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Building leadership skills
Max Messmer
Strategic Finance. 81.1 (July 1999): p10+.
Copyright: COPYRIGHT 1999 Institute of Management Accountants
http://www.imanet.org
Listen
Abstract:
The latest survey by Robert Half International Inc on 150 executives from the largest US firms indicates that they consider leadership skills the most valuable asset in managers. Reality suggests that leadership is both a natural and acquired skill. Actively nurturing leadership skills in promising employees and providing them with opportunities to further their career will benefit all firms. Five practical steps are suggested that will enable firms to help develop leadership skills among their employees.
Full Text:
An assistant controller for a textile manufacturer in the south was asked recently to assume some of the training and development functions for his department. It was a challenging role for two reasons: The firm was in the midst of significant expansion, including opening additional plants and offices in two nearby states, and turnover has been an issue in recent years. Its rapid growth combined with a higher-than-average employee turnover rate elicited concerns that the company wasn't doing enough to actively develop future leaders.
In a recent Robert Half International survey of 150 executives from the nation's largest companies, leadership skills were identified as the most valued asset in managers. Some believe that leaders are born, not made, while others think that leadership is a quantifiable set of skills and ways of thinking that can be taught. Reality lies somewhere in between. While certain people do appear to have innate management capabilities, there are others who possess an identifiable potential that can be nurtured successfully. Actively cultivating leadership skills among promising staff members ensures that employees groomed to lead and manage have an in-depth knowledge of a firm's processes and long-term goals as well as a feel for its corporate culture.
Once leaders are developed, you don't want them to leave. By fostering an environment in which employees are given the means to enhance their management abilities and to continually expand their responsibilities, companies leave room for career growth, a key motivator and retention tool. Let's investigate five practical steps you can take to help develop leadership skills in your department.
1 Provide formal training. No effective leader can function without an in-depth comprehension of how the organization works. Through orientations and training seminars, you can help each employee understand the significance of his or her function in the ...
The document discusses four reasons why leadership training often fails in organizations: 1) Overlooking individual context and assuming a one-size-fits-all approach, 2) Not addressing behavioral change at an individual level, 3) Lacking commitment to change from employees, 4) Failing to properly measure results and track improvements over time. It emphasizes the importance of customizing leadership development to each individual employee and assessing skills development rather than just satisfaction to ensure training success and return on investment.
The document discusses strategies for effective talent management in today's environment. It recommends defining skills for each designation rather than job roles, conducting skills assessments, enhancing capabilities through training programs, running customized programs for high-potential employees at different stages of their careers, managing talent initiatives systematically, simplifying talent mobility, and sharing people insights beyond HR to impact business outcomes. The overall approach aims to help employees evolve individually and professionally through their work.
This document discusses best practices for talent management. It provides 9 key practices: 1) Align talent strategy with business strategy; 2) Move talent managers from advisors to owners of the process; 3) Use success profiles to define needed skills; 4) Manage the entire talent pipeline, not just senior leaders; 5) Focus development resources on high potentials, not equal distribution; 6) Distinguish potential, performance, and readiness; 7) Focus on placing the right people in jobs; 8) Emphasis the "how" of execution over programs/tools; 9) Software supports but does not replace talent management.
Organizations seek to maximize the productivity and profitability of their staff !
Individuals seek satisfaction from their work !
If both can be achieved concurrently , there is a true Win-Win !
The impact of an ‘engaged’ workforce over an ‘unengaged’ one is dramatic
This document discusses innovative human resource practices. It begins by defining innovation as introducing new methods, ideas, or products. It then discusses how HR innovation implements new ideas and technologies to meet evolving organizational needs. Some innovative HR practices discussed include developing mentorship programs to engage employees, conducting exit interviews and new hire surveys to improve processes, and using pulse and comprehensive surveys to gather employee feedback over time. The goal of these innovative practices is to hire and retain top talent, improve employee satisfaction and engagement, and help organizations be more successful.
Training and development is essential to the success of any organization. Founder and President of Performance ReNEW, Natasha Bowman, JD, SPHR has developed a robust training curriculum that will add value to any existing or new leadership development program.
The document discusses four reasons why leadership training often fails in organizations: 1) Overlooking individual context and assuming a one-size-fits-all approach, 2) Not addressing behavioral change at an individual level, 3) Lacking commitment to change from employees, 4) Failing to properly measure results and track improvements over time. It emphasizes the importance of customizing leadership development to each individual employee and assessing skills development rather than just satisfaction to ensure training success and return on investment.
The document discusses strategies for effective talent management in today's environment. It recommends defining skills for each designation rather than job roles, conducting skills assessments, enhancing capabilities through training programs, running customized programs for high-potential employees at different stages of their careers, managing talent initiatives systematically, simplifying talent mobility, and sharing people insights beyond HR to impact business outcomes. The overall approach aims to help employees evolve individually and professionally through their work.
This document discusses best practices for talent management. It provides 9 key practices: 1) Align talent strategy with business strategy; 2) Move talent managers from advisors to owners of the process; 3) Use success profiles to define needed skills; 4) Manage the entire talent pipeline, not just senior leaders; 5) Focus development resources on high potentials, not equal distribution; 6) Distinguish potential, performance, and readiness; 7) Focus on placing the right people in jobs; 8) Emphasis the "how" of execution over programs/tools; 9) Software supports but does not replace talent management.
Organizations seek to maximize the productivity and profitability of their staff !
Individuals seek satisfaction from their work !
If both can be achieved concurrently , there is a true Win-Win !
The impact of an ‘engaged’ workforce over an ‘unengaged’ one is dramatic
This document discusses innovative human resource practices. It begins by defining innovation as introducing new methods, ideas, or products. It then discusses how HR innovation implements new ideas and technologies to meet evolving organizational needs. Some innovative HR practices discussed include developing mentorship programs to engage employees, conducting exit interviews and new hire surveys to improve processes, and using pulse and comprehensive surveys to gather employee feedback over time. The goal of these innovative practices is to hire and retain top talent, improve employee satisfaction and engagement, and help organizations be more successful.
Training and development is essential to the success of any organization. Founder and President of Performance ReNEW, Natasha Bowman, JD, SPHR has developed a robust training curriculum that will add value to any existing or new leadership development program.
The document discusses the need for organizations to develop a Staff Development Philosophy (SDP) to engage and develop the new generation of employees, Generation Y. It defines an SDP as a guiding document that is aligned with an organization's strategic goals and focuses on developing employees' talents through continuous learning. An SDP should be a living document that changes along with employees. It also emphasizes that managers are key change agents who can lead through identifying employees' strengths and developing their talents. Committing to an SDP will benefit organizations by retaining motivated employees who are invested in the organization's success.
Adding velocity and alignment to your leadership development efforts. Too much of leadership effort is about throwing seeds and hoping that a strong plant will grow. We dont need one plant. We need many plants
The document discusses the nine box grid or matrix, a tool used in talent management to evaluate employees on two dimensions: leadership performance and leadership potential. The grid places employees into nine categories based on their combination of potential and performance. These categories include enigma, dilemma, underperformer, growth employee, core employee, effective, future leader, high impact performer, and trusted professional. The nine box grid can help identify development needs, facilitate succession planning, and optimize employee performance through retaining and grooming top talent. However, names in the boxes should be regularly reviewed as potential and performance can change over time.
Leadership Development in HR PP duplicate.pptxMansoor Khan
The document discusses the importance of leadership development in HR. It defines leadership as influencing others to accomplish objectives and directs an organization cohesively. Leadership development prepares current and future leaders for their roles through activities that improve skills like decision making, team management, and coaching. Leadership development programs benefit organizations by boosting employee engagement, reducing turnover, and improving productivity. They provide a clear path for employees to develop leadership skills and assume leadership roles.
This document discusses talent identification and management. It defines talent management as attracting, integrating, developing, and retaining skilled workers to meet business objectives. Companies shift responsibility for employees from HR to all managers. Talent management helps companies maximize returns on employee investments by understanding each employee's strengths, weaknesses, and how to leverage their talents. It can improve employee morale, enhance efficiency, and lower expenses by promoting from within.
Modern Performance Management Whitepaper - PaylocityRyan Detillier
Today’s engaged workforce expects constant, real-time feedback on their performance. Is your company equipped for a new way of managing performance? Keep your employees engaged and understand how performance management can improve retention. Paylocity’s new whitepaper identifies new trends in performance discussions and tools. In this whitepaper you will find:
• Where performance management has come from and the direction in which it is heading
• Why today’s trends are essential to employee engagement
• Tips on how to get started on modernizing your performance management processes and systems
This document summarizes 6 chapters from a book on managing family businesses. The chapters discuss building productive teams, implementing standard operating procedures (SOPs), the importance of SOPs for organizational success, benefits of organized businesses, change management in family businesses, and hiring management consultants. Specifically, the document outlines strategies for using job analysis and training to build productive teams, benefits of SOPs like improved performance, quality and compliance, and opportunities for growth. It emphasizes the importance of SOPs for training employees, ensuring quality and structure, and allowing for replication across locations.
The document discusses the need for HR to become more "assertive" in order to help organizations better execute on growth opportunities and deliver business results. It defines assertive HR as being confident, decisive, and positive without being arrogant. To be assertive, HR must focus on strengthening its connection to the business, leaders, and employees. This involves driving value through HR processes, acquiring business skills, prioritizing high impact work, facilitating leadership development, and understanding the employee experience. The article encourages HR professionals to practice being more assertive by seeking opportunities to contribute value and lead initiatives.
Tim Hagen presents six reasons why coaching helps retain top talent. Coaching 1) creates a culture of engagement by maintaining regular feedback sessions, 2) builds trusting relationships through listening and follow through, and 3) inspires employees by acknowledging progress. Coaching also 4) fosters employee development with new opportunities, 5) helps employees feel valued by involving them in goals, and 6) increases morale and productivity through consistent positive feedback and motivation. Coaching top performers can help reduce turnover costs of 15-45% to replace employees.
Talent management is a valuable asset to every organisation, whether industry- or service-based, and talent management plays a vital part in business growth and management.
It is a continuous Human resource process used to find, hire, train, inspire, and keep the best individuals in an organisation in order to meet organisational objectives, guarantee operational effectiveness, and generate revenue.
