This document provides instructions for a project management assignment in an MS Project course. It outlines several requirements for the assignment, including updating a project file based on feedback, adding project management processes to the work breakdown structure (WBS), sequencing activities using predecessors, adding lead/lag times and constraints to tasks, identifying the critical path, and displaying the project in a network diagram view. It provides a due date of Sunday by 11:59pm and notes the assignment is worth 100 total points. Requirements include using MS Project to complete the assignment and saving the file with a specific naming convention.
1 Social Science Statistics Project 1 Global Issu.docxShiraPrater50
1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts ...
1 Social Science Statistics Project 1 Global Issu.docxpoulterbarbara
1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts.
This document outlines the course objectives, readings, assignments, and due dates for MGT 437 Project Management. The key topics covered in Week 1 include determining project importance, goals, stakeholders, and scope. Assignments include discussion questions and a paper on defining a project, its phases and importance for organizations. Week 2 focuses on project planning, including organization structures, requirements, scheduling and budgeting. Deliverables include another discussion paper and starting a multi-week group project plan.
12-15 page paper with 5 slide PowerPoint on an current management .docxAlyciaGold776
12-15 page paper with 5 slide PowerPoint on an current management issue, MY ISSUES:
(OPEN COMMUNICATION)
PAPER WILL BE SUBMITTED TO TURNIN!
APA, (6
TH
ED.) paper has to included title page& table of content
No pronouns
Cite all quantitative data
Cite all quotes ( try not to use quotations)
Intro ½ page
Background ¾ page
Literature review 4-5 page
Analysis 3-4 page ( detailed information)
Conclusion ¾ page ( WHAT,WHY,HOW,WHOM)
References page-Minimum of 20 published scholarly sources current as possible
Abstract (these questions has to be answered)
Clear statement of problem or issue
Methods or procedures summarized
Results summarized
Conclusions summarized
DUES BY MAY28 5PM
.
12Working With FamiliesThe Case of Carol and JosephCa.docxAlyciaGold776
12
Working With Families:
The Case of Carol and Joseph
Carol is a 23-year-old, heterosexual, Caucasian female and the
mother of a 1-year-old baby girl. She is currently unemployed,
having previously worked for a house cleaning company. The
baby is healthy and developmentally on target, and she and the
parents appear to be well bonded with one another. Carol lives in
a rented house with her husband, Joseph. Joseph is a 27-year-old,
heterosexual, Hispanic male. He was recently arrested at their
home for a drug deal, which he asserts was a setup. Both parents
were charged with child endangerment because weapons were
found in the child’s crib and drugs were found in the home. The
parents assert that the child never sleeps in the crib but in their
bed. As a result of the parents’ arrest, social services was notified,
and the child was temporarily placed in a kinship care arrangement
with the maternal grandmother, who resides nearby. As a
result of Joseph’s arrest, he was fired from the cleaning company
where he worked, and the family is now experiencing financial
difficulties.
After initial contact was made with the parents, a number of
concerns were noted and the family was recommended for additional
case management. Carol’s mother indicated that she had
concerns about Carol’s drinking habits and stated that Carol’s
father and grandfather were alcoholics. She and the father separated
when Carol was a baby, and Carol has had only limited
contact with him. There appears to be significant tension between
the grandmother and Carol and Joseph. I addressed the alcohol
issue with both parents, who denied there was a problem, but
shortly after the discussion, Carol was involved in a serious car
accident with the baby in the car. She was determined to have been
under the influence of alcohol. I advised Carol that she could not
have any unsupervised contact with her child until she completed
intensive inpatient substance abuse treatment. I made arrangements
for her placement, but after a week, she was discharged
for noncompliance with the rules. She was then referred to an
intensive outpatient program and began therapy there. Initially
her attendance was erratic because she had lost her license as a
result of the DUI. Eventually, however, she became engaged in the
program and began to address her issues. She acknowledged that
she had started using drugs at a very young age but said that she
had only begun drinking in the previous year or so. We discussed
the genetics of her family, and she said that she realized that she
had deteriorated rapidly since beginning to drink and knew that
she simply could not drink alcohol.
Joseph’s mother is deceased, and his father travels extensively
in his job and is not available as a support. Joseph was
very devoted to his mother and was devastated by her premature
death. We discussed the strengths that he and Carol demonstrated
in staying together and working out their p.
12 pages The papers must be typed (12 point font) in Times N.docxAlyciaGold776
1
2
pages
The papers must be typed (12 point font) in Times New Roman Font; double-spaced (unless otherwise noted), with one inch margins.
the organization should be a business or company basis.
Provide the links for the company's news.
You show up for work in a new organization or “parachute” into the organization (often knowing little about the organization).
This analytical paper describes how you observe and orient in this new environment to more fully understand the organization’s behavior.
address the deeper
currents of culture
as well as how
processes
and
mission
drive behavior.
address your place in this organization (from which perspective are you writing), not merely from a “job description” perspective, but from at the individual and group levels of analysis.
While not limited to these topics
address leadership, motivation, communications, and ethics.
In addition to incorporating
a wide variety of specific OB distinctions from the course
, the paper must
analyze
(not merely describe) the organization’s behavior from each zoom level:
individual, group, organization, and inter-organizational.
t
h
ird-person perspective
to analyze the organization.
The paper requires you to think deeply about OB in a specific organization.
use an organization you have experience with or research one where you would like to work.
Ideally, from reading this paper, professor should have the experience of being there with you and gain a valuable understanding of this organization.
Another way to look at this paper is as the document which uncovers the currents of organizational behavior in a methodical way.
The exercise of writing this paper provides you with a template for analyzing your next organization’s behavior, to avoid organizational pitfalls, and more quickly make a valuable contribution.
Organizational behavior concepts include: (analyze at least 8 concepts below from
individual, group, organization, and inter-organizational as well as the culture perspective
)
Diversity
Attitudes and Job Satisfaction
Emotions and Moods
Personality and Values
Perception and Individual Decision Making
Motivation Concepts and Application
Foundations of Group Behavior & Understanding Work Teams
Communication
Leadership
Inter-Organizational Behavior
Power and Politics
Conflict and Negotiation
Foundations of Organizational Structure
Organizational Culture
Organizational Change and Stress Management
.
12 new times roman 4-6 pages double spaced apply ONE of t.docxAlyciaGold776
12 new times roman
4-6 pages
double spaced
apply ONE of the theories listed below to
The Jack-Roller: A Delinquent Boys Own Story
by Clifford R. Shaw book.
Then make prediction on what happened to Stanley (protagonist of the book) BASED on the theory chosen.
Follow the guidelines CAREFULLY
Theories to choose from
·
Gottfredson and Hirschi: Self-Control Theory
·
Sampson and Laub: Age-graded Theory of Informal Social Control
·
Moffitt: Developmental Taxonomy
.
112016 @1000 a.m. 100 percent original 400-600 words with at leas.docxAlyciaGold776
11/20/16 @10:00 a.m. 100 percent original 400-600 words with at least 2 references APA format
To further support the acquisition of a new electronic health record (EHR) system, the chief information officer (CIO) has asked you, as an information technology (IT) manager, to meet with the nursing department heads to summarize the differences and the application of relational and object-oriented databases within an EHR system.
.
1 Social Science Statistics Project 1 Global Issu.docxShiraPrater50
1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts ...
1 Social Science Statistics Project 1 Global Issu.docxpoulterbarbara
1
Social Science Statistics
Project 1: Global Issues and Local Conditions
CONTENTS:
Project 1 Description and Posting Instructions (Page 1)
Project 1 Components (Page 2)
Project 1 Peer Feedback and Revision Instructions (Page 4)
Project 1 Rubric (Page 5)
Project 1 Example (Page 6)
PROJECT 1 DESCRIPTION
This week, you are a social scientist who is investigating the UN Sustainable Development Goal (SDG) #12:
Ensure Sustainable Consumption and Production Patterns. This project will take the form of a report which
requires you to do the following: Connect one specific target of SDG #12 with conditions and efforts being
made here in Tampa, FL and propose research assessing USF students’ awareness, habits, or viewpoints,
related this specific target. Further, you will be asked to help classmates improve their own reports through
peer feedback, a common process undertaken by social science researchers. This assignment emphasizes
STA2122 learning objectives 1, 2, 4, 5, and 7:
1. the vocabulary and symbols used in social statistics
2. how to measure variables and test relationships at different levels
3. the basics of descriptive and inferential statistics
4. to become critical consumers of statistical information
5. about global systems and issues and associated dimensions (e.g., historical, political, economic, social,
cultural, environmental, technological)
6. to analyze global interrelationships and interdependencies across place and time
7. to formally report findings from statistical analyses
PROJECT 1 POSTING INSTRUCTIONS
• STEP 1: REPORT! A posting of your full report is due by 11:59pm on Sunday. Your report should address
all the components (1 to 3) described in the instructions. I would set aside 3-5 hours to complete this task.
o Be sure to check the example and the rubric.
o Proofread your work. Save a copy for future reference.
o Select the box that reads, "Reply" to post your work (usually copy + paste works, you may then
have to edit the work using the buttons above the text box).
• STEP 2: EVALUATE! Come back to the board before next Wednesday at 11:59pm and provide peer-
evaluations to two of your classmates. Please read instructions for more details. I would set aside 1 to 2
hours to complete these evaluations.
• STEP 3: REVISE! Come back to the board before next Sunday at 11:59pm and acknowledge any responses
your received to your post -- substantively address any comments, concerns, etc. At this time, you are
invited to post a REVISED version of your project to the discussion board for us to grade.
University of South Florida
Instructor: Dr. Erica L. Toothman
Email: [email protected]
2
PROJECT 1 (Main Report)
Component 1: Background Research (25 points). This week, you are a social scientist who is
investigating the UN Sustainable Development Goal (SDG) #12: Ensure Sustainable Consumption and Production
Patterns. First, I’d like you to review the facts.
This document outlines the course objectives, readings, assignments, and due dates for MGT 437 Project Management. The key topics covered in Week 1 include determining project importance, goals, stakeholders, and scope. Assignments include discussion questions and a paper on defining a project, its phases and importance for organizations. Week 2 focuses on project planning, including organization structures, requirements, scheduling and budgeting. Deliverables include another discussion paper and starting a multi-week group project plan.
12-15 page paper with 5 slide PowerPoint on an current management .docxAlyciaGold776
12-15 page paper with 5 slide PowerPoint on an current management issue, MY ISSUES:
(OPEN COMMUNICATION)
PAPER WILL BE SUBMITTED TO TURNIN!
APA, (6
TH
ED.) paper has to included title page& table of content
No pronouns
Cite all quantitative data
Cite all quotes ( try not to use quotations)
Intro ½ page
Background ¾ page
Literature review 4-5 page
Analysis 3-4 page ( detailed information)
Conclusion ¾ page ( WHAT,WHY,HOW,WHOM)
References page-Minimum of 20 published scholarly sources current as possible
Abstract (these questions has to be answered)
Clear statement of problem or issue
Methods or procedures summarized
Results summarized
Conclusions summarized
DUES BY MAY28 5PM
.
12Working With FamiliesThe Case of Carol and JosephCa.docxAlyciaGold776
12
Working With Families:
The Case of Carol and Joseph
Carol is a 23-year-old, heterosexual, Caucasian female and the
mother of a 1-year-old baby girl. She is currently unemployed,
having previously worked for a house cleaning company. The
baby is healthy and developmentally on target, and she and the
parents appear to be well bonded with one another. Carol lives in
a rented house with her husband, Joseph. Joseph is a 27-year-old,
heterosexual, Hispanic male. He was recently arrested at their
home for a drug deal, which he asserts was a setup. Both parents
were charged with child endangerment because weapons were
found in the child’s crib and drugs were found in the home. The
parents assert that the child never sleeps in the crib but in their
bed. As a result of the parents’ arrest, social services was notified,
and the child was temporarily placed in a kinship care arrangement
with the maternal grandmother, who resides nearby. As a
result of Joseph’s arrest, he was fired from the cleaning company
where he worked, and the family is now experiencing financial
difficulties.
After initial contact was made with the parents, a number of
concerns were noted and the family was recommended for additional
case management. Carol’s mother indicated that she had
concerns about Carol’s drinking habits and stated that Carol’s
father and grandfather were alcoholics. She and the father separated
when Carol was a baby, and Carol has had only limited
contact with him. There appears to be significant tension between
the grandmother and Carol and Joseph. I addressed the alcohol
issue with both parents, who denied there was a problem, but
shortly after the discussion, Carol was involved in a serious car
accident with the baby in the car. She was determined to have been
under the influence of alcohol. I advised Carol that she could not
have any unsupervised contact with her child until she completed
intensive inpatient substance abuse treatment. I made arrangements
for her placement, but after a week, she was discharged
for noncompliance with the rules. She was then referred to an
intensive outpatient program and began therapy there. Initially
her attendance was erratic because she had lost her license as a
result of the DUI. Eventually, however, she became engaged in the
program and began to address her issues. She acknowledged that
she had started using drugs at a very young age but said that she
had only begun drinking in the previous year or so. We discussed
the genetics of her family, and she said that she realized that she
had deteriorated rapidly since beginning to drink and knew that
she simply could not drink alcohol.
Joseph’s mother is deceased, and his father travels extensively
in his job and is not available as a support. Joseph was
very devoted to his mother and was devastated by her premature
death. We discussed the strengths that he and Carol demonstrated
in staying together and working out their p.
12 pages The papers must be typed (12 point font) in Times N.docxAlyciaGold776
1
2
pages
The papers must be typed (12 point font) in Times New Roman Font; double-spaced (unless otherwise noted), with one inch margins.
the organization should be a business or company basis.
Provide the links for the company's news.
You show up for work in a new organization or “parachute” into the organization (often knowing little about the organization).
This analytical paper describes how you observe and orient in this new environment to more fully understand the organization’s behavior.
address the deeper
currents of culture
as well as how
processes
and
mission
drive behavior.
address your place in this organization (from which perspective are you writing), not merely from a “job description” perspective, but from at the individual and group levels of analysis.
While not limited to these topics
address leadership, motivation, communications, and ethics.
In addition to incorporating
a wide variety of specific OB distinctions from the course
, the paper must
analyze
(not merely describe) the organization’s behavior from each zoom level:
individual, group, organization, and inter-organizational.
t
h
ird-person perspective
to analyze the organization.
The paper requires you to think deeply about OB in a specific organization.
use an organization you have experience with or research one where you would like to work.
