Assessment InstructionsFor this assessment, write an executive summary analyzing the financial and regulatory impact of organizational compliance with a specific core measure of your choice. The summary must include recommendations for improving performance on the measure.You must be able to explain the financial implications associated with the measure, as well as its importance in terms of policy, regulation, and finance. This is another good opportunity to consult with a key stakeholder within the organization. Talking to someone who works closely with the organization’s finances can help you develop a deeper understanding of the financial aspects of compliance. You also need to suggest ways your organization can improve compliance and how you would implement changes and overcome obstacles.This may seem like an enormous undertaking, but you should approach it as if you were to present this information to your supervisor or manager. Keeping in mind that people in these positions do not have time to read a 10–12-page report, you would typically give them only an executive summary of your analyses and recommendations. That means that you will need to be very clear and very concise with the information you choose to include in the executive summary. Say as much as possible with as few words as possible.DirectionsSelect a core measure and investigate your organization’s compliance rate with the measure. In your executive summary, address the following:Compare the compliance rates of your organization with those of other organizations.Explain why the measure is important in terms of policy, regulation, and finance.Describe changes that could be made that would improve compliance with the measure.Identify the stakeholders who would be affected by the changes.Identify obstacles you would expect to encounter and explain strategies to overcome these obstacles.Additional RequirementsFormat: Include a title page and references page. As this is an executive summary, do not use APA style and formatting. To determine the appropriate format, it may be helpful for you to review the documents used in your organization. How do they look? What kind of language is used in memos? These can help guide your development of this executive summary. Certainly, feel free to use bullet points as appropriate.Length: Write a 2–3-page (maximum) summary of your information, not including the title page and references page.References: You must still reference scholarly resources to support your work. Use at least three current scholarly or professional resources.Font: Use 12-point, Times New Roman font.
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Running head: APA STYLE PAPER TEMPLATE
1
The instructional and sample text in this template is informational. After reading the
information, please delete it, and use the document as a template for your own paper. To
keep the correct format, edit the running head, cover page, headings, and reference list
with your own information, and add your own body text. Save this template in a file for
future use and information.
The running head is an abbreviated title of the paper. The running head is located at the top of
pages of a manuscript or published article to identify the article for readers. The running head
should be a maximum of 50 characters, counting letters, punctuation, and spaces between words.
The words “Running head” are on the cover page but not on the rest of the document. The
running head title is all capital letters. Page 1 begins on the cover page. The entire document
should be double-spaced, have 1-inch margins on all sides, and use 12 point Times New Roman
font.
Full Title of Paper
Learner’s Full Name
Course Title
Assignment Title
Capella University
Month, Year
APA STYLE PAPER TEMPLATE
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Abstract (As this section is optional, check with your instructor.)
An abstract is a brief, comprehensive summary of the contents of a paper. It allows readers to
quickly review the key elements of a paper without having to read the entire document. This can
be helpful for readers who are searching for specific information and may be reviewing many
documents. The abstract may be one of the most important paragraphs in a paper because readers
often decide if they will read the document based on information in the abstract. An abstract may
not be required in some academic papers; however, it can still be an effective method of gaining
the reader’s attention. For example, an abstract will not be required for Capella’s first course,
PSYC3002. The following sentences serve as an example of what could be composed as an
abstract for this paper: The basic elements of APA style will be reviewed, including formatting
of an APA style paper, in-text citations, and a reference list. Additional information will address
the components of an introduction, how to write effective paragraphs using the MEAL plan, and
elements of a summary and conclusion section of a paper.
APA STYLE PAPER TEMPLATE
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APA Style Paper Template: A Resource for Academic Writing
Please change the titles in this document to fit your paper.
APA (American Psychological Association) style is most commonly used to cite sources
within the social sciences. APA style is used when writing papers in the psychology programs
offered at Capella University. This document serves as an APA style template for learners to use
when writing their own papers, as well as a resource containing valuable information that can be
used when writing academic papers. For more information on APA style, learners can refer to
the Publication Manual of the American Psychological Association (American Psychological
Association, 2010a).
The author demonstrates in the first section of this paper how an introduction effectively
introduces the reader to the topic of the paper. In APA style, an introduction never gets a
heading. For example, this section did not begin with a heading titled “Introduction,” similar to
the following section, which is titled “Writing an Effective Introduction.” The following section
will explain in greater detail a model that can be used to effectively write an introduction in an
academic paper. The remaining sections of the paper will continue to address APA style and
effective writing concepts including section headings, organizing information, the MEAL plan,
the conclusion, and the reference list.
