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.
291➠13 Leadership Essentialsthe key pointNot all man.docxlorainedeserre
291➠
13 Leadership Essentials
the key point
Not all managers are leaders and not all leaders are managers. In a managerial position, being a
leader requires understanding how to adapt one’s management style to the situation to generate
willing and effective followership. As shown in the Zappos example, the most successful leaders are
those who are able to generate strong cultures in which employees work together to get things done.
chapter at a glance
What Is Leadership?
What Are Situational Contingency Approaches to Leadership?
What Are Follower-Centered Approaches to Leadership?
What Are Inspirational and Relational Leadership Perspectives?
what ’s inside?
ETHICS IN OB
CEO PAY—IS IT EXCESSIVE?
FINDING THE LEADER IN YOU
LOOKING FOR LEADER MATCH AT GOOGLE
OB IN POPULAR CULTURE
PATH-GOAL AND REMEMBER THE TITANS
RESEARCH INSIGHT
PARTICIPATORY LEADERSHIP AND PEACE
leaders make things happen
c13LeadershipEssentials.indd Page 291 6/29/11 8:28 PM ff-446c13LeadershipEssentials.indd Page 291 6/29/11 8:28 PM ff-446 Schermerhorn_OBSchermerhorn_OB
292 13 Leadership Essentials
Most people assume that anyone in management, particularly the CEO, is a leader.
Currently, however, controversy has arisen over this assumption. We can all think
of examples where managers do not perform much, if any, leadership, as well as
instances where leadership is performed by people who are not in management.
Researchers have even argued that failure to clearly recognize this difference is a
violation of “truth in advertising” because many studies labeled “leadership” may
actually be about “management.”1
Managers versus Leaders
A key way of differentiating between managers and leaders is to argue that the
role of management is to promote stability or to enable the organization to run
smoothly, whereas the role of leadership is to promote adaptive or useful
changes.2 Persons in managerial positions could be involved with both manage-
ment and leadership activities, or they could emphasize one activity at the
expense of the other. Both management and leadership are needed, however,
and if managers do not assume responsibility for both, then they should ensure
that someone else handles the neglected activity. The point is that when we dis-
cuss leadership, we do not assume it is identical to management.
For our purposes, we treat leadership as the process of infl uencing others
to understand and agree about what needs to be done and how to do it, and the
process of facilitating individual and collective efforts to accomplish shared objec-
tives.3 Leadership appears in two forms: (1) formal leadership, which is exerted
by persons appointed or elected to positions of formal authority in organizations,
and (2) informal leadership, which is exerted by persons who become infl uential
because they have special skills that meet the needs of others. Although both
types are important in organizations, this chapter will emphasize forma ...
291➠13 Leadership Essentialsthe key pointNot all man.docxjesusamckone
291➠
13 Leadership Essentials
the key point
Not all managers are leaders and not all leaders are managers. In a managerial position, being a
leader requires understanding how to adapt one’s management style to the situation to generate
willing and effective followership. As shown in the Zappos example, the most successful leaders are
those who are able to generate strong cultures in which employees work together to get things done.
chapter at a glance
What Is Leadership?
What Are Situational Contingency Approaches to Leadership?
What Are Follower-Centered Approaches to Leadership?
What Are Inspirational and Relational Leadership Perspectives?
what ’s inside?
ETHICS IN OB
CEO PAY—IS IT EXCESSIVE?
FINDING THE LEADER IN YOU
LOOKING FOR LEADER MATCH AT GOOGLE
OB IN POPULAR CULTURE
PATH-GOAL AND REMEMBER THE TITANS
RESEARCH INSIGHT
PARTICIPATORY LEADERSHIP AND PEACE
leaders make things happen
c13LeadershipEssentials.indd Page 291 6/29/11 8:28 PM ff-446c13LeadershipEssentials.indd Page 291 6/29/11 8:28 PM ff-446 Schermerhorn_OBSchermerhorn_OB
292 13 Leadership Essentials
Most people assume that anyone in management, particularly the CEO, is a leader.
Currently, however, controversy has arisen over this assumption. We can all think
of examples where managers do not perform much, if any, leadership, as well as
instances where leadership is performed by people who are not in management.
Researchers have even argued that failure to clearly recognize this difference is a
violation of “truth in advertising” because many studies labeled “leadership” may
actually be about “management.”1
Managers versus Leaders
A key way of differentiating between managers and leaders is to argue that the
role of management is to promote stability or to enable the organization to run
smoothly, whereas the role of leadership is to promote adaptive or useful
changes.2 Persons in managerial positions could be involved with both manage-
ment and leadership activities, or they could emphasize one activity at the
expense of the other. Both management and leadership are needed, however,
and if managers do not assume responsibility for both, then they should ensure
that someone else handles the neglected activity. The point is that when we dis-
cuss leadership, we do not assume it is identical to management.
For our purposes, we treat leadership as the process of infl uencing others
to understand and agree about what needs to be done and how to do it, and the
process of facilitating individual and collective efforts to accomplish shared objec-
tives.3 Leadership appears in two forms: (1) formal leadership, which is exerted
by persons appointed or elected to positions of formal authority in organizations,
and (2) informal leadership, which is exerted by persons who become infl uential
because they have special skills that meet the needs of others. Although both
types are important in organizations, this chapter will emphasize forma.
What is Leadership?
Leadership is a process by which an executive can direct, guide and influence the behavior and work of others towards accomplishment of specific goals in a given situation. Leadership is the ability of a manager to induce the subordinates to work with confidence and zeal.
Leadership is the potential to influence behaviour of others. It is also defined as the capacity to influence a group towards the realization of a goal. Leaders are required to develop future visions, and to motivate the organizational members to want to achieve the visions.
291➠13 Leadership Essentialsthe key pointNot all man.docxlorainedeserre
291➠
13 Leadership Essentials
the key point
Not all managers are leaders and not all leaders are managers. In a managerial position, being a
leader requires understanding how to adapt one’s management style to the situation to generate
willing and effective followership. As shown in the Zappos example, the most successful leaders are
those who are able to generate strong cultures in which employees work together to get things done.
chapter at a glance
What Is Leadership?
What Are Situational Contingency Approaches to Leadership?
What Are Follower-Centered Approaches to Leadership?
What Are Inspirational and Relational Leadership Perspectives?
what ’s inside?
ETHICS IN OB
CEO PAY—IS IT EXCESSIVE?
FINDING THE LEADER IN YOU
LOOKING FOR LEADER MATCH AT GOOGLE
OB IN POPULAR CULTURE
PATH-GOAL AND REMEMBER THE TITANS
RESEARCH INSIGHT
PARTICIPATORY LEADERSHIP AND PEACE
leaders make things happen
c13LeadershipEssentials.indd Page 291 6/29/11 8:28 PM ff-446c13LeadershipEssentials.indd Page 291 6/29/11 8:28 PM ff-446 Schermerhorn_OBSchermerhorn_OB
292 13 Leadership Essentials
Most people assume that anyone in management, particularly the CEO, is a leader.
Currently, however, controversy has arisen over this assumption. We can all think
of examples where managers do not perform much, if any, leadership, as well as
instances where leadership is performed by people who are not in management.
Researchers have even argued that failure to clearly recognize this difference is a
violation of “truth in advertising” because many studies labeled “leadership” may
actually be about “management.”1
Managers versus Leaders
A key way of differentiating between managers and leaders is to argue that the
role of management is to promote stability or to enable the organization to run
smoothly, whereas the role of leadership is to promote adaptive or useful
changes.2 Persons in managerial positions could be involved with both manage-
ment and leadership activities, or they could emphasize one activity at the
expense of the other. Both management and leadership are needed, however,
and if managers do not assume responsibility for both, then they should ensure
that someone else handles the neglected activity. The point is that when we dis-
cuss leadership, we do not assume it is identical to management.
For our purposes, we treat leadership as the process of infl uencing others
to understand and agree about what needs to be done and how to do it, and the
process of facilitating individual and collective efforts to accomplish shared objec-
tives.3 Leadership appears in two forms: (1) formal leadership, which is exerted
by persons appointed or elected to positions of formal authority in organizations,
and (2) informal leadership, which is exerted by persons who become infl uential
because they have special skills that meet the needs of others. Although both
types are important in organizations, this chapter will emphasize forma ...
291➠13 Leadership Essentialsthe key pointNot all man.docxjesusamckone
291➠
13 Leadership Essentials
the key point
Not all managers are leaders and not all leaders are managers. In a managerial position, being a
leader requires understanding how to adapt one’s management style to the situation to generate
willing and effective followership. As shown in the Zappos example, the most successful leaders are
those who are able to generate strong cultures in which employees work together to get things done.
chapter at a glance
What Is Leadership?
What Are Situational Contingency Approaches to Leadership?
What Are Follower-Centered Approaches to Leadership?
What Are Inspirational and Relational Leadership Perspectives?
what ’s inside?
ETHICS IN OB
CEO PAY—IS IT EXCESSIVE?
