BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and Rubric
Due Date: Submit within Week Six Assignments folder by Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of the four prompts listed below; extra credit will not be given for answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced response (approximately 700 words). After answering three prompts, your final paper will be six double-spaced pages of appropriately 2100 words (excluding the Title page and References).
Guidelines:
In responding to each prompt, be certain to identify the prompt you are answering; comprehensively discuss and analyze the topic by responding to the posed prompts; include expert citations (such as from your textbook) to support your analysis and conclusions; use specific examples as evidence; submit two (2) double-spaced pages (approximately 700 words) for each prompt; and use complete sentences, correct spelling and grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait Approach, The Leadership Grid, Leader Member Exchange or Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s Model, Hersey and Blanchard’s Situational Leadership, Path-Goal Theory or Vroom-Jago Model. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences between the two - Leadership and Management? (Consult your course texts)
· What is leadership?
· What is management and how does it differ from leadership?
· Why do organizations need leaders and/or managers?
4. Analyze the issue. What are the distinguishable differences between the two – Leaders and followers? (Consult your course texts)
· What is an effective follower?
· What similarities and differences exist between leadership and followership?
· How does the situation influence leader and follower effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory ...
The scientific method allows us to pose questions, test questions,.docxssusera34210
The scientific method allows us to pose questions, test questions, and analyze results. Through observation and research we begin to understand the world around us. Consider research you have read about or been a part of and analyze the following in one page:
Was the Scientific method followed? How?
What pieces were or were not part of it? (Randomization, study type, placebos, etc.)
For the second part, present a research project you would like to propose in approximately one page.
How can it help us learn about basic principles of behavior?
How can you use the scientific method to find and address possible problems in your research design?
This paper should be 2pages in length and use APA formatting (cover page, paper body formatting, citations, and references: see Rasmussen's APA guide in the Resources tab, or by clicking here . Prior to submitting your paper, be sure you proofread your work to check your spelling and grammar. If you use any outside sources,
please site those sources in APA citation format.
OLCU 400 Leadership Theory and Practice
Signature Assignment - Leadership Application Paper: Assignment and Rubric
Due Date: Submit within Week Eight Assignments folder by Wednesday (midnight).
Points Possible: 250
Length:4-6 pages; APA standards (Excluding the APA formatted Title page and References)
As a young politician, Abraham Lincoln once provoked an opponent to tears by using his expert communication skills to mimic and ridicule his rival. Soon afterward, the man who would later become the 16th president of the United States felt disappointed and ashamed of his own behavior and sought out his opponent to offer an apology. Lincoln took this as a valuable lesson about channeling his emotions, practicing empathy, and using his abilities to promote good. From then on, Lincoln applied his superb leadership and communication skills to serve the higher interests of the American people rather than his own goals and ego. – Daft (2015, pg. 3)
Consider your own leadership traits, behaviors and characteristics. How will you apply what you have learned in this course? What legacy will you leave as you move on to other positions and roles on your pending career path? In this paper, you will have an opportunity to express your thoughts on how application of the leadership theories we have covered may enhance your leadership efficacy.
Directions:
Prepare and submit through Turnitin (View/Complete below), a 4 – 6 page paper that identifies and discusses how you will apply to your leadership skills (and leadership theories or concepts) studied during OLCU 400.The paper should be specific; your grade will be determined on how well you demonstrate understanding of the leadership theories, your assessment of how their application can enhance your leadership effectiveness, and your action plan to apply them in the real world. While the paper should focus on your personal learning, insights and real world application, it must be based on ...
The scientific method allows us to pose questions, test questions,.docxjoshua2345678
The scientific method allows us to pose questions, test questions, and analyze results. Through observation and research we begin to understand the world around us. Consider research you have read about or been a part of and analyze the following in one page:
Was the Scientific method followed? How?
What pieces were or were not part of it? (Randomization, study type, placebos, etc.)
For the second part, present a research project you would like to propose in approximately one page.
How can it help us learn about basic principles of behavior?
How can you use the scientific method to find and address possible problems in your research design?
This paper should be 2pages in length and use APA formatting (cover page, paper body formatting, citations, and references: see Rasmussen's APA guide in the Resources tab, or by clicking here . Prior to submitting your paper, be sure you proofread your work to check your spelling and grammar. If you use any outside sources,
please site those sources in APA citation format.
OLCU 400 Leadership Theory and Practice
Signature Assignment - Leadership Application Paper: Assignment and Rubric
Due Date: Submit within Week Eight Assignments folder by Wednesday (midnight).
Points Possible: 250
Length:4-6 pages; APA standards (Excluding the APA formatted Title page and References)
As a young politician, Abraham Lincoln once provoked an opponent to tears by using his expert communication skills to mimic and ridicule his rival. Soon afterward, the man who would later become the 16th president of the United States felt disappointed and ashamed of his own behavior and sought out his opponent to offer an apology. Lincoln took this as a valuable lesson about channeling his emotions, practicing empathy, and using his abilities to promote good. From then on, Lincoln applied his superb leadership and communication skills to serve the higher interests of the American people rather than his own goals and ego. – Daft (2015, pg. 3)
Consider your own leadership traits, behaviors and characteristics. How will you apply what you have learned in this course? What legacy will you leave as you move on to other positions and roles on your pending career path? In this paper, you will have an opportunity to express your thoughts on how application of the leadership theories we have covered may enhance your leadership efficacy.
Directions:
Prepare and submit through Turnitin (View/Complete below), a 4 – 6 page paper that identifies and discusses how you will apply to your leadership skills (and leadership theories or concepts) studied during OLCU 400.The paper should be specific; your grade will be determined on how well you demonstrate understanding of the leadership theories, your assessment of how their application can enhance your leadership effectiveness, and your action plan to apply them in the real world. While the paper should focus on your personal learning, insights and real world application, it must be based on .
Criteria Ratings PointsThread 25 to 22.0 ptsAdvancedCruzIbarra161
Criteria Ratings Points
Thread 25 to >22.0 pts
Advanced
• All key
components of the
Discussion topic are
answered in the
thread. • The
thread has a clear,
logical flow. Major
points are stated
clearly. • Major
points are supported
by good examples or
thoughtful analysis.
22 to >20.0 pts
Proficient
• All Key
components of the
Discussion topic are
answered in the
thread. • The thread
has a logical flow.
Major points are
stated. • Major
points are supported
by examples or
analysis.
20 to >18.0 pts
Developing
• The Discussion
topic is addressed.
• The thread lacks
flow and content.
Major points are
unclear or
confusing. • Major
points include
minimal examples
or analysis.
18 to >0.0 pts
Below
Expectations
• The Discussion
topic is
addressed
minimally or not
at all. • The
thread lacks
content.
Discussion points
are unclear,
confusing or not
discussed at all.
• Points of
discussion are
not supported by
examples or
analysis.
0 pts
Not
Present
25 pts
Replies 10 to >9.0 pts
Advanced
• Two replies that
directly address
related threads;
• Each reply is a
unique contribution
that reflects
thoughtful analysis
of topic and thread.
9 to >8.0 pts
Proficient
• Two replies that
directly address
related threads;
• Each reply
contributes to the
discussion and
reflects an analysis
of topic and thread.
8 to >7.0 pts
Developing
• Two replies that
address related
threads; • Each
reply lacks flow and
content. Replies
are unclear or
confusing.
7 to >0.0 pts
Below
Expectations
• Two replies that
minimally
address related
threads; • Each
reply lacks
content.
Discussion points
are unclear,
confusing or not
discussed at all.
0 pts
Not
Present
10 pts
Discussion Grading Rubric | EDCO811_B01_202230
Criteria Ratings Points
Grammar,
spelling,
APA
citation (if
applicable),
word count
15 to >13.0 pts
Advanced
• Spelling and
grammar are
correct. Sentences
are complete, clear,
and concise.
• Paragraphs
contain appropriately
varied sentence
structures. Where
applicable,
references are cited
in current APA
format. • Minimum
word count of 500
(thread), and 350
(replies) words are
met or exceeded.
13 to >12.0 pts
Proficient
• Spelling and
grammar has some
errors. Sentences
are presented as
well. • Paragraphs
contain some varied
sentence structures.
Where applicable,
references are cited
with some current
APA formatting.
• Minimum word
count of 500
(thread), and 350
(replies) words are
met or exceeded.
12 to >11.0 pts
Developing
• Spelling and
grammar errors
distract. Select
sentences are
incomplete or
unclear.
• Paragraphs
include varied
sentence
structures. Where
applicable,
references are
minimally cited in
current APA format.
• Minimum word
count of 500
(thread), and 350
(replies) words are
met.
11 to >0.0 pts
Below
Expectations
• ...
Performance Management and Training Scoring GuideCRITERIA NO.docxkarlhennesey
This document provides a scoring guide for assessing performance on a training and performance management assignment. It outlines six criteria that will be evaluated at different performance levels from non-performance to distinguished. The criteria include describing the organization's performance management system, explaining formal and informal feedback processes, analyzing best practices to improve employee performance, analyzing the importance of training, explaining how training and performance management protect against litigation, and writing in a professional style. Students will be scored on their adherence to requirements, writing quality, critical analysis, structure, referencing, and other factors to determine their final grade.
012513 1
OLCU 350, Leadership and Professional Ethics
***Signature Assignment*** Executive Interview Week 6
You will write an APA 6th Edition paper, 5-7 double-spaced pages in length, on an executive or
leader that you wish to study. They should be considered a C-Level (CEO, CIO, CFO, etc.)
executive or prominent leader. At a minimum this person needs to be responsible for a
significant function in an organization and have supervisory responsibility over others. The
interview may be conducted on the phone, on-line, or in person. This paper must include a
minimum of five (5) peer-reviewed, refereed journal articles pertaining to your subject’s ethics.
As a guideline, your paper should include:
a. A description of the subject’s ethical beliefs and practices. Two pages should suffice.
What challenges have they encountered in the workplace that have shaped their views
on ethics?
b. An analysis of the subject’s ethics. How did he or she evolve their view of ethics?
What ethical theories are expressed or implied in his or her discussion of ethics.
Examine whether there were inconsistencies, deficiencies, inadequacies in his or her
ethical theory. If there were no shortcomings, account for the strength of the subject’s
ethical position. What motivated the executive to act appropriately or inappropriately, in
your opinion? This should be approximately two-three pages.
c. Do you agree with your subject’s approach to ethics? If not, why not, and if so, then
why? What did you learn from this interview and your research? About two pages are
adequate for this portion.
You are to summarize and analyze the content of the interview, not provide a verbatim
transcript of the interview. This assignment is due on Sunday of Week 6, and is worth 30
Points. The rubric for this assignment is below.
Criteria Exemplary
Proficient
Needs Improvement
Below Expectations
Content
Accuracy (8
points)
8 points
Provides clear identification
of the interviewee’s ethical
beliefs and practices.
Utilizing the course
textbook or journal articles
identify two or more ethical
theorists or theories to
explain the leader’s
approach.
7 points
Provides fairly clear
identification of the
interviewee’s ethical beliefs
and practices. Utilizing the
course textbook or journal
articles identify two or more
ethical theorists or theories
to explain the leader’s
approach.
6 points
Provides somewhat clear
identification of the
interviewee’s ethical beliefs
and practices. Utilizing the
course textbook or journal
articles identify one ethical
theorist or theory to explain
the leader’s approach.
5 points
Does not provide a clear
identification of the
interviewee’s ethical beliefs
and practices. Does not
utilize the course textbook or
any journal articles, and
does not identify any ethical
theorists or theories to
explain the leader’s
approach.
Critical
Analysis (8
...
Module 1 - SLPManaging Individual BehaviorThe SLP for this c.docxclairbycraft
Module 1 - SLP
Managing Individual Behavior
The SLP for this course involves making a personal assessment of a relevant set of skills, focusing on your strengths and identifying any weaknesses that may have been revealed. You will then be asked to create a plan by which you can "grow" your strengths and shore up your weaknesses. By the end of the project, you will have a personal management profile and action plan.
As we have discussed, your values and attitudes interact with your personality to create a strong effect on your work life. The fit between an individual's personality and a company's "style" is essential to job satisfaction. Someone who is risk-averse, for example, would probably be unhappy at 3M, a company with a reputation for innovation and risk-taking. Understanding the impact of your own personality on others helps you build productive work relationships with peers, subordinates, and bosses, alike.
Refer to the required and optional readings for this module, and any other readings which will help you in understanding personality styles and how they affect organizational effectiveness. Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
Assignment
Click on this link to access and complete the
Jung Typology
personality test. After you complete the test, you will want to read the description, but in order to fully understand what this test measures, you should also review “Personality Type explained”. Then review the pages on career choices, learning style and communication skills. Incorporate this information in formulating your responses to the questions below.
You will need to include the actual results in an appendix at the end of your paper. (Note: This appendix requirement will likely increase your paper’s Turnitin similarity score; your professor is aware of this.)
Prepare a 2- page essay that addresses the following:
How does my personality type affect my career and effectiveness at my job?
Refer to the required and optional readings for this module, and any other materials which will help you in understanding personality styles and how they affect organizational effectiveness. Bring in
at least
two sources from your module to add depth to your discussion (citing the materials and including them in your Reference section). Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
·
Complete the assessment according to the guidelines and include the actual results in an Appendix at the end of your paper.
·
Be sure to clearly discuss the following in your essay:
o
What did the test reveal about you?
o
What can you infer from this test about your strengths and weaknesses?
o
How does what you have learned from your module background materials about your personality type affect your motivation? Is this limited to a specific type of s ...
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must ...
The scientific method allows us to pose questions, test questions,.docxssusera34210
The scientific method allows us to pose questions, test questions, and analyze results. Through observation and research we begin to understand the world around us. Consider research you have read about or been a part of and analyze the following in one page:
Was the Scientific method followed? How?
What pieces were or were not part of it? (Randomization, study type, placebos, etc.)
For the second part, present a research project you would like to propose in approximately one page.
How can it help us learn about basic principles of behavior?
How can you use the scientific method to find and address possible problems in your research design?
This paper should be 2pages in length and use APA formatting (cover page, paper body formatting, citations, and references: see Rasmussen's APA guide in the Resources tab, or by clicking here . Prior to submitting your paper, be sure you proofread your work to check your spelling and grammar. If you use any outside sources,
please site those sources in APA citation format.
OLCU 400 Leadership Theory and Practice
Signature Assignment - Leadership Application Paper: Assignment and Rubric
Due Date: Submit within Week Eight Assignments folder by Wednesday (midnight).
Points Possible: 250
Length:4-6 pages; APA standards (Excluding the APA formatted Title page and References)
As a young politician, Abraham Lincoln once provoked an opponent to tears by using his expert communication skills to mimic and ridicule his rival. Soon afterward, the man who would later become the 16th president of the United States felt disappointed and ashamed of his own behavior and sought out his opponent to offer an apology. Lincoln took this as a valuable lesson about channeling his emotions, practicing empathy, and using his abilities to promote good. From then on, Lincoln applied his superb leadership and communication skills to serve the higher interests of the American people rather than his own goals and ego. – Daft (2015, pg. 3)
Consider your own leadership traits, behaviors and characteristics. How will you apply what you have learned in this course? What legacy will you leave as you move on to other positions and roles on your pending career path? In this paper, you will have an opportunity to express your thoughts on how application of the leadership theories we have covered may enhance your leadership efficacy.
Directions:
Prepare and submit through Turnitin (View/Complete below), a 4 – 6 page paper that identifies and discusses how you will apply to your leadership skills (and leadership theories or concepts) studied during OLCU 400.The paper should be specific; your grade will be determined on how well you demonstrate understanding of the leadership theories, your assessment of how their application can enhance your leadership effectiveness, and your action plan to apply them in the real world. While the paper should focus on your personal learning, insights and real world application, it must be based on ...
The scientific method allows us to pose questions, test questions,.docxjoshua2345678
The scientific method allows us to pose questions, test questions, and analyze results. Through observation and research we begin to understand the world around us. Consider research you have read about or been a part of and analyze the following in one page:
Was the Scientific method followed? How?
What pieces were or were not part of it? (Randomization, study type, placebos, etc.)
For the second part, present a research project you would like to propose in approximately one page.
How can it help us learn about basic principles of behavior?
How can you use the scientific method to find and address possible problems in your research design?
This paper should be 2pages in length and use APA formatting (cover page, paper body formatting, citations, and references: see Rasmussen's APA guide in the Resources tab, or by clicking here . Prior to submitting your paper, be sure you proofread your work to check your spelling and grammar. If you use any outside sources,
please site those sources in APA citation format.
OLCU 400 Leadership Theory and Practice
Signature Assignment - Leadership Application Paper: Assignment and Rubric
Due Date: Submit within Week Eight Assignments folder by Wednesday (midnight).
Points Possible: 250
Length:4-6 pages; APA standards (Excluding the APA formatted Title page and References)
As a young politician, Abraham Lincoln once provoked an opponent to tears by using his expert communication skills to mimic and ridicule his rival. Soon afterward, the man who would later become the 16th president of the United States felt disappointed and ashamed of his own behavior and sought out his opponent to offer an apology. Lincoln took this as a valuable lesson about channeling his emotions, practicing empathy, and using his abilities to promote good. From then on, Lincoln applied his superb leadership and communication skills to serve the higher interests of the American people rather than his own goals and ego. – Daft (2015, pg. 3)
Consider your own leadership traits, behaviors and characteristics. How will you apply what you have learned in this course? What legacy will you leave as you move on to other positions and roles on your pending career path? In this paper, you will have an opportunity to express your thoughts on how application of the leadership theories we have covered may enhance your leadership efficacy.
Directions:
Prepare and submit through Turnitin (View/Complete below), a 4 – 6 page paper that identifies and discusses how you will apply to your leadership skills (and leadership theories or concepts) studied during OLCU 400.The paper should be specific; your grade will be determined on how well you demonstrate understanding of the leadership theories, your assessment of how their application can enhance your leadership effectiveness, and your action plan to apply them in the real world. While the paper should focus on your personal learning, insights and real world application, it must be based on .
Criteria Ratings PointsThread 25 to 22.0 ptsAdvancedCruzIbarra161
Criteria Ratings Points
Thread 25 to >22.0 pts
Advanced
• All key
components of the
Discussion topic are
answered in the
thread. • The
thread has a clear,
logical flow. Major
points are stated
clearly. • Major
points are supported
by good examples or
thoughtful analysis.
22 to >20.0 pts
Proficient
• All Key
components of the
Discussion topic are
answered in the
thread. • The thread
has a logical flow.
Major points are
stated. • Major
points are supported
by examples or
analysis.
20 to >18.0 pts
Developing
• The Discussion
topic is addressed.
• The thread lacks
flow and content.
Major points are
unclear or
confusing. • Major
points include
minimal examples
or analysis.
18 to >0.0 pts
Below
Expectations
• The Discussion
topic is
addressed
minimally or not
at all. • The
thread lacks
content.
Discussion points
are unclear,
confusing or not
discussed at all.
• Points of
discussion are
not supported by
examples or
analysis.
0 pts
Not
Present
25 pts
Replies 10 to >9.0 pts
Advanced
• Two replies that
directly address
related threads;
• Each reply is a
unique contribution
that reflects
thoughtful analysis
of topic and thread.
9 to >8.0 pts
Proficient
• Two replies that
directly address
related threads;
• Each reply
contributes to the
discussion and
reflects an analysis
of topic and thread.
8 to >7.0 pts
Developing
• Two replies that
address related
threads; • Each
reply lacks flow and
content. Replies
are unclear or
confusing.
7 to >0.0 pts
Below
Expectations
• Two replies that
minimally
address related
threads; • Each
reply lacks
content.
Discussion points
are unclear,
confusing or not
discussed at all.
0 pts
Not
Present
10 pts
Discussion Grading Rubric | EDCO811_B01_202230
Criteria Ratings Points
Grammar,
spelling,
APA
citation (if
applicable),
word count
15 to >13.0 pts
Advanced
• Spelling and
grammar are
correct. Sentences
are complete, clear,
and concise.
• Paragraphs
contain appropriately
varied sentence
structures. Where
applicable,
references are cited
in current APA
format. • Minimum
word count of 500
(thread), and 350
(replies) words are
met or exceeded.
13 to >12.0 pts
Proficient
• Spelling and
grammar has some
errors. Sentences
are presented as
well. • Paragraphs
contain some varied
sentence structures.
Where applicable,
references are cited
with some current
APA formatting.
• Minimum word
count of 500
(thread), and 350
(replies) words are
met or exceeded.
12 to >11.0 pts
Developing
• Spelling and
grammar errors
distract. Select
sentences are
incomplete or
unclear.
• Paragraphs
include varied
sentence
structures. Where
applicable,
references are
minimally cited in
current APA format.
• Minimum word
count of 500
(thread), and 350
(replies) words are
met.
11 to >0.0 pts
Below
Expectations
• ...
Performance Management and Training Scoring GuideCRITERIA NO.docxkarlhennesey
This document provides a scoring guide for assessing performance on a training and performance management assignment. It outlines six criteria that will be evaluated at different performance levels from non-performance to distinguished. The criteria include describing the organization's performance management system, explaining formal and informal feedback processes, analyzing best practices to improve employee performance, analyzing the importance of training, explaining how training and performance management protect against litigation, and writing in a professional style. Students will be scored on their adherence to requirements, writing quality, critical analysis, structure, referencing, and other factors to determine their final grade.
012513 1
OLCU 350, Leadership and Professional Ethics
***Signature Assignment*** Executive Interview Week 6
You will write an APA 6th Edition paper, 5-7 double-spaced pages in length, on an executive or
leader that you wish to study. They should be considered a C-Level (CEO, CIO, CFO, etc.)
executive or prominent leader. At a minimum this person needs to be responsible for a
significant function in an organization and have supervisory responsibility over others. The
interview may be conducted on the phone, on-line, or in person. This paper must include a
minimum of five (5) peer-reviewed, refereed journal articles pertaining to your subject’s ethics.
As a guideline, your paper should include:
a. A description of the subject’s ethical beliefs and practices. Two pages should suffice.
What challenges have they encountered in the workplace that have shaped their views
on ethics?
b. An analysis of the subject’s ethics. How did he or she evolve their view of ethics?
What ethical theories are expressed or implied in his or her discussion of ethics.
