Tag: Essay & Composition

  • [Solved] help with assgn due in 72 hours

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    attached **files (2)** – ## Assignment4Template-IntroductionandBodyDrafting1.docx – ## IntroductionandBodyDrafting.docx **## Assignment4Template-IntroductionandBodyDrafting1.docx** 1 **Put a Title for Your Paper Here** Your Name Your Major, South College ENG1201: English Composition Professor Name M…

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    **files (2)**

    – ## Assignment4Template-IntroductionandBodyDrafting1.docx

    – ## IntroductionandBodyDrafting.docx

    **## Assignment4Template-IntroductionandBodyDrafting1.docx**

    1

    **Put a Title for Your Paper Here**

    Your Name

    Your Major, South College

    ENG1201: English Composition

    Professor Name

    Month day, Year

    **Repeat the Title for Your Paper Here**

    In “Elementary to High School: My Educational Journey,” Johnson (2025) tells <main idea from the previous exercise>. PUT THE SENTENCES FROM BEGINNING, MIDDLE, and END FROM YOUR SUMMARY EXERCISE HERE (You may need to work on wording here to make sure the sentences fit together). As Johnson (2025) showed, one’s life teaches many lessons. My journey taught me that <add the point of your story>.

    Copy the beginning of your story here and work on organizing it and adding detail.

    Copy the middle of your story here and work on organizing it and adding detail.

    Copy the end of your story here and work on organizing it and adding detail.

    [CONLUSION IS NOT DUE AS PART OF THIS ASSIGNMENT]. The conclusion will go here
    **IN THE LITERACY AUTOBIOGRAPHY DRAFT (Your next assignment).** You will read over your story, think about what you and the reader learned, and explain that here (again, in the next assignment). Then, you will add one or two sentences about what the lesson should lead someone to do (IN YOUR NEXT ASSIGNMENT).

    **References**

    Johnson, C. (2025, January 26).
    _Elementary to high school: My educational journey_. ENG1201 course.<
    [https://canvas.south.edu/courses/57833/files/folder/Uploaded%20Media?preview=14093629](https://canvas.south.edu/courses/57833/files/folder/Uploaded%20Media?preview=14093629) >

    **## IntroductionandBodyDrafting.docx**

    **Introduction and Body Drafting (Step 2 of 4 for your Literacy Autobiography assignment)**

    Let's start putting together a draft of your essay.

    [**Download this template**](https://canvas.south.edu/courses/71399/files/17458678?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/71399/files/17458678/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

    At the end of this assignment, you should have a draft of four out of the five paragraphs.

    This week’s assignment takes the work you did in Summary & Response Freewriting and uses it to begin building your introductory and body paragraphs for the Literacy Autobiography.

    **You will need to do the following:**

    1. Fill in the missing information on the first (title) page. It’s okay if you don’t get every element exactly right. You’ll have two more times to improve this.

    2. Follow the instructions to turn your Summary & Response Freewriting into the first four paragraphs. Don’t worry too much about the formality of your writing; instead, just try to move your ideas from the freewrite into paragraph structure. Add detail where needed.

    Be sure to review the content in
    _Lecture 3_ for more instruction on drafting your introduction, thesis statement, and response paragraphs. Guided instructions are provided to walk you through this assignment step-by-step.

    Rubric

    **Assignment 4 Rubric (1)**

    | | | |
    | — | — | — |
    | Assignment 4 Rubric (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeIntroduction with thesis | **15 to >13.0 ptsAdvanced** The introduction meets all the following criteria by having: an introduction of the source with APA in-text citation, an objective summary of the student essay’s main points written in the student’s own words, a thesis statement that conveys the main idea of the essay, and a focus on the student’s own learning experience.<br> <br>**13 to >10.0 ptsProficient** The Introduction section is missing one or more of the following criteria: an introduction of the source with an APA in-text citation, an objective summary of the student essay’s main points written in the student’s own words, a thesis statement that conveys the controlling idea of the essay, focused on the student’s own learning experience.<br> <br>**10 to >0 ptsDeveloping** The Introduction section misses elements of the following criteria: an introduction of the source with APA in-text citation, an objective summary of the student essay’s main points written in the student’s own words, a thesis statement that conveys the controlling idea of the essay, focused on the student’s own learning experience. | 15 pts |
    | This criterion is linked to a Learning OutcomeBody Paragraphs | **15 to >13.0 ptsAdvanced** Body paragraphs meet all the following criteria by having: Three paragraphs and an attempt to share a story with a beginning, middle, and end.<br> <br>**13 to >10.0 ptsProficient** Body paragraphs are missing one or more of the following criteria: Three paragraphs are attempted, Student attempts to share a story with a beginning, middle, and end.<br> <br>**10 to >0 ptsDeveloping** Body paragraphs are missing multiple elements of the following criteria: Three paragraphs attempted, the student attempts to share a story with a beginning, middle, and end. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA Format | **10 to >9.0 ptsAdvanced** Used the template and filled in the missing pieces.<br> <br>**9 to >6.0 ptsProficient** Used the template but did not fill in everything.<br> <br>**6 to >0 ptsDeveloping** Template not used but some of the details are correct. | 10 pts |
    | This criterion is linked to a Learning OutcomeRevision | **10 to >9.0 ptsAdvanced** Student shows a strong effort made towards improvement based on feedback provided from Assignment 3: Summary & Generating Messy Writing Freewrite.<br> <br>**9 to >6.0 ptsProficient** Student shows some effort made towards improvement based on feedback provided from Assignment 3: Summary & Generating Messy Writing Freewrite.<br> <br>**6 to >0 ptsDeveloping** Student shows little or no effort made towards improvement based on feedback provided from Assignment 3: Summary & Generating Messy Writing Freewrite. | 10 pts |

    Total Points: 50

    **## IntroductionandBodyDrafting.docx**

    **Introduction and Body Drafting (Step 2 of 4 for your Literacy Autobiography assignment)**

    Let's start putting together a draft of your essay.

    [**Download this template**](https://canvas.south.edu/courses/71399/files/17458678?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/71399/files/17458678/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

    At the end of this assignment, you should have a draft of four out of the five paragraphs.

    This week’s assignment takes the work you did in Summary & Response Freewriting and uses it to begin building your introductory and body paragraphs for the Literacy Autobiography.

    **You will need to do the following:**

    1. Fill in the missing information on the first (title) page. It’s okay if you don’t get every element exactly right. You’ll have two more times to improve this.

    2. Follow the instructions to turn your Summary & Response Freewriting into the first four paragraphs. Don’t worry too much about the formality of your writing; instead, just try to move your ideas from the freewrite into paragraph structure. Add detail where needed.

    Be sure to review the content in
    _Lecture 3_ for more instruction on drafting your introduction, thesis statement, and response paragraphs. Guided instructions are provided to walk you through this assignment step-by-step.

    Rubric

    **Assignment 4 Rubric (1)**

    | | | |
    | — | — | — |
    | Assignment 4 Rubric (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeIntroduction with thesis | **15 to >13.0 ptsAdvanced** The introduction meets all the following criteria by having: an introduction of the source with APA in-text citation, an objective summary of the student essay’s main points written in the student’s own words, a thesis statement that conveys the main idea of the essay, and a focus on the student’s own learning experience.<br> <br>**13 to >10.0 ptsProficient** The Introduction section is missing one or more of the following criteria: an introduction of the source with an APA in-text citation, an objective summary of the student essay’s main points written in the student’s own words, a thesis statement that conveys the controlling idea of the essay, focused on the student’s own learning experience.<br> <br>**10 to >0 ptsDeveloping** The Introduction section misses elements of the following criteria: an introduction of the source with APA in-text citation, an objective summary of the student essay’s main points written in the student’s own words, a thesis statement that conveys the controlling idea of the essay, focused on the student’s own learning experience. | 15 pts |
    | This criterion is linked to a Learning OutcomeBody Paragraphs | **15 to >13.0 ptsAdvanced** Body paragraphs meet all the following criteria by having: Three paragraphs and an attempt to share a story with a beginning, middle, and end.<br> <br>**13 to >10.0 ptsProficient** Body paragraphs are missing one or more of the following criteria: Three paragraphs are attempted, Student attempts to share a story with a beginning, middle, and end.<br> <br>**10 to >0 ptsDeveloping** Body paragraphs are missing multiple elements of the following criteria: Three paragraphs attempted, the student attempts to share a story with a beginning, middle, and end. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA Format | **10 to >9.0 ptsAdvanced** Used the template and filled in the missing pieces.<br> <br>**9 to >6.0 ptsProficient** Used the template but did not fill in everything.<br> <br>**6 to >0 ptsDeveloping** Template not used but some of the details are correct. | 10 pts |
    | This criterion is linked to a Learning OutcomeRevision | **10 to >9.0 ptsAdvanced** Student shows a strong effort made towards improvement based on feedback provided from Assignment 3: Summary & Generating Messy Writing Freewrite.<br> <br>**9 to >6.0 ptsProficient** Student shows some effort made towards improvement based on feedback provided from Assignment 3: Summary & Generating Messy Writing Freewrite.<br> <br>**6 to >0 ptsDeveloping** Student shows little or no effort made towards improvement based on feedback provided from Assignment 3: Summary & Generating Messy Writing Freewrite. | 10 pts |

    Total Points: 50

    **## Assignment4Template-IntroductionandBodyDrafting1.docx**

    1

    **Put a Title for Your Paper Here**

    Your Name

    Your Major, South College

    ENG1201: English Composition

    Professor Name

    Month day, Year

    **Repeat the Title for Your Paper Here**

    In “Elementary to High School: My Educational Journey,” Johnson (2025) tells <main idea from the previous exercise>. PUT THE SENTENCES FROM BEGINNING, MIDDLE, and END FROM YOUR SUMMARY EXERCISE HERE (You may need to work on wording here to make sure the sentences fit together). As Johnson (2025) showed, one’s life teaches many lessons. My journey taught me that <add the point of your story>.

    Copy the beginning of your story here and work on organizing it and adding detail.

    Copy the middle of your story here and work on organizing it and adding detail.

    Copy the end of your story here and work on organizing it and adding detail.

    [CONLUSION IS NOT DUE AS PART OF THIS ASSIGNMENT]. The conclusion will go here
    **IN THE LITERACY AUTOBIOGRAPHY DRAFT (Your next assignment).** You will read over your story, think about what you and the reader learned, and explain that here (again, in the next assignment). Then, you will add one or two sentences about what the lesson should lead someone to do (IN YOUR NEXT ASSIGNMENT).

    **References**

    Johnson, C. (2025, January 26).
    _Elementary to high school: My educational journey_. ENG1201 course.<
    [https://canvas.south.edu/courses/57833/files/folder/Uploaded%20Media?preview=14093629](https://canvas.south.edu/courses/57833/files/folder/Uploaded%20Media?preview=14093629) >

    **## IntroductionandBodyDrafting.docx**

    **Introduction and Body Drafting (Step 2 of 4 for your Literacy Autobiography assignment)**

    Let's start putting together a draft of your essay.

    [**Download this template**](https://canvas.south.edu/courses/71399/files/17458678?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/71399/files/17458678/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

    At the end of this assignment, you should have a draft of four out of the five paragraphs.

    This week’s assignment takes the work you did in Summary & Response Freewriting and uses it to begin building your introductory and body paragraphs for the Literacy Autobiography.

    **You will need to do the following:**

    1. Fill in the missing information on the first (title) page. It’s okay if you don’t get every element exactly right. You’ll have two more times to improve this.

    2. Follow the instructions to turn your Summary & Response Freewriting into the first four paragraphs. Don’t worry too much about the formality of your writing; instead, just try to move your ideas from the freewrite into paragraph structure. Add detail where needed.

    Be sure to review the content in
    _Lecture 3_ for more instruction on drafting your introduction, thesis statement, and response paragraphs. Guided instructions are provided to walk you through this assignment step-by-step.

    Rubric

    **Assignment 4 Rubric (1)**

    | | | |
    | — | — | — |
    | Assignment 4 Rubric (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeIntroduction with thesis | **15 to >13.0 ptsAdvanced** The introduction meets all the following criteria by having: an introduction of the source with APA in-text citation, an objective summary of the student essay’s main points written in the student’s own words, a thesis statement that conveys the main idea of the essay, and a focus on the student’s own learning experience.<br> <br>**13 to >10.0 ptsProficient** The Introduction section is missing one or more of the following criteria: an introduction of the source with an APA in-text citation, an objective summary of the student essay’s main points written in the student’s own words, a thesis statement that conveys the controlling idea of the essay, focused on the student’s own learning experience.<br> <br>**10 to >0 ptsDeveloping** The Introduction section misses elements of the following criteria: an introduction of the source with APA in-text citation, an objective summary of the student essay’s main points written in the student’s own words, a thesis statement that conveys the controlling idea of the essay, focused on the student’s own learning experience. | 15 pts |
    | This criterion is linked to a Learning OutcomeBody Paragraphs | **15 to >13.0 ptsAdvanced** Body paragraphs meet all the following criteria by having: Three paragraphs and an attempt to share a story with a beginning, middle, and end.<br> <br>**13 to >10.0 ptsProficient** Body paragraphs are missing one or more of the following criteria: Three paragraphs are attempted, Student attempts to share a story with a beginning, middle, and end.<br> <br>**10 to >0 ptsDeveloping** Body paragraphs are missing multiple elements of the following criteria: Three paragraphs attempted, the student attempts to share a story with a beginning, middle, and end. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA Format | **10 to >9.0 ptsAdvanced** Used the template and filled in the missing pieces.<br> <br>**9 to >6.0 ptsProficient** Used the template but did not fill in everything.<br> <br>**6 to >0 ptsDeveloping** Template not used but some of the details are correct. | 10 pts |
    | This criterion is linked to a Learning OutcomeRevision | **10 to >9.0 ptsAdvanced** Student shows a strong effort made towards improvement based on feedback provided from Assignment 3: Summary & Generating Messy Writing Freewrite.<br> <br>**9 to >6.0 ptsProficient** Student shows some effort made towards improvement based on feedback provided from Assignment 3: Summary & Generating Messy Writing Freewrite.<br> <br>**6 to >0 ptsDeveloping** Student shows little or no effort made towards improvement based on feedback provided from Assignment 3: Summary & Generating Messy Writing Freewrite. | 10 pts |

    Total Points: 50

    **## Assignment4Template-IntroductionandBodyDrafting1.docx**

    1

    **Put a Title for Your Paper Here**

    Your Name

    Your Major, South College

    ENG1201: English Composition

    Professor Name

    Month day, Year

    **Repeat the Title for Your Paper Here**

    In “Elementary to High School: My Educational Journey,” Johnson (2025) tells <main idea from the previous exercise>. PUT THE SENTENCES FROM BEGINNING, MIDDLE, and END FROM YOUR SUMMARY EXERCISE HERE (You may need to work on wording here to make sure the sentences fit together). As Johnson (2025) showed, one’s life teaches many lessons. My journey taught me that <add the point of your story>.

