This academic paper argues for a new theory of public leadership based on three principles: authentic leadership, transformational leadership, and distributed leadership. It summarizes research showing that while effective leadership is important for public organizations, traditional views of limiting leadership's role have hindered the field. The paper proposes incorporating principles of authentic leadership to ensure leaders act in accordance with democratic values, transformational leadership to develop skilled public workers, and distributed leadership to address today's complex public organization structures. It analyzes a survey finding support for applying these modern leadership theories in the public sector. The paper calls for further research on how these principles relate to improved public organization performance and outcomes.
doi 10.1111padm.12214TRANSFORMATIONAL LEADERSHIP AND THE.docxelinoraudley582231
doi: 10.1111/padm.12214
TRANSFORMATIONAL LEADERSHIP AND THE USE
OF NORMATIVE PUBLIC VALUES: CAN EMPLOYEES BE
INSPIRED TO SERVE LARGER PUBLIC PURPOSES?
SANJAY K. PANDEY, RANDALL S. DAVIS, SHEELA PANDEY AND SHUYANG PENG
This article asks whether and how transformational leadership in the public sector can influence the
use of normative public values in organizational decisions. We focus on transformational leader-
ship’s influence on three core normative public values (representation, equity, and individual rights).
The extent to which public organizations and their employees emphasize normative public values in
their decision-making can signal important messages to external stakeholders about respect for and
responsiveness to all citizens, valuing citizens from different walks of life equally, and respect for
constitutionally guaranteed rights. We propose a model in which transformational leadership has a
direct influence (infusing) and an indirect influence (convincing others) on employee use of public
values in organizational decision-making. Empirical tests provide support for the proposed model,
with the indirect influence (convincing others) providing a stronger impetus. The article concludes
with a discussion of the results and implications.
Building on Burns’s (1978) seminal contribution, a number of generic/mainstream man-
agement scholars have made significant contributions to the study of transformational
leadership (see Bass and Riggio 2006 for a synthesis). The use of values is at the heart of
transformational leadership and therefore a number of scholars have characterized trans-
formational leadership as ‘values-based leadership’ (e.g. Shamir et al. 1993; Brown and
Trevino 2009). This scholarship, however, does not seek to identify specific values or study
the inculcation or use of specific values as an important outcome. Instead, the outcomes
of interest pertain to business metrics such as quality, teamwork, cost effectiveness, and
profitability (Bass et al. 2003; Cha and Edmondson 2006).
Studies referring to public sector transformational leadership confirm a similar pattern
(Fernandez 2005; Kuipers et al. 2014; Moynihan et al. 2014). For example, two recent stud-
ies focus on the effect of transformational leadership on employee use of performance
information (Moynihan et al. 2012; Kroll and Vogel 2014). Other studies examine the influ-
ence of transformational leadership on follower satisfaction, organizational goal clarity,
and performance (Oberfield 2012; Vigoda-Gadot and Beeri 2012; Bellé 2013; Caillier 2014;
Jacobsen and Andersen 2015).
As a result, we know little about whether and how transformational leadership can fos-
ter the use of normative public values in the public sector. This is matter of great import,
and many public administration scholars have made a case for the important role of pub-
lic sector leaders in upholding and advancing normative public values (Terry 1998; Beck
Jørgensen 1999; Denhardt and D.
JPART 20849–866The Big Question for PerformanceManageme.docxpriestmanmable
JPART 20:849–866
The Big Question for Performance
Management: Why Do Managers Use
Performance Information?
Donald P. Moynihan*, Sanjay K. Pandey†
*University of Wisconsin–Madison; yRutgers University, Newark
ABSTRACT
This article proposes that understanding public employee use of performance information is
perhaps the most pressing challenge for scholarship on performance management.
Governments have devoted extraordinary effort in creating performance data, wagering that
it will be used to improve governance, but there is much we do not know about the factors
associated with the use of that information. This article examines the antecedents of self-
reported performance information use from a survey of local government managers. The
results show that public service motivation, leadership role, information availability,
organizational culture, and administrative flexibility all affect performance information use.
INTRODUCTION
Terms such as ‘‘performance’’ and ‘‘results’’ have become ubiquitous in contemporary
governance. Major administrative reforms are driven by a belief that governments suffer
from a ‘‘performance deficit’’ (Kamensky 1996) that can be best overcome by measuring
the effort and result of government activity. These beliefs are so deeply embedded that they
have been variously described as a ‘‘movement’’ (Radin 2006) and ‘‘doctrine’’ (Moynihan
2008).
The most widespread governmental reform in recent decades has been the requirement
for agencies to track and measure strategic goals, targets, and achievements (Brudney,
Hebert, and Wright 1999; Moynihan 2008). Within our growing state of agents, perfor-
mance goals underpin contractual forms of accountability, the means by which webs of
connected principals and agents allocate responsibility. Citizens, elected officials, and pub-
lic managers have more performance information now than ever. Every year, new rivers
flow into the existing sea of data. These trends are unlikely to be reversed. Performance
management both preceded and outlived the New Public Management and continues to be
viewed as a central plank in the future of governance (Kettl and Kelman 2007).
This article was originally presented at the 2008 meeting of American Political Science Association. We are grateful
for helpful comments from Tony Bertelli, Richard Williams, Pam Herd, Kelly LeRoux, Dale Krane, and Robert
Smith, as well as to three anonymous reviewers from JPART. Address correspondence to the author at
[email protected]
doi:10.1093/jopart/muq004
Advance Access publication on March 1, 2010
ª The Author 2010. Published by Oxford University Press on behalf of the Journal of Public Administration Research
and Theory, Inc. All rights reserved. For permissions, please e-mail: [email protected]
Behn has argued that one of three ‘‘big questions’’ for public management research cen-
tersonhowtomeasureperformanceinawaythatfostersachievement,andspecificallyasked,
‘‘how can public m ...
Running head EFFECTIVE LEADERSHIP1EFFECTIVE LEADERSHIP13.docxcharisellington63520
Running head: EFFECTIVE LEADERSHIP 1
EFFECTIVE LEADERSHIP 13
Identifying Effective Leadership in Public Administration and Supporting with Professional Development
Student’s Name
Walden University
Identifying Effective Leadership in Public Administration and Supporting with Professional Development
It can be easily agreed upon that leadership is essential for the success of organizations in any field. However, the style of leadership must be tailored to the organization based on many factors, including the field in which the organization is in, the culture of the organization, and the duties that are required of the leader in order to meet organizational goals and accomplish day to day tasks (Burke, 2011). There are many leadership styles that are often demonstrated within the field of public administration. Though the concept of leadership is a topic that has a significant amount of research devoted to it, the number of studies on various leadership topics can be overwhelming (Van Wart, 2013). With so many leadership styles, which ones are most effective within the field of public administration? Additionally, how can these styles be developed?
Leaders within the field of public administration face many unique challenges (Bowling & Wright, 1998; McGinnis, 2006; Nalandian, O'Neill, Wilkes, & Kaufman, 2013). These challenges include ever-changing responsibilities and problems (McGinnis, 2013), addressing revolutions in technology, transportation, and communication (Nalandian, O’Neil,Wilkes, & Kaufman, 2013), adhering to federal mandates, implementation of policies, and dealing with fiscal pressures (Bowling & Wright, 1998). To meet these challenges brought on with the advances in technology and changes to modern society, leadership styles have also had to change with the times. Bowling & Wright (1998) outlined changes that have occurred in leadership within public administration in the last four decades. They found that leaders within state agencies today demonstrate more diversity with regard to age, race, gender, and experience compared to forty years ago. Leaders today are also more educated than in the past (Bowling & Wright, 1998).
According to literature, it is important for leadership style to match the challenges that lie in the field of public administration (McGinnis, 2013). To address challenges within the civil service system such as difficulty in attracting and retaining qualified personnel, inadequate training, and poor management (Underhill & Oman, 2007), some authors recommended drastic reforms to the civil service system, such as implementation of merit pay, the creation of performance standards, and the creation of a list of mandatory firing offenses, which were rationalized on the basis of national security (Brook & King, 2007). Other challenges within the public administration and civil service system lie in the area of decision-making. Kellis & Ran (2013) noted the controversy surroundin.
Book Title Public Personnel Management; 5th edition; by No.docxAASTHA76
Book Title: Public Personnel Management; 5th edition; by Norma M Riccucci
Chapter 1: Public Human Resources Management: How We Get Where We Are Today.
Stephen E. Condrey, Ph.D., is senior associate and program director for human resource management with the University of Georgia's Carl Vinson Institute of Government. He is also adjunct professor of public administration and policy in the School of Public and International Affairs at the University of Georgia. He has over a quarter of a century of professional experience in human resource management and has consulted nationally and internationally with over 700 organizations concerning personnel-related issues. He presently serves as editor-in-chief of the Review of Public Personnel Administration and is the editor of the Handbook of Human Resource Management in Government, third edition (2010, Jossey-Bass).
There is perhaps no area of public administration that has experienced greater change, professionalization, and controversy over the past four decades than public human resource management. The purpose of this introductory chapter is to explicate this phenomenon and set the stage for the chapters that follow.
This chapter first describes five models of public human resource management service delivery. The chapter will then discuss four fairly recent events and how the influence of these events shapes the current practice of public human resource management. The four events are as follows:
•The Civil Rights Act of 1964
•The Civil Service Reform Act of 1978
•Radical reform of civil service systems
•The election of President Barack Obama
Underlying each of these events is an enduring tension regarding how to create and sustain a neutrally competent civil service corps while at the same time helping to ensure that public bureaucracies are responsive to elected and appointed officials as well as the public they serve. This constant and seemingly irresolvable tension brings life to the field of public human resource management and makes it an interesting one to study, explore, and practice.
PUBLIC HUMAN RESOURCE MANAGEMENT SERVICE DELIVERY
The most definitive history of the development of the field of public human resource management is Paul Van Riper’s History of the United States Civil Service (1958). Additionally, all of the leading texts in the field (e.g., Berman, Bowman, Van Wart, and West, 2010; Klingner, Nalbandian, and Llorens, 2009; Nigro, Nigro, and Kellough, 2006; Riccucci and Naff, 2008) provide an excellent historical analysis of the field. Essentially, public human resource management history in the United States began with early elitist tendencies that favored the landed gentry as holders of public jobs. The election of Andrew Jackson in 1828 ushered in an era of spoils politics in which public jobs were considered a commodity to be bartered for political support. In a direct confrontation of spoils politics, the Pendleton Act of 1883 established the first federal civil serv ...
doi 10.1111padm.12214TRANSFORMATIONAL LEADERSHIP AND THE.docxelinoraudley582231
doi: 10.1111/padm.12214
TRANSFORMATIONAL LEADERSHIP AND THE USE
OF NORMATIVE PUBLIC VALUES: CAN EMPLOYEES BE
INSPIRED TO SERVE LARGER PUBLIC PURPOSES?
SANJAY K. PANDEY, RANDALL S. DAVIS, SHEELA PANDEY AND SHUYANG PENG
This article asks whether and how transformational leadership in the public sector can influence the
use of normative public values in organizational decisions. We focus on transformational leader-
ship’s influence on three core normative public values (representation, equity, and individual rights).
The extent to which public organizations and their employees emphasize normative public values in
their decision-making can signal important messages to external stakeholders about respect for and
responsiveness to all citizens, valuing citizens from different walks of life equally, and respect for
constitutionally guaranteed rights. We propose a model in which transformational leadership has a
direct influence (infusing) and an indirect influence (convincing others) on employee use of public
values in organizational decision-making. Empirical tests provide support for the proposed model,
with the indirect influence (convincing others) providing a stronger impetus. The article concludes
with a discussion of the results and implications.
Building on Burns’s (1978) seminal contribution, a number of generic/mainstream man-
agement scholars have made significant contributions to the study of transformational
leadership (see Bass and Riggio 2006 for a synthesis). The use of values is at the heart of
transformational leadership and therefore a number of scholars have characterized trans-
formational leadership as ‘values-based leadership’ (e.g. Shamir et al. 1993; Brown and
Trevino 2009). This scholarship, however, does not seek to identify specific values or study
the inculcation or use of specific values as an important outcome. Instead, the outcomes
of interest pertain to business metrics such as quality, teamwork, cost effectiveness, and
profitability (Bass et al. 2003; Cha and Edmondson 2006).
Studies referring to public sector transformational leadership confirm a similar pattern
(Fernandez 2005; Kuipers et al. 2014; Moynihan et al. 2014). For example, two recent stud-
ies focus on the effect of transformational leadership on employee use of performance
information (Moynihan et al. 2012; Kroll and Vogel 2014). Other studies examine the influ-
ence of transformational leadership on follower satisfaction, organizational goal clarity,
and performance (Oberfield 2012; Vigoda-Gadot and Beeri 2012; Bellé 2013; Caillier 2014;
Jacobsen and Andersen 2015).
As a result, we know little about whether and how transformational leadership can fos-
ter the use of normative public values in the public sector. This is matter of great import,
and many public administration scholars have made a case for the important role of pub-
lic sector leaders in upholding and advancing normative public values (Terry 1998; Beck
Jørgensen 1999; Denhardt and D.
JPART 20849–866The Big Question for PerformanceManageme.docxpriestmanmable
JPART 20:849–866
The Big Question for Performance
Management: Why Do Managers Use
Performance Information?
Donald P. Moynihan*, Sanjay K. Pandey†
*University of Wisconsin–Madison; yRutgers University, Newark
ABSTRACT
This article proposes that understanding public employee use of performance information is
perhaps the most pressing challenge for scholarship on performance management.
Governments have devoted extraordinary effort in creating performance data, wagering that
it will be used to improve governance, but there is much we do not know about the factors
associated with the use of that information. This article examines the antecedents of self-
reported performance information use from a survey of local government managers. The
results show that public service motivation, leadership role, information availability,
organizational culture, and administrative flexibility all affect performance information use.
INTRODUCTION
Terms such as ‘‘performance’’ and ‘‘results’’ have become ubiquitous in contemporary
governance. Major administrative reforms are driven by a belief that governments suffer
from a ‘‘performance deficit’’ (Kamensky 1996) that can be best overcome by measuring
the effort and result of government activity. These beliefs are so deeply embedded that they
have been variously described as a ‘‘movement’’ (Radin 2006) and ‘‘doctrine’’ (Moynihan
2008).
The most widespread governmental reform in recent decades has been the requirement
for agencies to track and measure strategic goals, targets, and achievements (Brudney,
Hebert, and Wright 1999; Moynihan 2008). Within our growing state of agents, perfor-
mance goals underpin contractual forms of accountability, the means by which webs of
connected principals and agents allocate responsibility. Citizens, elected officials, and pub-
lic managers have more performance information now than ever. Every year, new rivers
flow into the existing sea of data. These trends are unlikely to be reversed. Performance
management both preceded and outlived the New Public Management and continues to be
viewed as a central plank in the future of governance (Kettl and Kelman 2007).
