Running Head TRANSFORMATIONAL LEADERSHIP .docx

Running Head: TRANSFORMATIONAL LEADERSHIP
1
TRANSFORMATIONAL LEADERSHIP
3
Transformational leadership
Student’s name
Institution affiliation
Date of submission
Have chosen Independent learning activity and the project to
deal with is under the topic of the leadership where I will
concentrate in research topic of comparing transformational
leadership in successful and less successful companies at
service industry dealing with fast food such as Star bucks. Many
firms are considering investing in transformational leadership
because it assumed to be one leadership that promotes
innovation, advocates for strategic change in the leadership and
creates a conducive working environment for employees.
There is four main characteristics that informed my choice to
deal with a topic that lies within this style of leadership. Main

of the reason is three main characteristics of this leadership
style that I found to be very important which include;
individualized consideration where a leader pays attention to
others and helps subordinates in exploiting their talents and
becoming more responsible in the organization. Another
characteristic is an intellectual simulation where a leader
encourages their followers to creativity and creativity.
Inspirational motivation is another factor that introduces a
leader as someone capable of encouraging followers to suitable
behaviour. Lastly, is the aspect of idealized influence where a
leader has the idealized traits and behaviours which are able to
command honour and respect from the followers (McCleskey,
2014).
After having a clear focus of the leadership theory to focus on,
the other thing was to consider the main research topic
considers drawing a comparison between successful and less
successful companies or services firms in services industry that
offers fast food such as Starbucks. To help carry out this
comparison, four research questions are important and are the
one that I intend to use which are; studying the characteristics
of idealized influence in successful and less successful
companies at service industry, studying the characteristics of
intellectual stimulation in successful and less successful
companies at service industry, studying the characteristics of
inspirational motivation in successful and less successful
companies at molding industry, studying the characteristics of
individualized consideration in successful and less successful
companies at service industry and lastly, ranking
transformational leadership factors in successful and less
successful companies at service industry.
In summary, after out the research and finish the project, it is
my expectation that the following hypothesis statement will
hold true; leaders in successful companies possess more traits of
transformational leadership than an unsuccessful one.

Reference
McCleskey, J. A. (2014). Situational, transformational, and
transactional leadership and leadership development. Journal of
Business Studies Quarterly, 5(4), 117.
Interview 4
1. Describe some student behaviors that you observe in your
undergraduate classes that are problematic. What made them
problematic? Give me an example from last week.
Some problematic behaviors are negative attitudes, side
conversations/cell phone use, and negative communication
styles. These are problematic because they disrupt the flow of
the classroom, they have a negative effect on the collaborative
piece, and they cause tension and stress in the classroom for
individuals and group projects.
Last week, I assigned a group project for my classes. My
students were to work together to conduct research for a
presentation, to be given in two weeks. One of the groups
started talking about the project while I was giving instructions,
and then when it came time to work, they had missed some of
the instructions so there was some confusion about the
assignment. They began arguing about who was going to do
what in the assignment, and one of them got up and left the

group, refusing to work with the rest.
The problematic behavior in this situation was the side
conversation, first, followed by the negative communication
style. Both of these issues made it difficult for learning to take
place, and disrupted the collaborative nature and focus of my
classroom.
2. Based on teaching experiences, how would you define
incivility?
Incivility is any behavior or incident that negatively
affects the positive culture of a classroom, and interferes with
the learning process for groups or individuals. Incivility in any
learning environment can take the focus off the student and
disrupt progress towards the common achievement goals of the
classroom. Additionally, incivility can bring a level of stress
and strife into the classroom for both the teacher and students.
3. What are some behaviors that you would describe as uncivil?
When was the last time this occurred? What happened?
· Arguing or using an aggressive communication style
(interrupting, sarcasm) during classroom discussion. I tend to
see this happen if the discussion takes a controversial turn. The
last time it happened in my class, it was two people arguing
over a presidential candidate. One student called the other a
derogatory term so I had to redirect the conversation back to
topic.
· Cell phone use can be uncivil, especially when it is excessive.
I have students who forget to turn it off and it makes some type
of noise, or students who will text or be playing games
throughout class. This is probably the most common behavior I
have to address, and I usually just ask the student to step
outside and complete their conversation or task, and then join us

when they are done.
· I had a student that was not happy with a grade she received
on her test. She came in at the beginning of class and asked if
she could talk to me, but class was about to start so I asked if
she could come see me during my office hours. She said, “Of
course, I figured that’s what you would say.” Shen then went
and dropped her bag down by her chair, and left the classroom.
She came back about 20 minutes later and sat in her chair,
doodling all through the notes that I was giving the students for
the next test. Because of the negative attitude, she missed out
on an important review for the next test.
4. Can you share one or two examples of student incivility that
you have experienced in classes?
· I had a student in class that was upset with a teacher from
another class, and was talking to the students around him about
the situation. After a couple of negative comments, I walked
over and struck up a conversation with the group to redirect the
subject.
5. How do you feel when students are uncivil?
When students are uncivil in my class, I feel like I have the
responsibility to step in and redirect the conversation because it
affects the culture of my classroom. Relationships,
communication, and that circle of peers is important to the
success of my programs. Uncivil behavior disrupts the culture
of my classroom and I fear that it will leave individual students
with a negative view of not only my class, but my teaching.
6. What factors or situations contribute to student incivility in
your classes?