Examine whether there were inconsistencies, deficiencies, inadequacies in his or her
ethical theory. If there were no shortcomings, account for the strength of the subject’s
ethical position. What motivated the executive to act appropriately or inappropriately, in
your opinion? This should be approximately two-three pages.
c. Do you agree with your subject’s approach to ethics? If not, why not, and if so, then
why? What did you learn from this interview and your research? About two pages are
adequate for this portion.
You are to summarize and analyze the content of the interview, not provide a verbatim
transcript of the interview. This assignment is due on Sunday of Week 6, and is worth 30
Points. The rubric for this assignment is below.
Criteria Exemplary
Proficient
Needs Improvement
Below Expectations
Content
Accuracy (8
points)
8 points
Provides clear identification
of the interviewee’s ethical
beliefs and practices.
Utilizing the course
textbook or journal articles
identify two or more ethical
theorists or theories to
explain the leader’s
approach.
7 points
Provides fairly clear
identification of the
interviewee’s ethical beliefs
and practices. Utilizing the
course textbook or journal
articles identify two or more
ethical theorists or theories
to explain the leader’s
approach.
6 points
Provides somewhat clear
identification of the
interviewee’s ethical beliefs
and practices. Utilizing the
course textbook or journal
articles identify one ethical
theorist or theory to explain
the leader’s approach.
5 points
Does not provide a clear
identification of the
interviewee’s ethical beliefs
and practices. Does not
utilize the course textbook or
any journal articles, and
does not identify any ethical
theorists or theories to
explain the leader’s
approach.
Critical
Analysis (8
...
Module 1 - SLPManaging Individual BehaviorThe SLP for this c.docxclairbycraft
Module 1 - SLP
Managing Individual Behavior
The SLP for this course involves making a personal assessment of a relevant set of skills, focusing on your strengths and identifying any weaknesses that may have been revealed. You will then be asked to create a plan by which you can "grow" your strengths and shore up your weaknesses. By the end of the project, you will have a personal management profile and action plan.
As we have discussed, your values and attitudes interact with your personality to create a strong effect on your work life. The fit between an individual's personality and a company's "style" is essential to job satisfaction. Someone who is risk-averse, for example, would probably be unhappy at 3M, a company with a reputation for innovation and risk-taking. Understanding the impact of your own personality on others helps you build productive work relationships with peers, subordinates, and bosses, alike.
Refer to the required and optional readings for this module, and any other readings which will help you in understanding personality styles and how they affect organizational effectiveness. Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
Assignment
Click on this link to access and complete the
Jung Typology
personality test. After you complete the test, you will want to read the description, but in order to fully understand what this test measures, you should also review “Personality Type explained”. Then review the pages on career choices, learning style and communication skills. Incorporate this information in formulating your responses to the questions below.
You will need to include the actual results in an appendix at the end of your paper. (Note: This appendix requirement will likely increase your paper’s Turnitin similarity score; your professor is aware of this.)
Prepare a 2- page essay that addresses the following:
How does my personality type affect my career and effectiveness at my job?
Refer to the required and optional readings for this module, and any other materials which will help you in understanding personality styles and how they affect organizational effectiveness. Bring in
at least
two sources from your module to add depth to your discussion (citing the materials and including them in your Reference section). Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
·
Complete the assessment according to the guidelines and include the actual results in an Appendix at the end of your paper.
·
Be sure to clearly discuss the following in your essay:
o
What did the test reveal about you?
o
What can you infer from this test about your strengths and weaknesses?
o
How does what you have learned from your module background materials about your personality type affect your motivation? Is this limited to a specific type of s ...
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must ...
Signature Assignment 5 My Utopia Job Length .docxaryan532920
The document provides instructions for an assignment to design an ideal job or "utopia job" based on what students have learned about management techniques and their own strengths. Students are asked to analyze their strengths, identify relevant management concepts, and propose specific responsibilities, authority, and tasks for their ideal role, explaining how it applies concepts from the course and fits their skills. The assignment should be 3-5 pages long and address several outlined questions. It will be evaluated based on various criteria including a clear introduction and analysis, proper formatting, and demonstration of course learning outcomes.
The document provides guidance for writing a lab report, including formatting requirements and expectations for each section. Key details include:
- The lab report should be 3000 words excluding certain sections and include an abstract, tables/graphs, and references.
- Sections should include a title, abstract, introduction, method, results, discussion, and references. The introduction should include a literature review, rationale for the study, and hypothesis.
- The method section should describe the design, variables, participants, materials, and procedure. The results section should present findings clearly. The discussion should interpret results in the context of previous research.
- Guidance is provided for writing each section clearly and objectively, following the conventions of scientific writing
ACC202 - Management AccountingTrimester 3 2018 GROUP ASSIGNMENT.docxbartholomeocoombs
ACC202 - Management Accounting
Trimester 3 2018 GROUP ASSIGNMENT
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Question
Student Mark
Total Assignment
/100
Assessment Mark (out of 20)
/20
Overview
Group Assignment: 3-5 members (or as agreed with your Tutor)
Nature of Assignment: Essay (2000 – 2500 words)
Date Due: Week 10(Friday 10pm)
Worth: 20%
Submission Method: via Moodle / Turnitin (printed copy to Tutor if requested by Tutor)
Instructions
· This is a Group Assignment of 3-5 members (or as agreed with your Tutor). The groups must be finalised prior to the Mid-trimester test in Week 6.
· Write each of your Student Names and Numbers at the top of this page IN THE BOX PROVIDED. Ensure you identify who your group lead is.
The Group lead will be responsible for all correspondence with the Tutor as well as the assignment final submission.
1) Essay Questions:
What are mid-market innovators and what are the overall strategies and pricing approaches used by these innovators in order to develop their business. Why are mid-market innovators successful? Provide examples where appropriate.
Based on your analysis of mid-market innovators in the first part of the essay question, what challenges are there for incumbent companies?
2) Essay Structure:
The following structure is provided to assist you in developing your response.
1) Executive Summary (an overall statement of no more than 200-250 words outlining the topic, approach, summary of key findings and conclusion)
2) Introduction (this should state what the purpose of the report is, what Accounting theme is being explored, which company is being reviewed (if applicable), which standards / criteria are being applied etc.)
3) Literature Review (this is where you include a summary of the literature you reviewed to develop your understanding of the topic and formulate your recommendations)
4) Analysis (this is the main body)
5) Summary of Findings (this section highlights the key findings from your analysis)
6) Recommendations (this section summarises YOUR key recommendations based on your findings and emphasises your JUDGEMENT)
7) Conclusion (this section should reflect upon what you stated in the introduction i.e. what you have done and what you found. The conclusion is about closing the analysis and NOT introducing new material.)
8) Referencing (Harvard Anglia compliant)
You should also use the attached RUBRIC (refer section 3) to self-assess how well your Essay reaches the targeted outcomes. Please feel free to bring a draft copy to your Tutor to help you assess progress.
3. Analysis Rubric
Criteria
HD (>95%)
HD (85-95%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Fail (40-50%)
Fail (<40%)
Executive Summary (5%)
Presented a logical and well-structured executive summary which clearly reflects the assignment requirements, .
Global 110. Grading Rubric for Papers Answer to the Qu.docxshericehewat
Global 110. Grading Rubric for Papers
Answer to the Question Structure Examples Analysis
5
Responses are clearly focused,
showing a high degree of
awareness of the demands and
implications of the question
Responses are well structured and
effectively organized.
The examples that the student
chooses to discuss are appropriate
and relevant, and are used
effectively to support the
analysis/evaluation.
The response contains clear and
coherent critical analysis. All, or
nearly all, of the main points are
substantiated, and the response
argues to a consistent conclusion.
4
The demands of the question are
generally understood and
addressed.
Responses are generally well
structured and organized, although
there is some repetition or lack of
clarity in places.
The examples that the student
chooses to discuss are appropriate
and relevant, and are used to
support the analysis/evaluation.
The response contains critical
analysis, which is mainly clear
and coherent. Most of the main
points are substantiated and the
response argues to a consistent
conclusion.
3
The response indicates an
understanding of the demands of
the question, but these demands
are only partially addressed.
There is an attempt to follow a
structured approach.
The examples that the student
chooses to discuss are appropriate
and relevant.
The response moves beyond
description to include some
analysis or critical commentary,
but this is not sustained.
2
The response indicates some
understanding of the demands of
the question.
While there may be an attempt to
follow a structured approach, the
response lacks clarity and
coherence.
The student identifies specific
examples to discuss, but these
examples are vague or lack
relevance
There is some limited analysis,
but the response is primarily
narrative/ descriptive in nature
rather than analytical.
1
There is little understanding of the
demands of the question.
The response is poorly structured
or, where there is a recognizable
essay structure, there is minimal
focus on the task.
The student identifies examples to
discuss, but these examples are
factually incorrect, irrelevant or
vague.
The response contains little or no
critical analysis. The response
may consist mostly of
generalizations and poorly
substantiated assertions.
0 The criteria is not met The criteria is not met The criteria is not met The criteria is not met
Page 1 of 2 NURS4344
Grading Rubric Management and Leadership: Bedside to Boardroom
4344 Forum Discussion Grading Rubric
Criteria Exemplary Proficient Competent Substantial Areas
f ...
OLCU 425 Diversity Issues Rubric
Length: 6 pages excluding the title and Reference pages
Due: Week 8 by Wednesday midnight
Value: 250 Points for 25% of the final grade
Post: Week 8 Assignments
Prepare and submit through Turnitin your analysis of the three (3) diversity issues posted in Week 8
Assignments. In preparing your response, discuss why you agree or disagree with the issues raised
regarding diversity leadership, cross-cultural communications, and cultural intelligence. This assignment
requires you to critically analyze each issue from different perspectives; support your analysis with course
readings, citations from academic sources, and examples as evidence to persuasively present your
conclusion.
Your analysis of each diversity issue should:
Comprehensively discuss and analyze the issue by responding to all questions posed
Include citations (such as from your textbook, assigned readings or your research) to support your
analysis and conclusions
Use specific examples as evidence
Persuasively argue a specific conclusion as to why you agree or disagree
Be two (2) double-spaced pages (approximately 700 words)
Use complete sentences, correct spelling and grammar; and adhere to APA standards
Evaluation Criteria of Diversity Issues
Report Elements Exemplary
Proficient Developing Emerging
Diversity
Leadership
50
Comprehensively
analyzes diversity
conscious leadership
by thoroughly
responding to all posed
questions. Supports
analysis with citations
and specific examples.
Persuasively argues a
specific conclusion.
43
Analyzes diversity
conscious leadership
generally responding
to all posed questions.
Supports analysis with
some expert citations
and examples..
Argues a specific
conclusion providing
some justification.
36
Analyzes diversity
conscious leadership
although some
responses to posed
questions may be
superficial. Uses
some citations and
examples. States
but does not justify a
specific conclusion.
29
Limited if any
analysis of diversity
conscious
leadership; may not
respond to all
posed questions.
May provide
examples but does
not include
citations. Unclear
conclusion
Cross-Cultural
Communication
50
Comprehensively
analyzes cross-cultural
communications by
thoroughly responding
to all posed questions.
Supports analysis with
expert citations and
specific examples.
Persuasively argues a
specific conclusion.
43
Analyzes cross-
cultural
communications
generally responding
to all posed questions.
Supports analysis with
some expert citations
and examples..
Argues a specific
conclusion providing
some justification.
36
Analyzes cross-
cultural
communications
although some
responses to posed
questions may be
superficial. Uses
some citations and
examples. States
but does not justify a
specific conclusion.
29
Limited if any
analysis of cross-
cultural
commun.
Please see the Assessment 3 Rubric for a detailed explanation of t.docxLeilaniPoolsy
Please see the Assessment 3 Rubric for a detailed explanation of the allocation of marks in this
assessment.
Rationale
The aims of this assessment are to provide you with an opportunity to:
demonstrate your understanding of the challenges that managers face learn about and identity the skills and abilities required for managing
perform in-depth research on matters relating to contemporary management
develop your critical thinking skills so you can present a balanced view of management
theory and organisational practice
critically reflect on your own philosophy, goals and skills about managing
develop and practice your formal written communication skills
develop your APA citation and referencing skills
Marking criteria
ASSESSMENT 3 ESSAY RUBRIC: (30%)
HD -
Outstanding
DI - High
CR - Above
Satisfactory
FL -
PS - Satisfactory Unsatisfactory
Criteria*
Achievement 85% - 100%
Achievement
75% - 84%
Achievement
65% - 74%
Achievement
50% - 64%
Achievement 0
- 49%
Very clear well Clear well
Exceptionally
clear and well
researched
researched
Poorly
1. Introduction researched
introduction
introduction
Includes many
researched and
inclusive of all inclusive of most
missing several
defining main introduction
concepts and inclusive of all
aspects of an
essay
aspects of an
essay
aspects of an
introduction i.e.
elements of an
essay
explaining line aspects of an essay
introduction i.e. introduction i.e.
topic definitions,
introduction, i.e.
of reasoning. introduction i.e.
main topic
main topic
essay purpose,
topic definitions,
(2%)
main topic
definition(s), essay
definition(s),
essay purpose,
definition(s),
essay purpose,
plan, and line of
reasoning.
essay purpose,
plan, and line of
purpose, plan, and
plan, and line of plan, and line of
reasoning.
2.
line of reasoning.
Concise overview
and critical
reasoning.
Concise
overview and
reasoning.
Identification
Includes some
Relevant theory
on the topic
Identification, critical analysis and explanation relevant theories
evaluation of missing and/or
explanation,
and critical
examination of theories.
(20%)
relevant theories.
Theories integrated
exceptionally well into argument.
Well-constructed
of relevant
theories. Theories
integrated and linked well to argument.
Well-constructed
of relevant
theories.
Theories linked to point of view and/or argument.
and makes
attempts to use
theories to support
point of view
and/or argument.
poor attempt to
use theory to
support point of
view and/or argument.
Conclusion not
and clear
and clear
Clear conclusion
Conclusion reflects evident and/or
3. Conclusion. conclusion with
conclusion with that reflects main
main arguments in does not relate
(2%)
strong links to
supported by
arguments in
essay.
to main
main arguments in main arguments essay. arguments in
essay. in essay.
Gibbs’ CycleGibbs’ cycle is a reflective model which helps you.docxshericehewat
Gibbs’ Cycle
Gibbs’ cycle is a reflective model which helps you analyze situation based on six elements. Gibbs introduced his reflective cycle model in 1988.In this reflective cycle model, it shows you that your experiences have shaped you but it is not enough for your future analyses and your future decisions. It is showing that you can also learn from these experiences in six phases. These phases consist of Description, Feelings, Evaluation, Analysis, Conclusion, Action Plan. First three steps focus on what happened during the experience and second three steps focus on how you can improve yourself about similar experiences.
1.Description
This step discusses the situation to give proper explanation for circumstances or situations without focusing on conclusions immediately. At this stage, person must know what happened. You can ask these questions to understand a situation better in this step.
· What happened?
· What was the situation?
· What did you do?
· What did others do?
· What was the outcome?
2.Feelings
This step considers your feelings and emotions during the time of event or experience. You do not make decisions or judge situation based on feelings in this step. The main purpose of this step is awareness of your feelings. You can ask these questions to be aware of your feeling during experience.
· How are you feeling about the experience now?
· How do you think other people are feeling about experience now?
· What did you feel while this situation took place?
· What do you think other people felt during this situation?
3.Evaluation
In this step, you need to see pros and cons of situation and you should know what you learned from incident. What approach worked and, which ones did not work during incident. You also need to evaluate situation or experience based on your and other people’s reactions during incident. These questions might help you to evaluate situation better in this step.
· What was good and bad about experience?
· What have you learnt?
· What went well?
· What didn’t go so well?
4.Analysis
In this step, you see what you gained from this experience. You analyse outcome of experience to see what caused problems or what caused to positive consequences. Because of this experience, you suppose to know what to do in similar, future situations. You need to learn from your mistakes after experience to make better decisions.
· What factors helped for positive consequences in this experience?
· What factors caused problems for negative consequences in this experience?
5.Conclusion
This step is summary of what you have learnt from experience and ask yourself what else you could have done in this situation. The information you gathered in conclusion step can help you avoid making bad decisions in future. You can also ask these questions to conclude experience better in this step.
· What will be strategy if same event happens again in future?
· Could a different approach change something for this experience?
· How could this have ...
Asssignment 1Leadership Theory Paper Milestone #2 Assessing S.docxcockekeshia
The document provides instructions for students to complete Milestone #3 of an assignment on leadership theories, which involves compiling an annotated bibliography. Students are asked to find five relevant scholarly sources on their chosen leadership theory (behavioral theory, transformational theory, or trait theory) and write annotations for three of the sources. The annotations should summarize each source in the student's own words and explain how the source will be used in the final leadership theory paper. Formatting guidelines are provided, and students are encouraged to submit drafts to the writing center for feedback.
Asssignment 1Leadership Theory Paper Milestone #2 Assessing S.docxjasoninnes20
Asssignment 1
Leadership Theory Paper Milestone #2: Assessing Strengths & Limitations
Review the content requirements for the Leadership Theory Paper. Note that one of the key requirements is to explain the foundational philosophical assumptions and principles of each of the selected leadership paradigms. In this written assignment, take one of the theories you selected for your Leadership Theory Paper (I selected Behavioural Theory, Transformational theory, AND Trait theory, please chose one ) and explain its foundational philosophical assumptions and principles.
You will submit a draft of this written assignment to the Writing Center for feedback in order to become familiar with this resource prior to submitting a draft of your final paper in Week 5. At the doctoral level, you should become accustomed to developing multiple drafts before submitting a complete paper to your instructor - the Writing Center's paper review option will be a great guide in this continuous improvement process. You will need to submit a draft of this written assignment by Day 3 of Week 3 so you that you have time to make changes and submit a completed paper to your instructor on Day 7.
As you prepare this written assignment for the course, please keep in mind that a successful final draft of any written assignment should be the product of brainstorming, outlining, and writing multiple drafts. Many of the assignments in this course are building blocks toward the final Leadership Theory paper, but it is important to keep in mind that you will need to continually revise your work using the feedback from your instructor as well as the Writing Center as you use these pieces to develop the final draft. University of the Rockies Writing Center is a great service for all students, offering 24/7 live chat support and a 24 hour feedback turnaround for papers and discussion posts. It is suggested that you submit a draft for the Writing Center for this paper, and required of you for the written assignments in Weeks 5 and 6. In addition, continue to leverage Grammarly and Turnitin as you build toward the final paper.
Point Value: 7 Points
Weekly Learning Outcome Alignment: 2
Course Learning Outcome Alignment: 5, 6
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
Grading RUBRIC:
Total Possible Score: 7.00
Identifies One Foundational Leadership Theory and Explains the History of the Theory, Including the Key Scholar(s) Responsible for the Theory’s Development
Total: 1.40
Distinguished - Identifies one foundational leadership theory and thoroughly explains the history of the theory, including the key scholar(s) responsible for the theory’s development.
Proficient - Identifies one foundational leadership theory and explains the history of the theory, including the key scholar(s) responsible for the theory’s development.
Basic - Identifies one foundational leadership theory and adequately explains th ...
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Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
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Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
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Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
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Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
Signature Assignment 5 My Utopia Job Length The gu.docxMARRY7
** Signature Assignment** 5:
My Utopia Job
Length: The guideline is 3 - 5 pages, double-spaced (Times Roman 12 font with
standard 1” margins).
Due: Week 7 by Midnight Sunday night
Post: On-line, Week 7, Assignment 5
Addresses Learning Outcomes: 4 and 5. You may want to view this YouTube Video for some
information: http://www.youtube.com/watch?v=D-6jocg8Zyk
You may also want to view this:
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_futur
e_self.html
Students may submit an outline week 6 to the instructor for comments.
Based upon:
1. What you have learned about yourself and your particular management strengths;
2. Two to three of the most useful management techniques that have been offered in the
text and in class discussions;
3. What you have learned about the global marketplace.
Using the above three criterion, design your ideal position. The purpose of this paper is for
students to take management theories presented in this class and the text and apply them to
themselves. Students are to identify their own particular management strengths and to consider
two to three of specific management tools offered in this class. Students need to then apply that
information and design and explain what they feel would be their ideal work role and
environment. This is going to be a personal paper that is backed up by the data from this class.
This paper is to address the following questions:
• What are the student’s strengths?
• What management concept best fits with the student’s strengths?
• How would the management concepts in this class be utilized to create the utopia job
for the student?
• Why would the proposed role and environment best fit the student’s strengths?
• What would be two to three specific boundaries, authority, role and tasks that would
be a part of the utopian job?
• How does this job fit in with the four responsibilities of management: Planning,
Organizing, Controlling and Leading?
Introduction (10%)
• Is there a clear “Purpose Statement”?
• Does the introduction explain what the paper is about – the main points of analysis?
• Does it give a quick overview of the three to five points of analysis?
http://www.youtube.com/watch?v=D-6jocg8Zyk
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_future_self.html
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_future_self.html
Analysis (60%)
• Does the paper have three to five main points of analyzing how the organization did
or did not evolve as explained in the text on how the chosen organization did or did
not follow the theories presented?
• Does each of the main points have a citation back to the text with a page number and
a direct (short – 3 to 5 words) quote?
Conclusion (10%)
• Is the conclusion a clear and concise recap of the analysis?
• The conclusion can not bring in any new ideas!
• Does the ...
School of Business and Law CQUniversity Australia .docxanhlodge
This document outlines an assessment for a university course on critical thinking and managerial decision making. The assessment requires students to write a 1,500 word article review based on 10 peer-reviewed journal articles. Students must critically analyze the articles by addressing questions about the background, research problems, methodology, findings, and limitations of the research. The review must be submitted individually and is worth 30% of the student's grade. It must follow APA style guidelines and be submitted online by the specified due date. The document provides grading rubrics that will be used to evaluate the students' reviews.
CIS4253 Ethics in Information Technology Assignment 1 Grading.docxclarebernice
CIS4253: Ethics in Information Technology Assignment 1 Grading Rubric
Student Name: ________________________ Score: ______________________
Assignment 1: Ethics and Leadership
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
Articulate the ethical issues
Weight: 10%
Ethical Issues in the
profession is/are not clear
and/or lack significance
Ethical Issues in the
profession not stated
quite as clearly and/or
self-reflection is missing.
Ethical Issues in
profession are stated but
self-reflection is not well
articulated.
Ethical Issues in the profession are
well articulated. Self-reflection is
well-written.
Identify Inspirational
Leadership Characteristics to
improve ethics in the
organization
Weight: 10%
Names only one
inspirational leadership
characteristic
demonstrated by the
leader BUT fails to
adequately explain how
the leader utilizes or
demonstrates it.
