This document provides a summary of the contents of the 8th edition of the book "Leadership: Theory and Practice" by Peter G. Northouse. It includes a preface describing updates to this edition such as a new chapter on followership and expanded discussions of destructive leadership. It also lists special features of the book such as its organization by theory then practice, inclusion of strengths/criticisms, applications, case studies and questionnaires. The intended audience is described as undergraduate and graduate students in various fields related to leadership.
The Introduction chapter of the Case Study Summary report presents shortly the history of the Alternative work development also called New Ways of Working a.k.a NewWoW. The effect of enablers usually classified as Technological, Physical and Social are in the main focus.
Objectives are 1) perform three complementary approaches of enablers, concept and future of the organization using the same consultative process to engage work practices 2) find quantitative information of the aspects (what?) of the work environment affecting to personal life using a survey 3) find out qualitative information of “How aspects of the social environment enhance or disrupt Knowledge Work – on individual, team, organizational, societal levels. Why?” using focus group discussions in the same three organizations.
The first part of the report is describing the companies (VTT, Granlund and ISS) change plans and the target setting. The Optimaze engagement methodology and the results are described for the three organizations cases. The key work practices in three organizations have remarkable similarities: the need for communication, coordination, sharing, being with customers/partners/colleagues etc.
The second part describes a survey of totally 255 persons in three organizations addressing question “What factors of the social environment enhance or disrupt Knowledge Work?”. The SPSS™ statistical program was used to analyse the survey data. The differences between the Granlund, ISS and VTT in survey response patterns reflected mainly the fact that they are different type of organizations.
The third part describes the preparation, execution and the data analysis of the Focus group interviews. The transcripts were content coded both manually and by Atlas.ti, a software package for qualitative data analysis. The overall impression from the group discussion is that that most of the participants cared deeply about are issues that personally affect them or their close colleagues. The drivers for Job Crafting arise from three personal needs. Firstly to exert some control over the job to avoid alienation, secondly to build a positive self-image, and thirdly to connect with others. The three aforementioned needs echo the basic psychological needs of Self-Determination Theory: namely Autonomy, Competence and Relatedness.
The Introduction chapter of the Case Study Summary report presents shortly the history of the Alternative work development also called New Ways of Working a.k.a NewWoW. The effect of enablers usually classified as Technological, Physical and Social are in the main focus.
Objectives are 1) perform three complementary approaches of enablers, concept and future of the organization using the same consultative process to engage work practices 2) find quantitative information of the aspects (what?) of the work environment affecting to personal life using a survey 3) find out qualitative information of “How aspects of the social environment enhance or disrupt Knowledge Work – on individual, team, organizational, societal levels. Why?” using focus group discussions in the same three organizations.
The first part of the report is describing the companies (VTT, Granlund and ISS) change plans and the target setting. The Optimaze engagement methodology and the results are described for the three organizations cases. The key work practices in three organizations have remarkable similarities: the need for communication, coordination, sharing, being with customers/partners/colleagues etc.
The second part describes a survey of totally 255 persons in three organizations addressing question “What factors of the social environment enhance or disrupt Knowledge Work?”. The SPSS™ statistical program was used to analyse the survey data. The differences between the Granlund, ISS and VTT in survey response patterns reflected mainly the fact that they are different type of organizations.
The third part describes the preparation, execution and the data analysis of the Focus group interviews. The transcripts were content coded both manually and by Atlas.ti, a software package for qualitative data analysis. The overall impression from the group discussion is that that most of the participants cared deeply about are issues that personally affect them or their close colleagues. The drivers for Job Crafting arise from three personal needs. Firstly to exert some control over the job to avoid alienation, secondly to build a positive self-image, and thirdly to connect with others. The three aforementioned needs echo the basic psychological needs of Self-Determination Theory: namely Autonomy, Competence and Relatedness.
Qualitative research study guide
Section 1: Qualitative research: methodological designs
Section 2: Qualitative social research as active participation
Section 3: Defining your research question and writing a proposal
Section 4: Choosing your theoretical research design
Section 5: Writing a critical literature review
Section 6: Writing a research report and disseminating the findings.
Section 7: Qualitative data collection methods: theory
Section 8: Qualitative data collection methods: customisation and design
Section 9: Data management systems
Section 10: Integrating qualitative social research theory with professional practice
Section 11: Contemporary issues in qualitative social research
Section 12: Revision and coursesummary
Thesis : The Effect of Employee Perception of Management on Work Motivation, ...Noéline T
The manager’s ability to management and motivate his or her team reflects people’s overall performance. Unfortunately, these are not inborn skills. This research examines the components of employees’ perception of management impact work motivation. Managers and employees’ perception of management and motivation were surveyed. The results show a relationship between employee perception of management and (1) relationship between employee and manager, (2) the manager’s ability to motivate, (3) autonomy and (4) trust. Having a P value superior than 0.05, these elements are dependent variables of employees’ perception. Managers should therefore be more careful with these components.
Qualitative research study guide
Section 1: Qualitative research: methodological designs
Section 2: Qualitative social research as active participation
Section 3: Defining your research question and writing a proposal
Section 4: Choosing your theoretical research design
Section 5: Writing a critical literature review
Section 6: Writing a research report and disseminating the findings.
Section 7: Qualitative data collection methods: theory
Section 8: Qualitative data collection methods: customisation and design
Section 9: Data management systems
Section 10: Integrating qualitative social research theory with professional practice
Section 11: Contemporary issues in qualitative social research
Section 12: Revision and coursesummary
Thesis : The Effect of Employee Perception of Management on Work Motivation, ...Noéline T
The manager’s ability to management and motivate his or her team reflects people’s overall performance. Unfortunately, these are not inborn skills. This research examines the components of employees’ perception of management impact work motivation. Managers and employees’ perception of management and motivation were surveyed. The results show a relationship between employee perception of management and (1) relationship between employee and manager, (2) the manager’s ability to motivate, (3) autonomy and (4) trust. Having a P value superior than 0.05, these elements are dependent variables of employees’ perception. Managers should therefore be more careful with these components.
Reflection paperPaper
Yu Liang
Student ID : 628399Comment by S L: No space here.
Trinity Western University
LDRS 303 I3 - Contemporary Leadership Approaches
Steven Stephen Liang
May 17, 2022
Chapter 11Comment by S L: Do not leave a line between the heading and the paragraph.
After reading chapter 11 I learned that adaptive leadership is how leaders motivate their followers to adapt and respond to changes, problems and challenges. Unlike authentic leadership, which focuses on the characteristics of the leader, adaptive leadership emphasizes the complex interactions of leaders and followers in different contexts. In general, adaptive leadership focuses on how followers change and adapt to new situations. It asks leaders to address three situational challenges: 1) technical challenges, 2) technical and adaptive challenges, and 3) adaptive challenges.Comment by S L: This is not APA.
An important point for me in this chapter is that adaptive leadership is follower-centric. Adaptive leaders always help their followers do what they need to do to adapt to the challenges or problems they face (Northouse, 2018). I think this is important. I remember when I was in Vancouver Premier College before because our team members did not understand the instructions given by the teacher during the group work process. Later, under the active discussion of our group, he finally adapted to the topic given by the teacher teacher, and we got good grades.Comment by S L: Awkward. Unclear.
I will apply this leadership style to my practice. At home, this entails encouraging each family member to deal with tough life issues. At work, this entails encouraging employees to adapt to challenges and thrive when faced with them. In a community, adaptive leadership involves encouraging community members to deal with problems, such as disease outbreaks, natural disasters, or terrorism. A key advantage of adaptive leaders is that they can adapt their leadership methods to the situation.Comment by S L: A little repetitious. I'd like to see more specifics.
Adaptive leadership has to do with the culture I come from. I grew up in a culture of transparency and openness. Adaptable leaders must face challenges with transparency and openness. Adaptive leadership can also be rooted in other cultures, including those that support change. This will ensure success when implementing the change program.Comment by S L: You are introducing something new in your conclusion.
Reference
Preece, J. (2016). Negotiating service learning through community engagement: Adaptive 434
leadership, knowledge, dialogue and power. Education as Change, 20(1), 104–125.
Edwin. Did someone help you with this?
You citation and reference doesn’t match.
2
Leadership
Eighth Edition
3
To Madison, Isla, and Sullivan
4
Leadership
Theory and Practice
Eighth Edition
Peter G. Northouse
Western Michigan University
5 ...
Question A Ten (10) - page Final Paper is required at the end of .docxcatheryncouper
Question: A Ten (10) - page Final Paper is required at the end of the course. This paper is your synopsis of the semester and the opportunity to propose your personal leadership model. It should have elements from your Strength Finder self-assessment, “Participation and Observation Assignment;” your team case studies; your own self-understanding; the leadership theories and skills learned in class; the readings and viewings. It is your chance to self-assess and look at the different leadership styles and opportunities you have and will encounter (see the grading rubric) and determine which best fits you.
1. The above is the actual question posted so I need two assignments each 10 pages MLA format with 5 citations minimum. One for me and other for my friend.
Course Outcomes
Questions
Exemplary
Acceptable
Needs Improvement
Read, think and communicate like a leader.
How has your understanding of leadership changed or developed during the course?
Used comparison or contrast to analyze changes in personal approach to leadership.
Provided an understanding of leadership.
Did not describe an approach to leadership or how it had changed.
Develop solutions to leadership and teamwork problems
Did any of the leadership theories resonate with you? Why?
Does this model work for you?
Described a leadership theory that matches your personal talents and situation; described why. Compare your leadership model to another model(s); provided logic or evidence for choice.
