Required Resources Comment by Washburn Kelly: All the required reading material are in the document below please scroll down to view. Please do not click on the link
Text
Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). Retrieved from https://content.ashford.edu
· Chapter 14: Team Leadership
Oedekoven, O. O., Lavrenz, J., & Robbins, D. (2018). Leadership essentials: Practical and proven approaches in leadership and supervision. Retrieved from https://ashford.instructure.com
· Chapter 2: Teams, Teamwork, and Leadership Styles
Link to Dr. King Speech I’ve Been to the Mountaintop (Links to an external site.). Comment by Washburn Kelly: Link to Dr Kings speech
Instruction
Prior to beginning work on this discussion, watch or listen to Dr. King’s last speech of his life, I’ve Been to the Mountaintop (Links to an external site.).
During the speech, Dr. King addressed an action that could impact several businesses, the local economy, and the direction of the nation. Explain how the speech reflects on leading through hard times while providing a defining vision for followers. Comment by Washburn Kelly: These are the question that needs to be addressed. Please answer each question that are being asked in the instruction.
What were the conditions at the time impacting his leadership ability?
What direction could current leaders take from the speech concerning addressing the present and the future success of a strategy, movement, or vision, or the success of an organization?
READING MATERIAL
Leadership: Theory and practice Comment by Washburn Kelly: First Reading Material
14.1 Description
Work teams are very prevalent in today’s organizations. The reliance on teams is due partially to increasingly complex tasks, moreglobalization, and the flattening of organizational structures. A team is a type of organizational group that is composed of members who areinterdependent, who share common goals, and who must coordinate their activities to accomplish these goals. Team members must workcollectively to achieve their goals. Examples of organizational teams include senior executive teams, project management teams, task forces,work units, standing committees, quality teams, and improvement teams. Teams can be located in the same place meeting face-to-face, orthey can be geographically dispersed “virtual” teams meeting across time and distance via various forms of communication technology.Teams can also be hybrids of face-to-face and virtual teams with some members being co-located and some being dispersed. The exactdefinition of which organizational group is a team or not is constantly evolving as organizations confront the many new forms ofcontemporary collaboration (Wageman, Gardner, & Mortensen, 2012).
The study of organizational teams has focused on strategies for maintaining a competitive advantage. Team-based organizations have fasterresponse capability because of their flatter organizational structures, which rely on ...
Prior to beginning work on this discussion, read Chapter 14 of Nor.docxstilliegeorgiana
Prior to beginning work on this discussion, read Chapter 14 of Northouse (2018) and Chapter 2 of Oededekoven (2018). Locate the eight team effectiveness indicators (Northouse, 2018).
Develop a strategy to use two out of eight indicators to improve the performance of an organizational team that you have observed or were part of during your career. In support of your strategy also incorporate at least one of Oededekoven’s (2018) six C’s of teamwork into your discussion.
Cite: Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). Retrieved from https://content.ashford.edu
Oedekoven, O. O., Lavrenz, J., & Robbins, D. (2018). Leadership essentials: Practical and proven approaches in leadership and supervision. Retrieved from https://ashford.instructure.com
The chapters 14 are below for the chapter 2 check uploaded PDF or click link
14.1 Description
Work teams are very prevalent in today’s organizations. The reliance on teams is due partially to increasingly complex tasks, more globalization, and the flattening of organizational structures. A team is a type of organizational group that is composed of members who are interdependent, who share common goals, and who must coordinate their activities to accomplish these goals. Team members must work collectively to achieve their goals. Examples of organizational teams include senior executive teams, project management teams, task forces, work units, standing committees, quality teams, and improvement teams. Teams can be located in the same place meeting face-to-face, or they can be geographically dispersed “virtual” teams meeting across time and distance via various forms of communication technology. Teams can also be hybrids of face-to-face and virtual teams with some members being co-located and some being dispersed. The exact definition of which organizational group is a team or not is constantly evolving as organizations confront the many new forms of contemporary collaboration (Wageman, Gardner, & Mortensen, 2012).
The study of organizational teams has focused on strategies for maintaining a competitive advantage. Team-based organizations have faster response capability because of their flatter organizational structures, which rely on teams and new technology to enable communication across time and space (Porter & Beyerlein, 2000). These newer organizational structures have been referred to as “team-based and technology-enabled” (Mankin, Cohen, & Bikson, 1996). A majority of multinational companies are depending on virtual teams, or teams that are geographically dispersed and rely on technology to interact and collaborate (Muethel, Gehrlein, & Hoegl, 2012). Such teams allow companies to (1) use the best talent across the globe, (2) facilitate collaboration across time and space, and (3) reduce travel costs (Paul, Drake, & Liang, 2016). These virtual teams face more difficulty with members separated by time, distance, and culture. They often have less trust, more conflict, and more su ...
This document discusses leadership theories and interdisciplinary leadership. It analyzes situational leadership theory, democratic/participative leadership theory, and trait theory. It then discusses how interdisciplinary leadership combines research from multiple fields to solve complex problems. Integrating participative leadership into interdisciplinary teams can benefit organizations, leaders, and individuals by increasing collaboration, commitment, and problem-solving abilities. The document concludes by outlining a future goal of leading an interdisciplinary team focused on restoring biodiversity through applying various leadership techniques depending on the team's stage of development.
This document summarizes an article that examines how empowering leadership in management teams relates to knowledge sharing, team efficacy, and team performance. The study surveyed management teams in 102 U.S. hotel properties. The results showed that empowering leadership was positively related to both knowledge sharing and team efficacy within teams, which in turn were both positively related to higher team performance as measured by a time-lagged market-based source. The study aimed to provide greater understanding of how empowering leadership can improve team processes and states that ultimately enhance team performance.
How Followers Create Leaders The Impact of Effective FollowerPazSilviapm
This study investigated how effective followership influences leader emergence in self-managing teams. The researchers hypothesized that an individual's leadership behaviors and identity are shaped by the effective followership of their peers. Survey data from 58 student self-managing teams showed that team members were more likely to emerge as leaders when exposed to more effective followership. This provides empirical evidence that followers play an important role in creating leaders through their influence on leadership behaviors and identities.
Please respond to the below discussion questionsDo the foll.docxleahlegrand
Please respond to the below discussion questions:
Do the following when responding to discussion questions:
Read your peers’ answers.
Provide substantive comments by
contributing new, relevant information from course readings, Web sites, or other sources;
building on the remarks or questions of others; or
sharing practical examples of key concepts from your professional or personal experiences
Respond to feedback on your posting and provide feedback to other students on their ideas.
Make sure your writing
is clear, concise, and organized;
demonstrates ethical scholarship in accurate representation and attribution of sources; and
displays accurate spelling, grammar, and punctuation.
Discussion #1
Discuss the varied challenges faced by leaders or managers concerning teams made of a diverse workforce. Include considerations such as how some team members might be from different countries or how the teams might meet virtually.
Undoubtedly, globalization has made the diversification of the workforce unavoidable. People with specialties across the world are employed to perform specific functions for organizations. And all these people come together to work as team members. Thus, a team might be composed of employees from within and virtual, and they all perform their functions with different temperaments and attitudes. Gross (2002) described a virtual team as a group who performs its work mostly through electronic technology. Matthews-Joy & Gladstone (2000) added that because the virtual members may be detached both geographically and organizationally, they rely on technology for task-related communication.
One of the challenges is lack of face-to-face interaction. Frequently, leaders and team members cannot depend on voice levels, smiles, and raised eyebrows to ascertain understanding because they rely on technology. There is the need for reliable technological communication strategies to control the situation (Wilson, 2003). It is imperative for leaders to encourage members to be sensitized to the importance of this barrier and how to address it. Another issue is virtual members forming trusting working relationships via technological alone. The challenge is technology not viable in the underdeveloped and developing countries. Therefore, such virtual meetings are mostly chaotic.
For instance, in Ghana, sometimes in the course of working on your assignment, the power goes off. I had it very tough when I started the program. In fact, I had to acquire an inverter to store energy for use when the power went off. Other times it may not be a power problem but the inability to access the Internet. According to Duarte & Snyder (2001), leaders must endeavor to watch members keenly in support of creating positive interpersonal relationships. One other challenge is to be precise about the specialties of members to attain the goal of the organization (Anderson & Shane, 2002). The World Report on Disa ...
This document discusses shared leadership, which refers to leadership being shared among team members rather than a single vertical leader. It notes that both shared and vertical leadership are important for performance. Shared leadership is useful when expertise is distributed or for large, complex groups. Factors like team characteristics, tasks, and environment influence whether shared leadership is effective. Future research should define shared leadership and examine how and when it succeeds as well as developing leadership capabilities in teams.
PSYCHOLOGICAL ANTECEDENTS TO EMERGENCE OF TEAM AUTONOMY IN AGILE SCRUM TEAMSijseajournal
Agile project management methods are gaining in popularity in the software industry as software
development teams are being asked to be adaptive to market needs and resilient to change and uncertainty.
With increasing market uncertainty, global competition, and time-to-market pressure, it is becoming a
challenge to develop an innovative product and deliver it on-time without the opportunity that comes from
team autonomy to experiment and learn from failures. The purpose of this research study was to study the
influence of key psychological factors on emergence of Agile team autonomy that leads to Agile project
success in software organizations. Using an online survey instrument, the study sampled 137 software
professionals from US software companies with experience in the Agile Scrum role of Team Member. The
relationship between the human psychology factors pertaining to leadership style, organization structure,
human resource practices, customer engagement and Agile team autonomy is explained through multiple
linear regression. One-way ANOVA and Pearson’s correlation coefficient were used to demonstrate the
existence (or nonexistence) of relationships between variables. Finally, an empirical model relating the
human psychology factor variables and the dependent variable of Agile team autonomy was constructed
for the population.
Table of Contents1Introduction32Reflective Ob.docxmattinsonjanel
Table of Contents
1 Introduction 3
2 Reflective Observation 3
3 Abstract Generalisation 5
4 Application 6
5 Conclusion 8
6 References 9
Introduction
Nowadays, change is inevitable for most organizations, and applying effective organizational change could direct organizations to reach a competitive advantage (Armenakis & Harris, 2009; Clegg & Walsh, 2004). In most cases the effort in achieving success in organizations fails due to the lack of people’s commitment and misdiagnosis of change (Armenakis & Harris, 2009; Oreg, 2003). Therefore, in relation to my previous experience and relevant studies, I will argue that leaders support in leading the change, Human Resource Management (HRM) intervention and the process of building commitment in organizations will enhance the success probability of change. The outline of the reflective journal will be as follows. The first section will be highlighting reflective observations of these three topics, and the second section will give an abstract generalisation where it shows the relationship between these three topics in the change management context. Subsequently, the application of the principles in my future career will be discussed. Finally, conclusion will be provided in the final section. Reflective Observation
HRM planning and intervention are encompassing all steps of the change process framework adopted from Härtel and Fujimoto (2010). Molineux (2013) found that the implementation of systemic HRM is considered to have a strategic function in change management. The ideas of systemic HRM have not been applied in my organization where the HR practices are not integrated well. Strategic HRM intervention could enhance the change enablers in the organization in an effort to increase the probability of success (Al-Haddad & Kotnour, 2015). Jiang et al. (2012) in their research construct the HR system and define the relationships within the system which is influencing employees’ abilities, motivation and opportunities. The relationships within the HR system have gained comprehensive understanding of how the process works and how it aligns with business strategy. Nowadays, strategic HRM intervention from transactional to transformational activities has made HR professionals gain more strategic values which also relates to organizations’ performance (Buller & McEvoy, 2012). In my opinion, E-HRM and/or outsourcing HR role play important roles in supporting the shift, as it is provide time for HR practitioner to work more in strategic role. From my experience, the application of E-HRM is not as easy as it seems, due to the lack of knowledge, skills and readiness with new technology. Therefore, Parry (2014) suggests that organisations should carefully design and implement E-HRM to adjust with the condition of members in organizations.
The second topic is leading change. Leaders’ support in change process is needed to influence the willingness to change among employees (Bass, Avolio, Jung, & Berson, 20 ...
Prior to beginning work on this discussion, read Chapter 14 of Nor.docxstilliegeorgiana
Prior to beginning work on this discussion, read Chapter 14 of Northouse (2018) and Chapter 2 of Oededekoven (2018). Locate the eight team effectiveness indicators (Northouse, 2018).
Develop a strategy to use two out of eight indicators to improve the performance of an organizational team that you have observed or were part of during your career. In support of your strategy also incorporate at least one of Oededekoven’s (2018) six C’s of teamwork into your discussion.
Cite: Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). Retrieved from https://content.ashford.edu
Oedekoven, O. O., Lavrenz, J., & Robbins, D. (2018). Leadership essentials: Practical and proven approaches in leadership and supervision. Retrieved from https://ashford.instructure.com
The chapters 14 are below for the chapter 2 check uploaded PDF or click link
14.1 Description
Work teams are very prevalent in today’s organizations. The reliance on teams is due partially to increasingly complex tasks, more globalization, and the flattening of organizational structures. A team is a type of organizational group that is composed of members who are interdependent, who share common goals, and who must coordinate their activities to accomplish these goals. Team members must work collectively to achieve their goals. Examples of organizational teams include senior executive teams, project management teams, task forces, work units, standing committees, quality teams, and improvement teams. Teams can be located in the same place meeting face-to-face, or they can be geographically dispersed “virtual” teams meeting across time and distance via various forms of communication technology. Teams can also be hybrids of face-to-face and virtual teams with some members being co-located and some being dispersed. The exact definition of which organizational group is a team or not is constantly evolving as organizations confront the many new forms of contemporary collaboration (Wageman, Gardner, & Mortensen, 2012).
The study of organizational teams has focused on strategies for maintaining a competitive advantage. Team-based organizations have faster response capability because of their flatter organizational structures, which rely on teams and new technology to enable communication across time and space (Porter & Beyerlein, 2000). These newer organizational structures have been referred to as “team-based and technology-enabled” (Mankin, Cohen, & Bikson, 1996). A majority of multinational companies are depending on virtual teams, or teams that are geographically dispersed and rely on technology to interact and collaborate (Muethel, Gehrlein, & Hoegl, 2012). Such teams allow companies to (1) use the best talent across the globe, (2) facilitate collaboration across time and space, and (3) reduce travel costs (Paul, Drake, & Liang, 2016). These virtual teams face more difficulty with members separated by time, distance, and culture. They often have less trust, more conflict, and more su ...
This document discusses leadership theories and interdisciplinary leadership. It analyzes situational leadership theory, democratic/participative leadership theory, and trait theory. It then discusses how interdisciplinary leadership combines research from multiple fields to solve complex problems. Integrating participative leadership into interdisciplinary teams can benefit organizations, leaders, and individuals by increasing collaboration, commitment, and problem-solving abilities. The document concludes by outlining a future goal of leading an interdisciplinary team focused on restoring biodiversity through applying various leadership techniques depending on the team's stage of development.
This document summarizes an article that examines how empowering leadership in management teams relates to knowledge sharing, team efficacy, and team performance. The study surveyed management teams in 102 U.S. hotel properties. The results showed that empowering leadership was positively related to both knowledge sharing and team efficacy within teams, which in turn were both positively related to higher team performance as measured by a time-lagged market-based source. The study aimed to provide greater understanding of how empowering leadership can improve team processes and states that ultimately enhance team performance.
How Followers Create Leaders The Impact of Effective FollowerPazSilviapm
This study investigated how effective followership influences leader emergence in self-managing teams. The researchers hypothesized that an individual's leadership behaviors and identity are shaped by the effective followership of their peers. Survey data from 58 student self-managing teams showed that team members were more likely to emerge as leaders when exposed to more effective followership. This provides empirical evidence that followers play an important role in creating leaders through their influence on leadership behaviors and identities.
Please respond to the below discussion questionsDo the foll.docxleahlegrand
Please respond to the below discussion questions:
Do the following when responding to discussion questions:
Read your peers’ answers.
Provide substantive comments by
contributing new, relevant information from course readings, Web sites, or other sources;
building on the remarks or questions of others; or
sharing practical examples of key concepts from your professional or personal experiences
Respond to feedback on your posting and provide feedback to other students on their ideas.
Make sure your writing
is clear, concise, and organized;
demonstrates ethical scholarship in accurate representation and attribution of sources; and
displays accurate spelling, grammar, and punctuation.
Discussion #1
Discuss the varied challenges faced by leaders or managers concerning teams made of a diverse workforce. Include considerations such as how some team members might be from different countries or how the teams might meet virtually.
Undoubtedly, globalization has made the diversification of the workforce unavoidable. People with specialties across the world are employed to perform specific functions for organizations. And all these people come together to work as team members. Thus, a team might be composed of employees from within and virtual, and they all perform their functions with different temperaments and attitudes. Gross (2002) described a virtual team as a group who performs its work mostly through electronic technology. Matthews-Joy & Gladstone (2000) added that because the virtual members may be detached both geographically and organizationally, they rely on technology for task-related communication.
One of the challenges is lack of face-to-face interaction. Frequently, leaders and team members cannot depend on voice levels, smiles, and raised eyebrows to ascertain understanding because they rely on technology. There is the need for reliable technological communication strategies to control the situation (Wilson, 2003). It is imperative for leaders to encourage members to be sensitized to the importance of this barrier and how to address it. Another issue is virtual members forming trusting working relationships via technological alone. The challenge is technology not viable in the underdeveloped and developing countries. Therefore, such virtual meetings are mostly chaotic.
For instance, in Ghana, sometimes in the course of working on your assignment, the power goes off. I had it very tough when I started the program. In fact, I had to acquire an inverter to store energy for use when the power went off. Other times it may not be a power problem but the inability to access the Internet. According to Duarte & Snyder (2001), leaders must endeavor to watch members keenly in support of creating positive interpersonal relationships. One other challenge is to be precise about the specialties of members to attain the goal of the organization (Anderson & Shane, 2002). The World Report on Disa ...
This document discusses shared leadership, which refers to leadership being shared among team members rather than a single vertical leader. It notes that both shared and vertical leadership are important for performance. Shared leadership is useful when expertise is distributed or for large, complex groups. Factors like team characteristics, tasks, and environment influence whether shared leadership is effective. Future research should define shared leadership and examine how and when it succeeds as well as developing leadership capabilities in teams.
PSYCHOLOGICAL ANTECEDENTS TO EMERGENCE OF TEAM AUTONOMY IN AGILE SCRUM TEAMSijseajournal
Agile project management methods are gaining in popularity in the software industry as software
development teams are being asked to be adaptive to market needs and resilient to change and uncertainty.
With increasing market uncertainty, global competition, and time-to-market pressure, it is becoming a
challenge to develop an innovative product and deliver it on-time without the opportunity that comes from
team autonomy to experiment and learn from failures. The purpose of this research study was to study the
influence of key psychological factors on emergence of Agile team autonomy that leads to Agile project
success in software organizations. Using an online survey instrument, the study sampled 137 software
professionals from US software companies with experience in the Agile Scrum role of Team Member. The
relationship between the human psychology factors pertaining to leadership style, organization structure,
human resource practices, customer engagement and Agile team autonomy is explained through multiple
linear regression. One-way ANOVA and Pearson’s correlation coefficient were used to demonstrate the
existence (or nonexistence) of relationships between variables. Finally, an empirical model relating the
human psychology factor variables and the dependent variable of Agile team autonomy was constructed
for the population.