Names 2 or more
inspirational leadership
characteristics
demonstrated by the
leader BUT adequately
explains how the leader
utilizes or demonstrates
only one trait.
Names at least 3
inspirational leadership
characteristics
demonstrated by the
leader AND adequately
explains how the leader
utilizes or demonstrates
at least 2 of the traits.
Names 3 or more inspirational
leadership characteristics
demonstrated by the leader AND
FULLY explains how the leader
utilizes or demonstrates ALL of the
traits.
Reflection
Weight: 10%
Fails to state that the
leader's actions or
characteristics have
inspired or impacted
student’s ethical
awareness in a positive
way, and fails to identify
how.
States that the leader's
actions or characteristics
have inspired or
impacted the student in a
positive way, but fails to
identify how.
Adequately identifies
how the leader's actions
or characteristics have
inspired or impacted the
student in a positive way.
Clearly identifies how the leader's
actions or characteristics have
inspired or impacted the student in
a positive way.
Summarize the interview and
compare and contrast with
own perception and existing
theories
Weight: 15%
Fails to provide an
adequate summary
Summarized the answers
gathered in the interview
but lacks but lacks
comparison of own point
of view about leadership
with own perception of it
and the existing theories.
Adequately summarized
the answers gathered in
the interview and
compared and contrasted
own point of view about
leadership with own
perception of it and the
existing theories.
Thoroughly summarized the
answers gathered in the interview
and compared and contrasted own
point of view about leadership with
own perception of it and the
existing theories.
Analyze the leadership and
ethical values of the leader
interviewed a ...
Clinical Field Experience C Special Education Teacher Observa.docxrobert345678
Clinical Field Experience C: Special Education Teacher Observation and
Feedback - Rubric
Summary of Collaboration Experience 7 points
Criteria Description
Summary of Collaboration Experience
5. Target 7 points
Reflection substantially reflects on the collaboration with the mentor of the
teacher’s performance including agreed upon ideas for enhancing instructional
delivery and student learning outcomes, and how feedback would be delivered in a
post-observation conference.
4. Acceptable 6.09 points
Reflection soundly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
3. Approaching 5.18 points
Reflection shallowly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
2. Insufficient 4.83 points
Reflection inefficiently reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
1. No Submission 0 points
Not addressed.
Evaluation Tool 7 points
Criteria Description
Evaluation Tool
Collapse All
5. Target 7 points
Reflection includes a thorough examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
4. Acceptable 6.09 points
Reflection includes a clear examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
3. Approaching 5.18 points
Reflection includes a minimal examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
2. Insufficient 4.83 points
Reflection includes a weak examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
1. No Submission 0 points
Not addressed.
PSEL Standard 5 and Implications for Future Practice 14 points
Criteria.
Experiential Learning Essay Template
Experiential Learning Essay Template
Review this check list in prior to submitting your experiential learning essay. If you have completed all of the items listed below, you are ready to submit your essay. Keep in mind, your evaluator may still request additional material, however, the list below will guide in your essay submission preparations. Not adhering to these guidelines will cause a delay in processing.
** Review each of the items below and check if you have completed each of them:
1. I have selected an approved essay topic from the essay course descriptions page. http://www.phoenix.edu/admissions/prior_learning_assessment/experiential-essays/essay-topics.html
2. Some essays have specific experience requirements. I have checked the essay description and I meet all of the experience requirements listed.
3. I have written and included a 1,500 to 2,100 word autobiography; autobiography is only required with first Experiential Learning Essay, subsequent essays do not require additional autobiographies.
4. I have written an experiential essay: 3,000 to 4,500 words for 3 credit essay
5. My essay is written in first person (1st) without references.
6. I have written to all four (4) areas of Kolb’s model of learning.
7. I have addressed all of the required subtopics in each of the four areas of Kolb’s model of learning.
8. I have included supporting documentation that validates my personal/professional experience with the essay course description/topic.
9. My essay is based on personal, life learning experiences, not based on research, history, or another individual’s learning experiences.
Kolb’s Model
Below is a description of Kolb’s Model. All experiential essays must be written following Kolb’s Model. Below
you will find the four sections of Kolb’s Model, a brief description of the section, and a sample of how that
section should be addressed. The samples are pulled from the sample essay found on the PLA website, and it is recommended that you review the sample essay for a more complete example of how to write an experiential essay in Kolb’s Model. The words on this page do not count toward the essay length requirement.
1. Description of Concrete Experience
Description: Concrete experience represents your personal participation with the people, places, activities, and events of an experience. You should describe your involvement relative to the experience, demonstrating the opportunity for learning.
Sample: My career in public relations started off as a staff assistant in the Public Information Office of a community college system. After two years of on-the-job training, I was promoted to the position of community relations officer.
2. Reflections
Description: Reflections represent your thinking and processing relative to the experience. You should demonstrate your learning by describing the knowledge, skills, and attitudes developed through the reflective .
Assessment criteria The assessment for this module comprises 100.docxdavezstarr61655
Assessment criteria
The assessment for this module comprises 100% individual coursework and assignment.
Overview
The Assignment requires you to submit an individual 2,000-word essay plus Appendices of 5-12 pages. Failure to use Appendices to provide relevant background and other information, workings and analysis will result in a reduced mark and may result in a fail grade.
The Assignment should contain a reference list, however there should not be a bibliography, meaning that there should not be any references in the reference list not used in the Assignment.
Diagrams, footnotes, tables and references will not be included in the word count. Diagrams, footnotes and tables will only be given reward (in the marking process) if the text of the Assignment refers to them.
Technical requirements
The Assignment must be written in essay format and be word-processed and saved in MS Word or as a pdf.
The Assignment must follow Bradford academic writing conventions for referencing. It must be substantially in the format as provided (including all headings provided, although additional sub-headings may be added).
Assignment aim
The purpose of this assignment is for you to demonstrate your understanding of business ethics and/or sustainability. Each of the assignment has a slightly different focus, however there are opportunities in each assignment to show skills in the application of ethical theories, management of ethical and sustainability issues and stakeholder engagement.
Each of the Assignment options will rely variously on material covered up to Unit 8. All passing papers will need to demonstrate skillful use of materials from Units more relevant to your chosen Assignment, along with relevant articles and research from outside the course materials. Assignments that receive better marks will demonstrate knowledge of materials from all Units and greater depth from outside course materials. .
Background research
Library and Internet sources, as well as internal organisational data should provide the foundation for material for this essay. Engaging in the weekly discussion forums will also help you to write your assignment.
Remember this is not a reflective analysis of the selected organisational issue. Relevant sources of information and literature have to be used effectively to sufficiently justify your analysis and subsequent recommendations. It is important that you read business ethics and sustainability literature including the recommended additional reading materials.
Referencing and appendices
You are asked to prepare a list of references for this assignment. There is often confusion between references and bibliographies and uncertainty over what should and what should not appear in an appendix. Note: there should be no bibliography in the Assignment, only a Reference list.
The appendices should be used to provide research and preparation to provide a basis for the marker to understand the context of your situation and your an.
Chamberlain College of Nursing NR504 Leadership Within Healthcare Professions
Role of Ethics within Leadership:
Assignment Guidelines with Scoring Rubric
Purpose:
The purpose of this assignment is to apply ethical principles to current leadership practices within healthcare by a) explaining two ethical principles, b) applying selected ethical principles to leadership, c) identifying how selected ethical principles can prevent or resolve leadership concerns, d) discussing how selected ethical principles will be incorporated into own leadership practices, and e) communicate ideas in a clear, succinct and scholarly manner
Course Outcomes:
Through this assignment, the student will demonstrate the ability to:
CO #1: Analyze leadership qualities that facilitate collaboration and cooperation at the individual, team, community, and organizational levels within diverse healthcare settings to foster human health. (MPH PO #1, MSN PO # 1, 7)
CO #5: Incorporate ongoing leadership character development, values and ethical principles into a living leader role that collaborates with and engages individuals, teams, agencies, and organizations locally as well as globally. (MPH PO #8, MSN PO #5)
Due Date: Sunday 11:59 p.m. MT at the end of Week 2
Total Points Possible: 100 PointsRequirements:
Description of the Assignment
1. In this 3-5 page paper (not including the title or reference pages in the page count), the introduction contains a few statements about ethical principles in general, identification of two ethical principles to be used in this paper, and the sections of the paper.
2. Section One provides a definition and explanation of two ethical principles. Each of the selected ethical principles are then applied to leadership within any healthcare setting. Scholarly support is provided for the definitions, explanations, and application areas.
3. Section Two presents information on how the selected ethical principles either prevents or solves two different leadership concerns within healthcare. Scholarly support is required
4. Section Three identifies how you will incorporate each of the selected ethical principles into your own leadership activities within healthcare.
5. Summary of this paper identifies key points from the presentation as well as of insights gained (what was learned) about applying ethical principles with leadership through writing the paper.
Criteria for Content
· Introduction includes general comments on ethics and leadership (such defining ethics in general, how ethics can impact leadership), identify the two ethical principles selected for use within this assignment, and the sections of the paper. A heading is not used.
· Section one contains a definition and explanation of each of the selected ethical principles. Scholarly references (no dictionaries are allowed to be used) are required. Following the definition and explanation of each of the required ethical princip ...
Philosophy of Leadership600 Week 8 Assignment and RubricLeng.docxLacieKlineeb
Philosophy of Leadership
600 Week 8 Assignment and Rubric
Length: Paper: 8 - 10 double-spaced pages (excluding title and references pages)
Due: Week 8 by Wednesday Midnight
Value: 250 Points for 25% of the grade
Post: Week 8 Assignments -- Turnitin
Personal Philosophy of Leadership Paper Guidelines
Prepare and submit through turnitin an 8 - 10 page paper that includes your definition of leadership, discusses three leadership theories that have influenced you, analyzes your leadership style, examines followership, and reflects on insights gained. A well-constructed paper will reference 6 or more scholarly sources including 5 journal articles such as those assigned and retrieved from Brandman’s virtual library, and adhere to APA standards.
Leadership Definition
Provide your definition of leadership and what has influenced this definition. Your definition must be original but supported by the work of others. Support your analysis with two (2) or more scholarly sources including one (1) journal article.
Leadership Theories
Discuss three (3) major leadership theories that have most influenced your thinking on leadership and leaders. In your leadership challenge paper, you discussed classical leadership theories. In this paper, consider including the contemporary approaches of Authentic, Servant and/or Transformational Leadership. Select at least two theories or models that you haven’t already written about in week 5 for your final paper. Define and describe the components of the selected theories using four (4) or more scholarly sources including three (3) journal articles.
Leadership Style
Analyze your strengths and style(s) as a leader. Use three (3) or more assessments from the Northouse text to assess your effectiveness in the leadership approaches as described in the above section; and compare your qualities and characteristics to those of effective leaders. Support your analysis with two (2) or more scholarly sources including one (1) journal article.
Followership
Discuss what effective followership is and why it is an important component of leadership. How can you enhance your effectiveness as a follower and encourage it in others? Support your analysis with one (1) or more scholarly sources.
Reflective Analysis
In two – three pages, reflect on three (3) key leadership lessons you have learned from this course. What has influenced you the most and has been of the most value to you)? How has your thinking and/or behavior changed to enhance your leadership practice? Describe two (2) specific action you will take to enhance your leadership effectiveness.
Evaluation Criteria
Criteria
Exemplary
Proficient
Developing
Emerging
Leadership Definition
25 - 23
Provides clear, concise and original definition of leadership. Describes influences to this definition forming the link to coursework. Uses 2 or more scholarly sources including 1 journal article.
22 - 20
Provides clear and fairly original definition of leadershi.
1w2w3w4w5w6w7w8w9w10w11w12w
Instructions
Listen carefully to the interview and consider the communication issues discussed. Read whatever background material you have gathered about the organisation. Drawing on materials from Topics 8 to 12 identify and evaluate the interpersonal communication issues in your participant’s organisation from the employee’s point of view. Relate these issues to theory and use academic research to support your findings. Present your findings in your report.
In this report:
· include a section which describes the company and the interviewee. Use pseudonyms for the employee and the company. Do not use real names.
· important! Ensure you describe and reflect upon your methods for conducting this research: how did you select your interviewee, how did you persuade them to participate, what kind of interview techniques did you apply? Refer to relevant theories on persuasion, presentations, interview techniques, possibly intercultural communication, and so on.
· describe your findings, and analyse them using pertinent theories (from not just Module One but certainly from Module Three). Reference the theories appropriately.
· include recommendations for your participant’s organisation. In your recommendations, make sure that you offer viable solutions. If there are no problems at all, then analyse which factors ensure that communication is so successful in this company.
· include the informed consent form as an appendix.
Throughout your report, do not refer to your participant or their organisation by their real names. Use pseudonyms at all times, to protect the identity of your participant.
You must have at least eight academic (peer reviewed) references in your report. No Wikipedia or World Wide Web (Googled) references will be counted as academic.
Structure your report according to the relevant readings set for Topic 6:
· Interpreting the Assignment task: Report.
· Report Writing.
· Report Writing Checklist.
· Writing an Abstract or Executive Summary.
· How is an Abstract Different from an Introduction?
· Introductions and Conclusions: Report.
Please note that all formal academic reports require the following sections:
Assessment | 13
· Title.
· Abstract (or often referred to as an Executive Summary or Summary in Business).
· Table of Contents.
· Introduction. ( background of interview, who and why?)
· Methods, Methodology or Procedure. ( How did you get that person to interview? why)
· Findings.( what do you find in the interview? )
· Discussion or Interpretation of Results. (Link theory to the finding : - how are they link
· Recommendations (what you suggest for interviewee or company)
· List of references.
· Appendices (or Appendix if there is only one).
.
1-2paragraphsapa formatWelcome to Module 6. Divers.docxjasoninnes20
1-2
paragraphs
apa format
Welcome to Module 6. Diversity can help ensure that a team has the skills and knowledge necessary for the successful completion of tasks. Diverse teams, as long as they are well managed, tend to be more creative and achieve goals more efficiently. Leaders must understand and appreciate the diversity that exists in their team. Answer the following question as you think about the diversity that exists within your own organization.
How does this diversity help your team achieve its goals?
Have you noticed any barriers to team unity that may be attributed to the diversity of team members' backgrounds?
How has your background and experience prepared you to be an effective leader in an organization that holds diversity and inclusion as core to its mission and values?
.
1-Post a two-paragraph summary of the lecture; 2- Review the li.docxjasoninnes20
1-Post a two-paragraph summary of the lecture;
2- Review the links and select one. Briefly explain how they support our curse.
http://www.fldoe.org/
http://www.eric.ed.gov/ERICWebPortal/Home.portal
http://firn.edu/doe/sas/ftce/ftcecomp.htm
Use APA 7.
each work separately.
.
1-What are the pros and cons of parole. Discuss!2-Discuss ways t.docxjasoninnes20
1-What are the pros and cons of parole. Discuss!
2-Discuss ways to improve parole so that offenders have a better chance of being successful in the community
3-What are the barriers that parolees face when they return to the community that contribute to them failing. Give a relative example!
Submit in 3 paragraphs
.
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Signature Assignment 5 My Utopia Job Length .docxaryan532920
The document provides instructions for an assignment to design an ideal job or "utopia job" based on what students have learned about management techniques and their own strengths. Students are asked to analyze their strengths, identify relevant management concepts, and propose specific responsibilities, authority, and tasks for their ideal role, explaining how it applies concepts from the course and fits their skills. The assignment should be 3-5 pages long and address several outlined questions. It will be evaluated based on various criteria including a clear introduction and analysis, proper formatting, and demonstration of course learning outcomes.
The document provides guidance for writing a lab report, including formatting requirements and expectations for each section. Key details include:
- The lab report should be 3000 words excluding certain sections and include an abstract, tables/graphs, and references.
- Sections should include a title, abstract, introduction, method, results, discussion, and references. The introduction should include a literature review, rationale for the study, and hypothesis.
- The method section should describe the design, variables, participants, materials, and procedure. The results section should present findings clearly. The discussion should interpret results in the context of previous research.
- Guidance is provided for writing each section clearly and objectively, following the conventions of scientific writing
ACC202 - Management AccountingTrimester 3 2018 GROUP ASSIGNMENT.docxbartholomeocoombs
ACC202 - Management Accounting
Trimester 3 2018 GROUP ASSIGNMENT
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Question
Student Mark
Total Assignment
/100
Assessment Mark (out of 20)
/20
Overview
Group Assignment: 3-5 members (or as agreed with your Tutor)
Nature of Assignment: Essay (2000 – 2500 words)
Date Due: Week 10(Friday 10pm)
Worth: 20%
Submission Method: via Moodle / Turnitin (printed copy to Tutor if requested by Tutor)
Instructions
· This is a Group Assignment of 3-5 members (or as agreed with your Tutor). The groups must be finalised prior to the Mid-trimester test in Week 6.
· Write each of your Student Names and Numbers at the top of this page IN THE BOX PROVIDED. Ensure you identify who your group lead is.
The Group lead will be responsible for all correspondence with the Tutor as well as the assignment final submission.
1) Essay Questions:
What are mid-market innovators and what are the overall strategies and pricing approaches used by these innovators in order to develop their business. Why are mid-market innovators successful? Provide examples where appropriate.
Based on your analysis of mid-market innovators in the first part of the essay question, what challenges are there for incumbent companies?
2) Essay Structure:
The following structure is provided to assist you in developing your response.
1) Executive Summary (an overall statement of no more than 200-250 words outlining the topic, approach, summary of key findings and conclusion)
2) Introduction (this should state what the purpose of the report is, what Accounting theme is being explored, which company is being reviewed (if applicable), which standards / criteria are being applied etc.)
3) Literature Review (this is where you include a summary of the literature you reviewed to develop your understanding of the topic and formulate your recommendations)
4) Analysis (this is the main body)
5) Summary of Findings (this section highlights the key findings from your analysis)
6) Recommendations (this section summarises YOUR key recommendations based on your findings and emphasises your JUDGEMENT)
7) Conclusion (this section should reflect upon what you stated in the introduction i.e. what you have done and what you found. The conclusion is about closing the analysis and NOT introducing new material.)
8) Referencing (Harvard Anglia compliant)
You should also use the attached RUBRIC (refer section 3) to self-assess how well your Essay reaches the targeted outcomes. Please feel free to bring a draft copy to your Tutor to help you assess progress.
3. Analysis Rubric
Criteria
HD (>95%)
HD (85-95%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Fail (40-50%)
Fail (<40%)
Executive Summary (5%)
Presented a logical and well-structured executive summary which clearly reflects the assignment requirements, .
Global 110. Grading Rubric for Papers Answer to the Qu.docxshericehewat
Global 110. Grading Rubric for Papers
Answer to the Question Structure Examples Analysis
5
Responses are clearly focused,
showing a high degree of
awareness of the demands and
implications of the question
Responses are well structured and
effectively organized.
The examples that the student
chooses to discuss are appropriate
and relevant, and are used
effectively to support the
analysis/evaluation.
The response contains clear and
coherent critical analysis. All, or
nearly all, of the main points are
substantiated, and the response
argues to a consistent conclusion.
4
The demands of the question are
generally understood and
addressed.
Responses are generally well
structured and organized, although
there is some repetition or lack of
clarity in places.
The examples that the student
chooses to discuss are appropriate
and relevant, and are used to
support the analysis/evaluation.
The response contains critical
analysis, which is mainly clear
and coherent. Most of the main
points are substantiated and the
response argues to a consistent
conclusion.
3
The response indicates an
understanding of the demands of
the question, but these demands
are only partially addressed.
There is an attempt to follow a
structured approach.
The examples that the student
chooses to discuss are appropriate
and relevant.
The response moves beyond
description to include some
analysis or critical commentary,
but this is not sustained.
2
The response indicates some
understanding of the demands of
the question.
While there may be an attempt to
follow a structured approach, the
response lacks clarity and
coherence.
The student identifies specific
examples to discuss, but these
examples are vague or lack
relevance
There is some limited analysis,
but the response is primarily
narrative/ descriptive in nature
rather than analytical.
1
There is little understanding of the
demands of the question.
The response is poorly structured
or, where there is a recognizable
essay structure, there is minimal
focus on the task.
The student identifies examples to
discuss, but these examples are
factually incorrect, irrelevant or
vague.
The response contains little or no
critical analysis. The response
may consist mostly of
generalizations and poorly
substantiated assertions.
0 The criteria is not met The criteria is not met The criteria is not met The criteria is not met
Page 1 of 2 NURS4344
Grading Rubric Management and Leadership: Bedside to Boardroom
4344 Forum Discussion Grading Rubric
Criteria Exemplary Proficient Competent Substantial Areas
f ...
OLCU 425 Diversity Issues Rubric
Length: 6 pages excluding the title and Reference pages
Due: Week 8 by Wednesday midnight
Value: 250 Points for 25% of the final grade
Post: Week 8 Assignments
Prepare and submit through Turnitin your analysis of the three (3) diversity issues posted in Week 8
Assignments. In preparing your response, discuss why you agree or disagree with the issues raised
regarding diversity leadership, cross-cultural communications, and cultural intelligence. This assignment
requires you to critically analyze each issue from different perspectives; support your analysis with course
readings, citations from academic sources, and examples as evidence to persuasively present your
conclusion.
Your analysis of each diversity issue should:
Comprehensively discuss and analyze the issue by responding to all questions posed
Include citations (such as from your textbook, assigned readings or your research) to support your
analysis and conclusions
Use specific examples as evidence
Persuasively argue a specific conclusion as to why you agree or disagree
Be two (2) double-spaced pages (approximately 700 words)
Use complete sentences, correct spelling and grammar; and adhere to APA standards
Evaluation Criteria of Diversity Issues
Report Elements Exemplary
Proficient Developing Emerging
Diversity
Leadership
50
Comprehensively
analyzes diversity
conscious leadership
by thoroughly
responding to all posed
questions. Supports
analysis with citations
and specific examples.
Persuasively argues a
specific conclusion.
43
Analyzes diversity
conscious leadership
generally responding
to all posed questions.
Supports analysis with
some expert citations
and examples..
Argues a specific
conclusion providing
some justification.
36
Analyzes diversity
conscious leadership
although some
responses to posed
questions may be
superficial. Uses
some citations and
examples. States
but does not justify a
specific conclusion.
29
Limited if any
analysis of diversity
conscious
leadership; may not
respond to all
posed questions.