Ideally, from reading this paper, professor should have the experience of being there with you and gain a valuable understanding of this organization.
Another way to look at this paper is as the document which uncovers the currents of organizational behavior in a methodical way.
The exercise of writing this paper provides you with a template for analyzing your next organization’s behavior, to avoid organizational pitfalls, and more quickly make a valuable contribution.
Organizational behavior concepts include: (analyze at least 8 concepts below from
individual, group, organization, and inter-organizational as well as the culture perspective
)
Diversity
Attitudes and Job Satisfaction
Emotions and Moods
Personality and Values
Perception and Individual Decision Making
Motivation Concepts and Application
Foundations of Group Behavior & Understanding Work Teams
Communication
Leadership
Inter-Organizational Behavior
Power and Politics
Conflict and Negotiation
Foundations of Organizational Structure
Organizational Culture
Organizational Change and Stress Management
.
12 new times roman 4-6 pages double spaced apply ONE of t.docxAlyciaGold776
12 new times roman
4-6 pages
double spaced
apply ONE of the theories listed below to
The Jack-Roller: A Delinquent Boys Own Story
by Clifford R. Shaw book.
Then make prediction on what happened to Stanley (protagonist of the book) BASED on the theory chosen.
Follow the guidelines CAREFULLY
Theories to choose from
·
Gottfredson and Hirschi: Self-Control Theory
·
Sampson and Laub: Age-graded Theory of Informal Social Control
·
Moffitt: Developmental Taxonomy
.
112016 @1000 a.m. 100 percent original 400-600 words with at leas.docxAlyciaGold776
11/20/16 @10:00 a.m. 100 percent original 400-600 words with at least 2 references APA format
To further support the acquisition of a new electronic health record (EHR) system, the chief information officer (CIO) has asked you, as an information technology (IT) manager, to meet with the nursing department heads to summarize the differences and the application of relational and object-oriented databases within an EHR system.
.
10–12 slides (not incl. title or ref slides) with speakers notes.docxAlyciaGold776
10–12 slides (not incl. title or ref slides) with speaker's notes
In learning about energy sources and non-fossil fuel sources, multiple technological advances were identified. These can reduce people's footprint on the planet and reduce the burden on fossil fuels.
Using already existing technology, describe ways in which people could reduce the need for external electrical and heat energy.
In completing this, you should be able to create a house that does not rely on public utilities.
Think of houses that exist in remote areas, where these public services do not reach; how can this be accomplished?
Be sure to include primary sources as well as ensure that your references are documented on the slides as they are being used. It is critical that your presentation tells a story, and is not prescribed by the prompts listed above.
.
11.1 - write a servlet that uses doGet to return a markup document t.docxAlyciaGold776
11.1 - write a servlet that uses doGet to return a markup document that provides your name, electronic mail address, and mailing address, along with a brief autobiography. test your servlet with a simple markup document.
11.2 write a servlet that returns a randomly chosen greeting from a list of five different greeting. The greetings must be stored as constant strings in the program.
.
10–15 slides with 150–200 words in the notes page.Using all 3 .docxAlyciaGold776
10–15 slides with 150–200 words in the notes page.
Using all
3 Financial Statements
(See attachment) please provide an analysis on Apix’s
assets, liabilities, cash, and profit
. As well, choose
2 additional components
on each of the sheets, and provide your initial impression on the company financial situation.
Need done by Monday morning.
Thanks Friend
.
This document provides information about the classification of vowels in American English. It includes a chart that shows the placement of vowels in terms of tongue height (high, mid, low) and tongue position (front, central, back). The chart classifies monophthongs and diphthongs according to these criteria. It also includes a phonetic alphabet that can be used for transcribing English pronunciation.
12-20 slides needed for the business plan report provided. (SEE ATT.docxAlyciaGold776
12-20 slides needed for the business plan report provided. (SEE ATTACHED FILE) This is a new bar called Wonderland, presentation needs to be eye capturing and intriguing to make people want to buy in to the idea to make a reality.
Format
Powerpoint presentation
APA
Reference slides needed
SECOND ATTACHED FILE (PPT PRESENTATION) SHOWS HOW I STARTED IT
I posted wrong file
.
1000+ word essay MLA styleTopic Judging others is human nature..docxAlyciaGold776
1000+ word essay MLA style
Topic
: Judging others is human nature. Some of us may practice fighting the urge to be judgmental more than others, but it is a very active battle. What lessons can you argue the characters from “ A Good Man Is Hard To Find by Flannery Oconnor” and “Young Goodman Brown by Nathaniel Hawthorne” teach readers regarding the dangers of being judgmental?
Please use these strategy questions as the professor is looking for them to be addressed in the writing.
Do you have a lead-in to “hook” your reader? (an example, anecdote, scenario, startling statistic, or provocative question.)
How much background is required to properly acquaint readers with your issue?
Will your claim be placed early (introduction) or delayed (conclusion) in your paper?
What is your supporting evidence?
Have you located authoritative (expert) sources that add credibility to your argument?
Have you considered addressing opposing viewpoints?
Are you willing to make some concessions (compromises) toward opposing sides?
What type of tone (serious, comical, sarcastic, inquisitive) best relates your message to reach your audience?
One written, have you maintained a third person voice? (no “I” or “you” statements)
How will you conclude in a meaningful way? (call your readers to take action, explain why the topic has a global importance, or offer a common ground compromise that benefits all sides?)
I wanted to make the instructions clear so I am not penalized when it comes to grading.
All paragraphs should have a topic sentence and supporting sentences explaining one idea and not multiple ideas.
Things I got hit on, on past papers on here.
Intro
Opposition
Supporting argument
Conclusion
Works cited page
looking for an A+
also have a 2000 word research paper coming up soon that i'm willinng to pay good for will be posting soon
.
1000 - 1500 words in APA format. Draft Final PlanYou work for a p.docxAlyciaGold776
1000 - 1500 words in APA format. Draft /Final Plan
You work for a popular consumer electronics company that sells products such as cell phones, tablets, and personal computers. The vice president of operations has talked to you about setting up a warehousing and distribution process that can support business expansions globally. He has asked you to develop a recommendation that will help build a business plan. You need to focus on the areas of transportation regulations and policies, transportation methodologies, warehousing, distribution, and inventory management.
The company is looking to start its global expansion in the European Union and China. You will focus your analysis and recommendations for this report on importing goods into those areas from the United States and fulfilling customer orders from in-region warehousing or distribution centers. Your outline should include the following:
Part I:
Transportation Regulations and Policies
Define the goal
Explain the relevance
National security
Public safety
Environment
Unrestrained competition
Part II:
Transportation Methodologies
Economic viability
Practical use
Applications in domestic and global markets
Part III:
Warehousing and Distribution
Principles
Design
Storage and handling
Information systems and information technology
Third-party logistics providers (3PL)
Part IV:
Inventory Management
Inventory functions for intermediate and final products
Packaging techniques
.
1000 words an 5 referencesResource Blossoms Up! Case Study .docxAlyciaGold776
1000 words an 5 references
Resource
: Blossoms Up! Case Study and Email No. 3
Numerous emails have been sitting in the HR Director's in-box for two months. Smith is highly agitated that none of his have been responded to. Now that you are hired, he has asked you to address the emails immediately.
Read
Email No. 3
concerning a report needed to respond to Smith's direction that the company have its own retirement plan such as a 401(k) plan, the laws affecting such plans, and what to do about funding it since the company is in a cost-cutting mode.
Complete
Smith's directions and the instructions in the email.
Use
headings to appropriately signal the topics and keep your document organized.
Use
a minimum of five in-text citation sources within your paper and identify them in your APA correctly formatted References page.
Click
the Assignment Files tab to submit your assignment.
.
1000+ word essay MLA styleTopic While Abraham Lincoln and John .docxAlyciaGold776
1000+ word essay MLA style
Topic:
While Abraham Lincoln and John F. Kennedy were superior national leaders, everyday persons also take on the responsibilities and risks of leadership, as illustrated by Robert, The blind man, in Raymond Carver’s “Cathedral”. On the other hand, Lieutenant Jimmy Cross in Tim O’Brien’s “the things they carried” believes he has neglected his duties as the leader of his platoon.
If you were conducting a leadership workshop for your college or local community, how could you use these four individuals to illustrate key points of your presentation? What other examples—contemporary or historical, fictional or factual—might you use to illustrate leadership qualities?
In doing so, consider the Core Value of Integrity emphasized in this course. This assignment asks you to address qualities of leadership. What is the relationship between integrity and leadership? Please include in your writing your own definition of Integrity and whether those in leadership roles are assumed to have (or demonstrate) integrity.
Please use these strategy questions as the professor is looking for them to be addressed in the writing.
Do you have a lead-in to “hook” your reader? (an example, anecdote, scenario, startling statistic, or provocative question.)
How much background is required to properly acquaint readers with your issue?
Will your claim be placed early (introduction) or delayed (conclusion) in your paper?
What is your supporting evidence?
Have you located authoritative (expert) sources that add credibility to your argument?
Have you considered addressing opposing viewpoints?
Are you willing to make some concessions (compromises) toward opposing sides?
What type of tone (serious, comical, sarcastic, inquisitive) best relates your message to reach your audience?
One written, have you maintained a third person voice? (no “I” or “you” statements)
How will you conclude in a meaningful way? (call your readers to take action, explain why the topic has a global importance, or offer a common ground compromise that benefits all sides?)
I wanted to make the instructions clear so I am not penalized when it comes to grading.
All paragraphs should have a topic sentence and supporting sentences explaining one idea and not multiple ideas.
Things I got hit on, on past papers on here.
Intro
Opposition
Supporting argument
Conclusion
Works cited page
.
1000 words and dont use the InternetFrom the book answer the qu.docxAlyciaGold776
1000 words and don't use the Internet
From the book answer the questions
A. Did any of these authors have followed historical methods of Said's book ( Orientalism) or subaltern historians? Please give an example to prove your argument.
B. How do these histories of non-westren women contribute to non-westten historiograph?
.
100 original 0 plagiarism, with introduction and conclusion.I.docxAlyciaGold776
The document requests a 950-word paper by June 6th at 7 pm that describes changes during middle childhood and adolescence regarding family and peer relationships and their influence on future development. It requires evaluation of functional and dysfunctional family dynamics, determination of peer impacts, examination of additional adolescent pressures, and discussion of moral development, sourced from a minimum of two peer-reviewed sources and formatted per APA style.
100 Original Work.Graduate Level Writing Required.DUE .docxAlyciaGold776
100% Original Work.
Graduate Level Writing Required.
DUE: Sunday, June 12, 2020 by 5pm Eastern Standard Time.
Background:
Views on justice impact many areas of criminal justice, including the concepts of fairness, equality, and impartiality, and influence the ethical standards you apply in various situations in the field. Your views on justice and how you act in situations will affect the opinions others have of you in the communities you serve. Views on justice also impact actions taken and decisions made that affect the wider population.
Write
a 1,150- to 1,400-word paper describing the origins of the concept of justice and how you believe they are defined today.
Include the following:
-Explain Aristotle’s ethical ideas of distributive and procedural justice.
-Compare substantive justice and procedural justice, including how procedural justice impacts wrongful convictions and moral perceptions of racial discrimination, such as the Central Park Five and the story of Brian Banks, a former football star.
-Explain how you understand justice as defined by today’s modern criminal justice agencies. Include reasoning and examples in your explanation to support your opinion.
Include at least four additional scholarly reference.
Format your paper consistent with APA guidelines
.
Must Be Graduate Level Writing
100% Original Work
.
10-1 Discussion Typical vs. Atypical DevelopmentThroughout this c.docxAlyciaGold776
10-1 Discussion: Typical vs. Atypical Development
Throughout this course, we have explored different aspects of development, and research has presented a variety of influences in the form of biological, social, emotional, and cognitive domains. At the end of nearly every chapter reading, a holistic position began to emerge that acknowledges the contribution by each domain. In our final discussion, reflect on whether a holistic approach is just as effective for accounting for atypical development as it is for typical development. Utilize examples from the course to support your position, or consider using an issue of atypical development to provide context (e.g., autism or antisocial behavior).
*******JUST NEEDS TO BE 2 TO 3 PARAGREAPHS WITH REFERENCES**********
.
100 words only 1 APA REFERENCEThe traditional approach for ide.docxAlyciaGold776
100 words only 1 APA REFERENCE
The traditional approach for identifying qualified applicants is often driven by old traditions like looking at resumes, degree, years of experience, and even looks. What other, more quantifiable measures might be used when hiring a new employee? Be specific.
.
100 Words minimumDiscussion TopicWhat is the difference betwe.docxAlyciaGold776
100 Words minimum
Discussion Topic:
What is the difference between “community intervention” and “intervention in the community”? How can health advocates thoroughly address each in, for example, public policymaking of one of the following (choose one and discuss or choose a health concern of your own liking):
Youth violence
Asthma in children
Walking track and other public access to exercise/fitness
Heart disease
Lack of availability of health food (in stores, restaurants, etc.)
.
10-5 Short Paper Neuropsychiatric DisordersChoose a specific neur.docxAlyciaGold776
This document discusses neuropsychiatric disorders and asks the reader to choose one disorder to evaluate its possible causes and treatments, providing examples and related brain anatomy. The disorder examples given are epilepsy, traumatic brain injury, depression, and AD/HD.
10 Slide PowerPoint Presentation. Place your assignment in the Co.docxAlyciaGold776
10 Slide PowerPoint Presentation.
Place your assignment in the Coursework-Assignments by Saturday 11:55pm Eastern. Submit to the Coursework-Assignments page under Week 4.
Incorporating crisis theory, you will prepare a ten slide (10) power point presentation on how the events of 911 shaped the response of law enforcement and fire service leaders to major events.
.
100 to 200 words answers........What is a stakeholder Why is th.docxAlyciaGold776
100 to 200 words answers........
What is a stakeholder? Why is their role important in the advocacy process?
What is the relationship between politics and advocacy?
Do community needs assessments always lead to the development of an advocacy action plan? Provide examples.
In recent years, texting and driving has become illegal in many states. However, this legislation did not occur in all states at the same time and is different for each state. How did successful advocacy efforts in one state help advocacy efforts in another?
.
100 Word countList referenceDespite the offer of incentive.docxAlyciaGold776
100 Word count
List reference
Despite the offer of incentives for participation by the US government, many health care organizations are still reluctant to make the switch from paper to electronic health records.
What other incentives do you think can be offered that would be effective in convincing participation?
.