· If I am not engaged in my own activities and participating
actively in the discussion, that can contribute to a culture of
incivility.
· Use of sarcasm or sardonic comments
· Allowing students to control the discussion
· Addressing minor issues publicly -- it can escalate the
situation
· Allowing for discussion to get off topic and away from the
material
7. What strategies do you use to handle incidents of student
incivility in your classes?
· I try to prevent it in the first place. At the beginning of every
class, I distribute a syllabus just kind of giving of overview of
the expectations for classroom/discussion conduct and just some
general guidelines for acceptable and professional behavior in
the classroom.
· I try to direct the conversation and keep it focused on the
content by asking questions during discussions that keep the
conversation heading in the way I want it to go.
· If a problem does arise, I try to redirect the conversation and
return to an acceptable topic.
· If there is a problem, I address it individually with the
students involved, reminding them of the classroom discussion
and communication expectations.
· If it is something that I feel like I’m going to lose control of,
or is escalating, I will contact my course administrator and seek
the counsel and involvement of the necessary admin.
© Copyright 2016. Grand Canyon University. All Rights
Reserved.
Tables for Assignment 7

Table 1
Code
Definition of the code
Example from Transcript
Table 2
Words or Phrases
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the words or phrases here.
For example, do they appear in a transcript of one particular
interview, or do they show up in several interviews? If they
show up in several, there is a pattern that cross-cuts individuals.
You might want to state
Name of participant/Page number of transcript (if that seems to
make sense).
As you review the list of words/phrases in column 1, and see
some patterns, you can name the patterns. Collapse the
repeating words/phrases into 4-5 (or whatever seems relevant)
themes.
Keep writing down many words/phrases that appear frequently,
until you have written them all down.
Table 3

Inductively Developed Themes
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme.
Place additional examples of quotes for this theme in each cell
in this table.
Interview 2
Some problematic behaviors are texting or surfing the Internet
with cell phones during class, and talking to peers while I am
trying to teach. Some students sit at the back of the classroom
and state that they cannot hear. When asked to move up, they do
not want to. Students sometimes do not prepare for class in
terms of reading and/or pre-work. Then, the class does not
progress as intended due to the fact that I have to direct teach
the background information. This puts us behind schedule and
does not let the students process information at the level
needed. Other times I have an activity scheduled and students
balk at the hands-on approach, preferring to “sit and get.” Last
week, I had assigned a case study for students to read and be

prepared to interact with others in their group to develop a
solution. Not all of the students in two of the groups had done
their part of the assignment or weren’t properly prepared, so
this left the entire group without the ability to complete the
classroom activity.
incivility?
Incivility includes student or faculty behaviors that impact
the culture and community of the class. Incivility can also
include actions taken by students and/or faculty that interfere
with teaching and learning.
3. What are some behaviors you would describe as uncivil?
· Students will text during class when I am trying to lecture or
teach.
· Students will forget to set their cell phones to silent or will
take a phone call during class time, starting the conversation
even before they get out of the room.
· Students will come to class late and then disrupt class by
asking the instructor to get them caught up.
· Students will “surf” the Internet rather than work on the class
assignment.
· This happens on a regular basis in class. I think sometimes
students feel that since they are paying for the classes, they can
do what they want during class time.
· I had one student in an online class who disagreed with the
content on learning styles. He took one source that disputed the
validity of learning styles as the sole word on the topic. Then,

he was combative in the discussion forums, challenging others
to the point that two students e-mailed me with concerns and
refused to interact with him.
· Sometimes students challenge a grade. When I ask them to
highlight where they feel they have addressed the part of the
grade they challenged, they can’t do so and then still believe
their grade should be changed.
Primarily, I feel disrespected and hurt. I go to great lengths to
prepare for classes and don’t understand why students don’t
want to engage and learn. When students are uncivil to each
other, I feel the need to step in and focus the conversation and
learning.
your classes?
· Students can actively contribute to incivility by interrupting
class with ringing cell phones, talking above the lecture, coming
in late, and leaving early. Not being prepared for class
contributes to negative feelings among and between peers,
especially during active learning. One unprepared student can
impact the entire group.
· Students can passively demonstrate incivility by surfing the
Internet, playing games on the cell phone, texting, etc.
· I post a detailed syllabus and classroom policies that include a
schedule and assignments so students can work ahead.
· In the beginning stages of a class I ask the students to create a
set of norms that we can all follow to establish expectations for

how we will treat each other.
· I am present and active in classroom discussions and in the
discussion forum to redirect students if needed.
· Most importantly, I model the behaviors that I would like to
see in students.
© 2016. Grand Canyon University. All Rights Reserved.
RES-855 Mock Interview Resource
Interview 1
Some problematic behaviors are negative attitudes, entitlement,
negative communication styles, and the tendency to argue.
These are problematic because they disrupt the flow of the
classroom, they have a negative effect on the collaborative
piece, and they cause tension and stress.
Last week, I dealt with a negative attitude in one of my online
classes. My students were to exchange papers to provide
feedback on a 10-page paper they were working on. Students
were to provide feedback focused on content and there was a
rubric style feedback form for them to follow. One student
turned her paper in 48 hours late, so I posted in the classroom
asking if there was anyone willing to pick up the paper to
provide feedback.
Two students picked up the paper and they both provided
feedback that was mainly focused on content and writing
choice. The comments they gave were pretty similar -- both
picked up on problems with structure and organization, and
made some suggestions to strengthen a few areas. Both made a