    Copy the beginning of your story here and work on organizing it and adding detail.

    Copy the middle of your story here and work on organizing it and adding detail.

    Copy the end of your story here and work on organizing it and adding detail.

    [CONLUSION IS NOT DUE AS PART OF THIS ASSIGNMENT]. The conclusion will go here
    **IN THE LITERACY AUTOBIOGRAPHY DRAFT (Your next assignment).** You will read over your story, think about what you and the reader learned, and explain that here (again, in the next assignment). Then, you will add one or two sentences about what the lesson should lead someone to do (IN YOUR NEXT ASSIGNMENT).

    **References**

    Johnson, C. (2025, January 26).
    _Elementary to high school: My educational journey_. ENG1201 course.<
    [https://canvas.south.edu/courses/57833/files/folder/Uploaded%20Media?preview=14093629](https://canvas.south.edu/courses/57833/files/folder/Uploaded%20Media?preview=14093629) >

    **## IntroductionandBodyDrafting.docx**

    **Introduction and Body Drafting (Step 2 of 4 for your Literacy Autobiography assignment)**

    Let's start putting together a draft of your essay.

    [**Download this template**](https://canvas.south.edu/courses/71399/files/17458678?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/71399/files/17458678/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

    At the end of this assignment, you should have a draft of four out of the five paragraphs.

    This week’s assignment takes the work you did in Summary & Response Freewriting and uses it to begin building your introductory and body paragraphs for the Literacy Autobiography.

    **You will need to do the following:**

    1. Fill in the missing information on the first (title) page. It’s okay if you don’t get every element exactly right. You’ll have two more times to improve this.

    2. Follow the instructions to turn your Summary & Response Freewriting into the first four paragraphs. Don’t worry too much about the formality of your writing; instead, just try to move your ideas from the freewrite into paragraph structure. Add detail where needed.

    Be sure to review the content in
    _Lecture 3_ for more instruction on drafting your introduction, thesis statement, and response paragraphs. Guided instructions are provided to walk you through this assignment step-by-step.

    Rubric

    **Assignment 4 Rubric (1)**

    | | | |
    | — | — | — |
    | Assignment 4 Rubric (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeIntroduction with thesis | **15 to >13.0 ptsAdvanced** The introduction meets all the following criteria by having: an introduction of the source with APA in-text citation, an objective summary of the student essay’s main points written in the student’s own words, a thesis statement that conveys the main idea of the essay, and a focus on the student’s own learning experience.<br> <br>**13 to >10.0 ptsProficient** The Introduction section is missing one or more of the following criteria: an introduction of the source with an APA in-text citation, an objective summary of the student essay’s main points written in the student’s own words, a thesis statement that conveys the controlling idea of the essay, focused on the student’s own learning experience.<br> <br>**10 to >0 ptsDeveloping** The Introduction section misses elements of the following criteria: an introduction of the source with APA in-text citation, an objective summary of the student essay’s main points written in the student’s own words, a thesis statement that conveys the controlling idea of the essay, focused on the student’s own learning experience. | 15 pts |
    | This criterion is linked to a Learning OutcomeBody Paragraphs | **15 to >13.0 ptsAdvanced** Body paragraphs meet all the following criteria by having: Three paragraphs and an attempt to share a story with a beginning, middle, and end.<br> <br>**13 to >10.0 ptsProficient** Body paragraphs are missing one or more of the following criteria: Three paragraphs are attempted, Student attempts to share a story with a beginning, middle, and end.<br> <br>**10 to >0 ptsDeveloping** Body paragraphs are missing multiple elements of the following criteria: Three paragraphs attempted, the student attempts to share a story with a beginning, middle, and end. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA Format | **10 to >9.0 ptsAdvanced** Used the template and filled in the missing pieces.<br> <br>**9 to >6.0 ptsProficient** Used the template but did not fill in everything.<br> <br>**6 to >0 ptsDeveloping** Template not used but some of the details are correct. | 10 pts |
    | This criterion is linked to a Learning OutcomeRevision | **10 to >9.0 ptsAdvanced** Student shows a strong effort made towards improvement based on feedback provided from Assignment 3: Summary & Generating Messy Writing Freewrite.<br> <br>**9 to >6.0 ptsProficient** Student shows some effort made towards improvement based on feedback provided from Assignment 3: Summary & Generating Messy Writing Freewrite.<br> <br>**6 to >0 ptsDeveloping** Student shows little or no effort made towards improvement based on feedback provided from Assignment 3: Summary & Generating Messy Writing Freewrite. | 10 pts |

    Total Points: 50

  • [Solved] Discussion 12 interactive communication

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    Create a script that correctly demonstrates the use of Win-Win Problem Solving. Be sure to label all the parts properly. Post your original script

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    Assignment Prompt & Instructions

    Create a script that correctly demonstrates the use of Win-Win Problem Solving. Be sure to label all the parts properly. Post your original script

  • [Solved] English Compensation and Turnover Assignment

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    **Compensation and Turnover Assignment** **files (1)** – ## Week4CompensationandTurnoverAssignment.docx **## Week4CompensationandTurnoverAssignment.docx** **Week 4: Compensation and Turnover Assignment** **Week 4: Reducing Turnover** Father Michael’s Wraps (pitas, wraps, flat breads) is experiencing…

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    Assignment Prompt & Instructions

    **Compensation and Turnover Assignment**

    **files (1)**

    – ## Week4CompensationandTurnoverAssignment.docx

    **## Week4CompensationandTurnoverAssignment.docx**

    **Week 4: Compensation and Turnover Assignment**

    **Week 4: Reducing Turnover**
    Father Michael’s Wraps (pitas, wraps, flat breads) is experiencing turnover in the range of 100 percent. Most of this occurs in the first 18 months of employment.
    •    How would you determine if this turnover rate is high?
    •    How would you justify to your boss that lower turnover is strategically important?
    •    What would you look at in both pay and other forms of rewards to identify ways of reducing turnover?
    •    Justify your choices based on your reading of this topic in chapter 9 of your text.

    Using APA 7 standards, draft a two-page paper, using material from the text and the library summarizing your recommendations on how Father Michael’s Wraps can use various forms of pay and rewards to reduce turnover.

    Adapted from: Gerhart et al. (2023). Compensation (14th ed.). McGraw-Hill. Retrieved from https://www.mheducation.com/highered/product/compensation-gerhart-newman/M9781260043723.html

    **Rubric**

    **HRM598 Collaborative Assignment**

    | | | |
    | — | — | — |
    | HRM598 Collaborative Assignment |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeInitial Response<br>Your initial response to the previous questions.<br>Based on your selected article, post a short review of your chosen read in this week's discussion.<br>Mention the title of your selected article.<br>The author(s), name(s)<br>What you discovered in the article<br>What was interesting was an "ah-ha" moment.<br>Why you selected the article? | **50 ptsFull Marks** The student has answered all the questions in detail, with fully explained answers with proper grammar, word usage, and free of spelling errors.<br> <br>**25 ptsMedium Quality** The student has answered some of the questions in detail. Some areas were missing proper grammar and word usage and were not free of spelling errors.<br> <br>**13 ptsLow Quality** The student needs to answer all the questions in detail. The student has vaguely explained answers that do not have proper grammar or word usage and are not free of spelling errors.<br> <br>**0 ptsNo Marks** No submission was made. | 50 pts |
    | This criterion is linked to a Learning OutcomeResponding to Classmate<br>Respond to a class colleague's article review. Ultimately, include why you believe your article and your colleague's article are essential to businesses' future. | **50 ptsFull Marks** The student has responded to classmates posting in detail, with fully engaged comments, referring to their article and the classmate's article along with proper grammar, word usage, and free of spelling errors.<br> <br>**25 ptsMedium Quality** The student has responded to a classmate with little detail to the article and post. Some areas need proper grammar and word usage and are free of spelling errors.<br> <br>**13 ptsLow Quality** The student has yet to respond fully to classmates' posting in detail, and the conversation could be more specific. The posting lacks proper grammar and word usage and is not free of spelling errors.<br> <br>**0 ptsNo Marks** No submission was made. | 50 pts |

    Total Points: 100

    **## Week4CompensationandTurnoverAssignment.docx**

    **Week 4: Compensation and Turnover Assignment**

    **Week 4: Reducing Turnover**
    Father Michael’s Wraps (pitas, wraps, flat breads) is experiencing turnover in the range of 100 percent. Most of this occurs in the first 18 months of employment.
    •    How would you determine if this turnover rate is high?
    •    How would you justify to your boss that lower turnover is strategically important?
    •    What would you look at in both pay and other forms of rewards to identify ways of reducing turnover?
    •    Justify your choices based on your reading of this topic in chapter 9 of your text.

    Using APA 7 standards, draft a two-page paper, using material from the text and the library summarizing your recommendations on how Father Michael’s Wraps can use various forms of pay and rewards to reduce turnover.

    Adapted from: Gerhart et al. (2023). Compensation (14th ed.). McGraw-Hill. Retrieved from https://www.mheducation.com/highered/product/compensation-gerhart-newman/M9781260043723.html

    **Rubric**

    **HRM598 Collaborative Assignment**

    | | | |
    | — | — | — |
    | HRM598 Collaborative Assignment |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeInitial Response<br>Your initial response to the previous questions.<br>Based on your selected article, post a short review of your chosen read in this week's discussion.<br>Mention the title of your selected article.<br>The author(s), name(s)<br>What you discovered in the article<br>What was interesting was an "ah-ha" moment.<br>Why you selected the article? | **50 ptsFull Marks** The student has answered all the questions in detail, with fully explained answers with proper grammar, word usage, and free of spelling errors.<br> <br>**25 ptsMedium Quality** The student has answered some of the questions in detail. Some areas were missing proper grammar and word usage and were not free of spelling errors.<br> <br>**13 ptsLow Quality** The student needs to answer all the questions in detail. The student has vaguely explained answers that do not have proper grammar or word usage and are not free of spelling errors.<br> <br>**0 ptsNo Marks** No submission was made. | 50 pts |
    | This criterion is linked to a Learning OutcomeResponding to Classmate<br>Respond to a class colleague's article review. Ultimately, include why you believe your article and your colleague's article are essential to businesses' future. | **50 ptsFull Marks** The student has responded to classmates posting in detail, with fully engaged comments, referring to their article and the classmate's article along with proper grammar, word usage, and free of spelling errors.<br> <br>**25 ptsMedium Quality** The student has responded to a classmate with little detail to the article and post. Some areas need proper grammar and word usage and are free of spelling errors.<br> <br>**13 ptsLow Quality** The student has yet to respond fully to classmates' posting in detail, and the conversation could be more specific. The posting lacks proper grammar and word usage and is not free of spelling errors.<br> <br>**0 ptsNo Marks** No submission was made. | 50 pts |

    Total Points: 100

  • [Solved] Annotated Bibliography

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## Untitleddocument46.pdf **## Untitleddocument46.pdf** Write as a freshman in college style and Use 4 sources Use this topic Should the U.S. government forgive federal student loan debt for low-income borrowers? I would choose this topic because it focuses on a specific group of peo…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Untitleddocument46.pdf

    **## Untitleddocument46.pdf**

    Write as a freshman in college style and Use 4 sources

    Use this topic

    Should the U.S. government forgive federal student loan debt for low-income
    borrowers?

    I would choose this topic because it focuses on a specific group of people, making it
    more detailed and easier to analyze both sides clearly. It is also a highly relevant issue
    that affects many students financially, which makes it meaningful to research and
    discuss in a balanced way.

    This week, you will submit an annotated bibliography.

    Your annotated bibliography consists of four annotated sources; two for each side of the
    debatable topic. For each source, include:

    ● An APA style formatted entry for each source
    ● A summary: What is the main message of this source?
    ● Evaluation: Why is this a credible source? Why is this author credible?
    ● Relevance: How will this source contribute to your research?
    ● Quote: Write down a quote from this source that you plan to use in your

    informative paper.

    Informative Paper full instructions

    https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?wrap=1

    Download Informative Paper full instructions

    See the rubric for specific grading criteria.

    Resource: Use the Grammarly tool to catch and correct mistakes in your writing
    assignments.

    Points: 75
    Due Sunday, 11:59 p.m. (Pacific time)

    Rubric
    Informative Paper Annotated Bibliography

    [https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1)

    [https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

    Criteria Ratings Pts

    This
    criterion
    is linked
    to a
    Learning
    Outcome

    Content

    22.5 to >20.02 ptsExceeds ExpectationsFour appropriate sources are
    identified. Sources are highly relevant to the topic and add greatly to research
    potential. The writer makes minimal (if any) errors in APA style format.

