“My Ten Years”
Exercise
Project yourself into the future ten years from today. When answering, develop the image of what you most hope and dream your life and work will be ten years from today.
In ten years, I am __32__ years old.
If/when I am working, my work is best described as- My work will be described as a leader who will empower other people to succeed in life for their dreams and ambitions while keeping the best interests of the company. I also see myself as a venture capitalist in the future.
In that context, my major work responsibilities are – My main work responsibilities will be business and people development. I want to take care of the people who work in my company and give them independence to show results.
The people I will see or talk to today include – My family, girlfriend and friends from babson college
.
The people whom I live and socialize with are – My family and friends
.
My most important possessions are – My positive attitude towards life
If someone were describing me to a friend today, they would say that - I am very outgoing and friendly.
.
When I have some free time, I spend it – learning a new skill
My leisure or fun activities in a typical week include - Driving and catching up with friends
As I think about my leadership, I take most pride in – I feel I understand people really well and can feel their emotions.
Research Critique Guidelines – Part I
Use this document to organize your essay. Successful completion of this assignment requires that you provide a rationale, include examples, and reference content from the studies in your responses.
Qualitative Studies
Background of Study
1. Summary of studies. Include problem, significance to nursing, purpose, objective, and research question.
How do these two articles support the nurse practice issue you chose?
1. Discuss how these two articles will be used to answer your PICOT question.
2. Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.
Method of Study:
1. State the methods of the two articles you are comparing and describe how they are different.
2. Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method.
Results of Study
1. Summarize the key findings of each study in one or two comprehensive paragraphs.
2. What are the implications of the two studies in nursing practice?
Ethical Considerations
1. Discuss two ethical consideration in conducting research.
Describe how the researchers in the two articles you choose took these ethical considerations into account while performing their researc
Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the "Research Critique Guidelines – Part 1" document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in ...
Reaserch outline and reaserch paperMy research ideaOn.docxaudeleypearl
Reaserch outline and reaserch paper
My research idea:
One of the most interested ideas to me is (Healthier Communities) it's an important idea to write about especially now a days. A healthy community is defined by the ability of it's people to undertake their daily activities without diseases. And a healthy community attract outsiders like tourists. There are social and cultural factors like tradition, politics, beliefs, socioeconomic status, social norms and the economy. I will get into each one of these in details in my research paper.
Instructor response to my topic idea:
This is too general of an idea, if you want to write about the cultural impact on health care in a society, fine, however you need to narrow down your focus to be about one particular group of people (e.g. the impact of culture on the health of Korean s or Saudies or Americans...)
My research topic:
My research topic would be "Healthier communities" Having a healthy community
depends on the people living in it. My idea of a healthy community is where people are free
from mental and physical problems. People have the opportunity to live to their full
potentials. A healthy community is defined by the ability of its people to undertake their daily
activities without diseases or pain.
Instructor response to my research topic:
I guess i may have mentioned this before, you need to focus your topic; after all you are not writing a book; maybe you can take one aspect of health and discuss how culture impacts that.
Instruction for Outline:
This is the skeleton of your paper/project (even with a video project there should be a script/plan) . The outline could be a bullet-point structure and should include a title, introduction: presenting main argument and some background information; Body: bullet points of what and how you will introduce and develop your topic; then a Conclusion: as well bullet point structure of what will go in this section. Please include in each section the main references that you will use for each main point. A reference page of the potential/preliminary references you will be using should be included.
And then do the final paper please.
Creating a Personal Model of Leadership
Instructions
You will create a personal model of leadership based on your research and reflections on what you learn throughout this course.
What is a personal model of leadership?
Leadership is an important dimension of personal growth and development. Developing leadership qualities is a complex process that involves much more than simply selecting an appealing leadership model or participating in leadership training. Creating a satisfying personal model of leadership, which reflects one’s values and beliefs and impacts how one affects organizations, communities, and society, is a lifelong process.
What approach should I take to complete my personal leadership model?
Building a personal leadership model can be approached from bo ...
From your reflective blogs throughout the semester think about the.docxshericehewat
From your reflective blogs throughout the semester think about the content that was most impactful. You will write one reflective commentary which will include an overview of what you learned. The paper should be approximately 3 pages.
· Introduction—An overview of your paper’s layout (typically one paragraph)
· Overview- Synthesize key concepts that spoke to you covered in the chapters and lectures (not a chapter by chapter synopsis—just overview and integrate key concepts that you covered within
your blogs). (NO MORE THAN ONE PAGE)
· Lessons Learned—What key take away did you gain from this course through the self-
assessments and the discussion board? What best practices did you learn about that you hope to
exercise? What did the self-assessments teach you about yourself?
· Personal Action Plan—How will you apply what you learned from this course? What are your
strengths and weaknesses and how will you work to improve your managerial skills?
The overview and impact section should draw upon what you have learned thus far in the course. It will be helpful to review the chapters before completing this assignment and jot down key take always from lectures and blogs. Your personal action plan should include specific things you will do and work on as a management professional. You should include at least 3 actionable items that you will address over the next year.
MGMT 303: Grading Rubric for Reflective Commentary
Criteria Unacceptable Developing Competent Exemplary
1.Introduction (5 pts)
Content is absent or no clear direction
In part, content lacks full development and direction
Provides descriptive information with supportive structure
Clearly outlines the paper and provides clear direction for reader.
2. Overview of Content (10pts)
Content is absent or understanding of the concepts are not apparent
Attempts to demonstrate understanding of the concepts, but aspects are confused or underdeveloped
Exercises basic analytical skills in determining the key change concepts
Aptly synthesizes the concepts of management; uses high level critical analysis skills supported with convincing arguments
3. Lesson Learned (10pts)
Content is absent or does not address the issues at hand
Identifies, the application of methodologies in practice; analysis is incomplete or unsubstantiated
Thoroughly identifies and compares the application of methodologies in practice; reasoning is defensible
Exhaustively Identifies, compares, contrasts the application of methodologies in practice; exercises critical reflection and conducts comprehensive analysis
4. Personal Action Plan (10pts)
Content is absent or information does not demonstrate understanding of the subject area and no application
Discussion is incomplete; there is limited analytical support for proposed personal action to be taken
Thoughts and ideas are clearly expressed and represent reasonable plan of action
Presents clear and definitive managerial approaches that represen ...
Module 1 - Case
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theories ...
TitleABC123 Version X1Humanistic and Existential Pers.docxherthalearmont
Title
ABC/123 Version X
1
Humanistic and Existential Personality Theories Worksheet
PSY/405 Version 5
2
University of Phoenix MaterialHumanistic and Existential Personality Theories WorksheetFill-in the Blank
1. Abraham Maslow proposed the _________________ theory of personality.
2. According to Maslow, self-fulfillment and realization of one’s full potential are examples of ________________ needs.
3. Maslow’s hierarchy of needs proposes that ____________ needs must be satisfied before ____________ needs will become motivators for behavior.
4. The belief that matter evolves from simpler to more complex forms is ____________________.
5. The ___________, according to Rogers, is one’s view of self as one wishes to be.
6. Carl Rogers believed that conditions of worth, incongruence, defensiveness, and disorganization are all considered ___________________________.
7. Rogers believed that __________________________, _______________________, and _________________ are necessary elements of psychotherapy.
8. _______________ is the structure that gives meaning to experience and allows people to make decisions about the future.
9. May proposed that ___________________ is the freedom of action, whereas __________________ is the freedom of being.
10. The basic concepts of existential theory are _______________ and ___________________.MatchingMatch the following theoretical components with their correct theorist or theorists.
Theoretical component
Theorist
1. Unconditional positive regard
A. Abraham Maslow
2. Eros
B. Carl Rogers
3. Love and belongingness needs
C. Rollo May
4. The self-concept
5. Guilt
6. Levels of awareness
7. Self-actualization
8. Neurotic anxiety
Short-Answer
1. According to Maslow, what are the characteristics of self-actualizing people? Why are these characteristics important?
The characteristics of self-actualizing people according to Maslow these people have realistic perceptions of themselves, others and the world around them. Accepting themselves and other for who they are. They are concern with solving problems outside of thenselves, including helping others and finding solutions to problems in the external world. These people are often motivated by a sense of personal responsibility and ethics. They are very spontaneous in their internal thoughts and outwards behavior. According to Maslow these charateristics are very important to have fulfillment of personal needs in terms of life’s meanings.
2. What are the strengths of the humanistic theories in regard to their explanation of personality?
One of the greatest strengths of humanistic theory is that it stresses personal choice and responsibility. It also justifies people idea of what being human means because it values personal ideals and fulfillment. Also it provides researchers with a flexible outline for observing the behavior of humans considering a person in the contex of environment also with personal perceptions and feelings.
3. What are the limitations of t ...
MODULE 1 CASE ASSIGNMENTManaging Individual BehaviorAssignment O.docxclairbycraft
MODULE 1 CASE ASSIGNMENT
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- to 6-page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theo ...
Complete a leadership self-assessment of 5–7 pages.Be sure you r.docxluellaj
Complete a leadership self-assessment of 5–7 pages.
Be sure you read all of the requirements for this assessment and review the suggested resources to see if they may be useful in completing the assessment.
The health care environment is complex, requiring leadership that is comprehensive and collaborative in the field. It is essential for leaders to be well-versed in a range of areas (practice, research, education) as a means of effective engagement with interprofessional communities. Effective leaders have heightened awareness of self and individual leadership styles, leading to professional growth, career advancement, and the ability to develop leaders for the future across the fields of practice (nursing, health administration, public health).
This assessment provides an opportunity to analyze your own leadership qualities to create a portrait of the effective health care professional and leader you aspire to be.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Explain the concepts, principles, and characteristics of effective health care leadership.
Analyze one's leadership strengths and weaknesses, in reference to one or more leadership theories or styles found in the literature.
Explain how one's specific leadership characteristics enable oneself to guide, educate, inform, and influence others in managing change.
Competency 2: Explain the role of health care leaders in facilitating interprofessional collaboration.
Explain how one's specific leadership characteristics help oneself build and maintain interprofessional collaborative relationships.
Competency 3: Analyze standards of professional ethics and the principles of diversity and inclusion as applied by health care leaders in real-world situations.
Explain how one can best apply the principles of ethical leadership, given one's leadership style.
Explain why diversity and inclusion are important to employee relations and the provision of safe, high-quality health care.
Explain how one's specific leadership characteristics prepare oneself to develop and lead a diverse team of employees and serve a diverse community, within an ethical framework.
Competency 4: Determine the influence of the practitioner-scholar role on professional practice and leadership development.
Explain how research skills and critical thinking guide effective decision making and foster integrity in research and professional practice.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write coherently to support a central idea, using correct grammar, mechanics, and APA formatting.
.
Managing people assignment 21 INSTRUCTIONS.docThe Busines.docxinfantsuk
Managing people assignment 2/1 INSTRUCTIONS.doc
The Business School
2014-15
Module Code:
44202
Module Title:
Managing People
Level:
4
Element:
Essay 2
Weighting:
50%
Module Leader:
Paul Cross
The best way to manage people
How does management theory help a manager practice good organisational leadership? What attributes should an aspiring manager have?
You must support your argument with specific reference to the topics covered in Sessions 5 to 9
Students are advised to use the session 5-9 as guides for areas of interest and headings within the essay as well as a look at the ‘Graduates Attribute Framework’ to see what qualities employers are looking for in graduates. The assignment should also incorporate an appropriate introduction, discussion (which tackles the overall theme of the essay) and conclusion should also be provided.
Through your discussion you should demonstrate learning from the module, in particular from the seminar activities. These questions reflect the topics discussed in the seminars, so attendance at these will be a distinct advantage. You should also utilise knowledge from academic sources to help support your answers. These should be used to help form a critical discussion between what may be considered good or bad practice dependent upon the type of work criteria you are looking at.
Additionally you should demonstrate broad and appropriate reading, critical thinking and discussion skills.
The word limit is 2500 words. Penalties for over-length assignments will be applied – please refer to the module handbook.
Please refer to the module handbook for full submission instructions.
This assignment assesses learning outcomes A,B & C as per the module handbook.
This assignment will be marked using the criteria in the grid overleaf.
Criterion Referencing Grid
CRITERION
70+
60-69
50-59
40-49
Below 40
Addresses the brief given
All elements of the brief are addressed, a sophisticated discussion and clearly articulated response
Most elements of the brief are addressed, a good discussion and response is provided
The basic elements of the brief are addressed, a basic discussion and response are provided
Key elements of the brief are ignored, a very basic discussion and response are provided
Most of the brief is ignored, unsatisfactory / absent discussion and response
Demonstrates learning from the module
A high level of learning from the module is demonstrated
A good level of learning from the module is demonstrated
A satisfactory level of learning from the module is demonstrated
Some learning demonstrated but key ideas are rather confused
Unsatisfactory level of learning from the module
Shows evidence of appropriate reading
Shows considerable evidence of reading beyond basic texts. Imaginative ideas resulting from texts
Some evidence of reading beyond the basic texts
Key texts are identified and appropriately referenced
Some references cited but these are not relevant or referenced correctly
Few / no a ...
Reaserch outline and reaserch paperMy research ideaOn.docxaudeleypearl
Reaserch outline and reaserch paper
My research idea:
One of the most interested ideas to me is (Healthier Communities) it's an important idea to write about especially now a days. A healthy community is defined by the ability of it's people to undertake their daily activities without diseases. And a healthy community attract outsiders like tourists. There are social and cultural factors like tradition, politics, beliefs, socioeconomic status, social norms and the economy. I will get into each one of these in details in my research paper.
Instructor response to my topic idea:
This is too general of an idea, if you want to write about the cultural impact on health care in a society, fine, however you need to narrow down your focus to be about one particular group of people (e.g. the impact of culture on the health of Korean s or Saudies or Americans...)
My research topic:
My research topic would be "Healthier communities" Having a healthy community
depends on the people living in it. My idea of a healthy community is where people are free
from mental and physical problems. People have the opportunity to live to their full
potentials. A healthy community is defined by the ability of its people to undertake their daily
activities without diseases or pain.
Instructor response to my research topic:
I guess i may have mentioned this before, you need to focus your topic; after all you are not writing a book; maybe you can take one aspect of health and discuss how culture impacts that.
Instruction for Outline:
This is the skeleton of your paper/project (even with a video project there should be a script/plan) . The outline could be a bullet-point structure and should include a title, introduction: presenting main argument and some background information; Body: bullet points of what and how you will introduce and develop your topic; then a Conclusion: as well bullet point structure of what will go in this section. Please include in each section the main references that you will use for each main point. A reference page of the potential/preliminary references you will be using should be included.
And then do the final paper please.
Creating a Personal Model of Leadership
Instructions
You will create a personal model of leadership based on your research and reflections on what you learn throughout this course.
What is a personal model of leadership?
Leadership is an important dimension of personal growth and development. Developing leadership qualities is a complex process that involves much more than simply selecting an appealing leadership model or participating in leadership training. Creating a satisfying personal model of leadership, which reflects one’s values and beliefs and impacts how one affects organizations, communities, and society, is a lifelong process.
What approach should I take to complete my personal leadership model?
Building a personal leadership model can be approached from bo ...
From your reflective blogs throughout the semester think about the.docxshericehewat
From your reflective blogs throughout the semester think about the content that was most impactful. You will write one reflective commentary which will include an overview of what you learned. The paper should be approximately 3 pages.
· Introduction—An overview of your paper’s layout (typically one paragraph)
· Overview- Synthesize key concepts that spoke to you covered in the chapters and lectures (not a chapter by chapter synopsis—just overview and integrate key concepts that you covered within
your blogs). (NO MORE THAN ONE PAGE)
· Lessons Learned—What key take away did you gain from this course through the self-
assessments and the discussion board? What best practices did you learn about that you hope to
exercise? What did the self-assessments teach you about yourself?
· Personal Action Plan—How will you apply what you learned from this course? What are your
strengths and weaknesses and how will you work to improve your managerial skills?
The overview and impact section should draw upon what you have learned thus far in the course. It will be helpful to review the chapters before completing this assignment and jot down key take always from lectures and blogs. Your personal action plan should include specific things you will do and work on as a management professional. You should include at least 3 actionable items that you will address over the next year.
MGMT 303: Grading Rubric for Reflective Commentary
Criteria Unacceptable Developing Competent Exemplary
1.Introduction (5 pts)
Content is absent or no clear direction
In part, content lacks full development and direction
Provides descriptive information with supportive structure
Clearly outlines the paper and provides clear direction for reader.
2. Overview of Content (10pts)
Content is absent or understanding of the concepts are not apparent
Attempts to demonstrate understanding of the concepts, but aspects are confused or underdeveloped
Exercises basic analytical skills in determining the key change concepts
Aptly synthesizes the concepts of management; uses high level critical analysis skills supported with convincing arguments
3. Lesson Learned (10pts)
Content is absent or does not address the issues at hand
Identifies, the application of methodologies in practice; analysis is incomplete or unsubstantiated
Thoroughly identifies and compares the application of methodologies in practice; reasoning is defensible
Exhaustively Identifies, compares, contrasts the application of methodologies in practice; exercises critical reflection and conducts comprehensive analysis
4. Personal Action Plan (10pts)
Content is absent or information does not demonstrate understanding of the subject area and no application
Discussion is incomplete; there is limited analytical support for proposed personal action to be taken
Thoughts and ideas are clearly expressed and represent reasonable plan of action
Presents clear and definitive managerial approaches that represen ...
Module 1 - Case
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theories ...
TitleABC123 Version X1Humanistic and Existential Pers.docxherthalearmont
Title
ABC/123 Version X
1
Humanistic and Existential Personality Theories Worksheet
PSY/405 Version 5
2
University of Phoenix MaterialHumanistic and Existential Personality Theories WorksheetFill-in the Blank
1. Abraham Maslow proposed the _________________ theory of personality.
2. According to Maslow, self-fulfillment and realization of one’s full potential are examples of ________________ needs.
3. Maslow’s hierarchy of needs proposes that ____________ needs must be satisfied before ____________ needs will become motivators for behavior.
4. The belief that matter evolves from simpler to more complex forms is ____________________.
5. The ___________, according to Rogers, is one’s view of self as one wishes to be.
6. Carl Rogers believed that conditions of worth, incongruence, defensiveness, and disorganization are all considered ___________________________.
7. Rogers believed that __________________________, _______________________, and _________________ are necessary elements of psychotherapy.
8. _______________ is the structure that gives meaning to experience and allows people to make decisions about the future.
9. May proposed that ___________________ is the freedom of action, whereas __________________ is the freedom of being.
10. The basic concepts of existential theory are _______________ and ___________________.MatchingMatch the following theoretical components with their correct theorist or theorists.
Theoretical component
Theorist
1. Unconditional positive regard
A. Abraham Maslow
2. Eros
B. Carl Rogers
3. Love and belongingness needs
C. Rollo May
4. The self-concept
5. Guilt
6. Levels of awareness
7. Self-actualization
8. Neurotic anxiety
Short-Answer
1. According to Maslow, what are the characteristics of self-actualizing people? Why are these characteristics important?
The characteristics of self-actualizing people according to Maslow these people have realistic perceptions of themselves, others and the world around them. Accepting themselves and other for who they are. They are concern with solving problems outside of thenselves, including helping others and finding solutions to problems in the external world. These people are often motivated by a sense of personal responsibility and ethics. They are very spontaneous in their internal thoughts and outwards behavior. According to Maslow these charateristics are very important to have fulfillment of personal needs in terms of life’s meanings.
2. What are the strengths of the humanistic theories in regard to their explanation of personality?
One of the greatest strengths of humanistic theory is that it stresses personal choice and responsibility. It also justifies people idea of what being human means because it values personal ideals and fulfillment. Also it provides researchers with a flexible outline for observing the behavior of humans considering a person in the contex of environment also with personal perceptions and feelings.
3. What are the limitations of t ...
MODULE 1 CASE ASSIGNMENTManaging Individual BehaviorAssignment O.docxclairbycraft
MODULE 1 CASE ASSIGNMENT
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- to 6-page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theo ...
Complete a leadership self-assessment of 5–7 pages.Be sure you r.docxluellaj
Complete a leadership self-assessment of 5–7 pages.
Be sure you read all of the requirements for this assessment and review the suggested resources to see if they may be useful in completing the assessment.
The health care environment is complex, requiring leadership that is comprehensive and collaborative in the field. It is essential for leaders to be well-versed in a range of areas (practice, research, education) as a means of effective engagement with interprofessional communities. Effective leaders have heightened awareness of self and individual leadership styles, leading to professional growth, career advancement, and the ability to develop leaders for the future across the fields of practice (nursing, health administration, public health).
This assessment provides an opportunity to analyze your own leadership qualities to create a portrait of the effective health care professional and leader you aspire to be.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Explain the concepts, principles, and characteristics of effective health care leadership.
Analyze one's leadership strengths and weaknesses, in reference to one or more leadership theories or styles found in the literature.
Explain how one's specific leadership characteristics enable oneself to guide, educate, inform, and influence others in managing change.
