering professional advice on how they can deal with issues that may be affecting them.

With five members of the cohort, I felt that the group was cohesive and all made significant contributions. It is inevitable that in a group some members would be more assertive and responsive than others and even make better contributions. This defines the group dynamics. In this case, it was also evident as some members gave best approaches based on their experience in the counseling field and mental health practice (Gómez, 2019). The vocal members helped the least responsive ones to evaluate their proposed interventions in a more reflective way and when they made their contributions, we unanimously adopted them. The implication is that the group dynamics among members were great and allowed us to improve our proposal and customize it to the targeted population.

The five members of the group and their effective illustration and modeling of professional dispositions ensured that we don’t encounter any problem or conflict. None of the members felt less or being overwhelmed by responsibilities. Conflicts are inevitable when working with individuals from diverse backgrounds (Magill et al., 2020). However, the cohort illustrated effective skills and maturity that there was no need of solving any issue. Except for lack of time keeping by one member that raised serious concerns in week 4, all members were keen on solving any issue and misunderstanding that could arise during the sessions. The counselor key professional dispositions implore counselors to use all the approaches when involved in group settings to maintain ethical and professional standards (Maree, 2020). It is critical for members to engage in meeting and discussions, be accountable and interact with others in a professional way.

In completion of this reflection, it is essential to reflect on aspects of the Johari Window that is a core aspect of group process and dynamics as discussed on the first week of the course. Counselors can use the Johari Window to enhance self-awareness and how they interact with others in group situations (Sabella et al., 2020). I have learned that in group participation, I always influence others by allowing them to express their ideas. I also feel comfortable being a group setting by being more productive and interactive. Being decisive and expressing my ideas and thoughts are a core aspect of my group interactions (Kenny et al., 2020). If there are areas that I could improve, it would be altering my way of perceiving others and being more accommodative. Effective leadership needs better decision-making and motivating others. As such, the Johari Window demonstrates that leaders should involve all people when developing plans and allow them to express their opinions (Luft, 1982). The areas to grow include enhancing communication by being open, honest, and accurate in making statements while dealing with others.

The information and enhanced self-awareness using the Johari Window and disposition imply that as a group leader, one must be willing to enhance motivation, be authentic, and true to their abilities. Leaders must transcend the expected and help all members to focus on the set goals. Again, leaders must also be reflective and assess members based on their abilities (Luke et al., 2020). The experience is effective in deepening self-compassion as well as compassion for colleagues and group members by illustrating the importance of professional dispositions and putting them into practice. The experience shows that group members and colleagues are essential when developing a common approach to issues concerning patients and appropriate interventions. Initiating communication amongst members as a leader is reflection of one’s enhanced involvement and compassion for the group (Kuper et al., 2020). Allowing group members to express themselves also helps to position them in a better way and promote constructive criticism and healthy interactions.

Part II: Self-Assessment of Leadership Skills

After doing the group proposal, I truly appreciate the significant of leadership skills in developing and running a successful group. The most critical job for any leader is effective communication with all group members. Leaders require active listening skills to work well with others. They should also help other members interact better among themselves. Leaders also learn to be effective members and good followers before they can effectively lead (Corey et al., 2018). Leadership is not about running the show but giving others the opportunity to express themselves through which they can pick up the important aspects. As leaders, the critical role is to facilitate the group’s direction and not domination. Leaders should show by example through their actions and decisions.

Conceptualization of Group Leader

The experience of working with the cohort changed my concept of leadership. Initially, I thought that the group leader runs the group with limited input from members. I thought that it was the role of the leader to set the group’s tone, begin and end the discussions and make all critical decisions. However, through the course and participation in group proposal, I realize that the group leader’s main role is to facilitate communication (Christensen et al., 2020). Members play a critical role in advancing the group aspects and flow of activities. while a leader may determine certain aspects for discussion and even initiate the conversation, it’s the members who keep the communication going on and creating necessary changes within the setting.

Using the Theravue was a great experience as it places one in the session as a counselor. The simulation allows one to see how normal sessions should run. The use of simulation was effective in helping group members conform to some of the suggestions that I made during the discussions. Through the simulation, one can practice diverse situations or scenarios that they can encounter in counseling, especially when dealing with adolescent victims of abuse (Wei et al., 2021). The simulation allows one to develop skills and practice them based on feedback it provides.