An efficient talent management tactic is to encourage your team to point out potential improvement areas. You can leverage alternative chances to increase your employees' skill sets and assure their personal growth. An employee's potential might be positively impacted by your team's professional growth, which will guarantee maximum output.
In this deck, you will learn proven strategies that work to keep your current employees and advance them to higher positions in the organisation.
You will also learn,
1. The talent management framework
2. The key areas of talent management strategies
3. What makes a great talent management strategy
4. Why you cannot afford to get it wrong
This document discusses 20 important soft skills for managers to develop enhanced performance. It covers skills related to personal development like fostering creativity, effective communication, promoting intrapreneurship, design thinking, and time management. Other skills discussed include coaching teams, applying management 3.0 principles, boosting team performance through effective teamwork, conducting employee appraisals, managing remote teams, and being customer-oriented. The document emphasizes that developing these soft skills can help managers adapt to changing workplace needs, improve employee engagement and satisfaction, and drive overall company performance.
The document provides an outline for a 1-day workshop on inspirational and transformational leadership. The workshop aims to help participants understand the changing demands of leadership and develop skills in emotional intelligence and flexible leadership styles.
The workshop overview describes the new realities of leadership involving empowerment, collaboration, diversity and ethical purpose rather than control and self-interest. It will cover emotional intelligence competencies, different leadership styles, and how leadership impacts organizational climate and performance.
The learning outcomes are to help participants gain understanding of effective leadership in engaging employees, develop emotional intelligence, understand situational leadership styles, learn coaching skills, and create a personal leadership development plan. The workshop will use methods like videos, assessments, exercises and case studies
This document discusses employee engagement and the factors that drive it. It states that employee engagement is key to competitive advantage as engaged employees outperform those who are not engaged. The three main drivers of engagement are identified as the relationship with one's immediate supervisor, belief in senior leadership, and pride in the company. Training managers play an important role by building strong relationships and leading in a person-centered way to create an engaging environment. Overall engagement is increased when employees have opportunities for personal development, effective talent management, clear company values, fair performance reviews, proper pay and benefits, and career growth opportunities.
The American Society for Human Resources Management (SHRM) has identified employee engagement – inspiring and motivating people to excel at work – as the biggest challenge faced by its individual and company members. The traditional response of most organization leaders has been to throw money at the problem. In this executive brief, the author draws from his own wealth of leadership experience, and from the findings of numerous specialists in the field of leadership development and employee engagement, to offer a more compelling and effective alternative.
This document discusses six key work practices that can enhance employee motivation and lead to better performance when implemented together:
1. Career development and opportunities for advancement - Organizations should provide career development opportunities for all staff through consistent policies over time.
2. Training opportunities - Providing training linked to business needs generates commitment and a more efficient organization.
3. Job influence and challenge - Giving staff influence over their jobs and designing challenging jobs improves motivation and commitment.
4. Involvement and communication - Involving staff in decisions and communicating effectively makes them feel valued and improves understanding.
5. Performance management and appraisal - Focusing on performance improvement as well as reviews and linking these to development
This document discusses six key work practices that can enhance employee motivation and lead to better performance when implemented together:
1. Career development and opportunities for advancement - Organizations should provide career development opportunities for all staff through consistent policies over time.
2. Training opportunities - Providing training linked to business needs generates commitment and a more efficient organization.
3. Job influence and challenge - Giving staff influence over their jobs and designing challenging jobs improves motivation and commitment.
4. Involvement and communication - Involving staff in decisions and communicating effectively makes them feel valued and improves understanding.
5. Performance management and appraisal - Focusing on performance improvement as well as reviews and linking these to development
This document discusses six key work practices that can enhance workforce motivation and performance in public organizations: 1) career development and opportunities for advancement, 2) training opportunities, 3) job influence and challenge, 4) involvement and communication, 5) performance management and dealing with underperformance, and 6) performance-related pay. It emphasizes that these practices are most effective when applied together, and stresses the critical role of leadership in underpinning a high-performance workforce.
1) The CEO of a large hospitality group noticed new employee orientation happening and decided to attend unannounced. His involvement surprised the facilitator but demonstrated to employees that training was important.
2) Organizations claim talent is their most valuable asset but a disconnect between claims and reality can hurt engagement. CEO involvement can show employees they are truly valued.
3) Procter & Gamble is known for strong internal development where promotion from within is key. The CEO and COO are personally involved in training 250 future leaders to ensure a focus on values-based leadership.
The definition of talent management is the meticulously planned, strategic process of bringing on the right personnel and assisting them in reaching their full potential while keeping organizational objectives in mind.
This document presents a presentation on career development by Kumar Rahul for his MBA program. It defines career development as activities that enhance skills and allow one to make the best use of their competencies in their desired career. It discusses factors that shape careers like career anchors and sources of career behavior. It also presents examples of career paths for academics and process engineers. The document advocates for career development programs in organizations and describes their potential components. It shares results of a survey conducted that found lack of career growth is a major reason employees leave jobs and that career growth is important for job satisfaction. It concludes many employees feel their companies are not adequately supporting their career development.
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
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Similar to httpgo.galegroup.com.libraryresources.columbiasouthern.edupsr.docx
The document discusses the need for organizations to develop a Staff Development Philosophy (SDP) to engage and develop the new generation of employees, Generation Y. It defines an SDP as a guiding document that is aligned with an organization's strategic goals and focuses on developing employees' talents through continuous learning. An SDP should be a living document that changes along with employees. It also emphasizes that managers are key change agents who can lead through identifying employees' strengths and developing their talents. Committing to an SDP will benefit organizations by retaining motivated employees who are invested in the organization's success.
Adding velocity and alignment to your leadership development efforts. Too much of leadership effort is about throwing seeds and hoping that a strong plant will grow. We dont need one plant. We need many plants
The document discusses the nine box grid or matrix, a tool used in talent management to evaluate employees on two dimensions: leadership performance and leadership potential. The grid places employees into nine categories based on their combination of potential and performance. These categories include enigma, dilemma, underperformer, growth employee, core employee, effective, future leader, high impact performer, and trusted professional. The nine box grid can help identify development needs, facilitate succession planning, and optimize employee performance through retaining and grooming top talent. However, names in the boxes should be regularly reviewed as potential and performance can change over time.
Leadership Development in HR PP duplicate.pptxMansoor Khan
The document discusses the importance of leadership development in HR. It defines leadership as influencing others to accomplish objectives and directs an organization cohesively. Leadership development prepares current and future leaders for their roles through activities that improve skills like decision making, team management, and coaching. Leadership development programs benefit organizations by boosting employee engagement, reducing turnover, and improving productivity. They provide a clear path for employees to develop leadership skills and assume leadership roles.
This document discusses talent identification and management. It defines talent management as attracting, integrating, developing, and retaining skilled workers to meet business objectives. Companies shift responsibility for employees from HR to all managers. Talent management helps companies maximize returns on employee investments by understanding each employee's strengths, weaknesses, and how to leverage their talents. It can improve employee morale, enhance efficiency, and lower expenses by promoting from within.
Modern Performance Management Whitepaper - PaylocityRyan Detillier
Today’s engaged workforce expects constant, real-time feedback on their performance. Is your company equipped for a new way of managing performance? Keep your employees engaged and understand how performance management can improve retention. Paylocity’s new whitepaper identifies new trends in performance discussions and tools. In this whitepaper you will find:
• Where performance management has come from and the direction in which it is heading
• Why today’s trends are essential to employee engagement
• Tips on how to get started on modernizing your performance management processes and systems
This document summarizes 6 chapters from a book on managing family businesses. The chapters discuss building productive teams, implementing standard operating procedures (SOPs), the importance of SOPs for organizational success, benefits of organized businesses, change management in family businesses, and hiring management consultants. Specifically, the document outlines strategies for using job analysis and training to build productive teams, benefits of SOPs like improved performance, quality and compliance, and opportunities for growth. It emphasizes the importance of SOPs for training employees, ensuring quality and structure, and allowing for replication across locations.
The document discusses the need for HR to become more "assertive" in order to help organizations better execute on growth opportunities and deliver business results. It defines assertive HR as being confident, decisive, and positive without being arrogant. To be assertive, HR must focus on strengthening its connection to the business, leaders, and employees. This involves driving value through HR processes, acquiring business skills, prioritizing high impact work, facilitating leadership development, and understanding the employee experience. The article encourages HR professionals to practice being more assertive by seeking opportunities to contribute value and lead initiatives.
Tim Hagen presents six reasons why coaching helps retain top talent. Coaching 1) creates a culture of engagement by maintaining regular feedback sessions, 2) builds trusting relationships through listening and follow through, and 3) inspires employees by acknowledging progress. Coaching also 4) fosters employee development with new opportunities, 5) helps employees feel valued by involving them in goals, and 6) increases morale and productivity through consistent positive feedback and motivation. Coaching top performers can help reduce turnover costs of 15-45% to replace employees.
Talent management is a valuable asset to every organisation, whether industry- or service-based, and talent management plays a vital part in business growth and management.
It is a continuous Human resource process used to find, hire, train, inspire, and keep the best individuals in an organisation in order to meet organisational objectives, guarantee operational effectiveness, and generate revenue.
An efficient talent management tactic is to encourage your team to point out potential improvement areas. You can leverage alternative chances to increase your employees' skill sets and assure their personal growth. An employee's potential might be positively impacted by your team's professional growth, which will guarantee maximum output.
In this deck, you will learn proven strategies that work to keep your current employees and advance them to higher positions in the organisation.
You will also learn,
1. The talent management framework
2. The key areas of talent management strategies
3. What makes a great talent management strategy
4. Why you cannot afford to get it wrong
This document discusses 20 important soft skills for managers to develop enhanced performance. It covers skills related to personal development like fostering creativity, effective communication, promoting intrapreneurship, design thinking, and time management. Other skills discussed include coaching teams, applying management 3.0 principles, boosting team performance through effective teamwork, conducting employee appraisals, managing remote teams, and being customer-oriented. The document emphasizes that developing these soft skills can help managers adapt to changing workplace needs, improve employee engagement and satisfaction, and drive overall company performance.
The document provides an outline for a 1-day workshop on inspirational and transformational leadership. The workshop aims to help participants understand the changing demands of leadership and develop skills in emotional intelligence and flexible leadership styles.