Competency 2: Explain the role of health care leaders in facilitating interprofessional collaboration.
Explain how one's specific leadership characteristics help oneself build and maintain interprofessional collaborative relationships.
Competency 3: Analyze standards of professional ethics and the principles of diversity and inclusion as applied by health care leaders in real-world situations.
Explain how one can best apply the principles of ethical leadership, given one's leadership style.
Explain why diversity and inclusion are important to employee relations and the provision of safe, high-quality health care.
Explain how one's specific leadership characteristics prepare oneself to develop and lead a diverse team of employees and serve a diverse community, within an ethical framework.
Competency 4: Determine the influence of the practitioner-scholar role on professional practice and leadership development.
Explain how research skills and critical thinking guide effective decision making and foster integrity in research and professional practice.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write coherently to support a central idea, using correct grammar, mechanics, and APA formatting.
.
Managing people assignment 21 INSTRUCTIONS.docThe Busines.docxinfantsuk
Managing people assignment 2/1 INSTRUCTIONS.doc
The Business School
2014-15
Module Code:
44202
Module Title:
Managing People
Level:
4
Element:
Essay 2
Weighting:
50%
Module Leader:
Paul Cross
The best way to manage people
How does management theory help a manager practice good organisational leadership? What attributes should an aspiring manager have?
You must support your argument with specific reference to the topics covered in Sessions 5 to 9
Students are advised to use the session 5-9 as guides for areas of interest and headings within the essay as well as a look at the ‘Graduates Attribute Framework’ to see what qualities employers are looking for in graduates. The assignment should also incorporate an appropriate introduction, discussion (which tackles the overall theme of the essay) and conclusion should also be provided.
Through your discussion you should demonstrate learning from the module, in particular from the seminar activities. These questions reflect the topics discussed in the seminars, so attendance at these will be a distinct advantage. You should also utilise knowledge from academic sources to help support your answers. These should be used to help form a critical discussion between what may be considered good or bad practice dependent upon the type of work criteria you are looking at.
Additionally you should demonstrate broad and appropriate reading, critical thinking and discussion skills.
The word limit is 2500 words. Penalties for over-length assignments will be applied – please refer to the module handbook.
Please refer to the module handbook for full submission instructions.
This assignment assesses learning outcomes A,B & C as per the module handbook.
This assignment will be marked using the criteria in the grid overleaf.
Criterion Referencing Grid
CRITERION
70+
60-69
50-59
40-49
Below 40
Addresses the brief given
All elements of the brief are addressed, a sophisticated discussion and clearly articulated response
Most elements of the brief are addressed, a good discussion and response is provided
The basic elements of the brief are addressed, a basic discussion and response are provided
Key elements of the brief are ignored, a very basic discussion and response are provided
Most of the brief is ignored, unsatisfactory / absent discussion and response
Demonstrates learning from the module
A high level of learning from the module is demonstrated
A good level of learning from the module is demonstrated
A satisfactory level of learning from the module is demonstrated
Some learning demonstrated but key ideas are rather confused
Unsatisfactory level of learning from the module
Shows evidence of appropriate reading
Shows considerable evidence of reading beyond basic texts. Imaginative ideas resulting from texts
Some evidence of reading beyond the basic texts
Key texts are identified and appropriately referenced
Some references cited but these are not relevant or referenced correctly
Few / no a ...
Biology 112 Spring 2016
Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
BBA 3651, Leadership 1
Course Description
Leadership presents the importance of leadership in conjunction with various leadership traits, styles, and qualities.
Enhances the importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and
values, and the significance of empowerment for effective leadership. Topics include situational leadership, organizational
climate, moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-
performance teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and
organizational change.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the significance of the concept of leadership and the different leadership styles.
2. Distinguish between the importance of vision, the motive to lead, and organizational climate.
3. Explore various aspects of effective leadership, to include influence, follower motivation, and effective
followership.
4. Illustrate the role of ethics and values in guiding organizational behavior.
5. Articulate globalization and the resulting cultural implications of leadership, including unique considerations for
leading multicultural teams.
6. Analyze the role of leadership in decision-making processes that serve to establish an organizational climate
oriented to meet business goals.
7. Analyze methods used to appropriately manage groups and teams.
8. Evaluate different aspects of organizational change.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from outside resources.
5. Suggested Reading: Suggested Readings are listed in the Unit III, IV, and VI-VIII study guides. Students are
encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of
the Suggested Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3651, Leadership
Course Syllabus
BBA 3651, Leadership 2
8. Unit Assignm ...
Personal Model of LeadershipRead These -Instructions- BEFORE STA.docxherbertwilson5999
Personal Model of Leadership
Read These -Instructions- BEFORE STARTING
Throughout this course, you will create a personal model of leadership based on your research and reflections on what you learn during the 15 weeks.
What is a personal model of leadership?
Leadership is an important dimension of personal growth and development. Developing leadership qualities is a complex process that involves much more than simply selecting an appealing leadership model or participating in leadership training. Creating a satisfying personal model of leadership, which reflects one’s values and beliefs and impacts how one affects organizations, communities, and society, is a lifelong process.
What approach should I take to complete my personal leadership model?
Building a personal leadership model can be approached from both a systematic and holistic perspective. It also requires creativity, passion, and a framework that leaders can use as they explore various models of leadership over their lifetimes.The process of creating a personal model involves continuously exploring and analyzing various leadership models.You will find certain elements of these models appealing and might choose to integrate them into your own model. Others you will not want to include. It is important to weigh the elements against your own system of values and beliefs and select the ones that will most enrich your own model and the lives of those whom you lead.
What do I use to develop my personal model of leadership?
As you explore various leadership models, utilize the table provided below to breakdown, select, and record their appealing elements. You will complete the table as you move through the process of developing your leadership model throughout the course. This table will serve as a starting point or outline as you think through your personal model of leadershipand write your paper.
How do I develop my personal model of leadership?
Creating a leadership model involves the following:
1. Select the basic values that will provide the foundation and identify the leadership behaviors that will result from those values.As you select values for your own model, link each one you choose to one of these following four perspectives:
a. Values that guide you from an individual or “I” perspective.
b. Values that guide you from an interpersonal perspective.
c. Values that guide you from an organizational perspective.
d. Values that guide you from a societal perspective.
2. Identify a clear approach for creating a sense of meaning and purpose, including contributing to society.You will consider why the values you selected are meaningful and how you can utilize them to contribute to the greater good. Also, identify the impact of one’s contributions to self, others, organizations, and society. You will consider how the behaviors that result from your foundation of values impact the world around you in a positive and meaningful way.
Two Parts to Creating Your Personal Model of .
Unit 9 AssignmentFinal personal leadership portraitTeresa A Jor.docxmarilucorr
Unit 9 Assignment/Final personal leadership portrait
Teresa A Jordan
PSL7010
Professor Michael Webb
· Final Personal Leadership Portrait
Your last project assignment, Final Personal Leadership Portrait, is due at the end of this unit. You will synthesize all aspects of leadership and communication that you have examined and discussed in the course and analyze your own leadership qualities to create a portrait of the effective public service leader you aspire to be.
Since this assignment requires you to develop a self-portrait, you may write this paper in first-person voice. Note:It is very important for your academic development that you recognize that writing in the first person is not usually acceptable in academic papers. However, given the nature of this assignment, it has been deemed appropriate to make an exception here. Please remember that the third-person voice is the universal norm in academic writing. You should always exercise careful consideration before departing from this norm.
Your course project must be completed in its entirety. By now, you have received feedback from your Writing Coach and your instructor, which you should incorporate into this revised assignment.
Refer to the results of the Multifactor Leadership Questionnaire (MLQ) and the communication style self-assessment you completed in Units 1 and 2. Be sure to review and use the Writing Coach and Instructor feedback you received on your previous assignments as well:
· Unit 3: Communication and Organizational Effectiveness.
· Unit 5: Communicating and Leading for Change and Innovation.
· Unit 6: Developing Ethical and Authentic Leadership Behavior.
· Unit 7: Draft of Personal Leadership Portrait assignments.
For this assignment:
· Analyze one or more leadership styles and corresponding leadership theories based on the unit readings and your MLQ assessment results that you believe best align with personal leadership effectiveness.
I will like to focus the leadership style on an innovation leader and the transformational leader, and please use leadership theories on these types of leaders. You can just focus on the leadership style I possess which is transformational leader.
In the beginning of this course, I consider myself a democratic/participative leader, who would ideally like to become a transformational leader. This is the type of leader that is able to motivate others to become more or do more than they intended. This leader sets challenging expectations and higher performance. I believed that since this course starts I am more of a transformational leader, but also participative. The MLQ assessment shows me as a transformational leader.
Analyze one or more communication styles based on the unit readings and the results of your communication style self-assessment that you believe best align with personal communication effectiveness. There are various communication strategies for relaying information. Information can be conveyed verbally, nonverbally, or ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxmoirarandell
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses.
DISCUSSION TOPIC 1: Leadership Competencies
READING 1.
Robert House (1996) initially developed Pathgoal theory to explain workplace leadership. The theory builds on two work motivation theories of goal setting and expectancy theory. Goal setting theory is based on the idea that an effective way to motivate employees is to set challenging goals that are both realistic and offer a reward for completion. Expectancy theory helps explain why people work hard to attain goals and suggest employees will work hard if they believe completing their goals will lead to a reward such as a bonus or promotion and that the behaviors they engage in are likely to help them meet their goal. Employees who do not value the reward associated with the goal or believe that a particular behavior will help then reach that goal they will not be motivated to reach their goals (House, 1996).
Pathgoal theory also suggests that effective leaders are the ones who can help there employees reach the goals of the organization and that the leaders have the responsibility to provide the employees the necessary tools, including information and support to reach those goals. Leaders must help their followers with goal attainment by removing obstacles that might prevent them from reaching their goals. It important to consider that pathgoal theory is a contingency theory and an effective leader must adopt a style of leadership that matches the needs of the employees in any given situation. There are four main leadership styles identified by the theory that includes Supportive, Directive, Participative, and Achievement oriented (Avolio, 2007). Supportive leadership requires the leader to identify with the needs of the subordinate and that they create a positive atmosphere for them to work in. Directive leadership requires that a leader give their employees clear guidelines and let them know what is expected of them by enforcing rules and procedures. Participative leadership requires that a leader consult with their subordinates and consider their opinions and suggestions when determining the strategy to meet their goals. Finally, the Achievement oriented style uses a method in which challenging goals are set to emphasize excellence and building confidence that the employees are capable of working to high standards. It is also important to recognize that the style of leadership will depend on environmental factors such as the nature of the task and internal factors such as the experience and abilities of the employees.
For the situation given in this week’s discussion supportive leadership would probably not be the best choice. This is because supportive leadership is most effective when the tasks are somewhat routine, boring, or even dangerous. This type of leadership helps remove negative aspects of the job. Directive leadership is best applied to situations in which there is much uncertainty within the working environment and direction helps clarify and redu.
Leadership Self-AssessmentLeadership is defined in many wa.docxsmile790243
Leadership Self-Assessment
Leadership is defined in many ways by many people. Some believe it can be learned, some believe it is innate or intuitive. The amount
of recent literature devoted to the theme of leadership is tremendous. When you examine the literature you will notice there are
endless opinions about what leadership is, how leaders are developed, the psychological factors associated with leadership, the traits
needed for effective leadership, the political aspects of leadership, and the unique elements of the academic environment.
Approaches to leadership are different in diverse situations and in various environments. Review the matrix below to see theories of
leadership and elements that make them different. The goal of the matrix is to assist you in understanding the various leadership
theories and the relationship between them.
Characteristics of Leadership Theories
Transactional Transformational Servant Charismatic Contingency Trait
Origin Burns, 1978 Burns, 1978 Greenleaf, 1970 House, 1976 Fiedler, 1964 Galton, 1869
Major Premise Leaders exchange
something with
followers to advance
both of their agendas.
Leader is interested in
developing followers to
their fullest potential.
Authority given
to followers.
Beliefs imparted
to followers.
To be effective, the
leader's style fits
the context of the
setting.
Leadership qualities are
genetic characteristics
of a family and passed
through generations.
Role of the
Leader
Rewards or disciplines. Motivates and inspires. Helps followers
achieve their
goals.
Role model for
beliefs imparted
to followers.
Is either task
motivated or
relationship
motivated.
Distinctive physical and
psychological
characteristics account
for leader effectiveness.
Role of the
Follower
Performs in exchange
for something.
Works for the greater
good of the group and
society in general.
Is empowered. Trust in the
leader's ideology.
Not applicable. Not defined.
Personality
Characteristics
of the Leader
Authoritarian,
negotiator, influential.
Charismatic,
inspirational, role model,
enabler.
Servant,
nurturer,
listener,
empathetic,
moral.
Self-confident,
dominant, role
model,
influential.
Varies depending
on the fit of the
setting.
Intelligence, strong
values, high level of
personal energy.
What Type of Leader Are You?
Your leadership style is your perception of how leadership should be. This self-assessment instrument will help you better
understand your own leadership style. Awareness of your style and recognition of the styles of others can help you more effectively
strategize how you perform your leadership duties and how you manage situations from a leadership position.
As you complete the survey, please keep in mind:
• There is no right or wrong answers.
• Nobody will judge you by your responses, but participating will provide you with an interesting foundation for future work in the
course.
• When you have completed the surve ...
Personal Model of Leadership-Instructions-Throughout thi.docxJUST36
Personal Model of Leadership
-Instructions-
Throughout this course, you will create a personal model of leadership based on your research and reflections on what you learn during the 15 weeks.
What is a personal model of leadership?
Leadership is an important dimension of personal growth and development. Developing leadership qualities is a complex process that involves much more than simply selecting an appealing leadership model or participating in leadership training. Creating a satisfying personal model of leadership, which reflects one’s values and beliefs and impacts how one affects organizations, communities, and society, is a lifelong process.
What approach should I take to complete my personal leadership model?
Building a personal leadership model can be approached from both a systematic and holistic perspective. It also requires creativity, passion, and a framework that leaders can use as they explore various models of leadership over their lifetimes. The process of creating a personal model involves continuously exploring and analyzing various leadership models. You will find certain elements of these models appealing and might choose to integrate them into your own model. Others you will not want to include. It is important to weigh the elements against your own system of values and beliefs and select the ones that will most enrich your own model and the lives of those whom you lead.
What do I use to develop my personal model of leadership?
As you explore various leadership models, utilize the table provided below to breakdown, select, and record their appealing elements. You will complete the table as you move through the process of developing your leadership model throughout the course. This table will serve as a starting point or outline as you think through your personal model of leadership and write your paper.
How do I develop my personal model of leadership?
Creating a leadership model involves the following:
1. Select the basic values that will provide the foundation and identify the leadership behaviors that will result from those values. As you select values for your own model, link each one you choose to one of these following four perspectives:
a. Values that guide you from an individual or “I” perspective.
b. Values that guide you from an interpersonal perspective.
c. Values that guide you from an organizational perspective.
d. Values that guide you from a societal perspective.
2. Identify a clear approach for creating a sense of meaning and purpose, including contributing to society. You will consider why the values you selected are meaningful and how you can utilize them to contribute to the greater good. Also, identify the impact of one’s contributions to self, others, organizations, and society. You will consider how the behaviors that result from your foundation of values impact the world around you in a positive and meaningful way.
Two Parts to Creating Your Personal Model of Leadership
Y.
Module 1 - SLPManaging Individual BehaviorThe SLP for this c.docxclairbycraft
Module 1 - SLP
Managing Individual Behavior
The SLP for this course involves making a personal assessment of a relevant set of skills, focusing on your strengths and identifying any weaknesses that may have been revealed. You will then be asked to create a plan by which you can "grow" your strengths and shore up your weaknesses. By the end of the project, you will have a personal management profile and action plan.
As we have discussed, your values and attitudes interact with your personality to create a strong effect on your work life. The fit between an individual's personality and a company's "style" is essential to job satisfaction. Someone who is risk-averse, for example, would probably be unhappy at 3M, a company with a reputation for innovation and risk-taking. Understanding the impact of your own personality on others helps you build productive work relationships with peers, subordinates, and bosses, alike.
Refer to the required and optional readings for this module, and any other readings which will help you in understanding personality styles and how they affect organizational effectiveness. Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
Assignment
Click on this link to access and complete the
Jung Typology
personality test. After you complete the test, you will want to read the description, but in order to fully understand what this test measures, you should also review “Personality Type explained”. Then review the pages on career choices, learning style and communication skills. Incorporate this information in formulating your responses to the questions below.
You will need to include the actual results in an appendix at the end of your paper. (Note: This appendix requirement will likely increase your paper’s Turnitin similarity score; your professor is aware of this.)
Prepare a 2- page essay that addresses the following:
How does my personality type affect my career and effectiveness at my job?
Refer to the required and optional readings for this module, and any other materials which will help you in understanding personality styles and how they affect organizational effectiveness. Bring in
at least
two sources from your module to add depth to your discussion (citing the materials and including them in your Reference section). Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
·
Complete the assessment according to the guidelines and include the actual results in an Appendix at the end of your paper.
·
Be sure to clearly discuss the following in your essay:
o
What did the test reveal about you?
o
What can you infer from this test about your strengths and weaknesses?
o
How does what you have learned from your module background materials about your personality type affect your motivation? Is this limited to a specific type of s ...
2BA300 Manager Interview AssignmentThis is a research pa.docxrhetttrevannion
2
BA300 Manager Interview Assignment
This is a research paper, so you need to approach it as just that. The point of this assignment is to demonstrate that you can complete research, and connect that research to the class material. In doing this, you will show that you understand and can explain the class material through the research. The research in this assignment is the information that you collect from the interview and shadowing experiences.
Complete the following steps to complete this project:
Step 1: Choose an interview and shadowing subject – This should be a person that:
1. Is currently a manager with employees that they manage,
2. You have access to for both the interview and shadowing, and
3. Agrees to allow you to interview and shadow them.
If you need a letter from the professor to gain their approval, please request one from the professor.
Step 2: Conduct your interview - Use the questions listed below for conducting your Manager Interview. You’ll want to take notes and, if possible, audio record the interview for use when you’re preparing your paper.
Step 3: Shadow your interviewee – spend at least 4 or more hours following the manager through their daily routine. Make notes during this time that focus on what the manager may or may not be doing well based on your opinion and the material from the class.
Step 4: After conducting your interview – prepare a 5-7-page paper that reports your findings from the interview. Think of the interview and shadowing as a primary source (like a book or research journal) to use to write your paper. You MUST clearly cover the following five points:
a. Summarize the manager’s responses to the questions.
b. Evaluate and compare the manager’s responses compared to textbook and lecture discussions.
c. What advice might you give to the manager in order to improve his/her performance?
d. What information most surprised you from the interview and was most useful to you?
e. Use the interview to identify lessons for doing management that you would keep in mind if you held a managerial position.
TIPS FOR WRITING YOUR PAPER:
DO:
DON’T:
1. Use subtopic titles to identify main topics or sections of the paper.
2. Use direct quotes from the interview/shadowing to emphasize and connect ideas, and to show that you completed both.
3. Make direct connections between the class topics and things identified in the interview/shadowing.
4. Use correct English words and grammar in your paper to make this a credible research paper.
5. Use correct paragraph structure, meaning that all sentences in a paragraph should support a topic sentence. If a sentence doesn’t support the topic sentence, that means that another paragraph is needed with a different topic sentence or the sentence should be deleted.
1. Write in the first person by using I, me, my, etc. This is a research paper, it’s about the interviewee and not about you.
2. Inject bias into your paper and make the research less credible by establishing a .
Professional Development PlanLeadership as a vocation .docxbriancrawford30935
Professional Development Plan
Leadership as a vocation requires a commitment to professional excellence and integrity, which can be achieved through establishing habits of self-reflection, life-long learning, and professional development. The purpose of this assignment is for you to reflect on where you currently are in your leadership capabilities; define where you want to go; and specify goals, plans, and a timeframe for achieving your professional objectives. Your professional development plan will be composed of three parts: Vision, Goals/Objectives, and Plans.
Vision:
The ability to create, communicate, and compel vision is critical to inspiring and effective leadership. While ultimately many leaders are responsible for developing visions to guide complex organizations, effective leadership begins on a much more personal level—a vision of yourself as a leader. Who are you and who do you want to become in your field or sphere of influence? Once you are clear about that, you can then confidently establish how you will help others and your organization achieve their visions.
Your leadership vision is based on a number of factors including your attitude, values, personal beliefs, guiding principles, and how you behave. It may also be influenced by theoretical, philosophical, or religious frameworks and the leadership traits, values, and behaviors of others. A leadership vision is also dynamic. No great leader ever "arrived." Those who have adopted leadership as their vocation can spend a lifetime in self-reflection in order to continue to learn and more effectively motivate and inspire others.
Spend some time reflecting below on where you currently are in your leadership capabilities, what you have learned about leadership in the course, and how you want to develop and improve as you continue your leadership studies and move forward in your field. Review the document “Essential Leadership Competencies” for an overview of the scope of effective leadership capabilities.
