New research suggests
that the m ost effective executives
use a collection o f 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.
by Daniel Golem an
A sk a n y g r o u p of businesspeople
f —I the question "What do effective
X X leaders do?" and y o u 'll h ear 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 performance
from their people is age-old. In recent years, that
mystery has spawned an entire cottage industry:
literally thousands of "leadership experts" have
made careers of testing and coaching executives, all
in pursuit of creating businesspeople who can turn
bold objectives-be they strategic, financial, organi
zational, or all th re e -in to reality.
Still, effective leadership eludes many people and
organizations. One reason is that until recently, vir
tually no quantitative research has demonstrated
EADERSHIP
THAT GETS
ESULTS
which precise leadership behaviors yield
positive results. Leadership experts prof
fer advice based on inference, experience,
and instinct. Sometimes th at 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 different components of em otional in telli
gence. The styles, taken individually, appear to have
a direct and unique impact on the working atmo
sphere of a company, division, or team, and in turn,
on its financial performance. And perhaps most
important, the research indicates that leaders with
the best results do not rely on only one leadership
style,- they use most of them in a given week -seam
lessly and in different m easure-depending on the
78 H A R V A R D B U S I N E S S R E V I E W M a r c h - A p r i l 2 0 0 0
A
R
T
W
O
R
K
B
Y
C
f
.
P
A
Y
N
E
L e a d e r s h i p T h a t G ets Res ults
Emotional Intelligence: A Primer
E m o tio n a l i n t e l l i g e n c e - t h e a b ilit y t o m a n a g e o u rs e lv e s a n d o u r re la tio n s h ip s e f f e c t i v e ly -
c o n s is ts o f f o u r fu n d a m e n ta l c a p a b ilitie s : se lf-a w a re n e s s , s e lf-m a n a g e m e n t, s o c ia l a w a re n e ss,
a n d s o cia l s kill. Each c a p a b ility , in t u r n , is c o m p o s e d o f s p e c ific sets o f c o m p e te n c ie s . B e lo w
is a lis t o f t h e c a p a b ilitie s.
Everyone wants to be understood when communicating with others. In.docxgitagrimston
Everyone wants to be understood when communicating with others. In an effective communication situation, “the message is perceived in the way it was intended” (Hybels & Weaver, 2012, p. 23). Unfortunately, individuals may not always translate their thoughts successfully into the written or spoken word, which may result in conflict or confusion.
This unit’s Learning Activities include helpful tips about honing word choice, determining whether formal or informal writing suits the occasion, and crafting the appropriate tone and voice. After completing the unit’s Activities, respond to the following questions in at least two well-developed paragraphs:
· How would you describe effective communication, and how does that description compare to those outlined in this unit’s Learning Activities?
· Describe one example each of particularly effective and ineffective writing that you have encountered either in a personal, professional, or academic setting. Describe how the ineffective communicator could have changed his or her approach to be more successful, and consider the author’s use of style (formal versus informal), tone, and word choice.
At least two references in APA format and at least 300 words
Leadership That Gets Results
by Daniel Goleman
Reprint r00204
MARCH – APRIL 2000
Reprint Number
Meeting the Challenge of Disruptive Change R 0 0 2 0 2
Leadership That Gets Results R 0 0 2 0 4
Transforming Life, Transforming Business: R 0 0 2 0 3
The Life-Science Revolution
How to Fight a Price War R 0 0 2 0 8
What You Need to Know About Stock Options R 0 0 2 0 5
Going Global: Lessons from Late Movers R 0 0 2 0 1
Making Partner: A Mentor’s Guide to the R 0 0 2 0 6
Psychological Journey
F O R E T H O U G H T
Goodbye, B-School F 0 0 2 0 1
The Starbucks Effect F 0 0 2 0 2
The Cutting Edge in Auctions F 0 0 2 0 3
From Managing Pills to Managing Brands F 0 0 2 0 4
Making Sense of Scanner Data F 0 0 2 0 5
H B R C A S E S T U DY
When Everything Isn’t Half Enough R 0 0 2 1 1
T H I N K I N G A B O U T. . .
Cost Transparency: The Net’s Real Threat to Prices and Brands R 0 0 2 1 0
P E R S P E C T I V E S
Are CIOs Obsolete? R 0 0 2 1 2
F I R S T P E R S O N
Goodbye Career, Hello Success R 0 0 2 0 7
B O O K S I N R E V I E W
Managing in the Cappuccino Economy R 0 0 2 0 9
CLAYTON M. CHRISTENSEN
AND MICHAEL OVERDORF
DANIEL GOLEMAN
JUAN ENRIQUEZ
AND RAY A. GOLDBERG
AKSHAY R. RAO, MARK E. BERGEN,
AND SCOTT DAVIS
BRIAN J. HALL
CHRISTOPHER A. BARTLETT
AND SUMANTRA GHOSHAL
HERMINIA IBARRA
A CONVERSATION WITH JONATHAN SEELIG
VIJAY VISHWANATH AND DAVID HARDING
ERIK VAN HECK
MARCEL CORSTJENS AND MARIE CARPENTER
PETER ROSSI, PHIL DELURGIO, AND DAVID KANTOR
SUZY WETLAUFER
INDRAJIT SINHA
DAWN LEPORE; JACK ROCKHART;
MICHAEL J. EARL; TOM THOMAS; AND
PETER McATEER AND JEFFREY ELTON
RANDY KOMISAR
EILEEN C. SHAPIRO
which precise leadership behaviors yield
positive results. Leadership experts prof-
fer advice based on inference, ...
Leadership That Gets Resultsby Daniel GolemanReprint r.docxDIPESH30
Leadership That Gets Results
by Daniel Goleman
Reprint r00204
MARCH – APRIL 2000
Reprint Number
Meeting the Challenge of Disruptive Change R 0 0 2 0 2
Leadership That Gets Results R 0 0 2 0 4
Transforming Life, Transforming Business: R 0 0 2 0 3
The Life-Science Revolution
How to Fight a Price War R 0 0 2 0 8
What You Need to Know About Stock Options R 0 0 2 0 5
Going Global: Lessons from Late Movers R 0 0 2 0 1
Making Partner: A Mentor’s Guide to the R 0 0 2 0 6
Psychological Journey
F O R E T H O U G H T
Goodbye, B-School F 0 0 2 0 1
The Starbucks Effect F 0 0 2 0 2
The Cutting Edge in Auctions F 0 0 2 0 3
From Managing Pills to Managing Brands F 0 0 2 0 4
Making Sense of Scanner Data F 0 0 2 0 5
H B R C A S E S T U DY
When Everything Isn’t Half Enough R 0 0 2 1 1
T H I N K I N G A B O U T. . .
Cost Transparency: The Net’s Real Threat to Prices and Brands R 0 0 2 1 0
P E R S P E C T I V E S
Are CIOs Obsolete? R 0 0 2 1 2
F I R S T P E R S O N
Goodbye Career, Hello Success R 0 0 2 0 7
B O O K S I N R E V I E W
Managing in the Cappuccino Economy R 0 0 2 0 9
CLAYTON M. CHRISTENSEN
AND MICHAEL OVERDORF
DANIEL GOLEMAN
JUAN ENRIQUEZ
AND RAY A. GOLDBERG
AKSHAY R. RAO, MARK E. BERGEN,
AND SCOTT DAVIS
BRIAN J. HALL
CHRISTOPHER A. BARTLETT
AND SUMANTRA GHOSHAL
HERMINIA IBARRA
A CONVERSATION WITH JONATHAN SEELIG
VIJAY VISHWANATH AND DAVID HARDING
ERIK VAN HECK
MARCEL CORSTJENS AND MARIE CARPENTER
PETER ROSSI, PHIL DELURGIO, AND DAVID KANTOR
SUZY WETLAUFER
INDRAJIT SINHA
DAWN LEPORE; JACK ROCKHART;
MICHAEL J. EARL; TOM THOMAS; AND
PETER McATEER AND JEFFREY ELTON
RANDY KOMISAR
EILEEN C. SHAPIRO
which precise leadership behaviors yield
positive results. Leadership experts prof-
fer 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 different components of emotional intelli-
gence. The styles, taken individually, appear to have
a direct and unique impact on the working atmo-
sphere of a company, division, or team, and in turn,
on its financial performance. And perhaps most
important, the research indicates that leaders with
the best results do not rely on only one leadership
style; they use most of them in a given week – seam-
lessly and in different measure – depending on the
sk any group of businesspeople
the question “What do effective
leaders do?” and you’ll 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 ...
The document discusses various leadership theories including:
- Trait theory which focuses on identifying inherent qualities and traits of leaders.
- Behavioral theories which examine specific leader behaviors and how they can be conditioned. Models discussed include the Managerial Grid Model and Role Theory.
- Contingency theories which emphasize that leadership style must fit the situation, such as Fiedler's Contingency Model and Hersey-Blanchard's Situational Leadership Theory.
The document provides an overview of several prominent leadership theories, comparing their approaches and examining their strengths and limitations in understanding and developing effective leadership.
The document discusses several models of leadership including:
- McGregor's Theory X and Theory Y about assumptions of human nature
- Blake and Mouton's grid about leadership styles with concern for people and production
- Tannenbaum and Warren's continuum of leadership behavior based on forces in the manager, subordinate, and situation
- Fiedler's contingency model about leadership effectiveness based on leader-member relations, task structure, and position power
- Path-goal theory about four primary leadership styles: directive, supportive, achievement-oriented, and participative
A R T I C L EWhat Makes a Leaderby Daniel GolemanP .docxransayo
A R T I C L E
What Makes a Leader?
by Daniel Goleman
P R O D U C T N U M B E R 3 7 9 0
New sec tions to
g u i d e yo u t h ro u g h
t h e a r t i c l e :
• The Idea in Br ie f
• The Idea a t Wo r k
• E x p l o r i n g Fur t h e r . . .
What distinguishes
the outstanding leader
from the merely adequate?
Emotional intelligence—
a power ful combination
of self-management skills
and the ability to work
with others.
HBR
OnPoint
F R O M T H E H A R V A R D B U S I N E S S R E V I E W
A to define the ideal leader, many
would emphasize traits such as intelligence,
toughness, determination, and vision. Often
left off the list are softer, more personal quali-
ties—but recent studies indicate that they are
also essential. Although a certain degree of
analytical and technical skill is a minimum
requirement for success, what is called
“emotional intelligence” may be the key
attribute that distinguishes outstanding per-
formers from those who are merely adequate.
For example, in a 1996 study of a global food
and beverage company, where senior managers
had a certain critical mass of emotional intelli-
gence, their divisions outperformed yearly
earnings goals by 20%. Division leaders without
that critical mass underperformed by almost
the same amount.