    20.02 to >17.78 ptsMeets ExpectationsFour appropriate sources are
    identified. Sources are relevant to the topic. The writer makes some errors in
    APA style format.

    17.78 to >16.2 ptsApproaches ExpectationsFour sources are identified.
    One or more sources may not be relevant to the topic. The writer makes
    numerous errors in APA style format.

    16.2 to >0 ptsDoes Not Meet ExpectationsFewer than four sources are
    identified. One or more sources are not relevant to the topic. APA style
    formatting is missing.

    22.5
    pts

    This
    criterion
    is linked
    to a
    Learning
    Outcome

    Annotatio
    ns

    22.5 to >20.02 ptsExceeds ExpectationsAll main/critical points of the
    research study are included for each annotation. Annotations succinctly and
    comprehensively describe the source material.

    20.02 to >17.78 ptsMeets ExpectationsMain/critical points of the source
    material are included but may be lacking in detail for each annotation. Most
    annotations are succinct and generally describe the source material.

    17.78 to >16.2 ptsApproaches ExpectationsMain/critical points of the
    chosen sources lack detail. Some annotations generally describe the source
    material.

    16.2 to >0 ptsDoes Not Meet ExpectationsMain/critical points of sources are
    absent or significantly lacking in detail. Some annotations may be missing.

    22.5
    pts

    This
    criterion
    is linked
    to a
    Learning
    Outcome

    Evaluatio
    n

    22.5 to >20.02 ptsExceeds ExpectationsAn evaluation of each source
    clearly explains why the it was chosen and thoroughly identifies the relevance
    to the topic.

    20.02 to >17.78 ptsMeets ExpectationsEvaluation generally explains why
    the sources were chosen and identifies their degree of relevance to the topic.

    17.78 to >16.2 ptsApproaches ExpectationsEvaluation may fail to explain
    why sources were chosen or identify their degree of relevance to the topic.

    16.2 to >0 ptsDoes Not Meet ExpectationsEvaluation neglects to explain
    why the sources were chosen or to identify their degree of relevance to the
    topic.

    22.5
    pts

    This
    criterion
    is linked
    to a
    Learning
    Outcome

    Quote

    7.5 to >6.68 ptsExceeds ExpectationsA highly appropriate quote is
    identified for each source.

    6.68 to >5.93 ptsMeets ExpectationsAn appropriate quote is identified for
    each source.

    5.93 to >5.4 ptsApproaches ExpectationsQuotes are identified for each
    source.

    5.4 to >0 ptsDoes Not Meet ExpectationsQuotes are missing for chosen
    sources.

    7.5
    pts

    Total Points: 75

    – Rubric

    **## Untitleddocument46.pdf**

    Write as a freshman in college style and Use 4 sources

    Use this topic

    Should the U.S. government forgive federal student loan debt for low-income
    borrowers?

    I would choose this topic because it focuses on a specific group of people, making it
    more detailed and easier to analyze both sides clearly. It is also a highly relevant issue
    that affects many students financially, which makes it meaningful to research and
    discuss in a balanced way.

    This week, you will submit an annotated bibliography.

    Your annotated bibliography consists of four annotated sources; two for each side of the
    debatable topic. For each source, include:

    ● An APA style formatted entry for each source
    ● A summary: What is the main message of this source?
    ● Evaluation: Why is this a credible source? Why is this author credible?
    ● Relevance: How will this source contribute to your research?
    ● Quote: Write down a quote from this source that you plan to use in your

    informative paper.

    Informative Paper full instructions

    https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?wrap=1

    Download Informative Paper full instructions

    See the rubric for specific grading criteria.

    Resource: Use the Grammarly tool to catch and correct mistakes in your writing
    assignments.

    Points: 75
    Due Sunday, 11:59 p.m. (Pacific time)

    Rubric
    Informative Paper Annotated Bibliography

    [https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1)

    [https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

    Criteria Ratings Pts

    This
    criterion
    is linked
    to a
    Learning
    Outcome

    Content

    22.5 to >20.02 ptsExceeds ExpectationsFour appropriate sources are
    identified. Sources are highly relevant to the topic and add greatly to research
    potential. The writer makes minimal (if any) errors in APA style format.

    20.02 to >17.78 ptsMeets ExpectationsFour appropriate sources are
    identified. Sources are relevant to the topic. The writer makes some errors in
    APA style format.

    17.78 to >16.2 ptsApproaches ExpectationsFour sources are identified.
    One or more sources may not be relevant to the topic. The writer makes
    numerous errors in APA style format.

    16.2 to >0 ptsDoes Not Meet ExpectationsFewer than four sources are
    identified. One or more sources are not relevant to the topic. APA style
    formatting is missing.

    22.5
    pts

    This
    criterion
    is linked
    to a
    Learning
    Outcome

    Annotatio
    ns

    22.5 to >20.02 ptsExceeds ExpectationsAll main/critical points of the
    research study are included for each annotation. Annotations succinctly and
    comprehensively describe the source material.

    20.02 to >17.78 ptsMeets ExpectationsMain/critical points of the source
    material are included but may be lacking in detail for each annotation. Most
    annotations are succinct and generally describe the source material.

    17.78 to >16.2 ptsApproaches ExpectationsMain/critical points of the
    chosen sources lack detail. Some annotations generally describe the source
    material.

    16.2 to >0 ptsDoes Not Meet ExpectationsMain/critical points of sources are
    absent or significantly lacking in detail. Some annotations may be missing.

    22.5
    pts

    This
    criterion
    is linked
    to a
    Learning
    Outcome

    Evaluatio
    n

    22.5 to >20.02 ptsExceeds ExpectationsAn evaluation of each source
    clearly explains why the it was chosen and thoroughly identifies the relevance
    to the topic.

    20.02 to >17.78 ptsMeets ExpectationsEvaluation generally explains why
    the sources were chosen and identifies their degree of relevance to the topic.

    17.78 to >16.2 ptsApproaches ExpectationsEvaluation may fail to explain
    why sources were chosen or identify their degree of relevance to the topic.

    16.2 to >0 ptsDoes Not Meet ExpectationsEvaluation neglects to explain
    why the sources were chosen or to identify their degree of relevance to the
    topic.

    22.5
    pts

    This
    criterion
    is linked
    to a
    Learning
    Outcome

    Quote

    7.5 to >6.68 ptsExceeds ExpectationsA highly appropriate quote is
    identified for each source.

    6.68 to >5.93 ptsMeets ExpectationsAn appropriate quote is identified for
    each source.

    5.93 to >5.4 ptsApproaches ExpectationsQuotes are identified for each
    source.

    5.4 to >0 ptsDoes Not Meet ExpectationsQuotes are missing for chosen
    sources.

    7.5
    pts

    Total Points: 75

    – Rubric

  • [Solved] Staffing and Pay Structures

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Staffing and Pay Structures** **files (1)** – ## StaffingandPayStructure.docx **## StaffingandPayStructure.docx** **Staffing and Pay Structure—Due in Week 5** Complete the following (refer to the "Expectations" section for the writing structure). **Staffing** 1. Explain what job market knowledge …

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    Assignment Prompt & Instructions

    **Staffing and Pay Structures**

    **files (1)**

    – ## StaffingandPayStructure.docx

    **## StaffingandPayStructure.docx**

    **Staffing and Pay Structure—Due in Week 5**

    Complete the following (refer to the "Expectations" section for the writing structure).

    **Staffing**

    1. Explain what job market knowledge and skills are needed.

    2. How hard or easy will it be to recruit and retain employees?

    3. Explain what type of employee base could be hired for the main position you are focusing on for this project from your job description and job ranking).

    4. Explain the relationship between staffing needs and pay structure.

    **Pay Structure**

    1. Find market data on your positions online to assist you in determining a pay grade structure. (See note below and exhibit 8.18 in your textbook).

    2. Explain reference rates with pay bands. What is the pupose and structure.

    3. Set up pay grades with a minimum, midpoint, and maximum (see exhibit 8.19 in your textbook).

    **Reflection**

    · Write two-three paragraphs about your take-a-ways from this assignment.

    · Rubric:
    [Week 5: Course Project-Staffing and Pay Structures](https://devryu.instructure.com/courses/134858/assignments/4366144?wrap=1)

    **Note:** Salary.comLinks to an external site. [Links to an external site.](http://www.salary.com/) offers a median wage for geographic areas.

    **Week 5: Course Project – Staffing and Pay Structures**

    **Week 5: Staffing and Pay Structures**

    The following is due this week:

    · Staffing and Pay Structures

    · Follow APA style and format and ensure the assignment includes a title page and reference page.

    · See the
    [Individual Course Project Overview page](https://devryu.instructure.com/courses/134858/pages/individual-course-project-overview?module_item_id=11874480) in Introduction & Resources for more details and expectations.

    **Rubric**

    **HRM598 Week 5 Course Project (1)**

    | | | |
    | — | — | — |
    | HRM598 Week 5 Course Project (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeStaffing Structure<br>Explain what job market knowledge and skills are needed.<br>How hard or easy will it be to recruit and retain employees?<br>Explain what type of employee base could be hired for the main position you are focusing on for this project from your job description and job ranking).<br>Explain the relationship between staffing needs and pay structure. | **30 to >24.0 ptsFull Marks** Student demonstrating an understanding of a pay structure<br> <br>**24 to >0.0 ptsMid Marks** Student demonstrated some of the elements of the assignment.<br> <br>**0 ptsNo Marks** Student did not meet the requirments of the assignment. | 30 pts |
    | This criterion is linked to a Learning OutcomePay Structure<br>Find market data on your positions online to assist you in determining a pay grade structure. (See note below.)<br>Establish a pay grade structure and pay grades for the one position.<br>Set up pay grades with a minimum, midpoint, and maximum | **30 to >24.0 ptsFull Marks** Student demonstrating an understanding a pay structure.<br> <br>**24 to >0.0 ptsMid Marks** Student demonstrating some understanding of a pay structure.<br> <br>**0 ptsNo Marks** Student did not meet the requirments of the assignment. | 30 pts |
    | This criterion is linked to a Learning OutcomeGrammar, Spelling, and APA Formatting<br>A paper of 4 to 5 pages in length, double-spaced, is customarily necessary to cover each deliverables topic adequately. This does not include the title and reference pages. If using a font larger than 12pt, then more pages might be produced. Use a font that works best to represent your work. <br>At least one peer-reviewed source besides the textbook for this course. The source should be listed as an in-text citation in the paper and a full reference of that citation on the reference page. | **5 to >4.0 ptsFull Marks** Paper is written in a clear concise manner that is free of grammatical, spelling, and APA formatting errors. Student has provided one peer-reviewed source besides the textbook.<br> <br>**4 to >3.0 ptsMid Marks** Paper has a few grammatical, spelling, and APA formatting errors. Student has provided one peer-reviewed source besides the textbook.<br> <br>**3 to >0 ptsNo Marks** Paper is not written in a clear concise manner that is free of grammatical, spelling, and APA formatting errors. Student has not provided one peer-reviewed source in addition to the textbook. | 5 pts |
    | This criterion is linked to a Learning OutcomeRelection<br>Write a couple of paragraphs to what you have learned from this assignment. What were your take-a-ways. Have at least two-three paragraphs. | **10 ptsFull Marks** Student has met the expecations of the reflection.<br> <br>**0 ptsNo Marks** Student did not meet the expecations fo the reflection. | 10 pts |

    Total Points: 75

    **## StaffingandPayStructure.docx**

    **Staffing and Pay Structure—Due in Week 5**

    Complete the following (refer to the "Expectations" section for the writing structure).

    **Staffing**

    1. Explain what job market knowledge and skills are needed.

    2. How hard or easy will it be to recruit and retain employees?

    3. Explain what type of employee base could be hired for the main position you are focusing on for this project from your job description and job ranking).

    4. Explain the relationship between staffing needs and pay structure.

    **Pay Structure**

    1. Find market data on your positions online to assist you in determining a pay grade structure. (See note below and exhibit 8.18 in your textbook).

    2. Explain reference rates with pay bands. What is the pupose and structure.

    3. Set up pay grades with a minimum, midpoint, and maximum (see exhibit 8.19 in your textbook).

    **Reflection**

    · Write two-three paragraphs about your take-a-ways from this assignment.

    · Rubric:
    [Week 5: Course Project-Staffing and Pay Structures](https://devryu.instructure.com/courses/134858/assignments/4366144?wrap=1)

    **Note:** Salary.comLinks to an external site. [Links to an external site.](http://www.salary.com/) offers a median wage for geographic areas.

    **Week 5: Course Project – Staffing and Pay Structures**

    **Week 5: Staffing and Pay Structures**

    The following is due this week:

    · Staffing and Pay Structures

    · Follow APA style and format and ensure the assignment includes a title page and reference page.

    · See the
    [Individual Course Project Overview page](https://devryu.instructure.com/courses/134858/pages/individual-course-project-overview?module_item_id=11874480) in Introduction & Resources for more details and expectations.