general observation that although the feedback wasn’t supposed
to be based on grammar and mechanics, the paper’s grammar
and mechanical issues were detracting from the readability.
Both suggested careful editing. The feedback given was a good
mix of positive and constructive feedback, and it was delivered
in a professional manner.
The student receiving the feedback was not pleased. She posted
in the discussion board that she felt ridiculed and shamed. She
said she was going to contact her advisor and have the
assignment and the feedback reviewed because it wasn’t fair
and it wasn’t constructive. She also sent personal e-mails to
both of the students that provided the feedback (one of which,
she pointed out a couple of grammatical errors in the feedback
itself) telling them both that they needed to consider other
peoples’ feelings before tearing up and redlining somebody’s
work. She also e-mailed me and told me that she received
hurtful response e-mails from both students that were “full of
insults” and “degrading.” As it turned out, the student could not
produce a copy of those e-mails when asked by her advisor, and
subsequently she dropped the program.
incivility?
Incivility is any behavior or incident that negatively
affects the positive culture of a classroom, and interferes with
the learning process for groups or individuals. Incivility in any
learning environment can take the focus off the student and
disrupt progress towards the common achievement goals of the
classroom. Additionally, incivility can bring a level of stress
and strife into the classroom.

· Arguing with someone in a discussion forum. I deal with this
once a term or so - the last time was about two weeks ago when
somebody responded to a post by simply saying “I disagree.”
The original poster managed to stay out of it, but before I even
got back in the classroom (and I sign in daily) three people had
responded negatively. I had to step in and redirect the focus.
· Rude comments. For the most part, students I’ve worked with
have been polite and courteous to one another. About six
months ago, I was on a group video conference with a cohort of
students, when one told another student she was “a good
looking woman, and maybe that’s why she is so cocky.”
Fortunately, I didn’t have to deal with that one on my own.
· I had a student that responded to a discussion post from
another student by saying that her post was too hard to read
because all of the errors in her writing. I handled it by e-
mailing the individual and asking her to remove her comment
and keep future comments focused on extending the discussion
or reflecting on the material.
I had a student complain in the discussion board about a writing
tutor associated with the university. He mentioned the tutor’s
name, and complained in detail about the advice that was being
given.
When students are uncivil in my class, I feel like I have the
responsibility to step in and redirect the conversation because it
affects the culture of my classroom. Relationships,

communication, and that circle of peers is important to the
success of my programs. Uncivil behavior disrupts the culture
of my classroom, and I fear that it will leave individual students
with a negative view of not only my class, but my teaching.
your classes?
· If I am not present in my classroom and participating actively
in the discussion that can contribute to a culture of incivility.
· Use of sarcasm or sardonic comments.
· Allowing students to control the discussion.
· Making evaluative comments on student submissions where
other members of the class can see.
· Allowing for discussion to get off topic and away from the
material.
· I try to prevent it in the first place. At the beginning of every
class, I post an announcement just kind of giving an overview
of the expectations for classroom/discussion conduct and some
general guidelines for acceptable and professional behavior in
the classroom.
· I try to direct the conversation and keep it focused on the
content by asking questions in response to posts that keep the
conversation heading in the way I want it to go.
· If a problem does arise, I try to redirect the conversation and
return to an acceptable topic.
· If there is a problem, I address it individually with the
students involved, reminding them of the classroom discussion
and communication expectations.
· If it is something that I feel like I’m going to lose control of,
or is escalating, I will contact my course administrator and seek
the counsel and involvement of the necessary admin.

Reserved.
Interview 3
One of the biggest problems I have experienced comes from
students who are disengaged from the class. Often students are
texting or have their cell phones out during the entire class.
Another common problem is students who try to appear that
they are engaged by having their laptops open but they are often
on social media sites or surfing the web rather than being truly
engaged in the class. I have found that many students rely on a
“core group” of students to participate in all the discussions and
in class assignments and sit back and let the learning happen
around them. I don’t know if it is because they are unprepared
for class, they aren’t interested in the subject, or they don’t like
to interact in a public setting, but I know that it is frustrating
for me and for the students that are always relied upon to be
prepared to answer the questions.
incivility?
Incivility occurs when the actions of individuals including
actions or speech is rude or unsociable. In the classroom, I
think that this includes the disengagement from learning.

Cells phones are a big problem. Students are either on their
phones the whole class or phones are going off throughout the
class despite reminders to set them to silent. I understand that
there are emergencies and sometimes calls or texts have to
occur, but I ask that students be respectful and attend to their
phones outside of the class. Other common issues are students
with very strong beliefs/convictions that refuse to listen to the
opinions of others. Often these are the same students who are
surfing the web rather than engaging within the class
discussions until it is a topic they are passionate about. I have
also experienced students who do not feel that they have to
abide by the class policies in regards to the discussion forums
and assignment due dates. They feel that they should be able to
submit their work whenever they want and not receive any point
deductions. It is a spirit of entitlement in my opinion.
Recently I had a student who failed to submit two of the last
assignments. I advised her many times both on the phone and
within the Individual Forum that assignments could only be
accepted until the final day of the course, which she
acknowledged within the forum. The final day of the course
came and she did not submit the assignment and was given a
zero. Several days later she e-mailed me the assignments and
wanted credit for the assignments. I advised her that she was
aware of the policy and had acknowledged the policy within my
conversations with her. She called me to plead her case again
and said yes she was aware of the policy she just didn’t think it
applied to her.