What Makes a Leader?T H E I D E A I N B R I E F
T are five components to emotional
intelligence: self-awareness, self-regulation,
motivation, empathy, and social skill. All five
traits sound desirable to just about everyone.
But organizations too often implicitly discour-
age their people from developing them.
Self-management skills
1. Self-awareness. Emotional intelligence
begins with this trait. People with a high
degree of self-awareness know their weak-
nesses and aren’t afraid to talk about them.
Someone who understands that he works
poorly under tight deadlines, for example,
will work hard to plan his time carefully,
and will let his colleagues know why. Many
executives looking for potential leaders
mistake such candor for “wimpiness.”
2. Self-regulation. This attribute flows from
self-awareness, but runs in a different direc-
tion. People with this trait are able to con-
trol their impulses or even channel them
for good purposes.
3. Motivation. A passion for achievement for
its own sake—not simply the ability to
respond to whatever incentives a company
offers—is the kind of motivation that is
essential for leadership.
The ability to relate to others
4. Empathy. In addition to self-management
skills, emotional intelligence requires a
facility for dealing with others. And that
starts with empathy—taking into account
the feelings of others when making deci-
sions—as opposed to taking on everyone’s
troubles.
5. Social skill. All the preceding traits culmi-
nate in this fifth one: the ability to build
rapport with others, to get them to cooper-
ate, to move them in a direction you desire.
Managers .
Leadership StylesExercise in Managing People.docxpauline234567
Leadership Styles
Exercise in Managing People
Exercise in Managing PeopleOne difference between managers and leaders is that:Managers know and use the unique abilities of their staff to build an efficient team and the department’s advantagesLeaders look more at the overall business to capitalize on the competitive advantagesThis exercise may start you to think about how knowledge of a person’s outlook and skills and what is important to them might influence how you manage that type of person
Exercise in Managing People
For this exercise, there are 9 types of people:
The Reformer
The Helper
The Motivator
The Artist
The Thinker
The Loyalist
The Generalist
The Leader
The Peacemaker
Exercise in Managing People
In this exercise answer the following questions:
If you were a manager of this type of person, how would you approach them to get them to happily take on a project?
How would you manage them during the project?
What types of jobs and/or positions would be best for this type of person? (It doesn’t have to be an accounting position)
Name people, real or fictional, who you feel fits this description
Article: Leadership That Gets Results by Daniel Goleman
Article: Leadership That Gets Results: Leadership Styles by Michael GolemanWhat are some leadership styles?28 Goleman’s Leadership That Gets Results
https://www.youtube.com/watch?v=Fy_EgWWlqCsIn the article and video, what are Goleman’s 6 leadership styles?
Article: Leadership That Gets Results: Summary of 6 Leadership Styles: OverallStyleDescription Negative or PositiveCoerciveAuthoritativeAffiliativeDemocraticPacesetting Coaching
Article: Leadership That Gets Results: Summary of 6 Leadership Styles: Overall AnswersStyleDescription Negative or PositiveCoerciveCommanding, top down NAuthoritativeFollow mePAffiliativeMostly about peoplePDemocraticEverybody gets a sayPPacesetting High performance standardsNCoachingMentoringP
Article: Leadership That Gets Results: Details of 6 Leadership Styles: Coercive & AuthoritativeCoerciveAuthoritativeLeader’s MOStyle in a phraseUnderlying EM competenciesWhen style works bestImpact on climate
Article: Leadership That Gets Results: Details of 6 Leadership Styles: Coercive & Authoritative AnswersCoerciveAuthoritativeLeader’s MODemands immediate complianceMobilizes people towards a visionStyle in a phraseDo what I tellCome with meUnderlying EM competenciesDrive to achieve, initiative, self-controlSelf-confidence, empathy, change catalystWhen style works bestIn a crisis, to kick start a turn around or problem with employeeWhen changes require a new vision or clear direction is neededImpact on climateNegativePositive
Article: Leadership That Gets Results: Details of 6 Leadership Styles: Affiliative & DemocraticAffiliativeDemocraticLeader’s MOStyle in a phraseUnderlying EM competenciesWhen style works bestImpact on climate
Article: Leadership That Gets Results: Detail.
Managerial psychology focuses on individual, group, and organizational behavior in the workplace. It aims to help managers understand how to manage stress and change, work effectively in diverse groups, resolve conflicts, develop confrontation and leadership skills, and motivate employees. The key tools of managerial psychology are self-awareness, analysis, collaboration, understanding context, and driving change. It teaches five essential mindsets for leadership: reflective, analytical, worldly, collaborative, and action-oriented.
The document discusses emotional intelligence and its importance for leadership in the public sector. It defines the five key components of emotional intelligence - self-awareness, self-management, motivation, empathy, and social skills. It also discusses how emotional intelligence can be learned through bringing behaviors into awareness, identifying new behaviors, and practicing them until they become unconscious habits with feedback. Leaders are advised to create a culture that gets results benefiting stakeholders in a trusting climate.
Everyone wants to be understood when communicating with others. In.docxgitagrimston
Everyone wants to be understood when communicating with others. In an effective communication situation, “the message is perceived in the way it was intended” (Hybels & Weaver, 2012, p. 23). Unfortunately, individuals may not always translate their thoughts successfully into the written or spoken word, which may result in conflict or confusion.
This unit’s Learning Activities include helpful tips about honing word choice, determining whether formal or informal writing suits the occasion, and crafting the appropriate tone and voice. After completing the unit’s Activities, respond to the following questions in at least two well-developed paragraphs:
· How would you describe effective communication, and how does that description compare to those outlined in this unit’s Learning Activities?
· Describe one example each of particularly effective and ineffective writing that you have encountered either in a personal, professional, or academic setting. Describe how the ineffective communicator could have changed his or her approach to be more successful, and consider the author’s use of style (formal versus informal), tone, and word choice.
At least two references in APA format and at least 300 words
Leadership That Gets Results
by Daniel Goleman
Reprint r00204
MARCH – APRIL 2000
Reprint Number
Meeting the Challenge of Disruptive Change R 0 0 2 0 2
Leadership That Gets Results R 0 0 2 0 4
Transforming Life, Transforming Business: R 0 0 2 0 3
The Life-Science Revolution
How to Fight a Price War R 0 0 2 0 8
What You Need to Know About Stock Options R 0 0 2 0 5
Going Global: Lessons from Late Movers R 0 0 2 0 1
Making Partner: A Mentor’s Guide to the R 0 0 2 0 6
Psychological Journey
F O R E T H O U G H T
Goodbye, B-School F 0 0 2 0 1
The Starbucks Effect F 0 0 2 0 2
The Cutting Edge in Auctions F 0 0 2 0 3
From Managing Pills to Managing Brands F 0 0 2 0 4
Making Sense of Scanner Data F 0 0 2 0 5
H B R C A S E S T U DY
When Everything Isn’t Half Enough R 0 0 2 1 1
T H I N K I N G A B O U T. . .
Cost Transparency: The Net’s Real Threat to Prices and Brands R 0 0 2 1 0
P E R S P E C T I V E S
Are CIOs Obsolete? R 0 0 2 1 2
F I R S T P E R S O N
Goodbye Career, Hello Success R 0 0 2 0 7
B O O K S I N R E V I E W
Managing in the Cappuccino Economy R 0 0 2 0 9
CLAYTON M. CHRISTENSEN
AND MICHAEL OVERDORF
DANIEL GOLEMAN
JUAN ENRIQUEZ
AND RAY A. GOLDBERG
AKSHAY R. RAO, MARK E. BERGEN,
AND SCOTT DAVIS
BRIAN J. HALL
CHRISTOPHER A. BARTLETT
AND SUMANTRA GHOSHAL
HERMINIA IBARRA
A CONVERSATION WITH JONATHAN SEELIG
VIJAY VISHWANATH AND DAVID HARDING
ERIK VAN HECK
MARCEL CORSTJENS AND MARIE CARPENTER
PETER ROSSI, PHIL DELURGIO, AND DAVID KANTOR
SUZY WETLAUFER
INDRAJIT SINHA
DAWN LEPORE; JACK ROCKHART;
MICHAEL J. EARL; TOM THOMAS; AND
PETER McATEER AND JEFFREY ELTON
RANDY KOMISAR
EILEEN C. SHAPIRO
which precise leadership behaviors yield
positive results. Leadership experts prof-
fer advice based on inference, ...
Leadership That Gets Resultsby Daniel GolemanReprint r.docxDIPESH30
Leadership That Gets Results
by Daniel Goleman
Reprint r00204
MARCH – APRIL 2000
Reprint Number
Meeting the Challenge of Disruptive Change R 0 0 2 0 2
Leadership That Gets Results R 0 0 2 0 4
Transforming Life, Transforming Business: R 0 0 2 0 3
The Life-Science Revolution
How to Fight a Price War R 0 0 2 0 8
What You Need to Know About Stock Options R 0 0 2 0 5
Going Global: Lessons from Late Movers R 0 0 2 0 1
Making Partner: A Mentor’s Guide to the R 0 0 2 0 6
Psychological Journey
F O R E T H O U G H T
Goodbye, B-School F 0 0 2 0 1
The Starbucks Effect F 0 0 2 0 2
The Cutting Edge in Auctions F 0 0 2 0 3
From Managing Pills to Managing Brands F 0 0 2 0 4
Making Sense of Scanner Data F 0 0 2 0 5
H B R C A S E S T U DY
When Everything Isn’t Half Enough R 0 0 2 1 1
T H I N K I N G A B O U T. . .
Cost Transparency: The Net’s Real Threat to Prices and Brands R 0 0 2 1 0
P E R S P E C T I V E S
Are CIOs Obsolete? R 0 0 2 1 2
F I R S T P E R S O N
Goodbye Career, Hello Success R 0 0 2 0 7
B O O K S I N R E V I E W
Managing in the Cappuccino Economy R 0 0 2 0 9
CLAYTON M. CHRISTENSEN
AND MICHAEL OVERDORF
DANIEL GOLEMAN
JUAN ENRIQUEZ
AND RAY A. GOLDBERG
AKSHAY R. RAO, MARK E. BERGEN,
AND SCOTT DAVIS
BRIAN J. HALL
CHRISTOPHER A. BARTLETT
AND SUMANTRA GHOSHAL
HERMINIA IBARRA
A CONVERSATION WITH JONATHAN SEELIG
VIJAY VISHWANATH AND DAVID HARDING
ERIK VAN HECK
MARCEL CORSTJENS AND MARIE CARPENTER
PETER ROSSI, PHIL DELURGIO, AND DAVID KANTOR
SUZY WETLAUFER
INDRAJIT SINHA
DAWN LEPORE; JACK ROCKHART;
MICHAEL J. EARL; TOM THOMAS; AND
PETER McATEER AND JEFFREY ELTON
RANDY KOMISAR
EILEEN C. SHAPIRO
which precise leadership behaviors yield
positive results. Leadership experts prof-
fer 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 different components of emotional intelli-
gence. The styles, taken individually, appear to have
a direct and unique impact on the working atmo-
sphere of a company, division, or team, and in turn,
on its financial performance. And perhaps most
important, the research indicates that leaders with
the best results do not rely on only one leadership
style; they use most of them in a given week – seam-
lessly and in different measure – depending on the
sk any group of businesspeople
the question “What do effective
leaders do?” and you’ll 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 ...
