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Tag: Clinical & Abnormal Psychology

  • [Solved] CFOC Week 8 Assignment

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    **To prepare**: Review the Hill Country Hospital case study and this week’s Learning Resources related to resistance to change. Consider which theories related to change resistance might apply to this organization. How might you implement change models in this organization to help overcome resistanc…

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    Assignment Prompt & Instructions

    **To prepare**:

    Review the Hill Country Hospital case study and this week’s Learning Resources related to resistance to change. Consider which theories related to change resistance might apply to this organization. How might you implement change models in this organization to help overcome resistance to change?

    Submit a 2- to 3-page paper written in APA format and style in which you assess how change models can be applied to the Hill Country Hospital case study. In your assessment identify and discuss two theories and two models related to change resistance. As you reflect on the Hill Country Hospital case study, explain the theories you observe and how you would implement one—or both—of the change models you identified to help this organization reestablish homeostasis. Provide a brief discussion of how you might evaluate the efficacy of your interventions. Include in your response why evaluation is important to the process.

    _Support your Application Assignment with references to recent (within the last 5 years) peer-reviewed, scholarly sources and this week’s Learning Resources._

  • [Solved] 2 Discussion posts

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    In-depth study guidance and analytical solution covering 2 Discussion posts.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] question

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    For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource. **Question 1:** What happens inside the brain of a teenager that makes it difficult for Jordan to weigh the risks and rewards of his…

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    Assignment Prompt & Instructions

    For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

    **Question 1:** What happens inside the brain of a teenager that makes it difficult for Jordan to weigh the risks and rewards of his behavior? Describe how the adolescent brain weighs risk and reward.

    **Question 2:** Why does it appear that Jordan values the opinion of his peers more than the opinion of his mother? Explain the psychological concepts that may account for why Jordan places value on his peers’ opinions.

    **Question 3:** What advice would you give Jordan’s mother, Monica, that would teach him how to make better choices and decisions? Discuss a specific strategy that Monica may implement to help her son make better decisions.

    **Question 4:** If you were in Monica’s shoes, how would you feel? Explain why a better understanding of Monica’s perspective could result in more constructive advice.

    The following requirements must be met for your submission to be graded:

    – Each question response should be between 5-7 sentences or 150-200 words, placed directly below the associated question.
    – Use a readable 12-point font.
    – All writing must be appropriate for an academic context.
    – Composition must be original and written for this assignment.
    – Plagiarism of any kind is strictly prohibited.
    – Submission must include your name and the date.
    – Include all of the assignment components in a single file.
    – Acceptable file formats include .doc and .docx

    – [\
    \
    Screenshot2026-07-13at21-09-07TOUCHSTONE3.1PersonalityDevelopmentIntroductiontoPsychology.png](https://www.sweetstudy.com/files/screenshot2026-07-13at21-09-07touchstone3-1personalitydevelopmentintroductiontopsychology-png "Screenshot2026-07-13at21-09-07TOUCHSTONE3.1PersonalityDevelopmentIntroductiontoPsychology.png")

  • [Solved] critical thinking

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    **files (3)** – ## TheInternetasSocialAmplifier-11.docx – ## CriticalThinkingHowToBePersausive-11.docx – ## Psychologyweek5Co.docx **## TheInternetasSocialAmplifier-11.docx** **Critical Thinking: The Internet as a Social Amplifier** After reviewing the information about social media (see below) and …

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    **files (3)**

    – ## TheInternetasSocialAmplifier-11.docx

    – ## CriticalThinkingHowToBePersausive-11.docx

    – ## Psychologyweek5Co.docx

    **## TheInternetasSocialAmplifier-11.docx**

    **Critical Thinking: The Internet as a Social Amplifier**

    After reviewing the information about social media (see below) and watching the videos answer the following questions:

    · How does the internet amplify our existing attitudes?

    · The internet is sometimes referred to as a dangerous “echo chamber.” What does this mean? Is this always a dangerous effect? Explain.

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 409 in your e-Book.**

    ![A poster of a social media network Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/critical-thinking-20979377)

    ## image1.png

    **## CriticalThinkingHowToBePersausive-11.docx**

    **Critical Thinking: How To Be Persuasive**

    After reviewing the information about being persuasive (see below) answer the following questions:

    · We witness many different styles of communicating, from quiet sharing to angry exchanges. Which styles are most effective?

    · Do our persuasive tactics ever backfire—making people less likely to consider our perspective? Explain.

    · How might an effective persuader build on others’ existing views?

    · Are there ways to make your message more memorable? Explain.

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 397 in your e-Book.**

    ![A screenshot of a medical information Description automatically generated](https://www.sweetstudy.com/questions/critical-thinking-20979377)

    **image1.png**

    **## Psychologyweek5Co.docx**

    **Psychology**

    **Part A**

    **Chapter 12**

    To access the assignment, click on the links below. Once you click on the link, download it to your computer. Once you complete the assignment, save it on your computer and then submit it as an attachment.

    [Critical Thinking How To Be Persausive-1.docx](https://uncfsu.instructure.com/courses/50631/files/10107995?wrap=1) [Download Critical Thinking How To Be Persausive-1.docx](https://uncfsu.instructure.com/courses/50631/files/10107995/download?download_frd=1)

    [The Internet as Social Amplifier -1.docx](https://uncfsu.instructure.com/courses/50631/files/10107860?wrap=1) [Download The Internet as Social Amplifier -1.docx](https://uncfsu.instructure.com/courses/50631/files/10107860/download?download_frd=1)

    I have attached this assignment if you are unable to download them.

    **Part B**

    **Chapter 13 Discussion Board: Personality**

    Hello, Welcome to the Chapter 13 Discussion Board:

    This week, through your assigned textbook reading and video, you explored the theories of personality, personality assessments and you learned how our self-esteem, self-concept and cultural influence shape our personalities.  Please reflect on what you learned this week as you complete the discussion board.

    **QUESTION:**

    **The Five Factor Model (The Big Five)**

    The Five Factor also known as the Big Five is a psychological model that describes five broad dimensions of personality: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. These traits are believed to be relatively stable throughout an individual’s lifetime. The purpose of this assignment is to provide you with an understanding of the five-factor model that is widely used all over the world.

    Complete the following steps:

    **Step 1**

    Review the
    **Five Factor Model in** your textbook.

    **Step 2**

    Choose a
    **fictional character** from a book, tv show, or movie. Think about how you would rank that character along each of the components of the five-factor model.

    **Step 3**

    Thoroughly
    **discuss** each of the following:

    1. Give some brief background about the character (no more than one paragraph).

    2. Using the five-factor model (the Big Five), provide two (2) observations for how your character fits EACH factor. For example, if I chose Winnie the Pooh, I would provide two observations about him that explain why I believe he scores high on openness, two observations for why I believe he scores low on conscientiousness, two observations for why I believe he scores low on extroversion, etc. You should have a total of ten (10) observations.

    Be sure to include information from the textbook to help explain your position. Your explanations should demonstrate your understanding of the five-factor model.  In addition to the textbook, you can also use other sources.

    **## Psychologyweek5Co.docx**

    **Psychology**

    **Part A**

    **Chapter 12**

    To access the assignment, click on the links below. Once you click on the link, download it to your computer. Once you complete the assignment, save it on your computer and then submit it as an attachment.

    [Critical Thinking How To Be Persausive-1.docx](https://uncfsu.instructure.com/courses/50631/files/10107995?wrap=1) [Download Critical Thinking How To Be Persausive-1.docx](https://uncfsu.instructure.com/courses/50631/files/10107995/download?download_frd=1)

    [The Internet as Social Amplifier -1.docx](https://uncfsu.instructure.com/courses/50631/files/10107860?wrap=1) [Download The Internet as Social Amplifier -1.docx](https://uncfsu.instructure.com/courses/50631/files/10107860/download?download_frd=1)

    I have attached this assignment if you are unable to download them.

    **Part B**

    **Chapter 13 Discussion Board: Personality**

    Hello, Welcome to the Chapter 13 Discussion Board:

    This week, through your assigned textbook reading and video, you explored the theories of personality, personality assessments and you learned how our self-esteem, self-concept and cultural influence shape our personalities.  Please reflect on what you learned this week as you complete the discussion board.

    **QUESTION:**

    **The Five Factor Model (The Big Five)**

    The Five Factor also known as the Big Five is a psychological model that describes five broad dimensions of personality: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. These traits are believed to be relatively stable throughout an individual’s lifetime. The purpose of this assignment is to provide you with an understanding of the five-factor model that is widely used all over the world.

    Complete the following steps:

    **Step 1**

    Review the
    **Five Factor Model in** your textbook.

    **Step 2**

    Choose a
    **fictional character** from a book, tv show, or movie. Think about how you would rank that character along each of the components of the five-factor model.

    **Step 3**

    Thoroughly
    **discuss** each of the following:

    1. Give some brief background about the character (no more than one paragraph).

    2. Using the five-factor model (the Big Five), provide two (2) observations for how your character fits EACH factor. For example, if I chose Winnie the Pooh, I would provide two observations about him that explain why I believe he scores high on openness, two observations for why I believe he scores low on conscientiousness, two observations for why I believe he scores low on extroversion, etc. You should have a total of ten (10) observations.

    Be sure to include information from the textbook to help explain your position. Your explanations should demonstrate your understanding of the five-factor model.  In addition to the textbook, you can also use other sources.

    **## TheInternetasSocialAmplifier-11.docx**

    **Critical Thinking: The Internet as a Social Amplifier**

    After reviewing the information about social media (see below) and watching the videos answer the following questions:

    · How does the internet amplify our existing attitudes?

    · The internet is sometimes referred to as a dangerous “echo chamber.” What does this mean? Is this always a dangerous effect? Explain.

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 409 in your e-Book.**

    ![A poster of a social media network Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/critical-thinking-20979377)

    ## image1.png

    **## CriticalThinkingHowToBePersausive-11.docx**

    **Critical Thinking: How To Be Persuasive**

    After reviewing the information about being persuasive (see below) answer the following questions:

    · We witness many different styles of communicating, from quiet sharing to angry exchanges. Which styles are most effective?