Writing an Effective Introduction
An effective introduction often consists of four main components including (a) the
position statement, thesis, or hypothesis, which describes the author’s main position; (b) the
purpose, which outlines the objective of the paper; (c) the background, which is general
information that is needed to understand the content of the paper; and (d) the approach, which is
the process or methodology the author uses to achieve the purpose of the paper. This information
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will help readers understand what will be discussed in the paper. It can also serve as a tool to
grab the reader’s attention. Authors may choose to briefly reference sources that will be
identified later on in the paper as in this example (American Psychological Association, 2010a;
American Psychological Association, 2010b; Walker, 2008).
In an introduction, the writer will often present something of interest to capture the
reader’s attention and introduce the issue. Adding an obvious statement of purpose helps the
reader know what to expect, while helping the writer to focus and stay on task. For example, this
paper will address several components necessary to effectively write an academic paper
including (a) how to write an introduction, (b) how to write effective paragraphs using the
MEAL plan, and (c) how to properly use APA style.
Level One Section Heading is Centered, Bold, Uppercase and Lowercase
Using section headings can be an effective method of organizing an academic paper. The
section headings should not be confused with the running head, which is a different concept
described in the cover page of this document. Section headings are not required according to
APA style; however, they can significantly improve the quality of a paper. This is accomplished
because section headings help both the reader and the author.
Level Two Section Heading is Flush Left, Bold, Uppercase and Lowercase
The heading style recommended by APA consists of five levels (American Psychological
Association, 2010a, p. 62). This document contains two levels to demonstrate how headings are
structured according to APA style. Immediately before the previous paragraph, a Level 1
heading was used. That section heading describes how a Level 1 heading should be written,
which is centered, bold, and using uppercase and lowercase letters. For another example, see the
section heading “Writing an Effective Introduction” on page 3 of this document. The heading is
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centered, bold, and uses uppercase and lowercase letters (compared to all uppercase in the
running head at the top of each page). If used properly, section headings can significantly
contribute to the quality of a paper by helping the reader who wants to understand the
information in the document, and the author who desires to effectively describe the information
in the document.
Section Headings Help the Reader
Section headings serve multiple purposes including (a) helping readers understand what
is being addressed in each section, (b) breaking up text to help readers maintain an interest in the
paper, and (c) helping readers choose what they want to read. For example, if the reader of this
document wants to learn more about writing an effective introduction, the previous section
heading clearly states that is where information can be found. When subtopics are needed to
explain concepts in greater detail, different levels of headings are used according to APA style.
Section Headings Help the Author
Section headings do not only help the reader, they help the author organize the document
during the writing process. Section headings can be used to arrange topics in a logical order, and
they can help an author manage the length of the paper. In addition to an effective introduction
and the use of section headings, each paragraph of an academic paper can be written in a manner
that helps the reader stay engaged. Capella University promotes the use of the MEAL plan to
serve this purpose.
The MEAL Plan
The MEAL plan is a model used by Capella University to help learners effectively
compose academic discussions and papers. Each component of the MEAL plan is critical to
writing an effective paragraph. The acronym MEAL is based on four components of a paragraph
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(M = Main point, E = Evidence or Example, A = Analysis, and L = Link). The following section
includes a detailed description and examples of each component of the MEAL plan.
When writing the content sections of an academic paper (as opposed to the introduction
or conclusion sections), the MEAL plan can be an effective model for designing each paragraph.
A paragraph begins with a description of the main point, which is represented by the letter “M”
of the MEAL plan. For example, the first sentence of this paragraph clearly states the main point
is a discussion of the MEAL plan. Once the main point has been made, evidence and examples
can be provided.
The second component of a paragraph contains evidence or examples, which is
represented by the letter “E” in the MEAL plan. An example of this component of the MEAL
plan is actually (and ironically) this sentence, which provides an example of an example.
Evidence can be in the form of expert opinions from research. For example, evidence shows that
plagiarism can occur even when it is not intended if sources are not properly cited (Marsh,
Landau, & Hicks, 1997; Walker, 2008). The previous sentence provides evidence supporting
why evidence is used in a paragraph.
Analysis, which is represented by the letter “A” of the MEAL plan, should be based on
the author’s interpretation of the evidence. An effective analysis might include a discussion of the
strengths and weaknesses of the arguments, as well as the author’s interpretations of the evidence
and examples. If a quote is used, the author will likely provide an analysis of the quote and the
specific point it makes for the author’s position. Without an analysis, the reader might not
understand why the author discussed the information that the reader just read. For example, the
previous sentence was an analysis by the author of why an analysis is performed when writing
paragraphs in academic papers.
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Even with the first three elements of the MEAL plan, it would not be complete without
the final component. The letter “L” of the MEAL plan refers to information that “links” the
current and the subsequent paragraphs. The link helps the reader understand what will be
discussed in the next paragraph. It summarizes the author’s reasoning and shows how the
paragraph fits together and leads (that is, links) into the next section of the paper. For example,
this sentence might explain that once the MEAL plan has been effectively used when writing the
body of an academic paper, the final section is the summary and conclusion section.