The workshop overview describes the new realities of leadership involving empowerment, collaboration, diversity and ethical purpose rather than control and self-interest. It will cover emotional intelligence competencies, different leadership styles, and how leadership impacts organizational climate and performance.
The learning outcomes are to help participants gain understanding of effective leadership in engaging employees, develop emotional intelligence, understand situational leadership styles, learn coaching skills, and create a personal leadership development plan. The workshop will use methods like videos, assessments, exercises and case studies
This document discusses employee engagement and the factors that drive it. It states that employee engagement is key to competitive advantage as engaged employees outperform those who are not engaged. The three main drivers of engagement are identified as the relationship with one's immediate supervisor, belief in senior leadership, and pride in the company. Training managers play an important role by building strong relationships and leading in a person-centered way to create an engaging environment. Overall engagement is increased when employees have opportunities for personal development, effective talent management, clear company values, fair performance reviews, proper pay and benefits, and career growth opportunities.
The American Society for Human Resources Management (SHRM) has identified employee engagement – inspiring and motivating people to excel at work – as the biggest challenge faced by its individual and company members. The traditional response of most organization leaders has been to throw money at the problem. In this executive brief, the author draws from his own wealth of leadership experience, and from the findings of numerous specialists in the field of leadership development and employee engagement, to offer a more compelling and effective alternative.
This document discusses six key work practices that can enhance employee motivation and lead to better performance when implemented together:
1. Career development and opportunities for advancement - Organizations should provide career development opportunities for all staff through consistent policies over time.
2. Training opportunities - Providing training linked to business needs generates commitment and a more efficient organization.
3. Job influence and challenge - Giving staff influence over their jobs and designing challenging jobs improves motivation and commitment.
4. Involvement and communication - Involving staff in decisions and communicating effectively makes them feel valued and improves understanding.
5. Performance management and appraisal - Focusing on performance improvement as well as reviews and linking these to development
This document discusses six key work practices that can enhance employee motivation and lead to better performance when implemented together:
1. Career development and opportunities for advancement - Organizations should provide career development opportunities for all staff through consistent policies over time.
2. Training opportunities - Providing training linked to business needs generates commitment and a more efficient organization.
3. Job influence and challenge - Giving staff influence over their jobs and designing challenging jobs improves motivation and commitment.
4. Involvement and communication - Involving staff in decisions and communicating effectively makes them feel valued and improves understanding.
5. Performance management and appraisal - Focusing on performance improvement as well as reviews and linking these to development
This document discusses six key work practices that can enhance workforce motivation and performance in public organizations: 1) career development and opportunities for advancement, 2) training opportunities, 3) job influence and challenge, 4) involvement and communication, 5) performance management and dealing with underperformance, and 6) performance-related pay. It emphasizes that these practices are most effective when applied together, and stresses the critical role of leadership in underpinning a high-performance workforce.
1) The CEO of a large hospitality group noticed new employee orientation happening and decided to attend unannounced. His involvement surprised the facilitator but demonstrated to employees that training was important.
2) Organizations claim talent is their most valuable asset but a disconnect between claims and reality can hurt engagement. CEO involvement can show employees they are truly valued.
3) Procter & Gamble is known for strong internal development where promotion from within is key. The CEO and COO are personally involved in training 250 future leaders to ensure a focus on values-based leadership.
The definition of talent management is the meticulously planned, strategic process of bringing on the right personnel and assisting them in reaching their full potential while keeping organizational objectives in mind.
This document presents a presentation on career development by Kumar Rahul for his MBA program. It defines career development as activities that enhance skills and allow one to make the best use of their competencies in their desired career. It discusses factors that shape careers like career anchors and sources of career behavior. It also presents examples of career paths for academics and process engineers. The document advocates for career development programs in organizations and describes their potential components. It shares results of a survey conducted that found lack of career growth is a major reason employees leave jobs and that career growth is important for job satisfaction. It concludes many employees feel their companies are not adequately supporting their career development.
Similar to httpgo.galegroup.com.libraryresources.columbiasouthern.edupsr.docx (20)
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docxwellesleyterresa
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docxwellesleyterresa
The document contains instructions for several programming assignments involving object-oriented design principles in Java. Students are asked to:
1. Create a Student class with methods to add courses and compute GPA, and test it by making objects for two students.
2. Modify the Account class to add overloaded constructors, a withdraw method with fees, and tracking of open accounts.
3. Add functionality for closing accounts and consolidating accounts with the same name.
4. Add methods to transfer funds between accounts either through objects or directly between accounts.
This homework assignment is due on July 1st by 5:00 PM. The assignment is labeled "HW 2" indicating it is the second homework assignment of the course. Students must submit the completed homework by the specified due date and time.
HW 4 Gung Ho Commentary DUE Thursday, April 20 at 505 PM on.docxwellesleyterresa
HW 4: Gung Ho Commentary
DUE: Thursday, April 20 at 5:05 PM on Isidore (upload) and in class (hard copy)
Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers.
Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions.
Instructions
· Read through the questions in this worksheet
· Watch the movie “Gung Ho”
· Use this worksheet to write down your answers to each of the questions
1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies?
2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies?
3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?
4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together?
5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.
6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.
HW
4:
Gung
Ho
Commentary
DUE:
Thursday,
April
20
at
5:05
PM
on
Isidore
(upload)
and
in
class
(hard
copy)
Unlike
watching
a
movie
for
entertainment,
this
assignment
requires
you
to
mindfully
pay
attention
to
how
leadership
is
expressed,
and
how
people
from
different
cultures
differ
in
their
leadership
styles.
Specifically,
use
the
guide
below
to
(1)
describe
leaders,
(2)
analyze
effective
and
ineffective
leadership
styles,
and
(3)
provide
suggestions
for
improving
leadership
in
cross-cultural
situations.
Use
the
entire
movie
to
inform
your
answers.
Read
this
viewing
guide
BEFORE
you
begin
watching
the
movie.
AFTER
watching
the
movie,
write
down
your
observations
and
analysis
pertaining
to
each
of
these
questions.
Instructions
·
Read
through
the
questions
in
this
worksheet
·
Watch
the
movie
“
Gung
Ho
”
·
Use
this
worksheet
to
write
down
your
answers
to
each
of
the
questions
...
HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docxwellesleyterresa
Romeo and Juliet's relationship is modeled mathematically. Their love and hate for each other oscillates over time based on a set of differential equations. Mercutio tries to interfere by negatively influencing Romeo's feelings for Juliet. This changes the model and results in a different outcome for Romeo and Juliet's relationship. The model is further complicated by Mercutio developing feelings for Juliet and Juliet having mixed feelings for both Romeo and Mercutio, creating a love triangle. The dynamics of this new system are analyzed using eigenvalues and phase planes. Additional models examine planetary orbits and competition between rabbits and sheep.
HW 5-RSA/ascii2str.m
function str = ascii2str(ascii)
% Convert to string
str = char(ascii);
HW 5-RSA/bigmod.m
function remainder = bigmod (number, power, modulo)
% modulo function for large numbers, -> number^power(mod modulo)
% by bennyboss / 2005-06-24 / Matlab 7
% I used algorithm from this webpage:
% http://www.disappearing-inc.com/ciphers/rsa.html
% binary decomposition
binary(1,1) = 1;
col = 2;
while ( binary(1, col-1) <= power-binary(1, col-1) )
binary(1, col) = 2*binary(1, col-1);
col = col + 1;
end
% flip matrix
binary = fliplr(binary);
% extract binary decomposition from number
result = power;
cols = length(binary);
extracted_binary = zeros(1, cols);
index = zeros(1, cols);
for ( col=1 : cols )
if( result-binary(1, col) > 0 )
result = result - binary(1, col);
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
elseif ( result-binary(1, col) == 0 )
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
break;
end
end
% flip matrix
binary = fliplr(binary);
% doubling the powers by squaring the numbers
cols2 = length(extracted_binary);
rem_sqr = zeros(1, cols);
rem_sqr(1, 1) = mod(number^1, modulo);
if ( cols2 > 1 )
for ( col=2 : cols)
rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo);
end
end
% flip matrix
rem_sqr = fliplr(rem_sqr);
% compute reminder
index = find(index);
remainder = rem_sqr(1, index(1, 1));
cols = length(index);
for (col=2 : cols)
remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo);
end
HW 5-RSA/EGCP447-Lecture No 10.pdf
RSA Encryption
RSA = Rivest, Shamir, and Adelman (MIT), 1978
Underlying hard problem
– Number theory – determining prime factors of a given
(large) number
e.g., factoring of small #: 5 -) 5, 6 -) 2 *3
– Arithmetic modulo n
How secure is RSA?
– So far remains secure (after all these years...)
– Will somebody propose a quick algorithm to factor
large numbers?
– Will quantum computing break it? -) TBD
RSA Encryption
In RSA:
– P = E (D(P)) = D(E(P)) (order of D/E does not matter)
– More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))
Encryption: C = Pe mod n KE = e
– n is the key length
– Note, P is turned into an integer using a padding
scheme
– Given C, it is very difficult to find P without knowing
KD
Decryption: P = Cd mod n KD = d
We will look at this algorithm in detail next time
RSA Algorithm
1. Key Generation
– A key generation algorithm
2. RSA Function Evaluation
– A function F, that takes as an input a point x and a
key k and produces either an encrypted result or
plaintext, depending on the input and the key
Key Generation
The key generation algorithm is the most
complex part of RSA
The aim of the key generation algorithm is to
generate both th ...
HW 3 Project Control• Status meeting agenda – shows time, date .docxwellesleyterresa
HW 3: Project Control
• Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is.
• Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution.
• Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments.
...
HW 1January 19 2017Due back Jan 26, in class.1. (T.docxwellesleyterresa
HW 1
January 19 2017
Due back Jan 26, in class.
1. (Tadelis p.12) You plan on buying a used car. You have $12,000 and you are not
eligible for any loans. the prices of available cars on the lot are given as follows:
Make, model and year Price
Toyota Corolla 2002 9350
Toyota Camry 2001 10500
Buick Lesabre 2001 8825
Honda Civic 2000 9215
Subaru Impreza 2000 9690
For any given year, you prefer a Camry to an Impreza, an Impreza to a Corolla, a
Corolla to a Civic, and a Civic to a LeSabre. For any given year, you are willing to
pay $999 to move from any given car to the next preferred one. For example, if the
price of the Corolla is z, then you are willing to buy it rather than a Civic if the Civic
costs more than z−999 but prefer the civic if it costs less than this. For any given car,
you are willing to move to a model a year older if it is cheaper by at least $500. For
example, if the price of a 2003 Civic is x, then you are willing to buy it rather than a
2002 Civic, if the 2002 Civic costs more than x−500.
(a) What is your set of possible alternatives?