It depends on where the incivility occurs. If it is directed at me
I am angry. I spend a great deal of time within the class and
ensure that students are learning and it is very frustrating. I try
to be compassionate for my students, but the lack of civility
sometimes makes me feel like I should be less compassionate.
If the incivility is between students, I try to remind them that
they need to respect one another’s opinions and that even if we
don’t agree on a subject it does not mean that we should be
rude. Sometimes we can agree to disagree.
your classes?
Cell phones, lap tops, side conversations, being unprepared, and
unengaged are all factors within student incivility within the
class. I know that it frustrates me and the students who are
trying to learn and who are engaged.
· Attempting to create a class culture where everyone’s opinion
is valued and respected.
· Having very detailed class polices and syllabus.
· Class discussions so that rather than a lengthy lecture students
are given the opportunity to digest the information and solidify
their learning through the discussion.
· Being active and present within the instruction and learning
myself and being sensitive to the needs of the students.
Reserved.
Rubic_Print_FormatCourse CodeClass CodeRES-855RES-855-
O502Completing a Qualitative
Study255.0CriteriaPercentageUnsatisfactory (0.00%)Less Than

Satisfactory (74.00%)Satisfactory (79.00%)Good
(87.00%)Excellent (100.00%)CommentsPoints
EarnedContent70.0%Code the Data18.0%Data coding is not
present.Data coding is present, but is incomplete.Data coding is
present, but done in a perfunctory manner.Data coding is
present. Coding is done well and mostly thorough.Data coding
is present. Coding is done in an exemplary manner and
thorough.Write-up the Results18.0%Results of the coding are
not present.Results of the coding are present, but
incomplete.Results of the coding are present. Research report is
done at a perfunctory level.Results of the coding are present.
Research report is detailed with all components listed in
assignment directions. Data analysis is thorough, but may have
missed some themes.Results of the coding are present. Research
report is thorough with all components listed in assignment
directions. Summary of the results is comprehensive. Data
analysis is cogent and
complete.Recommendations17.0%Recommendations are not
present.Recommendations are present, but
incomplete.Recommendations are present, but done at a
perfunctory level.Recommendations are present and thoughtful.
Sources used to support are scholarly and mostly current within
5 years, but some are outdated.Recommendations are present
and insightful. Sources used to support are scholarly and current
within 5 years.Synthesis and Argument17.0%No synthesis of
source information is evident. Statement of purpose is not
followed to a justifiable conclusion. The conclusion does not
support the claim made. Argument is incoherent and uses non-
credible sources.Synthesis of source information is attempted,
but is not successful. Sufficient justification of claims is
lacking. Argument lacks consistent unity. There are obvious
flaws in the logic. Some sources have questionable
credibility.Synthesis of source information is present, but
pedantic. Argument is orderly, but may have a few
inconsistencies. The argument presents minimal justification of
claims. Argument logically, but not thoroughly, supports the

purpose. Sources used are credible. Introduction and conclusion
bracket the thesis.Synthesis of source information is present and
meaningful. Argument shows logical progressions. Techniques
of argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.Synthesis of source information is present and
scholarly. Argument is clear and convincing, presenting a
persuasive claim in a distinctive and compelling manner. All
sources are authoritative. The synthesis and argument in the
paper are of publication caliber.Organization and
Effectiveness20.0%Thesis Development and
Purpose20.0%Paper lacks any discernible overall purpose or
organizing claim.Thesis and/or main claim are insufficiently
developed and/or vague; purpose is not clear.Thesis and/or main
claim are apparent and appropriate to purpose.Thesis and/or
main claim are clear and forecast the development of the paper.
They are descriptive and reflective of the arguments and
appropriate to the purpose.Thesis and/or main claim are clear
and comprehensive; the essence of the paper is contained within
the thesis. The development indicated by the thesis and/or main
claim is acceptable for publication.Format10.0%Mechanics of
Writing5.0%Mechanical errors are pervasive enough that they
impede communication of meaning. Inappropriate word choice
and/or sentence construction are used.Frequent and repetitive
mechanical errors distract the reader. Inconsistencies in
language choice (register), sentence structure, and/or word
choice are present.Some mechanical errors or typos are present,
but are not overly distracting to the reader. Correct sentence
structure and audience-appropriate language are used.Prose is
largely free of mechanical errors, although a few may be
present. A variety of sentence structures and effective figures of
speech are used.Writer is clearly in command of standard,
written, academic English.APA Format5.0%Required format is
rarely followed correctly. An appropriate number of topic-
related scholarly research sources and related in-text citations is
not present. No reference page is included. No citations are

used.Required format is attempted, but some elements are
missing or mistaken. A lack of control with formatting is
apparent. Some included sources are not scholarly research or
topic-related. Reference page is present. Citations are
inconsistently used.Required format is used correctly, although
some minor errors may be present. Scholarly research sources
are present and topic-related, but the source and quality of some
references is questionable. Reference page is included and lists
sources used in the paper. Sources are appropriately
documented, although some errors may be present.Required
format is fully used. There are virtually no errors in formatting
style. Scholarly research accounts for the majority of sources
presented and is topic-related and obtained from reputable
professional sources. Reference page is present and fully
inclusive of all cited sources. Documentation is appropriate and
citation style is usually correct.The document is correctly
formatted to publication standards. All research presented is
scholarly, topic-related, and obtained from highly respected,
professional, original sources. In-text citations and a reference
page are complete and correct. The documentation of cited
sources is free of error. The paper could readily be accepted for
publication.Total Weightage100%
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to
examine the perceptions of faculty and students in a nursing
program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to
incivility in nursing education?
· What are some of the causes of incivility in nursing
education?
· What remedies might be effective in preventing or reducing
incivility?