Reflection:
Vision:
Then, in 300-500 words, briefly articulate your vision for yourself as a leader 3-5 years from now. Where do you want to be? What kind of leader do you want to become?
Goals/Objectives:
After you have stated your vision, create five to eight leadership goals/objectives you will strive to meet in the next 3-5 years. Try to formulate at least one goal/objective related to the four major leadership competencies included in "Essential Leadership Competencies": self-leadership, leading others, leading an organization, and leadership as a vocation. Include a brief justification for each goal/objective to explain how it will help you achieve the qualities of professional excellence and integrity required of excellent leaders.
Plan:
Specify activities you will engage in to achieve your goals/objectives. You may find it helpful to research professional development activities in your field or organization to determine what resource.
W7 Assignment 2 "Reflection Journal"
· Reflection Journal
This week, through our readings and discussion, we discussed how we shouldn’t confine the value of our work to grades or other forms of recognition we may or may not receive from others. Additionally, we have begun to explore the following course outcomes:
· express a well-informed, personal viewpoint and show an understanding of his or her own biases; and
· articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the course readings, assignments, and discussions (you are encouraged to reflect back on previous weeks as well). Consider the following questions to guide your reflection:
· What, if anything, did you find surprising, particularly challenging, interesting, or just beautiful?
· From what you know about this course so far, what connections can you make to previous learning experiences, and how do you think this course will help you as you move forward in your college and professional life?
· How do the course outcomes for this week apply to your experience so far?
· What questions do you still need answered?
W7 Assignment 2
"Reflection Journal
"
·
Reflection
Journal
This week, through our readings and discussion, we discussed how we shouldn’t confine the value of our
work to grades or other forms of recognition we may or may not receive from others.
Additionall
y, we
have begun to explore the following course outcomes:
·
express a well
-
informed, personal viewpoint and show an understanding of his or her
own biases; and
·
articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words
, reflect back on what you have learned so far through the
course readings, assignments, and discussions (you are encouraged to reflect back on previous weeks as
well). Consider the following questions to guide your reflection:
·
What, if anything, did you find surprising, particularly challenging, interesting, or just
beautiful?
·
From what you know about this course so far, what connections can you make to
previous learning experiences, and how do you think this course will help y
ou as you
move forward in your college and professional life?
·
How do the course outcomes for this week apply to your experience so far?
·
What questions do you still need answered?
W7 Assignment 2 "Reflection Journal"
Reflection Journal
This week, through our readings and discussion, we discussed how we shouldn’t confine the value of our
work to grades or other forms of recognition we may or may not receive from others. Additionally, we
have begun to explore the following course outcomes:
express a well-informed, personal viewpoint and show an understanding of his or her
own biases; and
articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the.
Most women experience their closest friendships with those of th.docxroushhsiu
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Morgan and Dunn JD have hired you to assist with a case involvin.docxroushhsiu
Morgan and Dunn JD have hired you to assist with a case involving domestic abuse. The evidence is contained on a password-protected laptop that the plaintiff (the wife) indicates will show a pattern of abuse. You have to decide what equipment and software to purchase to assist with the case and safely extract the data from the laptop.
.
Mortality rates vary between the Hispanic community and the gene.docxroushhsiu
Mortality rates vary between the Hispanic community and the general population. Discuss the leading causes of death and illness among Hispanic Americans and the options the Advanced Practice Nurse has to overcome the disparity of healthcare for this population.
The post should be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. Free of plagiarism and gramatical errors. A minimum of 2 references is required (other than your text).
.
Moreno Industries has adopted the following production budget for th.docxroushhsiu
Moreno Industries has adopted the following production budget for the first 4 months of 2013.
Month Units Month Units
January 10,000 March 5,000
February 8,000 April 4,000
Each unit requires 3 pounds of raw materials costing $2 per pound. On December 31, 2012, the ending raw materials inventory was 9,000 pounds. Management wants to have a raw materials inventory at the end of the month equal to 30% of next month's production requirements.
Complete the direct materials purchases budget by month for the first quarter.
.
Most people have a blend of leadership styles that they use. Some le.docxroushhsiu
Most people have a blend of leadership styles that they use. Some leaders are more flexible in applying a wide range of leadership styles, whereas others are more consistent and generally use just one or two preferred behaviors. Consider if two strong individuals begin a new company and discuss the following:
If two diverse individuals, each having a different leadership style, were tasked with effectively co-leading an organization, what potential conflicts might occur between these different leadership styles?
How will their personal leadership styles influence the organizational culture?
How would you recommend that these two leaders work together most effectively?
.
Moral rights as opposed to legal rights are not dependent on a polit.docxroushhsiu
Moral rights as opposed to legal rights are not dependent on a political system for their legitimacy. This is the category of rights that all human air--breathers, as opposed to non-human air-breathers--- should be afforded to them by virtue of their having intrinsic value and not only instrumental value. These rights, or entitlements, are supported by various ethical theories when for instance the Universalism thesis under Utilitarianism requires that all persons' (women's and men's) interests be considered in the calculations of Hedonistic options available. Kantianism insists that all Unverbalizable maxims be respectful of the rights of all persons to be treated with dignity and respect--which includes freedom of choice. Virtue ethics, more modernly, does not distinguish basic "good " character traits of excellence such as integrity, good judgment, role identity--not as a woman or a man in any given role but, the ability to fulfill the duties of that role within a community by a member of either sex---, holism--the ability to habitually practice the other virtues in an integrative manner while recognizing the importance of other persons to the community and vise versa. The various Justice theories do not relegate justice based on sex, just on relevant differences based on ability, endeavor, contribution, etc.
Do current generatons ( including current businesses) owe a duty to future generations to produce products and conduct business in an environmentally sustainable manner so that future generations are assured of inheriting a livable planet( one on which reasonable persons would want to live); even if it means that current generations must sacrifice many preferences in current lifestyles? Why or why not?
First define environmental sustainability (hint: the U.N. has a good definition). Also, the term "future generations" includes all of the yet to be borne, not those that are younger than you but are breathing.
Use the following for your analysis:
1. Kohlberg’s Moral Development Model;
2. The Kew Garden Principles; or Dr. Laura’s Three Prerequisites for Assigning Moral Credit or Culpability;
3. At least two appropriate Ethical Theories
4. Moral Imagination;
5. Moral Courage;
6. Maslow’s Hierarchy of Needs Model;
7. A CSR Model; Needs to be a current CSR model not just the definition
8. The relevant Law or Legal Theory;
9. Any other applicable course concepts from previous or current assigned reading or research
10. Sample paper is just that a sample it doesn't pertain to this topic for analysis
11 additional help
RIGHTS THEORIES
MORAL RIGHTS
Moral rights as opposed to legal rights are not dependant on a political system for their legitimacy. This is the category of rights that all human air--breathers, as opposed to non-human air-breathers--- should be afforded to them by virtue of their having intrinsic value and not only instrumental value. These rights, or.
More Related Content
Similar to My Ten Years” ExerciseProject yourself into the future .docx
Biology 112 Spring 2016
Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
BBA 3651, Leadership 1
Course Description
Leadership presents the importance of leadership in conjunction with various leadership traits, styles, and qualities.
Enhances the importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and
values, and the significance of empowerment for effective leadership. Topics include situational leadership, organizational
climate, moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-
performance teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and
organizational change.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the significance of the concept of leadership and the different leadership styles.
2. Distinguish between the importance of vision, the motive to lead, and organizational climate.
3. Explore various aspects of effective leadership, to include influence, follower motivation, and effective
followership.
4. Illustrate the role of ethics and values in guiding organizational behavior.
5. Articulate globalization and the resulting cultural implications of leadership, including unique considerations for
leading multicultural teams.
6. Analyze the role of leadership in decision-making processes that serve to establish an organizational climate
oriented to meet business goals.
7. Analyze methods used to appropriately manage groups and teams.
8. Evaluate different aspects of organizational change.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from outside resources.
5. Suggested Reading: Suggested Readings are listed in the Unit III, IV, and VI-VIII study guides. Students are
encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of
the Suggested Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3651, Leadership
Course Syllabus
BBA 3651, Leadership 2
8. Unit Assignm ...
Personal Model of LeadershipRead These -Instructions- BEFORE STA.docxherbertwilson5999
Personal Model of Leadership
Read These -Instructions- BEFORE STARTING
Throughout this course, you will create a personal model of leadership based on your research and reflections on what you learn during the 15 weeks.
What is a personal model of leadership?
Leadership is an important dimension of personal growth and development. Developing leadership qualities is a complex process that involves much more than simply selecting an appealing leadership model or participating in leadership training. Creating a satisfying personal model of leadership, which reflects one’s values and beliefs and impacts how one affects organizations, communities, and society, is a lifelong process.
What approach should I take to complete my personal leadership model?
Building a personal leadership model can be approached from both a systematic and holistic perspective. It also requires creativity, passion, and a framework that leaders can use as they explore various models of leadership over their lifetimes.The process of creating a personal model involves continuously exploring and analyzing various leadership models.You will find certain elements of these models appealing and might choose to integrate them into your own model. Others you will not want to include. It is important to weigh the elements against your own system of values and beliefs and select the ones that will most enrich your own model and the lives of those whom you lead.
What do I use to develop my personal model of leadership?
As you explore various leadership models, utilize the table provided below to breakdown, select, and record their appealing elements. You will complete the table as you move through the process of developing your leadership model throughout the course. This table will serve as a starting point or outline as you think through your personal model of leadershipand write your paper.
How do I develop my personal model of leadership?
Creating a leadership model involves the following:
1. Select the basic values that will provide the foundation and identify the leadership behaviors that will result from those values.As you select values for your own model, link each one you choose to one of these following four perspectives:
a. Values that guide you from an individual or “I” perspective.
b. Values that guide you from an interpersonal perspective.
c. Values that guide you from an organizational perspective.
d. Values that guide you from a societal perspective.
2. Identify a clear approach for creating a sense of meaning and purpose, including contributing to society.You will consider why the values you selected are meaningful and how you can utilize them to contribute to the greater good. Also, identify the impact of one’s contributions to self, others, organizations, and society. You will consider how the behaviors that result from your foundation of values impact the world around you in a positive and meaningful way.
Two Parts to Creating Your Personal Model of .
Unit 9 AssignmentFinal personal leadership portraitTeresa A Jor.docxmarilucorr
Unit 9 Assignment/Final personal leadership portrait
Teresa A Jordan
PSL7010
Professor Michael Webb
· Final Personal Leadership Portrait
Your last project assignment, Final Personal Leadership Portrait, is due at the end of this unit. You will synthesize all aspects of leadership and communication that you have examined and discussed in the course and analyze your own leadership qualities to create a portrait of the effective public service leader you aspire to be.
Since this assignment requires you to develop a self-portrait, you may write this paper in first-person voice. Note:It is very important for your academic development that you recognize that writing in the first person is not usually acceptable in academic papers. However, given the nature of this assignment, it has been deemed appropriate to make an exception here. Please remember that the third-person voice is the universal norm in academic writing. You should always exercise careful consideration before departing from this norm.
Your course project must be completed in its entirety. By now, you have received feedback from your Writing Coach and your instructor, which you should incorporate into this revised assignment.
Refer to the results of the Multifactor Leadership Questionnaire (MLQ) and the communication style self-assessment you completed in Units 1 and 2. Be sure to review and use the Writing Coach and Instructor feedback you received on your previous assignments as well:
· Unit 3: Communication and Organizational Effectiveness.
· Unit 5: Communicating and Leading for Change and Innovation.
· Unit 6: Developing Ethical and Authentic Leadership Behavior.
· Unit 7: Draft of Personal Leadership Portrait assignments.
For this assignment:
· Analyze one or more leadership styles and corresponding leadership theories based on the unit readings and your MLQ assessment results that you believe best align with personal leadership effectiveness.
I will like to focus the leadership style on an innovation leader and the transformational leader, and please use leadership theories on these types of leaders. You can just focus on the leadership style I possess which is transformational leader.
In the beginning of this course, I consider myself a democratic/participative leader, who would ideally like to become a transformational leader. This is the type of leader that is able to motivate others to become more or do more than they intended. This leader sets challenging expectations and higher performance. I believed that since this course starts I am more of a transformational leader, but also participative. The MLQ assessment shows me as a transformational leader.
Analyze one or more communication styles based on the unit readings and the results of your communication style self-assessment that you believe best align with personal communication effectiveness. There are various communication strategies for relaying information. Information can be conveyed verbally, nonverbally, or ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxmoirarandell
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses.
DISCUSSION TOPIC 1: Leadership Competencies
READING 1.
Robert House (1996) initially developed Pathgoal theory to explain workplace leadership. The theory builds on two work motivation theories of goal setting and expectancy theory. Goal setting theory is based on the idea that an effective way to motivate employees is to set challenging goals that are both realistic and offer a reward for completion. Expectancy theory helps explain why people work hard to attain goals and suggest employees will work hard if they believe completing their goals will lead to a reward such as a bonus or promotion and that the behaviors they engage in are likely to help them meet their goal. Employees who do not value the reward associated with the goal or believe that a particular behavior will help then reach that goal they will not be motivated to reach their goals (House, 1996).
Pathgoal theory also suggests that effective leaders are the ones who can help there employees reach the goals of the organization and that the leaders have the responsibility to provide the employees the necessary tools, including information and support to reach those goals. Leaders must help their followers with goal attainment by removing obstacles that might prevent them from reaching their goals. It important to consider that pathgoal theory is a contingency theory and an effective leader must adopt a style of leadership that matches the needs of the employees in any given situation. There are four main leadership styles identified by the theory that includes Supportive, Directive, Participative, and Achievement oriented (Avolio, 2007). Supportive leadership requires the leader to identify with the needs of the subordinate and that they create a positive atmosphere for them to work in. Directive leadership requires that a leader give their employees clear guidelines and let them know what is expected of them by enforcing rules and procedures. Participative leadership requires that a leader consult with their subordinates and consider their opinions and suggestions when determining the strategy to meet their goals. Finally, the Achievement oriented style uses a method in which challenging goals are set to emphasize excellence and building confidence that the employees are capable of working to high standards. It is also important to recognize that the style of leadership will depend on environmental factors such as the nature of the task and internal factors such as the experience and abilities of the employees.
For the situation given in this week’s discussion supportive leadership would probably not be the best choice. This is because supportive leadership is most effective when the tasks are somewhat routine, boring, or even dangerous. This type of leadership helps remove negative aspects of the job. Directive leadership is best applied to situations in which there is much uncertainty within the working environment and direction helps clarify and redu.
Leadership Self-AssessmentLeadership is defined in many wa.docxsmile790243
Leadership Self-Assessment
Leadership is defined in many ways by many people. Some believe it can be learned, some believe it is innate or intuitive. The amount
of recent literature devoted to the theme of leadership is tremendous. When you examine the literature you will notice there are
endless opinions about what leadership is, how leaders are developed, the psychological factors associated with leadership, the traits
needed for effective leadership, the political aspects of leadership, and the unique elements of the academic environment.
Approaches to leadership are different in diverse situations and in various environments. Review the matrix below to see theories of
leadership and elements that make them different. The goal of the matrix is to assist you in understanding the various leadership
theories and the relationship between them.
Characteristics of Leadership Theories
Transactional Transformational Servant Charismatic Contingency Trait
Origin Burns, 1978 Burns, 1978 Greenleaf, 1970 House, 1976 Fiedler, 1964 Galton, 1869
Major Premise Leaders exchange
something with
followers to advance
both of their agendas.
Leader is interested in
developing followers to
their fullest potential.
Authority given
to followers.
Beliefs imparted
to followers.
To be effective, the
leader's style fits
the context of the
setting.
Leadership qualities are
genetic characteristics
of a family and passed
through generations.
Role of the
Leader
Rewards or disciplines. Motivates and inspires. Helps followers
achieve their
goals.
Role model for
beliefs imparted
to followers.
Is either task
motivated or
relationship
motivated.
Distinctive physical and
psychological
characteristics account
for leader effectiveness.
Role of the
Follower
Performs in exchange
for something.
Works for the greater
good of the group and
society in general.
Is empowered. Trust in the
leader's ideology.
Not applicable. Not defined.
Personality
Characteristics
of the Leader
Authoritarian,
negotiator, influential.
Charismatic,
inspirational, role model,
enabler.
Servant,
nurturer,
listener,
empathetic,
moral.
Self-confident,
dominant, role
model,
influential.
Varies depending
on the fit of the
setting.
Intelligence, strong
values, high level of
personal energy.
What Type of Leader Are You?
Your leadership style is your perception of how leadership should be. This self-assessment instrument will help you better
understand your own leadership style. Awareness of your style and recognition of the styles of others can help you more effectively
strategize how you perform your leadership duties and how you manage situations from a leadership position.
As you complete the survey, please keep in mind:
• There is no right or wrong answers.
• Nobody will judge you by your responses, but participating will provide you with an interesting foundation for future work in the
course.
• When you have completed the surve ...
Personal Model of Leadership-Instructions-Throughout thi.docxJUST36
Personal Model of Leadership
-Instructions-
Throughout this course, you will create a personal model of leadership based on your research and reflections on what you learn during the 15 weeks.
What is a personal model of leadership?
Leadership is an important dimension of personal growth and development. Developing leadership qualities is a complex process that involves much more than simply selecting an appealing leadership model or participating in leadership training. Creating a satisfying personal model of leadership, which reflects one’s values and beliefs and impacts how one affects organizations, communities, and society, is a lifelong process.
What approach should I take to complete my personal leadership model?
Building a personal leadership model can be approached from both a systematic and holistic perspective. It also requires creativity, passion, and a framework that leaders can use as they explore various models of leadership over their lifetimes. The process of creating a personal model involves continuously exploring and analyzing various leadership models. You will find certain elements of these models appealing and might choose to integrate them into your own model. Others you will not want to include. It is important to weigh the elements against your own system of values and beliefs and select the ones that will most enrich your own model and the lives of those whom you lead.
What do I use to develop my personal model of leadership?
As you explore various leadership models, utilize the table provided below to breakdown, select, and record their appealing elements. You will complete the table as you move through the process of developing your leadership model throughout the course. This table will serve as a starting point or outline as you think through your personal model of leadership and write your paper.
How do I develop my personal model of leadership?
Creating a leadership model involves the following:
1. Select the basic values that will provide the foundation and identify the leadership behaviors that will result from those values. As you select values for your own model, link each one you choose to one of these following four perspectives:
a. Values that guide you from an individual or “I” perspective.
b. Values that guide you from an interpersonal perspective.
c. Values that guide you from an organizational perspective.
d. Values that guide you from a societal perspective.
2. Identify a clear approach for creating a sense of meaning and purpose, including contributing to society. You will consider why the values you selected are meaningful and how you can utilize them to contribute to the greater good. Also, identify the impact of one’s contributions to self, others, organizations, and society. You will consider how the behaviors that result from your foundation of values impact the world around you in a positive and meaningful way.
Two Parts to Creating Your Personal Model of Leadership
Y.
Module 1 - SLPManaging Individual BehaviorThe SLP for this c.docxclairbycraft
Module 1 - SLP
Managing Individual Behavior
The SLP for this course involves making a personal assessment of a relevant set of skills, focusing on your strengths and identifying any weaknesses that may have been revealed. You will then be asked to create a plan by which you can "grow" your strengths and shore up your weaknesses. By the end of the project, you will have a personal management profile and action plan.
As we have discussed, your values and attitudes interact with your personality to create a strong effect on your work life. The fit between an individual's personality and a company's "style" is essential to job satisfaction. Someone who is risk-averse, for example, would probably be unhappy at 3M, a company with a reputation for innovation and risk-taking. Understanding the impact of your own personality on others helps you build productive work relationships with peers, subordinates, and bosses, alike.
Refer to the required and optional readings for this module, and any other readings which will help you in understanding personality styles and how they affect organizational effectiveness. Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
Assignment
Click on this link to access and complete the
Jung Typology
personality test. After you complete the test, you will want to read the description, but in order to fully understand what this test measures, you should also review “Personality Type explained”. Then review the pages on career choices, learning style and communication skills. Incorporate this information in formulating your responses to the questions below.
You will need to include the actual results in an appendix at the end of your paper. (Note: This appendix requirement will likely increase your paper’s Turnitin similarity score; your professor is aware of this.)
Prepare a 2- page essay that addresses the following:
How does my personality type affect my career and effectiveness at my job?
Refer to the required and optional readings for this module, and any other materials which will help you in understanding personality styles and how they affect organizational effectiveness. Bring in
at least
two sources from your module to add depth to your discussion (citing the materials and including them in your Reference section). Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
·
Complete the assessment according to the guidelines and include the actual results in an Appendix at the end of your paper.
·
Be sure to clearly discuss the following in your essay:
o
What did the test reveal about you?
o
What can you infer from this test about your strengths and weaknesses?
o
How does what you have learned from your module background materials about your personality type affect your motivation? Is this limited to a specific type of s ...