    · Do our persuasive tactics ever backfire—making people less likely to consider our perspective? Explain.

    · How might an effective persuader build on others’ existing views?

    · Are there ways to make your message more memorable? Explain.

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 397 in your e-Book.**

    ![A screenshot of a medical information Description automatically generated](https://www.sweetstudy.com/questions/critical-thinking-20979377)

    **image1.png**

    **## Psychologyweek5Co.docx**

    **Psychology**

    **Part A**

    **Chapter 12**

    To access the assignment, click on the links below. Once you click on the link, download it to your computer. Once you complete the assignment, save it on your computer and then submit it as an attachment.

    [Critical Thinking How To Be Persausive-1.docx](https://uncfsu.instructure.com/courses/50631/files/10107995?wrap=1) [Download Critical Thinking How To Be Persausive-1.docx](https://uncfsu.instructure.com/courses/50631/files/10107995/download?download_frd=1)

    [The Internet as Social Amplifier -1.docx](https://uncfsu.instructure.com/courses/50631/files/10107860?wrap=1) [Download The Internet as Social Amplifier -1.docx](https://uncfsu.instructure.com/courses/50631/files/10107860/download?download_frd=1)

    I have attached this assignment if you are unable to download them.

    **Part B**

    **Chapter 13 Discussion Board: Personality**

    Hello, Welcome to the Chapter 13 Discussion Board:

    This week, through your assigned textbook reading and video, you explored the theories of personality, personality assessments and you learned how our self-esteem, self-concept and cultural influence shape our personalities.  Please reflect on what you learned this week as you complete the discussion board.

    **QUESTION:**

    **The Five Factor Model (The Big Five)**

    The Five Factor also known as the Big Five is a psychological model that describes five broad dimensions of personality: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. These traits are believed to be relatively stable throughout an individual’s lifetime. The purpose of this assignment is to provide you with an understanding of the five-factor model that is widely used all over the world.

    Complete the following steps:

    **Step 1**

    Review the
    **Five Factor Model in** your textbook.

    **Step 2**

    Choose a
    **fictional character** from a book, tv show, or movie. Think about how you would rank that character along each of the components of the five-factor model.

    **Step 3**

    Thoroughly
    **discuss** each of the following:

    1. Give some brief background about the character (no more than one paragraph).

    2. Using the five-factor model (the Big Five), provide two (2) observations for how your character fits EACH factor. For example, if I chose Winnie the Pooh, I would provide two observations about him that explain why I believe he scores high on openness, two observations for why I believe he scores low on conscientiousness, two observations for why I believe he scores low on extroversion, etc. You should have a total of ten (10) observations.

    Be sure to include information from the textbook to help explain your position. Your explanations should demonstrate your understanding of the five-factor model.  In addition to the textbook, you can also use other sources.

    **## TheInternetasSocialAmplifier-11.docx**

    **Critical Thinking: The Internet as a Social Amplifier**

    After reviewing the information about social media (see below) and watching the videos answer the following questions:

    · How does the internet amplify our existing attitudes?

    · The internet is sometimes referred to as a dangerous “echo chamber.” What does this mean? Is this always a dangerous effect? Explain.

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 409 in your e-Book.**

    ![A poster of a social media network Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/critical-thinking-20979377)

    ## image1.png

    **## CriticalThinkingHowToBePersausive-11.docx**

    **Critical Thinking: How To Be Persuasive**

    After reviewing the information about being persuasive (see below) answer the following questions:

    · We witness many different styles of communicating, from quiet sharing to angry exchanges. Which styles are most effective?

    · Do our persuasive tactics ever backfire—making people less likely to consider our perspective? Explain.

    · How might an effective persuader build on others’ existing views?

    · Are there ways to make your message more memorable? Explain.

    **NOTE: If you find this difficult to read due to the small print, you have find this on page 397 in your e-Book.**

    ![A screenshot of a medical information Description automatically generated](https://www.sweetstudy.com/questions/critical-thinking-20979377)

    **image1.png**

    **## Psychologyweek5Co.docx**

    **Psychology**

    **Part A**

    **Chapter 12**

    To access the assignment, click on the links below. Once you click on the link, download it to your computer. Once you complete the assignment, save it on your computer and then submit it as an attachment.

    [Critical Thinking How To Be Persausive-1.docx](https://uncfsu.instructure.com/courses/50631/files/10107995?wrap=1) [Download Critical Thinking How To Be Persausive-1.docx](https://uncfsu.instructure.com/courses/50631/files/10107995/download?download_frd=1)

    [The Internet as Social Amplifier -1.docx](https://uncfsu.instructure.com/courses/50631/files/10107860?wrap=1) [Download The Internet as Social Amplifier -1.docx](https://uncfsu.instructure.com/courses/50631/files/10107860/download?download_frd=1)

    I have attached this assignment if you are unable to download them.

    **Part B**

    **Chapter 13 Discussion Board: Personality**

    Hello, Welcome to the Chapter 13 Discussion Board:

    This week, through your assigned textbook reading and video, you explored the theories of personality, personality assessments and you learned how our self-esteem, self-concept and cultural influence shape our personalities.  Please reflect on what you learned this week as you complete the discussion board.

    **QUESTION:**

    **The Five Factor Model (The Big Five)**

    The Five Factor also known as the Big Five is a psychological model that describes five broad dimensions of personality: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. These traits are believed to be relatively stable throughout an individual’s lifetime. The purpose of this assignment is to provide you with an understanding of the five-factor model that is widely used all over the world.

    Complete the following steps:

    **Step 1**

    Review the
    **Five Factor Model in** your textbook.

    **Step 2**

    Choose a
    **fictional character** from a book, tv show, or movie. Think about how you would rank that character along each of the components of the five-factor model.

    **Step 3**

    Thoroughly
    **discuss** each of the following:

    1. Give some brief background about the character (no more than one paragraph).

    2. Using the five-factor model (the Big Five), provide two (2) observations for how your character fits EACH factor. For example, if I chose Winnie the Pooh, I would provide two observations about him that explain why I believe he scores high on openness, two observations for why I believe he scores low on conscientiousness, two observations for why I believe he scores low on extroversion, etc. You should have a total of ten (10) observations.

    Be sure to include information from the textbook to help explain your position. Your explanations should demonstrate your understanding of the five-factor model.  In addition to the textbook, you can also use other sources.

  • [Solved] psychology

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    Please go through the questions, let me know if any additional information is needed. Please No AI or ChatGPT's . All is through checked. And good grade is needed . Thanks – [\ \ Week3_AtaGlance_AppofForensicPsych-Summer2026.pdf](https://www.sweetstudy.com/files/week3-ataglance-appofforensicpsyc…

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    Assignment Prompt & Instructions

    Please go through the questions, let me know if any additional information is needed. Please No AI or ChatGPT's . All is through checked. And good grade is needed . Thanks

    – [\
    \
    Week3_AtaGlance_AppofForensicPsych-Summer2026.pdf](https://www.sweetstudy.com/files/week3-ataglance-appofforensicpsych-summer2026-pdf "Week3_AtaGlance_AppofForensicPsych-Summer2026.pdf")
    – [\
    \
    Topic_Week3_Discussion17.pdf](https://www.sweetstudy.com/files/topic-week3-discussion17-pdf-10575465 "Topic_Week3_Discussion17.pdf")
    – [\
    \
    Week3_Assignment14.pdf](https://www.sweetstudy.com/files/week3-assignment14-pdf "Week3_Assignment14.pdf")

  • [Solved] Psychology homework

    ✓ Verified Academic Solution Available

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    In-depth study guidance and analytical solution covering Psychology homework.

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    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Human Resource Professional

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    How does a scholar-practitioner's cultural identity influence the research process, and what strategies can be used to recognize and reduce personal bias? – [\ \ Untitleddocument7.pdf](https://www.sweetstudy.com/files/untitleddocument7-pdf-10575623 "Untitleddocument7.pdf")

    Instant Solution Download

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    How does a scholar-practitioner's cultural identity influence the research process, and what strategies can be used to recognize and reduce personal bias?

    – [\
    \
    Untitleddocument7.pdf](https://www.sweetstudy.com/files/untitleddocument7-pdf-10575623 "Untitleddocument7.pdf")

  • [Solved] Prof Double R

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    ## SOC 112 Module Three Worksheet Guidelines and Rubric The purpose of this worksheet is to help you better understand what statuses and roles are and how they influence our behavior. This worksheet will also help you prepare for Milestone Two by getting you to begin breaking down an issue into soci…

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    Assignment Prompt & Instructions

    ## SOC 112 Module Three Worksheet Guidelines and Rubric

    The purpose of this worksheet is to help you better understand what statuses and roles are and how they influence our behavior. This worksheet will also help you prepare for Milestone Two by getting you to begin breaking down an issue into sociological concepts. This activity is adapted from the course text, _The Real World: An Introduction to Sociology_ (9th edition) _,_ by Kerry Ferris and Jill Stein.

    After reading Chapter 4 from the textbook, answer the following questions in the Module Three Worksheet. (UPLOADED BELOW) You will need to answer each question as it relates to each of the three different statuses you identified. You will also need to support your responses with at least one scholarly source. Your answers to these questions as well as your ability to clearly convey your responses will be graded using the rubric below.

    1. Describe three different statuses that you occupy in society.
    2. Identify whether each status is ascribed or achieved.
    3. Explain what the role expectations are for each status.
    4. Provide one example of role conflict.
    5. Provide one example of role strain.
    6. Provide one example of a status that might be subject to social inequalities. For example, mothers tend to make less money in the workplace, an experience known as the motherhood penalty.

    ### What to Submit

    This assignment will be completed using the Module Three Worksheet. All citations should be completed using APA format.