10. Sund Corporation bases its budgets on the activity measure cu.docxAlyciaGold776
10.
Sund Corporation bases its budgets on the activity measure “customers served.” During April, the company plans to serve 38,000 customers. The company has provided the following data concerning the formulas it uses in its budgeting:
Fixed element per month Variable element per month
Revenue — $2.10
Wages and salaries $25,000 $0.50
Supplies $0 $0.30
Insurance $6,200 $0.00
Miscellaneous expense $2,500 $0.40
Prepare the company’s planning budget for April. What is the net operating income?
.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
10–12 slides (not incl. title or ref slides) with speakers notes.docxAlyciaGold776
10–12 slides (not incl. title or ref slides) with speaker's notes
In learning about energy sources and non-fossil fuel sources, multiple technological advances were identified. These can reduce people's footprint on the planet and reduce the burden on fossil fuels.
Using already existing technology, describe ways in which people could reduce the need for external electrical and heat energy.
In completing this, you should be able to create a house that does not rely on public utilities.
Think of houses that exist in remote areas, where these public services do not reach; how can this be accomplished?
Be sure to include primary sources as well as ensure that your references are documented on the slides as they are being used. It is critical that your presentation tells a story, and is not prescribed by the prompts listed above.
.
11.1 - write a servlet that uses doGet to return a markup document t.docxAlyciaGold776
11.1 - write a servlet that uses doGet to return a markup document that provides your name, electronic mail address, and mailing address, along with a brief autobiography. test your servlet with a simple markup document.
11.2 write a servlet that returns a randomly chosen greeting from a list of five different greeting. The greetings must be stored as constant strings in the program.
.
10–15 slides with 150–200 words in the notes page.Using all 3 .docxAlyciaGold776
10–15 slides with 150–200 words in the notes page.
Using all
3 Financial Statements
(See attachment) please provide an analysis on Apix’s
assets, liabilities, cash, and profit
. As well, choose
2 additional components
on each of the sheets, and provide your initial impression on the company financial situation.
Need done by Monday morning.
Thanks Friend
.
This document provides information about the classification of vowels in American English. It includes a chart that shows the placement of vowels in terms of tongue height (high, mid, low) and tongue position (front, central, back). The chart classifies monophthongs and diphthongs according to these criteria. It also includes a phonetic alphabet that can be used for transcribing English pronunciation.
12-20 slides needed for the business plan report provided. (SEE ATT.docxAlyciaGold776
12-20 slides needed for the business plan report provided. (SEE ATTACHED FILE) This is a new bar called Wonderland, presentation needs to be eye capturing and intriguing to make people want to buy in to the idea to make a reality.
Format
Powerpoint presentation
APA
Reference slides needed
SECOND ATTACHED FILE (PPT PRESENTATION) SHOWS HOW I STARTED IT
I posted wrong file
.
1000+ word essay MLA styleTopic Judging others is human nature..docxAlyciaGold776
1000+ word essay MLA style
Topic
: Judging others is human nature. Some of us may practice fighting the urge to be judgmental more than others, but it is a very active battle. What lessons can you argue the characters from “ A Good Man Is Hard To Find by Flannery Oconnor” and “Young Goodman Brown by Nathaniel Hawthorne” teach readers regarding the dangers of being judgmental?
Please use these strategy questions as the professor is looking for them to be addressed in the writing.
Do you have a lead-in to “hook” your reader? (an example, anecdote, scenario, startling statistic, or provocative question.)
How much background is required to properly acquaint readers with your issue?
Will your claim be placed early (introduction) or delayed (conclusion) in your paper?
What is your supporting evidence?
Have you located authoritative (expert) sources that add credibility to your argument?
Have you considered addressing opposing viewpoints?
Are you willing to make some concessions (compromises) toward opposing sides?
What type of tone (serious, comical, sarcastic, inquisitive) best relates your message to reach your audience?
One written, have you maintained a third person voice? (no “I” or “you” statements)
How will you conclude in a meaningful way? (call your readers to take action, explain why the topic has a global importance, or offer a common ground compromise that benefits all sides?)
I wanted to make the instructions clear so I am not penalized when it comes to grading.
All paragraphs should have a topic sentence and supporting sentences explaining one idea and not multiple ideas.
Things I got hit on, on past papers on here.
Intro
Opposition
Supporting argument
Conclusion
Works cited page
looking for an A+
also have a 2000 word research paper coming up soon that i'm willinng to pay good for will be posting soon
.
1000 - 1500 words in APA format. Draft Final PlanYou work for a p.docxAlyciaGold776
1000 - 1500 words in APA format. Draft /Final Plan
You work for a popular consumer electronics company that sells products such as cell phones, tablets, and personal computers. The vice president of operations has talked to you about setting up a warehousing and distribution process that can support business expansions globally. He has asked you to develop a recommendation that will help build a business plan. You need to focus on the areas of transportation regulations and policies, transportation methodologies, warehousing, distribution, and inventory management.
The company is looking to start its global expansion in the European Union and China. You will focus your analysis and recommendations for this report on importing goods into those areas from the United States and fulfilling customer orders from in-region warehousing or distribution centers. Your outline should include the following:
Part I:
Transportation Regulations and Policies
Define the goal
Explain the relevance
National security
Public safety
Environment
Unrestrained competition
Part II:
Transportation Methodologies
Economic viability
Practical use
Applications in domestic and global markets
Part III:
Warehousing and Distribution
Principles
Design
Storage and handling
Information systems and information technology
Third-party logistics providers (3PL)
Part IV:
Inventory Management
Inventory functions for intermediate and final products
Packaging techniques
.
1000 words an 5 referencesResource Blossoms Up! Case Study .docxAlyciaGold776
1000 words an 5 references
Resource
: Blossoms Up! Case Study and Email No. 3
Numerous emails have been sitting in the HR Director's in-box for two months. Smith is highly agitated that none of his have been responded to. Now that you are hired, he has asked you to address the emails immediately.
Read
Email No. 3
concerning a report needed to respond to Smith's direction that the company have its own retirement plan such as a 401(k) plan, the laws affecting such plans, and what to do about funding it since the company is in a cost-cutting mode.
Complete
Smith's directions and the instructions in the email.
Use
headings to appropriately signal the topics and keep your document organized.
Use
a minimum of five in-text citation sources within your paper and identify them in your APA correctly formatted References page.
Click
the Assignment Files tab to submit your assignment.
.
1000+ word essay MLA styleTopic While Abraham Lincoln and John .docxAlyciaGold776
1000+ word essay MLA style
Topic:
While Abraham Lincoln and John F. Kennedy were superior national leaders, everyday persons also take on the responsibilities and risks of leadership, as illustrated by Robert, The blind man, in Raymond Carver’s “Cathedral”. On the other hand, Lieutenant Jimmy Cross in Tim O’Brien’s “the things they carried” believes he has neglected his duties as the leader of his platoon.
If you were conducting a leadership workshop for your college or local community, how could you use these four individuals to illustrate key points of your presentation? What other examples—contemporary or historical, fictional or factual—might you use to illustrate leadership qualities?
In doing so, consider the Core Value of Integrity emphasized in this course. This assignment asks you to address qualities of leadership. What is the relationship between integrity and leadership? Please include in your writing your own definition of Integrity and whether those in leadership roles are assumed to have (or demonstrate) integrity.
Please use these strategy questions as the professor is looking for them to be addressed in the writing.
Do you have a lead-in to “hook” your reader? (an example, anecdote, scenario, startling statistic, or provocative question.)
How much background is required to properly acquaint readers with your issue?
Will your claim be placed early (introduction) or delayed (conclusion) in your paper?
What is your supporting evidence?
Have you located authoritative (expert) sources that add credibility to your argument?
Have you considered addressing opposing viewpoints?
Are you willing to make some concessions (compromises) toward opposing sides?
What type of tone (serious, comical, sarcastic, inquisitive) best relates your message to reach your audience?
One written, have you maintained a third person voice? (no “I” or “you” statements)
How will you conclude in a meaningful way? (call your readers to take action, explain why the topic has a global importance, or offer a common ground compromise that benefits all sides?)
I wanted to make the instructions clear so I am not penalized when it comes to grading.
All paragraphs should have a topic sentence and supporting sentences explaining one idea and not multiple ideas.
Things I got hit on, on past papers on here.
Intro
Opposition
Supporting argument
Conclusion
Works cited page
.
1000 words and dont use the InternetFrom the book answer the qu.docxAlyciaGold776
1000 words and don't use the Internet
From the book answer the questions
A. Did any of these authors have followed historical methods of Said's book ( Orientalism) or subaltern historians? Please give an example to prove your argument.
B. How do these histories of non-westren women contribute to non-westten historiograph?
.
100 original 0 plagiarism, with introduction and conclusion.I.docxAlyciaGold776
The document requests a 950-word paper by June 6th at 7 pm that describes changes during middle childhood and adolescence regarding family and peer relationships and their influence on future development. It requires evaluation of functional and dysfunctional family dynamics, determination of peer impacts, examination of additional adolescent pressures, and discussion of moral development, sourced from a minimum of two peer-reviewed sources and formatted per APA style.
100 Original Work.Graduate Level Writing Required.DUE .docxAlyciaGold776
100% Original Work.
Graduate Level Writing Required.
DUE: Sunday, June 12, 2020 by 5pm Eastern Standard Time.
Background:
Views on justice impact many areas of criminal justice, including the concepts of fairness, equality, and impartiality, and influence the ethical standards you apply in various situations in the field. Your views on justice and how you act in situations will affect the opinions others have of you in the communities you serve. Views on justice also impact actions taken and decisions made that affect the wider population.
Write
a 1,150- to 1,400-word paper describing the origins of the concept of justice and how you believe they are defined today.
Include the following:
-Explain Aristotle’s ethical ideas of distributive and procedural justice.
-Compare substantive justice and procedural justice, including how procedural justice impacts wrongful convictions and moral perceptions of racial discrimination, such as the Central Park Five and the story of Brian Banks, a former football star.
-Explain how you understand justice as defined by today’s modern criminal justice agencies. Include reasoning and examples in your explanation to support your opinion.
Include at least four additional scholarly reference.
Format your paper consistent with APA guidelines
.
Must Be Graduate Level Writing
100% Original Work
.
10-1 Discussion Typical vs. Atypical DevelopmentThroughout this c.docxAlyciaGold776
10-1 Discussion: Typical vs. Atypical Development
Throughout this course, we have explored different aspects of development, and research has presented a variety of influences in the form of biological, social, emotional, and cognitive domains. At the end of nearly every chapter reading, a holistic position began to emerge that acknowledges the contribution by each domain. In our final discussion, reflect on whether a holistic approach is just as effective for accounting for atypical development as it is for typical development. Utilize examples from the course to support your position, or consider using an issue of atypical development to provide context (e.g., autism or antisocial behavior).
*******JUST NEEDS TO BE 2 TO 3 PARAGREAPHS WITH REFERENCES**********
.
100 words only 1 APA REFERENCEThe traditional approach for ide.docxAlyciaGold776
100 words only 1 APA REFERENCE
The traditional approach for identifying qualified applicants is often driven by old traditions like looking at resumes, degree, years of experience, and even looks. What other, more quantifiable measures might be used when hiring a new employee? Be specific.
.
100 Words minimumDiscussion TopicWhat is the difference betwe.docxAlyciaGold776
100 Words minimum
Discussion Topic:
What is the difference between “community intervention” and “intervention in the community”? How can health advocates thoroughly address each in, for example, public policymaking of one of the following (choose one and discuss or choose a health concern of your own liking):
Youth violence
Asthma in children
Walking track and other public access to exercise/fitness
Heart disease
Lack of availability of health food (in stores, restaurants, etc.)
.
10-5 Short Paper Neuropsychiatric DisordersChoose a specific neur.docxAlyciaGold776
This document discusses neuropsychiatric disorders and asks the reader to choose one disorder to evaluate its possible causes and treatments, providing examples and related brain anatomy. The disorder examples given are epilepsy, traumatic brain injury, depression, and AD/HD.
10 Slide PowerPoint Presentation. Place your assignment in the Co.docxAlyciaGold776
10 Slide PowerPoint Presentation.
Place your assignment in the Coursework-Assignments by Saturday 11:55pm Eastern. Submit to the Coursework-Assignments page under Week 4.
Incorporating crisis theory, you will prepare a ten slide (10) power point presentation on how the events of 911 shaped the response of law enforcement and fire service leaders to major events.
.
100 to 200 words answers........What is a stakeholder Why is th.docxAlyciaGold776
100 to 200 words answers........
What is a stakeholder? Why is their role important in the advocacy process?
What is the relationship between politics and advocacy?
Do community needs assessments always lead to the development of an advocacy action plan? Provide examples.
In recent years, texting and driving has become illegal in many states. However, this legislation did not occur in all states at the same time and is different for each state. How did successful advocacy efforts in one state help advocacy efforts in another?
.
100 Word countList referenceDespite the offer of incentive.docxAlyciaGold776
100 Word count
List reference
Despite the offer of incentives for participation by the US government, many health care organizations are still reluctant to make the switch from paper to electronic health records.
What other incentives do you think can be offered that would be effective in convincing participation?
.
10. Sund Corporation bases its budgets on the activity measure cu.docxAlyciaGold776
10.
Sund Corporation bases its budgets on the activity measure “customers served.” During April, the company plans to serve 38,000 customers. The company has provided the following data concerning the formulas it uses in its budgeting:
Fixed element per month Variable element per month
Revenue — $2.10
Wages and salaries $25,000 $0.50
Supplies $0 $0.30
Insurance $6,200 $0.00
Miscellaneous expense $2,500 $0.40
Prepare the company’s planning budget for April. What is the net operating income?
.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Due Date Sunday by 1159pm Total Points 100 Ins
1. Due Date: Sunday by 11:59pm
Total Points: 100
Instructions:
• Update your project file based on any feedback given last
week. If assignment is not
correctly updated, then points will be deducted.
