Which philosopher’s ideas are the closest to your own?

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PHI201

Preview: PHI201 : Thinking It Through

Course Guide

Prerequisites

Course Description

Instructional Materials

Course Learning Outcomes

HUM111 or HUM112 or HUM201

When you're presented with new ideas and perspectives, how do you process that information? Like assembling a complicated puzzle, critical thinking involves an inventory of the pieces, an understanding of how things do (or do not) fit, and finding a way to reach goals. In this course, you will learn how to use a structured process to evaluate information, think through issues, and determine solutions.

Required Resources

Soomo Learning. 2020. Thinking It Through. PHI201 Blackboard Course.

PC or laptop with webcam, microphone, and speakers. Access to a high-speed Internet connection.

Office 365 (PowerPoint).

Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

Weekly Course Schedule

Week 1 - To Do List

Play: Watch the Strayer Story, Thinking Outside the Toy Box (5 pts)

Learn: Read and Complete Chapter 1 of the webtext (30 pts)

Discuss: Join the Discussion (25 pts)

Week 2 - To Do List

Play: Watch the Real Talk, Breaking the Sound Barrier (5 pts)

Learn: Read and Complete Chapter 2 of the webtext (30 pts)

Discuss: Join the Discussion (25 pts)

Week 3 - To Do List

Learn: Read and Complete Chapter 3 of the webtext (30 pts)

Submit: Submit the Week 3 Assignment, Fitting the Pieces Together: A Timeline of Events (75 pts)

Week 4 - To Do List

Play: Watch the Real Talk, Solutions Through Stories (5 pts)

Learn: Read and Complete Chapter 4 of the webtext (30 pts)

Analyze credible information that allows one to discover answers to questions and reach conclusions.

Analyze the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems using reasoning.

Determine the best solution to a given problem using ethical principles, prior knowledge, and research.

Week 5 - To Do ListWeek 5 - To Do List

Learn: Read and Complete Chapter 5 of the webtext (30 pts)

Submit: Submit the Week 5 Assignment, Making an Informed Recommendation (100 pts)

Reflect: Reflect on What You've Been Learning (15 pts)

Week 6 - To Do List

Play: Complete the Interactive, Getting to the Heart of Ethics (5 pts)

Learn: Read and Complete Chapter 6 of the Webtext (30 pts)

Discuss: Join the Discussion (25 pts)

Week 7 - To Do List

Play: Listen to the Podcast, The Socrates Challenge (5 pts)

Learn: Read and Complete Chapter 7 of the Webtext (30 pts)

Submit: Submit the Week 7 Assignment, Creating Your Personal Philosophy of Change (125 pts)

Week 8 - To Do List

Play: Watch the Strayer Story, The Sight of Music (5 pts)

Learn: Read and Complete Chapter 8 of the webtext (30 pts)

Discuss: Join the Discussion (25 pts)

Week 9 - To Do List

Play: Watch the Strayer Story, Building Bridges (5 pts)

Learn: Read and Complete Chapter 9 of the Webtext (30 pts)

Submit: Submit the Week 9 Assignment, Connecting Your Philosophy of Change to the 10 Skills (150 pts)

Week 10 - To Do List

Learn: Read and Complete Chapter 10 of the Webtext (30 pts)

Discuss: Joint the Discussion (25 pts).

Reflect: Reflect on What You've Been Learning (15 pts)

Week 11 - To Do List

Play: Watch the Strayer Story, The Power of Personal Philosophy (5 pts)

Learn: Read and Complete Chapter 11 of the webtext (30 pts)

Discuss: Join the Discussion (25 pts)

Grading Scale

Participation Total Points % of Grade

Discussion Participation 150 15%

Assignment Total Points % of Grade

Week 1 Learn - Learn 30 3%

Week 1 Play - Play 5 0.5%

Week 2 Learn - Learn 30 3%

Week 2 Play - Play 5 0.5%

Week 3 Learn - Learn 30 3%

Week 3 Submit - Submit 75 7.5%

Week 4 Learn - Learn 30 3%

Week 4 Play - Play 5 0.5%

Week 5 Learn - Learn 30 3%

Week 5 Submit - Submit 100 10%

Participation Total Points % of Grade

Week 5 Reflect - Reflect 15 1.5%

Week 6 Learn - Learn 30 3%

Week 6 Play - Play 5 0.5%

Week 7 Learn - Learn 30 3%

Week 7 Submit - Submit 125 12.5%

Week 7 Play - Play 5 0.5%

Week 8 Learn - Learn 30 3%

Week 8 Play - Play 5 0.5%

Week 9 Learn - Learn 30 3%

Week 9 Submit - Submit 150 15%

Week 9 Play - Play 5 0.5%

Week 10 Learn - Learn 30 3%

Week 10 Reflect - Reflect 15 1.5%

Week 11 Learn - Learn 30 3%

Week 11 Play - Play 5 0.5%

Totals 1000 100%

Final Course Grade

Points Percentage Grade

900 - 1000 90% - 100% A

800 - 899 80% - 89% B

700 - 799 70% - 79% C

Points Percentage Grade

600 - 699 60% - 69% D

0 - 599 59% and below F

Unique Course Features

Grading Scale Notation

Please consult the University Catalog and your academic advisor to determine the final grade needed in this class to satisfy your specific degree conferral requirements.