May provide
examples but does
not include
citations. Unclear
conclusion
Cross-Cultural
Communication
50
Comprehensively
analyzes cross-cultural
communications by
thoroughly responding
to all posed questions.
Supports analysis with
expert citations and
specific examples.
Persuasively argues a
specific conclusion.
43
Analyzes cross-
cultural
communications
generally responding
to all posed questions.
Supports analysis with
some expert citations
and examples..
Argues a specific
conclusion providing
some justification.
36
Analyzes cross-
cultural
communications
although some
responses to posed
questions may be
superficial. Uses
some citations and
examples. States
but does not justify a
specific conclusion.
29
Limited if any
analysis of cross-
cultural
commun.
Please see the Assessment 3 Rubric for a detailed explanation of t.docxLeilaniPoolsy
Please see the Assessment 3 Rubric for a detailed explanation of the allocation of marks in this
assessment.
Rationale
The aims of this assessment are to provide you with an opportunity to:
demonstrate your understanding of the challenges that managers face learn about and identity the skills and abilities required for managing
perform in-depth research on matters relating to contemporary management
develop your critical thinking skills so you can present a balanced view of management
theory and organisational practice
critically reflect on your own philosophy, goals and skills about managing
develop and practice your formal written communication skills
develop your APA citation and referencing skills
Marking criteria
ASSESSMENT 3 ESSAY RUBRIC: (30%)
HD -
Outstanding
DI - High
CR - Above
Satisfactory
FL -
PS - Satisfactory Unsatisfactory
Criteria*
Achievement 85% - 100%
Achievement
75% - 84%
Achievement
65% - 74%
Achievement
50% - 64%
Achievement 0
- 49%
Very clear well Clear well
Exceptionally
clear and well
researched
researched
Poorly
1. Introduction researched
introduction
introduction
Includes many
researched and
inclusive of all inclusive of most
missing several
defining main introduction
concepts and inclusive of all
aspects of an
essay
aspects of an
essay
aspects of an
introduction i.e.
elements of an
essay
explaining line aspects of an essay
introduction i.e. introduction i.e.
topic definitions,
introduction, i.e.
of reasoning. introduction i.e.
main topic
main topic
essay purpose,
topic definitions,
(2%)
main topic
definition(s), essay
definition(s),
essay purpose,
definition(s),
essay purpose,
plan, and line of
reasoning.
essay purpose,
plan, and line of
purpose, plan, and
plan, and line of plan, and line of
reasoning.
2.
line of reasoning.
Concise overview
and critical
reasoning.
Concise
overview and
reasoning.
Identification
Includes some
Relevant theory
on the topic
Identification, critical analysis and explanation relevant theories
evaluation of missing and/or
explanation,
and critical
examination of theories.
(20%)
relevant theories.
Theories integrated
exceptionally well into argument.
Well-constructed
of relevant
theories. Theories
integrated and linked well to argument.
Well-constructed
of relevant
theories.
Theories linked to point of view and/or argument.
and makes
attempts to use
theories to support
point of view
and/or argument.
poor attempt to
use theory to
support point of
view and/or argument.
Conclusion not
and clear
and clear
Clear conclusion
Conclusion reflects evident and/or
3. Conclusion. conclusion with
conclusion with that reflects main
main arguments in does not relate
(2%)
strong links to
supported by
arguments in
essay.
to main
main arguments in main arguments essay. arguments in
essay. in essay.
Gibbs’ CycleGibbs’ cycle is a reflective model which helps you.docxshericehewat
Gibbs’ Cycle
Gibbs’ cycle is a reflective model which helps you analyze situation based on six elements. Gibbs introduced his reflective cycle model in 1988.In this reflective cycle model, it shows you that your experiences have shaped you but it is not enough for your future analyses and your future decisions. It is showing that you can also learn from these experiences in six phases. These phases consist of Description, Feelings, Evaluation, Analysis, Conclusion, Action Plan. First three steps focus on what happened during the experience and second three steps focus on how you can improve yourself about similar experiences.
1.Description
This step discusses the situation to give proper explanation for circumstances or situations without focusing on conclusions immediately. At this stage, person must know what happened. You can ask these questions to understand a situation better in this step.
· What happened?
· What was the situation?
· What did you do?
· What did others do?
· What was the outcome?
2.Feelings
This step considers your feelings and emotions during the time of event or experience. You do not make decisions or judge situation based on feelings in this step. The main purpose of this step is awareness of your feelings. You can ask these questions to be aware of your feeling during experience.
· How are you feeling about the experience now?
· How do you think other people are feeling about experience now?
· What did you feel while this situation took place?
· What do you think other people felt during this situation?
3.Evaluation
In this step, you need to see pros and cons of situation and you should know what you learned from incident. What approach worked and, which ones did not work during incident. You also need to evaluate situation or experience based on your and other people’s reactions during incident. These questions might help you to evaluate situation better in this step.
· What was good and bad about experience?
· What have you learnt?
· What went well?
· What didn’t go so well?
4.Analysis
In this step, you see what you gained from this experience. You analyse outcome of experience to see what caused problems or what caused to positive consequences. Because of this experience, you suppose to know what to do in similar, future situations. You need to learn from your mistakes after experience to make better decisions.
· What factors helped for positive consequences in this experience?
· What factors caused problems for negative consequences in this experience?
5.Conclusion
This step is summary of what you have learnt from experience and ask yourself what else you could have done in this situation. The information you gathered in conclusion step can help you avoid making bad decisions in future. You can also ask these questions to conclude experience better in this step.
· What will be strategy if same event happens again in future?
· Could a different approach change something for this experience?
· How could this have ...
Asssignment 1Leadership Theory Paper Milestone #2 Assessing S.docxcockekeshia
The document provides instructions for students to complete Milestone #3 of an assignment on leadership theories, which involves compiling an annotated bibliography. Students are asked to find five relevant scholarly sources on their chosen leadership theory (behavioral theory, transformational theory, or trait theory) and write annotations for three of the sources. The annotations should summarize each source in the student's own words and explain how the source will be used in the final leadership theory paper. Formatting guidelines are provided, and students are encouraged to submit drafts to the writing center for feedback.
Asssignment 1Leadership Theory Paper Milestone #2 Assessing S.docxjasoninnes20
Asssignment 1
Leadership Theory Paper Milestone #2: Assessing Strengths & Limitations
Review the content requirements for the Leadership Theory Paper. Note that one of the key requirements is to explain the foundational philosophical assumptions and principles of each of the selected leadership paradigms. In this written assignment, take one of the theories you selected for your Leadership Theory Paper (I selected Behavioural Theory, Transformational theory, AND Trait theory, please chose one ) and explain its foundational philosophical assumptions and principles.
You will submit a draft of this written assignment to the Writing Center for feedback in order to become familiar with this resource prior to submitting a draft of your final paper in Week 5. At the doctoral level, you should become accustomed to developing multiple drafts before submitting a complete paper to your instructor - the Writing Center's paper review option will be a great guide in this continuous improvement process. You will need to submit a draft of this written assignment by Day 3 of Week 3 so you that you have time to make changes and submit a completed paper to your instructor on Day 7.
As you prepare this written assignment for the course, please keep in mind that a successful final draft of any written assignment should be the product of brainstorming, outlining, and writing multiple drafts. Many of the assignments in this course are building blocks toward the final Leadership Theory paper, but it is important to keep in mind that you will need to continually revise your work using the feedback from your instructor as well as the Writing Center as you use these pieces to develop the final draft. University of the Rockies Writing Center is a great service for all students, offering 24/7 live chat support and a 24 hour feedback turnaround for papers and discussion posts. It is suggested that you submit a draft for the Writing Center for this paper, and required of you for the written assignments in Weeks 5 and 6. In addition, continue to leverage Grammarly and Turnitin as you build toward the final paper.
Point Value: 7 Points
Weekly Learning Outcome Alignment: 2
Course Learning Outcome Alignment: 5, 6
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
Grading RUBRIC:
Total Possible Score: 7.00
Identifies One Foundational Leadership Theory and Explains the History of the Theory, Including the Key Scholar(s) Responsible for the Theory’s Development
Total: 1.40
Distinguished - Identifies one foundational leadership theory and thoroughly explains the history of the theory, including the key scholar(s) responsible for the theory’s development.
Proficient - Identifies one foundational leadership theory and explains the history of the theory, including the key scholar(s) responsible for the theory’s development.
Basic - Identifies one foundational leadership theory and adequately explains th ...
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Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
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Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
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Apply Rubrics
Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
Signature Assignment 5 My Utopia Job Length The gu.docxMARRY7
** Signature Assignment** 5:
My Utopia Job
Length: The guideline is 3 - 5 pages, double-spaced (Times Roman 12 font with
standard 1” margins).
Due: Week 7 by Midnight Sunday night
Post: On-line, Week 7, Assignment 5
Addresses Learning Outcomes: 4 and 5. You may want to view this YouTube Video for some
information: http://www.youtube.com/watch?v=D-6jocg8Zyk
You may also want to view this:
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_futur
e_self.html
Students may submit an outline week 6 to the instructor for comments.
Based upon:
1. What you have learned about yourself and your particular management strengths;
2. Two to three of the most useful management techniques that have been offered in the
text and in class discussions;
3. What you have learned about the global marketplace.
Using the above three criterion, design your ideal position. The purpose of this paper is for
students to take management theories presented in this class and the text and apply them to
themselves. Students are to identify their own particular management strengths and to consider
two to three of specific management tools offered in this class. Students need to then apply that
information and design and explain what they feel would be their ideal work role and
environment. This is going to be a personal paper that is backed up by the data from this class.
This paper is to address the following questions:
• What are the student’s strengths?
• What management concept best fits with the student’s strengths?
• How would the management concepts in this class be utilized to create the utopia job
for the student?
• Why would the proposed role and environment best fit the student’s strengths?
• What would be two to three specific boundaries, authority, role and tasks that would
be a part of the utopian job?
• How does this job fit in with the four responsibilities of management: Planning,
Organizing, Controlling and Leading?
Introduction (10%)
• Is there a clear “Purpose Statement”?
• Does the introduction explain what the paper is about – the main points of analysis?
• Does it give a quick overview of the three to five points of analysis?
http://www.youtube.com/watch?v=D-6jocg8Zyk
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_future_self.html
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_future_self.html
Analysis (60%)
• Does the paper have three to five main points of analyzing how the organization did
or did not evolve as explained in the text on how the chosen organization did or did
not follow the theories presented?
• Does each of the main points have a citation back to the text with a page number and
a direct (short – 3 to 5 words) quote?
Conclusion (10%)
• Is the conclusion a clear and concise recap of the analysis?
• The conclusion can not bring in any new ideas!
• Does the ...
School of Business and Law CQUniversity Australia .docxanhlodge
This document outlines an assessment for a university course on critical thinking and managerial decision making. The assessment requires students to write a 1,500 word article review based on 10 peer-reviewed journal articles. Students must critically analyze the articles by addressing questions about the background, research problems, methodology, findings, and limitations of the research. The review must be submitted individually and is worth 30% of the student's grade. It must follow APA style guidelines and be submitted online by the specified due date. The document provides grading rubrics that will be used to evaluate the students' reviews.
CIS4253 Ethics in Information Technology Assignment 1 Grading.docxclarebernice
CIS4253: Ethics in Information Technology Assignment 1 Grading Rubric
Student Name: ________________________ Score: ______________________
Assignment 1: Ethics and Leadership
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
Articulate the ethical issues
Weight: 10%
Ethical Issues in the
profession is/are not clear
and/or lack significance
Ethical Issues in the
profession not stated
quite as clearly and/or
self-reflection is missing.
Ethical Issues in
profession are stated but
self-reflection is not well
articulated.
Ethical Issues in the profession are
well articulated. Self-reflection is
well-written.
Identify Inspirational
Leadership Characteristics to
improve ethics in the
organization
Weight: 10%
Names only one
inspirational leadership
characteristic
demonstrated by the
leader BUT fails to
adequately explain how
the leader utilizes or
demonstrates it.
Names 2 or more
inspirational leadership
characteristics
demonstrated by the
leader BUT adequately
explains how the leader
utilizes or demonstrates
only one trait.
Names at least 3
inspirational leadership
characteristics
demonstrated by the
leader AND adequately
explains how the leader
utilizes or demonstrates
at least 2 of the traits.
Names 3 or more inspirational
leadership characteristics
demonstrated by the leader AND
FULLY explains how the leader
utilizes or demonstrates ALL of the
traits.
Reflection
Weight: 10%
Fails to state that the
leader's actions or
characteristics have
inspired or impacted
student’s ethical
awareness in a positive
way, and fails to identify
how.
States that the leader's
actions or characteristics
have inspired or
impacted the student in a
positive way, but fails to
identify how.
Adequately identifies
how the leader's actions
or characteristics have
inspired or impacted the
student in a positive way.
Clearly identifies how the leader's
actions or characteristics have
inspired or impacted the student in
a positive way.
Summarize the interview and
compare and contrast with
own perception and existing
theories
Weight: 15%
Fails to provide an
adequate summary
Summarized the answers
gathered in the interview
but lacks but lacks
comparison of own point
of view about leadership
with own perception of it
and the existing theories.
Adequately summarized
the answers gathered in
the interview and
compared and contrasted
own point of view about
leadership with own
perception of it and the
existing theories.
Thoroughly summarized the
answers gathered in the interview
and compared and contrasted own
point of view about leadership with
own perception of it and the
existing theories.
Analyze the leadership and
ethical values of the leader
interviewed a ...
Clinical Field Experience C Special Education Teacher Observa.docxrobert345678
Clinical Field Experience C: Special Education Teacher Observation and
Feedback - Rubric
Summary of Collaboration Experience 7 points
Criteria Description
Summary of Collaboration Experience
5. Target 7 points
Reflection substantially reflects on the collaboration with the mentor of the
teacher’s performance including agreed upon ideas for enhancing instructional
delivery and student learning outcomes, and how feedback would be delivered in a
post-observation conference.
4. Acceptable 6.09 points
Reflection soundly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
3. Approaching 5.18 points
Reflection shallowly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
2. Insufficient 4.83 points
Reflection inefficiently reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
1. No Submission 0 points
Not addressed.
Evaluation Tool 7 points
Criteria Description
Evaluation Tool
Collapse All
5. Target 7 points
Reflection includes a thorough examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
4. Acceptable 6.09 points
Reflection includes a clear examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
3. Approaching 5.18 points
Reflection includes a minimal examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
2. Insufficient 4.83 points
Reflection includes a weak examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
1. No Submission 0 points
Not addressed.
PSEL Standard 5 and Implications for Future Practice 14 points
Criteria.
Experiential Learning Essay Template
Experiential Learning Essay Template
Review this check list in prior to submitting your experiential learning essay. If you have completed all of the items listed below, you are ready to submit your essay. Keep in mind, your evaluator may still request additional material, however, the list below will guide in your essay submission preparations. Not adhering to these guidelines will cause a delay in processing.
** Review each of the items below and check if you have completed each of them:
1. I have selected an approved essay topic from the essay course descriptions page. http://www.phoenix.edu/admissions/prior_learning_assessment/experiential-essays/essay-topics.html
2. Some essays have specific experience requirements. I have checked the essay description and I meet all of the experience requirements listed.
3. I have written and included a 1,500 to 2,100 word autobiography; autobiography is only required with first Experiential Learning Essay, subsequent essays do not require additional autobiographies.
4. I have written an experiential essay: 3,000 to 4,500 words for 3 credit essay
5. My essay is written in first person (1st) without references.
6. I have written to all four (4) areas of Kolb’s model of learning.
7. I have addressed all of the required subtopics in each of the four areas of Kolb’s model of learning.
8. I have included supporting documentation that validates my personal/professional experience with the essay course description/topic.
9. My essay is based on personal, life learning experiences, not based on research, history, or another individual’s learning experiences.
Kolb’s Model
Below is a description of Kolb’s Model. All experiential essays must be written following Kolb’s Model. Below
you will find the four sections of Kolb’s Model, a brief description of the section, and a sample of how that
section should be addressed. The samples are pulled from the sample essay found on the PLA website, and it is recommended that you review the sample essay for a more complete example of how to write an experiential essay in Kolb’s Model. The words on this page do not count toward the essay length requirement.
1. Description of Concrete Experience
Description: Concrete experience represents your personal participation with the people, places, activities, and events of an experience. You should describe your involvement relative to the experience, demonstrating the opportunity for learning.
Sample: My career in public relations started off as a staff assistant in the Public Information Office of a community college system. After two years of on-the-job training, I was promoted to the position of community relations officer.
2. Reflections
Description: Reflections represent your thinking and processing relative to the experience. You should demonstrate your learning by describing the knowledge, skills, and attitudes developed through the reflective .
Assessment criteria The assessment for this module comprises 100.docxdavezstarr61655
Assessment criteria
The assessment for this module comprises 100% individual coursework and assignment.
Overview
The Assignment requires you to submit an individual 2,000-word essay plus Appendices of 5-12 pages. Failure to use Appendices to provide relevant background and other information, workings and analysis will result in a reduced mark and may result in a fail grade.
The Assignment should contain a reference list, however there should not be a bibliography, meaning that there should not be any references in the reference list not used in the Assignment.
Diagrams, footnotes, tables and references will not be included in the word count. Diagrams, footnotes and tables will only be given reward (in the marking process) if the text of the Assignment refers to them.
Technical requirements
The Assignment must be written in essay format and be word-processed and saved in MS Word or as a pdf.
The Assignment must follow Bradford academic writing conventions for referencing. It must be substantially in the format as provided (including all headings provided, although additional sub-headings may be added).
Assignment aim
The purpose of this assignment is for you to demonstrate your understanding of business ethics and/or sustainability. Each of the assignment has a slightly different focus, however there are opportunities in each assignment to show skills in the application of ethical theories, management of ethical and sustainability issues and stakeholder engagement.
Each of the Assignment options will rely variously on material covered up to Unit 8. All passing papers will need to demonstrate skillful use of materials from Units more relevant to your chosen Assignment, along with relevant articles and research from outside the course materials. Assignments that receive better marks will demonstrate knowledge of materials from all Units and greater depth from outside course materials. .
Background research
Library and Internet sources, as well as internal organisational data should provide the foundation for material for this essay. Engaging in the weekly discussion forums will also help you to write your assignment.
Remember this is not a reflective analysis of the selected organisational issue. Relevant sources of information and literature have to be used effectively to sufficiently justify your analysis and subsequent recommendations. It is important that you read business ethics and sustainability literature including the recommended additional reading materials.
Referencing and appendices
You are asked to prepare a list of references for this assignment. There is often confusion between references and bibliographies and uncertainty over what should and what should not appear in an appendix. Note: there should be no bibliography in the Assignment, only a Reference list.
The appendices should be used to provide research and preparation to provide a basis for the marker to understand the context of your situation and your an.
Chamberlain College of Nursing NR504 Leadership Within Healthcare Professions
Role of Ethics within Leadership:
Assignment Guidelines with Scoring Rubric
Purpose:
The purpose of this assignment is to apply ethical principles to current leadership practices within healthcare by a) explaining two ethical principles, b) applying selected ethical principles to leadership, c) identifying how selected ethical principles can prevent or resolve leadership concerns, d) discussing how selected ethical principles will be incorporated into own leadership practices, and e) communicate ideas in a clear, succinct and scholarly manner
Course Outcomes:
Through this assignment, the student will demonstrate the ability to:
CO #1: Analyze leadership qualities that facilitate collaboration and cooperation at the individual, team, community, and organizational levels within diverse healthcare settings to foster human health. (MPH PO #1, MSN PO # 1, 7)
CO #5: Incorporate ongoing leadership character development, values and ethical principles into a living leader role that collaborates with and engages individuals, teams, agencies, and organizations locally as well as globally. (MPH PO #8, MSN PO #5)
Due Date: Sunday 11:59 p.m. MT at the end of Week 2
Total Points Possible: 100 PointsRequirements:
Description of the Assignment
1. In this 3-5 page paper (not including the title or reference pages in the page count), the introduction contains a few statements about ethical principles in general, identification of two ethical principles to be used in this paper, and the sections of the paper.
2. Section One provides a definition and explanation of two ethical principles. Each of the selected ethical principles are then applied to leadership within any healthcare setting. Scholarly support is provided for the definitions, explanations, and application areas.
3. Section Two presents information on how the selected ethical principles either prevents or solves two different leadership concerns within healthcare. Scholarly support is required
4. Section Three identifies how you will incorporate each of the selected ethical principles into your own leadership activities within healthcare.
5. Summary of this paper identifies key points from the presentation as well as of insights gained (what was learned) about applying ethical principles with leadership through writing the paper.
Criteria for Content
· Introduction includes general comments on ethics and leadership (such defining ethics in general, how ethics can impact leadership), identify the two ethical principles selected for use within this assignment, and the sections of the paper. A heading is not used.
· Section one contains a definition and explanation of each of the selected ethical principles. Scholarly references (no dictionaries are allowed to be used) are required. Following the definition and explanation of each of the required ethical princip ...
Philosophy of Leadership600 Week 8 Assignment and RubricLeng.docxLacieKlineeb
Philosophy of Leadership
600 Week 8 Assignment and Rubric
Length: Paper: 8 - 10 double-spaced pages (excluding title and references pages)
Due: Week 8 by Wednesday Midnight
Value: 250 Points for 25% of the grade
Post: Week 8 Assignments -- Turnitin
Personal Philosophy of Leadership Paper Guidelines
Prepare and submit through turnitin an 8 - 10 page paper that includes your definition of leadership, discusses three leadership theories that have influenced you, analyzes your leadership style, examines followership, and reflects on insights gained. A well-constructed paper will reference 6 or more scholarly sources including 5 journal articles such as those assigned and retrieved from Brandman’s virtual library, and adhere to APA standards.
Leadership Definition
Provide your definition of leadership and what has influenced this definition. Your definition must be original but supported by the work of others. Support your analysis with two (2) or more scholarly sources including one (1) journal article.
Leadership Theories
Discuss three (3) major leadership theories that have most influenced your thinking on leadership and leaders. In your leadership challenge paper, you discussed classical leadership theories. In this paper, consider including the contemporary approaches of Authentic, Servant and/or Transformational Leadership. Select at least two theories or models that you haven’t already written about in week 5 for your final paper. Define and describe the components of the selected theories using four (4) or more scholarly sources including three (3) journal articles.