• Add Project Management Processes to your WBS if you have
not already done so. This
will need to include the PM processes that would be consistent
with the planning,
executing, controlling, and closing activities.
o You will need to create appropriate deliverables (adjective /
noun format)
o You will need to create appropriate activities (action verb /
adjective / noun
format)
o Sequence the activities
o You will need to estimate times (be sure to differentiate
between duration & effort
/ work)
• Sequence all your activities using the predecessors’ column,
creating a closed network
diagram (please see multimedia video showing you how to
2. ensure you have a closed
network diagram). At least 4 of your tasks relationships must be
different than Finish to
Start (insert a note on these tasks to explain the task
relationship that you chose);
remember, you should create a closed network diagram
• Add lead time to at least 2 task relationships with explanatory
note
• Add lag time to at least 1 task relationship with explanatory
note
• Add a constraint to at least 2 tasks and provide a note
explaining why the task is
constrained (make certain that the constraint does not create a
conflict in the project
schedule)
• View your critical path
• Create a note in Line 1 of your MS Project file where you tell
me what tasks are on the
critical path. It must be in this location. Be sure you tell me the
correct critical path, which
may or may not be the tasks highlighted in MS Project.
• Display your project in Network Diagram view and save it so
that it opens automatically
in this view
Requirements:
• Use MS Project to complete your assignment.
3. • Save your files using the following filename convention:
o MSProject2 – FirstName_LastName
Be sure to read the criteria, by which your paper/project will be
evaluated,
before you write, and again after you write.
PMG640 –
Project Scheduling and Cost Planning
Unit 3 Assignment: MS Project #2
Evaluation Rubric for Unit 3: MS Project #2 Assignment
CRITERIA Deficient
Needs
Improvement
Proficient
Exemplary
0 – 15 Points 16 – 19 Points 20 – 24 Points 25 Points
Work
Breakdown
Structure
4. Work Packages are
not fully decomposed
but less than the 30
Activities necessary to
create the
deliverables. Some of
the correct naming
conventions are
missing.
Work Packages are
fully decomposed but
less than the 40
Activities necessary to
create the
deliverables. Some of
the correct naming
conventions are
missing.
Work Packages are
fully decomposed into
the 40 Activities
necessary to create
5. the deliverables.
Some of the correct
naming conventions
are missing
Work Packages are
fully decomposed
into the 40
Activities necessary
to create the
deliverables.
Correct naming
conventions are
used.
Sequence
Activities
All activities are
Sequenced using the
predecessors’ column
without a closed
network diagram. At
least 1-2 of your tasks
relationships must be
different than Finish to
Start.
All activities are
Sequenced using the
predecessors’ column
without a closed
6. network diagram. At
least 3 of your tasks
relationships must be
different than Finish to
Start.
All activities are
Sequenced using the
predecessors’ column
with a closed network
diagram. At least 3 of
your tasks
relationships must be
different than Finish to
Start
All activities are
Sequenced using
the predecessors’
column with a
closed network
diagram. At least 4
of your tasks
relationships must
be different than
Finish to Start
Lead & Lag Includes a lead time to
at least 1 task
relationships with no
clear explanatory note
and a lag time to at
least 1 task
relationship with no
explanatory note
7. Includes a lead time to
at least 1 task
relationships with no
clear explanatory note
and a lag time to at
least 1 task
relationship with
explanatory note
Includes a lead time to
at least 2 task
relationships with no
clear explanatory note
and a lag time to at
least 1 task
relationship with
explanatory note
Includes a lead
time to at least 2
task relationships
with explanatory
note and a lag time
to at least 1 task
relationship with
explanatory note
0 – 15 Points 16 – 17 Points 18 – 19 Points 20 Points
Critical Path Critical Path is not
identified and some of
the activities on the
8. critical path are clear
but not highlighted.
Critical Path is
identified and some of
the activities on the
critical path are clear
but not highlighted.
Critical Path is
identified and all
activities on the critical
path are clear but not
highlighted.
Critical Path is
identified and all
activities on the
critical path are
clear and
highlighted.
0 Points 1 – 2 Points 3 – 4 Points 5 Points
Clear and
Professional
Writing
Writing assignment
9. contains no sense of
organization.
Paragraphs lack clear
ideas.
Contains several
errors in grammar,
spelling and
punctuation which
detracts from content
of the passage.
Writing assignment
contains a sense of
organization. Some
paragraphs have clear
ideas. Contains
several minor errors in
grammar, spelling and
punctuation, but does
not detract from
content of the
passage.
Writing assignment
contains good overall
organization. Most
paragraphs have clear
ideas and are
supported with some
examples. Mostly free
of errors in grammar,
spelling and
punctuation.
Writing assignment
10. is well-planned and
well-thought out. All
paragraphs have
clear ideas, are
supported with
examples and have
smooth transitions.
Free of errors in
grammar, spelling
and punctuation.
Copyright Statement
Post University’s courses contain copyrighted resources created
by the University, licensed from various third
parties, or unless otherwise noted. In compliance with U.S.
Copyright Law, these resources may not be
reproduced, revised, or distributed without the written
permission of Post University. Students found to be in
violation of this policy are subject to civil and criminal
liabilities associated with the Federal Copyright Act and
risk dismissal from the university under the Academic
Dishonesty policy. Unless otherwise noted, access to
these materials is limited to the duration of the course.
Students should contact the library ([email protected])
for information on which resources can be printed.
mailto:[email protected]
11. Reflection paperPaper
Yu Liang
Student ID : 628399Comment by S L: No space here.
Trinity Western University
LDRS 303 I3 - Contemporary Leadership Approaches
Steven Stephen Liang
May 17, 2022
Chapter 11Comment by S L: Do not leave a line between the
heading and the paragraph.
After reading chapter 11 I learned that adaptive leadership is
how leaders motivate their followers to adapt and respond to
changes, problems and challenges. Unlike authentic leadership,
which focuses on the characteristics of the leader, adaptive
leadership emphasizes the complex interactions of leaders and
followers in different contexts. In general, adaptive leadership
focuses on how followers change and adapt to new situations. It
asks leaders to address three situational challenges: 1) technical
challenges, 2) technical and adaptive challenges, and 3)
adaptive challenges.Comment by S L: This is not APA.
An important point for me in this chapter is that adaptive
leadership is follower-centric. Adaptive leaders always help
their followers do what they need to do to adapt to the
12. challenges or problems they face (Northouse, 2018). I think this
is important. I remember when I was in Vancouver Premier
College before because our team members did not understand
the instructions given by the teacher during the group work
process. Later, under the active discussion of our group, he
finally adapted to the topic given by the teacher teacher, and we
got good grades.Comment by S L: Awkward. Unclear.
I will apply this leadership style to my practice. At home, this
entails encouraging each family member to deal with tough life
issues. At work, this entails encouraging employees to adapt to
challenges and thrive when faced with them. In a community,
adaptive leadership involves encouraging community members
to deal with problems, such as disease outbreaks, natural
disasters, or terrorism. A key advantage of adaptive leaders is
that they can adapt their leadership methods to the
situation.Comment by S L: A little repetitious. I'd like to see
more specifics.
Adaptive leadership has to do with the culture I come from. I
grew up in a culture of transparency and openness. Adaptable
leaders must face challenges with transparency and openness.
Adaptive leadership can also be rooted in other cultures,
including those that support change. This will ensure success
when implementing the change program.Comment by S L: You
are introducing something new in your conclusion.
13. Reference
Preece, J. (2016). Negotiating service learning through
community engagement: Adaptive 434
leadership, knowledge, dialogue and power. Education as
Change, 20(1), 104–125.
Edwin. Did someone help you with this?
You citation and reference doesn’t match.
Reflection Papers
For this assignment, you will write a reflection paper on each of
Northouse’s Chapters discussed in this course (Chapters 8 to
16). There are nine reflections papers in total and each
reflection paper is due the night before the following class at
11:55 p.m. There are individual Dropboxes set up for each
assignment.
What is a Reflection Paper?
A reflection is not a regurgitation of what your instructor said
or what was written in your textbook. It is a record of your
reaction to the particular topic. “A reflection paper is typically
more formal than a journal entry because of its academic tone,
but it’s less formal than a report because it expresses one’s
14. personal thoughts” (Indeed Editorial Team, 2021). You are
expected to reflect and look back on what your instructor taught
in class with thought:
· What did you learn?
· What are the essential points to you in this chapter?
· Did it trigger a past event that you can relate to?
· How will you apply this to your leadership practice (life at
home, life at work, life in your community)?
· Where do you think the strengths and weaknesses are?
· How does that relate to the culture you came from? How will
you apply it to your culture?
· Think of other cultures that are different from yours?
Please do not just answer the questions. You are expected to
add your reflection, thoughts, and opinions on the subject.
Assignment Guidelines
· Minimum 1 page, double-spaced.
· Must be APA7.
· Make sure to use correct APA in-text citations for paraphrased
ideas and quoted text.
Due date
· Each reflection paper is due the evening before the following
class at 11:55 p.m. Please upload to the appropriate Dropbox
under Assignment] [Dropbox] in Moodle.
15. https://ozzz.org/how-to-write-a-reflective-paper/ Retrieved
on 22-Sep-2019
How to Write a Reflective Paper
To start with the definition of a reflective paper, it is an essay
in which you show your experience and impressions about how
some events, books, people, classes and any other things
influence your personality. It is a completely personal and
subjective type of writing, and, on the one hand, doesn’t include
any type of research quite often, but, on the other one, it should
be written in a proper academic tone.
Such papers are often used by tutors to communicate and find
out more information about their students. Someone may think
that this task is not complicated, but you should understand that
reflective paper has its specifics.
Main Points You Must Always Remember About Reflective
Papers
1. Write clearly and concisely. Despite being a subjective piece
of writing, the logic of presentation should be met; otherwise, it
will be pretty hard to understand ideas you want to share.
2. Think of the main themes. First of all, try to gather your
thoughts together in one-two sentences; it will be the key point
of your writing. After that you have to decide why these
thoughts come to your mind, if there are some special moments
or association, write down them. For example, you can note
some visual and auditory associations, write out quotes from
books or articles that impressed you the most. A good practice
to organize your impressions and associations is to draw
16. schemes and tables.
3. Ask questions to get more details. You are writing about your
own experience, for that reason you have to focus on those
questions which had arisen in your mind when you perceived
new information. You should reflect on your personality. If you
aim to write about some book, ask yourself what episode you
like the most, what problems are the main ones, what important
social, emotional, cultural issues are raised. The number of such
questions may be extremely long.
4. Create a reflective essay outline. It is an extremely
significant thing for such papers, as it helps to create a map of
the paper, determine essential ideas and make the process of
writing much easier. Using the outline, you won’t forget to
include some element in the text, because you see the order of
paragraphs in front of you.
5. Write briefly. Usually, the number of words in the paper
varies between 300 and 700, but your instructor can change it.
If it happens, you have to meet his or her requireme nts. Pay
attention to this point before you start writing.
6. Write the text. The structure of the reflective paper is similar
to other essays. It starts with an introduction. Students talk
about their expectations at the very beginning before you read
book/journal, listened to the lection or had any other
experience. Choose appropriate words to make readers
interested in the whole text. At the end of the introduction, you
have to write a thesis statement. The following part is body, in
which you share emotions and feelings that you had after
watching, reading, listening and so on. Pay attention to the
brightest details and create one paragraph for each idea. In your
conclusion, the final part of the paper, you give brief
information about the points told in the body.
7. Good academic tone and proper sharing of the information.
Forget about slang and abbreviations, be attentive with spelling
and grammar, because you write the academic paper, not a
personal diary, even if you can use the pronoun “I.” In the
reflective papers you include the information about yourself,
17. and it is preferable to avoid names of people, who played
unpleasant role in your experience.
2
Leadership
Eighth Edition
3
To Madison, Isla, and Sullivan
4
Leadership
Theory and Practice
Eighth Edition
Peter G. Northouse
Western Michigan University
5
18. FOR INFORMATION:
SAGE Publications, Inc.
2455 Teller Road
Thousand Oaks, California 91320
E-mail: [email protected]
SAGE Publications Ltd.
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20. This book is printed on acid-free paper.
Acquisitions Editor: Maggie Stanley
Content Development Editor: Lauren Holmes
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Copy Editor: Melinda Masson
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Proofreader: Sally Jaskold
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Cover Designer: Gail Buschman
Marketing Manager: Amy Lammers
7
https://lccn.loc.gov/2017049134
Brief Contents
1. Preface
2. Acknowledgments
3. About the Author
4. About the Contributors
5. 1. Introduction
6. 2. Trait Approach
7. 3. Skills Approach
21. 8. 4. Behavioral Approach
9. 5. Situational Approach
10. 6. Path–Goal Theory
11. 7. Leader–Member Exchange Theory
12. 8. Transformational Leadership
13. 9. Authentic Leadership
14. 10. Servant Leadership
15. 11. Adaptive Leadership
16. 12. Followership
17. 13. Leadership Ethics
18. 14. Team Leadership
19. 15. Gender and Leadership
20. 16. Culture and Leadership
21. Author Index
22. Subject Index
8
Detailed Contents
Preface
Acknowledgments
About the Author
About the Contributors
1. Introduction
Leadership Defined
Ways of Conceptualizing Leadership
Definition and Components
Leadership Described
Trait Versus Process Leadership
Assigned Versus Emergent Leadership
22. Leadership and Power
Leadership and Coercion
Leadership and Management
Plan of the Book
Summary
References
2. Trait Approach
Description
Intelligence
Self-Confidence
Determination
Integrity
Sociability
Five-Factor Personality Model and Leadership
Strengths and Leadership
Emotional Intelligence
How Does the Trait Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 2.1 Choosing a New Director of Research
Case 2.2 A Remarkable Turnaround
Case 2.3 Recruiting for the Bank
Leadership Instrument
Leadership Trait Questionnaire (LTQ)
Summary
References
23. 9
3. Skills Approach
Description
Three-Skill Approach
Technical Skills
Human Skills
Conceptual Skills
Summary of the Three-Skill Approach
Skills Model
Competencies
Individual Attributes
Leadership Outcomes
Career Experiences
Environmental Influences
Summary of the Skills Model
How Does the Skills Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 3.1 A Strained Research Team
Case 3.2 A Shift for Lieutenant Colonel Adams
Case 3.3 Andy’s Recipe
Leadership Instrument
Skills Inventory
Summary
References
24. 4. Behavioral Approach
Description
The Ohio State Studies
The University of Michigan Studies
Blake and Mouton’s Managerial (Leadership) Grid
Authority–Compliance (9,1)
Country-Club Management (1,9)
Impoverished Management (1,1)
Middle-of-the-Road Management (5,5)
Team Management (9,9)
Paternalism/Maternalism
Opportunism
How Does the Behavioral Approach Work?
Strengths
Criticisms
Application
10
Case Studies
Case 4.1 A Drill Sergeant at First
Case 4.2 Eating Lunch Standing Up
Case 4.3 We Are Family
Leadership Instrument
Leadership Behavior Questionnaire
Summary
References
25. 5. Situational Approach
Description
Leadership Style
Development Level
How Does the Situational Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 5.1 Marathon Runners at Different Levels
Case 5.2 Why Aren’t They Listening?
