Mgt 460 w.1
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This document provides information about the MGT 460: Leadership Priorities and Practice course. The course requires students to reflect on insights gained from their organizational management studies and apply them to their work environment through a substantive paper. The course learning outcomes include examining values and ethics in professional practices, applying problem-solving approaches, and integrating leadership theory with practice. The textbook for the course is Leadership for Today and the Future by London and Mone. Week one covers examining the role of leadership, assessing leadership styles, and identifying the role of leadership in strategic planning.
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Required ResourcesTextLondon, M., & Mone, E. (2012).Leadership.docx
Required Resources
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London, M., & Mone, E. (2012).Leadership for today and the future [Electronic version]. Retrieved from https://content.ashford.edu/
· Chapter 5: Leader Organization - attached
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· Provide examples of the desired outcomes and support mechanisms you would utilize.
Cite your sources appropriately to include the recommended readings and the textbook.
Part 2:
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· Describe the adaptive work that needs to be accomplished.
· Analyze your approach to resolving the problem. Be certain to include questions that would arise, and what trade-offs may be required in your analysis.
· Describe the desired outcome.
Cite your sources appropriately to include the recommended readings and the textbook.
4/10/2018 Print
https://content.ashford.edu/print/London.2728.16.1?sections=ch05,ch05introduction,sec5.1,sec5.2,sec5.3,sec5.4,sec5.5,sec5.6,sec5.7,ch05summary&content=conten
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After reading this chapter, you should be able to
Explain three areas of focus for organization leaders: ef�iciency and process reliability, adaptation
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The document advertises assignment solutions for various business courses available at a nominal price of Rs. 125 per assignment, providing contact information to mail or call for details. It then provides a sample assignment for the course "Management and Organisational Development" consisting of 6 questions relating to topics like organizational development, competencies for OD professionals, ethical dilemmas in OD practice, performance appraisal, learning organizations, and short notes on role analysis technique and reward systems.
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2) An organization's culture is important because it defines the organization's vision and provides stability, influencing worker behavior and relationships. During hiring, employers consider whether a candidate is a good cultural fit.
3) Socialization of workers involves learning the norms of the social group and playing the expected roles. This shapes a worker's personality and influences them to cooperate as team members to achieve success.
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Change is a process of building ownership and capacity in others as you proceed. School improvement efforts focus on the culture of the school with a focus on student achievement and corresponding instructional improvement. Schools cannot improve in isolation – they need to connect with other schools and link to district support, resources and policy implementation. Quality Leadership is needed at all levels, i.e., district, schools and classrooms.
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Required ResourcesTextLondon, M., & Mone, E. (2012).Leadership.docx
Required Resources
Text
London, M., & Mone, E. (2012).Leadership for today and the future [Electronic version]. Retrieved from https://content.ashford.edu/
· Chapter 5: Leader Organization - attached
Recommended Resources
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Gavetti, G. (2011). The new psychology of strategic leadership. Harvard Business Review, 89(7/8)118-125. Retrieved from https://hbr.org/
Prokesch, S. (2009). How GE teaches teams to lead change. Harvard Business Review, 87(1) 99-106. Retrieved from https://hbr.org/
Welter, C. (2014). Leadership lesson: Keeping strategic focus in a changing environment. (Links to an external site.)Links to an external site.Forbes. Retrieved from http://www.forbes.com/sites/johnkotter/2014/04/14/leadership-lesson-keeping-strategic-focus-in-a-changing-environment/
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· Describe the adaptive work that needs to be accomplished.
· Analyze your approach to resolving the problem. Be certain to include questions that would arise, and what trade-offs may be required in your analysis.
· Describe the desired outcome.
Cite your sources appropriately to include the recommended readings and the textbook.
4/10/2018 Print
https://content.ashford.edu/print/London.2728.16.1?sections=ch05,ch05introduction,sec5.1,sec5.2,sec5.3,sec5.4,sec5.5,sec5.6,sec5.7,ch05summary&content=conten
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of corporate
culture
STRATEGIC COMMENTARY
Laurent Jaquenoud
e-HR
Employee self-service at RDF
HOW TO...