  • [Solved] Post 9 – II

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    **files (1)** – ## Post9-RES.docx **## Post9-RES.docx** · QUESTION: Describe the differences between Naloxone, Naltrexone, and Buprenorphine/Naloxone (Suboxone). · Include the properties of each, their classification, mechanism of actions, onset, half-life, and formulations (routes of delivery). · P…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Post9-RES.docx

    **## Post9-RES.docx**

    · QUESTION: Describe the differences between Naloxone, Naltrexone, and Buprenorphine/Naloxone (Suboxone).

    · Include the properties of each, their classification, mechanism of actions, onset, half-life, and formulations (routes of delivery).

    · Please discuss the implications of differences in the clinical setting (including pre-hospital)

    **Discussion Rubric**

    ·
    **Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), and a minimum of 2 references (which may include the course textbook).**

    STUDENT’S POST: Naloxone (Narcan) is a pure opioid antagonist known for its lifesaving abilities in opioid overdose emergencies (Bennett & Elliott, 2022). It is a synthetic opioid antagonist which rapidly transfers opioids from the μ-opioid receptors, reversing opioid induced respiratory depression (OIRD) (Moss et al., 2020). It is vital for naloxone to replace the opioids on at least 50% of the receptors in order to successfully reverse OIRD, so the concentration of the naloxone must be sufficient (Dahan et al., 2024). With the increase of fentanyl related deaths, there has been a lot of research into the correct dosing of naloxone, since fentanyl is about 50 times stronger than heroin we now have 8mg intranasal (IN) spray (as opposed to the formerly effective 2-4mg before fentanyl made its way into the street drug market) and intramuscular routes available to the public to intervene with an opioid overdose; in the hospital setting, naloxone is used intravenously (Dahan et al., 2024). Naloxone is so effective partly because of its very quick onset of 2-5 minutes (Dahan et al., 2024). Naloxone has a short half-life of about 1.5-2.5 hours, so patients often require monitoring and immediate medical attention because the opioid may outlast the naloxone, this is especially true with the synthetic opioids such as fentanyl (Dahan et al., 2024). Many efforts have been made over the years for naloxone to be easily obtainable by the public, making it much easier for family members or a stranger on the street to administer IN naloxone, increasing the chances of survival and recovery (Bennett & Elliott, 2022).

    Naltrexone is a non-selective opioid receptor antagonist, but unlike naloxone, it is used for relapse prevention rather than overdose reversal (Spencer et al., 2023). It has been used for decades, and it is still not fully understood how it reduces addictive behavior, specifically alcohol and opioid cravings (Spencer et al., 2023). Some research has shown that naltrexone reduces the rewarding and euphoric effects of alcohol and opioids because it works with the brain’s endogenous opioid system and the way it regulates dopamine (Spencer et al., 2023). It is available as an oral tablet, which has a half-life of 13 hours, or a monthly intramuscular injection (Vivitrol) (Srivastava & Gold, 2018). One thing to consider with oral tablets, is that if a patient chooses to be non-compliant they are at a high risk of relapse once the half-life passes and this can lead to an overdose if the patient uses more opioids than usual to “bypass” the naltrexone’s effects, which is why vivitrol is often preferred (Srivastava & Gold, 2018). Because it can precipitate severe opioid withdrawal, patients must be opioid-free for at least 3-5 days (for an average user) before starting treatment (Srivastava & Gold, 2018).

    Buprenorphine/naloxone (Suboxone) is used for maintenance treatment of opioid use disorder, as well as pain management in some cases (Paul et al., 2024; Infantino et al., 2021). Buprenorphine is a partial mu-opioid agonist with a ceiling effect, making it much safer than full opioid agonists because it lowers the risk of respiratory depression due to its lessened ability to cross the blood-brain barrier (Infantino et al., 2021). Naloxone is added primarily to discourage intravenous misuse causing withdrawal and diminished euphoria, since naloxone has minimal bioavailability when taken sublingually as prescribed, it has no effect when taken this way (Infantino et al., 2021). Buprenorphine has a long half-life of approximately 24–42 hours (Infantino et al., 2021).

                    I remember when Vivitrol first was making its way into the market, I was working at a substance abuse treatment center, and it was talked about as a miracle drug for patients who were chronically relapsing. These medications are truly game changers for those who struggle with addiction, offering them a second chance at life, and hope for a future in recovery.

    **References**

    Bennett, A. S., & Elliott, L. (2021). Naloxone's role in the national opioid crisis-past struggles, current efforts, and future opportunities.
    _Translational Research : The Journal of Laboratory and Clinical Medicine, 234_, 43–57.
    [https://doi.org/10.1016/j.trsl.2021.03.001](https://doi.org/10.1016/j.trsl.2021.03.001)

    Dahan, A., Franko, T. S, Carroll, J. W., Craig, D. S., Crow, C., Galinkin, J. L., Garrity, J. C., Peterson, J., & Rausch, D. B. (2024). Fact vs. fiction: Naloxone in the treatment of opioid-induced respiratory depression in the current era of synthetic opioids.
    _Frontiers in Public Health,_ 12:1346109.
    [https://doi.org/10.3389/fpubh.2024.1346109](https://doi.org/10.3389/fpubh.2024.1346109)

    Infantino, R., Mattia, C., Locarini, P., Pastore, A. L., Maione, S., & Luongo, L. (2021). Buprenorphine: Far beyond the "ceiling".
    _Biomolecules_,
    _11_(6), 816. https://doi.org/10.3390/biom11060816

    Moss, R. B., Pryor, M. M., Baillie, R., Kudrycki, K., Friedrich, C., Reed, M., & Carlo, D. J. (2020). Higher naloxone dosing in a quantitative systems pharmacology model that predicts naloxone-fentanyl competition at the opioid mu receptor level.
    _PloS One_,
    _15_(6), e0234683.
    [https://doi.org/10.1371/journal.pone.0234683](https://doi.org/10.1371/journal.pone.0234683)

    Paul, K. K., Frey, C. G., Troung, S., Paglicawan, L. V. Q., Cunningham, K. A., Preston Hill, T., Bothwell, L. G., Golovko, G., Pillay, Y., & Jehle, D. (2024). Buprenorphine-Naloxone for opioid use disorder: Reduction in mortality and increased remission.
    _The Western Journal of Emergency Medicine_,
    _25_(6), 869–874. https://doi.org/10.5811/westjem.18569

    Spencer, C. N., Elton, A., Dove, S., Faulkner, M. L., Robinson, D. L., & Boettiger, C. A. (2023). Naltrexone engages a brain reward network in the presence of reward-predictive distractor stimuli in males.
    _Addiction Neuroscience, 7,_ 100085.
    [https://doi.org/10.1016/j.addicn.2023.100085](https://doi.org/10.1016/j.addicn.2023.100085)

    Srivastava, A. B., & Gold, M. S. (2018). Naltrexone: A history and future directions.
    _Cerebrum : The Dana forum on brain science_,
    _2018_, cer-13-18.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC6353110/](https://pmc.ncbi.nlm.nih.gov/articles/PMC6353110/)

    **## Post9-RES.docx**

    · QUESTION: Describe the differences between Naloxone, Naltrexone, and Buprenorphine/Naloxone (Suboxone).

    · Include the properties of each, their classification, mechanism of actions, onset, half-life, and formulations (routes of delivery).

    · Please discuss the implications of differences in the clinical setting (including pre-hospital)

    **Discussion Rubric**

    ·
    **Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), and a minimum of 2 references (which may include the course textbook).**

    STUDENT’S POST: Naloxone (Narcan) is a pure opioid antagonist known for its lifesaving abilities in opioid overdose emergencies (Bennett & Elliott, 2022). It is a synthetic opioid antagonist which rapidly transfers opioids from the μ-opioid receptors, reversing opioid induced respiratory depression (OIRD) (Moss et al., 2020). It is vital for naloxone to replace the opioids on at least 50% of the receptors in order to successfully reverse OIRD, so the concentration of the naloxone must be sufficient (Dahan et al., 2024). With the increase of fentanyl related deaths, there has been a lot of research into the correct dosing of naloxone, since fentanyl is about 50 times stronger than heroin we now have 8mg intranasal (IN) spray (as opposed to the formerly effective 2-4mg before fentanyl made its way into the street drug market) and intramuscular routes available to the public to intervene with an opioid overdose; in the hospital setting, naloxone is used intravenously (Dahan et al., 2024). Naloxone is so effective partly because of its very quick onset of 2-5 minutes (Dahan et al., 2024). Naloxone has a short half-life of about 1.5-2.5 hours, so patients often require monitoring and immediate medical attention because the opioid may outlast the naloxone, this is especially true with the synthetic opioids such as fentanyl (Dahan et al., 2024). Many efforts have been made over the years for naloxone to be easily obtainable by the public, making it much easier for family members or a stranger on the street to administer IN naloxone, increasing the chances of survival and recovery (Bennett & Elliott, 2022).

    Naltrexone is a non-selective opioid receptor antagonist, but unlike naloxone, it is used for relapse prevention rather than overdose reversal (Spencer et al., 2023). It has been used for decades, and it is still not fully understood how it reduces addictive behavior, specifically alcohol and opioid cravings (Spencer et al., 2023). Some research has shown that naltrexone reduces the rewarding and euphoric effects of alcohol and opioids because it works with the brain’s endogenous opioid system and the way it regulates dopamine (Spencer et al., 2023). It is available as an oral tablet, which has a half-life of 13 hours, or a monthly intramuscular injection (Vivitrol) (Srivastava & Gold, 2018). One thing to consider with oral tablets, is that if a patient chooses to be non-compliant they are at a high risk of relapse once the half-life passes and this can lead to an overdose if the patient uses more opioids than usual to “bypass” the naltrexone’s effects, which is why vivitrol is often preferred (Srivastava & Gold, 2018). Because it can precipitate severe opioid withdrawal, patients must be opioid-free for at least 3-5 days (for an average user) before starting treatment (Srivastava & Gold, 2018).