Case 5.3 Getting the Message Across
Leadership Instrument
Situational Leadership® Questionnaire: Sample Items
Summary
References
6. Path–Goal Theory
Description
Leader Behaviors
Directive Leadership
Supportive Leadership
Participative Leadership
Achievement-Oriented Leadership
Follower Characteristics
Task Characteristics
How Does Path–Goal Theory Work?
26. Strengths
Criticisms
Application
Case Studies
Case 6.1 Three Shifts, Three Supervisors
Case 6.2 Direction for Some, Support for Others
Case 6.3 Playing in the Orchestra
Leadership Instrument
11
Path–Goal Leadership Questionnaire
Summary
References
7. Leader–Member Exchange Theory
Description
Early Studies
Later Studies
Leadership Making
How Does LMX Theory Work?
Strengths
Criticisms
Application
Case Studies
Case 7.1 His Team Gets the Best Assignments
Case 7.2 Working Hard at Being Fair
Case 7.3 Taking on Additional Responsibilities
27. Leadership Instrument
LMX 7 Questionnaire
Summary
References
8. Transformational Leadership
Description
Transformational Leadership Defined
Transformational Leadership and Charisma
A Model of Transformational Leadership
Transformational Leadership Factors
Transactional Leadership Factors
Nonleadership Factor
Other Transformational Perspectives
Bennis and Nanus
Kouzes and Posner
How Does the Transformational Leadership Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 8.1 The Vision Failed
Case 8.2 An Exploration in Leadership
Case 8.3 Her Vision of a Model Research Center
Leadership Instrument
Sample Items From the Multifactor Leadership Questionnaire
(MLQ)
Form 5X-Short
28. 12
Summary
References
9. Authentic Leadership
Description
Authentic Leadership Defined
Approaches to Authentic Leadership
Practical Approach
Theoretical Approach
How Does Authentic Leadership Work?
Strengths
Criticisms
Application
Case Studies
Case 9.1 Am I Really a Leader?
Case 9.2 A Leader Under Fire
Case 9.3 The Reluctant First Lady
Leadership Instrument
Authentic Leadership Self-Assessment Questionnaire
Summary
References
10. Servant Leadership
Description
Servant Leadership Defined
29. Historical Basis of Servant Leadership
Ten Characteristics of a Servant Leader
Building a Theory About Servant Leadership
Model of Servant Leadership
Antecedent Conditions
Servant Leader Behaviors
Outcomes
Summary of the Model of Servant Leadership
How Does Servant Leadership Work?
Strengths
Criticisms
Application
Case Studies
Case 10.1 Everyone Loves Mrs. Noble
Case 10.2 Doctor to the Poor
Case 10.3 Servant Leadership Takes Flight
Leadership Instrument
Servant Leadership Questionnaire
Summary
13
References
11. Adaptive Leadership
Description
Adaptive Leadership Defined
A Model of Adaptive Leadership
30. Situational Challenges
Technical Challenges
Technical and Adaptive Challenges
Adaptive Challenges
Leader Behaviors
Adaptive Work
How Does Adaptive Leadership Work?
Strengths
Criticisms
Application
Case Studies
Case 11.1 Silence, Stigma, and Mental Illness
Case 11.2 Taming Bacchus
Case 11.3 Redskins No More
Leadership Instrument
Adaptive Leadership Questionnaire
Summary
References
12. Followership
Description
Followership Defined
Role-Based and Relational-Based Perspectives
Typologies of Followership
The Zaleznik Typology
The Kelley Typology
The Chaleff Typology
The Kellerman Typology
Theoretical Approaches to Followership
31. Reversing the Lens
The Leadership Co-Created Process
New Perspectives on Followership
Perspective 1: Followers Get the Job Done
Perspective 2: Followers Work in the Best Interest of the
Organization’s Mission
Perspective 3: Followers Challenge Leaders
Perspective 4: Followers Support the Leader
Perspective 5: Followers Learn From Leaders
14
Followership and Destructive Leaders
1. Our Need for Reassuring Authority Figures
2. Our Need for Security and Certainty
3. Our Need to Feel Chosen or Special
4. Our Need for Membership in the Human Community
5. Our Fear of Ostracism, Isolation, and Social Death
6. Our Fear of Powerlessness to Challenge a Bad Leader
How Does Followership Work?
Strengths
Criticisms
Application
Case Studies
Case 12.1 Bluebird Care
Case 12.2 Olympic Rowers
Case 12.3 Penn State Sexual Abuse Scandal
Leadership Instrument
Followership Questionnaire
32. Summary
References
13. Leadership Ethics
Description
Ethics Defined
Level 1. Preconventional Morality
Level 2. Conventional Morality
Level 3. Postconventional Morality
Ethical Theories
Centrality of Ethics to Leadership
Heifetz’s Perspective on Ethical Leadership
Burns’s Perspective on Ethical Leadership
The Dark Side of Leadership
Principles of Ethical Leadership
Ethical Leaders Respect Others
Ethical Leaders Serve Others
Ethical Leaders Are Just
Ethical Leaders Are Honest
Ethical Leaders Build Community
Strengths
Criticisms
Application
Case Studies
Case 13.1 Choosing a Research Assistant
Case 13.2 How Safe Is Safe?
15
33. Case 13.3 Reexamining a Proposal
Leadership Instrument
Ethical Leadership Style Questionnaire (Short Form)
Summary
References
14. Team Leadership
Description
Team Leadership Model
Team Effectiveness
Leadership Decisions
Leadership Actions
How Does the Team Leadership Model Work?
Strengths
Criticisms
Application
Case Studies
Case 14.1 Can This Virtual Team Work?
Case 14.2 Team Crisis Within the Gates
Case 14.3 Starts With a Bang, Ends With a Whimper
Leadership Instrument
Team Excellence and Collaborative Team Leader Questionnaire
Summary
References
15. Gender and Leadership
Description
The Glass Ceiling Turned Labyrinth
Evidence of the Leadership Labyrinth
34. Understanding the Labyrinth
Gender Differences in Leadership Styles and Effectiveness
Navigating the Labyrinth
Strengths
Criticisms
Application
Case Studies
Case 15.1 The “Glass Ceiling”
Case 15.2 Lack of Inclusion and Credibility
Case 15.3 Pregnancy as a Barrier to Job Status
Leadership Instrument
The Gender–Leader Implicit Association Test
Summary
References
16. Culture and Leadership
16
Description
Culture Defined
Related Concepts
Ethnocentrism
Prejudice
Dimensions of Culture
Uncertainty Avoidance
Power Distance
35. Institutional Collectivism
In-Group Collectivism
Gender Egalitarianism
Assertiveness
Future Orientation
Performance Orientation
Humane Orientation
Clusters of World Cultures
Characteristics of Clusters
Anglo
Confucian Asia
Eastern Europe
Germanic Europe
Latin America
Latin Europe
Middle East
Nordic Europe
Southern Asia
Sub-Saharan Africa
Leadership Behavior and Culture Clusters
Eastern Europe Leadership Profile
Latin America Leadership Profile
Latin Europe Leadership Profile
Confucian Asia Leadership Profile
Nordic Europe Leadership Profile
Anglo Leadership Profile
Sub-Saharan Africa Leadership Profile
Southern Asia Leadership Profile
Germanic Europe Leadership Profile
Middle East Leadership Profile
Universally Desirable and Undesirable Leadership Attributes
Strengths
36. Criticisms
Application
17
Case Studies
Case 16.1 A Challenging Workplace
Case 16.2 A Special Kind of Financing
Case 16.3 Whose Latino Center Is It?
Leadership Instrument
Dimensions of Culture Questionnaire
Summary
References
Author Index
Subject Index
18
Preface
This eighth edition of Leadership: Theory and Practice is
written with the objective of
bridging the gap between the often-simplistic popular
approaches to leadership and the
more abstract theoretical approaches. Like the previous
editions, this edition reviews and
analyzes a selected number of leadership theories, giving
special attention to how each
theoretical approach can be applied in real-world organizations.
37. In essence, my purpose is
to explore how leadership theory can inform and direct the way
leadership is practiced.
19
New to This Edition
First and foremost, this edition includes a new chapter on
followership, which examines the
nature of followership, its underpinnings, and how it works. The
chapter presents a
definition, a model, and the latest research and applications of
this emerging approach to
leadership. It also examines the relationship between
followership and destructive, or toxic,
leadership. In addition, the strengths and weaknesses of
followership are examined, and a
questionnaire to help readers assess their own follower style is
provided. Three case studies
illustrating followership, including one that addresses the Penn
State sexual abuse scandal
and another that looks at the 1936 U.S. Olympic rowing team,
are presented at the end of
the chapter.
In addition to the discussion of destructive leadership in
Chapter 12, this edition includes
an expanded discussion of the dark side of leadership and
psuedotransformational
leadership and the negative uses and abuses of leadership in
several of the chapters. Readers
will also find that the ethics chapter features a new self-
assessment instrument, the Ethical
38. Leadership Style Questionnaire (ELSQ), which assesses a
leader’s style of ethical leadership
and will help leaders understand their decision-making
preferences when confronting
ethical dilemmas.
This edition retains many special features from previous
editions but has been updated to
include new research findings, figures and tables, and everyday
applications for many
leadership topics including leader–member exchange theory,
transformational and
authentic leadership, team leadership, the labyrinth of women’s
leadership, and historical
definitions of leadership. The format of this edition parallels the
format used in earlier
editions. As with previous editions, the overall goal of
Leadership: Theory and Practice is to
advance our understanding of the many different approaches to
leadership and ways to
practice it more effectively.
20
Special Features
Although this text presents and analyzes a wide range of
leadership research, every attempt
has been made to present the material in a clear, concise, and
interesting manner. Reviewers
of the book have consistently commented that clarity is one of
its major strengths. In
addition to the writing style, several other features of the book
help make it user-friendly.
39. Each chapter follows the same format: It is structured to include
first theory and then
practice.
Every chapter contains a discussion of the strengths and
criticisms of the approach
under consideration, and assists the reader in determining the
relative merits of each
approach.
Each chapter includes an application section that discusses the
practical aspects of the
approach and how it could be used in today’s organizational
settings.
Three case studies are provided in each chapter to illustrate
common leadership issues
and dilemmas. Thought-provoking questions follow each case
study, helping readers
to interpret the case.
A questionnaire is provided in each of the chapters to help the
reader apply the
approach to his or her own leadership style or setting.
Figures and tables illustrate the content of the theory and make
the ideas more
meaningful.
Through these special features, every effort has been made to
make this text substantive,
understandable, and practical.
21
Audience
This book provides both an in-depth presentation of leadership
40. theory and a discussion of
how it applies to real-life situations. Thus, it is intended for
undergraduate and graduate
classes in management, leadership studies, business, educational
leadership, public
administration, nursing and allied health, social work, criminal
justice, industrial and
organizational psychology, communication, religion,
agricultural education, political and
military science, and training and development. It is particularly
well suited as a
supplementary text for core organizational behavior courses or
as an overview text within
MBA curricula. This book would also be useful as a text in
student activities, continuing
education, in-service training, and other leadership-development
programs.
22
Digital Resources
23
SAGE edge
SAGE edge for Instructors
A password-protected instructor resource site at
edge.sagepub.com/northouse8e supports
teaching with high-quality content to help in creating a rich
learning environment for
students. The SAGE edge site for this book includes the
41. following instructor resources:
Test banks built on AACSB standards, the book’s learning
objectives, and Bloom’s
Taxonomy provide a diverse range of test items with ExamView
test generation.
Each chapter includes 100 test questions to give instructors
options for assessing
students.
Editable, chapter-specific PowerPoint® slides offer complete
flexibility for creating a
multimedia presentation for the course.
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24
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44. Interactive eBook
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26
Acknowledgments
Many people directly or indirectly contributed to the
development of the eighth edition of
Leadership: Theory and Practice. First, I would like to
acknowledge my editor, Maggie
Stanley, and her talented team at SAGE Publications (Lauren
Holmes and Alissa Nance),
who have contributed in so many different ways to the quality
and success of this book. For
their very capable work during the production phase, I would
like to thank the copy editor,
Melinda Masson, and the project editor, Bennie Clark Allen. In
her own unique way, each
of these people made valuable contributions to the eighth
45. edition.
I would like to thank the following reviewers for their valuable
contributions to the
development of this manuscript:
Sandra Arumugam-Osburn, St. Louis Community College-Forest
Park
Rob Elkington, University of Ontario Institute of Technology
Abimbola Farinde, Columbia Southern University
Belinda S. Han, Utah Valley University
Deborah A. Johnson-Blake, Liberty University
Benjamin Kutsyuruba, Queen’s University
Chenwei Liao, Michigan State University
Heather J. Mashburn, Appalachian State University
Comfort Okpala, North Carolina A&T State University
Ric Rohm, Southeastern University
Patricia Dillon Sobczak, Virginia Commonwealth University
Victor S. Sohmen, Drexel University
Brigitte Steinheider, University of Oklahoma-Tulsa
Robert Waris, University of Missouri–Kansas City
Sandi Zeljko, Lake-Sumter State College
Mary Zonsius, Rush University
I would like to thank the following reviewers for their valuable
contributions to the
development of the seventh edition manuscript:
Hamid Akbari, Winona State University
Meera Alagaraja, University of Louisville
Mel Albin, Excelsior College
Thomas Batsching, Reutlingen University
Cheryl Beeler, Angelo State University
Julie Bjorkman, Benedictine University
Mark D. Bowman, Methodist University
Dianne Burns, University of Manchester
46. 27
Eric Buschlen, Central Michigan University
Steven Bryant, Drury University
Daniel Calhoun, Georgia Southern University
David Conrad, Augsburg College
Joyce Cousins, Royal College of Surgeons in Ireland
Denise Danna, LSUHSC School of Nursing
S. Todd Deal, Georgia Southern University
Caroline S. Fulmer, University of Alabama
Brad Gatlin, John Brown University
Greig A. Gjerdalen, Capilano University
Andrew Gonzales, University of California, Irvine
Decker B. Hains, Western Michigan University
Amanda Hasty, University of Colorado–Denver
Carl Holschen, Missouri Baptist University
Kiran Ismail, St. John’s University
Irma Jones, University of Texas at Brownsville
Michele D. Kegley, University of Cincinnati, Blue Ash College
Jeanea M. Lambeth, Pittsburg State University
David Lees, University of Derby
David S. McClain, University of Hawaii at Manoa
Carol McMillan, New School University
Richard Milter, Johns Hopkins University
Christopher Neck, Arizona State University–Tempe
Keeok Park, University of La Verne
Richard Parkman, University of Plymouth
Lori M. Pindar, Clemson University
Chaminda S. Prelis, University of Dubuque
Casey Rae, George Fox University
Noel Ronan, Waterford Institute of Technology
Louis Rubino, California State University, Northridge
Shadia Sachedina, Baruch College (School of Public Affairs)
47. Harriet L. Schwartz, Carlow University
Kelli K. Smith, University of Nebraska-Lincoln
David Swenson, The College of St. Scholastica
Danny L. Talbot, Washington State University
Robert L. Taylor, University of Louisville
Precious Taylor-Clifton, Cambridge College
John Tummons, University of Missouri
Kristi Tyran, Western Washington University
Tamara Von George, Granite State College
Natalie Walker, Seminole State College
William Welch, Bowie State University
28
David E. Williams, Texas Tech University
Tony Wohlers, Cameron University
Sharon A. Wulf, Worcester Polytechnic Institute School of
Business
Alec Zama, Grand View University
Xia Zhao, California State University, Dominguez Hills
In addition, I would like to thank, for their exceptional work on
the leadership profile tool
and the ancillaries, Isolde Anderson (Hope College), John Baker
(Western Kentucky
University), Kari Keating (University of Illinois at Urbana-
Champaign), Kathryn Woods
(Austin Peay State University), Eric Buschlen (Central
Michigan University), Lou Sabina
(Stetson University), and Neda Dallal.