(b) What are your preferences between each pair of alternatives in your set?
(c) What car would you choose?
2. Harrington, end of Chapter 2, #1
3. Harrington, end of Chapter 2, #6
4. Harrington, end of Chapter 2, #9.
1
Symmetric Information and Competitive
Equilibrium
Neil Wallace
January 3, 2017
1 Introduction
We are all familiar with the general idea of uncertainty. We are uncertain
about tomorrow’s weather, about whether we will wake up with a headache
tomorrow morning, and about whether someone’s estimate of the labor re-
quired to repair our car is correct. Considerable effort is directed toward
coping with uncertainty. Some farmers have costly irrigation systems in or-
der to make output less dependent on variations in rainfall. And many of
us buy insurance of various sorts to limit our exposure to some kinds of un-
certainty. Moreover, there are government programs like disaster aid and
unemployment insurance that are intended to offset some of the effects of
uncertainty.
Here is an example of the kind of setting we will study. There are N
people labelled 1, 2, ...,N. Rainfall is uncertain and it can either be high or
low, just two possibilities. We denote the level of rainfall by s ∈ {H,L},
where we use the letter s as a shorthand for state or state-of-the-world and
where H stands for high and L for low. We suppose that each person has
some land that will without effort bear a crop of some amount of rice. The
size of the crop will depend on whether rainfall is high or low. For person n,
we denote the size of the rice crop by (wnH,wnL), where wns is the crop on
n’s land if the state is s. We assume that wns > 0, but, otherwise, make no
other special assumptions about it. In particular, we want to assume that
some land does better with high rainfall and other land does better with low
rainfall. If s = H, the total crop is
∑N
n=1 wnH, denoted WH; if s = L, t ...
hw1.docxCS 211 Homework #1Please complete the homework problem.docxwellesleyterresa
hw1.docxCS 211 Homework #1
Please complete the homework problems on the following page using a separate piece of paper. Note that this is an individual assignment and all work must be your own. Be sure to show your work when appropriate. This assignment is due in lab on Monday, October 10, 2016.
1. [3] Given the following pre-order and in-order traversals, reconstruct the appropriate binary tree. NOTE: You must draw a single tree that works for both traversals.
Pre-order: A, E, D, G, B, F, I, C
In-order: D, E, B, G, A, F, I, C
2. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the left subtree when the node to remove is full.
Insert(5), Insert(10), Insert(2), Insert(9), Insert(1), Insert(3), Remove(5).
3. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the right subtree when the node to remove is full.
Insert(10), Insert(5), Insert(23), Insert(4), Insert(19), Insert(7), Insert(9), Insert(6), Remove(5).
4. Given the following binary tree:
A. [1] What is the height of the tree?
B. [1] What is the depth of node 90?
C. [1] What is the height of node 90?
D. [3] Give the pre-order, in-order, and post-order traversal of this tree.
5. Given the following two functions:
int f(int n)
{
if(n <= 0)
{
Return 0;
}
return 1 + f(n - 1);
}
int g(int n)
{
int sum = 0;
for(int i = 0; i < n; i++)
{
sum += 1;
}
Return sum;
}
A. [2] State the runtime complexity of both f() and g()
B. [2] State the memory complexity for both f() and g()
C. [4] Write another function called "int h(int n)" that does the same thing but has a more efficient runtime complexity.
Requirements:
This abstract and outline is for your individual paper that you will be handing in on finals week. Same topic as with your team, but you will write a one paragraph abstract describing your topic, and how you plan to treat it. While you will be walking through all the steps of the Systems Process (which I understand we havent covered in full yet) you may in your abstract and outline want to mention parts that will have more emphasis based on your knowledge of the background of your problem. The outline should obviously include all the steps of the systems process with extra elements based your what you think will have heavier emphasis.
Idea:
So as you know, Elon Musk has just announced SpaceX plan to colonize Mars in the upcoming decades and we thought this would be an interesting topic to research through the 13 steps of the systems engineering process.
Links:
Full Video: https://www.youtube.com/watch?v=IAZ-Xbn5hr0
Short Abbreviated: https://www.youtube.com/watch?v=Yzw6_V7LGeY
Our group idea: after people went to Mars, they will build a system
these ideas supposed to be I think or depends on you:
Buildings, spaces to live, water, and other elements required for life, write in an engineering ...
HUS 335: Interpersonal Helping Skills
Case Assessment Format
The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment.
Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page)
Step 2. Review the case assessment process (things to think about as you complete the assessment)
Step 3. Complete the Case Assessment (p. 2)
I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility?
II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases.
a. Applicant’s reason for applying for services
b. His/her background
c. Strengths
d. Weaknesses
e. The problem that is causing difficulty
f. What the applicants want to have happen as a result of service delivery
III. Determine if the client is eligible for services at your agency.
A. Is the client eligible for services? Why or why not?
B. What problems are identified (i.e., presenting problem)?
C. Are services or resources available that relate to the problems identified?
D. Will the agency’s involvement help the client reach the objectives goals that have been established.
E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.)
IV. Impressions
V. Assessment
VI. Service Identification/Recommendations for Services
VII. Case Assignment
Your Agency’s Name
Case Assessment
Pseudo Client Name: ____________________________________________ Date: _________________
Human Services Professional: ______________________________________ Title: _________________
Intake Date: ______________________ Assessment Interview Date: _________________________
I. Demographic description of client
Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education
II. Presenting Problem
Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency.
State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.)
III. Impression/Interview affect, behavior, and mental status
How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)?
IV. History
Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...
HW #1Tech Alert on IT & Strategy (Ch 3-5Ch 3 -5 IT Strategy opt.docxwellesleyterresa
Zara gathers customer feedback and sales data from its stores to inform product design and inventory decisions. Store managers use PDAs to chat with customers and get input on styles. After closing, they analyze unsold items to identify customer preferences. Manager updates combine this qualitative feedback with quantitative sales data from POS systems. This evidence-based approach allows Zara to quickly design and reorder based on demand rather than guesses, helping it dominate the fast fashion industry.
HW 2 (1) Visit Monsanto (httpwww.monsanto.com) again and Goog.docxwellesleyterresa
HW 2
(1) Visit Monsanto (http://www.monsanto.com) again and Google to find various information about internal factors of Monsanto.
(2) Based on the information, perform your own internal audit for Monsanto. You do not need to perform financial analysis for this assignment. If you perform the internal audit, you will find strengths and weaknesses of Monsanto.
(3) List the strengths and weaknesses of Mondanto. Then, explain why you think so.
Note: Strengths and Weakness are SW of SWOT analysis. We will use strengths and weaknesses in the last module later.
1
Class Today
• Print notes and examples
• Trusses
– Definition
– Working with Trusses
– Truss Analysis
• Example Problems
• Group Work Time
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses.pdf
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses_examples.pdf
…these are cool trusses
Norman Foster
Sainsbury Centre
Santiago Calatrava
Turning Torso
Shigeru Ban
Japanese Pavilion
KMR
… be inspired!
3
Renzo Piano
Kansai International Airport
Rem Koolhaas
The Shenzhen Stock Exchange
KMR
So what are trusses?
http://bridgehunter.com/story/1109/
http://www.americanpoleandtimber.com/img/wood-timber-trusses-park-BIG.jpg
http://www.hndszj.com/eng/uploads/201008101822313.jpg
Trusses are …
• Structures designed to support loads:
− Will transmit loads through the joints of the structure
− Will ultimately transmit loads to the foundation
• Cost effective in design because:
− Weight is minimized (weight of members is typically
light compared to loads carried, so it is often
neglected)
− Strength to weight ratio is maximized
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Working with Trusses:
Assumptions
• All loads are applied / transmitted at joints
• All members are joined by pin connections
• Consist entirely of two-force members
(review section 5.4)
• Can contain zero-force members
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Zero-force Members
What are zero-force members?
• Structural members that carry no force
Why do we use them?
• Used to provide stability
– During construction
– If (intermittent) loading of the truss changes
• Shortens chord length and increases
buckling capacity of compression members
7
Zero-force Members: Case 1
Zero-force Members: Case 2
10
http://www.tatasteelconstruction.com/static_files/Images/Construction/Reference/
architectural%20studio/elements/Structural%20steel%20trusses/j2.jpg
http://www.tboake.com/SSEF1/rose2.shtml
http://sluggyjunx.com/rr/georgetown_branch/gallery/04_16_0
3_gb_canal_bridges/04_16_03-gb_canal_br-34.jpg
Gusset plate
pin
Joint Connections
Welded
connection http://www.tatasteelconstruction.com/en/reference/teaching-
resources/architectural-teaching-resource/elements/connections/connections-
in-trusses
11
http://civildigital.com/wp-con ...
Hunters Son Dialogue Activity1. Please write 1-2 sentences for e.docxwellesleyterresa
Hunters Son Dialogue Activity
1. Please write 1-2 sentences for each of the characters below, explaining the broader point of view that they represent:
HUNTER:
HUNTER’S SON:
THE BOY:
2. Based on your answers above, please explain in 2-3 sentences what you think the author is trying to achieve by bringing these perspectives together and having them speak with one another.
3. In a sentence or two, please explain what you think the play is telling us (the reader) about how indigenous writers and people relate to animals?
...
HW 2 - SQL The database you will use for this assignme.docxwellesleyterresa
HW 2 - SQL
The database you will use for this assignment contains information related to Major League
Baseball (MLB) about players, teams, and games. The relations are:
Players(playerID, playerName, team, position, birthYear)
● playerID is a player identifier used in MLB, and all players throughout the history of
baseball have a unique ID
● playerName is player’s name
● team is the name of the MLB team the player is currently playing on (or the last team the
player played for if they are not currently playing)
● position is the position of the player
● birthYear is the year that player was born
Teams(teamID, teamName, home, leagueName)
● teamID is a unique ID internal to MLB.