This article was originally presented at the 2008 meeting of American Political Science Association. We are grateful
for helpful comments from Tony Bertelli, Richard Williams, Pam Herd, Kelly LeRoux, Dale Krane, and Robert
Smith, as well as to three anonymous reviewers from JPART. Address correspondence to the author at
[email protected]
doi:10.1093/jopart/muq004
Advance Access publication on March 1, 2010
ª The Author 2010. Published by Oxford University Press on behalf of the Journal of Public Administration Research
and Theory, Inc. All rights reserved. For permissions, please e-mail: [email protected]
Behn has argued that one of three ‘‘big questions’’ for public management research cen-
tersonhowtomeasureperformanceinawaythatfostersachievement,andspecificallyasked,
‘‘how can public m ...
Running head EFFECTIVE LEADERSHIP1EFFECTIVE LEADERSHIP13.docxcharisellington63520
Running head: EFFECTIVE LEADERSHIP 1
EFFECTIVE LEADERSHIP 13
Identifying Effective Leadership in Public Administration and Supporting with Professional Development
Student’s Name
Walden University
Identifying Effective Leadership in Public Administration and Supporting with Professional Development
It can be easily agreed upon that leadership is essential for the success of organizations in any field. However, the style of leadership must be tailored to the organization based on many factors, including the field in which the organization is in, the culture of the organization, and the duties that are required of the leader in order to meet organizational goals and accomplish day to day tasks (Burke, 2011). There are many leadership styles that are often demonstrated within the field of public administration. Though the concept of leadership is a topic that has a significant amount of research devoted to it, the number of studies on various leadership topics can be overwhelming (Van Wart, 2013). With so many leadership styles, which ones are most effective within the field of public administration? Additionally, how can these styles be developed?
Leaders within the field of public administration face many unique challenges (Bowling & Wright, 1998; McGinnis, 2006; Nalandian, O'Neill, Wilkes, & Kaufman, 2013). These challenges include ever-changing responsibilities and problems (McGinnis, 2013), addressing revolutions in technology, transportation, and communication (Nalandian, O’Neil,Wilkes, & Kaufman, 2013), adhering to federal mandates, implementation of policies, and dealing with fiscal pressures (Bowling & Wright, 1998). To meet these challenges brought on with the advances in technology and changes to modern society, leadership styles have also had to change with the times. Bowling & Wright (1998) outlined changes that have occurred in leadership within public administration in the last four decades. They found that leaders within state agencies today demonstrate more diversity with regard to age, race, gender, and experience compared to forty years ago. Leaders today are also more educated than in the past (Bowling & Wright, 1998).
According to literature, it is important for leadership style to match the challenges that lie in the field of public administration (McGinnis, 2013). To address challenges within the civil service system such as difficulty in attracting and retaining qualified personnel, inadequate training, and poor management (Underhill & Oman, 2007), some authors recommended drastic reforms to the civil service system, such as implementation of merit pay, the creation of performance standards, and the creation of a list of mandatory firing offenses, which were rationalized on the basis of national security (Brook & King, 2007). Other challenges within the public administration and civil service system lie in the area of decision-making. Kellis & Ran (2013) noted the controversy surroundin.
Book Title Public Personnel Management; 5th edition; by No.docxAASTHA76
Book Title: Public Personnel Management; 5th edition; by Norma M Riccucci
Chapter 1: Public Human Resources Management: How We Get Where We Are Today.
Stephen E. Condrey, Ph.D., is senior associate and program director for human resource management with the University of Georgia's Carl Vinson Institute of Government. He is also adjunct professor of public administration and policy in the School of Public and International Affairs at the University of Georgia. He has over a quarter of a century of professional experience in human resource management and has consulted nationally and internationally with over 700 organizations concerning personnel-related issues. He presently serves as editor-in-chief of the Review of Public Personnel Administration and is the editor of the Handbook of Human Resource Management in Government, third edition (2010, Jossey-Bass).
There is perhaps no area of public administration that has experienced greater change, professionalization, and controversy over the past four decades than public human resource management. The purpose of this introductory chapter is to explicate this phenomenon and set the stage for the chapters that follow.
This chapter first describes five models of public human resource management service delivery. The chapter will then discuss four fairly recent events and how the influence of these events shapes the current practice of public human resource management. The four events are as follows:
•The Civil Rights Act of 1964
•The Civil Service Reform Act of 1978
•Radical reform of civil service systems
•The election of President Barack Obama
Underlying each of these events is an enduring tension regarding how to create and sustain a neutrally competent civil service corps while at the same time helping to ensure that public bureaucracies are responsive to elected and appointed officials as well as the public they serve. This constant and seemingly irresolvable tension brings life to the field of public human resource management and makes it an interesting one to study, explore, and practice.
PUBLIC HUMAN RESOURCE MANAGEMENT SERVICE DELIVERY
The most definitive history of the development of the field of public human resource management is Paul Van Riper’s History of the United States Civil Service (1958). Additionally, all of the leading texts in the field (e.g., Berman, Bowman, Van Wart, and West, 2010; Klingner, Nalbandian, and Llorens, 2009; Nigro, Nigro, and Kellough, 2006; Riccucci and Naff, 2008) provide an excellent historical analysis of the field. Essentially, public human resource management history in the United States began with early elitist tendencies that favored the landed gentry as holders of public jobs. The election of Andrew Jackson in 1828 ushered in an era of spoils politics in which public jobs were considered a commodity to be bartered for political support. In a direct confrontation of spoils politics, the Pendleton Act of 1883 established the first federal civil serv ...
Relationship between transformational leadership, Innovation, Learning and Gr...Editor IJCATR
The main purpose of this paper is to justify and discuss the relationship among transformational leadership, innovation,
learning and growth, internal process within government organizations. Transformational leadership style consists of five components
namely vision, intellectual stimulation, inspirational communication, personal recognition, and supportive leadership. Besides,
innovation, learning and growth, and internal process are considered as three main perspectives of organization’s performance.
WAL_HUMN8152A_10_A_EN-CC.mp4 Journal of Public Affairs E.docxjessiehampson
WAL_HUMN8152A_10_A_EN-CC.mp4
Journal of Public Affairs Education 161
Safeguarding the Public Trust:
Can Administrative Ethics Be Taught?
Sheila Suess Kennedy
Indiana University-Purdue University Indianapolis
Deanna Malatesta
Indiana University-Purdue University Indianapolis
Abstract
The changing nature of the public sector brings new challenges to governance
and ethical decision making. A main objective of the Master’s of Public
Administration (MPA) program is to bring current the pedagogy of ethics, in
order to reflect the evolving nature of the sector. This article reports on one such
effort that was employed in an introductory MPA course, using the approach
outlined by Walton, Stearns, and Crespy in 1997. It also provides details on
the students’ evaluations of the coursework related to the ethics module. The
ethics assignment given to students was designed to illustrate the complexity
of moral reasoning that is required to maintain adherence to ethical principles,
when processes lead to conflicts between deeply held value systems. Students
are provided with an updated administrative framework that builds upon our
Constitutional values, and emphasizes the implications of decision making for a
population that is broader and more diverse than those in the past.
Introduction
Trust in government — or the lack thereof — has become a subject of
considerable academic concern (Nye, Zelikow, & King, 1997; Catlaw, 2007). As
America has grown larger and more complicated, and as governments at all levels
have assumed additional responsibilities, the need for public administrators to
function as ethical and trustworthy managers of our public regulatory agencies
also has grown. Whatever their political ideologies, most Americans want
government to discharge its duties competently and in a manner consistent with
our Constitutional values. Furthermore, even the most ardent contemporary
advocate of limited government is likely to concede the utility and propriety of
JPAE 16(2): 161–180
162 Journal of Public Affairs Education
Food & Drug Administration (FDA) regulations on food quality, for example,
in an era when few of us grow our own vegetables or slaughter our own animals.
Americans today must rely on government agencies to ensure that our water is
drinkable, our aircraft flyable, our roads passable, and much more.
It would be difficult to overstate the importance of being able to trust our
government agencies to discharge these and other, similar, functions in a competent
and ethical manner. When America goes through a time where government seems
inept or corrupt, as we periodically do, that confidence is shaken, and our skepticism
and distrust affect more than just the political system. This is because trust in our
governing institutions inevitably sets the tone for our confidence in all institutions.
When we perceive that our government is not trustworthy, that perception infects the
entire society (Me ...
Running head ORGANIZATIONAL THEORY ANALYSIS REPORT1ORGANIZATIO.docxtoltonkendal
Running head: ORGANIZATIONAL THEORY ANALYSIS REPORT 1
ORGANIZATIONAL THEORY ANALYSIS REPORT 15M7 A2: LASA - Organizational Theory Analysis Report
B7438 Holistic Management in Organizations
Name
Argosy University, San Diego Campus
M7 A2: LASA - Organizational Theory Analysis Report
B7438 Holistic Management in Organizations
INTRODUCTION
The purpose of writing this assignment is to conduct a literature review of the Bolman and Deal model of four frameworks for leadership (1997) and also to analyze Celestial Corporation case. Organizations today are facing challenges and opportunities due to the constantly changing world of business (Padma & Nair, 2009). Meyer and Allen (1997) states that the biggest challenge for the researchers will be to determine how commitment is affected by the many changes such as increased global competition, re-engineering and downsizing that are occurring in the world of work. Bolman and Deal sifted through the complex theories and literature and combined with their own analyses, theories and experience devised a four-frame model as a way of understanding organizations and leadership within organizations (McCabe, 2003). The model’s design depends upon multi-frame thinking and application. Each frame is an important piece of an organization or organizational life. Bolman and Deal (2007) suggest that each individual has personal as well as preferred frames that they use for information gathering, making judgments and to explain behavior.
LITERATURE REVIEW
Four Frame Model
The Four Frames outlined by Bolman and Deal are: Structural, Human Resource, Political and Symbolic.
The Structural frame focuses on the architecture of the organization. The structural frame is a task-oriented frame, considered as more traditional approach to manage and design organizations. This approach is thought to be most useful when goals and information are clear, when cause-effect relations are well understood, when technologies are strong and there is little conflict, low ambiguity, low uncertainty, and a stable legitimate authority (Bolman & Deal, 2007).
The Human Resource (HR) frame is more about understanding people and their relationships. The HR frame examines the interplay between organizations and people (Zolner, 2010). This approach purports that organizations may be highly productive, creative and energizing places. The leader who operated from this perspective empowers people through participation and makes possible attempts to satisfy people’s need to do a job well.
The Political frame emphasizes power, competition, scarce resources; and sees organizations as jungles. The political leader should be able to deal with political reality of organizations.
The Symbolic frame assumes that humans will create and use symbols to make meaning out of chaos, clarity out of confusion and predictability out of mystery (Zolner, 2010). This frame focuses on meaning and faith. This context engages the heart and head of the members and it fo ...
Running head ORGANIZATIONAL THEORY ANALYSIS REPORT1ORGANIZATIO.docxcharisellington63520
Running head: ORGANIZATIONAL THEORY ANALYSIS REPORT 1
ORGANIZATIONAL THEORY ANALYSIS REPORT 17M7 A2: LASA - Organizational Theory Analysis Report
B7438 Holistic Management in Organizations
Britiney Spann
Argosy University
M7 A2: LASA - Organizational Theory Analysis Report
B7438 Holistic Management in Organizations
INTRODUCTION
The purpose of writing this assignment is to conduct a literature review of the Bolman and Deal model of four frameworks for leadership (1997) and also to analyze Celestial Corporation case. Organizations today are facing challenges and opportunities due to the constantly changing world of business (Padma & Nair, 2009). Meyer and Allen (1997) states that the biggest challenge for the researchers will be to determine how commitment is affected by the many changes such as increased global competition, re-engineering and downsizing that are occurring in the world of work. Bolman and Deal sifted through the complex theories and literature and combined with their own analyses, theories and experience devised a four-frame model as a way of understanding organizations and leadership within organizations (McCabe, 2003). The model’s design depends upon multi-frame thinking and application. Each frame is an important piece of an organization or organizational life. Bolman and Deal (2007) suggest that each individual has personal as well as preferred frames that they use for information gathering, making judgments and to explain behavior.
LITERATURE REVIEW
Four Frame Model
The Four Frames outlined by Bolman and Deal are: Structural, Human Resource, Political and Symbolic.
The Structural frame focuses on the architecture of the organization. The structural frame is a task-oriented frame, considered as more traditional approach to manage and design organizations. This approach is thought to be most useful when goals and information are clear, when cause-effect relations are well understood, when technologies are strong and there is little conflict, low ambiguity, low uncertainty, and a stable legitimate authority (Bolman & Deal, 2007).
The Human Resource (HR) frame is more about understanding people and their relationships. The HR frame examines the interplay between organizations and people (Zolner, 2010). This approach purports that organizations may be highly productive, creative and energizing places. The leader who operated from this perspective empowers people through participation and makes possible attempts to satisfy people’s need to do a job well.
The Political frame emphasizes power, competition, scarce resources; and sees organizations as jungles. The political leader should be able to deal with political reality of organizations.
The Symbolic frame assumes that humans will create and use symbols to make meaning out of chaos, clarity out of confusion and predictability out of mystery (Zolner, 2010). This frame focuses on meaning and faith. This context engages the heart and head of the members and it focuses on.
1 Network Analysis and Design This assignment is.docxoswald1horne84988
1
Network Analysis and Design
This assignment is worth 30%.
Deadline: Mon, Week 12
Part A: HQ LAN Upgrade (35%)
Background:
ABC is a big company in the US. ABC has employed you as the IT officer of the company.
Your job is to analyse the performance of the HQ LAN, suggest changes to improve the
network performance and provide a report to your boss.
Settings:
Run all simulations for 30 minutes to simulate a working day.
The graphs should be time averaged
Duplicate scenario for each possible setup
Tasks:
1. Analyse the current performance of the HQ LAN for each level and comment on it.
You are required to show all relevant graphs. The graphs for each level can be
overlaid. (10%)
2. Some staffs are unhappy about the speed of the network. Anything that takes more
than 1 second is not desirable. You have decided to try the following to improve the
network performance. Show the relevant graphs and comment on the results: (5%)
a. Increase the link speeds of
i. HQ_Router1 to HQ_Router3 from 1 Gbps to 10 Gbps and
ii. HQ_Router2 to HQ_Router3 from 1 Gbps to 10 Gbps
b. Increase the LANs for level 1, 2 and 3 from 100 Mbps to 1 Gbps
c. Try out 1 other way that meets the requirement.
3. After meeting the requirement, the company has decided to purchase an Ethernet
Server and placed it in the HQ LAN. (10%)
a. Rename it to HQ Server
b. Use a 1Gbps link
c. Set Application: Supported Services to All
d. Set statistics to view the following:
i. Server DB Task Processing Time (Heavy)
ii. Server Email Task Processing Time (Heavy)
iii. Server HTTP Task Processing Time (Heavy)
iv. Server Performance Task Processing Time
e. Show the performance of the HQ Server with the required graphs and
comment on the results
f. Justify the location of the server
g. State at least 3 security measures you will take to protect the HQ LAN from
malicious attacks
4. What would you do so that all the 4 statistics of the HQ server are less than 0.025 s?
Show all relevant graphs. (3 marks)
2
5. Prepare a report and state the additional amount of money that is needed for the
changes you have made to meet the additional requirements. Refer to the given price
list in the Appendix. (7%)
a. Your report should include a content page, a summary of the addressed issues,
objectives, budgeting, proposed solutions and conclusion.