FINDING THE LEADER IN YOU
LOOKING FOR LEADER MATCH AT GOOGLE
OB IN POPULAR CULTURE
PATH-GOAL AND REMEMBER THE TITANS
RESEARCH INSIGHT
PARTICIPATORY LEADERSHIP AND PEACE
leaders make things happen
c13LeadershipEssentials.indd Page 291 6/29/11 8:28 PM ff-446c13LeadershipEssentials.indd Page 291 6/29/11 8:28 PM ff-446 Schermerhorn_OBSchermerhorn_OB
292 13 Leadership Essentials
Most people assume that anyone in management, particularly the CEO, is a leader.
Currently, however, controversy has arisen over this assumption. We can all think
of examples where managers do not perform much, if any, leadership, as well as
instances where leadership is performed by people who are not in management.
Researchers have even argued that failure to clearly recognize this difference is a
violation of “truth in advertising” because many studies labeled “leadership” may
actually be about “management.”1
Managers versus Leaders
A key way of differentiating between managers and leaders is to argue that the
role of management is to promote stability or to enable the organization to run
smoothly, whereas the role of leadership is to promote adaptive or useful
changes.2 Persons in managerial positions could be involved with both manage-
ment and leadership activities, or they could emphasize one activity at the
expense of the other. Both management and leadership are needed, however,
and if managers do not assume responsibility for both, then they should ensure
that someone else handles the neglected activity. The point is that when we dis-
cuss leadership, we do not assume it is identical to management.
For our purposes, we treat leadership as the process of infl uencing others
to understand and agree about what needs to be done and how to do it, and the
process of facilitating individual and collective efforts to accomplish shared objec-
tives.3 Leadership appears in two forms: (1) formal leadership, which is exerted
by persons appointed or elected to positions of formal authority in organizations,
and (2) informal leadership, which is exerted by persons who become infl uential
because they have special skills that meet the needs of others. Although both
types are important in organizations, this chapter will emphasize forma.
What is Leadership?
Leadership is a process by which an executive can direct, guide and influence the behavior and work of others towards accomplishment of specific goals in a given situation. Leadership is the ability of a manager to induce the subordinates to work with confidence and zeal.
Leadership is the potential to influence behaviour of others. It is also defined as the capacity to influence a group towards the realization of a goal. Leaders are required to develop future visions, and to motivate the organizational members to want to achieve the visions.
Leadership Experience Essay examples
Leadership Traits Essay example
Management And Leadership Essay example
Business Leadership Essay
Entrepreneurial Leadership Essay examples
What Makes a Leader? Essay
Effective Leadership Essay
Leadership Interview Essay
What is Leadership? Essay
Motivation and Leadership Essay
What Leadership Means to Me Essay
Definition Essay Leadership
Chapter 8:
Organization Leadership
Introduction
Great leaders exist in business, politics, the military, and even sports
Leadership can be used for good and for evil
Communication is a tool used to activate messages to followers
Leadership is a socially constructed phenomenon
Case Study: Charismatic Preacher
Reverend Jim Jones was a charismatic, influential preacher who led rapidly growing congregations throughout California
People were so inspired, that they donated their entire worldly possessions, traveled to South America, and built a community
Several years later, the Reverend leads a mass suicide of 909 people in his town of Jonestown, Guyana
Why would people be so committed to him that they would participate in a mass suicide?
What does this say about leadership?
Trait Approach to Leadership
If a person has certain traits, they will be a more effective leader
Big Five personality traits with leadership potential include:
Extraversion
Conscientiousness
Openness to experience
Ambition
Energy
The trait approach to leadership seems to be best able to predict leader emergence rather than leader effectiveness
There is a difference between possessing a trait and being perceived to possess a trait
4
Leadership Behaviors
The behavioral approach to leadership examines what leaders actually do and the behaviors leaders use to achieve their goals
It’s a matter of what you do (behavior theory), rather than who you are (trait theory) as a leader
Critical Thinking Questions – Traits and Behaviors
How does the perspective that leadership is something you do versus something you are change the responsibilities of a leader?
The University of Michigan and Ohio State Studies
Initiating Structure
Extent to which a leader defines and structures the roles of employees in the goal attainment effort
Production-oriented leaders have behavior similar to initiating structure
Consideration
Leader respects employees’ thoughts, ideas, and feelings, expresses appreciation and support, and develops an environment of mutual trust
Employee-oriented leaders also value consideration
Managerial Grid
Contingent Approaches to Leadership
Questions examined by contingency theorists include:
What are the situational factors that actually matter in leadership?
To what leadership styles do they best connect?
Least Preferred Co-Worker
Fiedler (1967) developed Least preferred co-worker (LPC) questionnaire
Rating “least” preferred coworker harshly = task-oriented leader
Rating “least” preferred coworker benevolently = relationship-oriented
Once individual leadership style is assessed, the situation is determined through three dimensions: 1) Leader-member relations 2) Task structure 3) Position power
Critical Thinking Questions – Least Preferred
Why does the way a person treats the least preferred co-worker likely say the most about their style of leadership?
Think about your experiences working in groups. How did you feel about the least-preferre ...
MGMT331 LESSON 1Leader as a Visionary LESSON TO.docxAASTHA76
MGMT331 | LESSON 1
Leader as a Visionary
LESSON TOPICS
· History of Leadership
· Leadership Traits and Behaviors
· Situational Leadership
· Effective Task Leadership and the Leadership Process
KEY TERMS
· Behavior Theory
· Contingency Model
· Environmental Factors
· Functional Model
· “Great Man” Theory
· Leadership Process Model
· Least-preferred Coworker Model (Fiedler’s Contingency Model)
· Path-Goal Model
· Relationship Theory
· Situational Leadership Model
· Trait Theory
INTRODUCTION
In this lesson, we will survey the history of leadership and how various leadership theories have evolved over time into what is now perceived as one of today’s most prominent determinants of strategic organizational success and, additionally, a pertinent area for managerial development and growth. The demands for leadership today, along with the prevalence of continued research efforts in the field, clearly demonstrate the need for exploration of leader traits and behaviors. We will also consider how theories regarding certain situations, tasks, and follower behaviors have shaped the current state, and direction, of leadership research and practice.
History of Leadership
Have you ever faced a challenging situation? Have you ever guided others in accomplishing a common goal despite tough circumstances? The earliest research on leadership grew from studying excellent leaders who seemed to emerge amidst difficult situations, surmounting challenges, to unite followers to reach a common goal.
THEORIES
GREAT MAN THEORY
The “great man” theory asserted that born leaders possessed inherent qualities attributing to their success. Many trait theorists followed that line of reasoning and sought to identify common traits and skills leaders share. Those identified traits and skills have also evolved over time.
RELATIONSHIP THEORIES
Not only were researchers interested in the qualities great leaders were born with, they were also interested in their behaviors relative to the specific situations they faced. Leadership theorists eventually realized that follower behaviors and motivations were just as relevant as leader behaviors and skills. Therefore, they adopted a more proactive stance by suggesting that leaders could develop skills, traits, and styles and select the best style, or styles, based on situational factors. Additionally, relationship theories recognize that the motivation of both leaders and followers stems from the synergy between them. Awareness and nurturing of the follower-leader relationship result in truly effective leadership, cultivated by a team mentality of “we,” as opposed to “I.” Together, followers and leaders accomplish goals. As you reflect upon the evolution of leadership theories, do you think that leaders are born, made, or, perhaps, a combination of both? Do you think successful leadership requires an individual or a team?
Some believe Winston Churchill was born a leader, with inherent traits such as excellent communicatio.
We are all used to the concept of Intelligence quotient (IQ) for years, which is the outcome of standardized tests that are developed to measure and analyse the cognitive abilities of individuals, but according to Daniel Coleman is IQ enough measurement for people abilitiy to deliver on the job. Hence the concept of EQ, which is the ability to monitor one's own and other people's emotions, to discriminate between different emotions and use the emotional information to guide thinking and behaviors.
This presentation though not exhaustive, will provide insights into how best people and especially leaders are to cultivate their EQ for better relationship building and understanding.
Leadership (Organizational Behaviour and Human Resource Managemeent)
1. What is Leadership?
2. Characteristics of leadership
3. Leadership theories
4. Styles of Leadership
This video is very helpful in understanding the leadership styles in a better way:
https://youtu.be/XKUPDUDOBVo
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
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-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
-delineate characteristics, prevalence of exceptionality-evalua.docxgertrudebellgrove
-delineate characteristics, prevalence of exceptionality
-evaluate causes and concerns of each exceptionality
-critique and analyses component of the IEP
-identify and analyze instructional assessment and strategies to the individual with the exceptional needs
Follow the rubs. 4 DOUBLE SPACE with running head
.
-1st play name is READY STEADY YETI GO-2nd play name is INTO .docxgertrudebellgrove
-1st play name is "READY STEADY YETI GO"
-2nd play name is "INTO THE WOODS "
REVIEW PAPER GUIDELINES (3 pages,
Essay format) Introduction
Plot
What happens?
E.g., “Mother Courage follows the misadventures of Courage and her children over a ten year period during the 100 Years War...”
How does it happen?
E.g., “The play is built in a series of episodes, alternating personal struggles against a backdrop of the larger social/political struggles.”
What does it mean?
A one-two sentence that captures the essence of the action. In the case of Epic Theatre, this statement is primarily about the intended “lesson” of the play. E.g., “MC is about how capitalism inevitably leads to the corruption then destruction of society—from nations to families.”