Described a leadership model that they espoused. Compared your leadership model to another model(s); did not support with evidence.
Did not describe an approach to leadership or how it resonated with them.
Understand the principles of leadership ethics and social responsibility
What did you learn about ethics and social responsibility based on the case studies, “Who Is?” and “Participate and Observe” assignments?
Describe how you will incorporate an understanding of ethics and social responsibility into your leadership model
Shallow understanding of the importance of ethical leadership. Limited concern for socially responsible leadership.
Did not address the issue.
Explain and discuss leadership issues intelligently; bring discussions and experiences into later leadership opportunities
What are you going to do differently after this course or after this degree?
What changes in behavior, style or roles?
Provided logic for changes and clear understanding of personal capabilities and shortcomings.
Developed a specific plan for development but did not provide a framework for why.
Little analysis, plan is based on generalities and platitudes about leadership.
Develop solutions to leadership and teamwork problems
What did you learn about leadership problems and decisions based on the course?
In-depth understanding of the difficulties involved; described several tools for addressing these types of issues.
Either didn’t understand the difficult aspects of being a leader or provided no ...
Module 3 - SLPPRINCIPLES OF MARKETINGFor this SLP assignment, .docxroushhsiu
Module 3 - SLP
PRINCIPLES OF MARKETING
For this SLP assignment, you will prepare a 5-minute video, a PowerPoint presentation with voice-over, or a PowerPoint presentation with speaker notes.
Visit two large retailers (e.g., Target and Walmart) near you. (Please note: If you are in a location that does not have large retailers nearby, choose two competing retailers with whom you are familiar. If you have any concerns, please contact your professor for approval of your choices.)
Walk around the stores and make note of the components of the marketing mix (the 4 P’s) and what types of marketing and buying behaviors you observe. Prepare a 5-minute video or a PowerPoint presentation with photos (at least 6 slides) and voice over comparing and contrasting the marketing mixes of the two retailers. You want to convey to the viewer the look and feel of the different retail experiences. Concentrate on “who, what, when, where, and how.”
Keys to the Assignment
· Your presentation should be professionally prepared, as if you were making a presentation to your boss.
· PowerPoint presentations must include voice-overs and/or speaker notes.
· Explain your analysis using terminology and concepts introduced in this module.
· Include a title page and reference sheet with your assignment submission.
· Cite all sources and provide a reference list using APA format.
· Presentations should be edited and error-free.
· Submit your assignment to TLC by the due date for this module.
· For instruction on writing papers, citing sources, proper referencing, and so forth, use Trident University's Student Guide to Writing a High-Quality Academic Paper.
SLP Assignment Expectations
Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:
Assignment-Driven: Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
Critical Thinking: Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
Business Writing: Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
Effective Use of Information: Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources use ...
APPLYING THE CONCEPT(total of 39; average of 3 boxes, 18.docxjewisonantone
APPLYING THE CONCEPT
(total of 39; average of 3 boxes, 18
applications per chapter; partial
listing below)
1.1 Leadership Managerial Roles
2.3 Achievement Motivation
Theory
3.2 The Leadership Grid
4.2 Using Power
5.3 Path-Goal Leadership
6.3 Selecting Conflict
Management Styles
7.1 In-Groups versus Out-Groups
8.4 Group Problem People
9.4 Transformational or
Transactional Leadership
10.1 Low- or High-Performance
Culture
11.2 Strategic Thinking
12.2 Traditional or Learning
Organization
WORK APPLICATION
(total of 107; average of 9 per
chapter; sample below)
1.4 Are the managers where you
work(ed) effective at
influencing their employees
to bring about change?
Explain.
CASES: CHAPTER OPENING
1. General Electric (GE)
2. Lorraine Monroe
3. Market America
4. Mark Cuban
5. Indra Nooyi (PepsiCo)
6. The Ranch Golf Club
7. Joel Osteen
8. John Chambers (Cisco)
9. Oprah Winfrey
10. Andrea Jung (Avon)
11. Google
12. Rick Wagoner (GM)
COMMUNICATION SKILLS
(total of 84; average of 7 per
chapter; sample below)
3.5 Which of the three process
motivation theories do you
prefer? Why?
SKILL-DEVELOPMENT EXERCISES
(total of 30; average of 2 per
chapter)
1.1 Getting to Know You by
Name
1.2 Identifying Leadership
Traits and Behaviors
2.1 Improving Attitudes and
Personality Traits
2.2 Personality Perceptions
2.3 Ethics and Whistleblowing
3.1 Writing Objectives
3.2 Giving Praise
4.1 Influencing Tactics
4.2 Influencing, Power, and
Politics
4.3 Networking Skills
4.4 Car Dealer Negotiation
5.1 Identifying Normative
Leadership Styles
5.2 Using the Normative
Leadership Models
6.1 Giving Instructions
6.2 Situational Communications
6.3 Coaching
6.4 Initiating Conflict Resolution
7.1 Improving Dyadic
Relationships—Followership
7.2 Delegating
8.1 Deciding Which Leadership
Decision-Making Style to Use
8.2 Individual Versus Group
Decision Making
9.1 Is the President of the United
States a Charismatic Leader?
10.1 Identifying and Improving
Organizational Culture
10.2 Diversity Training
10.3 Developing an Effective
Multicultural Team
11.1 Strategic Planning
11.2 Planning a Change Using
the Force-Field Model
11.3 Managing Change at Your
College
12.1 Handling a Crisis
12.2 The Learning Organization
MODELS
3.1 Writing Effective Objectives
Model
3.2 Giving Praise
4.1 The Negotiation Process
6.1 The Oral Message-Sending
Process
6.2 Job Instructional Training Steps
6.3 The Performance Formula
6.4 Coaching Model
6.5 The Collaborating Conflict
Style
6.6 Situational Communication
7.1 Steps in the Delegation Model
8.1 Leadership Decision Making
SELF-ASSESSMENT EXERCISES
(total of 37; average of 3 per
chapter)
1.1 Leadership Potential
1.2 Names
2.1 Personality Profile
2.2 Motive Profile
2.3 Motive Profile with Socialized
Power
2.4 Leadership Interest
2.5 Theory X and Theory Y
Attitudes
2.6 How Ethical Is Your Behavior?
3.1 Your Leadership Style
3.2 Your Personal.
Samples of Student EthnographiesFrom previous terms.docxtodd331
Samples of Student Ethnographies
From previous terms
Option #1: PartiCipant Observation
Participant-observation at the Italian Market;
Then and Now: Adaptations of a Baptist Church;
Signs of Change in Chinatown;
Train Ethnography on the Norristown Local;
Ethnography of a Military Ball;
Anthropological Perspectives on a Tailgating Party;
Exploring the Subcultural Worlds of Tango and Salsa;
Ethnography of a Sweat Lodge Ceremony;
Participant-Observation of a “Sweet Sixteen Party”;
Participant-Observation at the Philadelphia Arts Tattoo Convention;
Things to think about
Which essays have we/ will we have read that detail accounts of participant observation…look to them as “models” in writing, style, citation;
Think of your interests….
Say you have an interest in Immigration…where could you go to do Participant Observation?
Where is a “site” that you can do “fieldwork”?
Welcome Center for New Pennsylvanians
Nationality Services Center
Churches, temples, mosques that welcome “newcomers” into a Philadelphia neighborhood
Option #2: Intercultural Interview
Losing or Gaining Religion? Interviews with Freshmen on their College “Rites of Passage”;
Bi-racial Marriage in a 21st Century;
Three Generational Interview of “Geek Culture” over Time.
Interview a roommate, friend, or (grandparent) of a friend who came here from _______________.
OPTION #3:
Auto-ethnography
ABC - American Born Chinese: Challenges of Being Asian in the U.S.
An Auto-ethnographic Account of a “Traditional” Vietnamese-American Thanksgiving;
Constructing a Kinship Chart: Turkish-American Identity and Family;
Coming to America: Auto-ethnography of a Sudanese Student in Philadelphia;
My “Do-rag” Does Not Define Me;
Observations on the Cultural Significance of my Grand Mother’s Passing: Irish and Italian Differences on Death and Dying
Video Gamers: Explorations into a Contemporary Subculture.
Parkour as a Community of Practice
#4: Proposal for an independent project “investigating culture”
“Gran Torino” as a Vehicle for Discussing Neighborhood Changes in Kensington
Changing Concepts of “Friendship” in an Era of Facebook
Cultural Money Matters: Examining Black and White Investments in the Future
Exploring Different Orientations to Time in Moving Across State Borders
Emerging leadership and healthcare
COLLAPSE
Top of Form
Healthcare is an industry much like an ecosystem whose matrix-like qualities benefit from collaboration and innovative mindsets. Traditional leadership assumptions come from industrial manufacturing where the goal is maximizing production and reducing variance. Such doctrines that employ linear top-down thinking also promote organizational culture unawareness and being unprepared for innovation and require management, not leadership (Weberg, 2012 p. 269). Invariably there will be an unforeseen situation that one must learn their way out of. Thus far our studies have been on scenarios, practices and formulas leadership with major focus on.
Leadership
seventh edition
To Laurel, Lisa, Madison, Scott, and Kallie
Leadership
Theory and practice • seventh edition
Peter g.Northouse
Western Michigan University
Acquisitions Editor: Maggie Stanley
Associate Editor: Abbie Rickard
Editorial Assistant: Nicole Mangona
Production Editor: Libby Larson
Copy Editor: Melinda Masson
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Sally Jaskold
Indexer: Sheila Bodell
Cover Designer: Gail Buschman
Marketing Manager: Liz Thornton
Digital Content Editor: Katie Bierach
Copyright 2016 by SAGE Publications, Inc.