Part B: Network Design (65%)
Background:
Due to your excellent work in the analysis of the HQ LAN, you are now assigned the new
task of designing the LAN for one of ABC’s client, XYZ. The company XYZ is made up of 4
sections and the number of people in each section is as shown below.
1. Research – 20
2. Technical – 10
3. Guests – 4
4. Executives – 2
Set up the following staff profile:
1. Research: file transfer (light), web browsing (heavy) and file print (light)
2. Technical: Database Access (heavy), telnet (heavy) and email (light)
3. Guests: Em.
1 Name _____________________________ MTH129 Fall .docxoswald1horne84988
1
Name: _____________________________
MTH129 Fall 2018 - FINAL EXAM A
Show all work neatly on paper provided. Label all work. Place final answers on the answer sheet.
PART I: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
1. Find the inverse of the following functions:
a. 𝑓(𝑥) = 2𝑥 − 3
b. 𝑓(𝑥) =
3𝑥 +1
𝑥−2
2. If 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 3 and 𝑔(𝑥) = −3𝑥 + 4, find the following:
a. (𝑓°𝑔)(𝑥) b. (𝑓°𝑔)(2)
3. Find the domain for the following expression:
a) √𝑥 + 5 𝑏) 7𝑥 2 + 3𝑥 − 1 𝑐)
𝑥 2+4
𝑥 2−9
4. Find the radian measures of the angles with the given degree measures.
a) 81°
Find the degree measures of the angles with the given radian measures.
b)
13𝜋
6
5. Solve the following equations:
a) (5t) = 20
b) 6000 = 40(15)t
6. Expand the following logarithmic expressions:
a. log(𝐴𝐵2 )
b. ln(
4
√3
)
7. Describe how the graph of each function can be obtained from the graph f
a. 𝑦 = 𝑓(𝑥) − 8
b. 𝑦 = 𝑓(𝑥 + 4) − 5
8. A real number t is given 𝑡 =
2𝜋
3
a. Find the reference number for t.
b. Find the terminal point P(x,y) on the unit circle determined by t
c. The unit circle is centered at __________________ and has a radius of _________________
PART II: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
2
1. A sum of $7,000 is invested at an interest rate of 4
1
2
% per year, compounding monthly. (round all answers to
the nearest cent)
a. Find the amount of the investment after 2
1
2
years.
b. How long will it take for the investment to amount to $12,000?
c. Using the information in part (a), find the amount of the investment if compounded quarterly.
2. When a company charges price p dollars for one of its products, its revenue is given by
𝑅 = 𝑓(𝑝) = 500𝑝(30 − 𝑝)
a. Create a quadratic function for price with respect to revenue.
b. What price should they charge in order to maximize their revenue?
c. What is the maximum revenue?
d. What would be the revenue if the price was set at $10?
e. Sketch a rough graph – indicate the intercepts and the maximum coordinates.
3. The charges for a taxi ride are an initial charge of $2.50 and $0.85 for each mile driven.
a. Write a function for the charge of a taxi ride as a linear function of the distance traveled.
b. What is the cost of a 12 mile trip?
c. Find the equation of a line that passes through the following points: (1,-2) , (2,5) Express in 𝑦 =
𝑚𝑥 + 𝑏 form
d. Graph part ( c )
4. a. Divide the following polynomial and factor completely.
𝑃(𝑥) = 3𝑥 4 − 9𝑥 3 − 2𝑥 2 + 5𝑥 + 3; 𝑐 = 3
b. Given polynomial−𝑥 2 + 5𝑥 − 6, state the end behavior of its graph.
c. Using the polynomial on part ( c ), would this g
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Journal of Public Affairs Education 161
Safeguarding the Public Trust:
Can Administrative Ethics Be Taught?
Sheila Suess Kennedy
Indiana University-Purdue University Indianapolis
Deanna Malatesta
Indiana University-Purdue University Indianapolis
Abstract
The changing nature of the public sector brings new challenges to governance
and ethical decision making. A main objective of the Master’s of Public
Administration (MPA) program is to bring current the pedagogy of ethics, in
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Introduction
Trust in government — or the lack thereof — has become a subject of
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function as ethical and trustworthy managers of our public regulatory agencies
also has grown. Whatever their political ideologies, most Americans want
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JPAE 16(2): 161–180
162 Journal of Public Affairs Education
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Running head ORGANIZATIONAL THEORY ANALYSIS REPORT1ORGANIZATIO.docxtoltonkendal
Running head: ORGANIZATIONAL THEORY ANALYSIS REPORT 1
ORGANIZATIONAL THEORY ANALYSIS REPORT 15M7 A2: LASA - Organizational Theory Analysis Report
B7438 Holistic Management in Organizations
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Argosy University, San Diego Campus
M7 A2: LASA - Organizational Theory Analysis Report
B7438 Holistic Management in Organizations
INTRODUCTION
The purpose of writing this assignment is to conduct a literature review of the Bolman and Deal model of four frameworks for leadership (1997) and also to analyze Celestial Corporation case. Organizations today are facing challenges and opportunities due to the constantly changing world of business (Padma & Nair, 2009). Meyer and Allen (1997) states that the biggest challenge for the researchers will be to determine how commitment is affected by the many changes such as increased global competition, re-engineering and downsizing that are occurring in the world of work. Bolman and Deal sifted through the complex theories and literature and combined with their own analyses, theories and experience devised a four-frame model as a way of understanding organizations and leadership within organizations (McCabe, 2003). The model’s design depends upon multi-frame thinking and application. Each frame is an important piece of an organization or organizational life. Bolman and Deal (2007) suggest that each individual has personal as well as preferred frames that they use for information gathering, making judgments and to explain behavior.
LITERATURE REVIEW
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INTRODUCTION
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1 Network Analysis and Design This assignment is.docxoswald1horne84988
1
Network Analysis and Design
This assignment is worth 30%.
Deadline: Mon, Week 12
Part A: HQ LAN Upgrade (35%)
Background:
ABC is a big company in the US. ABC has employed you as the IT officer of the company.
Your job is to analyse the performance of the HQ LAN, suggest changes to improve the
network performance and provide a report to your boss.
Settings:
Run all simulations for 30 minutes to simulate a working day.
The graphs should be time averaged
Duplicate scenario for each possible setup
Tasks:
1. Analyse the current performance of the HQ LAN for each level and comment on it.
You are required to show all relevant graphs. The graphs for each level can be
overlaid. (10%)
2. Some staffs are unhappy about the speed of the network. Anything that takes more
than 1 second is not desirable. You have decided to try the following to improve the
network performance. Show the relevant graphs and comment on the results: (5%)
a. Increase the link speeds of
i. HQ_Router1 to HQ_Router3 from 1 Gbps to 10 Gbps and
ii. HQ_Router2 to HQ_Router3 from 1 Gbps to 10 Gbps
b. Increase the LANs for level 1, 2 and 3 from 100 Mbps to 1 Gbps
c. Try out 1 other way that meets the requirement.
3. After meeting the requirement, the company has decided to purchase an Ethernet
Server and placed it in the HQ LAN. (10%)
a. Rename it to HQ Server
b. Use a 1Gbps link
c. Set Application: Supported Services to All
d. Set statistics to view the following:
i. Server DB Task Processing Time (Heavy)
ii. Server Email Task Processing Time (Heavy)
iii. Server HTTP Task Processing Time (Heavy)
iv. Server Performance Task Processing Time
e. Show the performance of the HQ Server with the required graphs and
comment on the results
f. Justify the location of the server
g. State at least 3 security measures you will take to protect the HQ LAN from
malicious attacks
4. What would you do so that all the 4 statistics of the HQ server are less than 0.025 s?
Show all relevant graphs. (3 marks)
2
5. Prepare a report and state the additional amount of money that is needed for the
changes you have made to meet the additional requirements. Refer to the given price
list in the Appendix. (7%)
a. Your report should include a content page, a summary of the addressed issues,
objectives, budgeting, proposed solutions and conclusion.
Part B: Network Design (65%)
Background:
Due to your excellent work in the analysis of the HQ LAN, you are now assigned the new
task of designing the LAN for one of ABC’s client, XYZ. The company XYZ is made up of 4
sections and the number of people in each section is as shown below.
1. Research – 20
2. Technical – 10
3. Guests – 4
4. Executives – 2
Set up the following staff profile:
1. Research: file transfer (light), web browsing (heavy) and file print (light)
2. Technical: Database Access (heavy), telnet (heavy) and email (light)
3. Guests: Em.
1 Name _____________________________ MTH129 Fall .docxoswald1horne84988
1
Name: _____________________________
MTH129 Fall 2018 - FINAL EXAM A
Show all work neatly on paper provided. Label all work. Place final answers on the answer sheet.
PART I: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
1. Find the inverse of the following functions:
a. 𝑓(𝑥) = 2𝑥 − 3
b. 𝑓(𝑥) =
3𝑥 +1
𝑥−2
2. If 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 3 and 𝑔(𝑥) = −3𝑥 + 4, find the following:
a. (𝑓°𝑔)(𝑥) b. (𝑓°𝑔)(2)
3. Find the domain for the following expression:
a) √𝑥 + 5 𝑏) 7𝑥 2 + 3𝑥 − 1 𝑐)
𝑥 2+4
𝑥 2−9
4. Find the radian measures of the angles with the given degree measures.
a) 81°
Find the degree measures of the angles with the given radian measures.
b)
13𝜋
6
5. Solve the following equations:
a) (5t) = 20
b) 6000 = 40(15)t
6. Expand the following logarithmic expressions:
a. log(𝐴𝐵2 )
b. ln(
4
√3
)
7. Describe how the graph of each function can be obtained from the graph f
a. 𝑦 = 𝑓(𝑥) − 8
b. 𝑦 = 𝑓(𝑥 + 4) − 5
8. A real number t is given 𝑡 =
2𝜋
3
a. Find the reference number for t.
b. Find the terminal point P(x,y) on the unit circle determined by t
c. The unit circle is centered at __________________ and has a radius of _________________
PART II: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
2
1. A sum of $7,000 is invested at an interest rate of 4
1
2
% per year, compounding monthly. (round all answers to
the nearest cent)
a. Find the amount of the investment after 2
1
2
years.
b. How long will it take for the investment to amount to $12,000?
c. Using the information in part (a), find the amount of the investment if compounded quarterly.
2. When a company charges price p dollars for one of its products, its revenue is given by
𝑅 = 𝑓(𝑝) = 500𝑝(30 − 𝑝)
a. Create a quadratic function for price with respect to revenue.
b. What price should they charge in order to maximize their revenue?
c. What is the maximum revenue?
d. What would be the revenue if the price was set at $10?
e. Sketch a rough graph – indicate the intercepts and the maximum coordinates.
3. The charges for a taxi ride are an initial charge of $2.50 and $0.85 for each mile driven.
a. Write a function for the charge of a taxi ride as a linear function of the distance traveled.
b. What is the cost of a 12 mile trip?
c. Find the equation of a line that passes through the following points: (1,-2) , (2,5) Express in 𝑦 =
𝑚𝑥 + 𝑏 form
d. Graph part ( c )
4. a. Divide the following polynomial and factor completely.
𝑃(𝑥) = 3𝑥 4 − 9𝑥 3 − 2𝑥 2 + 5𝑥 + 3; 𝑐 = 3
b. Given polynomial−𝑥 2 + 5𝑥 − 6, state the end behavior of its graph.
c. Using the polynomial on part ( c ), would this g
1 Lab 8 -Ballistic Pendulum Since you will be desig.docxoswald1horne84988
1
Lab 8 -Ballistic Pendulum
Since you will be designing your own procedure you will have two
class periods to take the required data.
The goal of this lab is to measure the speed of a ball that is fired
from a projectile launcher using two different methods. The
Projectile launcher has three different settings, “Short Range,”
“Medium Range” and “Long Range,” however you will only need to
determine the speed for any ONE of these Range settings.
Method 1 involves firing the ball directly into the “Ballistic
Pendulum” shown below in Figure 2 for which limited instructions will be provided. Method 2
is entirely up to your group. While you have significant freedom to design your own procedure,
you will need to worry about the random and systematic uncertainties you are introducing
based on your procedure. This manual will provide a few hints to help reduce a few of those
uncertainties.
The ballistic pendulum pictured in Figure 2 is important canonical problem students study to
explore the conservation of momentum and energy. The ball is fired by the projectile launcher
into a “perfectly inelastic collision” with the pendulum. The pendulum then swings to some
maximum angle which is measured by an Angle Indicator.
Caution: The pendulum has a plastic hinge and Angle Indicator which are both fragile. Be
gentle.
Study the ballistic pendulum carefully. Before we begin, here are a few things to consider and
be aware of in Figure 2:
Projectile launcher
Angle indicator (curved
black bar)
Clamp
Pendulum (can be removed
for measurements)
Figure 2: Ballistic Pendulum
Plumb bob
Firing string
Release
point
Figure 1: Projectile Launcher
Bolt for removing pendulum
2
A. Clamping the ballistic pendulum to the table will reduce random uncertainties in the
speed with which the projectile launcher releases the ball. Similarly, you should check
that the various bolts are snug and that the ball is always fully inside the launcher (not
rolling around inside the barrel of launcher).
B. If the lab bench is not perfectly horizontal the plumb bob and angle indicator will not
read zero degrees before you begin your experiment. You should fix AND/OR account
for these discrepancies.
C. In Figure 3 you will notice a tiny gap between the launcher and the pendulum. This
important gap prevents the launcher from contacting the pendulum directly as the ball
is fired. Without this gap an unknown amount of momentum is transferred from the
launcher directly to the pendulum (in addition to the momentum transferred by the
ball) significantly complicating our experiment.
Figure 3: Important gap between Launcher and Pendulum
Equipment
1 Ballistic Pendulum (shown in Figure 2)
A bag with three balls
1 loading rod
1 Clamp
1 triple beam balance scale
Safety goggles for each group member
Any equipment found in your equipment drawer.
Reasonable equipment reque.
1 I Samuel 8-10 Israel Asks for a King 8 When S.docxoswald1horne84988
1
I Samuel 8-10
Israel Asks for a King
8 When Samuel grew old, he appointed his sons as Israel’s leaders.[a]2 The
name of his firstborn was Joel and the name of his second was Abijah, and
they served at Beersheba. 3 But his sons did not follow his ways. They turned
aside after dishonest gain and accepted bribes and perverted justice.
4 So all the elders of Israel gathered together and came to Samuel at
Ramah. 5 They said to him, “You are old, and your sons do not follow your
ways; now appoint a king to lead[b] us, such as all the other nationshave.”
6 But when they said, “Give us a king to lead us,” this displeasedSamuel; so
he prayed to the LORD. 7 And the LORD told him: “Listen to all that the people
are saying to you; it is not you they have rejected, but they have rejected
me as their king. 8 As they have done from the day I brought them up out of
Egypt until this day, forsaking me and serving other gods, so they are doing
to you. 9 Now listen to them; but warn them solemnly and let them
know what the king who will reign over them will claim as his rights.”