    Buprenorphine/naloxone (Suboxone) is used for maintenance treatment of opioid use disorder, as well as pain management in some cases (Paul et al., 2024; Infantino et al., 2021). Buprenorphine is a partial mu-opioid agonist with a ceiling effect, making it much safer than full opioid agonists because it lowers the risk of respiratory depression due to its lessened ability to cross the blood-brain barrier (Infantino et al., 2021). Naloxone is added primarily to discourage intravenous misuse causing withdrawal and diminished euphoria, since naloxone has minimal bioavailability when taken sublingually as prescribed, it has no effect when taken this way (Infantino et al., 2021). Buprenorphine has a long half-life of approximately 24–42 hours (Infantino et al., 2021).

                    I remember when Vivitrol first was making its way into the market, I was working at a substance abuse treatment center, and it was talked about as a miracle drug for patients who were chronically relapsing. These medications are truly game changers for those who struggle with addiction, offering them a second chance at life, and hope for a future in recovery.

    **References**

    Bennett, A. S., & Elliott, L. (2021). Naloxone's role in the national opioid crisis-past struggles, current efforts, and future opportunities.
    _Translational Research : The Journal of Laboratory and Clinical Medicine, 234_, 43–57.
    [https://doi.org/10.1016/j.trsl.2021.03.001](https://doi.org/10.1016/j.trsl.2021.03.001)

    Dahan, A., Franko, T. S, Carroll, J. W., Craig, D. S., Crow, C., Galinkin, J. L., Garrity, J. C., Peterson, J., & Rausch, D. B. (2024). Fact vs. fiction: Naloxone in the treatment of opioid-induced respiratory depression in the current era of synthetic opioids.
    _Frontiers in Public Health,_ 12:1346109.
    [https://doi.org/10.3389/fpubh.2024.1346109](https://doi.org/10.3389/fpubh.2024.1346109)

    Infantino, R., Mattia, C., Locarini, P., Pastore, A. L., Maione, S., & Luongo, L. (2021). Buprenorphine: Far beyond the "ceiling".
    _Biomolecules_,
    _11_(6), 816. https://doi.org/10.3390/biom11060816

    Moss, R. B., Pryor, M. M., Baillie, R., Kudrycki, K., Friedrich, C., Reed, M., & Carlo, D. J. (2020). Higher naloxone dosing in a quantitative systems pharmacology model that predicts naloxone-fentanyl competition at the opioid mu receptor level.
    _PloS One_,
    _15_(6), e0234683.
    [https://doi.org/10.1371/journal.pone.0234683](https://doi.org/10.1371/journal.pone.0234683)

    Paul, K. K., Frey, C. G., Troung, S., Paglicawan, L. V. Q., Cunningham, K. A., Preston Hill, T., Bothwell, L. G., Golovko, G., Pillay, Y., & Jehle, D. (2024). Buprenorphine-Naloxone for opioid use disorder: Reduction in mortality and increased remission.
    _The Western Journal of Emergency Medicine_,
    _25_(6), 869–874. https://doi.org/10.5811/westjem.18569

    Spencer, C. N., Elton, A., Dove, S., Faulkner, M. L., Robinson, D. L., & Boettiger, C. A. (2023). Naltrexone engages a brain reward network in the presence of reward-predictive distractor stimuli in males.
    _Addiction Neuroscience, 7,_ 100085.
    [https://doi.org/10.1016/j.addicn.2023.100085](https://doi.org/10.1016/j.addicn.2023.100085)

    Srivastava, A. B., & Gold, M. S. (2018). Naltrexone: A history and future directions.
    _Cerebrum : The Dana forum on brain science_,
    _2018_, cer-13-18.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC6353110/](https://pmc.ncbi.nlm.nih.gov/articles/PMC6353110/)

  • [Solved] LP737 week 9

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    **files (2)** – ## ActivityF_CaseStudy_CoachingtheLeaders.pdf – ## CaseStudyFluidTechSolutions.pdf **## ActivityF_CaseStudy_CoachingtheLeaders.pdf** Activity F: Case Study: Coaching the Leaders 7/19/2026 15 Points Possible In Progress NEXT UP: Submit Assignment Unlimited Attempts Allowed Attempt…

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    **files (2)**

    – ## ActivityF_CaseStudy_CoachingtheLeaders.pdf

    – ## CaseStudyFluidTechSolutions.pdf

    **## ActivityF_CaseStudy_CoachingtheLeaders.pdf**

    Activity F: Case Study: Coaching the Leaders
    7/19/2026

    15 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited Attempts Allowed

    Attempt 1 Add Comment

    Details

    Overview
    This assignment challenges you to apply Kegan's Constructive-Developmental Theory to analyze leadership
    behaviors in a real-world case study. Working in pairs, you will assess four leaders' developmental levels,
    examine how these levels impact team dynamics, and create a targeted coaching plan to help one leader grow.

    Assignment: In your assigned pairs, review the Case: Coaching the Leaders (https://msppedu-
    my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%
    d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG) . Use what you learn in the case to:

    Case Link via WJC OneDrive (https://msppedu-
    my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20S
    d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG) .

    Case Link via Google Docs
    (https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing)

    1. Assess the developmental stages of the four key leaders involved in the efficiency task force—Steve,
    Keith, Lee, and Amadi—through the lens of Robert Kegan’s Constructive-Developmental Theory—basing
    your assessment on the evidence about their behaviors and thinking shared in the case.

    2. Relate the developmental level of the individual leaders to the leadership dynamics you see in the case
    and explain your rationale. Provide recommendations for resolving the internal conflicts affecting the
    organization’s efficiency task force that draw on your understanding of adult development and the leaders’
    levels.

    3. Select one leader and develop a coaching plan for them: identify a growth edge related to their
    developmental level, explain how you think they need to improve to engage more effectively in the
    organization, and propose a few steps to get them there (see coaching plan template in the case).

    Link to case (online version) (https://msppedu-
    my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%
    d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    Link to case (PDF version) (https://canvas.williamjames.edu/courses/10838/files/1004810?wrap=1)

    *You're not required to be a certified coach: you can think of the coaching plan as an informal improvement,
    mentoring, or advising plan.

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing](https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing)

    [https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing](https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://canvas.williamjames.edu/courses/10838/files/1004810?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004810?wrap=1)

    Deliverable:
    10-15 minute recorded presentation with slides, covering:

    1. Introduction (brief case overview)

    2. Developmental assessment of all four leaders

    3. Analysis of team dynamics

    4. Coaching plan for one leader

    5. Conclusion (key takeaways from the case)

    6. Please include a transcript of your recorded presentation

    Rubric (15 points total):

    Criteria Excellent (Full Points)

    Leadership Assessment

    (4 pts)

    Clear, evidence-based analysis of all four leaders'
    developmental levels

    Team Dynamics

    (4 pts)

    Insightful explanation of how developmental levels impact
    team functioning and thoughtful recommendations

    Coaching Plan

    (4 pts)

    Thoughtful, developmentally-appropriate plan with
    actionable steps

    Conclusion

    (1 pt)
    Discuss key takeaways from the case

    Presentation Quality

    (2 pts)
    Professional, engaging, within time limit, clear visuals

    Tips for Success:

    Ground all assessments in specific evidence from the case

    Connect leadership behaviors directly to Kegan's stages

    Make coaching steps practical and achievable

    Practice your presentation to ensure good pacing

    Resources:

    Choose a submission type

    Kegan's developmental stages review materials

    Case study documents (linked above)

    Coaching plan template (in case materials)

    View Rubric

    Coaching the Leaders

    Criteria Comments Points

    Leadership Assessment

    view longer description
    Comment /6 pts

    Team Dynamics

    view longer description
    Comment /6 pts

    Coaching Plan

    view longer description
    Comment /6 pts

    Presentation Quality

    view longer description
    Comment /3 pts

    Web URL Media Upload Office 365

    Previous

    (https://canvas.williamjames.edu/courses/10838/modules/items/456497)
    Submit Assignment

    [https://canvas.williamjames.edu/courses/10838/modules/items/456497](https://canvas.williamjames.edu/courses/10838/modules/items/456497)

    **## CaseStudyFluidTechSolutions.pdf**

    Case Study: FluidTech Solutions

    Introduction

    FluidTech Solutions is a mid-sized manufacturing company experiencing rapid growth. To capitalize on

    this growth, Steve, the CEO, initiated a drive to streamline and optimize the company’s end-to-end

    processes. He formed a task force comprising senior managers from various departments, expecting

    them to collaborate and create a more efficient workflow. However, progress stalled due to internal

    conflicts, particularly between Keith, the head of Procurement, and Lee, the head of Production.

    You are an organizational consultant with expertise in Constructive-Developmental Psychology. You’ve

    been brought in by CEO Steve to help the task force get back on track.

    This case study asks you to do three things:

    1. Assess the developmental stages of the four key leaders involved in the efficiency task force—

    Steve, Keith, Lee, and Amadi—through the lens of Robert Kegan’s Constructive-Developmental

    Theory—basing your assessment on the evidence about their behaviors and thinking shared

    here.

    2. Explain how the leadership dynamics you see here relate to the developmental level of the

    individual leaders. Provide recommendations for resolving the internal conflicts affecting the

    organization’s efficiency task force that draw on your understanding of adult development and

    the leaders’ levels.

    3. Select one leader and develop a coaching plan for them: identify a growth edge related to their

    developmental level, explain how you think they need to improve to engage more effectively in

    the organization, and propose a few steps to get them there (see coaching plan template

    below).

    Key Players

    Steve (CEO): Relatively young white CEO, was just promoted after years as a second in command to his

    beloved mentor, the previous CEO. Puts a strong emphasis on harmony and seeking advice. Is frustrated

    that his senior team doesn’t seem to get along.

    Keith (Head of Procurement): Is an old-school, but effective, white man. He is focused on his

    department's needs, which he runs with a bit of a top-down, iron fist style. He doesn’t seem that

    interested in collaborating with his peers.

    Lee (Head of Production): Perhaps the most reliable and predictable department head and a woman of

    color, Lee knows her business through and through and is respected by her staff, whom she involves in

    helping her run and improve her department.

    Amadi (Head of Business Development): The longest-serving department head, Amadi is creative,

    resourceful, somewhat unpredictable, but always delivers, even if what she delivers is something you

    didn’t know you wanted.