Assignments

Lab Participation and Attendance Policy

Note: This course uses Soomo and PlayPosit to support your learning in this course. Graded activities in Soomo and PlayPosit will count for attendance.

Note: This course will use Teaching Assistants (TAs) in order to assist the instructor with the student’s learning experience. TAs play active roles in working with the instructor to provide student support, grading and grading feedback, and posting content in the course (e.g. discussion posts). This course also may utilize a live chat feature, email, and phone/texting that are tied to the instructor and the TA support team when supporting students or addressing student questions or concerns.

Week 3 Assignment: Fitting the Pieces Together: Creating a Timeline of Events

Summary

Text

Skill(s) Being Assessed: Problem Solving

Criteria for Success: In this assignment, you will:

Construct a timeline that includes all key events, arranged in a logical order, and based on credible information from provided sources. Include information in the timeline that is accurate, objective and relevant to a workplace incident. Produce writing that is clear and well organized and applies appropriate SWS style. Writing contains accurate grammar, mechanics, and spelling.

What to submit/deliverables: A timeline of events based on the sources provided in the assignment.

What is the value of doing this assignment?

You are bombarded with information everyday, from news and social media, family and friends, instructors and peers at school, and from colleagues at work. This information is often unclear, misleading, or based on partial knowledge. You need to piece together incomplete information, or information from different sources (some credible, some less so, or that represent different perspectives) in order to solve problems and make sense of evidence.

In this assignment, you have the opportunity to practice your problem solving skill working through information (some more or less credible) in order to piece together the events of an unfortunate workplace incident. This will give you the opportunity to practice your problem-solving skill by identifying and presenting clear and accurate information as the first step in the problem-solving process. You will use different sources of information as clues you must piece together, identify important questions to follow up on, and uncover connections that will allow you to reach evidence-based conclusions. Doing so will not only help you be successful in this course, but as you learn to use credible information to help solve problems in your personal and professional life.

This will lay the foundation for your second assignment where you will make (or decide against) disciplinary recommendations based on your findings.

Your goal for this assignment is to: Practice your problem solving skill by analyzing different sources of information in order to create a timeline of events to help you piece together the details of a problem (a workplace event).

What you need to complete this assignment: To complete this assignment, you will need the following resources:

Loss Prevention Interview Transcripts for Michael, Sarah, and Rachelle; and Security Camera Footage [DOCX] (a time-stamped transcript). Office Layout Map [PDF].

https://atlas.capella.edu/course_files/cf_PHI201_A1_Sources_Master.docx

https://atlas.capella.edu/Course_Files/cf_PHI201_OfficeLayoutMap_v02.pdf

Note: All of the resources above can be found on the Submit page in Week 3 of Blackboard.

Scenario:

A valuable piece of technology testing equipment went missing from your company after arriving in a shipment. The same day, a seemingly identical item was posted for sale on an internet auction site. Three employees were present within the 90 minute window that the item went missing. You are the director of Viewpoint, the company’s employee relations department. The Viewpoint Director position, a role in Human Resources, means that you are an advocate for all employees and that your primary responsibility is to relate employee concerns to leadership and provide guidance on situations involving employee discipline (as requested). The inventory manager has asked you to assist in this loss prevention case by constructing a timeline of events as the first step.

Steps to complete: In Week 3, complete and submit your assignment in BlackBoard using the following steps:

STEP 1: Review the transcripts of all three employees (Page 3.10 in the Webtext) and the security camera footage (Page 3.11). Do not use any other sources. Space for note taking is provided in the Webtext. As you review the sources, use the provided space to take notes on the following:

What information did you learn from each source? What do the sources agree on? What events definitely happened, and which likely happened? What conflicting information do you notice?

STEP 2: Determine the most relevant information needed to construct the best possible timeline based on the provided sources. What information you choose to include (and exclude) will be an important part of your timeline clarity and accuracy. Ensure information is placed properly in the chart.

STEP 3: Create a timeline based on the information you've determined most relevant. The timeline template is located on Page 3.12 in the Webtext. As you create your timeline, consider the following:

Is the timeline easy to understand? Does it read clearly and in a logical order? Is the language and presentation appropriate for a professional audience? Consider grammar, choice of wording, and visual effectiveness.

STEP 4: Download your complete timeline from the webtext. Once downloaded, review the timeline for accuracy and completeness. Edit as needed. Note: The timeline template provided in the webtext has a set number of blank areas for you to fill. If you decide there are fewer or a greater number of events than the spaces provided, you can add additional entries to your timeline after downloading the template.

STEP 5: Submit your timeline via Blackboard on the Submit page in Week 3. Note: Your grade will be based on a combination of the information you choose to include, your timeline, and its clarity. Review the rubric on the assignment submission page.

Scoring Guide

Construct a timeline that includes all key events, arranged in a logical order, and based on credible information from provided sources. 50 %

Unacceptable (Below 60%)

Did not complete or missing four or more key events and not in logical order.