The document discusses various leadership theories including:
- Trait theory which focuses on identifying inherent qualities and traits of leaders.
- Behavioral theories which examine specific leader behaviors and how they can be conditioned. Models discussed include the Managerial Grid Model and Role Theory.
- Contingency theories which emphasize that leadership style must fit the situation, such as Fiedler's Contingency Model and Hersey-Blanchard's Situational Leadership Theory.
The document provides an overview of several prominent leadership theories, comparing their approaches and examining their strengths and limitations in understanding and developing effective leadership.
The document discusses several models of leadership including:
- McGregor's Theory X and Theory Y about assumptions of human nature
- Blake and Mouton's grid about leadership styles with concern for people and production
- Tannenbaum and Warren's continuum of leadership behavior based on forces in the manager, subordinate, and situation
- Fiedler's contingency model about leadership effectiveness based on leader-member relations, task structure, and position power
- Path-goal theory about four primary leadership styles: directive, supportive, achievement-oriented, and participative
A R T I C L EWhat Makes a Leaderby Daniel GolemanP .docxransayo
A R T I C L E
What Makes a Leader?
by Daniel Goleman
P R O D U C T N U M B E R 3 7 9 0
New sec tions to
g u i d e yo u t h ro u g h
t h e a r t i c l e :
• The Idea in Br ie f
• The Idea a t Wo r k
• E x p l o r i n g Fur t h e r . . .
What distinguishes
the outstanding leader
from the merely adequate?
Emotional intelligence—
a power ful combination
of self-management skills
and the ability to work
with others.
HBR
OnPoint
F R O M T H E H A R V A R D B U S I N E S S R E V I E W
A to define the ideal leader, many
would emphasize traits such as intelligence,
toughness, determination, and vision. Often
left off the list are softer, more personal quali-
ties—but recent studies indicate that they are
also essential. Although a certain degree of
analytical and technical skill is a minimum
requirement for success, what is called
“emotional intelligence” may be the key
attribute that distinguishes outstanding per-
formers from those who are merely adequate.
For example, in a 1996 study of a global food
and beverage company, where senior managers
had a certain critical mass of emotional intelli-
gence, their divisions outperformed yearly
earnings goals by 20%. Division leaders without
that critical mass underperformed by almost
the same amount.
What Makes a Leader?T H E I D E A I N B R I E F
T are five components to emotional
intelligence: self-awareness, self-regulation,
motivation, empathy, and social skill. All five
traits sound desirable to just about everyone.
But organizations too often implicitly discour-
age their people from developing them.
Self-management skills
1. Self-awareness. Emotional intelligence
begins with this trait. People with a high
degree of self-awareness know their weak-
nesses and aren’t afraid to talk about them.
Someone who understands that he works
poorly under tight deadlines, for example,
will work hard to plan his time carefully,
and will let his colleagues know why. Many
executives looking for potential leaders
mistake such candor for “wimpiness.”
2. Self-regulation. This attribute flows from
self-awareness, but runs in a different direc-
tion. People with this trait are able to con-
trol their impulses or even channel them
for good purposes.
3. Motivation. A passion for achievement for
its own sake—not simply the ability to
respond to whatever incentives a company
offers—is the kind of motivation that is
essential for leadership.
The ability to relate to others
4. Empathy. In addition to self-management
skills, emotional intelligence requires a
facility for dealing with others. And that
starts with empathy—taking into account
the feelings of others when making deci-
sions—as opposed to taking on everyone’s
troubles.
5. Social skill. All the preceding traits culmi-
nate in this fifth one: the ability to build
rapport with others, to get them to cooper-
ate, to move them in a direction you desire.
Managers .
Leadership StylesExercise in Managing People.docxpauline234567
Leadership Styles
Exercise in Managing People
Exercise in Managing PeopleOne difference between managers and leaders is that:Managers know and use the unique abilities of their staff to build an efficient team and the department’s advantagesLeaders look more at the overall business to capitalize on the competitive advantagesThis exercise may start you to think about how knowledge of a person’s outlook and skills and what is important to them might influence how you manage that type of person
Exercise in Managing People
For this exercise, there are 9 types of people:
The Reformer
The Helper
The Motivator
The Artist
The Thinker
The Loyalist
The Generalist
The Leader
The Peacemaker
Exercise in Managing People
In this exercise answer the following questions:
If you were a manager of this type of person, how would you approach them to get them to happily take on a project?
How would you manage them during the project?
What types of jobs and/or positions would be best for this type of person? (It doesn’t have to be an accounting position)
Name people, real or fictional, who you feel fits this description
Article: Leadership That Gets Results by Daniel Goleman
Article: Leadership That Gets Results: Leadership Styles by Michael GolemanWhat are some leadership styles?28 Goleman’s Leadership That Gets Results
https://www.youtube.com/watch?v=Fy_EgWWlqCsIn the article and video, what are Goleman’s 6 leadership styles?
Article: Leadership That Gets Results: Summary of 6 Leadership Styles: OverallStyleDescription Negative or PositiveCoerciveAuthoritativeAffiliativeDemocraticPacesetting Coaching
Article: Leadership That Gets Results: Summary of 6 Leadership Styles: Overall AnswersStyleDescription Negative or PositiveCoerciveCommanding, top down NAuthoritativeFollow mePAffiliativeMostly about peoplePDemocraticEverybody gets a sayPPacesetting High performance standardsNCoachingMentoringP
Article: Leadership That Gets Results: Details of 6 Leadership Styles: Coercive & AuthoritativeCoerciveAuthoritativeLeader’s MOStyle in a phraseUnderlying EM competenciesWhen style works bestImpact on climate
Article: Leadership That Gets Results: Details of 6 Leadership Styles: Coercive & Authoritative AnswersCoerciveAuthoritativeLeader’s MODemands immediate complianceMobilizes people towards a visionStyle in a phraseDo what I tellCome with meUnderlying EM competenciesDrive to achieve, initiative, self-controlSelf-confidence, empathy, change catalystWhen style works bestIn a crisis, to kick start a turn around or problem with employeeWhen changes require a new vision or clear direction is neededImpact on climateNegativePositive
Article: Leadership That Gets Results: Details of 6 Leadership Styles: Affiliative & DemocraticAffiliativeDemocraticLeader’s MOStyle in a phraseUnderlying EM competenciesWhen style works bestImpact on climate
Article: Leadership That Gets Results: Detail.
Managerial psychology focuses on individual, group, and organizational behavior in the workplace. It aims to help managers understand how to manage stress and change, work effectively in diverse groups, resolve conflicts, develop confrontation and leadership skills, and motivate employees. The key tools of managerial psychology are self-awareness, analysis, collaboration, understanding context, and driving change. It teaches five essential mindsets for leadership: reflective, analytical, worldly, collaborative, and action-oriented.
The document discusses emotional intelligence and its importance for leadership in the public sector. It defines the five key components of emotional intelligence - self-awareness, self-management, motivation, empathy, and social skills. It also discusses how emotional intelligence can be learned through bringing behaviors into awareness, identifying new behaviors, and practicing them until they become unconscious habits with feedback. Leaders are advised to create a culture that gets results benefiting stakeholders in a trusting climate.
The document is a term project submitted by Muhammad Asif Khan for an Organizational Behavior course. It discusses emotional quotient (EQ) and its importance for effective leadership. It defines EQ as the ability to recognize, understand, and manage emotions in oneself and others. The document summarizes research showing that EQ, not just IQ, is critical for leadership success. Leaders with high EQ can inspire teams to achieve goals by navigating challenging situations effectively. Developing EQ skills like self-awareness, self-regulation, empathy and relationship management is important for anyone aspiring to leadership positions.
The document discusses leadership and leadership styles. It defines leadership as directing and influencing group members' task-related activities. It identifies four factors of leadership: the leader, communication, followers, and situation. It then explains the leadership grid model which plots concern for production on one axis and concern for people on the other axis, identifying five leadership styles within the grid.
The document discusses leadership and the leadership grid model. It defines leadership as directing and influencing group members' task-related activities. The leadership grid explains how leaders balance concern for tasks and relationships. It consists of axes measuring these concerns on a 9-point scale. The optimal style is team management, which uses relationships to achieve goals through trust and learning.
1) Emotional intelligence (EQ) focuses on how effectively people work with others and involves skills such as self-awareness, self-management, social awareness, and relationship management. Multiple studies have shown EQ often accounts for the difference between star performers and average performers, especially in leadership roles.
2) While some people may have a natural ability for EQ, research shows that EQ skills can be learned and developed through training and practice, especially when combined with behavioral style models like SOCIAL STYLE which provide insights into how different styles prefer to interact and behave.
3) Integrating EQ training with behavioral style awareness allows people to develop their EQ skills in a way that feels natural and authentic to their own
Need for Achievement Motivation Theory by David McClelland. It includes Need for Power, Achievement and Affiliation.Also includes How can the future HR Managers can apply the Need Achievement Theory? Even 2 case studies are included.
The document discusses various theories and styles of leadership. It describes trait theories that identified seven traits associated with successful leadership, including drive, desire to lead, honesty, self-confidence, intelligence, job knowledge, and extraversion. It also discusses behavioral theories and different leadership styles including autocratic, democratic, and laissez-faire. Finally, it outlines Hersey and Blanchard's situational leadership theory which argues that the most effective leadership style depends on the readiness and ability of the followers.
The document discusses various theories and concepts related to leadership. It defines leadership as a process of social influence where a person enlists others to accomplish a common task. Leadership involves developing a vision to motivate people towards a goal. The document outlines different types of leaders, the differences between managers and leaders, and several theories of leadership including trait theory, behavioral theory, contingency theory, and situational theory. It also discusses studies on leadership conducted at Ohio State University and the University of Michigan.
The document discusses various theories and styles of leadership. It describes trait theories which examine personality characteristics of leaders, and behavioral theories which propose that leadership can be taught. It also outlines contingency theories like Fiedler's model and situational leadership theory which emphasize that leadership style depends on situational factors. Additionally, it mentions transformational leadership requiring long-term planning and vision, and transactional leadership focusing on management through procedures and rules.
