| Course | MLDR 6905 Capstone: A Case for Leaders as Change Agents |
|---|---|
| Week | Week 8 |
| Paper type | Progress post |
| Length | About 520 words, 3 pages |
| Format | Discussion post, APA 7 citations |
| School | Walden University |
| Program | MS in Leadership |
| Updated | October 2026 |
Free sample paper for MLDR 6905 Week 8
Week 8 Discussion: Capstone Progress and the Weakest Joint
Where the College Case Stands and the Joint I Trust Least: A Progress Post Asking Classmates to Argue the Rural Director's Side, With a Reply Arguing Against a Classmate's Cross-Training Case
Position and Status
My position has held since Week 2 without a word changed: a single shared-services team for registration, scheduling and billing across the four campuses inside twelve months, with campuses keeping program design and employer ties.
Status by section: topic and position, drafted; literature, drafted; organizational context, revising; stakeholder case, drafted; implementation plan, drafted; measurement plan, planned. The measurement plan waits because its baselines depend on the two early wins, of the kind Weick (1984) recommends, that open the implementation plan.
The Joint I Trust Least
The weakest point is a promise in the stakeholder case. I told the Linden director that hours saved on processing would give her office about 200 hours a year for employer outreach in her county. Nothing in my implementation plan guarantees it. The shared-services unit would control those clerks' time, and the plan does not say who decides how freed hours are used. In practice, the promise rests on the dean's goodwill, and a future dean could spend the hours elsewhere. Toulmin (2003) would say the claim lacks a backing for its warrant; I would say I have promised something I cannot deliver.
My Request
Would one or two of you spend a single paragraph arguing that the Linden director should refuse the proposal? I do not want advice on how to persuade her. I want the best case against me, written as she might write it, so I can see whether my stakeholder case answers it or only talks past it. Nemeth et al. (2001) found that authentic dissent stimulated better thinking in groups than a devil's advocate who was only playing a role, so if you actually find her side more convincing, please say so, and tell me which of my three commitments you think she would trust least.
Reply to Priya
Priya, you asked for the opposing case, so here is my paragraph against cross-training the front desk at your dental practice group. Cross-training each receptionist to handle scheduling, insurance verification and billing questions at all three offices sounds efficient, but it will lengthen calls in the first months and may lengthen them permanently. A receptionist who verifies insurance twice a week will be slower and less accurate than one who does it all day, and patients waiting on hold will not care that she can also schedule. Your figures show the billing specialist at the main office resolves insurance questions in about four minutes; a cross-trained generalist might take ten. The practice group could end up with three desks that do everything adequately and nothing well, and the best specialist may leave if her expertise no longer sets her apart.
That is the strongest version I can make. Does your plan show how the practice group would know, within the first quarter, whether call times were rising? If it does, my paragraph is answered; if not, a single measure of average call length per office might settle it.
References
Nemeth, C. J., Brown, K., & Rogers, J. (2001). Devil's advocate versus authentic dissent: Stimulating quantity and quality. European Journal of Social Psychology, 31(6), 707-720. https://doi.org/10.1002/ejsp.58
Toulmin, S. E. (2003). The uses of argument (Updated ed.). Cambridge University Press.
Weick, K. E. (1984). Small wins: Redefining the scale of social problems. American Psychologist, 39(1), 40-49. https://doi.org/10.1037/0003-066X.39.1.40
MLDR 6905 Week 8 instructions, in plain terms
Week 8 asks you to report your capstone's progress and invite useful criticism. Restate your position sentence exactly, so classmates can see whether it has held. Give each section a brief status. Name the specific point in your argument you trust least and explain why it is weak. Ask classmates for a particular kind of help, such as arguing the opposing side for one paragraph, rather than general feedback. In your reply, give a classmate the same kind of criticism you asked for, making the strongest case you can against their proposal and ending with a question they can answer with evidence they already have or could gather quickly.
How this MLDR 6905 Week 8 example is built
The post opens with the unchanged position sentence and a status for each section, with a note citing Weick on why the measurement plan waits. A section names the weakest joint: the outreach promise to the rural director that rests on the dean's goodwill, citing Toulmin. A request asks one or two classmates to argue the director's case for refusal, citing Nemeth and colleagues, and asks which commitment she would trust least. A reply to a classmate's dental practice case argues that cross-training will lengthen calls and dilute a specialist's skill, then asks how the practice would know within a quarter. The status list uses one word per section, which keeps the post short enough to read in a thread.
MLDR 6905 Week 8 rubric: what earns full marks
Progress posts earn the most credit when they expose the argument to real challenge. Restating the position unchanged shows consistency. Brief, honest section statuses inform without padding. Naming a specific weak joint, with a reason, is weighted heavily because it directs classmates' effort where it is most useful. A request for opposition rather than praise shows maturity. A reply that delivers genuine criticism to a classmate, with a constructive question, shows reciprocity. Posts that report progress without naming any weakness, or replies that only encourage, tend to receive lower marks, since they waste the one point in the term when criticism is cheap. Keeping the post under a few hundred words also helps, since classmates are more likely to respond to a focused request.
Common MLDR 6905 Week 8 mistakes, and how to avoid them
Before you post, reread your capstone and ask which single claim you would least like a skeptical reader to examine. Name that claim and explain why it is weak. Then ask classmates for something specific, such as one paragraph arguing the other side. When you reply to a classmate, do for them what you asked for yourself: write the best case against their proposal, then ask a question that could settle it. Many progress posts list completed sections and ask whether everything looks good, which invites polite agreement. If you are struggling to find your own weakest point, our writers can read your draft and point to the claim a reviewer is most likely to challenge.
Get a MLDR 6905 Week 8 example written to your instructions
Post the Week 8 prompt and rubric and your position sentence, adding the classmate's entry you must answer where replies are graded. A progress post giving status in a word per section, naming your least secure joint and asking for the opposing argument is returned in 24 to 48 hours, a first at no charge. The dental group, like the college, is imaginary.
More MLDR 6905 papers and MS in Leadership samples
- MLDR 6905 Week 1: Capstone Topic Proposal
- MLDR 6905 Week 2: Capstone Position Statement
- MLDR 6905 Week 3: Question-Led Literature Section
- MLDR 6905 Week 4: Organizational Context Analysis
- MLDR 6905 Week 5: Stakeholder Case
- MLDR 6905 Week 6: Ninety-Day Implementation Plan
- MLDR 6905 Week 7: Change Measurement Plan
- MLDR 6905 Week 9: Program Integration Pass
- MLDR 6905 Week 10: Capstone Coherence Edit
- MLDR 6905 Week 11: Leadership Change Capstone
- MLDR 6010 Week 8: Handbook Policy Check
- MLDR 6175 Week 8: Peer Response on the Theater Case
MLDR 6905 Week 8 questions, answered
Where can I find a free MLDR 6905 Week 8 sample paper?
The progress post and its reply are published below without charge.
What weakness does the MLDR 6905 Week 8 post name?
A promise that freed processing hours will go to rural employer outreach, which the plan does not guarantee.
What does the post ask classmates to do?
Spend one paragraph arguing that the rural director should refuse the proposal.
Why ask for opposition?
Authentic dissent produces better thinking than agreement or role-played objections.
What does the reply argue?
That cross-training a dental group's front desks may lengthen calls and dilute a specialist's skill.