● teamName is the name of the team
● home is the home city of the team
● leagueName is the league the team is in, i.e. either “National” or “American”, which
stands for “National League” and “American League”, respectively
Games(gameID, homeTeamID, guestTeamID, date)
● gameID is a unique ID used internally in MLB
● homeTeamID is the ID of the hometeam
● guestTeamID is the ID of the visiting team
● date is the date of the game.
A sample instance of this database is given at the end of this homework handout. Since it is just
one instance of the database designed to give you some intuition, you should not “customize”
your answer to work only with this instance.
1. (10 points each) Write the following queries in SQL, using the schema provided
above. (Note: Your queries must not be “state-dependent", that is, they should work without
modification even if another instance of the database is given.)
(a) Print the names of all players who were born in 1970 and played for the Braves.
(b) Print the names of teams that do not have a pitcher.
(c) Print names of all players who have played in the National League.
(d) Print all gameIDs with Phillies as the home team.
2. (15 points each) Write the following queries in SQL, using the schema provided
above.
(a) Print all teamIDs where the team played against the Phillies but not against the Braves.
(b) Print all tuples (playerID1, playerID2, team) where playerID1 and playerID2 are (or have
been) on the same team. Avoid listing self-references or duplicates, e.g. do not allow
(1,1,”Braves”) or both (2,5,”Phillies”) and (5,2,”Phillies”).
(c) Print all tuples (teamID1, league1, teamID2, league2, date) where teamID1 and teamID2
played against each other in a World Series game. Although there is no direct information
about the World Series games in the relations, we can infer that when two teams from different
leagues play each other, it is a World Series game. So, in this relation, league1 and league2
should be different leagues.
(d) List all cities that have a team in all leagues. For example, there are currently two leagues
(National and American). Although not shown in this instance, New York is home to the Mets in
the National ...
Humanities Commons Learning Goals1. Write about primary and seco.docxwellesleyterresa
Humanities Commons Learning Goals
1. Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
2. Engage in a process approach to writing college-level prose;
3. Produce rhetorically effective college-level expository prose;
4. Demonstrate effective use of scholarly sources in their writing;
5. Recount in college-level prose their personal literacy histories and current literacy practices;
6. Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
7. Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
you are to put together your Final Exam Portfolio. In this, you should have your Diagnostic Essay, drafts and revisions of your Literacy Narrative/Metawriting Assignment, Catholic Intellectual Tradition Response, Discourse Community Ethnography, and Argumentative Proposal Synthesis. You also need a final reflective essay discussing how you have grown as a writer over the term. This should be around one to three pages, but may go longer.
As a review, here is an overview of the material we covered:
Humanities Commons Learning Goals
Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
Engage in a process approach to writing college-level prose;
Produce rhetorically effective college-level expository prose;
Demonstrate effective use of scholarly sources in their writing;
Recount in college-level prose their personal literacy histories and current literacy practices;
Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
Metawriting
“Sponsors of Literacy” - Brandt
Portrait of the Artists as
A Young Person – Literacy Narrative
A Young Adult – Autoethnography
MLA Conventions
Library Research
Grammar
Write in Active Voice
Seven Comma Rules
Affect/Effect; it’s its; etc.
Introduce Quotations
Quote, Summary, Paraphrase
Hamburger Metaphor for integrating quotes
Classical Aristotelian Essay Form
Rebuttal
Compare Contrast Essay: Block vs. Alternating
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Short Essay Grading Criteria
Excellent
Passing
Unacceptable
Analysis
25, 18, 10
Details of individual myths are discussed thoughtfully, articulately, and accurately. Critical approaches and terminology are applied accurately and insightfully. Discussion of myths reflects rich, genuine intellectual engagement.
Applications of critical approaches and terms to myths occur, and demonstrate intellectual engagement with course materials, but maybe relatively superficial or contain some inaccuracy. Discussion may at times be vague, ideas may be somewhat underdeveloped.
Important elements missing or very underdeveloped. Substantial inaccuracies may occur.
Scholarly Rigor
13, 9, 5
Assertions are consistently backed with textual evidence. Sources are precisely cited with in-text parenthetical citations as well as a works cited page, if applicable.
Text-based support is sometimes used, citation is imprecise or incomplete.
Text-based support is generally absent, and/or citations are absent.
Coherence
5, 3, 1
Ideas are organized into coherent paragraphs. Transitions are used effectively within paragraphs. Transitions also fluently connect paragraphs.
Ideas are organized into paragraphs. Transitions are usually present and effective.
Essay lacks coherent paragraphs and transitions are absent or ineffective.
Grammar
& Mechanics
5, 3, 1
Standard Academic English is deployed in a controlled manner. Punctuation is precise. Small, occasional errors might occur, but never impede meaning.
Controlled deployment of Academic English is emerging. When errors occur, they only occasionally impede meaning.
Errors are numerous and consistently impede meaning.
Formatting
2, 1, 0
The following conventions of Modern Language Association format are used precisely: essay is consistently double-spaced throughout; a heading with your name, instructor’s name, course name, and date appears at the top left corner of the first page; title is centered just below the heading; text of the journal begins one double spaced line below the title; last name and page number appear at the top right of each page.
Most conventions are followed.
Most conventions are not followed.
Student Sample Essay #2
Genesis Myth
“And God created man in His own image, in the image of God he created male and female. He created them. And God blessed them.” (Leonard, Mcclure, 87) Unfortunately, the sentiment that men and women are equals is contradicted several times in the Genesis myth. The Genesis myth has had a negative influence on women’s roles in society that continually have impacts in today’s modern world. The myth describes women’s purpose as being subservient to men, women are easily swayed and manipulated, and that for seeking knowledge, women deserve the painful shame of childbirth. This patriarchal creation myth has played a role in justifying the suppression of equal rights throughout history and is still debated today.
To begin, the sole reason for the creation of woman ...
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1. http://go.galegroup.com.libraryresources.columbiasouthern.edu/
ps/retrieve.do?tabID=T002&resultListType=RESULT_LIST&se
archResultsType=SingleTab&searchType=AdvancedSearchForm
¤tPosition=7&docId=GALE%7CA55412182&docType=C
olumn&sort=Relevance&contentSegment=&prodId=AONE&con
tentSet=GALE%7CA55412182&searchId=R6&userGroupName=
oran95108&inPS=true
Building leadership skills
Max Messmer
Strategic Finance. 81.1 (July 1999): p10+.
Copyright: COPYRIGHT 1999 Institute of Management
Accountants
http://www.imanet.org
Listen
Abstract:
The latest survey by Robert Half International Inc on 150
executives from the largest US firms indicates that they
consider leadership skills the most valuable asset in managers.
Reality suggests that leadership is both a natural and acquired
skill. Actively nurturing leadership skills in promising
employees and providing them with opportunities to further
their career will benefit all firms. Five practical steps are
suggested that will enable firms to help develop leadership
skills among their employees.
Full Text:
An assistant controller for a textile manufacturer in the south
was asked recently to assume some of the training and
development functions for his department. It was a challenging
role for two reasons: The firm was in the midst of significant
expansion, including opening additional plants and offices in
two nearby states, and turnover has been an issue in recent
years. Its rapid growth combined with a higher-than-average
employee turnover rate elicited concerns that the company
wasn't doing enough to actively develop future leaders.
2. In a recent Robert Half International survey of 150 executives
from the nation's largest companies, leadership skills were
identified as the most valued asset in managers. Some believe
that leaders are born, not made, while others think that
leadership is a quantifiable set of skills and ways of thinking
that can be taught. Reality lies somewhere in between. While
certain people do appear to have innate management
capabilities, there are others who possess an identifiable
potential that can be nurtured successfully. Actively
cultivating leadership skills among promising staff members
ensures that employees groomed to lead and manage have an in-
depth knowledge of a firm's processes and long-term goals as
well as a feel for its corporate culture.
Once leaders are developed, you don't want them to leave. By
fostering an environment in which employees are given the
means to enhance their management abilities and to continually
expand their responsibilities, companies leave room for career
growth, a key motivator and retention tool. Let's investigate
five practical steps you can take to help develop leadership
skills in your department.
1 Provide formal training. No effective leader can function
without an in-depth comprehension of how the organization
works. Through orientations and training seminars, you can help
each employee understand the significance of his or her
function in the department by explaining its connection to the
expectations and objectives of the company as a whole. This
will furnish a context for further training that provides
additional details about the ways in which your business
operates.
Once staff members have the "big picture," management
development initiatives can provide the crucial building blocks
that enable them to begin growing into capable leaders. By
using these programs, you can instill values that are reflective
of your department's management style. For example, encourage
promising staff members to continually seek new approaches to
getting their jobs done and make sure they know that creativity
3. is always welcome in your organization. Or show them that you
value teamwork and project-driven collaboration over top-down
hierarchical direction. As these future leaders mature, they will
pass on to others such critical aspects of your department's
culture.
2 Create a supportive work environment. The learning that takes
place in formal training is reinforced when staff members can
put their knowledge and skills into action. Establish a
workplace that allows greater autonomy and increased
responsibility, and design work assignments so they are
progressively more challenging and demanding.
Give clear directives about what employees need to do to meet
specific productivity and quality standards. It's also important
to monitor your staff's efforts and to provide guidance and
feedback when required, serving more as a coach than a boss.
3 Design a mentoring program. People learn new skills not only
by absorbing information and acting on it, but also by a process
called "modeling," or observing and imitating the actions of
another, usually more senior, manager. In the workplace,
modeling occurs most effectively within the context of a
mentoring program. Mentoring is an ideal supplement to formal
leadership training because it uses the real-life expertise of
those who are successful in your organization. Given the chance
to directly observe how management skills are put into action
on a day-to-day basis, employees can enhance their talents and
build their confidence.
By pairing a junior employee with a more experienced
professional in a one-on-one relationship, you can instill in the
less tenured staff member an understanding of the department's
preferred procedures and best practices. The mentor,
meanwhile, benefits from having assisted a promising leader in
the formative stages of his or her career.
In designing a mentoring program, select as mentors employees
who not only display leadership abilities but who are capable of
teaching these skills. Mid- to senior-level professionals with
solid communication skills, thorough knowledge of the
4. department and company, and genuine enthusiasm for their
work will make the best mentors.
4 Recognize and reward. As individuals on your team display
leadership qualities and skills, publicly recognize their efforts
and achievements whenever possible, and establish a program of
incentives to provide continued motivation. This reinforces the
new behaviors and builds employees' confidence in their ability
to lead.