10 Samuel told all the words of the LORD to the people who were asking him
for a king. 11 He said, “This is what the king who will reign over you will claim
as his rights: He will take your sons and make them serve with his chariots
and horses, and they will run in front of his chariots. 12 Some he will assign to
be commanders of thousands and commanders of fifties, and others to plow
his ground and reap his harvest, and still others to make weapons of war
and equipment for his chariots. 13 He will take your daughters to be
perfumers and cooks and bakers. 14 He will take the best of your fields and
vineyards and olive groves and give them to his attendants. 15 He will take a
tenth of your grain and of your vintage and give it to his officials and
attendants. 16 Your male and female servants and the best of your cattle[c] and
donkeys he will take for his own use. 17 He will take a tenth of your flocks,
and you yourselves will become his slaves. 18 When that day comes, you will
cry out for relief from the king you have chosen, but the LORD will not
answer you in that day.”
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7371a
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7375b
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7386c
2
19 But the people refused to listen to Samuel. “No!” they said. “We wanta
king over us. 20 Then we will be like all the other nations, with a king to lead
us and to go out before us and fight our battles.”
21 When Samuel heard all that the people said, he repeated it before
the LORD. 22 The LORD answered, “Listen to them and give them a king.”
Then Samuel said to the Israelites, “Everyone go back to your own town.”
Samuel Anoints Saul
9 There was a Benjamite, a man of standing, whose n.
1 Journal Entry #9 What principle did you select .docxoswald1horne84988
1
Journal Entry #9
What principle did you select?
I selected principle 1 of part 1, “Don’t criticize, condemn or complain”.
Who did you interact with?
For this assignment I interacted with my younger cousin.
What was the context?
I had visited my Aunty and she and her husband asked me to stay a while as I was on school
break. They accommodated me and I decided in return to help look after my cousin in the period
when he got out of school and before they got back from work. He is 5 years old and can be quite
the handful.
What did you expect?
I expected that an authoritative approach would easily compel him to follow my instructions so
that the transition from school life into home life would be easy.
What happened?
At first, I used commanding language to get him to change out of his uniform or properly store
his back pack and books before stepping out to play. The first day was difficult and the way I
deal with him were not getting through. On the 2nd day, the same was observed. On the 3rd day,
before he could drop his back pack and run out, I offered to make him a sandwich to eat before
he left to play if he would change and clean up. He rushed up stairs and freshened up. On the
next day, he came home and rushed up to change and freshen up all on his own. I had not
initially offered; but I made him a sandwich regardless.
How did it make you feel?
It made me feel good to be able to get through to my cousin. After this, if I ever needed him to
do something in a better way than previously, I would encourage him onto a different way of
accomplishing the same. I would often offer praise after adoption of the new suggested method
was adopted or offered incentive.
2
What did you learn?
I learnt that in criticizing a person’s action, it is difficult to deter their belief in their methods,
values or beliefs. This usually just gives them the will to justify or defend their positions. It is
almost an exercise in futility to attempt to effect change by complaining, condemning or
criticizing.
What surprised you?
I was surprised by how fast the change was effected after the shift in direction I took to approach
my cousin. In not criticizing his way of doing things any longer and employing a different tactic,
I was able to influence his routine as well as build good rapport with him.
Going forward, how can you apply what you learnt?
Going forward I will attempt to understand that everyone has a belief or image of their own that I
should respect. These beliefs, systems and values are crucial to their inherent dignity and to
criticize or attack this will only fuel conflict.
Running head: Physical activity project 1
Physical activity project:
A 7-day analysis and action plans
Student Name
National University
Physical activity project 2
Introduction
Physical activity (PA) has been a major component of public health since the rise of
chronic illnesses .
1
HCA 448 Case 2 for 10/04/2018
Recently, a patient was transferred to a cardiac intensive care unit (CICU) at Methodist Hospital.
Methodist is a 250-bed hospital, which is one of five hospitals in the University Health System.
The patient was a retired 72-year-old man, who recently (i.e., 25 days ago) had a mild heart
attack and was treated and released from a sister hospital, which is in the same system as
Methodist Hospital. An otherwise health individual, Mr. Charlie Johnson (a husband, father of 4,
and grandfather of 12) is in now need or lots of medication and a battery of tests. To the nurses
on shift, it appears that the entire Johnson family is in patient’s room watching the clinical staff
treated Mr. Johnson. The family overhears everything and they want to know what is being done
to (and for) their loved one. In addition, they want to know the meaning behind the various beeps
coming from the many machines attached to Mr. Johnson.
Over the past 10 years, the latest U.S. News and World report has ranked Methodist Hospital as
one of the Best Hospitals for Cardiology & Heart Surgery. However, it is important to note that
over the past few years, the unit has dropped in the rankings.
Katherine Ross RN, the patient care director of the CICU, which has 14 beds, has held this post
for two years. (See Figure) The unit has a $20 million budget. Ms. Ross has worked at Methodist
Hospital for 16 years. She spends 50 percent of her time on patient safety, 25 percent on staffing
and recruitment, and 20 percent with nurses in relation to their satisfaction with the work and
with families relative to their satisfaction with care. Ten percent of Ms. Ross’s time is spent on
administrative duties. According to Ms. Ross, “I like is working with exceptional nurses who are
very smart and do what it takes with limited resources. However, we don’t always feel
empowered, despite the existence of shared governance, a structure I help to coordinate.”
2
Relationship with Nurses on the Unit:
Nurses on the unit work a three day a week, 12 hours a shift. Ms. Ross says, “we did an
employee opinion survey that went to all employees on the unit, 50 people in all, but only 13
responded. Some of them weren’t sure who their supervisor was. The employees aren’t happy
but our patients are happy.” She adds that “my name is on the unit, not the medical director’s. If
anything goes wrong with the unit, they blame it on nursing. Yet I’m brushed off by people
whom I have to deal with outside of the unit. For example, we have a problem with machines
that analyze blood gases. I spoke with the people there about the technology. This was four
weeks ago. It’s a patient safety issue. I sent them e-mails. I need the work to get done, the staff
don’t feel empowered if I’m not empowered. This goes for other departments as well. For
example, respiratory therapy starts using a new ventilator witho.
1
HC2091: Finance for Business
Trimester 2 2018
Group Assignment
Assessment Value: 20%
Due Date: Sunday 23:59 pm, Week 10
Group: 2- 4 students
Length: Min 2500 words
INSTRUCTIONS
Students are required to form a group to study, undertake research, analyse and conduct academic
work within the areas of business finance covered in learning materials Topics 1 to 10 inclusive.
The assignment should examine the main issues, including underlying theories, implement
performance measures used and explain the firm financial performance. Your group is strongly
advised to reference professional websites, journal articles and text books in this assignment (case
study).
Tasks
This assessment task is a written report and analysis of the financial performance of a selected
listed company on the ASX in order to provide financial and investment advice to a wealthy
investor. This assignment requires your group to undertake a comprehensive examination of a
firm’s financial performance based on update financial statements of the chosen companies.
Group Arrangement
This assignment must be completed IN Group. Each group can be from 2 to maximum 4 student
members. Each group will choose 1 company and once the company has been chosen, the other
group cannot choose the same company. First come first served rule applies here, it means you
need to form your group, choose on company from the list of ASX and register them with your
lecturer as soon as possible. Once your lecturer registers your chosen company, it cannot be
chosen by any other group. Your lecturer then will put your group on Black Board to enable you
to interact and discuss on the issues of your group assignment using Black Board environment.
However, face to face meeting, discussion and other methods of communication are needed to
ensure quality of group work. Each group needs to have your own arrangement so that all the
group members will contribute equally in the group work. If not, a Contribution Statement,
which clearly indicated individual contribution (in terms of percentage) of each member, should
be submitted as a separate item in your assignment. Your individual contribution then will be
assessed based on contribution statement to avoid any free riders.
2
Submission
Please make sure that your group member’s name and surname, student ID, subject name, and
code and lecture’s name are written on the cover sheet of the submitted assignment.
When you submit your assignment electronically, please save the file as ‘Group Assignment-
your group name .doc’. You are required to submit the assignment at Group Assignment
Final Submission, which is under Group Assignment and Due Dates on Black Board.
Submitted work should be your original work showing your creativity. Please ensure the self-
check for plagiarism to be done before final submission (plagiarism check is not over 30% .
1 ECE 175 Computer Programming for Engineering Applica.docxoswald1horne84988
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ECE 175: Computer Programming for Engineering Applications
Homework Assignment 6
Due: Tuesday March 12, 2019 by 11.59 pm
Conventions: Name your C programs as hwxpy.c where x corresponds to the homework number and y
corresponds to the problem number. For example, the C program for homework 6, problem 1 should be
named as hw6p1.c.
Write comments to your programs. Programs with no comments will receive PARTIAL credit. For each
program that you turn in, at least the following information should be included at the top of the C file:
- Author and Date created
- Brief description of the program:
- input(s) and output(s)
- brief description or relationship between inputs and outputs
Submission Instructions: Use the designated Dropbox on D2L to submit your homework.
Submit only the .c files.
Problem 1 (15 points) Write a program that returns the minimum value and its location, max
value and its location and average value of an array of integers. Your program should call a
single function that returns that min and its location, max and its location and mean value of
the array. Print the results in the main function (not within the array_func function).
See sample code execution below. The declaration of this function is given below:
void array_func (int *x, int size, int *min_p, int *minloc_p, int *max_p, int *maxloc_p, double *mean_p)
/* x is a pointer to the first array element
size is the array size
min_p is a pointer to a variable min in the main function that holds the minimum
minloc_p is a pointer to a variable minloc in the main function that holds the location where the
minimum is.
max_p is a pointer to a variable max in the main function that holds the maximum
maxloc_p is a pointer to a variable maxloc in the main function that holds the location where the
maximum is.
mean_p is a pointer to a variable mean in the main function that holds the mean */
Declare the following array of integers within the main function:
Sample code execution:
int data_ar[] = { -3, 5, 6, 7, 12, 3, 4, 6, 19, 23, 100, 3, 4, -2, 9, 43, 32, 45,
32, 2, 3, 2, -1, 8 };
int data_ar2[] = { -679,-758,-744,-393,-656,-172,-707,-32,-277,-47,-98,-824,-695,
-318,-951,-35,-439,-382,-766,-796,-187,-490,-446,-647};
int data_ar3[] = {-142, -2, -56, -60, 114, -249, 45, -139, -25, 17, 75, -27, 158,
-48, 33, 67, 9, 89, 33, -78, -180, 186, 218, -274};
2
Problem 2 (20 points): A barcode scanner verifies the 12-digit code scanned by comparing the
code’s last digit to its own computation of the check digit calculated from the first 11 digits as
follows:
1. Calculate the sum of the digits in the odd-numbered indices (the first, third, …, ninth
digits) and multiply this sum by 3.
2. Calculate the sum of the digits in the even-numbered indices (the 0th, second, … tenth
digits).
3. Add the results from step 1 and 2. If the last digit of the addition result is 0, then 0 is the
check digit. .
1 Cinemark Holdings Inc. Simulated ERM Program .docxoswald1horne84988
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Cinemark Holdings Inc.: Simulated ERM Program
Ben Li, Assistant Vice President of Compliance, is assigned the responsibility of developing an ERM
program at Cinemark Holdings Inc. (CHI). Over the past year, Ben has put in place the following ERM
activities:
Risk Identification and Assessment
The risk identification and assessment process steps are as follows:
1) Conduct online surveys of the heads of the 10 business segments and their 1-2 direct reports (15
people) and their mid-level managers (80 people). Exhibit 1 shows the instructions that are
included in the online survey. Exhibit 2 shows samples of the information collected from the
online survey.
2) Each of the 10 business segments separately organizes and compiles the results of the online
survey. They typically compile a robust list of 70-80 potential key risks. Each business segment
then prioritizes their top-5 risks and reports them to Ben Li, resulting in a total of 50 key risks (a
partial sample of the top-50 risk list is shown in Exhibit 3).
3) A consensus meeting is conducted where the 50 risks are shared with the top 10 members of
senior management in an open-group setting at an offsite one-day event. The 50 risks are each
discussed one at a time, after which the facilitator has the group collectively discuss and score
them for likelihood and severity. The risk ranking is calculated as the likelihood score plus the
severity score; the control effectiveness score is used to determine if there is room to improve
the controls and is used in the risk decision making process step. The top-20 risks are identified
as the key risks to CHI and are selected for additional mitigation and advanced to the risk
decision making stage. A Heat Map (see Exhibit 4) is provided to assist in this effort.
4) The 30 risks remaining from the 50 discussed at the consensus meeting are considered the non-
key risks, and these are monitored with key risk indicators to see if, over time, either the
likelihood and/or severity is increasing to the level which would result in one of these being
elevated to a key risk.
Risk Decision Making
Ben Li formed a Risk Committee to look at the risk identification and assessment information and to
define CHI’s risk appetite and risk limits, which were defined as follows:
Risk Appetite
CHI will maintain its overall risk profile in a manner consistent with our mission and vision and with the
expectations of our shareholders.
Risk Limits
CHI will also avoid any individual risk exposures deemed excessive by its Risk Committee; the individual
risk exposures will be determined separately for each key risk. CHI has zero tolerance for risks related to
internal fraud or violations of the employee code of conduct.
2
Ben Li expanded the role of the Risk Committee to also select and implement the risk mitigation for each
of the 20 key risks, at the same time as the committee determines the risk limits. .
1 Figure 1 Picture of Richard Selzer Richard Selz.docxoswald1horne84988
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Figure 1 Picture of Richard Selzer
Richard Selzer
What I Saw at the Abortion
I am a surgeon. Sick flesh is everyday news. Escaping blood, all the outpourings of
disease, meaty tumors that terrify–I touch these to destroy them. But I do not make symbols of
them.
What I am saying is that I have seen and I am used to seeing. I am a man who has a
trade, who has practiced it long enough to see no news in any of it. Picture me, then. A
professional in his forties, three children, living in a university town—so, necessarily, well—
enlightened? Enough, anyhow. Successful in my work, yes. No overriding religious posture.
Nothing special, then, your routine fellow, trying to do his work and doing it well enough. Picture
me, this professional, a sort of scientist, if you please, in possession of the standard admirable
opinions, positions, convictions, and so on–on this and that matter–on abortion, for example.
All right. Now listen.
It is the western wing of the fourth floor of a great university hospital. I am present
because I asked to be present. I wanted to see what I had never seen: an abortion.
The patient is Jamaican. She lies on the table in that state of notable submissiveness I
have always seen in patients. Now and then she smiles at one of the nurses as though
acknowledging a secret.
A nurse draws down the sheet, lays bare the abdomen. The belly mounds gently in the
twenty-fourth week of pregnancy. The chief surgeon paints it with a sponge soaked in red
antiseptic. He does this three times, each time a fresh sponge. He covers the area with a sterile
sheet, an aperture in its center. He is a kindly man who teaches as he works, who pauses to
reassure the woman.
He begins.
“A little pinprick,” he says to the woman. He inserts the point of a tiny needle at the
midline of the lower portion of her abdomen, on the downslope. He infiltrates local anesthetic into
the skin, where it forms a small white bubble.