This document discusses the importance of leaders looking inward at themselves during times of organizational change. It argues that change efforts often fail because leaders do not make fundamental changes within themselves. To successfully drive change, leaders must develop both profile awareness and state awareness. Profile awareness involves understanding one's typical tendencies, while state awareness is recognizing one's inner state in the moment. Developing these self-awareness skills allows leaders to close the gap between their intentions and actions, thereby increasing their ability to lead change. The document advocates mapping one's "Big Four" inner roles - Dreamer, Thinker, Lover, and Warrior - to develop profile awareness and adopting an "inner lookout" to develop state awareness. Mastering self-
Leading Change and emotional intelligence— creating experiences for people t...Tanjin Tamanna urmi
Leading change requires creating experiences for people that reveal new possibilities, while uniting them to drive strategies that harness the resources to win in the marketplace. It requires optimizing the culture of an organization while making investments to drive business growth – simultaneously
Leading others through change effectively is a key leadership capability because it enables organizations to accelerate change initiatives and involve the entire organization in identifying, implementing, and sustaining important changes initiatives that will ensure the organization's long-term success.
Power of empowerment the new normal leaders”Vivek743691
The document outlines a session on empowering new normal leaders. It discusses getting leaders up to speed on the current landscape and 3R strategy of respond, recover, and ready for navigating post-pandemic stages. It covers setting priorities by understanding self, leadership effectiveness, building winning teams, and creating a learning organization. Developing emotional intelligence, conflict management skills, and empowering others through various stages is emphasized for empowered people to sustain business.
The document is a presentation about adapting to rapid change through emotional intelligence. It discusses how the pace of change has accelerated dramatically in recent decades. The presentation aims to help participants understand emotional intelligence and how to strengthen their own EQ through techniques like active listening, reflective journaling, and applying Stephen Covey's 7 Habits of Highly Effective People. Participants learn about different models of emotional intelligence and ways to manage their emotions to better adapt to constant change.
The document discusses three questions followers want their leaders to answer before giving full support: 1) What will you model to me? 2) What is the destination? 3) How will you engage me? It argues that effective leadership requires strong character, a clear vision and destination, and meaningful engagement of followers. Leaders must model integrity, courage, and personal mastery. The document advocates shifting focus from strategy and competence to culture, purpose, and inner development of leaders.
The document discusses three questions followers want their leaders to answer before giving full support: 1) What will you model to me? 2) What is the destination? 3) How will you engage me? It argues that effective leadership requires strong character, a clear vision and destination, and meaningful engagement of followers. Leaders must model integrity, courage, and personal mastery. The document advocates shifting focus from strategy and competency to culture, purpose, and inner development to meet new expectations of leadership.
This document discusses leadership styles and theories of leadership. It begins by defining leadership style and describing several common styles, including autocratic, bureaucratic, charismatic, participative, transactional, transformational, and laissez-faire. It then discusses theories of leadership such as the Great Man theory, trait theories, behavioral theories, and contingency theories. The rest of the document discusses the role of a leader in an organization and the contingency approach to leadership.
The document discusses various types of leaders and followership. It defines leadership as a process of influencing people to achieve goals in a given situation. Effective followers contribute enthusiastically, don't avoid risk or conflict, and have courage to initiate change. Obligations of followers include accepting responsibility, challenging authority appropriately, participating in change, and serving organizational needs even if it means leaving. Leaders must increase expectations of followers and create a culture of effective followership where performance depends on the interactive relationship between leaders and followers.
The document discusses various perspectives on the definition of leadership over time. It explores whether leadership is a trait, a skill set, a situational factor, or some combination. The document also examines different theories of leadership, including trait theories, skills models, situational leadership, transformational leadership, and the influence of gender and culture on leadership.
MSL 6000, Psychological Foundations of Leadership 1 .docxadkinspaige22
MSL 6000, Psychological Foundations of Leadership 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
2. Assess influence tactics used by leaders.
2.1 Analyze servant leadership traits.
2.2 Determine how leadership skills can influence others and improve employee performance.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 5
Chapter 6
Unit VI Essay
2.2
Unit Lesson
Chapter 5
Chapter 6
Unit VI Essay
Reading Assignment
In addition to a physical copy of the textbook, each unit contains the eTextbook version of the assigned
reading chapters. If preferred, click on Unit VI in the course navigation menu to access the online version of
the assigned chapters.
Chapter 5: Leadership Mind and Emotion, pp. 135–158
Chapter 6: Courage and Moral Leadership, pp. 167–187
Unit Lesson
Leaders have a myriad of tactics they can use to influence their followers. Some of these are more
emotional or mental methods that they use to affect the behavior of their followers; others are more
process-focused, which is a more systematic approach to motivation. Leaders will find that, in some
situations, one method works better than the other, and, at other times, they may find themselves leading
with both their head and their heart. Effective leaders will balance their use of hard tactics, such as
issuing direct orders with softer, more collaborative directions. It can be challenging to determine which
combination of methods will be most effective when trying to persuade followers to complete an objective
or comply with a request. This unit covers the personal side of leadership and the different tactics
leaders use to influence their followers. Emotional intelligence (EQ), ethical leadership, moral
development, and servant leadership are just a few of the leadership behaviors that will be covered.
In order for leaders to influence their followers and give them a sense of meaning and purpose, they must be
comfortable utilizing both emotional and rational leadership methods. Leaders are affected by the same
internal and external factors that affect businesses. For example, a company’s mission, communication,
organizational culture, structure, the economy, and social and political factors will have an effect on not only
the business but also on those who are in a leadership position with the organization. Leaders should be
mindful of changes in the internal and external environment and be alert to how these changes affect their
UNIT VI STUDY GUIDE
Influence Tactics Used by Leaders
MSL 6000, Psychological Foundations of Leadership 2
UNIT x STUDY GUIDE
Title
followers and their ability to lead. Leaders need to be open and receptive to change as it occurs. Daft (2018)
shares four key areas relevant to expanding and developing a leader’s mind:
Some leaders and researchers have suggested that “emotion, more t.
This document provides an overview of a lecture on leading people, styles, and structure. It discusses identifying personal leadership styles using Myers-Briggs and understanding different leadership approaches like coercive, authoritative, affiliative, democratic, pacesetting, and coaching. It also introduces the 7-S model for analyzing organizational structure and emphasizes leading through relationships via the concept of "LX2", where both leaders and followers help each other grow. The key outcomes are to think about how an organization is structured, understand leading through relationships, identify where one can practice LX2, and how to achieve more equal partnerships through open communication and shared vision/values.
NPV, IRR, Payback period,— PA1Correlates with CLA2 (NPV portion.docxpicklesvalery
NPV, IRR, Payback period,—> PA1
Correlates with CLA2 (NPV portion)
Real world examples
Which method is used more commonly?
Reference
**************
make 4 PPT slides. bullet points on the slides. speech notes on note area needed references
.
Now that you have had the opportunity to review various Cyber At.docxpicklesvalery
Now that you have had the opportunity to review various Cyber Attack Scenarios, it is now your turn to create one. As a Group you will identify a Scenario plagued with Cyber Threats. Each team will then be required to create a Threat Model (Logic Diagram) with various options. Selections will result in another option.
Below are some examples of possible Threat Modeling activities.
https://insights.sei.cmu.edu/sei_blog/2018/12/threat-modeling-12-available-methods.html
Each team will be required to present their Threat Model via Powerpoint and present to the class on Day 3. Each member of the team will be required to submit a copy of their teams powerpoint.
Subject :
Spring 2020 - Emerging Threats & Countermeas (ITS-834-25) - Full Term
Documentation :
https://www.cs.montana.edu/courses/csci476/topics/threat_modeling.pdf
Example :
https://www.helpsystems.com/blog/break-time-6-cybersecurity-games-youll-love
1. Targeted Attack: The Game
2. Cybersecurity Lab
3. Cyber Awareness Challenge
4. Keep Tradition Secure
What you need to do:
Write one page abstract
DO one page PPT
Write 2 pages main paper for this two topics( Library users and librarian & User credentials )
Draw a diagram if possible
.
More Related Content
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The document is a term project submitted by Muhammad Asif Khan for an Organizational Behavior course. It discusses emotional quotient (EQ) and its importance for effective leadership. It defines EQ as the ability to recognize, understand, and manage emotions in oneself and others. The document summarizes research showing that EQ, not just IQ, is critical for leadership success. Leaders with high EQ can inspire teams to achieve goals by navigating challenging situations effectively. Developing EQ skills like self-awareness, self-regulation, empathy and relationship management is important for anyone aspiring to leadership positions.
The document discusses leadership and leadership styles. It defines leadership as directing and influencing group members' task-related activities. It identifies four factors of leadership: the leader, communication, followers, and situation. It then explains the leadership grid model which plots concern for production on one axis and concern for people on the other axis, identifying five leadership styles within the grid.
The document discusses leadership and the leadership grid model. It defines leadership as directing and influencing group members' task-related activities. The leadership grid explains how leaders balance concern for tasks and relationships. It consists of axes measuring these concerns on a 9-point scale. The optimal style is team management, which uses relationships to achieve goals through trust and learning.
1) Emotional intelligence (EQ) focuses on how effectively people work with others and involves skills such as self-awareness, self-management, social awareness, and relationship management. Multiple studies have shown EQ often accounts for the difference between star performers and average performers, especially in leadership roles.
2) While some people may have a natural ability for EQ, research shows that EQ skills can be learned and developed through training and practice, especially when combined with behavioral style models like SOCIAL STYLE which provide insights into how different styles prefer to interact and behave.
3) Integrating EQ training with behavioral style awareness allows people to develop their EQ skills in a way that feels natural and authentic to their own
Need for Achievement Motivation Theory by David McClelland. It includes Need for Power, Achievement and Affiliation.Also includes How can the future HR Managers can apply the Need Achievement Theory? Even 2 case studies are included.
The document discusses various theories and styles of leadership. It describes trait theories that identified seven traits associated with successful leadership, including drive, desire to lead, honesty, self-confidence, intelligence, job knowledge, and extraversion. It also discusses behavioral theories and different leadership styles including autocratic, democratic, and laissez-faire. Finally, it outlines Hersey and Blanchard's situational leadership theory which argues that the most effective leadership style depends on the readiness and ability of the followers.
The document discusses various theories and concepts related to leadership. It defines leadership as a process of social influence where a person enlists others to accomplish a common task. Leadership involves developing a vision to motivate people towards a goal. The document outlines different types of leaders, the differences between managers and leaders, and several theories of leadership including trait theory, behavioral theory, contingency theory, and situational theory. It also discusses studies on leadership conducted at Ohio State University and the University of Michigan.
The document discusses various theories and styles of leadership. It describes trait theories which examine personality characteristics of leaders, and behavioral theories which propose that leadership can be taught. It also outlines contingency theories like Fiedler's model and situational leadership theory which emphasize that leadership style depends on situational factors. Additionally, it mentions transformational leadership requiring long-term planning and vision, and transactional leadership focusing on management through procedures and rules.