All rights reserved. No part of this book may be reproduced
or utilized in any form or by any means, electronic or
mechanical, including photocopying, recording, or by any
information storage and retrieval system, without permission
in writing from the publisher.
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Northouse, Peter Guy.
Leadershop : theory and practice/Peter Northouse,
Western Michigan University.—Seventh Edition.
pages cm
Includes bibliographical references and index.
ISBN 978-1-4833-1753-3 (pbk. : alk. paper)
1. Leadership. 2. Leadership—Case studies. I. Title.
HM1261.N67 2015
303.3′4—dc23 2014044695
This book is printed on acid-free paper.
15 16 17 18 19 10 9 8 7 6 5 4 3 2 1
FoR INFoRMATIoN:
SAGE Publications, Inc.
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E-mail: [email protected]
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Brief Contents
Preface xvii
1. Introduction 1
2. Trait Approach 19
3. Skills Approach 43
4. Behavioral Approach 71
5. Situational Approach 93
6. Path–Goal Theory 115
7. Leader–Member Exchange Theory 137
8. Transformational Leadership 161
9. Authentic Leadership 195
10. Servant Leadership 225
11. Adaptive Leadership 257
12. Psychodynamic Approach 295
13. Leadership Ethics 329
14. Team Leadership 363
15. Gender and Leadership 397
16. Culture and Leadership 427
Author Index 467
Subject index 477
About the Author 491
About the Contributors 493
Detailed Contents
Preface xvii
1. Introduction 1
Leadership Defined 2
Ways of Conceptualizing Leadership 5
Def inition and Components 6
Leadership Described 7
Trait Versus Process Leadership 7
Assigned Versus Emergent Leadership 8
Leadership and Power 10
Leadership and Coercion 12
Leadership and Management 13
Plan of the Book 15
Summary 16
References 17
2. Trait Approach 19
Description 19
Intelligence 23
Self-Conf idence 24
Determination 24
Integrity 25
Sociability 26
Five-Factor Personality Model and Leadership 26
Emotional Intelligence 27
How Does the Trait Approach Work? 29
Strengths 30
Criticisms 30
Application 32
Case Studi ...
number 1answer this in a paragraphShare the findings of your DiS.docxabhi353063
number 1
answer this in a paragraph
Share the findings of your DiSC assessment. How can you integrate and relate to individuals with different personality and leadership styles? Include some specific examples.
number 2
reply to this persons post
Having not taken a test like this in quite some time, I was anxious to see how the 10 years in a management role may have affected my results.
The assessment showed I have a blend of both Dominant and Inspiring traits. My Dominant traits are probably a little stronger than my Inspiring traits. Some words that describe me are: Directive, Decisive, Driven and Interactive. I am task-oriented, and probably get a great deal done. I probably like problem solving and getting results. I am comfortable interacting with others to make things happen.
These results describe me to a T. In my former role, I managed a group of 12 people who supported the efforts of a National Accounts sales team for a large packaging company. We supported a sales portfolio of almost $2billion and dealt with multiple priorities and deadlines almost daily.
I come from a very small town mid-westerner background (high school graduating class of 98 -- that's people, not the year), so I can communicate with people from all walks of life. I was the only person in the office who knew the cleaning crew by name, yet the CEO knew mine. My dad was an iron worker and my mom a homemaker, but they owned several small businesses when I was growing up, so I guess I get my business sense from being raised in that type of environment.
I'm intrigued by what makes people "tick" and I think that helps me interact with people with other leadership styles. My style is very direct (obviously), but I have had the most success leading and managing people because I treat people how I want to be treated and I don't expect anyone to do anything I wouldn't do.
My leadership style served me well for 10 years after which time the company I worked for was bought by another company. The new company had different business philosophies, which included all employees being in Atlanta, with less experience, working for less money, so my department and I were laid off.
I am employed again, but not in a management role, and I struggle with the management and leaders as their style is quite different from mine and my prior boss. I have never encountered so many people who are miserable at their job, so I'm anxious to see what I can learn from this course.............jane
number 3
answer in a paragraph
Define the term "dominant culture", and in your own words give an example of an aspect of dominant culture in current American society. How does this feature of dominant culture function within our society? How did it function during the postwar era in the United States? What are some of the values or mores present within this aspect of dominant culture?
number 4
reply to post
I view dominant culture as being the "popular" thoughts of usually the majo.
number 1complete the attached test called the urbulence Tole.docxabhi353063
number 1
complete the attached test
called the
urbulence Tolerance Test
, and then answer the question:
What are the implications of your 'change tolerance' for you as a leader? As a follower? How does one become more comfortable with change?
number 2 reply to this based on the above question
On the test, I received a 1.54, which apparently seemed to be the average for the MBA students. I feel that I am actually quite tolerant to change in my current position as a manager. I have to be open to changes on a daily basis because it is a way of life in the corporate environment. As Yukl states, "Relevant competencies identified in more recent research include emotional intelligence, social intelligence, systems thinking, and the ability to learn and adapt to change" (2006, pg. 209). It's important to be able to handle change with acceptance and grace, and try to stay positive. That is how I stay comfortable with change in as a leader and follower, look at it in a way that is positive and feel that I will only grow and learn from the situation. If there were no changes, life would be boring. :) Each day is a new adventure so try to see everything as a good thing even if it seems a bit scary.
Yukl, Gary. (2006). Leadership in Organizations (6th ed.). Upper Saddle River, New Jersey : Pearson
number 3
How did the media portray the Vietnam War during the 1970's? How did this affect popular youth culture?
number 4
repy to this based on the above question
The television news industry is a business with a profit motive before it is a public service; consequently, producers and reporters attempt to make the news more entertaining by airing stories that involve conflict, human impact, or morality. Television news did not find material that was dramatic enough until the number of American troops was raised to 175, 000 in July 1965 (Hallin, 1986, p.115). Combat, interviews with American soldiers, and helicopter scenes all provided the television news industry with the drama that it required. The networks set up permanent bureaus in Saigon and sent hundreds of correspondents there throughout the war. From 1965 through the Tet Offensive in 1968, 86 percent of the CBS and NBC nightly news programs covered the war, focusing mostly on ground and air combat (Bonior, Champlin, Kolly, 1984, p.4). This coverage was generally very supportive of U.S involvement in the war and of the soldier himself until 1967. The media labeled the conflict as a "good guys shooting Reds" story so that it could fit into the ongoing saga of the Cold War (Wyatt, 1995, p.81).
In the wake of such death and destruction, it isn’t surprising that peace, love and sexual freedom became the mantra of a new generation. The youth movement challenged authority on all fronts, and authority frequently fought back. As the Sixties unfolded, no institution remained untouched, no belief unchallenged. It was a climatic decade. A dashing young president was shot only two brief years a.
number 1Are you a born leader If yes, provide examples of how y.docxabhi353063
number 1
Are you a born leader? If yes, provide examples of how you would prove it. If no, where are you short? Are you more comfortable as a leader or a follower? Why?
number 2
reply to this
I am not a born leader. I fall short to the take charge attitude of dominance. I do not have a dominating presence and I tend to shy away from being the center of attention. I would rather be someone's right hand man. I am the Robin to Batman or the Louis Lane to Superman. However, I strive on being a supportive follower that works hard, has a positive attitude, and is the support system for the leader. I have never sight out a leadership position, but I enjoy doing work that carries great importance and helps out the organization.
The readings this week and last week makes me think about the different aspects of my personality and some of the qualities that are considered leadership. According to our readings, "Leadership is realized in the process of influencing the activities of an organized group toward goal achievement" (Yukl, 2006, P.3). Even though a person is not in a direct leadership position or prefers to stay out of the lime light, they can still influence people by their attitudes, work ethic, and loyalty to the company. It does not take a person to be in a leadership position to show leadership qualities.
In conclusion, I am not a born leader, but I show certain qualities that reflect leadership. I would rather be someone's sidekick and help them guide and influence the organization to success. Dominance is not a strength of mine and because of that I find it hard to take charge and be the boss.
References
Yukl, G. (2006) Leadership in Organizations, sixth edition. Retrieved on February 25, 2014 from
http://www.coursesmart.com/C090030010667/firstsection
number 3
When is participative leadership most likely to be effective? When not? Provide an example of when you've seen participative leadership in your experience be effective or ineffective.
number 4 reply to this
Participative leadership involves efforts by a leader to encourage and facilitate participation by others in making important decisions" (Yukl, 2006, p. 82). I think participative leadership is important because it involves an entire team, and it shows the value of others ideas and creates leadership opportunities. I think this type of leadership is most effective when there has been a steady track record of the leader following through with the thoughts of others. When a leader truly wants what is best for the company, and they can see beyond themselves. Participative leadership can effective as well as ineffective.
An effective example of participative leadership would be an employee owned company or volunteer projects. When a company is employee owned, all employees want what is best and so its important to listen to everyone and the leader to do what is best for the company. Another effective example would be volunteer projects such as .
number 1complete the attached test called the urbulence Tole.docxabhi353063
number 1
complete the attached test
called the
urbulence Tolerance Test
, and then answer the question:
What are the implications of your 'change tolerance' for you as a leader? As a follower? How does one become more comfortable with change?
number 2 reply to this based on the above question
On the test, I received a 1.54, which apparently seemed to be the average for the MBA students. I feel that I am actually quite tolerant to change in my current position as a manager. I have to be open to changes on a daily basis because it is a way of life in the corporate environment. As Yukl states, "Relevant competencies identified in more recent research include emotional intelligence, social intelligence, systems thinking, and the ability to learn and adapt to change" (2006, pg. 209). It's important to be able to handle change with acceptance and grace, and try to stay positive. That is how I stay comfortable with change in as a leader and follower, look at it in a way that is positive and feel that I will only grow and learn from the situation. If there were no changes, life would be boring. :) Each day is a new adventure so try to see everything as a good thing even if it seems a bit scary.