Table of Contents1Introduction32Reflective Ob.docxmattinsonjanel
Table of Contents
1 Introduction 3
2 Reflective Observation 3
3 Abstract Generalisation 5
4 Application 6
5 Conclusion 8
6 References 9
Introduction
Nowadays, change is inevitable for most organizations, and applying effective organizational change could direct organizations to reach a competitive advantage (Armenakis & Harris, 2009; Clegg & Walsh, 2004). In most cases the effort in achieving success in organizations fails due to the lack of people’s commitment and misdiagnosis of change (Armenakis & Harris, 2009; Oreg, 2003). Therefore, in relation to my previous experience and relevant studies, I will argue that leaders support in leading the change, Human Resource Management (HRM) intervention and the process of building commitment in organizations will enhance the success probability of change. The outline of the reflective journal will be as follows. The first section will be highlighting reflective observations of these three topics, and the second section will give an abstract generalisation where it shows the relationship between these three topics in the change management context. Subsequently, the application of the principles in my future career will be discussed. Finally, conclusion will be provided in the final section. Reflective Observation
HRM planning and intervention are encompassing all steps of the change process framework adopted from Härtel and Fujimoto (2010). Molineux (2013) found that the implementation of systemic HRM is considered to have a strategic function in change management. The ideas of systemic HRM have not been applied in my organization where the HR practices are not integrated well. Strategic HRM intervention could enhance the change enablers in the organization in an effort to increase the probability of success (Al-Haddad & Kotnour, 2015). Jiang et al. (2012) in their research construct the HR system and define the relationships within the system which is influencing employees’ abilities, motivation and opportunities. The relationships within the HR system have gained comprehensive understanding of how the process works and how it aligns with business strategy. Nowadays, strategic HRM intervention from transactional to transformational activities has made HR professionals gain more strategic values which also relates to organizations’ performance (Buller & McEvoy, 2012). In my opinion, E-HRM and/or outsourcing HR role play important roles in supporting the shift, as it is provide time for HR practitioner to work more in strategic role. From my experience, the application of E-HRM is not as easy as it seems, due to the lack of knowledge, skills and readiness with new technology. Therefore, Parry (2014) suggests that organisations should carefully design and implement E-HRM to adjust with the condition of members in organizations.
The second topic is leading change. Leaders’ support in change process is needed to influence the willingness to change among employees (Bass, Avolio, Jung, & Berson, 20 ...
The relationship between Transformational Leadership and Work Gr.docxoreo10
The relationship between Transformational Leadership and Work Group Performance
1.0 The Study Objective:
The study aims to examine the following research Hypothesis:
Transformational leadership positively predicts work group performance.
2.0 Theoretical Background
2.1 Transformational Leadership
Transformational leadership is defined as a process that changes and transforms people, and comprises an exceptional form of influence, resulting in the achievement of higher levels of performance amongst followers than previously thought possible (Bass, 1990). People who exhibit transformational leadership often have a strong idealised influence (charisma), as well as a strong set of internal values and ideas. In addition, they are effective at motivating followers in ways that promote the greater good, as opposed to their own self-interest (Bass, 1990; Bass & Avolio, 1994). Bass and Avolio (2000) identify five components of transformational leadership traits and behaviours, which are theoretically and empirically related (Avolio & Bass, 1995). Those components are:
a. Idealised influence (attributed) is the degree to which leaders behave in a charismatic way, which subsequently causes followers to admire, respect and trust them. Charismatic leaders excite, arouse and inspire their followers to the point that the relationship between the leader and the follower becomes one based on personal understanding, as opposed to one based on formal rules, regulations, rewards or punishments. The leader shares risk with followers, and is consistent in conducting with underlying values and principles. However, Bass (1985) considers charisma a necessary but not sufficient condition for transformational leadership.
b. Idealised influence (behavioural) refers to the charismatic actions of the leader, whereby followers transcend their self-interest for the sake of the organisation and accordingly develop a collective sense of mission and purpose.
c. Inspirational motivation refers to leaders’ behaviours to motivate those around them through the provision of meaning and the articulation of appealing visions. Inspirational leaders demonstrate self-determination and commitment to attain objectives and thereby achieve their vision. Such leaders provide an emotional appeal to increase awareness and an understanding of mutually desired goals amongst their followers.
d. Intellectual stimulation is the degree to which leaders stimulate their followers to think critically and to be innovative and creative. Such leaders do not criticise individual members’ mistakes; rather, they provide followers with challenging new ideas. As a result, followers become critical in their problem-solving and tend to have enhanced thought processes.
e. Individualised consideration is the degree to which leaders pay attention to followers’ needs, provide support and encouragement, act as mentors or coaches, and listen to followers’ concerns. A leader displaying individualised considera ...
Running Head Leadership Responsibility –Preparing Self .docxcowinhelen
Running Head: Leadership Responsibility –Preparing Self 1
Leadership Responsibility –Preparing Self 2
Leadership Responsibility- Preparing Self
James Smith
MBA 6026 Unit 4 Assignment 1
5/8/2016
Leadership Responsibility- Preparing Self
Accepting responsibility is actually a measure standard of one’s self-worth, security level and also indicate the true sign of courage and strength of taking charge of one’s actions. Possessing this ability can inspire an individual to grow in ways which would create good rewards and even achievements in one’s life and it is also a sign of maturity and personal growth and not a show of weakness (Kramer, 2005).Considering responsibility earns one respect having in mind that human beings can never be faultless all the times and therefore are prone to making mistakes which creates way for an appropriate ground for considering leadership via making improvements on the regions of weakness.
Lack of the ability to take responsibility for behaviours and actions in our everyday lives is triggered by the sense of insecurity of surrendering to being powerless, weak, or exposes them to a possibility of losing the respect they had gained from others therefore, leading to a lost sense of dignity and value (Kramer, 2005). A person who takes personal responsibility garners greater respect for owning up and is thus likely to perform much better in facilitating the accomplishment of the set goals and success in life.
As a way of taking responsibility, one must learn not to blame others for the decisions they make for themselves and they also need to understand that making a mistake is a normal incident and should be treated as an opportunity for betterment. One should instead seek on ways of improving on the self-esteem and avoid the pretending to be what you are not but reasonably build your confidence in the abilities you possess. Developing self-centeredness by offering yourself in service to others is another key step forward to ensuring a good preparation for self (Andriessen & Drenth, 1998).
Architectural development in leadership is a key perspective in improving corporate leadership capacity which identifies the level of the competence and can be portrayed as an extensive system approach to substantial investment in time, money as well as energy in developing potential leaders (Rosen, 2000). Several initiatives to leadership development do not indicate good and required results because of the approach of observing at leadership development too narrowly and also failures to exhibit thorough development priorities to leadership. There are many ways that can be implemented to improve on the skills for global leadership encompassing taking initiative of indulging into projects which are external to your job description (Rosen, 2000). Thiscan assist in progressing into a leadership responsibility in the workplace.
To become a good and productive leader, one should basically be ...
Highlight the most prominent situations affecting leadership from thmeagantobias
Highlight the most prominent situations affecting leadership from the Industrial Age to the Information Age. Consider how these situations affect an organization with which you are affiliated (or of which you have knowledge), and discuss what your leadership approach to change would be in response to these situations.
Week Five Lecture
Leaders inspire and encourage their followers to reach objectives they have deemed important. The ability to empower others to reach these objectives is a key skill of a leader. Many U.S. workers value "innovation, entrepreneurship, autonomy, teamwork, and diversity" (Nadler, Gerstein, & Shaw, 1992, p. 173). The capacity of leaders to build organizations where workers can gain the skills to act on their values is at the heart of the concept of transformational leaders whose relationships with followers extend to helping them lead productive lives that align with their corporate identities.
Transformational Leaders
Because of their influential and motivational relationships with followers, transformational leaders can sometimes be viewed as charismatic. People follow them because they have a certain charm. Followers often view charismatic leaders as fair and cooperative people and thus give them their own cooperation (De Cremer & van Knippenberg, 2002).
Transactional Leadership In some circles, transactional leadership might be overshadowed by proponents of transformational leadership. However, understanding the foundations of this theory is useful. Schermerhorn, Hunt, and Osborn (2005) noted that the exchanges between leaders and followers that take place are necessary to some extent to accomplish basic and repetitive organizational tasks. Transactional leadership can include contingent rewards, active management by exception (correcting followers if needed), passive management by exception (only making adjustments if standards are not met), and laissez-faire (avoiding making a decision at all).
The types of exchanges used by transactional leaders are not limited to monetary rewards (Hughes, Ginnett, & Curphy, 2009). The exchange can take many forms, including economic, political, or psychological trade-offs. Transactional leaders might not possess the leadership characteristics that allow transformational leaders to develop interpersonal relationships with their followers; however, they can have a positive influence on follower satisfaction and performance when the time is available to use these skills (Avolio & Bass, as cited in Hughes et al., 2009). Transactional leadership is often underused since the value of the theory is often overlooked. The downside of using only this theory is that it often maintains the status quo and is ineffective at producing long-term change. The good news is that transactional leadership skills appear to be easier to improve than transformational skills, based on research conclusions (Hughes et al., 2009).
Conclusion
With transformational theory, le ...
Every organization strives for lasting success which is highly dependent on the quality
of its workforce. Workforce commitment is been considered as a major factor in
determining the organizational performance and effectiveness. Among various
determinants, leadership style of leader has been established as one of the most
determinant of employees’ organizational commitment. It is therefore concluded that
leadership styles (transformational and transactional) influence the development of
employees’ organizational commitment in the organizational settings. So,
organizations that are willing to have high employees’ organizational commitment
should provide training that encourage leaders to exhibit behaviors like building trust,
inspiring shared vision, encouraging creativity, emphasizing development and
recognizing accomplishments.
BrentCase Study Analysis of Globalized WorkforcesModern lead.docxjackiewalcutt
Brent
Case Study Analysis of Globalized Workforces
Modern leaders of globalized workforces face new challenges in developing leadership, engagement, and measuring performance and outcomes. As more workforces are working remote, different geographical locals, and time zones, the ability to establish a leadership structure to improve engagement and performance is increasingly more difficult (Northouse, 2016). As presented in the case by Dr. Craig Marsh, the need to establish a leadership structure to manage the past and future growth of the business was critical (Laureate Education, 2016c). Marsh developed three objectives which focused on employee engagement, performance management, and leadership structure (Laureate Education, 2016c). The employee engagement aspect was positive and yielded longevity amongst the contractors. The practitioner research by Perrin applied to the challenge of non-employee engagement and discussed below. Also, presented below is a proposal for an alternative solution for performance management.
Employee engagement
The employee engagement was challenged by the global workforce that was not a direct employee but rather a temporary contractor (Laureate Education, 2016c). The leadership had to develop methods to make the non-employees feel part of the organization. The establishment of the center of excellence website was effective in building engagement. A leader must provide an ability for employees to see the value of others works and to develop a commitment to the processes and services of the company (Westcott, 2014). Perrin (2007) highlighted three elements of employee engagement that fit the case which are rational/cognitive understanding, emotional/affective attachment, and motivation/willingness. Marsh used the three elements in the development of the center of excellence thus increasing the tenure of non-employees.
Performance management
The performance management and leadership structure impacted each other. The dashboard principle used by Marsh, although yielded positive results, the underlining front line management was not improving. The challenge with performance tools is the acceptance of the specific areas of measurement, use of the measurement results for future development, and balancing the impact of the negative results with coaching (Dusterhoff, Cunningham, & MacGregor, 2014). The employees that view the performance measurement as justified and morally right accept the measurement (Dusterhoff et al., 2014). The alternative, those employees that disagree with the measurement are not likely to provide accurate information (Dusterhoff et al., 2014). As indicated, the front line leadership’s views are not a part of the performance measurement dashboard. As a result, the dashboard did not indicate the issues with front-line managers ability to coach.
From experience, single page dashboards with three color indicators rarely tell the whole story. The use of a limited set of measurements is not indic.
Leadership and teams inbusiness a study of IT projectsin .docxDIPESH30
Leadership and teams in
business: a study of IT projects
in the United Arab Emirates
Kasim Randeree
BT Centre for Major Programme Management, Saı̈d Business School,
Kellogg College, University of Oxford, Oxford, UK, and
Mathews Ninan
IT Department, Sharjah Municipality, Sharjah, United Arab Emirates
Abstract
Purpose – The purpose of this paper is to examine the effectiveness of leadership and team processes
in information technology (IT) projects in business environments. The paper contextualizes the study
in the United Arab Emirates (UAE).
Design/methodology/approach – The paper addresses two central questions: what is the level of
IT project team effectiveness in the UAE context? What is the maturity level of leadership in IT project
management in the UAE? A tailored instrument, based on Cohen and Bailey’s team effectiveness
evaluation model, was used in this study of 42 project teams in the UAE across various sectors.
Findings – The findings demonstrate that IT projects in the UAE demonstrate a maturity level that
is transactional, with task-focused teams and people-oriented leadership styles.
Research limitations/implications – The implications of the paper can facilitate broader
contextualized research on leadership and IT project team effectiveness, with particular emphasis on
developing economies. This is important in addressing the issue of high failure rates in IT projects in
general.
Practical implications – Understanding the role of leadership and its responsibility in facilitating
teams in technical and high failure environments can impact on productivity and success rates in
future projects.
Originality/value – This paper is unique in providing collated opinion about constructs within IT
project team processes and leadership effectiveness in the context of businesses in developing
economies. The use of a maturity structure addressing leadership, trust, teams and cohesion is
distinctive.
Keywords Information technology, Leadership, Team working, Project teams, United Arab Emirates
Paper type Research paper
1. Introduction
Two key factors in organizational effectiveness are leadership and teams. Leadership
has been prominent since the early twentieth century and there have been several
periods of study starting from trait-based studies to adaptive and cognitive studies
prevalent over the last few decades (Van Maurik, 2001; Chemers, 2000). Similarly, teams
have been a key component of successful organizations. The use of teams in
project-based businesses has been widely accepted as an effective way of delivering
strategic goals (Dvir et al., 1998). The leadership influence on an effective team can
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/1753-8378.htm
The authors would like to thank Santander and The British University in Dubai for their support
of this research.
IJMPB
4,1
28
Received 2 November 2009
Accepted 9 April 2010
International Journal of Managing
Proje ...
Article 1Team LeadershipManagement StylePart 1 According to.docxrossskuddershamus
Article 1:
Team Leadership/Management Style
Part 1: According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
Part 2: DeRue, Barnes, and Morgeson (2010) found that team leadership style effectiveness depended on the level of charisma exhibited by the leader. Drawing from the article and the textbook, have you ever worked for a charismatic leader? What style (coaching or directing) did that leader administer? Was he or she effective in leading you as part of the team?
Answer:
Part 1:
Participative leadership style would have been the best management style for our team which was working on a project to improve our e-commerce platform. With participative leadership style, team leaders have an opportunity to involve their team members in the decision-making process, consult their team members and ask for their inputs. Participative leadership generates a special type of trust that enables team members to take ownership and the responsibility of the project outcomes (DeRue et al., 2010).
An effective team management style has much impact on the internal dynamics of a team. Communication behaviors, collaboration and conflict resolution strategies are the key elements of the internal dynamics of a team. Communication involves the exchange of information between individuals working in a team. High communication quality and frequency have been associated with greater team performance and productivity. Collaboration is the extent to which individuals within a team work together to accomplish a particular task. Since a team is made of individuals with different perspectives and functional backgrounds, the probability of conflict is very high hence the need to incorporate conflict resolution strategies (DeRue et al., 2010).
Part 2:
According to (Sarin & O'Connor, 2009), a charismatic leader is the one who uses personal abilities to induce extraordinary influence on his followers. They are skilled at upgrading the performance of the team and seek radical reforms to accomplish the goals efficiently. I have been working for a charismatic leader for two years now.
He has been effective in leading our team since we promptly meet the goals and objectives of our team. Also, team members have high emotional attachment and involvement with him. Lastly, we experience high job satisfaction which is much essential in developing an effective team. This results in low-stress levels and low job burn out since members of the team have an opportunity to work by themselves without micro-managing.
Article 2:
Answers:
PART1
According to Sarin s. et al., (2009) a team leader is a person who has the most important role of creating a work environment inside a team who will not only motiva.
Workplace Mentoring by Alex Clapson June 2013Alex Clapson
Are you considering introducing a Mentoring Scheme, or are you just curious about the many benefits. My paper on Workplace Mentoring is a quick-read, well referenced & a good starting point. I do hope that you enjoy reading it & feel free to contact me.
Journal of Economic Development, Management, IT, Finance and .docxaryan532920
Journal of Economic Development, Management, IT, Finance and Marketing, 7(1), 30-46, March 30
Leadership Styles of Effective Project Managers: Techniques and Traits to Lead High
Performance Teams
Melissa DuBois, John Hanlon, Jodi Koch, Betty Nyatuga, Nathan Kerr
College of Engineering, Drexel University, USA
[email protected], [email protected], [email protected], [email protected], [email protected]
Abstract
Project management is a growing practice and is being utilized in an increasing number of
facilities. The project manager is at the head of this project process, and has an important role of
overseeing the project and project team, and ultimately ensuring the project ends in success.
Analyzing critical qualities of leadership and determining their positive impact can benefit
project managers in any industry and therefore promote project success. A few of these
leadership styles include: team building, establishing clear relations and roles between project
members, openness, self-confidence, organization, and clearly defining project successes,
reevaluating when necessary. These leadership styles and traits were researched and analyzed to
determine the extent they contribute to the construction, execution, and closure of the project. By
adopting these qualities, the project’s stakeholders such as investors, clients, or patients are more
likely to feel the positive impact of a successful project. Projects can also move more smoothly
and efficiently, receiving positive results in less time. This is beneficial not only to the
stakeholders, but to all members involved: the organization, the project manager, executive staff,
team members, and outsourced facilities. It is not enough to possess one of these crucial traits.
As seen in literature and historical examples, a combination is necessary to create balance and
develop into a leader that can produce an efficient team and satisfactory end results.
mailto:[email protected]
mailto:[email protected]
Journal of Economic Development, Management, IT, Finance and Marketing, 7(1), 30-46, March 31
Introduction
In today’s increasingly complex global economy and shrinking geography, corporations,
governments, and other organizations are turning to a project management model to facilitate
successful endeavors that enhance their products, services, policies, and procedures. Project
management has proven to be a vehicle to oversee these short-term but strategic ventures. More
than ever, these organizations are recognizing that these projects require not just a project
manager, but a project leader. According to Pandya (2014), project leaders are accountable for
the day-to-day oversight of the project, the triple constraint of time, budget, and quality as any
manager is. However, they also need to manage change, assure resource availability, address
behavioral and emotional flares with internal and external stakeholders ...
Journal of IT and Economic Development 6(1), 16-40, April 2015.docxtawnyataylor528
This document discusses six leadership styles that are part of the Emotional Intelligence School of Leadership: Visionary, Coaching, Affiliative, Democratic, Pacesetting, and Commanding. It provides details on each style, including positives and negatives as well as examples. The styles can be effectively integrated into project management. Visionary leadership inspires a shared vision and helps others see how they contribute. Coaching develops skills through encouragement. Pacesetting sets high standards but risks burnout.
Effective Leadership And The Leadership EssayStacey Cruz
This document discusses effective leadership and Nelson Mandela's leadership as portrayed in the film "Invictus". It analyzes Mandela's leadership qualities that helped unite South Africa after the end of apartheid. These include inviting the captain of the South African rugby team to demonstrate unity across racial divides and using the team's pursuit of the Rugby World Cup to inspire determination among the people. The document then examines scenes from the film that portray Mandela's leadership style and his implementation of different leadership theories to achieve his goals.
Leadership styles and its effectiveness on employees' job commitmentAlexander Decker
- The document discusses a study that examined the relationship between leadership styles (transactional, transformational, and laissez-faire) and employee commitment in a Nigerian organization.
- The study found that transformational leadership was the most common style used by managers and that there was a significant relationship between leadership styles and employee job commitment.
- Transactional and transformational leadership styles can impact employee performance and commitment, with transformational leadership tending to foster more development and commitment among employees.
Implementing communities of practice in a matrix organizationAndrew Muras, PMP
Presented at ASEM's (American Society of Engineering Management) annual conference in October 2014. It's based on work done at Pearl Harbor Naval Shipyards.