They gathered responses from the Incivility in Nursing
Education Survey (INE), which included both Likert-scale and
open-ended questions from 36 nursing faculty and 168 nursing
students. Each of the researchers reviewed all comments and
organized them by themes.
For this PSY-850 class, you will design a “mock” replication of
the Clark and Springer (2007) study on student and faculty
perceptions of incivility in a university nursing program.
However, the doctoral students will investigate student and
faculty perceptions in undergraduate psychology classes in one
university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey,
developed by Clark (2007; 2011) for the purposes of this study.
Questions on the survey measure faculty and student
perceptions of uncivil actions (disruptive and threatening), how
often those behaviors occur and strategies for improving civil
behaviors in university settings. The IHE was adapted from the
INE, with minor rewording, is similar in structure to the survey
used by Clark and Springer, but is appropriate for any academic
discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic
information, such as major, gender, age, and years of teaching
experience for faculty. Part 2 asks individuals to rank 16
different behaviors exhibited by students that both students and
faculty may perceive as disruptive. Part 3 focuses on 20 faculty
behaviors that may be perceived as disruptive. Both parts 2 and
3 also investigate how often the faculty has experienced the
behavior in the past 12 months (often to never on Likert scale),
and if the faculty members have experienced any of the 13
threatening behaviors (yes or no) by students or other faculty
respectively. Five open-ended questions give the faculty
member the opportunity to add contributing factors related to
student and faculty incivility, and how students or faculty in
particular contribute to incivility. A final question asked if the
faculty member would like to add comments. The survey is

designed in a manner that allows for gathering data from faculty
and students or from only faculty or only students (C. Clark,
personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a
10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points
document to outline the key components of a research study.
For the Week 2 assignment, you will use the original Clark and
Springer (2007) to identify and construct a 10 key points
document in preparation for the mock study on incivility in
psychology classes.
Steps:
1. ReadClark, C. M., & Springer, P. J. (2007). Thoughts on
incivility: Student and faculty perceptions of uncivil behavior.
Nursing Education Perspectives, 28(2), 93-97. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-
live&scope=site
2. As you read, highlight information that relates to the 10 key
points, such as the purpose, problem, sample, research question,
etc.
3. After reading and highlighting the components of the article,
complete the 10 key points table based on the Clark and
Springer (2007) study in nursing education.
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Lit Review
Problem Statement

“This study was conducted using quantitative and qualitative
methodologies to investigate the problem of incivility in
nursing education in a university environment from both student
and faculty perspectives” (Clark and Springer, 2007, p. 94).
Rewrite this in “GCU” format.
Research Questions
Sample
Sample: identify the sample from the Clark and Springer study.
Describe Phenomena (Qualitative)
Methodology and Design
Purpose Statement
“Its purpose was to consider possible causes of incivility and to
recommend potential remedies” (Clark and Springer, 2007,
p.94).
Rewrite this purpose statement based on “GCU” format.
Data Collection Instruments and Approach
Describe instruments used for the Clark and Springer study.
Describe the data collection approach used in the Clark and
Springer study along with informed consent procedures.
Data Analysis Approach
Discuss the data analysis approach used in the Clark and
Springer study.

Week 5 Assignment: In Week 2, you constructed a 10 key points
document based on the Clark and Springer (2007) study
conducted on incivility in nursing education. In preparation for
the mock replication study to be completed by participants in
undergraduate psychology classes, you now must construct a 10
key points document for your own study. This must meet GCU
criteria in terms of problem, purpose, and research question
format. This would be a descriptive case study at GCU.
Steps:
· Review the 10 key points constructed in Week 2 and the Clark
and Springer (2007) study. Additionally, review the feedback
provided by the instructor.
· Use the following template to develop 10 key points for your
replication study in an undergraduate psychology program. Be
sure to use resources in the DC network>Research/Dissertation
tab> Prospectus templates to review the criteria for the purpose,
problem, research questions and other key points.
· Use the prompts and suggestions contained in the template to
guide your work.
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Incivility in psychology undergraduate education programs
Lit Review
Include citations from studies on incivility in psychology
education
Problem Statement
Write a problem for the psychology study, in the GCU required
format.

Research Questions
Now frame questions for the study you will design for a target
population of undergraduate psychology programs.
Sample
Describe the sampling strategy you could use for a like study in
an undergraduate psychology program. Define and justify the
sampling strategy from a research source. Justify the sample
size for a qualitative study from a research source and from the
GCU Core Design Document.
Describe the Phenomenon
Methodology and Design
Describe the method and design you would use and justify your
choice of both from a research source.
Purpose Statement
Develop a purpose statement for a psychology undergraduate
program in the required GCU format.
Data Collection Instruments and Approach
Describe the IHE instrument to be used in this study.
Describe the data collection approach you would use, including
getting informed consent and how you would protect the
confidentiality of participants.
Data Analysis Approach
Discuss a specific data analysis strategy you would use in your
replication study in an undergraduate psychology program. Cite
a specific researcher’s strategy such as Hatch, Miles and
Huberman, Bogden and Biklin, or Saldana.
Week 7 Assignment
You will analyze four transcribed interviews by inductively