2BA300 Manager Interview AssignmentThis is a research pa.docxrhetttrevannion
2
BA300 Manager Interview Assignment
This is a research paper, so you need to approach it as just that. The point of this assignment is to demonstrate that you can complete research, and connect that research to the class material. In doing this, you will show that you understand and can explain the class material through the research. The research in this assignment is the information that you collect from the interview and shadowing experiences.
Complete the following steps to complete this project:
Step 1: Choose an interview and shadowing subject – This should be a person that:
1. Is currently a manager with employees that they manage,
2. You have access to for both the interview and shadowing, and
3. Agrees to allow you to interview and shadow them.
If you need a letter from the professor to gain their approval, please request one from the professor.
Step 2: Conduct your interview - Use the questions listed below for conducting your Manager Interview. You’ll want to take notes and, if possible, audio record the interview for use when you’re preparing your paper.
Step 3: Shadow your interviewee – spend at least 4 or more hours following the manager through their daily routine. Make notes during this time that focus on what the manager may or may not be doing well based on your opinion and the material from the class.
Step 4: After conducting your interview – prepare a 5-7-page paper that reports your findings from the interview. Think of the interview and shadowing as a primary source (like a book or research journal) to use to write your paper. You MUST clearly cover the following five points:
a. Summarize the manager’s responses to the questions.
b. Evaluate and compare the manager’s responses compared to textbook and lecture discussions.
c. What advice might you give to the manager in order to improve his/her performance?
d. What information most surprised you from the interview and was most useful to you?
e. Use the interview to identify lessons for doing management that you would keep in mind if you held a managerial position.
TIPS FOR WRITING YOUR PAPER:
DO:
DON’T:
1. Use subtopic titles to identify main topics or sections of the paper.
2. Use direct quotes from the interview/shadowing to emphasize and connect ideas, and to show that you completed both.
3. Make direct connections between the class topics and things identified in the interview/shadowing.
4. Use correct English words and grammar in your paper to make this a credible research paper.
5. Use correct paragraph structure, meaning that all sentences in a paragraph should support a topic sentence. If a sentence doesn’t support the topic sentence, that means that another paragraph is needed with a different topic sentence or the sentence should be deleted.
1. Write in the first person by using I, me, my, etc. This is a research paper, it’s about the interviewee and not about you.
2. Inject bias into your paper and make the research less credible by establishing a .
Professional Development PlanLeadership as a vocation .docxbriancrawford30935
Professional Development Plan
Leadership as a vocation requires a commitment to professional excellence and integrity, which can be achieved through establishing habits of self-reflection, life-long learning, and professional development. The purpose of this assignment is for you to reflect on where you currently are in your leadership capabilities; define where you want to go; and specify goals, plans, and a timeframe for achieving your professional objectives. Your professional development plan will be composed of three parts: Vision, Goals/Objectives, and Plans.
Vision:
The ability to create, communicate, and compel vision is critical to inspiring and effective leadership. While ultimately many leaders are responsible for developing visions to guide complex organizations, effective leadership begins on a much more personal level—a vision of yourself as a leader. Who are you and who do you want to become in your field or sphere of influence? Once you are clear about that, you can then confidently establish how you will help others and your organization achieve their visions.
Your leadership vision is based on a number of factors including your attitude, values, personal beliefs, guiding principles, and how you behave. It may also be influenced by theoretical, philosophical, or religious frameworks and the leadership traits, values, and behaviors of others. A leadership vision is also dynamic. No great leader ever "arrived." Those who have adopted leadership as their vocation can spend a lifetime in self-reflection in order to continue to learn and more effectively motivate and inspire others.
Spend some time reflecting below on where you currently are in your leadership capabilities, what you have learned about leadership in the course, and how you want to develop and improve as you continue your leadership studies and move forward in your field. Review the document “Essential Leadership Competencies” for an overview of the scope of effective leadership capabilities.
Reflection:
Vision:
Then, in 300-500 words, briefly articulate your vision for yourself as a leader 3-5 years from now. Where do you want to be? What kind of leader do you want to become?
Goals/Objectives:
After you have stated your vision, create five to eight leadership goals/objectives you will strive to meet in the next 3-5 years. Try to formulate at least one goal/objective related to the four major leadership competencies included in "Essential Leadership Competencies": self-leadership, leading others, leading an organization, and leadership as a vocation. Include a brief justification for each goal/objective to explain how it will help you achieve the qualities of professional excellence and integrity required of excellent leaders.
Plan:
Specify activities you will engage in to achieve your goals/objectives. You may find it helpful to research professional development activities in your field or organization to determine what resource.
W7 Assignment 2 "Reflection Journal"
· Reflection Journal
This week, through our readings and discussion, we discussed how we shouldn’t confine the value of our work to grades or other forms of recognition we may or may not receive from others. Additionally, we have begun to explore the following course outcomes:
· express a well-informed, personal viewpoint and show an understanding of his or her own biases; and
· articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the course readings, assignments, and discussions (you are encouraged to reflect back on previous weeks as well). Consider the following questions to guide your reflection:
· What, if anything, did you find surprising, particularly challenging, interesting, or just beautiful?
· From what you know about this course so far, what connections can you make to previous learning experiences, and how do you think this course will help you as you move forward in your college and professional life?
· How do the course outcomes for this week apply to your experience so far?
· What questions do you still need answered?
W7 Assignment 2
"Reflection Journal
"
·
Reflection
Journal
This week, through our readings and discussion, we discussed how we shouldn’t confine the value of our
work to grades or other forms of recognition we may or may not receive from others.
Additionall
y, we
have begun to explore the following course outcomes:
·
express a well
-
informed, personal viewpoint and show an understanding of his or her
own biases; and
·
articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words
, reflect back on what you have learned so far through the
course readings, assignments, and discussions (you are encouraged to reflect back on previous weeks as
well). Consider the following questions to guide your reflection:
·
What, if anything, did you find surprising, particularly challenging, interesting, or just
beautiful?
·
From what you know about this course so far, what connections can you make to
previous learning experiences, and how do you think this course will help y
ou as you
move forward in your college and professional life?
·
How do the course outcomes for this week apply to your experience so far?
·
What questions do you still need answered?
W7 Assignment 2 "Reflection Journal"
Reflection Journal
This week, through our readings and discussion, we discussed how we shouldn’t confine the value of our
work to grades or other forms of recognition we may or may not receive from others. Additionally, we
have begun to explore the following course outcomes:
express a well-informed, personal viewpoint and show an understanding of his or her
own biases; and
articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the.
Similar to My Ten Years” ExerciseProject yourself into the future .docx (16)
Most women experience their closest friendships with those of th.docxroushhsiu
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Morgan and Dunn JD have hired you to assist with a case involvin.docxroushhsiu
Morgan and Dunn JD have hired you to assist with a case involving domestic abuse. The evidence is contained on a password-protected laptop that the plaintiff (the wife) indicates will show a pattern of abuse. You have to decide what equipment and software to purchase to assist with the case and safely extract the data from the laptop.
.
Mortality rates vary between the Hispanic community and the gene.docxroushhsiu
Mortality rates vary between the Hispanic community and the general population. Discuss the leading causes of death and illness among Hispanic Americans and the options the Advanced Practice Nurse has to overcome the disparity of healthcare for this population.
The post should be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. Free of plagiarism and gramatical errors. A minimum of 2 references is required (other than your text).
.
Moreno Industries has adopted the following production budget for th.docxroushhsiu
Moreno Industries has adopted the following production budget for the first 4 months of 2013.
Month Units Month Units
January 10,000 March 5,000
February 8,000 April 4,000
Each unit requires 3 pounds of raw materials costing $2 per pound. On December 31, 2012, the ending raw materials inventory was 9,000 pounds. Management wants to have a raw materials inventory at the end of the month equal to 30% of next month's production requirements.
Complete the direct materials purchases budget by month for the first quarter.
.
Most people have a blend of leadership styles that they use. Some le.docxroushhsiu
Most people have a blend of leadership styles that they use. Some leaders are more flexible in applying a wide range of leadership styles, whereas others are more consistent and generally use just one or two preferred behaviors. Consider if two strong individuals begin a new company and discuss the following:
If two diverse individuals, each having a different leadership style, were tasked with effectively co-leading an organization, what potential conflicts might occur between these different leadership styles?
How will their personal leadership styles influence the organizational culture?
How would you recommend that these two leaders work together most effectively?
.
Moral rights as opposed to legal rights are not dependent on a polit.docxroushhsiu
Moral rights as opposed to legal rights are not dependent on a political system for their legitimacy. This is the category of rights that all human air--breathers, as opposed to non-human air-breathers--- should be afforded to them by virtue of their having intrinsic value and not only instrumental value. These rights, or entitlements, are supported by various ethical theories when for instance the Universalism thesis under Utilitarianism requires that all persons' (women's and men's) interests be considered in the calculations of Hedonistic options available. Kantianism insists that all Unverbalizable maxims be respectful of the rights of all persons to be treated with dignity and respect--which includes freedom of choice. Virtue ethics, more modernly, does not distinguish basic "good " character traits of excellence such as integrity, good judgment, role identity--not as a woman or a man in any given role but, the ability to fulfill the duties of that role within a community by a member of either sex---, holism--the ability to habitually practice the other virtues in an integrative manner while recognizing the importance of other persons to the community and vise versa. The various Justice theories do not relegate justice based on sex, just on relevant differences based on ability, endeavor, contribution, etc.
Do current generatons ( including current businesses) owe a duty to future generations to produce products and conduct business in an environmentally sustainable manner so that future generations are assured of inheriting a livable planet( one on which reasonable persons would want to live); even if it means that current generations must sacrifice many preferences in current lifestyles? Why or why not?
First define environmental sustainability (hint: the U.N. has a good definition). Also, the term "future generations" includes all of the yet to be borne, not those that are younger than you but are breathing.
Use the following for your analysis:
1. Kohlberg’s Moral Development Model;
2. The Kew Garden Principles; or Dr. Laura’s Three Prerequisites for Assigning Moral Credit or Culpability;
3. At least two appropriate Ethical Theories
4. Moral Imagination;
5. Moral Courage;
6. Maslow’s Hierarchy of Needs Model;
7. A CSR Model; Needs to be a current CSR model not just the definition
8. The relevant Law or Legal Theory;
9. Any other applicable course concepts from previous or current assigned reading or research
10. Sample paper is just that a sample it doesn't pertain to this topic for analysis
11 additional help
RIGHTS THEORIES
MORAL RIGHTS
Moral rights as opposed to legal rights are not dependant on a political system for their legitimacy. This is the category of rights that all human air--breathers, as opposed to non-human air-breathers--- should be afforded to them by virtue of their having intrinsic value and not only instrumental value. These rights, or.
Montasari, R., & Hill, R. (2019). Next-Generation Digital Forens.docxroushhsiu
Montasari, R., & Hill, R. (2019). Next-Generation Digital Forensics: Challenges and Future Paradigms.
2019 IEEE 12th International Conference on Global Security, Safety and Sustainability (ICGS3), Global Security, Safety and Sustainability (ICGS3)
, 205.
https://doi.org/10.1109/ICGS3.2019.8688020
Sahinoglu, M., Stockton, S., Barclay, R. M., & Morton, S. (2016). Metrics Based Risk Assessment and Management of Digital Forensics.
Defense Acquisition Research Journal: A Publication of the Defense Acquisition University, 23
(2), 152–177.
https://doi.org/10.22594/dau.16-748.23.02
Nnoli, H. Lindskog, D, Zavarsky, P., Aghili, S., & Ruhl, R. (2012). The Governance of Corporate Forensics Using COBIT, NIST and Increased Automated Forensic Approaches,
2012 International Conference on Privacy, Security, Risk and Trust and 2012 International Conference on Social Computing, Amsterdam
, 734-741.
After reading articles expand on investigation and of digital forensic analysis and investigations. Organizations, especially those in the public, health and educational areas are bound by legal and statutory requirements to protect data and private information, therefore digital forensics analysis will be very beneficial when security breaches do occur. Using this weeks readings and your own research, discuss digital forensics and how it could be used in a risk management program.
Please make your initial post and two response posts substantive. A substantive post will do at least two of the following:
Ask an interesting, thoughtful question pertaining to the topic
Answer a question (in detail) posted by another student or the instructor
Provide extensive additional information on the topic
Explain, define, or analyze the topic in detail
Share an applicable personal experience
Provide an outside source that applies to the topic, along with additional information about the topic or the source (please cite properly in APA 7)
Make an argument concerning the topic.
.
Module Outcome You will be able to describe the historical force.docxroushhsiu
Module Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
Course Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
General Education Competency:
You will have used critical thinking to analyze problems and make logical decisions.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments
What practices did the US government engage in to force Native Americans to assimilate to American culture? What were their motivations? Does this trend continue? Explain. How might this affect the Native American culture in the eyes of Native Americans and non-indigenous Americans alike? Explain.
For a top score, you must respond constructively to at least two other students. More extensive participation will be noted. All of your postings should be spread over three different days.
Introduction: This assignment will assist in your gaining a better understanding of the theoretical perspectives in Sociology
This assignment fulfills/supports
Module Outcome: You will be able to how structural functionalism, conflict perspectives, and symbolic interactionism work together to help us get a more complete view of reality.
Course Outcome: You will be able to recognize and apply the basic sociological terms vital to the understanding of sociology and the major theoretical paradigms to an analysis of social institutions, social structures, and societal issues.
General Education Competency
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
Demonstrate computer literacy
The Assignment: DF #2 - Theoretical Perspectives
Find a newspaper article, online or physical paper, and identify the structural functionalist, social conflict, and symbolic interctionist view of the social issue that is discussed in the article. Think about how each of these perspectives view society. You can get this from your reading of the text. For example, structural functionalists view society as social harmony with a high degree of social order with the institutions meeting their manifest and latent functions, all for the good of society, compared to conflict theorists, which view society as an arena of social inequality; dominant and subordinate groups, competing for scarce resources. In comparison, a symbolic interactinist may view society based upon symbolic meaning, labeling and social construction and the interaction with others in society.
Prompt:
Write at least one paragraph summarizing your .
Molière believed that the duty of comedy is to correct human vices b.docxroushhsiu
Molière believed that the duty of comedy is to correct human vices by exposing them and mocking them to absurd extreme. He also believed that human behavior should be governed by reason and moderation. In
Tartuffe
, he presents characters who engage in extremely negative behavior driven by passion or emotion rather than reason or common sense. Identify two or three characters who fall into this category and discuss their specific extremely negative behaviors, the consequences of their actions and what that means to you.
.
Module One Making Budgetary DecisionsDirectionsBased on the i.docxroushhsiu
Module One Making Budgetary Decisions
Directions:
Based on the information in the text and the goals and objectives that you have established for the City Bradley Recycling Department, please respond to the following questions in a Word document.
1. Which one of the budgets (line-item, program, performance) best describes what the recycle department does? Explain your answer.
2. Which one of the budgets gives the director of the department/agency, the mayor, and the legislative body, the most discretion/latitude in making decisions about the agency and why? Think about the roles of these persons prior to answering the questions. The response for each entity should be explained separately i.e. Line-Item, Program, Performance).
Rubric Grading you must meet criteria within the 100-90%
PAD 3204 MODULE 1 SUNDAY ASSIGNMENT
PAD 3204 MODULE 1
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeUse of data and assumptions
100.0 pts
You successfully incorporate all assumptions and data from the assignment and include information about average salaries gleaned from the district report card; no apparent errors.
85.0 pts
You incorporate most, if not all, assumptions and data from the assignment and include information about average salaries gleaned from the district report card; one or two minor errors.
75.0 pts
You incorporate some assumptions and data from the assignment and include information about average salaries gleaned from the district report card; a few major errors and omissions.
65.0 pts
You incorporate few, if any, assumptions and data from the assignment; many errors and omissions.
100.0 pts
This criterion is linked to a Learning OutcomeOverall presentation
100.0 pts
Your discussion of the budget process and individual budget lines is set forth in a clear, thoughtful manner. It is well-written and insightful (writing demonstrates a sophisticated clarity, conciseness, and correctness); includes thorough details and relevant data and information; and is extremely well-organized.
85.0 pts
Your discussion of the budget process and individual budget lines is set forth in a thoughtful manner. It is well-written (writing is accomplished in terms of clarity and conciseness and contains only a few errors); includes sufficient details and relevant data and information; and is well-organized.
65.0 pts
Your discussion of the budget process and individual budget lines is carelessly written (writing lacks clarity or conciseness and contains numerous errors); gives insufficient detail and relevant data and information; and lacks organization.
25.0 pts
Your discussion of the budget process and individual budget lines is poorly written (writing is unfocused, rambling, or contains serious errors); lacks detail and relevant data and information; and is poorly organized.
100.0 pts
This criterion is linked to a Learning OutcomeTURNITIN ORIGINALITY SCORE
100.0 pts
<11%
80.0 pts
11% - 15%
70.0 pts
16% - 20%
60.0 pts
21% - 25%
50.0 pts
26% - 30%
.
Monitoring Data and Quality ImprovementAnswer one of two que.docxroushhsiu
Monitoring Data and Quality Improvement
Answer one of two questions below:
Describe and support the use of monitoring in evaluating an organization or the status of a condition as an evaluation tool.
What is the value of collecting, documenting, and monitoring data over time?
Discuss how the lack of monitoring impacts the evaluation of a market based decision? Cite and reference your resources.
Explain how health care organizations use quality improvement techniques to guide decision making? Discuss the challenges organizations encounter in applying quality improvement techniques to guide decision making. Cite and reference your resources.
.
Monitoring Global Supply Chains† Jodi L. Short Prof.docxroushhsiu
Monitoring Global Supply Chains†
Jodi L. Short*
Professor of Law
University of California
Hastings College of the Law
San Francisco, California,
U.S.A
[email protected]
Michael W. Toffel
Professor of Business
Administration
Harvard Business School
Boston, Massachusetts, U.S.A
[email protected]
Andrea R. Hugill
Doctoral Candidate
Harvard Business School
Boston, Massachusetts, U.S.A
[email protected]
Version: July 6, 2015
Forthcoming in Strategic Management Journal
Research Summary
Firms seeking to avoid reputational spillovers that can arise from dangerous, illegal, and
unethical behavior at supply chain factories are increasingly relying on private social auditors to
provide strategic information about suppliers’ conduct. But little is known about what influences
auditors’ ability to identify and report problems. Our analysis of nearly 17,000 supplier audits
reveals that auditors report fewer violations when individual auditors have audited the factory
before, when audit teams are less experienced or less trained, when audit teams are all-male, and
when audits are paid for by the audited supplier. This first comprehensive and systematic
analysis of supply chain monitoring identifies previously overlooked transaction costs and
suggests strategies to develop governance structures to mitigate reputational risks by reducing
information asymmetries in supply chains.
Managerial Summary
Firms reliant on supply chains to manufacture their goods risk reputational harm if the working
conditions in those factories are revealed to be dangerous, illegal, or otherwise problematic.
While firms are increasingly relying on private-sector ‘social auditors’ to assess factory
conditions, little has been known about the accuracy of those assessments. We analyzed nearly
17,000 code-of-conduct audits conducted at nearly 6,000 suppliers around the world. We found
that audits yield fewer violations when the audit team has been at that particular supplier before,
when audit teams are less experienced or less trained, when audit teams are all-male, and when
the audits were paid for by the supplier instead of by the buyer. We describe implications for
firms relying on social auditors and for auditing firms.
Keywords
monitoring, transaction cost economics, auditing, supply chains, corporate social responsibility
† We gratefully acknowledge the research assistance of Melissa Ouellet as well as that of Chris Allen, John Galvin,
Erika McCaffrey, and Christine Rivera. Xiang Ao, Max Bazerman, Shane Greenstein, Jeffrey Macher, Andrew
Marder, Justin McCrary, Morris Ratner, Bill Simpson, and Veronica Villena provided helpful comments. Harvard
Business School’s Division of Research and Faculty Development provided financial support.
* Correspondence to Jodi L. Short, UC Hastings College of the Law, 200 McAllister Street, San Francisco, CA,
94102, .
Morality Relativism & the Concerns it RaisesI want to g.docxroushhsiu
Morality Relativism & the Concerns it Raises
“I want to give moral relativism the good spanking it deserves.”
Peter Kreef philosophy professor, Boston College
Does “relativism” need a spanking?2005 new Pope Benedict warned of the “onslaught of moral relativism”He “has characterized it as the major evil. Some observers believe he is taking a stance in the tense cultural wars in the United States.” (NPR radio, 2005)Mormons agree: “moral relativism/militant atheism”Culture wars?
*
Source: http://www.npr.org/templates/story/story.php?storyId=4618049
Defining the Terms: RelativismMoral relativism: morality is purely culturalMoral differences & disagreements are irreconcilableFor example, Inuit Eskimos practice infanticide: one woman had borne 20 children but killed 10 at birth.Eskimos also practice euthanasia: when the elderly become too feeble to travel, they’re left to freeze.Hence, there’s no one universal moral truth for all times, places, peoples and culturesThe only possible good is toleration & mutual respect of pluralistic values
*
James Rachels, “The Challenge of Cultural Relativism” (Fifty Readings, 2nd Ed.), 397.