Group Behavior in OrganizationsAt an organizational level,.docxgilbertkpeters11344
Group Behavior in Organizations
At an organizational level, group behavior is necessary for continued functioning of the
organization. Within an organization, there are established rules, procedures, and processes
developed that define how an organization operates. In addition, there are systems in place
to reward behaviors of those who effectively participate in the organization's operations.
Besides, there are also systems that define consequences that can take place in case
individuals behave outside the accepted practices of the organization. What develops out of
this is an employee's attachment to the organization based on common beliefs, values, and
traditions. The shared attachment and even the commitment to common beliefs, values, and
traditions make up an organization's culture (Helms & Stern, 2001; Lok & Crawford, 2001).
What Is Organization Culture?
Sheard and Kakabadse (2002) explained organizational culture in terms of solidarity and
sociability. Solidarity, in this case, referred to a group's willingness to pursue and maintain
conformity in shared objectives, processes, and systems. Sociability referred to a group's
sense of belongingness by its members and level of camaraderie.
They also mentioned there might be differences between hierarchies or levels within an
organization's culture. Based on the solidarity and sociability of each, upper management
might differ from the decisions made by middle management and line staff. These differences
might also occur between functional departments and, in larger organizations, between
geographically distinct sections of the organization.
What Sheard and Kakabadse wanted to emphasize through this discussion was there might
be distinct subcultures within an organization's culture.
According to De Long and Fahey (2000), "Subcultures consist of distinct sets of values,
norms, and practices exhibited by specific groups or units in an organization." Subcultures
may be readily observed in larger, more bureaucratic organizations or organizations having
well-established departments with employees that have highly specialized or possessing
unique skills.
De Long, D., & Fahey, L. (2000). Diagnosing cultural barriers to knowledge management. The
Academy of Management Executive, 14(4), 113–127.
Helms, M., & Stern, R. (2001). Exploring the factors that influence employees 'perceptions of
their organization's culture. Journal of Management in Medicine, 15(6), 415–429.
Lok, P., & Crawford, J. (2001). Antecedents of organizational commitment and the mediating
role of job satisfaction. Journal of Managerial Psychology, 16(8), 594–613.
Sheard, A., & Kakabadse, A. (2002). Key roles of the leadership landscape. Journal of
Managerial Psychology, 17(1/2), 129–144.
3-17 Kenneth Brown is the principal owner of Brown Oil, Inc. After quitting his university teaching job,
Ken has been able to increase his annual salary by a factor of over 100. At the present time, Ken is
f.
Applications of leadership theories in nigerian business organizationsAlexander Decker
This document discusses leadership theories and their applications in Nigerian business organizations. It begins by defining leadership and distinguishing it from management. It then reviews several leadership theories including path-goal theory, task-oriented leadership model, and integrative theory of leadership. The document finds that the organizations studied apply path-goal theory and task-oriented leadership model in their operations, resulting in low job satisfaction and high turnover among employees, as well as high job performance. It recommends that organizations adopt an integrative theory of leadership to account for different employee and environmental factors.
This document provides a summary of leadership theories and strategies for developing talent within an organization. It discusses the importance of leadership and talent development in maintaining organizational success. The document outlines key leadership theories and traits of talented individuals, such as intelligence, motivation, and leadership skills. It also discusses the role of current leadership in identifying and developing future leaders through assessing skills, providing professional development opportunities, and replacing chronic underperformers. The goal is to build a workforce with "competitive capacity" through strategic thinking, coaching, cross-functional knowledge, industry knowledge, and collaboration. A variety of leadership theories are presented, but no single theory is identified as best, and a contingency approach is recommended to account for all situational factors.
Respond to 4 postings listed below, with at least in one or mormickietanger
Respond to
4 postings listed below
, with at least in one or more of the following ways:
• Ask a probing question, substantiated with additional background information, evidence or research.
• Share an insight from having read the postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from your own research
• Validate an idea with your own experience and additional research.
• Make suggestions based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on postings by providing additional insights or contrasting perspectives based on readings and evidence.
Posts should be at least 200 words
and require
some information from the text, academically reviewed paper, some significant commentary that requires knowledge of the subject matter, a web link to an article or other source
.
POST 1:
Networking: A key to successful Teamwork
A. Consider the different teams presented in your reading assignment. How do these teams manage their team boundaries? What are the trade-offs between internal cohesion and external ties within each type of team? support your discussion with at least two external sources.
Teams are of different types such as Virtual teams, Problem-solving teams, cross-functional teams, self- managed teams but every team has to maintain their own boundaries to function up to the mark.
What are boundaries
Boundaries are the limitations, plans which meant for reducing distraction from outside sources and to increase the teams focus on their roles and responsibilities. They could be simple rules which are a part of the teams’ principles.
How to set boundaries
· Members need to work individually along with their team leader. Everyone of them need to understand as to what make them deviate from their works. Make a list of the important activities relating to their group project for which the team is formed and make a schedule by prioritizing their work according to their importance.
· This will help them to have an understanding of how to manage their work. Set short term and long-term goals so as to be responsible for completing the tasks.
· Remember that the boundaries can be breached. It is not possible that they will stay in place forever, sometimes the members may knowingly or unknowingly cross their boundaries.
· The team has to communicate with the other teams or members as to what extent they have set the boundaries. It will help them to have necessary support from others and they will be less disturbing to them (Guanfeng, & Zhiyang, 2011).
Internal cohesion and External ties
Internal cohesion has a positive relationship with the external ties. The level of internal cohesion defines the level of support and cooperation the members have with each other. If the cohesion is more it will not affect the members to outsource other expertise and necessary resources. B ...
WHERE IS THE RUNNING HEAD 1
WHERE IS THE RUNNING HEAD 5
Where is the title and why did you put in an abstract?
Just FOLLOW DIRECTIONS
Abstract
The above is not even centered
Leadership in organizations plays an important role in ensuring the company's objectives are attained with the monitoring of daily organizational operations. Leadership structures the decision-making process within an organization, which explains the intended purpose of the operations within the organization. Leadership varies depending on the nature of the organization's operations in chasing its goals; hence, decisions require scrutiny and understanding of the concerns within the organization. This paper gives concepts on leadership and explains different theories in meeting the expected goal of the organizations.
Comparison and contrasting Contrasting of leadership Leadership theoriesTheories
Different leadership theories follow values that the management concludes to be effective in extracting intended results hence differences in the leadership theories we discuss in this paper. There are different leadership theories, including situational leadership theory, which educates leaders on dealing with matters. In contrast, behavioral theory indicates learning skills toward becoming a good leader. The strengths of handling situations include saving on the costs of maintaining and deciding on methods to undertake in expecting positive results (Zaccaro et al., 2018). The response to situations is administered after the occurrence and the need for leadership qualities. Many leaders prefer situational leadership since a short time is taken to make decisions on situations at hand, which makes the responses effective as solutions. The strategy involves high expertise since its expectations of the decisions would be certain and accurate leadership. Behavioral leadership involves developing habits from practice in certain leadership skills through gaining experience in a certain field.
The leadership theory shapes leaders' characters and makes them familiar with issues they would have experienced during the learning process. Behaviors developed would influence decisions made in the organization since risks and strategies in fulfilling the plans would be evaluated adequately. The character of individuals grows with exposure to many issues in the organization and industry, hence the ability to make informed decisions in leading the organization. Adopting foreign skills improves the organization's quality in market sales since the leadership standards would be similar to those in foreign markets (Offermann & Coats, 2018). Trait leadership portrays similar qualities to behavioral leadership because of the common objective of leaders mastering the skill of leadership through learning. However, the theories differ in behavior adoption, where behaviors are perceived to be innate .
Mr. Bush, a 45-year-old middle school teacher arrives at the emergen.docxaudeleypearl
Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
a. What priority interventions would you initiate?
b. What information would you require to definitively determine what was causing Mr. Bush’s chest pain?
.
Movie Project Presentation Movie TroyInclude Architecture i.docxaudeleypearl
Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
.
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The relationship between Transformational Leadership and Work Gr.docxoreo10
The relationship between Transformational Leadership and Work Group Performance
1.0 The Study Objective:
The study aims to examine the following research Hypothesis:
Transformational leadership positively predicts work group performance.
2.0 Theoretical Background
2.1 Transformational Leadership
Transformational leadership is defined as a process that changes and transforms people, and comprises an exceptional form of influence, resulting in the achievement of higher levels of performance amongst followers than previously thought possible (Bass, 1990). People who exhibit transformational leadership often have a strong idealised influence (charisma), as well as a strong set of internal values and ideas. In addition, they are effective at motivating followers in ways that promote the greater good, as opposed to their own self-interest (Bass, 1990; Bass & Avolio, 1994). Bass and Avolio (2000) identify five components of transformational leadership traits and behaviours, which are theoretically and empirically related (Avolio & Bass, 1995). Those components are:
a. Idealised influence (attributed) is the degree to which leaders behave in a charismatic way, which subsequently causes followers to admire, respect and trust them. Charismatic leaders excite, arouse and inspire their followers to the point that the relationship between the leader and the follower becomes one based on personal understanding, as opposed to one based on formal rules, regulations, rewards or punishments. The leader shares risk with followers, and is consistent in conducting with underlying values and principles. However, Bass (1985) considers charisma a necessary but not sufficient condition for transformational leadership.
b. Idealised influence (behavioural) refers to the charismatic actions of the leader, whereby followers transcend their self-interest for the sake of the organisation and accordingly develop a collective sense of mission and purpose.
c. Inspirational motivation refers to leaders’ behaviours to motivate those around them through the provision of meaning and the articulation of appealing visions. Inspirational leaders demonstrate self-determination and commitment to attain objectives and thereby achieve their vision. Such leaders provide an emotional appeal to increase awareness and an understanding of mutually desired goals amongst their followers.
d. Intellectual stimulation is the degree to which leaders stimulate their followers to think critically and to be innovative and creative. Such leaders do not criticise individual members’ mistakes; rather, they provide followers with challenging new ideas. As a result, followers become critical in their problem-solving and tend to have enhanced thought processes.
e. Individualised consideration is the degree to which leaders pay attention to followers’ needs, provide support and encouragement, act as mentors or coaches, and listen to followers’ concerns. A leader displaying individualised considera ...
Running Head Leadership Responsibility –Preparing Self .docxcowinhelen
Running Head: Leadership Responsibility –Preparing Self 1
Leadership Responsibility –Preparing Self 2
Leadership Responsibility- Preparing Self
James Smith
MBA 6026 Unit 4 Assignment 1
5/8/2016
Leadership Responsibility- Preparing Self
Accepting responsibility is actually a measure standard of one’s self-worth, security level and also indicate the true sign of courage and strength of taking charge of one’s actions. Possessing this ability can inspire an individual to grow in ways which would create good rewards and even achievements in one’s life and it is also a sign of maturity and personal growth and not a show of weakness (Kramer, 2005).Considering responsibility earns one respect having in mind that human beings can never be faultless all the times and therefore are prone to making mistakes which creates way for an appropriate ground for considering leadership via making improvements on the regions of weakness.
Lack of the ability to take responsibility for behaviours and actions in our everyday lives is triggered by the sense of insecurity of surrendering to being powerless, weak, or exposes them to a possibility of losing the respect they had gained from others therefore, leading to a lost sense of dignity and value (Kramer, 2005). A person who takes personal responsibility garners greater respect for owning up and is thus likely to perform much better in facilitating the accomplishment of the set goals and success in life.
As a way of taking responsibility, one must learn not to blame others for the decisions they make for themselves and they also need to understand that making a mistake is a normal incident and should be treated as an opportunity for betterment. One should instead seek on ways of improving on the self-esteem and avoid the pretending to be what you are not but reasonably build your confidence in the abilities you possess. Developing self-centeredness by offering yourself in service to others is another key step forward to ensuring a good preparation for self (Andriessen & Drenth, 1998).
Architectural development in leadership is a key perspective in improving corporate leadership capacity which identifies the level of the competence and can be portrayed as an extensive system approach to substantial investment in time, money as well as energy in developing potential leaders (Rosen, 2000). Several initiatives to leadership development do not indicate good and required results because of the approach of observing at leadership development too narrowly and also failures to exhibit thorough development priorities to leadership. There are many ways that can be implemented to improve on the skills for global leadership encompassing taking initiative of indulging into projects which are external to your job description (Rosen, 2000). Thiscan assist in progressing into a leadership responsibility in the workplace.
To become a good and productive leader, one should basically be ...
Highlight the most prominent situations affecting leadership from thmeagantobias
Highlight the most prominent situations affecting leadership from the Industrial Age to the Information Age. Consider how these situations affect an organization with which you are affiliated (or of which you have knowledge), and discuss what your leadership approach to change would be in response to these situations.
Week Five Lecture
Leaders inspire and encourage their followers to reach objectives they have deemed important. The ability to empower others to reach these objectives is a key skill of a leader. Many U.S. workers value "innovation, entrepreneurship, autonomy, teamwork, and diversity" (Nadler, Gerstein, & Shaw, 1992, p. 173). The capacity of leaders to build organizations where workers can gain the skills to act on their values is at the heart of the concept of transformational leaders whose relationships with followers extend to helping them lead productive lives that align with their corporate identities.
Transformational Leaders
Because of their influential and motivational relationships with followers, transformational leaders can sometimes be viewed as charismatic. People follow them because they have a certain charm. Followers often view charismatic leaders as fair and cooperative people and thus give them their own cooperation (De Cremer & van Knippenberg, 2002).
Transactional Leadership In some circles, transactional leadership might be overshadowed by proponents of transformational leadership. However, understanding the foundations of this theory is useful. Schermerhorn, Hunt, and Osborn (2005) noted that the exchanges between leaders and followers that take place are necessary to some extent to accomplish basic and repetitive organizational tasks. Transactional leadership can include contingent rewards, active management by exception (correcting followers if needed), passive management by exception (only making adjustments if standards are not met), and laissez-faire (avoiding making a decision at all).
The types of exchanges used by transactional leaders are not limited to monetary rewards (Hughes, Ginnett, & Curphy, 2009). The exchange can take many forms, including economic, political, or psychological trade-offs. Transactional leaders might not possess the leadership characteristics that allow transformational leaders to develop interpersonal relationships with their followers; however, they can have a positive influence on follower satisfaction and performance when the time is available to use these skills (Avolio & Bass, as cited in Hughes et al., 2009). Transactional leadership is often underused since the value of the theory is often overlooked. The downside of using only this theory is that it often maintains the status quo and is ineffective at producing long-term change. The good news is that transactional leadership skills appear to be easier to improve than transformational skills, based on research conclusions (Hughes et al., 2009).
Conclusion
With transformational theory, le ...
Every organization strives for lasting success which is highly dependent on the quality
of its workforce. Workforce commitment is been considered as a major factor in
determining the organizational performance and effectiveness. Among various
determinants, leadership style of leader has been established as one of the most
determinant of employees’ organizational commitment. It is therefore concluded that
leadership styles (transformational and transactional) influence the development of
employees’ organizational commitment in the organizational settings. So,
organizations that are willing to have high employees’ organizational commitment
should provide training that encourage leaders to exhibit behaviors like building trust,
inspiring shared vision, encouraging creativity, emphasizing development and
recognizing accomplishments.
BrentCase Study Analysis of Globalized WorkforcesModern lead.docxjackiewalcutt
Brent
Case Study Analysis of Globalized Workforces
Modern leaders of globalized workforces face new challenges in developing leadership, engagement, and measuring performance and outcomes. As more workforces are working remote, different geographical locals, and time zones, the ability to establish a leadership structure to improve engagement and performance is increasingly more difficult (Northouse, 2016). As presented in the case by Dr. Craig Marsh, the need to establish a leadership structure to manage the past and future growth of the business was critical (Laureate Education, 2016c). Marsh developed three objectives which focused on employee engagement, performance management, and leadership structure (Laureate Education, 2016c). The employee engagement aspect was positive and yielded longevity amongst the contractors. The practitioner research by Perrin applied to the challenge of non-employee engagement and discussed below. Also, presented below is a proposal for an alternative solution for performance management.
Employee engagement
The employee engagement was challenged by the global workforce that was not a direct employee but rather a temporary contractor (Laureate Education, 2016c). The leadership had to develop methods to make the non-employees feel part of the organization. The establishment of the center of excellence website was effective in building engagement. A leader must provide an ability for employees to see the value of others works and to develop a commitment to the processes and services of the company (Westcott, 2014). Perrin (2007) highlighted three elements of employee engagement that fit the case which are rational/cognitive understanding, emotional/affective attachment, and motivation/willingness. Marsh used the three elements in the development of the center of excellence thus increasing the tenure of non-employees.
Performance management
The performance management and leadership structure impacted each other. The dashboard principle used by Marsh, although yielded positive results, the underlining front line management was not improving. The challenge with performance tools is the acceptance of the specific areas of measurement, use of the measurement results for future development, and balancing the impact of the negative results with coaching (Dusterhoff, Cunningham, & MacGregor, 2014). The employees that view the performance measurement as justified and morally right accept the measurement (Dusterhoff et al., 2014). The alternative, those employees that disagree with the measurement are not likely to provide accurate information (Dusterhoff et al., 2014). As indicated, the front line leadership’s views are not a part of the performance measurement dashboard. As a result, the dashboard did not indicate the issues with front-line managers ability to coach.
From experience, single page dashboards with three color indicators rarely tell the whole story. The use of a limited set of measurements is not indic.
Leadership and teams inbusiness a study of IT projectsin .docxDIPESH30
Leadership and teams in
business: a study of IT projects
in the United Arab Emirates
Kasim Randeree
BT Centre for Major Programme Management, Saı̈d Business School,
Kellogg College, University of Oxford, Oxford, UK, and
Mathews Ninan
IT Department, Sharjah Municipality, Sharjah, United Arab Emirates
Abstract
Purpose – The purpose of this paper is to examine the effectiveness of leadership and team processes
in information technology (IT) projects in business environments. The paper contextualizes the study
in the United Arab Emirates (UAE).
Design/methodology/approach – The paper addresses two central questions: what is the level of
IT project team effectiveness in the UAE context? What is the maturity level of leadership in IT project
management in the UAE? A tailored instrument, based on Cohen and Bailey’s team effectiveness
evaluation model, was used in this study of 42 project teams in the UAE across various sectors.
Findings – The findings demonstrate that IT projects in the UAE demonstrate a maturity level that
is transactional, with task-focused teams and people-oriented leadership styles.
Research limitations/implications – The implications of the paper can facilitate broader
contextualized research on leadership and IT project team effectiveness, with particular emphasis on
developing economies. This is important in addressing the issue of high failure rates in IT projects in
general.
Practical implications – Understanding the role of leadership and its responsibility in facilitating
teams in technical and high failure environments can impact on productivity and success rates in
future projects.
Originality/value – This paper is unique in providing collated opinion about constructs within IT
project team processes and leadership effectiveness in the context of businesses in developing
economies. The use of a maturity structure addressing leadership, trust, teams and cohesion is
distinctive.
Keywords Information technology, Leadership, Team working, Project teams, United Arab Emirates
Paper type Research paper
1. Introduction
Two key factors in organizational effectiveness are leadership and teams. Leadership
has been prominent since the early twentieth century and there have been several
periods of study starting from trait-based studies to adaptive and cognitive studies
prevalent over the last few decades (Van Maurik, 2001; Chemers, 2000). Similarly, teams
have been a key component of successful organizations. The use of teams in
project-based businesses has been widely accepted as an effective way of delivering
strategic goals (Dvir et al., 1998). The leadership influence on an effective team can
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/1753-8378.htm
The authors would like to thank Santander and The British University in Dubai for their support
of this research.
IJMPB
4,1
28
Received 2 November 2009
Accepted 9 April 2010
International Journal of Managing
Proje ...