At RHI, we've established a "What a Good Idea" program,
which encourages employees throughout the organization to
submit ideas for improving service and productivity. Winning
ideas are implemented and subsequently featured in our
employee newsletter, but all submissions are acknowledged with
a personal letter to each employee. Winners also receive a
special award.
5 Identify promising leaders as early as possible. Always be on
the lookout for potential leaders. Perhaps one of your staff
members developed a customized spreadsheet that helped the
operations department better control overhead costs. Maybe
another employee developed an effective new approach to
working with colleagues in other departments. A third
individual may repeatedly volunteer for the role of team leader
and show a natural ability to motivate coworkers. These are all
signs of leadership potential, and employees who show this kind
of promise are the ones likely to benefit most from your efforts
to develop future managers. This does not mean that you should
train only a select few, however. No matter how accurate your
screening efforts, there will be some staff members with
exceptional talents that are simply lying dormant waiting to be
unleashed.
Even before employees are brought on board, it can be helpful
to focus recruitment and hiring efforts on individuals who may
already exhibit some of the key qualities of successful leaders.
When interviewing candidates, for example, the use of
hypothetical scenarios and open-ended questions can provide
important clues as to whether job seekers display incentive,
5. motivation, enthusiasm, innovation, and an interest in
expanding their skill sets.
Although it takes time and effort to cultivate leadership
skills within your staff, the payoff can be enormous as your
company expands. This ongoing investment in human resources
can produce managers who inspire others to join them in
effectively handling the financial demands of a growing
business and who are likely to continue to find the organization
an excellent place to work.
Max Messmer is chairman and CEO of Robert Half International
Inc. (RHI), parent company of Robert Half[R], Accountemps[R]
and RHI Management Resources[R].
Source Citation (MLA 8th Edition)
Messmer, Max. "Building leadership skills." Strategic Finance,
July 1999, p. 10+. Academic
OneFile, http://link.galegroup.com/apps/doc/A55412182/AONE
?u=oran95108&sid=AONE&xid=6cc442af. Accessed 19 Dec.
2017.
Journal of IT and Economic Development 6(1), 16-40, April
2015 16
The Relevance of Emotional Intelligence in Project Leadership
Genna Preston, Jayet Moon, Ryan Simon, Shayna Allen, Edem
Kossi
Project Management program
Drexel University, Philadelphia, PA, USA
6. [email protected], [email protected], [email protected],
[email protected],
[email protected]
Abstract
The Emotional Intelligence School of Leadership Styles major
paper invites readers to
uncover the six different styles of leadership that compose the
school. The paper identifies and
summarizes the following styles: Visionary, Coaching,
Affiliative, Democratic, Pacesetting, and
Commanding. Additionally the paper outlines the positives and
negatives associated with each
style of leadership as well as provides an example of those
styles in use. Lastly, the paper
concludes with the literature review and synopsis of how these
styles can be effectively integrated
into modern project management.
Introduction
Leadership is defined as, the power or ability to lead other
people (Bass,1960). Project
leadership is defined as, the ability to persuade others to
enthusiastically and diligently pursue the
7. projects objective (Salovey & Mayer, 1989). A project is always
evolving dynamically and
likewise, project leadership is situational. In a project, the
leader is required to have cognitive,
social, and emotional intelligence in order to assess the
situational and organizational needs and
adjust the pace of leadership accordingly (Mayer, Caruso &
Salovey, 1989).
Emotional intelligence is defined by Salovey and Mayer (1989)
as the subset of social
intelligence that involves the ability to monitor one’s own, and
others feelings and emotions, to
discriminate among them, and to use this information to guide
one’s own thinking and actions. For
Journal of IT and Economic Development 6(1), 16-40, April
2015 17
a long time emotional dimension of leadership was associated
with the Visionary or Charismatic
School of Leadership (Popper & Zakkai, 1994). Since the mid
1990’s, emotional intelligence has
established itself as a leadership competence in its own right, as
8. well as numerous books,
publications, and exploratory studies, that lend credence and
justify its importance. Goleman
(1998) first synthesized and presented this idea of a new school,
and it soon found its way into
mainstream acceptance.
Great leaders are the ones who drive people to deliver optimum
performance. A critical
way of doing this is by tapping into employees emotions while
taking control of self-emotions.
Leading and performing is not easy under pressure, more so in a
project with hard deadlines. The
ability to manage self and teams emotions, as well as connect to
the emotions that drive their
behaviors is a competency that is necessary in a modern project
leader.
According to the proponents of the emotional intelligence
school, the emotional
intelligence of the leader has greater impact on leadership skills
and consequently the team
performance than his intellectual capacity. Goleman, Boyatzis,
& McKee (2002) identify four
dimensions of emotional intelligence.
9. 1. Self-Awareness
2. Self-Management
3. Social Awareness
4. Relationship Management
Of these, 1&2 lie in the domain of personal competence while
3&4 lie in social competence
domain. Personal competence translates to, having
understandings of ones strengths, weaknesses,
motives, and values, while at the same time having attributes
like transparency, self-control,
Journal of IT and Economic Development 6(1), 16-40, April
2015 18
initiative, and optimism (Avolio & Zakkai,1994). Social
competence means empathy, awareness,
and ability to understand and fulfill customer needs.
Relationship management is an important part
of social competence which involves influencing people,
navigating conflicts, and ensuring team
building and bonding. Based on such a distribution, there are
10. six leadership styles:
1. Visionary
2. Coaching
3. Affiliative
4. Democratic
5. Pacesetting
6. Commanding
Each style of leadership can be matched with a stage, and phase
of a project as shown. This is an
indicative generalization, and it is the prerogative of the project
manager as to which style he/she
adopts in each phase, such that most efficient performance is
realized.
Style Suggested Phase
Visionary Initialization
Coaching Planning
Affiliative Planning
Democratic Execution
Pacesetting Monitoring & Control
Commanding Closure
11. Journal of IT and Economic Development 6(1), 16-40, April
2015 19
The styles listed above impact the organizational climate and
culture since, leadership and
management commitment directly translates to employee
commitment, responsibility, task, goal
orientation, and clarity of purpose (Detailed chart available in
Appendix A).
The sections below detail each of these styles in detail with
their positives and negatives
and examples of implementation. Some examples illustrate
versatile leaders who show different
styles, while some use a certain style as base and work within
that boundary, transgressing it as
the need dictates.
Visionary
The first style from the emotional intelligence school of
leadership that we will analyze is
12. the visionary leadership style. According to Dictionary.com
(n.d), a vision is defined as, an
experience in which a personage, thing, or event appears vividly
or credibly to the mind, although
not actually present, often under the influence of a divine or
other agency. A vision is something
imagined, and in business, it is where leaders of organizations
imagine their organization to be at
some point in the future. The visionary leadership style is
defined by Daniel Goleman as, the
leadership style where the “leader is inspiring in vision, and
helps others to see how they can
contribute to this vision; allowing the leader and followers to
move together toward a shared view
of the future,” (Toren, 2014). Daniel Goleman believes after
many of his research studies, the
visionary leadership style is the most effective one (Mersino,
2013).
Visionary Positives
The first advantage is the ability of the project leader to help
others see their contribution
in the big picture. This is perhaps the most important aspect of
the visionary leadership style; this
13. can help motivate the project team during the project life cycle,
and this motivation can contribute
to the success for the project. Project Team members would
have the great benefit of knowing
Journal of IT and Economic Development 6(1), 16-40, April
2015 20
that what they do is important. The second advantage is that,
visionaries can describe the end goals
on a project, and leave the individuals plenty of latitude on how
to achieve them (Mersino, 2013).
This tactic can be beneficial to a project team that is made of
skill workers or experts who are in
this situation, given the ability to use their expertise to
successfully complete this project. Lastly,
a project leader with a visionary style can help a project team
easily navigate various changes in a
project. In fact, visionary leaders thrive on change and the
ability to draw new boundaries (Mark,
2012).
Visionary Negatives
14. In a project, a visionary leadership style can suffer from poor
articulated visions. Because
this style takes advantage of the project team members’ ability
to connect personally to the leader’s
vision, there may be a disadvantage if the leader is unable to
articulate his or her vision. This may
lead to the opposite results with disconnected and unmotivated
team members. Also, a project
manager might face a similar situation if he has many senior
people or experts reporting to him.
In this situation, the vision casting by the manager may fall flat
to resonate with the project team
(Mersino, 2013). Finally, this style may also have some
disadvantages if the project leader is full
of great visions, but lack the necessary details to carry out his
visions.
Visionary Example
One example of effective leaders who employ the visionary
leadership is Dr. Martin Luther
King Jr. Dr. King had a vision that he was able to channel to
millions of people decades ago; his
visions are still being deployed today. Through his “I have a
dream” speech and his non-violent
15. acts, he was able to connect his vision to millions people, and to
help them understand how they
fit into the end result, when it comes to humanity and human
rights (Toren, 2014).
Journal of IT and Economic Development 6(1), 16-40, April
2015 21
Visionary Summary
The visionary leadership style, which is a style of leadership
that are inspires visions, can
be very effective for project leaders. Visionary leadership
qualities help their project teams
understand the true objectives and goals, as well as, how their
contributions are important to
achieve these goals. It helps to organically motivate the project
team
Pacesetting
The next leadership style that a project manager may use while
executing a project is
16. known as pacesetting. As defined in the Wall Street Journal
Online article, Leadership Styles
(Murphy, 2011), the pacesetting style is one in which “the
leader sets high standards for
performance. He or she is obsessive about doing things better
and faster, and asks the same of
everyone”. The pacesetting method allows for mangers with a
mastery of certain tasks to exemplify
his or her mastery over those tasks in the hopes that the
supporting project team will gain mastery
through osmosis. When utilized, this type of leadership style
presents a variety of positives and
negatives in relation to achieving overall success of a project’s
desired outcome. Below is an
examination of those positives and negatives as well as an
example of the pacesetting leadership
style in action.
Pacesetting Positives
The pacesetting leadership style is one of fast action. As
described in the Money-zine.com
article, Pacesetting Leaders, “one of the pros of the pacesetting
leadership style is they are able to
quickly achieve business results” (Money-zine, 2006). The
reason behind the fast results of this
17. style is because the project manager has great aptitude in the
work that is being done. Thus, the
project manager embarks on a lead by example approach and,
expects that the team has the same
aptitude and motivation for the project as he or she does.