Needs Improvement (60- 69%)

Constructed a timeline based on credible information from provided sources. Timeline is missing three or more entries AND events are not arranged in a logical order.

Satisfactory (70- 79%)

Constructed a timeline based on credible information from provided sources. Timeline is missing 3 or more entries OR events are not arranged in a logical order.

Competent (80- 89%)

Constructed a timeline that includes most key events (1–2 missing) arranged in a logical order based on credible information from provided sources.

Exemplary (90- 100%)

Constructed a timeline that includes all key events arranged in a logical order based on credible information from provided sources.

Include information in the timeline that is accurate, objective, and relevant to a workplace incident. 40 %

Unacceptable (Below 60%)

Did not submit or include information in the timeline that is not accurate, objective, and/or irrelevant to a workplace incident.

Needs Improvement (60- 69%)

Included information in the timeline with 5–6 details are not accurate, objective and/or relevant to the workplace.

Satisfactory (70- 79%)

Included information in the timeline that is accurate with 3–4 details are not objective or are not relevant to the workplace.

Competent (80- 89%)

Included information in the timeline that is accurate and objective with 1– 2 details not relevant to the workplace incident.

Exemplary (90- 100%)

Included information in the timeline that is accurate, objective and relevant to a workplace incident.

Produce writing that is clear and well organized and applies appropriate SWS style. Writing contains accurate grammar, mechanics, and spelling. 10 %

Unacceptable (Below 60%)

Produced writing that lacks clarity, organization, or does not apply SWS style. There are significant issues with grammar, mechanics, and spelling. Overall, errors are significant (10 or more), and the reader will have difficulty understanding the writing.

Needs Improvement (60- 69%)

Produced writing that has noticeable issues with clarity, organization, and the application of SWS style. Errors in grammar, mechanics, and spelling detract from readability. Overall, errors are major (8–9) and have definite impact on the ability of the reader to understand the writing.

Satisfactory (70- 79%)

Produced writing that attempts to be clear and well organized and to apply appropriate SWS style. Writing contains some errors in grammar, mechanics, and spelling. Overall, errors are moderate (6–7) and have some impact on the ability of the reader to understand the writing.

Competent (80- 89%)

Produced writing that is clear and well organized and applies appropriate SWS style. Writing contains accurate grammar, mechanics, and spelling. There may be minor errors (4–5), but they do not impact the ability of the reader to understand the writing.

Exemplary (90- 100%)

Produced writing that is clear and well organized and applies appropriate SWS style. Writing contains accurate grammar, mechanics, and spelling. Errors are minimal (0– 3).

Week 5 Assignment: Making an Informed Recommendation

Summary

Text

Skill(s) Being Assessed: Problem Solving

Criteria for Success:

Provide recommendations that address the scenario with an explanation of how the proposed actions address different aspects of the problem. Support all conclusions/recommendations with relevant resources (managers' letters and one outside resource) Demonstrate a logical thought process used to arrive at conclusions, including how sources were analyzed. Produce writing that is clear and well organized and applies appropriate SWS style. Writing contains accurate grammar, mechanics, and spelling.

What to submit/deliverables: A recommendation letter and its explanation based on analysis of relevant sources.

What is the value of doing this assignment?

We find solutions in our daily lives based on the facts around us. For example, you may suggest that your child wear a jacket if the weather report seems chilly. Perhaps you provide some professional guidance to a colleague struggling with a decision at work. For both your personal and professional lives, understanding how and why you come to these recommendations is an important part of problem solving accurately.

This assignment builds on your first assignment (the timeline) by asking you to consider and create recommendations based on your understanding of the facts and then to explain your thought process and reasoning behind them.

Your goal for this assignment is to:

Engage your problem solving skill by evaluating sources and recommending possible disciplinary actions for the employees involved in the workplace incident.

What you need to complete this assignment:

Required Resources

Your timeline (created in the Week 3 Assignment). Inventory Manager's Recommendation Letter [PDF]. Loss Prevention Manager's Recommendation Letter [DOCX]. 1 outside resource (see Step 3 below).

Optional Resources

Employee Handbook Excerpt [DOCX]. Ethics Pledge [PDF] (signed by all employees).

https://atlas.capella.edu/Course_Files/cf_PHI201_ProfLetter1_v02.docx

https://atlas.capella.edu/course_files/cf_PHI201A5_LossPreventionManagerLtr.docx

https://atlas.capella.edu/Course_files/cf_PHI201A5_Employee_Handbook_v01.docx

https://atlas.capella.edu/course_files/cf_PHI201_A5_EthicsPledge_v01.pdf

Online Auction Posting for Tech Equipment [DOCX]. Scope Invoice [DOCX]. Inventory Manager's Email [PDF]. Copy of the Police Report Filed After the Incident [PDF].

Scenario: The general manager has asked for a recommendation on what should happen following the loss prevention issue identified in the Week 3 Assignment. Your recommendation will join the recommendations from the inventory manager and the loss prevention manager to help determine punishment (if any) for the employees involved.

As Viewpoint director, your role is to be an advocate for all employees. Your primary responsibility is to relate employee concerns to leadership and provide guidance on situations involving employee discipline.