The woman grimaces. “That is all you will feel,” the doctor says, “except for a little
pressure. But no more pain.” She smiles again. She seems to relax. She settles comfortably on
the table. The worst is over.
The doctor selects a three-and-one-half-inch needle bearing a central stylet. He places
the point at the site of the previous injection. He aims it straight up and down, perpendicular.
Next he takes hold of her abdomen with his left hand, palming the womb, steadying it. He thrusts
with his right hand. The needle sinks into the abdominal wall.
“Oh,” says the woman quietly.
But I guess it is not pain she feels. It is more a recognition that the deed is being done. Another
thrust and he has speared the uterus.
“We are in,” he says. He has felt the muscular wall of the organ gripping the shaft of his
needle. A further slight pressure on the needle advances it a bit more. He takes his left hand
2
from the woman’s abdomen. He retracts the filament of the stylet from the bar.
1 Films on Africa 1. A star () next to a film i.docxoswald1horne84988
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Films on Africa
1. A star (*) next to a film indicates that portions of that film might be shown in class in the course of
the semester.
2. All films are in DVD format, unless indicated otherwise.
3. Available: at the Madden and Fresno County Public Libraries, via Netflix, Blackboard or on-line.
4. For the on-line films, you can click on the link and this will lead you directly to the film.
5. Please be advised that a few films have the following notice: Warning: Contains scenes which some
viewers may find disturbing. You decide whether you want to watch them or not.
6. Some films are available on-line via VOD.
7. Let your instructor know if a link is no longer working.
The Africans (9 VHS films – each 60 min or 5 DVDs – each 120 min): Co-
production of WETA-TV and BBC-TV. Presented by Ali A. Mazrui. 1986.
Available at Madden Media & Fresno Public Libraries
Vol. 1 – The Nature of a continent*
Summary: Examines Africa as the birthplace of humankind and discusses
the impact of geography on African history, including the role of the Nile
in the origin of civilization and the introduction of Islam to Africa through its Arabic borders.
Vol. 2 – A Legacy of lifestyles*
Summary: This program explores how African contemporary lifestyles are influenced by
indigenous, Islamic and Western factors. It compares simple African societies with those that
are more complex and centralized, and examines the importance of family life.
Vol. 3 – New gods
Summary: This program examines the factors that influence religion in Africa, paying particular
attention to how traditional religions, Islam, and Christianity co-exist and influence each other.
Vol. 4 – Tools of exploitation
Summary: The impact of the West on Africa and the impact of Africa on the development of the
West are contrasted with an emphasis on the manner in which Africa's human and natural
resources have been exploited before, during, and after the colonial period.
Vol. 5 – New conflicts
Summary: Explores the tensions inherent in the juxtaposition of 3 African heritages, looking at
the ways in which these conflicts have contributed to the rise of the nationalist movement, the
warrior tradition of indigenous Africa, the jihad tradition of Islam, and modern guerilla warfare.
Vol. 6 – In search of stability
Summary: Gives an overview of the several means of governing in Africa. Examines new social
orders to illustrate an Africa in search of a viable form of government in the post-independence
period.
1.
2
Vol. 7 – A Garden of Eden in decay?
Summary: Identifies the problems of a continent that produces what it does not consume and
consumes what it does not produce. Shows Africa's struggle between economic dependence
and decay.
Vol. 8 – A Clash of cultures*
Summary: Discusses the conflicts and compromises which emerge from the coexistence of
many African traditions and modern life. Explores the question of whet.
1 Contemporary Approaches in Management of Risk in .docxoswald1horne84988
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Contemporary Approaches in Management of Risk in Engineering Organizations
Assignment-1
Literature review
Student name: Hari Kiran Penumudi
student id: 217473484
Table of Contents
2
INTRODUCTION………………………………………………………………………3-4
OBJECTIVES & DELIVERABLES…………………………………………………....4
REVIEW OF LITERATURE…………………………………………………………....5-13
Risk and Risk Management………………………………………………………5-6
Risk Management Frameworks……………………………………………….....6-10
Importance of Risk Management in Engineering………………………….........10-13
GENERAL PROBLEM STATEMENT…………………………………………………13-14
RESEARH STRATEGY…………………………………………………………………14-15
RESOURCES REQUIREMENTS……………………………………………………….16
PROJECT PLANNING…………………………………………………………………..16
REFERNCES…………………………………………………………………………….17-19
Contemporary Approaches in Management of Risk in Engineering Organizations
3
Introduction
The term, ‘risk’ as defined by the Oxford English dictionary is a possibility to meet with any
kind of danger or suffer harm. Risk is a serious issue that every organization has to deal with in
their everyday operations. However, nature and magnitude of risks largely vary from
organization to organization and often depend on the type of the organization. Therefore,
organizations irrespective of their type of operations keep a risk management team that looks
after every risk to which an organization is vulnerable. Organizations in the field of engineering
also have to come across some inherent risks that negatively impact their operations. Engineering
may be defined as the process of applying science to practical purposes of designing structures,
systems, machines and similar things. Therefore, like every other organization, risk assessment
and management is also an integral part of engineering organizations. Since the task of
engineering is mostly complex, the risks in this area are also very complicated. If risks in
engineering field are not mitigated effectively it may produce long-term danger that may affect
both the organizational services and the society in whole. Hence, the activity of risk management
within engineering organizations must be undertaken seriously and measured thoroughly in order
to reduce the threat of risks. Amyotte et al., (2006) simply puts it like within the engineering
practice, an inbuilt risk is always present. Studies have found that despite the knowledge of
inherent risks within the field and activity of engineering, organizations are not very aware in
imparting knowledge about risk management to their engineers. From this the need of education
regarding the risk management approaches arises. Therefore, this paper tries to find out
approaches to management of risks and importance of these approaches within the area of
engineering. Bringing on the contemporary evidence from the literature review related to risk
management approaches, the paper examines how those approaches can be helpful for
4 .
1
Assignment front Sheet
Qualification Unit number and title
Pearson BTEC Levels 4 and 5 Higher
Nationals in Health and Social Care (RQF)
HNHS 17: Effective Reporting and Record-keeping in
Health and Social Care Services
Student name Assessor name Internal Verifier
B. Maher F. Khan
Date issued: Final Submission:
12/10/2018 18/01/2019
Assignment title
Effective Reporting and Record-keeping in Health and Social
Care services
Submission Format
This work will be submitted in 2 different formats:
Assessment 1 should be submitted as a word-processed report document in a standard report
style, which requires the use of headings, titles and appropriate captions. You may also choose
to include pictures, graphs and charts where relevant to support your work. The recommended
word count for this assignment is 1500–2000 words, though you will not be penalised for
exceeding this total.
Assessment 2 requires the submission of evidence from a mock training event on record-
keeping. This will include a set of materials used in the event, to include an electronic
presentation, evidence of your own record-keeping across a range of types of records, as well as
where you will demonstrate you have evaluated the effectiveness of your own completion of
relevant records. The recommended word count for the presentation is 1000–1500 words
(including speaker notes), though you will not be penalised for exceeding this total.
For both assessments, any material that is derived from other sources must be suitably
referenced using a standard form of citation. Provide a bibliography using the Harvard
referencing system.
Unit Learning Outcomes
LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care setting
LO2 Explore the internal and external recording requirements in a care setting
Assignment Brief and Guidance
2
Purpose of this assignment:
The purpose of the assignment is to assess the learner firstly in relation to both the legal and
regulatory aspects of reporting and record keeping in a care setting through producing an internal
evaluative review of record keeping in their own care setting. Secondly, the learner will be
assessed on the internal and external recording requirements in a care setting. Thirdly, the learner
will be assessed on Review the use of technology in reporting and recording service user care in a
care setting and fourthly the learner will demonstrate how to keep and maintain records in own care
setting in line with national and local policies.
Breakdown of assignment:
Assignment:
You need to produce one written piece of work of 2,500 words (+/- 10%) covering all the
assessment criterion in LO1-LO4 as one document.
Unit Learning Outcomes
LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care
setting
LO2 Explore the internal and external recording.
1 BBS300 Empirical Research Methods for Business .docxoswald1horne84988
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BBS300 Empirical Research Methods for Business
TSA, 2018
Assignment 1
Due: Sunday, 7 October 2018,
23:55 PM
This assignment covers material from Sessions 1-4 and is worth 20% of your total mark
of BBS300. Your solutions should be properly presented, and it is important that you
double-check your spelling and grammar and thoroughly proofread your assignment
before submitting. Instructions for assignment submission are presented in
the “Assignment 1” link and must be strictly adhered to. No marks will be
awarded to assignments that are submitted after the due date and time.
All analyses must be carried out using SPSS, and no marks will be awarded
for assignment questions where SPSS output supporting your answer is not
provided in your Microsoft Word file submitted for the Assignment.
Questions
In this assignment, we will examine the “Real Estate Market” dataset (described at the
end of the assignment ) and “Employee Satisfaction” dataset. Before beginning the
assignment, read through the descriptions of these dataset and their variables carefully.
The “Real Estate Market” dataset can be found in the file “realestatemarket.sav,” and
the “Employee Satisfaction” dataset can be found in the file “employeesatisfaction.sav.”
You will need to carefully inspect both SPSS data files to be sure that the
specification of variable types is correct and, where appropriate, value
labels are entered.
1. (12 marks)
2
Use appropriate graphical displays and measures of centrality and dispersion
to summarise the following four variables in the “Real Estate Market” dataset. For
graphical displays for numeric data, be sure to comment on not only the shape of
the distribution but also compliance with a normal distribution. Be sure to
include relevant SPSS output (graphs, tables) to support your answers.
(a) Price.
(b) Lot Size.
(c) Material.
(d) Condition.
2. (8 marks)
Again consider the variable Price, which records the property price (in AUD). It
is of interest to know if this is associated with the distance of the property is
located to the train station. It i s al so of i nter e st t o kn o w if th e p rop ert y
pri ce s are a sso ciate d with di st an ce to t h e ne ar e st b u s sto p. Carry out
appropriate statistical techniques to assess whether there is a significant
association between the property price and distance to the nearest train (To train)
station and the nearest bus stop (To bus). Be sure to thoroughly assess the
assumptions of your particular analysis, and be sure to include relevant SPSS
output (graphs, tables) to support your answers.
3. (7 marks)
Consider the “Employee Satisfaction” dataset, which asked participants to provide their
level of regularity to a series of thirteen statements. Conduct an appropriate analysis
to assess the reliability of responses to these statements. If the reliability will
increa.
1 ASSIGNMENT 7 C – MERGING DATA FILES IN STATA Do.docxoswald1horne84988
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ASSIGNMENT 7 C – MERGING DATA FILES IN STATA
Download the world development data covering the years 2000-2016 from the website
“http://databank.worldbank.org/data/reports.aspx?source=World-Governance-Indicators” for the
following upper-middle-income countries.
Countries of Interest:
Albania Ecuador Montenegro
Algeria Equatorial Guinea Namibia
American Samoa Fiji Nauru
Argentina Gabon Panama
Azerbaijan Grenada Paraguay
Belarus Guyana Peru
Belize Iran, Islamic Rep. Romania
Bosnia and Herzegovina Iraq Russian Federation
Botswana Jamaica Samoa
Brazil Kazakhstan Serbia
Bulgaria Lebanon South Africa
China Libya St. Lucia
Colombia Macedonia, FYR St. Vincent and the Grenadines
Costa Rica Malaysia Suriname
Croatia Maldives Thailand
Cuba Marshall Islands Tonga
Dominica Mauritius Turkey
Dominican Republic Mexico Turkmenistan
Tuvalu
Venezuela, RB
Variables of Interest
Control of Corruption: Estimate
Government Effectiveness: Estimate
Political Stability and Absence of Violence/Terrorism:
Estimate
Regulatory Quality: Estimate
Rule of Law: Estimate
Voice and Accountability: Estimate
2
STEP 1 - Download the data from the World-Governance-Indicators database as shown below
STEP 2 - Check the variables of interest
3
Please make sure you are checking the variables with “Estimates”.
TO VIEW THE DEFINITIONS OF THE VARIABLES
4
Step 3 – Select countries of interest
5
Step 4 – Click on “Time” and select the “year range” you are interested in (2000-2016)
6
Step 5 – Click on the “Layout” as shown below
Change the time layout to “Row,” series to “Column” and Country to “Row.”
Next, click on the “apply changes.”
Step 6 – Click on the “Download option” and select “Excel” as shown below
7
STEP 7: Using Excel, Replace the Missing Values With “.” (See previous assignments)
STEP 8: SAVE THE EXCEL DATA FILE ON YOUR COMPUTER PREFERABLY IN A
FOLDER
STEP 9: IMPORT YOUR DATA INTO STATA AND NAME YOUR DATA SET
“WORLD_GOVERNANCE_INDICATORS.” (See previous assignments for steps)
8
STEP 10; RENAME THE VARIABLES AS SHOWN BELOW (See previous assignments for
steps)
Using stata, merge the data set from “ASSIGNMENT 3B” with this dataset
VERY IMPORTANT Note: Merging two datasets requires that both have at least one variable in
common (either string or numeric).
This statement requires that the variable name for “Time” and “Country” should be the same in the two
data set
MERGING THE DATASET FROM “ASSIGNMENT 3” WITH THE DATA FROM THE
WORLD GOVERNANCE INDICATORS
Merging data files in stata
https://www.youtube.com/watch?v=EV-5PztbHs0
https://www.youtube.com/watch?v=Uh7C0mlhB3g&t=54s
https://www.youtube.com/watch?v=2etG_34ODoc
I will strongly encourage you to watch these videos before merging
I will also strongly recommend you read the notes in the link below before you star.
1 Assessment details for ALL students Assessment item.docxoswald1horne84988
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Assessment details for ALL students
Assessment item 3 - Individual submission
Due date: Week 12 Monday (1 Oct 2018) 11:55 pm AEST
Weighting:
Length:
50% (or 50 marks)
There is no word limit for this report
Objectives
This assessment item relates to the unit learning outcomes as stated in the unit profile.
Enabling objectives
1. Analyse a case study and identify issues associated with the business;
2. Develop and deploy the application in IBM Bluemix;
3. Evaluate existing and new functionalities to address business problems;
4. Prepare a document to report your activities using text and multimedia (for example screenshots, videos).
General Information
The purpose of this assignment is to create a cloud based simulating environment which will help to
identify/understand the problem stated in the given case study using analysis tools available in IBM
Bluemix. In assignment three, you are working individually. By doing this assignment, you will
learn to use skills and knowledge of emerging technologies like cloud computing, IoT, to simulate a
business scenario to capture operational data and share with a visualization tool. You will acquire a
good understanding of smart application design in a cloud environment for efficient application
configuration and deployment.
What do you need to do?
The assignment requires you to do the following -
• Download the ‘Starter_Code_For_Assignment_Three.rar’ given in week 8 to
configure, and deploy a cloud based smart/IoT (Internet of Things) application to
simulate the business case.
• Choose a case study out of given two below and analyse the case study to
understand the business problem and design a solution for those problems.
• Deploy the starter source code in your Bluemix account and modify it to address
all required milestones mentioned in your chosen case study.