Article 1Team LeadershipManagement StylePart 1 According to.docxrossskuddershamus
Article 1:
Team Leadership/Management Style
Part 1: According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
Part 2: DeRue, Barnes, and Morgeson (2010) found that team leadership style effectiveness depended on the level of charisma exhibited by the leader. Drawing from the article and the textbook, have you ever worked for a charismatic leader? What style (coaching or directing) did that leader administer? Was he or she effective in leading you as part of the team?
Answer:
Part 1:
Participative leadership style would have been the best management style for our team which was working on a project to improve our e-commerce platform. With participative leadership style, team leaders have an opportunity to involve their team members in the decision-making process, consult their team members and ask for their inputs. Participative leadership generates a special type of trust that enables team members to take ownership and the responsibility of the project outcomes (DeRue et al., 2010).
An effective team management style has much impact on the internal dynamics of a team. Communication behaviors, collaboration and conflict resolution strategies are the key elements of the internal dynamics of a team. Communication involves the exchange of information between individuals working in a team. High communication quality and frequency have been associated with greater team performance and productivity. Collaboration is the extent to which individuals within a team work together to accomplish a particular task. Since a team is made of individuals with different perspectives and functional backgrounds, the probability of conflict is very high hence the need to incorporate conflict resolution strategies (DeRue et al., 2010).
Part 2:
According to (Sarin & O'Connor, 2009), a charismatic leader is the one who uses personal abilities to induce extraordinary influence on his followers. They are skilled at upgrading the performance of the team and seek radical reforms to accomplish the goals efficiently. I have been working for a charismatic leader for two years now.
He has been effective in leading our team since we promptly meet the goals and objectives of our team. Also, team members have high emotional attachment and involvement with him. Lastly, we experience high job satisfaction which is much essential in developing an effective team. This results in low-stress levels and low job burn out since members of the team have an opportunity to work by themselves without micro-managing.
Article 2:
Answers:
PART1
According to Sarin s. et al., (2009) a team leader is a person who has the most important role of creating a work environment inside a team who will not only motiva.
Workplace Mentoring by Alex Clapson June 2013Alex Clapson
Are you considering introducing a Mentoring Scheme, or are you just curious about the many benefits. My paper on Workplace Mentoring is a quick-read, well referenced & a good starting point. I do hope that you enjoy reading it & feel free to contact me.
Journal of Economic Development, Management, IT, Finance and .docxaryan532920
Journal of Economic Development, Management, IT, Finance and Marketing, 7(1), 30-46, March 30
Leadership Styles of Effective Project Managers: Techniques and Traits to Lead High
Performance Teams
Melissa DuBois, John Hanlon, Jodi Koch, Betty Nyatuga, Nathan Kerr
College of Engineering, Drexel University, USA
[email protected], [email protected], [email protected], [email protected], [email protected]
Abstract
Project management is a growing practice and is being utilized in an increasing number of
facilities. The project manager is at the head of this project process, and has an important role of
overseeing the project and project team, and ultimately ensuring the project ends in success.
Analyzing critical qualities of leadership and determining their positive impact can benefit
project managers in any industry and therefore promote project success. A few of these
leadership styles include: team building, establishing clear relations and roles between project
members, openness, self-confidence, organization, and clearly defining project successes,
reevaluating when necessary. These leadership styles and traits were researched and analyzed to
determine the extent they contribute to the construction, execution, and closure of the project. By
adopting these qualities, the project’s stakeholders such as investors, clients, or patients are more
likely to feel the positive impact of a successful project. Projects can also move more smoothly
and efficiently, receiving positive results in less time. This is beneficial not only to the
stakeholders, but to all members involved: the organization, the project manager, executive staff,
team members, and outsourced facilities. It is not enough to possess one of these crucial traits.
As seen in literature and historical examples, a combination is necessary to create balance and
develop into a leader that can produce an efficient team and satisfactory end results.
mailto:[email protected]
mailto:[email protected]
Journal of Economic Development, Management, IT, Finance and Marketing, 7(1), 30-46, March 31
Introduction
In today’s increasingly complex global economy and shrinking geography, corporations,
governments, and other organizations are turning to a project management model to facilitate
successful endeavors that enhance their products, services, policies, and procedures. Project
management has proven to be a vehicle to oversee these short-term but strategic ventures. More
than ever, these organizations are recognizing that these projects require not just a project
manager, but a project leader. According to Pandya (2014), project leaders are accountable for
the day-to-day oversight of the project, the triple constraint of time, budget, and quality as any
manager is. However, they also need to manage change, assure resource availability, address
behavioral and emotional flares with internal and external stakeholders ...
Journal of IT and Economic Development 6(1), 16-40, April 2015.docxtawnyataylor528
This document discusses six leadership styles that are part of the Emotional Intelligence School of Leadership: Visionary, Coaching, Affiliative, Democratic, Pacesetting, and Commanding. It provides details on each style, including positives and negatives as well as examples. The styles can be effectively integrated into project management. Visionary leadership inspires a shared vision and helps others see how they contribute. Coaching develops skills through encouragement. Pacesetting sets high standards but risks burnout.
Effective Leadership And The Leadership EssayStacey Cruz
This document discusses effective leadership and Nelson Mandela's leadership as portrayed in the film "Invictus". It analyzes Mandela's leadership qualities that helped unite South Africa after the end of apartheid. These include inviting the captain of the South African rugby team to demonstrate unity across racial divides and using the team's pursuit of the Rugby World Cup to inspire determination among the people. The document then examines scenes from the film that portray Mandela's leadership style and his implementation of different leadership theories to achieve his goals.
Leadership styles and its effectiveness on employees' job commitmentAlexander Decker
- The document discusses a study that examined the relationship between leadership styles (transactional, transformational, and laissez-faire) and employee commitment in a Nigerian organization.
- The study found that transformational leadership was the most common style used by managers and that there was a significant relationship between leadership styles and employee job commitment.
- Transactional and transformational leadership styles can impact employee performance and commitment, with transformational leadership tending to foster more development and commitment among employees.
Implementing communities of practice in a matrix organizationAndrew Muras, PMP
Presented at ASEM's (American Society of Engineering Management) annual conference in October 2014. It's based on work done at Pearl Harbor Naval Shipyards.
Group Behavior in OrganizationsAt an organizational level,.docxgilbertkpeters11344
Group Behavior in Organizations
At an organizational level, group behavior is necessary for continued functioning of the
organization. Within an organization, there are established rules, procedures, and processes
developed that define how an organization operates. In addition, there are systems in place
to reward behaviors of those who effectively participate in the organization's operations.
Besides, there are also systems that define consequences that can take place in case
individuals behave outside the accepted practices of the organization. What develops out of
this is an employee's attachment to the organization based on common beliefs, values, and
traditions. The shared attachment and even the commitment to common beliefs, values, and
traditions make up an organization's culture (Helms & Stern, 2001; Lok & Crawford, 2001).
What Is Organization Culture?
Sheard and Kakabadse (2002) explained organizational culture in terms of solidarity and
sociability. Solidarity, in this case, referred to a group's willingness to pursue and maintain
conformity in shared objectives, processes, and systems. Sociability referred to a group's
sense of belongingness by its members and level of camaraderie.
They also mentioned there might be differences between hierarchies or levels within an
organization's culture. Based on the solidarity and sociability of each, upper management
might differ from the decisions made by middle management and line staff. These differences
might also occur between functional departments and, in larger organizations, between
geographically distinct sections of the organization.
What Sheard and Kakabadse wanted to emphasize through this discussion was there might
be distinct subcultures within an organization's culture.
According to De Long and Fahey (2000), "Subcultures consist of distinct sets of values,
norms, and practices exhibited by specific groups or units in an organization." Subcultures
may be readily observed in larger, more bureaucratic organizations or organizations having
well-established departments with employees that have highly specialized or possessing
unique skills.
De Long, D., & Fahey, L. (2000). Diagnosing cultural barriers to knowledge management. The
Academy of Management Executive, 14(4), 113–127.
Helms, M., & Stern, R. (2001). Exploring the factors that influence employees 'perceptions of
their organization's culture. Journal of Management in Medicine, 15(6), 415–429.
Lok, P., & Crawford, J. (2001). Antecedents of organizational commitment and the mediating
role of job satisfaction. Journal of Managerial Psychology, 16(8), 594–613.
Sheard, A., & Kakabadse, A. (2002). Key roles of the leadership landscape. Journal of
Managerial Psychology, 17(1/2), 129–144.
3-17 Kenneth Brown is the principal owner of Brown Oil, Inc. After quitting his university teaching job,
Ken has been able to increase his annual salary by a factor of over 100. At the present time, Ken is
f.
Applications of leadership theories in nigerian business organizationsAlexander Decker
This document discusses leadership theories and their applications in Nigerian business organizations. It begins by defining leadership and distinguishing it from management. It then reviews several leadership theories including path-goal theory, task-oriented leadership model, and integrative theory of leadership. The document finds that the organizations studied apply path-goal theory and task-oriented leadership model in their operations, resulting in low job satisfaction and high turnover among employees, as well as high job performance. It recommends that organizations adopt an integrative theory of leadership to account for different employee and environmental factors.
This document provides a summary of leadership theories and strategies for developing talent within an organization. It discusses the importance of leadership and talent development in maintaining organizational success. The document outlines key leadership theories and traits of talented individuals, such as intelligence, motivation, and leadership skills. It also discusses the role of current leadership in identifying and developing future leaders through assessing skills, providing professional development opportunities, and replacing chronic underperformers. The goal is to build a workforce with "competitive capacity" through strategic thinking, coaching, cross-functional knowledge, industry knowledge, and collaboration. A variety of leadership theories are presented, but no single theory is identified as best, and a contingency approach is recommended to account for all situational factors.
Respond to 4 postings listed below, with at least in one or mormickietanger
Respond to
4 postings listed below
, with at least in one or more of the following ways:
• Ask a probing question, substantiated with additional background information, evidence or research.
• Share an insight from having read the postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from your own research
• Validate an idea with your own experience and additional research.
• Make suggestions based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on postings by providing additional insights or contrasting perspectives based on readings and evidence.
Posts should be at least 200 words
and require
some information from the text, academically reviewed paper, some significant commentary that requires knowledge of the subject matter, a web link to an article or other source
.
POST 1:
Networking: A key to successful Teamwork
A. Consider the different teams presented in your reading assignment. How do these teams manage their team boundaries? What are the trade-offs between internal cohesion and external ties within each type of team? support your discussion with at least two external sources.
Teams are of different types such as Virtual teams, Problem-solving teams, cross-functional teams, self- managed teams but every team has to maintain their own boundaries to function up to the mark.
What are boundaries
Boundaries are the limitations, plans which meant for reducing distraction from outside sources and to increase the teams focus on their roles and responsibilities. They could be simple rules which are a part of the teams’ principles.
How to set boundaries
· Members need to work individually along with their team leader. Everyone of them need to understand as to what make them deviate from their works. Make a list of the important activities relating to their group project for which the team is formed and make a schedule by prioritizing their work according to their importance.
· This will help them to have an understanding of how to manage their work. Set short term and long-term goals so as to be responsible for completing the tasks.
· Remember that the boundaries can be breached. It is not possible that they will stay in place forever, sometimes the members may knowingly or unknowingly cross their boundaries.
· The team has to communicate with the other teams or members as to what extent they have set the boundaries. It will help them to have necessary support from others and they will be less disturbing to them (Guanfeng, & Zhiyang, 2011).
Internal cohesion and External ties
Internal cohesion has a positive relationship with the external ties. The level of internal cohesion defines the level of support and cooperation the members have with each other. If the cohesion is more it will not affect the members to outsource other expertise and necessary resources. B ...
WHERE IS THE RUNNING HEAD 1
WHERE IS THE RUNNING HEAD 5
Where is the title and why did you put in an abstract?
Just FOLLOW DIRECTIONS
Abstract
The above is not even centered
Leadership in organizations plays an important role in ensuring the company's objectives are attained with the monitoring of daily organizational operations. Leadership structures the decision-making process within an organization, which explains the intended purpose of the operations within the organization. Leadership varies depending on the nature of the organization's operations in chasing its goals; hence, decisions require scrutiny and understanding of the concerns within the organization. This paper gives concepts on leadership and explains different theories in meeting the expected goal of the organizations.
Comparison and contrasting Contrasting of leadership Leadership theoriesTheories
Different leadership theories follow values that the management concludes to be effective in extracting intended results hence differences in the leadership theories we discuss in this paper. There are different leadership theories, including situational leadership theory, which educates leaders on dealing with matters. In contrast, behavioral theory indicates learning skills toward becoming a good leader. The strengths of handling situations include saving on the costs of maintaining and deciding on methods to undertake in expecting positive results (Zaccaro et al., 2018). The response to situations is administered after the occurrence and the need for leadership qualities. Many leaders prefer situational leadership since a short time is taken to make decisions on situations at hand, which makes the responses effective as solutions. The strategy involves high expertise since its expectations of the decisions would be certain and accurate leadership. Behavioral leadership involves developing habits from practice in certain leadership skills through gaining experience in a certain field.
The leadership theory shapes leaders' characters and makes them familiar with issues they would have experienced during the learning process. Behaviors developed would influence decisions made in the organization since risks and strategies in fulfilling the plans would be evaluated adequately. The character of individuals grows with exposure to many issues in the organization and industry, hence the ability to make informed decisions in leading the organization. Adopting foreign skills improves the organization's quality in market sales since the leadership standards would be similar to those in foreign markets (Offermann & Coats, 2018). Trait leadership portrays similar qualities to behavioral leadership because of the common objective of leaders mastering the skill of leadership through learning. However, the theories differ in behavior adoption, where behaviors are perceived to be innate .
Similar to Required ResourcesComment by Washburn Kelly All the required rea.docx (20)
Mr. Bush, a 45-year-old middle school teacher arrives at the emergen.docxaudeleypearl
Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
a. What priority interventions would you initiate?
b. What information would you require to definitively determine what was causing Mr. Bush’s chest pain?
.
Movie Project Presentation Movie TroyInclude Architecture i.docxaudeleypearl
Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
.
Motivation and Retention Discuss the specific strategies you pl.docxaudeleypearl
Motivation and Retention
Discuss the specific strategies you plan to use to motivate individuals from your priority
population to participate in your program and continue working on their behavior change.
You can refer to information you obtained from the Potential Participant Interviews. You
also can search the literature for strategies that have been successfully used in similar
situations; be sure to cite references in APA format.
.
Mother of the Year In recognition of superlative paren.docxaudeleypearl
The document discusses Facebook's decision in 2015 to change the "like" button on the platform. It describes how Chris Cox, Facebook's chief product officer, led discussions about overhauling the button. The like button had become a blunt tool, and Cox wanted to expand the range of emotions that users could express beyond just "liking" something. This would become the "Reactions" feature, allowing responses like love, haha, wow, sad, and angry. The change took over a year to develop and test before being publicly launched.
Mrs. G, a 55 year old Hispanic female, presents to the office for he.docxaudeleypearl
Mrs. G, a 55 year old Hispanic female, presents to the office for her annual exam. She reports that lately she has been very fatigued and just does not seem to have any energy. This has been occurring for 3 months. She is also gaining weight since menopause last year. She joined a gym and forces herself to go twice a week, where she walks on the treadmill at least 30 minutes but she has not lost any weight, in fact she has gained 3 pounds. She doesn’t understand what she is doing wrong. She states that exercise seems to make her even more hungry and thirsty, which is not helping her weight loss. She wants get a complete physical and to discuss why she is so tired and get some weight loss advice. She also states she thinks her bladder has fallen because she has to go to the bathroom more often, recently she is waking up twice a night to urinate and seems to be urinating more frequently during the day. This has been occurring for about 3 months too. This is irritating to her, but she is able to fall immediately back to sleep.
Current medications:
Tylenol 500 mg 2 tabs daily for knee pain. Daily multivitamin
PMH:
Has left knee arthritis. Had chick pox and mumps as a child. Vaccinations up to
date.
GYN hx:
G2 P1. 1 SAB, 1 living child, full term, wt 9lbs 2 oz. LMP 15months ago. No history of abnormal Pap smear.
FH:
parents alive, well, child alive, well. No siblings. Mother has HTN and father has high cholesterol.
SH:
works from home part time as a planning coordinator. Married. No tobacco history, 1-2 glasses wine on weekends. No illicit drug use
Allergies
: NKDA, allergic to cats and pollen. No latex allergy
Vital signs
: BP 129/80; pulse 76, regular; respiration 16, regular
Height 5’2.5”, weight 185 pounds
General:
obese female in no acute distress. Alert, oriented and cooperative.
Skin
: warm dry and intact. No lesions noted
HEENT:
head normocephalic. Hair thick and distribution throughout scalp. Eyes without exudate, sclera white. Wears contacts. Tympanic membranes gray and intact with light reflex noted. Pinna and tragus nontender. Nares patent without exudate. Oropharynx moist without erythema. Teeth in good repair, no cavities noted. Neck supple. Anterior cervical lymph nontender to palpation. No lymphadenopathy. Thyroid midline, small and firm without palpable masses.
CV
: S1 and S2 RRR without murmurs or rubs
Lungs
: Clear to auscultation bilaterally, respirations unlabored.
Abdomen
- soft, round, nontender with positive bowel sounds present; no organomegaly; no abdominal bruits. No CVAT.
Labwork:
CBC
:
WBC 6,000/mm3 Hgb 12.5 gm/dl Hct 41% RBC 4.6 million MCV 88 fl MCHC
34 g/dl RDW 13.8%
UA:
pH 5, SpGr 1.013, Leukocyte esterase negative, nitrites negative, 1+ glucose; small protein; negative for ketones
CMP:
Sodium 139
Potassium 4.3
Chloride 100
CO2 29
Glucose 95
BUN 12
Creatinine 0.7
GFR est non-AA 92 mL/min/1.73 GFR est AA 101 mL/min/1.73 Calcium 9.5
Total protein 7.6 Bilirubin, total 0.6 Alkaline.
Mr. Rivera is a 72-year-old patient with end stage COPD who is in th.docxaudeleypearl
Mr. Rivera is a 72-year-old patient with end stage COPD who is in the care of Hospice. He has a history of smoking, hypertension, obesity, and type 2 Diabetes. He is on Oxygen 2L per nasal cannula around the clock. His wife and 2 adult children help with his care. Develop a concept map for Mr. Rivera. Consider the patients Ethnic background (he and his family are from Mexico) and family dynamics. Please use the
concept map
form provided.
.
Mr. B, a 40-year-old avid long-distance runner previously in goo.docxaudeleypearl
Mr. B, a 40-year-old avid long-distance runner previously in good health, presented to his primary provider for a yearly physical examination, during which a suspicious-looking mole was noticed on the back of his left arm, just proximal to the elbow. He reported that he has had that mole for several years, but thinks that it may have gotten larger over the past two years. Mr. B reported that he has noticed itchiness in the area of this mole over the past few weeks. He had multiple other moles on his back, arms, and legs, none of which looked suspicious. Upon further questioning, Mr. B reported that his aunt died in her late forties of skin cancer, but he knew no other details about her illness. The patient is a computer programmer who spends most of the work week indoors. On weekends, however, he typically goes for a 5-mile run and spends much of his afternoons gardening. He has a light complexion, blonde hair, and reports that he sunburns easily but uses protective sunscreen only sporadically.
Physical exam revealed: Head, neck, thorax, and abdominal exams were normal, with the exception of a hard, enlarged, non-tender mass felt in the left axillary region. In addition, a 1.6 x 2.8 cm mole was noted on the dorsal upper left arm. The lesion had an appearance suggestive of a melanoma. It was surgically excised with 3 mm margins using a local anesthetic and sent to the pathology laboratory for histologic analysis. The biopsy came back Stage II melanoma.
1. How is Stage II melanoma treated and according to the research how effective is this treatment?
250 words.
.