Integrate corporate culture and
employee engagement
PRACTITIONER PROFILE
Julie Bass, Groupama
METRICS
Rating intellectual capital
HR AT WORK
Tailored recognition at Lloyds TSB
Asset Finance
HR AT WORK
Transport for London’s
non-traditional training
REWARDS
Communicating employee
recognition at MDOT
RESEARCH AND RESULTS
Effective recruiting tied to stronger
financial results
September/October 2005
Volume 4, Issue 6
PAGE 20
DEPARTMENTS
Ethics and strategy innovation at Citigroup
How O2 built the business case for
engagement
Creating a business-focused IT function
Developing leaders for a sustainable
global society
Defining the strategic agenda for HR
FEATURES
by Dave Ulrich and Wayne Brockbank
32 Volume 4 Issue 6 September/October 2005
VER THE PAST DECADE, increasing
focus has been placed on the role that
businesses can – and should – play in
contributing to a sustainable global society.
Failure to face up to these challenges has significant costs.
Increasingly, a firm’s long-term competitiveness is
dependent on how creatively and adroitly its leaders
manage at the intersection of financial, social and
environmental objectives.
Responsibility for assuring that leaders at all levels in
the firm are ready to meet these rising expectations is
widely shared throughout the corporation, but HR
professionals, particularly those responsible for leadership
development, can be at the forefront of the effort.
To be in this vanguard, leadership development
experts must reflect on two critical questions: What
kind of leader is called for? And how do we develop
individuals with these capabilities? Since 1999 the
Aspen Institute’s Business and Society Program has
been convening experts in leadership development
from academic institutions, corporations and
professional service firms around the world, inviting
them to share insights on these questions. This article
details what we have learned so far from conversations
with these leading thinkers.
A new model for business leadership
If we are now expecting businesses to operate with a
longer-term view that takes social and environmental
impacts into account, we need a new model of
leadership to achieve that result. Typically, “new
model” leaders:
• are able to span boundaries, listen to diverse
constituencies and be willing to be altered by any of
these inputs;
• have the courage to make tough decisions in a way
that acknowledges the often conflicting
values/expectations of these constituencies;
• are enriched, not overwhelmed, by complexity and
diversity;
• build a team that is stronger than its individual parts;
• see the firm in a larger context, considering social and
environmental issues beyond the corporation’s gates;
• move beyond solving specific problems or addressing
particular needs ...
Leadership Study
This document summarizes the key findings of a 2009 national study on effective leadership practices for heads of independent schools in Canada. The study utilized surveys and interviews with heads of schools, board chairs, and senior administrators. The main findings were:
1) Effective heads of school demonstrate systems thinking and strategic visioning to promote the school's mission and long-term goals.
2) Upholding high ethics and building trust within the school community were also seen as critically important leadership practices.
3) Excellent communication skills allow heads of school to clearly articulate and spread the school's vision.
PrintCurrent Debate in Learning Theory Scoring Guide.docx
PrintCurrent Debate in Learning Theory Scoring Guide
Current Debate in Learning Theory Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Explain how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Does not explain how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time, but not how it has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy. Draws from multiple perspectives and evidence-based research to support explanation.
Evaluate multiple perspectives on the selected learning controversy.
Does not identify multiple perspectives on the selected learning controversy.
Identifies but does not analyze multiple perspectives on the selected learning controversy.
Analyzes multiple perspectives on the selected learning controversy.
Evaluates multiple perspectives on the selected learning controversy.
Assess the implications of this learning controversy on your area of specialization.
Does not assess the implications of this learning controversy on an area of specialization.
Assesses the implications of this learning controversy but does not associate with area of specialization.
Assesses the implications of this learning controversy on one's own area of specialization.
Assesses the implications of this learning controversy on one's own area of specialization. Discusses best practices for staying informed with current research in field.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; format paper, citations, and references using APA style.
Does not write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; does not format paper, citations, and references correctly using APA style.
Uses sentence structure that is mostly clear, with a few minor spelling or grammatical errors but fails to attribute quotes and citations in a few places, or allows some inconsistencies in APA style.
Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; formats paper, citations, and references using APA style.
Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea; f.
MEASURING AND DEVELOPING INCLUSIVE LEADERSHIP.pdf
We take a performance consulting approach to helping the performance of leaders and the organization as a whole that emphasizes achieving clearly identified business goals. Our Vision of Success framework is designed to help clients determine their unique and authentic vision, mission, values, and direction of their present and future DEI strategy and initiatives.
contact us: https://inclusiveleadersgroup.com/measuring-and-developing-inclusive-leadership/
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docx
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general ...
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docx
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general.
Mevans Conference Presentation London Nov 3rd 2011
This document discusses the relationship between leadership theory and practice through four viewpoints:
1) Theory and practice are interrelated and inform each other through experience. Leaders should reflect on how their theories influence their actions.
2) Leadership requires self-awareness and is a social practice of identity. It is about both what leaders do and who they are.