• Finally prepare a report according to given format and specifications below and
submit it in Moodle.
2
Report format and specifications -
You are required to submit a written report in a single Microsoft Word (.doc or .docx)
document. There is no word limit but any unnecessary information included in the report
may result in reduced marks.
The report must contain the following content (feel free to define your own sections,
as long as you include all the required content):
o Cover page/title page and Table of contents
o URL of the app and login details of the IBM Bluemix account
o Introduction
o Case study analysis which will report –
o Business problems you have identified in the case study
o Possible solutions for each and how do these solutions address the
business problems?
o What are the solutions you implemented in the application?
o The step by step process you have followed to configure and deploy the smart app
for business case simulation. You may choose to use screenshots and notes to
enrich your report but you must have a video of the pr.
1
CDU APA 6th
Referencing Style Guide
(February 2019 version)
2
Contents
APA Fundamentals .......................................................................................... 3
Reference List ................................................................................................... 3
Citing in the text ............................................................................................... 5
Paraphrase ................................................................................................... 5
Direct quotes................................................................................................. 5
Secondary source .......................................................................................... 6
Personal communications............................................................................. 6
Examples .......................................................................................................... 7
Book .............................................................................................................. 7
eBook ............................................................................................................ 7
Journal article with doi ................................................................................ 7
Journal article without doi ........................................................................... 7
Web page ...................................................................................................... 7
Books - print and online ................................................................................... 8
Single author ................................................................................................ 8
eBook/electronic book ................................................................................ 11
Journal articles, Conference papers and Newspaper articles ........................ 13
Multimedia ..................................................................................................... 16
YouTube or Streaming video ..................................................................... 16
Online images ................................................................................................. 17
Web sources and online documents ................................................................ 20
Web page .................................................................................................... 20
Document from a website ........................................................................... 21
Legislation and cases ...................................................................................... 23
Common abbreviations .................................................................................. 24
Appendix 1: How to write an APA reference when information is missing .. 25
Appendix 2: Author layout.
1
BIOL 102: Lab 9
Simulated ABO and Rh Blood Typing
Objectives:
After completing this laboratory assignment, students will be able to:
• explain the biology of blood typing systems ABO and Rh
• explain the genetics of blood types
• determine the blood types of several patients
Introduction:
Before Karl Landsteiner discovered the ABO human blood groups in 1901, it was thought that all blood was the
same. This misunderstanding led to fatal blood transfusions. Later, in 1940, Landsteiner was part of a team
who discovered another blood group, the Rh blood group system. There are many blood group systems known
today, but the ABO and the Rh blood groups are the most important ones used for blood transfusions. The
designation Rh is derived from the Rhesus monkey in which the existence of the Rh blood group was
discovered.
Although all blood is made of the same basic elements, not all blood is alike. In fact, there are eight different
common blood types, which are determined by the presence or absence of certain antigens – substances that
can trigger an immune response if they are foreign to the body – on the surface of the red blood cells (RBCs
also known as erythrocytes).
ABO System:
The antigens on RBCs are agglutinating antigens or agglutinogens. They have been designated as A and B.
Antibodies against antigens A and B begin to build up in the blood plasma shortly after birth. A person
normally produces antibodies (agglutinins) against those antigens that are not present on his/her erythrocytes
but does not produce antibodies against those antigens that are present on his/her erythrocytes.
• A person who is blood type A will have A antigens on the surface of her/his RBCs and will have
antibodies against B antigens (anti-B antibodies). See picture below.
• A person with blood type B will have B antigens on the surface of her/his RBCs and will have antibodies
against antigen A (anti-A antibodies).
• A person with blood type O will have neither A nor B antigens on the surface of her/his RBCs and has
BOTH anti-A and anti-B antibodies.
• A person with blood type AB will have both A and B antigens on the surface of her/his RBCs and has
neither anti-A nor anti-B antibodies.
The individual’s blood type is based on the antigens (not the antibodies) he/she has. The four blood groups
are known as types A, B, AB, and O. Blood type O, characterized by an absence of A and B agglutinogens, is
the most common in the United States (45% of the population). Type A is the next in frequency, found in 39%
of the population. The incidences of types B and AB are 12% and 4%, respectively.
2
Table 1: The ABO System
Blood
Type
Antigens on
RBCs
Antibodies
in the Blood
Can GIVE Blood
to Groups:
Can RECEIVE
Blood from Groups:
A A Anti-B A, AB O, A
B B Anti-A B, AB O, B
AB A and B
Neither anti-A
nor anti-B
AB O, A, B, AB
O
Neither A nor
B
Both anti-A.
1
Business Intelligence Case
Project Background
Mell Industries is a national manufacturing firm that specializes in textiles based out of
Chicago. Starting out as a small factory in Warrenville, Illinois, the firm experienced a period of steady
growth over the past twenty-four years. Steadily opening new warehouses and factories in the
surrounding areas in Michigan and Indianapolis until eventually moving their base of operations to
Chicago. Due to this expansion, Mell Industries is at the height of its production and hopes to avoid any
interferences or deceleration of growth.
In recent years, the firm has been under heavy media scrutiny for supposedly compensating its
female staff unfairly lower compared to male counterparts. This was initiated when a disgruntled
employee leaked the company payroll allegedly showcasing an unjust gap of income between the
female employee and her male counterpart. This type of gender pay gap is highly criticized and as a
precaution, Mell Industries has hired Cal Poly Pomona to conduct research to determine the validity of
these claims. Mell Industries has provided Cal Poly Pomona with a data set of a sample population of
747 employees. Mell Industries has also offered Cal Poly Pomona compensation for any promising
information gathered. Mell Industries may use information gathered from this project in future
employee compensation decisions.
The initial dataset has been given to you in the form of an excel spreadsheet titled
Case_dataset.xlsx consisting of 12 columns labeled:
● Column A - Employee ID
● Column B - Gender
● Column C - Date of Birth
● Column D - Date of Hire
● Column E - Termination Date
● Column F - Occupation
● Column G - Salary
● Column H to L - Employee Evaluation Metrics
In addition, Mell Industries provided the latest annual employee performance review evaluation
results rating each employee in various performance categories. They have turned over this information
separately and as a consultant, it is your task to provide Mell Industries with the most accurate and
relevant information in a digestible form. Furthermore, using excel skills learned during the course, you
will manipulate and analyze the data set in order to make appropriate managerial decisions. You will
utilize excel functions highlighted in this project as well as a pivot table and chart to form a decision
support system in order to answer the critical thinking questions.
Project Objective
The purpose of this project is to perform a methodical data analysis to assist the company make
an informed decision. This could also serve as a basis for implementing critical adjustments to certain
business aspects if necessary. Illustrate the business process by condensing a large set of data, to
present relevant information with data visualization. We will be utilizing Microsoft Excel 2016 to
complete this project.
2
TA.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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How to Make a Field invisible in Odoo 17Celine George
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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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.
2. sphere, the challenge of defining, finding, and
supporting adequate leadership neither has been
greater nor has been more pressing. Domestic and
global recession, sovereign debt crises, multiple
armed conflicts, and global environmental and
natural disasters each challenge the capacity of
public managers to respond effectively. In many of
these crises, the inadequate leadership of some
public managers highlighted the importance of
understanding what constitutes effective public
leadership. For example, inadequate leadership
played a significant role in the Challenger and
Columbia Space Shuttle Disasters (Levine et al.,
1992; CAIB, 2003; Lambright, 2008). Failed federal,
state, and local leadership figured prominently in
the inadequate response to Hurricane Katrina
(Committee and USHS, 2006; Menzel, 2006; Waugh
and Streib, 2006; Lester and Krejci, 2007). Shortcom-
ings of leadership were also instrumental in the
Federal Home Loan Bureau’s role in the recent
housing crisis (Hoffmann and Cassell, 2002; Hoffmann
and Cassell, 2005; Cassell and Hoffmann, 2009).
Despite these unprecedented demonstrations of
the risks and consequences of inadequate leadership
capacity in public organizations, the profession of
public administration (PA) has not fully embraced
leadership as a fundamental element of successful
practice. For much of its history, the field of PA
has struggled to identify the appropriate role of
leaders and managers in carrying out the affairs of
government. The debate encompasses the distinc-
tions between administration, politics, and values
in a constitutional democracy (Wilson, 1887; Taylor,
1947; Waldo, 1948; Selznick, 1949; Appleby, 1973)
and has evolved to questions of privatization versus
4. The reluctance of the PA field to develop and
embrace strong leadership models is reflected by a
significant gap in the development and progression
of general and public leadership theories (Olshfski
and Jun, 1989; Rost, 1990; Senge, 1990; Bennis
et al., 1994; Nalbandian, 1994; Chemers, 1997; Pearce
and Conger, 2003; Trottier et al., 2008). Despite good
evidence that effective leadership plays a key role in
the success of public endeavors, new approaches to
the process of leadership in the general literature,
including shared, transformational, and authentic
or values-based leadership theories, have seen less
investigation or application to public settings. Calls
for research efforts to better define the structure,
tools, processes, and functions of leadership in the
public sector (Olshfski and Jun, 1989) have been
lacking in regard to the public application of the
new leadership approaches (Wright, 2011).
In this paper, we argue for the establishment of a
public leadership theory that is supported by three
tenets, the principles of authentic, transformational,
and distributed leadership, to better equip public
managers to function in a crisis-laden complex
constitutional democracy. We then use data from
the Federal Human Capital Survey to examine
outcomes of effective leadership as they relate to
the principles of authentic, transformational, and
distributed leadership. We conclude the paper by
arguing that a leadership theory constituted by
these three tenets of leadership approaches can
provide a strong foundation for developing leader-
ship roles and expectations in the public service.
We call for further investigation into the association
of these principles with the performance of public
organizations at federal, state, and local levels and
5. their usefulness in predicting changes in measurable
departmental outcomes.
THREE TENETS OF PUBLIC LEADERSHIP
A common thread in recent PA leadership research
has been leaders’ difficulty functioning effectively
in the complex environments that characterize the
modern public service, especially when faced with
a crisis or other organizational challenge. Riccucci
and Getha-Taylor (2009) refer to these complex
public service environments as the ‘new normalcy,’
a term that reflects the challenges public leaders face
in balancing operational priorities with unantici-
pated emergent needs, particularly in the setting of
markedly constrained resources and an increased
focus on performance (Ingraham, 2005). Although
effective leadership will be a crucial determinant of
public organizations’ success in adapting to their
changing environments (Hennessey, 1998; Ingraham,
2005), traditional approaches to public leadership are
increasingly ineffective (Chrislip and Larson, 1994).
Ashby’s law of requisite variety (1958) predicts that
straightforward management and lower-level leader-
ship skills will be inadequate in this ‘new normalcy’
that requires public leaders to effectively identify
and support the public’s interests (Jaques, 1976;
Avolio et al., 2000; Kellerman and Webster, 2001).
A number of leadership ideas and innovations
from the general leadership literature have been
developed to reflect and address these new require-
ments for leadership and whose application to the
public service should be considered (Trottier, et al.,
2008; Fernandez et al., 2010). Three of them are
6. especially of importance to address the unique
challenges faced by public managers and should
be incorporated into an overarching public leader-
ship theory: the core democratic values of modern
public leaders; a transformational focus on enfran-
chising, developing, and retaining the highly skilled
knowledge-based professional workforce; and the
distributed nature of public leadership positions
that characterizes today’s public service. A new
public leadership theory supported by these three
key tenets recognizes the increasingly complex
structures and interrelationships within and between
public organizations, the increased levels of complex-
ity, and the added constraints of a democratic system
with ambiguous goals in which public leaders must
grapple with, and the different legal underpinnings
and different core values compared with their
nonpublic colleagues. Combining these three areas
of emphasis into a single leadership theory provides
a solid foundation upon which public managers can
be trained, upon which they can exercise leadership,
and upon which expectations of leadership outcomes
can be based.
The first tenet of the new public leadership theory
focuses on the authentic values of leaders. Being the
most central quality for leaders, authentic values
constitute an essential component of leadership in
the public sphere, forming a bridge between discre-
tion without which effective leadership is unlikely
and accountability that is essential for democracy.
As public leaders function in a dynamic and com-
plex leadership environment, to maintain demo-
cratic principles, they must negotiate between the
Scylla and the Charybdis of discretion and account-
ability. Adequate discretion is the lifeblood of
8. democratic principles if there is adequate account-
ability, but this can be problematic as well. Bovens
(2005) refers to accountability as the sine qua non
of democratic governance, explaining that public
leaders are the agents of electorate principals that
hold them accountable for effective and efficient
performance of electoral mandates (Prezeworksi
et al., 1999). Adequate accountability serves to
legitimize the public service (Bovens, 2005), protects
it from corruption and other destructive behavior
(Rose-Ackerman, 1999), and helps to improve
its performance through learning (Aucoin and
Heintzman, 2000). Nevertheless, in the excess,
accountability may result in worse performance
(Adelberg and Batson, 1978; Tetlock et al., 1989) as
government leaders become overly rigid, subject to
scapegoating, and become more focused on being
held accountable than on performing the task at
hand. Schneider (1999) posits a direct correlation
between the power of target groups and the degree
of accountability to which public servants providing
service are held, such as relatively lax accountability
of prison workers for their treatment of inmates.
Public leaders have traditionally been subject to
Weberian vertical accountability in which they
are accountable to their direct supervisor in the
bureaucratic chain of command (Bovens, 2005), a
relationship increasingly supplanted by horizontal
accountability to constituents. For example, media
coverage holds public leaders at all levels of govern-
ment bureaucracy accountable directly to the
public for their actions and decision. Public–private
partnerships and other cooperative relationships
between multiple levels and divisions of government
reside outside the bounds of vertical bureaucratic
control and require more innovative horizontal
9. approaches to accountability such as contracting or
citizen-based oversight (McQuaid, 2010). New public
management-inspired privatization initiatives for the
provision of public services have been particularly
challenged to establish accountability (Mulgan,
2000; Trebilcock and Iacobucci, 2003; McQuaid, 2010).
Authentic leadership theory, a prototypical values-
based leadership theory, creates a democratic space
between discretion and accountability by focusing
on and requiring transparency and consistency
between a leader’s values, ethics, and actions (Chan
et al., 2005). Authentic leaders that have clarity of
understanding regarding their personal values and
ethical reasoning are inclined to develop positive
psychological states and are known for their integrity
(Gardner et al., 2005). They are ‘moral agents who
take ownership of and responsibility for the end
results of their moral actions and the actions of their
followers’ (Hannah et al., 2005, p. 47). As moral
leaders, they analyze moral issues through deonto-
logical (rules, laws, duties, norms), teleological
(utilitarian, consequence), and areteological (inherent
virtuousness) lenses. Authentic leaders have a deeper
understanding of and a greater ability to explain their
moral self in leadership events as the result of a
higher level of complex cognitive ability and of core
moral beliefs (Hannah, et al., 2005). Democracy and
democratic values are protected far better by the
internal moral compass of an authentic leader than
could be hoped for by the external imposition of
rules, laws, or values by politicians or the polity. By
focusing on the development and recognition of a
strong internal value system and accompanying
moral behavior, authentic leadership allows for the
10. greater discretion and lower levels of account-
ability encountered in modern public leadership
environments.
