Liberty Relationship Between Executive Coaching & Female Executive Performance Paper

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Liberty Relationship Between Executive Coaching & Female Executive Performance Paper

ADRP Prospectus Instructions

Using research of the current literature on the topic selected and that is relevant to organizational and executive coaching, prepare a 5–8-page prospectus response complying with the formatting and content instructions below.

  • Minimum of 5 pages and maximum of 8 pages, double spaced, not including title page and reference page
  • Times New Roman 12-point font
  • Left justified only
  • One-inch margins
  • Current APA format
  • Numbered pages
  • Minimum of 10 scholarly journal references; each reference must be less than 10 years old
  • Show block quotations for more than 40 words:
    • Single spaced with double space separating quotes
    • Indented 5 spaces from left-hand margin
    • No quotation marks
  • Reference page in current APA format, including active, permanent/stable URL links (not included in page total)
  • Double space between references and single space within the reference
  • A title page that includes:
    • Course number and name
    • Case name
    • Student name
    • Date submitted
    • Respectfully submitted to: (instructor’s name)
  • Abstract
  • Concepts from the literature synthesized into the prospectus format with the following sections required:
    • Problem Statement
    • Purpose Statement/Research Questions
    • Conceptual Framework
    • Hypothesis/Hypotheses (supported by literature review citations and based on level of empirical knowledge gained from the review of the literature)
  • Selected research approach/rationale for this approach:
    • How the data will be measured
    • How the data will be collected
    • How the data will be analyzed
    • How conclusions will be drawn
    • What limitations exist
  • Expected contributions of the research and expected outcomes
  • Summary
  • Reading Material
  • Reading Bergquist & Mura: chs 1-6
  • Underhill et al.: ch. 1=6

https://libraryofprofessionalcoaching.com/wp-app/wp-content/uploads/2014/10/coachbook.2nd-edition.pdf

https://www.scribd.com/read/134855349/Executive-Coaching-for-Results-The-Definitive-Guide-to-Developing-Organizational-Leaders

Prospectus paper grading rubric

Criteria

Content

Levels of Achievement

140 Points

Advanced

Proficient

Developing

Not Present

Points Earned

Key Components

& Major Point Support

140-132 points

  • Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
  • Student demonstrates proficient command of the sumbect matter in the assignment. Assignment shows an impressive level of depth of studetn’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
  • Student demonstrates a higher level of critical thinking necessary for graduate-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout the assignment.
  • Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
  • Student exhibits above average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide and adequate presentation of studentn’s current level of subject matter knowledge.
  • Student exhibits a good command of critical-thinking skills in the presenation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Ooverall, student proives adequate conclusions, with 2 or fewer errors.
  • Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader ma have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
  • The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
  • Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. Student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.
  • Student exhibits minimal understanding of the intended assignmen and the thesis is not fully supported throughout the assignment. Thesis fails to guide the development of the assignment.
  • The assignment reveals that the student lacks a general, fundamental understanding of the course material. There are areas of concern in the linkages provided between facts and supporting statements. Student does not clearly explain concepts, but does not meet the minimum requirements in this area.
  • Student presents a limited perspective on key concepts throughout assignment. Student does not apply information in a problem-solving manner.

131-122 points

121-1 points

0 points

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