Leadership Style
Analyze your strengths and style(s) as a leader. Use three (3) or more assessments from the Northouse text to assess your effectiveness in the leadership approaches as described in the above section; and compare your qualities and characteristics to those of effective leaders. Support your analysis with two (2) or more scholarly sources including one (1) journal article.
Followership
Discuss what effective followership is and why it is an important component of leadership. How can you enhance your effectiveness as a follower and encourage it in others? Support your analysis with one (1) or more scholarly sources.
Reflective Analysis
In two – three pages, reflect on three (3) key leadership lessons you have learned from this course. What has influenced you the most and has been of the most value to you)? How has your thinking and/or behavior changed to enhance your leadership practice? Describe two (2) specific action you will take to enhance your leadership effectiveness.
Evaluation Criteria
Criteria
Exemplary
Proficient
Developing
Emerging
Leadership Definition
25 - 23
Provides clear, concise and original definition of leadership. Describes influences to this definition forming the link to coursework. Uses 2 or more scholarly sources including 1 journal article.
22 - 20
Provides clear and fairly original definition of leadershi.
1w2w3w4w5w6w7w8w9w10w11w12w
Instructions
Listen carefully to the interview and consider the communication issues discussed. Read whatever background material you have gathered about the organisation. Drawing on materials from Topics 8 to 12 identify and evaluate the interpersonal communication issues in your participant’s organisation from the employee’s point of view. Relate these issues to theory and use academic research to support your findings. Present your findings in your report.
In this report:
· include a section which describes the company and the interviewee. Use pseudonyms for the employee and the company. Do not use real names.
· important! Ensure you describe and reflect upon your methods for conducting this research: how did you select your interviewee, how did you persuade them to participate, what kind of interview techniques did you apply? Refer to relevant theories on persuasion, presentations, interview techniques, possibly intercultural communication, and so on.
· describe your findings, and analyse them using pertinent theories (from not just Module One but certainly from Module Three). Reference the theories appropriately.
· include recommendations for your participant’s organisation. In your recommendations, make sure that you offer viable solutions. If there are no problems at all, then analyse which factors ensure that communication is so successful in this company.
· include the informed consent form as an appendix.
Throughout your report, do not refer to your participant or their organisation by their real names. Use pseudonyms at all times, to protect the identity of your participant.
You must have at least eight academic (peer reviewed) references in your report. No Wikipedia or World Wide Web (Googled) references will be counted as academic.
Structure your report according to the relevant readings set for Topic 6:
· Interpreting the Assignment task: Report.
· Report Writing.
· Report Writing Checklist.
· Writing an Abstract or Executive Summary.
· How is an Abstract Different from an Introduction?
· Introductions and Conclusions: Report.
Please note that all formal academic reports require the following sections:
Assessment | 13
· Title.
· Abstract (or often referred to as an Executive Summary or Summary in Business).
· Table of Contents.
· Introduction. ( background of interview, who and why?)
· Methods, Methodology or Procedure. ( How did you get that person to interview? why)
· Findings.( what do you find in the interview? )
· Discussion or Interpretation of Results. (Link theory to the finding : - how are they link
· Recommendations (what you suggest for interviewee or company)
· List of references.
· Appendices (or Appendix if there is only one).
.
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PSY 7710
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unit 9 discussion scenario 3
COLLAPSE
ABA Procedure: A DRO (differential reinforcement of other behavior) to address SIB exhibited by a toddler in a home setting.
Special Methods: Any appropriate behaviors other than SIB will be reinforced through a specific amount of time (every five minutes). Reinforcement is only given when the individual does not engage in SIB behaviors.
Risks
Notes
1 Implementing the plan at home can be difficult.
1 The family might be concerned with their safety and the safety of the child. There should be a protocol before implementing this intervention.
2 Family members and client could be at risk for danger.
2 The parents might be concerned for the safety of themselves and their child.
3 Possible increase in SIB
3 SIB behaviors might increase before it decreases due to an extinction burst. The behavior analyst should have a protocol before implementing this intervention.
4 SIB behaviors could remain the same.
4 If there is no change in the clients SIB behaviors then a preference test should be conducted to determine motivating reinfoncers.
Benefits
Notes
1 Generalization
1 The client will learn to use this skill at home as well as be able generalize this skill into other settings.
2 Improved learning environment
2 SIB behaviors will decrease and appropriate behavior will be taught. SIB will no longer impact the client and family in the future.
3 Increase in appropriate behaviors
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4 Least intrusive intervention
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5 Parent training and involvement
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Reference
Bailey, J. S., & Burch, M. R. (2016).
Ethics for behavior analysts
(3rd ed.). New York, NY: Routledge.
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BLENDEDOLCU 400 Leadership Theory and Practice Lead.docx
1. BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and
Rubric
Due Date: Submit within Week Six Assignments folder by
Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of
the four prompts listed below; extra credit will not be given for
answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced
response (approximately 700 words). After answering three
prompts, your final paper will be six double-spaced pages of
appropriately 2100 words (excluding the Title page and
References).
Guidelines:
In responding to each prompt, be certain to identify the prompt
you are answering; comprehensively discuss and analyze the
topic by responding to the posed prompts; include expert
citations (such as from your textbook) to support your analysis
and conclusions; use specific examples as evidence; submit two
(2) double-spaced pages (approximately 700 words) for each
2. prompt; and use complete sentences, correct spelling and
grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait
Approach, The Leadership Grid, Leader Member Exchange or
Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of
leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s
Model, Hersey and Blanchard’s Situational Leadership, Path-
Goal Theory or Vroom-Jago Model. In preparing your response,
consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of
leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences
between the two - Leadership and Management? (Consult your
course texts)
· What is leadership?
· What is management and how does it differ from
leadership?
· Why do organizations need leaders and/or managers?
3. 4. Analyze the issue. What are the distinguishable differences
between the two – Leaders and followers? (Consult your course
texts)
· What is an effective follower?
· What similarities and differences exist between leadership
and followership?
· How does the situation influence leader and follower
effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on
leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member
Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory and its impact
on leadership practice, followers and organizational results.
Uses one or more expert sources and specific examples to
support analysis.
22
Accurately describes leadership theory and its impact on
leadership practice, followers and organizational results. Uses
4. one expert source and examples to support analysis.
18
Somewhat accurately discusses a leadership theory and its
impact on leadership practice, followers and organizational
results. Limited use of expert sources and specific examples to
support analysis.
15
Does not identify and/or inaccurately discusses a leadership
theory and its impact on leadership practice, followers and
organizational results. Does not use an expert source and/or
specific examples to support analysis.
0
Assignment, meeting grading criteria, was not submitted
Prompt 2: Discuss each leadership theory and its impact on
leadership practice, followers and organizational results.
Fiedler’s Model, Hersey and Blanchard’s Situational
Leadership, Path-Goal Theory or Vroom-Jago Model
30
Comprehensively discusses a leadership theory and its impact
on leadership practice, followers and organizational results.
Uses one or more expert sources and specific examples to
support analysis.
22
Accurately describes leadership theory and its impact on
leadership practice, followers and organizational results. Uses
one expert source and examples to support analysis.
18
Somewhat accurately discusses a leadership theory and its
impact on leadership practice, followers and organizational
results. Limited use of expert sources and specific examples to
support analysis.
15
Does not identify and/or inaccurately discusses a leadership
5. theory and its impact on leadership practice, followers and
organizational results. Does not use an expert source and/or
specific examples to support analysis.
0
Assignment, meeting grading criteria, was not submitted
Prompt 3: Analyze the issue.
What are the distinguishable differences between the two?
(Consult your course texts)
Leadership and Management
30
Comprehensively analyzes the issue concisely responding to all
posed prompts. Uses one one more expert sources and specific
examples to support analysis. Persuasively argues a specific
conclusion.
22
Analyzes the issue responding to all posed prompts. Uses one
expert source and examples to support analysis. Somewhat
persuasively argues a specific conclusion.
18
Somewhat analyzes the issue but may not respond to all posed
prompts. Limited use of expert sources and examples to support
analysis. Presents but does not support a specific conclusion.
15
Limited analysis of the issue; does not respond to all posed
prompts or use expert sources and specific examples to support
analysis. Does not present a specific conclusion.
0
Assignment, meeting grading criteria, was not submitted
Prompt 4: Analyze the issue.
What are the distinguishable differences between the two?
(Consult your course texts)
6. Leaders and Followers
30
Comprehensively analyzes the issue concisely responding to all
posed prompts. Uses one or more expert sources and specific
examples to support analysis. Persuasively argues a specific
conclusion.
22
Analyzes the issue responding to all posed prompts. Uses an
expert sources and examples to support analysis. Somewhat
persuasively argues a specific conclusion.
18
Somewhat analyzes the issue but may not respond to all posed
prompts. Limited use of expert sources and examples to support
analysis. Presents but does not support a specific conclusion.
15
Limited analysis of the issue; does not respond to all posed
prompts or use expert sources and specific examples to support
analysis. Does not present a specific conclusion.
0
Assignment, meeting grading criteria, was not submitted
Writing Mechanics and APA
20
Each response to mid-term prompts is logical, clearly written
and approximately 700 words. Spelling, grammar and
punctuation are accurate. APA standards are followed; the work
of others is appropriately cited.
17
Each response to mid-term prompts is logical, well-written; and
approximately 700 words. Minor errors in spelling, grammar
and punctuation. APA standards are followed, and the work of
others is appropriately cited with a few minor errors.
16
The responses to mid-term prompts are somewhat logical but
7. may not be focused on the issue. One or more may be 10% less
or more than 700 words. Errors in spelling, grammar and
punctuation. APA standards are somewhat followed and the
work of others cited but with numerous errors.
15
The responses to mid-term prompts lack clarity and may be
confusing; one or more may be 15% less or more than 700
words. Numerous errors in spelling, grammar and/or
punctuation. The work of others is not acknowledged or is done
with multiple APA errors.
0
Assignment, meeting grading criteria, was not submitted
Leadership Theories: Week Six Assessment Assignment and
Rubricsummer 2018
8. Australia • Brazil • Mexico • Singapore • United Kingdom •
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The Leadership
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SEVENTH EDITION
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The Leadership Experience
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To the spiritual leaders who shaped my growth
and development as a leader and as a human being.
B R I E F C O N T E N T S
PART 1: INTRODUCTION TO LEADERSHIP 1
1. What Does It Mean to Be a Leader? 2
PART 2: RESEARCH PERSPECTIVES ON LEADERSHIP 33
2. Traits, Behaviors, and Relationships 34
12. 3. Contingency Approaches to Leadership 64
PART 3: THE PERSONAL SIDE OF LEADERSHIP 97
4. The Leader as an Individual 98
5. Leadership Mind and Emotion 134
6. Courage and Moral Leadership 166
7. Followership 196
PART 4: THE LEADER AS A RELATIONSHIP BUILDER 225
8. Motivation and Empowerment 226
9. Leadership Communication 260
10. Leading Teams 292
11. Developing Leadership Diversity 326
12. Leadership Power and Influence 360
PART 5: THE LEADER AS SOCIAL ARCHITECT 393
13. Creating Vision and Strategic Direction 394
13. 14. Shaping Culture and Values 428
15. Leading Change 462
Name Index 494
Index of Organizations 498
Subject Index 502
iv
C O N T E N T S
PART 1: INTRODUCTION TO LEADERSHIP 1
Chapter 1: What Does It Mean to Be a Leader? 2
1.1 Why We Need Leadership 4
1.1a Defining Leadership 5
1.1b Everyday Leadership 6
14. Leader’s Bookshelf 7
1.2 The New Reality for Leaders 8
1.2a From Stabilizer to Change Manager 9
1.2b From Controller to Facilitator 9
1.2c From Competitor to Collaborator 10
Leader’s Self-Insight 1.1 11
1.2d From Diversity Avoider to Diversity
Promoter 11
Consider This! 12
1.2e From Hero to Humble 12
In the Lead 13
1.3 How Leadership Differs from Management 14
1.3a Providing Direction 14
1.3b Aligning Followers 15
1.3c Building Relationships 16
15. 1.3d Developing Personal Leadership Qualities 16
1.3e Creating Outcomes 16
Leader’s Self-Insight 1.2 17
1.4 Evolving Theories of Leadership 17
1.4a Historical Overview of Major Approaches 18
1.4b A Model of Leadership Evolution 19
1.5 Leadership Can Be Learned 21
1.5a Leader Fatal Flaws 21
Leader’s Self-Insight 1.3 22
1.5b Leader Good Behaviors 23
In the Lead 23
1.6 Mastering the Art and Science of Leadership 24
1.7 Organization of This Book 24
Leadership Essentials 26
16. Discussion Questions 27
Leadership at Work 27
Leadership Right–Wrong 27
Leadership Development: Cases for analysis 29
Sales Engineering Division 29
The Marshall Plan 29
References 30
PART 2: RESEARCH PERSPECTIVES ON LEADERSHIP 33
Chapter 2: Traits, Behaviors, and Relationships 34
2.1 The Trait Approach 36
2.1a Optimism and Self-Confidence 37
Leader’s Bookshelf 38
2.1b Honesty and Integrity 38
Leader’s Self-Insight 2.1 40
17. 2.1c Drive 40
In the Lead 40
2.2 Know Your Strengths 41
2.2a What Are Strengths? 41
2.2b Matching Strengths with Roles 42
2.3 Behavior Approaches 43
v
2.3a Autocratic versus Democratic Behaviors 43
Consider This! 44
In the Lead 45
2.3b Ohio State Studies 46
Leader’s Self-Insight 2.2 47
18. In the Lead 47
2.3c University of Michigan Studies 48
2.3d The Leadership Grid 49
In the Lead 50
2.3e Theories of a ‘‘High-High’’ Leader 50
2.4 Individualized Leadership 52
2.4a Vertical Dyad Linkage Model 53
2.4b Leader–Member Exchange 54
2.4c Partnership Building 54
Leader’s Self-Insight 2.3 55
2.5 Entrepreneurial Traits and Behaviors 55
Leadership Essentials 56
Discussion Questions 57
Leadership at Work 58
19. Your Ideal Leader Traits 58
Leadership Development: Cases for Analysis 58
Consolidated Products 58
Transition to Leadership 60
References 61
Chapter 3: Contingency Approaches to Leadership 64
3.1 The Contingency Approach 66
Leader’s Bookshelf 67
Leader’s Self-Insight 3.1 69
3.2 Hersey and Blanchard’s Situational Theory 69
3.2a Leader Style 70
3.2b Follower Readiness 71
In the Lead 72
Leader’s Self-Insight 3.2 73
20. 3.3 Fiedler’s Contingency Model 73
3.3a Leadership Style 73
3.3b Situation 74
3.3c Contingency Theory 75
In the Lead 75
3.4 Path–Goal Theory 77
3.4a Leader Behavior 77
In the Lead 79
3.4b Situational Contingencies 79
Consider This! 80
3.4c Use of Rewards 80
3.5 The Vroom–Jago Contingency Model 81
3.5a Leader Participation Styles 82
3.5b Diagnostic Questions 83
3.5c Selecting a Decision Style 83
21. In the Lead 87
3.6 Substitutes for Leadership 88
In the Lead 89
Leader’s Self-Insight 3.3 90
Leadership Essentials 91
Discussion Questions 92
Leadership at Work 92
Task versus Relationship Role Play 92
Leadership Development: Cases for Analysis 93
Alvis Corporation 93
An Impossible Dream? 94
References 95
22. PART 3: THE PERSONAL SIDE OF LEADERSHIP 97
Chapter 4: The Leader as an Individual 98
4.1 The Secret Ingredient for Leadership Success 100
4.1a The Importance of Self-Awareness 100
4.1b Leader Blind Spots 101
4.2 Personality and Leadership 102
In the Lead 102
4.2a A Model of Personality 102
Leader’s Self-Insight 4.1 103
Leader’s Bookshelf 106
4.2b Personality Traits and Leader Behavior 106
In the Lead 107
Leader’s Self-Insight 4.2 108
4.3 Values and Attitudes 109
23. 4.3a Instrumental and End Values 109
Leader’s Self-Insight 4.3 110
In the Lead 111
4.3b How Attitudes Affect Leadership 112
vi CONTENTS
Consider This! 112
4.4 Social Perception and Attributions 114
4.4a Perceptual Distortions 114
4.4b Attributions 115
In the Lead 116
4.5 Cognitive Differences 116
4.5a Patterns of Thinking and Brain
Dominance 117
Leader’s Self-Insight 4.4 118
24. In the Lead 119
4.5b Problem-Solving Styles: Jungian Types 120
4.6 Working with Different Personality Types 122
Leader’s Self-Insight 4.5 123
Leadership Essentials 126
Discussion Questions 127
Leadership at Work 127
Past and Future 127
Leadership Development: Cases for Analysis 128
A Nice Manager 128
Environmental Designs International 130
References 131
Chapter 5: Leadership Mind and Emotion 134
25. 5.1 Leading with Head and Heart 136
5.2 Mental Models 136
5.2a Assumptions 138
5.2b Changing or Expanding Mental Models 138
In the Lead 139
5.3 Developing a Leader’s Mind 140
5.3a Independent Thinking 140
Leader’s Bookshelf 141
5.3b Open-Mindedness 142
Leader’s Self-Insight 5.1 143
5.3c Systems Thinking 144
5.3d Personal Mastery 145
5.4 Emotional Intelligence 146
5.4a What Are Emotions? 146
5.4b Why Are Emotions Important? 147
26. 5.4c The Components of Emotional
Intelligence 149
In the Lead 152
Leader’s Self-Insight 5.2 153
5.5 Leading with Love versus Leading with Fear 153
Leader’s Self-Insight 5.3 154
5.5a Fear in Organizations 155
In the Lead 155
5.5b Bringing Love to Work 156
Consider This! 157
5.5c Why Followers Respond to Love 158
Leadership Essentials 158
Discussion Questions 159
Leadership at Work 160
Mentors 160
27. Leadership Development: Cases for Analysis 160
The New Boss 160
The USS Florida 162
References 163
Chapter 6: Courage and Moral Leadership 166
6.1 Moral Leadership Today 168
6.1a The Ethical Climate in Business 168
Leader’s Bookshelf 169
6.1b Leaders Set the Ethical Tone 169
In the Lead 170
Leader’s Self-Insight 6.1 172
6.2 Acting Like a Moral Leader 173
6.3 Becoming a Moral Leader 174
28. 6.4 Servant Leadership 176
6.4a Authoritarian Management 176
6.4b Participative Management 177
6.4c Stewardship 177
6.4d The Servant Leader 178
In the Lead 179
Leader’s Self-Insight 6.2 180
6.5 Leading with Courage 180
6.5a What Is Courage? 181
Consider This! 181
In the Lead 182
Leader’s Self-Insight 6.3 184
6.5b How Does Courage Apply to Moral
Leadership? 184
6.5c Finding Personal Courage 185
29. In the Lead 186
Leadership Essentials 187
CONTENTS vii
Discussion Questions 188
Leadership at Work 189
Scary Person 189
Leadership Development: Cases for Analysis 189
‘‘What Should I Say?’’ 189
The Boy, the Girl, the Ferryboat Captain, and the Hermits 191
References 192
Chapter 7: Followership 196
7.1 The Art of Followership 198
30. 7.1a Learn to Manage Up as Well as Down 199
7.1b Managing Up Presents Unique Challenges 199
In the Lead 199
7.2 What Your Leader Wants from You 200
7.3 Styles of Followership 201
Leader’s Self-Insight 7.1 203
In the Lead 204
Consider This! 205
7.4 Strategies for Managing Up 205
7.4a Understand the Leader 205
7.4b Tactics for Managing Up 206
Leader’s Self-Insight 7.2 207
Leader’s Bookshelf 209
31. In the Lead 209
7.5 The Power and Courage to Manage Up 210
7.5a Sources of Power for Managing Up 210
7.5b Necessary Courage to Manage Up 211
In the Lead 213
7.6 What Followers Want from Leaders 213
7.6a Clarity of Direction 214
7.6b Opportunities for Growth 214
7.6c Frequent, Specific, and Immediate
Feedback 216
Leader’s Self-Insight 7.3 217
7.6d Protection from Organizational
Intrusions 217
Leadership Essentials 218
32. Discussion Questions 218
Leadership at Work 219
Follower Role Play 219
Leadership Development: Cases for Analysis 220
Waiting for Clearance 220
Jake’s Pet Land 221
References 222
PART 4: THE LEADER AS A RELATIONSHIP BUILDER 225
Chapter 8: Motivation and Empowerment 226
8.1 Leadership and Motivation 228
8.1a Intrinsic and Extrinsic Rewards 229
8.1b Positive and Negative Motives 230
Leader’s Bookshelf 232
33. 8.2 Needs-Based Theories of Motivation 232
8.2a Hierarchy of Needs Theory 233
8.2b Two-Factor Theory 234
In the Lead 235
8.2c Acquired Needs Theory 236
Leader’s Self-Insight 8.1 237
8.3 Other Motivation Theories 237
Consider This! 238
8.3a Reinforcement Perspective on Motivation 238
8.3b Expectancy Theory 240
8.3c Equity Theory 241
Leader’s Self-Insight 8.2 242
8.4 Empowering People to Meet Higher Needs 243
8.4a The Psychological Model of
Empowerment 244
34. 8.4b Job Design for Empowerment 244
8.4c Empowerment Applications 246
In the Lead 246
Leader’s Self-Insight 8.3 248
8.5 Giving Meaning to Work through
Engagement 248
In the Lead 249
8.6 New Ideas for Motivation 250
8.6a The Making Progress Principle 250
8.6b Building a Thriving Workforce 250
Leadership Essentials 251
Discussion Questions 252
Leadership at Work 252
35. Should, Need, Like, Love 252
Leadership Development: Cases for Analysis 254
Commissions for Charlotte 254
viii CONTENTS
Sun Spots 255
References 256
Chapter 9: Leadership Communication 260
9.1 How Leaders Communicate 262
9.1a Management Communication 263
Leader’s Self-Insight 9.1 264
9.1b The Leader as Communication
Champion 264
Consider This! 265