Steps to complete: In Week 5, complete the following in Chapter 5 of your webtext. You will then download the completed assignment from the Webtext and submit the following in Blackboard:

STEP 1: Review the timeline you created in the Week 3 Assignment (and the feedback you received from your instructor) to reacquaint yourself with the currently known facts of the incident.

STEP 2: Examine the additional sources provided (Pages 5.7– 5.9 of the Webtext) and determine how you will use them to formulate a recommendation.

You will need to analyze the benefits and drawbacks of the recommendations from the inventory manager and the loss prevention manager and determine how you will use them in your own recommendation.

STEP 3: You should find one or more additional sources to help support your recommendation. These resources should contain information that the provided sources do not include. Additional support and guidance is provided on Page 5.10 of the Webtext. For example, you could use a resource that addresses how other companies have dealt with similar situations, an article that addresses a certain aspect of your recommendation, or a relevant professional experience that helps inform your conclusions.

STEP 4: Write a recommendation based on your sources. Your message should provide your recommended outcome (or outcomes) and an explanation for how you arrived at your conclusions. A template is provided on Page 5.11 in the Webtext.

Refer to the length and formatting of the inventory and loss prevention managers' letters to guide your work. The example letters are of varying quality, so take that into consideration when

https://atlas.capella.edu/course_files/cf_PHI201_A5_online_auctionposting.docx

https://atlas.capella.edu/course_files/cf_PHI201_A5_ScopeInvoice.docx

https://atlas.capella.edu/course_files/cf_PHI201_A5_InventoryManagersemail.pdf

https://atlas.capella.edu/course_files/cf_PHI201A5_PoliceReport.pdf

reviewing the format and content. Make sure your writing is professional and includes appropriate language, organization, and grammar.

Your recommendation may include all or parts of the recommendations of either manager or may be completely different. Whichever option you choose, you must provide an explanation for how you arrived at your conclusions.

STEP 5: Format your work according to the Strayer Writing Standards [PDF]. Please take a moment to review the SWS documentation for details.

STEP 6: Download your completed assignment from Chapter 5 of the Webtext.

STEP 7: Submit your assignment in Blackboard.

Review the rubric on the assignment submission page.

Scoring Guide

Provide recommendations that address the scenario with an explanation of how the proposed actions address different aspects of the problem. 40 %

Unacceptable (Below 60%)

Did not submit or provided a recommendation not based on the scenario.

Needs Improvement (60- 69%)

Provided recommendation s that are irrelevant or unsupported.

Satisfactory (70- 79%)

Provided recommendation s that address the scenario with an explanation of how the proposed actions address aspects of the problem, but at least one recommendation is unsupported or irrelevant.

Competent (80- 89%)

Provided recommendation s that address the scenario with an explanation of how the proposed actions address narrow aspects of the problem.

Exemplary (90- 100%)

Provided recommendation s that address the scenario with an explanation of how the proposed actions address different aspects of the problem.

Support all conclusions/recommendations with relevant resources (managers' letters and one

https://atlas.capella.edu/bbcswebdav/institution/STANDARDIZED/StrayerWritingStandards/Strayer_Writing_Standards.pdf

outside resource). 30 %

Unacceptable (Below 60%)

Did not submit or did not support conclusions/reco mmendations.

Needs Improvement (60- 69%)

Two or more conclusions/reco mmendations are unsupported.

Satisfactory (70- 79%)

One conclusion/reco mmendation is unsupported. Either the managers’ letters or one outside resource was not used.

Competent (80- 89%)

One conclusion/reco mmendation is unsupported. Managers’ letters and outside resource were used.

Exemplary (90- 100%)

All conclusions/reco mmendations are supported with relevant resources including managers’ letters and one outside resource.

Demonstrate a logical thought process used to arrive at conclusions, including how sources were analyzed. All events, recommendations, and sources are correctly interpreted and used. 20 %

Unacceptable (Below 60%)

Did not submit or did not demonstrate a logical process to arrive at conclusions.

Needs Improvement (60- 69%)

Did not demonstrate a logical thought process used to arrive at conclusions, including how sources were analyzed. Few events, recommendation s, and sources are correctly interpreted and used.

Satisfactory (70- 79%)

Demonstrated a logical thought process used to arrive at conclusions, including how sources were analyzed. Some events, recommendation s, and sources are correctly interpreted and used.

Competent (80- 89%)

Demonstrated a logical thought process used to arrive at conclusions, including how sources were analyzed. Most events, recommendation s, and sources are correctly interpreted and used.

Exemplary (90- 100%)

Demonstrated a logical thought process used to arrive at conclusions, including how sources were analyzed. All events, recommendation s, and sources are correctly interpreted and used.

Produce writing that is clear and well organized and applies appropriate SWS style. Writing contains accurate grammar, mechanics, and spelling. 10 %

Unacceptable (Below 60%)

Needs Improvement (60- 69%)

Satisfactory (70- 79%)

Competent (80- 89%)

Exemplary (90- 100%)

Produced writing that is clear and well organized and applies appropriate SWS style. Writing contains accurate grammar, mechanics, and spelling. Errors are minimal (0– 3).