Yukl, Gary. (2006). Leadership in Organizations (6th ed.). Upper Saddle River, New Jersey : Pearson
number 3
How did the media portray the Vietnam War during the 1970's? How did this affect popular youth culture?
number 4
repy to this based on the above question
The television news industry is a business with a profit motive before it is a public service; consequently, producers and reporters attempt to make the news more entertaining by airing stories that involve conflict, human impact, or morality. Television news did not find material that was dramatic enough until the number of American troops was raised to 175, 000 in July 1965 (Hallin, 1986, p.115). Combat, interviews with American soldiers, and helicopter scenes all provided the television news industry with the drama that it required. The networks set up permanent bureaus in Saigon and sent hundreds of correspondents there throughout the war. From 1965 through the Tet Offensive in 1968, 86 percent of the CBS and NBC nightly news programs covered the war, focusing mostly on ground and air combat (Bonior, Champlin, Kolly, 1984, p.4). This coverage was generally very supportive of U.S involvement in the war and of the soldier himself until 1967. The media labeled the conflict as a "good guys shooting Reds" story so that it could fit into the ongoing saga of the Cold War (Wyatt, 1995, p.81).
In the wake of such death and destruction, it isn’t surprising that peace, love and sexual freedom became the mantra of a new generation. The youth movement challenged authority on all fronts, and authority frequently fought back. As the Sixties unfolded, no institution remained untouched, no belief unchallenged. It was a climatic decade. A dashing young president was shot only two brief years a.
number 1answer this one in a pargraphAlthough you may not be.docxabhi353063
number 1
answer this one in a pargraph
Although you may not be a formal manager, you have opportunities to be a leader, even for a short time, as part of a team or as an individual.
In your current role how do you consider yourself a leader? What leadership theories best fit you as a leader? Which theories best fit you when you are leading and when you are a follower? Are the theories the same at all times? Why or why not?
number 2
reply to this one based on the above question
Right now I am a stay at home mother, so that is currently my leadership role. I am a leader to my son and because I am a parent, I see myself as being strong and authoritative, when it comes to the “leadership role” of being a mother.
I think the leadership theories that best fit me would be:
Situational
and
Transformational
.
I feel as though one of my greatest strengths is being able to adapt to new situations very easily. I can also adapt how I am, to each individual that I am with to best suit what is needed for them to strive at their respective position.
I also like to lead by example and am confident and optimistic in my decisions. When I have a goal that needs to be set, I stand by it and believe the outcome will come with hard work and the right goal setting.
The theory that best fits me as a follower would probably have to be
The Charismatic Leader
. I would like to have a leader that is going to be sympathetic + understanding to problems that occur in the workforce. Having a leader that is willing to make sacrificies for the best of the company and is confident is also very important.
I don’t believe that all of the Theories are the same. I believe that they all have the same basic approach, which is to lead a team, but the strategies behind each Theory is different.
number 3
below is 5 emails i sent out for pretend you will reply to each email as that person i wrote to. When you reply you will reply with feedback of my leadership style. When you do reply make sure all of the replys are very good about me.
Email 1.
Dear Samson Kollock
RE: INVITATION FOR A FEEDBACK ON PERSONAL BEHAVIOUR AND STYLE
I hope you are fine and in good health. I am writing this letter to provoke feedback from you concerning my personal behavioral style. I currently undertook a disc assessment so as to know my behaviors. As you may have heard, the assessment categorizes all individuals into four subsets of behavior.
The four subsets are namely: Dominance, influence, steadiness and conscientiousness.
Accordingly, the results implied that I am a person who places emphasis in accomplishing results. The results dictate that my behaviors are: I consist of seeing a big picture. I am blunt. I accept challenges and I get straight to the point. To make the results more reliable, I am requesting you to kindly let me know the kind of a person that I am. Kindly use the descriptive words that are mainly used to describe individuals in, accordance with the Disc assessment.
Nr QuestionMarkDiscuss the three main environments that make.docxabhi353063
Nr: Question:
Mark:
Discuss the three main environments that make up the management environment.
Your discussion should include:
All the variables that make up each environment.
9.
20
The level of control that the manager has over each environment.
The influences that these environments had on South African managers in the
past 5 years.
10. Explain the main reasons why people generally resist change 10
Explain the main features of each of the five stages in group and team development.
11.
Also indicate what the main role of the team or group leader would be during each
20
stage.
12. Discuss five of the characteristics of good corporate governance that were identified
10
by the King II report.
Discuss the importance of the organising function in the management process. Refer
13.
to the necessity of organising to make the other management functions work
10
effectively.
Discuss the challenges for management in each of the following features of the ‘new
organisation’:
a. Operating in a global economy
b. Virtual organisations
14.
15
c. Flatter and leaner organisational structures
d. Flexibility
e. Workforce diversity
Illustrate how the management functions vary between the different levels of
management in terms of the responsibilities, competencies and roles of managers on
these levels. Use the following format for your illustration:
Top Middle Low
Planning
15.
15
Organising
Leading
Controlling
.
nron Corporation was launched in 1985, with the merger of Houston Na.docxabhi353063
nron Corporation was launched in 1985, with the merger of Houston Natural Gas and InterNorth, a Nebraska company. In 1990, Enron—which was just a natural gas transportation company at the time—started a new division to trade natural gas. The company went from being a “stodgy” gas pipeline company to being a “world-class” company overnight. Enron soon became a $55 billion empire, trading gas, electricity, minerals, water, paper and broadband capacity.
A critical part of Enron’s success was the company’s employee value proposition (EVP). The EVP focused on Enron as a dealmaker and was designed to attract the top talent the company needed to continue to move it forward. The EVP provided employees with the opportunity to do something “big” and to change how business was done in other industries. Jobs were restructured to give employees a lot of elbow room and headroom. Traditional gas pipeline employees were not the employees needed for this new, never-before-tried venture. Internal job movements at Enron were an important part of the EVP. Managers were strongly encouraged to allow employees to move within the company. The goal was to not hold anyone back. When the Global Broadband unit was launched, 100 top performers from around the company were brought together in Houston. By the end of the day, 50 had been recruited for the new project. Overall, the recruiting strategy focusing on internal recruitment paid off. The business continued to grow and attract entrepreneurial employees.
The company that thought it had nowhere to go but up came crashing down in 2001, when it was charged with illegal activities. By 2004, Enron’s corporate officers faced numerous charges of wrongdoing, and the company was a shell of its former self. Managers were charged with manufacturing profits, hiding debt, and bullying Wall Street to buy into its questionable accounting and investment practices. An extensive amount of downsizing had occurred, and many employees had lost all of their retirement savings after Enron’s stock collapsed. Faced with bankruptcy and a sullied reputation, the company struggled to continue but finally made the decision to cease to exist once all litigation concludes.
At one time, Enron’s recruiting efforts were described as a model for other employers. Enron portrayed itself as an exciting company with lots of growth opportunity—a firm in which employees experienced a great deal of autonomy and responsibility.
DISCUSSION QUESTIONS
1.
Enron did a lot of things right from a recruiting standpoint. Discuss its recruiting strategy and why it worked.
2.
Do you think that Enron’s overall recruitment EVP and strategy played any role in the problems that resulted at Enron? If so, what and how?
3.
Discuss why it’s important to create a recruiting message that’s attractive but that doesn’t “oversell” the company.
4.
Assume that in a few years Enron decides to reconstitute itself in some form. Develop a recruiting strategy that the c.
Now that you have your GUI operational, it is time to take the appli.docxabhi353063
Now that you have your GUI operational, it is time to take the application a step further. Management would like you to write the entered data into a file. They intend to use an application to read this file, evaluate the entered data, and display results. These results will help management to make decisions on sales force direction and expansion. Each time the ENTER button is pressed, the entered sales representative’s data will be written out to a file. A new button, EVALUATE will be added that reads in the sales representative’s data file after it has been created.
Design Requirements:
You must use pseudocode to design your algorithm for the ENTER button functionality.These design artifacts (pseudocode) will be inserted into a design document to be reviewed by your classmates and submitted with the final application for the final task.
Application Requirements:
Expand your Swing application to write the entered data out to a text file. Instead of displaying the data in the jTextArea when ENTER is pressed, change this functionality so that the data is written to a file. Name the output file salesrep.txt. Each time the ENTER button is pressed, the data will be written to the file. Write the data in the following format to a text file, using white spaces as the delimiter. Include the categories (SUPPLIES, BOOKS, PAPER) in your file to label the dollar amount sold for each category. The sales district entered should be converted to upper case (NORTH, SOUTH, EAST, WEST). Independent line separators should be used in the output file. Code for the ENTER button should be well commented.
Format of your file:
salesRepID firstName lastName SUPPLIES totalAmountSuppliesSold BOOKS totalAmountBooksSold PAPER totalAmountPaperSold district contactMeans
Example output file contents:
1001 Jennifer Ward SUPPLIES 2140.20 BOOKS 5200.10 PAPER 455.23 NORTH Phone
1003 Athena Andrews SUPPLIES 5155.55 BOOKS 6300.50 PAPER 223.25 SOUTH Email
Each time the ENTER button is pressed, the application should append a new line to the file. When the application starts, the file should be opened for appending. This file is to keep a running history of the entered data
.