A very special acknowledgment goes to Laurel Northouse for
her insightful critiques and
ongoing support. In addition, I am especially grateful to Marie
48. Lee for her exceptional
editing and guidance throughout this project. For his review of
and comments on the
followership chapter, I am indebted to Ronald Riggio
(Claremont McKenna University). I
would like to thank Sarah Chace (Marian University) for her
contributions to the adaptive
leadership chapter, Leah Omilion-Hodges (Western Michigan
University) for her
contributions to the leader–member exchange chapter, Isolde
Anderson (Hope College) for
her comprehensive literature reviews, Robin Curtiss for her
contributions to a case study on
followership, and Rudy Leon for her editorial assistance.
Finally, I would like to thank the many undergraduate and
graduate students whom I have
taught through the years. Their ongoing feedback has helped
clarify my thinking about
leadership and encouraged me to make plain the practical
implications of leadership
theories.
29
About the Author
Peter G. Northouse, PhD,
is Professor Emeritus of Communication in the School of
Communication at
Western Michigan University. Leadership: Theory and Practice
is the best-selling
academic textbook on leadership in the world and has been
translated into 13
49. languages. In addition to authoring publications in professional
journals, he is the
author of Introduction to Leadership: Concepts and Practice
(now in its fourth edition)
and co-author of Leadership Case Studies in Education (now in
its second edition) and
Health Communication: Strategies for Health Professionals
(now in its third edition).
His scholarly and curricular interests include models of
leadership, leadership
assessment, ethical leadership, and leadership and group
dynamics. For more than 30
years, he has taught undergraduate and graduate courses in
leadership, interpersonal
communication, and organizational communication on both the
undergraduate and
graduate levels. Currently, he is a consultant and lecturer on
trends in leadership
research, leadership development, and leadership education. He
holds a doctorate in
speech communication from the University of Denver, and
master’s and bachelor’s
degrees in communication education from Michigan State
University.
30
About the Contributors
Crystal L. Hoyt
completed her doctorate in social psychology at the University
of California, Santa
Barbara, and is a professor of leadership studies and psychology
at the University of
50. Richmond. Her primary research interests include female and
minority leaders,
stereotyping and discrimination, stigma, and cognitive biases.
In her primary area of
research, she explores the role of beliefs, such as self-efficacy,
implicit theories, and
political ideologies, in the experiences and perceptions of
women and minorities in
leadership or STEM (science, technology, engineering, and
mathematics) fields, or of
those who are overweight. In a more applied fashion, she
examines factors, such as
role models, that may buffer individuals from the deleterious
effects of stereotypes
and discrimination. Her research appears in journals such as
Psychological Science,
Journal of Experimental and Social Psychology, Personality and
Social Psychology
Bulletin, and The Leadership Quarterly. She has published over
50 journal articles and
book chapters, and she has co-edited three books.
Susan E. Kogler Hill
(PhD, University of Denver, 1974) is Professor Emeritus and
former chair of the
School of Communication at Cleveland State University. Her
research and
consulting have been in the areas of interpersonal and
organizational communication.
She specializes in group leadership, teamwork, empowerment,
and mentoring. She is
author of a text titled Improving Interpersonal Competence. In
addition, she has
written book chapters and published articles in many
professional journals.
51. Stefanie Simon
is an assistant professor in the Department of Psychology at
Siena College. She
earned her PhD in social psychology from Tulane University
and was the Robert A.
Oden Jr. Postdoctoral Fellow for Innovation in the Liberal Arts
at Carleton College
before joining the faculty at Siena. Her research centers on the
psychology of
diversity, with a focus on prejudice, discrimination, and
leadership. In her work, she
focuses on the perspective of the target of prejudice and
discrimination, as well as the
perspective of the perpetrator of prejudice and discrimination.
She is particularly
interested in how leaders of diverse groups can promote positive
intergroup relations
and reduce inequality in society.
31
1 Introduction
Leadership is a highly sought-after and highly valued
commodity. In the 20 years since the
first edition of this book was published, the public has become
increasingly captivated by
the idea of leadership. People continue to ask themselves and
others what makes good
leaders. As individuals, they seek more information on how to
become effective leaders. As
a result, bookstore shelves are filled with popular books about
leaders and advice on how to
be a leader. Many people believe that leadership is a way to
52. improve their personal, social,
and professional lives. Corporations seek those with leadership
ability because they believe
they bring special assets to their organizations and, ultimately,
improve the bottom line.
Academic institutions throughout the country have responded by
providing programs in
leadership studies.
In addition, leadership has gained the attention of researchers
worldwide. Leadership
research is increasing dramatically, and findings underscore that
there is a wide variety of
different theoretical approaches to explain the complexities of
the leadership process (e.g.,
Bass, 2008; Bryman, 1992; Bryman, Collinson, Grint, Jackson,
& Uhl-Bien, 2011; Day &
Antonakis, 2012; Dinh et al., 2014; Gardner, 1990; Hickman,
2016; Mumford, 2006;
Rost, 1991). Some researchers conceptualize leadership as a
trait or as a behavior, whereas
others view leadership from an information-processing
perspective or relational standpoint.
Leadership has been studied using both qualitative and
quantitative methods in many
contexts, including small groups, therapeutic groups, and large
organizations. Collectively,
the research findings on leadership from all of these areas
provide a picture of a process that
is far more sophisticated and complex than the often-simplistic
view presented in some of
the popular books on leadership.
This book treats leadership as a complex process having
multiple dimensions. Based on the
research literature, this text provides an in-depth description
53. and application of many
different approaches to leadership. Our emphasis is on how
theory can inform the practice
of leadership. In this book, we describe each theory and then
explain how the theory can be
used in real situations.
32
Leadership Defined
There are many ways to finish the sentence “Leadership is . . .”
In fact, as Stogdill (1974, p.
7) pointed out in a review of leadership research, there are
almost as many different
definitions of leadership as there are people who have tried to
define it. It is much like the
words democracy, love, and peace. Although each of us
intuitively knows what we mean by
such words, the words can have different meanings for different
people. As Box 1.1 shows,
scholars and practitioners have attempted to define leadership
for more than a century
without universal consensus.
Box 1.1 The Evolution of Leadership Definitions
While many have a gut-level grasp of what leadership is,
putting a definition to the term has proved to be a
challenging endeavor for scholars and practitioners alike. More
than a century has lapsed since leadership
became a topic of academic introspection, and definitions have
evolved continuously during that period.
These definitions have been influenced by many factors from
54. world affairs and politics to the perspectives of
the discipline in which the topic is being studied. In a seminal
work, Rost (1991) analyzed materials written
from 1900 to 1990, finding more than 200 different definitions
for leadership. His analysis provides a
succinct history of how leadership has been defined through the
last century:
33
1900–1929
Definitions of leadership appearing in the first three decades of
the 20th century emphasized control and
centralization of power with a common theme of domination.
For example, at a conference on leadership in
1927, leadership was defined as “the ability to impress the will
of the leader on those led and induce
obedience, respect, loyalty, and cooperation” (Moore, 1927, p.
124).
34
1930s
In the 1930s, traits became the focus of defining leadership,
with an emerging view of leadership as
influence rather than domination. Leadership was also identified
as the interaction of an individual’s specific
personality traits with those of a group; it was noted that while
the attitudes and activities of the many may
be changed by the one, the many may also influence a leader.
35
55. 1940s
The group approach came into the forefront in the 1940s with
leadership being defined as the behavior of
an individual while involved in directing group activities
(Hemphill, 1949). At the same time, leadership by
persuasion was distinguished from “drivership” or leadership by
coercion (Copeland, 1942).
36
1950s
Three themes dominated leadership definitions during the
1950s:
continuance of group theory, which framed leadership as what
leaders do in groups;
leadership as a relationship that develops shared goals, which
defined leadership based on
behavior of the leader; and
effectiveness, in which leadership was defined by the ability to
influence overall group effectiveness.
37
1960s
Although a tumultuous time for world affairs, the 1960s saw
harmony amongst leadership scholars. The
prevailing definition of leadership as behavior that influences
people toward shared goals was underscored by
56. Seeman (1960), who described leadership as “acts by persons
which influence other persons in a shared
direction” (p. 53).
38
1970s
In the 1970s, the group focus gave way to the organizational
behavior approach, where leadership became
viewed as “initiating and maintaining groups or organizations to
accomplish group or organizational goals”
(Rost, 1991, p. 59). Burns’s (1978) definition, however, was the
most important concept of leadership to
emerge: “Leadership is the reciprocal process of mobilizing by
persons with certain motives and values,
various economic, political, and other resources, in a context of
competition and conflict, in order to realize
goals independently or mutually held by both leaders and
followers” (p. 425).
39
1980s
The 1980s exploded with scholarly and popular works on the
nature of leadership, bringing the topic to the
apex of the academic and public consciousness. As a result, the
number of definitions for leadership became
a prolific stew with several persevering themes:
Do as the leader wishes. Leadership definitions still
predominantly delivered the message that
leadership is getting followers to do what the leader wants done.
57. Influence. Probably the most often used word in leadership
definitions of the 1980s, influence was
examined from every angle. In an effort to distinguish
leadership from management, however,
scholars insisted that leadership is noncoercive influence.
Traits. Spurred by the national best seller In Search of
Excellence (Peters & Waterman, 1982), the
leadership-as-excellence movement brought leader traits back to
the spotlight. As a result, many
people’s understanding of leadership is based on a trait
orientation.
Transformation. Burns (1978) is credited for initiating a
movement defining leadership as a
transformational process, stating that leadership occurs “when
one or more persons engage with
others in such a way that leaders and followers raise one
another to higher levels of motivation and
morality” (p. 83).
40
From the 1990s Into the 21st Century
Debate continues as to whether leadership and management are
separate processes, but emerging research
emphasizes the process of leadership, whereby an individual
influences a group of individuals to achieve a
common goal, rather than developing new ways of defining
leadership. Among these emerging leadership
approaches are
authentic leadership, in which the authenticity of leaders and
their leadership is emphasized;
spiritual leadership, which focuses on leadership that utilizes
values and sense of calling and
58. membership to motivate followers;
servant leadership, which puts the leader in the role of servant,
who utilizes “caring principles” to
focus on followers’ needs to help these followers become more
autonomous, knowledgeable, and
like servants themselves;
adaptive leadership, in which leaders encourage followers to
adapt by confronting and solving
problems, challenges, and changes;
followership, which puts a spotlight on followers and the role
followers play in the leadership
process; and
discursive leadership, which posits that leadership is created not
so much through leader traits,
skills, and behaviors, but through communication practices that
are negotiated between leader and
follower (Aritz, Walker, Cardon, & Zhang, 2017; Fairhurst,
2007).
After decades of dissonance, leadership scholars agree on one
thing: They can’t come up with a common
definition for leadership. Because of such factors as growing
global influences and generational differences,
leadership will continue to have different meanings for different
people. The bottom line is that leadership
is a complex concept for which a determined definition may
long be in flux.
Source: Adapted from Leadership for the Twenty-First Century,
by J. C. Rost, 1991, New York, NY: Praeger.
41
Ways of Conceptualizing Leadership
59. In the past 60 years, as many as 65 different classification
systems have been developed to
define the dimensions of leadership (Fleishman et al., 1991).
One such classification
system, directly related to our discussion, is the scheme
proposed by Bass (2008, pp. 11–
20). He suggested that some definitions view leadership as the
focus of group processes. From
this perspective, the leader is at the center of group change and
activity and embodies the
will of the group. Another set of definitions conceptualizes
leadership from a personality
perspective, which suggests that leadership is a combination of
special traits or characteristics
that some individuals possess. These traits enable those
individuals to induce others to
accomplish tasks. Other approaches to leadership define it as an
act or a behavior—the
things leaders do to bring about change in a group.
In addition, some define leadership in terms of the power
relationship that exists between
leaders and followers. From this viewpoint, leaders have power
that they wield to effect
change in others. Others view leadership as a transformational
process that moves followers
to accomplish more than is usually expected of them. Finally,
some scholars address
leadership from a skills perspective. This viewpoint stresses the
capabilities (knowledge and
skills) that make effective leadership possible.
42
60. Definition and Components
Despite the multitude of ways in which leadership has been
conceptualized, the following
components can be identified as central to the phenomenon: (a)
Leadership is a process, (b)
leadership involves influence, (c) leadership occurs in groups,
and (d) leadership involves
common goals. Based on these components, the following
definition of leadership is used
in this text:
Leadership is a process whereby an individual influences a
group of individuals to achieve a common goal.
Defining leadership as a process means that it is not a trait or
characteristic that resides in
the leader, but rather a transactional event that occurs between
the leader and the followers.
Process implies that a leader affects and is affected by
followers. It emphasizes that leadership
is not a linear, one-way event, but rather an interactive event.