    **Rubric**

    **HRM598 Week 5 Course Project (1)**

    | | | |
    | — | — | — |
    | HRM598 Week 5 Course Project (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeStaffing Structure<br>Explain what job market knowledge and skills are needed.<br>How hard or easy will it be to recruit and retain employees?<br>Explain what type of employee base could be hired for the main position you are focusing on for this project from your job description and job ranking).<br>Explain the relationship between staffing needs and pay structure. | **30 to >24.0 ptsFull Marks** Student demonstrating an understanding of a pay structure<br> <br>**24 to >0.0 ptsMid Marks** Student demonstrated some of the elements of the assignment.<br> <br>**0 ptsNo Marks** Student did not meet the requirments of the assignment. | 30 pts |
    | This criterion is linked to a Learning OutcomePay Structure<br>Find market data on your positions online to assist you in determining a pay grade structure. (See note below.)<br>Establish a pay grade structure and pay grades for the one position.<br>Set up pay grades with a minimum, midpoint, and maximum | **30 to >24.0 ptsFull Marks** Student demonstrating an understanding a pay structure.<br> <br>**24 to >0.0 ptsMid Marks** Student demonstrating some understanding of a pay structure.<br> <br>**0 ptsNo Marks** Student did not meet the requirments of the assignment. | 30 pts |
    | This criterion is linked to a Learning OutcomeGrammar, Spelling, and APA Formatting<br>A paper of 4 to 5 pages in length, double-spaced, is customarily necessary to cover each deliverables topic adequately. This does not include the title and reference pages. If using a font larger than 12pt, then more pages might be produced. Use a font that works best to represent your work. <br>At least one peer-reviewed source besides the textbook for this course. The source should be listed as an in-text citation in the paper and a full reference of that citation on the reference page. | **5 to >4.0 ptsFull Marks** Paper is written in a clear concise manner that is free of grammatical, spelling, and APA formatting errors. Student has provided one peer-reviewed source besides the textbook.<br> <br>**4 to >3.0 ptsMid Marks** Paper has a few grammatical, spelling, and APA formatting errors. Student has provided one peer-reviewed source besides the textbook.<br> <br>**3 to >0 ptsNo Marks** Paper is not written in a clear concise manner that is free of grammatical, spelling, and APA formatting errors. Student has not provided one peer-reviewed source in addition to the textbook. | 5 pts |
    | This criterion is linked to a Learning OutcomeRelection<br>Write a couple of paragraphs to what you have learned from this assignment. What were your take-a-ways. Have at least two-three paragraphs. | **10 ptsFull Marks** Student has met the expecations of the reflection.<br> <br>**0 ptsNo Marks** Student did not meet the expecations fo the reflection. | 10 pts |

    Total Points: 75

  • [Solved] SPORT Leadership REPORT

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Write a report about sport leadership. See attahcement for more details. **files (1)** – ## LD.docx **## LD.docx** **Assignment** The module is assessed through an individual 2500-word report (10% tolerance, i.e., 2250-2750 words) split into two sections of equal weighting. **In Part A**: You are as…

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    Assignment Prompt & Instructions

    Write a report about sport leadership.

    See attahcement for more details.

    **files (1)**

    – ## LD.docx

    **## LD.docx**

    **Assignment**

    The module is assessed through an individual 2500-word report (10% tolerance, i.e., 2250-2750 words) split into two sections of equal weighting.

    **In Part A**: You are asked to critically evaluate your own leadership skills, strength, and areas for improvement. In this context you are expected to draw on key learnings, activities (minimum 2 + DISC), and readings of the module and highlight their impact on your own leadership development. Finally, you will be expected to identify any (mis)alignment between your current leadership skills and your future career aspirations in the sports industry.

    **NOTE** I have attached the report for this part to write about**

    **In Part B**: You are asked to design a leadership development program for a sport organisation (or: Sport Club, Sport Federation) of your choosing. You are required to outline and justify key considerations in terms of need for the program, delivery format (i.e., in-person, online, hybrid), delivery language (i.e., English, native language, mix), timeline, target audience, participant selection, and measurement of impact.

    **NOTE** This program is designed for a Saudi Women’s Football, focusing on youth female players aged 15–21. While women’s football in Saudi Arabia is rapidly growing, leadership development remains underdeveloped.**

    APA7 Referencing of appropriate academic sources is expected to support your writing in both sections of the report.

    Reference list (and appendix1) don’t count towards the word limit.

    1You are encouraged to include “evidence” of completed activities you refer to in Part A of the assignment in the Appendix.

    As for your DISC report, please only include the summary page and not the entire report in the appendix.

    ***Key Readings:**

    – Gurdjian, P., Halbeisen, T., & Lane, K. (2014). Why leadership-development programs fail. McKinsey quarterly, 1(1), 121-126.

    – Westfall, C. (2019). Leadership Development is a $366 Industry: Here’s Why Most Programs Don’t Work. Forbes.
    [https://www.forbes.com/sites/chriswestfall/2019/06/20/leadership development-why-most-programs-dont-work/](https://www.forbes.com/sites/chriswestfall/2019/06/20/leadership%20development-why-most-programs-dont-work/)

    – Masen, L., McKeen, M., Mueller, J., Leberman, S. (2026 – aop). The Importance of Self-Awareness and Critical Reflection for Leadership and Followership Development. In J. Mueller, J. Wells, and S. Leberman (Eds.), Handbook of Sport Leadership.

    – Edward Elgar. – de Schepper, J., Sotiriadou, P., & Hill, B. (2021). The role of critical reflection as an employability skill in sport management. European Sport Management Quarterly, 21(2), 280-301.

    – Saah, K., & Svensson, P. G. (2025). Leader (ship) Development in Sport for Development. Journal of Sport Management, 1(aop), 1-13.

    – Black, A. M., & Earnest, G. W. (2009). Measuring the outcomes of leadership development programs. Journal of Leadership & Organizational Studies, 16(2), 184–196.
    [https://doi.org/10.1177/1548051809339193](https://doi.org/10.1177/1548051809339193)

    – Hieker, C., & Pringle, J. (2021). Chapter 3: Leadership Development – A $366 Billion Business (pp. 35 – 45). In C. Hieker & J. Pringle (Eds.), The Future of Leadership Development – Disruptions and the Impact of Megatrends. Palgrave Macmillian.

    **Keytext**

    Northouse, P. G. (2023). Introduction to leadership: Concepts and practice (6th Edition). Sage Publications.

    Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th Edition). Sage Publications.

    Hieker, C., & Pringle, J. (2021). The Future of Leadership Development – Disruptions and the Impact of Megatrends. Palgrave Macmillian.

    **## LD.docx**

    **Assignment**

    The module is assessed through an individual 2500-word report (10% tolerance, i.e., 2250-2750 words) split into two sections of equal weighting.

    **In Part A**: You are asked to critically evaluate your own leadership skills, strength, and areas for improvement. In this context you are expected to draw on key learnings, activities (minimum 2 + DISC), and readings of the module and highlight their impact on your own leadership development. Finally, you will be expected to identify any (mis)alignment between your current leadership skills and your future career aspirations in the sports industry.

    **NOTE** I have attached the report for this part to write about**

    **In Part B**: You are asked to design a leadership development program for a sport organisation (or: Sport Club, Sport Federation) of your choosing. You are required to outline and justify key considerations in terms of need for the program, delivery format (i.e., in-person, online, hybrid), delivery language (i.e., English, native language, mix), timeline, target audience, participant selection, and measurement of impact.

    **NOTE** This program is designed for a Saudi Women’s Football, focusing on youth female players aged 15–21. While women’s football in Saudi Arabia is rapidly growing, leadership development remains underdeveloped.**

    APA7 Referencing of appropriate academic sources is expected to support your writing in both sections of the report.

    Reference list (and appendix1) don’t count towards the word limit.

    1You are encouraged to include “evidence” of completed activities you refer to in Part A of the assignment in the Appendix.

    As for your DISC report, please only include the summary page and not the entire report in the appendix.

    ***Key Readings:**

    – Gurdjian, P., Halbeisen, T., & Lane, K. (2014). Why leadership-development programs fail. McKinsey quarterly, 1(1), 121-126.

    – Westfall, C. (2019). Leadership Development is a $366 Industry: Here’s Why Most Programs Don’t Work. Forbes.
    [https://www.forbes.com/sites/chriswestfall/2019/06/20/leadership development-why-most-programs-dont-work/](https://www.forbes.com/sites/chriswestfall/2019/06/20/leadership%20development-why-most-programs-dont-work/)

    – Masen, L., McKeen, M., Mueller, J., Leberman, S. (2026 – aop). The Importance of Self-Awareness and Critical Reflection for Leadership and Followership Development. In J. Mueller, J. Wells, and S. Leberman (Eds.), Handbook of Sport Leadership.

    – Edward Elgar. – de Schepper, J., Sotiriadou, P., & Hill, B. (2021). The role of critical reflection as an employability skill in sport management. European Sport Management Quarterly, 21(2), 280-301.

    – Saah, K., & Svensson, P. G. (2025). Leader (ship) Development in Sport for Development. Journal of Sport Management, 1(aop), 1-13.

    – Black, A. M., & Earnest, G. W. (2009). Measuring the outcomes of leadership development programs. Journal of Leadership & Organizational Studies, 16(2), 184–196.
    [https://doi.org/10.1177/1548051809339193](https://doi.org/10.1177/1548051809339193)

    – Hieker, C., & Pringle, J. (2021). Chapter 3: Leadership Development – A $366 Billion Business (pp. 35 – 45). In C. Hieker & J. Pringle (Eds.), The Future of Leadership Development – Disruptions and the Impact of Megatrends. Palgrave Macmillian.

    **Keytext**

    Northouse, P. G. (2023). Introduction to leadership: Concepts and practice (6th Edition). Sage Publications.

    Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th Edition). Sage Publications.

    Hieker, C., & Pringle, J. (2021). The Future of Leadership Development – Disruptions and the Impact of Megatrends. Palgrave Macmillian.

  • [Solved] English There are two separate homework’s for my university English class. I will post the file down.

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    200 words please

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    **files (2)** – ## EssayAssignmentInstructions1.pdf – ## DisruptionIstheKeytoDeliveringtheArmyof20XX1.pdf **## EssayAssignmentInstructions1.pdf** Purpose The purpose of this assignment is to demonstrate an understanding of writing fundamentals and application of APA 7th ed. Guidelines. Background In…

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    **files (2)**

    – ## EssayAssignmentInstructions1.pdf

    – ## DisruptionIstheKeytoDeliveringtheArmyof20XX1.pdf

    **## EssayAssignmentInstructions1.pdf**

    Purpose The purpose of this assignment is to demonstrate an understanding of
    writing fundamentals and application of APA 7th ed. Guidelines.

    Background
    Information

    The ability to write about a given topic from historical, philosophical,
    rhetorical and/or cross-cultural and interdisciplinary perspectives is prudent
    for today’s leaders. It allows leaders to demonstrate proficiency in creating a
    shared understanding through written communication.

    Topic

    In the article, Disruption Is the Key to Delivering the Army of 20XX, the author
    explains that creativity, cooperation, and collaboration at multiple levels in our
    Army are the fundamental elements needed to produce formations at echelon
    capable of winning our next battles and engagements.

    In your essay, explain what is needed in our Army to support the creativity role.
    Give three examples to support your argument (come up with your own).
    What steps have you taken to support creativity?

    Resource
    Requirements

    Writing Fundamentals Lesson (PowerPoint)
    Writing Fundamentals Lesson (Video)

    Article: Disruption Is the Key to Delivering the Army of 20XX

    Expectations 1. Following the APA 7th ed. guidelines, write an essay. Your essay must:

    -be a new sterile MS Word document
    -include a Title page and Reference page (DO NOT include an abstract)
    -be on the topic above
    -include introduction and conclusion paragraphs
    -be a maximum of two pages (the Title page and Reference page do
    not count toward your two-page maximum)

    -follow all rules of grammar, spelling, and punctuation (run a spelling and
    grammar check before submission)

    -include ONLY one reference and in-text citation, properly formatted IAW
    APA 7th ed.

    -use Times New Roman, 12pt font throughout

    2. Upload and submit your essay for grading in blackboard by clicking on

    the Essay Submission link.

    3. Your essay will be evaluated on the expectations listed above, the
    assignment rubric, and lesson material (review the Writing Fundamentals
    lesson and assignment rubric before you start your essay).

    ESSAY

    **## DisruptionIstheKeytoDeliveringtheArmyof20XX1.pdf**

    MILITARY REVIEW ONLINE EXCLUSIVE · FEBRUARY 2024
    1

    Lt. Gen. Milford Beagle Jr., U.S. Army , is the commanding general of the U.S. Army Combined Arms Center on Fort
    Leavenworth, Kansas, where he is responsible for integrating the modernization of the fielded Army across doctrine, organiza-
    tion, training, materiel, leadership, personnel, facilities, and policy. He has served in multiple leadership capacities from platoon
    through division levels, and his career deployments span the globe from Hawaii to the Republic of Korea. He previously served
    as the commanding general of 10th Mountain Division (Light). He holds a BS from South Carolina State University, an MS from
    Kansas State University, an MS from the School of Advanced Military Studies, and an MS from the Army War College.

    Disruption Is the Key
    to Delivering the Army
    of 20XX
    Lt. Gen. Milford H. Beagle Jr., U.S. Army

    The chief of staff of the Army has deemed
    continuous transformation as one of his four
    focus areas. To understand what and how to

    contribute to continuous transformation, leaders at
    multiple levels require a common understanding of
    the fundamental elements necessary to transform and
    drive perpetual change. Bestselling author Charlene Li
    explains that transforming organizations do so through
    a path designed for the “future customer,” which
    requires “leadership that creates a movement to drive
    and sustain transformation … and a culture that thrives
    on disruptive change.”1

    Disruptive transformation “isn’t only about innova-
    tion or technology.”2 It is largely a mindset and behavior
    change among leadership teams. In other words, it sets
    up organizations to thrive in a disruptive world. We must
    view the future battlefield as a disruptive world, and in
    doing so, leaders at multiple levels will be wise to heed a
    comment made by N. R. Narayana Murthy, cofounder
    of Infosys: “Growth is painful. Change is painful. But,
    nothing is as painful as staying stuck where you do not
    belong.”3 The changing nature of war and the creative
    use of technology makes future battlefields transparent,

    extended, and even more complex. It is the mindset of
    embracing change, new ideas, and the associated behav-
    iors such as creativity, cooperation, and collaboration
    that will enable continuous transformation.