Now that you understand the full project lifecycle and how all the p.docxabhi353063
Now that you understand the full project lifecycle and how all the pieces fit together, go back and prepare to present your project plan by slide presentation. Portions of the deliverables will be completed by the group; others will be completed by the individuals—see the table following. It must have a consistent look and feel, and there should not be any redundancies, contradictions, or gaps. The document and presentation must flow as if one project manager created all of it.
Create a slide presentation with speaker notes that will provide a comprehensive summary of the project plan (20–30 slides with speaker notes). It will be presented to the project sponsor and other members of senior management and should be organized as follows:
Project Section
Detail
To Be Developed By
Project Plan Overview
Provide an introduction to the project. Develop the project charter and identify the project sponsor and customer. Describe how the project will be measured for success.
Describe the components of the project plan, how it will be used throughout the project, and its benefit to the sponsor.
Entire group
Project Scope
Describe the scope of the project—the major deliverables as well as the items that are not part of the scope. Be sure to address the full scope, not just the area addressed in the earlier activity.
Describe how scope will be approved and how changes to the scope will be documented, reviewed, and approved.
Individual contribution
Project Leadership and Communications
Identify the sponsor, stakeholders, and key customers involved in the project. Describe any special considerations for staffing the project. Based on the structure of the organization, describe how staffing changes will be identified, escalated, and resolved.
Illustrate the communication structure—escalation, reviews, approval, and information. Be sure to address all the audiences, not just the ones identified in the earlier activity.
Individual contribution
Project Schedule
Use a work breakdown structure or similar tool to explain the major activities to be completed as part of the project. Describe the major milestones for the project. For each milestone, identify the associated deliverable, the approximate effort involved in creating the deliverable, and the people involved. For two of the milestones, detail the activities to be completed to achieve the milestone. Be sure to address dependencies, duration, and resource effort.
Describe how changes to the schedule will be identified, escalated, and resolved.
Individual contribution
Project Budget
Describe the budgeting process that will be used for the project. Identify the components of the budget, the items that will need to have costs associated with them, and the mechanisms that could be used to estimate the project.
Describe how changes to the budget will be identified, escalated, and resolved.
Individual contribution
Project Risks
Describe the possible risk events for the project. Identify the high probability, high-.
Now that you sre beginig your second semester as astudent at Califor.docxabhi353063
Now that you sre beginig your second semester as astudent at California State Universty,Fullerton what do you wish you wish you would have known before you began your university studies? what one piece of information would have better prepared you to be good student? fo
example:
class seection-parking-time mangment-recreation-socializing-socializing-studying-professor
chose one and write 4 pages with out result
.
Now that you have developed an in-text citation for a summary, parap.docxabhi353063
Now that you have developed an in-text citation for a summary, paraphrase, and a direct quote, and created a reference for the paragraph provided in Exercise 2, reflect on the thought processes you used for each aspect. How did your approach differ when writing each? What different techniques did you employ when developing each? What questions did you ask yourself as you wrote each?
.
Now that you have completed the sections on fiscal and monetary poli.docxabhi353063
Now that you have completed the sections on fiscal and monetary policies, reflect on what you have studied about the role of the government in the economy, and tools to influence economic activity. (Tools refer to government regulation, fiscal policy, and monetary policy.) Describe whether your ideas regarding the effectiveness of government policy have changed since Week One.
.
Now that we have decided to become an S Corp after reviewing the var.docxabhi353063
Now that we have decided to become an S Corp after reviewing the various pros and cons, and we have timely filed our S Election on the Form 2553, how do we account for the income? One of the differences between an S Corp and a partnership for example is that allocations of income are made to shareholders on a per-share per-day basis.
Here is an example for us to work through:
The Bridges Corporation, and S Corporation, is owned equally by three shareholders, Carl, David, and Dale. The corporation is on a calendar year basis. (By the way S Corps must use a calendar year end, unlike C Corps which can choose a fiscal year end.) On February 1, 2013, Dale sold his 1/3 interest to Matt. For the year ended December 31, 2013 the corporation had non-separately stated ordinary income of $120,000.
For 2013, how should the income be allocated to the shareholders?
.
Novel Shift by Em BaileyDescribe each of the minor characters i.docxabhi353063
Novel: Shift by Em Bailey
Describe each of the minor characters in a couple of lines: Olives Mum, Toby, Oona, Miss Fallipi, Noah, Dallas Mean Girls Paige and Justine.
Draw a concept map establishing the relationships between the characters.
Explain the stages of Miranda's shape shifting.
.
Nothing in science is written in stone.Whenever new discoveries .docxabhi353063
Nothing in science is written in stone.
Whenever new discoveries force scientists to reconsider their hypotheses, theories and data, they do just that. This is why people think of science as a collection of concepts that are always being revised.
This holds true for the basic building block concepts within science as well. The cell is a perfect example of this: in the mid-1600s, Robert Hooke used one of the very first microscopes to examine thin slices of cork. When he saw that the cork plant was made up of tiny box-shaped pieces, he gave science the concept of the cell. For 100 years, people thought of the cell as the smallest thing inside all living creatures. But then, in 1781, Felice Fontana spotted something even smaller inside the cells from an eel: the nucleolus. This discovery made people rethink the idea that cells were the tiniest things inside living creatures. Clearly, there were even smaller things inside cells.
Since Fontana's time, scientists have refined, revised, and rewritten their view of the cell thousands of times in order to match up with every piece of new data. This same process has happened with the scientific view of geological processes including plate tectonics and earthquakes.
Review attachment 17.2 on "Science in the Making, Reactions to Plate Tectonics." and answer questions below also
Learn more about Alfred Wegener here:
http://pubs.usgs.gov/gip/dynamic/wegener.html
http://scign.jpl.nasa.gov/learn/plate2.htm
Science and revision
In 200 words answer these questions
Using what you learned about plate tectonics, Alfred Wegener, and the basics of scientific investigation from the previous units discuss the following:
Did Wegener reveal his theory of continental drift too soon? For the sake of scientific investigation, how is revealing an explanation for a process early both risky and sometimes necessary?
Apart from lacking an explanation for how the continents could move across the surface of the Earth, Wegener’s research was met by skepticism for other reasons. How can a scientist overcome skepticism? What features of the scientific method can help prevent a scientist from being labeled a crackpot?
If Alfred Wegener were alive today, and had access to the technology and data we have now, share a form of evidence that he could have added to his theory or would have changed his theory. Try to share a different form of evidence from those shared by your classmates and/or add to their posts by describing how the evidence is collected, how the technology works to collect the data, or how this technology/evidence has been used in other applications.
.
Now my experiment was to go to randomly selected people and ask th.docxabhi353063
Now my experiment was to go to randomly selected people and ask them if i could take a selfie with them (photo)
using my phone then after taking the selfie i would ask them
1- if they knew the word selfie before came up to them
2- if it would make a difference if i was a girl or a boy
3- how did they felt about me invading there personal space
now i want the the procedure of the experiment and it's methodology
and most important is why i chose this experiment to study haptics !!!!
the paper should be 1 and a half page long MLA Style
in addition i need from u to do me one power point slide about the same thing
.
Notice Due today before 12 am pacifAssignment 1 Discussion—Soci.docxabhi353063
Notice Due today before 12 am pacif
Assignment 1: Discussion—Social Stratification from a African American Persective
The United States is predicated on a class system and extensive significance is placed on its being a meritocracy. As a result, it can be challenging for an individual to conceptualize or recognize the role that social barriers play in personal mobility.
Respond to the following:
Explain the role that stratification has played in your life.
Examine how different your life would be if you lived in a caste-system instead of a class-system.
Evaluate the role of racial, ethnic, or gender stratification in your day-to-day life.
Support your statements with examples and scholarly references.
Write your initial response in 1–2 paragraphs. Apply APA standards to citation of sources.
By
Saturday, January 26, 2013
, post your response to the appropriate
Discussion Area
. Through
Wednesday, January 30, 2013
, review and comment on at least two peers’ responses.
Discussion Grading Criteria and Rubric
Use the
Respond
link to post responses and
.
Notes on Hermes I. Hermes and Boundaries A. Hermes’ na.docxabhi353063
Notes on Hermes
I. Hermes and Boundaries
A. Hermes’ name
1. Greek Hermeias
2. Clearly from herma, cairn (pile of stones that marks a boundary)
3. Makes him god of boundaries
B. Hermes’ various functions
1. All have to do with boundaries in some way
2. A herald (Gr. kerux, which can also be translated “courier” or
“messenger”) crosses boundaries on official business
a) and are unbelievably important in non-literate cultures like
the Archaic Greek culture that gives us almost all of classical
myth, because they would have had to have professional skill at
memorization
b) that skill, in turn, makes them like the bards, which will be
essential understanding the Homeric Hymn to Hermes and also
certain important aspects of the Odyssey
c) and it also gives them a special relation to the truth,
because a herald would have had a really amazing ability to lie
and get away with it
3. The psychopomp (guide of souls) crosses the boundary between
life and death
4. The holder of the kerykeion (later called the caduceus just
through mispronunciation) controls the boundary between sleep and
waking
5. The god of thieves has power over the boundaries around
people’s houses.