Creating a high energy team, that is
Journal of IT and Economic Development 6(1), 16-40, April
2015 22
challenged to constantly progress at the rate of the manger and
allowing for project results to occur
at a rapid pace. Pacesetting is an excellent leadership style to
use at the beginning of a project, as
you are able to build momentum off of the excitement
surrounding a new endeavor. It is an
effective style to use to achieve the first few milestones of a
project in short order.
Pacesetting Negatives
While pacesetting is excellent at achieving short-term goals,
this leadership style can have
a long-term negative impact on a project team. Primarily, this
18. style of leadership is conducive for
employees to burn out. Burn out occurs from the team being
unable to sustain the same enthusiasm,
drive, and competency of the project manager. The Changing
Minds.org article, Six Emotional
Leadership Styles, points out that pacesetting leaders, “tend to
be low on guidance, expecting
people to know what to do” (Goleman, 2002). Thus the
pacesetting style not only demands
constant amounts of high energy from its team but also it
demands self-correction and self-
sufficiency of its team. This type of environment causes
increased stress levels as any member
who struggles in a task will quickly fall behind the pace of the
remainder of the team and will not
have any guidance on how to take corrective measures.
Pacesetting Example
Pacesetting leaders are typically found in military settings,
however, the Money-zine.com
article, Pacesetting Leadership, provides businessman Jack
Welch as an example of person who
primarily implemented this leadership style (Pacesetting
Leaders, 2006). Welch served as CEO for
19. General Electric from 1981 to 2001. During his time as CEO,
Welch would interact with
employees at all levels of the organization as he believed “that
leaders should avoid micro-
managing, and spend their time inspiring others”(Pacesetting
Leaders, 2006). Welch was
Journal of IT and Economic Development 6(1), 16-40, April
2015 23
accessible to his employees, however, he was also demanding of
them expecting the highest of
results while disposing of those who were unable to keep up.
Pacesetting Summary
In conclusion the pacesetting leadership style is one that is best
served in small doses. It
serves to help launch a project or to help complete a project
within a tight time frame. However,
the style will wear thin on the team if utilized to often, as
pressure builds and people are left feeling
burnt out and left behind.
20. Coaching
The next leadership style from the emotional intelligence
school of leadership to be
examined is coaching. The coaching style as defined in the Jeff
Hodgkinson article, Leadership
Styles for Program and Project Managers, is when the project
manager “instructs and motivates
others to enhance their skills to achieve maximum impact for
the team and project” (Hodgkinson,
2009). The coaching style puts the project manager in a
mentoring role in relation to the project
team. However, the coaching style isn’t mentoring in the truest
sense; the needs of the project
outweigh the needs of personal development or growth of a
project team member. That being said,
ideally the coaching style would be implemented with a team
member that is inexperienced in a
certain aspect of a project, which he or she is assigned so that
the goals of the project, and the
personal growth objects of the team member are aligned.
Coaching Positives
The coaching style is designed to cultivate a project member’s
professional skill set. It is a
21. relationship that is very similar to that of a teacher and student,
with the project manager serving
in the role of the teacher. Deidre Harris’ article, Project
Leadership Styles notes, a project manager
Journal of IT and Economic Development 6(1), 16-40, April
2015 24
utilizing the coaching technique “challenges all to do better and
is encouraging when any failure
is present” (Harris, 2009). By utilizing this technique an
environment that is based on
encouragement and empathy is created, allowing for team
members to approach project goals
without trepidation. The warm working environment that is born
from this leadership style spurs
the creation of more substantial inter-personal relationship
amongst manger and team member.
Trust is thus established within this style, and a trusting
environment leads to productive
environment, working towards self-improvement, as well as
project success.
22. Coaching Negatives
The drawbacks behind utilizing the coaching leadership style
are that it is very time
consuming and that it runs the risk of being viewed as
micromanagement, if not executed properly
with the proper audience. In order to create a high level of trust
and to teach in a project
management setting, a large quantity of time is required for the
project manager to devote to
individual members. This time commitment isn’t feasible for
projects with hard and fast deadlines,
nor is it feasible on a project with a large project team.
Additionally, this style is only conducive
with a project member that is willing to learn and improve his
or her craft. A Money-zine.com
article aptly details, “if someone is managing employees that
are extremely resistant to change, or
are not interested in learning new things, the manager will
struggle if they choose this style”
(Coaching Leadership, 2006). Thus it is essential for a project
manager to understand the make-up
of the team, and the time constraints of the project before
implementing this strategy.
23. Coaching Example
Not surprisingly, the best examples of the coaching leadership
style come from the realm
of sports. Being that all sport teams require a manger or coach
in order to execute a strategy to
meet an objective through a temporary endeavor; the match or
game. It is easy to make the
Journal of IT and Economic Development 6(1), 16-40, April
2015 25
connection between sports and project management. That is not
to say that all sports coaches or
managers utilize the leadership style of coaching, as they in fact
do not, but it is meant to set the
stage for a true example of this leadership style in action. Red
Holzman was an NBA coach that
achieved success in the league by winning multiple NBA titles,
but perhaps his greatest success
was his mentoring and development of his one-time player Phil
Jackson. Jackson developed into
one of the NBA’s all-time greatest coaches. The article Inspired
by Holzman, Jackson Arrives in
24. Springfield, beautifully depicts the Holzman-Jackson
relationship, and provides the following
quote from Jackson regarding his former coach; “Red took me
under his wing, he didn't have an
assistant coach, he made me his assistant coach and taught the
game to me and taught me a lot
about the game and encouraged me to go into coaching”
(Hareas, 2007).
Coaching Summary
In summation, the coaching leadership style is a one that can be
applied in any type of
situation but is most beneficial in situations that have loose
time constraints and eager team
members. Coaching aims to give a team member the skills to
succeed in a current project as well
as cultivate skills that will serve beyond the context of a
project, granted that it doesn’t divert too
much attention away from the project. It aligns personal goals
with project goals and provides
constructive feedback, but has the potential to be viewed as
overbearing to members unreceptive
to change and constant feedback. It is a leadership style that
should be implemented when possible,
25. but will not always be appropriate, especially within highly
demanding situations that have short
deadlines and oversized teams.
Democratic
Another leadership style within this school is the democratic
leadership style, also known
as the participative style. This style is, “an open approach to
leading, where decision making is
Journal of IT and Economic Development 6(1), 16-40, April
2015 26
shared and the views of a team or group are valued and
contribute to the vison, goals and decision
that are made” (Democratic Leadership Style, 2013). This
allows members of the teams to feel
included and impactful in several stages of a project. With this
style of leadership offering equality
of power, and group decision making, it is imperative that it is
used in the right situation or task
(Detailed example available in Appendix B).
26. Democratic Positives
Democratic leadership brings teams together. With technology
capabilities many
organizations are outsourcing or working remotely. Democratic
leaders bring individuals together
in order for everyone to give their thoughts, ask questions, and
be involved in the entire project
and its processes. The inclusion of many opinions may offer a
different insight or thought that you
may have missed. This shows team members they are valued,
and allows for everyone to have a
clear understanding of the vision and goals of the project
(Democratic Leadership Style, 2013).
A democratic leader provides intrinsic motivation for their
team. Research has proven that
intrinsic motivation is a precursor to creativity and innovation,
and by offering democratic
leadership, individuals will satisfy their four motivators; sense
of meaningfulness, sense of choice,
sense of competence, and sense of progress. By satisfying these
needs, individuals will be
intrinsically motivated to go above and beyond any project or
27. task assigned, as well as assist their
organization in becoming front runners within their industry
(Mahmood A. Bodla, 2014).
Democratic Negatives
A democratic leader is a great assets to any team however, the
democratic leadership style
comes with some negatives as well. One of the major problems
with this style is that is very time
consuming. With the inclusion of many different people it may
take a longer period of time to
Journal of IT and Economic Development 6(1), 16-40, April
2015 27
come to an agreement, receive a response, or communicate
effectively. This also effects crisis
management. During crises especially, time is of the essence,
and in situations where decision need
to be made right then and there, it just is not possible to lead
democratically and include everyone
in the plans (Ryan, 2015).
28. When applying democratic leadership, it is important to still
identify yourself as the leader.
Unfortunately, sometimes group members may misinterpret this
style with lack of leadership or
bad job performance. Individuals may also feel it is not their
place to make decisions, or they do
not have enough experience offering suggestions or their
opinions. Also, sometimes when opinions
are offered time after time, but never implemented or acted
upon, team members may feel deceived
or manipulated, which will ultimately negatively affect
employee morale, outcomes, and success
(Cosmato, 2011). If managerial boundaries, and roles are not
followed and respected, democratic
leaders may experience negative results using this method of
leadership.
Democratic Example
Civil Rights activist Rosa parks is a great example of a
democratic leader. Although many
people before Parks were arrested for ignoring racial boundaries
and laws, Rosa Parks became the
face of the civil rights movement. Supporters followed her as
she led, collaborated, and acted upon
29. change within the United States. She valued other people’s
opinions, challenges, and treated
everyone as an equal. Not only did she help change American
law and policies, she did it
effortlessly and democratically.
Democratic Summary
When used properly and productively, the democratic leadership
style has many positive
qualities and attributes. By allowing individuals to participate
in the entire project and processes,
it offers a sense of satisfaction, belonging, and accomplishment.
This leadership style has been
Journal of IT and Economic Development 6(1), 16-40, April
2015 28
directly connected to organizational success and achieved goals.
As leaders continue to engage in
this style, projects and organizations continue to excel and
achieve successful outcomes.
30. Commanding
The commanding leader is a strong, authoritative individual
who forcefully commands
orders and tasks. A commanding leader will communicate
honestly, and let you know if you are
not progressing or working satisfactory (Larry Richard, 2008).
This person holds all of the power,
and will make changes and decisions without his or her
subordinate’s. Although this leadership
style has some positives attributes, it is comprised of more
negative effects, and should be used
with caution and only during demanding times (Coercive
Leadership, 2014).