3) There are many theories of leadership, so leaders should develop the leadership approach that works best for their organization through continuous learning and reflection.
4) Leadership development is most effective when it involves collective reflection on shared experiences, not just individual training, as leadership is a social phenomenon that impacts organizational development.
141107 leadership and organisational development
This document discusses leadership pathways, systems leadership, developing leadership mindsets and capabilities, and organizational transformation. It provides key points on leadership excellence and innovation, building cultures of collective efficacy, and developing leadership agility from achieving to enabling orientations. Systems leadership involves developing and leading improvements, acting as a curriculum innovator, and building capabilities to lead transformative change. Developing leadership requires both mindsets like self-awareness and capabilities like skills and expertise. Organizational effectiveness is built through cultures of innovation and personal and collective efficacy.
MSL 6000, Psychological Foundations of Leadership 1 .docx
MSL 6000, Psychological Foundations of Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the major psychological foundations of leadership.
1.1 Describe various foundational traits of leadership.
1.2 Articulate the importance of correlating personal leadership traits and models.
4. Evaluate various leadership models.
4.1 Analyze various leadership models.
4.2 Relate leadership models to a successful leader.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 1
Unit I Essay
1.2
Unit Lesson
Chapter 1
Unit I Essay
4.1
Unit Lesson
Chapter 3
Unit I Essay
4.2
Unit Lesson
Chapter 3
Unit I Essay
Reading Assignment
In addition to a physical copy of the textbook, each unit contains the eTextbook version of the assigned
reading chapters. If preferred, click on Unit I in the course navigation menu to access the online version of the
assigned chapters.
Chapter 1: What Does It Mean to Be a Leader?, pp. 3–24
Chapter 3: Contingency Approaches to Leadership, pp. 65–88
UNIT I STUDY GUIDE
Leadership Approaches and Models
MSL 6000, Psychological Foundations of Leadership 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Welcome to Unit I! There are many types of leaders in the business world today; some are successful at
leading their team to accomplish organizational goals, while others are not. Leadership is a popular and
sought-after asset in business today. Therefore, it is important to understand what is required for one to
become a good leader and acknowledge the important aspects of leadership. Being that leadership is
complex and often misunderstood, those who are seeking to become effective leaders must possess a desire
to establish meaningful relationships with others while leading with a vision. Daft (2018) describes leadership
as the “ability to support and inspire the people who are needed to achieve organizational goals” (p. 5).
This course covers the history and psychology
of leadership studies, leadership vision,
culture, courage, morals, and values. Our
focus will be on leadership concepts and
theories and correlating that knowledge into
practical use. At the bottom of each study
guide, there will be activities that focus on self-
assessment, goal setting, and overcoming
barriers—all related to how you can apply what
you learn in the course to your everyday life.
The activities are not graded but will assist in
developing your own leadership skills.
Let’s get started, as your next step in becoming a leader awaits.
When we consider the psychology of leadership, the psychodynamic or systematic approach to studying
human behavior, there are a myriad of ways of looking at leadership. The underlining forces that affect
leaders’ ability to lead include their personalities, their feelings and emotions, and how they relate to others.
Leaders’ persona ...
MSL 6000, Psychological Foundations of Leadership 1 .docx
MSL 6000, Psychological Foundations of Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the major psychological foundations of leadership.
1.1 Describe various foundational traits of leadership.
1.2 Articulate the importance of correlating personal leadership traits and models.
4. Evaluate various leadership models.
4.1 Analyze various leadership models.
4.2 Relate leadership models to a successful leader.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 1
Unit I Essay
1.2
Unit Lesson
Chapter 1
Unit I Essay
4.1
Unit Lesson
Chapter 3
Unit I Essay
4.2
Unit Lesson
Chapter 3
Unit I Essay
Reading Assignment
In addition to a physical copy of the textbook, each unit contains the eTextbook version of the assigned
reading chapters. If preferred, click on Unit I in the course navigation menu to access the online version of the
assigned chapters.
Chapter 1: What Does It Mean to Be a Leader?, pp. 3–24
Chapter 3: Contingency Approaches to Leadership, pp. 65–88
UNIT I STUDY GUIDE
Leadership Approaches and Models
MSL 6000, Psychological Foundations of Leadership 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Welcome to Unit I! There are many types of leaders in the business world today; some are successful at
leading their team to accomplish organizational goals, while others are not. Leadership is a popular and
sought-after asset in business today. Therefore, it is important to understand what is required for one to
become a good leader and acknowledge the important aspects of leadership. Being that leadership is
complex and often misunderstood, those who are seeking to become effective leaders must possess a desire
to establish meaningful relationships with others while leading with a vision. Daft (2018) describes leadership
as the “ability to support and inspire the people who are needed to achieve organizational goals” (p. 5).