Week 7 Assignment: Creating Your Philosophy of Change

Summary

Text

Skill(s) Being Assessed: Problem Solving

Criteria for Success: In this assignment, you will:

Develop a reacting to change section that critically reflects on approaches to reacting to change, uses concrete examples to support ideas, makes connections to personal experiences, and synthesizes information from relevant sources. Develop a framing of change section that critically reflects on approaches to reacting to change, uses concrete examples to support ideas, makes connections to personal experiences, and synthesizes information from relevant sources. Develop a managing change section that critically reflects on approaches to reacting to change, uses concrete examples to support ideas, makes connections to personal experiences, and synthesizes information from relevant sources. Analyze three or more relevant sources to support your philosophy of change. Include reasoning for the selection of each source and how it connects to ideas. Create visual components that convey your personal philosophy of change and use SWS format for citations. Produce writing that is clear and well organized and applies appropriate SWS style. Writing contains accurate grammar, mechanics, and spelling.

What to submit/deliverables:

1. An overview of your personal Philosophy of Change; and 2. A visual collage/combination of phrases, images, or other elements that represent your

personal Philosophy of Change. Note: This assignment does not have a webtext template, but you are encouraged to take notes and download them. Complete the assignment in a Word document.

What is the value of doing this assignment?

Major change is an inevitable part of personal and professional lives—both changes that aren't desired and those that we actively make. For example, you may unexpectedly find yourself apartment shopping because your landlord has, once again, raised your rent. Or perhaps you have decided to find a new job that will help you develop the skills needed for a promotion.

When we have our lives ordered and planned, change can seem like a problem. Like any problem, dealing with change requires a solution. An important part of coming to a solution is understanding your personal philosophy of change. A philosophy of change is how you react to, frame, and manage change. In this assignment, you’ll examine how you personally deal with large changes in your life.

You will use your problem solving skill to analyze how you frame the problems associated with change and find evidence-based solutions to manage them. You will apply this philosophy to your

experience with the 10 Skills in your next and final assignment. Additionally, this assignment gives you the opportunity to think deeply about your agility skill and how you can practice agility effectively in different contexts. It will also allow you to practice your innovation skill in exploring new ways of thinking and integrating different ideas and experiences to think about how you approach change.

Your goal for this assignment is to: Use your problem solving skill to create a personal philosophy of change that you could apply to managing change in your personal and professional life.

What you need to complete this assignment:

A minimum of three quality sources to support your final philosophy of change overview.

Steps to complete:

Step 1: Begin to understand how you manage change by thinking of a recent or past change and how you dealt with it. Complete the Chapter 7 Webtext Exercises [DOCX] before attempting the assignment.

Step 2: Use the information from your webtext exercises to write your ideal personal philosophy of change overview.

Include the following sections:

Reacting to Change. Framing Change. Managing Change.

Each section should be 1–2 paragraphs long and must be supported by at least one source of your choice, for a minimum of three sources total. You must also detail why you chose the source and its relevance to the information you have included in your overview.

Some examples of resources include a work of art, quotations, an online article or written work with an identifiable author, and the philosophy of another person, group, or organization. Feel free to explore different resources, but ask your instructor if you have any questions.

Step 3: One way to keep your strategies for problem solving on your mind is to keep reminders around you in daily life. For this step, use your philosophy of change overview to create a visual component you can refer to every day. The ideal format is a final version that could fit on a single framed piece of paper or picture that could be posted somewhere you will see it every day (think office wall, desk at work, the bathroom mirror, or the refrigerator). This component can include

https://blackboard.strayer.edu/bbcswebdav/institution/PHI/PHI201/210100/RESOURCES/Chapter7_webtext_exercises.docx

inspirational phrases, images, or whatever elements you choose to include to reinforce your philosophy of change.

Example 1 [PNG]. Example 2 [PNG].

Step 4: Format your work according to the Strayer Writing Standards [PDF]. Please take a moment to review the SWS documentation for details.

Step 5: Upload both components of the assignment to Blackboard in Week 7.

Review the rubric on the assignment submission page.

Scoring Guide

https://atlas.capella.edu/Course_Files/cf_wk7_screenshot_1.png

https://atlas.capella.edu/Course_Files/cf_wk7_screenshot_2.png

https://blackboard.strayer.edu/bbcswebdav/institution/STANDARDIZED/StrayerWritingStandards/Strayer_Writing_Standards.pdf

Unacceptable (Below 60%)

Did not submit or developed a reacting to change section that does not reflect on approaches to reacting to change.

Needs Improvement (60- 69%)

Developed a reacting to change section that reflects on approaches to reacting to change and one of the following: uses examples to support ideas, makes connections to personal experiences, and uses information from relevant sources.

Satisfactory (70- 79%)

Developed a reacting to change section that reflects on approaches to reacting to change and two of the following: uses examples to support ideas, makes connections to personal experiences, and uses information from relevant sources.

Competent (80- 89%)

Developed a reacting to change section that reflects on approaches to reacting to change, uses examples to support ideas, makes connections to personal experiences, and uses information from relevant sources.

Exemplary (90- 100%)

Developed a reacting to change section that critically reflects on approaches to reacting to change, uses concrete examples to support ideas, makes connections to personal experiences, and synthesizes information from relevant sources.