This document discusses the importance of leaders looking inward at themselves during times of organizational change. It argues that change efforts often fail because leaders do not make fundamental changes within themselves. To successfully drive change, leaders must develop both profile awareness and state awareness. Profile awareness involves understanding one's typical tendencies, while state awareness is recognizing one's inner state in the moment. Developing these self-awareness skills allows leaders to close the gap between their intentions and actions, thereby increasing their ability to lead change. The document advocates mapping one's "Big Four" inner roles - Dreamer, Thinker, Lover, and Warrior - to develop profile awareness and adopting an "inner lookout" to develop state awareness. Mastering self-
Leading Change and emotional intelligence— creating experiences for people t...Tanjin Tamanna urmi
Leading change requires creating experiences for people that reveal new possibilities, while uniting them to drive strategies that harness the resources to win in the marketplace. It requires optimizing the culture of an organization while making investments to drive business growth – simultaneously
Leading others through change effectively is a key leadership capability because it enables organizations to accelerate change initiatives and involve the entire organization in identifying, implementing, and sustaining important changes initiatives that will ensure the organization's long-term success.
Power of empowerment the new normal leaders”Vivek743691
The document outlines a session on empowering new normal leaders. It discusses getting leaders up to speed on the current landscape and 3R strategy of respond, recover, and ready for navigating post-pandemic stages. It covers setting priorities by understanding self, leadership effectiveness, building winning teams, and creating a learning organization. Developing emotional intelligence, conflict management skills, and empowering others through various stages is emphasized for empowered people to sustain business.
The document is a presentation about adapting to rapid change through emotional intelligence. It discusses how the pace of change has accelerated dramatically in recent decades. The presentation aims to help participants understand emotional intelligence and how to strengthen their own EQ through techniques like active listening, reflective journaling, and applying Stephen Covey's 7 Habits of Highly Effective People. Participants learn about different models of emotional intelligence and ways to manage their emotions to better adapt to constant change.
The document discusses three questions followers want their leaders to answer before giving full support: 1) What will you model to me? 2) What is the destination? 3) How will you engage me? It argues that effective leadership requires strong character, a clear vision and destination, and meaningful engagement of followers. Leaders must model integrity, courage, and personal mastery. The document advocates shifting focus from strategy and competence to culture, purpose, and inner development of leaders.
The document discusses three questions followers want their leaders to answer before giving full support: 1) What will you model to me? 2) What is the destination? 3) How will you engage me? It argues that effective leadership requires strong character, a clear vision and destination, and meaningful engagement of followers. Leaders must model integrity, courage, and personal mastery. The document advocates shifting focus from strategy and competency to culture, purpose, and inner development to meet new expectations of leadership.
This document discusses leadership styles and theories of leadership. It begins by defining leadership style and describing several common styles, including autocratic, bureaucratic, charismatic, participative, transactional, transformational, and laissez-faire. It then discusses theories of leadership such as the Great Man theory, trait theories, behavioral theories, and contingency theories. The rest of the document discusses the role of a leader in an organization and the contingency approach to leadership.
The document discusses various types of leaders and followership. It defines leadership as a process of influencing people to achieve goals in a given situation. Effective followers contribute enthusiastically, don't avoid risk or conflict, and have courage to initiate change. Obligations of followers include accepting responsibility, challenging authority appropriately, participating in change, and serving organizational needs even if it means leaving. Leaders must increase expectations of followers and create a culture of effective followership where performance depends on the interactive relationship between leaders and followers.
The document discusses various perspectives on the definition of leadership over time. It explores whether leadership is a trait, a skill set, a situational factor, or some combination. The document also examines different theories of leadership, including trait theories, skills models, situational leadership, transformational leadership, and the influence of gender and culture on leadership.
MSL 6000, Psychological Foundations of Leadership 1 .docxadkinspaige22
MSL 6000, Psychological Foundations of Leadership 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
2. Assess influence tactics used by leaders.
2.1 Analyze servant leadership traits.
2.2 Determine how leadership skills can influence others and improve employee performance.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 5
Chapter 6
Unit VI Essay
2.2
Unit Lesson
Chapter 5
Chapter 6
Unit VI Essay
Reading Assignment
In addition to a physical copy of the textbook, each unit contains the eTextbook version of the assigned
reading chapters. If preferred, click on Unit VI in the course navigation menu to access the online version of
the assigned chapters.
Chapter 5: Leadership Mind and Emotion, pp. 135–158
Chapter 6: Courage and Moral Leadership, pp. 167–187
Unit Lesson
Leaders have a myriad of tactics they can use to influence their followers. Some of these are more
emotional or mental methods that they use to affect the behavior of their followers; others are more
process-focused, which is a more systematic approach to motivation. Leaders will find that, in some
situations, one method works better than the other, and, at other times, they may find themselves leading
with both their head and their heart. Effective leaders will balance their use of hard tactics, such as
issuing direct orders with softer, more collaborative directions. It can be challenging to determine which
combination of methods will be most effective when trying to persuade followers to complete an objective
or comply with a request. This unit covers the personal side of leadership and the different tactics
leaders use to influence their followers. Emotional intelligence (EQ), ethical leadership, moral
development, and servant leadership are just a few of the leadership behaviors that will be covered.
In order for leaders to influence their followers and give them a sense of meaning and purpose, they must be
comfortable utilizing both emotional and rational leadership methods. Leaders are affected by the same
internal and external factors that affect businesses. For example, a company’s mission, communication,
organizational culture, structure, the economy, and social and political factors will have an effect on not only
the business but also on those who are in a leadership position with the organization. Leaders should be
mindful of changes in the internal and external environment and be alert to how these changes affect their
UNIT VI STUDY GUIDE
Influence Tactics Used by Leaders
MSL 6000, Psychological Foundations of Leadership 2
UNIT x STUDY GUIDE
Title
followers and their ability to lead. Leaders need to be open and receptive to change as it occurs. Daft (2018)
shares four key areas relevant to expanding and developing a leader’s mind:
Some leaders and researchers have suggested that “emotion, more t.
This document provides an overview of a lecture on leading people, styles, and structure. It discusses identifying personal leadership styles using Myers-Briggs and understanding different leadership approaches like coercive, authoritative, affiliative, democratic, pacesetting, and coaching. It also introduces the 7-S model for analyzing organizational structure and emphasizes leading through relationships via the concept of "LX2", where both leaders and followers help each other grow. The key outcomes are to think about how an organization is structured, understand leading through relationships, identify where one can practice LX2, and how to achieve more equal partnerships through open communication and shared vision/values.
Similar to New research suggests that the m ost effective executives .docx (20)
NPV, IRR, Payback period,— PA1Correlates with CLA2 (NPV portion.docxpicklesvalery
NPV, IRR, Payback period,—> PA1
Correlates with CLA2 (NPV portion)
Real world examples
Which method is used more commonly?
Reference
**************
make 4 PPT slides. bullet points on the slides. speech notes on note area needed references
.
Now that you have had the opportunity to review various Cyber At.docxpicklesvalery
Now that you have had the opportunity to review various Cyber Attack Scenarios, it is now your turn to create one. As a Group you will identify a Scenario plagued with Cyber Threats. Each team will then be required to create a Threat Model (Logic Diagram) with various options. Selections will result in another option.
Below are some examples of possible Threat Modeling activities.
https://insights.sei.cmu.edu/sei_blog/2018/12/threat-modeling-12-available-methods.html
Each team will be required to present their Threat Model via Powerpoint and present to the class on Day 3. Each member of the team will be required to submit a copy of their teams powerpoint.
Subject :
Spring 2020 - Emerging Threats & Countermeas (ITS-834-25) - Full Term
Documentation :
https://www.cs.montana.edu/courses/csci476/topics/threat_modeling.pdf
Example :
https://www.helpsystems.com/blog/break-time-6-cybersecurity-games-youll-love
1. Targeted Attack: The Game
2. Cybersecurity Lab
3. Cyber Awareness Challenge
4. Keep Tradition Secure
What you need to do:
Write one page abstract
DO one page PPT
Write 2 pages main paper for this two topics( Library users and librarian & User credentials )
Draw a diagram if possible
.
Now that you have completed a series of assignments that have led yo.docxpicklesvalery
Now that you have completed a series of assignments that have led you into the active project planning and development stage for your project "
Work Overload in Healthcare System"
, briefly describe your proposed solution to address the problem, issue, suggestion, initiative, or educational need and how it has changed since you first envisioned it. What led to your current perspective and direction?
.
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Now that you have completed your paper (ATTACHED), build and deliver a presentation that details your solution to the healthcare issue that serves as your topic.
In your presentation, you should:
Exhibit comprehensive research and understanding by referencing important points and insights from the perspectives of inquiry papers.
Present your issue and your argument for your solution
Demonstrate effective oral communication skills:
Exhibit competency in using virtual presentation tools and techniques.
Demonstrate planning, preparation, and practice.
Employ effective visual elements (multimedia).
.
Now that you have identified the revenue-related internal contro.docxpicklesvalery
Now that you have identified the revenue-related internal control that relates to the five assertions (existence, completeness, accuracy or valuation, rights and obligations, and presentation and disclosure), the test of controls will need to be identified for each assertion and internal control.
For this assignment, you will write and submit 400–500 words that set specific tests of internal controls for the 5 internal controls related to management assertions that you identified for the Unit 4
.
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Now that you have read about Neandertals and modern Homo sapiens, do you think that peoples' attitudes towards Neandertals in the past (and some today) was and is racist in nature? If you do, do you think the view is changing?
Answer the above question in an essay between 125 and 150 words.
.
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Now that you have had an opportunity to explore ethics formally, create a reflective assessment of your learning experience and the collaborations you engaged in throughout this session. You will submit
both
of the following:
A written reflection
For the written reflection, address Jane Doe's and respond to the following:
Articulate again your moral theory from week eight discussion (You can revise it if you wish). What two ethical theories best apply to it? Why those two?
week 8 discussion :’’The ethical philosophy chosen is utilitarianism. This philosophy is attributable to happiness if identified actions are right or harmful if the actions are considered to be wrong regardless of the prevailing conditions (Sen, 2019). It is meaningful to me since it is focused on contentment. Thus its moral obligation and importance is that it advocates for the satisfaction of the parties involved. The precedents of utilitarianism philosophy entail the following; that happiness of everyone counts uniformly, that actions are right if they result in pleasure otherwise wrong if they render unhappiness and that pleasure is the only thing that matters.
John Doe's involves a fiction scenario tailored at protecting the identity of witnesses in a case. Thus it is a slang name that informally represents the witnesses in a case to prevent them from manipulation by the defendant as their identity is rendered secretive (Smart, 2018). By application of the utilitarianism philosophy, a witness is considered to be happy (contented) if the identity is not revealed before the case for law during prosecution and hence we aspire to gain useful evidence. The morality of the theory revolves around its reliability as its only main obligation is to render witnesses pleasured. However, it might be termed immoral in situations where faithful information is required about every detail of the underlying case since no matter what; identity of the witnesses ought not to be revealed. Thus compromises its integrity.