    By 2030, the Army will field a new force capable
    of winning on the future battlefield against a variety
    of threats. Despite resource constraints that include
    time, money, and people with competing global force
    demands, rapid transformation is a tall task but not out
    of reach. To transform, we must disrupt the status quo.
    Creativity, cooperation, and collaboration at multiple
    levels in our Army are the fundamental elements need-
    ed to produce formations at echelon capable of winning
    our next battles and engagements.

    Creativity
    Creativity enables the ability to expand problems

    to an extent that new or alternative solutions tend to
    jump out. Disruptive transformation relies on think-
    ing bigger not smaller, accurately capturing risk, and
    seeing as deeply into the future as possible. The role
    of creativity in disruptive transformation will allow
    us to shed biases and apprehension while illuminating

    DISRUPTION IS THE KEY

    2

    possibilities. Our efforts to
    experiment must be focused
    on what doesn’t work versus
    what will work. In the latter,
    we run the risk of baking in a
    conclusion of a solution work-
    ing. Experience is what you
    gain when you fail; therefore,
    if all things are geared to suc-
    ceed, we run the risk of failing
    to learn and learn quickly.

    Necessity accelerated
    creativity over the past several
    decades of war, but while
    in an interwar window, the
    urgency to be creative must
    be accelerated. Using robots
    to identify and disarm impro-
    vised explosive devices (IEDs)
    and synthetic aperture radars
    to find IEDs are both examples
    of necessity driving creativity
    due to the high level of casu-
    alties and injury caused by
    IEDs in Iraq and Afghanistan.
    Unmanned aircraft systems
    (UAS), once exclusively used
    for intelligence, surveillance,
    and reconnaissance, are now
    being considered for casualty
    evacuation—a good example of
    creative urgency based on the
    technology available and the
    host of uses for UASs under
    multiple conditions of war.

    Creativity means full com-
    mitment to change, and as
    insurance, avoid the tempta-
    tion to turn back by burning
    the boats. Creative thinking
    also brings into focus the term
    “burning the boats.” This is a
    reference to Alexander the
    Great’s conquering the Persian
    Empire. In 334 BCE, after
    sailing a large fleet across the
    Hellespont Strait into Persian

    Left: Future general and president Dwight D. Eisenhower served at Camp Meade, Mary-
    land, following World War I. Right: As a temporary lieutenant colonel, George S. Patton Jr.,
    of the 1st Tank Battalion, stands in front of a French Renault tank in summer 1918. (Photos
    courtesy of the National Archives)

    Prominent Disrupters
    Following World War I, Maj. George S. Patton and Capt. Dwight “Ike”

    Eisenhower shared a passionate vision regarding the evolution of tank
    warfare, publishing articles in professional military journals extolling the
    importance of tanks to the future of the Army. The articles were disrup-
    tive to given wisdom of the time with respect to the “proper” role of tanks
    as they related to infantry. In the case of Eisenhower, he was threatened
    with court martial if he published further on the subject for advocating
    “dangerous” ideas. Notwithstanding, in time, Patton’s and Eisenhower’s
    ideas significantly influenced the direction of the Army’s operational and
    tactical employment of armor.

    To read the article “Comments on ‘Cavalry Tanks’” by Maj. George S.
    Patton Jr., see the November-December 2015 edition of Military Review at
    https://www.armyupress.army.mil/Portals/7/military-review/Archives/
    English/MilitaryReview_20151231_art009.pdf.

    To read Eisenhower’s article, “A Tank Discussion,” from the November
    1920 edition of the Infantry Journal, visit https://cgsc.contentdm.oclc.org/
    digital/collection/p4013coll7/id/799/. For more detail on the contribu-
    tions of Eisenhower as an early advocate of developing tank warfare, see
    “The Making of a General: Ike, the Tank, and the Interwar Years” by Lt.
    Col. (Ret.) Thomas Morgan at https://armyhistory.org/the-making-of-a-
    general-ike-the-tank-and-the-interwar-years/.

    [https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a](https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a)

    [https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a](https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a)

    [https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/](https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/)

    [https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/](https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/)

    [https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/](https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/)

    [https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/](https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/)

    DISRUPTION IS THE KEY

    MILITARY REVIEW ONLINE EXCLUSIVE · FEBRUARY 2024
    3

    The adage ‘better to have and not need than to need
    and not have’ counters everything about creativity and
    disruptive transformation. Creativity allows freer and
    bigger thinking even when resources are constrained.

    territory, Alexander ordered the ships to be burned. To
    his men’s dismay, he stated that we will either die here
    or return on Persian ships.4

    Creativity will require us to burn some boats. The
    temptation can’t be to hold onto what we had because
    of the uncertainty of the next solution. In this sense,
    the adage “better to have and not need than to need

    and not have” counters everything about creativity and
    disruptive transformation. Creativity allows freer and
    bigger thinking even when resources are constrained.
    The simple ability to solve new problems in new ways
    and in some cases with old things affords a level of
    creative freedom across our force. The anchor of hold-
    ing onto the old while trying to create the new simply
    won’t work. Conversely, if we find ourselves in need but
    don’t have, a lack of creativity can be the first place we
    may want to look.

    Cooperation
    Delivering the Army of 20XX will require a higher

    degree of cooperation inside and outside of our en-
    terprise than ever to make our operational concepts
    come to fruition. Dominic Barton, head of McKinsey,
    once asserted that “we love to tell other people to
    change, but it’s not fun when you’re the one chang-
    ing.”5 In this sense, we must act together in an effort
    to achieve a common purpose, which is the essence of
    cooperation. For disruptive transformation to occur,
    cooperation is not the byproduct of developing big
    ideas in a vacuum; the desired outcome is the sharing
    of the big ideas with others to find solutions. Linked
    to the previous behavior, cooperation brings about
    even more creativity.

    Within the Training and Doctrine Command,
    there are many shining examples of robust cooperation
    occurring at the center of excellence (COE) level. As
    one example, the Cyber COE in conjunction with the
    community of experts across network requirements

    determined that system requirements designed in iso-
    lation fail to account for aggregate compute, store, and
    transport requirements. As another example, multiple
    COEs cooperated with the Aviation COE to determine
    that having specialty UASs for each branch or function
    is not feasible, but common airframes capable of carry-
    ing a variety of payloads is a better way forward.

    Disruption isn’t always about new stuff; in some
    cases, it is as simple as cooperating to see if old things
    or concepts can be used in different ways. The ability to
    cooperate with a clear-eyed view of a common purpose
    will also lead to solution generation with things we
    already have. Showcased are the examples of extreme
    change and continual transformation by big organi-
    zations like Google and Facebook. But not all their
    change was revolutionary or evolutionary; some was
    disruptive. Many products used by these two business
    powerhouses “were third generation iterations of tech-
    nology that already existed.”6 They were simply used in
    different ways. Cooperation means operating outside of
    the vacuum to continually drive change.

    Collaboration
    Finally, the third variable to disruptive transforma-

    tion is collaboration. Collaboration in this sense goes
    beyond simply working together or as an extension of
    cooperation. Collaboration drives disruptive transfor-
    mation by creating breakthroughs. As described by Li,
    these breakthroughs “are born from an uncanny ability
    to see the future and direct all the resources of your
    organization to chase after it.”7

    Our own historical Army examples of this are the
    “Big 5,” which have been used ad nauseum to illustrate
    how modernization and transformation paid huge
    dividends in the post-Vietnam era.8 The collabora-
    tion across multiple commands to include the newly
    formed Training and Doctrine Command and Forces
    Command, both born in 1973, made possible the

    DISRUPTION IS THE KEY

    MILITARY REVIEW ONLINE EXCLUSIVE · FEBRUARY 2024
    4

    alignment of resources, energy, and effort to bring new
    doctrine (AirLand Battle), equipment (the Big 5), and
    organizations to fruition. Little was it known that the
    force designed, and the envisioned employment would
    play out in places like Panama and Iraq to great effect
    versus the plains of Europe.

    This may be the case again in an uncertain, disrup-
    tive, and complex global security environment that
    our Army will face and be required to contribute to
    as part of a joint and multinational force. Therefore,
    collaboration to see as deeply into the future as possi-
    ble and to direct scarce resources to the fundamental
    requirements necessary to contribute under multiple
    conditions of war (conventional, irregular, hybrid, etc.)
    will be how history will measure our success.

    Conclusion
    For continual transformation to achieve the out-

    comes we desire, we must foster a culture that thrives
    on disruptive change.

    In terms of change, it is far easier to see what needs
    to be done versus how it will get done. The adage of
    there being more work in a “how” question than a
    “why” or “what” question certainly rings true in this
    case. Creativity, cooperation, and collaboration provide
    the how to develop and sustain disruptive transforma-
    tion to push against the status quo where necessary,
    bureaucracy where needed, and complacency where
    found. To gain the speed we need in the short amount
    of time available, minimal disruption to the status quo
    won’t exactly be a winning recipe.

    Disruptive transformation is more of a cultur-
    al mindset than innovation or technology; it is our

    “how to” for continual transformation. Li posits,
    “Innovation is the snooze button of corporate strategy,
    pushing tough decisions into the future.”9 Creativity
    will enable seeing the challenges of the future in
    breadth and depth in some ways clouded by quick win
    innovations. Cooperation allows us to break stove-
    pipes to gain a better perspective of what is in the best
    interest of the Army’s contribution to a joint fight, re-
    gardless of theater and agnostic to conditions of war.
    Collaboration puts us in a position to break through
    the complexity of challenges that we will face in the
    future versus succumbing to creating solutions that
    are parochial, biased, or warfighting function centric.
    As Gen. Donn Starry once described, collaboration
    will enable us to operate from a “common cultural
    bias” to solve complex problems.10

    When the security environment is as complex as
    what we will face in the future, we must tackle tough
    decisions head on by developing creative solutions.
    Future leaders of the Army of 20xx (what we describe
    as 2030, 2040, or 2050), or “the future customer,” will
    judge us not on a new piece of kit but rather how we
    got it there. When you comb through the archives of
    our post-Vietnam era history, the technology is the
    least impressive thing that you will find. The most
    impressive thing you will find is how leaders got there
    through the persistence of collaboration, healthy coop-
    eration, and a sense of urgency-driven creativity.

    Disrupting the status quo doesn’t mean flipping the
    apple cart, nor does it introduce a new term to use as the
    next big buzzword. In a simple way and in simple terms,
    it will help generate the speed, agility, and versatility
    needed to keep pace with change and complexity.

    Notes
    1. Charlene Li, The Disruption Mindset: Why Some Organiza-

    tions Transform While Others Fail (Oakton, VA: IdeaPress Publish-
    ing, 2019), 5–7.

    2. Ibid., 5.
    3. Ibid., 1.
    4. Ibid., 57–58.
    5. Ibid., 127.
    6. Ibid., 17.

    7. Ibid.
    8. “The U.S. Army Needs a ‘Small Five’ Modernization Strategy,”

    Lexington Institute, 16 October 2015, https://www.lexingtoninsti-
    tute.org/the-u-s-army-needs-a-small-five-modernization-strategy/.

    9. Li, The Disruption Mindset, 5.
    10. Donn A. Starry, “To Change an Army,” Military Review 63,

    no. 3 (March 1983): 20–27.

    US ISSN 0026-4148

    – Disruption Is the Key to Delivering the Army of 20XX
    – Creativity
    – Cooperation
    – Collaboration
    – Conclusion

    **## DisruptionIstheKeytoDeliveringtheArmyof20XX1.pdf**

    MILITARY REVIEW ONLINE EXCLUSIVE · FEBRUARY 2024
    1

    Lt. Gen. Milford Beagle Jr., U.S. Army , is the commanding general of the U.S. Army Combined Arms Center on Fort
    Leavenworth, Kansas, where he is responsible for integrating the modernization of the fielded Army across doctrine, organiza-
    tion, training, materiel, leadership, personnel, facilities, and policy. He has served in multiple leadership capacities from platoon
    through division levels, and his career deployments span the globe from Hawaii to the Republic of Korea. He previously served
    as the commanding general of 10th Mountain Division (Light). He holds a BS from South Carolina State University, an MS from
    Kansas State University, an MS from the School of Advanced Military Studies, and an MS from the Army War College.

    Disruption Is the Key
    to Delivering the Army
    of 20XX
    Lt. Gen. Milford H. Beagle Jr., U.S. Army

    The chief of staff of the Army has deemed
    continuous transformation as one of his four
    focus areas. To understand what and how to

    contribute to continuous transformation, leaders at
    multiple levels require a common understanding of
    the fundamental elements necessary to transform and
    drive perpetual change. Bestselling author Charlene Li
    explains that transforming organizations do so through
    a path designed for the “future customer,” which
    requires “leadership that creates a movement to drive
    and sustain transformation … and a culture that thrives
    on disruptive change.”1

    Disruptive transformation “isn’t only about innova-
    tion or technology.”2 It is largely a mindset and behavior
    change among leadership teams. In other words, it sets
    up organizations to thrive in a disruptive world. We must
    view the future battlefield as a disruptive world, and in
    doing so, leaders at multiple levels will be wise to heed a
    comment made by N. R. Narayana Murthy, cofounder
    of Infosys: “Growth is painful. Change is painful. But,
    nothing is as painful as staying stuck where you do not
    belong.”3 The changing nature of war and the creative
    use of technology makes future battlefields transparent,

    extended, and even more complex. It is the mindset of
    embracing change, new ideas, and the associated behav-
    iors such as creativity, cooperation, and collaboration
    that will enable continuous transformation.

    By 2030, the Army will field a new force capable
    of winning on the future battlefield against a variety
    of threats. Despite resource constraints that include
    time, money, and people with competing global force
    demands, rapid transformation is a tall task but not out
    of reach. To transform, we must disrupt the status quo.
    Creativity, cooperation, and collaboration at multiple
    levels in our Army are the fundamental elements need-
    ed to produce formations at echelon capable of winning
    our next battles and engagements.