The second tenet of the new public leadership
theory extends first to the dyadic relationship
between leaders and followers and focuses on public
workers’ development and value as described by
transformational leadership theory. First proposed
as a counterweight to transactional leadership by
Burns (1978), it has been the subject of a large
volume of research and development. On the basis
of four relational leadership concepts, including
idealized influence, inspirational motivation, intel-
lectual stimulation, and individual consideration,
transformational leadership recognizes the influence
of leaders’ relationships with their followers along
these four axes on outcomes of organizational initia-
tives. Bass expanded transformational leadership
framework to a ‘full range’ theory that includes
transactional leadership styles of laissez faire,
passive management by exception, active manage-
ment by exception, and contingent reward, and
transformational leadership styles of individualized
consideration, idealized influence, intellectual stimu-
lation, and inspirational motivation (Bass, 1996).
Trottier et al. (2008) showed that Bass’s expanded
concept of the transformational leadership accur-
ately describes federal employees’ perception of
effective leadership. Transformational leaders exert
a strong effect on the ways in which workers
view their job (Piccolo and Colquitt, 2006), as well
as their engagement in change initiatives (Detert
and Burris, 2007). It is associated with improved
performance in both public and private contexts.
Considered a form of neo-charismatic leadership
12. ambiguity requires new approaches to leadership
that transcend hierarchical traditions in favor of
more collaborative and interactive approaches. For
example, far from the hierarchical structure of trad-
itional PA or new public management-inspired
market-based direct contracting for services, public
managers increasingly find themselves in networks
within and between different levels of government,
in relational contracts with private and nonprofit
entities and in partnerships with private and
nonprofit entities that have ambiguous lines of
authority and accountabilities (Osborne, 2010). These
networks, contracts, and partnerships transcend
political jurisdictions, require expertise well beyond
what elected politicians or the general electorate
possess, and are tasked with accomplishing crucial
mission objectives. Leadership in such institutions is
shared and distributed between the various compo-
nents’ leaders, such that each individual leader must
collaborate with other leaders in the network to bring
about significant organizational change. This distrib-
uted nature of leadership is incorporated into stake-
holder, shared, and integrated leadership theories.
Stakeholder or collaborative leadership theory
recognizes that organizational hierarchy has become
less important than interorganizational relationships
defined in multiple manners such as contracting
and alliances (Schneider, 2002) and that one person
is unlikely to possess all of the skills, knowledge,
and expertise needed by modern public organiza-
tions (Chrislip and Larson, 1994), thus creating a need
for public leaders to bring together diverse internal
and external stakeholders to address public concerns
(Chrislip and Larson, 1994; Freeman, 2000). It
emphasizes stakeholder value as the fundamental
13. aim of the organization as opposed to shareholder
value and suggests that organizations must include
both internal and external stakeholders when making
strategic decisions (Freeman, 1984).The theory also
has a value basis as it requires leaders to act equitably
and ethically when resolving conflicting priorities
between different stakeholders (Evan and Freeman,
1988; Yukl, 2006). One form of stakeholder leadership
is shared leadership theory, which further charac-
terizes leadership as a process in which individuals,
teams, or organizations exert influence on their envi-
ronment. Cox et al. (2003) describe shared leadership
as a ‘collaborative, emergent process of group inter-
action through an unfolding series of fluid, situation-
ally appropriate exchanges of lateral influence.’
Shared leadership does not call for a succession of
individuals to function as the group leader. Rather,
it places them simultaneously in the position of
sharing the influence and direction of the team or
organization. Shared leadership helps improve the
morale and satisfaction of employees in public as well
as private organizations (Sweeney, 1996; R. Denhardt,
1999). Kim (2002) confirmed a positive relationship
between job satisfaction and shared leadership in
local government agencies. Improved job satisfaction,
in turn, has been linked to lower absenteeism and
turnover (Pierce et al., 1991; Eby et al., 1999). Choi
(2009, p. 94) examined shared leadership in public
organizations and found that public employees often
participate in leadership in specific situations,
concluding that ‘organizational crisis, information
technology, innovative culture, and hierarchy of
position are significantly associated with shared
leadership’ in public organizations.
Essentially, the distributed nature of this tenet of
15. public service motivated by individualized intellec-
tual and inspirational influence rather than by more
prescriptive managerial approaches. It calls for strong
leadership in the public sector by transcending the
barriers of limited accountability and discretion,
placing the onus for appropriate orientation and
focus of leaders on their internal compass rather than
external regulations. Preliminary studies of each of
these individual theories suggest that they add value
to the public service; however, no study to date
has considered these three aspects of leadership
combined as part of a unified approach to leadership
in the public sector. To fill in this gap in literature, we
used the Federal Human Capital Surveys adminis-
tered in 2006, 2008, and 2010 to examine the utility
of a comprehensive public leadership theory com-
prised of these three tenets.
FEDERAL HUMAN CAPITAL SURVEYS: AN
EMPIRICAL EXAMINATION OF THE THREE
TENETS
To examine the importance of the three tenets of
new public leadership theory in the public service,
we used data from the Federal Human Viewpoint
Survey (formally known as the Federal Human
Capital Survey) conducted biannually by the Office
of Personnel Management. This survey is used to
‘gauge the impressions of our civil servants and
seek out those areas where agencies are doing well
and where improvement is needed’ (Hager, 2008).
It is a ‘tool that measures employees’ perceptions
of whether and to what extend conditions character-
izing successful organizations are present in their
agencies’ (OPM, 2008). The OPM randomly selects
16. over 400 000 individuals from among all full-time
permanent employees in participating federal agen-
cies to participate in these surveys. They are con-
ducted principally via the internet, although paper
copies of the survey are provided to individuals
lacking internet access. Employees are contacted
multiple times if needed to encourage completion
of the survey. The data are weighted to reflect under
or over representation of different response groups,
and response rates then undergo ‘raking’ to adjust
for demographic inequalities.
The leadership focus as well as the extensive
nature of this survey in terms of both the number
of federal employees and the number of public
organizations that participated in the survey makes
it an ideal source of information to examine the
different aspects of a new public leadership theory.
A number of authors have used some portion of this
data to investigate leadership in public organiza-
tions. Trottier et al. (2008) used the 2002 survey to
show the relative effectiveness of transformational
leadership as compared with transactional leader-
ship approaches. Fernandez et al. (2010) used 2006
survey data to establish a link between integrated
leadership and federal agency PART scores. Yang
and Kassekert (2010) used 2006 survey to show a
strong correlation between ratings by employees
and job satisfaction. Although these cross-sectional
researches on individual administration of the
survey has established a good indicator between
leadership and its effectiveness, what is missing yet
in literature is a longitudinal analysis of the effects
of the modern leadership principles comprised of
the salient features of authentic, transformational,
17. and distributed leadership theories.
For the purposes of this study, we used data from
the 2006, 2008, and 2010 surveys. Survey data was
obtained from the OPM website and included
results of the surveys for 45 Federal departments
in 2010 and 2008 and for 43 in 2006. The total data
points are 697 177 (263 475 for 2010, 212 223 for
2008, and 221 479 for 2006). The data consist of the
number of individuals in each department who
selected ‘strongly agree,’ ‘agree,’ ‘neither agree nor
disagree,’ ‘disagree,’ or ‘strongly disagree’ for each
question. Although each survey contained approxi-
mately 75 questions, we restricted our analysis to
the 55 questions that were common to all three of
the surveys. To obtain a score for each department
for each question, responses were weighted, with
‘strongly agree’ weighted 100, ‘agree’ weighted 80,
‘neither agree nor disagree’ weighted 60, ‘disagree’
weighted 40, and ‘strongly disagree’ weighted 20.
These weights were multiplied by the number of
individuals selecting that response, and the summa-
tion of the results was divided by the total number
of responses to obtain a total score.
To delineate the dependent variable, three catego-
ries of outcomes of effective leadership were identi-
fied (Appendix I). These categories include job
outcomes (five survey questions), organizational out-
comes (three survey questions), and leader outcomes
(two survey questions). Job outcomes were derived
from questions in which respondents ranked their
overall satisfaction with their current positions.
Organizational outcomes were calculated from ques-
tions in which respondents indicated their perception
of their respective organization’s effectiveness and
19. well as when the three surveys were combined.
Distributive leadership approaches were predictive
of organizational outcomes in all three surveys and
of job-based outcomes in 2008 and 2010. Values-
based leadership was predictive of all three outcome
measures (job, organizational, and leader) when the
three surveys were combined but was only predictive
of leader-based outcomes in 2006 and 2008 and of
job-based outcomes in 2006.
Predictive models for organizational and leader-
based outcomes had Pearson coefficients of 80 or
greater for all three surveys, suggesting strong
predictive values for the models. Job-based outcome
measures had Pearson coefficients between 48 and
62, which, although not as robust as the other out-
come measures, support the predictive models.
Factor analysis is shown in Tables 2 and 3.
Cronbach’s alpha is greater than 0.9 for all predic-
tive factors, suggesting strong reliability for these
factors’ measures (Carmines and Zeller, 1979).
Intrayear correlations between the factors for each
year’s surveys are positive and strong, supporting
the claim of construct validity for the surveys.
Interyear correlations are less strong, suggesting
analysis using combined data from the three
surveys is less robust.
DISCUSSION
This analysis of the Federal Human Capital Survey
results over a period of 6 years (three surveys) pro-
vides strong support for the new public leadership
theory and its application to the Federal workforce.
Outcomes or impact of leadership activities identi-
20. fied by the survey (job, organization, and leader)
were predicted by a leadership model that includes
authentic, transformational, and distributed leader-
ship. For the overall model, transformational and
values-based leadership were most significantly
correlated with overall outcomes. However, consid-
ering each survey and each outcome separately
provided a more complex picture.
Job-related outcomes for all three surveys com-
bined were best predicted by values-based leader-
ship alone, which was also the case for the 2006
survey. However, in both 2008 and 2010, distributed
leadership scores were the only predictive factor for
job-related outcomes. Transformational leadership
did not predict job-related outcomes in either the
combined results nor in any of the individual
surveys. This trend from a predictive effect of
values-based leadership in 2006 to a distributed
leadership effect in 2008 and 2010 was also seen
for the other individual outcome measures.
Leader outcomes were predicted by values-based
leadership variables in both 2006 and 2008 along with
transformational leadership effects but not in 2010,
when only transformational leadership was predic-
tive of leader outcomes. Interestingly, the combined
outcomes had a significant but negative association
with distributed leadership. This suggests the possi-
bility that Federal employees view leaders exercising
distributed leadership skills negatively or indicative
of weak or ineffective leadership as opposed to more
traditional approaches to leadership. The association
with transformational leadership styles indicates
that Federal employees place significant value on
21. personal development and engagement in the
various areas by their leaders.
Organizational outcomes were significantly corre-
lated with values-based leadership in the combined
results but only with transformational and distribu-
ted leadership variables in the individual 2010, 2008,
and 2006 surveys. This suggests that the Federal
workforce places a value on distributed leadership
in the organizational setting, seeing the involvement
of a broader base of employees in leadership activities
as beneficial for their respective organizations,
perhaps because they perceived this greater involve-
ment as more effective in achieving organizational
goals and mission. Similarly, transformational leader-
ship skills were positively associated with orga-
nizational outcomes in all three surveys, again
suggesting that the Federal workforce perceived
individual development and engagement as benefi-
cial in achieving organizational goals.
Values-based leadership assumed diminishing
importance as a predictor of outcome measures over
the course of the three surveys. In 2006, three of the
four outcome measures were significantly predicted
by values-based leadership scores, whereas in 2010,
none of the outcome measures were associated with
values-based leadership. Conversely, in 2006, only
one of the four outcomes measures was significantly
associated with distributed leadership as a pre-
dictor, whereas in 2008 and 2010, three of the four
outcome measures were associated with distributed
leadership. This drift away from values-based lead-
ership towards distributed leadership as predictors
of the overall outcomes; job-based and leadership-
based outcomes over the course of the three surveys
50. responses were 73.6 compared with mean transform-
ational responses of 71.6, p = 0.000; 2008 mean value
responses of 73.55 compared with mean transform-
ational leadership values of 67.79, p = 0.000; and
2006 mean value responses of 72.5 compared with
mean transformational leadership values of 67.19,
p = 0.000) and were significantly higher than distribu-
ted leadership responses in 2010 (p = 0.001). In other
words, respondents gave uniformly highly positive
marks to values-based leadership questions in each
of the three surveys, reflecting a strong expectation
for values-based leadership regardless of their per-
ception of their job, organization, or leadership
effectiveness.
The importance of distributed leadership was
also manifested in each of the three surveys. In each
survey, the scores for distributed leadership were
significantly higher than those for transformational
leadership. In 2010, the mean for distributed leader-
ship was 71.6 compared with a mean of 68.7 for
transformational leadership, p = 0.000. In 2008, the
mean for distributed leadership was 72.6 versus a
mean for transformational leadership of 67.8,
p = 0.000. In 2006, the mean for distributed leader-
ship was 72.3 versus a mean for transformational
leadership of 67.2, p = 0.000. As with values-based
leadership, this implies a high expectation for and
perception of distributed leadership independent
of the performance of the organization, leadership,
or job satisfaction measures.
These results provide strong support for the com-
bination of authentic, transformational, and distrib-
uted leadership approaches into a single cohesive
51. leadership theory for the public service. Using
survey respondents’ perceptions of their jobs,
organizations and leaders as indicators of success
of different leadership styles showed highly signifi-
cant correlation of these three tenets with improved
performance of public organizations. The only com-
parative approach to leadership used in this study
was ‘contingent reward,’ in which employees are
rewarded for achieving certain outcomes or behav-
iors. In contrast to the findings by Trottier et al.
(2008), no correlation was found with any of the
outcome measures and this leadership approach.
Interestingly, these authors conducted their investi-
gation using the 2002 Federal Human Capital
Survey and found that both transactional and
transformational leadership approaches provided a
strong basis for predicting different organizational
outcomes. It is possible that continued evolution of
the public service over the ensuing decade resulted
in a lower efficacy of transactional leadership.
If this were the case, it would give further support
to our contention that as the public service evolves
into a collection of radix organizations, different lead-
ership styles and approaches will become necessary.
Traditional hierarchical production-oriented public
organizations may have been well-served by transac-
tional leadership styles, but today’s complex public
organizations with ambiguous boundaries, diverse
and often unclear expectations of performance, and
Table 2 Factor correlation
Factor 2010 TL 2010 DL 2010 VB 2008 TL 2008 DL 2008 VB
2006 TL 2006 DL 2006 VB
54. answering to questions could have conceivably been
influenced by environmental or political factors not
covered by the study. High values of Cronbach’s
alpha for each of the predictive variables suggest a
reasonable degree of internal validity for the use of
these variables. Some have posited that causality
cannot be established through nonexperimental
research methods such as questionnaires (Stone-
Romero, 2009). Examples of problems with question-
naire-based research include common method bias,
in which survey respondents supply both the predic-
tive as well as the outcome variables, acquiescence
effects in which respondents either agree or disagree
with Likert inventories, and low response rates
(Bryman, 2011). These difficulties are mediated to an
extent by the large size of the Human Capital survey
samples, the high response rates obtained, the diver-
sity of the respondents (i.e., originating from multiple
federal departments, bureaus, and centers), and the
longitudinal nature of this study using multiple
administrations of the survey over a period of several
years. Few disagree that an experimental approach to
studying public leadership would be more robust;
the logistical difficulties involved in such an under-
taking would, however, be considerable.