II. Hermes the Trickster
A. The figure of the trickster is found in many mythologies: a character
who uses his or her wits to win fame
1. One way to look at the trickster is as a character who controls
and manipulates boundaries: especially the boundary between true and
false
2. On this understanding, Hermes and Odysseus are both tricksters,
because of their travel, their wits, and their lying
B. When Odysseus enters the house of Alkinoos, the Phaiakians are just
pouring the last libation of the day, to Hermes. Why?
1. Because Hermes controls sleep
2. Because Hermes, god of thieves, controls boundaries you want
others to keep away from
3. Because Odysseus is crossing their boundary at this moment!
4. It’s the bard’s way of making the Hermes/Odysseus/trickster
connection
C. Suggested viewing: “The Adventurs of Baron Munchausen” directed
by Terry Gilliam
1. A wonderful version of an 18
th
century story of a trickster, using
movie magic to negotiate the boundaries
III. The Homeric Hymn to Hermes
A. In this hymn, the anonymous bards have created a meditation on the
meaning of the trickster hero, and his relation to kleos, epic glory
1. Hermes has a problem, because he’s been born far from Olympus
2. But as the child of Zeus and Maia, he should be an Olympian
3. He’s a god of tricks, and of the dark, but that’s not what
Olympus is about
4. and Apollo is the best example: Apollo is himself, as the god of
music and of the lyre, the god of kleos
B. The master-stroke is probably having Hermes invent the lyre
1. Which is highly analogous to having Odysseus take over the telling
of his story
2. and shows that some of the bards, at least, recognized that they
were pretty much jus.
Note. The purpose of this outline is to assist you in gathering th.docxabhi353063
Note. The purpose of this outline is to assist you in gathering the data you have compiled on your topic and to help you see where you need to do more research to "fill in" the gaps.
Outline for the Paper
Introduction
1.
Dramatic incident or quote to introduce the ethical issue.
2.
Why you chose this ethical issue
3.
Thesis statement in which you preview what you are going to say about the ethical issue.
Body
I.
What are the facts?
A.
Detail #1
B.
Detail #2, etc.
II.
What are the ethical issues that need to be addressed on:
A.
An individual level?
B.
An organizational level?
C.
A societal level?
III.
What are the alternatives for the main people involved?
A.
Alternative #1
B.
Alternative #2, etc.
IV.
Evaluate the ethical alternative that would best embody each of the three main ethical theories we have covered, noting a brief explanation of each and why this theory would prefer this ethical course of action:
A.
Moral Virtue Theory
B.
Duty Theory
C.
Utilitarianism
V.
Choose an alternative and justify your decision.
VI.
Determine how your decision might be perceived by the organization, individual or society.
Conclusion
I.
Summarize main points
II.
Restate your decision
.
Note1. The Topic of research is Roller derbysubculture name .docxabhi353063
Note:
1. The Topic of research is "Roller derby"
subculture name
issue of substance that pertains to your subculture
2. I need 5 scholar source
list the entry using MLA format
provide an authority assessment: list the background and affiliations of the author(s)
summarize the source
assess its authenticity and reliability
reflect on how it will fit into your research paper
.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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7
https://lccn.loc.gov/2017049134
Brief Contents
1. Preface
2. Acknowledgments
3. About the Author
4. About the Contributors
5. 1. Introduction
6. 2. Trait Approach
7. 3. Skills Approach
8. 4. Behavioral Approach
5. 9. 5. Situational Approach
10. 6. Path–Goal Theory
11. 7. Leader–Member Exchange Theory
12. 8. Transformational Leadership
13. 9. Authentic Leadership
14. 10. Servant Leadership
15. 11. Adaptive Leadership
16. 12. Followership
17. 13. Leadership Ethics
18. 14. Team Leadership
19. 15. Gender and Leadership
20. 16. Culture and Leadership
21. Author Index
22. Subject Index
8
Detailed Contents
Preface
Acknowledgments
About the Author
About the Contributors
1. Introduction
Leadership Defined
Ways of Conceptualizing Leadership
Definition and Components
Leadership Described
Trait Versus Process Leadership
Assigned Versus Emergent Leadership
Leadership and Power
6. Leadership and Coercion
Leadership and Management
Plan of the Book
Summary
References
2. Trait Approach
Description
Intelligence
Self-Confidence
Determination
Integrity
Sociability
Five-Factor Personality Model and Leadership
Strengths and Leadership
Emotional Intelligence
How Does the Trait Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 2.1 Choosing a New Director of Research
Case 2.2 A Remarkable Turnaround
Case 2.3 Recruiting for the Bank
Leadership Instrument
Leadership Trait Questionnaire (LTQ)
Summary
References
9
7. 3. Skills Approach
Description
Three-Skill Approach
Technical Skills
Human Skills
Conceptual Skills
Summary of the Three-Skill Approach
Skills Model
Competencies
Individual Attributes
Leadership Outcomes
Career Experiences
Environmental Influences
Summary of the Skills Model
How Does the Skills Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 3.1 A Strained Research Team
Case 3.2 A Shift for Lieutenant Colonel Adams
Case 3.3 Andy’s Recipe
Leadership Instrument
Skills Inventory
Summary
References
8. 4. Behavioral Approach
Description
The Ohio State Studies
The University of Michigan Studies
Blake and Mouton’s Managerial (Leadership) Grid
Authority–Compliance (9,1)
Country-Club Management (1,9)
Impoverished Management (1,1)
Middle-of-the-Road Management (5,5)
Team Management (9,9)
Paternalism/Maternalism
Opportunism
How Does the Behavioral Approach Work?
Strengths
Criticisms
Application
10
Case Studies
Case 4.1 A Drill Sergeant at First
Case 4.2 Eating Lunch Standing Up
Case 4.3 We Are Family
Leadership Instrument
Leadership Behavior Questionnaire
Summary
References
9. 5. Situational Approach
Description
Leadership Style
Development Level
How Does the Situational Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 5.1 Marathon Runners at Different Levels
Case 5.2 Why Aren’t They Listening?
Case 5.3 Getting the Message Across
Leadership Instrument
Situational Leadership® Questionnaire: Sample Items
Summary
References
6. Path–Goal Theory
Description
Leader Behaviors
Directive Leadership
Supportive Leadership
Participative Leadership
Achievement-Oriented Leadership
Follower Characteristics
Task Characteristics
How Does Path–Goal Theory Work?
Strengths
10. Criticisms
Application
Case Studies
Case 6.1 Three Shifts, Three Supervisors
Case 6.2 Direction for Some, Support for Others
Case 6.3 Playing in the Orchestra
Leadership Instrument
11
Path–Goal Leadership Questionnaire
Summary
References
7. Leader–Member Exchange Theory
Description
Early Studies
Later Studies
Leadership Making
How Does LMX Theory Work?
Strengths
Criticisms
Application
Case Studies
Case 7.1 His Team Gets the Best Assignments
Case 7.2 Working Hard at Being Fair
Case 7.3 Taking on Additional Responsibilities
Leadership Instrument
11. LMX 7 Questionnaire
Summary
References
8. Transformational Leadership
Description
Transformational Leadership Defined
Transformational Leadership and Charisma
A Model of Transformational Leadership
Transformational Leadership Factors
Transactional Leadership Factors
Nonleadership Factor
Other Transformational Perspectives
Bennis and Nanus
Kouzes and Posner
How Does the Transformational Leadership Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 8.1 The Vision Failed
Case 8.2 An Exploration in Leadership
Case 8.3 Her Vision of a Model Research Center
Leadership Instrument
Sample Items From the Multifactor Leadership Questionnaire
(MLQ)
Form 5X-Short
12
12. Summary
References
9. Authentic Leadership
Description
Authentic Leadership Defined
Approaches to Authentic Leadership
Practical Approach
Theoretical Approach
How Does Authentic Leadership Work?
Strengths
Criticisms
Application
Case Studies
Case 9.1 Am I Really a Leader?
Case 9.2 A Leader Under Fire
Case 9.3 The Reluctant First Lady
Leadership Instrument
Authentic Leadership Self-Assessment Questionnaire
Summary
References
10. Servant Leadership
Description
Servant Leadership Defined
Historical Basis of Servant Leadership
13. Ten Characteristics of a Servant Leader
Building a Theory About Servant Leadership
Model of Servant Leadership
Antecedent Conditions
Servant Leader Behaviors
Outcomes
Summary of the Model of Servant Leadership
How Does Servant Leadership Work?
Strengths
Criticisms
Application
Case Studies
Case 10.1 Everyone Loves Mrs. Noble
Case 10.2 Doctor to the Poor
Case 10.3 Servant Leadership Takes Flight
Leadership Instrument
Servant Leadership Questionnaire
Summary
13
References
11. Adaptive Leadership
Description
Adaptive Leadership Defined
A Model of Adaptive Leadership
Situational Challenges
14. Technical Challenges
Technical and Adaptive Challenges
Adaptive Challenges
Leader Behaviors
Adaptive Work
How Does Adaptive Leadership Work?
Strengths
Criticisms
Application
Case Studies
Case 11.1 Silence, Stigma, and Mental Illness
Case 11.2 Taming Bacchus
Case 11.3 Redskins No More
Leadership Instrument
Adaptive Leadership Questionnaire
Summary
References
12. Followership
Description
Followership Defined
Role-Based and Relational-Based Perspectives
Typologies of Followership
The Zaleznik Typology
The Kelley Typology
The Chaleff Typology
The Kellerman Typology
Theoretical Approaches to Followership
Reversing the Lens
15. The Leadership Co-Created Process
New Perspectives on Followership
Perspective 1: Followers Get the Job Done
Perspective 2: Followers Work in the Best Interest of the
Organization’s Mission
Perspective 3: Followers Challenge Leaders
Perspective 4: Followers Support the Leader
Perspective 5: Followers Learn From Leaders
14
Followership and Destructive Leaders
1. Our Need for Reassuring Authority Figures
2. Our Need for Security and Certainty
3. Our Need to Feel Chosen or Special
4. Our Need for Membership in the Human Community
5. Our Fear of Ostracism, Isolation, and Social Death
6. Our Fear of Powerlessness to Challenge a Bad Leader
How Does Followership Work?
