Posted: June 11th, 2022

Change

Rubric, and example provided. Please answer follow up once everything else is complete
writing
ATTACHED FILE(S)
I will complete the recording part. The assignment needs to be written to match the below time requirements to meet the steps. Outline and transcript example has been provided.
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
Create your introduction.Introduce yourself to the audience and identify the goal of your presentation. Your goal should be centered around how the 10 Skills and a Philosophy of Change have helped you—and can help others—exercise their problem solving skill (1 minute or less).
STEP 2
Provide an overview of the 10 Skills and your Philosophy of Change.Be sure to discuss your Philosophy of Change by summarizing your approach to reacting to, framing, and managing change. 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.NOTE: You may choose to discuss only some of the 10 Skills.
This segment should be1–3 minutes totaland should answer these questions:
· 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 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 the relationship between the 10 Skills and your personal Philosophy of Change.This segment should be3–5 minutes total. You can discuss any or all of these options:
· how all or some of the 10 Skills have informed your Philosophy of Change
· how all or some 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 all or some of the 10 Skills
5/26/22, 1:32 PM Rubric Detail – Thinking it Through PHI201005VA016-1224-001
https://blackboard.strayer.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_30108686_1&course_id=_47… 1/3
Unacceptable(Below 60%)
Needs
Improvement
(60-69%)
Satisfactory
(70-79%)
Competent
(80-89%)
Exemplary
(90-100%)
PHI201-A4-1
1. Provide a
clear and
concise
overview (1–3
min.) of the 10
Skills and their
importance for
personal and
professional
life.
0 (0.00%)
Does not
provide an
overview of
the 10 Skills
and their
importance for
personal and
professional
life.
9.75
(6.50%)
Provided an
incomplete
overview of the
10 Skills and
did not explain
their
importance for
personal and
professional
life.
11.25
(7.50%)
Provided an
overview of the
10 Skills but
did not clearly
explain their
importance for
personal or
professional
life.
12.75
(8.50%)
Provided an
overview of the
10 Skills and
their
importance for
personal and
professional
life, but
overview was
not concise
(more than
three minutes).
15 (10.00%
Provided a
clear and
concise
overview (1–3
min.) of the 10
Skills and thei
importance fo
personal and
professional
life.
PHI201-A4-2
2. 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.
0 (0.00%)
Did not
provide an
overview of
your
philosophy of
change.
9.75
(6.50%)
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.
11.25
(7.50%)
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.
12.75
(8.50%)
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.
15 (10.00%
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.
Name: w09a1
Description: Connecting Your Philosophy of Change to the 10 Skills
ExitExit
Grid View List View
5/26/22, 1:32 PM Rubric Detail – Thinking it Through PHI201005VA016-1224-001
https://blackboard.strayer.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_30108686_1&course_id=_47… 2/3
Unacceptable(Below 60%)
Needs
Improvement
(60-69%)
Satisfactory
(70-79%)
Competent
(80-89%)
Exemplary
(90-100%)
PHI201-A4-3
3. Explain the
relationship
between the 10
Skills and your
personal
philosophy of
change using
concrete
examples to
support ideas.
0 (0.00%)
Did not submit
or does not
explain the
relationship
between the
10 Skills and
the personal
philosophy of
change.
19.5
(13.00%)
Identified the
relationship
between the
10 Skills and
your personal
philosophy of
change without
a full
explanation or
examples to
support ideas.
22.5
(15.00%)
Explained the
relationship
between the
10 Skills and
your personal
philosophy of
change using
general
examples to
support ideas.
25.5
(17.00%)
Explained the
relationship
between the
10 Skills and
your personal
philosophy of
change using
concrete
examples to
support ideas.
30 (20.00%
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 o
your personal
philosophy of
change.
PHI201-A4-4
4.
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.
0 (0.00%)
Did not submit
or
communicated
personal
experiences
and beliefs
that do not
target a
general
audience.
14.625
(9.75%)
Communicated
personal
experiences
and beliefs that
target a
general
audience with
three or more
major issues in
accessible
language or
controversial
content/tone.
16.875
(11.25%)
Communicated
personal
experiences
and beliefs that
target a
general
audience with
1–2 major
issues in
accessible
language or
controversial
content/tone.
19.125
(12.75%)
Communicated
personal
experiences
and beliefs that
target a
general
audience with
1–2 minor
issues in
accessible
language or
controversial
content/tone.
22.5
(15.00%)
Communicate
personal
experiences
and beliefs tha
target a
general
audience: use
accessible
language (free
of jargon and
not overly
complicated),
and avoid
controversial
content and
tone.
PHI201-A4-5
5. Develop 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.
0 (0.00%)
Did not
submit, or
developed a
presentation
without a clear
purpose,
logical
organization,
correct time
limits, and
written script
or outline.
19.5
(13.00%)
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.
22.5
(15.00%)
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.
25.5
(17.00%)
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.
30 (20.00%
Developed a
presentation o
podcast that
identifies a
clear goal, is
logically
organized,
adheres to
time limits (6–
min.), and
includes
written outline
or script.
5/26/22, 1:32 PM Rubric Detail – Thinking it Through PHI201005VA016-1224-001
https://blackboard.strayer.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_30108686_1&course_id=_47… 3/3
Unacceptable(Below 60%)
Needs
Improvement
(60-69%)
Satisfactory
(70-79%)
Competent
(80-89%)
Exemplary
(90-100%)
PHI201-A4-6
6. 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.)
0 (0.00%)
Did not
submit, or
created a
presentation
or podcast is
not
professional or
well-formatted.
24.375
(16.25%)
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.
28.125
(18.75%)
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.
31.875
(21.25%)
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.
37.5
(25.00%)
Created a
presentation o
podcast that is
professional,
engaging, and
well-formatted
(including:
speed, tempo
volume, use o
filler words,
phrases, an
introduction, a
conclusion,
and sounds
practiced
versus read.)
Name:w09a1
Description:Connecting Your Philosophy of Change to the 10 Skills
ExitExit
PHI201