When leadership is defined in
this manner, it becomes available to everyone. It is not
restricted to the formally designated
leader in a group.
Leadership involves influence. It is concerned with how the
leader affects followers and the
communication that occurs between leaders and followers
(Ruben & Gigliotti, 2017).
Influence is the sine qua non of leadership. Without influence,
leadership does not exist.
Leadership occurs in groups. Groups are the context in which
61. leadership takes place.
Leadership involves influencing a group of individuals who
have a common purpose. This
can be a small task group, a community group, or a large group
encompassing an entire
organization. Leadership is about one individual influencing a
group of others to
accomplish common goals. Others (a group) are required for
leadership to occur.
Leadership training programs that teach people to lead
themselves are not considered a part
of leadership within the definition that is set forth in this
discussion.
Leadership includes attention to common goals. Leaders direct
their energies toward
individuals who are trying to achieve something together. By
common, we mean that the
leaders and followers have a mutual purpose. Attention to
common goals gives leadership
an ethical overtone because it stresses the need for leaders to
work with followers to achieve
selected goals. Stressing mutuality lessens the possibility that
leaders might act toward
followers in ways that are forced or unethical. It also increases
the possibility that leaders
and followers will work together toward a common good (Rost,
1991).
Throughout this text, the people who engage in leadership will
be called leaders, and those
toward whom leadership is directed will be called followers.
Both leaders and followers are
involved together in the leadership process. Leaders need
followers, and followers need
leaders (Burns, 1978; Heller & Van Til, 1983; Hollander, 1992;
62. Jago, 1982). An extended
discussion of followership is provided in Chapter 12. Although
leaders and followers are
43
closely linked, it is the leader who often initiates the
relationship, creates the
communication linkages, and carries the burden for maintaining
the relationship.
In our discussion of leaders and followers, attention will be
directed toward follower issues
as well as leader issues. Leaders have an ethical responsibility
to attend to the needs and
concerns of followers. As Burns (1978) pointed out, discussions
of leadership sometimes are
viewed as elitist because of the implied power and importance
often ascribed to leaders in
the leader–follower relationship. Leaders are not above or better
than followers. Leaders and
followers must be understood in relation to each other
(Hollander, 1992) and collectively
(Burns, 1978). They are in the leadership relationship
together—and are two sides of the
same coin (Rost, 1991).
44
Leadership Described
In addition to definitional issues, it is important to discuss
63. several other questions
pertaining to the nature of leadership. In the following section,
we will address questions
such as how leadership as a trait differs from leadership as a
process; how appointed
leadership differs from emergent leadership; and how the
concepts of power, coercion, and
management differ from leadership.
Figure 1.1 The Different Views of Leadership
Source: Adapted from A Force for Change: How Leadership
Differs From
Management (pp. 3–8), by J. P. Kotter, 1990, New York, NY:
Free Press.
45
Trait Versus Process Leadership
We have all heard statements such as “He is born to be a leader”
or “She is a natural
leader.” These statements are commonly expressed by people
who take a trait perspective
toward leadership. The trait perspective suggests that certain
individuals have special innate
or inborn characteristics or qualities that make them leaders,
and that it is these qualities
that differentiate them from nonleaders. Some of the personal
qualities used to identify
leaders include unique physical factors (e.g., height),
personality features (e.g.,
extraversion), and other characteristics (e.g., intelligence and
fluency; Bryman, 1992). In
64. Chapter 2, we will discuss a large body of research that has
examined these personal
qualities.
To describe leadership as a trait is quite different from
describing it as a process (Figure
1.1). The trait viewpoint conceptualizes leadership as a property
or set of properties
possessed in varying degrees by different people (Jago, 1982).
This suggests that it resides in
select people and restricts leadership to those who are believed
to have special, usually
inborn, talents.
The process viewpoint suggests that leadership is a phenomenon
that resides in the context
of the interactions between leaders and followers and makes
leadership available to
everyone. As a process, leadership can be observed in leader
behaviors (Jago, 1982), and can
be learned. The process definition of leadership is consistent
with the definition of
leadership that we have set forth in this chapter.
46
Assigned Versus Emergent Leadership
Some people are leaders because of their formal position in an
organization, whereas others
are leaders because of the way other group members respond to
them. These two common
forms of leadership are called assigned leadership and emergent
leadership. Leadership that is
65. based on occupying a position in an organization is assigned
leadership. Team leaders, plant
managers, department heads, directors, and administrators are
all examples of assigned
leaders.
Yet the person assigned to a leadership position does not always
become the real leader in a
particular setting. When others perceive an individual as the
most influential member of a
group or an organization, regardless of the individual’s title, the
person is exhibiting
emergent leadership. The individual acquires emergent
leadership through other people in
the organization who support and accept that individual’s
behavior. This type of leadership
is not assigned by position; rather, it emerges over a period
through communication. Some
of the positive communication behaviors that account for
successful leader emergence
include being verbally involved, being informed, seeking
others’ opinions, initiating new ideas,
and being firm but not rigid (Ellis & Fisher, 1994).
Researchers have found that, in addition to communication
behaviors, personality plays a
role in leadership emergence. For example, Smith and Foti
(1998) found that certain
personality traits were related to leadership emergence in a
sample of 160 male college
students. The individuals who were more dominant, more
intelligent, and more confident
about their own performance (general self-efficacy) were more
likely to be identified as
leaders by other members of their task group. Although it i s
uncertain whether these
66. findings apply to women as well, Smith and Foti suggested that
these three traits could be
used to identify individuals perceived to be emergent leaders.
Leadership emergence may also be affected by gender-biased
perceptions. In a study of 40
mixed-sex college groups, Watson and Hoffman (2004) found
that women who were urged
to persuade their task groups to adopt high-quality decisions
succeeded with the same
frequency as men with identical instructions. Although women
were equally influential
leaders in their groups, they were rated significantly lower than
comparable men were on
leadership. Furthermore, these influential women were also
rated as significantly less likable
than comparably influential men were. These results suggest
that there continue to be
barriers to women’s emergence as leaders in some settings.
A unique perspective on leadership emergence is provided by
social identity theory (Hogg,
2001). From this perspective, leadership emergence is the
degree to which a person fits with
the identity of the group as a whole. As groups develop over
time, a group prototype also
develops. Individuals emerge as leaders in the group when they
become most like the group
prototype. Being similar to the prototype makes leaders
attractive to the group and gives
47
them influence with the group.
67. The leadership approaches we discuss in the subsequent
chapters of this book apply equally
to assigned leadership and emergent leadership. When a person
is engaged in leadership,
that person is a leader, whether leadership was assigned or
emerged. This book focuses on
the leadership process that occurs when any individual is
engaged in influencing other
group members in their efforts to reach a common goal.
48
Leadership and Power
The concept of power is related to leadership because it is part
of the influence process.
Power is the capacity or potential to influence. People have
power when they have the
ability to affect others’ beliefs, attitudes, and courses of action.
Judges, doctors, coaches,
and teachers are all examples of people who have the potential
to influence us. When they
do, they are using their power, the resource they draw on to
effect change in us.
Although there are no explicit theories in the research literature
about power and
leadership, power is a concept that people often associate with
leadership. It is common for
people to view leaders (both good and bad) and people in
positions of leadership as
individuals who wield power over others, and as a result, power
is often thought of as
68. synonymous with leadership. In addition, people are often
intrigued by how leaders use
their power. Understanding how power is used in leadership is
instrumental as well in
understanding the dark side of leadership, where leaders use
their leadership to achieve their
own personal ends and lead in toxic and destructive ways
(Krasikova, Green, & LeBreton,
2013). Studying how famous leaders, such as Hitler or
Alexander the Great, use power to
effect change in others is titillating to many people because it
underscores that power can
indeed effectuate change and maybe if they had power they too
could effectuate change.
In her 2012 book The End of Leadership, Kellerman argues
there has been a shift in
leadership power during the last 40 years. Power used to be the
domain of leaders, but that
is diminishing and shifting to followers. Changes in culture
have meant followers demand
more from leaders, and leaders have responded. Access to
technology has empowered
followers, given them access to huge amounts of information,
and made leaders more
transparent. The result is a decline in respect for leaders and
leaders’ legitimate power. In
effect, followers have used information power to level the
playing field. Power is no longer
synonymous with leadership, and in the social contract between
leaders and followers,
leaders wield less power, according to Kellerman. For example,
Posner (2015) examined
volunteer leaders, such as those who sit on boards for nonprofit
organizations, and found
that while these followers did not have positional authority in
69. the organization, they were
able to influence leadership. Volunteer leaders engaged more
frequently in leadership
behaviors than did paid leaders.
Table 1.1 Six Bases of Power
Referent
Power
Based on followers’ identification and liking for the leader. A
teacher
who is adored by students has referent power.
Expert
Power
Based on followers’ perceptions of the leader’s competence. A
tour
guide who is knowledgeable about a foreign country has expert
49
Power power.
Legitimate
Power
Associated with having status or formal job authority. A judge
who
administers sentences in the courtroom exhibits legitimate
power.
Reward
70. Power
Derived from having the capacity to provide rewards to others.
A
supervisor who compliments employees who work hard is using
reward power.
Coercive
Power
Derived from having the capacity to penalize or punish others.
A
coach who sits players on the bench for being late to practice is
using
coercive power.
Information
Power
Derived from possessing knowledge that others want or need. A
boss
who has information regarding new criteria to decide employee
promotion eligibility has information power.
Source: Adapted from “The Bases of Social Power,” by J. R.
French Jr. and B. Raven, 1962, in D. Cartwright
(Ed.), Group Dynamics: Research and Theory (pp. 259–269),
New York, NY: Harper & Row; and “Social
Influence and Power,” by B. H. Raven, 1965, in I. D. Steiner &
M. Fishbein (Eds.), Current Studies in Social
Psychology (pp. 371–382), New York, NY: Holt, Rinehart, &
Winston.
In college courses today, the most widely cited research on
power is French and Raven’s
(1959) work on the bases of social power. In their work, they
71. conceptualized power from
the framework of a dyadic relationship that included both the
person influencing and the
person being influenced. French and Raven identified five
common and important bases of
power—referent, expert, legitimate, reward, and coercive—and
Raven (1965) identified a
sixth, information power (Table 1.1). Each of these bases of
power increases a leader’s
capacity to influence the attitudes, values, or behaviors of
others.
In organizations, there are two major kinds of power: position
power and personal power.
Position power is the power a person derives from a particular
office or rank in a formal
organizational system. It is the influence capacity a leader
derives from having higher status
than the followers have. Vice presidents and department heads
have more power than staff
personnel do because of the positions they hold in the
organization. Position power
includes legitimate, reward, coercive, and information power
(Table 1.2).
Table 1.2 Types and Bases of
Power
Position Power Personal Power
Legitimate Referent
50
72. Reward Expert
Coercive
Information
Source: Adapted from A Force for Change: How Leadership
Differs From Management (pp. 3–8), by J. P. Kotter,
1990, New York, NY: Free Press.
Personal power is the influence capacity a leader derives from
being seen by followers as
likable and knowledgeable. When leaders act in ways that are
important to followers, it
gives leaders power. For example, some managers have power
because their followers
consider them to be good role models. Others have power
because their followers view
them as highly competent or considerate. In both cases, these
managers’ power is ascribed
to them by others, based on how they are seen in their
relationships with others. Personal
power includes referent and expert power (Table 1.2).
In discussions of leadership, it is not unusual for leaders to be
described as wielders of
power, as individuals who dominate others. In these instances,
power is conceptualized as a
tool that leaders use to achieve their own ends. Contrary to this
view of power, Burns
(1978) emphasized power from a relationship standpoint. For
Burns, power is not an entity
that leaders use over others to achieve their own ends; instead,
power occurs in
relationships. It should be used by leaders and followers to
promote their collective goals.
73. In this text, our discussions of leadership treat power as a
relational concern for both leaders
and followers. We pay attention to how leaders work with
followers to reach common
goals.
51
Leadership and Coercion
Coercive power is one of the specific kinds of power available
to leaders. Coercion involves
the use of force to effect change. To coerce means to influence
others to do something
against their will and may include manipulating penalties and
rewards in their work
environment. Coercion often involves the use of threats,
punishment, and negative reward
schedules and is most often seen as a characteristic of the dark
side of leadership. Classic
examples of coercive leaders are Adolf Hitler in Germany, the
Taliban leaders in
Afghanistan, Jim Jones in Guyana, and Philippine president
Rodrigo Duterte, each of
whom used power and restraint to force followers to engage in
extreme behaviors.
It is important to distinguish between coercion and leadership
because it allows us to
separate out from our examples of leadership the behaviors of
individuals such as Hitler, the
Taliban, and Jones. In our discussions of leadership, coercive
people are not used as models
of ideal leadership. Our definition suggests that leadership is
74. reserved for those who
influence a group of individuals toward a common goal. Leaders
who use coercion are
interested in their own goals and seldom are interested in the
wants and needs of followers.
Using coercion runs counter to working with followers to
achieve a common goal.
52
Leadership and Management
Leadership is a process that is similar to management in many
ways. Leadership involves
influence, as does management. Leadership entails working with
people, which
management entails as well. Leadership is concerned with
effective goal accomplishment,
and so is management. In general, many of the functions of
management are activities that
are consistent with the definition of leadership we set forth at
the beginning of this chapter.
But leadership is also different from management. Whereas the
study of leadership can be
traced back to Aristotle, management emerged around the turn
of the 20th century with
the advent of our industrialized society. Management was
created as a way to reduce chaos
in organizations, to make them run more effectively and
efficiently. The primary functions
of management, as first identified by Fayol (1916), were
planning, organizing, staffing, and
controlling. These functions are still representative of the field
75. of management today.
In a book that compared the functions of management with the
functions of leadership,
Kotter (1990) argued that they are quite dissimilar (Figure 1.2).
The overriding function of
management is to provide order and consistency to
organizations, whereas the primary
function of leadership is to produce change and movement.
Management is about seeking
order and stability; leadership is about seeking adaptive and
constructive change.
As illustrated in Figure 1.2, the major activities of management
are played out differently
than the activities of leadership. Although they are different in
scope, Kotter (1990, pp. 7–
8) contended that both management and leadership are essential
if an organization is to
prosper. For example, if an organization has strong management
without leadership, the
outcome can be stifling and bureaucratic. Conversely, if an
organization has strong
leadership without management, the outcome can be
meaningless or misdirected change for
change’s sake. To be effective, organizations need to nourish
both competent management
and skilled leadership.