    The Data

    After a round of interviews with the key leaders, you learn the following:

    Steve is a remarkably gentle CEO. He prioritizes maintaining harmony everywhere. Under his guidance

    the company has invested in things that have contributed to a family feeling: monthly field days,

    company sweatshirts and mugs, and free lunch on Fridays. "People need to feel like they belong,” he

    always says. He is also known for asking people what they think, which he does a lot. He especially

    seeks out input from people he sees as his mentors (one of whom is the previous CEO, whom Steve still

    has on speed dial). He is always bringing back new ideas from peer CEOs he meets at conferences. His

    reports sometimes get a little frustrated with him from time to time, because all these ideas and input

    can sometimes seem to squeeze his own thoughts out of his head. When two people he trusts and

    admires suggest things that aren’t easy to reconcile, he can get flummoxed. Or he seems to agree with

    you in a particular setting but changes his mind if someone else advocates a different position later. As a

    result now and then decisions seem to linger longer than they need to, even things that should be a

    relatively easy decision for a CEO.

    Keith is a what-you-see-is-what-you-get kind of grizzled old veteran. He rose from the ranks of FluidTech

    Solutions by “winning more fights than he lost,” as he tells you. As the head of Procurement, his

    leadership style is characterized by a focus on getting what he wants, even if this means less

    collaboration. His hand-picked staff are ready to do what he tells them at the drop of a hat, and he has a

    loyal gang of suppliers ready to make him the best deal–all he needs from his peers is a clear sense of

    their production plans, so his group can get the things the company needs quickly and at the best prices.

    Lately Keith has been more frustrated than usual because Lee’s production plans are fluid and

    sometimes inaccurate. The procurement that Keith ensured based on the recent plans submitted to him

    by Lee has repeatedly fallen short of actual requirements, and his staff had to do extra work to make up.

    Having his staff do extra work doesn’t bother him—they do what he tells them, of course—but what

    bothers him is that goof-ups in purchasing make him lose power in the team and negotiating power with

    his suppliers. He sees all this as Lee’s fault, so he is currently nursing a grudge, and Keith nursing a

    grudge is not a pleasant person to have around.

    Lee, the head of Production, is in many ways a kind of ideal head of a department. Her mixture of

    intelligence and experience makes it easy for her to identify how things should be done and establish

    departmental standards, values, and processes. She’s also quite good at including her staff in decision-

    making, getting them to reflect on problems and make corrections, and even finding success in having

    her staff give each other feedback (which of course nobody really wants to do). She encourages her staff

    to take initiative and advocates a “bias for action,” which often causes tension with Keith’s subordinates,

    because Keith’s team is required to run things by Keith before committing. Historically there has been a

    kind of low-grade tension with Keith’s team, which seems to want Lee to be able to predict the future in

    perfect detail in her production plans, which is virtually impossible. Amazingly, her team has been able

    to do almost that the last few years, but lately she’s been challenged by Amadi’s division, which has

    been creatively generating all sorts of new business, shifting priorities, and even promising new

    products that Lee’s group simply needs time to figure out how to make. Which brings us to the Business

    development team headed by Amadi Okoro.

    Amadi is one of the more unusual people in the organization, if not the city and state. She’s been

    around a long time, served in every conceivable role in almost every industry, has a degree in

    beekeeping, and sometimes for fun sends emails in the form of Haiku. She’s also interested in

    everything—you might see her running a product brainstorming meeting with her reports one morning

    and then mowing the grass with the groundskeeping crew that night, equally engrossed in both. Steve’s

    predecessor ran across Amadi redesigning security for a Casino in Las Vegas and had an intuition she

    was the perfect leader for a business development team that hadn’t secured a new client in 5 years. He

    was right; since she joined, Amadi's team has been highly successful in capturing new business. This

    rapid growth strains the existing organizational systems, however. As we’ve seen, things are coming at

    such a clip that Lee and Keith are having a hard time keeping up. In fact, this internal bottleneck is the

    reason why Steve wanted to strengthen the organization internally in first place. One interesting thing:

    while Lee and Keith are in tension, and many people are frustrated with Steve, Amadi is somehow

    universally liked—people connect with her—it's just the waterfall of business that he’s generated that’s

    got everyone worked up.

    Case Study Questions (Repeated from above):

    1. Assess the developmental stages of the four key leaders involved in the efficiency task force—

    Steve, Keith, Lee, and Amadi—through the lens of Robert Kegan’s Constructive-Developmental

    Theory—basing your assessment on the evidence about their behaviors and thinking shared

    here.

    2. Explain how the leadership dynamics you see here relate to the developmental level of the

    individual leaders. Provide recommendations for resolving the internal conflicts affecting the

    organization’s efficiency task force that draw on your understanding of adult development and

    the leaders’ levels.

    3. Select one leader and develop a coaching plan for them: identify a growth edge related to their

    developmental level, explain how you think they need to improve to engage more effectively in

    the organization, and propose a few steps to get them there (see coaching plan template

    below).

    Additional Guidelines and Suggestions:

    • For Final Project Option 2, you’ll need to do the following:

    • Address the questions above in a 10 – 15-minute (recorded) presentation created

    collaboratively with your project partner.

    • Utilize the concepts and theories related to developmental levels and leadership coaching

    covered in the course materials. Cite those materials when you refer to them.

    • Provide specific examples and scenarios from the case study to illustrate your points.

    • Ensure that your coaching plans are tailored to the unique needs and challenges of each leader,

    taking into account their developmental level and the specific issues they are facing.

    • Where possible, incorporate best practices and strategies for effective coaching,

    communication, and conflict resolution.

    • Discuss the potential impact of the coaching plans on individual leaders, their departments, and

    the overall organization.

    Sample Coaching Plan:

    Coachee’s Name: Write the coachee’s name

    Coachee’s Title: Give the coachee’s title

    Feedback / Other Data: List here all the things you notice and assess about the individual

    Growth Edge: Specify the improvement that you invite the coachee to work on

    Coaching Plan Overview: Give an overview of your coaching activities with the coachee.

    Step 1: List the first activity you’ll undertake with the coachee and provide detail (i.e. coaching session

    (specify what you’ll talk about), designed experiment (describe it), reading (explain what and why),

    assigned conversation with peers (describe it and its purpose), etc.)

    Step 2: (See step 1 instructions)

    Step 3: (See step 1 instructions)

    **## CaseStudyFluidTechSolutions.pdf**

    Case Study: FluidTech Solutions

    Introduction

    FluidTech Solutions is a mid-sized manufacturing company experiencing rapid growth. To capitalize on

    this growth, Steve, the CEO, initiated a drive to streamline and optimize the company’s end-to-end

    processes. He formed a task force comprising senior managers from various departments, expecting

    them to collaborate and create a more efficient workflow. However, progress stalled due to internal

    conflicts, particularly between Keith, the head of Procurement, and Lee, the head of Production.

    You are an organizational consultant with expertise in Constructive-Developmental Psychology. You’ve

    been brought in by CEO Steve to help the task force get back on track.

    This case study asks you to do three things:

    1. Assess the developmental stages of the four key leaders involved in the efficiency task force—

    Steve, Keith, Lee, and Amadi—through the lens of Robert Kegan’s Constructive-Developmental

    Theory—basing your assessment on the evidence about their behaviors and thinking shared

    here.

    2. Explain how the leadership dynamics you see here relate to the developmental level of the

    individual leaders. Provide recommendations for resolving the internal conflicts affecting the

    organization’s efficiency task force that draw on your understanding of adult development and

    the leaders’ levels.

    3. Select one leader and develop a coaching plan for them: identify a growth edge related to their

    developmental level, explain how you think they need to improve to engage more effectively in

    the organization, and propose a few steps to get them there (see coaching plan template

    below).

    Key Players

    Steve (CEO): Relatively young white CEO, was just promoted after years as a second in command to his

    beloved mentor, the previous CEO. Puts a strong emphasis on harmony and seeking advice. Is frustrated

    that his senior team doesn’t seem to get along.

    Keith (Head of Procurement): Is an old-school, but effective, white man. He is focused on his

    department's needs, which he runs with a bit of a top-down, iron fist style. He doesn’t seem that

    interested in collaborating with his peers.

    Lee (Head of Production): Perhaps the most reliable and predictable department head and a woman of

    color, Lee knows her business through and through and is respected by her staff, whom she involves in

    helping her run and improve her department.

    Amadi (Head of Business Development): The longest-serving department head, Amadi is creative,

    resourceful, somewhat unpredictable, but always delivers, even if what she delivers is something you

    didn’t know you wanted.

    The Data

    After a round of interviews with the key leaders, you learn the following:

    Steve is a remarkably gentle CEO. He prioritizes maintaining harmony everywhere. Under his guidance

    the company has invested in things that have contributed to a family feeling: monthly field days,

    company sweatshirts and mugs, and free lunch on Fridays. "People need to feel like they belong,” he

    always says. He is also known for asking people what they think, which he does a lot. He especially

    seeks out input from people he sees as his mentors (one of whom is the previous CEO, whom Steve still

    has on speed dial). He is always bringing back new ideas from peer CEOs he meets at conferences. His

    reports sometimes get a little frustrated with him from time to time, because all these ideas and input

    can sometimes seem to squeeze his own thoughts out of his head. When two people he trusts and

    admires suggest things that aren’t easy to reconcile, he can get flummoxed. Or he seems to agree with

    you in a particular setting but changes his mind if someone else advocates a different position later. As a

    result now and then decisions seem to linger longer than they need to, even things that should be a

    relatively easy decision for a CEO.

    Keith is a what-you-see-is-what-you-get kind of grizzled old veteran. He rose from the ranks of FluidTech

    Solutions by “winning more fights than he lost,” as he tells you. As the head of Procurement, his

    leadership style is characterized by a focus on getting what he wants, even if this means less

    collaboration. His hand-picked staff are ready to do what he tells them at the drop of a hat, and he has a

    loyal gang of suppliers ready to make him the best deal–all he needs from his peers is a clear sense of

    their production plans, so his group can get the things the company needs quickly and at the best prices.

