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DB FPX 8400 Assessment 3 Scavenger Hunt Template

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DB FPX 8400 Assessment 3 Free Download DB FPX 8400 Assessment 3 Scavenger Hunt Template Student Name Capella University DB-FPX8400 Your DBA Journey Professor Name Date [blur_section id=”postDownload” button=”Free Download” form_id=”e9df100″] Scavenger Hunt Template Name: Belinda May Quarter you are taking the course (i.e., Summer Quarter 2023). Spring Quarter 2025 Your instructor’s name: Dr.Diane Caron Scavenger Hunt Components Academic Writer Submit your screenshot showing the completion of the Getting Started with Academic Writer orientation: Zoom Submit Link to your Zoom Introduction here (Be sure to include a password if needed): Belinda May is inviting you to a scheduled Zoom meeting. Topic: Belinda May’s Personal Meeting Room Join Zoom Meeting https://zoom.us/j/7225734318?pwd=GqisVAjX5a416yKyr4ohlvVMrjOrGH.1 Meeting ID: 722 573 4318 Passcode: RG7R2Q Campus: SOBTH Doctoral Networking and Support Submit screenshot of your introduction posted in the SOBTH Doctoral Networking and Support discussion here: Venn Diagram Annotated Bibliographies https://capellauniversity0-my.sharepoint.com/:w:/g/personal/bmay23_capellauniversity_edu/EZyFjvAS9i1EkP9oHQzwZl4B8x39w5dLawWBdhkrpHgqpw?rtime=w5qlqIS53Ug Library Database Use Recording Belinda May is inviting you to a scheduled Zoom meeting. Topic: Belinda May’s Personal Meeting Room Join Zoom Meeting https://zoom.us/j/7225734318?pwd=GqisVAjX5a416yKyr4ohlvVMrjOrGH.1 Meeting ID: 722 573 4318 Passcode: RG7R2Q DBA Capstone Professional Project Resources The two acceptable project techniques allowed for a capstone project are: Generic qualitative inquiry Quantitative Writing Center https://capellauniversity0-my.sharepoint.com/:w:/g/personal/bmay23_capellauniversity_edu/EW3ayjYX35hKp27_UoD_m7sBSOQbRUB2nVK2vCjc-Bfh5g?e=omgrC1 Introductory Paragraphs https://capellauniversity0-my.sharepoint.com/:b:/g/personal/bmay23_capellauniversity_edu/EfPH91TA9R5PhQZhKfM2s8sBgipgNzHccHLenTV8_quM5g?e=4aRHzC Literature Matrix https://capellauniversity0-my.sharepoint.com/:b:/g/personal/bmay23_capellauniversity_edu/EfPH91TA9R5PhQZhKfM2s8sBgipgNzHccHLenTV8_quM5g?e=4aRHzC Business Problems https://capellauniversity0-my.sharepoint.com/:b:/g/personal/bmay23_capellauniversity_edu/EUnxweRLxDdHt5_CT8vioAoBrhORKGooPQhV5Vthn4O56Q?e=qv28g5 DBA Capstone Template https://capellauniversity0-my.sharepoint.com/:w:/g/personal/bmay23_capellauniversity_edu/Ed6hSGpHYtpGqtdQpWNlmtIBKuwWShI-jAvjVWf_kwqSMw?e=t7cCcF Skills Lab https://capellauniversity0-my.sharepoint.com/:b:/g/personal/bmay23_capellauniversity_edu/EUQ1m9dZ2SBDpBPsMTIMHsEBbxhkANnl-pXABkKDrXZptw?e=dKPl3k Reflections DBA Capstone Template.docx Reflection Paper.docx 5-1 May – Belinda, what you have provided here is a link to the articles rather than a Word document with your written annotated bibliography for the two articles. If you look under the Resources tab at the top of Assessment #3, you will see a link for annotated bibliographies. This may help with how to write an annotated bibliography. You might also look at Google to see additional information about annotated bibliographies. The link that you want to include here should take me to your ePortfolio where you have saved your annotated bibliography. 7-1 May – Belinda, the following link with details under the Acceptable Project Techniques will provide you with the information you are being asked for here. If you follow the link here and scroll down to Acceptable Project Techniques, the two acceptable project techniques and related information will be listed there for you. https://assets.capella.edu/campus/doctoral-programs/DBA-programs-research.pdf 8-1 May – Belinda, you are being asked to watch or attend a webinar in the Writing Center rather than including a screenshot of one of the sites within the Writing Center. From the Interactive Skills Lab instructions: For this activity, you can either attend one of the upcoming Writing Webinars, which you can find in the Writing Support area, or you can view the recording of a prior webinar of your choice. Paste a screenshot of you attending the webinar or a screenshot of the recorded webinar. Post the screenshot of the webinar you attended into a MS Word document and write a paragraph discussing the main points of what you learned from the live or recorded session. Upload your document to your OneDrive ePortfolio and add the link to the document to the Scavenger Hunt template. 9-1 May – Belinda, when I click on the link you have under this section, this is what I get: “Placeholder for login error page. Your attempt to access a page on this server did not result in a valid login header or you attempted to access the login redirect without a return path.” For this activity, you are being asked to complete the Interactive Learning Module (Activity 2) in Assessment #1 and write your practice answers as part of the activity. When you finish, you will have the opportunity to download the entire 7-page document that includes the activity along with all of your practice responses. This 7-page document is what you want to save to your ePortfolio and then include the link here in the template for that. If you go to Assessment #1 and click on Activity 2 in the bar across the top of the page, you will see the activity you are being asked to complete. It is called Writing Introductory Paragraphs. Please work with tech support for additional support for your links. 