Defining the Terms: AbsolutismMoral absolutism: there are clear moral truths to govern all ethical issues regardless of situation.Immoral to accept the justifiability of two conflicting positions on any given ethical issueFor example: with this position, it would be unacceptable for Bush (pro-life) to say Eskimo infanticide practices are understandable and permissible among EskimosOr if polygamy or underage marriage is wrong, it is wrong everywhere and at all times.But what is “underage marriage”?
Moral Absolutism and Human KnowledgeName some fields of human knowledge where we deal with facts and have made great progress.Scientific theory must deal with hard dataNo science that claims absolute knowledge;Fallibility is the hallmark of scienceBut fallibility does not mean all theories are equal.Why should ethics be any different?If moral truths are not absolute, why should that prove that all moral values are equal?We can measure progress in science but what about ethics?
Illogic of Extreme Moral RelativismIn extreme relativism, no one can rightly pass judgment on others’ values/social practicesConsider Afghan Taliban Culture & Values:Ban on women's work outside the homeBan on women's presence in radio or televisionBan on women at schools or universitiesEthic of absolute relativism is self-contradictory:If I pass judgment on others for passing any judgment, am I not passing judgment on others?
Relativism with Norms Normative relativism: while cultural values clearly differ, nevertheless there are some general purposes shared by all moral codes.A socially accepted way of regulating conflicts of interests in society to preserve that people and culture with rules shaped by situations to that end. A socially accepted way of regulating conflicts of interests within an individual that can’t be equally satisfied a.
Module 9 content You will perform a history of a cardiac pro.docxroushhsiu
Module 9 content
You will perform a history of a cardiac problem that your instructor has provided you or one that you have experienced, and you will perform a cardiac assessment. You will document your subjective and objective findings, identify actual or potential risks, and submit this in a Word document to the dropbox provided.
.
Module Assessment 4: TANM ApplicationsBUS2 190
Last name, First name (Section X)
Last name, First name (Section X)
Last name, First name (Section X)
Last name, First name (Section X)
[Please replace “X” with Section 7, 8, or 9. Delete this before submitting]
PROBLEM A: Casper Geriatric Center (16 pts)
1. Is this a minimization or maximization problem? Explain.
2. Is this a balanced or unbalanced problem? Explain.
3. What is the total capacity of Stations 10J and 6G?
4. What is the total demand for Sections A,C,E and F?
5. What is the value of your optimal solution?
6. In your optimal solution, to which sections and how many trays to each of these sections should location 2L deliver?
7. Where will Section D get its meals? How many from each Station?
8. Aside from the obvious deliveries from the factory to warehouses or warehouses to stores, identify and discuss 2 more scenarios on how the transportation model can be used.
Problem B: Good Stuffing Sausage Company (16 pts)
1. Is this a minimal spanning or shortest route problem? Explain.
2. Explain the differences between minimal spanning and shortest route problems. Give an example where each type of modeling can be used.
3. How many branches are there in this network?
4. How many hours will it take to drive through Nodes 2-4-8? Explain.
5. Which arc takes the longest time to travel?
6. Korina thinks the best route is 1-5-6-10. Do you agree with her? Why or why not?
7. What is the value of your optimal solution?
8. What are the nodes included in your optimal solution?
Problem C: 9-31: NASA Missions ( 13 points)
(Hint – your answers in questions 1, 2 and 3 should be a schedule on which mission specialist should be scheduled to which flight. Provide your explanations for your answers) 13 points
1. Who should be assigned to which flight to maximize ratings?
Name of Mission Specialist
Mission Date
Total Rating:
2. NASA has just been notified that Anderson is getting married in February and has been granted a highly sought publicity tour in Europe that month. (He intends to take his wife and let the trip double as a honeymoon.) How does this change the final schedule? Explain.
Name of Mission Specialist
Mission Date
Total Rating:
Explanation:
3. Certo has complained that he was rated incorrectly on his January missions. Both ratings should be 10s, he claims to the chief, who agrees and re-computes the schedule. Do any changes occur over the schedule set in Question 2? Why or why not?
Name of Mission Specialist
Mission Date
Total Rating:
Explanation:
4. What are the strengths and weaknesses of this approach to scheduling?
Science Laboratory Format
Writers in the field of biology must consider not only the form but the style of writing in biology papers.
As in all fields, there are conventions to follow or typical style formats of the discipline.
Writing in the sciences is concise, yet pr.
Module Assignment Clinical Decision Support SystemsLearning Outcome.docxroushhsiu
Module Assignment: Clinical Decision Support SystemsLearning Outcomes:
Identify trends in nursing that impact the use of Informatics.
Explore the use of informatics in nursing research and how clinical decision support systems impact nursing care.
Analyze leadership and collaborative practice strategies that foster mutual respect and shared decision making.
Questions:
Part 1) Think if a nursing diagnosis that interests you. Then, conduct an internet search using your chosen nursing diagnosis as the search topic. Locate at least three internet resources that pertain to your topic, then review the sites and write a three or four sentence summary of each that includes the following:
Appropriateness of content
Reliability of content (sources cited within site, anecdotal vs. evidence-based practice)
Links included within the website.
Part 2) Locate three internet-based Cancer screening tools that could be included in an HER, such as EPIC or Connect Care
In your own words, how will clinical decision support systems improve outcomes for a patient diagnosed with cancer?
What would be the benefits of including reminders for cancer screening for healthcare providers and to patients (such as the sepsis screening tool that pops up in EPIC or Connect Care)
Rubric
See attached below for instructions detail and Assignment Grading Rubric
.
MONTCLAIR UNIVERSITY
LAWS 362: LEGAL WRITING
MIDTERM EXAM (April 1, 2020)
(8 Pages: You may add extra sheets to wrote on as necessary)
NAME:………………………………………………………………………………………..
SIGNATURE:……………………………………………/ DATE …………………………………..
EXAM PART 1: (20 points)
I) You are working as a law clerk for a New Jersey law firm. Your senior partner is preparing a trial brief on a case which is currently pending before a New Jersey state trial court in Essex County and asks you to research an issue of law for the brief. Your research reveals relevant information from the 10 sources below. After each item, indicate whether the authority is either (1) PRIMARY; (2) PERSUAUSIVE or (3) SECONDARY authority.
A) A published decision from the New Jersey Supreme Court : .
B) A published decision from a Hudson New Jersey trial court : .
C) A 2018 law review article in the Rutgers Law Journal: .
D)A decision from a federal district court in New Jersey .
E) A published decision from the New York Supreme Court: .
F) A Dissenting opinion from the New Jersey Supreme Court: .
G) A published decision from the Minnesota appellate court: .
H) A Concurring opinion from the New Jersey Supreme Court: .
I) A published decision from the New Jersey Appellate Division: .
J) A 2018 article authored by a retired New Jersey Supreme Court Justice and published in the
New Jersey Law Journal: .
EXAM PART 2: (20 Points)
( BRIEFING A CASE )
II) Please read the case (previously provide) of Van Brunt v. Van Brunt and prepare a concise case brief addressing the following 6 points :
1) Identify the Holding:
2) Identify the Issues:
3) Identify the Rule(s) that is/are the subject of the decision :
4) Identify the Key Relevant Facts:
5) Identify the Disposition of the Case:
6) Identify in Logical Detail the Reasons and Policies Behind the Decision:
EXAM PART 3: 20 Points
( BRIEFING A STATUTE )
Please read the following excerpt from the accompanying following New Jersey landlord tenant statute regarding secu.
MODULE 8You will perform a history of a respiratory problem th.docxroushhsiu
MODULE 8
You will perform a history of a respiratory problem that either your instructor has provided you or one that you have experienced and perform a respiratory assessment. You will document your subjective and objective findings, identify actual or potential risks, and submit this in a Word document to the dropbox provided.
.
Most organizations, including hospitals, adopt both Mission and Visi.docxroushhsiu
Most organizations, including hospitals, adopt both Mission and Vision Statements. Both can usually be found posted prominently on the wall, and on the organization's website.
What is the difference between a Mission Statement and a Vision Statement? Why would both statements be important as it relates to strategic planning? Are they important in achieving a competitive advanatgae?
Be specific. Thoroughly explain your response.
.
More like this Abstract TranslateFull Text Translate.docxroushhsiu
More like this
Abstract Translate
Full Text Translate
International law is in a period of transition. After World War
II, but especially since the 1980s, human rights expanded to
almost every corner of international law. In doing so, they
changed core features of international law itself, including
the definition of sovereignty and the sources of international
legal rules. But what has been called the "age of human
rights" is over, at leastfor now. Whether measured in terms of
the increasing number of authoritarian governments, the
decline in international human rights enforcement
architecture such as the Responsibility to Protect and the
Alien Tort Statute, the growing power of China and Russia
over the content of international law, or the rising of
nationalism and populism, international human rights law is
in retreat. The decline offers an opportunity to consider how
human rights changed, or purported to change, international
law and how international law as a whole can be made more
effective in a post-human rights era. This Article is the first to
argue that international human rights law as a whole-
whatever its much disputed benefits for human rights
themselves-appears to have expanded and changed
international law in ways that have made it weaker, less likely
to generate compliance, and more likely to produce
interstate friction and conflict. The debate around
international law and human rights should be reframed to
consider these costs and to evaluate whether international
law, including the work of the United Nations, should focus
on a stronger, more limited core of international legal norms
that protects international peace and security, not human
rights. Human rights could be advanced through domestic
and regional legal systems, through the the development of
non-binding international norms, and through iterative
processes of international reporting and monitoring-a model
not unlike the Paris Climate Agreement.
MoreK
0:00 /0:00
HeadnoteHeadnote
Abstract
International law is in a period of transition. After World War
II, but especially since the 1980s, human rights expanded to
almost every corner of international law. In doing so, they
changed core features of international law itself, including
the definition of sovereignty and the sources of international
legal rules. But what has been called the "age of human
rights" is over, at leastfor now. Whether measured in terms of
the increasing number of authoritarian governments, the
decline in international human rights enforcement
architecture such as the Responsibility to Protect and the
Alien Tort Statute, the growing power of China and Russia
over the content of international law, or the rising of
nationalism and populism, international human rights law is
in retreat.
The decline offers an opportunity to consider how human
rights changed, or purported to change, international law and
how international law as a whole can be mad.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
My Ten Years” ExerciseProject yourself into the future .docx
1. “My Ten Years”
Exercise
Project yourself into the future ten years from today. When
answering, develop the image of what you most hope and dream
your life and work will be ten years from today.
In ten years, I am __32__ years old.
If/when I am working, my work is best described as- My work
will be described as a leader who will empower other people to
succeed in life for their dreams and ambitions while keeping the
best interests of the company. I also see myself as a venture
capitalist in the future.
In that context, my major work responsibilities are – My main
work responsibilities will be business and people development.
I want to take care of the people who work in my company and
give them independence to show results.
The people I will see or talk to today include – My family,
girlfriend and friends from babson college
.
The people whom I live and socialize with are – My family and
friends
.
2. My most important possessions are – My positive attitude
towards life
If someone were describing me to a friend today, they would
say that - I am very outgoing and friendly.
.
When I have some free time, I spend it – learning a new skill
My leisure or fun activities in a typical week include - Driving
and catching up with friends
As I think about my leadership, I take most pride in – I feel I
understand people really well and can feel their emotions.
Research Critique Guidelines – Part I
Use this document to organize your essay. Successful
completion of this assignment requires that you provide a
rationale, include examples, and reference content from the
studies in your responses.
Qualitative Studies
Background of Study
1. Summary of studies. Include problem, significance to
nursing, purpose, objective, and research question.
How do these two articles support the nurse practice issue you
chose?
1. Discuss how these two articles will be used to answer your
PICOT question.
2. Describe how the interventions and comparison groups in the
articles compare to those identified in your PICOT question.
3. Method of Study:
1. State the methods of the two articles you are comparing and
describe how they are different.
2. Consider the methods you identified in your chosen articles
and state one benefit and one limitation of each method.
Results of Study
1. Summarize the key findings of each study in one or two
comprehensive paragraphs.
2. What are the implications of the two studies in nursing
practice?
Ethical Considerations
1. Discuss two ethical consideration in conducting research.
Describe how the researchers in the two articles you choose
took these ethical considerations into account while performing
their researc
Write a critical appraisal that demonstrates comprehension of
two qualitative research studies. Use the "Research Critique
Guidelines – Part 1" document to organize your essay.
Successful completion of this assignment requires that you
provide rationale, include examples, and reference content from
the studies in your responses.
Use the practice problem and two qualitative, peer-reviewed
research article you identified in the Topic 1 assignment to
complete this assignment.
In a 1,000–1,250 word essay, summarize two qualitative studies,
explain the ways in which the findings might be used in nursing
practice, and address ethical considerations associated with the
conduct of the study.
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Please review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
RUBRICS: Two articles are presented. Both articles are based
4. on qualitative research. Background of study, including
problem, significance to nursing, purpose, objective, and
research questions, is thorough with substantial relevant details
and extensive explanation.
A clear discussion on how articles support the PICOT question
is presented. The articles demonstrate strong support in
answering the proposed PICOT question. The interventions and
comparison groups in the articles strongly compare to those
identified in the PICOT question.
A thorough discussion on the method of study for each article is
presented. The comparison of study methods is described in
detail. A benefit and a limitation of each method are presented.
The discussion demonstrates a solid understanding of research
methods.
Discussion of study results, including findings and implications
for nursing practice, is thorough with substantial relevant
details and extensive explanation.
Discussion of ethical considerations associated with the conduct
of nursing research is thorough with substantial relevant details
and extensive explanation. A detailed discussion on ethical
considerations of the two articles used in the essay is presented.
Thesis is comprehensive and contains the essence of the paper.
Thesis statement makes the purpose of the paper clear.
Argument is clear and convincing and presents a persuasive
claim in a distinctive and compelling manner. All sources are
authoritative. Writer is clearly in command of standard, written,
academic English.
All format elements are correct. Sources are completely and
correctly documented, as appropriate to assignment and style,
and format is free of error.
www.hbr.org
5. Leadership That Gets
Results
by Daniel Goleman
Included with this full-text Harvard Business Review article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Leadership That Gets Results
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
15
Further Reading
New research suggests that the
6. most effective executives use a
collection of distinct
leadership styles—each in the
right measure, at just the right
time. Such flexibility is tough
to put into action, but it pays
off in performance. And
better yet, it can be learned.
Reprint R00204
This document is authorized for use only by Shivam Kapoor in
2020SP-01:CREATING YOU:BUILDING YOUR PROF LIFE at
Babson College, 2020.
http://www.hbr.org
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name
=itemdetail&referral=4320&id=R00204
Leadership That Gets Results
page 1
The Idea in Brief The Idea in Practice
10. temperament, they should ask which style
best addresses the demands of a particular
situation.
Research has shown that the most success-
ful leaders have strengths in the following
emotional intelligence competencies: self-
awareness, self-regulation, motivation,
empathy, and social skill. There are six basic
styles of leadership; each makes use of the
key components of emotional intelligence
in different combinations. The best leaders
don’t know just one style of leadership—
they’re skilled at several, and have the flexi-
bility to switch between styles as the cir-
cumstances dictate.
Managers often fail to appreciate how profoundly the
organizational climate can influence fi-
nancial results. It can account for nearly a third of financial
performance. Organizational climate,
in turn, is influenced by leadership style—by the way that
managers motivate direct reports,
gather and use information, make decisions, manage change
initiatives, and handle crises. There
are six basic leadership styles. Each derives from different
emotional intelligence competencies,
works best in particular situations, and affects the
organizational climate in different ways.
1. The coercive style. This “Do what I say” ap-
proach can be very effective in a turnaround
situation, a natural disaster, or when working
with problem employees. But in most situa-
tions, coercive leadership inhibits the organi-
zation’s flexibility and dampens employees’
11. motivation.
2. The authoritative style. An authoritative
leader takes a “Come with me” approach: she
states the overall goal but gives people the
freedom to choose their own means of
achieving it. This style works especially well
when a business is adrift. It is less effective
when the leader is working with a team of ex-
perts who are more experienced than he is.
3. The affiliative style. The hallmark of the af-
filiative leader is a “People come first” attitude.
This style is particularly useful for building
team harmony or increasing morale. But its
exclusive focus on praise can allow poor per-
formance to go uncorrected. Also, affiliative
leaders rarely offer advice, which often leaves
employees in a quandary.
4. The democratic style. This style’s impact
on organizational climate is not as high as you
might imagine. By giving workers a voice in
decisions, democratic leaders build organiza-
tional flexibility and responsibility and help
generate fresh ideas. But sometimes the price
is endless meetings and confused employees
who feel leaderless.
5. The pacesetting style. A leader who sets
high performance standards and exemplifies
them himself has a very positive impact on
employees who are self-motivated and highly
competent. But other employees tend to feel
overwhelmed by such a leader’s demands for
excellence—and to resent his tendency to
12. take over a situation.
6. The coaching style. This style focuses
more on personal development than on im-
mediate work-related tasks. It works well
when employees are already aware of their
weaknesses and want to improve, but not
when they are resistant to changing their
ways.
The more styles a leader has mastered, the
better. In particular, being able to switch
among the authoritative, affiliative, demo-
cratic, and coaching styles as conditions dic-
tate creates the best organizational climate
and optimizes business performance.
This document is authorized for use only by Shivam Kapoor in
2020SP-01:CREATING YOU:BUILDING YOUR PROF LIFE at
Babson College, 2020.
Leadership That Gets
Results
by Daniel Goleman
harvard business review • march–april 2000 page 2
C
O
P
Y
15. L
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
New research suggests that the most effective executives use a
collection
of distinct leadership styles—each in the right measure, at just
the right
time. Such flexibility is tough to put into action, but it pays off
in
performance. And better yet, it can be learned.
Ask any group of businesspeople the question
“What do effective leaders do?” and you’ll
16. hear a sweep of answers. Leaders set strategy;
they motivate; they create a mission; they
build a culture. Then ask “What should leaders
do?” If the group is seasoned, you’ll likely hear
one response: the leader’s singular job is to
get results.
But how? The mystery of what leaders can
and ought to do in order to spark the best per-
formance from their people is age-old. In re-
cent years, that mystery has spawned an entire
cottage industry: literally thousands of “leader-
ship experts” have made careers of testing and
coaching executives, all in pursuit of creating
businesspeople who can turn bold objectives—
be they strategic, financial, organizational, or
all three—into reality.
Still, effective leadership eludes many peo-
ple and organizations. One reason is that until
recently, virtually no quantitative research
has demonstrated which precise leadership
behaviors yield positive results. Leadership
experts proffer advice based on inference,
experience, and instinct. Sometimes that
advice is right on target; sometimes it’s not.
But new research by the consulting firm
Hay/McBer, which draws on a random sample
of 3,871 executives selected from a database of
more than 20,000 executives worldwide,
takes much of the mystery out of effective
leadership. The research found six distinct
leadership styles, each springing from differ-
ent components of emotional intelligence.
17. The styles, taken individually, appear to have a
direct and unique impact on the working at-
mosphere of a company, division, or team,
and in turn, on its financial performance. And
perhaps most important, the research indi-
cates that leaders with the best results do not
rely on only one leadership style; they use
most of them in a given week—seamlessly
and different measure—depending on the
business situation. Imagine the styles, then, as
This document is authorized for use only by Shivam Kapoor in
2020SP-01:CREATING YOU:BUILDING YOUR PROF LIFE at
Babson College, 2020.
Leadership That Gets Results
harvard business review • march–april 2000 page 3
the array of clubs in a golf pro’s bag. Over the
course of a game, the pro picks and chooses
clubs based on the demands of the shot.
Sometimes he has to ponder his selection, but
usually it is automatic. The pro senses the
challenge ahead, swiftly pulls out the right
tool, and elegantly puts it to work. That’s how
high-impact leaders operate, too.
What are the six styles of leadership? None
will shock workplace veterans. Indeed, each
style, by name and brief description alone,
will likely resonate with anyone who leads, is
led, or as is the case with most of us, does
both. Coercive leaders demand immediate
18. compliance. Authoritative leaders mobilize
people toward a vision. Affiliative leaders cre-
ate emotional bonds and harmony. Demo-
cratic leaders build consensus through partici-
pation. Pacesetting leaders expect excellence
and self-direction. And coaching leaders develop
people for the future.
Close your eyes and you can surely imagine
a colleague who uses any one of these styles.
You most likely use at least one yourself. What
is new in this research, then, is its implications
for action. First, it offers a fine-grained under-
standing of how different leadership styles af-
fect performance and results. Second, it offers
clear guidance on when a manager should
switch between them. It also strongly suggests
that switching flexibly is well advised. New,
too, is the research’s finding that each leader-
ship style springs from different components
of emotional intelligence.
