Political Science: Effective Communication in the Workplace

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CL47FoundationsandCapstoneStudentGuideDDEDraftasof081020201.pdf

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Sergeants Major Course Distance Learning

(SMC-DL)

Class 47

Foundations

Capstone Guide

AY20-21 1 Aug 2020

The Journey Begins Here

Welcome on behalf of the Commandant of the NCOLCOE and Director of the Sergeants Major Academy (SMA), we are excited to facilitate your journey through the Sergeants Major Course Distance Learning (SMC-DL). The instructors within this department are eager to begin your journey with you.

A key to success while in the SMC-DL is to keep an open mind (open to other points of view), a positive attitude, good study ethic, and contribute to group discussions. The education we provide is essential for you to serve successfully as a Sergeant Major and a future Command Sergeant Major.

The SMC-DL will deliver the five core departments of the resident course. We recognize the challenges of managing a work life balance and accomplishing the academic rigors of the course. Rests assured many have had some of the same apprehensions and were able to complete the course. Each department will challenge your ability for critical thinking as you apply the concepts and theories to various case studies, discussion boards, oral presentations and papers.

A key to success within SMC-DL is completing all assigned reading because the sequential lessons build upon theories and concepts learned in previous lesson material. Students cannot be successful in this department if you do not read all required reading. The curriculum will challenge paradigms and discuss difficult leadership issues. Rest assured we have a world- class faculty that is dedicated to your success, your success equates to the future of our Army.

In the coming weeks you will receive an email from the Team Lead of the respective department that you will start your journey. Afterwards you will receive an email from your individual instructor outlining some administrative requirements and onboard you into Blackboard prior to the execution of the course.

Again, welcome and congratulations on your selection to attend the Sergeants Major Course- Distance Learning. This selection is a testament of your professionalism and commitment to the Profession of Arms. If there is anything that I can do to facilitate your journey, please do not hesitate to reach out to SGM Cromartie or myself if your instructor is not responsive.

Kartina Cromartie Arthur L. Jenkins Vice Chair DDE Chair DDE

What is a Learning or Academic Guide? In the broader context of distance learning (DL), a learning guide is a tool that promotes independent learning, learner interactivity, and deep learning in the student/learner (opportunity for reflective thinking). A guide is a resource that provides academic and administrative learner support throughout the course. It generally includes information about the topics or areas being covered in a course, self-study activities that promote independent learning and assist the learner in further understanding of course materials.

Purpose of a Learning Guide

The purpose of this guide is to support the learning process directly. Typically, the design should help guide you through the following areas: 1. Learning Strategies 2. Outcomes 3. Assessment 4. Content 5. Learning tools. This guide does not replace Blackboard our Learning Management System (LMS), it only serves as an augmentation to guide you through the learning process while enrolled in the Sergeants Major Course- Distance Learning (SMC-DL). The design of this learning guide is to assist in the interactive, self-directed learning. Therefore, it offers you the opportunity for independent learning and teaches you the invaluable skill of how to learn. As a result, of this guide, you should develop a unique set of technical, research and critical thinking skills that will enable you to continue a high level of thinking and learning following the conclusion of the course as you continue to serve in increasing levels of responsibility throughout the Department of Defense.

Blackboard (BB) Learning Management System (LMS) The important benefit of online learning is that it can span time and distance. You do not have to be in the same place as your instructor to obtain course-related information. With Blackboard Learn, you have access to your course content from anywhere, at any time. You can also interact with your classmates and instructors. Download the BB App for your respective mobile device from the appropriate location (Apple or Google).

Blackboard is the LMS that the Sergeants Major Academy uses as its official system of record during your enrollment in the course. All assignment instructions are located in BB and this guide serves as a supplementary tool to assist with your planning. The Sergeants Major Academy URL to log on is https://usasma.blackboard.com/

Reflection questions

Throughout the Learning Guides, you will find various reflection questions associated with the Enabling Learning Objectives. According to Army doctrine, the process of reflection stimulates critical thinking and throughout this course, you will find reflective questions about the materials that require consideration of underlying assumptions, alternative courses of action, and application of lessons to other situations. Applying reflective practices to enhance learning will make your professional development more effective.

https://usasma.blackboard.com/

Additionally, leader development doctrine teaches us that when we enhance our learning through reflection it draws on the developmental value from learning opportunities. Through the practice of reflection, new ways of thinking will become easier to use in daily operations and especially in pressure situations where they are most beneficial. Improved thinking strategies will create greater self-confidence, making it more likely to address rather than avoid complex challenges.

As Army leaders, learning from experience can be enhanced by facilitating what an experience means. This allows individuals to make sense of an experience and interpret the event to create personal understanding. This process requires observation, feedback, dialogue, and reflection.

Cyber Café

Within Blackboard you will find a tab titled “Cyber Café”, this serves as a medium where you can post questions about specific assignments and collaborate with fellow students. This is in my opinion the most valuable tool that we (SMC-DL) can provide you while enrolled in the course.

One of the keys to success in a DL learning environment is to create a collaborative learning community.

Required readings

Throughout this guide, you will identify specific readings requirements for the associated material. All readings are available in Blackboard located within the respective folders for the department assigned and you can download to your personal device.

Again, good luck as you embark on this journey of distance learning.