11-1 May – Belinda, I do not see a link here for this element of the Scavenger Hunt. I am seeing that you continue to add links to your Capstone template in all of these sections, and I am confused as to why this link is included in every section toward the end of your paper. To complete the Business Problems piece of the Scavenger Hunt (which is #11 on the Scavenger Hunt template media), go to the DBA Skills Lab: https://capellauniversity0.sharepoint.com/sites/DBASkillsLab Select Module 9: Creating a Problem Statement: here is the direct link to Module 9: https://capellauniversity0.sharepoint.com/sites/DBASkillsLab/SitePages/Module-9.aspx NOTE: You must sign in using your capellauniversity.edu email account and password. The Skills Lab SharePoint site will not recognize you if you use a different email account. Once you complete the Post-Test, you will see the option to “Print or get PDF of Answers.” Click this option, print the results to a pdf and save. The PDF will be your certificate of completion. Upload the PDF certificate of completion to your OneDrive ePortfolio. Now, copy and paste the OneDrive link to the PDF certificate of completion for Skills Lab Module 9: Creating a Problem Statement to the Scavenger Hunt Template under Business Problems. 12-1 May – Belinda, I am including instructions for this element of the Scavenger Hunt. This information is also posted in the Announcements section of the course room. The template should be 27 pages long. The following link is for the Capstone template: https://campus.capella.edu/doctoral-programs/professional-doctorates/dba/dba-capstone-project-starting-summer-2021-or-later There are three revisions that you are being asked to make in order to have your template ready for your next courses. On the title page, add your name and my name (Dr. Dianne Caron) While this does not impact your grade at all, you have my name listed as Dr. Diane Cousert- Term 1 On page iv, there are four options listed. Please delete three of those options, leaving […]

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DB FPX 8400 Assessment 2 Professional Development Framework

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DB FPX 8400 Assessment 2 Free Download DB FPX 8400 Assessment 2 Professional Development Framework Student Name Capella University DB-FPX8400 Your DBA Journey Professor Name Date Professional Development Matrix Professional Development Journal Course 1. First Course (required) The initial offering of the DBA program offered me an introduction to the field of Knowledge and Scholarly Thinking. The sphere is concentrated on the development of intellectual skills (critical thinking, creativity, conceptualization, and scholarly reasoning) (Hughes et al., 2020). I realized my areas of possible development in the field by considering how I tackle complicated issues and choices during my work. Through what I have been taught in the course, I realize that I am capable of developing to adopt scholarly thinking as a way of thinking, rather than as a skill. Throughout my career, I tend to make decisions by just going into my intuition, but the course made me realise the importance of taking my time to investigate assumptions and use my critical thinking mechanically. The discovery shows that I have an evident opportunity to develop: introducing the concept of scholarly practices, including reflective thinking, theory-based reasoning, and intellectual humility into my leadership and strategy development. Ontological humility and the ability to take criticism without defensiveness were the hardest sections of the course. Critical thinking tasks were the simplest part of the course because they required the process of information analysis and judgment of various opinions when taking the assessment. The methodology is consistent with the focus of Jakubik (2022) on the necessity of the analytical and evaluative development of higher education in order to tackle the overwhelming problems. I identified the tasks as being intellectually stimulating and more fitting to my strengths, thus making them feel more accessible and engaging. It is not only that the opportunities enhanced my knowledge of what was being taught but also my trust in academic discussion. I considered it quite tricky consistently using assumption-related decision-making, particularly when operating under strict deadlines. Being creative and innovative in solving problems, particularly in strategic planning, is my most important strength. One more strength is my reflection on the course of action and improvement of my method. Nevertheless, I should practice cognitive flexibility and theory-to-practice translations. I will keep on building these competencies in order to become a successful DBA scholar-practitioner. Subdomain 1: Scholarly Writing and Communication Goals Enhance academic writing clarity and coherence by mastering APA and scholarly tone within 3 months. Submit at least one article for publication in a peer-reviewed journal within the next 9 months. Develop advanced skills in presenting complex ideas concisely to academic and business audiences within 6 months. Plan with Timeline Months 1–3: Attend writing workshops and complete academic writing exercises weekly. Months 4–6: Work with a mentor to refine writing and give presentations to peers for feedback. Months 7–9: Finalize and submit article for publication. Strategies to Stay Motivated Join a writing accountability group. Set weekly writing targets and track progress. Celebrate milestones like peer feedback or