Summary and Conclusion
A summary and conclusion section, which can also be the discussion section of an APA
style paper, is the final opportunity for the author to make a lasting impression on the reader. The
author can begin by restating opinions or positions and summarizing the most important points
that have been presented in the paper. For example, this paper was written to demonstrate to
readers how to effectively use APA style when writing academic papers. Various components of
an APA style paper that were discussed or displayed in the form of examples include a running
head, title page, introduction section, levels of section headings and their use, in-text citations,
the MEAL plan, a conclusion, and the reference list.
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References
American Psychological Association. (2010a). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
American Psychological Association. (2010b). Ethical principles of psychologists and code of
conduct. Washington, DC: Author. Retrieved from
http://www.apa.org/ethics/code/index.aspx
Marsh, R. L., Landau, J. D., & Hicks, J. L. (1997). Contributions of inadequate source
monitoring to unconscious plagiarism during idea generation. Journal of Experimental
Psychology: Learning, Memory, and Cognition, 23(4), 886–897. doi: 10.1037/02787393.23.4.886
Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening
paraphrasing skills. Journal of Instructional Psychology, 35(4), 387–395. Retrieved from
http://search.proquest.com/docview/213904438?accountid=27965
Always begin a reference list on a new page. Use a hanging indent after the first line of each
reference. The reference list is in alphabetical order by first author’s last name. A reference list
only contains sources that are cited in the body of the paper, and all sources cited in the body of
the paper must be contained in the reference list.
The reference list above contains an example of how to cite a source when two documents are
written in the same year by the same author. The year is also displayed using this method for the
corresponding in-text citations as in the next sentence. The author of the first citation (American
Psychological Association, 2010a) is also the publisher, therefore, the word “Author” is used in
place of the publisher’s name.
When a digital object identifier (DOI) is available for a journal article, it should be placed at the
end of the citation. If a DOI is not available, a uniform resource locator (URL) should be used.
The Marsh, Landau, and Hicks (1997) reference is an example of how to cite a source using a
DOI. The Walker (2008) reference is an example of how to cite a source using a URL.
12/17/2018
Policy and Organizational Behavior Scoring Guide
Policy and Organizational Behavior Scoring Guide
NONPERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Compare the
compliance rates of
a specific measure
for different
organizations.
Does not compare
the compliance
rates of a specific
measure for
different
organizations.
Describes the
compliance rates of a
specific measure for
different organizations
but does not do a
comparison.
Compares the
compliance rates of a
specific measure for
different
organizations.
Compares and contrasts
the compliance rates of a
specific measure for
different organizations.
Explain the
importance of
compliance in terms
of policy, regulation,
and finance.
Does not explain
the importance of
compliance in
terms of policy,
regulation, and
finance.
Explains the
importance of
compliance in terms of
policy, regulation, or
finance but not all
three.
Explains the
importance of
compliance in terms
of policy, regulation,
and finance.
Explains the importance
of compliance in terms of
policy, regulation, and
finance, including the
consequences of
ignoring compliance.
Identify the
stakeholders
affected by changes
to a specific
compliance measure
and describe
changes that would
improve compliance
of a specific
measure.
Does not identify
stakeholders
impacted by
changes or
describe changes
that would
improve
compliance of a
specific measure.
Identifies stakeholders
affected by changes
but does not clearly
show a connection
between the described
changes and
improvement of a
specific compliance
measure.
Identifies the
stakeholders affected
by changes to a
specific compliance
measure and
describes changes
that would improve
compliance of a
specific measure.
Describes changes that
would improve
compliance of a specific
measure and explains
how the changes would
impact stakeholders and
contribute to overall
quality improvement.
Explain strategies to
overcome described
organizational
barriers to change.
Does not explain
strategies to
overcome
described
organizational
barriers to
change.
Lists strategies to
overcome
organizational barriers
to change, but these
strategies are not
specific to the
organization.
Explains strategies to
overcome described
organizational barriers
to change.
Analyzes strategies to
overcome described
organizational barriers to
change to determine
which strategies will be
most effective for a
specific organization.
Write coherently to
support a central
idea with correct
grammar, usage,
and mechanics as
expected of a
nursing
professional.
Writing does not
support a central
idea. Does not
use correct
grammar, usage,
and mechanics as
expected of a
nursing
professional.
Writing supports an
idea with errors in
correct grammar,
usage, and mechanics
expected of a nursing
professional.
Writing coherently
supports a central
idea with few errors of
grammar, usage, and
mechanics.
Writing is coherent, using
evidence to support a
central idea with correct
grammar, usage, and
mechanics as expected
of a nursing professional.
CRITERIA
https://courserooma.capella.edu/bbcswebdav/institution/BSN-FP/BSN-FP4020/181000/Scoring_Guides/u04a1_scoring_guide.html
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