Three behaviors, each anchored to a recurring cue and checked by the raters who flagged the problem, carry the president's HS850 development plan through Unit 10 and beyond. Searches like "hs 850 unit 10 assignment example", "hs850 unit 10 sample" and "hs850 unit 10 example" land here.
What a finished HS850 Unit 10 development plan looks like
Six pages, with a commitment table and a follow-up calendar. The introduction carries forward two findings from the term's self-assessment: forceful behavior rated as too much by medical staff chairs on clinical items, and strategic behavior rated as too little by the chief executive. The table gives each commitment four columns: the cue, the behavior, the observable outcome and who observes it. One row reads: when a chair raises an objection in council, the president restates it in the chair's terms and asks what evidence would change the chair's view before responding, recorded by the council secretary. The rationale cites Wood and Neal on context cues and Lally's timeline. A follow-up calendar schedules brief check-ins with each chair, after Goldsmith and Morgan's finding that leaders who followed up with colleagues were seen as improving.
How a HS850 Unit 10 example is structured
The plan's logic is that behavior anchored to a reliably recurring cue is more likely to become automatic than behavior attached to good intentions. Each row therefore opens with its cue: an objection raised in council, the drafting of any announcement affecting more than one department, and the first hour of every Monday. Behaviors are small enough to perform every time the cue appears. Outcomes are chosen so that someone other than the writer can record them, which answers the self-report problem the earlier analysis exposed. A horizon section explains why the plan runs [six] months, citing the spread in Lally's data. The measurement section uses two checks: the Self-Report Habit Index at day [ninety] for automaticity, and a short rater pulse from the same chairs and chief executive for effect. Its last section says what happens if the pulse shows no change, and which row gets rewritten first.
Two findings carried forward
Chairs rated forceful behavior as too much on clinical items; the chief executive rated strategic behavior as too little. The plan addresses both and cites the council minutes that confirmed the first.
Cue, behavior, outcome, observer
Four columns per row. The council secretary records restated objections, two clinical leads confirm they saw announcements in draft, and the calendar shows whether Monday's first hour stayed protected.
Why six months
Lally's participants reached automaticity at a median of about sixty-six days, with some needing far longer. The plan sets its horizon past the median so that a slow habit is not declared a failure too early.
Following up with each chair
Every [six] weeks the president asks each chair one question: what has changed in council, and what has not. The calendar lists the dates, and the answers feed the ninety-day review.
If the pulse stays flat
A contingency section names the row most likely to fail, the restated objection, and says it would be rebuilt with the council chair as observer. A flat result is read as information about the design.
Where marks go in HS850 Unit 10
Resolutions to be warmer, more strategic or more open earn little here, because an adjective cannot be observed. HS850 rubrics generally want each commitment to name when it applies, what the leader will do, and what someone else could see as a result. Plans drifting away from the term's evidence lose credit as well: the behaviors should trace to a finding from the earlier self-assessment, not to a general list. Self-assessment of progress is weak evidence, and a plan relying on it alone draws comment. Doctoral work also expects a rationale from research on behavior change rather than from motivational writing, and a horizon that reflects what that research says about how long change takes. Plans with no contingency, nothing said about what happens if the measures do not move, read as though success were assumed.
Get a HS850 Unit 10 example written to your instructions
Gather the finding your earlier HS850 work produced, whether an instrument result, rater feedback or a pattern in your records, and describe the meetings or moments where it shows up. Add the Unit 10 prompt and rubric. The plan ties each behavior to a cue and an observer, and arrives within 24-48h, free the first time.
HS850 Unit 10 questions, answered
Must the plan build on an earlier self-assessment?
Many HS850 sections expect it to, and a plan tracing each behavior to evidence gathered earlier in the term is easier to defend. If your earlier result was weak or inconclusive, say so and use other evidence, such as feedback or records of your decisions. What matters is that each commitment answers something specific rather than a general wish to lead better.
Is sixty-six days a rule?
No. It is the median from one well-known study, which also found wide variation between people and behaviors. The sample cites it to justify a horizon longer than a few weeks, not to promise that a habit will be set by a given date. Reporting the range alongside the median keeps the plan honest about uncertainty.
Who can observe my behaviors?
Anyone present when the cue occurs who has no reason to flatter you: a meeting secretary, a peer, a clinical lead, even a calendar or minutes. Tell observers exactly what to record and when. Where the original raters can be asked again, as the sample does with the chairs, the plan closes the loop between the problem and its evidence.