coding the data and developing themes. This will be a miniature
version of what coding a large study would be like.
Directions
Perform the following tasks to conduct the analysis:
· Code the data: To analyze the data, you must first identify
categories or themes that appear in the data. To accomplish this,
do the following:
· Read the transcript of each participant’s responses and
identify words that strike you as important. Mark the words in
some fashion (highlight, circle, bold, underline).
· When you recognize words or phrases that appear frequently,
make note of them. That is, circle or highlight them in the text.
· After reading all participants’ responses, review the
words/phrases you marked or wrote down and identify a short
list of useful codes. See Table 1 below.
· Collapse these codes into four or five categories or themes and
name them. See Table 1, column 2, below.
· List the categories or themes and substantiate them with
quotations from the online focus group participant transcripts.
See Tables 2 and 3, below. You could put all of these in one
table, or you could use a table for each theme, and provide
several examples of quotes in the right-hand column for that
theme.
· Present your results in a table (below) formatted according to
the APA guidelines found in the “APA Style Guide,” located in
the Student Success Center.
· Identify your coding process in an appendix (an example is
included in the Appendix below).
Task 1: Code the transcript as described above, and color code
the transcript using a color for each key code. Do this in Word.
Task 2: Create a codebook.
Code
Definition of the Code
Example From Transcript

Task 3: Create a table of words or phrases that appear
frequently. Display as shown in Table 1.
Table 1
Words or Phrases that Appear Frequently
Word or Phrase
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the word(s) or phrase(s) here.
For example, do they appear in a transcript of one particular
interview, or do they show up in several interviews? If they
show up in several, there is a pattern that cross-cuts individuals.
You might want to state
Name of participant/page number of transcript (if that seems to
make sense).
As you review the list of words/phrases in column 1, and see
some patterns, you can name the patterns. Collapse the
repeating words/phrases into 4-5 (or whatever seems relevant)
themes.
Keep writing down many words/phrases that appear frequently,
until you have written them all down.
Task 4: Based on Table 1 and your coded transcript, create a

table based on Tables 2 and 3. Create a table for each theme.
Table 2
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme
Place additional examples of quotes for this theme in each cell
in this table.
Table 3
Theme
Sample Responses
Name another theme.
Provide a quote that exemplifies this theme.
Provide another quote here.

Note: You would put notes here if needed. See pages 130-131 of
your APA manual.
Write-up the Results
A research report is not complete without a written summary of
the research findings. To complete the research report, follow
the instructions below and include the components outlined.
Include the table and the chart you have created to show the
data graphically/visually.
Introduction
Discuss the background information and the fact that this study
was modeled after a study conducted by Clark and Springer in
2007. Discuss the data Clark and Springer collected and their
results. Then discuss how your “mock or replication” study
conducted in an undergraduate psychology program will add to
these results.
Sample -- discuss who participated in your study.
Instruments...describe the structure and purpose of instrument
you used: the IHE (the interview transcript).
Data Analysis
Discuss your own initial analysis and the codes that you came
up with. Collapse these codes into three to four themes as Clark
and Springer did. However, this must be based on the “mock”
data you collected (and we presented in a separate document).
Results
Write a summary of the themes that you identified when
analyzing the faculty comments about in-class disruptions.
Include the table and the chart you have created to show the
data graphically/visually.
Recommendations
Compare your results to those of Clark and Springer (2007):
Clark and Springer (2007) conducted a qualitative study to

examine the perceptions of faculty and students in a nursing
program on incivility. Clark and Springer used the Incivility in
Nursing Education survey along with open-ended questions to
collect data from 36 nursing faculty and 168 nursing students.
Each of the researchers reviewed all comments and organized
them by themes. Clark and Springer noted four major themes of
responses:
· Faculty perceptions of in-class disruption and incivility by
students
· Faculty perceptions of out-of-class disruption and incivility by
students
· Student perceptions of uncivil behaviors by faculty
· Faculty and student perceptions of possible causes of
incivility in nursing education
A total of eight codes were identified among the faculty
comments on types of in-class disruptions. These were the
following:
· Disrupting others by talking in class
· Making negative remarks/disrespectful comments toward
faculty
· Leaving early or arriving late
· Using cell phones
· Sleeping/not paying attention
· Bringing children to class
· Wearing immodest attire
· Coming to class unprepared
Based on your findings, discuss some strategies that these
faculty members can use to reduce the incidences of
disrespectful behaviors. Cite the recommendations from peer-
reviewed sources.
Discuss how you would also use the data analysis strategy listed
in your 10 key points to code and theme the open-ended
comments from faculty.
Discuss the benefits and limitations of using SPSS and
frequency counts in qualitative data analysis, along with why
additional analysis is required.

References
Include a reference list of the sources used.
Bernard, H. R. and Ryan, G. W. (2010). Analyzing qualitative
data. New York, NY: Sage Publications.
Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility:
Student and faculty perceptions of uncivil behavior. Nursing
Education Perspectives, 28(2), 93-97. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-
live&scope=site
Grand Canyon University. (2013). Template for coding and
summary tables.
Groenewald, T. (2004). A phenomenological research design
illustrated. International Journal of Qualitative Methods, 3(1),
15-16
Hatch, J. A. (2002). Doing qualitative research in education
settings. Albany, NY: SUNY Press.
Moustakas, C. (1994). Phenomenological research methods.
New York, NY: Sage Publications.
Yin, R. (2014). Case study research design and methods. New
York, NY: Sage Publications.
MGMT-470: Business Management Capstone
Track 1 Learning Contract
Learning Contract | MGMT-470: Business Management
Capstone
Student Information