Rhythm
Flow of the plots?
Character
Main character Description
E.g., “Courage is a middle-aged mother of three who will stop at nothing to exploit the financial opportunities she encounters. Her role in the play is ‘survivor.’ Her character is the ‘anti-mom’—a woman who sees her children (and other human beings) as a collection of debits and credits.”
Second Character Description
Thought—what are the ideas in the play
e.g., Mother Courage looks at the intersection of war and commerce and how one feeds off the other, to the destruction of land, civilization, and families. The ideas arise out of the work of Karl Marx. Summarize--
Historical (Where and When) Philosophical (What & Why)
Diction--
Summarize the language the playwright uses. How do the characters speak?
E.g., prose, poetry, cliché, long speeches, short, etc.?
7 of 8
Music—
is more than song, but the SOUND of the play. Describe the aural environment created and executed in the production.
Spectacle
—describe the visual environment of light and scenery created for the production, and their execution and relevance (e.g., it could look great but mean nothing, or it could look terrible but somehow it works!)
Conclusion
A paragraph about your particular feelings about the play—did it engage you? Were you changed, even a little? Goethe asked three questions—What was it trying to do? How well was it done? Was it worth doing? Answer these questions.
.
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Similar to MSL 6000, Psychological Foundations of Leadership 1 .docx
Leadership Experience Essay examples
Leadership Traits Essay example
Management And Leadership Essay example
Business Leadership Essay
Entrepreneurial Leadership Essay examples
What Makes a Leader? Essay
Effective Leadership Essay
Leadership Interview Essay
What is Leadership? Essay
Motivation and Leadership Essay
What Leadership Means to Me Essay
Definition Essay Leadership
Chapter 8:
Organization Leadership
Introduction
Great leaders exist in business, politics, the military, and even sports
Leadership can be used for good and for evil
Communication is a tool used to activate messages to followers
Leadership is a socially constructed phenomenon
Case Study: Charismatic Preacher
Reverend Jim Jones was a charismatic, influential preacher who led rapidly growing congregations throughout California
People were so inspired, that they donated their entire worldly possessions, traveled to South America, and built a community
Several years later, the Reverend leads a mass suicide of 909 people in his town of Jonestown, Guyana
Why would people be so committed to him that they would participate in a mass suicide?
What does this say about leadership?
Trait Approach to Leadership
If a person has certain traits, they will be a more effective leader
Big Five personality traits with leadership potential include:
Extraversion
Conscientiousness
Openness to experience
Ambition
Energy
The trait approach to leadership seems to be best able to predict leader emergence rather than leader effectiveness
There is a difference between possessing a trait and being perceived to possess a trait
4
Leadership Behaviors
The behavioral approach to leadership examines what leaders actually do and the behaviors leaders use to achieve their goals
It’s a matter of what you do (behavior theory), rather than who you are (trait theory) as a leader
Critical Thinking Questions – Traits and Behaviors
How does the perspective that leadership is something you do versus something you are change the responsibilities of a leader?
The University of Michigan and Ohio State Studies
Initiating Structure
Extent to which a leader defines and structures the roles of employees in the goal attainment effort
Production-oriented leaders have behavior similar to initiating structure
Consideration
Leader respects employees’ thoughts, ideas, and feelings, expresses appreciation and support, and develops an environment of mutual trust
Employee-oriented leaders also value consideration
Managerial Grid
Contingent Approaches to Leadership
Questions examined by contingency theorists include:
What are the situational factors that actually matter in leadership?
To what leadership styles do they best connect?
Least Preferred Co-Worker
Fiedler (1967) developed Least preferred co-worker (LPC) questionnaire
Rating “least” preferred coworker harshly = task-oriented leader
Rating “least” preferred coworker benevolently = relationship-oriented
Once individual leadership style is assessed, the situation is determined through three dimensions: 1) Leader-member relations 2) Task structure 3) Position power
Critical Thinking Questions – Least Preferred
Why does the way a person treats the least preferred co-worker likely say the most about their style of leadership?
Think about your experiences working in groups. How did you feel about the least-preferre ...
MGMT331 LESSON 1Leader as a Visionary LESSON TO.docxAASTHA76
MGMT331 | LESSON 1
Leader as a Visionary
LESSON TOPICS
· History of Leadership
· Leadership Traits and Behaviors
· Situational Leadership
· Effective Task Leadership and the Leadership Process
KEY TERMS
· Behavior Theory
· Contingency Model
· Environmental Factors
· Functional Model
· “Great Man” Theory
· Leadership Process Model
· Least-preferred Coworker Model (Fiedler’s Contingency Model)
· Path-Goal Model
· Relationship Theory
· Situational Leadership Model
· Trait Theory
INTRODUCTION
In this lesson, we will survey the history of leadership and how various leadership theories have evolved over time into what is now perceived as one of today’s most prominent determinants of strategic organizational success and, additionally, a pertinent area for managerial development and growth. The demands for leadership today, along with the prevalence of continued research efforts in the field, clearly demonstrate the need for exploration of leader traits and behaviors. We will also consider how theories regarding certain situations, tasks, and follower behaviors have shaped the current state, and direction, of leadership research and practice.
History of Leadership
Have you ever faced a challenging situation? Have you ever guided others in accomplishing a common goal despite tough circumstances? The earliest research on leadership grew from studying excellent leaders who seemed to emerge amidst difficult situations, surmounting challenges, to unite followers to reach a common goal.
THEORIES
GREAT MAN THEORY
The “great man” theory asserted that born leaders possessed inherent qualities attributing to their success. Many trait theorists followed that line of reasoning and sought to identify common traits and skills leaders share. Those identified traits and skills have also evolved over time.
RELATIONSHIP THEORIES
Not only were researchers interested in the qualities great leaders were born with, they were also interested in their behaviors relative to the specific situations they faced. Leadership theorists eventually realized that follower behaviors and motivations were just as relevant as leader behaviors and skills. Therefore, they adopted a more proactive stance by suggesting that leaders could develop skills, traits, and styles and select the best style, or styles, based on situational factors. Additionally, relationship theories recognize that the motivation of both leaders and followers stems from the synergy between them. Awareness and nurturing of the follower-leader relationship result in truly effective leadership, cultivated by a team mentality of “we,” as opposed to “I.” Together, followers and leaders accomplish goals. As you reflect upon the evolution of leadership theories, do you think that leaders are born, made, or, perhaps, a combination of both? Do you think successful leadership requires an individual or a team?
Some believe Winston Churchill was born a leader, with inherent traits such as excellent communicatio.
We are all used to the concept of Intelligence quotient (IQ) for years, which is the outcome of standardized tests that are developed to measure and analyse the cognitive abilities of individuals, but according to Daniel Coleman is IQ enough measurement for people abilitiy to deliver on the job. Hence the concept of EQ, which is the ability to monitor one's own and other people's emotions, to discriminate between different emotions and use the emotional information to guide thinking and behaviors.
This presentation though not exhaustive, will provide insights into how best people and especially leaders are to cultivate their EQ for better relationship building and understanding.
Leadership (Organizational Behaviour and Human Resource Managemeent)
1. What is Leadership?
2. Characteristics of leadership
3. Leadership theories
4. Styles of Leadership
This video is very helpful in understanding the leadership styles in a better way:
https://youtu.be/XKUPDUDOBVo
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
-delineate characteristics, prevalence of exceptionality-evalua.docxgertrudebellgrove
-delineate characteristics, prevalence of exceptionality
-evaluate causes and concerns of each exceptionality
-critique and analyses component of the IEP
-identify and analyze instructional assessment and strategies to the individual with the exceptional needs
Follow the rubs. 4 DOUBLE SPACE with running head
.
-1st play name is READY STEADY YETI GO-2nd play name is INTO .docxgertrudebellgrove
-1st play name is "READY STEADY YETI GO"
-2nd play name is "INTO THE WOODS "
REVIEW PAPER GUIDELINES (3 pages,
Essay format) Introduction
Plot
What happens?
E.g., “Mother Courage follows the misadventures of Courage and her children over a ten year period during the 100 Years War...”
How does it happen?
E.g., “The play is built in a series of episodes, alternating personal struggles against a backdrop of the larger social/political struggles.”
What does it mean?
A one-two sentence that captures the essence of the action. In the case of Epic Theatre, this statement is primarily about the intended “lesson” of the play. E.g., “MC is about how capitalism inevitably leads to the corruption then destruction of society—from nations to families.”
Rhythm
Flow of the plots?
Character
Main character Description
E.g., “Courage is a middle-aged mother of three who will stop at nothing to exploit the financial opportunities she encounters. Her role in the play is ‘survivor.’ Her character is the ‘anti-mom’—a woman who sees her children (and other human beings) as a collection of debits and credits.”
Second Character Description
Thought—what are the ideas in the play
e.g., Mother Courage looks at the intersection of war and commerce and how one feeds off the other, to the destruction of land, civilization, and families. The ideas arise out of the work of Karl Marx. Summarize--
Historical (Where and When) Philosophical (What & Why)
Diction--
Summarize the language the playwright uses. How do the characters speak?