    Lately Keith has been more frustrated than usual because Lee’s production plans are fluid and

    sometimes inaccurate. The procurement that Keith ensured based on the recent plans submitted to him

    by Lee has repeatedly fallen short of actual requirements, and his staff had to do extra work to make up.

    Having his staff do extra work doesn’t bother him—they do what he tells them, of course—but what

    bothers him is that goof-ups in purchasing make him lose power in the team and negotiating power with

    his suppliers. He sees all this as Lee’s fault, so he is currently nursing a grudge, and Keith nursing a

    grudge is not a pleasant person to have around.

    Lee, the head of Production, is in many ways a kind of ideal head of a department. Her mixture of

    intelligence and experience makes it easy for her to identify how things should be done and establish

    departmental standards, values, and processes. She’s also quite good at including her staff in decision-

    making, getting them to reflect on problems and make corrections, and even finding success in having

    her staff give each other feedback (which of course nobody really wants to do). She encourages her staff

    to take initiative and advocates a “bias for action,” which often causes tension with Keith’s subordinates,

    because Keith’s team is required to run things by Keith before committing. Historically there has been a

    kind of low-grade tension with Keith’s team, which seems to want Lee to be able to predict the future in

    perfect detail in her production plans, which is virtually impossible. Amazingly, her team has been able

    to do almost that the last few years, but lately she’s been challenged by Amadi’s division, which has

    been creatively generating all sorts of new business, shifting priorities, and even promising new

    products that Lee’s group simply needs time to figure out how to make. Which brings us to the Business

    development team headed by Amadi Okoro.

    Amadi is one of the more unusual people in the organization, if not the city and state. She’s been

    around a long time, served in every conceivable role in almost every industry, has a degree in

    beekeeping, and sometimes for fun sends emails in the form of Haiku. She’s also interested in

    everything—you might see her running a product brainstorming meeting with her reports one morning

    and then mowing the grass with the groundskeeping crew that night, equally engrossed in both. Steve’s

    predecessor ran across Amadi redesigning security for a Casino in Las Vegas and had an intuition she

    was the perfect leader for a business development team that hadn’t secured a new client in 5 years. He

    was right; since she joined, Amadi's team has been highly successful in capturing new business. This

    rapid growth strains the existing organizational systems, however. As we’ve seen, things are coming at

    such a clip that Lee and Keith are having a hard time keeping up. In fact, this internal bottleneck is the

    reason why Steve wanted to strengthen the organization internally in first place. One interesting thing:

    while Lee and Keith are in tension, and many people are frustrated with Steve, Amadi is somehow

    universally liked—people connect with her—it's just the waterfall of business that he’s generated that’s

    got everyone worked up.

    Case Study Questions (Repeated from above):

    1. Assess the developmental stages of the four key leaders involved in the efficiency task force—

    Steve, Keith, Lee, and Amadi—through the lens of Robert Kegan’s Constructive-Developmental

    Theory—basing your assessment on the evidence about their behaviors and thinking shared

    here.

    2. Explain how the leadership dynamics you see here relate to the developmental level of the

    individual leaders. Provide recommendations for resolving the internal conflicts affecting the

    organization’s efficiency task force that draw on your understanding of adult development and

    the leaders’ levels.

    3. Select one leader and develop a coaching plan for them: identify a growth edge related to their

    developmental level, explain how you think they need to improve to engage more effectively in

    the organization, and propose a few steps to get them there (see coaching plan template

    below).

    Additional Guidelines and Suggestions:

    • For Final Project Option 2, you’ll need to do the following:

    • Address the questions above in a 10 – 15-minute (recorded) presentation created

    collaboratively with your project partner.

    • Utilize the concepts and theories related to developmental levels and leadership coaching

    covered in the course materials. Cite those materials when you refer to them.

    • Provide specific examples and scenarios from the case study to illustrate your points.

    • Ensure that your coaching plans are tailored to the unique needs and challenges of each leader,

    taking into account their developmental level and the specific issues they are facing.

    • Where possible, incorporate best practices and strategies for effective coaching,

    communication, and conflict resolution.

    • Discuss the potential impact of the coaching plans on individual leaders, their departments, and

    the overall organization.

    Sample Coaching Plan:

    Coachee’s Name: Write the coachee’s name

    Coachee’s Title: Give the coachee’s title

    Feedback / Other Data: List here all the things you notice and assess about the individual

    Growth Edge: Specify the improvement that you invite the coachee to work on

    Coaching Plan Overview: Give an overview of your coaching activities with the coachee.

    Step 1: List the first activity you’ll undertake with the coachee and provide detail (i.e. coaching session

    (specify what you’ll talk about), designed experiment (describe it), reading (explain what and why),

    assigned conversation with peers (describe it and its purpose), etc.)

    Step 2: (See step 1 instructions)

    Step 3: (See step 1 instructions)

    **## ActivityF_CaseStudy_CoachingtheLeaders.pdf**

    Activity F: Case Study: Coaching the Leaders
    7/19/2026

    15 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited Attempts Allowed

    Attempt 1 Add Comment

    Details

    Overview
    This assignment challenges you to apply Kegan's Constructive-Developmental Theory to analyze leadership
    behaviors in a real-world case study. Working in pairs, you will assess four leaders' developmental levels,
    examine how these levels impact team dynamics, and create a targeted coaching plan to help one leader grow.

    Assignment: In your assigned pairs, review the Case: Coaching the Leaders (https://msppedu-
    my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%
    d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG) . Use what you learn in the case to:

    Case Link via WJC OneDrive (https://msppedu-
    my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20S
    d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG) .

    Case Link via Google Docs
    (https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing)

    1. Assess the developmental stages of the four key leaders involved in the efficiency task force—Steve,
    Keith, Lee, and Amadi—through the lens of Robert Kegan’s Constructive-Developmental Theory—basing
    your assessment on the evidence about their behaviors and thinking shared in the case.

    2. Relate the developmental level of the individual leaders to the leadership dynamics you see in the case
    and explain your rationale. Provide recommendations for resolving the internal conflicts affecting the
    organization’s efficiency task force that draw on your understanding of adult development and the leaders’
    levels.

    3. Select one leader and develop a coaching plan for them: identify a growth edge related to their
    developmental level, explain how you think they need to improve to engage more effectively in the
    organization, and propose a few steps to get them there (see coaching plan template in the case).

    Link to case (online version) (https://msppedu-
    my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%
    d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    Link to case (PDF version) (https://canvas.williamjames.edu/courses/10838/files/1004810?wrap=1)

    *You're not required to be a certified coach: you can think of the coaching plan as an informal improvement,
    mentoring, or advising plan.

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing](https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing)

    [https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing](https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://canvas.williamjames.edu/courses/10838/files/1004810?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004810?wrap=1)

    Deliverable:
    10-15 minute recorded presentation with slides, covering:

    1. Introduction (brief case overview)

    2. Developmental assessment of all four leaders

    3. Analysis of team dynamics

    4. Coaching plan for one leader

    5. Conclusion (key takeaways from the case)

    6. Please include a transcript of your recorded presentation

    Rubric (15 points total):

    Criteria Excellent (Full Points)

    Leadership Assessment

    (4 pts)

    Clear, evidence-based analysis of all four leaders'
    developmental levels

    Team Dynamics

    (4 pts)

    Insightful explanation of how developmental levels impact
    team functioning and thoughtful recommendations

    Coaching Plan

    (4 pts)

    Thoughtful, developmentally-appropriate plan with
    actionable steps

    Conclusion

    (1 pt)
    Discuss key takeaways from the case

    Presentation Quality

    (2 pts)
    Professional, engaging, within time limit, clear visuals

    Tips for Success:

    Ground all assessments in specific evidence from the case

    Connect leadership behaviors directly to Kegan's stages

    Make coaching steps practical and achievable

    Practice your presentation to ensure good pacing

    Resources:

    Choose a submission type

    Kegan's developmental stages review materials

    Case study documents (linked above)

    Coaching plan template (in case materials)

    View Rubric

    Coaching the Leaders

    Criteria Comments Points

    Leadership Assessment

    view longer description
    Comment /6 pts

    Team Dynamics

    view longer description
    Comment /6 pts

    Coaching Plan

    view longer description
    Comment /6 pts

    Presentation Quality

    view longer description
    Comment /3 pts

    Web URL Media Upload Office 365

    Previous

    (https://canvas.williamjames.edu/courses/10838/modules/items/456497)
    Submit Assignment

    [https://canvas.williamjames.edu/courses/10838/modules/items/456497](https://canvas.williamjames.edu/courses/10838/modules/items/456497)

    **## CaseStudyFluidTechSolutions.pdf**

    Case Study: FluidTech Solutions

    Introduction

    FluidTech Solutions is a mid-sized manufacturing company experiencing rapid growth. To capitalize on

    this growth, Steve, the CEO, initiated a drive to streamline and optimize the company’s end-to-end

    processes. He formed a task force comprising senior managers from various departments, expecting

    them to collaborate and create a more efficient workflow. However, progress stalled due to internal

    conflicts, particularly between Keith, the head of Procurement, and Lee, the head of Production.

    You are an organizational consultant with expertise in Constructive-Developmental Psychology. You’ve

    been brought in by CEO Steve to help the task force get back on track.

    This case study asks you to do three things:

    1. Assess the developmental stages of the four key leaders involved in the efficiency task force—

    Steve, Keith, Lee, and Amadi—through the lens of Robert Kegan’s Constructive-Developmental

    Theory—basing your assessment on the evidence about their behaviors and thinking shared

    here.

    2. Explain how the leadership dynamics you see here relate to the developmental level of the

    individual leaders. Provide recommendations for resolving the internal conflicts affecting the

    organization’s efficiency task force that draw on your understanding of adult development and

    the leaders’ levels.

    3. Select one leader and develop a coaching plan for them: identify a growth edge related to their

    developmental level, explain how you think they need to improve to engage more effectively in

    the organization, and propose a few steps to get them there (see coaching plan template

    below).