Full Name
College Email
Preferred Phone Number
Capstone Project Semester, Year, Session
Examples: Fall 2019, Session A | Spring 2020, Session B |
Summer 2020, Session A
Business Program Concentration / Focus
Examples: Human Resource Management, Accounting, Supply
Chain Management, Project Management, etc. If you didn't
choose a concentration, which field of business did you
gravitate toward during your time in the business management
program?
Service Industry Transformational Leadership
Competency | Objective | Strategy | Evidence | Evaluation
Essential Competency
Learning Objective
(what, specifically, do I want to learn?)
Strategies & Resources Required to Meet Competencies
(how will I learn?)
Evidence
(how will I demonstrate that I have learned?)
Criteria for Evaluation & Means of Validation

(how do I want to be evaluated?)
1.) Functional Area Expertise & General Business Integration
To find out the different functional areas (which I expect to
include marketing and communication, sales and customer
service, accounting, corporate services, human resources and
knowledge and innovations) in the service industry and breaking
them down in order to be able to check how activities in the
industry flow, the mechanisms of operation, the processes
involved in collaborative management, and the decision making
process.
To identify the different strategies used in the service industry
to coordinate the business cultures, its goals and objectives and
technology with the set business targets.
To identify how these strategies are used and their pros and
cons as concerning the service industry.
To specifically identify what happens in personal, vertical,
horizontal, and data integration.
1.a) Hypothesis; Leaders in successful companies possess more
traits of transformation leadership than unsuccessful ones.
i). For the service to be productive functional areas such as
marketing and communication, sales and customer service et
cetera, must be provided.
ii). With proper business integration the service industry will
observe high profit levels
2. a) The research intends make comparisons between the
performance of companies within the service industry in regard
as to whether they have invested on transformational leadership
or not.
b). The purpose of the comparisons is in order to make a
ranking of the factors which affected the success of
transformation leadership in the industry.
c). what are the characteristics of idealized influence in
successful and less successful companies in the service

industry?
What characterizes intellectual stimulation?
What the characteristics of inspirational motivation are?
Which traits of individualized consideration are used in the
industry?
3.) Service industries such as Starbucks have considered using
transformational leadership and the literature review will try to
seek how the type of leadership influences innovation, strategic
changes in leadership and creation of a conducive working
environment.
The hypothesis is expected to be true and that those companies
embracing the transformational leadership approach will be
highly performing and more productive than those which have
not.
Appropriate formulation of hypothesis and problem statement.
Quality of resources used.
2.) Oral/ Written Communication Proficiency
To find out the different channels of communication between
the companies’ executives with transformational leadership
skills and their subordinates.
To identify the challenges faced by transformational leaders in
oral and written mediums of communication
To identify the strengths and advantages enjoyed by companies
with transformational leaders.
1.) Transformational leaders with high competencies in both
oral and written communication are reason for the success of
companies in the service industry.
2.) What are the different competencies required in service
industry communication between the leaders and the workers?
After identification, the competencies will be compared in their
order of importance.
Why the specific competencies in the industry?
How the competencies affect the coordination of activities in
companies.

3.) Focus on the most critical aspects of oral communication
such as good listening skills, word choice, body language and
tone.
Companies with transformational leaders will be expected to
have well-structured channels of communication. How well the
flow of information is sustained and the time taken for the
messages to be reacted on.
Proper communication and effective flow of information is
critical and therefore with transformational leadership, this is a
key consideration to be observed.
Quality resources used.
Analysis drawn from the research.
3.) Teamwork, Human Relations and Organizational
Effectiveness
To explain the significance of working as a team in an
organizational setting
To identify the different types of work teams in the service
industry
To identify and list the characteristics which are possessed by
an effective team.
To find out the principles that hold the teams together and that
support the process of team building.
To identify and make a description of the different skills
members of the teams have and that are needed by leaders to
team-building.
1.) Successful transformational leaders are effective in team-
building and possess the necessary skills required to guide
teams of workers.
2. i) For companies to be successful, the different strategies
used are areas of concern and whether team-building style of
leadership is embraced and the perceptions of the workers
towards the strategy.
ii) The objective or purpose is to identify the specific teams
build by companies I the service industry and whether they are
cross-functional or self-managed teams.

iii). What skills are used by workers in the service industry
when it comes to team building?
What specific skills do transformational leaders have in
possession that help them carry out their duties?
What Principles have been holding together teams in the service
industry and why are they important?
3.) Of interest in the companies will be the factors which affect
the performance of teams in their works. The stages these
groups have to undergo and the threats to them and what is
likely to cause their dysfunction. Lastly, the specific teams the
organizations in the service sector have created to help them
achieve work goals and objectives.
Providing the structure of administration and how the groups
are created and run. I expect to find groups which have ideal
group characteristics more likely to survive and sustain
themselves in to the future.
Leaders of groups should be in possession of key leadership
traits to be able to smoothly run the groups and manage any
conflicts likely to arise from the workers in the groups.
4.) Problem Solving and Decision Making Proficiency
To investigate the processes involved in service industry’s
problem solving techniques.
To investigate the decision making process and the different
factors put into consideration concerning group work.
1.) The service industry is dependent on the problem-solving
and decision-making skills possessed by the transformational
leaders for their success in management and leadership.
2. i). The issue of focus will be the processes which the
companies use in problem solving and decision making about
their sales, marketing, growth strategies, human resource et
cetera.
The pros and cons associated with the decision making