E.g., prose, poetry, cliché, long speeches, short, etc.?
7 of 8
Music—
is more than song, but the SOUND of the play. Describe the aural environment created and executed in the production.
Spectacle
—describe the visual environment of light and scenery created for the production, and their execution and relevance (e.g., it could look great but mean nothing, or it could look terrible but somehow it works!)
Conclusion
A paragraph about your particular feelings about the play—did it engage you? Were you changed, even a little? Goethe asked three questions—What was it trying to do? How well was it done? Was it worth doing? Answer these questions.
.
-6th-Edition-Template-without-Abstract.dotWhat are Heuristics .docxgertrudebellgrove
-6th-Edition-Template-without-Abstract.dot
What are Heuristics and can it lead to bias?
Why is Maslow's Hierarchy a basic psychological stable? (Watch the video for better understanding and cite it)
How does FEAR keep you alive? (See emotions and feelings video)
Please write 300 or more words and APA to address the above concepts for week four.
.
- write one 5-7 page paper about All forms of Euthanasia are moral..docxgertrudebellgrove
- write one 5-7 page paper about All forms of Euthanasia are moral.
- Argumentative/Persuasive paper structure
- Include an introduction and conclusion. The main points of your paper should be identified in
the introduction.
- include at least three arguments to support the position
- Include at least one opposing argument against your topic
- times new roman font
- double spaced
- 12 point font size
- work cited page
.
-1st Play name is BERNHARDTHAMLET -2nd Play name is READY ST.docxgertrudebellgrove
-1st Play name is "BERNHARDT/HAMLET "
-2nd Play name is "READY STEADY YETI GO"
PREVIEW PAPER GUIDELINES
1. Title of Show
2. Playwright (and, if musical, Composer, Librettist)
3. Creative Team: Lead actors, Director, Designers (if musical, Choreographer and Music Director)
4. Venue: Broadway, Off-Broadway, College, etc. (incl. # of seats, cost of a regular ticket
5. Audience: (that is, what demographic is the production trying to attract?) Whom do you think would come and enjoy the performance?
Substantiate this claim by citing advertising evidence--type of ad, where it is advertised (e.g., NY Times, TimeOut New York, Internet, radio)
6. In one sentence, what's the story about?
7. In three sentences, what is your expectation? E.g., Deliriously excited? Modestly intrigued? Morbidly curious? Apathetic? Anxiously anticipating? Horrifically terrified? Dolefully dreading? And why?
.
. 1. Rutter and Sroufe identified _____________ as one of three impo.docxgertrudebellgrove
. 1. Rutter and Sroufe identified _____________ as one of three important areas of focus in the future of developmental psychopathology.
A. How cause and effect underlie childhood disorders
B. The role of the media in the life of the modern child.
C. Creating a stricter definition of normal behavior.
D. Fetal development’s influence on childhood behavior
2. Which of the following questions is not appropriate on a mental status exam?
A. What’s four times five?
B. Who’s the current president of the United States?
C. What day of the week is it today?
D. Who wrote the Harry Potter books?
3. State laws can influence decision making in all the following ways, except
A. who can legally provide consent for the child.
B. beneficence and maleficence
C. timelines for reporting suspected child abuse
D. custodial versus noncustodial parental rights
4. The transactional model was developed to
A. illustrate how even very disabled children are able to adapt to their environments.
B. analyze exactly which characteristics are passed from a caregiver to a child.
C. predict the future of a child’s development by analyzing past events and behaviors.
D. show how a child adapts to an environment and how the environment changes as a result.
5. All of the following are true concerning the APA 10 ethical standards except
A. the standards were useful in past decades but are no longer useful.
B. the standards address appropriate advertising and displays of public information.
C. the standards address matters pertaining to research and publication.
D. the standards assist professionals to resolve ethical issues.
6. Which of the following is true regarding the age of majority?
A. It’s 18 in 34 of the U.S. States.
B. It’s 19 years in all Canadian provinces.
C. It’s 18 years of age in every USA State
D. It’s not an important consideration for psychologists working with children.
7. In the context of Sue’s 2006 article on cultural competent treatment, gift giving refers to
A. giving a token gift to the client
B. rules about barbering
C. accepting a gift from the client
D. gifts of therapy, such as reduced tension
8. Which of the following is one of the guiding principle of the American Psychological Association (APA).
A. Generosity
B. Duplicity
C. Felicity
D. Integrity
9. Mash and Wolfe (2002) suggest three goals of assessment . Which of the following is not one of the goals?
A. Diagnosis
B. Treatment planning
C. Prognosis
D. Research
10. Using the K-3 Paradigm involves knowledge of
A. brain chemistry
B. the Diagnostic and Statistical Manual of Mental Disorders
C. a child’s family medical history
D. developmental expectations
12. Which of the following is true regarding a functional behavioral assessment?
A. An FBA assesses the degree to which a behavior exists.
B. An FBA is norms-based.
C. The FBA was developed to analyzed why a behavior exists.
D. The use of FBA has been discouraged by the American Psycholo.
-Prior to the Civil War, how did the (dominant) discourse over the U.docxgertrudebellgrove
-Prior to the Civil War, how did the (dominant) discourse over the United States’ future reach a crisis point? What were the arguments regarding the Constitutionality of slavery and notions of citizenship? How did relative definitions of liberty/freedom/equality become irreconcilable?
.
- Using the definition Awareness of sensation and perception to ex.docxgertrudebellgrove
- Using
the definition Awareness of sensation and perception to explain why or why not dolphins have consciousness
!
-
two to three paragraph explanation
-
Specify the definition you are using.
Then demonstrate appropriate application of that definition.
- You should describe the creature you are exploring and its behavior for those unfamiliar with it.
- Stick to behaviors that are relevant to whether the creature has consciousness or not under your chosen definition.
- The behavior must be observable! You declaring that a creature "looks fearful/happy/sad" is not on observation, it's an opinion.
- Present arguments that illustrates your position.
* For example, "Research has shown (citation if available can help) that Orangutans can recognize themselves in the mirror and realize the image they see is a reflection of themselves. This suggests they have awareness of their themselves as separate from the environment and others."
.
- should include an introduction to the environmental issue and its .docxgertrudebellgrove
- should include an introduction to the environmental issue and its location
- next portion should be about the opposing views (atleast 3 cons. and 3 possible solutions to the cons) The cons needs to be focused on the environmental impact of the problem, not just how it's affecting humans. What is it doing to the ecosystems?
- must be 4 pages double-spaced not including references and include in-text citation
-not opinion based!!
.
- FIRST EXAM SPRING 20201. Describe how the view of operations.docxgertrudebellgrove
- FIRST EXAM SPRING 2020
1. Describe how the view of operations as a process can be applied to the following:
a. Acquisition of another company
b. Marketing Research for a New Product
c. Design of an Information System
2. An operations manager was heard complaining
“My boss never listens to me ----- all the boss wants from me is to avoid making waves. I rarely get any capital to improve operations. Also, we do not have weekly, biweekly or even monthly meetings with our product managers, supply chain department, customer service or the sales department. We only meet with the accounting and finance departments when there are issues with the monthly budgets. Furthermore, our department has interacted with information service department about four times in past fiscal year”
Please assess the following:
a. Whether this business has a business strategy ?
b. Does it have an operations strategy?
c. What would you recommend?
3. Firm A has recorded the following costs in 2018:
Incoming materials and inspection $20,000
Training of Personnel $40,000
Warranty $45,000
Process Planning $15,000
Scrap $13,000
Quality Laboratory $30,000
Rework $25,000
Allowances $10,000
Complaints $14,000
a. What are the Prevention, Appraisal, Internal Failure and External Failure costs?
b. What inferences can you draw on Quality Measures taken by Firm A?
c. What would you recommend to improve quality programs in Firm A?
d. What initiatives should Firm A implement for 2019 and 2020?
4. Please explain the House of Quality (QFD) as discussed in class.
5. A certain process is under statistical control and has a mean value of 130 and a standard deviation of 8. The specifications for the process are:
a. USL (upper specification limit) = 150
b. LSL(lower specification limit) =100
a. Calculate the cp and cpk
b. Which of these indices is a better measure of process capability and why?
c. Assuminng a normal distribution what percentage of output is expected to fall ourside the specification. Why is it important to know this?
d. What would you recommend?
2
Chapter 7
Government Ethics
and the Law
William A. Myers, Ph.D.
Learning Objectives (1 of 2)
• Describe some of the reasons why there has
been a loss of trust in government.
• Explain the purpose of various government
committees on ethics.
• Discuss how public policy protects the rights of
citizens.
Learning Objectives (2 of 2)
• Describe federal laws designed to protect each
individual’s rights.
• Explain the concept of political malpractice.
• Understand the importance of ethics in public
service.
Let every American, every lover of liberty, every
well wisher to his posterity, swear by the blood
of the Revolution, never to violate in the least
particular, the laws of the country; and never to
tolerate their violation by others.
—Abraham Lincoln
Executive Branch:
U.S. Office of Government Ethics
• Exercises leadership .
- Considering the concepts, examples and learning from the v.docxgertrudebellgrove
- Considering the concepts, examples and learning from the various modules you have attended this year, summarise and reflect on in a critical way what you think are the key elements (both internal and external to businesses) that organisations should consider to develop and grow responsibly and effectively in today’s economy.