Veil of ignorance constitutes the ethical reasoning whereby fair ruling is anticipated from a case by denying the parties involved any information that might bias them into suspecting who might benefit more from the ruling(Heen,2020). Thus in John Doe's case, when the identity of the witnesses is hidden, it is hard to identify possible relations of them with the plaintiff or defendant. This makes the judges seek justice independent of any information are sympathy to one of the parties at the expense of the other.’’
Apply to Jane Doe's case your personal moral philosophy as developed in week eight discussion and now. Use it to determine if what Jane Doe did was ethical or unethical per your own moral philosophy.
Consider if some of these examples are more grave instances of ethical transgressions than others. Explain.
Propose a course of social action and a solution by using the ethics of egoism, utilitarianism, the "veil of ignorance" method, deontological pr.
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Novel Literary Exploration Essay
Write a Literary Exploration Essay for
Crow Lake
and additional texts on the following topic:
What is your opinion of the idea that the past can affect whom people become as adults?
.
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BBA 3551-16P-5A19-S3, Information Systems Management
Unit VIII
Unit VIII Introduction
During this term we have introduced many
different aspects of information systems
management. I hope you have learned lots of
new terms and concepts that will help you in
school and your career. In this unit we will
cover how systems are developed or created.
Organizations have a variety of tools,
methodologies, and processes that can be
used to assist in the development and
deployment of their information system.
Keep up the good work. Let me know if you
have any questions or issues.
Professor Bulloch
Unit VIII Study Guide
Click the link above to open the unit study
guide, which contains this unit's lesson and
reading assignment(s). This information is
necessary in order to complete this course.
Unit VIII Discussion Board
Weight: 2% of course grade
Grading Rubric
Comment Due: Saturday, 05/18/2019
11:59 PM (CST)
Response Due: Tuesday, 05/21/2019
11:59 PM (CST)
Go to Unit VIII Discussion Board »
Unit VIII Essay
Weight: 12% of course grade
Grading Rubric
Due: Tuesday, 05/21/2019 11:59 PM
(CST)
Instructions
Identify the components of an
information system (IS) using the five-
component framework, and provide a
brief summary of each.
Explain Porter’s five forces model.
Management IS (MIS) incorporate
software and hardware technologies to
provide useful information for decision-
making. Explain each of the following IS,
and use at least one example in each to
support your discussion:
a collaboration information system,
a database management system,
a content management system,
a knowledge management/expert
system,
a customer relationship
management system,
an enterprise resource planning
system,
a social media IS,
a business intelligence/decision
support system, and
an enterprise IS.
Identify and discuss one technical and
one human safeguard to protect against
IS security threats.
There are several processes that can be
used to develop IS and applications
such as systems development life cycle
(SDLC) and scrum (agile development).
Provide a brief description of SDLC and
scrum, and then discuss at least one
similarity and one difference between
SDLC and scrum
Sum up your paper by discussing the
importance of MIS.
In this final assignment, you will develop a
paper that reviews some of the main topics
covered in the course. Compose an essay
to address the elements listed below.
Your paper must be at least three pages in
length (not counting the title and reference
pages), and you must use at least two
resources. Be sure to cite all sources used
in APA format, and format your essay in
APA style.
Submit Unit VIII Essay »
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BBA 3551, Information Systems Management
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. .
November-December 2013 • Vol. 22/No. 6 359
Beverly Waller Dabney, PhD, RN, is Associate Professor, Southwestern Adventist University,
Keene, TX.
Huey-Ming Tzeng, PhD, RN, FAAN, is Professor of Nursing and Associate Dean for Academic
Programs, College of Nursing, Washington State University, Spokane, WA.
Service Quality and Patient-Centered
Care
L
eaders of the U.S. Depart -
ment of Health & Human
Services (2011) urge providers
to improve the overall quality of
health care by making it more
patient centered. Patient-centered
care (or person-centered care) refers
to the therapeutic relationship
between health care providers and
recipients of health care services,
with emphasis on meeting the
needs of individual patients. Al -
though the term has been used
widely in recent years, it remains a
poorly defined and conceptualized
phenomenon (Hobbs, 2009).
Patient-centered care is believed
to be holistic nursing care. It pro-
vides a mechanism for nurses to
engage patients as active partici-
pants in every aspect of their health
(Scott, 2010). Patient shadowing
and care flow mapping were used to
create a sense of empathy and
urgency among clinicians by clarify-
ing the patient and family experi-
ence. These two approaches, which
were meant to promote patient-cen-
tered care, can improve patient sat-
isfaction scores without increasing
costs (DiGioia, Lorenz, Greenhouse,
Bertoty, & Rocks, 2010). A better
under standing of attributes of
patient-centered care and areas for
improvement is needed in order to
develop nursing policies that in -
crease the use of this model in health
care settings.
The purpose of this discussion is
to clarify the concept of patient-cen-
tered care for consistency with the
common understanding about pa -
tient satisfaction and the quality of
care delivered from nurses to
patients. Attributes from a customer
service model, the Gap Model of
Service Quality, are used in a focus
on the perspective of the patient as
the driver and evaluator of service
quality. Relevant literature and the
Gap Model of Service Quality
(Parasuraman, Zeithaml, & Leonard,
1985) are reviewed. Four gaps in
patient-centered care are identified,
with discussion of nursing implica-
tions.
Background and Brief
Literature Review
Patient-Centered Care
The Institute of Medicine (IOM,
2001a) and Epstein and Street (2011)
identified patient-centeredness as
one of the areas for improvement in
health care quality. The IOM (2001b)
defined patient-centeredness as
…health care that establishes a
partnership among practition-
ers, patients, and their families
(when appropriate) to ensure
that decisions respect patients’
wants, needs, and preferences
and that patients have the edu-
cation and support they require
to make decisions and partici-
pate in their own care… (p. 7)
Charmel and Frampton (2008)
defined patient-centered care as
…a healthcare setting in which
patients are encouraged to be
actively involved in their care,
with a physical environment
t.
NOTEPlease pay attention to the assignment instructionsZero.docxpicklesvalery
NOTE:
Please pay attention to the assignment instructions
Zero plagiarism
Five references
The Assignment: (1- to 2-page Comparison Grid; 1- to 2-page Legislation Testimony/Advocacy Statement)
Part 1: Legislation Comparison Grid
Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:
Determine the legislative intent of the bill you have reviewed.
Identify the proponents/opponents of the bill.
Identify the target populations addressed by the bill.
Where in the process is the bill currently? Is it in hearings or committees?
Is it receiving press coverage?
Part 2: Legislation Testimony/Advocacy Statement
Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following:
Advocate a position for the bill you selected and write testimony in support of your position.
Describe how you would address the opponent to your position. Be specific and provide examples.
Recommend at least one amendment to the bill in support of your position.
.
NOTE Everything in BOLD are things that I need to turn in for m.docxpicklesvalery
NOTE: Everything in
BOLD
are things that I need to turn in for my part.
Think of how many risks come into play when you decide to conduct a simple project, such as painting your living room. The following are some examples of risks:
What type of paint will you use (and can you afford high-quality paint)?
Who will move that brand new, big screen TV?
Who is going to paint?
Do you have the time, money, and resources?
Have you ever considered any of this, or do you simply cover up as much things as you can and start painting?
Risks exist regardless of whether people acknowledge it or not. Depending on the complexity of the project, the number and type of risk multiplies. Everyone has their own solution to each risk, but when working with a group within an organization, fragmentation such as this becomes counterproductive and a major risk in the end.
Scenario :
I have come with an Idea called ROSE which stands for Reserve on Site Easily, its a application that can be used on any phone. How it works is by lets say someone doesn't have a Wi-Fi connection or is not by Wi-Fi. What would happen is once by or near Wi-Fi their reservations will be saved and than will be sent to the hotel they would like to stay at, this will save a lot of time for not only them but the hotel as well. This will also save their spot until they have reached Wi-Fi, this will also be able to show what's available and what's not available when not on Wi-Fi.
Assignment:
Group Portion
As a group, you are to describe a project that all of you will participate in, and include the following:
Define the goal of the project
List the project's duration
Explain who are the stakeholders (those who participate)
*** Review benefits by the project implementation *** (My Portions)
Explain your need for resources
You need not go into in-depth details on the project.
Individual Portion
Each group member is to come up with 2 risks to this project. Each risk must include the following elements:
What technique(s) was used to identify the risk?
What type of risk is it, and does it have specific IT elements and considerations?
How was the risk assessed, and how does it rank with all of the risks identified by the group?
Is the risk qualitative or quantitative, and does it work with an EMV or Pareto analysis with all of the risks identified by the group?
What is the response to this risk, assuming it occurs during the project's lifecycle?
Provide at least 2 contingency plans for this risk (one primary and a second backup).
Group Portion
Combine the individual portion into a cohesive 6–8-page report that also includes the following:
A summary of the project (as discussed in the 1st group discussion)
How will the risks be monitored and controlled?
How will risks be communicated to all project participants?
*** What EVM comes from the risk management plan? *** (My Portion)
Are there any special tools utilized by the plan to manage all identified risks?
.
Note Be sure to focus only on the causes of the problem in this.docxpicklesvalery
Note: Be sure to focus only on the causes of the problem in this paper; do not consider effects or solutions.
A. Write a causal analysis essay (
suggested length of 3–7 pages
). In your essay, do the following:
1. Address an appropriate topic.
2. Provide an effective introduction.
3. Provide an appropriate thesis statement that previews
two
to
four
causes.
4. Explain the causes of the problem.
5. Provide evidence to support your claim.
6. Provide an effective conclusion.
B. Include
at least
two
academically credible sources in the body of your essay.
1. For your sources, include all in-text citations and references in APA format.
C. Demonstrate professional communication in the content and presentation of your submission.
.
Note I’ll provide my sources in the morning, and lmk if you hav.docxpicklesvalery
Note: I’ll provide my sources in the morning, and lmk if you have any questions since the instructions aren’t very detailed.
Objective
This research paper is an opportunity to demonstrate your understanding of issues and theories in critical Canadian Communication Studies. It is also an opportunity to demonstrate and practise scholarly research, critical thinking and good writing. Your paper will present an identifiable argument, a clear thesis and scholarly research.
Evaluation (20% of final grade)
Evaluation will be based on evidence that you have used
10 scholarly sources
to support and interpret your thesis. Use sources from your annotated bibliography. Include any number of additional popular sources (e.g., government documents, news item, film, web material) in addition to your 10 scholarly sources. The latter (in brackets above) are not scholarly sources.
