Samples of Student Ethnographies
From previous terms
Option #1: PartiCipant Observation
Participant-observation at the Italian Market;
Then and Now: Adaptations of a Baptist Church;
Signs of Change in Chinatown;
Train Ethnography on the Norristown Local;
Ethnography of a Military Ball;
Anthropological Perspectives on a Tailgating Party;
Exploring the Subcultural Worlds of Tango and Salsa;
Ethnography of a Sweat Lodge Ceremony;
Participant-Observation of a “Sweet Sixteen Party”;
Participant-Observation at the Philadelphia Arts Tattoo Convention;
Things to think about
Which essays have we/ will we have read that detail accounts of participant observation…look to them as “models” in writing, style, citation;
Think of your interests….
Say you have an interest in Immigration…where could you go to do Participant Observation?
Where is a “site” that you can do “fieldwork”?
Welcome Center for New Pennsylvanians
Nationality Services Center
Churches, temples, mosques that welcome “newcomers” into a Philadelphia neighborhood
Option #2: Intercultural Interview
Losing or Gaining Religion? Interviews with Freshmen on their College “Rites of Passage”;
Bi-racial Marriage in a 21st Century;
Three Generational Interview of “Geek Culture” over Time.
Interview a roommate, friend, or (grandparent) of a friend who came here from _______________.
OPTION #3:
Auto-ethnography
ABC - American Born Chinese: Challenges of Being Asian in the U.S.
An Auto-ethnographic Account of a “Traditional” Vietnamese-American Thanksgiving;
Constructing a Kinship Chart: Turkish-American Identity and Family;
Coming to America: Auto-ethnography of a Sudanese Student in Philadelphia;
My “Do-rag” Does Not Define Me;
Observations on the Cultural Significance of my Grand Mother’s Passing: Irish and Italian Differences on Death and Dying
Video Gamers: Explorations into a Contemporary Subculture.
Parkour as a Community of Practice
#4: Proposal for an independent project “investigating culture”
“Gran Torino” as a Vehicle for Discussing Neighborhood Changes in Kensington
Changing Concepts of “Friendship” in an Era of Facebook
Cultural Money Matters: Examining Black and White Investments in the Future
Exploring Different Orientations to Time in Moving Across State Borders
Emerging leadership and healthcare
COLLAPSE
Top of Form
Healthcare is an industry much like an ecosystem whose matrix-like qualities benefit from collaboration and innovative mindsets. Traditional leadership assumptions come from industrial manufacturing where the goal is maximizing production and reducing variance. Such doctrines that employ linear top-down thinking also promote organizational culture unawareness and being unprepared for innovation and require management, not leadership (Weberg, 2012 p. 269). Invariably there will be an unforeseen situation that one must learn their way out of. Thus far our studies have been on scenarios, practices and formulas leadership with major focus on.
APPLYING THE CONCEPT(total of 39; average of 3 boxes, 18.docxjewisonantone
APPLYING THE CONCEPT
(total of 39; average of 3 boxes, 18
applications per chapter; partial
listing below)
1.1 Leadership Managerial Roles
2.3 Achievement Motivation
Theory
3.2 The Leadership Grid
4.2 Using Power
5.3 Path-Goal Leadership
6.3 Selecting Conflict
Management Styles
7.1 In-Groups versus Out-Groups
8.4 Group Problem People
9.4 Transformational or
Transactional Leadership
10.1 Low- or High-Performance
Culture
11.2 Strategic Thinking
12.2 Traditional or Learning
Organization
WORK APPLICATION
(total of 107; average of 9 per
chapter; sample below)
1.4 Are the managers where you
work(ed) effective at
influencing their employees
to bring about change?
Explain.
CASES: CHAPTER OPENING
1. General Electric (GE)
2. Lorraine Monroe
3. Market America
4. Mark Cuban
5. Indra Nooyi (PepsiCo)
6. The Ranch Golf Club
7. Joel Osteen
8. John Chambers (Cisco)
9. Oprah Winfrey
10. Andrea Jung (Avon)
11. Google
12. Rick Wagoner (GM)
COMMUNICATION SKILLS
(total of 84; average of 7 per
chapter; sample below)
3.5 Which of the three process
motivation theories do you
prefer? Why?