.
- Discuss why a computer incident response team (CIRT) plan is neede.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- Discuss why a computer incident response team (CIRT) plan is n.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- Confidence intervals for a population mean, standard deviation kno.docxgertrudebellgrove
- Confidence intervals for a population mean, standard deviation known
- Confidence intervals for a population mean, standard deviation unknown
-Confidence intervals for population proportion
- Confidence intervals for a standard deviation
.
) Create a new thread. As indicated above, select two tools describ.docxgertrudebellgrove
) Create a new thread. As indicated above, select two tools described in chapter 7 from different categories, and describe how these tools could be used to develop a policy for optimizing bus and local train schedules to minimize energy use and passenger wait times in a SmartCity environment.
tools
•Visualization
•Argumentation
•eParticipation
•Opinion mining
•Simulation
•Serious games
•Tools specifically designed for policy makers
•Persuasive
•Social network analysis (SNA)
•Big data analytics
•Semantics and linked data
.
(Write 3 to 4 sentences per question) 1. Describe one way y.docxgertrudebellgrove
(Write 3 to 4 sentences per question)
1.
Describe one way you can leverage any strengths you have in research and information literacy to promote your success.
Consider successes, lessons learned, or skills you have gained as a result of your past academic, personal, or professional experiences.
2.
1.
Why do you think it is important to use source materials to support your viewpoints?
Why is it important that the sources you use in your coursework be scholarly sources?
.
( America and Venezuela) this is a ppt. groups assignment. Below is .docxgertrudebellgrove
( America and Venezuela) this is a ppt. groups assignment. Below is my part.
Explain how an American would apply the knowledge of verbal and nonverbal communication to foster effective cross-cultural communication within the selected country.
Lastly, summarize how cultural differences affect cross-cultural communications.
.
++ 2 PAGES++Topic Make a bill to legalize all felon has the rig.docxgertrudebellgrove
++ 2 PAGES++
Topic: Make a bill to legalize all felon has the right to vote with no condition (become a green state) https://www.aclu.org/issues/voting-rights/voter-restoration/felony-disenfranchisement-laws-map
Guideline: **only do part 2 (3-55)** follow guideline on this website: https://leg.wa.gov/CodeReviser/Documents/2019BillDraftingGuide.pdf
additional websites (or you can search more info beside the websites i provide):
https://www.sos.wa.gov/elections/voters/felons-and-voting-rights.aspxhttps://www.sos.wa.gov/elections/voter-eligibility.aspx
.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
MSL 6000, Psychological Foundations of Leadership 1 .docx
1. 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
2. 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
3. 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-
4. 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’ personal perceptions, values, and beliefs influence the
decisions they make in an organization and
the decisions made by those they are influencing.
Not only must leaders understand their own behaviors and what
might be best for their organization, but they
must also understand what drives and motivates their followers.
Human capital refers to how people vary in
their experiences, learning abilities, and emotions. Each person
is different and unique and evolves at his or
her own pace. Leaders must understand that the people they are
leading are likely at different levels of their
human development so a one-size-fits-all approach to leadership
may not be effective. Understanding the
skills, knowledge, and experiences (i.e., the human capital) of
their employees will allow successful leaders to
utilize tools such as coaching to further develop their teams.
Understanding people is just one element required to become a
successful leader. Leaders must also
understand themselves and their own experiences, learning
5. abilities, and emotions. Leadership is built on the
leader’s experiences, knowledge, perceptions, values, and
beliefs. No two leaders will be exactly alike.
Leadership is constantly changing. Someone who was
considered a good leader 20 years ago might not be a
good leader today. In the past, charisma and intelligence were
the psychological traits most valued in
leadership. Today, as leaders continue to develop, a new
psychology of leadership has emerged that focuses
on effective leaders understanding the values, opinions, and
skill sets of their followers. Effective leaders are
those who can shape and nurture the actions of their followers.
This differs significantly from the past
psychology of leadership, which was top-down and autocratic in
nature.
The psychology of leadership in the 21st century focuses on
leaders’ ability to forecast the actions of their
followers through consensus, collaboration, and communication.
Leaders who have a solid understanding of
their followers and what motivates them to succeed will be well
on their way to becoming successful leaders.
Are leaders born or developed? There are valid arguments on
both sides of this question; however, what we
do know is to be successful, leaders need to be fluid and
continually evolving.
Leaders have little stability and are in constant change; some
refer to this as a fundamental change. One
paradigm shift has been leaders moving from being controllers
to facilitators (Daft, 2018). Gone is the belief
that leaders rule with strict enforcements without flexibility. As
technology continues to change how we
interact, so has the philosophy of how we think and lead. Some
leaders still resist change in many forms.
6. Daft’s Definition of LEADERSHIP:
“An influence relationship among
leaders and followers who intend real
changes and outcomes that reflect
their shared purposes”
(Daft, 2018, p. 5)
MSL 6000, Psychological Foundations of Leadership 3
UNIT x STUDY GUIDE
Title
“Jim Collins, author of Good to Great and Great by Choice,
calls this new breed ‘Level 5 leaders’” (Daft, 2018,
p. 13). These Level 5 Leaders, instead of having strong egos
and larger-than-life personalities, seem shy and
unconcerned with being in the spotlight. These leaders focus on
the needs of their organization over their own
personal needs (Daft, 2018). These leaders also take full
accountability and responsibility for both their own
actions and the actions of their organization. The relevance of
this matters because one of the greatest
challenges facing leaders today is the ever-changing world we
live in that demands an ever-changing theory
7. of leadership. All leaders should evolve. Can you think of a
good example of a leader who evolved over time
and became better with his or her leadership skills?
To best understand the foundations of leadership, a closer look
at the leadership approaches and theories are
warranted. First, we will examine the contingency model. Daft
(2018) states that “contingency means that one
thing depends on other things, and for a leader to be effective
there must be an appropriate fit between the
leader’s behavior and style and the conditions in the situation”
(p. 66). Realistically, there is no one-way-fits-all
model for leaders. What works for one leader may not be
effective for the other. Daft (2018) notes that Hersey
and Blanchard broadened contingency through the
developmental study labeled situational theory, which
describes four different leadership styles:
S1: directing style,
S2: coaching style,
S3: supporting style, and
S4: entrusting style.
Let it be noted that Hersey and Blanchard’s situational model
favors followers’ characteristics with each
quadrant evaluated per particular situation.
Fiedler’s contingency model matches the leadership style
(personal characteristics and motivation) with the
most favorable situation posed to a group. This means that
personality can play a dominant role in the
situation and the group dynamics. The origin of Fiedler’s theory
is to identify your leadership style as being
8. naturally relationship-focused or naturally task-focused and
then to analyze the situation to determine the
most effective leadership style needed to resolve matters (Daft,
2018).
S1: Directing
Style
• Demonstrates
high concern for
tasks
• Demonstrates
low concern for
relationships
• Provides
detailed
instructions
• Closely
supervises
performance
S2: Coaching
Style
• Demonstrates
high concern for
tasks
• Demonstrates
high concern for
relationships
9. • Provides both
instruction and
support
• Explains
decisions
S3: Supporting
Style
• Demonstrates
high concern for
relationships
• Demonstrates
low concern for
tasks
• Urges creativity
and participation
S4: Entrusting
Style
• Demonstrates
low concern for
relationships
• Demonstrates
low concern for
tasks
• Provides little
direction and
support
10. Situational model of leadership
(Daft, 2018)
MSL 6000, Psychological Foundations of Leadership 4
UNIT x STUDY GUIDE
Title
An additional theory is the path-goal theory, which states that a
leader’s chosen style directly relates to a
reward or compensation (Daft, 2018). The path-goal theory was
first developed in 1971 by psychologist
Robert House. Later, in 1996, House updated the major
elements detailing the theory. The commonality of
the theory is simply that there are three ways to enable
individuals (as illustrated below).
Note that each of these paths are directives through either the
supportive, directive, participative, and/or
achievement-oriented leadership approach. For example,
companies like Apple give bonuses for good work
in addition to a salary.
Lastly, the Vroom-Jago model “focuses specifically on varying
degrees of participative leadership and how
each level of participation influences the quality and
11. accountability of decisions” (Daft, 2018, p. 81). The three
major components of the Vroom-Jago model are:
Help individuals not
only identify their goals
but assist in achieving
them.
Overall performance
will advance quickly
through the removal of
any obstacles.
The objective is to
receive rewards
periodically (too often
will defeat the purpose
of the theory).
Three ways of enabling individuals
(Daft, 2018)
Diagnostic
Questions
to Analyze
a Decision
Leader
Participation
12. Styles
Series of
Decision
Rules
Vroom-Jago model
(Daft, 2018)
MSL 6000, Psychological Foundations of Leadership 5
UNIT x STUDY GUIDE
Title
The Vroom-Jago model allows the leader’s preference based on
contingencies of quality, commitment,
knowledge, and expertise (Daft, 2018). Time, development, and
needed adjustments to particular situations
are taken into consideration. Each leadership approach and
respective model has a critical role in the
development and understanding of a leader and leadership. A
deeper understanding of the characteristics
and styles increases the effectiveness of developing attainable
skills to be a successful leader. It is important
to note that most leaders develop their skills and traits over
time, trusting their followers and focusing on being
continuous lifelong learners.