Format
Margins: 2.5cm (one inch)
Length: 6-8 pages (not including title page or bibliography), double-spaced text
Font: 12-point, Times New Roman
APA format
Topic:
Fake news
is a recently-named genre in our contemporary media landscape. With reference to a specific example, argue for or against the idea that fake news harms democracy in Canada. Potential examples include disinformation tactics during an election campaign or deep fakes of notable people. Consider questions such as these: What is fake news? What are the implications for democracy in Canada and for the “marketplace of ideas” if we cannot distinguish fake news? Does objective and balanced journalism lose validity in the face of fake news?
.
Note Here, the company I mentioned was Qualcomm 1. Email is the.docxpicklesvalery
Note: Here, the company I mentioned was Qualcomm
1. Email is the most commonly used form of communication for businesses. To what degree does your company use email?
2. Imagine that this internship position is your long-term place of employment. What computer or technology equipment would you change and why?
.
Note Please follow instructions to the T.Topic of 3 page pape.docxpicklesvalery
Note: Please follow instructions to the T.
Topic of 3 page paper : a brief presentation on the corona virus on the U.S economy. I am asking for a 3 page summary presentation on the current status of the corona virus as it effects those working in government emergency management positions --focus on the emergency management operations centers (EOCs) in the state of Florida. This report paper will discuss the current involvement of the EOC in working with the businesses and other industries in the state of Florida that are dealing with the closing of businesses and other either forced closing of certain businesses and industries . Please provide information on what you are finding in your 3 page report are the effects of the corona virus on the closing of commerce and the potential repercussion of these forced shut downs by our government that will effect the economy. Make the paper a research type paper of interest to you and what you are concerned about as it may effect you and your job should a force closing be made that effects you.
PLEASE READ THIS ARTICLE BELOW AND USE THE SUBJECT MATTER IN THIS ARTICLE AS DIRECTION FOR YOUR PAPER
Example of a report as follows-- please do not copy an printed document/ article or other publication --make this your work and a report with your opinions and concerns.
Coronavirus triggers cancellations, closures and contingency planning across the country
With daily reports of the deadly coronavirus spreading (Links to an external site.) into communities across the country, schools (Links to an external site.), companies, religious organizations and local governments are grappling with whether to shut down facilities and cancel events or to proceed, cautiously, as planned.
Increasingly, organizations are opting to cancel large gatherings, encourage remote work or take other steps (Links to an external site.) reflecting an abundance of caution about the virus, according to interviews with officials in several states. Others are making contingency plans about more-significant steps they might take in the case of a wider outbreak.
Washington Gov. Jay Inslee (Links to an external site.) (D) said people should prepare for disruptions in their daily lives as a result of the novel coronavirus, which has killed nine people in the state.
“Folks should begin to think about avoiding large events and assemblies,” Inslee said Monday. “We are not making a request formally right now for events to be canceled, but people should be prepared for that possibility.”
While the virus has been deadliest in Washington state, it has spread across the United States, with more than a dozen states reporting infections. There have been several instances of people contracting the virus while inside the country.
The response effort so far has been fragmented, with conflicting messages about the level of threat and the need for significant lifestyle changes.
“The general rule is, use common sense,” said Health and Human Services Secret.
Note A full-sentence outline differs from bullet points because e.docxpicklesvalery
Note:
A full-sentence outline differs from bullet points because each section of the outline must be a complete sentence. Each part may only have one sentence in it. Capital letters are ideas that support the thesis.
Your outline must contain a minimum of 12 full sentences as follows.
The thesis statement of the paper (2 sentences minimum)
4 key points to support the thesis statement:
What is the issue and why is it significant? (2 full sentences minimum to clarify this point)
How would your first philosopher address your issue? (2 full sentences minimum to clarify this point)
How would your second philosopher address your issue? (2 full sentences minimum to clarify this point)
How would you apply your philosophers’ principles to your issue in modern society? (2 full sentences minimum to clarify this point)
Conclusion (2 sentences minimum)
Topic: Is the issue of racism painful in today's society?
Philosophers: John Locke & Thomas Hobbes
Resources
.
Notable photographers 1980 to presentAlmas, ErikAraki, No.docxpicklesvalery
Notable photographers: 1980 to present
Almas, Erik
Araki, Nobuyoshi
Balog, James
Bar-Am, Micha
Barbieri, Olivo
Clang, John
Clark, Larry
Consentino, Manuel
Crewdson, Gregory
Day, Corinne
Effendi, Rena
Flores, Ricky
Fontana, Franco
Galella, Ron
Geddes, Anne
Ghirri, Luigi
Goldberger, Sacha
Goldblatt, David
Goldin, Nan
Goldsworthy, Andy
Grannan, Katy
Gursky, Andreas
Herbert, Gerald
Higgins Jr., Chester
Hockney, David
Johansson, Erik
Johnson, Kremer
Jones, Charles
JR
Kander, Nadav
Kawauchi, Rinko
Kepule, Katrina
Kruger, Barbara
Kwon, Sue
Lanting Frans
Lassry, Elad
Lemoigne, Jean-Yves
Leone, Lisa
Luce, Kirsten
Manzano, Javier
Mapplethorpe, Robert
McGinley, Ryan
Modu, Chi
Mull, Carter
Neshat, Shirin
Nick Knight
Nilsson, Lennart
Opie, Catherine
Pao, Basil
Peters, Jennifer (and Michael Taylor)
.
Note 2 political actions that are in line with Socialism and explain.docxpicklesvalery
Note 2 political actions that are in line with Socialism and explain why and how they relate to the concepts attached to this ideology. List your sources.
2- Answer the questions below. List your source(s) for all your answers:
A) Why is Communism considered a dying ideology? Provide 2 arguments to support your answer.
B) Has Communism ever existed in practice? Use one example to support your answer.
800 words maximum
.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
New research suggests that the m ost effective executives .docx
1. New research suggests
that the m ost effective executives
use a collection o f 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.
by Daniel Golem an
A sk a n y g r o u p of businesspeople
f —I the question "What do effective
X X leaders do?" and y o u 'll h ear 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 performance
from their people is age-old. In recent years, that
mystery has spawned an entire cottage industry:
literally thousands of "leadership experts" have
made careers of testing and coaching executives, all
2. in pursuit of creating businesspeople who can turn
bold objectives-be they strategic, financial, organi-
zational, or all th re e -in to reality.
Still, effective leadership eludes many people and
organizations. One reason is that until recently, vir-
tually no quantitative research has demonstrated
EADERSHIP
THAT GETS
ESULTS
which precise leadership behaviors yield
positive results. Leadership experts prof-
fer advice based on inference, experience,
and instinct. Sometimes th at 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 different components of em otional in telli-
gence. The styles, taken individually, appear to have
a direct and unique impact on the working atmo-
sphere of a company, division, or team, and in turn,
on its financial performance. And perhaps most
important, the research indicates that leaders with
the best results do not rely on only one leadership
style,- they use most of them in a given week -seam -
lessly and in different m easure-depending on the
78 H A R V A R D B U S I N E S S R E V I E W M a r c h - A
3. p r i l 2 0 0 0
A
R
T
W
O
R
K
B
Y
C
f
.
P
A
Y
N
E
L e a d e r s h i p T h a t G ets Res ults
Emotional Intelligence: A Primer
E m o tio n a l i n t e l l i g e n c e - t h e a b ilit y t o m a n a
4. g e o u rs e lv e s a n d o u r re la tio n s h ip s e f f e c t i v
e ly -
c o n s is ts o f f o u r fu n d a m e n ta l c a p a b ilitie s : se
lf-a w a re n e s s , s e lf-m a n a g e m e n t, s o c ia l a w a re n
e ss,
a n d s o cia l s kill. Each c a p a b ility , in t u r n , is c o m p
o s e d o f s p e c ific sets o f c o m p e te n c ie s . B e lo w
is a lis t o f t h e c a p a b ilitie s a n d t h e ir c o r r e s p o
n d in g tra its .
Self-Awareness
• Emotional self-awareness:
the ability to read and
understand your emo-
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.
S e lf-M ana gem ent
• Self-control: the ability to
keep disruptive emotions
5. 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.
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-
works, and navigate
politics.
6. ■ 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: t he 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
promot ing cooperat ion and building teams.
business situation. Imagine the styles, then, as 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
7. 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 res-
onate with anyone who leads, is led, or as is the case
w ith most of us, does both. Coercive leaders de-
mand immediate compliance. Authoritative lead-
ers mobilize people toward a vision. A ffilia tive
leaders create emotional bonds and harmony. De-
mocratic 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 col-
league 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 understanding of how different
leadership styles affect performance and results.
Second, it offers clear guidance on when a manager
should switch between them. It also strongly sug-
gests that switching flexibly is well advised. New,
too, is the research's finding that each leadership
style springs from different components of emo-
tional 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 Har-
8. vard University psychologist, found that leaders
with strengths in a critical mass of six or more emo-
tional intelligence competencies were far more ef-
fective than peers who lacked such strengths. For
Daniel Goleman is the author of Emotional Intelligence
(Bantam, 1995) and Working with Emotional Intelli-
gence (Bantam, 1998). He is cochairman of the Consor-
tium for Research on Emotional Intelligence in Orga-
n iza tio n s, w hich is based at Rutgers U n iversity's
Graduate School of Applied Psychology in Piscataway,
N ew Jersey. His article "What M akes a Leader!" ap-
peared in the November-December 1998 issue of HBR.
He can be reached at [email protected]
To discuss this article, join HBR’s authors and readers in
the HBR Forum at www.hbr.org/forum
80 HARVARD BUSINESS REVIEW March-April 2000
Leadership That Gets Results
instance, when he analyzed the performance of di-
vision 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 an-
nual salary bonuses based on their business perfor-
mance. More telling, their divisions on average out-
performed yearly revenue targets by 15% to 20%.
Those executives who lacked emotional intelligence
were rarely rated as outstanding in their annual
performance reviews, and their divisions underper-
formed by an average of almost 20%.
Our research set out to gain a more molecular
9. view of the links among leadership and emotional
intelligence, and climate and performance. A team
of McClelland's colleagues headed by Mary Fontaine
and Ruth Jacobs from Hay/McBer studied data
about or observed thousands of executives, noting
specific behaviors and their impact on climate.1
How did each individual motivate direct reports?