Figure 1.2 Functions of Management and Leadership
53
Source: Adapted from A Force for Change: How Leadership
76. Differs From
Management (pp. 3–8), by J. P. Kotter, 1990, New York, NY:
Free Press.
Many scholars, in addition to Kotter (1990), argue that
leadership and management are
distinct constructs. For example, Bennis and Nanus (2007)
maintained that there is a
significant difference between the two. To manage means to
accomplish activities and
master routines, whereas to lead means to influence others and
create visions for change.
Bennis and Nanus made the distinction very clear in their
frequently quoted sentence,
“Managers are people who do things right and leaders are
people who do the right thing”
(p. 221).
Rost (1991) has also been a proponent of distinguishing
between leadership and
management. He contended that leadership is a multidirectional
influence relationship and
management is a unidirectional authority relationship. Whereas
leadership is concerned
with the process of developing mutual purposes, management is
directed toward
coordinating activities in order to get a job done. Leaders and
followers work together to
create real change, whereas managers and subordinates join
forces to sell goods and services
(Rost, 1991, pp. 149–152).
In a recent study, Simonet and Tett (2012) explored how
leadership and management are
best conceptualized by having 43 experts identify the overlap
and differences between
77. leadership and management in regard to 63 different
competencies. They found a large
number of competencies (22) descriptive of both leadership and
management (e.g.,
productivity, customer focus, professionalism, and goal setting),
but they also found several
54
unique descriptors for each. Specifically, they found leadership
was distinguished by
motivating intrinsically, creative thinking, strategic planning,
tolerance of ambiguity, and
being able to read people, and management was distinguished
by rule orientation, short-
term planning, motivating extrinsically, orderliness, safety
concerns, and timeliness.
Approaching the issue from a narrower viewpoint, Zaleznik
(1977) went so far as to argue
that leaders and managers themselves are distinct, and that they
are basically different types
of people. He contended that managers are reactive and prefer
to work with people to solve
problems but do so with low emotional involvement. They act to
limit choices. Zaleznik
suggested that leaders, on the other hand, are emotionally active
and involved. They seek to
shape ideas instead of responding to them and act to expand the
available options to solve
long-standing problems. Leaders change the way people think
about what is possible.
Although there are clear differences between management and
78. leadership, the two
constructs overlap. When managers are involved in influencing
a group to meet its goals,
they are involved in leadership. When leaders are involved in
planning, organizing, staffing,
and controlling, they are involved in management. Both
processes involve influencing a
group of individuals toward goal attainment. For purposes of
our discussion in this book,
we focus on the leadership process. In our examples and case
studies, we treat the roles of
managers and leaders similarly and do not emphasize the
differences between them.
55
Plan of the Book
This book is user-friendly. It is based on substantive theories
but is written to emphasize
practice and application. Each chapter in the book follows the
same format. The first
section of each chapter briefly describes the leadership
approach and discusses various
research studies applicable to the approach. The second section
of each chapter evaluates
the approach, highlighting its strengths and criticisms. Special
attention is given to how the
approach contributes or fails to contribute to an overall
understanding of the leadership
process. The next section uses case studies to prompt discussion
of how the approach can
be applied in ongoing organizations. Finally, each chapter
provides a leadership
79. questionnaire along with a discussion of how the questionnaire
measures the reader’s
leadership style. Each chapter ends with a summary and
references.
56
Summary
Leadership is a topic with universal appeal; in the popular press
and academic research
literature, much has been written about leadership. Despite the
abundance of writing on
the topic, leadership has presented a major challenge to
practitioners and researchers
interested in understanding the nature of leadership. It is a
highly valued phenomenon that
is very complex.
Through the years, leadership has been defined and
conceptualized in many ways. The
component common to nearly all classifications is that
leadership is an influence process
that assists groups of individuals toward goal attainment.
Specifically, in this book
leadership is defined as a process whereby an individual
influences a group of individuals to
achieve a common goal.
Because both leaders and followers are part of the leadership
process, it is important to
address issues that confront followers as well as issues that
confront leaders. Leaders and
followers should be understood in relation to each other.
80. In prior research, many studies have focused on leadership as a
trait. The trait perspective
suggests that certain people in our society have special inborn
qualities that make them
leaders. This view restricts leadership to those who are believed
to have special
characteristics. In contrast, the approach in this text suggests
that leadership is a process
that can be learned, and that it is available to everyone.
Two common forms of leadership are assigned and emergent.
Assigned leadership is based on
a formal title or position in an organization. Emergent
leadership results from what one does
and how one acquires support from followers. Leadership, as a
process, applies to
individuals in both assigned roles and emergent roles.
Related to leadership is the concept of power, the potential to
influence. There are two
major kinds of power: position and personal. Position power,
which is much like assigned
leadership, is the power an individual derives from having a
title in a formal organizational
system. It includes legitimate, reward, information, and
coercive power. Personal power
comes from followers and includes referent and expert power.
Followers give it to leaders
because followers believe leaders have something of value.
Treating power as a shared
resource is important because it de-emphasizes the idea that
leaders are power wielders.
While coercion has been a common power brought to bear by
many individuals in charge,
81. it should not be viewed as ideal leadership. Our definition of
leadership stresses using
influence to bring individuals toward a common goal, while
coercion involves the use of
threats and punishment to induce change in followers for the
sake of the leaders. Coercion
runs counter to leadership because it does not treat leadership as
a process that emphasizes
57
working with followers to achieve shared objectives.
Leadership and management are different concepts that overlap.
They are different in that
management traditionally focuses on the activities of planning,
organizing, staffing, and
controlling, whereas leadership emphasizes the general
influence process. According to
some researchers, management is concerned with creating order
and stability, whereas
leadership is about adaptation and constructive change. Other
researchers go so far as to
argue that managers and leaders are different types of people,
with managers being more
reactive and less emotionally involved and leaders being more
proactive and more
emotionally involved. The overlap between leadership and
management is centered on how
both involve influencing a group of individuals in goal
attainment.
In this book, we discuss leadership as a complex process. Based
on the research literature,
82. we describe selected approaches to leadership and assess how
they can be used to improve
leadership in real situations.
Sharpen your skills with SAGE edge at
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58
http://edge.sagepub.com/northouse8e
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62
2 Trait Approach
63
Description
Of interest to scholars throughout the 20th century, the trait
approach was one of the first
systematic attempts to study leadership. In the early 20th
century, leadership traits were
studied to determine what made certain people great leaders.
The theories that were
developed were called “great man” theories because they
focused on identifying the innate
qualities and characteristics possessed by great social, political,
and military leaders (e.g.,
Catherine the Great, Mohandas Gandhi, Indira Gandhi, Abraham
Lincoln, Joan of Arc,
and Napoleon Bonaparte). It was believed that people were born
with these traits, and that
only the “great” people possessed them. During this time,
88. research concentrated on
determining the specific traits that clearly differentiated leaders
from followers (Bass, 2008;
Jago, 1982).
In the mid-20th century, the trait approach was challenged by
research that questioned the
universality of leadership traits. In a major review, Stogdill
(1948) suggested that no
consistent set of traits differentiated leaders from nonleaders
across a variety of situations.
An individual with leadership traits who was a leader in one
situation might not be a leader
in another situation. Rather than being a quality that individuals
possess, leadership was
reconceptualized as a relationship between people in a social
situation. Personal factors
related to leadership continued to be important, but researchers
contended that these
factors were to be considered as relative to the requirements of
the situation.
The trait approach has generated much interest among
researchers for its explanation of
how traits influence leadership (Bryman, 1992). For example,
Kirkpatrick and Locke
(1991) went so far as to claim that effective leaders are actually
distinct types of people.
Lord, DeVader, and Alliger (1986) found that traits were
strongly associated with
individuals’ perceptions of leadership. More recently, Dinh and
Lord (2012) examined the
relationship between leadership effectiveness and followers’
perception of leadership traits.
The trait approach has earned new interest through the current
89. emphasis given by many
researchers to visionary and charismatic leadership (see Bass,
2008; Bennis & Nanus, 2007;
Jacquart & Antonakis, 2015; Nadler & Tushman, 2012; Zaccaro,
2007; Zaleznik, 1977).
Charismatic leadership catapulted to the forefront of public
attention with the 2008
election of the United States’ first African American president,
Barack Obama, who is
perceived by many to be charismatic, among many other
attributes. In a study to determine
what distinguishes charismatic leaders from others, Jung and
Sosik (2006) found that
charismatic leaders consistently possess traits of self-
monitoring, engagement in impression
management, motivation to attain social power, and motivation
to attain self-actualization.
In short, the trait approach is alive and well. It began with an
emphasis on identifying the
qualities of great persons, shifted to include the impact of
situations on leadership, and,
currently, has shifted back to reemphasize the critical role of
traits in effective leadership.
64
Although the research on traits spanned the entire 20th century,
a good overview of this
approach is found in two surveys completed by Stogdill (1948,
1974). In his first survey,
Stogdill analyzed and synthesized more than 124 trait studies
conducted between 1904 and
1947. In his second study, he analyzed another 163 studies
completed between 1948 and
90. 1970. By taking a closer look at each of these reviews, we can
obtain a clearer picture of
how individuals’ traits contribute to the leadership process.
Stogdill’s first survey identified a group of important leadership
traits that were related to
how individuals in various groups became leaders. His results
showed that an average
individual in a leadership role is different from an average
group member with regard to the
following eight traits: intelligence, alertness, insight,
responsibility, initiative, persistence,
self-confidence, and sociability.
The findings of Stogdill’s first survey also indicated that an
individual does not become a
leader solely because that individual possesses certain traits.
Rather, the traits that leaders
possess must be relevant to situations in which the leader is
functioning. As stated earlier,
leaders in one situation may not necessarily be leaders in
another situation. Findings
showed that leadership was not a passive state but resulted from
a working relationship
between the leader and other group members. This research
marked the beginning of a new
approach to leadership research that focused on leadership
behaviors and leadership
situations.
Stogdill’s second survey, published in 1974, analyzed 163 new
studies and compared the
findings of these studies to the findings he had reported in his
first survey. The second
survey was more balanced in its description of the role of traits
and leadership. Whereas the
91. first survey implied that leadership is determined principally by
situational factors and not
traits, the second survey argued more moderately that both traits
and situational factors
were determinants of leadership. In essence, the second survey
validated the original trait
idea that a leader’s characteristics are indeed a part of
leadership.
Similar to the first survey, Stogdill’s second survey identified
traits that were positively
associated with leadership. The list included the following 10
characteristics:
1. drive for responsibility and task completion;
2. vigor and persistence in pursuit of goals;
3. risk taking and originality in problem solving;
4. drive to exercise initiative in social situations;
5. self-confidence and sense of personal identity;
6. willingness to accept consequences of decision and action;
7. readiness to absorb interpersonal stress;
8. willingness to tolerate frustration and delay;
9. ability to influence other people’s behavior; and
10. capacity to structure social interaction systems to the
purpose at hand.
65
Mann (1959) conducted a similar study that examined more than
1,400 findings regarding
traits and leadership in small groups, but he placed less
emphasis on how situational factors
influenced leadership. Although tentative in his conclusions,
92. Mann suggested that certain
traits could be used to distinguish leaders from nonleaders. His
results identified leaders as
strong in the following six traits: intelligence, masculinity,
adjustment, dominance,
extraversion, and conservatism.
Lord et al. (1986) reassessed Mann’s (1959) findings using a
more sophisticated procedure
called meta-analysis. Lord et al. found that intelligence,
masculinity, and dominance were
significantly related to how individuals perceived leaders. Fro m
their findings, the authors
argued strongly that traits could be used to make
discriminations consistently across
situations between leaders and nonleaders.
Both of these studies were conducted during periods in
American history where male
leadership was prevalent in most aspects of business and
society. In Chapter 15, we explore
more contemporary research regarding the role of gender in
leadership, and we look at
whether traits such as masculinity and dominance still bear out
as important factors in
distinguishing between leaders and nonleaders.
Yet another review argues for the importance of leadership
traits: Kirkpatrick and Locke
(1991, p. 59) contended that “it is unequivocally clear that
leaders are not like other
people.” From a qualitative synthesis of earlier research,
Kirkpatrick and Locke postulated
that leaders differ from nonleaders on six traits: drive,
motivation, integrity, confidence,
cognitive ability, and task knowledge. According to these
93. writers, individuals can be born
with these traits, they can learn them, or both. It is these six
traits that make up the “right
stuff” for leaders. Kirkpatrick and Locke asserted that
leadership traits make some people
different from others, and this difference should be recognized
as an important part of the
leadership process.
Table 2.1 Studies of Leadership Traits and Characteristics
Stogdill
(1948)
Mann
(1959)
Stogdill (1974)
Lord,
DeVader,
and Alliger
(1986)
Kirkpatrick
and Locke
(1991)
Zaccaro, Kemp,
and Bader
(2017)
intelligence
alertness intelligence
96. knowledge
stability
openness
agreeableness
motivation
social intelligence
self-monitoring
emotional
intelligence
problem solving
Sources: Adapted from “The Bases of Social Power,” by J. R. P.
French Jr. and B. Raven, 1962, in D.
Cartwright (Ed.), Group Dynamics: Research and Theory (pp.
259–269), New York, NY: Harper and Row;
Zaccaro, Kemp, & Bader (2004).
In the 1990s, researchers began to investigate the leadership
traits associated with “social
intelligence,” which is characterized as the ability to understand
one’s own and others’
feelings, behaviors, and thoughts and act appropriately
(Marlowe, 1986). Zaccaro (2002)
defined social intelligence as having such capacities as social
awareness, social acumen, self-
monitoring, and the ability to select and enact the best response
given the contingencies of
the situation and social environment. A number of empirical
studies showed these
97. capacities to be a key trait for effective leaders. Zaccaro, Kemp,
and Bader (2017) included
such social abilities in the categories of leadership traits they
outlined as important
leadership attributes (Table 2.1).
Table 2.1 provides a summary of the traits and characteristics
that were identified by
researchers from the trait approach. It illustrates clearly the
breadth of traits related to
leadership. Table 2.1 also shows how difficult it is to select
certain traits as definitive
leadership traits; some of the traits appear in several of the
survey studies, whereas others
appear in only one or two studies. Regardless of the lack of
precision in Table 2.1, however,
it represents a general convergence of research regarding which
traits are leadership traits.
Table 2.2 Major Leadership
Traits
• Intelligence
• Self-confidence
• Determination
• Integrity
• Sociability
67