13. Reflecting on leadership approaches and models, we can look at
one company that is known for its
leadership: Disney. Walt Disney was an innovative leader. Walt
was involved in leadership but also gave
detailed insight for the creative process. Many of the
innovations Walt developed still remain today in the
parks, such as the Enchanted Tiki Room and the Carousel of
Progress. Many wonder if Walt Disney was ever
really focused on company profits as it seemed he was mostly
concerned with creating new and innovative
products. Disney has gone through several different leaders—all
with varying approaches—over the years.
Each leader has brought different strengths and weaknesses
while overseeing the company. Robert Igor is
the current leader at Disney. While Igor has traits that compare
to those of Disney himself, Igor is clearly
using a different approach for his leadership. Igor is mainly
concerned with the bigger picture of Disney
Corporation and what it takes to maintain profitability. Igor
does not actively participate in the artistic and
creative processes but, instead, relies on others for guidance.
Some may attempt to compare Robert Igor, the
current leader, to Walt Disney, the first leader and founder, but
the two leaders are different—as are their
approaches to leadership. If Walt Disney was still here with us
today, we might see a different leadership
approach and model used by Disney himself. This example
illustrates that two leaders can use different
approaches focusing on individual concerns/interests and yet
both be successful.
As we conclude Unit I, reflect on the idea that no two leaders
are exactly the same. There is not one particular
model or theory that can be applied to every single situation. It
is critical that you learn to evaluate all the
information you are learning to practically (and slowly) apply it
14. to your everyday and long-term goals. This
course will hopefully support you in that journey!
Reference
Daft, R. L. (with Lane, P. G.). (2018). The leadership
experience (7th ed.). Boston, MA: Cengage Learning.
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in
their course of study. You are not required to
submit these to your instructor but are encouraged to keep a
copy for your personal files. If you have
questions, contact your instructor for further guidance and
information.
Apply the Concepts: Take the Self-Assessment!
You might be wondering, “How am I going to use this
information?” The first step in understanding how these
leadership concepts pertain to you is to explore what type of
leader you are or what type of leadership
qualities you possess. This will support your search and journey
in becoming a stronger leader.
To take the Chapter 1 and 3 Self-Assessments, click on Unit I in
the course navigation menu, and then click
on Nongraded Learning Activities. Here, you will find different
assessment tools. To get the most out of these
tools as you use them, take notes in order to track your
progress. Ask yourself:
15. qualities?
t are some things that might motivate me to focus on
improving my leadership skills?
Course Learning Outcomes for Unit IReading AssignmentUnit
LessonLearning Activities (Nongraded)Apply the Concepts:
Take the Self-Assessment!
bgloss.indd 312 11/26/2015 7:40:39 PM
Managing and Using
Information Systems
A STRATEGIC APPROACH
Sixth Edition
Keri E. Pearlson
KP Partners
Carol S. Saunders
W.A. Franke College of Business
Northern Arizona University
Dr. Theo and Friedl Schoeller Research Center for Business
16. and Society
Dennis F. Galletta
Katz Graduate School of Business
University of Pittsburgh, Pittsburgh, PA
ffirs.indd 1 12/1/2015 12:34:39 PM
VICE PRESIDENT & DIRECTOR George Hoffman
EXECUTIVE EDITOR Lise Johnson
DEVELOPMENT EDITOR Jennifer Manias
ASSOCIATE DEVELOPMENT EDITOR Kyla Buckingham
SENIOR PRODUCT DESIGNER Allison Morris
MARKET SOLUTIONS ASSISTANT Amanda Dallas
SENIOR DIRECTOR Don Fowley
PROJECT MANAGER Gladys Soto
PROJECT SPECIALIST Nichole Urban
PROJECT ASSISTANT Anna Melhorn
EXECUTIVE MARKETING MANAGER Christopher DeJohn
ASSISTANT MARKETING MANAGER Puja Katariwala
ASSOCIATE DIRECTOR Kevin Holm
SENIOR CONTENT SPECIALIST Nicole Repasky
PRODUCTION EDITOR Loganathan Kandan
This book was set in 10/12 Times Roman by SPi Global and
printed and bound by Courier Kendallville.
This book is printed on acid free paper.
Founded in 1807, John Wiley & Sons, Inc. has been a valued
source of knowledge and understanding for more than 200
years, helping people
around the world meet their needs and fulfill their aspirations.
Our company is built on a foundation of principles that include
18. academic year. These copies are licensed and may not be sold
or transferred to a third party. Upon completion of the review
period, please
return the evaluation copy to Wiley. Return instructions and a
free of charge return shipping label are available at:
www.wiley.com/go/
returnlabel. If you have chosen to adopt this textbook for use in
your course, please accept this book as your complimentary
desk copy.
Outside of the United States, please contact your local sales
representative.
ISBN: 978-1-119-24428-8 (BRV)
ISBN: 978-1-119-24807-1 (EVALC)
Library of Congress Cataloging-in-Publication Data
Names: Pearlson, Keri E. | Saunders, Carol S. | Galletta, Dennis
F.
Title: Managing and using information systems: a strategic
approach / Keri
E. Pearlson, Carol S. Saunders, Dennis F. Galletta.
Description: 6th edition. | Hoboken, NJ : John Wiley & Sons,
Inc., [2015] |
Includes index.
Identifiers: LCCN 2015041210 (print) | LCCN 2015041579
(ebook) | ISBN 9781119244288 (loose-leaf : alk. paper) |
ISBN 9781119255208 (pdf) | ISBN 9781119255246 (epub)
Subjects: LCSH: Knowledge management. | Information
technology—Management. |
Management information systems. | Electronic commerce.
Classification: LCC HD30.2 .P4 2015 (print) | LCC HD30.2
(ebook) | DDC 658.4/038011—dc23
LC record available at http://lccn.loc.gov/2015041210
Printing identification and country of origin will either be
included on this page and/or the end of the book. In addition, if
19. the ISBN on this
page and the back cover do not match, the ISBN on the back
cover should be considered the correct ISBN.
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
ffirs.indd 2 12/1/2015 12:34:39 PM
http://www.wiley.com/go/citizenship
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http://www.wiley.com/go/permissions
http://www.wiley.com/go/permissions
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http://lccn.loc.gov/2015041210
To Yale & Hana
To Rusty, Russell, Janel & Kristin
To Carole, Christy, Lauren, Matt, Gracie, and Jacob
ffirs.indd 3 12/1/2015 12:34:39 PM
iv
Information technology and business are becoming
inextricably interwoven. I don ’ t think anybody can talk
meaningfully about one without the talking about the other.
Bill Gates
Microsoft 1
20. I ’ m not hiring MBA students for the technology you learn
while in school, but for your ability to learn about, use
and subsequently manage new technologies when you get out .
IT Executive
Federal Express 2
Give me a fi sh and I eat for a day; teach me to fi sh and I eat
for a lifetime .
Proverb
Managers do not have the luxury of abdicating participation in
decisions regarding information systems (IS).
Managers who choose to do so risk limiting their future
business options. IS are at the heart of virtually every
business interaction, process, and decision, especially when the
vast penetration of the Web over the last 20 years
is considered. Mobile and social technologies have brought IS
to an entirely new level within fi rms and between
individuals in their personal lives. Managers who let someone
else make decisions about their IS are letting
someone else make decisions about the very foundation of their
business. This is a textbook about managing and
using information written for current and future managers as a
way to introduce the broader implications of the
impact of IS.
The goal of this book is to assist managers in becoming
knowledgeable participants in IS decisions. Becoming
a knowledgeable participant means learning the basics and
feeling comfortable enough to ask questions. It does
not mean having all the answers or having a deep understanding
of all the technologies out in the world today. No
text will provide managers everything they need to know to
21. make important IS decisions. Some texts instruct on
the basic technical background of IS. Others discuss
applications and their life cycles. Some take a comprehensive
view of the management information systems (MIS) fi eld and
offer readers snapshots of current systems along with
chapters describing how those technologies are designed, used,
and integrated into business life.
This book takes a different approach. It is intended to provide
the reader a foundation of basic concepts relevant
to using and managing information. This text is not intended to
provide a comprehensive treatment on any one
aspect of MIS, for certainly each aspect is itself a topic of many
books. This text is not intended to provide readers
enough technological knowledge to make them MIS experts. It
is not intended to be a source of discussion of any
particular technology. This text is written to help managers
begin to form a point of view of how IS will help or
hinder their organizations and create opportunities for them.