Moving forward to my field experience means that I should use all tools at my disposal to improve my group leadership skills and attributes. I should seek best practices that include using even simulations to improve the weak areas. The use of Theravue demonstrates that counselor should respond to and be aware of their client’s unique positions and concerns. Theravue enables one to practice effective leadership skills, including the chance to change and practice responses before giving feedback or answers to clients (Budesa et al., 2022). The experience also shows the need to solicit feedback and accepting constructive criticism from peers and even instructors.

Professional dispositions are a critical component of effective counseling. Counselors need effective leadership skills when in groups and cohorts to develop a common approach to issues affecting their clients and how best to serve them. The group experience, the use of theravue and application of the professional dispositions all illustrate the importance of group dynamics in counseling.

Budesa, Z., & Barrio Minton, C. A. (2022). Enhancing Counselor Education and Supervision

through Deliberate Practice. Teaching and Supervision in Counseling, 4(1), 5. https://trace.tennessee.edu/tsc/vol4/iss1/5

Christensen, J. K., Dickerman, C. A., & Dorn-Medeiros, C. (2018). Building a consensus of the

professional dispositions of counseling students. Journal of Counselor Preparation and Supervision, 11(1), 2. https://digitalcommons.sacredheart.edu/jcps/vol11/iss1/2

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Cengage.

Gómez, J. M. (2019). Group dynamics as a predictor of dissociation for Black victims of

violence: An exploratory study of cultural betrayal trauma theory. Transcultural psychiatry, 56(5), 878-894. https://doi.org/10.1177/1363461519847300

Kenny, M. C., Helpingstine, C. E., Harrington, M. C., & McEachern, A. G. (2018). A

comprehensive group approach for commercially sexually exploited girls. The Journal for Specialists in Group Work, 43(4), 376–398. https://doi.org/10.1080/01933922.2018.1484540

Kuper, J. L., & Turanovic, J. J. (2020). Adjustment Problems in Early Adulthood Among

Victims of Childhood Physical Abuse: A Focus on Adolescent Risk and Protective Factors. Crime & Delinquency, 66(3), 337–362. https://doi.org/10.1177/001112871985

Luke, M., & Goodrich, K. M. (2019). Focus group research: An intentional strategy for applied

group research? The Journal for Specialists in Group Work, 44(2), 77-81. https://doi.org/10.1080/01933922.2019.1603741

Luft, L. (1982). The Johari Window: A graphic model of awareness in interpersonal relations. In

NTL Institute, NTL Reading Book for Human Relations Training .

Magill, M., Mastroleo, N. R., & Martino, S. (2022). Technology-based methods for training

counseling skills in behavioral health: A scoping review. Journal of Technology in Behavioral Science, 7(3), 325-336. DOI: 10.1007/s41347-022-00252-8.

Maree, J. (2020). Innovating Counseling for Self-and Career Construction. Springer

International Publishing.

Miller, S. M., Larwin, K. H., Kautzman-East, M., Williams, J. L., Evans, W. J., Williams, D. D.,

… & Miller, K. L. (2020). A proposed definition and structure of counselor dispositions. Measurement and Evaluation in Counseling and Development, 53(2), 117-130. DOI:10.1080/07481756.2019.1640618

O’Hara, C., Chang, C. Y., & Giordano, A. L. (2021). Multicultural competence in counseling

research: The cornerstone of scholarship. Journal of Counseling & Development, 99(2),

Sabella, S. A., Landon, T. J., McKnight-Lizotte, M., & Bernacchio, C. P. (2020). How do

supervisors assess and develop professional dispositions among counselors in vocational rehabilitation agencies? A qualitative inquiry. The Clinical Supervisor, 39(1), 106-127. https://doi.org/10.1080/07325223.2020.1729919200-209. https://doi.org/10.1002/jcad.12367

Wei, M., Wang, L.-fei, & Kivlighan, D. M. (2021). Group counseling change process: An

adaptive spiral among positive emotions, positive relations, and emotional

cultivation/regulation. Journal of Counseling Psychology , 68(6), 730–745.

https://doi.org/10.1037/cou0000550

Weinberg, H. (2020). Online group psychotherapy: Challenges and possibilities during COVID-

19—A practice review. Group Dynamics: Theory, Research, and Practice, 24(3), 201. https://doi.org/10.1037/gdn0000140

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 4455 Module 1 Assignment 1 Module 1 Assignment 1: Leadership Self-Assessment

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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