Table of Contents

FOUNDATIONS OVERVIEW ....................................................................................................... 6

ADMINISTRATIVE REQUIREMENTS DURING FOUNDATIONS ............................................. 19

ESTABLISH E-PORTFOLIO ...................................................................................................... 21 SMC-DL e-Portfolio Template .................................................................................................. 22

CAPSTONE GUIDE.................................................................................................................... 24

C600: SMC CAPSTONE PROJECT .......................................................................................... 25

CAPSTONE BRIEF .................................................................................................................... 26

CAPSTONE PAPER................................................................................................................... 27

MAJOR SECTIONS OF CAPSTONE PAPER ........................................................................... 29

Foundations Overview

The Foundations curriculum affords students an opportunity to gain an understanding of the skills needed to succeed throughout the SMC-R. Foundations consist of the following terminal learning objective (TLO) and lessons:

 P930.01, SMC Administration Overview

 P930.02, Teambuilding: Group Process

 P930.03, Teambuilding: Group Dynamics

 P930.04, Adult Learning Strategies

 P930.06, SMC Writing Requirements

 P930.07, English Writing

 P930.08, American Psychological Association (APA)

 P930.09, Personal Experience Paper

 P930.10, Professional Writing Paper

 P930.11, Military Briefing Techniques

 P930.12, Physical Wellness Program Management

 P930.14, Understand the Roles of the SGM and CSM

 P930.17, Capstone Brief

 P930.18, Coaching and Student Feedback

 P930.19, Capstone Paper

 L101, Writing to Persuade

Note: The course utilizes an e-Portfolio established in foundations and used throughout the course as a tool that supports productive learning to include thoughtful reflections and relevant artifacts that provides a means for self-assessment based on evidence of an individual’s growth over time and effort.

Foundations Assignments

ELO 400-SMC-0930.01 (P930.01: Course Administration and Overview)

Scope: This lesson will provide students with the Sergeants Major Course administration overview. It will familiarize students with the functional areas while attending the course, to include connectivity, course structure, course administration and online classroom administration.

Action: Discuss overview of the Sergeants Major Course. Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment.

Standard: Discussion includes:

1. Connectivity; 2. Course Structure; 3. Course Administration; 4. Online Classroom Administration; and 5. SMC Operational Environment.

Learning Domain: Cognitive. Level of Learning: Understanding

Required Reading: Review & Scan SH1_ NCOLCOE Grammar Guide Practical Exercises: None

* Review PPT to gain understanding

ELO 400-SMC-0930.02 (P930.02: Teambuilding and Group Process)

Scope: During this lesson, students will go through exercises designed to facilitate the group process. Students will have the opportunity to interact with the group and give information about them. At the same time, they will learn information about their peers. This shared experience and information will be instrumental in attaining and maintaining group cohesiveness and camaraderie.

Action: Discuss the small group process. Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment. Standard: Discussion includes-

1. Participating in the team building process; and 2. Summarize what constitute effective teams.

Learning Domain: Cognitive Level of Learning: Understanding

Required Reading: None Practical Exercises: Practical Exercises 1 and 2

 Conduct PE 1 [P930.02] and Post your responses in the BB discussion Board for Introductions.

* Review PPT to gain understanding

ELO 400-SMC-0930.03 (P930.03: Teambuilding: Group Dynamics)

Scope: Teambuilding and Group Dynamics are key factors in the development of cohesive units as we operate in today’s Contemporary Operational Environment. As we approach a two decades of armed conflict, how well we build units and teams will lead to success or failure. The objective of this lesson is for students to analyze the elements of teambuilding and group dynamics by completing two teambuilding exercises. Understanding teambuilding and group dynamics will give leaders the knowledge to analyze shortfalls in the teambuilding process, which will enable them to make adjustments in developing cohesive units and teams.

1. Participating in the team building process; and 2. Summarize what constitute effective teams.

Learning Domain: Cognitive Level of Learning: Relate

Required Reading: Reading A, Scan Army Leadership (ADP 6-22) (2019), pp. 6-13 thru 6-15 (2 pp.) Practical Exercises: Conducted in Phase III

* Review PPT to gain understanding

ELO 400-SMC-P930.04 (P930.04: Adult Learning Strategies)

Scope: This lesson enables the students’ approach to the study aspects of the Sergeants Major Course (SMC) with confidence. It introduces them to adult learning strategies that enhance their capacity to learn and addresses students’ issues from the operational Army to the institutional learning environment. This lesson provides effective and significant learning tools needed to enhance their learning experience.

The critical and creative processes used depend on the students’ ability to struggle with ideas, concepts, and information in a mature, open-minded way. The adult learning model used in the SMC makes the learning process challenging, rewarding, and enjoyable.

Action: Apply Adult Learning Strategies while attending the SMC Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment. Standard: Application includes -

1. Facing the challenges of adult learning; 2. Demonstrating the art of studying; 3. Preparing for the classroom experience; 4. Demonstrating the art of reading; 5. Developing effective examination taking techniques; and 6. Developing effective time management skills;

Learning Domain: Cognitive Level of Learning: Understanding

Required Reading: Reading A, 10 Strategies for Better Time Management, University of Georgia, 2008 (8 pp.). Practical Exercises: None

* Review PPT to gain understanding

ELO 400-SMC-P930.06 (P930.06: Writing Requirements)

Scope: This lesson will provide you with the requirements for the SMC “Professional Writing” assignments. This lesson will introduce you to the major writing assignments within the SMC. You will conduct several professional writing projects, voluntary or mandatory. In order to successfully complete these projects you must understand the requirements. This lesson provides a foundation level of knowledge to aid in the successful completion of those requirements.