Moving members of the organization through the change process ca.docxaudeleypearl
Moving members of the organization through the change process can be quite difficult. As leaders take on this challenge of shifting practice from the current state to the future, they face the obstacles of confidence and competence experienced by staff. Change leaders understand the importance of recognizing their moral purpose and helping others to do the same. Effective leaders foster moral purpose by building relationships, considering other’s perspectives, demonstrating respect, connecting others, and examining progress (Fullan & Quinn, 2016). For this Discussion, you will clarify your own moral perspective and how it will impact the elements of focusing direction.
To prepare:
· Review the Adams and Miskell article. Reflect on the measures taken in building capacity throughout the organization.
· Review Fullan and Quinn’s elements of Focusing Direction in Chapter 2. Reflect on aspects needed to build capacity as a leader.
· Analyze the two case examples used to illustrate focused direction in Chapter 2.
· Clarify your own moral purpose, combining your personal values, persistence, emotional intelligence, and resilience.
A brief summary clarifying your own moral imperative.
· Using the guiding questions in Chapter 2 on page 19, explain your moral imperative and how you can use your strengths to foster moral imperative in others.
· Based on Fullan’s information on change leadership, in which areas do you feel you have strong leadership skills? Which areas do you feel you need to continue to develop?
Learning Resources
Required Readings
Fullan, M., & Quinn, J. (2016).
Coherence: The right drivers in action for schools, districts, and systems
. Thousand Oaks, CA: Corwin.
Chapter 2, “Focusing Direction” (pp. 17–46)
Florian, L. (Ed.). (2014).
The SAGE handbook of special education
(2nd ed.). London, England: Sage Publications Ltd.
Chapter 23, “Researching Inclusive Classroom Practices: The Framework for Participation” (389–404)
Chapter 31, “Assessment for Learning and the Journey Towards Inclusion” (pp. 523–536)
Adams, C.M., & Miskell, R.C. (2016). Teacher trust in district administration: A promising line of inquiry. Journal of Leadership for Effective and Equitable Organizations, 1-32. DOI: 10.1177/0013161X1665220
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices effectiveness of a fully integrated school-wide model on student reading and math achievement. Remedial and Special Education, doi:10.1177/0741932516644054
Sailor, W. S., & McCart, A. B. (2014). Stars in alignment. Research and Practice for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622
Required Media
Grand City Community
Laureate Education (Producer) (2016c).
Tracking data
[Video file]. Baltimore, MD: Author.
Go to the Grand City Community and click into
Grand City School District Administration Offices
. Revie.
Mr. Friend is acrime analystwith the SantaCruz, Califo.docxaudeleypearl
Mr. Friend is a
crime analyst
with the Santa
Cruz, California,
Police
Department.
Predictive Policing: Using Technology to Reduce Crime
By Zach Friend, M.P.P.
4/9/2013
Nationwide law enforcement agencies face the problem
of doing more with less. Departments slash budgets
and implement furloughs, while management struggles
to meet the public safety needs of the community. The
Santa Cruz, California, Police Department handles the
same issues with increasing property crimes and
service calls and diminishing staff. Unable to hire more
officers, the department searched for a nontraditional
solution.
In late 2010 researchers published a paper that the
department believed might hold the answer. They
proposed that it was possible to predict certain crimes,
much like scientists forecast earthquake aftershocks.
An “aftercrime” often follows an initial crime. The time and location of previous criminal activity helps to
determine future offenses. These researchers developed an algorithm (mathematical procedure) that
calculates future crime locations.1
Equalizing Resources
The Santa Cruz Police Department has 94 sworn officers and serves a population of 60,000. A
university, amusement park, and beach push the seasonal population to 150,000. Department personnel
contacted a Santa Clara University professor to apply the algorithm, hoping that leveraging technology
would improve their efforts. The police chief indicated that the department could not hire more officers.
He felt that the program could allocate dwindling resources more efficiently.
Santa Cruz police envisioned deploying officers by shift to the most targeted locations in the city. The
predictive policing model helped to alert officers to targeted locations in real time, a significant
improvement over traditional tactics.
Making it Work
The algorithm is a culmination of anthropological and criminological behavior research. It uses complex
mathematics to estimate crime and predict future hot spots. Researchers based these studies on
In Depth
Featured Articles
- IAFIS Identifies Suspect from 1978 Murder Case
- Predictive Policing: Using Technology to Reduce
Crime
- Legal Digest Part 1 - Part 2
Search Warrant Execution: When Does Detention Rise to
Custody?
- Perspective
Public Safety Consolidation: Does it Make Sense?
- Leadership Spotlight
Leadership Lessons from Home
Archive
- Web and Print
Departments
- Bulletin Notes - Bulletin Honors
- ViCAP Alerts - Unusual Weapons
- Bulletin Reports
Topics in the News
See previous LEB content on:
- Hostage Situations - Crisis Management
- School Violence - Psychopathy
About LEB
- History - Author Guidelines (pdf)
- Editorial Staff - Editorial Release Form (pdf)
Patch Call
Known locally as the
“Gateway to the Summit,”
which references the city’s
proximity to the Bechtel Family
National Scout Reserve. More
The patch of the Miamisburg,
Ohio, Police Department
prominently displays the city
seal surroun.
Mr. E is a pleasant, 70-year-old, black, maleSource Self, rel.docxaudeleypearl
Mr. E is a pleasant, 70-year-old, black, male
Source: Self, reliable source
Subjective:
Chief complaint:
“I urinate frequently.”
HPI:
Patient states that he has had an increase in urination for the past several years, which seems to be worsening over the past year. He estimates that he urinates clear/light yellow urine approximately every 1.5-2 hours while awake and is up 2-4 times at night to urinate. He states some urgency and hesitancy with urination and feeling of incomplete voiding. He denies any pain or blood. Denies any head trauma. Denies any increase in thirst or hunger. He denies any unintentional weight loss.
Allergies
: NKA
Current Mediations
:
Multivitamin, daily
Aspirin, 81 mg, daily
Olmesartan, 20 mg daily
Atorvastatin, 10 mg daily
Diphenhydramine, 50 mg, at night
Pertinent History:
Hypertension, hyperlipidemia, insomnia
Health Maintenance. Immunizations:
Immunizations up to date
Family History:
No cancer, cardiac, pulmonary or autoimmune disease in immediate family members
Social History:
Patient lives alone. He drinks one cup of caffeinated coffee each morning at the local diner. He denies any nicotine, alcohol or drug use.
ROS:
Incorporated into HPI
Objective:
VS
– BP: 118/68, HR: 86, RR: 16, Temp 97.6, oxygenation 100%, weight: 195 lbs, height: 70 inches.
Mr. E is alert, awake, oriented x 3. Patient is clean and dressed appropriate for age.
Cardiac: No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop
Respiratory: Clear to auscultation
Abdomen: Bowel sounds positive. Soft, nontender, nondistended, no hepatomegaly
Neuro: CN 2-12 intact
Renal/prostate: Prostate enlarged, non-tender. No asymmetry or nodules palpated
Labs:
Test Name
Result
Units
Reference Range
Color
Yellow
Yellow
Clarity
Clear
Clear
Bilirubin
Negative
Negative
Specific Gravity
1.011
1.003-1.030
Blood
Negative
Negative
pH
7.5
4.5-8.0
Nitrite
Negative
Negative
Leukocyte esterase
Negative
Negative
Glucose
Negative
mg/dL
Negative
Ketones
Negative
mg/dL
Negative
Protein
Negative
mg/dL
Negative
WBC
Negative
/hpf
Negative
RBC
Negative
/hpf
Negative
Lab
Pt’s Result
Range
Units
Sodium
137
136-145
mmol/L
Potassium
4.7
3.5-5.1
mmol/L
Chloride
102
98-107
mmol/L
CO2
30
21-32
mmol/L
Glucose
92
70-99
mg/dL
BUN
7
6-25
mg/dL
Creat
1.6
.8-1.3
mg/dL
GFR
50
>60
Calcium
9.6
8.2-10.2
mg/dL
Total Protein
8.0
6.4-8.2
g/dL
Albumin
4.5
3.2-4.7
g/dL
Bilirubin
1.1
<1.1
mg/dL
Alkaline Phosphatase
94
26-137
U/L
AST
25
0-37
U/L
ALT
55
15-65
U/L
Pt’s results
Normal Range
Units
WBC
9.9
3.4 - 10.8
x10E3/uL
RBC
4.0
3.77 - 5.28
x10E6/uL
Hemoglobin
11.5
11.1 - 15.9
g/dL
H.
Motor Milestones occur in a predictable developmental progression in.docxaudeleypearl
Motor Milestones occur in a predictable developmental progression in young children. They begin with reflexive movements that develop into voluntary movement patterns. For the motor milestone of independent walking, there are many precursor reflexes that must first integrate and beginning movement patterns that must be learned. Explain the motor progression of walking in a child, starting with the integration of primitive reflexes to the basic motor skills needed for a child to walk independently. Discuss at which time frame each milestone occurs from birth to walking (12-18 months of age). What are some reasons why a child could be delayed in walking? At what age is a child considered delayed in walking and in need of intervention? What interventions are available to children who are having difficulty walking? Please be sure to use APA citations for all sources used to formulate your answers.
.
Most women experience their closest friendships with those of th.docxaudeleypearl
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Most patients with mental health disorders are not aggressive. Howev.docxaudeleypearl
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
SCHOLAR NURSING ARTICLE>>>APA FORMAT>>>
.
Most of our class readings and discussions to date have dealt wi.docxaudeleypearl
Most of our class readings and discussions to date have dealt with the issue of ethics and ethical behavior. Various philosophers have made contributions to jurisprudence including how to apply ethical principles (codes of conduct?) to ethical dilemma.
Your task is to watch the Netflix documentary ‘The Social Dilemma.’ If you cannot currently access Netflix it offers a free trial opportunity, which you can cancel after viewing the documentary. Should this not be an option for whatever reason, then please email me and we will create an alternative ethics question.
DUE DATE: Tuesday, Sept. 29, 2020 by noon
SEND YOUR NO MORE THAN 5 PAGE DOUBLE SPACED RESPONSE TO MY EMAIL ADDRESS. LATE PAPERS SUBJECT TO DOWNGRADING
As critics have written, the documentary showcases ways our minds are twisted and twirled by social media companies like Facebook, Twitter, and Google through their platforms and search engines, and the why of what they are doing, and what must be done to stop it.
After watching the movie, respond to the following questions in the order given. Use full sentences and paragraphs, and start off each section by stating the question you are answering. Be succinct.
What are the critical ethical issues identified?
What concerns are raised over the polarization of society and promulgation of fake news?
What is the “attention-extraction model” of software design and why worry?
What is “surveillance capitalism?”
Do you agree that social media warps your perceptions of reality?
Who has the power and control over these social media platforms – software designers, artificial intelligence (Ai), CEOs of media platforms, users, government?
Are social media platforms capable of self-regulation to address the political and ethical issues raised or not? If not, then should government regulate?
What other actions can be taken to address the basic concern of living in a world “…where no one believes what’s true.”
.
Most people agree we live in stressful times. Does stress and re.docxaudeleypearl
Stress may contribute to illness according to some research cited in textbooks. The question asks whether stress and reactions to stress can lead to health issues, and opinions should be supported by evidence from course materials. References in APA format are required.
Most of the ethical prescriptions of normative moral philosophy .docxaudeleypearl
Most of the ethical prescriptions of normative moral philosophy tend to fall into one of the following three categories: deontology, consequentialism, and virtue ethics. These categories in turn put an emphasis on different normative standards for judging what constitutes right and wrong actions.
Moral psychologists and behavioral economists such as Jonathan Haidt and Dan Ariely take a different approach: focusing not on some normative ethical framework for moral judgment, but rather on the psychological foundations of moral intuition and on the limitations that our human frailty places on real-world honesty, decency, and ethical commitments.
In this context, write a short essay (minimum 400 words) on what you see as the most important differences between the traditional normative philosophical approaches and the more recent empirical approach of moral psychology when it comes to ethics. As part of your answer also make sure that you discuss the implications of these differences.
Deadline reminder:
this assignment is
due on June 14th
. Any assignments submitted after that date will lose 5 points (i.e., 20% of the maximum score of 25 points) for each day that they are submitted late. Accordingly, after June 14th, any submissions would be worth zero points and at that time the assignment inbox will close.
.
Most healthcare organizations in the country are implementing qualit.docxaudeleypearl
Most healthcare organizations in the country are implementing quality improvement programs to save lives, enhance customer satisfaction, and reduce the cost of healthcare services. Limited human and material resources often undermine such efforts. Zenith Hospital in a rural community has 200 beds. Postsurgical patients tend to contract infections at the surgical site, requiring extended hospitalization. Mr. Jones—75 years old—was admitted to Zenith Hospital for inguinal hernia repairs. He was also hypertensive, with a compromised immune system. Two days after surgery, he acquired an infection at the surgical site, with elevated temperature, and then he developed septicemia. His condition worsened, and he was moved to isolation in the intensive care unit (ICU). A day after transfer to the ICU, he went into ventricular arrhythmia and was placed on a respirator and cardiac monitoring machine. Intravenous fluids, antibiotics, and antipyretics could not bring the fever down, and blood analysis continued to deteriorate.
The hospital infection control unit got involved. The team confirmed that postsurgical infections were on the increase, but the hospital was unable to identify the sources of infection. The surgery unit and surgical team held meetings to understand possible sources of infection. The team leader had earlier reported to management that they needed to hire more surgical nurses, arguing that nurses in the unit were overworked, had to go on leave, and often worked long hours without break.
Mr. Jones’ family members were angry and wanted to know the source of his infection, why he was on the respirator in isolation, and why his temperature was not coming down. Unfortunately, his condition continued to deteriorate. His daughter invited the family’s legal representative to find out what was happening to her father and to commence legal proceedings.
Then, the healthcare manager received information that two other patients were showing signs of postsurgical infection. The healthcare manager and care providers acknowledged the serious quality issues at Zenith Hospital, particularly in the surgical unit. The healthcare manager wrote to the Chairman of the Hospital Board, seeking approval to implement a quality improvement program. The Board held an emergency meeting and approved the manager’s request. The healthcare manager has invited you to support the organization in this process.
Please address the following questions in your response:
What are successful approaches for gaining a shared understanding of the problem?
How can effective communication be implemented?
What is a qualitative approach that helps in identifying the quality problem?
What tools can provide insight into understanding the problem?
In quality improvement, what does appreciative inquiry help do?
What is a benefit of testing solutions before implementation?
What is a challenge that is inherent in the application of the plan, do, study, act (PDSA) method?
What .
More work is necessary on how to efficiently model uncertainty in ML.docxaudeleypearl
More work is necessary on how to efficiently model uncertainty in ML and NLP, as well as how to represent uncertainty resulting from big data analytics.
Pages - 4
Excluding the required cover page and reference page.
APA format 7 with an introduction, a body content, and a conclusion.
No Plagiarism
.
Mortgage-Backed Securities and the Financial CrisisKelly Finn.docxaudeleypearl
Mortgage-Backed Securities and the Financial Crisis
Kelly Finn
FNCE 4302
Mortgage-Backed Securities (MBS) are “pass-through” bundles of housing debt sold as investment vehicles
A mortgage-backed security, MBS, is a type of asset-backed security that pays investors regular payments, similar to a bond. It gets the title as a “pass-through” because the security involves several entities in the origination and securitization process (where the asset is identified, and where it is used as a base to create a new investment instrument people can profit off of).
Key Players involved in the MBS Process
[Mortgage] Lenders: banks who sell mortgages to GSE’s
GSE: Government Sponsored Entities created by the US Government to make owning property more accessible to Americans
1938: Fannie Mae (FNMA): Federal National Mortgage Assoc.
1970: Freddie Mac (FHLMC): Federal Home Loan Mortgage Corp.
Increase mortgage borrowing
Introduce competitor to Fannie Mae
1970: Ginnie Mae (GNMA): Government National Mortgage Assoc.
US Government: Treasury: implicit commitment of providing support in case of trouble
The several entities involved in the process make MBS a “pass-through”. Here we have 3 main entities that we’ll call “Key Players” for the purpose of this presentation which aims to provide you with a basic and simple explanation of MBS and their role in the financial crisis.
GSE’s created by the US Government in 1938
Part of FDR’s New Plan during Great Depression
Purpose: make owning property more accessible to more Americans
GSE (ex. Fannie Mae) buys mortgages (debt) from banks, & then pools mortgages into little bundles investors can buy (securitization)
Bank’s mortgage is exchanged with GSE’s cash
Created liquid secondary market for mortgages
Result:
1) Bank has more cash to lend out to people
2) Now all who want to a house (expensive) can get the money needed to buy one!
Where MBS came from & when
Yay for combatting homelessness and increasing quality of life for the common American!
Thanks Uncle Sam!
MBS have been around for a long time. Officially in the US, they have their origins in government. During the Great Depression in the 1930s, President Franklin Delano Roosevelt signed into creation Fannie Mae that was brought about to help ease American citizen’s difficulty in becoming homeowners. The sole purpose of a GSE thus was to not make profit, but to promote citizen welfare in regards to housing. Seeing that it was created by regulatory government powers, it earned the title of Government Sponsored Entity, which we will abbreviate as GSE. 2 other GSE’s in housing were created in later decades like Freddie Mae, to further stimulate the mortgage market alongside Fannie, and Ginnie which did a similar thing but only for certain groups of people (Veterans, etc) and to a much smaller scale.
How MBS works: Kelly is a homeowner looking to borrow a lot of money
*The Lender, who issued Kelly the mor.
Moral Development Lawrence Kohlberg developed six stages to mora.docxaudeleypearl
Moral Development:
Lawrence Kohlberg developed six stages to moral behavior in children and adults. Punishment and obedience orientation, interpersonal concordance, law and order orientation, social contract orientation, and universal ethics orientation. All or even just one of these stages will make a good topic for your research paper or you could just do the research paper on Kohlberg.
.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
Required ResourcesComment by Washburn Kelly All the required rea.docx
1. Required Resources Comment by Washburn Kelly: All the
required reading material are in the document below please
scroll down to view. Please do not click on the link
Text
Northouse, P. G. (2018). Leadership: Theory and practice (8th
ed.). Retrieved from https://content.ashford.edu
· Chapter 14: Team Leadership
Oedekoven, O. O., Lavrenz, J., & Robbins, D.
(2018). Leadership essentials: Practical and proven approaches
in leadership and supervision. Retrieved from
https://ashford.instructure.com
· Chapter 2: Teams, Teamwork, and Leadership Styles
Link to Dr. King Speech I’ve Been to the Mountaintop (Links
to an external site.). Comment by Washburn Kelly: Link to Dr
Kings speech
Instruction
Prior to beginning work on this discussion, watch or listen to
Dr. King’s last speech of his life, I’ve Been to the
Mountaintop (Links to an external site.).
During the speech, Dr. King addressed an action that could
impact several businesses, the local economy, and the direction
of the nation. Explain how the speech reflects on leading
through hard times while providing a defining vision for
followers. Comment by Washburn Kelly: These are the question
that needs to be addressed. Please answer each question that are
being asked in the instruction.
What were the conditions at the time impacting his leadership
ability?
2. What direction could current leaders take from the speech
concerning addressing the present and the future success of a
strategy, movement, or vision, or the success of an
organization?
READING MATERIAL
Leadership: Theory and practice Comment by Washburn
Kelly: First Reading Material
14.1 Description
Work teams are very prevalent in today’s organizations. The rel
iance on teams is due partially to increasingly complex tasks, m
oreglobalization, and the flattening of organizational structures.