This course covers the history and psychology
of leadership studies, leadership vision,
culture, courage, morals, and values. Our
focus will be on leadership concepts and
theories and correlating that knowledge into
practical use. At the bottom of each study
guide, there will be activities that focus on self-
assessment, goal setting, and overcoming
barriers—all related to how you can apply what
you learn in the course to your everyday life.
The activities are not graded but will assist in
developing your own leadership skills.
Let’s get started, as your next step in becoming a leader awaits.
When we consider the psychology of leadership, the psychodynamic or systematic approach to studying
human behavior, there are a myriad of ways of looking at leadership. The underlining forces that affect
leaders’ ability to lead include their personalities, their feelings and emotions, and how they relate to others.
Leaders’ persona.
Ethical Leadership
The document compares and contrasts notions of ethical leadership. It discusses Chemer's three-factor model of leadership and ethical leadership in role models. It also examines the three-factor model of trustworthiness and the relationship between leadership, trustworthiness, and ethical stewardship. The document concludes by discussing preparing future ethical leaders and comparing servant leadership to other leadership theories. Case studies on Bendigo Bank and The Body Shop are provided as examples of corporate social responsibility.
Nurturing School Leaders of Tomorrow, eIndia Summit July 2013
The document discusses a summit on nurturing school leaders of tomorrow. It summarizes the key topics discussed in various sessions, including empowering principals with organizational leadership and management skills, new approaches to school administration focusing on HR, finance and branding, the significance of campus management tools, and the role of branding and ICT in school management. It also describes the speaker's school, The Amaatra Academy, as India's first college-preparatory school, and discusses their approach to faculty development with a multi-stage process moving from training to empowering faculty as brand ambassadors and thought leaders.
Final file reviewed 10192016-re-edited
This document provides an introduction to a dissertation on leadership. It discusses the background of the study, which involves assessing the leader-researcher's personal traits and professional skills based on evaluations from subordinates in various sectors. Specifically, it aims to determine if there is a relationship between these traits and skills, and to propose a model for dynamic leadership. The study has limitations in its scope, involving evaluations from 76 subordinates across 4 sectors. However, the results intend to provide a leadership framework that could benefit various industries including business, technology, and education.
Chapter 1-ob-ppt-4-july-section-g
Scientific management, as developed by Frederick Taylor, focused on analyzing workflows to determine the most efficient way to perform tasks. It emphasized specialization of labor, standardized work processes, incentives for meeting productivity targets, and close monitoring and measurement of worker performance. The goal was to maximize productivity. However, it treated workers as extensions of the machines they operated and did not consider their well-being, potentially dehumanizing labor.
BUS402 Project Management.docx
This document discusses charismatic leadership and transformational leadership. It addresses questions about defining and developing charismatic leadership skills, criticisms of charismatic leadership, comparing transformational and transactional leadership, and qualities of effective leaders. Key points include that charismatic leadership involves communication skills, quick decision-making, and connecting with people. Transformational leadership causes positive changes and transforms followers into leaders by focusing on vision, motivation, and expectations. Effective leaders guide their teams with influence, motivation, and decision-making to accomplish organizational goals and objectives.
Chapter 1 rp
This document discusses transformational leadership in schools. It begins by stating that effective school leaders help develop shared values and beliefs among staff to continually improve education programs. Transformational leadership motivates followers and moves them beyond self-interest for the good of the school. The four characteristics of transformational leadership are idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The document then states that research is needed to examine transformational leadership in Malaysian primary schools. It outlines the research objectives and questions, which focus on identifying levels of transformational leadership behaviors, examining how leaders motivate and inspire followers, and determining the effects of transformational leadership on school progress.
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Mgt 460 w.1
- 2. MGT 460: Leadership Priorities & Practice
- 3. COURSE DESCRIPTION Leadership Priorities and Practice is a capstone course that requires students to reflect on and synthesize the major insights gained in their study of organizational management. A substantive paper is developed to illustrate how these insights can be applied effectively in the student’s work environment. Students choosing the personal program of study must show how their chosen concentration relates to organizational management and include insights from each academic area in their synthesis and application.
- 4. COURSE LEARNING OUTCOMES Upon successful completion of this course, students will be able to: 1. Examine how values and ethics are reflected in professional practices and behaviors. 2. Evaluate situations from a multidisciplinary perspective. 3. Apply systematic and innovative approaches to decision-making and problem solving. 4. Integrate leadership theory and professional practice through applied problem-solving activities. 5. Analyze the role of the leader in promoting organizational effectiveness, efficiency, and sustainability.