© 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.
Page 1 of 5
Creating an Outline or Script for Week 9 Assignment
Prepare for Recording
For many, hitting “record” is stressful. What are you going to say? How are you going to say it?
What happens if you mess up?
While you cannot plan for everything, you can avoid some of the most common with strong
preparation. As part of the Week 9 Assignment requirements, you are asked to prepare by
developing either an outline or a script.
The focus should be deciding, in general, what you want to say and when to say it. This simple
act of planning makes it easier to hit that record button and, when combined with some solid
practice, increases your chances of making a solid presentation or podcast.
Two Options
Different people have different preferences in how they work. Do you want to create a general
overview to work from (an outline), or do you want to write something to help you make sure
you get the words just right (a script)? The overall structure of either will be the same. The only
real difference for this assignment will be how much you write.
NOTE: Using a script can be difficult without practicing. It is important to avoid sounding like
you are reading (or looking like it if presenting on camera or in person). Remember, the script is
there to help make sure you collect your thoughts and deliver the presentation the way you
want. It is not meant to be read word-for-word in front of the camera or audience.
Structure
OPENING INTRODUCTION OVERVIEW – FIRST POINT OVERVIEW – SECOND POINT
RELATIONSHIP (FIRST POINT TO SECOND POINT) KEY EXAMPLE(S) CLOSING
Example for Assignment – Outline (Based on “Podcast Example A”)
1. Opening.
a. Name.
b. Background.
PHI201

© 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.
Page 2 of 5
2. Introduction.
a. Philosophy of Change.
b. 10 Skills.
3. Overview – First Point.
a. Heraclitus quote.
b. Change.
i. Connect change to quote.
c. Electronics example.
i. Background.
ii. Learning.
iii. Transition to 10 Skills (agility).
4. Overview – Second Point.
a. Return to Heraclitus quote and connect to 10 Skills/theme.
b. 10 Skills and different experience levels.
5. Key Example – Agility/Innovation/Problem Solving.
a. Focus on these.
b. Margaret Atwood quote.
c. Connect philosophy of change and 10 Skills through quote.
6. Closing.
a. Review key points on change.
b. Leave audience with something to remember.
i. Two options: be ready or ignore.
PHI201