Action: Understand SMC’s professional writing requirements. Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment.

Standard: Understanding includes – 1. Introduction to writing assignments; and 2. Demonstrating grammar skills and basic writing mechanics.

Learning Domain: Cognitive.

Level of Learning: Illustrate

Required Reading: Reading A, Licea, A. & Kefalas, H. (2017). 8 reasons why NCOs should write and published. Retrieved from https://fromthegreennotebook.com/2017/02/08/8-reasons-why- ncos-should-write-and-publish/. Reading B, Writing- January-February 2017 - English Edition - Military Review. (n.d.). Retrieved from https://www.armyupress.army.mil/Journals/Military-Review/English-Edition- Archives/January-February-2017/ART-017/ Practical Exercises: None

* Review PPT to gain understanding

ELO 400-SMC-P930.07 (P930.07: English Writing)

Scope: This lesson is intended to help students understand how to write an effective English essay or paper. It support the numerous writing requirements they will encounter in the SMC. Writing skills are essential for succeeding in high school, in college, on the job, and here at the Sergeants Major Academy.

Students will encounter some type of writing during most of their classes while here. Whether they are composing an essay, writing an operations order, or a research paper, they need to be able to express themselves in writing. This lesson provides a foundation level of knowledge to aid students in successfully dealing with those requirements. In carrying out their military duties, they will frequently write or review documents. These documents must conform to the Army writing style and professional writing requirements. Instructors will evaluate students writing ability throughout the course.

Additionally, instructors will evaluate all writing assignments from this course and other lessons according to professional writing standards. The outcome of this lesson is for students to write a no less than a 500 and no longer than a 1,000 words essay on an assigned subject. Students will refine Personal Experience Paper from P930.09.

Action: Understand the SMC’s professional writing requirements. Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment. Standard: Understanding includes-

1. Explain the mechanics of APA; 2. Explain how to create properly formatted reference material; and 3. Demonstrate an understanding of APA by producing an essay in APA style.

Learning Level: Cognitive Level of Learning: Understanding

Required Reading: Reading A, English Writing (15 pp.)

http://www.armyupress.army.mil/Journals/Military-Review/English-Edition-

Reading B, Desk Reference (13 pp.) Reading C, Example Essay (7 pp.) Practical Exercises: Practical Exercises 1 and 2

 PE 1 “Passive to Active Voice” familiarize students with passive and active voice when writing. Throughout the SMC, the writing requirements will include writing papers in active voice IAW AR 25-50, p. 6, par. 1-36.

 PE 2 “Prepare an Essay” is the first English writing exercise that will set the tone for both student and instructor for the forthcoming SMC writing requirements. Refer to Reading C.

* Review PPT to gain understanding

ELO 400-SMC-P930.08 (P930.8: American Psychological Association (APA) Style)

Scope: This lesson will help students understand how to write documents in APA style. The lesson supports the numerous writing requirements they will encounter in the SMC. This lesson provides a foundational level of knowledge to aid students in successfully dealing with those requirements, and builds on the English Writing lesson. This lesson emphasizes writing skills by challenging students to improve their ability to communicate clearly in APA style. The skills include the ability to apply the mechanics of APA and properly format a references page. The outcome of this lesson is for students to produce a document in accordance with the APA style of writing that includes the mechanics of APA, headings, in-text citations, and reference page. The skills identified provide a common style in writing and assist in the assessment of overall student performance by providing the academy standard and requirement for all writing assignments.

Action: Understand professional writing assignments and format requirements. Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment. Standard: Understanding includes-

1. Explain the mechanics of APA; 2. Explain how to create properly formatted reference material; and 3. Demonstrate an understanding of APA by producing an essay in APA style.

Learning Level: Cognitive Level of Learning: Compose

Required Reading: Reading A, APA Style Workshop, Purdue University, Retrieved from https://owl.english.purdue.edu/owl/resource/664/1/ Practical Exercises: None

* Review PPT to gain understanding

ELO 400-SMC-P930.09 (P930.9: Personal Experience Paper (PEP))

Scope: This lesson will focus on capturing the significant experiences and contributions of Sergeants Major Academy students. Sergeants Major are the senior enlisted Soldiers in the U.S. Army. They are at the pinnacle of their profession through hard work, sacrifice, and overcoming hardships and obstacles. Their experiences serve to guide and inspire those who seek to assume their role.

The Personal Experience Papers (PEP) produced from this lesson will add numerous memoirs to the history of the Noncommissioned Officer Corps. Students will write a 500 to 750 words PEP, using the Purdue OWL American Psychological Association (APA) format.

The intent of this lesson is for students to understand and gain an appreciation for the importance of telling the Noncommissioned Officer story. It is important that Noncommissioned Officers account for their military experiences in a formal manner. Their PEP will provide insight into the significant experiences and contributions unique to the Noncommissioned Officer Corps. As part of Foundations, this lesson also allows instructors to provide feedback to students on the application of the English Writing and APA lessons received earlier in the course.