Strengths
Criticisms
Application
Case Studies
Case 12.1 Bluebird Care
Case 12.2 Olympic Rowers
Case 12.3 Penn State Sexual Abuse Scandal
Leadership Instrument
Followership Questionnaire
Summary
16. References
13. Leadership Ethics
Description
Ethics Defined
Level 1. Preconventional Morality
Level 2. Conventional Morality
Level 3. Postconventional Morality
Ethical Theories
Centrality of Ethics to Leadership
Heifetz’s Perspective on Ethical Leadership
Burns’s Perspective on Ethical Leadership
The Dark Side of Leadership
Principles of Ethical Leadership
Ethical Leaders Respect Others
Ethical Leaders Serve Others
Ethical Leaders Are Just
Ethical Leaders Are Honest
Ethical Leaders Build Community
Strengths
Criticisms
Application
Case Studies
Case 13.1 Choosing a Research Assistant
Case 13.2 How Safe Is Safe?
15
Case 13.3 Reexamining a Proposal
17. Leadership Instrument
Ethical Leadership Style Questionnaire (Short Form)
Summary
References
14. Team Leadership
Description
Team Leadership Model
Team Effectiveness
Leadership Decisions
Leadership Actions
How Does the Team Leadership Model Work?
Strengths
Criticisms
Application
Case Studies
Case 14.1 Can This Virtual Team Work?
Case 14.2 Team Crisis Within the Gates
Case 14.3 Starts With a Bang, Ends With a Whimper
Leadership Instrument
Team Excellence and Collaborative Team Leader Questionnaire
Summary
References
15. Gender and Leadership
Description
The Glass Ceiling Turned Labyrinth
Evidence of the Leadership Labyrinth
Understanding the Labyrinth
18. Gender Differences in Leadership Styles and Effectiveness
Navigating the Labyrinth
Strengths
Criticisms
Application
Case Studies
Case 15.1 The “Glass Ceiling”
Case 15.2 Lack of Inclusion and Credibility
Case 15.3 Pregnancy as a Barrier to Job Status
Leadership Instrument
The Gender–Leader Implicit Association Test
Summary
References
16. Culture and Leadership
16
Description
Culture Defined
Related Concepts
Ethnocentrism
Prejudice
Dimensions of Culture
Uncertainty Avoidance
Power Distance
Institutional Collectivism
19. In-Group Collectivism
Gender Egalitarianism
Assertiveness
Future Orientation
Performance Orientation
Humane Orientation
Clusters of World Cultures
Characteristics of Clusters
Anglo
Confucian Asia
Eastern Europe
Germanic Europe
Latin America
Latin Europe
Middle East
Nordic Europe
Southern Asia
Sub-Saharan Africa
Leadership Behavior and Culture Clusters
Eastern Europe Leadership Profile
Latin America Leadership Profile
Latin Europe Leadership Profile
Confucian Asia Leadership Profile
Nordic Europe Leadership Profile
Anglo Leadership Profile
Sub-Saharan Africa Leadership Profile
Southern Asia Leadership Profile
Germanic Europe Leadership Profile
Middle East Leadership Profile
Universally Desirable and Undesirable Leadership Attributes
Strengths
Criticisms
20. Application
17
Case Studies
Case 16.1 A Challenging Workplace
Case 16.2 A Special Kind of Financing
Case 16.3 Whose Latino Center Is It?
Leadership Instrument
Dimensions of Culture Questionnaire
Summary
References
Author Index
Subject Index
18
Preface
This eighth edition of Leadership: Theory and Practice is
written with the objective of
bridging the gap between the often-simplistic popular
approaches to leadership and the
more abstract theoretical approaches. Like the previous
editions, this edition reviews and
analyzes a selected number of leadership theories, giving
special attention to how each
theoretical approach can be applied in real-world organizations.
In essence, my purpose is
21. to explore how leadership theory can inform and direct the way
leadership is practiced.
19
New to This Edition
First and foremost, this edition includes a new chapter on
followership, which examines the
nature of followership, its underpinnings, and how it works. The
chapter presents a
definition, a model, and the latest research and applications of
this emerging approach to
leadership. It also examines the relationship between
followership and destructive, or toxic,
leadership. In addition, the strengths and weaknesses of
followership are examined, and a
questionnaire to help readers assess their own follower style is
provided. Three case studies
illustrating followership, including one that addresses the Penn
State sexual abuse scandal
and another that looks at the 1936 U.S. Olympic rowing team,
are presented at the end of
the chapter.
In addition to the discussion of destructive leadership in
Chapter 12, this edition includes
an expanded discussion of the dark side of leadership and
psuedotransformational
leadership and the negative uses and abuses of leadership in
several of the chapters. Readers
will also find that the ethics chapter features a new self-
assessment instrument, the Ethical
Leadership Style Questionnaire (ELSQ), which assesses a
22. leader’s style of ethical leadership
and will help leaders understand their decision-making
preferences when confronting
ethical dilemmas.
This edition retains many special features from previous
editions but has been updated to
include new research findings, figures and tables, and everyday
applications for many
leadership topics including leader–member exchange theory,
transformational and
authentic leadership, team leadership, the labyrinth of women’s
leadership, and historical
definitions of leadership. The format of this edition parallels the
format used in earlier
editions. As with previous editions, the overall goal of
Leadership: Theory and Practice is to
advance our understanding of the many different approaches to
leadership and ways to
practice it more effectively.
20
Special Features
Although this text presents and analyzes a wide range of
leadership research, every attempt
has been made to present the material in a clear, concise, and
interesting manner. Reviewers
of the book have consistently commented that clarity is one of
its major strengths. In
addition to the writing style, several other features of the book
help make it user-friendly.
23. Each chapter follows the same format: It is structured to include
first theory and then
practice.
Every chapter contains a discussion of the strengths and
criticisms of the approach
under consideration, and assists the reader in determining the
relative merits of each
approach.
Each chapter includes an application section that discusses the
practical aspects of the
approach and how it could be used in today’s organizational
settings.
Three case studies are provided in each chapter to illustrate
common leadership issues
and dilemmas. Thought-provoking questions follow each case
study, helping readers
to interpret the case.
A questionnaire is provided in each of the chapters to help the
reader apply the
approach to his or her own leadership style or setting.
Figures and tables illustrate the content of the theory and make
the ideas more
meaningful.
Through these special features, every effort has been made to
make this text substantive,
understandable, and practical.
21
Audience
This book provides both an in-depth presentation of leadership
theory and a discussion of
24. how it applies to real-life situations. Thus, it is intended for
undergraduate and graduate
classes in management, leadership studies, business, educational
leadership, public
administration, nursing and allied health, social work, criminal
justice, industrial and
organizational psychology, communication, religion,
agricultural education, political and
military science, and training and development. It is particularly
well suited as a
supplementary text for core organizational behavior courses or
as an overview text within
MBA curricula. This book would also be useful as a text in
student activities, continuing
education, in-service training, and other leadership-development
programs.
22
Digital Resources
23
SAGE edge
SAGE edge for Instructors
A password-protected instructor resource site at
edge.sagepub.com/northouse8e supports
teaching with high-quality content to help in creating a rich
learning environment for
students. The SAGE edge site for this book includes the
following instructor resources:
25. Test banks built on AACSB standards, the book’s learning
objectives, and Bloom’s
Taxonomy provide a diverse range of test items with ExamView
test generation.
Each chapter includes 100 test questions to give instructors
options for assessing
students.
Editable, chapter-specific PowerPoint® slides offer complete
flexibility for creating a
multimedia presentation for the course.
Lecture notes for each chapter align with PowerPoint slides to
serve as an essential
reference, summarizing key concepts to ease preparation for
lectures and class
discussion.
Carefully selected video and multimedia content enhances
exploration of key topics
to reinforce concepts and provide further insights.
Sample answers to questions in the text provide an essential
reference.
Case notes include summaries, analyses, sample answers to
assist with discussion, and
exercises.
Suggested course projects and assignments help students to
apply the concepts they
learn to see how they work in various contexts, providing new
perspectives.
Chapter-specific discussion questions for study help launch
classroom interaction by
prompting students to engage with the material and by
reinforcing important
content.
Exclusive access to influential SAGE journal articles and
business cases ties
important research and scholarship to chapter concepts to
26. strengthen learning.
Tables and figures from the book are available for download.
SAGE coursepacks provide easy LMS integration.
24
SAGE edge for students
The open-access companion website helps students accomplish
their coursework goals in an
easy-to-use learning environment:
Mobile-friendly practice quizzes encourage self-guided
assessment and practice.
Mobile-friendly flashcards strengthen understanding of key
concepts.
Carefully selected video and multimedia content enhances
exploration of key topics
to reinforce concepts and provide further insights.
EXCLUSIVE! Full-text SAGE journal articles have been
carefully selected to
support and expand on the concepts presented in each chapter.
Meaningful web resources with exercises facilitate further
exploration of topics.