    Creativity
    Creativity enables the ability to expand problems

    to an extent that new or alternative solutions tend to
    jump out. Disruptive transformation relies on think-
    ing bigger not smaller, accurately capturing risk, and
    seeing as deeply into the future as possible. The role
    of creativity in disruptive transformation will allow
    us to shed biases and apprehension while illuminating

    DISRUPTION IS THE KEY

    2

    possibilities. Our efforts to
    experiment must be focused
    on what doesn’t work versus
    what will work. In the latter,
    we run the risk of baking in a
    conclusion of a solution work-
    ing. Experience is what you
    gain when you fail; therefore,
    if all things are geared to suc-
    ceed, we run the risk of failing
    to learn and learn quickly.

    Necessity accelerated
    creativity over the past several
    decades of war, but while
    in an interwar window, the
    urgency to be creative must
    be accelerated. Using robots
    to identify and disarm impro-
    vised explosive devices (IEDs)
    and synthetic aperture radars
    to find IEDs are both examples
    of necessity driving creativity
    due to the high level of casu-
    alties and injury caused by
    IEDs in Iraq and Afghanistan.
    Unmanned aircraft systems
    (UAS), once exclusively used
    for intelligence, surveillance,
    and reconnaissance, are now
    being considered for casualty
    evacuation—a good example of
    creative urgency based on the
    technology available and the
    host of uses for UASs under
    multiple conditions of war.

    Creativity means full com-
    mitment to change, and as
    insurance, avoid the tempta-
    tion to turn back by burning
    the boats. Creative thinking
    also brings into focus the term
    “burning the boats.” This is a
    reference to Alexander the
    Great’s conquering the Persian
    Empire. In 334 BCE, after
    sailing a large fleet across the
    Hellespont Strait into Persian

    Left: Future general and president Dwight D. Eisenhower served at Camp Meade, Mary-
    land, following World War I. Right: As a temporary lieutenant colonel, George S. Patton Jr.,
    of the 1st Tank Battalion, stands in front of a French Renault tank in summer 1918. (Photos
    courtesy of the National Archives)

    Prominent Disrupters
    Following World War I, Maj. George S. Patton and Capt. Dwight “Ike”

    Eisenhower shared a passionate vision regarding the evolution of tank
    warfare, publishing articles in professional military journals extolling the
    importance of tanks to the future of the Army. The articles were disrup-
    tive to given wisdom of the time with respect to the “proper” role of tanks
    as they related to infantry. In the case of Eisenhower, he was threatened
    with court martial if he published further on the subject for advocating
    “dangerous” ideas. Notwithstanding, in time, Patton’s and Eisenhower’s
    ideas significantly influenced the direction of the Army’s operational and
    tactical employment of armor.

    To read the article “Comments on ‘Cavalry Tanks’” by Maj. George S.
    Patton Jr., see the November-December 2015 edition of Military Review at
    https://www.armyupress.army.mil/Portals/7/military-review/Archives/
    English/MilitaryReview_20151231_art009.pdf.

    To read Eisenhower’s article, “A Tank Discussion,” from the November
    1920 edition of the Infantry Journal, visit https://cgsc.contentdm.oclc.org/
    digital/collection/p4013coll7/id/799/. For more detail on the contribu-
    tions of Eisenhower as an early advocate of developing tank warfare, see
    “The Making of a General: Ike, the Tank, and the Interwar Years” by Lt.
    Col. (Ret.) Thomas Morgan at https://armyhistory.org/the-making-of-a-
    general-ike-the-tank-and-the-interwar-years/.

    [https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a](https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a)

    [https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a](https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a)

    [https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/](https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/)

    [https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/](https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/)

    [https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/](https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/)

    [https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/](https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/)

    DISRUPTION IS THE KEY

    MILITARY REVIEW ONLINE EXCLUSIVE · FEBRUARY 2024
    3

    The adage ‘better to have and not need than to need
    and not have’ counters everything about creativity and
    disruptive transformation. Creativity allows freer and
    bigger thinking even when resources are constrained.

    territory, Alexander ordered the ships to be burned. To
    his men’s dismay, he stated that we will either die here
    or return on Persian ships.4

    Creativity will require us to burn some boats. The
    temptation can’t be to hold onto what we had because
    of the uncertainty of the next solution. In this sense,
    the adage “better to have and not need than to need

    and not have” counters everything about creativity and
    disruptive transformation. Creativity allows freer and
    bigger thinking even when resources are constrained.
    The simple ability to solve new problems in new ways
    and in some cases with old things affords a level of
    creative freedom across our force. The anchor of hold-
    ing onto the old while trying to create the new simply
    won’t work. Conversely, if we find ourselves in need but
    don’t have, a lack of creativity can be the first place we
    may want to look.

    Cooperation
    Delivering the Army of 20XX will require a higher

    degree of cooperation inside and outside of our en-
    terprise than ever to make our operational concepts
    come to fruition. Dominic Barton, head of McKinsey,
    once asserted that “we love to tell other people to
    change, but it’s not fun when you’re the one chang-
    ing.”5 In this sense, we must act together in an effort
    to achieve a common purpose, which is the essence of
    cooperation. For disruptive transformation to occur,
    cooperation is not the byproduct of developing big
    ideas in a vacuum; the desired outcome is the sharing
    of the big ideas with others to find solutions. Linked
    to the previous behavior, cooperation brings about
    even more creativity.

    Within the Training and Doctrine Command,
    there are many shining examples of robust cooperation
    occurring at the center of excellence (COE) level. As
    one example, the Cyber COE in conjunction with the
    community of experts across network requirements

    determined that system requirements designed in iso-
    lation fail to account for aggregate compute, store, and
    transport requirements. As another example, multiple
    COEs cooperated with the Aviation COE to determine
    that having specialty UASs for each branch or function
    is not feasible, but common airframes capable of carry-
    ing a variety of payloads is a better way forward.

    Disruption isn’t always about new stuff; in some
    cases, it is as simple as cooperating to see if old things
    or concepts can be used in different ways. The ability to
    cooperate with a clear-eyed view of a common purpose
    will also lead to solution generation with things we
    already have. Showcased are the examples of extreme
    change and continual transformation by big organi-
    zations like Google and Facebook. But not all their
    change was revolutionary or evolutionary; some was
    disruptive. Many products used by these two business
    powerhouses “were third generation iterations of tech-
    nology that already existed.”6 They were simply used in
    different ways. Cooperation means operating outside of
    the vacuum to continually drive change.

    Collaboration
    Finally, the third variable to disruptive transforma-

    tion is collaboration. Collaboration in this sense goes
    beyond simply working together or as an extension of
    cooperation. Collaboration drives disruptive transfor-
    mation by creating breakthroughs. As described by Li,
    these breakthroughs “are born from an uncanny ability
    to see the future and direct all the resources of your
    organization to chase after it.”7

    Our own historical Army examples of this are the
    “Big 5,” which have been used ad nauseum to illustrate
    how modernization and transformation paid huge
    dividends in the post-Vietnam era.8 The collabora-
    tion across multiple commands to include the newly
    formed Training and Doctrine Command and Forces
    Command, both born in 1973, made possible the

    DISRUPTION IS THE KEY

    MILITARY REVIEW ONLINE EXCLUSIVE · FEBRUARY 2024
    4

    alignment of resources, energy, and effort to bring new
    doctrine (AirLand Battle), equipment (the Big 5), and
    organizations to fruition. Little was it known that the
    force designed, and the envisioned employment would
    play out in places like Panama and Iraq to great effect
    versus the plains of Europe.

    This may be the case again in an uncertain, disrup-
    tive, and complex global security environment that
    our Army will face and be required to contribute to
    as part of a joint and multinational force. Therefore,
    collaboration to see as deeply into the future as possi-
    ble and to direct scarce resources to the fundamental
    requirements necessary to contribute under multiple
    conditions of war (conventional, irregular, hybrid, etc.)
    will be how history will measure our success.

    Conclusion
    For continual transformation to achieve the out-

    comes we desire, we must foster a culture that thrives
    on disruptive change.

    In terms of change, it is far easier to see what needs
    to be done versus how it will get done. The adage of
    there being more work in a “how” question than a
    “why” or “what” question certainly rings true in this
    case. Creativity, cooperation, and collaboration provide
    the how to develop and sustain disruptive transforma-
    tion to push against the status quo where necessary,
    bureaucracy where needed, and complacency where
    found. To gain the speed we need in the short amount
    of time available, minimal disruption to the status quo
    won’t exactly be a winning recipe.

    Disruptive transformation is more of a cultur-
    al mindset than innovation or technology; it is our

    “how to” for continual transformation. Li posits,
    “Innovation is the snooze button of corporate strategy,
    pushing tough decisions into the future.”9 Creativity
    will enable seeing the challenges of the future in
    breadth and depth in some ways clouded by quick win
    innovations. Cooperation allows us to break stove-
    pipes to gain a better perspective of what is in the best
    interest of the Army’s contribution to a joint fight, re-
    gardless of theater and agnostic to conditions of war.
    Collaboration puts us in a position to break through
    the complexity of challenges that we will face in the
    future versus succumbing to creating solutions that
    are parochial, biased, or warfighting function centric.
    As Gen. Donn Starry once described, collaboration
    will enable us to operate from a “common cultural
    bias” to solve complex problems.10

    When the security environment is as complex as
    what we will face in the future, we must tackle tough
    decisions head on by developing creative solutions.
    Future leaders of the Army of 20xx (what we describe
    as 2030, 2040, or 2050), or “the future customer,” will
    judge us not on a new piece of kit but rather how we
    got it there. When you comb through the archives of
    our post-Vietnam era history, the technology is the
    least impressive thing that you will find. The most
    impressive thing you will find is how leaders got there
    through the persistence of collaboration, healthy coop-
    eration, and a sense of urgency-driven creativity.

    Disrupting the status quo doesn’t mean flipping the
    apple cart, nor does it introduce a new term to use as the
    next big buzzword. In a simple way and in simple terms,
    it will help generate the speed, agility, and versatility
    needed to keep pace with change and complexity.

    Notes
    1. Charlene Li, The Disruption Mindset: Why Some Organiza-

    tions Transform While Others Fail (Oakton, VA: IdeaPress Publish-
    ing, 2019), 5–7.

    2. Ibid., 5.
    3. Ibid., 1.
    4. Ibid., 57–58.
    5. Ibid., 127.
    6. Ibid., 17.

    7. Ibid.
    8. “The U.S. Army Needs a ‘Small Five’ Modernization Strategy,”

    Lexington Institute, 16 October 2015, https://www.lexingtoninsti-
    tute.org/the-u-s-army-needs-a-small-five-modernization-strategy/.

    9. Li, The Disruption Mindset, 5.
    10. Donn A. Starry, “To Change an Army,” Military Review 63,

    no. 3 (March 1983): 20–27.

    US ISSN 0026-4148

    – Disruption Is the Key to Delivering the Army of 20XX
    – Creativity
    – Cooperation
    – Collaboration
    – Conclusion

    **## EssayAssignmentInstructions1.pdf**

    Purpose The purpose of this assignment is to demonstrate an understanding of
    writing fundamentals and application of APA 7th ed. Guidelines.

    Background
    Information

    The ability to write about a given topic from historical, philosophical,
    rhetorical and/or cross-cultural and interdisciplinary perspectives is prudent
    for today’s leaders. It allows leaders to demonstrate proficiency in creating a
    shared understanding through written communication.

    Topic

    In the article, Disruption Is the Key to Delivering the Army of 20XX, the author
    explains that creativity, cooperation, and collaboration at multiple levels in our
    Army are the fundamental elements needed to produce formations at echelon
    capable of winning our next battles and engagements.

    In your essay, explain what is needed in our Army to support the creativity role.
    Give three examples to support your argument (come up with your own).
    What steps have you taken to support creativity?

    Resource
    Requirements

    Writing Fundamentals Lesson (PowerPoint)
    Writing Fundamentals Lesson (Video)

    Article: Disruption Is the Key to Delivering the Army of 20XX

    Expectations 1. Following the APA 7th ed. guidelines, write an essay. Your essay must:

    -be a new sterile MS Word document
    -include a Title page and Reference page (DO NOT include an abstract)
    -be on the topic above
    -include introduction and conclusion paragraphs
    -be a maximum of two pages (the Title page and Reference page do
    not count toward your two-page maximum)

    -follow all rules of grammar, spelling, and punctuation (run a spelling and
    grammar check before submission)

    -include ONLY one reference and in-text citation, properly formatted IAW
    APA 7th ed.

    -use Times New Roman, 12pt font throughout

    2. Upload and submit your essay for grading in blackboard by clicking on

    the Essay Submission link.

    3. Your essay will be evaluated on the expectations listed above, the
    assignment rubric, and lesson material (review the Writing Fundamentals
    lesson and assignment rubric before you start your essay).

    ESSAY

    **## DisruptionIstheKeytoDeliveringtheArmyof20XX1.pdf**

    MILITARY REVIEW ONLINE EXCLUSIVE · FEBRUARY 2024
    1

    Lt. Gen. Milford Beagle Jr., U.S. Army , is the commanding general of the U.S. Army Combined Arms Center on Fort
    Leavenworth, Kansas, where he is responsible for integrating the modernization of the fielded Army across doctrine, organiza-
    tion, training, materiel, leadership, personnel, facilities, and policy. He has served in multiple leadership capacities from platoon
    through division levels, and his career deployments span the globe from Hawaii to the Republic of Korea. He previously served
    as the commanding general of 10th Mountain Division (Light). He holds a BS from South Carolina State University, an MS from
    Kansas State University, an MS from the School of Advanced Military Studies, and an MS from the Army War College.