- 5. MGT 460 TEXTBOOK London, M., & Mone, E. (2012). Leadership for today and the future. (2nd. ed.). San Diego, CA: Bridgepoint Education, Inc. This textbook is a Constellation textbook
- 6. This week students will: 1. Examine the role of leadership in an organization. 2. Assess the uses of different leadership styles. 3. Identify the role of leadership in organizational strategic planning. WEEK ONE LEARNING OBJECTIVES
- 8. LEADERSHIP VS. MANAGEMENT “If your actions inspire others to dream more, learn more, do more and become more, you are a leader – John Quincy Adams Leaders Managers Vision Budget Motivation Coordinate Inspiration Performance Reviews Strategy Time Management Building Relationships Train Mentoring Problem-Solving Leading Communicate Delegate Front-line Communicate Managing
- 9. KEY LEADERSHIP STYLES London, 2012, Chapter 1, Table 1.3
- 10. LEADERSHIP ETHICS Lakshmi (2014) defined leadership ethics as value-based moral principles. These principles include fairness, justice, trust, integrity, non-coercion, honesty, and transparency (Lakshmi, 2014). Leadership ethics has become more important in the 21st with all of the ethical issues that have occurred. Leadership ethics are critical in organizational decisions. A leaders personal morals and values affect the organization as a whole. Leadership areas that Include ethics include vision, decision making, and social responsibility (Lakshmi, 2014). Lakshmi (2014) believed that organizational vision should be based on moral commitment and moral foundations to ensure that ethics are a part of the organizational vision.
- 11. LEADERSHIP ETHICS CONTINUED Lakshmi (2014) stated that the heart of ethical leadership is self-knowledge. Self-knowledge is aimed at developing capabilities for ethical leadership. Some of these capabilities relate to emotional intelligence and the ability to understand and respond to others. Another capability that is critical for leadership is to communicate a compelling vision to others. The development of these attributes can lead to an ethical framework in leadership practice. (p. 70) The development of an ethical framework is foundation to creating an organization based on leadership ethics.
- 12. CREATING AN ETHICAL CULTURE (Lipman, 2015) An article from Forbes has an excellent list of key factors needed to create an ethical business culture. Please click on the link below to view the list within the article. Creating an Ethical Culture If you have issues with the link, please use the web address http://www.forbes.com/s ites/victorlipman/2015/0 7/01/so-youd-like-to- work-in-a-more-ethical- culture/
- 13. CORPORATE SOCIAL RESPONSIBILITY Epstein-Reeves (2012) described six key reasons that corporate social responsibility is necessary in an organization. 1. Innovation 2. Cost Savings 3. Brand Differentiation 4. Long-term Thinking 5. Customer Engagement 6. Employee Engagement (Epstein-Reeves, 2012)
- 14. 1. Google 2. Microsoft 3. The Walt Disney Company 4. BMW 5. Apple 6. Logo 7. Volkswagen 8. Intel 9. Rolex 10. Daimler 2015 TOP TEN SOCIALLY RESPONSIBLE ORGANIZATIONS Reputation Institute, 2015
- 15. KEY TERMS FOR WEEK 1 • Charismatic Leadership • Corporate Social Responsibility • Ethics • Ethical Culture • Servant Leadership • Situational Leadership • Transformational Leadership
- 16. FSB APA GUIDANCE Please use the FSB APA Guidance located in your classroom.
- 17. REFERENCES Epstein-Reeves, J. (2012). Six reasons companies should embrace CSR. Forbes. http://www.forbes.com/sites/csr/2012/02/21/six-reasons-companies- should-embrace-csr/ Lakshmi, B. (2014). Leadership ethics in today’s world: Key issues and perspectives. ASCI Journal of Management, 44(1), 66-72. Lipman, V. (2015). So you’d like to work in a more ethical culture? Forbes. Retrieved from http://www.forbes.com/sites/victorlipman/2015/07/01/so-youd-like-to- work-in-a-more-ethical-culture/ London, M., & Mone, E. (2012). Leadership for today and the future. (2nd. ed.). San Diego, CA: Bridgepoint Education, Inc.
- 18. RECOMMENDED READINGS Longenecker, C. N. O. (2011). Characteristics of really bad bosses. Industrial Management, 53( 5)10-15. Retrieved from EBSCO (Business Source Complete).
- 19. ANY QUESTIONS? Please post your questions in the Ask the Instructor thread.