Develop a framing of change section that critically reflects on approaches to reacting to change, uses concrete examples to support ideas, makes connections to personal experiences, and synthesizes information from relevant sources. 15 %

Unacceptable (Below 60%)

Did not submit or developed a framing of change section that does not reflect on approaches to reacting to change.

Needs Improvement (60- 69%)

Developed a framing of change section that reflects on approaches to reacting to change and one of the following: uses examples to support ideas, makes connections to personal experiences, and uses information from relevant sources.

Satisfactory (70- 79%)

Developed a framing of change section that reflects on approaches to reacting to change and two of the following: uses examples to support ideas, makes connections to personal experiences, and uses information from relevant sources.

Competent (80- 89%)

Developed a framing of change section that reflects on approaches to reacting to change, uses examples to support ideas, makes connections to personal experiences, and uses information from relevant sources.

Exemplary (90- 100%)

Developed a framing of change section that critically reflects on approaches to reacting to change, uses concrete examples to support ideas, makes connections to personal experiences, and synthesizes information from relevant sources.

Develop a managing change section that critically reflects on approaches to reacting to change, uses concrete examples to support ideas, makes connections to personal experiences, and synthesizes information from relevant sources. 15 %

Unacceptable (Below 60%)

Did not submit or developed a managing change section that does not reflect on approaches to reacting to change.

Needs Improvement (60- 69%)

Developed a managing change section that reflects on approaches to reacting to change and one of the following: uses examples to support ideas, makes connections to personal experiences, and uses information from relevant sources.

Satisfactory (70- 79%)

Developed a managing change section that reflects on approaches to reacting to change and two of the following: uses examples to support ideas, makes connections to personal experiences, and uses information from relevant sources.

Competent (80- 89%)

Developed a managing change section that reflects on approaches to reacting to change, uses examples to support ideas, makes connections to personal experiences, and uses information from relevant sources.

Exemplary (90- 100%)

Developed a managing change section that critically reflects on approaches to reacting to change, uses concrete examples to support ideas, makes connections to personal experiences, and synthesizes information from relevant sources.

Analyze three or more relevant sources to support your philosophy of change. Include reasoning for the selection of each source and how it connects to ideas. 15 %

Unacceptable (Below 60%)

Did not submit, or did not analyze any relevant sources to support your philosophy of change.

Needs Improvement (60- 69%)

Analyzed one relevant source to support your philosophy of change. Did not include reasoning for the selection of each source and/or how it connects to ideas.

Satisfactory (70- 79%)

Analyzed two relevant sources to support your philosophy of change. Did not include reasoning for the selection of each source or how it connects to ideas.

Competent (80- 89%)

Analyzed two relevant sources to support your philosophy of change. Included reasoning for the selection of each source and how it connects to ideas.

Exemplary (90- 100%)

Analyzed three or more relevant sources to support your philosophy of change. Included reasoning for the selection of each source and how it connects to ideas.

Create visual components that convey your personal philosophy of change and use SWS format for citations. 20 %

Unacceptable (Below 60%)

Did not submit, or did not create visual components that convey your personal philosophy of change, or had more than three errors.

Needs Improvement (60- 69%)

Created visual components that convey your personal philosophy of change and used SWS format for citations with three errors.

Satisfactory (70- 79%)

Created visual components that convey your personal philosophy of change and used SWS format for citations with two errors.

Competent (80- 89%)

Created visual components that convey your personal philosophy of change and used SWS format for citations with one error.

Exemplary (90- 100%)

Created visual components that convey your personal philosophy of change and used SWS format for citations.

Produce writing that is clear and well organized and applies appropriate SWS style. Writing contains accurate grammar, mechanics, and spelling. 20 %

Unacceptable (Below 60%)

Needs Improvement (60- 69%)

Produced writing that has noticeable issues with clarity, organization, and the application of SWS style. Errors in grammar, mechanics, and spelling detract from readability. Overall, errors are major (8–9) and have a definite impact on the ability of the reader to understand the writing.

Satisfactory (70- 79%)

Competent (80- 89%)

Exemplary (90- 100%)

Produced writing that is clear and well organized and applies appropriate SWS style. Writing contains accurate grammar, mechanics, and spelling. Errors are minimal (0– 3).

Week 9 Assignment: Connecting Your Philosophy of Change to the 10 Skills

Summary

Text

Skill(s) Being Assessed: Problem Solving

Criteria for Success: In this assignment, you will:

Provide a clear, concise overview of the 10 Skills and their importance for personal and professional life. Provide an overview of your philosophy of change that includes a summary of your approaches to reacting, framing, and managing change and use specific examples to connect them to approaches to solving problems. Explain the relationship between the 10 Skills and your personal philosophy of change using concrete examples to support ideas. Communicate personal experiences and beliefs that are clear, concise, and target a general audience. Develop a presentation or podcast that identifies a clear goal, is logically organized, adheres to time limits and includes written outline or script. Create an engaging presentation or podcast that is professional in overall quality and formatting.

What to submit/deliverables: Based on the option you choose to complete the assignment, you may submit either a presentation (recorded or live) or an audio podcast recording, including a written outline or script developed in the webtext.