    Disruption Is the Key
    to Delivering the Army
    of 20XX
    Lt. Gen. Milford H. Beagle Jr., U.S. Army

    The chief of staff of the Army has deemed
    continuous transformation as one of his four
    focus areas. To understand what and how to

    contribute to continuous transformation, leaders at
    multiple levels require a common understanding of
    the fundamental elements necessary to transform and
    drive perpetual change. Bestselling author Charlene Li
    explains that transforming organizations do so through
    a path designed for the “future customer,” which
    requires “leadership that creates a movement to drive
    and sustain transformation … and a culture that thrives
    on disruptive change.”1

    Disruptive transformation “isn’t only about innova-
    tion or technology.”2 It is largely a mindset and behavior
    change among leadership teams. In other words, it sets
    up organizations to thrive in a disruptive world. We must
    view the future battlefield as a disruptive world, and in
    doing so, leaders at multiple levels will be wise to heed a
    comment made by N. R. Narayana Murthy, cofounder
    of Infosys: “Growth is painful. Change is painful. But,
    nothing is as painful as staying stuck where you do not
    belong.”3 The changing nature of war and the creative
    use of technology makes future battlefields transparent,

    extended, and even more complex. It is the mindset of
    embracing change, new ideas, and the associated behav-
    iors such as creativity, cooperation, and collaboration
    that will enable continuous transformation.

    By 2030, the Army will field a new force capable
    of winning on the future battlefield against a variety
    of threats. Despite resource constraints that include
    time, money, and people with competing global force
    demands, rapid transformation is a tall task but not out
    of reach. To transform, we must disrupt the status quo.
    Creativity, cooperation, and collaboration at multiple
    levels in our Army are the fundamental elements need-
    ed to produce formations at echelon capable of winning
    our next battles and engagements.

    Creativity
    Creativity enables the ability to expand problems

    to an extent that new or alternative solutions tend to
    jump out. Disruptive transformation relies on think-
    ing bigger not smaller, accurately capturing risk, and
    seeing as deeply into the future as possible. The role
    of creativity in disruptive transformation will allow
    us to shed biases and apprehension while illuminating

    DISRUPTION IS THE KEY

    2

    possibilities. Our efforts to
    experiment must be focused
    on what doesn’t work versus
    what will work. In the latter,
    we run the risk of baking in a
    conclusion of a solution work-
    ing. Experience is what you
    gain when you fail; therefore,
    if all things are geared to suc-
    ceed, we run the risk of failing
    to learn and learn quickly.

    Necessity accelerated
    creativity over the past several
    decades of war, but while
    in an interwar window, the
    urgency to be creative must
    be accelerated. Using robots
    to identify and disarm impro-
    vised explosive devices (IEDs)
    and synthetic aperture radars
    to find IEDs are both examples
    of necessity driving creativity
    due to the high level of casu-
    alties and injury caused by
    IEDs in Iraq and Afghanistan.
    Unmanned aircraft systems
    (UAS), once exclusively used
    for intelligence, surveillance,
    and reconnaissance, are now
    being considered for casualty
    evacuation—a good example of
    creative urgency based on the
    technology available and the
    host of uses for UASs under
    multiple conditions of war.

    Creativity means full com-
    mitment to change, and as
    insurance, avoid the tempta-
    tion to turn back by burning
    the boats. Creative thinking
    also brings into focus the term
    “burning the boats.” This is a
    reference to Alexander the
    Great’s conquering the Persian
    Empire. In 334 BCE, after
    sailing a large fleet across the
    Hellespont Strait into Persian

    Left: Future general and president Dwight D. Eisenhower served at Camp Meade, Mary-
    land, following World War I. Right: As a temporary lieutenant colonel, George S. Patton Jr.,
    of the 1st Tank Battalion, stands in front of a French Renault tank in summer 1918. (Photos
    courtesy of the National Archives)

    Prominent Disrupters
    Following World War I, Maj. George S. Patton and Capt. Dwight “Ike”

    Eisenhower shared a passionate vision regarding the evolution of tank
    warfare, publishing articles in professional military journals extolling the
    importance of tanks to the future of the Army. The articles were disrup-
    tive to given wisdom of the time with respect to the “proper” role of tanks
    as they related to infantry. In the case of Eisenhower, he was threatened
    with court martial if he published further on the subject for advocating
    “dangerous” ideas. Notwithstanding, in time, Patton’s and Eisenhower’s
    ideas significantly influenced the direction of the Army’s operational and
    tactical employment of armor.

    To read the article “Comments on ‘Cavalry Tanks’” by Maj. George S.
    Patton Jr., see the November-December 2015 edition of Military Review at
    https://www.armyupress.army.mil/Portals/7/military-review/Archives/
    English/MilitaryReview_20151231_art009.pdf.

    To read Eisenhower’s article, “A Tank Discussion,” from the November
    1920 edition of the Infantry Journal, visit https://cgsc.contentdm.oclc.org/
    digital/collection/p4013coll7/id/799/. For more detail on the contribu-
    tions of Eisenhower as an early advocate of developing tank warfare, see
    “The Making of a General: Ike, the Tank, and the Interwar Years” by Lt.
    Col. (Ret.) Thomas Morgan at https://armyhistory.org/the-making-of-a-
    general-ike-the-tank-and-the-interwar-years/.

    [https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a](https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a)

    [https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a](https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a)

    [https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/](https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/)

    [https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/](https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/)

    [https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/](https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/)

    [https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/](https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/)

    DISRUPTION IS THE KEY

    MILITARY REVIEW ONLINE EXCLUSIVE · FEBRUARY 2024
    3

    The adage ‘better to have and not need than to need
    and not have’ counters everything about creativity and
    disruptive transformation. Creativity allows freer and
    bigger thinking even when resources are constrained.

    territory, Alexander ordered the ships to be burned. To
    his men’s dismay, he stated that we will either die here
    or return on Persian ships.4

    Creativity will require us to burn some boats. The
    temptation can’t be to hold onto what we had because
    of the uncertainty of the next solution. In this sense,
    the adage “better to have and not need than to need

    and not have” counters everything about creativity and
    disruptive transformation. Creativity allows freer and
    bigger thinking even when resources are constrained.
    The simple ability to solve new problems in new ways
    and in some cases with old things affords a level of
    creative freedom across our force. The anchor of hold-
    ing onto the old while trying to create the new simply
    won’t work. Conversely, if we find ourselves in need but
    don’t have, a lack of creativity can be the first place we
    may want to look.

    Cooperation
    Delivering the Army of 20XX will require a higher

    degree of cooperation inside and outside of our en-
    terprise than ever to make our operational concepts
    come to fruition. Dominic Barton, head of McKinsey,
    once asserted that “we love to tell other people to
    change, but it’s not fun when you’re the one chang-
    ing.”5 In this sense, we must act together in an effort
    to achieve a common purpose, which is the essence of
    cooperation. For disruptive transformation to occur,
    cooperation is not the byproduct of developing big
    ideas in a vacuum; the desired outcome is the sharing
    of the big ideas with others to find solutions. Linked
    to the previous behavior, cooperation brings about
    even more creativity.

    Within the Training and Doctrine Command,
    there are many shining examples of robust cooperation
    occurring at the center of excellence (COE) level. As
    one example, the Cyber COE in conjunction with the
    community of experts across network requirements

    determined that system requirements designed in iso-
    lation fail to account for aggregate compute, store, and
    transport requirements. As another example, multiple
    COEs cooperated with the Aviation COE to determine
    that having specialty UASs for each branch or function
    is not feasible, but common airframes capable of carry-
    ing a variety of payloads is a better way forward.

    Disruption isn’t always about new stuff; in some
    cases, it is as simple as cooperating to see if old things
    or concepts can be used in different ways. The ability to
    cooperate with a clear-eyed view of a common purpose
    will also lead to solution generation with things we
    already have. Showcased are the examples of extreme
    change and continual transformation by big organi-
    zations like Google and Facebook. But not all their
    change was revolutionary or evolutionary; some was
    disruptive. Many products used by these two business
    powerhouses “were third generation iterations of tech-
    nology that already existed.”6 They were simply used in
    different ways. Cooperation means operating outside of
    the vacuum to continually drive change.

    Collaboration
    Finally, the third variable to disruptive transforma-

    tion is collaboration. Collaboration in this sense goes
    beyond simply working together or as an extension of
    cooperation. Collaboration drives disruptive transfor-
    mation by creating breakthroughs. As described by Li,
    these breakthroughs “are born from an uncanny ability
    to see the future and direct all the resources of your
    organization to chase after it.”7

    Our own historical Army examples of this are the
    “Big 5,” which have been used ad nauseum to illustrate
    how modernization and transformation paid huge
    dividends in the post-Vietnam era.8 The collabora-
    tion across multiple commands to include the newly
    formed Training and Doctrine Command and Forces
    Command, both born in 1973, made possible the

    DISRUPTION IS THE KEY

    MILITARY REVIEW ONLINE EXCLUSIVE · FEBRUARY 2024
    4

    alignment of resources, energy, and effort to bring new
    doctrine (AirLand Battle), equipment (the Big 5), and
    organizations to fruition. Little was it known that the
    force designed, and the envisioned employment would
    play out in places like Panama and Iraq to great effect
    versus the plains of Europe.

    This may be the case again in an uncertain, disrup-
    tive, and complex global security environment that
    our Army will face and be required to contribute to
    as part of a joint and multinational force. Therefore,
    collaboration to see as deeply into the future as possi-
    ble and to direct scarce resources to the fundamental
    requirements necessary to contribute under multiple
    conditions of war (conventional, irregular, hybrid, etc.)
    will be how history will measure our success.

    Conclusion
    For continual transformation to achieve the out-

    comes we desire, we must foster a culture that thrives
    on disruptive change.

    In terms of change, it is far easier to see what needs
    to be done versus how it will get done. The adage of
    there being more work in a “how” question than a
    “why” or “what” question certainly rings true in this
    case. Creativity, cooperation, and collaboration provide
    the how to develop and sustain disruptive transforma-
    tion to push against the status quo where necessary,
    bureaucracy where needed, and complacency where
    found. To gain the speed we need in the short amount
    of time available, minimal disruption to the status quo
    won’t exactly be a winning recipe.

    Disruptive transformation is more of a cultur-
    al mindset than innovation or technology; it is our

    “how to” for continual transformation. Li posits,
    “Innovation is the snooze button of corporate strategy,
    pushing tough decisions into the future.”9 Creativity
    will enable seeing the challenges of the future in
    breadth and depth in some ways clouded by quick win
    innovations. Cooperation allows us to break stove-
    pipes to gain a better perspective of what is in the best
    interest of the Army’s contribution to a joint fight, re-
    gardless of theater and agnostic to conditions of war.
    Collaboration puts us in a position to break through
    the complexity of challenges that we will face in the
    future versus succumbing to creating solutions that
    are parochial, biased, or warfighting function centric.
    As Gen. Donn Starry once described, collaboration
    will enable us to operate from a “common cultural
    bias” to solve complex problems.10

    When the security environment is as complex as
    what we will face in the future, we must tackle tough
    decisions head on by developing creative solutions.
    Future leaders of the Army of 20xx (what we describe
    as 2030, 2040, or 2050), or “the future customer,” will
    judge us not on a new piece of kit but rather how we
    got it there. When you comb through the archives of
    our post-Vietnam era history, the technology is the
    least impressive thing that you will find. The most
    impressive thing you will find is how leaders got there
    through the persistence of collaboration, healthy coop-
    eration, and a sense of urgency-driven creativity.

    Disrupting the status quo doesn’t mean flipping the
    apple cart, nor does it introduce a new term to use as the
    next big buzzword. In a simple way and in simple terms,
    it will help generate the speed, agility, and versatility
    needed to keep pace with change and complexity.

    Notes
    1. Charlene Li, The Disruption Mindset: Why Some Organiza-

    tions Transform While Others Fail (Oakton, VA: IdeaPress Publish-
    ing, 2019), 5–7.

    2. Ibid., 5.
    3. Ibid., 1.
    4. Ibid., 57–58.
    5. Ibid., 127.
    6. Ibid., 17.

    7. Ibid.
    8. “The U.S. Army Needs a ‘Small Five’ Modernization Strategy,”

    Lexington Institute, 16 October 2015, https://www.lexingtoninsti-
    tute.org/the-u-s-army-needs-a-small-five-modernization-strategy/.

    9. Li, The Disruption Mindset, 5.
    10. Donn A. Starry, “To Change an Army,” Military Review 63,

    no. 3 (March 1983): 20–27.

    US ISSN 0026-4148

    – Disruption Is the Key to Delivering the Army of 20XX
    – Creativity
    – Cooperation
    – Collaboration
    – Conclusion

    **## EssayAssignmentInstructions1.pdf**

    Purpose The purpose of this assignment is to demonstrate an understanding of
    writing fundamentals and application of APA 7th ed. Guidelines.

    Background
    Information

    The ability to write about a given topic from historical, philosophical,
    rhetorical and/or cross-cultural and interdisciplinary perspectives is prudent
    for today’s leaders. It allows leaders to demonstrate proficiency in creating a
    shared understanding through written communication.

    Topic

    In the article, Disruption Is the Key to Delivering the Army of 20XX, the author
    explains that creativity, cooperation, and collaboration at multiple levels in our
    Army are the fundamental elements needed to produce formations at echelon
    capable of winning our next battles and engagements.

    In your essay, explain what is needed in our Army to support the creativity role.
    Give three examples to support your argument (come up with your own).
    What steps have you taken to support creativity?