Commanding Positives
This leader gets the job done! Fear is instilled upon team
members which drives them to
use their full potential; ultimately achieving their goals. This
leadership style is most effective
during times of crises; internal or external (Six Emotional
Leadership Styles, 2015). Because this
leader gets the job, it will allow organizations to bounce back in
times of crisis. This leadership
style is also beneficial during organizational change, because he
31. or she is the leader, and
“encourages action, activity, and work” (Sloane, 2013). Leaders
that command, extrinsically
motivate their staff by offering rewards, based on performance
and outcomes (Sloane, 2013).
Commanding Negatives
The commanding leader may negatively affect creativity and
innovation. Team members
do not feel a sense of meaningfulness or a sense of choice. This
lack of inclusion will hinder
intrinsic motivation; intrinsic motivation encourages individuals
to succeed through self-
satisfaction. Commanding limits intelligent thinking, team
work, and disregards team experience
Journal of IT and Economic Development 6(1), 16-40, April
2015 29
and capabilities (Hughes, 2013). Team members will respond
negatively to this style, if it used all
of the time. If leaders are feared and unapproachable, team
32. members may feel insubordinate to
offer information that may be valuable or beneficial to a
particular situation. "Beware that in the
long run it may result in employees passively resisting,
rebelling or leaving altogether”
(Leadership Style, 2015).
• Today’s workforce does not accept the autocratic style often
adopted by leaders following
historical models of leadership.
• Leadership has had to evolve to match a growing sense of
democracy and independence in
the workforce
• Employees now have far more options and choices than the
foot soldiers of yesterday,
(Childs, 2004).
With that said, we can see why it is imperative to only use the
commanding leadership style during
necessary times of crises. Also, because of ever-changing times,
and a diverse group of team
members, practicing emotional intelligence will only benefit
your team’s organization and
outcomes.
Commanding Example
33. A great example of a commanding leader is America’s military
organizations; army, navy,
air force, national guard, etc. Depending on their rank and
institutional standing within the
organization, individuals control, direct, and order groups and
teams daily. Commanders,
sergeants, and lieutenants disregard their subordinates and
demand authority and cooperation.
Fear, respect, and obedience are demanded in the beginning, and
these principals are passed
throughout the different divisions of the military.
Commanding Summary
Although this leader will get the job done, it is important to use
this method sparingly.
Demanding and commanding attitudes will benefit your
organization in times or change and crises.
Journal of IT and Economic Development 6(1), 16-40, April
2015 30
Leaders of the world use this style while when they want to
quickly establish authority and
34. organizational goals.
Affiliative
The affiliative leadership style is another style within the
emotional intelligence group of
leadership styles. Affiliative leaders create emotional bonds
and harmony (Leadership That Gets
Results, 2000). This particular style of leadership works best
when there are disagreements among
team members. This leadership style is also most effective
when team members need motivation
during stressful circumstances.
Affiliative Positives
The affiliative leadership style places an emphasis on placing
value on individuals, rather
than centering on goals and objectives. An affiliative leader has
the innate ability to forge strong
emotional bonds with others, leading to immense loyalty from
the individual. Building strong
relationships between others, sets a solid foundation to establish
positive team chemistry
(Leadership That Gets Results, 2000). With a harmonious
35. group, communication becomes smooth
and amiable; members are willing to engage in productive
conversation with one another, ideas
are traded back and forth, companionship increases, and
positive feedback becomes abundant and
consistent. A sense of belonging is felt, and this allows for a
positive work environment, strong
loyalty and very high-spirited employees (Leadership That Gets
Results, 2014).
Along with this style, autonomy amongst workers is increased,
predominantly driven by
the trust that members have with one another that the work and
task will get done no matter the
process used. Affiliative leaders help harbor that flexibility as
unnecessary rigid structures are not
imposed on the employees (Smith, 2014). Workers have the
ability to use the most efficient method
Journal of IT and Economic Development 6(1), 16-40, April
2015 31
for them in order to complete their work, which, in turn can
lead to reduced pressure and more
36. favorable performance results.
One of the greatest qualities of an affiliative leader is the
ability to drive motivation among
members through solid and consistent feedback. Although
commentary remains largely
constructive and positive, this empowers the workers and
increases their sense of value. This is
very imperative today as Millennials begin to take over the
corporate landscape. Per a 2014 article
by Business Insider, CEO of Twilio, Jeff Lawson, discusses how
Millennials enjoys consistent
feedback (Smith, 2014). This generation is accustomed to quick
gratification given the world of
technology they were raised in, and the ample feedback
provided allows them to keep tabs on their
performance so there aren’t any surprises (Smith, 2014).
Combining that with an Affiliative leader
who will communicate nothing but positive and encouraging
remarks, the motivational level with
employees will soar.
Affiliative Negatives
While this leadership style is very effective at building a
37. positive work environment and
group culture, there are some downfalls when this style is over
utilized. Since Affiliative leaders
predominately remain constructive in the feedback they provide,
under-performing workers tend
to go unrecognized, which thereafter, fosters mediocrity. These
deficient workers will start to
become content with their performance, as affiliative leaders
leave these issues unaddressed, and
indirectly, their poor output is condoned (Money-zine n.d.).
Deficient workers lack the clear
direction that is needed in order to course-correct, thus they
must rely on themselves in order to
improve their performance. This can lead to an overall drag on
the group’s performance, cause a
disruption in the harmony, and ultimately lead to failure.
Journal of IT and Economic Development 6(1), 16-40, April
2015 32
The affiliative leadership style should mainly be reserved when
building a team together
38. to create a harmonious balance and positive chemistry amongst
members. This style is ideal when
there is a lack of communication or when trusts needs to be
mended. Leaders who rely on this style
will run eventually into issues with meeting overall
performance targets since it focuses on the
mental and emotional health of the group. In order to
appropriately sustain a healthy and productive
team, it is suggested that this style be combined with other
styles, such as the authoritative
leadership style (Leadership That Gets Results, 2000). An
authoritative leader will establish clear
direction in order to maintain goals, and help workers
understand their role in helping the
organization meet its objectives. With appropriate execution on
combining the affiliative and
authoritative leadership styles, the stage is set for establishing
an environment of committed and
driven workers producing outsized performance (Smith, 2014).
Journal of IT and Economic Development 6(1), 16-40, April
2015 33
39. Affiliative Example
A classic example of an affiliative leader is the ex-manager of
the New York Yankees, Joe
Torre. As manager for such a prominent team in baseball, Joe
Torre had many ego-centric players
to manage. Through all of this Joe Torre managed to hold the
team together while building a sense
of harmony among the teammates (Money-zine, n.d.). Joe Torre
would recognize the contributions
of individual players and express his gratitude for them. This
method of leading created an overall
cohesiveness that allowed the Yankees to be as successful as
they were (Money-zine, 2014).
Affiliative Summary
This leadership style is one that relies on emotions of the
individual, rather than task. The
affiliative leader strives to keep their employees happy and
create harmony among them (Money-
zine, 2014). This style focuses on the culture of the group in
order to create unity. Although this
40. style of leading seems ideal, the lack of constructive criticism
for the employees can lead to poor
performance and project failure.
Literature Review
Most cited definitions of emotional intelligence can be found in
(Salovey, 1989). More
modern and refined versions can be found at (Mayer, 1999) and
(Salovey, 2001). The literature on
the effect of Emotional Intelligence on leadership styles is vast;
however, an interpretation of the
term itself is manifold. The early interpretation of emotional
style can be found in (Avolio, 1991)
and (Popper, 1994), these papers start to identify values of
emotional intelligence, but do not assign
a separate school of leadership to it, rather, it is considered an
important but subsidiary aspect of
Visionary or Charismatic School of Leadership. They focus
more on influencing the emotions and
behavior, rather than on understanding them. The seminal
publication that birthed a new school of
Journal of IT and Economic Development 6(1), 16-40, April
41. 2015 34
leadership solely based on emotional intelligence was
(Goleman, 1998). (Goleman, 1998) and
(Cooper, 1998), together popularized and identified emotional
intelligence as a leadership
competency, and defined its dimensions and styles. Further
publications like (Goleman, 2002)
presented a detailed analysis of sub-styles within the emotional
school and established emotional
intelligence as a critical leadership competency separate from
cognitive and social intelligence.
The pioneer proponent of this school is Daniel Goleman, who
has published numerous papers and
books; his most recent being (Goleman, 2013).
Conclusion
Attempts have been made to identify various competencies that
define a successful leader. Authors
have identified these as cognitive, behavioral, emotional, and
motivational (Dulewicz, 2003) but
has been shown that emotional competence accounts for 36% of
the leadership performance
(Dulewicz, 2000) greatest amongst all competencies. Literature,
lists numerous schools of
42. leadership, but its clear emotional intelligence finds relevance
in each of them (Turner, 2005).
From a project viewpoint with fixed start and end dates, project
managers often tend to be more
task oriented than people oriented, which may hamper the
leadership role (Turner, 2005). This
division was propounded by the contingency school of
leadership (Turner, 2005) and, emotional
competence in a leader is crucial to bridge this gap.
Another factor is the global nature of projects in modern times.
Increasingly remote teams
are being used and a leader has to be competent enough to
identify, cope up with, and even utilize
the cultural and lingual differences. Literature has identified
personality traits for coping with the
cultural differences (Selmer 2002), and they heavily involve
social awareness and relationship
management dimensions from which the emotional
competencies arise.
The emergence of agile project management and self-organizing
and managed teams in
recent years has presented a new situational analysis of
leadership styles. Leaders do emerge in
43. Journal of IT and Economic Development 6(1), 16-40, April
2015 35
such teams, either formally and informally, even if no
leadership need has been defined. Again, an
emotional competency of empathy in this case has been found to
play a significant role and
influence task focused and socio-emotional goals (Wolff, 2002).
While emotional dimensions have been largely nebulous and
debated aspects of leadership,
through theory and examples in this paper, we have tried to
define emotional competencies that
underlie the leadership styles and predict which style will be
appropriate in relevant phases of the
project. However there is an unanimous agreement that
leadership always lies in the situation. This
can demand dynamic shuffling of the various competencies for a
leader to emerge successfully.
Acknowledgement
We are grateful for the encouragement and mentorship of Dr.
Victor Sohmen, Project
Management Program, Drexel University, and for his useful
44. comments and editorial guidance in
this paper.
Journal of IT and Economic Development 6(1), 16-40, April
2015 36
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Appendix A
Figure A. Adopted : Comindwork Weekly / Work Productivity
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