Action: Produce a Personal Experience Paper (PEP) Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment. Standard: Production of a Personal Experience Paper (PEP) includes-

1. Select a transformational experience in your career that you feel will have an impact on or enrich the Noncommissioned Officer Corps; and

2. Write an APA style essay in a minimum of 500 words, but not more than 750 words (not including the title page, reference page, and appendixes)

Learning Domain: Cognitive Level of Learning: Compose

Required Reading: None Practical Exercises: None

* Turned in during rotation into the Department of Professional Studies * Review PPT to gain understanding

ELO 400-SMC-P930.10 (P930.10: Professional Writing Paper)

Scope: The intent of this lesson to prepare SMC students to employ research in preparation to ultimately create a compelling professional paper suitable for publication. You are a senior military leader and as such it is essential you cultivate your writing skills to ensure they are on par with your verbal, leadership, and physical abilities.

Action: Produce an individual research project. Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment. Standard: Production of an individual written paper suitable for publication. Learning Domain: Cognitive Level of Learning: Create

Required Reading: None Practical Exercises: None

* This assignment is due in the Department of Professional Studies * Review PPT to gain understanding

ELO 400-SMC-P930.11 (P930.11: Military Briefings Techniques)

Scope: The desired outcome of this lesson is for students to demonstrate military briefing techniques. This lesson will have students discuss the four different types of briefing techniques and the appropriate use for each method. Furthermore, this lesson will help students gain confidence in delivering two types of military briefings (the information brief and decision brief) to various audiences. At the end of this lesson, the student should have a better comprehension of the required effort to prepare a military briefing, a grasp of the components that comprise a military briefing, and a greater level of self-confidence when delivering a military briefing.

Action: Understand how to conduct military briefings. Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment. Standard: Understanding includes-

1. Types of briefings; 2. How to conduct an information brief; 3. How to conduct a decision brief; 4. Process of an effective speaker; and 5. Proper use of visual aids.

Learning Level: Cognitive Level of Learning: Illustrate

Required Reading: Reading A, FM 6-0, C1, Commander and Staff Organization and Operations (May, 2015) Chapter 7, (5 pp.)

Practical Exercises: None

* Review PPT to gain understanding

ELO 400-SMC-P930.12 (P930.12: Physical Wellness Plan Management)

Scope: This lesson on Physical Wellness will introduce an Army physical wellness program. NCOs have always recognized that the effectiveness of Soldiers depend largely on their physical condition; survivability often depends upon maneuverability and mental alertness. As leaders, we must emphasize the value of physical wellness. Leaders continually assess their units to determine physical fitness level as well as unit’s readiness. The intent of this lesson is for students to understand, explain, and apply the components of physical wellness. At the completion of this lesson, students will be able to explain and apply a physical wellness program.

Action: Develop a physical wellness program. Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment. Standards: Developing a physical wellness program includes-

1. Understanding the PRT system; 2. Role of leaders in physical readiness; 3. A Special Conditioning Program; and 4. A Personal Fitness Plan.

Learning Domain: Cognitive Level of Learning: Create

Required Reading: Reading A, FM 7-22, Army Physical Readiness Training, Chapter 6, Special Conditioning Programs, pp. 6-1 to 6-10, (11 pp.) Reading B, AR 350-1, Army Training and Leader Development, Appendix F, Section II, para. F- 5, pp. 192-198 (7 pp.) Practical Exercises: None

* Review PPT to gain understanding

ELO 400-SMC-P930.14 (P930.14: Understand the roles of the SGM and CSM)

Scope: This lesson aims to enhance your understanding of the complexities involved in the roles of the SGM and CSM in the organizational staff, strategic staff, and command advisory roles. Upon completion of this lesson, you will have a better understanding of the interactions between the SGM and the CSM with their Commanders, staff officers, staff NCOs, and each other. With very little formal doctrine to guide the Sergeant Major, the role seems endless and the impact is significant at all levels of operations.

Action: Understand the roles of the SGM and CSM Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous

methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment. Standard: Understanding includes-

1. Core CSM and SGM roles; 2. Professional relationships; 3. Staff interactions; 4. Tactical roles of the CSM and SGM; 5. Functions of the CSM and SGM; and 6. CSM and SGM career development.

Learning Domain: Cognitive Level of Learning: Understand

Required Reading: Reading A, Infantry Nov-Dec 2012 Lessons Learned as and Operations SGM, CSM John Blue. Pages 14 to 15 (2 pp.). Read to understand the author’s vision of an operation SGM. Reading B, Armor 2001, Redefining The Role Of The CSM, In A Tactical Environment, Command Sergeant Major James L. DePriest and Colonel Oscar R. Anderson, Pages 1 to 3 (3 pp.). Read to understand the authors’ vision of the CSM Practical Exercises: None

* Review PPT to gain understanding

ELO 400-SMC-P930.17 (P930.17: SMC Capstone Brief)

Scope: This lesson introduces the requirement for an e-Portfolio where students will reflect on their learning experiences and capture those significant moments of educational inspiration that they will retain for future use. During Phase 3 of the Sergeants Major Course, students will present an 8 to 10 minute graded SMC Capstone brief containing lessons-learned and what they will take away from their experience as a student in the Sergeants Major Course. The lesson consists of an overview lesson in the Foundations phase, followed by an 8-hour day during Phase 3 for capstone research and reflection.