    Key Players

    Steve (CEO): Relatively young white CEO, was just promoted after years as a second in command to his

    beloved mentor, the previous CEO. Puts a strong emphasis on harmony and seeking advice. Is frustrated

    that his senior team doesn’t seem to get along.

    Keith (Head of Procurement): Is an old-school, but effective, white man. He is focused on his

    department's needs, which he runs with a bit of a top-down, iron fist style. He doesn’t seem that

    interested in collaborating with his peers.

    Lee (Head of Production): Perhaps the most reliable and predictable department head and a woman of

    color, Lee knows her business through and through and is respected by her staff, whom she involves in

    helping her run and improve her department.

    Amadi (Head of Business Development): The longest-serving department head, Amadi is creative,

    resourceful, somewhat unpredictable, but always delivers, even if what she delivers is something you

    didn’t know you wanted.

    The Data

    After a round of interviews with the key leaders, you learn the following:

    Steve is a remarkably gentle CEO. He prioritizes maintaining harmony everywhere. Under his guidance

    the company has invested in things that have contributed to a family feeling: monthly field days,

    company sweatshirts and mugs, and free lunch on Fridays. "People need to feel like they belong,” he

    always says. He is also known for asking people what they think, which he does a lot. He especially

    seeks out input from people he sees as his mentors (one of whom is the previous CEO, whom Steve still

    has on speed dial). He is always bringing back new ideas from peer CEOs he meets at conferences. His

    reports sometimes get a little frustrated with him from time to time, because all these ideas and input

    can sometimes seem to squeeze his own thoughts out of his head. When two people he trusts and

    admires suggest things that aren’t easy to reconcile, he can get flummoxed. Or he seems to agree with

    you in a particular setting but changes his mind if someone else advocates a different position later. As a

    result now and then decisions seem to linger longer than they need to, even things that should be a

    relatively easy decision for a CEO.

    Keith is a what-you-see-is-what-you-get kind of grizzled old veteran. He rose from the ranks of FluidTech

    Solutions by “winning more fights than he lost,” as he tells you. As the head of Procurement, his

    leadership style is characterized by a focus on getting what he wants, even if this means less

    collaboration. His hand-picked staff are ready to do what he tells them at the drop of a hat, and he has a

    loyal gang of suppliers ready to make him the best deal–all he needs from his peers is a clear sense of

    their production plans, so his group can get the things the company needs quickly and at the best prices.

    Lately Keith has been more frustrated than usual because Lee’s production plans are fluid and

    sometimes inaccurate. The procurement that Keith ensured based on the recent plans submitted to him

    by Lee has repeatedly fallen short of actual requirements, and his staff had to do extra work to make up.

    Having his staff do extra work doesn’t bother him—they do what he tells them, of course—but what

    bothers him is that goof-ups in purchasing make him lose power in the team and negotiating power with

    his suppliers. He sees all this as Lee’s fault, so he is currently nursing a grudge, and Keith nursing a

    grudge is not a pleasant person to have around.

    Lee, the head of Production, is in many ways a kind of ideal head of a department. Her mixture of

    intelligence and experience makes it easy for her to identify how things should be done and establish

    departmental standards, values, and processes. She’s also quite good at including her staff in decision-

    making, getting them to reflect on problems and make corrections, and even finding success in having

    her staff give each other feedback (which of course nobody really wants to do). She encourages her staff

    to take initiative and advocates a “bias for action,” which often causes tension with Keith’s subordinates,

    because Keith’s team is required to run things by Keith before committing. Historically there has been a

    kind of low-grade tension with Keith’s team, which seems to want Lee to be able to predict the future in

    perfect detail in her production plans, which is virtually impossible. Amazingly, her team has been able

    to do almost that the last few years, but lately she’s been challenged by Amadi’s division, which has

    been creatively generating all sorts of new business, shifting priorities, and even promising new

    products that Lee’s group simply needs time to figure out how to make. Which brings us to the Business

    development team headed by Amadi Okoro.

    Amadi is one of the more unusual people in the organization, if not the city and state. She’s been

    around a long time, served in every conceivable role in almost every industry, has a degree in

    beekeeping, and sometimes for fun sends emails in the form of Haiku. She’s also interested in

    everything—you might see her running a product brainstorming meeting with her reports one morning

    and then mowing the grass with the groundskeeping crew that night, equally engrossed in both. Steve’s

    predecessor ran across Amadi redesigning security for a Casino in Las Vegas and had an intuition she

    was the perfect leader for a business development team that hadn’t secured a new client in 5 years. He

    was right; since she joined, Amadi's team has been highly successful in capturing new business. This

    rapid growth strains the existing organizational systems, however. As we’ve seen, things are coming at

    such a clip that Lee and Keith are having a hard time keeping up. In fact, this internal bottleneck is the

    reason why Steve wanted to strengthen the organization internally in first place. One interesting thing:

    while Lee and Keith are in tension, and many people are frustrated with Steve, Amadi is somehow

    universally liked—people connect with her—it's just the waterfall of business that he’s generated that’s

    got everyone worked up.

    Case Study Questions (Repeated from above):

    1. Assess the developmental stages of the four key leaders involved in the efficiency task force—

    Steve, Keith, Lee, and Amadi—through the lens of Robert Kegan’s Constructive-Developmental

    Theory—basing your assessment on the evidence about their behaviors and thinking shared

    here.

    2. Explain how the leadership dynamics you see here relate to the developmental level of the

    individual leaders. Provide recommendations for resolving the internal conflicts affecting the

    organization’s efficiency task force that draw on your understanding of adult development and

    the leaders’ levels.

    3. Select one leader and develop a coaching plan for them: identify a growth edge related to their

    developmental level, explain how you think they need to improve to engage more effectively in

    the organization, and propose a few steps to get them there (see coaching plan template

    below).

    Additional Guidelines and Suggestions:

    • For Final Project Option 2, you’ll need to do the following:

    • Address the questions above in a 10 – 15-minute (recorded) presentation created

    collaboratively with your project partner.

    • Utilize the concepts and theories related to developmental levels and leadership coaching

    covered in the course materials. Cite those materials when you refer to them.

    • Provide specific examples and scenarios from the case study to illustrate your points.

    • Ensure that your coaching plans are tailored to the unique needs and challenges of each leader,

    taking into account their developmental level and the specific issues they are facing.

    • Where possible, incorporate best practices and strategies for effective coaching,

    communication, and conflict resolution.

    • Discuss the potential impact of the coaching plans on individual leaders, their departments, and

    the overall organization.

    Sample Coaching Plan:

    Coachee’s Name: Write the coachee’s name

    Coachee’s Title: Give the coachee’s title

    Feedback / Other Data: List here all the things you notice and assess about the individual

    Growth Edge: Specify the improvement that you invite the coachee to work on

    Coaching Plan Overview: Give an overview of your coaching activities with the coachee.

    Step 1: List the first activity you’ll undertake with the coachee and provide detail (i.e. coaching session

    (specify what you’ll talk about), designed experiment (describe it), reading (explain what and why),

    assigned conversation with peers (describe it and its purpose), etc.)

    Step 2: (See step 1 instructions)

    Step 3: (See step 1 instructions)

    **## ActivityF_CaseStudy_CoachingtheLeaders.pdf**

    Activity F: Case Study: Coaching the Leaders
    7/19/2026

    15 Points Possible

    In Progress
    NEXT UP: Submit Assignment

    Unlimited Attempts Allowed

    Attempt 1 Add Comment

    Details

    Overview
    This assignment challenges you to apply Kegan's Constructive-Developmental Theory to analyze leadership
    behaviors in a real-world case study. Working in pairs, you will assess four leaders' developmental levels,
    examine how these levels impact team dynamics, and create a targeted coaching plan to help one leader grow.

    Assignment: In your assigned pairs, review the Case: Coaching the Leaders (https://msppedu-
    my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%
    d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG) . Use what you learn in the case to:

    Case Link via WJC OneDrive (https://msppedu-
    my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20S
    d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG) .

    Case Link via Google Docs
    (https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing)

    1. Assess the developmental stages of the four key leaders involved in the efficiency task force—Steve,
    Keith, Lee, and Amadi—through the lens of Robert Kegan’s Constructive-Developmental Theory—basing
    your assessment on the evidence about their behaviors and thinking shared in the case.

    2. Relate the developmental level of the individual leaders to the leadership dynamics you see in the case
    and explain your rationale. Provide recommendations for resolving the internal conflicts affecting the
    organization’s efficiency task force that draw on your understanding of adult development and the leaders’
    levels.

    3. Select one leader and develop a coaching plan for them: identify a growth edge related to their
    developmental level, explain how you think they need to improve to engage more effectively in the
    organization, and propose a few steps to get them there (see coaching plan template in the case).

    Link to case (online version) (https://msppedu-
    my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%
    d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    Link to case (PDF version) (https://canvas.williamjames.edu/courses/10838/files/1004810?wrap=1)

    *You're not required to be a certified coach: you can think of the coaching plan as an informal improvement,
    mentoring, or advising plan.