submission. Network Support Helpers: Faculty advisor, writing center staff, and DBA peers. Barriers: Time constraints due to work obligations. Mitigation: Schedule writing sessions early in the morning and block calendar time weekly. Subdomain 2: Data-Driven Decision Making Goals Learn advanced business analytics tools (e.g., SPSS, Tableau) within 6 months. Apply data interpretation to solve real business problems by Month 7. Present one data-driven case study to leadership or academic peers by Month 9. Plan with Timeline Month 1–3: Complete online courses in analytics and participate in simulations. Months 4–6: Practice using tools in mock projects or on-the-job problems. Months 7–9: Create and present a full case study using real or simulated data. Strategies to Stay Motivated Pair up with a study partner for weekly check-ins. Link each new skill with its real-life application at work. Track progress in a digital learning journal. Network Support Helpers: IT department, data analysts, and DBA classmates with quantitative strengths. Barriers: Colleagues are resistant to data transparency. Mitigation: Use neutral language and frame analytics as helpful, not critical. Subdomain 3: Ethical Leadership and Responsibility Goals Understand and apply ethical theories to business scenarios within 4 months. Facilitate at least one ethics-focused discussion or training at work by Month 5. Create a personal code of leadership ethics and integrate into a leadership portfolio by Month 6. Plan with Timeline Month 1–2: Read ethics texts and participate in related forums or courses. Months 3–4: Write case analyses and practice ethical decision-making. Month 5–6: Organize and lead one ethics seminar or workshop. Strategies to Stay Motivated Reflect on personal values and link them to leadership goals. Keep a journal to document ethical dilemmas and insights. Reward self after key milestones (e.g., workshop delivery). Network Support Helpers: HR personnel, organizational ethics officers, mentors. Barriers: Supervisors who prioritize profits over ethics. Mitigation: Emphasize the long-term value of ethical leadership and cite industry examples. Specialization & Future Plans The specialization that I have selected of leadership fits well with my professional achievements and career objectives in the long run. As a person with experience of leading strategic initiatives and working in cross-functional teams, I understand leadership as a role as well as a duty to make a difference to organizational culture and performance. The specialization will enable me to expand on that experience through enhancing my knowledge on transformational leadership, ethical decision making and change management which can directly be applied in my objective of moving up to executive leadership position or consulting in complex business settings. Employer Expectations vs. Personal Expectations The employers are anticipating DBA graduates to possess high standards of analysis, making decisions based on evidence, and capable of being innovative through research and strategic thinking. The requirements are largely in line with my personal objectives, which are to participate in a scholarly way of thinking about real-world business issues, and guide sustainable change. Nonetheless, there are also certain areas in which the expectations might differ, namely, the focus on short-term outcomes as opposed to the long-term inquiry and thought. Whereas it is common in […]

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DB FPX 8400 Assessment 1 Ontological Humility

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DB FPX 8400 Assessment 1 Ontological Humility Student Name Capella University DB FPX 8400 Professor Name Submission Date Introduction In the modern business world, where there is a lot of complexity and dynamism, leaders are often called upon to make decisions that they may not have known before and require a higher philosophical perspective. This paper discusses two philosophical ideas: ontological humility and epistemic wisdom, and how they apply to business leadership and academic development. Ontological humility provides an effective way to deal with uncertainty because leaders acknowledge the fact that they know very little about reality (Krueger & Alba, 2022). The ability to connect knowledge to profound insights, ethical reasoning, and good judgment is known as epistemic wisdom and complements humility by helping leaders make wise and balanced decisions (Pauleen & Intezari, 2023). These qualities are especially crucial in the presence of cognitive barriers, including cognitive dissonance, that can impede the process of change and innovation by a leader. The evaluation will be designed in such a way that it establishes the meaning of ontological humility and its benefits in leadership and problem-solving. It will also look at how cognitive dissonance and other mental barriers may hinder business model innovation and change programs. The next point of discussion is the epistemic wisdom concept and its advantages, especially in making complex decisions. Lastly, the paper discusses how ontological humility and epistemic wisdom can be cultivated to improve critical thinking skills—a crucial ability that any doctoral student needs to develop in order to produce meaningful, evidence-supported scholarship and lead with integrity. Ontological Humility Definition Ontological humility recognizes that one’s understanding of reality is limited, partial, and potentially flawed (Julio, 2020). Benefits Ontological humility