Action: Produce a capstone brief Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment. Standard: Production of the capstone brief includes - 1. Identify significant personal learning outcomes, and 2. State personal learning outcomes via a brief. Learning Domain: Cognitive Level of Learning: Create

Required Reading: Reading A, British Journal of Educational Technology, The role of e-portfolios in supporting productive learning (Vol. 47 No. 6, 2016). Practical Exercises: None

* Capstone Brief delivered in Phase III resident

* Review PPT to gain understanding

ELO 400-SMC-P930.18 (P930.18: Coaching and Student Feedback)

Scope: During Foundations, instructors will introduce their students to the individual development plan (IDP) in the Army Career Tracker (ACT). The instructors will conduct an initial individual coaching and feedback session to review the results and review the IDP. Instructors will discuss strengths and developmental needs with their assigned students. After identifying development needs, instructors and students will work to prioritize them. The instructors will then provide insight into possible ways to address these needs and assist the students in updating the IDP. At the end of each Phase, instructors will conduct a close-out coaching and feedback with each student in Blackboard.

Action: Develop self-awareness through counseling and feedback. Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment. Standard: Development includes-

1. Interpreting individual assessment results; 2. Analyzing personal strengths and weaknesses; 3. Prioritizing developmental needs; and 4. Building an Individual Development Plan (IDP).

Learning Level: Cognitive Level of Learning: Apply

Required Reading: None Practical Exercises: None

* Review PPT to gain understanding

ELO 400-SMC-P930.19 (P930.19: Capstone Paper)

Scope: The purpose of this lesson is for the learners to engage in the mastery of four capstone outcomes including critical thinking, communication (written), diversity, and ethics. Learners will demonstrate their mastery by developing a substantial research paper, which will illustrate an academic analysis of a contemporary global issue in the area of leadership and workforce development.

discussions, and personal experiences based on the contemporary operational environment. Standard: Production of an individual written paper suitable for publication. Learning Domain: Cognitive Learning Level: Create

Required Reading: None Practical Exercises: None

* Final paper submitted during latter part of Phase II

ELO 400-SMC-L101 (L101: Writing to Persuade)

Scope: This lesson is the foundation for the application of persuasive writing through argumentative and expository essay techniques and includes the preferred format students will use in writing a persuasive essay. The lesson will address the value of persuasive writing, explain the recursive writing process, and introduce strategies for persuasive and credible writing. During the lesson, students will conduct an annotated bibliography with a peer review. The lesson will have students build on previous thesis statement development lessons, review the critical elements of a persuasive essay, identify the importance of an outline prior to writing the paper, and provide a refresher from the English Writing and APA lessons.

During the Sergeants Major Academy, students will learn the value of using the elements of thought/reasoning and the universal intellectual standards in their daily activities. Adapting these powerful intellectual tools into their professional life, to include persuasive writing over time they will enable them to think and communicate at a professional higher level. The outcome of this lesson is for students to understand the importance of transferring these higher-level thoughts onto paper specifically through persuasive writing applications.

Action: Produce an individual professional writing paper. Condition: As a senior leader in a distance learning (DL) environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment. Standard: Production of an individual written paper suitable for publication. Learning Domain: Cognitive Learning Level: Create

Required Reading: Reading A, Writing to Persuade (3 pp.) Reading B, What An Outline Can Do For You (1.5 pp.) Reading D, LTG Lundy article (8 pp.) Practical Exercises: None

* Review PPT to gain understanding

Administrative Requirements during Foundations

**Please ensure you complete the below requirements and submit by 27 August**

ISAP Review and Acknowledgement

Read the Individual Student Assessment Plan (ISAP) located in the Course Information section of Blackboard (BB) and complete the acknowledgement as part of your initial course counseling NLT 27 August 2020.

Initial Course Counseling

Review and sign the initial student counseling for the course (DA Form 4856). Upload the signed document once complete. Communicate directly with your course facilitator if you have any questions or concerns. Replace the Instructor Name placeholder with the name of your assigned course facilitator prior to signing.

NAMING CONVENTION for uploading into BB: LAST, FIRST Initial Counseling (use ALL CAPS for NAME and Upper/Lower case for document title).

Writing Practical Exercises P930.07:

PE 4 “Passive to Active Voice” familiarize students with passive and active voice when writing.

Basic Writing Requirement:

 Revise sentences using the active voice.

PE 6 “Prepare an Essay”, is the first English writing exercise that will set the tone for both student and instructor for the forthcoming SMC writing requirements. Refer to Reading C. For thesis statement refer to: https://owl.purdue.edu/owl/general_writing/the_writing_process/thesis_statement_tips.html

Prepare an essay (no less than 500, but no more than 1000 words) on the subject: Direct Leadership versus Organizational Leadership. Do not go over two pages. Include your thesis statement and at least three supporting topics. Utilize the requirements below you will receive no further guidance. Your essay is due at the end of Foundations on 27 August 2020

Basic Writing Requirements

 Typed

 Double Spaced the entire paper IAW APA 7th Edition

 Standard-sized paper (8.5" x 11")

 1" margins on all sides

 Size 12 pt. Times New Roman font

 Use flush-left alignment and ragged right; do not divide words at the end of the line.

 Indent paragraphs five spaces (Set the tab key)

 Use one space at the end of a sentence.

 Abbreviations: The first time you use a term, spell it out in full, followed by its abbreviation in parentheses; thereafter, you may use the abbreviation only.

Establish e-Portfolio

During the SMC-DL, each student will:

 Establish an e-Portfolio during P930 Foundations and use it to capture initial goal setting, papers, self-assessments, and formative feedback. P930 entries serve as the SMC-entry baseline against which to compare learning later in the course.

 Share your e-Portfolio with your instructor at the beginning of each term (see sharing instructions in the “How to” guide).