© 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.
Page 3 of 5
ii. One is good.
Example for Assignment – Script (Based on “Podcast Example A”)
OPENING
My name is Ed Buchanan and I have traveled many different roads in nearly 40 years. From
working in the professional world to working toward a degree, my experience points to one
specific idea.
INTRODUCTION
Today I will share my philosophy of change and how it is reinforced through experience working
with employable skills.
OVERVIEW – FIRST POINT
“The way up and the way down are one and the same. Living and dead, waking and sleeping,
young and old, are the same.” —Heraclitus, Life Is Flux, about 500 BC
All of these comparisons have one thing in common: change. They are the same because they
all involve a degree of change. If you do not look deeply, you may argue that there is no change
happening in people who sleep or are dead, but that is not correct. Sleeping people breathe,
cells heal, the brain functions and continues to work through the day’s problems. Even in death,
we change. Some body functions may continue well after our deaths. We are not the same
physical beings at the time of death as we are months or years afterward. Heraclitus believed
that “the only constant is change” and that idea still drives people forward today.
If we settle on this idea that change is the only constant, we can use this as the motivation to
move forward. I can remember working at a major company in my 20s. It was a good job where
I worked on electronics equipment. Translation: I played with broken stereos, TVs, cameras,
and camcorders, and did my best to make sure they were working when I shipped them back to
the customers.
I was paid well—even though I had no real background in electronics repair—but I dedicated
myself to learning. When a piece of equipment came in that I had never seen before, I sat down
next to our senior technicians and watched as they took it apart, identified the problems, and
corrected them. I was smart enough to recognize what I did not know and self-aware. The only
way to improve was to find people who could show me the way and soak up everything I could.
I did well. In fact, I did this so well that within a few short years I worked my way to the highest
technician level and was moved around the shop to work wherever there was a heavy
PHI201

© 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.
Page 4 of 5
workload. My agility made me a key team member and helped me pay my increasing school
bills. I wouldn’t be where I am today if I had not used my skills and interacted with the change
all around me.
Going from unskilled to top tech level in a few short years is a good way to showcase how to
address the changing world, but it’s not the only story. Dealing with change was at the heart of
each moment in that journey. I had to change my knowledge level. I had to change my outlook
and recognize where I needed to learn and who could teach me. I had to change the way my
manager viewed me (beginning as unknowledgeable and becoming the go-to guy). Change,
change, change.
OVERVIEW – SECOND POINT
What we will do now is talk about how each of you interacts with change. I have shared my
outlook, mostly leaning on what Heraclitus said a long, long time ago. What do you know about
change? How do you deal with it? More importantly, how will you deal with change next time
you encounter it? [4:02]
These are the basic questions I used to help think of the role change plays in my life. They
conveniently will help you do the same. When I think through these questions, my mind goes
right to recent experience with the 10 skills taught in Strayer gen ed courses—skills that
employers are looking for because people that have these skills succeed. Communication.
Problem solving. Agility. Self and social awareness. Technology. Initiative. Productivity. Results
driven. Relationship building. Innovation.
Like many people, I had different experience levels with different skills. Some of these skills, I
came in with a really strong idea of what it meant. Other skills, I didn’t have quite the same
grasp. What I did learn is that each of these skills developed over time. Stepping back, I realize
that these all revolve around the same thing: change.
KEY EXAMPLE
Agility is how well you can adapt to an ever-changing world. Innovation is looking at new ways
to address barriers or ways of doing things. Problem solving is changing a situation to fix
something that is going wrong.
We started with an ancient philosopher, journeyed to the recent past and experience with the
10 skills, and now we move to the final part of my philosophy of change.
PHI201

© 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.
Page 5 of 5
For most of us, change is not a light switch. We don’t just flip it and something inside of
ourselves magically changes the world around us. The last part of my philosophy of change
comes courtesy of Margaret Atwood. Many people will know her for the Hulu series The
Handmaid’s Tale and this quote comes from her book of the same name:
“Nothing changes instantaneously: in a gradually heating bathtub you’d be boiled to death
before you knew it.”
When the world around us gets more dangerous, we often do not recognize it. When the signs
surround us that change is coming, we may not pay enough attention. What I encourage
everyone to do, though, is to have a plan, or at least an idea, of how they want to respond to
change and the person they need to be when change pops up in your life.
CLOSING
Change surrounds each of us—at home, at work, at school, sometimes just driving home after a
long day. If we have a philosophy about how we deal with change, it can take a little of the sting
out of change and make change something you actually look for in your life.
I cannot tell you what change is coming. What I can say is you have two options: be ready or
ignore it. Only one of these options will pay off.
Follow up to the assignment completion 5-7 sentences
This week you have an opportunity to reflect on your assignment from last week when you presented your philosophy of change.
1. Discuss one positive experience from completing this assignment.
2. Discuss one challenge during your completion of this assignment.
3. Did you use one of the skills from this class (problem solving, agility and innovation) to overcome that challenge? If so, explain. If not, how might you use one of these skills in the future in a similar situation?
4. How can reflecting on this experience benefit you personally or professionally?

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