    Resource
    Requirements

    Writing Fundamentals Lesson (PowerPoint)
    Writing Fundamentals Lesson (Video)

    Article: Disruption Is the Key to Delivering the Army of 20XX

    Expectations 1. Following the APA 7th ed. guidelines, write an essay. Your essay must:

    -be a new sterile MS Word document
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    **## DisruptionIstheKeytoDeliveringtheArmyof20XX1.pdf**

    MILITARY REVIEW ONLINE EXCLUSIVE · FEBRUARY 2024
    1

    Lt. Gen. Milford Beagle Jr., U.S. Army , is the commanding general of the U.S. Army Combined Arms Center on Fort
    Leavenworth, Kansas, where he is responsible for integrating the modernization of the fielded Army across doctrine, organiza-
    tion, training, materiel, leadership, personnel, facilities, and policy. He has served in multiple leadership capacities from platoon
    through division levels, and his career deployments span the globe from Hawaii to the Republic of Korea. He previously served
    as the commanding general of 10th Mountain Division (Light). He holds a BS from South Carolina State University, an MS from
    Kansas State University, an MS from the School of Advanced Military Studies, and an MS from the Army War College.

    Disruption Is the Key
    to Delivering the Army
    of 20XX
    Lt. Gen. Milford H. Beagle Jr., U.S. Army

    The chief of staff of the Army has deemed
    continuous transformation as one of his four
    focus areas. To understand what and how to

    contribute to continuous transformation, leaders at
    multiple levels require a common understanding of
    the fundamental elements necessary to transform and
    drive perpetual change. Bestselling author Charlene Li
    explains that transforming organizations do so through
    a path designed for the “future customer,” which
    requires “leadership that creates a movement to drive
    and sustain transformation … and a culture that thrives
    on disruptive change.”1

    Disruptive transformation “isn’t only about innova-
    tion or technology.”2 It is largely a mindset and behavior
    change among leadership teams. In other words, it sets
    up organizations to thrive in a disruptive world. We must
    view the future battlefield as a disruptive world, and in
    doing so, leaders at multiple levels will be wise to heed a
    comment made by N. R. Narayana Murthy, cofounder
    of Infosys: “Growth is painful. Change is painful. But,
    nothing is as painful as staying stuck where you do not
    belong.”3 The changing nature of war and the creative
    use of technology makes future battlefields transparent,

    extended, and even more complex. It is the mindset of
    embracing change, new ideas, and the associated behav-
    iors such as creativity, cooperation, and collaboration
    that will enable continuous transformation.

    By 2030, the Army will field a new force capable
    of winning on the future battlefield against a variety
    of threats. Despite resource constraints that include
    time, money, and people with competing global force
    demands, rapid transformation is a tall task but not out
    of reach. To transform, we must disrupt the status quo.
    Creativity, cooperation, and collaboration at multiple
    levels in our Army are the fundamental elements need-
    ed to produce formations at echelon capable of winning
    our next battles and engagements.

    Creativity
    Creativity enables the ability to expand problems

    to an extent that new or alternative solutions tend to
    jump out. Disruptive transformation relies on think-
    ing bigger not smaller, accurately capturing risk, and
    seeing as deeply into the future as possible. The role
    of creativity in disruptive transformation will allow
    us to shed biases and apprehension while illuminating

    DISRUPTION IS THE KEY

    2

    possibilities. Our efforts to
    experiment must be focused
    on what doesn’t work versus
    what will work. In the latter,
    we run the risk of baking in a
    conclusion of a solution work-
    ing. Experience is what you
    gain when you fail; therefore,
    if all things are geared to suc-
    ceed, we run the risk of failing
    to learn and learn quickly.

    Necessity accelerated
    creativity over the past several
    decades of war, but while
    in an interwar window, the
    urgency to be creative must
    be accelerated. Using robots
    to identify and disarm impro-
    vised explosive devices (IEDs)
    and synthetic aperture radars
    to find IEDs are both examples
    of necessity driving creativity
    due to the high level of casu-
    alties and injury caused by
    IEDs in Iraq and Afghanistan.
    Unmanned aircraft systems
    (UAS), once exclusively used
    for intelligence, surveillance,
    and reconnaissance, are now
    being considered for casualty
    evacuation—a good example of
    creative urgency based on the
    technology available and the
    host of uses for UASs under
    multiple conditions of war.

    Creativity means full com-
    mitment to change, and as
    insurance, avoid the tempta-
    tion to turn back by burning
    the boats. Creative thinking
    also brings into focus the term
    “burning the boats.” This is a
    reference to Alexander the
    Great’s conquering the Persian
    Empire. In 334 BCE, after
    sailing a large fleet across the
    Hellespont Strait into Persian

    Left: Future general and president Dwight D. Eisenhower served at Camp Meade, Mary-
    land, following World War I. Right: As a temporary lieutenant colonel, George S. Patton Jr.,
    of the 1st Tank Battalion, stands in front of a French Renault tank in summer 1918. (Photos
    courtesy of the National Archives)

    Prominent Disrupters
    Following World War I, Maj. George S. Patton and Capt. Dwight “Ike”

    Eisenhower shared a passionate vision regarding the evolution of tank
    warfare, publishing articles in professional military journals extolling the
    importance of tanks to the future of the Army. The articles were disrup-
    tive to given wisdom of the time with respect to the “proper” role of tanks
    as they related to infantry. In the case of Eisenhower, he was threatened
    with court martial if he published further on the subject for advocating
    “dangerous” ideas. Notwithstanding, in time, Patton’s and Eisenhower’s
    ideas significantly influenced the direction of the Army’s operational and
    tactical employment of armor.

    To read the article “Comments on ‘Cavalry Tanks’” by Maj. George S.
    Patton Jr., see the November-December 2015 edition of Military Review at
    https://www.armyupress.army.mil/Portals/7/military-review/Archives/
    English/MilitaryReview_20151231_art009.pdf.

    To read Eisenhower’s article, “A Tank Discussion,” from the November
    1920 edition of the Infantry Journal, visit https://cgsc.contentdm.oclc.org/
    digital/collection/p4013coll7/id/799/. For more detail on the contribu-
    tions of Eisenhower as an early advocate of developing tank warfare, see
    “The Making of a General: Ike, the Tank, and the Interwar Years” by Lt.
    Col. (Ret.) Thomas Morgan at https://armyhistory.org/the-making-of-a-
    general-ike-the-tank-and-the-interwar-years/.

    [https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a](https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a)

    [https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a](https://www.armyupress.army.mil/Portals/7/military-review/Archives/English/MilitaryReview_20151231_a)

    [https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/](https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/)

    [https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/](https://cgsc.contentdm.oclc.org/digital/collection/p4013coll7/id/799/)

    [https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/](https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/)

    [https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/](https://armyhistory.org/the-making-of-a-general-ike-the-tank-and-the-interwar-years/)

    DISRUPTION IS THE KEY

    MILITARY REVIEW ONLINE EXCLUSIVE · FEBRUARY 2024
    3

    The adage ‘better to have and not need than to need
    and not have’ counters everything about creativity and
    disruptive transformation. Creativity allows freer and
    bigger thinking even when resources are constrained.

    territory, Alexander ordered the ships to be burned. To
    his men’s dismay, he stated that we will either die here
    or return on Persian ships.4

    Creativity will require us to burn some boats. The
    temptation can’t be to hold onto what we had because
    of the uncertainty of the next solution. In this sense,
    the adage “better to have and not need than to need

    and not have” counters everything about creativity and
    disruptive transformation. Creativity allows freer and
    bigger thinking even when resources are constrained.
    The simple ability to solve new problems in new ways
    and in some cases with old things affords a level of
    creative freedom across our force. The anchor of hold-
    ing onto the old while trying to create the new simply
    won’t work. Conversely, if we find ourselves in need but
    don’t have, a lack of creativity can be the first place we
    may want to look.

    Cooperation
    Delivering the Army of 20XX will require a higher

    degree of cooperation inside and outside of our en-
    terprise than ever to make our operational concepts
    come to fruition. Dominic Barton, head of McKinsey,
    once asserted that “we love to tell other people to
    change, but it’s not fun when you’re the one chang-
    ing.”5 In this sense, we must act together in an effort
    to achieve a common purpose, which is the essence of
    cooperation. For disruptive transformation to occur,
    cooperation is not the byproduct of developing big
    ideas in a vacuum; the desired outcome is the sharing
    of the big ideas with others to find solutions. Linked
    to the previous behavior, cooperation brings about
    even more creativity.

    Within the Training and Doctrine Command,
    there are many shining examples of robust cooperation
    occurring at the center of excellence (COE) level. As
    one example, the Cyber COE in conjunction with the
    community of experts across network requirements

    determined that system requirements designed in iso-
    lation fail to account for aggregate compute, store, and
    transport requirements. As another example, multiple
    COEs cooperated with the Aviation COE to determine
    that having specialty UASs for each branch or function
    is not feasible, but common airframes capable of carry-
    ing a variety of payloads is a better way forward.

    Disruption isn’t always about new stuff; in some
    cases, it is as simple as cooperating to see if old things
    or concepts can be used in different ways. The ability to
    cooperate with a clear-eyed view of a common purpose
    will also lead to solution generation with things we
    already have. Showcased are the examples of extreme
    change and continual transformation by big organi-
    zations like Google and Facebook. But not all their
    change was revolutionary or evolutionary; some was
    disruptive. Many products used by these two business
    powerhouses “were third generation iterations of tech-
    nology that already existed.”6 They were simply used in
    different ways. Cooperation means operating outside of
    the vacuum to continually drive change.

    Collaboration
    Finally, the third variable to disruptive transforma-

    tion is collaboration. Collaboration in this sense goes
    beyond simply working together or as an extension of
    cooperation. Collaboration drives disruptive transfor-
    mation by creating breakthroughs. As described by Li,
    these breakthroughs “are born from an uncanny ability
    to see the future and direct all the resources of your
    organization to chase after it.”7

    Our own historical Army examples of this are the
    “Big 5,” which have been used ad nauseum to illustrate
    how modernization and transformation paid huge
    dividends in the post-Vietnam era.8 The collabora-
    tion across multiple commands to include the newly
    formed Training and Doctrine Command and Forces
    Command, both born in 1973, made possible the

    DISRUPTION IS THE KEY

    MILITARY REVIEW ONLINE EXCLUSIVE · FEBRUARY 2024
    4

    alignment of resources, energy, and effort to bring new
    doctrine (AirLand Battle), equipment (the Big 5), and
    organizations to fruition. Little was it known that the
    force designed, and the envisioned employment would
    play out in places like Panama and Iraq to great effect
    versus the plains of Europe.

    This may be the case again in an uncertain, disrup-
    tive, and complex global security environment that
    our Army will face and be required to contribute to
    as part of a joint and multinational force. Therefore,
    collaboration to see as deeply into the future as possi-
    ble and to direct scarce resources to the fundamental
    requirements necessary to contribute under multiple
    conditions of war (conventional, irregular, hybrid, etc.)
    will be how history will measure our success.

    Conclusion
    For continual transformation to achieve the out-

    comes we desire, we must foster a culture that thrives
    on disruptive change.

    In terms of change, it is far easier to see what needs
    to be done versus how it will get done. The adage of
    there being more work in a “how” question than a
    “why” or “what” question certainly rings true in this
    case. Creativity, cooperation, and collaboration provide
    the how to develop and sustain disruptive transforma-
    tion to push against the status quo where necessary,
    bureaucracy where needed, and complacency where
    found. To gain the speed we need in the short amount
    of time available, minimal disruption to the status quo
    won’t exactly be a winning recipe.

    Disruptive transformation is more of a cultur-
    al mindset than innovation or technology; it is our

    “how to” for continual transformation. Li posits,
    “Innovation is the snooze button of corporate strategy,
    pushing tough decisions into the future.”9 Creativity
    will enable seeing the challenges of the future in
    breadth and depth in some ways clouded by quick win
    innovations. Cooperation allows us to break stove-
    pipes to gain a better perspective of what is in the best
    interest of the Army’s contribution to a joint fight, re-
    gardless of theater and agnostic to conditions of war.
    Collaboration puts us in a position to break through
    the complexity of challenges that we will face in the
    future versus succumbing to creating solutions that
    are parochial, biased, or warfighting function centric.
    As Gen. Donn Starry once described, collaboration
    will enable us to operate from a “common cultural
    bias” to solve complex problems.10

    When the security environment is as complex as
    what we will face in the future, we must tackle tough
    decisions head on by developing creative solutions.
    Future leaders of the Army of 20xx (what we describe
    as 2030, 2040, or 2050), or “the future customer,” will
    judge us not on a new piece of kit but rather how we
    got it there. When you comb through the archives of
    our post-Vietnam era history, the technology is the
    least impressive thing that you will find. The most
    impressive thing you will find is how leaders got there
    through the persistence of collaboration, healthy coop-
    eration, and a sense of urgency-driven creativity.

    Disrupting the status quo doesn’t mean flipping the
    apple cart, nor does it introduce a new term to use as the
    next big buzzword. In a simple way and in simple terms,
    it will help generate the speed, agility, and versatility
    needed to keep pace with change and complexity.

    Notes
    1. Charlene Li, The Disruption Mindset: Why Some Organiza-

    tions Transform While Others Fail (Oakton, VA: IdeaPress Publish-
    ing, 2019), 5–7.

    2. Ibid., 5.
    3. Ibid., 1.
    4. Ibid., 57–58.
    5. Ibid., 127.
    6. Ibid., 17.

    7. Ibid.
    8. “The U.S. Army Needs a ‘Small Five’ Modernization Strategy,”

    Lexington Institute, 16 October 2015, https://www.lexingtoninsti-
    tute.org/the-u-s-army-needs-a-small-five-modernization-strategy/.

    9. Li, The Disruption Mindset, 5.
    10. Donn A. Starry, “To Change an Army,” Military Review 63,

    no. 3 (March 1983): 20–27.

    US ISSN 0026-4148

    – Disruption Is the Key to Delivering the Army of 20XX
    – Creativity
    – Cooperation
    – Collaboration
    – Conclusion