The idea for this text grew out of discussions with colleagues
in the MIS area. Many faculties use a series of
case studies, trade and popular press readings, and Web sites to
teach their MIS courses. Others simply rely on one
of the classic texts, which include dozens of pages of diagrams,
frameworks, and technologies. The initial idea for
this text emerged from a core MIS course taught at the business
school at the University of Texas at Austin. That
course was considered an “appetizer” course—a brief
introduction into the world of MIS for MBA students. The
course had two main topics: using information and managing
information. At the time, there was no text like this
Preface
1 Bill Gates, Business @ the Speed of Thought. New York:
22. Warner Books, Inc. 1999.
2 Source: Private conversation with one of the authors.
fpref.indd 4 11/27/2015 4:21:12 PM
vPreface
one; hence, students had to purchase thick reading packets made
up of articles and case studies to provide them the
basic concepts. The course was structured to provide general
MBA students enough knowledge of the MIS field so
that they could recognize opportunities to use the rapidly
changing technologies available to them. The course was
an appetizer to the menu of specialty courses, each of which
went much more deeply into the various topics. But
completion of the appetizer course meant that students were
able to feel comfortable listening to, contributing to,
and ultimately participating in IS decisions.
Today, many students are digital natives—people who have
grown up using information technologies (IT) all
of their lives. That means that students come to their courses
with significantly more knowledge about things such
as tablets, apps, personal computers, smartphones, texting, the
Web, social networking, file downloading, online
purchasing, and social media than their counterparts in school
just a few years ago. This is a significant trend
that is projected to continue; students will be increasingly
knowledgeable the personal use of technologies. That
knowledge has begun to change the corporate environment.
Today’s digital natives expect to find in corporations
IS that provide at least the functionality they have at home. At
the same time, these users expect to be able to work
in ways that take advantage of the technologies they have grown
23. to depend on for social interaction, collaboration,
and innovation. We believe that the basic foundation is still
needed for managing and using IS, but we understand
that the assumptions and knowledge base of today’s students is
significantly different.
Also different today is the vast amount of information amassed
by firms, sometimes called the “big data” prob-
lem. Organizations have figured out that there is an enormous
amount of data around their processes, their interac-
tions with customers, their products, and their suppliers. These
organizations also recognize that with the increase
in communities and social interactions on the Web, there is
additional pressure to collect and analyze vast amounts
of unstructured information contained in these conversations to
identify trends, needs, and projections. We believe
that today’s managers face an increasing amount of pressure to
understand what is being said by those inside and
outside their corporations and to join those conversations
reasonably and responsibly. That is significantly different
from just a few years ago.
This book includes an introduction, 13 chapters of text and mini
cases, and a set of case studies, supplemental
readings, and teaching support on a community hub at
http://pearlsonandsaunders.com. The Hub provides faculty
members who adopt the text additional resources organized by
chapter, including recent news items with teaching
suggestions, videos with usage suggestions, blog posts and
discussions from the community, class activities, addi-
tional cases, cartoons, and more. Supplemental materials,
including longer cases from all over the globe, can be
found on the Web. Please visit
http://www.wiley.com/college/pearlson or the Hub for more
information.
24. The introduction to this text defends the argument presented in
this preface that managers must be knowledge-
able participants in making IS decisions. The first few chapters
build a basic framework of relationships among
business strategy, IS strategy, and organizational strategy and
explore the links among them. The strategy chapters
are followed by ones on work design and business processes
that discuss the use of IS. General managers also need
some foundation on how IT is managed if they are to
successfully discuss their next business needs with IT pro-
fessionals who can help them. Therefore, the remaining chapters
describe the basics of information architecture
and infrastructure, IT security, the business of IT, the
governance of the IS organization, IS sourcing, project
management, business analytics, and relevant ethical issues.
Given the acceleration of security breaches, readers will find a
new chapter on IS security in this sixth edition of
the text. Also, the material on analytics and “big data” has been
extensively updated to reflect the growing impor-
tance of the topic. Further, the chapter on work design has been
reorganized and extensively revised. Each of the
other chapters has been revised with newer concepts added,
discussions of more current topics fleshed out, and old,
outdated topics removed or at least their discussion shortened.
Similar to the fifth edition, every chapter begins with a
navigation “box” to help the reader understand the flow
and key topics of the chapter. Further, most chapters continue to
have a Social Business Lens or a Geographic Lens
feature. The Social Business Lens feature reflects on an issue
related to the chapter’s main topic but is enabled by or
fundamental to using social technologies in the enterprise. The
Geographic Lens feature offers a single idea about
a global issue related to the chapter’s main topic.
25. No text in the field of MIS is completely current. The process of
writing the text coupled with the publication
process makes a book somewhat out‐of‐date prior to delivery to
its audience. With that in mind, this text is written
fpref.indd 5 11/27/2015 4:21:12 PM
http://pearlsonandsaunders.com
http://www.wiley.com/college/pearlson
vi Preface
to summarize the “timeless” elements of using and managing
information. Although this text is complete in and
of itself, learning is enhanced by combining the chapters with
the most current readings and cases. Faculty are
encouraged to read the news items on the faculty Hub before
each class in case one might be relevant to the topic of
the day. Students are encouraged to search the Web for
examples related to topics and current events and bring them
into the discussions of the issues at hand. The format of each
chapter begins with a navigational guide, a short case
study, and the basic language for a set of important management
issues. These are followed by a set of managerial
concerns related to the topic. The chapter concludes with a
summary, key terms, a set of discussion questions, and
case studies.
Who should read this book? General managers interested in
participating in IS decisions will find this a good
reference resource for the language and concepts of IS.
Managers in the IS field will find the book a good resource
for beginning to understand the general manager’s view of how
IS affect business decisions. And IS students will
be able to use the book’s readings and concepts as the beginning
26. in their journey to become informed and success-
ful businesspeople.
The information revolution is here. Where do you fit in?
Keri E. Pearlson, Carol S. Saunders, and Dennis F. Galletta
fpref.indd 6 11/27/2015 4:21:12 PM
vii
Books of this nature are written only with the support of many
individuals. We would like to personally thank
several individuals who helped with this text. Although we ’ ve
made every attempt to include everyone who helped
make this book a reality, there is always the possibility of
unintentionally leaving some out. We apologize in
advance if that is the case here.
Thank you goes to Dr. William Turner of LeftFour , in Austin,
Texas, for help with the infrastructure and
architecture concepts and to Alan Shimel, Editor‐in‐Chief at
DevOps.com for initial ideas for the new security
chapter.
We also want to acknowledge and thank pbwiki.com. Without
its incredible and free wiki, we would have been
relegated to e‐mailing drafts of chapters back and forth, or
saving countless fi les in an external drop box without
any opportunity to include explanations or status messages. For
this edition, as with earlier editions, we wanted to
use Web 2.0 tools as we wrote about them. We found that
having used the wiki for our previous editions, we were
able to get up and running much faster than if we had to start
27. over without the platform.
We have been blessed with the help of our colleagues in this
and in previous editions of the book. They
helped us by writing cases and reviewing the text. Our thanks
continue to go out to Jonathan Trower, Espen
Andersen, Janis Gogan, Ashok Rho, Yvonne Lederer Antonucci,
E. Jose Proenca, Bruce Rollier, Dave Oliver, Celia
Romm, Ed Watson, D. Guiter, S. Vaught, Kala Saravanamuthu,
Ron Murch, John Greenwod, Tom Rohleder, Sam
Lubbe, Thomas Kern, Mark Dekker, Anne Rutkowski, Kathy
Hurtt, Kay Nelson, Janice Sipior, Craig Tidwell, and
John Butler. Although we cannot thank them by name, we also
greatly appreciate the comments of the anonymous
reviewers who have made a mark on this edition.
The book would not have been started were it not for the initial
suggestion of a wonderful editor in 1999 at John
Wiley & Sons, Beth Lang Golub. Her persistence and patience
helped shepherd this book through many previous
editions. We also appreciate the help of our current editor, Lise
Johnson. Special thanks go to Jane Miller, Gladys
Soto, Loganathan Kandan, and the conscientious JaNoel Lowe
who very patiently helped us through the revision
process. We also appreciate the help of all the staff at Wiley
who have made this edition a reality.
We would be remiss if we did not also thank Lars Linden for
the work he has done on the Pearlson and Saunders
Faculty Hub for this book. Our vision included a Web‐based
community for discussing teaching ideas and post-
ing current articles that supplement this text. Lars made that
vision into a reality starting with the last edition and
continuing through the present. Thank you, Lars!
From Keri: Thank you to my husband, Yale, and my daughter,
28. Hana, a business and computer science student at
Tulane University. Writing a book like this happens in the white
space of our lives—the time in between everything
else going on. This edition came due at a particularly frenetic
time, but they listened to ideas, made suggestions, and
celebrated the book ’ s completion with us. I know how lucky I
am to have this family. I love you guys!
From Carol: I would like to thank the Dr. Theo and Friedl
Schoeller Research Center of Business and Society for
their generous support of my research. Rusty, thank you for
being my compass and my release valve. I couldn ’ t do
it without you. Paraphrasing the words of an Alan Jackson song
(“Work in Progress”): I may not be what you want
me to be, but I ’ m trying really hard. Just be patient because I ’
m a work in progress. I love you, Kristin, Russell,
and Janel very much!
From Dennis: Thanks to my terrifi c family: my wife Carole,
my daughters Christy and Lauren, and my grand-
daughter Gracie. Also thanks to Matt and Jacob, two lovable
guys who take wonderful care of my daughters. Finally,
thanks to our parents and sisters ’ families. We are also blessed
with a large number of great, caring neighbors whom
we see quite often. I love you all, and you make it all
worthwhile!