Measuring Leadership’s Impact
It has been more than a decade since research
first linked aspects of emotional intelligence
to business results. The late David McClelland,
a noted Harvard University psychologist,
found that leaders with strengths in a critical
mass of six or more emotional intelligence
competencies were far more effective than
peers who lacked such strengths. For instance,
when he analyzed the performance of division
heads at a global food and beverage company,
he found that among leaders with this critical
mass of competence, 87% placed in the top
third for annual salary bonuses based on their
19. business performance. More telling, their divi-
sions on average outperformed yearly revenue
targets by 15% to 20%. Those executives who
lacked emotional intelligence were rarely
rated as outstanding in their annual perfor-
mance reviews, and their divisions underper-
formed by an average of almost 20%.
Our research set out to gain a more molecu-
lar view of the links among leadership and
emotional intelligence, and climate and per-
formance. A team of McClelland’s colleagues
headed by Mary Fontaine and Ruth Jacobs
from Hay/McBer studied data about or ob-
served thousands of executives, noting spe-
cific behaviors and their impact on climate.1
How did each individual motivate direct re-
ports? Manage change initiatives? Handle cri-
ses? It was in a later phase of the research
that we identified which emotional intelli-
gence capabilities drive the six leadership
styles. How does he rate in terms of self-
control and social skill? Does a leader show
high or low levels of empathy?
The team tested each executive’s immediate
sphere of influence for its climate. “Climate” is
not an amorphous term. First defined by psy-
chologists George Litwin and Richard Stringer
and later refined by McClelland and his col-
leagues, it refers to six key factors that influ-
ence an organization’s working environment:
its flexibility—that is, how free employees feel
to innovate unencumbered by red tape; their
20. sense of responsibility to the organization; the
level of standards that people set; the sense of
accuracy about performance feedback and apt-
ness of rewards; the clarity people have about
mission and values; and finally, the level of
commitment to a common purpose.
We found that all six leadership styles have a
measurable effect on each aspect of climate.
(For details, see the exhibit “Getting Molecular:
The Impact of Leadership Styles on Drivers of
Climate.”) Further, when we looked at the im-
pact of climate on financial results—such as re-
turn on sales, revenue growth, efficiency, and
profitability—we found a direct correlation be-
tween the two. Leaders who used styles that
positively affected the climate had decidedly
better financial results than those who did not.
That is not to say that organizational climate is
the only driver of performance. Economic con-
ditions and competitive dynamics matter enor-
mously. But our analysis strongly suggests that
climate accounts for nearly a third of results.
And that’s simply too much of an impact to ig-
nore.
The Styles in Detail
Executives use six leadership styles, but only
Daniel Goleman is the author of
Emotional Intelligence (Bantam, 1995)
and Working with Emotional Intelligence
(Bantam, 1998). He is cochairman of
the Consortium for Research on Emo-
tional Intelligence in Organizations,
which is based at Rutgers University’s
21. Graduate School of Applied Psycholo-
gy in Piscataway, New Jersey. His article
“What Makes a Leader?” appeared in
the November–December 1998 issue of
HBR. He can be reached at [email protected]
javanet.com.
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Leadership That Gets Results
harvard business review • march–april 2000 page 4
four of the six consistently have a positive ef-
fect on climate and results. Let’s look then at
each style of leadership in detail. (For a sum-
mary of the material that follows, see the
chart “The Six Leadership Styles at a Glance.”)
The Coercive Style. The computer company
was in crisis mode—its sales and profits were
falling, its stock was losing value precipitously,
and its shareholders were in an uproar. The
board brought in a new CEO with a reputation
as a turnaround artist. He set to work chop-
ping jobs, selling off divisions, and making the
tough decisions that should have been exe-
22. cuted years before. The company was saved, at
least in the short-term.
From the start, though, the CEO created a
reign of terror, bullying and demeaning his ex-
ecutives, roaring his displeasure at the slightest
misstep. The company’s top echelons were dec-
imated not just by his erratic firings but also by
defections. The CEO’s direct reports, fright-
ened by his tendency to blame the bearer of
bad news, stopped bringing him any news at
all. Morale was at an all-time low—a fact re-
flected in another downturn in the business
after the short-term recovery. The CEO was
eventually fired by the board of directors.
It’s easy to understand why of all the lead-
ership styles, the coercive one is the least ef-
fective in most situations. Consider what the
style does to an organization’s climate. Flexi-
bility is the hardest hit. The leader’s extreme
top-down decision making kills new ideas on
the vine. People feel so disrespected that they
think, “I won’t even bring my ideas up—
they’ll only be shot down.” Likewise, people’s
sense of responsibility evaporates: unable to
act on their own initiative, they lose their
sense of ownership and feel little accountabil-
ity for their performance. Some become so re-
sentful they adopt the attitude, “I’m not going
to help this bastard.”
Coercive leadership also has a damaging
effect on the rewards system. Most high-
performing workers are motivated by more
23. than money—they seek the satisfaction of
work well done. The coercive style erodes
such pride. And finally, the style undermines
one of the leader’s prime tools—motivating
people by showing them how their job fits
Self-Management
? Self-control: the ability to
keep disruptive emotions
and impulses under control.
? Trustworthiness: a
consistent display of
honesty and integrity.
? Conscientiousness: the abili-
ty to manage yourself and
your responsibilities.
? Adaptability: skill at adjust-
ing to changing situations
and overcoming obstacles.
? Achievement orientation:
the drive to meet an inter-
nal standard of excellence.
? Initiative: a readiness to
seize opportunities.
Self-Awareness
? Emotional self-awareness:
the ability to read and
understand your emo-
24. tions as well as recognize
their impact on work
performance, relation-
ships, and the like.
? Accurate self-assessment:
a realistic evaluation
of your strengths and
limitations.
? Self-confidence: a strong
and positive sense of
self-worth.
Emotional Intelligence: A Primer
Emotional intelligence – the ability to manage ourselves and our
relationships effectively –
consists of four fundamental capabilities: self-awareness, self-
management, social awareness,
and social skill. Each capability, in turn, is composed of
specific sets of competencies. Below
is a list of the capabilities and their corresponding traits.
Social Awareness
? Empathy: skill at sensing
other people’s emotions,
understanding their
perspective, and taking
an active interest in their
concerns.
? Organizational awareness:
the ability to read the
currents of organizational
life, build decision net-
25. works, and navigate
politics.
? Service orientation: the
ability to recognize and
meet customers’ needs.
Social Skill
? Visionary leadership: the ability to take charge
and inspire with a compelling vision.
? Influence: the ability to wield a range of
persuasive tactics.
? Developing others: the propensity to bolster
the abilities of others through feedback
and guidance.
? Communication: skill at listening and at sending
clear, convincing, and well-tuned messages.
? Change catalyst: proficiency in initiating new
ideas and leading people in a new direction.
? Conflict management: the ability to de-escalate
disagreements and orchestrate resolutions.
? Building bonds: proficiency at cultivating and
maintaining a web of relationships.
? Teamwork and collaboration: competence at
promoting cooperation and building teams.
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Leadership That Gets Results
harvard business review • march–april 2000 page 5
into a grand, shared mission. Such a loss,
measured in terms of diminished clarity and
commitment, leaves people alienated from
their own jobs, wondering, “How does any of
this matter?”
Given the impact of the coercive style, you
might assume it should never be applied. Our
research, however, uncovered a few occasions
when it worked masterfully. Take the case of a
division president who was brought in to
change the direction of a food company that
was losing money. His first act was to have the
executive conference room demolished. To him,
the room—with its long marble table that looked
like “the deck of the Starship Enterprise”—
symbolized the tradition-bound formality that
was paralyzing the company. The destruction
of the room, and the subsequent move to a
smaller, more informal setting, sent a message
no one could miss, and the division’s culture
changed quickly in its wake.
That said, the coercive style should be used
only with extreme caution and in the few situa-
27. tions when it is absolutely imperative, such as
during a turnaround or when a hostile take-
over is looming. In those cases, the coercive
style can break failed business habits and shock
people into new ways of working. It is always
appropriate during a genuine emergency, like
in the aftermath of an earthquake or a fire.
And it can work with problem employees with
whom all else has failed. But if a leader relies
solely on this style or continues to use it once
the emergency passes, the long-term impact of
his insensitivity to the morale and feelings of
those he leads will be ruinous.
The Authoritative Style. Tom was the vice
president of marketing at a floundering na-
tional restaurant chain that specialized in
pizza. Needless to say, the company’s poor
performance troubled the senior managers,
but they were at a loss for what to do. Every
Monday, they met to review recent sales,
struggling to come up with fixes. To Tom, the
approach didn’t make sense. “We were al-
ways trying to figure out why our sales were
down last week. We had the whole company
looking backward instead of figuring out
Getting Molecular: The Impact of Leadership Styles on Drivers
of Climate
Our research investigated how each leadership style affected the
six
drivers of climate, or working atmosphere. The figures below
28. show
the correlation between each leadership style and each aspect of
cli-
mate. So, for instance, if we look at the climate driver of
flexibility, we
see that the coercive style has a -.28 correlation while the
democratic
style has a .28 correlation, equally strong in the opposite
direction.
Focusing on the authoritative leadership style, we find that it
has a .54
correlation with rewards—strongly positive—and a .21
correlation with
responsibility—positive, but not as strong. In other words, the
style’s
correlation with rewards was more than twice that with
responsibility.
According to the data, the authoritative leadership style has the
most
positive effect on climate, but three others—affiliative,
democratic, and
coaching—follow close behind. That said, the research indicates
that
no style should be relied on exclusively, and all have at least
short-term
uses.
Flexibility
Responsibility
Standards
Rewards
31. Pacesetting
-. 07
. 04
-. 27
-. 29
-. 28
-. 20
-. 25
Coaching
. 17
. 08
. 39
. 43
. 38
. 27
. 42
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32. Leadership That Gets Results
harvard business review • march–april 2000 page 6
what we had to do tomorrow.”
Tom saw an opportunity to change people’s
way of thinking at an off-site strategy meeting.
There, the conversation began with stale tru-
isms: the company had to drive up shareholder
wealth and increase return on assets. Tom be-
lieved those concepts didn’t have the power to
inspire a restaurant manager to be innovative
or to do better than a good-enough job.
So Tom made a bold move. In the middle of a
meeting, he made an impassioned plea for his
colleagues to think from the customer’s per-
spective. Customers want convenience, he said.
The company was not in the restaurant busi-
ness, it was in the business of distributing high-
quality, convenient-to-get pizza. That notion—
and nothing else—should drive everything the
company did.
With his vibrant enthusiasm and clear
vision—the hallmarks of the authoritative
style—Tom filled a leadership vacuum at the
company. Indeed, his concept became the
core of the new mission statement. But this
conceptual breakthrough was just the begin-
33. ning. Tom made sure that the mission state-
ment was built into the company’s strategic
planning process as the designated driver of
growth. And he ensured that the vision was
articulated so that local restaurant managers
understood they were the key to the com-
pany’s success and were free to find new
ways to distribute pizza.
Changes came quickly. Within weeks, many
local managers started guaranteeing fast, new
delivery times. Even better, they started to act
like entrepreneurs, finding ingenious locations
to open new branches: kiosks on busy street
corners and in bus and train stations, even
from carts in airports and hotel lobbies.
Tom’s success was no fluke. Our research
indicates that of the six leadership styles,
the authoritative one is most effective, driv-
ing up every aspect of climate. Take clarity.
The authoritative leader is a visionary; he
motivates people by making clear to them
how their work fits into a larger vision for
the organization. People who work for such
leaders understand that what they do mat-
ters and why. Authoritative leadership also
maximizes commitment to the organiza-
tion’s goals and strategy. By framing the in-
dividual tasks within a grand vision, the au-
thoritative leader defines standards that
revolve around that vision. When he gives
performance feedback—whether positive or
negative—the singular criterion is whether
or not that performance furthers the vision.
34. The standards for success are clear to all, as
are the rewards. Finally, consider the style’s
impact on flexibility. An authoritative
leader states the end but generally gives
people plenty of leeway to devise their own
means. Authoritative leaders give people
the freedom to innovate, experiment, and
take calculated risks.
Because of its positive impact, the authorita-
tive style works well in almost any business sit-
uation. But it is particularly effective when a
business is adrift. An authoritative leader
charts a new course and sells his people on a
fresh long-term vision.
The authoritative style, powerful though it
may be, will not work in every situation. The
approach fails, for instance, when a leader is
working with a team of experts or peers who
are more experienced than he is; they may see
the leader as pompous or out-of-touch. An-
other limitation: if a manager trying to be au-
thoritative becomes overbearing, he can un-
dermine the egalitarian spirit of an effective
team. Yet even with such caveats, leaders
would be wise to grab for the authoritative
“club” more often than not. It may not guar-
antee a hole in one, but it certainly helps with
the long drive.
The Affiliative Style. If the coercive leader
demands, “Do what I say,” and the authorita-
tive urges, “Come with me,” the affiliative
leader says, “People come first.” This leader-
ship style revolves around people—its propo-
35. nents value individuals and their emotions
more than tasks and goals. The affiliative
leader strives to keep employees happy and to
create harmony among them. He manages by
building strong emotional bonds and then
reaping the benefits of such an approach,
namely fierce loyalty. The style also has a
markedly positive effect on communication.
People who like one another a lot talk a lot.
They share ideas; they share inspiration. And
the style drives up flexibility; friends trust one
another, allowing habitual innovation and risk
taking. Flexibility also rises because the affilia-
tive leader, like a parent who adjusts house-
hold rules for a maturing adolescent, doesn’t
impose unnecessary strictures on how em-
ployees get their work done. They give people
the freedom to do their job in the way they
An authoritative leader
states the end but gives
people their own means.
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36. think is most effective.
As for a sense of recognition and reward for
work well done, the affiliative leader offers
ample positive feedback. Such feedback has
special potency in the workplace because it is
all too rare: outside of an annual review, most
people usually get no feedback on their day-to-
day efforts—or only negative feedback. That
makes the affiliative leader’s positive words all
the more motivating. Finally, affiliative lead-
ers are masters at building a sense of belong-
ing. They are, for instance, likely to take their
direct reports out for a meal or a drink, one-on-
one, to see how they’re doing. They will bring
in a cake to celebrate a group accomplishment.
They are natural relationship builders.
Joe Torre, the heart and soul of the New
York Yankees, is a classic affiliative leader. Dur-
ing the 1999 World Series, Torre tended ably to
the psyches of his players as they endured the
emotional pressure cooker of a pennant race.
All season long, he made a special point to
praise Scott Brosius, whose father had died
during the season, for staying committed even
as he mourned. At the celebration party after
the team’s final game, Torre specifically sought
out right fielder Paul O’Neill. Although he had
received the news of his father’s death that
morning, O’Neill chose to play in the decisive
game—and he burst into tears the moment it
ended. Torre made a point of acknowledging
O’Neill’s personal struggle, calling him a “war-
37. rior.” Torre also used the spotlight of the vic-
tory celebration to praise two players whose re-
turn the following year was threatened by
contract disputes. In doing so, he sent a clear
message to the team and to the club’s owner
that he valued the players immensely—too
much to lose them.
Along with ministering to the emotions of
his people, an affiliative leader may also tend
to his own emotions openly. The year Torre’s
brother was near death awaiting a heart trans-
plant, he shared his worries with his players.
He also spoke candidly with the team about
his treatment for prostate cancer.
The affiliative style’s generally positive im-
pact makes it a good all-weather approach, but
leaders should employ it particularly when try-
ing to build team harmony, increase morale,
improve communication, or repair broken
trust. For instance, one executive in our study
was hired to replace a ruthless team leader.
The former leader had taken credit for his em-
ployees’ work and had attempted to pit them
against one another. His efforts ultimately
failed, but the team he left behind was suspi-
cious and weary. The new executive managed
to mend the situation by unstintingly showing
emotional honesty and rebuilding ties. Several
months in, her leadership had created a re-
newed sense of commitment and energy.
Despite its benefits, the affiliative style
should not be used alone. Its exclusive focus
38. on praise can allow poor performance to go
uncorrected; employees may perceive that
The leader’s modus operandi
The style in a phrase
Underlying emotional
intelligence competencies
When the style works best
Overall impact on climate
Coercive
Demands immediate
compliance
“Do what I tell you.”
Drive to achieve, initiative,
self-control
In a crisis, to kick start a
turnaround, or with problem
employees
Negative
Authoritative
Mobilizes people
toward a vision
“Come with me.”
39. Self-confidence, empathy,
change catalyst
When changes require a
new vision, or when a clear
direction is needed
Most strongly positive
Our research found
that leaders use six
styles, each springing
from different compo-
nents of emotional
intelligence. Here is a
summary of the styles,
their origin, when they
work best, and their
impact on an organiza-
tion’s climate and thus
its performance.
The Six Leadership Styles at a Glance
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Leadership That Gets Results
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40. mediocrity is tolerated. And because affilia-
tive leaders rarely offer constructive advice
on how to improve, employees must figure
out how to do so on their own. When people
need clear directives to navigate through
complex challenges, the affiliative style
leaves them rudderless. Indeed, if overly re-
lied on, this style can actually steer a group
to failure. Perhaps that is why many affilia-
tive leaders, including Torre, use this style in
close conjunction with the authoritative
style. Authoritative leaders state a vision, set
standards, and let people know how their
work is furthering the group’s goals. Alter-
nate that with the caring, nurturing ap-
proach of the affiliative leader, and you have
a potent combination.
The Democratic Style. Sister Mary ran a
Catholic school system in a large metropolitan
area. One of the schools—the only private
school in an impoverished neighborhood—
had been losing money for years, and the arch-
diocese could no longer afford to keep it open.
When Sister Mary eventually got the order to
shut it down, she didn’t just lock the doors.
She called a meeting of all the teachers and
staff at the school and explained to them the
details of the financial crisis—the first time
anyone working at the school had been in-
cluded in the business side of the institution.
She asked for their ideas on ways to keep the
school open and on how to handle the closing,
should it come to that. Sister Mary spent
41. much of her time at the meeting just listening.
She did the same at later meetings for
school parents and for the community and dur-
ing a successive series of meetings for the
school’s teachers and staff. After two months
of meetings, the consensus was clear: the
school would have to close. A plan was made
to transfer students to other schools in the
Catholic system.
The final outcome was no different than if
Sister Mary had gone ahead and closed the
school the day she was told to. But by allowing
the school’s constituents to reach that decision
collectively, Sister Mary received none of the
backlash that would have accompanied such a
move. People mourned the loss of the school,
but they understood its inevitability. Virtually
no one objected.
Compare that with the experiences of a
priest in our research who headed another
Catholic school. He, too, was told to shut it
down. And he did—by fiat. The result was di-
sastrous: parents filed lawsuits, teachers and
parents picketed, and local newspapers ran edi-
torials attacking his decision. It took a year to
resolve the disputes before he could finally go
ahead and close the school.
Sister Mary exemplifies the democratic
style in action—and its benefits. By spending
time getting people’s ideas and buy-in, a
leader builds trust, respect, and commitment.
42. By letting workers themselves have a say in
decisions that affect their goals and how they
Affiliative
Creates harmony and builds
emotional bonds
“People come first.”
Empathy, building
relationships, communication
To heal rifts in a team or
to motivate people during
stressful circumstances
Positive
Democratic
Forges consensus through
participation
“What do you think?”
Collaboration, team
leadership, communication
To build buy-in or
consensus, or to get input
from valuable employees
Positive
Pacesetting
43. Sets high standards for
performance
“Do as I do, now.”
Conscientiousness, drive
to achieve, initiative
To get quick results from
a highly motivated and
competent team
Negative
Coaching
Develops people for the
future
“Try this.”
Developing others, empathy,
self-awareness
To help an employee
improve performance or
develop long-term strengths
Positive
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44. Leadership That Gets Results
harvard business review • march–april 2000 page 9
do their work, the democratic leader drives
up flexibility and responsibility. And by listen-
ing to employees’ concerns, the democratic
leader learns what to do to keep morale high.
Finally, because they have a say in setting
their goals and the standards for evaluating
success, people operating in a democratic sys-
tem tend to be very realistic about what can
and cannot be accomplished.
However, the democratic style has its draw-
backs, which is why its impact on climate is not
as high as some of the other styles. One of its
more exasperating consequences can be end-
less meetings where ideas are mulled over, con-
sensus remains elusive, and the only visible re-
sult is scheduling more meetings. Some
democratic leaders use the style to put off
making crucial decisions, hoping that enough
thrashing things out will eventually yield a
blinding insight. In reality, their people end up
feeling confused and leaderless. Such an ap-
proach can even escalate conflicts.
When does the style work best? This ap-
proach is ideal when a leader is himself uncer-
tain about the best direction to take and needs
ideas and guidance from able employees. And
45. even if a leader has a strong vision, the demo-
cratic style works well to generate fresh ideas
for executing that vision.