A team is a type of organizational group that is composed of m
embers who areinterdependent, who share common goals, and w
ho must coordinate their activities to accomplish these goals. Te
am members must workcollectively to achieve their goals. Exam
ples of organizational teams include senior executive teams, pro
ject management teams, task forces,work units, standing commit
tees, quality teams, and improvement teams. Teams can be locat
ed in the same place meeting face-to-
face, orthey can be geographically dispersed “virtual” teams me
eting across time and distance via various forms of communicati
on technology.Teams can also be hybrids of face-to-
face and virtual teams with some members being co-
located and some being dispersed. The exactdefinition of which
organizational group is a team or not is constantly evolving as o
rganizations confront the many new forms ofcontemporary colla
boration (Wageman, Gardner, & Mortensen, 2012).
The study of organizational teams has focused on strategies for
maintaining a competitive advantage. Team-
based organizations have fasterresponse capability because of th
3. eir flatter organizational structures, which rely on teams and ne
w technology to enable communicationacross time and space (P
orter & Beyerlein, 2000). These newer organizational structures
have been referred to as “team-based andtechnology-
enabled” (Mankin, Cohen, & Bikson, 1996). A majority of multi
national companies are depending on virtual teams, or teams tha
tare geographically dispersed and rely on technology to interact
and collaborate (Muethel, Gehrlein, & Hoegl, 2012). Such teams
allowcompanies to (1) use the best talent across the globe, (2) f
acilitate collaboration across time and space, and (3) reduce tra
vel costs (Paul,Drake, & Liang, 2016). These virtual teams face
more difficulty with members separated by time, distance, and c
ulture. They often have lesstrust, more conflict, and more subgr
oup formation. In virtual teams, face-to-
face communication is rare, with decisions and schedulingtaking
more time. With the development of social media, new commun
ication technologies, and software applications for meetingmana
gement, virtual teams have richer and more realistic communica
tion environments where collaboration is facilitated (Schmidt, 2
014;Schouten, van den Hooff, & Feldberg, 2016; Scott, 2013).
The organizational team-
based structure is an important way for organizations to remain
competitive by responding quickly and adaptingto constant, rapi
d changes. Studies of both face-to-
face and virtual teams have increasingly become focused on tea
m processes and teamoutcomes (Ilgen, Hollenbeck, Johnson, &
Jundt, 2005; Thomas, Martin, & Riggio, 2013). Also, researcher
s focused on the problems workteams confront as well as how to
make these work teams more effective (Ilgen, Major, Hollenbec
k, & Sego, 1993). Effective organizationalteams lead to many d
esirable outcomes, such as
· greater productivity,
· more effective use of resources,
· better decisions and problem solving,
· better-quality products and services, and
· greater innovation and creativity (Parker, 1990).
4. However, for teams to be successful, the organizational culture
needs to support member involvement. The traditional authority
structureof many organizations does not support decision makin
g at lower levels, and this can lead to the failure of many teams.
Teamwork is anexample of lateral decision making as opposed t
o the traditional vertical decision making that occurs in the orga
nizational hierarchy basedon rank or position in the organizatio
n. The dynamic and fluid power shifting in teams has been refer
red to as heterarchy (Aime, Humphrey,DeRue, & Paul, 2014). S
uch power shifting within teams can lead to positive outcomes a
s long as team members see these shifting sourcesof power as le
gitimate. Teams will have great difficulty in organizational cult
ures that are not supportive of such collaborative work anddecis
ion making. Changing an organizational culture to one that is m
ore supportive of teams is possible, but it takes time and effort (
Levi,2011).
Leadership of teams has also become an important area of study
. The ideas of “team leadership” are quite different from leaders
hip withinthe organizational vertical structure. Many theories of
leadership, such as situational (discussed in Chapter 5) and tran
sformational(discussed in Chapter 8), can be applied in the team
setting. However, team leadership is a unique setting for leader
ship, and it is veryprocess oriented. How do teams develop their
“critical capabilities”? How do team leaders shift their actions
over time to deal withcontingencies as they arise? How do leade
r actions promote task and interpersonal development (Kozlows
ki, Watola, Jensen, Kim, & Botero,2009)? Effective team leader
ship facilitates team success and helps teams to avoid team failu
re (Stagl, Salas, & Burke, 2007; Stewart & Manz,1995). Effecti
ve leadership processes are the most critical factor in team succ
ess (Zaccaro, Rittman, & Marks, 2001, p. 452).
Shared or Distributed Leadership:
The complexities of team processes demand the attention and fo
cus of all members of the team. Some teams are autonomous and
self-
directed with no formal leader. But even those with a formal lea
5. der will benefit from shared leadership among team members. T
eamleadership functions can be performed by the formal team le
ader and/or shared by team members. Shared team leadership oc
curs whenmembers of the team take on leadership behaviors to i
nfluence the team and to maximize team effectiveness (Bergman
, Rentsch, Small,Davenport, & Bergman, 2012). Shared leadersh
ip has been referred to as team leadership capacity, encompassi
ng the leadership repertoireof the entire team (Day, Gronn, & S
alas, 2004). Such distributed leadership involves the sharing of
influence by team members. Teammembers step forward when si
tuations warrant, providing the leadership necessary, and then st
ep back to allow others to lead. Suchshared leadership has beco
me more and more important in today’s organizations to allow f
aster responses to more complex issues(Morgeson, DeRue, & Ka
ram, 2010; Pearce, Manz, & Sims, 2009; Solansky, 2008).
Shared leadership, while very important, does involve risk and t
akes some courage for the member who steps forward to provide
leadership outside the formal role of team leader (Amos & Klim
oski, 2014). Risks aside, teams with shared leadership have less
conflict,more consensus, more trust, and more cohesion than tea
ms that do not have shared leadership (Bergman et al., 2012). S
hared leadershipis even more important for virtual teams. Empo
wering leadership that shares power with virtual team members
promotes both effectivecollaboration and performance (Dresche
r & Garbers, 2016; Hill & Bartol, 2016). Virtual teams are simp
ly more effective when there isshared team leadership (Hoch &
Kozlowski, 2014; Muethel et al., 2012; Wang, Waldman, & Zha
ng, 2014). How leaders and members canshare the leadership of
teams so that these teams can truly become effective and achiev
e excellence is discussed in this chapter. Itintroduces a model th
at provides a mental road map to help the leader or any team me
mber providing leadership diagnose team problemsand take appr
opriate action to correct those problems.
Team Leadership Model
The Hill Model for Team Leadership (Figure 14.1) is based on t
he functional leadership claim that the leader’s job is to monitor
6. the teamand then take whatever action is necessary to ensure te
am effectiveness. The model provides a tool for understanding t
he very complexphenomenon of team leadership, starting at the
top with its initial leadership decisions, moving to leader action
s, and finally focusing on theindicators of team effectiveness. In
addition, the model suggests specific actions that leaders can p
erform to improve team effectiveness.Effective team leaders nee
d a wide repertoire of communication skills to monitor and take
appropriate action. The model is designed tosimplify and clarify
the complex nature of team leadership and to provide an easy t
ool to aid leadership decision making for team leadersand memb
ers alike.
Effective team performance begins with how the leader sees the
situation that the team is experiencing (the leader’s mental mod
el). Thismental model reflects not only the components of the pr
oblem confronting the team, but also the environmental and org
anizationalcontingencies that define the larger context of team a
ction. The leader develops a mental conception of what the team
problem is and whatsolutions are possible in this context, given
the environmental and organizational constraints and resources
(Zaccaro et al., 2001).
To respond appropriately to the problem envisioned in the ment
al model, a good team leader needs to be behaviorally flexible a
nd have awide repertoire of actions or skills to meet the team’s
diverse needs (Barge, 1996). When his or her behavior matches
the complexity of thesituation, the leader is behaving with “requ
isite variety,” or the set of behaviors necessary to meet the team
’s needs (Drecksel, 1991).Effective team leaders are able to con
struct accurate mental models of the team’s problems by observi
ng team functioning, and can takerequisite action to solve these
problems. Effective team leaders can diagnose correctly and cho
ose the right action.
Figure 14.1 The Hill Model for Team Leadership
The leader has special responsibility for functioning in a manne
r that will help the team achieve effectiveness. Within this persp
7. ective,leadership behavior is seen as team-
based problem solving, in which the leader attempts to achieve t
eam goals by analyzing the internaland external situation and th
en selecting and implementing the appropriate behaviors to ensu
re team effectiveness (Fleishman et al., 1991).Leaders must use
discretion about which problems need intervention, and make ch
oices about which solutions are the most appropriate(Zaccaro et
al., 2001). The appropriate solution varies by circumstance and
focuses on what should be done to make the team moreeffective.
Effective leaders have the ability to determine what leadership
interventions are needed, if any, to solve team problems. Whenl
eadership is shared throughout the team, various members are di
agnosing problems and intervening with appropriate behaviors.
Themonitoring and selection of behaviors is shared throughout t
he team membership. Given the complexity of team functioning,
such sharedleadership can—and, in fact, does—
lead to greater team effectiveness.
Team Effectiveness
At the bottom of the Hill Model for Team Leadership (Figure 14
.1) is “Team Effectiveness,” which focuses on team excellence
or the desiredoutcomes of teamwork. Two critical functions of t
eam effectiveness are performance (task accomplishment) and d
evelopment (teammaintenance). Performance refers to the qualit
y of the outcomes of the team’s work. Did the team accomplish
its goals and objectives in aquality manner? Development refers
to the cohesiveness of the team and the ability of team member
s to satisfy their own needs whileworking effectively with other
team members (Nadler, 1998). Excellent teams accomplish both
of these objectives: getting the job done andmaintaining a cohe
sive team.
Scholars have systematically studied organizational work teams
and developed standards of effectiveness or criteria of excellenc
e that canbe used to assess a team’s health (Hackman, 1990, 200
2, 2012; Hughes, Ginnett, & Curphy, 1993; Katzenbach & Smith
, 2008; LaFasto &Larson, 2001; Larson & LaFasto, 1989; Lenci
oni, 2005; Zaccaro et al., 2001). Hackman (2012) has posited si
8. x enabling conditions that leadto effective team functioning: (1)
Is it a real team? (2) Does it have a compelling purpose? (3) Do
es it have the right people? (4) Are thenorms of conduct clear? (
5) Is there support from the organizational context? (6) Is there
team-
focused coaching? Larson and LaFasto(1989) studied successful
teams and found that, regardless of the type of team, eight char
acteristics were consistently associated with teamexcellence. Ta
ble 14.1 demonstrates the similarity of these excellence characte
ristics to the enabling conditions suggested by Hackman(2012).
It is helpful if team leaders understand the conditions that contri
bute to or enable team excellence. Such understanding will allo
w the leaderto benchmark or compare his or her team’s perform
ance to these standards and to determine possible areas of team
weakness orineffectiveness. Assessing how well the team compa
res to these established indicators of team success provides a va
luable source ofinformation to guide the leader to take appropri
ate actions to improve team success.
1. Clear, Elevating Goal.
“A compelling purpose energizes team members, orients them to
ward their collective objective, and fully engages their talents”
(Hackman,2012, p. 437). Team goals must be very clear so that
one can tell whether the performance objective has been realize
d. Teams sometimesfail because they are given a vague task and
then asked to work out the details (Hackman, 1990). In addition
, the team goal must beinvolving or motivating so that the memb
ers believe it to be worthwhile and important. Teams often fail
because they let something elsereplace their goal, such as perso
nal agendas or power issues (Larson & LaFasto, 1989). Researc
h data from numerous teams show thateffective leaders keep the
team focused on the goal (LaFasto & Larson, 2001).
2. Results-Driven Structure.
Teams need to find the best structure for accomplishing their go
als. Structural features that lead to effective teamwork include t
ask design,team composition, and core norms of conduct (Wage
9. man, Fisher, & Hackman, 2009). Top management teams typical
ly deal with power andinfluence, task forces deal with ideas and
plans, customer service teams deal with clients, and production
teams deal with technology(Hackman, 1990). Problem resolutio
n teams such as task forces need a structure that emphasizes trus
t so that all will be willing and able tocontribute. Creative team
s such as advertising teams need to emphasize autonomy so that
all can take risks and be free from unduecensorship. Tactical tea
ms such as emergency room teams need to emphasize clarity so
that everyone knows what to do and when. Inaddition, all teams
need clear roles for team members, a good communication syste
m, methods of assessing individual performance, and anemphasi
s on fact-
based judgments (Larson & LaFasto, 1989). Appropriate structu
res enable teams to meet their needs while stillaccomplishing te
am goals.
3. Competent Team Members.
Teams should be composed of the right number and mix of mem
bers to accomplish all the tasks of the team. In addition, membe
rs needsufficient information, education, and training to become
or remain competent team members (Hackman & Walton, 1986)
. As a whole, theindividual team members need to possess the re
quisite technical competence to accomplish the team’s goals. M
embers also need to bepersonally competent in interpersonal and
teamwork skills. A common mistake in forming teams is to assu
me that people who have all thetechnical skills necessary to sol
ve a problem also have the interpersonal skills necessary to coll
aborate effectively (Hackman, 1990). Justbecause someone is a
good engineer or doctor does not mean he or she has the interpe
rsonal skills to function on a team. Team membersneed certain c
ore competencies that include the ability to do the job and the a
bility to solve problems. In addition, members need certainteam
work factors such as openness, supportiveness, action orientatio
n, and a positive personal style (LaFasto & Larson, 2001).
4. Unified Commitment.
A common mistake is to call a work group a team but treat it as
10. a collection of individuals (Hackman, 1990). Teams do not just
happen: Theyare carefully designed and developed. Excellent te
ams are those that have developed a sense of unity or identificat
ion. Such team spiritoften can be developed by involving memb
ers in all aspects of the process (Larson & LaFasto, 1989).
5. Collaborative Climate.
The ability of a team to collaborate or work well together is ess
ential to team effectiveness. A collaborative climate is one in w
hich memberscan stay problem focused, listen to and understand
one another, feel free to take risks, and be willing to compensat
e for one another. Tobuild an atmosphere that fosters collaborati
on, we need to develop trusting relationships based on honesty,
openness, consistency, andrespect (Larson & LaFasto, 1989). In
tegration of individual actions is one of the fundamental charact
eristics of effective teams. Teammembers each have their own u
nique roles that they typically perform to contribute to the team
’s success. Team failure may result from themembers’ “collectiv
e failure to coordinate and synchronize their individual contribu
tions” (Zaccaro et al., 2001, p. 451). Effective teamleaders can f
acilitate a collaborative climate by managing their own needs to
control, by making communication safe, by demanding andrewa
rding collaborative behavior, and by guiding the team’s problem
-solving efforts (LaFasto & Larson, 2001).
6. Standards of Excellence.
Clear norms of conduct (how we should behave) are important f
or team functioning (Hackman, 2012). Team members’ performa
nceshould be regulated so that actions can be coordinated and ta
sks completed (Hackman & Walton, 1986). It is especially impo
rtant that theorganizational context or the team itself set up stan
dards of excellence so that members will feel pressure to perfor
m at their highest levels.The standards must be clear and concre
te, and all team members must be required to perform to standar
d (Larson & LaFasto, 1989). Ateam leader can facilitate this pro
cess by requiring results—
making expectations clear and reviewing results—
providing feedback toresolve performance issues, and rewarding
11. results by acknowledging superior performance (LaFasto & Lar
son, 2001). With suchstandards in place and monitored, member
s will be encouraged to perform at their highest levels.
7. External Support and Recognition.
A supportive organizational context includes material resources,
rewards for excellent performance, an educational system to de
velopnecessary team skills, and an information system to provid
e data needed to accomplish the task (Wageman et al., 2009). A
common mistakeis to give organizational teams challenging assi
gnments but fail to give them organizational support to accompl
ish these assignments(Hackman, 1990). The leader must identify
which type of support is needed and intervene as needed to sec
ure this support (Hackman,2002). The best goals, team members
, and commitment will not mean much if there is no money, equi
pment, or supplies for accomplishingthe goals. Also, organizati
ons often ask employees to work on a difficult team assignment
and then do not reward them with raises orbonuses for that perf
ormance. Hyatt and Ruddy (1997) found that having systems in
place to support teams (clear direction, information,data, resour
ces, rewards, and training) enables the team to become more eff
ective and achieve performance goals. Teams can achieveexcell
ence if they are given the resources needed to do their jobs, are
recognized for team accomplishments, and are rewarded for tea
mperformance rather than for individual performances (Larson
& LaFasto, 1989).
8. Principled Leadership.
Effective team leadership has been found to consistently relate t
o team effectiveness (Zaccaro, Heinen, & Shuffler, 2009). Lead
ership hasbeen described as the central driver of team effectiven
ess, influencing the team through four sets of processes: cogniti
ve, motivational,affective, and coordination (Zaccaro et al., 200
1). Cognitively, the leader helps the team understand the proble
ms confronting the team.Motivationally, the leader helps the tea
m become cohesive and capable by setting high performance sta
ndards and helping the team toachieve them. Affectively, the lea
der helps the team handle stressful circumstances by providing c
12. lear goals, assignments, and strategies.Coordinately, the leader
helps integrate the team’s activities by matching members’ skill
s to roles, providing clear performance strategies,monitoring fee
dback, and adapting to environmental changes.
Effective team leaders are committed to the team’s goals and gi
ve members autonomy to unleash their talents when possible. Le
aders canreduce the effectiveness of their team by being unwilli
ng to confront inadequate performance, diluting the team’s abili
ty to perform byhaving too many priorities, and overestimating t
he positive aspects of team performance. Leaders can enhance t
he effectiveness of theirteam by keeping the team focused on its
goals, maintaining a collaborative climate, building confidence
among members, demonstratingtechnical competence, setting pri
orities, and managing performance (Larson & LaFasto, 1989). It
is essential that the leadership of the teambe assessed along wit
h the other criteria of team excellence. Such feedback is essenti
al to the health and effectiveness of the team.
The leadership of the team can use these eight characteristics of
team excellence (Table 14.1) in a normative fashion to assess t
he health ofthe team and to take appropriate action to address an
y weaknesses. If the team leader assesses that one or more of th
e eight characteristicsof team success are not being achieved, th
en he or she needs to address these weaknesses. Continually ass
essing the standards of teameffectiveness can also provide feedb
ack, enabling leaders to determine whether past actions and inte
rventions had the desired results. Toassess team effectiveness, t
eam leaders need to use whatever tools are at their disposal, suc
h as direct observation, surveys, feedback, andperformance indi
cators. The information gained from the analysis of team effecti
veness can provide feedback to the leader and guide futureleade
rship decisions. The line on the Hill Model of Team Leadership
(Figure 14.1) that connects the “Team Effectiveness” box at the
bottomto the “Leadership Decisions” box at the top reflects the
ongoing learning process of data gathering, analysis, and decisi
on making. Suchfeedback loops demonstrate the dynamic and ev
olving nature of teams (Ilgen et al., 2005). Past leadership decis
13. ions and actions arereflected in the team’s performance and rela
tional outcomes. In turn, these indicators of team effectiveness s
hape the future analysis anddecisions of the team leadership.
Leadership Decisions
At the top of the Hill Model for Team Leadership (Figure 14.1)
are “Leadership Decisions,” which include the major decisions t
he team’sleadership needs to make when determining whether a
nd how to intervene to improve team functioning. The first of th
ese decisions iswhether it is most appropriate to continue to obs
erve and monitor the team or to intervene in the team’s activitie
s and take action. Thesecond decision is to choose whether a tas
k or a relational intervention is needed (i.e., does the team need
help in accomplishing its tasks,or does it need help in maintaini
ng relationships?). The final decision is whether to intervene at
the internal level (within the team itself) orat the external level
(in the team’s environment).
Figure 14.2 McGrath’s Critical Leadership Functions
Source: Based on McGrath’s critical leadership functions as cite
d in “LeadingGroups in Organizations,” by J. R. Hackman and
R. E. Walton, 1986, in P. S.Goodman & Associates (Eds.), Desi
gning Effective Work Groups (p. 76). SanFrancisco, CA: Jossey
-Bass.