 Upload digital copies of the assignments, self-assessment instruments, and assessments listed in the chart below.

 Review and update e-Portfolio Section 2 (Personal Developmental Goals) before each scheduled counseling session with the instructor.

 Build an individual development program (IDP) based on Section 2.

 Complete and include journal entries for department-specific reflection questions during each term. You will come back and use this for your Course Capstone Oral Brief.

 Use Section 11 (My Professional File Cabinet) as a digital repository for useful templates, examples, guides, and references collected during the course.

 Download and retain a complete digital copy of the SMC-DL e-Portfolio upon completion of the course.

 Organize the e-Portfolio according to the following table and include the items listed at a minimum:

** Use the PPT Tip Sheet located in BB to help establish your e-Portfolio

SMC-DL e-Portfolio Template

Section 1: Personal Profile (Do not add to e-Portfolio)

 Short Biography (email to your instructor)  Student Data Update (email an update to instructor each term)

Comments:

 Create a short bio using the example provided.

 Maintain current contact information.

Section 2: Personal & Developmental Goals  Individual Development Plan (IDP)  Personal Readiness/Fitness Plan

 Developmental Counseling Forms (as applicable)

Comments:

 Develop IDP and a comprehensive personal readiness/fitness plan in a format of your choosing (apply takeaways from assessment and self-awareness instruments in P930.03).

Section 3: Enhancing Self-Awareness  P930.05/06 Writing Skills Practical Exercise  P930.03 Learning Style Inventory (LSI)  P930.03 Multi-Source Assessment & Feedback (MSAF) Tool  P930.03 Global Assessment Tool (GAT)  P930.03 Values in Action (VIA) Survey  P930.03 Resiliency Quotient (RG) Test

Comments:

 Upload the self-assessment documents once completed, including the graded writing PE in APA format.

Section 4: J500 JIIM Operations  H111 Haines Research Essay  H111 Haines Research Briefing  J500 DJIIM Reflection Journal

Comments:

 Identify and upload products that will assist in capturing and reflecting on key learning outcomes (no exams).

Section 5: O500 Army Operations  C400 Mission Command Essay  C400 Mission Command Briefing  O500 DAO Reflection Journal

Comments:

 Identify and upload products that will assist in

capturing and reflecting on key learning outcomes (no exams).

Section 6: L500 Command Leadership  L105 Bainbridge Ethics Essay  L105 Bainbridge Ethics Briefing  L500 DCL Reflection Journal

Comments:

 Identify and upload products that will assist in

capturing and reflecting on key learning outcomes (no exams).

Section 7: F500 Force Management  F510 Assignments & Practical Exercise  F520 Assignments & Practical Exercise  F530 Assignments & Practical Exercise  F540 DFM Reflective Essay

Comments:

 Identify and upload products that will assist in capturing and reflecting on key learning outcomes (no exams).

Section 8: B500 Professional Studies ~ Broadening  B510 Assignments & Practical Exercise (as applicable)  B520 Assignments & Practical Exercise (as applicable)  B530 Assignments & Practical Exercise (as applicable)  B540 DPS-Broadening Reflective Essay

Comments:

 Identify and upload products that will assist in capturing and reflecting on key learning outcomes (no exams).

Section 9: E500 Professional Studies ~ Electives  E510 Assignments & Practical Exercise (as applicable)  E520 Assignments & Practical Exercise (as applicable)  E530 Assignments & Practical Exercise (as applicable)  E540 DPS-Electives Reflective Essay

Comments:

 Identify and upload products that will assist in capturing and reflecting on key learning outcomes (no exams).

Section 10: C600 SMC Capstone  C600 SMC Capstone Essay  C600 SMC Capstone Briefing

Comments:

 Upload final course capstone project artifacts.

Section 11: My Professional File Cabinet Techniques, Templates, Examples, Shared Products from Faculty

and Classmates etc.

Comments:

 Examples include TTPs, articles, MDMP briefs, or other methods observed or applied during the year that could help in future duty positions.

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Capstone Guide

C600: SMC Capstone Project

The Capstone for the Sergeants Major Course–Distance Learning (SMC–DL) culminates in the development of a comprehensive review of the student’s work throughout the course related to SMC-DL learning objectives. The artifacts captured in the e-portfolio throughout the course will allow students to demonstrate synthesis, integration, and application of knowledge acquisition gained from the coursework within the program of study. The Capstone project provides evidence of educational attainment and exhibits insightful application of doctrine and theory in real world contexts.

The SMC-DL capstone consists of two distinct requirements. The first requirement is to submit a research paper identifying leadership and workforce challenges. The second requirement is to capture and synthesize your lessons learned across the five departments based upon your reflections from your e-portfolio and construct a briefing during Phase III of the Sergeants Major Course.

The e-portfolios are an imperative tool that will assist you in formulating your Capstone Brief and Capstone Paper at the end of the academic year. If used appropriately, the e-portfolio is a collection of information (graded assignments, case studies, notes) that supports productive learning that can be used as reach back as you prepare your capstone assignments. The capstone brief shows effective use of the e-portfolio, which was covered in the Foundations lesson blocks. This reading introduced the requirement for an e-Portfolio wherein each student will reflect on their learning experiences and capture those significant moments (evidence) of educational inspiration that they will retain for future use.