encourages self-awareness because it teaches leaders to be aware of the boundaries of worldviews. Julio (2020) argues that ontological humility helps leaders stop, think, and make decisions based on greater appreciation. Ontologically humble leaders have a higher chance of including the voices and opinions of other people in the decision-making process. Openness promotes ethical leadership and builds trust and cooperation in organizations (Javed et al., 2020). Ontological humility enhances flexibility through enquiring, questioning, and tolerating uncertainty in unpredictable circumstances. Humble leaders can survive crises better since they are ready to change assumptions and modify strategies. Javed et al. (2020) discovered that ontological humility creates psychological safety and inclusive cultures in teams. Besides, it promotes lifelong learning by decreasing the fear of being mistaken and enhancing openness to feedback. This continuous willingness to question one’s own assumptions ultimately positions leaders to respond more effectively to complexity rather than resist it. Krueger and Alba (2022) suggested that ontological humility encourages leaders to think in systems and thus take into consideration the intricate relationships and dynamics. It also serves to reduce bias and overconfidence, which frequently result in strategic failure or ethical blind spots. Moreover, ontological humility enhances innovation by encouraging experimentation, humility in failure, and openness to alternative ways. Humble leadership yields greater employee participation, creativity, and long-term performance (Zhou & Wu, 2020). Such leaders create an atmosphere in which learning and development are more highly regarded than strict control. Problem Solving Ontological humility is an admission that there could be other valid views of truth or existence. Tourish (2020) argues that ontological humility assists leaders in avoiding overconfidence, as it embraces complexity and uncertainty. Leaders who practice ontological humility tend to be more open to feedback, learning, and adaptive decision-making. The virtue of humility helps leaders navigate ambiguity without having to rely solely on rigid models or prior experiences (Foulkrod & Lin, 2024). Ontological humility brings about intellectual openness and reflexivity in leaders struggling with complex issues. It encourages the inclusion of diverse perspectives and lived experiences in decision-making (Julio, 2020). It also contributes to curiosity, creativity, and innovation when formulating business strategies. By minimizing defensiveness, leaders can update their beliefs based on new evidence or realities. Ontologically humble leaders provide psychological safety that enhances team engagement and performance during challenges. Humility enables executives to identify systemic blind spots and avoid seeking simplistic solutions to complex issues. Foulkrod and Lin (2024) claimed that humility enables change by recognizing interconnectedness and systemic causation in problem-solving. It also ensures that leaders embrace experimentation and learning through trial and reflection. Cognitive Barriers Cognitive barriers are mental limitations that distort thinking and hinder rational decision-making. Cognitive dissonance occurs when individuals feel psychological discomfort from holding conflicting beliefs or values (Yahya & Sukmayadi, 2020). Business leaders may resist change because new ideas conflict with existing mental models. This dissonance may cause them to reject innovative solutions that challenge their sense of competence or identity. Mercer and Karakowsky (2025) state that leaders may unconsciously sabotage change efforts to preserve their self-concept, creating resistance to transformation. High levels of dissonance can lead to rationalization, where leaders ignore evidence that contradicts prior achievements. This barrier reduces a leader’s willingness to take strategic risks or pursue transformative innovations. Since change requires psychological adaptability, cognitive dissonance reinforces narrow thinking and emotional avoidance (Mercer & Karakowsky, 2025). Leaders experiencing dissonance may become non-confrontational or inactive when faced with adaptive challenges. They may fail to recognize problems that oppose the status quo or organizational norms. Dissonance slows learning and makes feedback feel threatening rather than constructive (Yahya & Sukmayadi, 2020). Reflective practice and dialogue are essential for overcoming these barriers (Musaigwa, 2023). Ontological humility helps reduce ego defenses and fosters curiosity instead of certainty. Humble leaders are more willing to face discomfort and challenge assumptions to grow. Leaders who accept change in a humble and conscious manner are crucial for organizational success (Tourish, 2020). Thus, ontological humility and cognitive flexibility are vital in overcoming 21st-century business challenges. Epistemic Wisdom Definition Epistemic wisdom is the ability to integrate knowledge, values, and judgment for balanced and ethical decision-making (Barrotta & Gronda, 2024). Benefits Epistemic wisdom enables leaders to understand complexity, context, and uncertainty in real-world situations. Sivakumar and Boon (2024) identify epistemic wisdom as a combination of intellectual humility and reflective insight. Wise leaders apply knowledge with understanding, self-awareness, and foresight. They evaluate multiple perspectives before making […]

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