Leadership Decision 1:
Should I monitor the team or take action? The first decision con
fronting the team’s leadership is whether to keep observing the t
eam or totake action to help the team. McGrath (as cited in Hac
kman & Walton, 1986) outlined the critical leadership functions
of group effectiveness,taking into account the analysis of the si
tuation both internally and externally and whether this analysis
indicates that the leader shouldtake an immediate action. Figure
14.2, “McGrath’s Critical Leadership Functions,” demonstrates
these two dimensions of leadershipbehavior: monitoring versus t
aking action and internal group issues versus external group iss
ues. As leaders, we can diagnose, analyze, orforecast problems (
monitoring), or we can take immediate action to solve a proble
14. m. We can also focus on the problems within the group(internal)
or problems outside the group (external). These two dimensions
result in the four types of team leadership functions shown in F
igure 14.2.
Quadrants 1 and 2 in Figure 14.2 focus on the internal operation
s of the team. In Quadrant 1, the leader is diagnosing group defi
ciencies,and in Quadrant 2, the leader is acting to repair or reme
dy the observed problems. Quadrants 3 and 4 focus on the exter
nal operations ofthe team. In the third quadrant, the leader is sc
anning the environment to determine and forecast any external c
hanges that will affect thegroup. In the fourth quadrant, the lead
er acts to prevent any negative changes in the environment from
hurting the team.
Therefore, the first decision confronting the team’s leadership is
“Should I continue monitoring these factors, or should I take ac
tion basedon the information I have already gathered and structu
red?” To develop an accurate mental model of team functioning,
leaders need tomonitor both the internal and external environm
ents to gather information, reduce equivocality, provide structur
e, and overcome barriers.Fleishman et al. (1991) described two
phases in this initial process: information search and structuring
. A leader must first seek outinformation to understand the curre
nt state of the team’s functioning (information search), and then
this information must be analyzed,organized, and interpreted so
the leader can decide how to act (information structuring). Lea
ders can also help their information searchprocess by obtaining
feedback from team members, networking with others outside th
e team, conducting team assessment surveys, andevaluating tea
m outcomes. Once information on the team is gathered, the lead
er needs to structure or interpret this information so that heor sh
e can make action plans. Virtual teams operate under the same g
roup dynamics principles and also need to monitor and interven
e asappropriate (Berry, 2011).
All members of the team can engage in monitoring (information
search and structuring) and collectively provide distributed or s
haredleadership to help the team adapt to changing conditions. I
15. n fast-
paced, rapidly changing situations, the team leader and members
mighthave to work in concert to assess the situation accurately.
The official leader of the team might be too busy processing inf
ormation from theenvironment to process information internal t
o the team. The team members can help the leader by staying on
top of internal problems.Together, they can form an accurate pi
cture of the team’s effectiveness.
In addition to gathering and interpreting information, team lead
ers must take the right action based on this information. Determ
ining theright action to take is at the very heart of team leadersh
ip. It involves selecting from among competing courses of actio
n to facilitate theteam’s work (Barge, 1996). Leaders differ in t
heir tendencies to take action quickly (hasty to act) or their tend
encies to delay taking actionby analyzing the situation at length
(slow to act). “Hasty to act” leaders might prevent problems fro
m getting out of control; however, theymight not make the right
intervention because they do not have all the information, and s
uch fast action might undermine the developmentof shared leade
rship. “Slow to act” leaders might encourage other team member
s to emerge as leaders (shared leadership), but the action-
taking delay might cause the team’s problem to become unmana
geable.
The exact timing of a leadership intervention is as important as
the specific type of intervention (Wageman et al., 2009). It has
beenproposed that groups go through developmental stages of fo
rming, storming, norming, performing, and adjourning (Tuckma
n & Jensen,2010). Certain behaviors are common and even expe
cted at each of these stages. If, for example, conflict was occurr
ing during the stormingstage of team life, the leadership might n
ot intervene at that time but just continue monitoring. Or, the le
adership might choose anintervention that advances the team to
the next phase of norming. Others have described three phases o
f group life and the leadershipneeded during each: (1) motivatio
nal coaching (at start), (2) consultative coaching (at midpoint),
and (3) educational coaching (at end). Theimportant aspect of ti
16. ming is that the leader should understand where the team is in it
s life cycle and provide the type of leadership neededat that tim
e (Hackman, 2012).
Leadership Decision 2:
Should I intervene to meet task or relational needs? Returning t
o the top box in Figure 14.1 (“Leadership Decisions”), the seco
nd decisionconfronting the leader is whether the team needs hel
p in dealing with relational issues or task issues. Since the early
study of small groups,the focus has been on two critical leaders
hip functions: task and maintenance. Task leadership functions i
nclude getting the job done,making decisions, solving problems,
adapting to changes, making plans, and achieving goals. Mainte
nance functions include developing apositive climate, solving in
terpersonal problems, satisfying members’ needs, and developin
g cohesion. These two functions have also beenreferred to in ter
ms of performance and development (i.e., how well the team has
accomplished its task and how well the team hasdeveloped effe
ctive relationships).
Superior team leadership focuses constantly on both task and m
aintenance functions (Kinlaw, 1998); both types of leadership b
ehaviors(task-focused and person-
focused) have been found to be related to perceived team effecti
veness (Burke et al., 2006).
Task functions are closely intertwined with relational functions.
If the team is well maintained and has good interpersonal relati
onships,then the members will be able to work together effectiv
ely and get their job done. If not, they will spend all of their tim
e infighting, sniping,and working at cross-
purposes. Similarly, if the team is productive and successful in
accomplishing its task, it will be easier to maintain apositive cli
mate and good relations. Conversely, failing teams often take th
eir lack of performance out on each other, and fighting teamsoft
en accomplish little.
In virtual teams connected across time and space by electronic
media, it is important to focus on both task and relational issues
(Han &Beyerlein, 2016). The focus on building team relationsh
17. ips is even more critical for virtual teams than in traditional co-
located teams.Virtual team leaders must be able to “read” all the
personal and contextual nuances in a world of electronic comm
unications. They must beable to understand the possible causes
of silence, misunderstanding, and slights without any of the usu
al signs to guide them. Leaders mustbe sensitive to the team pro
cess and must pay attention to even small matters that could inte
rfere with the team’s success (Pauleen, 2004).Virtual teams plac
e even greater demands on team leaders—
50% more time investment—than the more traditional co-
located team (Dyer,Dyer, & Dyer, 2007).
Research suggests that leaders of virtual teams should begin the
team with face-to-
face meetings, if possible, to facilitate trust, comfort, andrappor
t. In addition, virtual team leaders need to focus on project man
agement and regular, organized team meetings. However, virtual
team leaders need to be careful not to be too task focused and to
also work to develop social relationships among the team. Virtu
al teamleaders also need to keep literate in all new communicati
on technologies and know when to use them for optimal teamwo
rk (Humbley,O’Neill, & Kline, 2009). As the prevalence of virt
ual teams expands, specific leadership issues and interventions r
elated to these virtualteams are increasingly becoming the focus
of study (Berry, 2011; Cordery, Soo, Kirkman, Rosen, & Mathi
eu, 2009; Zaccaro, Ardison, & Orvis,2004).
Leadership Decision 3:
Should I intervene internally or externally? If a decision was ma
de to take action or intervene, the leader must make the third str
ategicleadership decision in Figure 14.1 and determine what lev
el of the team process needs leadership attention: internal leader
ship actions orexternal leadership actions. Do I need to interven
e inside of the team, or is the problem external to the team? Eff
ective team leaders analyzeand balance the internal and external
demands of the team and react appropriately (Barge, 1996).
Is there internal conflict between members of the team? Then pe
rhaps taking an internal relational action to maintain the team a
18. nd improveinterpersonal relationships would be most appropriat
e. Are the team goals unclear? Then perhaps an internal task int
ervention is needed tofocus on goals. Is the organizational envir
onment not providing proper support to the team to do its job? T
hen perhaps an externalenvironmental intervention focusing on
obtaining external support for the team might be the most appro
priate intervention.
The current focus of research is on real-
life organizational work teams that exist within a larger organiz
ational environment. In addition tobalancing the internal task an
d relational needs of the team, the leader has to help the team ad
apt to and function effectively in itsenvironment. Most teams fo
cus on the internal problems of the team. But it is increasingly i
mportant for teams to also be externallyoriented to “reach acros
s boundaries to forge dense networks of connection, both inside
and outside the organization” so that they candeal effectively wi
th the fast-
changing environment (Ancona, Bresman, & Caldwell, 2009).
Leadership Actions
The middle section of the Hill Model for Team Leadership (Figu
re 14.1) lists a number of specific leadership actions that can be
performedinternally (“Task” and “Relational”) or externally (“
Environmental”). These lists are not exhaustive but are compile
d from research on teamexcellence and team performance discus
sed earlier in this chapter. For example, teams that have clear g
oals, standards, effective structure,and decision making will hav
e higher task performance. Teams that can manage conflict, coll
aborate well together, and build commitmentwill have good rela
tionships. Teams that are well connected to and protected from t
heir environment will also be more productive.
It is up to the leader to assess what action, if any, is needed and
then intervene with the specific leadership function to meet the
demands ofthe situation. The leader needs the ability to perform
these skills and to make a strategic choice as to the most appro
priate function or skillfor the intervention. For example, if the l
eader decided that team members were arguing, he or she might
19. decide to initiate conflictmanagement. To be an effective leader
, one needs to respond with the action that is required of the situ
ation. Thus, it is the job of the leader toanalyze and mediate the
situation to make the best decisions for the good of the team. A
detailed knowledge of group dynamics andinterpersonal proces
ses is key to effective team leadership.
A team leader also needs to recognize and interpret what is getti
ng in the way of the team’s goal accomplishment and then make
a strategicchoice and respond with the appropriate action (Gour
an & Hirokawa, 1996). If a problem is diagnosed as a team perf
ormance problem,then the leader needs to determine the appropr
iate action to solve this task problem (e.g., goal focusing, stand
ard setting, or training). If aproblem is diagnosed as a team dev
elopment problem, then the leader needs to determine the appro
priate action to solve this relationalproblem (e.g., managing con
flict or building commitment). If a problem is diagnosed as an e
nvironmental problem, then the leader needs todetermine the ap
propriate action to solve this context problem (e.g., networking,
advocating, or sharing information).
Internal Task Leadership Actions. The “Task” box in the Hill M
odel for Team Leadership (Figure 14.1) lists the set of skills or
actions that theleader might perform to improve task performanc
e. After monitoring the team’s performance, the leader might ch
oose to intervene in oneof the following task areas:
· Goal focusing (clarifying, gaining agreement)
For example, if team members seem to be going off in different
directions, the leader might intervene to clarify the team’s goals
or workwith members to obtain agreement on goals.
·
Structuring for results (planning, visioning, organizing, clarifyi
ng roles, delegating)
For example, if the leader determines that the team is stuck in d
ay-to-
day affairs and not looking to or building for the future, then he
orshe might intervene by helping the team vision and plan for t
he future.
20. ·
Facilitating decision making (informing, controlling, coordinati
ng, mediating, synthesizing, focusing on issues)
For example, if the leader determines that members are not adeq
uately sharing information with each other, he or she might askq
uestions to seek out the information that is not being shared.
· Training team members in task skills (educating, developing)
For example, if the leader observes that the team members do no
t have the skills necessary to make well-
reasoned decisions, the leadermight provide a training seminar i
n decision making.
·
Maintaining standards of excellence (assessing team and individ
ual performance, confronting inadequate performance)
For example, if the leader observes that some team members are
coming late to meetings or not attending meetings, the leader m
ighthave to take direct action and confront these members to ad
dress this inadequate performance.
Internal Relational Leadership Actions. The second set of intern
al leadership actions in Figure 14.1 reflects those that the leader
needs toimplement to improve team relationships. After monito
ring the team’s performance, the leader might choose to interve
ne in one of thefollowing interpersonal areas:
· Coaching team members in interpersonal skills
For example, if the team leader observes that team members do
not seem to be listening to one another, then he or she might int
erveneby leading team members in a listening exercise.
· Collaborating (including, involving)
For example, if the leader observes that some team members are
not taking others’ opinions into account, then the leader mighti
ntervene to encourage compromise.
·
Managing conflict and power issues (fighting or avoiding confro
ntation, questioning ideas, avoiding groupthink)
For example, if the leader observes that the members are not qu
estioning ideas and are just agreeing with each other in order to
21. movequickly to a decision, then the leader might intervene by pr
oviding a discussion on the negative aspects of groupthink (Nec
k & Manz,1994).
·
Building commitment and esprit de corps (being optimistic, inn
ovating, envisioning, socializing, rewarding, recognizing)
For example, if the team seems to have low morale, the leader c
ould intervene to build commitment and unity by recognizing pa
st teamsuccesses.
·
Satisfying individual member needs (trusting, supporting, advoc
ating)
For example, if a team member seems stressed due to disrespect
from other members, the leader might provide support to the ups
etmember and advocate to the team on his or her behalf.
·
Modeling ethical and principled practices (fair, consistent, norm
ative)
For example, if a team leader monitors the team and observes th
at it is inconsistent vis-à-
vis the members sometimes treating in-
groupmembers differently from out-
group members, then the leader might intervene and change his
or her own behavior to be fair andconsistent to all members.
External Environmental Leadership Actions. The “External Lead
ership Actions” (Figure 14.1) reflect those actions the leader mi
ght implementto improve the environmental interface with the te
am. Real-life teams do not exist in a laboratory—
they are subsystems of the largerorganizational and societal con
text. To stay viable, the team needs to monitor this environment
closely and determine what actions shouldbe taken to enhance t
eam effectiveness (Barge, 1996; Hyatt & Ruddy, 1997; Zaccaro
et al., 2001). If environmental monitoring suggests aleadership i
ntervention, then the leader needs to select from the following f
unctions:
·
22. Networking and forming alliances in environment (gathering inf
ormation, increasing influence)
For example, if the leader observes that the team’s members are
not well known or are not well connected throughout the organi
zation,then the leader might intervene by interacting and formin
g relationships with powerful and respected individuals in the or
ganization.
· Advocating and representing team to environment
For example, if the leader learns that organizational superiors ar
e unaware of the team’s successes, the leader might initiate an “
FYI”policy, sending information about all successes upward as t
hey happen. The leader can also initiate a team newsletter that c
hroniclesteam efforts to accomplish the same function but to a b
roader context.
·
Negotiating upward to secure necessary resources, support, and
recognition for team
For example, a leader might determine that the team does not ha
ve enough clerical support to accomplish its goals. The leader th
ennegotiates with upper management to provide the needed supp
ort or, if failing in this, to persuade upper management to alter t
heteam’s goals accordingly.
· Buffering team members from environmental distractions
For example, if the leader observes that the team is overloaded
with tasks, then he or she might intervene by keeping unnecessa
rydemands and distractions away from the team members so that
they can concentrate on their goals.
·
Assessing environmental indicators of team’s effectiveness (sur
veys, evaluations, performance indicators)
For example, if the leader observes that the members of the tea
m have no way of knowing how well they are doing, the leader c
anprovide data from the environment as to how their performanc
e stacks up with other teams.
· Sharing relevant environmental information with team
For example, if the team leader reviews the environment and fin
23. ds that the organization’s business is going in a new direction, h
e or shecan share this information with the team to keep them in
line with these new directions.
Team leadership is complex; there are no simple recipes for tea
m success. Team leaders must learn to be open and objective inu
nderstanding and diagnosing team problems and skillful in selec
ting the most appropriate actions (or inactions) to help achieve t
he team’sgoals. It is important to reemphasize that these critical
functions need not be carried out only by the leader. Experienc
ed members in amature team might share these leadership behav
iors. As long as the team’s critical needs have been met, the lea
dership behavior, whetherenacted by the leader or team member
s, has been effective. The key assertion of the functional perspe
ctive is that the leader is to do whateveris necessary to take care
of unmet needs of the team. If the team members are taking car
e of most of the needs, then the leader has to do verylittle.
Leadership essentials: Practical and proven approaches in
leadership and supervision Comment by Washburn Kelly:
Second Reading Material
Chapter 2
Teams, Teamwork and Leadership Styles
If you can use only one leadership style in a given situation,
then you are inflexible and will have difficulty operating in
situations where that style does not fit.
Leadership Styles
All people are shaped by what they have seen, what they have
learned, and whom they have met. Who you are determines the
way you work with other people? Some people are happy and
smiling all the time. Others are serious. Some leaders can wade
into a room full of strangers and within five minutes have
24. everyone engaged and thinking, “How have I lived so long
without meeting this person?”
Some very competent leaders are uncomfortable in social
situations. Most of us are somewhere in between. Although
leadership theory describes at great length how you should
interact with your subordinates and how you must strive to learn
and improve your leadership skills, you always must be
yourself. Anything else comes across as fake and insincere.
Effective leaders are flexible enough to adjust their leadership
style and techniques to the people they lead and the situations
they encounter. Some subordinates respond best to coaxing,
suggestions, or gentle prodding. Others need, and sometimes
even want, the verbal equivalent of a kick in the pants. Treating
people fairly does not mean treating them as if they were clones
of one another. In fact, if you treat everyone the same way, you
probably are being unfair because different people need
different things from you.
Think of it this way: Suppose you must teach safety procedures
to a large group of employees ranging in experience from new
to very experienced. The senior employees know a great deal
about the subject while the new employees know very little. To
meet all their needs, you must teach the new employees more
than you teach the senior employees.
If you train the new employees only on the advanced skills the
senior employees need, the new employees will be lost. If you
make the senior employees sit through training on the basic
tasks the new employees need, you will waste the senior
employee’s time. You must match the training (and your
leadership) to the experience of those being trained. In the same
way, you must adjust your leadership style and techniques to the
experience of your people and characteristics of your
organization.
Obviously, you would not lead senior team members the same
way you would lead new employees. But the easiest distinctions
to make are those of rank and experience. You must take into
25. account personalities, self-confidence, self-esteem—all the
elements of the complex mix of character traits that make
dealing with people so difficult and so rewarding. One of the
many things that makes your job tough is that you must figure
out what your subordinates need and what they are able to do in
order to get their best performance even when they do not know
themselves.
When discussing leadership styles, many people focus on the
extremes, autocratic and democratic. Autocratic leaders tell
people what to do with no explanations. Their message is, “I am
the boss. You will do it because I said so.” Democratic leaders
use their personalities to persuade subordinates.
discuss five of them. However, bear in mind that competent
leaders mix different elements of all these styles according to
place, task, and people involved.
Using different leadership styles in different situations or
elements of different styles in the same situation is not
inconsistent. Rather, the opposite is true. If you are able to use
only one leadership style in a given situation, then you are
inflexible and will have difficulty operating in situations where
that style does not fit.
Directing Leadership Style
The directing style is leader-centered. Leaders using this style
do not solicit input from their subordinates. They give detailed
instructions on how, when, and where they want a task
The directing style may be appropriate when time is short, and
leaders do not have a chance to explain things. They may simply
give orders: Do this; Go there; Move. Leaders may revert to this
style in fast-paced operations or in emergency situations, even
with experienced subordinates. But if the leader has created a
climate of trust, subordinates will assume the leader has
switched to the directing style because of the circumstances.
inexperienced teams or individuals who are not yet trained to
26. operate on their own. In this kind of situation, the leader
probably will remain close to the action to make sure things go
smoothly.
Some people mistakenly believe the directing style means using
abusive and demeaning language or threatening and intimidating
others. This is wrong. If you are ever tempted to act this way,
whether due to pressure, stress, or what seems like improper
behavior by a subordinate, ask yourself: Would I want to work
for someone like me? Would I want my boss to see and hear me
treat subordinates this way? Would I want to be treated this
way?
Participating Leadership Style
The participating style centers on both the leader and team.