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing](https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing)

    [https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing](https://drive.google.com/file/d/19M5cylUyu0RRJMGaLtP43uw5NUeQyYy1/view?usp=sharing)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG](https://msppedu-my.sharepoint.com/:w:/r/personal/david_wedaman_williamjames_edu/Documents/Attachments/Case%20%20Study%20%20FluidTech%20Solutions.docx?d=w3f2906aacb0743539c5df04ff46d5b13&csf=1&web=1&e=z7petG)

    [https://canvas.williamjames.edu/courses/10838/files/1004810?wrap=1](https://canvas.williamjames.edu/courses/10838/files/1004810?wrap=1)

    Deliverable:
    10-15 minute recorded presentation with slides, covering:

    1. Introduction (brief case overview)

    2. Developmental assessment of all four leaders

    3. Analysis of team dynamics

    4. Coaching plan for one leader

    5. Conclusion (key takeaways from the case)

    6. Please include a transcript of your recorded presentation

    Rubric (15 points total):

    Criteria Excellent (Full Points)

    Leadership Assessment

    (4 pts)

    Clear, evidence-based analysis of all four leaders'
    developmental levels

    Team Dynamics

    (4 pts)

    Insightful explanation of how developmental levels impact
    team functioning and thoughtful recommendations

    Coaching Plan

    (4 pts)

    Thoughtful, developmentally-appropriate plan with
    actionable steps

    Conclusion

    (1 pt)
    Discuss key takeaways from the case

    Presentation Quality

    (2 pts)
    Professional, engaging, within time limit, clear visuals

    Tips for Success:

    Ground all assessments in specific evidence from the case

    Connect leadership behaviors directly to Kegan's stages

    Make coaching steps practical and achievable

    Practice your presentation to ensure good pacing

    Resources:

    Choose a submission type

    Kegan's developmental stages review materials

    Case study documents (linked above)

    Coaching plan template (in case materials)

    View Rubric

    Coaching the Leaders

    Criteria Comments Points

    Leadership Assessment

    view longer description
    Comment /6 pts

    Team Dynamics

    view longer description
    Comment /6 pts

    Coaching Plan

    view longer description
    Comment /6 pts

    Presentation Quality

    view longer description
    Comment /3 pts

    Web URL Media Upload Office 365

    Previous

    (https://canvas.williamjames.edu/courses/10838/modules/items/456497)
    Submit Assignment

    [https://canvas.williamjames.edu/courses/10838/modules/items/456497](https://canvas.williamjames.edu/courses/10838/modules/items/456497)

    **## CaseStudyFluidTechSolutions.pdf**

    Case Study: FluidTech Solutions

    Introduction

    FluidTech Solutions is a mid-sized manufacturing company experiencing rapid growth. To capitalize on

    this growth, Steve, the CEO, initiated a drive to streamline and optimize the company’s end-to-end

    processes. He formed a task force comprising senior managers from various departments, expecting

    them to collaborate and create a more efficient workflow. However, progress stalled due to internal

    conflicts, particularly between Keith, the head of Procurement, and Lee, the head of Production.

    You are an organizational consultant with expertise in Constructive-Developmental Psychology. You’ve

    been brought in by CEO Steve to help the task force get back on track.

    This case study asks you to do three things:

    1. Assess the developmental stages of the four key leaders involved in the efficiency task force—

    Steve, Keith, Lee, and Amadi—through the lens of Robert Kegan’s Constructive-Developmental

    Theory—basing your assessment on the evidence about their behaviors and thinking shared

    here.

    2. Explain how the leadership dynamics you see here relate to the developmental level of the

    individual leaders. Provide recommendations for resolving the internal conflicts affecting the

    organization’s efficiency task force that draw on your understanding of adult development and

    the leaders’ levels.

    3. Select one leader and develop a coaching plan for them: identify a growth edge related to their

    developmental level, explain how you think they need to improve to engage more effectively in

    the organization, and propose a few steps to get them there (see coaching plan template

    below).

    Key Players

    Steve (CEO): Relatively young white CEO, was just promoted after years as a second in command to his

    beloved mentor, the previous CEO. Puts a strong emphasis on harmony and seeking advice. Is frustrated

    that his senior team doesn’t seem to get along.

    Keith (Head of Procurement): Is an old-school, but effective, white man. He is focused on his

    department's needs, which he runs with a bit of a top-down, iron fist style. He doesn’t seem that

    interested in collaborating with his peers.

    Lee (Head of Production): Perhaps the most reliable and predictable department head and a woman of

    color, Lee knows her business through and through and is respected by her staff, whom she involves in

    helping her run and improve her department.

    Amadi (Head of Business Development): The longest-serving department head, Amadi is creative,

    resourceful, somewhat unpredictable, but always delivers, even if what she delivers is something you

    didn’t know you wanted.

    The Data

    After a round of interviews with the key leaders, you learn the following:

    Steve is a remarkably gentle CEO. He prioritizes maintaining harmony everywhere. Under his guidance

    the company has invested in things that have contributed to a family feeling: monthly field days,

    company sweatshirts and mugs, and free lunch on Fridays. "People need to feel like they belong,” he

    always says. He is also known for asking people what they think, which he does a lot. He especially

    seeks out input from people he sees as his mentors (one of whom is the previous CEO, whom Steve still

    has on speed dial). He is always bringing back new ideas from peer CEOs he meets at conferences. His

    reports sometimes get a little frustrated with him from time to time, because all these ideas and input

    can sometimes seem to squeeze his own thoughts out of his head. When two people he trusts and

    admires suggest things that aren’t easy to reconcile, he can get flummoxed. Or he seems to agree with

    you in a particular setting but changes his mind if someone else advocates a different position later. As a

    result now and then decisions seem to linger longer than they need to, even things that should be a

    relatively easy decision for a CEO.

    Keith is a what-you-see-is-what-you-get kind of grizzled old veteran. He rose from the ranks of FluidTech

    Solutions by “winning more fights than he lost,” as he tells you. As the head of Procurement, his

    leadership style is characterized by a focus on getting what he wants, even if this means less

    collaboration. His hand-picked staff are ready to do what he tells them at the drop of a hat, and he has a

    loyal gang of suppliers ready to make him the best deal–all he needs from his peers is a clear sense of

    their production plans, so his group can get the things the company needs quickly and at the best prices.

    Lately Keith has been more frustrated than usual because Lee’s production plans are fluid and

    sometimes inaccurate. The procurement that Keith ensured based on the recent plans submitted to him

    by Lee has repeatedly fallen short of actual requirements, and his staff had to do extra work to make up.

    Having his staff do extra work doesn’t bother him—they do what he tells them, of course—but what

    bothers him is that goof-ups in purchasing make him lose power in the team and negotiating power with

    his suppliers. He sees all this as Lee’s fault, so he is currently nursing a grudge, and Keith nursing a

    grudge is not a pleasant person to have around.

    Lee, the head of Production, is in many ways a kind of ideal head of a department. Her mixture of

    intelligence and experience makes it easy for her to identify how things should be done and establish

    departmental standards, values, and processes. She’s also quite good at including her staff in decision-

    making, getting them to reflect on problems and make corrections, and even finding success in having

    her staff give each other feedback (which of course nobody really wants to do). She encourages her staff

    to take initiative and advocates a “bias for action,” which often causes tension with Keith’s subordinates,

    because Keith’s team is required to run things by Keith before committing. Historically there has been a

    kind of low-grade tension with Keith’s team, which seems to want Lee to be able to predict the future in

    perfect detail in her production plans, which is virtually impossible. Amazingly, her team has been able

    to do almost that the last few years, but lately she’s been challenged by Amadi’s division, which has

    been creatively generating all sorts of new business, shifting priorities, and even promising new

    products that Lee’s group simply needs time to figure out how to make. Which brings us to the Business

    development team headed by Amadi Okoro.

    Amadi is one of the more unusual people in the organization, if not the city and state. She’s been

    around a long time, served in every conceivable role in almost every industry, has a degree in

    beekeeping, and sometimes for fun sends emails in the form of Haiku. She’s also interested in

    everything—you might see her running a product brainstorming meeting with her reports one morning

    and then mowing the grass with the groundskeeping crew that night, equally engrossed in both. Steve’s

    predecessor ran across Amadi redesigning security for a Casino in Las Vegas and had an intuition she

    was the perfect leader for a business development team that hadn’t secured a new client in 5 years. He

    was right; since she joined, Amadi's team has been highly successful in capturing new business. This

    rapid growth strains the existing organizational systems, however. As we’ve seen, things are coming at

    such a clip that Lee and Keith are having a hard time keeping up. In fact, this internal bottleneck is the

    reason why Steve wanted to strengthen the organization internally in first place. One interesting thing:

    while Lee and Keith are in tension, and many people are frustrated with Steve, Amadi is somehow

    universally liked—people connect with her—it's just the waterfall of business that he’s generated that’s

    got everyone worked up.

    Case Study Questions (Repeated from above):

    1. Assess the developmental stages of the four key leaders involved in the efficiency task force—

    Steve, Keith, Lee, and Amadi—through the lens of Robert Kegan’s Constructive-Developmental

    Theory—basing your assessment on the evidence about their behaviors and thinking shared

    here.

    2. Explain how the leadership dynamics you see here relate to the developmental level of the

    individual leaders. Provide recommendations for resolving the internal conflicts affecting the

    organization’s efficiency task force that draw on your understanding of adult development and

    the leaders’ levels.

    3. Select one leader and develop a coaching plan for them: identify a growth edge related to their

    developmental level, explain how you think they need to improve to engage more effectively in

    the organization, and propose a few steps to get them there (see coaching plan template

    below).

    Additional Guidelines and Suggestions:

    • For Final Project Option 2, you’ll need to do the following:

    • Address the questions above in a 10 – 15-minute (recorded) presentation created

    collaboratively with your project partner.

    • Utilize the concepts and theories related to developmental levels and leadership coaching

    covered in the course materials. Cite those materials when you refer to them.

    • Provide specific examples and scenarios from the case study to illustrate your points.

    • Ensure that your coaching plans are tailored to the unique needs and challenges of each leader,

    taking into account their developmental level and the specific issues they are facing.

    • Where possible, incorporate best practices and strategies for effective coaching,

    communication, and conflict resolution.

    • Discuss the potential impact of the coaching plans on individual leaders, their departments, and

    the overall organization.

    Sample Coaching Plan:

    Coachee’s Name: Write the coachee’s name

    Coachee’s Title: Give the coachee’s title

    Feedback / Other Data: List here all the things you notice and assess about the individual

    Growth Edge: Specify the improvement that you invite the coachee to work on

    Coaching Plan Overview: Give an overview of your coaching activities with the coachee.

    Step 1: List the first activity you’ll undertake with the coachee and provide detail (i.e. coaching session

    (specify what you’ll talk about), designed experiment (describe it), reading (explain what and why),

    assigned conversation with peers (describe it and its purpose), etc.)

    Step 2: (See step 1 instructions)

    Step 3: (See step 1 instructions)