What is the value of doing this assignment? At this point in your time at Strayer, you've had significant experience learning about, developing, and exercising the 10 Skills. How you've changed as a result of your experience with the 10 Skills is unique to your academic and personal journey and has likely impacted how you understand yourself and the world around you.

In your previous assignment, you used your problem solving skill to create your personal philosophy of change, which was informed by your personal and professional experiences. The purpose of this assignment is to effectively present how the 10 Skills inform and support your philosophy of change and/or the role your philosophy of change plays in your continued development of the 10 Skills. It also allows you to consider how your experience with the 10 Skills translates to employability and the hiring process.

The value of this assignment is to effectively communicate your experience with the 10 Skills to help others think differently about their own experiences and attitudes toward change. You will have the opportunity to practice sharing your problem solving process in creating your philosophy of change and in connecting your experiences with the 10 Skills to this personal philosophy. You will also practice agility and innovation in exploring new ways of thinking about change.

Your goal for this assignment is to: Use your problem solving, agility, and innovation skills to communicate how your experience with the 10 Skills relates to your philosophical understanding of change.

What you need to complete this assignment:

Video camera, webcam, or audio capabilities for recording. Your personal philosophy of change (Week 7 Assignment). Audacity Installation and Use Instructions [PDF] (optional for podcast). PowerPoint (optional).

Steps to complete:

Scenario: A local business leader is looking for ways to promote change around personal and professional growth and learning for all members of the community. They have asked you to present your philosophy of change to the community—through a recorded presentation (or live, if in the classroom) or through a podcast they will air this month—to help demonstrate the value of employable skills and opportunities for positive change. The goal is to use examples from your personal experience to help listeners understand how they could begin to think about their own philosophy of change and how they navigate change in different contexts.

STEP 1: Introduce yourself to the audience and identify the goal of your presentation or podcast in a clear, concise manner. Your goal should be centered around how some or all of the 10 Skills and a philosophy of change have helped you—and can help others—exercise their problem solving skill (approximately 1 minute or less).

STEP 2: Since your audience will be unfamiliar with the 10 Skills and your philosophy of change, you should provide an overview (approximately 1– 3 minutes total) that addresses the following:

What are the 10 Skills and why are they important in your personal and professional life? (Note: You do not need to list and define each skill, but you can speak of them broadly.) What is a philosophy of change and why is it important? How can it help you think about and solve problems in your life?

STEP 3: Discuss your experience with the 10 Skills and your personal philosophy of change (approximately 3– 5 minutes). Note: You may choose to talk about all 10 Skills or to focus on only a few.

You can discuss any or all of the options below:

How some or all of the 10 Skills have informed your philosophy of change. How some or all of the 10 Skills can support you living out your personal philosophy of change. How your personal philosophy of change can support your continued development of some or all of the 10 Skills.

https://atlas.capella.edu/course_files/cf_PHI201_A4_WK9_AudacityFULL_Final.pdf

Remember, your audience will likely be unfamiliar with the 10 Skills and your philosophy of change. Your grade is based on how well you communicate the connection between this information in a way your audience will understand.

Your visual or audio presentation should be approximately 6– 8 minutes long. Format for the presentation will vary (depending on selection), but overall the focus should be on speed of overall presentation, tempo of sections, volume (loud versus soft; distractions in certain parts), use of filler words or phrases, inclusion of an introduction and a conclusion, and sounds practiced versus read. Refer to Chapters 8 and 9 in your webtext to review professional presentation skills and tips on how to successfully communicate to a diverse audience. If you choose to do a podcast, refer to the examples in your webtext (Page 9.7) as a reference for formatting and style.

Podcast Example 1 [M4A]: Example 1 Transcript [DOCX]. Example 1 - Why It's an A [DOCX].

Podcast Example 2 [M4A]: Example 2 Transcript [DOCX]. Example 2 - Why It's a C [DOCX].

STEP 4: Upload your recorded presentation or podcast (including written outline or script) to Blackboard in Week 9. Review the rubric on the assignment submission page.

See Creating an Outline or Script for Week 9 Assignment [PDF].

Scoring Guide

Provide a clear and concise overview (1–3 min.) of the 10 Skills and their importance for personal and professional life. 10 %

https://atlas.capella.edu/course_files/cf_PHI201_Podcast_A4%20Example_A.m4a

https://atlas.capella.edu/Course_Files/cf_Podcast_A4_Example_A.docx

https://atlas.capella.edu/Course_Files/cf_Podcast_Why_an_A.docx

https://atlas.capella.edu/course_files/cf_PHI201_Podcast_A4%20Example_C.m4a

https://atlas.capella.edu/Course_Files/cf_Podcast_A4_Example_C.docx

https://atlas.capella.edu/Course_Files/cf_Podcast_Why_a_C.docx

https://atlas.capella.edu/Course_Files/cf_PHI201_A4_WK9_Creating_Outline_or_Script_FINAL.pdf

Unacceptable (Below 60%)

Does not provide an overview of the 10 Skills and their importance for personal and professional life.

Needs Improvement (60- 69%)

Provided an incomplete overview of the 10 Skills and did not explain their importance for personal and professional life.