Given a job to do, leaders ask subordinates for input,
information, and recommendations, but make the final decision
on what to do. This style is especially appropriate for leaders
who have time for such consultations or who are dealing with
experienced subordinates.
The delegating style involves giving subordinates the authority
to solve problems and make decisions without first clearing
them through the leader.
The team-building approach lies behind the participating
leadership style. When subordinates help to create a plan it
becomes, at least in part, their plan. This ownership creating a
strong incentive to invest the effort necessary to make the plan
work. Asking for this kind of input is a sign of a leader’s
strength and self-confidence. But asking for advice does not
mean the leader is obligated to follow it. The leader alone is
always responsible for the quality of decisions and the outcome
of plans.
Delegating Leadership Style
The delegating style involves giving subordinates the authority
to solve problems and make decisions without first clearing
27. them through the leader. Leaders with mature and experienced
subordinates, or who want to create a learning experience for
subordinates, often need only to give them authority to make
decisions along with the necessary resources and a clear
understanding of the mission’s purpose. As always, the leader is
responsible for what does or does not happen, but in the
delegating leadership style, the leader holds subordinate leaders
accountable for their actions. this is the style most often used
by managers dealing with senior supervisors, and by
organizational and strategic leaders.
Transformational and Transactional Leadership Styles
There is a distinction between the transformational leadership
style, which focuses on inspiration and change, and the
transactional leadership style, which focuses on rewards and
punishments. We do not deny that rewards and punishments are
effective and sometimes necessary. However, carrots and sticks
alone do not inspire individuals to excel.
Transformational Leadership Style
This style transforms subordinates by challenging them to rise
above their immediate needs and self-interest. The
transformational style is developmental. It emphasizes
individual growth (both professional and personal) and
organizational enhancement. Key features of the
transformational style include empowering and mentally
stimulating subordinates. The transformational leaders consider
and motivate team members as individuals first, then the group.
To use the transformational style, you must have the courage to
communicate your intent and then step back and let your
subordinates work. You must also be aware that immediate
benefits often are delayed until the job or task is accomplished.
The transformational style allows you to take advantage of the
skills and knowledge of experienced subordinates who may have
better ideas on how to accomplish a mission. Leaders who use
this style communicate reasons for their decisions or actions
and build a broader understanding and ability to exercise
initiative and operate effectively with subordinates. Not all
28. situations lend themselves to this style. It is most effective
during periods that call for change or when presenting new
opportunities. It also works well when organizations face a
crisis, instability, mediocrity, or disenchantment. It may not be
effective when subordinates are inexperienced, when the
mission allows little deviation from accepted procedures, or
when subordinates are not motivated. Leaders who use only the
transformational leadership style limit their ability to influence
individuals in these and similar situations.
Transactional Leadership Style
In contrast, some leaders employ only the transactional
leadership style. This style includes such techniques as:
• Motivating subordinates to work by offering rewards or
threatening punishment.
• Prescribing task assignments in writing.
• Outlining all the conditions necessary to complete the task,
including the applicable rules and regulations, the benefits of
success, and the consequences, which include possible
disciplinary actions or failure.
• Management by exception, where leaders focus on their
subordinates’ failures, showing up only when something goes
wrong.
The leader who relies exclusively on the transactional style,
rather than combining it with the transformational style, evokes
only short-term commitment from subordinates and discourages
risk taking and innovation there are situations where the
transactional style is acceptable, if not preferred. For example,
a leader who wants to emphasize safety could reward the
organization, if the organization prevents any serious safety-
related incidents for a two-month period. In this case, the
leader’s intent appears clear. Safe habits are rewarded, but
unsafe acts will not be tolerated. However, using only the
transactional style can make the leader’s efforts appear self-
serving. In this example, employees might interpret the leader’s
attempt to reward safe practices as an effort to look good by
focusing on something that is unimportant but has the boss’s
29. attention. Such perceptions can destroy the trust subordinates
have in the leader. Using the transactional style alone also can
deprive subordinates of opportunities to grow, because it leaves
no room for honest mistakes. The most effective leaders
combine techniques from the transformational and transactional
leadership styles to fit the situation. A strong base of
transactional understanding, supplemented by charisma,
inspiration, and individualized concern for each subordinate,
produces the most enthusiastic and genuine response.
Subordinates will be more committed, creative, and innovative.
They also will be more likely to take calculated risks to
accomplish their mission. Leaders can avoid any
misunderstanding of their intent by combining transformational
and transactional techniques. they can explain why safety is
important (intellectual stimulation) while, at the same time,
encourage their subordinates to take care of each other
(individualized concern).
Leading Teams
Few leadership roles are as important in empowered
organizations as team building. Effective teamwork is the
foundation of productivity. In this chapter we will explore
several important topics concerning team leadership. For the
purposes of clarification, when we refer to “team” in team
leadership, we mean your day-to-day work team and/or any
special project teams that you might be in charge of
temporarily.
To get you started, the following are some suggestions for
more detail throughout this section.
• Allow time for introductions. When the team is formed, allow
people to get to know one another, and to clarify roles and
goals.
• Show respect for everyone’s points of view at the earliest
point possible. Try to discourage dominant behaviors by some
team members. Research shows that the earliest moments of a
team’s life define how its members will interact thereafter.
30. • Establish clear communication channels. Model good
listening behavior and encourage it in others. Determine how
team members will communicate, how problems will be
analyzed, how decisions will be made, and how the team’s work
will get done.
• Encourage balanced participation early on. To discourage
sub-teams from forming, ensure balanced participation and
move people around so they interact with everyone else.
• Constructively manage conflict and team difficulties. Do this
as soon as the conflicts occur. Never allow a problem to fester.
• Avoid imposing your own ground rules and processes. Instead,
let the team decide collectively on its rules for conduct,
meetings, and reaching consensus. Research shows that teams
that make their own process decisions come together more
quickly and are more productive.
As a supervisor, you will be in charge of a team of employees.
Your team may include your regular work team or it may also
include a special project team created for a short-term purpose.
Whether it is your work team or a project team, there are
several fundamental principles of team leadership.
A team is a number of persons associated together in work or
activity working toward a common goal. A team can either be
made of members selected by a team leader or the team leader
may be assigned to an existing team.
The first step towards ensuring a team’s success is to look at
the abilities, experiences, strengths, and weaknesses of each
potential team member. Interview team members to see what
types of tasks they have been assigned in the past and then ask
for results associated with each task.
Next, look at your own strengths and weaknesses to see how
they align with those of your team. Look at the overall project,
goals, deliverables, and/or strategies. Finally, select and assign
team members based on each member’s abilities and according
to project requirements, not necessarily on their preferences.
Be a visionary! See beyond the project’s endpoint. Tell your
team the program goals and objectives, the important milestones
31. involved, and the requirements for the deliverables. Discuss and
debate the strategies and metrics for meeting the team’s
goals/objectives with the team members. Delegate tasks to the
team members most qualified to handle them. Rely on them to
teach others these tasks. Most importantly, trust your team,
being careful not to micromanage them nor to being too hands-
off. Be there for them when they need your help.
Empower your team members! Have an “open door” policy and
allow your team members to make decisions and mistakes
without fear of retaliation. Praise them when they do well and
counsel them when they make mistakes or do wrong. Share the
credit, take the blame. By empowering your team members, they
will help you with future endeavors.
Stages in Team Development 2
Forming. This beginning stage could last a few days or go on
for weeks. People think about their new tasks and new
environment. Members learn about each other and plan their
work and their new roles around these new relationships.
Emotions are positive. The work team should also learn about
team processes in preparation for rough times ahead. They need
to learn the rudiments of conflict resolution, communication,
time management, and group decision-making
Storming. The anticipation and enthusiasm of the forming stage
quickly fall away as the team faces a myriad of technical,
interpersonal, and social problems. They fight and argue. People
feel frustration, resentment, and anger as problems fester and
work goes undone. Leaders also experience frustration and are
tempted to intervene.
Members are on an emotional roller coaster from elation to
depression and back again. Without training and support, the
team may not progress. Conflict has a bad reputation. But
conflict is normal, natural, and sometimes even necessary.
Handled well, conflict can be used to build skills and
confidence as the team transitions to the Norming Stage.
Norming. Here, team members work through individual and
social issues. They establish their own norms of behavior and
32. begin to trust each other. As the team develops interpersonal
skills, it also hones other skills. Members begin to leverage the
strengths of each other for the good of the team. They become
increasingly adept at problem solving, learning new skills and
cross training each other.
Performing. Now things begin to click. Members help each
other, conflict is depersonalized, problems are solved, and goals
are achieved and exceeded. Satisfaction and pride become
accomplishments, and in its team interaction. Individual stake
pride in their membership.
Adjourning. Some teams have an end, and there can be
disappointment and sadness when a team is done and no longer
time to adjust to their new roles, whether it is an individual one
or a new team role.
Team Leadership
A manager is a person who conducts business or a person who
directs a team. To manage is to exercise executive,
administrative, and supervisory direction; to work upon or try to
alter for a purpose and to succeed in accomplishing. Managing
is the process of organizing people and tasks to accomplish
some purpose. A leader, however, is a person who leads, or a
person who has commanding authority or influence. To lead is
to guide in away especially by going in advance; to guide
someone or something along the way. A leader is someone who
blazes a trail and takes others along for the ride in order to
further a cause. When you manage, your complete projects and
programs by organizing people and tasks in a logical order.
Leading means creating a path for others in order to accomplish
a greater objective. People lead in order to create a legacy that
will be maintained by others for the long run. You need the
qualities of both a manager and leader in order to accomplish
your projects and programs, and to create a plan for the
viability of your organization (develop short-term and a long-
range plans). In short, the aim of management is to accomplish
33. tasks, projects, and programs effectively, while leadership aims
to help others achieve their personal best.
Learning to Lead
Focus on quality by:
• Setting performance standards
• Outlining realistic goals
• Striving to ensure the highest quality with all objectives
• Maintaining a checklist of your duties and performance of
duties
When leading your team, you should:
• Develop strengths — self-confidence and self-determination
• Set high goals
• Eliminate weaknesses — face up to your own mistakes
• Prepare to lead — understand your team members
• Be a strategist
Examine the process — involve everyone in decision making.
Conduct a detailed analysis to determine background
information. Plan effectively for the team and then implement
your plans, both for short and long terms.
To better assess your team and mission, consider a SWOT
analysis:
• Strengths: What are your competencies? What do you do
well?
• Weaknesses: What are your shortfalls and competitive
disadvantages? What can you improve on?
• Opportunities: What is out there that you can take advantage
of?
• Threats: What areas are deteriorating? What do you need to be
aware of?
Communication
Recognize barriers. People do not always think or hear alike.
To achieve clarity with your communications, you should:
• Be clear in your own mind about what you want to
communicate?
• Deliver the message clearly using the right media.
34. • Ensure the message has been clearly and correctly understood
as intended.
Principles for People Development
Success in developing others will depend on how well you
accomplish each of the following:
• Value of People: Your attitude about others
• Commitment to People: How much time will you give them?
• Integrity with People: Character, or how you treat them
• Standard of People: Vision, or how you see them • Influence
over People: How you lead them
By observing and drawing on the experiences of leaders
successful in people development, we learn there are three main
areas where they differ from those who are not. Successful
people developers make the right assumptions about people, ask
the right questions, and give the right assistance when needed.
When determining standards for your team, you should:
• Involve employees in developing standards and/or goals and
timetables.
• Provide personal examples of topnotch performance- based
work on which standards can be developed. • Upgrade
performance standards whenever there is a need and an
opportunity.
• Make standards measurable so you can determine successful
outcomes.
Measures and objectives are important to help your team chart
its direction. they tell the team what it is supposed to be doing.
Measures and objectives are necessary to:
• Monitor and evaluate the use of company resources and the
level of controllable costs.
• Establish measurable and realistic work targets and deadlines.
• Monitor performance for any discrepancies that need to be
addressed.
• Establish procedures and rules that employees are expected to
follow.
• Drive interest in progress toward longer-term objectives or
goals.
35. Performance Feedback
Performance feedback is critical to tell your team members how
they are doing. Specifically, performance feedback:
• Tells people how they are doing on a day-by-day basis as well
as over extended periods of time.
• Is important for coaching and training employees on how to
improve performance.
• Is used to determine if goals and objectives are being met.
• Allows employees the opportunity to change their
performance.
Performance feedback is an essential element of the supervisor/
subordinate relationship. The vast majority of people want to
make a difference in their place of work. They want to be
recognized for their accomplishments and learn how to become
even better. They want to know where they stand. People crave
feedback that is honest, positive, objective, timely, and fair. But
performance feedback is rare.
There are three main obstacles to giving effective feedback in
today’s leadership environment. The first is the pace of
operations. Supervisors often say they are so busy that they do
not have the time to devote to giving feedback properly. The
second has to do with working relationships in today’s business
environment. The good news is that more and more supervisors
are taking the time to get to know their subordinates and their
families. They say their “door is always open.” The downside of
this is that this type of working relationship can make it hard
for supervisors to tell their subordinates that they aren’t doing
their job well and they could be more effective.
The third obstacle lies in the willingness and readiness of the
subordinate to receive feedback. Subordinates might have
trouble recognizing there are areas in which they can improve.
They might be defensive or concerned for their jobs. There
might be personality differences or other issues between the
supervisor and subordinates that interfere with communication.
Effective supervisors must be aware of all the dynamics of the
relationship and make appropriate adjustments in their approach
36. to feedback.
A formal feedback process has important advantages for
supervisors. It motivates subordinates and helps them become
more effective. By establishing dialogue with subordinates,
supervisors can better understand their individual wants and
needs, and the climate of the organization. In organizations
where retaining quality people is a high priority, an effective
performance feedback system is essential.
In order for performance feedback to be effective, it must
follow these key principles:
Specific: Feedback must be based on observable behavior, not
on people’s feelings or the conclusions drawn from their
behavior. For example, “Last Friday morning I saw you help
Mary fix a problem on her computer. Your willingness to share
your expertise is a great example of teamwork and makes this a
more effective organization.” This specific example, tied to a
positive organizational outcome, is more effective than saying
“You are a helpful person,” since the subordinate can link the
feedback to an actual event.
Timely: Feedback should be given in a timely manner so that
both parties can recall the specific behavior involved.
Actionable: Feedback should be based on something over which
a person has control. When necessary, the supervisor should
identify ways to improve performance.
Measurable: Goals and objectives should be stated in terms
where both parties will know if the goals are achieved.
Achievable: Performance measures should be realistic and
within the resources that are available to the subordinate.
Positive: Give both positive and critical feedback but tip the
balance in the positive direction. The Center for Creative
Leadership suggests a 4:1 ratio of positive to critical feedback.
When new employees come on board, the supervisor should
meet with them as soon after their arrival as possible.
Non-evaluative: Opinions, perceptions, and reactions should be
differentiated from facts. Don’t psychoanalyze; avoid inferences
and interpretations. Avoid labels.
37. Establish a dialogue: The effective feedback session is not a
one-way communication. The supervisor should ask the
subordinate if they fully understand what is being said and then
subordinate understands their role in the organization and how
it contributes to the goals and mission.
When new employees come on board, the supervisor should
meet with them as soon after their arrival as possible. The
purpose of this initial feedback session is to help establish the
relationship between the supervisor and employee. It is also
about setting expectations for the upcoming evaluation period.
It is not necessary to negotiate objectives with the subordinate,
but the supervisor should help the subordinate take ownership
of the goals and internalize expectations. Both parties should
leave the initial feedback session with a clear understanding of
what is expected. The supervisor provides a written record of
the feedback session. This written record is held in confidence.
Supervisors often are required to conduct a follow-up feedback
session midway through the evaluation period. This session
should be conducted using the principles above and should
address the extent to which the expectations were met. As
before, a confidential written record is provided. The annual
performance appraisal system is not a substitute for good
communication or for timely, routine feedback. For example, if
the subordinate is consistently late for routine meetings, it
makes no sense to wait until the annual appraisal cycle to make
them aware of the problem. In the same way, workers who
consistently perform above standards should not have to wait
months to know that their work is appreciated. Supervisors
should not assume that, because certain behaviors are obvious
to them, they are equally obvious to the subordinate. Daily or
routine feedback needs to remain consistent with the principles
above.
Annual performance discussions should have no surprises for
the employee. The evaluation should summarize the positive
and critical feedback given to the employee during specified
38. time periods.
Finally, supervisors who routinely give feedback (both positive
and corrective) to subordinates may want to follow up with a
personal note or memo. It is possible that the feedback is so
routine (or the subordinate so unreceptive) that the subordinate
misses the message or doesn’t even realize that feedback has
taken place.
Giving feedback is a key responsibility of a leader. Work
climate surveys strongly suggest that job satisfaction, morale,
and retention are closely related to the ability of a leader to
provide feedback. Senior leaders must set the example for the
organization by giving timely feedback and demanding that
leaders at all levels do the same.
The 6 C’s of Teamwork
Competence
• Develops and meets standards
• Continuously improves effectiveness through training
• Successfully carries out assignments
• Works together productively
• Strives to increase the level of knowledge concerning
individuals, departments, and company issues
Candor
• Honest with each other, encouraging others to speak freely
• Actively listens to the opinions of others with an open mind
• Seeks new ideas and challenges old ones
• Confronts problems and controversial issues assertively
Consensus
• Uses facts to support strong opinions
• Develops innovative solutions together
• Uses a win-win approach to conflict
• Develops excellent solutions and supports final decisions
• Strives for total agreement on important issues
Critique
• Candid, but sensitive to others • Uses examples and facts as a
basis for drawing conclusions • Focuses on improvements •
Evaluates processes
39. Believes we are all in this together • Involves all members fully
• Shares ideas and information willingly • Sets challenging
goals
Commitment
• Sets rules and then follows them
• Holds self and others accountable
• Seeks team success over individual success
• Commits to following the 6 C’s
Seven Keys to Team Leadership
1. Help the team identify its purpose. People work more
effectively when they understand the goals they are trying to
achieve. As a leader, it is your job to help the team members see
the desired outcome of their efforts, and help them set specific
goals and milestones along the way.
2. Set the scope and boundaries. Teams need to know what they
should tackle and what is too big or not their responsibility. By
helping teams manage the scope of their work you will keep
them more focused and on target to reach the goals more
quickly.
3. Show, through both your words and actions, that you believe
in them. If you do not believe in the team concept, you will not
effectively lead teams. If you do believe both in the concept and
in a particular team’s potential, you need to let them know that.
Show through both your words and actions that you believe in
them. Once they have purpose and goals and your belief in
them, they are on their way to success.
4. Define your role. Your role is to lead, not to do the work or
make all of the decisions. Tell team members what your role is
and isn’t. Help them see how you are relying on their
experience, knowledge and intellect in the completion of the
team’s work.
5. Be a supporter. Support the team with your actions. Do not
40. just delegate the work to the team and then wipe your hands of
any further responsibility. Teams will experience obstacles and
roadblocks. It is your job to remove those roadblocks, find
additional resources, and provide support. It is like a hike. If
you are in front of a group on a hike, you will do your best to
remove impediments that might slow down or injure those that
follow. Your role on a business team is just the same.
6. Be a facilitator. Help the team succeed. Provide guidance
when needed. Remain hands off as much as you can. Let the
team succeed and develop itself toward greater achievement at
the same time. To facilitate means “to make easier,” and that is
your role. Remember that you chose to use a team to accomplish
the task, so let it achieve that goal.
7. Be careful about what you say. Teams often look to leaders to
make the final decisions or assume that the leader has veto
power on any decision in the end. If you really support the team
approach, and are genuine in wanting and needing its input, you
need to sit back and let team members speak. If you are always
the first person to talk on a subject, you will slowly stifle their
willingness to participate. Team members will subconsciously
assume that your word is golden— whether they agree or not.
Because of your position, you must abstain from the early part
of a dialogue on issues and share your thoughts near the end of
the conversation.