36. 9.2 Leading Strategic Conversations 266
In the Lead 266
9.2a Creating an Open Communication
Climate 267
9.2b Asking Questions 267
9.2c Listening 268
Leader’s Self-Insight 9.2 270
9.2d Dialogue 270
9.2e Communicating with Candor 272
Leader’s Self-Insight 9.3 273
In the Lead 273
9.2f The Power of Stories 274
Leader’s Bookshelf 275
9.3 Communicating to Persuade and Influence 275
37. 9.4 Selecting the Correct Communication
Channel 276
9.4a The Continuum of Channel Richness 277
In the Lead 278
9.4b Effectively Using Electronic Communication
Channels 279
9.5 Nonverbal Communication 281
9.6 Current Communication Challenges 281
9.6a Leadership via Social Media 281
9.6b Being Crisis-Ready 282
In the Lead 283
Leadership Essentials 283
Discussion Questions 284
Leadership at Work 285
38. Listen Like a Professional 285
Leadership Development: Cases for Analysis 286
The Superintendent’s Directive 286
Hunter-Worth 287
References 288
Chapter 10: Leading Teams 292
10.1 The Value of Teams 294
10.1a What Is a Team? 294
Consider This! 295
10.1b Types of Teams 295
In the Lead 297
10.2 The Dilemma for Team Members 298
Leader’s Self-Insight 10.1 299
10.3 Leading a Team to High Performance 300
39. Leader’s Bookshelf 301
10.4 Team Processes 301
10.4a How Teams Develop 302
10.4b Team Cohesiveness 303
In the Lead 304
10.4c Team Norms 305
10.5 What Team Members Must Contribute 306
10.5a Essential Team Competencies 306
Leader’s Self-Insight 10.2 307
10.5b Team Member Roles 307
10.6 Leading a Virtual Team 308
In the Lead 309
10.6a Uses of Virtual Teams 309
10.6b Challenges of Virtual Teams 310
10.7 Handling Team Conflict 311
40. 10.7a Types of Conflict 312
10.7b Balancing Conflict and Cooperation 312
10.7c Causes of Conflict 313
10.7d Styles to Handle Conflict 313
Leader’s Self-Insight 10.3 315
10.7e Negotiation 316
Leadership Essentials 317
Discussion Questions 317
Leadership at Work 318
Team Feedback 318
Leadership Development: Cases for Analysis 319
Decision Time 319
Devereaux-Dering Group 320
41. References 322
Chapter 11: Developing Leadership Diversity 326
11.1 Leading People Who Aren’t Like You 328
Leader’s Self-Insight 11.1 329
CONTENTS ix
11.2 Diversity Today 329
11.2a Definition of Diversity 329
11.2b Changing Attitudes toward Diversity 330
In the Lead 331
11.2c The Value of Organizational Diversity 331
11.3 Challenges Minorities Face 332
11.3a Prejudice, Stereotypes, and
Discrimination 332
Leader’s Self-Insight 11.2 333
42. 11.3b The Glass Ceiling 334
Leader’s Bookshelf 336
In the Lead 337
11.4 Ways Women Lead 337
Consider This! 338
11.4a Women as Leaders 339
11.4b Is Leader Style Gender-Driven? 340
In the Lead 340
11.5 Global Diversity 341
11.5a The Sociocultural Environment 341
Leader’s Self-Insight 11.3 342
11.5b Social Value Systems 343
11.5c Developing Cultural Intelligence 344
11.5d Leadership Implications 345
43. 11.6 Becoming an Inclusive Leader 346
In the Lead 347
11.7 Ways to Encourage the Advancement of Women
and Minorities 349
11.7a Employee Affinity Groups 349
11.7b Minority Sponsorship 350
Leadership Essentials 351
Discussion Questions 352
Leadership at Work 352
Personal Diversity 352
Leadership Development: Cases for Analysis 353
True to Myself 353
The Trouble with Bangles 355
References 356
44. Chapter 12: Leadership Power and Influence 360
12.1 Four Kinds of Influential Leadership 362
12.1a Transformational Leadership 362
12.1b Charismatic Leadership 363
Leader’s Self-Insight 12.1 364
12.1c Coalitional Leadership 365
In the Lead 366
12.1d Machiavellian-Style Leadership 368
Leader’s Bookshelf 369
Leader’s Self-Insight 12.2 370
In the Lead 371
12.2 Using Hard versus Soft Power 371
12.2a Specific Types of Power 372
In the Lead 374
12.2b Follower Responses to the Use of
45. Power 375
Consider This! 376
12.3 Increasing Power through Political Activity 376
12.3a Leader Frames of Reference 377
12.3b Political Tactics for Asserting Leader
Influence 378
Leader’s Self-Insight 12.3 379
In the Lead 382
12.4 Don’t Take Power Personally 382
Leadership Essentials 384
Discussion Questions 385
Leadership at Work 386
Circle of Influence 386
46. Leadership Development: Cases for Analysis 387
The Suarez Effect 387
Waite Pharmaceuticals 388
References 390
PART 5: THE LEADER AS SOCIAL ARCHITECT 393
Chapter 13: Creating Vision and Strategic Direction 394
13.1 The Leader’s Job: Looking Forward 396
13.1a Stimulating Vision and Action 396
Consider This! 397
13.1b Strategic Leadership 398
In the Lead 399
x CONTENTS
13.2 Leadership Vision 400
47. Leader’s Self-Insight 13.1 402
13.2a What Vision Does 402
Leader’s Self-Insight 13.2 404
13.2b Common Themes of Vision 404
In the Lead 406
13.2c Leader Steps to Creating a Vision 406
13.3 Mission 407
13.3a What Mission Does 407
Leader’s Bookshelf 408
13.3b A Framework for Noble Purpose 410
In the Lead 412
13.4 The Leader as Strategist-in-Chief 413
13.4a How to Achieve the Vision 413
13.4b How to Execute 415
In the Lead 415
48. Leader’s Self-Insight 13.3 416
Leadership Essentials 419
Discussion Questions 420
Leadership at Work 420
Future Thinking 420
Leadership Development: Cases for Analysis 422
The New Museum 422
The Visionary Leader 423
References 425
Chapter 14: Shaping Culture and Values 428
14.1 Organizational Culture 430
14.1a What Is Culture? 430
Leader’s Bookshelf 431
14.1b Importance of Culture 432
49. In the Lead 433
Consider This! 434
14.2 Culture Strength, Responsiveness, and
Performance 435
14.2a Responsive Cultures 435
Leader’s Self-Insight 14.1 436
14.2b The High-Performance Culture 437
In the Lead 439
14.3 Cultural Leadership 440
14.3a Ceremonies 441
14.3b Stories 441
14.3c Symbols 441
14.3d Specialized Language 442
14.3e Selection and Socialization 442
50. 14.3f Daily Actions 443
14.4 The Competing Values Approach to Shaping
Culture 443
Leader’s Self-Insight 14.2 445
14.4a Adaptability Culture 446
In the Lead 446
14.4b Achievement Culture 446
14.4c Involvement Culture 447
14.4d Consistency Culture 447
14.5 Ethical Values in Organizations 448
In the Lead 448
14.6 Values-Based Leadership 449
14.6a Personal Values 449
In the Lead 449
14.6b Spiritual Values 450
51. Leader’s Self-Insight 14.3 451
Leadership Essentials 453
Discussion Questions 454
Leadership at Work 454
Walk the Talk 454
Leadership Development: Cases for Analysis 456
Culture Clash 456
5 Star and Amtech 457
References 458
Chapter 15: Leading Change 462
15.1 Leadership Means Leading Change 464
15.1a Resistance Is Real 464
15.1b The Leader as Change Agent 465
52. Leader’s Self-Insight 15.1 466
In the Lead 466
15.2 A Framework for Change 467
15.3 Using Appreciative Inquiry 469
15.3a Applying Appreciative Inquiry on a Large
Scale 469
Leader’s Self-Insight 15.2 470
In the Lead 472
15.3b Applying Appreciative Inquiry Every
Day 472
Leader’s Bookshelf 473
15.4 Leading Creativity for Change 473
CONTENTS xi
53. 15.4a Instilling Creative Values 474
15.4b Leading Creative People 475
Leader’s Self-Insight 15.3 477
15.5 Implementing Change 481
Consider This! 481
15.5a Helping People Change 482
15.5b The Keys That Help People Change 483
In the Lead 484
Leadership Essentials 486
Discussion Questions 486
Leadership at Work 487
Organizational Change Role Play 487
Leadership Development: Cases for Analysis 488
54. ‘‘From This Point On. . .’’ 488
Riverside Pediatric Associates 489
References 491
Name Index 494
Index of Organizations 498
Subject Index 502
xii CONTENTS
A B O U T T H E A U T H O R
Richard L. Daft, Ph.D., is the Brownlee O. Currey, Jr.,
Professor of Management
and Principal Senior Lecturer in the Owen Graduate School of
Management at Van-
derbilt University. Professor Daft specializes in the study of
leadership and organiza-
tion theory. Dr. Daft is a Fellow of the Academy of
55. Management and has served on
the editorial boards of Academy of Management Journal,
Administrative Science
Quarterly, and Journal of Management Education. He also
served as the associate
dean at the Owen School, was the associate editor-in-chief of
Organization Science,
and served for three years as associate editor of Administrative
Science Quarterly.
Professor Daft has authored or coauthored 14 books. His latest
books include
The Executive and the Elephant: A Leader’s Guide to Building
Inner Excellence
(Jossey-Bass, 2010) and Building Management Skills: An
Action First Approach
(with Dorothy Marcic, Cengage/Southwest, 2014). He is also
the author of Organi-
zation Theory and Design (Cengage/Southwest, 2016),
Management (Cengage/
Southwest, 2018), and Fusion Leadership: Unlocking the Subtle
Forces That
Change People and Organizations (with Robert Lengel, Berrett-
Koehler, 2000). He
has also authored dozens of scholarly articles, papers, and
56. chapters. His work has
been published in Organizational Dynamics, Administrative
Science Quarterly,
Academy of Management Journal, Academy of Management
Review, Strategic
Management Journal, Journal of Management, Accounting
Organizations and Soci-
ety, Management Science, MIS Quarterly, California
Management Review, Leader-
ship Excellence, Leader to Leader, and Organizational Behavior
Teaching Review.
Dr. Daft also is an active teacher and consultant. He has taught
leadership, lead-
ing change, management, organizational theory, and
organizational behavior. He
has also produced for-profit theatrical productions and helped
manage a start-up
enterprise. He has been involved in management development
and consulting for
many companies and government organizations, including the
National Academy of
Science, Oak Ridge National Laboratory, American Banking
Association, Auto-
Zone, Aegis Technology, Bell Canada, Aluminum Bahrain
57. (Alba), Bridgestone,
TVA, Cardinal Healthcare, Pratt & Whitney, Allstate Insurance,
State Farm Insur-
ance, the United States Air Force, the U.S. Army, Central
Parking System, USAA,
Bristol-Myers Squibb, Eli Lilly, Vulcan Materials, and the
Vanderbilt University
Medical Center.
xiii
P R E F A C E
Many leaders have recently had their assumptions challenged
about how organiza-
tions succeed. Leaders are struggling to make sense of the
shifting environment and
to learn how to lead the people in their companies effectively
and successfully in the
midst of turmoil. The crisis in the housing, mortgage, and
finance industries and
resulting recession; volatile oil prices; ethical scandals;
political turmoil; and other
58. events have dramatically shifted the organizational and
economic landscape. This
edition of The Leadership Experience addresses themes and
issues that are directly
relevant to the current turbulent environment. My vision for the
seventh edition is
to give students an exciting, applied, and comprehensive view
of what leadership is
like in today’s world. The Leadership Experience integrates
recent ideas and appli-
cations with established scholarly research in a way that makes
the topic of leader-
ship come alive. Organizations are undergoing major changes,
and this textbook
addresses the qualities and skills leaders need in this rapidly
evolving world.
Recent chaotic events, combined with factors such as a growing
need for
creativity and innovation in organizations, the rise of social
media, the growth of
e-business and mobile commerce, the use of virtual teams and
telecommuting, glob-
alization, the growing problem of cybercrime, and other
ongoing transformations
59. place new demands on leaders that go far beyond the topics
traditionally taught in
courses on management or organizational behavior. My
experiences teaching lead-
ership to students and managers, and working with leaders to
change their organiza-
tions, have affirmed for me the value of traditional leadership
concepts while
highlighting the importance of including new ideas and
applications.
The Leadership Experience thoroughly covers the history of
leadership studies
and the traditional theories but goes beyond that to incorporate
valuable ideas such
as leadership vision, shaping culture and values, leadership
courage, and the impor-
tance of moral leadership. The book expands the treatment of
leadership to capture
the excitement of the subject in a way that motivates students
and challenges them
to develop their leadership potential.
NEW TO THE SEVENTH EDITION
A primary focus for revising The Leadership Experience,
60. seventh edition, has been
to relate leadership concepts and theories to real events in
today’s turbulent environ-
ment. Each chapter has been revised and updated to bring in
current issues and
events that leaders are facing.
Topics and application examples that have been added or
expanded in the sev-
enth edition include:
xiv
• developing a global mindset
• leading with humility
• leadership courage as a skill
• the influence of emotions on
performance
• the importance of self-awareness for
leadership
• entrepreneurial leadership
61. • overcoming bias in the workplace
• candid communication
• how leaders use social media
• leadership coaching
• balancing conflict and cooperation
• agile leadership
• fostering a thriving workforce
• team competencies
• how to confront others during
conflict
• diversity of thought
• co-creating a vision
• building a high-performance culture
through values and results
• the mental transition required for
people to change behavior
• using a positive emotional attractor
Some of the new examples of leaders and leadership within
organizations that
show practical applications of key concepts include:
62. • Pope Francis
• Mickey Drexler, J. Crew
• Warren Buffett, Berkshire
Hathaway
• Satya Nadella, Microsoft
• Laura Smith, Yola
• Nancy Dubec, A&E Networks
• Angela Ahrendts, Apple
• Coach Ron Rivera, Carolina
Panthers
• Chade-Meng Tan, Google
• Kip Tindell, Container Store
• Gen. Stanley McChrystal, U. S.
Army
• Rich Gee, Rich Gee Group
• Dan Price, Gravity Payments
• Grant Reid, Mars Inc
• Zingerman’s
• Honda Engine Plant
• Seattle Seahawks
63. • Earl’s Restaurants
• Mattel Toys
• Chris Rufer, Morning Star
• Golden State Warriors
• Vivek Gupta, Zensar Technologies
• Inga Beale, Lloyd’s of London
• Intel
• HealthFitness
• Norman Seabrook, Riker’s Island
• Dick Costolo, Twitter
• BNSF Railway
• Rui Sousa, Ronnie McKnight,Tom
Camp, UPS
• Natarajan Chandrasekaran, Tata
Consultancy
• Marvin Ellison, J. C. Penney
• Jon Fairest, Sanofi Canada
The Leadership Experience continues to offer students great
opportunities for
self-assessment and leadership development. An important
aspect of learning to be a
leader involves looking inward for greater self-understanding,
64. and the seventh edi-
tion provides many opportunities for this type of reflection.
Each chapter includes
multiple questionnaires or exercises that enable students to
learn about their own
leadership beliefs, values, competencies, and skills. These
exercises help students
gauge their current standing and connect the chapter concepts
and examples to ideas
for expanding their own leadership abilities. A few of the self-
assessment topics
involve engagement, networking, ethical maturity, personality
traits, leading diverse
people, developing a personal vision, spiritual leadership,
candor, leadership cour-
age, optimism, and leading with love versus leading with fear.
Self-assessments
related to basic leadership abilities such as listening skills,
emotional intelligence,
motivating others, and using power and influence are also
included. Additional self-
assessments are available within MindTap.
PREFACE xv
65. ORGANIZATION
The organization of the book is based on first understanding
basic ways in which
leaders differ from managers, and the ways leaders set
direction, seek alignment
between organizations and followers, build relationships, and
create change. Thus,
the organization of this book is in five parts:
1. Introduction to Leadership
2. Research Perspectives on Leadership
3. The Personal Side of Leadership
4. The Leader as a Relationship Builder
5. The Leader as Social Architect
The book integrates materials from both micro and macro
approaches to lead-
ership, from both academia and the real world, and from
traditional ideas and
66. recent thinking.
DISTINGUISHING FEATURES
This book has a number of special features that are designed to
make the material
accessible and valuable to students.
In the Lead The Leadership Experience is loaded with new
examples of leaders in
both traditional and contemporary organizations. Each chapter
opens with a real-
life example that relates to the chapter content, and several
additional examples are
highlighted within each chapter. These examples are drawn
from a wide variety of
organizations including education, the military, government
agencies, businesses,
and nonprofit organizations.
Consider This! Each chapter contains a Consider This box that
is personal, compelling,
and inspiring. This box may be a saying from a famous leader,
or wisdom from the
ages. These Consider This boxes provide novel and interesting
material to expand
67. the reader’s thinking about the leadership experience.
Leader’s Bookshelf In this edition, six of the 15 chapters have
new Leader’s Bookshelf
reviews. A unique feature of The Leadership Experience is that
each chapter
includes a review of a recent book relevant to the chapter’s
content. The Leader’s
Bookshelf connects students to issues and topics being read and
discussed in the
worlds of academia, business, military, education, and nonprofit
organizations.
New Leader Action Memo This feature helps students apply the
chapter concepts in their
own lives and leadership activities and directs them to self-
assessments related to
various chapter topics.
Leader’s Self-Insight These boxes provide self-assessments for
learners and an opportu-
nity to experience leadership issues in a personal way. These
exercises take the form
of questionnaires, scenarios, and activities.
68. xvi PREFACE
Student Development Each chapter ends with discussion
questions and then two activ-
ities for student development. The first, Leadership at Work, is
a practical, skill-
building activity that engages the student in applying chapter
concepts to real-life
leadership. These exercises are designed so students can
complete them on their own
outside of class or in class as part of a group activity. Instructor
tips are given for
maximizing in-class learning with the Leadership at Work
exercises. Leadership De-
velopment: Cases for Analysis, the second end-of-chapter
activity, provides two
short, problem-oriented cases for analysis. These cases test the
student’s ability to
apply concepts when dealing with real-life leadership issues.
The cases challenge the
student’s cognitive understanding of leadership ideas while the
Leadership at Work
exercises and the feedback questionnaires assess the student’s
69. progress as a leader.
Business Insights: Essentials’ intuitive user interface makes it
easy for students and instruc-
tors to search and find in-depth information on businesses,
industries, and products.
Features and benefits include the ability to search across
multiple data types from a
single search box with targeted search options by category. This
includes company
information, articles, industry data, SWOT Reports, Thomson
Reuters Company
Financials and Investment Reports, Market Share Reports, and
Industry Essays. We
have created assignments based on articles that connect directly
with the content
covered in your text, including assessment questions to test
students on their knowl-
edge of the content and emphasizing real-world examples.
MindTap¤ Management for Daft’s The Leadership Experience,
7th Edition, is the digital learning
solution that helps instructors to engage and transform today’s
students into critical
thinkers. Through paths of dynamic assignments and
70. applications that you can per-
sonalize, real-time course analytics, and an accessible reader,
MindTap helps you
turn cookie-cutter into cutting-edge, apathy into engagement,
and memorizers into
higher-level thinkers.
As an instructor using MindTap, you have at your fingertips the
right content
and a unique set of tools curated specifically for your course,
all in an interface
designed to improve workflow and save time when planning
lessons and course
structure. The control over building and personalizing your
course is all yours, so
you can focus on the most relevant material while also lowering
costs for your stu-
dents. Stay connected and informed in your course through real-
time student track-
ing that provides the opportunity to adjust the course as needed
based on analytics
of interactivity in the course.
The MindTap Assignments are fully integrated with the text,
providing calcu-
71. lated combinations of lower- and higher-order thinking skills
exercises. Students can
work together in the experiential exercises to create videos,
write papers, deliver pre-
sentations, and more. Interactive Self-Assessments engage
students by helping them
make personal connections to the content presented in each
chapter. A flexible grad-
ing system offers grade analytics and grade book export tools to
work with any
learning management system.
ANCILLARIES
This edition offers a wide range of instructor ancillaries to fully
enable instructors to
bring the leadership experience into the classroom. These
ancillaries include:
PREFACE xvii
Instructor’s Manual
A comprehensive Instructor’s Manual is available to assist in
lecture preparation.
72. Included in the Instructor’s Manual are the chapter outlines,
suggested answers to
end-of-chapter materials, suggestions for further study, and a
quick-glance overview
for each chapter of the available MindTap resources to assist
instructors in their
planning.
Test Bank
Cengage Learning Testing Powered by Cognero is a flexible,
online system that
allows you to author, edit, and manage test bank content from
multiple Cengage
Learning solutions; create multiple test versions in an instant;
and deliver tests from
your LMS, your classroom, or wherever you want. The test bank
for The Leader-
ship Experience, seventh edition, includes approximately 60
questions per chapter
to help you in writing examinations. Types of questions include
true/false, multiple
choice, completion, short-answer, and essay, with all questions
tagged to relevant
national competencies. To ensure consistency across our entire
package, the content
73. of the test bank has been fully reviewed and updated by the
same authors who have
crafted our new digital resources.
PowerPoint Lecture Presentations
An asset to any instructor, the PowerPoint lecture presentations
include outlines for
every chapter, illustrations from the text, and additional
examples to provide learn-
ing opportunities for students.
Videos
Videos compiled specifically to accompany The Leadership
Experience, seventh edi-
tion, allow students to engage with the textual material by
applying theories and
concepts to real-world situations.
ACKNOWLEDGMENTS
Textbook writing is a team enterprise. This book has integrated
ideas and support
from many people whom I want to acknowledge. I want to
extend special thanks to
my editorial associate, Pat Lane. I could not have undertaken
this revision without
74. Pat’s help. She skillfully drafted materials for the chapters,
found original sources,
and did an outstanding job with last-minute changes, the
copyedited manuscript,
art, and galley proofs. Pat’s talent and personal enthusiasm for
this text added
greatly to its excellence.