Satisfactory (70- 79%)

Provided an overview of the 10 Skills but did not clearly explain their importance for personal or professional life.

Competent (80- 89%)

Provided an overview of the 10 Skills and their importance for personal and professional life, but overview was not concise (more than three minutes).

Exemplary (90- 100%)

Provided a clear and concise overview (1–3 min.) of the 10 Skills and their importance for personal and professional life.

Provide an overview of your philosophy of change that includes a summary of your approaches to reacting, framing, and managing change and use specific examples to connect them to approaches to solving problems. 10 %

Unacceptable (Below 60%)

Did not provide an overview of your philosophy of change.

Needs Improvement (60- 69%)

Provided an incomplete overview of your philosophy of change. Missing two of the approaches to reacting, framing or managing change. Did not include any examples to connect them to approaches to solving problems.

Satisfactory (70- 79%)

Provided an incomplete overview of your philosophy of change. Missing one of the approaches to reacting, framing and managing change. Used general examples to connect them to approaches to solving problems.

Competent (80- 89%)

Provided an overview of your philosophy of change that includes a summary of your approaches to reacting, framing, and managing change and used general examples to connect them to approaches to solving problems.

Exemplary (90- 100%)

Provided an overview of your philosophy of change that includes a summary of your approaches to reacting, framing, and managing change and used specific examples to connect them to approaches to solving problems.

Explain the relationship between the 10 Skills and your personal philosophy of change using concrete examples to support ideas. 20 %

Unacceptable (Below 60%)

Did not submit or does not explain the relationship between the 10 Skills and the personal philosophy of change.

Needs Improvement (60- 69%)

Identified the relationship between the 10 Skills and your personal philosophy of change without a full explanation or examples to support ideas.

Satisfactory (70- 79%)

Explained the relationship between the 10 Skills and your personal philosophy of change using general examples to support ideas.

Competent (80- 89%)

Explained the relationship between the 10 Skills and your personal philosophy of change using concrete examples to support ideas.

Exemplary (90- 100%)

Explained the relationship between the 10 Skills and your personal philosophy of change using concrete examples to support the connection of specific skills and aspects of your personal philosophy of change.

Communicated personal experiences and beliefs that target a general audience: use accessible language (free of jargon and not overly complicated), and avoid controversial content and tone. 15 %

Unacceptable (Below 60%)

Did not submit or communicated personal experiences and beliefs that do not target a general audience.

Needs Improvement (60- 69%)

Communicated personal experiences and beliefs that target a general audience with three or more major issues in accessible language or controversial content/tone.

Satisfactory (70- 79%)

Communicated personal experiences and beliefs that target a general audience with 1– 2 major issues in accessible language or controversial content/tone.

Competent (80- 89%)

Communicated personal experiences and beliefs that target a general audience with 1– 2 minor issues in accessible language or controversial content/tone.

Exemplary (90- 100%)

Communicated personal experiences and beliefs that target a general audience: use accessible language (free of jargon and not overly complicated), and avoid controversial content and tone.

Develop a presentation or podcast identifies a clear goal, is logically organized, adheres to time limits (6–8 min.) and includes written outline or script. 20 %

Unacceptable (Below 60%)

Did not submit, or developed a presentation without a clear purpose, logical organization, correct time limits, and written script or outline.

Needs Improvement (60- 69%)

Developed a presentation or podcast that includes one of the four required areas below: clear goal, logical organization, adheres to time limits (6–8 min.) and includes written outline or script.

Satisfactory (70- 79%)

Developed a presentation or podcast that includes two of the four required areas below: clear goal, logical organization, adheres to time limits (6–8 min.) and includes written outline or script.

Competent (80- 89%)

Developed a presentation or podcast that includes three of the four required areas below: clear goal, logical organization, adheres to time limits (6–8 min.) and includes written outline or script.

Exemplary (90- 100%)

Developed a presentation or podcast that identifies a clear goal, is logically organized, adheres to time limits (6–8 min.), and includes written outline or script.

Create an engaging presentation or podcast that is professional in overall quality and formatting (including: speed, tempo, volume, use of filler words, phrases, an introduction, a conclusion, and sounds practiced versus read.) 25 %

Unacceptable (Below 60%)

Did not submit, or created a presentation or podcast is not professional or well-formatted.

Needs Improvement (60- 69%)

Created a presentation or podcast that is professional, engaging, and well-formatted. Contains four or more errors in the following: speed, tempo, volume, use of filler words, phrases, an introduction, a conclusion, and sounds practiced versus read.

Satisfactory (70- 79%)

Created a presentation or podcast that is professional, engaging, and well-formatted. Contains two- three errors in the following: speed, tempo, volume, use of filler words, phrases, an introduction, a conclusion, and sounds practiced versus read.

Competent (80- 89%)

Created a presentation or podcast that is professional, engaging, and well-formatted. Contains one error in the following: speed, tempo, volume, use of filler words, phrases, an introduction, a conclusion, and sounds practiced versus read.

Exemplary (90- 100%)

Created a presentation or podcast that is professional, engaging, and well-formatted. (including: speed, tempo, volume, use of filler words, phrases, an introduction, a conclusion, and sounds practiced versus read.)