CONCLUSION
On the basis of our discussion and findings, we call
for further research and development of a new public
leadership theory comprised of the transformational,
distributed, and values-based leadership principles
to the field of PA. The highly complex environment
facing many public organizations cannot be success-
fully managed using traditional leadership techniques.
55. The public managers of tomorrow will need these
skills and insights to carry out their public service
mandates. We demonstrated a strong correlation
between the tenets of the new public leadership
theory and positive organizational outcomes as mea-
sured by the Federal Human Capital Survey over
a period of 6 years. Our findings provide strong
support for the concept of a combined values-based,
transformational, and distributed approach to public
leadership. We predict that public leaders are most
effective in meeting the expectations of public service
employees and thereby able to obtain greater orga-
nizational efficacy when they combine authentic
values-based leadership with a willingness and
ability to share leadership responsibilities with
internal and external stakeholders, and an ability to
effectively engage individual employees through
intellectual stimulation, inspirational motivation,
idealized influence, and individual consideration.
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APPENDIX I: SURVEY QUESTION
CATEGORIES FOR THE VARIABLES
66. 1. Job outcomes
a. My work gives me a feeling of personal
accomplishment
b. I like the kind of work I do.
c. The work I do is important
d. Considering everything, how satisfied are
you with your job?
e. Considering everything, how satisfied are
you with your pay?
2. Organization outcomes
a. The skill level in my work unit has improved
in the past year
b. My agency is successful in accomplishing its
mission
c. Considering everything, how satisfied are
you with your organization?
3. Leader outcomes
a. I have a high level of respect for my organiza-
tion’s senior leaders
b. How satisfied are you with the policies and
practices of your senior leaders?
4. Transformational leadership categories
a. Promotions in my work unit are based on
67. merit
b. In my work unit, steps are taken to deal with
a poor performer who cannot or will not
improve
c. In my work unit, differences in performance
are recognized ina a meaningful way
d. Awards in my work unit depend on how
well employees perform their job
e. Creativity and innovation are recognized
f. Pay raises depend on how well employees
perform their jobs
g. How satisfied are you with the recognition
you receive for doing a good job?
h. I am given a real opportunity to improve my
skills in my organization.
i. I have enough information to do my job well
j. I have sufficient resources to get my job done
k. My talents are used well in the workplace
l. My performance appraisal is a fair reflection
of my performance
m. My supervisor supports my need to balance
work and other life issues
n. Supervisors/team leaders in my work unit
support employee development
140 D. S. Kellis and B. Ran
69. perform their jobs well
5. Distributed leadership
a. How satisfied are you with your involvement
in decisions that affect your work?
b. Employees have a feeling of personal em-
powerment with respect to work processes
c. Employees in my work unit share job knowl-
edge with each other.
d. The people I work with cooperate to get the
job done
6. Values-based leadership
a. My organization’s leaders maintain high
standards of honesty and integrity
b. Managers/supervisors/team leaders work
well with employees of different backgrounds.
c. I have trust and confidence in my supervisor.
d. Policies and programs promote diversity in
the workplace
e. Employees are protected from health and
safety hazards on the job
f. My organization has prepared employees for
potential security threats
g. Arbitrary action, personal favoritism and
72. leadership is determined by both heredity and environment.
This paper goes on to prove leadership in public sector can
be learned from theoretical and practical aspects. As for the
theoretical aspects, some innate traits, such as personality
can only explain 30% of the leadership effectiveness, and
even some personal traits, such as problem solving skill,
expertise can be learned. Environment plays the most
important role in the leadership of public sector. Emergence
and leadership behaviors can contribute to leadership
effectiveness. So a lot of leadership development programs,
such as formal training, mentoring, and feedback can be
used to cultivate leadership.
Key words: Leadership; Public sector; Theoretical;
Practical
ZENG Zhihong, CHEN Wei, ZENG Xiaoying (2013).
Leadership in
Public Sector: A Discussion from Theoretical and Practical
Aspects.
Canadian Social Science, 9 (4), 73-77. Available from:
http://www.
cscanada.net/index.php/css/article/view/j.css.192366972013090
4.2552
DOI: http://dx.doi.org/10.3968/j.css.1923669720130904.2552.
If leaders are born not made, and if no one can teach anyone
else
to improve – let’s start investigating leadership in the biology
lab
rather than in the business world (Doh, 2003).
(Steve Stumpf, Professor, 2002, quoted in Doh, 2003, p.55).
INTRODUCTION
Are leaders in public sector born or made? Does
heredity or environment contribute more to leadership
74. 74
make things happen that might not otherwise occur, or to
prevent things from happening that would ordinarily take
place. How to cultivate more public officials who can draw
others into high spirits of public service geared to the needs
of contemporary society, and thereby provide better services
to government and citizens (OECD, 2001)? Administrative
leadership is the process of providing the results required
by authorized processes in an efficient, effective, and legal
manner; a process of developing/supporting followers
who provide the results; a process of the organization’ s
adjusting to its environment, especially to the macro-level
changes necessary, and realigning the culture as appropriate
(Montgomery Van Wart, 2003). So, to conclude, leadership
in public sector is a group concept, a process of affecting, a
power of public spirit, a movement to common goals, and a
direction to organisation development.
2. LEADERSHIP CAN BE LEARNED -----
FROM THEORETICAL ASPECTS
A historical review on the theoretical and empirical
literature dealing with the concept of leadership reveals
a variety of approaches that have developed over the
years (Schmid, 2006). One of the approaches, which
prevailed in the literature from 1930 to 1950, was the
traits approach (Kirkpatrick & Locke, 1991; Zaccaro,
2007). This approach focused on personal attributes of
leaders, assuming that leaders are born rather than made
(Schmid, 2006). Kirkpatrick & Locke (1991) also argue
that there are some traits that make leaders different from
non-leaders, such as height, weight, and physique are
heavily dependent on heredity, whereas others such as
knowledge of the industry are dependent on experience
and learning. Zaccaro et al. (2004) define leader’s traits
75. as relatively coherent and integrated patterns of personal
characteristics, reflecting a range of individual differences
that foster consistent leadership effectiveness across a
variety of group and organizational situations.
3. INNATE CHARACTERS ARE NOT THE
POINT
The innate trait most frequently mentioned in the
literatures is the personality (Andersen, 2006; De Hooghi,
2005). There are streams of researches examine the
relationship between the personality and the leadership
effectiveness. Andersen states (2005) that the relationship
between personality traits and leader behaviour exists,
as there is a relationship in general between personality
and behaviour for all individuals and all professions.
And De Hoogh et al. also argue (2005) that subordinates
evaluations of charismatic leader behaviour can be
positively related to perceived effectiveness only under
dynamic work conditions. This finding is consistent
with other researches that find charismatic leadership is
likely to be more effective under conditions of challenge
and change (e.g., Howell & Avolio, 1993; Shamir &
Howell, 1999), or under conditions of high environmental
uncertainty (Waldman et al., 2001).
Kirkpatrick and Locke (1991) contend that character
as a leadership attribute consists of six elements: drive,
desire to lead, honesty and integrity, self-confidence,
cognitive ability, and knowledge of business. Zaccaro
(2007) argue in his latest research that qualities which
distinguish leaders from non-leaders are far ranging and
include not only personality attributes but also motives,
values, cognitive abilities, social and problem solving
skills, and expertise. Cognitive abilities, personality and
motives as well as values belong to distal attributes,
76. while social appraisal skills, problem solving skills
and expertise and tacit knowledge belong to proximal
attributes (Zaccaro et al., 2004).
Plomin and Daniels (1987, p. 1, cited in Avolio, 2007)
suggested that behavioural-genetics research shows that
genetic differences among individuals can not explain
more than half of the variance for complex traits. Many
scholars agree that although there are some natural talents
beneficial in leadership effectiveness, other significant
aspects of knowledge, skills and abilities that make up an
effective leader can be learned (Rosenbach, 2003; Doh,
2003; Connaughton et al., 2003; Avolio, 2007). Evidence
from behavioural genetics leadership research suggests
that 30% of the variance in leadership style and appearance
can be accounted for by genetic predispositions, while
the remaining variance can be attributed to non-shared
environmental influences such as individuals exposed
to varying opportunities for leadership development
(Arvey, et al., 2006; Taggar et al., 1999). Zaccaro et al.
(2006) agree with this opinion, they state that the timing
of assignments, relative to emerging leader performance
requirements, also will determine their efficiency in
shaping the development of particular leader traits.
Actually, among the traits researches this paper
has mentioned before, Kirpatrick and Locke in 1991
have pointed out that the cognitive ability, the desire to
lead and the drive is either hard to learn or difficult to
judge. However, the knowledge of the industry and self-
confidence can be developed through experience and
training, and honesty is also something can change in the
formal organizational culture (Kirpatrick & Locke, 1991).
Day (2000) and Zaccaro et al. also show (2006) that
proximal attributes are more flexible and susceptible to
continuous and systematic intervention.
78. Leadership was assumed to be a general personal
trait independent of the context in which the leadership
was performed (Vroom & Jago, 2007). Many years ago,
Cronbach (1957, cited in Vroom & Jago, 2007) identified
two distinct disciplines of psychology. One of these,
represented by experimental and social psychology,
was concerned with the effects of external events on
behaviour. The second was concerned with measurement
of individual differences. Neither discipline was capable
of explaining behaviour by itself. People, including
leaders, are affected by their environment as well as by
fairly stable characteristics that predispose them to certain
kinds of behaviour.
In all, leadership is potentially influenced not only
by the leaders’ dispositions but also by the situations
that leaders confront. For example, leadership skills
and expertise are likely to be more closely bound and
constrained by situational requirements, especially in
crisis. Individuals with particular kinds of skills and
expertise can, indeed, be leaders in one situation but not in
others that require very different knowledge and technical
skill sets (Dubrin, 2007). So, leadership’s emergence is
the outcome of certain traits and situation.
So, from the theoretical aspects, leadership in public
sector can be learned. First, although some personal traits
are quite difficult to change, proximal traits of leaders,
such as problem-solving skills and social-appraisal skill
can be learned; Second, the significance of leadership
appearance depends on the environmental factors, in
which individuals can cultivate the appropriate behaviours
and demanding ability of leadership.
However, if leadership can be learned, how could it be
79. learned in the practices? The following paper will discuss
leadership learning process from practical perspective.
5. LEADERSHIP CAN BE LEARNED ------
FROM PRACTICAL PERSPECTIVE
Traits theory and situation theory besides, there is another
theory ------ leadership behaviour or leadership style
theory which is broadly applied in leadership development
programs (Arvonen & Ekvall, 1999). One of the popular
streams in behaviour theory is universality theory (Avolio,
2007; Vroom & Jago, 2007). The spokesmen of this theory
describe leadership behaviour in the two broad dimensions
emanating from Ohio and Michigan leadership research
programs; orientation towards employees and relations and
towards production, task and structure (Arvonen & Ekvall,
1999).The standpoint of the universality theories is that the
leaders who are high in both relation and task-orientation
are effective (Vroom & Jago, 2007). This theory also
argues that leaders’ personal traits can not explain
leadership effectiveness, and appropriate leader behaviour,
such as leadership style which are suitable in the situation;
they can also determine leadership effectiveness (Avolio,
2007). So, according to this theory, some behaviours of
leaders which are vital for leadership effectiveness can be
learned by leadership development programs.
Also, Jay Conger, a professor in the London Business
School points out the leadership mainly comprises of
three elements: skills, perspectives, and dispositions
(Doh, 2003). According to him, leadership education
can possibly help teach important leadership skills and
perhaps perspectives like effective oral and written
communicational skills (Doh, 2003). Furthermore, the
survey results from over 500 senior learning professionals
indicate that leadership and development are among
the top training priorities among U.S. profitable or non-
81. Most educators of leadership development programs
have similar perspectives on what they think as major
ingredients of an effective leadership education (Elmuti,
Minnis & Abebe, 2005). They suggest particular skills that
can be well taught in order to cultivate potential leaders.
A program that is highly practical and uses techniques
such as coaching, training and mentoring is likely to be
effective leadership education (Gosling & Mintzberg,
2004; Blass & Ferris, 2007). Others believe that skills
such as analytical, communication (both oral and written),
and problem-solving can be successfully developed in a
formal leadership training (Allio, 2005; Elmuti, Minnis &
Abebe, 2005). Political skill is shaped by mentoring and
contextual learning experiences, which, in turn, affect the
flexibility needed for making favourable impressions on
others, adaptation, and fit (Blass & Ferris, 2007).
Dubrin states (2007) that through effective education,
experience and mentoring, combined with feedback and
evaluation, leadership can be developed. His opinion
was consistent with that of Elmuti et al. (2005), and they
demonstrate that in the dynamic business environment,
a multi-stage model built on the fundamental knowledge
and skills to develop more relevant leadership skills
such as conceptual, interpersonal and practical skills
should be used. So, they put much emphasis on coaching,
mentoring and on-the-job training as tools for leadership
development (2005). Furthermore, effective leadership
development programs should not only includes practical
business skills, but also involves in-depth training on
inter-personal and conceptual skills (Elmuti et al., 2005).
Students need to be well prepared to be transformational
leaders that can effectively deliver the vision and mission
to their followers in an organization (Stone et al., 2004).
In addition, leadership education should particularly
integrate ethical education in every facet of the training
82. process and a global perspective should be adopted in
leadership education (Elmuti et al., 2005).
Allio argues (2005) there are three essential steps for
effective leadership development programs: to select the
right candidates, which is also supported by Sansone and
Schreiber-Abshire (2006), to create learning challenges,
and to provide mentoring. Evidence suggests that the
most effective leadership programs will focus on building
self-knowledge and skills in rhetoric and critical thinking
(Allio, 2005).
CONCLUSION
So, leadership in public sector is neither born nor learned.
The most sensible answer is that the traits, ability,
motives, and characteristics required by leadership
effectiveness are caused by a combination of heredity
and environment (Dubrin, 2007). Although there are
some useful innate attributes that are easily associated
with leaders, they can not explain why he is a leader in
this situation but not a leader in that situation, and they
can only account for the small part of different personal
behaviours. So, this paper states that the situation or
environment plays an even more important role in the
emergence and formulation of leadership. Furthermore, a
part of leadership qualities can be successfully acquired
(Rosenbach, 2003; Doh, 2003; Connaughton et al.,
2003), such as the expertise knowledge, the skill for
communication and self-control. So, leadership is partly
innate, partly learned. This paper finally discusses many
useful ways for leadership development in contemporary
leadership literature, such as careful selection, on-the-job
training, mentoring program, and effective feedback. All
in all, leadership is the combination of innate and learned
characteristics; environment and leadership development
83. program both play very important roles in the formation
of effective leadership ability and behaviour.
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