The democratic style, of course, makes
much less sense when employees are not com-
petent or informed enough to offer sound ad-
vice. And it almost goes without saying that
building consensus is wrongheaded in times
of crisis. Take the case of a CEO whose com-
puter company was severely threatened by
changes in the market. He always sought con-
sensus about what to do. As competitors stole
customers and customers’ needs changed, he
kept appointing committees to consider the
situation. When the market made a sudden
shift because of a new technology, the CEO
froze in his tracks. The board replaced him
before he could appoint yet another task
force to consider the situation. The new CEO,
while occasionally democratic and affiliative,
relied heavily on the authoritative style, espe-
cially in his first months.
The Pacesetting Style. Like the coercive
style, the pacesetting style has its place in the
leader’s repertory, but it should be used spar-
ingly. That’s not what we expected to find.
After all, the hallmarks of the pacesetting style
sound admirable. The leader sets extremely
high performance standards and exemplifies
them himself. He is obsessive about doing
things better and faster, and he asks the same
of everyone around him. He quickly pinpoints
poor performers and demands more from
46. them. If they don’t rise to the occasion, he re-
places them with people who can. You would
think such an approach would improve re-
sults, but it doesn’t.
In fact, the pacesetting style destroys cli-
mate. Many employees feel overwhelmed by
the pacesetter’s demands for excellence, and
their morale drops. Guidelines for working
may be clear in the leader’s head, but she
does not state them clearly; she expects peo-
ple to know what to do and even thinks, “If I
have to tell you, you’re the wrong person for
the job.” Work becomes not a matter of doing
one’s best along a clear course so much as second-
guessing what the leader wants. At the same
time, people often feel that the pacesetter
doesn’t trust them to work in their own way
or to take initiative. Flexibility and responsi-
bility evaporate; work becomes so task fo-
cused and routinized it’s boring.
As for rewards, the pacesetter either gives no
feedback on how people are doing or jumps in
to take over when he thinks they’re lagging.
And if the leader should leave, people feel
directionless—they’re so used to “the expert”
setting the rules. Finally, commitment dwin-
dles under the regime of a pacesetting leader
because people have no sense of how their per-
sonal efforts fit into the big picture.
For an example of the pacesetting style,
take the case of Sam, a biochemist in R&D at
a large pharmaceutical company. Sam’s su-
perb technical expertise made him an early
47. star: he was the one everyone turned to when
they needed help. Soon he was promoted to
head of a team developing a new product.
The other scientists on the team were as com-
petent and self-motivated as Sam; his métier
as team leader became offering himself as a
model of how to do first-class scientific work
under tremendous deadline pressure, pitch-
ing in when needed. His team completed its
task in record time.
But then came a new assignment: Sam was
put in charge of R&D for his entire division. As
his tasks expanded and he had to articulate a
vision, coordinate projects, delegate responsi-
bility, and help develop others, Sam began to
slip. Not trusting that his subordinates were as
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harvard business review • march–april 2000 page 10
capable as he was, he became a micromanager,
obsessed with details and taking over for oth-
ers when their performance slackened. Instead
of trusting them to improve with guidance and
development, Sam found himself working
48. nights and weekends after stepping in to take
over for the head of a floundering research
team. Finally, his own boss suggested, to his re-
lief, that he return to his old job as head of a
product development team.
Although Sam faltered, the pacesetting
style isn’t always a disaster. The approach works
well when all employees are self-motivated,
highly competent, and need little direction or
coordination—for example, it can work for
leaders of highly skilled and self-motivated
professionals, like R&D groups or legal teams.
And, given a talented team to lead, pace-
setting does exactly that: gets work done on
time or even ahead of schedule. Yet like any
leadership style, pacesetting should never be
used by itself.
The Coaching Style. A product unit at a glo-
bal computer company had seen sales plum-
met from twice as much as its competitors to
only half as much. So Lawrence, the president
of the manufacturing division, decided to
close the unit and reassign its people and
products. Upon hearing the news, James, the
head of the doomed unit, decided to go over
his boss’s head and plead his case to the CEO.
What did Lawrence do? Instead of blowing
up at James, he sat down with his rebellious di-
rect report and talked over not just the deci-
sion to close the division but also James’s fu-
ture. He explained to James how moving to
another division would help him develop new
skills. It would make him a better leader and
49. teach him more about the company’s business.
Lawrence acted more like a counselor than a
traditional boss. He listened to James’s con-
cerns and hopes, and he shared his own. He
said he believed James had grown stale in his
current job; it was, after all, the only place he’d
worked in the company. He predicted that
James would blossom in a new role.
The conversation then took a practical turn.
James had not yet had his meeting with the
CEO—the one he had impetuously demanded
when he heard of his division’s closing. Know-
ing this—and also knowing that the CEO un-
waveringly supported the closing—Lawrence
took the time to coach James on how to
present his case in that meeting. “You don’t get
an audience with the CEO very often,” he
noted, “let’s make sure you impress him with
your thoughtfulness.” He advised James not to
plead his personal case but to focus on the
business unit: “If he thinks you’re in there for
your own glory, he’ll throw you out faster than
you walked through the door.” And he urged
him to put his ideas in writing; the CEO always
appreciated that.
Lawrence’s reason for coaching instead of
scolding? “James is a good guy, very talented
and promising,” the executive explained to us,
“and I don’t want this to derail his career. I
want him to stay with the company, I want
him to work out, I want him to learn, I want
him to benefit and grow. Just because he
50. screwed up doesn’t mean he’s terrible.”
Lawrence’s actions illustrate the coaching
style par excellence. Coaching leaders help em-
ployees identify their unique strengths and
weaknesses and tie them to their personal and
career aspirations. They encourage employees
to establish long-term development goals and
help them conceptualize a plan for attaining
them. They make agreements with their em-
ployees about their role and responsibilities in
enacting development plans, and they give
plentiful instruction and feedback. Coaching
leaders excel at delegating; they give employ-
ees challenging assignments, even if that
means the tasks won’t be accomplished
quickly. In other words, these leaders are will-
ing to put up with short-term failure if it fur-
thers long-term learning.
Of the six styles, our research found that
the coaching style is used least often. Many
leaders told us they don’t have the time in
this high-pressure economy for the slow and
tedious work of teaching people and helping
them grow. But after a first session, it takes
little or no extra time. Leaders who ignore
this style are passing up a powerful tool: its
impact on climate and performance are
markedly positive.
Admittedly, there is a paradox in coaching’s
positive effect on business performance be-
cause coaching focuses primarily on personal
development, not on immediate work-related
tasks. Even so, coaching improves results. The
51. reason: it requires constant dialogue, and that
dialogue has a way of pushing up every driver
of climate. Take flexibility. When an employee
knows his boss watches him and cares about
what he does, he feels free to experiment.
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harvard business review • march–april 2000 page 11
After all, he’s sure to get quick and construc-
tive feedback. Similarly, the ongoing dialogue
of coaching guarantees that people know what
is expected of them and how their work fits
into a larger vision or strategy. That affects re-
sponsibility and clarity. As for commitment,
coaching helps there, too, because the style’s
implicit message is, “I believe in you, I’m in-
vesting in you, and I expect your best efforts.”
Employees very often rise to that challenge
with their heart, mind, and soul.
The coaching style works well in many busi-
ness situations, but it is perhaps most effective
when people on the receiving end are “up for
it.” For instance, the coaching style works par-
ticularly well when employees are already
52. aware of their weaknesses and would like to
improve their performance. Similarly, the style
works well when employees realize how culti-
vating new abilities can help them advance. In
short, it works best with employees who want
to be coached.
By contrast, the coaching style makes little
sense when employees, for whatever reason,
are resistant to learning or changing their
ways. And it flops if the leader lacks the exper-
tise to help the employee along. The fact is,
many managers are unfamiliar with or simply
inept at coaching, particularly when it comes
to giving ongoing performance feedback that
motivates rather than creates fear or apathy.
Some companies have realized the positive im-
pact of the style and are trying to make it a
core competence. At some companies, a signifi-
cant portion of annual bonuses are tied to an
executive’s development of his or her direct re-
ports. But many organizations have yet to take
full advantage of this leadership style. Al-
though the coaching style may not scream
“bottom-line results,” it delivers them.
Leaders Need Many Styles
Many studies, including this one, have shown
that the more styles a leader exhibits, the bet-
ter. Leaders who have mastered four or
more—especially the authoritative, demo-
cratic, affiliative, and coaching styles—have
the very best climate and business perfor-
53. mance. And the most effective leaders switch
flexibly among the leadership styles as
needed. Although that may sound daunting,
we witnessed it more often than you might
guess, at both large corporations and tiny
start-ups, by seasoned veterans who could ex-
plain exactly how and why they lead and by
entrepreneurs who claim to lead by gut alone.
Such leaders don’t mechanically match their
style to fit a checklist of situations—they are
far more fluid. They are exquisitely sensitive to
the impact they are having on others and
seamlessly adjust their style to get the best re-
sults. These are leaders, for example, who can
read in the first minutes of conversation that a
talented but underperforming employee has
been demoralized by an unsympathetic, do-it-
the-way-I-tell-you manager and needs to be in-
spired through a reminder of why her work
matters. Or that leader might choose to reener-
gize the employee by asking her about her
dreams and aspirations and finding ways to
make her job more challenging. Or that initial
conversation might signal that the employee
needs an ultimatum: improve or leave.
For an example of fluid leadership in action,
consider Joan, the general manager of a major
division at a global food and beverage com-
pany. Joan was appointed to her job while the
division was in a deep crisis. It had not made
its profit targets for six years; in the most re-
cent year, it had missed by $50 million. Morale
among the top management team was misera-
54. ble; mistrust and resentments were rampant.
Joan’s directive from above was clear: turn the
division around.
Joan did so with a nimbleness in switching
among leadership styles that is rare. From the
start, she realized she had a short window to
demonstrate effective leadership and to estab-
lish rapport and trust. She also knew that she
urgently needed to be informed about what
was not working, so her first task was to listen
to key people.
Her first week on the job she had lunch and
dinner meetings with each member of the
management team. Joan sought to get each
person’s understanding of the current situa-
tion. But her focus was not so much on learn-
ing how each person diagnosed the problem as
on getting to know each manager as a person.
Here Joan employed the affiliative style: she
explored their lives, dreams, and aspirations.
She also stepped into the coaching role,
looking for ways she could help the team
members achieve what they wanted in their
careers. For instance, one manager who had
been getting feedback that he was a poor team
player confided his worries to her. He thought
he was a good team member, but he was
Leaders who have
mastered four or more—
especially the
55. authoritative,
democratic, affiliative,
and coaching styles—
have the best climate and
business performance.
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Leadership That Gets Results
harvard business review • march–april 2000 page 12
plagued by persistent complaints. Recognizing
that he was a talented executive and a valuable
asset to the company, Joan made an agreement
with him to point out (in private) when his ac-
tions undermined his goal of being seen as a
team player.
She followed the one-on-one conversations
with a three-day off-site meeting. Her goal
here was team building, so that everyone
would own whatever solution for the business
problems emerged. Her initial stance at the off-
56. site meeting was that of a democratic leader.
She encouraged everyone to express freely
their frustrations and complaints.
The next day, Joan had the group focus on
solutions: each person made three specific pro-
posals about what needed to be done. As Joan
clustered the suggestions, a natural consensus
emerged about priorities for the business, such
as cutting costs. As the group came up with
specific action plans, Joan got the commitment
and buy-in she sought.
With that vision in place, Joan shifted into
the authoritative style, assigning accountability
for each follow-up step to specific executives
and holding them responsible for their accom-
plishment. For example, the division had been
dropping prices on products without increas-
ing its volume. One obvious solution was to
raise prices, but the previous VP of sales had
dithered and had let the problem fester. The
new VP of sales now had responsibility to ad-
just the price points to fix the problem.
Over the following months, Joan’s main
stance was authoritative. She continually artic-
ulated the group’s new vision in a way that re-
minded each member of how his or her role
was crucial to achieving these goals. And, espe-
cially during the first few weeks of the plan’s
implementation, Joan felt that the urgency of
the business crisis justified an occasional shift
into the coercive style should someone fail to
meet his or her responsibility. As she put it, “I
had to be brutal about this follow-up and make
57. sure this stuff happened. It was going to take
discipline and focus.”
The results? Every aspect of climate im-
proved. People were innovating. They were
talking about the division’s vision and crowing
about their commitment to new, clear goals.
The ultimate proof of Joan’s fluid leadership
style is written in black ink: after only seven
months, her division exceeded its yearly profit
target by $5 million.
Expanding Your Repertory
Few leaders, of course, have all six styles in
their repertory, and even fewer know when
and how to use them. In fact, as we have
brought the findings of our research into
many organizations, the most common re-
sponses have been, “But I have only two of
those!” and, “I can’t use all those styles. It
wouldn’t be natural.”
Such feelings are understandable, and in
some cases, the antidote is relatively simple.
The leader can build a team with members
who employ styles she lacks. Take the case of a
VP for manufacturing. She successfully ran a
global factory system largely by using the affili-
ative style. She was on the road constantly,
meeting with plant managers, attending to
their pressing concerns, and letting them know
how much she cared about them personally.
She left the division’s strategy—extreme
58. efficiency—to a trusted lieutenant with a keen
understanding of technology, and she dele-
gated its performance standards to a colleague
who was adept at the authoritative approach.
She also had a pacesetter on her team who al-
ways visited the plants with her.
An alternative approach, and one I would
recommend more, is for leaders to expand
their own style repertories. To do so, leaders
must first understand which emotional intelli-
gence competencies underlie the leadership
styles they are lacking. They can then work as-
siduously to increase their quotient of them.
For instance, an affiliative leader has
strengths in three emotional intelligence com-
petencies: in empathy, in building relation-
ships, and in communication. Empathy—
sensing how people are feeling in the moment—
allows the affiliative leader to respond to
employees in a way that is highly congruent
with that person’s emotions, thus building
rapport. The affiliative leader also displays a
natural ease in forming new relationships,
getting to know someone as a person, and
cultivating a bond. Finally, the outstanding
affiliative leader has mastered the art of in-
terpersonal communication, particularly
in saying just the right thing or making the
apt symbolic gesture at just the right mo-
ment.
So if you are primarily a pacesetting leader
who wants to be able to use the affiliative
style more often, you would need to improve
59. your level of empathy and, perhaps, your
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Leadership That Gets Results
harvard business review • march–april 2000 page 13
skills at building relationships or communi-
cating effectively. As another example, an au-
thoritative leader who wants to add the
democratic style to his repertory might need
to work on the capabilities of collaboration
and communication. Such advice about add-
ing capabilities may seem simplistic—“Go
change yourself ”—but enhancing emo-
tional intelligence is entirely possible with
practice. (For more on how to improve emo-
tional intelligence, see the sidebar “Growing
Your Emotional Intelligence.”)
More Science, Less Art
Like parenthood, leadership will never be
an exact science. But neither should it be a
complete mystery to those who practice it.
60. In recent years, research has helped parents
understand the genetic, psychological, and
behavioral components that affect their
Growing Your Emotional Intelligence
Unlike IQ, which is largely genetic—it
changes little from childhood—the skills of
emotional intelligence can be learned at any
age. It’s not easy, however. Growing your
emotional intelligence takes practice and
commitment. But the payoffs are well worth
the investment.
Consider the case of a marketing director
for a division of a global food company. Jack,
as I’ll call him, was a classic pacesetter: high-
energy, always striving to find better ways to
get things done, and too eager to step in and
take over when, say, someone seemed about
to miss a deadline. Worse, Jack was prone to
pounce on anyone who didn’t seem to meet
his standards, flying off the handle if a person
merely deviated from completing a job in the
order Jack thought best.
Jack’s leadership style had a predictably di-
sastrous impact on climate and business re-
sults. After two years of stagnant performance,
Jack’s boss suggested he seek out a coach. Jack
wasn’t pleased but, realizing his own job was
on the line, he complied.
The coach, an expert in teaching people
61. how to increase their emotional intelligence,
began with a 360-degree evaluation of Jack. A
diagnosis from multiple viewpoints is essen-
tial in improving emotional intelligence be-
cause those who need the most help usually
have blind spots. In fact, our research found
that top-performing leaders overestimate
their strengths on, at most, one emotional in-
telligence ability, whereas poor performers
overrate themselves on four or more. Jack was
not that far off, but he did rate himself more
glowingly than his direct reports, who gave
him especially low grades on emotional self-
control and empathy.
Initially, Jack had some trouble accepting
the feedback data. But when his coach showed
him how those weaknesses were tied to his in-
ability to display leadership styles dependent
on those competencies—especially the au-
thoritative, affiliative, and coaching styles—
Jack realized he had to improve if he wanted
to advance in the company. Making such a
connection is essential. The reason: improving
emotional intelligence isn’t done in a weekend
or during a seminar—it takes diligent practice
on the job, over several months. If people do
not see the value of the change, they will not
make that effort.
Once Jack zeroed in on areas for improve-
ment and committed himself to making the
effort, he and his coach worked up a plan to
turn his day-to-day job into a learning labora-
tory. For instance, Jack discovered he was em-
62. pathetic when things were calm, but in a cri-
sis, he tuned out others. This tendency
hampered his ability to listen to what people
were telling him in the very moments he most
needed to do so. Jack’s plan required him to
focus on his behavior during tough situations.
As soon as he felt himself tensing up, his job
was to immediately step back, let the other
person speak, and then ask clarifying ques-
tions. The point was to not act judgmental or
hostile under pressure.
The change didn’t come easily, but with
practice Jack learned to defuse his flare-ups by
entering into a dialogue instead of launching
a harangue. Although he didn’t always agree
with them, at least he gave people a chance to
make their case. At the same time, Jack also
practiced giving his direct reports more posi-
tive feedback and reminding them of how
their work contributed to the group’s mission.
And he restrained himself from microman-
aging them.
Jack met with his coach every week or two
to review his progress and get advice on specific
problems. For instance, occasionally Jack would
find himself falling back on his old pacesetting
tactics—cutting people off, jumping in to take
over, and blowing up in a rage. Almost imme-
diately, he would regret it. So he and his coach
dissected those relapses to figure out what
triggered the old ways and what to do the next
time a similar moment arose. Such “relapse
prevention” measures inoculate people
against future lapses or just giving up. Over a
63. six-month period, Jack made real improve-
ment. His own records showed he had re-
duced the number of flare-ups from one or
more a day at the beginning to just one or two
a month. The climate had improved sharply,
and the division’s numbers were starting to
creep upward.
Why does improving an emotional intelli-
gence competence take months rather than
days? Because the emotional centers of the
brain, not just the neocortex, are involved. The
neocortex, the thinking brain that learns tech-
nical skills and purely cognitive abilities, gains
knowledge very quickly, but the emotional
brain does not. To master a new behavior, the
emotional centers need repetition and prac-
tice. Improving your emotional intelligence,
then, is akin to changing your habits. Brain
circuits that carry leadership habits have to
unlearn the old ones and replace them with
the new. The more often a behavioral se-
quence is repeated, the stronger the underly-
ing brain circuits become. At some point, the
new neural pathways become the brain’s de-
fault option. When that happened, Jack was
able to go through the paces of leadership ef-
fortlessly, using styles that worked for him—
and the whole company.
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64. Leadership That Gets Results
harvard business review • march–april 2000 page 14
“job performance.” With our new research,
leaders, too, can get a clearer picture of
what it takes to lead effectively. And per-
haps as important, they can see how they
can make that happen.
The business environment is continually
changing, and a leader must respond in kind.
Hour to hour, day to day, week to week, execu-
tives must play their leadership styles like a pro—
using the right one at just the right time and in
the right measure. The payoff is in the results.
1. Daniel Goleman consults with Hay/McBer
on leadership development.
Reprint R00204
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66. Further Reading
A R T I C L E S
What Makes a Leader?
by Daniel Goleman
Harvard Business Review
November–December 1998
Product no. R0401H
“Leadership That Gets Results” is Goleman’s
follow-up to this article. A study of 200 global
companies reveals that soft skills have a lot
to do with emotional intelligence, which,
Goleman argues, is the key component of
leadership. Emotional intelligence com-
prises self-awareness, self-regulation, motiva-
tion, empathy, and social skill. In the work-
place, it manifests itself not simply in the
ability to control your temper or get along
with others. Rather, it involves knowing your
own and your colleagues’ emotional makeup
well enough to be able to move people in di-
rections that help accomplish company
goals. Emotional intelligence isn’t just an in-
nate talent, Goleman insists—it can be mea-
sured, learned, and developed.
67. The Ways Chief Executive Officers Lead
by Charles M. Farkas and Suzy Wetlaufer
Harvard Business Review
May–June 1996
Product no. 96303
Goleman pinpoints emotional intelligence as
the key element of successful leadership; Far-
kas and Wetlaufer zero in on the leader’s fo-
cus. Whereas Goleman emphasizes matching
the leadership style to a particular business
situation, Farkas and Wetlaufer concentrate
on the particular approach that leaders
choose. The authors interviewed 160 CEOs
around the world, inquiring about their atti-
tudes, activities, and perspectives. Instead of
uncovering 160 different leadership styles,
they found only five, each with a singular fo-
cus: strategy, people, expertise, controls, or
change. For example, CEOs who focus on
strategy “believe that their most important
job is to create, test, and design the imple-
mentation of long-term strategy.” CEOs who
use the “box approach” believe “they can add
the most value in their organizations by cre-
ating, communicating, and monitoring an
explicit set of controls—financial, cultural, or
68. both—that ensure uniform, predictable be-
haviors for customers and employees.”