processes used by the industries in their strategies.
ii). The aim of the research in this aspect is to try and connect
decision making and problem solving of the service industry
companies to their success and performance.
iii). What method was suitable and easy to adopt in decision-
making?
What are its advantages and disadvantages and why it is the
most suitable?
What are the procedures involved in the decision making
process?
3.) The topics of interest in this case are simple decision-
making and problem-solving processes involved, the steps
followed in decision-making and the pros and cons associated
with the chosen decision-making technique.
The expected outcomes of the activity will be that companies
which are successful in management and transformational
leadership make proper use of the best decision-making and
problem solving techniques.
5.) Complementary Personal Attitudes, Values and Traits
To understand the role played by personal attitudes, values and
traits in determining work behavior.
To identify the different work attitudes which affect working
behaviors.
Identify the most critical behavior sets which are key for better
performance in the service industry.
1.) Companies in service industry hired people putting into
consideration their knowledge, personalities, abilities, skills,
attitudes and values.
2, i). What do the employees consider in the work aspect before
hiring? The different factors of worker personalities, attitudes
and values which affect how managers plan, organize, lead and
control management.

ii). The purpose of identifying the personality traits is to find
out the ones relevant to the companies and their behavior
culture. It is also to identify the relationship that exists between
work behavior and personality as well as the link between work
behavior and worker values.
iii). What are values?
What are personality traits?
What connects personality traits and work behavior?
What links work behavior and values?
Why do managers have to understand the specific traits that are
critical in an employee and the work behavior?
3.) The areas of concern will be topics like; the best personality
traits and how they can be identified, how to test these traits
during employee selection for example personality testing.
The companies in the service industries employing the use of
transformational leadership approach are expected to be keen
considering employee personality as a potential predictor of
their work behavior.
I anticipate to find common in the workers of companies in the
industry some particular traits such as high self-esteem, self-
discipline, benevolence, independence et cetera.
Analysis drawn from the research
Schedule of Deliverables
You will be expected to adhere to this schedule, so please fill it
in carefully. How long do you expect each section or major
milestone of your project to take? Use the capstone templates to
help you with this. Remember - MGMT-470 is a 7 week course.
Capstone Section or Major Milestone

Start and End Date
Functional Area Expertise and General Business Integration
Written/Oral Communication Proficiency
Teamwork, Human Relations and Organizational Effectiveness
Problem Solving and Decision Making Proficiency
Complementary Personal Attitudes, Values and Traits
Signatures
This contract has been read, discussed, and edits have been
made by the student, and/or fieldwork mentor, and/or MGMT-
470 instructor. The undersigned student agrees to perform all
preliminary, primary, and secondary student actions as outlined
in the MGMT-470 online course materials. The undersigned
Fieldwork Mentor agrees to consistently provide weekly one-
on-one supervision meetings to provide instruction, facilitate
the development of necessary skills and knowledge, and
enhance the personal and professional growth of the student.
All Parties agree to fulfill this Learning Contract.
Student

Date
Fieldwork Mentor
Date
MGMT-470 Instructor
Date
MGMT-470: Business Management Capstone
10-K ANNUAL REPORT PROJECT TEMPLATE
Name:
Name of Company: Rhiannon Bethany Designs
Remember: The final report will be a minimum of 10 pages, not
to exceed 15 pages.PHASE I
Section 1– Description of Business
a. Industry the company is in:
Jewelry design and Fashion. The sale of goods.
Differences from other jewelry and fashion companies:
· The theme
· The portability (enables me to easily go to any art show OR
post up in an easier location and just stay there)

· There are quite a few goth shops in New England, but not too
many Steampunk shops despite the trend becoming very popular
online
b. What the company does:
Selling bespoke Steampunk Jewelry and Fashion via a
portable jewelry kiosk cart, to gain enough capital to eventually
open a storefront. The product will be sourced from local
Steampunk artisan’s that have a passion for their craft.
c. Major products and/or services provided by company:
Steampunk (Victorian fashion mixed with industrial
elements like gears and watch parts) jewelry, fashion,
sculptures, and accessories made by local artisans.
d. Who are their customers :
I’ve come to notice that a lot of people that like the
Steampunk art forms are either people from the goth scene OR
older folks that may be interested in period dramas because this
art form and fashion look deeply plays on the victorian theme.
Section 2- Classes of stock (include amounts authorized and
outstanding)

Section 3– Management’s discussion and analysis
a. Summary of financial events mentioned:
b. Management’s outlook about the future of the company:
c. Future goals (financial and otherwise) for the company:

PHASE II
Section 4 – Ratio calculations and analysis (show equations
using Word’s equation tool)
RATIO
FORMULA
CURRENT YEAR
PREVIOUS YEAR
Current Ratio
Accounts Receivable Turnover
Inventory Turnover

Gross Profit Margin
Net Profit Margin
Return on Total Assets
Return on Stockholders’ Equity

Earnings Per Share
(provided on annual report)
Market Price Per Share at Year End
(available on common financial websites)
Price/Earnings Ratio
Debt Ratio
Equity Ratio

Times Interest Earned
Section 4 – Ratio calculations and analysis (continued)
a. Comments on trends suggested by the ratios:
PHASE III
Section 5 – Common-size Income Statement and Balance Sheet
Insert a table for each statement showing the
last two years data converted to
common-size percentages.

Section 6 – Growth Rates
Item
Current Year
Previous Year
Growth Rate
Sales
Net Income
Total Assets
Total Liabilities
Total Equity
Comments on growth rates:

PHASE IV
Final Assembly and Works Cited

Running Head TRANSFORMATIONAL LEADERSHIP .docx

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