25
SAGE coursepacks
SAGE coursepacks make it easy to import our quality instructor
and student resource
content into your school’s learning management system (LMS)
27. with minimal effort.
Intuitive and simple to use, SAGE coursepacks give you the
control to focus on what really
matters: customizing course content to meet your students’
needs. The SAGE coursepacks,
created specifically for this book, are customized and curated
for use in Blackboard, Canvas,
Desire2Learn (D2L), and Moodle.
In addition to the content available on the SAGE edge site, the
coursepacks include the
following:
Pedagogically robust assessment tools foster review, practice,
and critical thinking
and offer a better, more complete way to measure student
engagement:
Diagnostic chapter pretests and posttests identify opportunities
for student
improvement, track student progress, and ensure mastery of key
learning
objectives.
Instructions on how to use and integrate the comprehensive
assessments and
resources are provided.
Assignable video with corresponding multimedia assessment
tools bring
concepts to life that increase student engagement and appeal to
different
learning styles. The video assessment questions feed to your
gradebook.
Integrated links to the eBook make it easy to access the mobile-
friendly
version of the text, which can be read anywhere, anytime.
28. Interactive eBook
Leadership (8th ed.) is also available as an interactive eBook,
which can be packaged with
the text for just $5 or purchased separately. The interactive
eBook offers hyperlinks to
original and licensed videos, including Peter Northouse author
videos in which the author
illuminates various leadership concepts. The interactive eBook
includes additional case
studies, as well as carefully chosen journal articles from the
web, all from the same pages
found in the printed text. Users will also have immediate access
to study tools such as
highlighting, bookmarking, note-taking/sharing, and more!
26
Acknowledgments
Many people directly or indirectly contributed to the
development of the eighth edition of
Leadership: Theory and Practice. First, I would like to
acknowledge my editor, Maggie
Stanley, and her talented team at SAGE Publications (Lauren
Holmes and Alissa Nance),
who have contributed in so many different ways to the quality
and success of this book. For
their very capable work during the production phase, I would
like to thank the copy editor,
Melinda Masson, and the project editor, Bennie Clark Allen. In
her own unique way, each
of these people made valuable contributions to the eighth
edition.
29. I would like to thank the following reviewers for their valuable
contributions to the
development of this manuscript:
Sandra Arumugam-Osburn, St. Louis Community College-Forest
Park
Rob Elkington, University of Ontario Institute of Technology
Abimbola Farinde, Columbia Southern University
Belinda S. Han, Utah Valley University
Deborah A. Johnson-Blake, Liberty University
Benjamin Kutsyuruba, Queen’s University
Chenwei Liao, Michigan State University
Heather J. Mashburn, Appalachian State University
Comfort Okpala, North Carolina A&T State University
Ric Rohm, Southeastern University
Patricia Dillon Sobczak, Virginia Commonwealth University
Victor S. Sohmen, Drexel University
Brigitte Steinheider, University of Oklahoma-Tulsa
Robert Waris, University of Missouri–Kansas City
Sandi Zeljko, Lake-Sumter State College
Mary Zonsius, Rush University
I would like to thank the following reviewers for their valuable
contributions to the
development of the seventh edition manuscript:
Hamid Akbari, Winona State University
Meera Alagaraja, University of Louisville
Mel Albin, Excelsior College
Thomas Batsching, Reutlingen University
Cheryl Beeler, Angelo State University
Julie Bjorkman, Benedictine University
Mark D. Bowman, Methodist University
Dianne Burns, University of Manchester
30. 27
Eric Buschlen, Central Michigan University
Steven Bryant, Drury University
Daniel Calhoun, Georgia Southern University
David Conrad, Augsburg College
Joyce Cousins, Royal College of Surgeons in Ireland
Denise Danna, LSUHSC School of Nursing
S. Todd Deal, Georgia Southern University
Caroline S. Fulmer, University of Alabama
Brad Gatlin, John Brown University
Greig A. Gjerdalen, Capilano University
Andrew Gonzales, University of California, Irvine
Decker B. Hains, Western Michigan University
Amanda Hasty, University of Colorado–Denver
Carl Holschen, Missouri Baptist University
Kiran Ismail, St. John’s University
Irma Jones, University of Texas at Brownsville
Michele D. Kegley, University of Cincinnati, Blue Ash College
Jeanea M. Lambeth, Pittsburg State University
David Lees, University of Derby
David S. McClain, University of Hawaii at Manoa
Carol McMillan, New School University
Richard Milter, Johns Hopkins University
Christopher Neck, Arizona State University–Tempe
Keeok Park, University of La Verne
Richard Parkman, University of Plymouth
Lori M. Pindar, Clemson University
Chaminda S. Prelis, University of Dubuque
Casey Rae, George Fox University
Noel Ronan, Waterford Institute of Technology
Louis Rubino, California State University, Northridge
Shadia Sachedina, Baruch College (School of Public Affairs)
Harriet L. Schwartz, Carlow University
31. Kelli K. Smith, University of Nebraska-Lincoln
David Swenson, The College of St. Scholastica
Danny L. Talbot, Washington State University
Robert L. Taylor, University of Louisville
Precious Taylor-Clifton, Cambridge College
John Tummons, University of Missouri
Kristi Tyran, Western Washington University
Tamara Von George, Granite State College
Natalie Walker, Seminole State College
William Welch, Bowie State University
28
David E. Williams, Texas Tech University
Tony Wohlers, Cameron University
Sharon A. Wulf, Worcester Polytechnic Institute School of
Business
Alec Zama, Grand View University
Xia Zhao, California State University, Dominguez Hills
In addition, I would like to thank, for their exceptional work on
the leadership profile tool
and the ancillaries, Isolde Anderson (Hope College), John Baker
(Western Kentucky
University), Kari Keating (University of Illinois at Urbana-
Champaign), Kathryn Woods
(Austin Peay State University), Eric Buschlen (Central
Michigan University), Lou Sabina
(Stetson University), and Neda Dallal.
A very special acknowledgment goes to Laurel Northouse for
her insightful critiques and
ongoing support. In addition, I am especially grateful to Marie
Lee for her exceptional
32. editing and guidance throughout this project. For his review of
and comments on the
followership chapter, I am indebted to Ronald Riggio
(Claremont McKenna University). I
would like to thank Sarah Chace (Marian University) for her
contributions to the adaptive
leadership chapter, Leah Omilion-Hodges (Western Michigan
University) for her
contributions to the leader–member exchange chapter, Isolde
Anderson (Hope College) for
her comprehensive literature reviews, Robin Curtiss for her
contributions to a case study on
followership, and Rudy Leon for her editorial assistance.
Finally, I would like to thank the many undergraduate and
graduate students whom I have
taught through the years. Their ongoing feedback has helped
clarify my thinking about
leadership and encouraged me to make plain the practical
implications of leadership
theories.
29
About the Author
Peter G. Northouse, PhD,
is Professor Emeritus of Communication in the School of
Communication at
Western Michigan University. Leadership: Theory and Practice
is the best-selling
academic textbook on leadership in the world and has been
translated into 13
languages. In addition to authoring publications in professional
33. journals, he is the
author of Introduction to Leadership: Concepts and Practice
(now in its fourth edition)
and co-author of Leadership Case Studies in Education (now in
its second edition) and
Health Communication: Strategies for Health Professionals
(now in its third edition).
His scholarly and curricular interests include models of
leadership, leadership
assessment, ethical leadership, and leadership and group
dynamics. For more than 30
years, he has taught undergraduate and graduate courses in
leadership, interpersonal
communication, and organizational communication on both the
undergraduate and
graduate levels. Currently, he is a consultant and lecturer on
trends in leadership
research, leadership development, and leadership education. He
holds a doctorate in
speech communication from the University of Denver, and
master’s and bachelor’s
degrees in communication education from Michigan State
University.
30
About the Contributors
Crystal L. Hoyt
completed her doctorate in social psychology at the University
of California, Santa
Barbara, and is a professor of leadership studies and psychology
at the University of
Richmond. Her primary research interests include female and
34. minority leaders,
stereotyping and discrimination, stigma, and cognitive biases.
In her primary area of
research, she explores the role of beliefs, such as self-efficacy,
implicit theories, and
political ideologies, in the experiences and perceptions of
women and minorities in
leadership or STEM (science, technology, engineering, and
mathematics) fields, or of
those who are overweight. In a more applied fashion, she
examines factors, such as
role models, that may buffer individuals from the deleterious
effects of stereotypes
and discrimination. Her research appears in journals such as
Psychological Science,
Journal of Experimental and Social Psychology, Personality and
Social Psychology
Bulletin, and The Leadership Quarterly. She has published over
50 journal articles and
book chapters, and she has co-edited three books.
Susan E. Kogler Hill
(PhD, University of Denver, 1974) is Professor Emeritus and
former chair of the
School of Communication at Cleveland State University. Her
research and
consulting have been in the areas of interpersonal and
organizational communication.
She specializes in group leadership, teamwork, empowerment,
and mentoring. She is
author of a text titled Improving Interpersonal Competence. In
addition, she has
written book chapters and published articles in many
professional journals.
Stefanie Simon
35. is an assistant professor in the Department of Psychology at
Siena College. She
earned her PhD in social psychology from Tulane University
and was the Robert A.
Oden Jr. Postdoctoral Fellow for Innovation in the Liberal Arts
at Carleton College
before joining the faculty at Siena. Her research centers on the
psychology of
diversity, with a focus on prejudice, discrimination, and
leadership. In her work, she
focuses on the perspective of the target of prejudice and …