What Effective General Managers Really
Do
by John P. Kotter
Harvard Business Review
March–April 1999
Product no. 99208
Managers who carefully control their time
and work within highly structured environ-
ments may be undermining their effective-
ness. Kotter demonstrates how such seem-
ingly wasteful activities as chatting in
hallways and holding impromptu meetings
can actually be a very efficient way of man-
aging. When he describes the two funda-
mental challenges managers face—figuring
out what to do in the midst of an enormous
amount of potentially relevant information
and getting things done through a large
and diverse set of people, most of whom
the manager has no direct control over—
Kotter shows some awareness of the emo-
tional intelligence these challenges call for.
But his primary point is about managers tak-
ing a strategic approach to the tactical issue
of handling their schedules and interac-
69. tions. He advises managers to develop flexi-
ble agendas and broad networks of people.
Flexible agendas enable managers to react
opportunistically to the flow of events
around them. And with broad networks,
even quick and pointed conversations can
help extend managers’ reach well beyond
their formal chain of command.
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http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name
=itemdetail&referral=4320&id=R0401H
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name
=itemdetail&referral=4320&id=96303
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name
=itemdetail&referral=4320&id=99208
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name
=itemdetail&referral=4320&id=99208
mailto:[email protected]
FALL 2019 Creating You & LEAP
Self-Reflection Term Paper (Individual Assignment)
Name: Shivam Kapoor
Section 1
Introduction:
It is only in our own hands to convert a weakness to a strength.
During the LEAP course I have understood that it is important
to give emphasis to your strengths as well as work on your
weaknesses and build on them to make it a powerful force of
action and convert it to an asset. Entrepreneurial skills do not
70. focus on being good at everything, however it is more beneficial
if you are the best at what you do. Using different guidelines
and modules throughout this semester I have been able to
develop an understanding of my core strengths. During this
journey of learning, I have also come across strengths that I
possess which I wasn’t even aware of. The self-reflection term
paper gives a substantial overview of my strengths and
weaknesses and flows into an action plan which would be
helpful towards my career path and advancement in my personal
growth.
Self- Assessment: Generation of Themes:
Using the qualitative method of self-assessment, I was able to
code my raw data and generate themes by highlighting
repetitive synonymous texts and grouping them under similar
categories. By doing this, I was able to create a constructive
outline which would help me analyze my data in a creative and
systematic way.
As part of my core beliefs and nature as a person, I consider
myself to be genuine, considerate and empathetic towards
everyone around me (Figure 1- Identity map). Since a very
young age, I was fond of meeting new people and having
intellectual conversations with them which would sometimes
lead to positive arguments which kept me intrigued. As
mentioned in my DISC analysis , (Figure 3.2) I am people
orientated and I add value to the team by being a team player
(Figure 3.3). I believe in valuing goals and relationships equally
and try to find a middle ground to benefit all parties (Figure 5.
Conflict style assessment). This led me towards my first sub
theme as being a team player.
As part of my DISC analysis (Figure 3), there has also been a
noticeable weightage of me being optimistic, persuasive and
confident which I believe are crucial core values to me. In all
the class activities, I made sure to put my best foot forward
which made me realize that confidence is an important element
and I considered that as one of my sub themes.
71. In the reflected best self-assignment (Figure 4), empathy had
the highest number of raw data collected which made me realize
that I possess an ability to understand and look at things from
other people’s point of view. This realization had never
occurred to me until I received the feedback from other people.
The examples show that I unconsciously take steps if it has a
progressive impact on other people. For this reason, I chose
empathy as one of my sub themes.
I believe emotional intelligence is very important, it consists of
four clusters - self-awareness, self-management, social
awareness and relationship management which are crucial
aspects of my behavioural concept. I apply all these clusters in
my daily life and give it as much importance as anything else
(EI framework).
As part of my DISC analysis (Figure 3), I connected with the
fact that I am a creative problem solver. For example, for one of
the projects for this semester I am preparing to create a rocket
pitch for an innovative product which energizes me to think out
of the box. The process for this project is essentially creative
problem solving which I enjoy the most. I also like to use
systems and patterns in my daily life to become more efficient.
I find myself observing my surroundings arbitrarily which helps
me in creative thinking.
Having a boost of confidence in myself also allows me to share
my journey of staying motivated and enthusiastic in life. My
DISC analysis (Figure 3.2) highlights my ability to build other
people’s confidence in an organization. This also led me to
think about the time we were visiting Lowell High School. I was
interacting with high school students who had concerns about
failures in the field of entrepreneurship. I remember mentioning
it to them that failure is a part of success. I feel that motivating
people around you creates a positive aura.
The activity that I did in class of Values card sort (Figure 2)
involved of me picking out 5 cards out of a bunch that were the
most important to me. One of the cards that I picked out was
advancement that means personal and professional growth.
72. Personal and professional growth is very important to me as it
leads to living a result orientated life which makes it more
stimulating and challenging. On a smaller scale, during class
activities and preparation for exams, I always think about the
consequences and the end result.
According to DISC analysis (Figure 3), I am able to handle
multiple activities and communicate well with people which
makes me adapt to situations with ease. I chose this as one of
my sub themes as using my skills of being a good communicator
I am able to put my word forward and also understand other
people’s point of view which makes adaptation easier in any
kind of situation. According to my identity map (Figure 1),
there are a number of given attributes to my life, however I am
flexible in choosing other aspects of my life and I possess a
strength of being outgoing.
The second highest data collected for my reflected best self –
assignment (Figure 4) was categorized under obliging. Reading
the examples made me realize it comes naturally to me to be
helpful to other people around me. From my DISC interpretation
(Figure 3), I am also people orientated which makes it easier to
help other people and grow with them.
I have a habit of analyzing situations that come my way before
taking any impulsive action. For example, in any group project I
like to look at people’s strengths and on the basis of that
communicate my ideas of how I think the team should work.
The DISC analysis (Figure 3) also has a repetitive use of me
being a problem solver. This made me choose analytical
problem solver as one of the sub themes.
The descriptors from the DISC analysis (Figure 3.5), have the
highest inclination towards influencing. With the set of skills
that I possess (people oriented, good communicator) I am able
to convince and motivate people towards favoring situations.
According to Eikenberry (2010), the ability to influence people
is higher if the values are given importance. As mentioned
earlier, I give a lot of importance to my values and core beliefs
which has a direct relationship with my ability to influence
73. people. My Influencing style is behavioural in nature
(Organizational behaviour concept).
THEMES AND SUB THEMES:
Personality Attributes
Leadership
Determined
Confident
Team Player
Creative problem solving
Empathetic
Adapt to different situations with ease
Result orientated
Influencing
Good at building other people’s confidence
Obliging
Values goals and relationships equally.
Create systems and patterns to be more efficient.
Analytic problem solver
Observant
Action Plan :
Moving forward, I have been researching different ideas for my
career exploration. The main focus is to research about different
industries and invest in business ideas that are authentic to
myself. I plan to establish many start-ups in my twenties as I am
venturesome and continue to hire professional teams to run
them. I believe that the team drives the business more than the
idea itself. I plan to invest my time and resources wisely on
building a professional team that shows exponential career and
professional growth.
Being people oriented, I plan to put my best foot forward at
networking next semester. Through networking I will be able to
learn from the experiences of people with a professional
74. background that may interest me. I plan to invest my time in
finding a mentor who can guide me at difficult phases of my
career path. Networking will also help me share my ideas off
people to receive constructive feedback. Furthermore, I want to
sharpen my skills of creating systems and patterns to be more
efficient in conducting a progressive professional graph. I have
learnt while being at Babson that everyone is like a ‘brand’, our
words and actions create an image in the other person's mind.
Investing in oneself is very important for growth and
advancement in life. I want to capitalize on my friendly and
outgoing nature to build strong professional and personal
relationships. I want to focus on my influencing behaviour to
build confidence in others and negotiate conflicts.
I want to further work on my weaknesses and convert them into
strengths by putting extra effort in recognising them. For
example, during topics of discussion that are not of my interest
I become a selective listener which reduces the amount of
information I am gathering. However, if I listen more I might
actually become interested in that topic and see potential
growth. I want to increase my attention span and start reflecting
upon the things that I listen to which will make me a better
listener (Center for creative leadership, 2019). I also want to
build upon my technical skills as the world is moving towards
AI and machine learning.
Specific actions for next semester include meeting people from
different cultural and professional backgrounds to gain
knowledge from various perspectives. It is important to focus
on similarities with people of different backgrounds to form an
instant connect (Molinsky, A & Jang S., 2016) which will help
me in networking also. I will measure my success by keeping a
track of the people I meet and make a note of the value they add
to my life. I will make an effort to gain constant feedback from
my mentors and friends at Babson towards my professional
conduct. I also plan to work towards my attentive listening
skills by being fully immersed in all conversations I take part
in.
75. Conclusion:
The self-reflection term paper highlights strengths and
weakness. The paper also focuses on an action plan which helps
to strategize the forthcoming steps that must be taken to achieve
professional and personal goals. This paper has given me the
opportunity to understand how to substantiate raw data into a
feasible action plan that will help to accomplish career goals. I
plan to reflect upon and take actions towards my action plan and
also keep working on it to function in an effective and efficient
manner. My adaptive behaviour will help me twist and tweak
any obstacles on my way to achieve my goals.
Appendix:
Table 1.
SUB- CODES
Team player
Result Orientated
Empathetic
Influencing
Confident
Creative problem solving
Ability to build other people's confidence
Adapt to situations with ease
Obliging
Analytic problem solver
Influencing
Follows systems and patterns
Observing
Emotional Intelligence
Behavioural style - friendly and outgoing
76. References :
Eikenberry, K. (2010). Five Practical Reasons Why Values
Matter to Leaders. [online] Kevin Eikenberry on Leadership &
Learning. Available at:
https://blog.kevineikenberry.com/leadership-supervisory-
skills/five-practical-reasons-why-values-matter-to-leaders/
[Accessed 7 Dec. 2019].
Molinsky, A. and Jang, S. (2016). Focusing on Similarities - not
Differences - is the Key To Crossing Cultures - Andy Molinsky.
[online] Andy Molinsky. Available at:
http://www.andymolinsky.com/focusing-similarities-not-
differences-key-crossing-cultures/ [Accessed 7 Dec. 2019].
Center for Creative Leadership. (2019). Use Active Listening
Skills When Coaching Others. [online] Available at:
https://www.ccl.org/articles/leading-effectively-
articles/coaching-others-use-active-listening-
skills/?utm_content=sf24287882&utm_medium=spredfast&utm_
source=twitter&utm_campaign=EC-LE%20article%20OE-
CHRP%20R-EMEA%20C-Infographic&sf24287882=1
[Accessed 7 Dec. 2019].
Self-Assessment Results:
Figure 1. Identity Map
Figure 2. Values Card Sort
77. Figure 3. DISC Analysis
3.1
3.2
3.3
3.4
3.5 Descriptors
Figure 4. Reflected Best Self
THEME
EXAMPLE/DATA
INTERPRETATION
1. Obliging
1. When you had gone for cycling tour in Bali, you noticed that
the instructor himself didn’t have proper shoes and was wearing
slippers. You immediately took of your own shoes and give it to
him without even thinking twice.
78. 2. He has a helping and considerate nature wherein he would
sacrifice his needs to make others happy. For instance, he drove
down to New York from Boston just for one night during his
exam week to meet someone who wanted to see him as a
surprise.
3. The way you came to pick me up from my uncles house
which was 2 hours detour from your route and offered to help
yourself shows your good nature and selfless attitude
considering we had early morning classes the next day.
4. The way during RPC exams, you saw us struggling and
cleared all our doubts sacrificing your study time without
hesitation.
5. Shivam is a very helpful friend and selfless friend. He is
always there for me and I know that I can rely on him. When I
needed money for personal use, Shivam stepped forward and
helped me out. I will always be grateful to Shivam.
6. When I got evicted from my house, Shivam personally helped
me to find a new place in a very short period. He is very helpful
and considerate of other’s needs.
1. Being helpful towards others comes naturally to me. Since I
was very young, I have always seen people around me be nice to
other people and growing up in such an environment has made
me a selfless and helpful person.
2. Leadership
1. During the summer, whenever mom and I fought, you always
calmed us down and found a solution we were both okay with.
2. Your ability to lead in situations is clearly visible since
childhood you have a non-conflicting problem solving and a
convincing nature. You keep the big picture sacred and do not
get distracted by small incidents which are part and parcel of
the journey to achieve success and accomplish your goal.
3. Once on a holiday, I fought with one of our parents’ friends
children in the pool. When he came to hit me , you picked me
up and took me away from him so that he couldn’t reach me.
4. Once when I had a quarrel with a relative over a trivial
matter. I told you not to speak to her son and you were so taken
79. aback by it. You told me to keep our relationships separate.
1. I believe in taking a stand for my own decisions. I think there
are certain rules in my life that I stand by which have a very
crucial part to play in my leadership skills. I always think to
myself – what is right and wrong, on the basis of which I make
my decisions regardless of the situation or person I am dealing
with.
3. Empathy
1. I once took you to distribute sweets and books at a slum. You
were ready to donate your daily allowance money to the kids
there.
2. Once I baked a cake for you and you said you loved it. Later
on I realised that the cake was not edible. I will always cherish
that moment.
3. You are very loving towards everyone you meet specially
towards elders, family members and friends. You are patient
and respectful towards each and every one, you avoid conflict
yet carry your viewpoint successfully.
4. Shivam is a very honest and empathetic person. He always
takes a stand for the weaker community. He takes jokes very
light heartedly and loves to share with people in need.
5. Equality is very important for Shivam. He likes to be very
inclusive and caring. Once he had not eaten anything the whole
day on a field trip and later that evening when he got food and
saw a poor person on the road asking for money to eat. He gave
his food to him without a thought.
6. The best thing about Shivam is that he treats everyone well.
He doesn’t care if the person will be useful in the future or not.
He treats the janitor and the person working on a high-level post
with equal respect.
1. I feel blessed and grateful every day of my life and I believe
in thanking back by doing things for others which they cannot
do for themselves. I personally think it is very important to
respect other people and I make a conscious effort to do that.
4. Determination
80. 1. Since childhood I have seen you being very passionate about
doing things in the best possible way. Your enthusiasm towards
cars and knowledge of car brands was visible since age of four,
when as a child you could barely read the name of the car
manufacturer but could recognise every brand through the
appearance and symbol. You are very determined to learn
something if it interests you.
2. During his application for Babson, he was determined to do
everything possible to get into the programme. He made extra
effort by going to personally meet the admission team and built
a professional relationship to make them truly understand why
he was the right choice for the programme.
3. He has a competitive nature. For instance, he is a car maniac
and loves to drive cars. He would get into friendly races with
people, occasionally, but every time he was determined to come
first.
4. Shivam’s commitment towards something he is passionate
about is phenomenal. He does whatever it takes to achieve his
goal. Shivam is a very dependable friend, I can rely on him in
times of need and know that he will go out of the wat to help
friends and family. He is a fun- loving guy while being
realistic.
1. I think the examples very accurately describe my
determination towards my interests like cars or getting into
Babson. If I have set goals whether they are short term or long
term, I am focused and determined to achieve them.
Figure 5. Conflict Management Style Assessment
81. 3
1
Spring 2020 Creating You/LEAP Final Leadership Paper
Assignment:
Your Development as an Entrepreneurial Leader
Assignment Overview
Deadline: Friday, April 17th by 5pm. This paper will be worth
50% of your Creating You
course grade and 15% of your LEAP course grade.
This year in LEAP and Creating You we have explored a variety
of frameworks to help you
understand how you work with and through people and how you
are learning to lead others.
After graduation, we hope you will use your knowledge to work
82. more effectively as an
entrepreneurial leader as you influence individuals, teams, and
organizations to pursue new
opportunities in an ethical manner.
The purpose of this assignment is to provide you with an
opportunity to reflect on what
you have learned over this year about how you lead and
influence others and the
implications this has for your development as an entrepreneurial
leader. Specifically, you
are asked to 1) identify 3 experiences that impacted you the
most with regards to your
leadership development during the MSEL program; 2) analyze
each experience relative to
your own leadership using 2-3 course concepts, and 3) identify
what you have learned from
these experiences and will carry forward in your work after
Babson.
Assignment Development
The following questions are designed to prompt your thinking
and help you to identify the
83. 3 experiences you want to write about.
leader you aspire to be in
the future, what experiences have caused the greatest
CHALLENGE for you as a
leader this year and why? Examples of challenges might
include trying to influence
or work with another team member, dealing with cultural or
identity differences,
managing a conflict with another individual or group, giving or
responding to critical
pinup performance feedback, getting support for a new idea or
an approach to
solving a problem, etc. In regards to this challenge, what did
you do and why was
your approach to leading not as successful as you would have
liked? The challenges
may relate to your LEAP team, your experience in Chile, China,
Tanzania, Israel,
Lowell, a learning group, career exploration, etc.
d the type of
leader you aspire to be in
84. the future, what experiences have been the greatest
SUCCESSES for you as a
leader this year and why? What did you do and why was your
approach to leading
2
successful in that situation? Similar to your challenges, the
successes may relate
to your LEAP team, your experience in other countries or cities,
a learning group,
career exploration, etc.
most SURPRISED or
HAD YOUR PRIOR BELIEFS UPENDED. This may relate to
how you work with other
people, how you work within certain cultures or organizational
contexts, or how you
worked in a highly unstructured learning context. Consider what
you learned as a
result and why it is important for your growth as a leader. You
might want to
mention briefly what in your background had led you to the
beliefs that have been
85. changed.
MSEL program that
challenged you to think differently about how you work with
others or gave you
valuable insight into your own behavior with others. Consider
what you learned as a
result and why it is important for your growth as a leader.
Remember these questions are designed to generate thought, not
be answered. You do
not need to choose an experience for each type of question, and
can have multiple
experiences associated with the same theme (e.g., challenges,
successes, surprises,
etc.).
Your overarching goal is to create an analysis that focuses on
YOU and YOUR
development as a leader. In your analysis, you want to use
concepts and ideas that
have come up in the readings and in class discussions when
these are helpful to
86. organize and support your analysis. Feel free, if you wish, to
supplement with any
outside readings you find particularly helpful.
Grading Criteria
You will be evaluated on the clarity and depth with which you
critically analyze your
current and future development as an entrepreneurial leader.
Because this paper can take
diverse directions, it is important to include an introductory
paragraph that explains what
will be the focus of your analysis of your leadership.
The grading criteria are:
1. Analysis is insightful and effectively uses appropriate LEAP
and/or Creating You
course content and other frames to understanding the 3
experiences you are
analyzing. A strong analysis will provide 1) clear, objective
data from the
experience to support your points and 2) explain the why and
how of this data using
87. 2-3 conceptual frameworks. Your analysis should center on
your leadership which
means looking at how you work WITH and THROUGH others
and try to
3
INFLUENCE others. The analysis section is the most important
component
relative to your final grade.
2. Learning Agenda focusing on what you have learned from
analyzing these
experiences that translates into clear, specific actions you can
take to continue to
develop as a leader. Strong action steps will connect to the
specific work situation
you expect (or desire) to find yourself in after graduation. Think
about what
actions you will take when you enter your job upon graduation
to be effective at
working with and through others and influencing others.
3. Organization and Writing. Effective written communication
is important to your
88. current and future leadership. Your paper should be well-
written and well-
organized so that your ideas are presented clearly and concisely.
Pay attention to
introductory paragraphs, transitions, and developing a thesis
statement. Finally,
spelling, grammar, punctuation, and referencing should be
professional. Please get
support from the Writing Center to further assist you if needed.
Paper Submission:
Your paper should be 5 pages maximum (not including cover
page or exhibits). You may
include as many exhibits that are relevant to support your
analysis and are mentioned in
your paper. Careful, sufficient, appropriate and strategic use of
exhibits is often a critical
success factor for these papers.
Please format your paper using double-spacing, 12 point font
Times New Roman, 1
inch margins and page numbers.
The paper should be submitted electronically on Canvas as a
89. Word document NOT a pdf
and the submission Word document file should be titled
“Lastname_leadership paper.”
There is a submission link in the Session Work folder of your
LEAP class. The deadline for
submission is Friday April 17th at 5pm. We will deduct 1/3 of
a grade for each hour that
the paper is late.
In completing this assignment, all students are expected to fully
abide by the Babson
Academic Integrity Policy. Submit only your own work.
Please speak with your Creating You faculty member for any
questions about this
assignment.