Here at Vanderbilt I want to thank my assistant, Linda Roberts,
for the tremen-
dous volume and quality of work she accomplished on my
behalf that gave me time
to write. Eric Johnson, the dean at Owen, and Sal March,
associate dean, have
maintained a positive scholarly atmosphere and supported me
with the time and
resources to complete the revision of this book. I also
appreciate the intellectual
stimulation and support from friends and colleagues at the
Owen School—Bruce
Barry, Ray Friedman, Jessica Kennedy, Rich Oliver, David
Owens, Ty Park, Ranga
Ramanujam, Bart Victor, and Tim Vogus.
xviii PREFACE
75. I want to acknowledge the reviewers who provided feedback.
Their ideas helped
me improve the book in many areas:
Thomas H. Arcy
University of Houston—Central
Campus
Janey Ayres
Purdue University
Kristin Backhaus
SUNY New Paltz
Bill Bommer
Georgia State University
William Russell Brown
Navarro College
Jared Caughron
University of Oklahoma
76. Meredith Rentz Cook
North Central Texas College
Glenn K. Cunningham
Duquesne University
Jeffrey Fisher
Embry Riddle Aeronautical
University
Ron Franzen
Saint Luke’s Hospital
Adrian Guardia
Texas A&M University—San Antonio
Delia J. Haak
John Brown University
Nell Hartley
Robert Morris College
Ann Horn-Jeddy
Medaille College
77. Ellen Jordan
Mount Olive College
Alyson Livingston
North Central Texas College
Gregory Manora
Auburn University–Montgomery
Joseph Martelli
The University of Findlay
Richard T. Martin
Washburn University
Jalane Meloun
Barry University
Mark Nagel
Normandale Community College
Ranjna Patel
Bethune Cookman College
78. Chad Peterson
Baylor University
Gordon Riggles
University of Colorado
Miriam Rothman
University of San Diego
Bill Service
Samford University
Dan Sherman
University of Alabama at Huntsville
Bret Simmons
North Dakota State University
Shane Spiller
University of Montevallo
Shand H. Stringham
Duquesne University
Ahmad Tootonchi
79. Frostburg State University
Mary L. Tucker
Ohio University
Joseph W. Weiss
Bentley University
Donald D. White
University of Arkansas
Xavier Whitaker
Baylor University
Jean Wilson
The College of William and Mary
George A. Wynn
University of Tampa
The developers at Cengage Learning also deserve special
mention. Senior Prod-
uct Manager Mike Roche supported the concept for this book
and obtained the
80. PREFACE xix
resources necessary for its completion. Associate Content
Developer Jamie Mack
provided terrific support for the book’s writing, reviews, and
production.
I also thank Bob Lengel at the University of Texas at San
Antonio. Bob’s enthusi-
asm for leadership many years ago stimulated me to begin
reading, teaching, and
training in the area of leadership development. His enthusiasm
also led to our collabo-
ration on the book Fusion Leadership: Unlocking the Subtle
Forces That Change
People and Organizations. I thank Bob for keeping the
leadership dream alive, which
in time enabled me to pursue my dream of writing this
leadership textbook.
Finally, I want to acknowledge my loving daughters Danielle,
Amy, Roxanne,
Solange, and Elizabeth. Although everyone is now pursuing
81. their own lives and
careers, I appreciate the good feelings and connections with my
children and grand-
children. On occasion, we have been able to travel, vacation,
watch a play, or just
be together—all of which reconnect me to the things that really
count.
Richard L. Daft
Nashville, Tennessee
xx PREFACE
Part 1: Introduction to Leadership
Chapter 1: What Does It Mean to Be a Leader?
Chapter 1: What Does It Mean to Be a Leader?
82. YOUR LEADERSHIP CHALLENGE
After reading this chapter, you should be able to:
• Understand the full meaning of leadership and see the
leadership potential in yourself and others.
• Recognize and facilitate the six fundamental transformations
in today’s organizations and leaders.
• Identify the primary reasons for leadership derailment and the
new paradigm skills that can help you
avoid it.
• Recognize the traditional functions of management and the
fundamental differences between
leadership and management.
• Appreciate the crucial importance of providing direction,
alignment, relationships, personal qualities,
and outcomes.
• Explain how leadership has evolved and how historical
approaches apply to the practice of leadership
today.
CHAPTER OUTLINE
83. 4 Why We Need Leadership
8 The New Reality for Leaders
14 How Leadership Differs from
Management
17 Evolving Theories of
Leadership
21 Leadership Can Be Learned
24 Mastering the Art and Science
of Leadership
24 Organization of This Book
In the Lead
13 Pope Francis, Roman Catholic
Church
23 Google
Leader’s Self-Insight
84. 11 Your Learning Style: Using
Multiple Intelligences
17 Your Leadership Potential
22 Are You on a Fast Track to
Nowhere?
Leader’s Bookshelf
7 My Life in Leadership: The
Journey and Lessons Learned
Along the Way
Leadership at Work
27 Leadership Right–Wrong
Leadership Development: Cases for
Analysis
29 Sales Engineering Division
29 The Marshall Plan
85. A
braham Lincoln had less leadership experience than any
previous president,
but when historians rank the ‘‘greatest presidents,’’ Lincoln
frequently tops
the list. Interest in Lincoln’s leadership swelled with the release
of Steven
Spielberg’s historical film Lincoln, which was a huge critical
and commercial suc-
cess, grossing more than $250 million at the box office and
garnering 12 Academy
Award nominations. ‘‘Lincoln’s presidency is a big, well-lit
classroom for business
leaders seeking to build successful, enduring organizations,’’
said Howard Schultz,
CEO of Starbucks. In this era of disconnected and often morally
bankrupt leaders,
it is no wonder the skills, strengths, and character of Lincoln
have struck a chord.
Lincoln once provoked an opponent to tears by using his expert
communication
skills to mimic and ridicule his rival. Soon afterward, the man
who would later
86. become the 16th president of the United States felt disappointed
and ashamed of his
own behavior and sought out his opponent to offer an apology.
Lincoln took this as
a valuable lesson about channeling his emotions, practicing
empathy, and using his
abilities to promote good. From then on, Lincoln applied his
superb leadership and
communication skills to serve the higher interests of the
American people rather
than his own goals and ego. His ability to control his emotions
and stay committed
3
to a vision even under intense hardship, his commitment to go
into the field and
establish connections with soldiers and the general public, and
his willingness to lis-
ten to different points of view and to share credit for successes
and take blame for
failures all tap into a deep longing within people for genuine
leadership.1
87. The public trust in leaders may be at an all-time low. Referring
to the dire eco-
nomic situation that followed the ethical and financial problems
in the mortgage
and finance industries, David Rothkopf wrote in the Washington
Post, ‘‘This is not
just a global economic crisis. It is a global leadership crisis.’’2
1-1 WHY WE NEED LEADERSHIP
Many of us think of leadership in a way similar to what U.S.
Supreme Court Justice
Potter Stewart said about obscenity in reviewing a 1964
pornography case: we may
not be able to define it but ‘‘we know it when we see it.’’3
People can clearly see
leadership in Abraham Lincoln, but many are having a hard time
seeing it in current
political, business, military, and even religious leaders. General
David Petraeus, one
of the most decorated military leaders of his generation, stepped
down as director of
the Central Intelligence Agency after the FBI inadvertently
discovered he had an
extramarital affair with his biographer and began investigating
88. for potential leaks of
classified information. The British Broadcasting Corporation
(BBC) was tarnished
by allegations that managers covered up years of sexual abuse
by a well-known
reporter.4 Senator Chuck Grassley recently probed the financial
records of six well-
known televangelists, including Creflo Dollar and Kenneth
Copeland, after reports
that tax-exempt donations were financing lavish lifestyles for
the religious leaders,
including mansions, Rolls Royce cars, and private jets.5 Nearly
every month brings
a new report of a business leader somewhere lying to,
misleading, or cheating
employees, customers, or the government. No wonder survey
after survey shows
that confidence in leaders is sinking and suspicion and distrust
are rising.6
Yet there are good leaders working in every organization, large
and small. In
fact, quality leadership is all around us every day, in all facets
of our lives—our fam-
ilies, schools, communities, social clubs, and volunteer
89. organizations, as well as in
the world of business, sports, religion, government, and the
military. Without good
leadership, our institutions and society would fall apart.
Before we can examine what makes an effective leader, we need
to know what
leadership means. Scholars and other writers have offered
hundreds of definitions of
the term leadership, prompting James McGregor Burns to
conclude that leadership
‘‘is one of the most observed and least understood phenomena
on earth.’’7 Defining
leadership has been a complex and elusive problem largely
because the nature of
leadership itself is complex. Some have even suggested that
leadership is nothing
more than a romantic myth, perhaps based on the false hope that
someone will
come along and solve our problems by sheer force of will.8
There is some evidence that people do pin their hopes on
leaders in ways that
are not always realistic. Think about how some struggling
companies recruit well-
90. known, charismatic CEOs and invest tremendous hopes in them,
only to find that
their problems actually get worse.9 For example, Yahoo hired
former Autodesk
CEO Carol Bartz in 2009 with high hopes that the star leader
could turn the strug-
gling company around, only to ask her to leave a couple of
years later as Yahoo’s
fortunes continued to slide. In mid-2012, Yahoo hired former
Google executive
Marissa Mayer as the fifth CEO in five years.
4 PART 1 INTRODUCTION TO LEADERSHIP
Particularly when times are tough, people often look to a grand,
charismatic
type of leader to alleviate fear and uncertainty. Think of how
Barack Obama sailed
to the U.S. presidency in 2008 based largely on his charisma
and the ability to make
people feel hopeful in a time of uncertainty. In recent years, the
romantic or heroic
view of leadership has been challenged.10 Much progress has
91. been made in under-
standing the essential nature of leadership as a real and
powerful influence in organ-
izations and societies.
1-1a Defining Leadership
Leadership studies are an evolving discipline, and the concept
of leadership will con-
tinue to develop. For the purpose of this book, we will focus on
a single definition
that delineates the essential elements of the leadership process:
Leadership is an influ-
ence relationship among leaders and followers who intend real
changes and out-
comes that reflect their shared purposes.11
Exhibit 1.1 summarizes the key elements in this definition.
Leadership involves
influence; it occurs among people; those people intentionally
desire significant changes;
and the changes reflect purposes shared by leaders and
followers. Influence means that
the relationship among people is not passive; however, also
inherent in this definition
is the concept that influence is multidirectional and
92. noncoercive. The basic cultural
values in North America make it easiest to think of leadership
as something a leader
does to a follower.12 However, leadership is reciprocal. In most
organizations, superi-
ors influence subordinates, but subordinates also influence
superiors. The people
involved in the relationship want substantive changes—
leadership involves creating
change, not maintaining the status quo. In addition, the changes
sought are not
dictated by leaders but reflect purposes that leaders and
followers share. Moreover,
change is toward an outcome that both the leader and the
followers want, a desired
future or shared purpose that motivates them toward this more
preferable outcome.
An important aspect of leadership is influencing others to come
together around a
common vision. Thus, leadership involves the influence of
people to bring about
change toward a desirable future.
EXHIBIT 1.1 What Leadership Involves
94. Also, leadership is a people activity and is distinct from
administrative paper-
work or planning activities. Leadership occurs among people; it
is not something
done to people. Since leadership involves people, there must be
followers. An indi-
vidual performer who achieves excellence as a scientist,
musician, athlete, or wood-
carver may be a leader in her field of expertise but is not a
leader as defined in this
book unless followers are involved. Followers are an important
part of the leader-
ship process, and all leaders are sometimes followers as well.
Good leaders know
how to follow, and they set an example for others. The issue of
intention or will
means that people—leader and followers—are actively involved
in the pursuit of
change. Each person takes personal responsibility to achieve the
desired future.
One stereotype is that leaders are somehow different, that they
are above others;
however, in reality, the qualities needed for effective leadership
are the same as those
95. needed to be an effective follower.13 Effective followers think
for themselves and
carry out assignments with energy and enthusiasm. They are
committed to some-
thing outside their own self-interest, and they have the courage
to stand up for what
they believe. Good followers are not ‘‘yes people’’ who blindly
follow a leader.
Effective leaders and effective followers may sometimes be the
same people, playing
different roles at different times. At its best, leadership is
shared among leaders and
followers, with everyone fully engaged and accepting higher
levels of responsibility.
1-1b Everyday Leadership
Using this definition of leadership makes clear that leadership
can come from any-
one. When we stop equating leadership with greatness and
public visibility, it
becomes easier to see our own opportunities for leadership and
recognize the leader-
ship of people we interact with every day. Leaders come in all
shapes and sizes, and
many true leaders are working behind the scenes. Leadership
96. that has big outcomes
often starts small.
• Wendy Kopp was a senior at Princeton University when she
first came up with
the idea of a sort of ‘‘Peace Corps for teachers,’’ a national
organization that
would recruit recent college graduates to commit to teach for
two years at some
of America’s toughest public schools. One of her Princeton
professors admits he
called her ‘‘deranged’’ when she proposed the idea to him. Yet
Teach for Amer-
ica, the organization Kopp started, became one of the most
respected educa-
tional initiatives in the United States. As the organization has
grown larger, it
has come under attack, but most observers agree it has changed
education for
the better and it continues to harness the idealism of young
college graduates as
a force for good.14
• Clinical psychologist Barbara Van Dahlen was working
primarily with children
97. in the Washington, D.C., area when she became concerned about
the effects of
the wars in Iraq and Afghanistan on the mental health of U.S.
soldiers, veterans,
and their families. Van Dahlen founded Give an Hour to provide
free services
that give help and hope to returning service members. The
organization now
has a national network of more than 6,100 mental health
professionals who
volunteer their time. Give an Hour also works with other
organizations, such as
Bare the Burden, a nonprofit organization that creates an online
community for
veterans to heal by connecting with others.15
• During his five years working as a car salesman, Robert
Chambers was dis-
gusted by how some dealers and finance institutions preyed on
low-income cus-
tomers. After he retired from a varied career, the 62-year-old
electrical engineer
6 PART 1 INTRODUCTION TO LEADERSHIP
98. decided to do something about it. He founded More Than
Wheels, which helps
low-income people buy new, base-model cars at low prices and
on good loan
terms. With branches in New Hampshire, Vermont, and Maine,
More Than
Wheels has negotiated price and extended warranty deals with a
dozen or so
auto dealers and worked with banks to provide low interest
rates. More Than
Wheels guarantees the loan and then works with clients to help
them manage
their finances, improve their credit scores, and improve their
future.16
There are opportunities for leadership all around us that involve
influence and
change toward a desired goal or outcome. As further illustrated
in the Leader’s
Bookshelf, widely known and highly respected leaders often
begin their leadership
journeys in small ways. The leaders of tomorrow’s
organizations will come from
99. anywhere and everywhere, just as they always have. Do you
have the capacity and
commitment required for taking a leadership role in your
school, community, or
workplace? You can start now, wherever you are, to practice
leadership in your
own life. Leadership is an everyday way of acting and thinking
that has little to do
with a title or formal position in an organization. As we will
discuss in the following
section, business leaders need to understand this tenet more
than ever in the world
of the twenty-first century.
LEADER’S BOOKSHELF
My Life in Leadership: The Journey and
Lessons Learned Along the Way
by Frances Hesselbein
What college dropout transformed one of
the world’s largest volunteer organiza-
tions, was named Fortune magazine’s
‘‘Best Nonprofit Manager in America,’’ and
received America’s highest civilian honor,
100. the Presidential Medal of Freedom? The
answer: Frances Hesselbein, who began
her amazing leadership journey as a
somewhat reluctant volunteer leader of
Girl Scout Troup 17 in Johnstown, Penn-
sylvania, when she was in her early twen-
ties. In her autobiography, My Life in
Leadership, Hesselbein, now in her late
90s, shares what she has learned about
leadership throughout her long career.
‘‘LEADERSHIP IS A MATTER OF HOW
TO BE, NOT HOW TO DO’’
Hesselbein argues that ‘‘it is the quality
and character of the leader that deter-
mines performance.’’ For her, leader-
ship is about serving others. From her
beginning as a volunteer Scout leader,
she eventually became CEO of the Girl
Scouts of the USA, and later was found-
ing president of famed management
scholar Peter Drucker’s Leader to
Leader Institute (she still serves as CEO
of the organization, recently renamed
101. the Frances Hesselbein Leadership Insti-
tute). Here are a few of the key lessons
Hesselbein has learned along the way:
• Have a Clear Mission That Everyone
Can Support. As soon as she became
CEO of the national Girl Scouts, Hes-
selbein took a close look at the mis-
sion of the organization and began
asking leaders at all levels, as well as
girls themselves, what they really val-
ued, wanted, and needed. ‘‘Because
we included everyone, it became
theirs, not ours,’’ she says. Hesselbein
calls the mission, vision, and values
‘‘the soul of the organization,’’ which
should be central ‘‘even as we aban-
don the vestiges of the past that spell
irrelevance in the future.’’
• Be Inclusive. Hesselbein also ditched
the hierarchy, sharing information
and power with leaders at all levels
from the beginning. A concept she
called ‘‘circular management,’’ put
102. the leader in the middle of the
organizational chart rather than at
the top of a hierarchy. Everyone was
a member of a team, and there were
no superiors and subordinates. Being
inclusive develops leaders at every
level and increases the energy and
creativity of the entire organization.
• Make Learning a Top Priority.
Organizations have to keep changing
and adapting when it’s necessary.
‘‘The first item in your budget should
be learning, education, and develop-
ment of your people,’’ she says.
THE GREAT ADVENTURE
Hesselbein tells her story in Learning to
Lead as a great adventure that she
enjoyed every step of the way. It is a
story told in a very personal way, but
one that is packed with observations
and reflections that are as relevant to
today’s leaders as when Hesselbein first
103. began her long leadership journey as a
volunteer Girl Scout leader.
Source: Learning to Lead, by Frances Hesselbein,
is published by Jossey-Bass.
NEW LEADER
ACTION MEMO
As a leader, you can recognize
opportunities for leadership
and act to influence others and
bring about changes for a
better future.
7
1-2 THE NEW REALITY FOR LEADERS
Social media. Globalization. Mobile commerce. Geopolitical
wars. Renewable tech-
nologies and smart machines. Outsourcing. Climate change and
resource scarcity.
Telecommuting and virtual teams. Cybercrime. Redistribution
of economic power.
104. Massive changes in the world mean today’s leaders are facing
challenges they
couldn’t even imagine just a few years ago.17 In a survey by the
Center for Creative
Leadership, 84 percent of leaders surveyed say the definition of
effective leadership
changed significantly within the first few years of the twenty-
first century.18 And
that was even before social and mobile technologies began
reshaping everyday life
and work. Social connectedness and mobility are becoming
central aspects of every
leader’s job.
Some historians and other scholars believe our world is
undergoing a transfor-
mation more profound and far-reaching than any experienced
since the dawn of the
modern age and the Industrial Revolution more than 500 years
ago. Today’s leaders
operate in a world where little is certain, the pace is relentless,
and everything is
more complex. This transformation requires a transition from a
traditional to a new
leadership paradigm, as outlined in Exhibit 1.2.19 A paradigm
105. is a shared mindset
that represents a fundamental way of thinking about, perceiving,
and understanding
the world.
Although many leaders are still operating from an old-paradigm
mindset, as out-
lined in the first column of Exhibit 1.2, they are increasingly
ineffective. Successful
leaders will respond to the new reality outlined in the second
column of the exhibit.
EXHIBIT 1.2 The New Reality for Leaders
Old Paradigm
Leader
New Paradigm
Leader
Stabilizer Change
Manager
Diversity
Avoider
106. Diversity
Promoter
Hero Humble
Competitor Collaborator
Controller Facilitator
From To
Paradigm
a shared mindset that repre-
sents a fundamental way of
thinking about, perceiving,
and understanding the
world
8 PART 1 INTRODUCTION TO LEADERSHIP
1-2a From Stabilizer to Change Manager
In the past, many leaders assumed that if they could just keep
107. things running on a
steady, even keel, the organization would be successful. Yet
today’s world is in
constant motion, and nothing seems certain anymore. If leaders
still had an illusion
of stability at the dawn of the twenty-first century, it is surely
shattered by now.
Consider the following recent events:
• A powerful earthquake in Japan triggered massive tsunami
waves that damaged
the nuclear reactors at the Fukushima Daiichi power plant and
led to the shut-
down of numerous companies, creating supply chain disruptions
for manufac-
turers around the world. In the wake of the disaster, managers at
Tokyo
Electric Power Company (Tepco) were criticized for failing to
act quickly
enough to cool the reactors at Fukushima. Trying to protect
their investment,
they hesitated to use seawater, which they knew could damage
the reactors,
leading to the second-largest nuclear disaster in history.20
108. • In 2015, the Volkswagen Group, one of the largest car
manufacturers in the
world and known as maker of ‘‘the people’s car,’’ was
discovered to have used
software designed to cheat U.S. emissions tests, affecting 11
million vehicles
worldwide. Actual exhaust emissions turned out to be up to 40
times higher
than the emission tests revealed. VW’s emissions scandal cast
doubt on the repu-
tations and emissions validity of other auto manufacturers such
as Mercedes
and BMW. Germany’s national economy and auto suppliers
worldwide will
likely be hurt as VW sales decline.21
• Greece was in a deep recession in 2015 due to huge debts to
the European
Union (EU). Sharp cutbacks in government spending had
decimated personal
incomes and businesses in the region. Ireland and Spain faced
similar debt prob-
lems previously, causing talk of a possible breakup of the euro
system (the single
currency adopted by EU countries), which would deal a severe
109. blow to the
global financial system. Leaders of multinational firms have to
take steps to pro-
tect themselves, as well as consider what they will do in the
event that a return
to national currencies requires a rethinking of everything from
how to expand
operations to how to pick suppliers or pay employees.22
Most leaders, whether in business, politics, the military,
education, social
services, the arts, or the world of sports, recognize that trying to
maintain stability
in a world of such unexpected and far-reaching change is a
losing battle. ‘‘You have
to be able to react very quickly,’’ said Ellen Kullman, recently
retired CEO of
DuPont, referring to the impact of events such as the Japanese
tsunami and the EU
financial crisis. ‘‘And the world is so connected that the
feedback loops are more
intense.’’23
Today’s best leaders accept the inevitability of change and
crisis and tap into
110. them as potential sources of energy and self-renewal.
Adaptability is the watchword
of the day.
1-2b From Controller to Facilitator
Leaders in powerful positions once believed strict control was
needed for the organi-
zation to function efficiently and effectively. Rigid
organizational hierarchies, struc-
tured jobs and work processes, and detailed, inviolate
procedures let everyone know
that those at the top had power and those at the bottom had
none.
CHAPTER 1 WHAT DOES IT MEAN TO BE A LEADER? 9
Today, the old assumptions about the distribution of power are
no longer valid.
An emphasis on control and rigidity serves to squelch
motivation, innovation, and
morale rather than produce desired results. Effective leaders
share power rather than
hoard it and find ways to increase an organization’s brainpower
111. by getting everyone
in the organization involved and committed. Rather than being a
controller, the
leader is a facilitator who helps people do and be their best by
removing obstacles
to performance, getting people what they need, providing
learning opportunities,
and offering support and feedback.