Acknowledgments
fack.indd 7 11/27/2015 4:24:53 PM
viii
Dr. Keri E. Pearlson is President of KP Partners , an advisory
29. services fi rm working with business leaders on issues
related to the strategic use of information systems (IS) and
organizational design. She is an entrepreneur, teacher,
researcher, consultant, and thought leader. Dr. Pearlson has held
various positions in academia and industry. She
has been a member of the faculty at the Graduate School of
Business at the University of Texas at Austin where she
taught management IS courses to MBAs and executives and at
Babson College where she helped design the popular
IS course for the Fast Track MBA program. Dr. Pearlson has
held positions at the Harvard Business School, CSC,
nGenera (formerly the Concours Group), AT&T , and Hughes
Aircraft Company . While writing this edition, she was
the Research Director for the Analytics Leadership Consortium
at the International Institute of Analytics and was
named the Leader of the Year by the national Society of
Information Management (SIM) 2014.
Dr. Pearlson is coauthor of Zero Time: Providing Instant
Customer Value—Every Time, All the Time (John
Wiley, 2000). Her work has been published in numerous places
including Sloan Management Review, Academy
of Management Executive, and Information Resources
Management Journal . Many of her case studies have been
published by Harvard Business Publishing and are used all over
the world. She currently writes a blog on issues at
the intersection of IT and business strategy. It ’ s available at
www.kppartners.com.
Dr. Pearlson holds a Doctorate in Business Administration
(DBA) in Management Information Systems from
the Harvard Business School and both a Master ’ s Degree in
Industrial Engineering Management and a Bachelor ’ s
Degree in Applied Mathematics from Stanford University.
Dr. Carol S. Saunders is Research Professor at the W. A.
30. Franke College of Business, Northern Arizona
University in Flagstaff, Arizona, and is a Schoeller Senior
Fellow at the Friedrich‐Alexander University of
Erlangen‐Nuremberg, Germany. She served as General
Conference Chair of the International Conference on
Information Systems (ICIS) in 1999 and as Program Co‐Chair of
the Americas Conference of Information
Systems (AMCIS) in 2015. Dr. Saunders was the Chair of the
ICIS Executive Committee in 2000. For three
years, she served as Editor‐in‐Chief of MIS Quarterly . She is
currently on the editorial boards of Journal
of Strategic Information Systems and Organization Science
and serves on the advisory board of Business &
Information Systems Engineering. Dr. Saunders has been
recognized for her lifetime achievements by the
Association of Information Systems (AIS) with a LEO award
and by the Organizational Communication and
Information Systems Division of the Academy of Management.
She is a Fellow of the AIS.
Dr. Saunders ’ current research interests include the impact of
IS on power and communication, overload,
virtual teams, time, sourcing, and interorganizational linkages.
Her research is published in a number of journals
including MIS Quarterly, Information Systems Research,
Journal of MIS, Communications of the ACM, Journal
of Strategic Information Systems, Journal of the AIS, Academy
of Management Journal, Academy of Management
Review, Communications Research , and Organization Science
.
Dr. Dennis F. Galletta is Professor of Business Administration
at the Katz Graduate School of Business,
University of Pittsburgh in Pennsylvania. He is also the
Director of the Katz School ’ s doctoral program and has
taught IS Management graduate courses in Harvard ’ s summer
31. program each year since 2009. He obtained his
doctorate from the University of Minnesota in 1985 and is a
Certifi ed Public Accountant. Dr. Galletta served as
President of the Association of Information Systems (AIS) in
2007. Like Dr. Saunders, he is both a Fellow of
the AIS and has won a LEO lifetime achievement award. He was
a member of the AIS Council for fi ve years.
He also served in leadership roles for the International
Conference on Information Systems (ICIS): Program
Co‐Chair in 2005 (Las Vegas) and Conference Co‐Chair in 2011
(Shanghai); as Program Co‐Chair for the
About the Authors
fabout.indd 8 11/27/2015 4:25:42 PM
http://www.kppartners.com
ixAbout the Authors
Americas Conference on Information Systems (AMCIS) in
2003 (Tampa, Florida) and Inaugural Conference
Chair in 1995 (Pittsburgh). The Pittsburgh conference had
several “firsts” for an IS conference, including the first
on‐line submissions, reviews, conference registration and
payment, placement service, and storage of all papers
in advance on a website. Dr. Galletta served as ICIS Treasurer
from 1994 to 1998 and Chair of the ICIS Execu-
tive Committee in 2012. He taught IS courses on the Fall 1999
Semester at Sea voyage (Institute for Shipboard
Education) and established the concept of Special Interest
Groups in AIS in 2000. In 2014, he won an Emerald
Citation of Excellence for a co‐authored article that reached the
top 50 in citations and ratings from the fields of
management, business, and economics.
32. Dr. Galletta’s current research addresses online and mobile
usability and behavioral security issues such as
phishing, protection motivation, and antecedents of
security‐related decision making. He has published his research
in journals such as Management Science; MIS Quarterly;
Information Systems Research; Journal of MIS; European
Journal of Information Systems; Journal of the AIS;
Communications of the ACM; Accounting, Management, and
Information Technologies; Data Base; and Decision Sciences
and in proceedings of conferences such as ICIS,
AMCIS, and the Hawaii International Conference on Systems
Sciences. Dr. Galletta’s editorship includes working
as current and founding Coeditor in Chief for AIS Transactions
on Human‐Computer Interaction and on editorial
boards at journals such as MIS Quarterly, Information Systems
Research, Journal of MIS, and Journal of the AIS.
He is currently on the Pre‐eminent Scholars Board of Data Base.
He won a Developmental Associate Editor Award
at the MIS Quarterly in 2006. And during the off‐hours, Dr.
Galletta’s fervent hobby and obsession is digital pho-
tography, often squinting through his eyepiece to make portrait,
macro, Milky Way, and lightning photos when he
should be writing.
fabout.indd 9 11/27/2015 4:25:42 PM
x
Contents
Preface iv
Acknowledgments vii
About the Authors viii
33. Introduction 1
The Case for Participating in Decisions about Information
Systems 2
What If a Manager Doesn’t Participate? 5
Skills Needed to Participate Effectively in Information
Technology Decisions 6
Basic Assumptions 8
Economics of Information versus Economics of Things 12
Social Business Lens 14
Summary 15
Key Terms 16
1 The Information Systems Strategy Triangle 17
Brief Overview of Business Strategy Frameworks 19
Business Models versus Business Strategy 21
Brief Overview of Organizational Strategies 25
Brief Overview of Information Systems Strategy 26
Social Business Lens: Building a Social Business Strategy 27
Summary 28
Key Terms 29
Discussion Questions 29
Case Study 1‐1 Lego 30
Case Study 1‐2 Google 31
2 Strategic Use of Information Resources 33
Evolution of Information Resources 34
Information Resources as Strategic Tools 36
How Can Information Resources Be Used Strategically? 37
Sustaining Competitive Advantage 43
Social Business Lens: Social Capital 47
Strategic Alliances 47
Risks 49
34. Geographic Box: Mobile‐Only Internet Users Dominate
Emerging Countries 50
Co‐Creating IT and Business Strategy 50
ftoc.indd 10 11/27/2015 8:36:37 PM
xiContents
Summary 51
Key Terms 51
Discussion Questions 51
Case Study 2‐1 Groupon 52
Case Study 2‐2 Zipcar 53
3 Organizational Strategy and Information Systems 55
Information Systems and Organizational Design 58
Social Business Lens: Social Networks 63
Information Systems and Management Control Systems 63
Information Systems and Culture 66
Geographic Lens: Does National Culture Affect Firm
Investment in IS Training? 70
Summary 71
Key Terms 71
Discussion Questions 71
Case Study 3‐1 The Merger of Airtran by Southwest Airlines:
Will the Organizational Cultures Merge? 72
Case Study 3‐2 The FBI 73
4 Digital Systems and the Design of Work 75
Work Design Framework 77
How Information Technology Changes the Nature of Work 78
Social Business Lens: Activity Streams 84
35. Where Work Is Done and Who Does It: Mobile and Virtual
Work Arrangements 86
Geographic Lens: How Do People Around the World Feel About
Working Remotely? 88
Geographic Lens: Who Telecommutes? A Look at Global
Telecommuting Habits 89
Gaining Acceptance for IT‐Induced Change 94
Summary 96
Key Terms 97
Discussion Questions 97
Case Study 4‐1 Trash and Waste Pickup Services, Inc. 97
Case Study 4‐2 Social Networking: How Does IBM Do It? 98
5 Information Systems and Business Transformation 99
Silo Perspective versus Business Process Perspective 100
Building Agile and Dynamic Business Processes 104
Changing Business Processes 105
Workflow and Mapping Processes 107
Integration versus Standardization 109
Enterprise Systems 110
Geographic Lens: Global vs. Local ERPs 113
Social Business Lens: Crowdsourcing Changes Innovation
Processes 118
Summary 119
Key Terms 120
ftoc.indd 11 11/27/2015 8:36:37 PM
xii Contents
Discussion Questions 120
Case Study 5‐1 Santa Cruz …