The culminating event for Phase III resident portion all students will reflect on their learning experiences and capture those significant moments of educational inspiration that they will retain for future use. During Phase III, students will present a 10 to 15 minute graded SMC-DL Capstone brief containing lessons-learned across the five academic departments and Foundations on what they will take away from their experience as a student in the Sergeants Major Course.

The SMC–DL Capstone is designed to provide students an opportunity to demonstrate their capacity to organize and synthesize previously acquired knowledge across the course curriculum over the two-year DL program. Students will apply key concepts captured in the e- portfolio that demonstrates a mastery of knowledge, skills, and abilities enhanced during the SMC.

The capstone brief supports SMC Course TLO 400-SMC-0930, “Demonstrate the necessary skills to succeed throughout the Sergeants Major Course” as listed in the Foundations Advance Sheet.

Capstone Brief

ELO: 400-SMC-0930.17 SMC Capstone Brief

Action: Produce a capstone brief Condition: As a senior leader in a DL environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment. Standard: Production of the capstone brief includes -

 Identify significant personal learning outcomes, and

 State personal learning outcomes via a brief.

Learning Domain: Cognitive Level of Learning: Creating

Read: (20 minutes); P930.17 RA, British Journal of Educational Technology, The role of e-portfolios in

supporting productive learning (Vol. 47 No. 6, 2016).

As part of your e-Portfolio update after every term you should reflect on all the take-aways and develop you list of items that you will compile for the phase III portion of the course.

Capstone Paper

ELO-400-SMC-0930.19 Capstone Paper

The capstone paper supports SMC Course TLO 400-SMC-0930, “Demonstrate the necessary skills to succeed throughout the Sergeants Major Course” as listed in the Foundations Advance Sheet.

The goal of the capstone paper is for learners to engage in the mastery of four capstone outcomes including critical thinking, communication (written), diversity, and ethics. Learners will demonstrate their mastery by developing a substantial research paper, which will illustrate an academic analysis of a contemporary global issue in the area of leadership and workforce development.

Action: Produce an individual professional writing paper.

Conditions: As a senior leader in a DL environment as a member of a problem-solving team or individually maximizing the use of asynchronous and synchronous methodologies in an online classroom setting using references, practical exercises, class discussions, and personal experiences based on the contemporary operational environment.

Standard: Production of an individual written paper suitable for publication.

Learning Domain: Cognitive Level of Learning: Create

The following pages serve as a guide to assist you in the preparation of your capstone paper

assignment.

Topic Proposal

Major Sections of Capstone Paper

Capstone Paper Assignment

The goal of the capstone paper assignment is the completion of an 8 to 10 page research paper on a global issue addressing leadership and workforce development. Nothing vexes the writer more than trying to come up with a topic.

Where am I learning the concepts needed for my Capstone?

• DFM – Personnel and Resource Management, Strategic Change, Organizational Capabilities, Contracting

• DCL – Critical Thinking, Problem Solving, Decision Making, Ethics • JIIM – Leadership and Personnel Development, Education & Training, Organizational

Interagency Intergovernmental and Multinational Engagement • DAO – Leadership, Decision Making Process, Communications, Organizational

Competencies • DPS - Leader and Organizational Development, Strategic Leadership, Leader

Competencies, Leader Analytical Skills, Technical and Tactical Competence

• Select a global issue addressing leadership and workforce development • Examples: EEO, recruitment, Pay and Benefits, Talent Management • Develop a thesis statement to support your research topic. • Ask yourself this question: Is my thesis statement specific enough? • Thesis statements that are too vague often do not have a strong argument. If your thesis

contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?

• Does my thesis pass the “So what?” test? If a reader’s first response is, “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.

• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always re-assess and revise your writing as necessary.

• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Research Proposal Statement

May include:

 A problem statement about your global topic

 Why is it happening?

 What are the points of contention?

 What are the Leadership stand-points?

 What are the Management stand-points?

 What makes this organization great?

 Resources

A proposal statement is basically the introduction section of the writing project.

An example: Background of the problem: There’s has been a significant increase of employees quitting their jobs in the manufacturing of textiles in the state of Texas in the first year of employment during 2015 and 2017 (Cite here; at end of the sentence).

Anchor: Empirical research by XXX Illustrate that two out of five employees abandon their employment in the manufacturing of textiles in the state of Texas in the first year of employment because of XXX (Cite here, at end of the sentence).

General Problem: Textile manufacturing employees who quit their job in the first year of employment cause a significant decrease in the business profitability aspect.

Specific Problem: Textile manufacturing employees that quit their job in the first year have a direct effect in recruiting, training, retention, and compensation efforts of the organization

Literature Review

What is a Literature Review?

A literature review is a critical summary of what the published scientific literature says about your specific topic or question.

• Discusses published information • Summary of sources as an organizational pattern combining both summary and synthesis • Help evaluate sources • Advices the reader on the most relevant information

Literature Review (Cont.)

A literature review typically contains the following sections: • Cover/Title page • Body/Content • List of references

Facilitators will also ask learners to write an abstract for the literature review assignment. Learners should consult the APA standards. The length of a literature review and the required number of sources are outlined in the next slide. *A literature review and an annotated bibliography are not synonymous.

Diversity and Ethics Perspective

Diversity • Cultural perspectives & inequities • Analyze competing entities including disenfranchised/vulnerable groups • Address issues such as in-group favoritism, intergroup bias, etc. • Summarize cultural perspectives and perceived inequities

Ethical implications • Analyze decision making and actions, social responsibility, applying specific ethical

theories • Identify possible pathways to equitable solutions • Summarize compelling ethical issues

* How does this impact your research or the problem?