One reason for this is that the financial basis of today’s
economy is becoming
information rather than the tangible assets of land, buildings,
and machines. This
means human capital is becoming more important than financial
capital, which
increases the power of employees. ‘‘Ideas are now more
important than materials,’’
as former Israeli president Shimon Peres once put it.24 When
all the organization
needed was workers to run machines eight hours a day,
traditional command-
and-control systems generally worked quite well, but success
today depends on the
intellectual capacity of all employees. One of the leader’s most
challenging jobs is to
112. enable people to embrace and use their power effectively.25
When he took over as CEO of India’s struggling HCL
Technologies in 2005,
Vineet Nayar took a huge risk that proved to be a highly
effective route to true
employee empowerment and increasing revenues. His
revolutionary move was to
organize the company around the principle of ‘‘employees first,
customers second.’’
Nayar created an open online forum where people could post
questions and leaders
would answer. Employees were overjoyed that leaders were
willing to acknowledge
the problems in the company, and they began proposing
solutions. This began the
transfer of power and responsibility for solving problems from
top executives to
employees. In the new HCL, the job of leaders is to serve
employees.26 Nayar, who
served as CEO until 2013, wrote a book titled Employees First,
Customers Second:
Turning Conventional Management Upside Down to explain
how leaders can tap
into the power of this unconventional approach.27
113. 1-2c From Competitor to Collaborator
Social media has ‘‘put connectivity on steroids,’’ blurring and
sometimes obliterating
boundaries within and between organizations.28 In a
hyperconnected, networked
age, collaboration becomes more important than competition.
Successful leaders
harness and make the most of ideas, talent, and resources from
across boundaries of
all kinds. Although some companies still encourage internal
competition and aggres-
siveness, most successful leaders stress teamwork, compromise,
and cooperation.
Self-directed teams and other forms of horizontal collaboration
spread knowledge
and information throughout the organization.
Effective leaders also work collaboratively with suppliers,
customers, govern-
ments, universities, and other organizations. There is a growing
trend within compa-
nies to think of themselves as teams that create value jointly
rather than as
autonomous entities in competition with all others.
114. Collaboration presents greater leadership challenges than did
the old concept of
competition. Leaders first have to develop their own
collaborative mindset and then
create an environment of teamwork and community that fosters
collaboration and
mutual support. They learn to keep the lines of communication
open and use influ-
ence rather than wielding their authority to quell harmful
politicking, get buy-in on
important matters, and move things forward.29
NEW LEADER
ACTION MEMO
Go to Leader’s Self-Insight 1.1
to learn about your own
‘‘intelligence’’ for dealing with
collaboration and with the
other new realities facing
leaders.
10 PART 1 INTRODUCTION TO LEADERSHIP
115. 1-2d From Diversity Avoider to Diversity Promoter
Many of today’s organizations were built on assumptions of
uniformity, separation,
and specialization. People who think alike, act alike, and have
similar job skills are
grouped into a department, such as accounting or
manufacturing, separate from
other departments. Homogenous groups find it easy to get
along, communicate, and
understand one another. The uniform thinking that arises,
however, can be a disas-
ter in a world becoming more multinational and diverse.
LEADER’S SELF-INSIGHT 1.1
Your Learning Style: Using Multiple Intelligences
Instructions: Multiple-intelligence theory suggests that
there are several different ways of learning about things in a
topsy-turvy world; hence there are multiple ‘‘intelligences,’’
of which five are interpersonal (learn via interactions with
others), intrapersonal (own inner states), logical–mathematical
(rationality and logic), verbal–linguistic (words and language),
and musical (sounds, tonal patterns, and rhythms). Most peo-
116. ple prefer one or two of the intelligences as a way of learning,
yet each person has the potential to develop skills in each of
the intelligences.
The following items will help you identify the forms of
intelligence that you tend to use or enjoy most, as well as
the forms that you use less. Please check each item below as
Mostly False or Mostly True for you.
Mostly
False
Mostly
True
1. I like to work with and solve
complex problems. ______ ______
2. I recently wrote something that I
am especially proud of. ______ ______
3. I have three or more friends. ______ ______
4. I like to learn about myself through
personality tests. ______ ______
117. 5. I frequently listen to music on the
radio or iPod-type player. ______ ______
6. Math and science were among my
favorite subjects. ______ ______
7. Language and social studies were
among my favorite subjects. ______ ______
8. I am frequently involved in social
activities. ______ ______
9. I have or would like to attend
personal growth seminars. ______ ______
10. I notice if a melody is out of tune or
off key. ______ ______
11. I am good at problem solving that
requires logical thinking. ______ ______
12. My conversations frequently include
things I’ve read or heard about. ______ ______
118. 13. When among strangers, I easily find
someone to talk to. ______ ______
14. I spend time alone meditating,
reflecting, or thinking. ______ ______
15. After hearing a tune once or twice,
I am able to sing it back with some
accuracy. ______ ______
Scoring and Interpretation
Count the number of items checked Mostly True that repre-
sent each of the five intelligences as indicated below.
Questions 1, 6, 11: Logical–mathematical intelligence.
# Mostly True ¼ ________.
Questions 2, 7, 12: Verbal–linguistic intelligence.
# Mostly True ¼ ________.
Questions 3, 8, 13: Interpersonal intelligence.
# Mostly True ¼ ________.
Questions 4, 9, 14: Intrapersonal intelligence.
# Mostly True ¼ ________.
Questions 5, 10, 15: Musical intelligence.
# Mostly True ¼ ________.
119. Educational institutions tend to stress the logical–
mathematical and verbal–linguistic forms of learning. How
do your intelligences align with the changes taking place in
the world? Would you rather rely on using one intelligence
in depth or develop multiple intelligences? Any intelligence
above for which you received a score of 3 is a major source
of learning for you, and a score of zero means you may not
use it at all. How do your intelligences fit your career plans
and your aspirations for the type of leader you want to be?
Sources: Based on Kirsi Tirri, Petri Nokelainen, and Martin
Ubani, ‘‘Concep-
tual Definition and Empirical Validation of the Spiritual
Sensitivity Scale,’’
Journal of Empirical Theology 19 (2006), pp. 37–62; and David
Lazear,
‘‘Seven Ways of Knowing: Teaching for Multiple
Intelligences,’’ (Palatine,
IL: IRI/Skylight Publishing, 1991).
11
Bringing diversity into the organization is the way to attract the
120. best human tal-
ent and develop an organizational mindset broad enough to
thrive in a multina-
tional world. Carlos Ghosn, CEO of Nissan, says one reason his
company has been
able to cope with change and crises better than some of its
competitors is its highly
diverse culture and workforce.30 Two business school graduates
in their twenties
discovered the importance of diversity when they started a
specialized advertising
firm. They worked hard, and as the firm grew, they hired more
people just like
themselves—bright, young, intense college graduates who were
committed and hard
working. The firm grew to about 20 employees over two and a
half years, but the
expected profits never materialized. The two entrepreneurs
could never get a handle
on what was wrong, and the firm slid into bankruptcy.
Convinced the idea was still
valid, they started over, but with a new philosophy. They sought
employees with
different ages, values, ethnic backgrounds, and work
experience. People had differ-
121. ent styles, yet the organization seemed to work better. People
played different roles,
and the diverse experiences of the group enabled the firm to
respond to unique situa-
tions and handle a variety of organizational and personal needs.
The advertising
firm is growing again, and this time it is also making a profit.
1-2e From Hero to Humble
Another shift is the move from celebrating the ‘‘leader-as-
hero’’ to recognizing the
hard-working behind-the-scenes leader who quietly builds a
strong, enduring com-
pany by supporting and developing others rather than touting
his or her own abil-
ities and successes.31 Recall from this chapter’s opening
example how Abraham
Lincoln made an intentional choice early in his political career
to use his abilities to
serve the interests of the American people rather than to feed
his own ego. This
chapter’s Consider This box presents 10 commandments based
on 1950s western
film star Gene Autry’s Cowboy Code that can be regarded as
applicable to new-
122. paradigm leaders even today.
Consider This!
Should Leaders Live by the Cowboy Code?
1. A cowboy never takes unfair advantage—even of an enemy.
2. A cowboy never goes back on his word or betrays a trust.
3. A cowboy always tells the truth.
4. A cowboy is kind and gentle with children, the elderly, and
animals.
5. A cowboy is free from racial or religious prejudice.
6. A cowboy is always helpful and lends a hand when anyone is
in trouble.
7. A cowboy is a good worker.
8. A cowboy stays clean in thought, speech, action, and
personal habits.
9. A cowboy respects womanhood, parents, and the laws of his
123. nation.
10. A cowboy is a patriot to his country.
Source: Gene Autry’s Cowboy Commandments are reported,
with some variations in wording, in multiple sources.
12 PART 1 INTRODUCTION TO LEADERSHIP
One reason for the shift from hero to humble is that it is less
and less realistic for
an individual leader to meet all the challenges a team or
organization faces in a com-
plex and rapidly changing world. Another is that ambitious,
highly self-confident,
charismatic leaders have been at the forefront of some of the
ethical scandals and
business failures of recent years. The hero leader may make
more risky and daring
decisions, often without considering the greater good, whereas a
humble leader will
seek advice and take time to think through the possible
consequences of his or her
124. actions.32 A recent study from the W.P. Carey School of
Business at Arizona State
University found that the most effective CEOs, for example,
were those who led with
humility by empowering and appreciating their employees,
being open to feedback,
and putting the greater good above their own self-interest.33
Jim Collins, author of Good to Great and Great by Choice, calls
this new breed
‘‘Level 5 leaders.’’34 In contrast to the view of great leaders as
larger-than-life per-
sonalities with strong egos and big ambitions, Level 5 leaders
often seem shy and
unpretentious and have no need to be in the limelight. They are
more concerned
with the success of the team or company than with their own
success.
These leaders are characterized by an almost complete lack of
ego, coupled with
a fierce resolve to do what is best for the organization. They
accept full responsibil-
ity for mistakes, poor results, or failures, but they typically give
credit for successes
125. to other people. One corporate example is Sir Terry Leahy, who
recently retired
after more than a decade leading Britain’s Tesco. That is a long
and successful
tenure for a leader whom most people know little about. Leahy
didn’t court
personal publicity, much to the chagrin of journalists, and he
put his energies into
promoting Tesco and its employees rather than himself.35
Although most research
regarding the new type of leader has been on corporate CEOs
like Sir Terry Leahy,
it is important to remember that new-paradigm or Level 5
leaders are in all positions
in all types of organizations. Perhaps not surprisingly, Pope
Francis is an excellent
example of a humble leader. He chose to be named after St.
Francis of Assisi to illus-
trate that humility and service come first. But the popular pope
also illustrates many
other qualities of the new-paradigm leader.
IN THE LEAD
Pope Francis, Roman Catholic Church
He was chosen as Time magazine’s 2013 ‘‘Person of the Year,’’
126. is a leader in Google searches,
has tripled attendance at papal events with his humility,
empathy, and commitment to the
disenfranchised, and created a huge stir when he visited the
United States for the first time
in September 2015. The leader considered ‘‘everyone’s pope’’
has become a celebrity among
managers, leadership coaches, entrepreneurs, and CEOs, too.
In a short period of time, Francis has brought about tremendous
change and revival in
a huge, global organization that has suffered devastating
scandals in recent years and, not
so long ago, seemed on the verge of becoming irrelevant. He did
it by using not only
his personal charisma and character but also leadership skills
that anyone can apply.
For example, Francis doesn’t fear change and is willing to take
risks. He has reached out to
atheists and agnostics, proclaimed a year of jubilee for women
who have had abortions but
have since chosen to reflect on the Church’s teachings on the
subject, and declared that
God has redeemed all of us, not just Catholics. Francis has also
demonstrated the importance
127. Humility is not
weakness.
Humility has its
effect across levels
of an organization
in an empowered
uplifting way. You
can’t browbeat
people into
performance.
Angelo Kinicki,
Management Professor,
Author, and Consultant
CHAPTER 1 WHAT DOES IT MEAN TO BE A LEADER? 13
128. Once a relatively obscure Jesuit cardinal, Pope Francis has
become one of the
most recognized—and some believe most effective—leaders in
the world. Within
two years, he has brought significant positive changes,
including economic
reforms at the Vatican and evolving discussions about social
issues. He shows
that, rather than playing it safe or being blinded by fear of
failure, leaders can
bring fresh perspectives to problems and apply their skills to
achieve a higher
purpose.
1-3 HOW LEADERSHIP DIFFERS FROM MANAGEMENT
Management can be defined as the attainment of organizational
goals in an effective
and efficient manner through planning, organizing, staffing,
directing, and control-
ling organizational resources. So, what is it that distinguishes
the process of leader-
ship from that of management? Managers and leaders are not
129. inherently different
types of people. There are managers at all hierarchical levels
who are also good
leaders, and many people can develop the qualities needed for
effective leadership
and management. Both are essential in organizations and must
be integrated effec-
tively to lead to high performance.37 That is, leadership cannot
replace manage-
ment; the two have to go hand-in-hand.
Exhibit 1.3 compares management to leadership in five areas
crucial to organi-
zational performance—providing direction, aligning followers,
building relation-
ships, developing personal qualities, and creating leader
outcomes.38
1-3a Providing Direction
Both leadership and management are concerned with providing
direction for the
organization, but there are differences. Management focuses on
establishing
detailed plans and schedules for achieving specific results, then
allocating resources
130. to accomplish the plan. Leadership calls for creating a
compelling vision of the
future, setting the context within which to view challenges and
opportunities, and
developing farsighted strategies for producing the changes
needed to achieve the
vision. Whereas management calls for keeping an eye on the
bottom line and
short-term results, leadership means keeping an eye on the
horizon and the long-
term future.
A vision is a picture of an ambitious, desirable future for the
organization or
team. It can be as lofty as Motorola’s aim to ‘‘become the
premier company in the
of empowering rather than controlling subordinates. He
transformed the Synod of Bishops
into a decision-making group rather than a ceremonial one. He
created a global Council of
Cardinal Advisers made up of members who reflect diverse
views. He is always willing to
listen to advice from anyone and uses social media. He has
washed the feet of prisoners,
131. women, and Muslims, rather than performing the traditional
ritual only on priests, as a way
to show the value of every person and what each person can
contribute. He makes personal
telephone calls to unsuspecting people, such as the 14-year-old
brother of a gas station
attendant killed in an armed robbery and a Vatican critic who
was ill in the hospital.
Francis is willing to listen, to collaborate, and to take advice,
but he also isn’t afraid to
move forward with his own ideas when he believes this serves
the greater good and is in
the best interest of the organization.36
NEW LEADER
ACTION MEMO
As a leader, you can respond to
the reality of change and crisis,
the need for empowerment,
collaboration, and diversity, and
the importance of a higher
purpose. You can channel your
ambition toward achieving
larger organizational goals
132. rather than feeding your
own ego.
Management
the attainment of organiza-
tional goals in an effective
and efficient manner
through planning, organiz-
ing, staffing, directing, and
controlling organizational
resources
NEW LEADER
ACTION MEMO
You can evaluate your own
leadership potential by
completing the quiz in Leader’s
Self-Insight 1.2.
Vision
a picture of an ambitious,
desirable future for the
organization or team
14 PART 1 INTRODUCTION TO LEADERSHIP
133. world’’ or as down-to-earth as the Swedish company IKEA’s
simple vision ‘‘to pro-
vide affordable furniture for people with limited budgets.’’
1-3b Aligning Followers
Management entails organizing a structure to accomplish the
plan; staffing the
structure with employees; and developing policies, procedures,
and systems to direct
employees and monitor implementation of the plan. Leadership
is concerned instead
with communicating the vision and developing a shared culture
and set of core val-
ues that can lead to the desired future state. Whereas the vision
describes the desti-
nation, the culture and values help define the journey toward it
so that everyone is
lined up in the same direction.
Leadership provides learning opportunities so people can
expand their minds
and abilities and assume responsibility for their own actions.
134. Think about classes
you have taken at your college or university. In some classes,
the professor tells
students exactly what to do and how to do it, and many students
expect this kind
of direction and control. Have you ever had a class where the
instructor instead
inspired and encouraged you and your classmates to find
innovative ways to meet
EXHIBIT 1.3 Comparing Management and Leadership
Direction:
Alignment:
Relationships:
Personal
Qualities:
Outcomes:
Management Leadership
135. • Plan and budget
• Minimize risk for sure results
• Focus on bottom line
• Organize and staff
• Direct and control
• Create structure and order
• Invest in goods
• Use position power
• Focus people on specific goals
• Emotional distance
• Expert mind
• Talking
• Conformity
• Insight into organization
• Maintain stability; create a
culture of efficiency
• Create vision and strategy
• Maximize opportunity
• Keep eye on horizon
136. • Create shared culture and values
• Provide learning opportunities
• Encourage networks and flexibility
• Invest in people
• Use personal influence
• Inspire with purpose and trust
• Emotional connections (Heart)
• Open mind (Mindfulness)
• Listening (Communication)
• Nonconformity (Courage)
• Insight into self (Character)
• Create change and a culture of
agility and integrity
Sources: Based on John P. Kotter, A Force for Change: How
Leadership Differs from Management (New York: The Free
Press, 1990) and ideas in Kevin Cashman, ‘‘Lead
with Energy,’’ Leadership Excellence (December 2010), p. 7;
Henry Mintzberg, Managing (San Francisco: Berrett-Koehler,
2009); and Mike Maddock, ‘‘The One Talent
That Makes Good Leaders Great,’’ Forbes (September 26,
137. 2012), www.forbes.com/sites/mikemaddock/2012/09/26/the-
one-talent-that-makes-good-leaders-great/
(accessed March 7, 2013).
CHAPTER 1 WHAT DOES IT MEAN TO BE A LEADER? 15
goals? The difference reflects a rational management versus a
leadership
approach.
1-3c Building Relationships
In terms of relationships, management focuses on getting the
most results out of
people so that production goals are achieved and goods and
services are provided to
customers in a timely manner. Leadership, on the other hand,
focuses on investing
more in people so they are energized and inspired to accomplish
goals.
Whereas the management relationship is based on position and
formal author-
ity, leadership is a relationship based on personal influence and
138. trust. For example,
in an authority relationship, both people accept that a manager
can tell a subordi-
nate to be at work at 7:30 A.M. or her pay will be docked.
Leadership, on the other
hand, relies on influence, which is less likely to use coercion.
The role of leadership
is to attract and energize people, motivating them through
purpose and challenge
rather than rewards or punishments.39 The differing source of
power is one of the
key distinctions between management and leadership. Take
away a manager’s for-
mal position, and will people choose to follow her? That is the
mark of a leader.
1-3d Developing Personal Leadership Qualities
Leadership is more than a set of skills; it relies on a number of
subtle personal qual-
ities that are hard to see but are very powerful. These include
things like enthusiasm,
integrity, courage, and humility. First of all, good leadership
springs from a genuine
caring for the work and a genuine concern for other people. The
process of manage-
139. ment generally encourages emotional distance, but leadership
means being emotion-
ally connected to others. Where there is leadership, people
become part of a
community and feel that they are contributing to something
worthwhile. Whereas
management means providing answers and solving problems,
leadership requires
the courage to admit mistakes and doubts, to listen, and to trust
and learn from
others.
Developing leadership qualities takes work. For leadership to
happen, leaders
may have to undergo a journey of self-discovery and personal
understanding.40
Leadership experts agree that a top characteristic of effective
leaders is that they
know who they are and what they stand for. In addition, leaders
have the courage
to act on their beliefs.
True leaders tend to have open minds that welcome new ideas
rather than closed
140. minds that criticize new ideas. Leaders listen and discern what
people want and need
more than they talk to give advice and orders. Leaders are
willing to be nonconform-
ists, to disagree and say no when it serves the larger good, and
to accept nonconform-
ity from others rather than try to squeeze everyone into the
same mindset.
1-3e Creating Outcomes
The differences between management and leadership create two
differing outcomes,
as illustrated at the bottom of Exhibit 1.3. Management
maintains a degree of
stability, predictability, and order through a culture of
efficiency. Leadership, on the
other hand, creates change, often radical change, within a
culture of agility and
integrity that helps the organization thrive over the long haul by
promoting openness
and honesty, positive relationships, and long-term innovation.
Leadership facilitates
the courage needed to make difficult and unconventional
decisions that may some-
times hurt short-term results.
141. NEW LEADER
ACTION MEMO
As a leader, you can awaken
your leadership qualities of
enthusiasm, integrity, courage,
and moral commitment. You
can make emotional connections
with followers to increase your
leadership effectiveness.
16 PART 1 INTRODUCTION TO LEADERSHIP
1-4 EVOLVING THEORIES OF LEADERSHIP
To understand leadership as it is viewed and practiced today, it
is important to rec-
ognize that the concept of leadership has changed over time.
Leadership typically
reflects the larger society, and theories have evolved as norms,
attitudes, and under-
standings in the larger world have changed.41
LEADER’S SELF-INSIGHT 1.2
142. Your Leadership Potential
Instructions: Questions 1–6 below are about you right now.
Questions 7–14 are about how you would like to be if you
were the head of a major department at a corporation.
Answer Mostly False or Mostly True to indicate whether the
item describes you accurately or whether you would strive
to perform each activity as a department head.
Now
Mostly
False
Mostly
True
1. When I have a number of tasks or
homework assignments to do, I set
priorities and organize the work to
meet the deadlines. ______ ______
2. When I am involved in a serious
disagreement, I hang in there and
talk it out until it is completely
143. resolved. ______ ______
3. I would rather sit in front of my
computer than spend a lot of time
with people. ______ ______
4. I reach out to include other people
in activities or when there are
discussions. ______ ______
5. I know my long-term vision for
career, family, and other activities. ______ ______
6. When solving problems, I prefer
analyzing things myself to working
through them with a group of
people. ______ ______
Head of Major Department
Mostly
False
Mostly
True
144. 7. I would help subordinates clarify
goals and how to reach them. ______ ______
8. I would give people a sense of long-
term mission and higher purpose. ______ ______
9. I would make sure jobs get out
on time. ______ ______
10. I would scout for new product or
service opportunities. ______ ______
11. I would give credit to people who
do their jobs well. ______ ______
12. I would promote unconventional
beliefs and values. ______ ______
13. I would establish procedures to help
the department operate smoothly. ______ ______
14. I would verbalize the higher values
that I and the organization stand
for. ______ ______