Manage change initiatives? Handle crises? It was
in a later phase of the research that we identified
which emotional intelligence 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 psychologists
George Litwin and Richard Stringer and later re-
fined by McClelland and his colleagues, it refers to
six key factors that influence an organization's
working environment: its flexibility- that is, how
free employees feel to innovate unencumbered by
red tape,- their sense of responsibility to the organi-
zation; the level of standards that people set; the
sense of accuracy about performance feedback and
aptness of rewards; the clarity people have about
mission and values; and finally, the level of com-
mitment 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 Im-
pact of Leadership Styles on
Drivers of Climate.") Further,
10. when we looked at the impact
of climate on financial re-
sults-such as return on sales,
revenue growth, efficiency,
and profitability-we found a
direct correlation between 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 perfor-
mance. Economic conditions
Getting Molecular: The Impact of Leadership
Styles on Drivers of Climate
Our research investigated how each leadership
style affected the six drivers o f climate, o r work-
ing atmosphere. The figures below show the
correlation between each leadership style and
each aspect o f climate. So, for instance, if we
look at the climate driver o f 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 w ith rewards-
strongly po sitive -a n d a .21 correlation w ith
responsibility- positive, but not as strong. In
other words, the style's correlation w ith rewards
was more than tw ice that w ith responsibility.
According to the data, the authoritative
leadership style has the m ost positive effect
11. o n climate, b u t three others-a ffilia tive,
democratic, and c o a c h in g -fo llo w close
behind. That said, the research indicates that
no style should be relied on exclusively, and
all have at least short-term uses.
H A R V A R D B U S I N E S S R E V IE W March-April
2000 81
Leadership That Gets Results
T he Six L e a d e rsh ip Styles a t a G lance
O u r rese a rch fo u n d
t h a t le a d ers use six
s ty le s ,e a c h s p rin g in g
fr o m d iffe r e n t c o m p o -
n e n ts o f e m o tio n a l
in te llig e n c e . Here is a
s u m m a ry o f th e styles,
th e ir o rig in , w h e n th e y
w o rk b e s t,a n d th e ir
im p a c t o n an o rg a n iz a -
tio n 's c lim a te a n d th u s
its p e rfo rm a n c e .
C o e r c iv e A u t h o r i t a t i v e
T he le a d er's m o d u s o p e ra n d i D e m a n d s im m e d
ia te
c o m p lia n c e
M o b iliz e s p e o p le
to w a rd a v is io n
12. T he s ty le in a p h ra se "D o w h a t 1 te ll y o u ." "C o m e
w it h m e."
U n d e rly in g e m o tio n a l
in te llig e n c e c o m p e te n c ie s
D riv e to a c h ie ve, in itia tiv e ,
s e lf-c o n tro l
S e lf-c o n fid e n c e , e m p a th y ,
c h a n g e c a ta ly s t
W h e n th e s ty le w o rk s b e s t In a crisis, to k ick s ta rt
a
tu r n a ro u n d , o r w it h p ro b le m
e m p lo y e e s
W h e n c h a n g e s re q u ire a
n e w v is io n , o r w h e n a cle a r
d ire c tio n is n e e d e d
O v e ra ll im p a c t o n c lim a te N e g a tiv e M o s t s tr o n
g ly p o s itiv e
and competitive dynamics m atter enormously. But
our analysis strongly suggests that climate accounts
for nearly a third of results. And that's simply too
much of an impact to ignore.
T he Styles in D e ta il
Executives use six leadership styles, but only four
of the six consistently have a positive effect on cli-
mate and results. Let's look then at each style of
leadership in detail. (For a summary of the material
th at follows, see the chart "The Six Leadership
13. Styles at a Glance.")
The Coercive Style. The computer company was
in crisis m o d e-its sales and profits were falling, its
stock was losing value precipitously, and its share-
holders were in an uproar. The board brought in a
new CEO with a reputation as a turnaround artist.
He set to work chopping jobs, selling off divisions,
and making the tough decisions that should have
been executed years before. The com pany was
saved, at least in the short-term.
From the start, though, the CEO created a reign
of terror, bullying and demeaning his executives,
roaring his displeasure at the slightest misstep. The
company's top echelons were decimated not just by
his erratic firings but also by defections. The CEO's
direct reports, frightened by his tendency to blame
the bearer of bad news, stopped bringing him any
news at all. Morale was at an all-time lo w -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 leadership
styles, the coercive one is the least effective in most
situations. Consider what the style does to an orga-
nization's climate. Flexibility 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 u p -
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 accountability for their performance.
14. Some become so resentful 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 than m oney-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-m otivating people
by showing them how their job fits 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 demol-
ished. To him, the room -w ith its long marble table
that looked like "the deck of the Starship Enter-
prise" - 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
82 H A R V A R D B U S I N E S S R E V I E W M a r c h - A
p r i l 2 0 0 0
A f f i l i a t i v e D e m o c ra tic C o a ch in gP a ce s e ttin g
15. Creates harmony and builds const n u r'o u g i Sets high
standards for Develops people for the
emotional bonds participation performance future
"People come first." "What do you think?" "Do as I do, now."
"Try this."
Empathy, building Collaboration team Conscientiousness, drive
Developing others, empathy,
relationships, communication leadership, communication to
achieve, initiative self-awareness
To heal rifts in a team or To build buy-in or To get quick results
from To help an employee
to m otivate people during consensus, or to get input a highly m
otivated and improve performance or
stressful circumstances horn valuable e m p l o y e compet ent
team develop long-term strengths
Positive Positive Negative Positive
miss, and the division's culture changed quickly in
its wake.
That said, the coercive style should be used only
w ith extreme caution and in the few situations
when it is absolutely imperative, such as during a
turnaround or when a hostile takeover 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 in-
16. sensitivity to the morale and feelings of those he
leads will be ruinous.
The Authoritative Style. Tom was the vice presi-
dent of marketing at a floundering national restau-
rant chain that specialized in pizza. Needless to say,
the company's poor performance troubled the se-
nior managers, but they were at a loss for what to
do. Every Monday, they met to review recent sales,
struggling to come up w ith fixes. To Tom, the ap-
proach didn't make sense. "We were always trying
to figure out why our sales were down last week.
We had the whole company looking backward in-
stead of figuring out 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 truisms: the com-
pany had to drive up shareholder wealth and in -
crease return on assets. Tom believed those con-
cepts 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 col-
leagues to think from the customer's perspective.
Customers want convenience, he said. The company
was not in the restaurant business, it was in the busi-
ness of distributing high-quality, convenient-to-get
pizza. That n o tio n -an d nothing else-should drive
everything the company did.
With his vibrant enthusiasm and clear vision-the
hallmarks of the authoritative sty le-T o m filled a
leadership vacuum at the company. Indeed, his con-
17. cept became the core of the new mission statement.
But this conceptual breakthrough was just the begin-
ning. Tom made sure that the mission statement
was built into the company's strategic planning pro-
cess as the designated driver of growth. And he en-
sured that the vision was articulated so that local
restaurant managers understood they were the key
to the company's success and were free to find new
ways to distribute pizza.
Changes came quickly. Within weeks, many lo-
cal managers started guaranteeing fast, new deliv-
ery times. Even better, they started to act like en-
trepreneurs, 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 indi-
cates that of the six leadership styles, the authori-
tative one is most effective, driving 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 lead-
ers understand that what they do matters and why.
H A R V A R D B U S I N E S S R E V I E W M a r c h - A p
r i l 2 0 0 0 83
L e a d e r s h i p T h a t G ets Res ults
Authoritative leadership also maximizes commit-
ment to the organization's goals and strategy. By
18. framing the individual tasks within a grand vision,
the authoritative leader defines standards that re-
volve around that vision. When he gives perfor-
mance feedback-whether positive or negative-the
singular criterion is w hether or not th at perfor-
mance furthers the vision. 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. Author-
itative leaders give people the freedom to innovate,
experiment, and take calculated risks.
Because of its positive impact, the authoritative
style works well in almost any business situation.
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. Another limitation: if a manager try-
ing to be authoritative becomes overbearing, he
can undermine 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 guarantee a hole in one, but it
certainly helps with the long drive.
The Affiliative Style. If the coercive leader de-
mands, "Do what I say," and the authoritative urges,
"Come with me," the affiliative leader says, "People
come first." This leadership style revolves around
19. people - its proponents value individuals and their
/ n authoritative leader states
/ ^ the end b u t gives people
/ V t plenty o f leeway to devise
/ their own means.
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 bene-
fits of such an approach, namely fierce loyalty. The
style also has a markedly positive effect on commu-
nication. 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. Flexi-
bility also rises because the affiliative leader, like a
parent who adjusts household rules for a maturing
adolescent, doesn't impose unnecessary strictures
on how employees get their work done. They give
people the freedom to do their job in the way they
think is most effective.
As for a sense of recognition and reward for work
well done, the affiliative leader offers ample posi-
tive 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 nega-
tive feedback. That makes the affiliative leader's
positive words all the more motivating. Finally,
affiliative leaders are masters at building a sense
of belonging. They are, for instance, likely to take
20. 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. During the
1999 World Series, Torre tended ably to the psyches
of his players as they endured the emotional pres-
sure 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 com-
m itted even as he mourned. At the celebration
party after the team's final game, Torre specifically
sought out right fielder Paul O 'N eill. Although
he had received the news of his father's death
that morning, O'Neill chose to play in the decisive
gam e-and he burst into tears the moment it ended.
Torre made a point of acknowledging O'Neill's per-
sonal struggle, calling him a "warrior." Torre also
used the spotlight of the victory celebration to
praise two players whose return 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 im m ensely-too
much to lose them.
Along w ith 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 transplant, he shared his wor-
ries with his players. He also spoke candidly with
the team about his treatment for prostate cancer.
The affiliative style's generally positive impact
makes it a good all-weather approach, but leaders
21. should employ it particularly when trying to build
team harmony, increase morale, improve commu-
nication, or repair broken trust. For instance, one
executive in our study was hired to replace a ruth-
84 H A R V A R D B U S I N E S S R E V IE W March-April
2000
L e a d e r s h i p T h a t G e t s R e s u l t s
less team leader. The former leader had taken credit
for his employees' work and had attempted to pit
them against one another. His efforts ultim ately
failed, but the team he left behind was suspicious
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 renewed sense of commit-
ment and energy.
Despite its benefits, the affiliative style should
not be used alone. Its exclusive focus on praise can
allow poor performance to go uncorrected; employ-
ees may perceive that mediocrity is tolerated. And
because affiliative 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 chal-
lenges, the affiliative style leaves them rudderless.
Indeed, if overly relied on, this style can actually
steer a group to failure. Perhaps that is why many
affiliative leaders, including Torre, use this style in
close conjunction with the authoritative style. Au-
thoritative leaders state a vision, set standards, and
22. let people know how their work is furthering the
group's goals. Alternate that with the caring, nur-
turing approach 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 impover-
ished neighborhood-had been losing money for
years, and the archdiocese 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 included 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
much of her time at the meeting just listening.
She did the same at later meetings for school par-
ents and for the community and during 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 con-
stituents to reach that decision collectively, Sister
Mary received none of the backlash th at would
have accompanied such a move. People mourned
23. the loss of the school, but they understood its in-
evitability. 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 d id -b y
fiat. The result was disastrous: parents …