Synthesis

• Findings---what you learned from the literature review and ethics and diversity • Advocate most equitable, ethical solution to meet needs of vulnerable, disenfranchised • Draw upon scholarly sources & previous sections to substantiate position • Provide further support with government reports & studies, NGO reports & studies • The way ahead • Recommendations

Putting it all Together for Final Submission Your final submission should contain:

• Research proposal statement (this is the introduction to your essay) • The Literature Review • Diversity and Ethics • Synthesis, it covers, findings, what you learned • The way ahead • Recommendations • Conclusion

Capstone Requirements

Students will construct and submit the assignment in stages as outlined below:

During Phase 1 ~ Draft Submissions 1 & 2: Introduction: Identify the Topic (1 page) – Draft 1 (revise in Draft 2)

Statement of the Problem (1/2 page) – Draft 1 (revise in Draft 2) Research Question(s) and Strategy (1 page) – Draft 2 * Literature Review (3–4 pages) – Draft 2 Reference List – Draft 1 (update in Draft 2)

During Phase 2 ~ Draft 3 & Final Project: Introduction: Identify the Topic (revise) Statement of the Problem (revise) Research Question(s) and Strategy (revise) Literature Review (revise) Summary of Findings (1/2 page) – Draft 3 (revise for final) Links to Professional Practice (1–2 pages) – Draft 3 (revise for final) Links to Policy (1–2 pages) – Draft 3 (revise for final) Conclusion (1/2 page) – Draft 3 (revise for final) Reference List (updated)

Final Project Research Proposal Statement (this is your introduction to your research) The Literature Review Diversity and Ethics Perspective Synthesis, it covers the findings, what you learned The way ahead Recommendations Conclusion

Additional Assignment Details

Introduction: Prepare an introduction for your capstone assignment identifying a current critical issue you are interested in professionally. The topic should warrant the application of SMC learning objectives, providing appropriate context for your writing. Identify at least 3 published sources that support the relevance, timeliness, and significance of the topic in the initial submission.

Statement of the Problem: Prepare a statement of the problem. The problem statement is an issue or problem within a broad topic area that you believe is important. A statement of the problem includes the following components: The situation in/within (organization/institution/policy, etc.). Has created a problem (describe). In (context of the study), this problem creates the following situation (specific details with quantifiable data to support, reference literature on the topic). This problem impacts (name the population) because (describe the impact). Research Question(s) and Strategy: Provide at least one guiding question (1–3 required) and discuss the resources you will use to examine the issue (strategy). A guiding question (or research question) describes the purpose of your essay. The question(s) is/are strongly tied to the broad topic and the issue you have identified in the problem statement. This section will be followed by a literature review addressing the topic and problem. You will reference current published materials (doctrine, peer-reviewed articles, etc.) to explain what is known about the issue. Provide an overview of the strategies you will use to identify relevant and current resources related to the topic. Identify at least two strategies you will employ to locate resources.

Literature Review: Conduct a literature review of 6 or more scholarly or doctrinal resources related to the topic and problem you have established for your capstone project. The literature review should be a discussion of the related literature, organized by topic or themes (not a list of sources). A literature review includes synthesis, analysis, and critique of scholarly articles, textbooks, doctrinal manuals, or other sources. For more information read Chapters 5 and 6 of Succeeding with Your Literature Review: A Handbook for Students by Dr. Paul Oliver.

 Summary of Findings: Provide a conclusion for your literature review. This section indicates what you discovered during the review of literature on the topic, and identifies any themes you may have uncovered throughout the literature.

 Links to Professional Practice: How was your literature review useful in your professional practice or work environment? What have you learned that is most significant to the topic? How can the information be applied to your professional practice as a senior enlisted leader?

 Links to Policy: What new Army policy, or current policy reform, might be necessary to address the topic/issue? What are your recommendations as a senior enlisted leader?

Diversity and Ethics Synthesis Recommendation

Reference List: Include an APA formatted reference list in your final submission.

Coordinating Instructions- C600 Capstone Paper

Project Sections Draft 1 Draft 2 Draft 3 Final

1. Topic Introduction Due Revise Revise Revise

2. Statement of the Problem Due Revise Revise Revise

3. Research Question(s) & Strategy Due Revise Revise

4. Literature Review Due Revise Revise

5. Summary of Findings Due Revise

6. Links to Professional Practice Due Revise

7. Links to Policy Due Revise

8. Conclusion Due Revise

9. References Due Update Update Update

Submission Due PH1-T2 PH1-T3 PH2-T2 PH2-CAP

Draft 1: Submit proposed topic/introduction, statement of the problem, and initial references to the instructor NLT the end of Phase 1–Term 2. Apply instructor feedback and resubmit to the Term 1 instructor for approval within 5 weeks of receiving feedback. Draft 2: Refine previous work, add Research Question(s) and Strategy, Literature Review, update References, and submit NLT end of Phase 1. Instructors will review and provide feedback. Draft 3: Refine previous work, add Summary of Findings, Links to Professional Practice, Links to Policy, Conclusion (update references), and submit NLT end of Phase 3–Term 2. Instructors will review and provide feedback. Final: Refine all previous work, apply instructor feedback, and submit IAW published course guidance.

** Ensure you download Capstone Paper tools from Blackboard (Literature Review, paper

templates, etc.).