SKILL-DEVELOPMENT EXERCISES
(total of 30; average of 2 per
chapter)
1.1 Getting to Know You by
Name
1.2 Identifying Leadership
Traits and Behaviors
2.1 Improving Attitudes and
Personality Traits
2.2 Personality Perceptions
2.3 Ethics and Whistleblowing
3.1 Writing Objectives
3.2 Giving Praise
4.1 Influencing Tactics
4.2 Influencing, Power, and
Politics
4.3 Networking Skills
4.4 Car Dealer Negotiation
5.1 Identifying Normative
Leadership Styles
5.2 Using the Normative
Leadership Models
6.1 Giving Instructions
6.2 Situational Communications
6.3 Coaching
6.4 Initiating Conflict Resolution
7.1 Improving Dyadic
Relationships—Followership
7.2 Delegating
8.1 Deciding Which Leadership
Decision-Making Style to Use
8.2 Individual Versus Group
Decision Making
9.1 Is the President of the United
States a Charismatic Leader?
10.1 Identifying and Improving
Organizational Culture
10.2 Diversity Training
10.3 Developing an Effective
Multicultural Team
11.1 Strategic Planning
11.2 Planning a Change Using
the Force-Field Model
11.3 Managing Change at Your
College
12.1 Handling a Crisis
12.2 The Learning Organization
MODELS
3.1 Writing Effective Objectives
Model
3.2 Giving Praise
4.1 The Negotiation Process
6.1 The Oral Message-Sending
Process
6.2 Job Instructional Training Steps
6.3 The Performance Formula
6.4 Coaching Model
6.5 The Collaborating Conflict
Style
6.6 Situational Communication
7.1 Steps in the Delegation Model
8.1 Leadership Decision Making
SELF-ASSESSMENT EXERCISES
(total of 37; average of 3 per
chapter)
1.1 Leadership Potential
1.2 Names
2.1 Personality Profile
2.2 Motive Profile
2.3 Motive Profile with Socialized
Power
2.4 Leadership Interest
2.5 Theory X and Theory Y
Attitudes
2.6 How Ethical Is Your Behavior?
3.1 Your Leadership Style
3.2 Your Personal.
Week 6 - JournalLeadership Reflection
As noted above, leadership styles can be affected by your personality type. First, complete this free, online assessment to determine your personality type: http://www.humanmetrics.com/cgi-win/jtypes2.asp Second, write a journal entry of 500 words that evaluates your personality type. Consider how your personality type may influence the type of leadership style that best fits you. What strategies do you think you will need to adopt in order to implement other leadership styles? Which style(s) do you think are the hardest for you, and why? Is there a leadership type that you think is best suited for community-organization leadership? Be sure to follow APA-formatting and to reference at least 2 scholarly sources.
My scoreENFJ
Extravert(16%) iNtuitive(47%) Feeling(16%) Judging(12%)
· You have slight preference of Extraversion over Introversion (16%)
· You have moderate preference of Intuition over Sensing (47%)
· You have slight preference of Feeling over Thinking (16%)
· You have slight preference of Judging over Perceiving (12%)
Professor notes
Introduction: Ethics and leadership in community organizations
Last week, we spent time examining the connection of a community-based organization to its stakeholders, including its constituents. We discussed barriers organizations might face when trying to reach its stakeholders, and then also thought about diversity and its role in these organizations, both with outreach and with hiring and leadership. Now, for our final week of class, we are going to talk about leadership and ethical issues that organizations may face.
Leadership
Daniel Goleman (2000) identified six major leadership styles, and suggested that often, people can choose when to use each one, like a tool in a toolbox. While a personality trait may more comfortably lend itself to a particular leadership style, people can move between them when the need arises.
1. The coercive leader is effective in times of crisis. He or she will make commands and expect others to follow.
2. The authoritative leader lays out the overall goals, but gives others the chance to choose how to meet those goals.
3. The affiliative leader focuses on people first, often laying out praise and building harmony.
4. The democratic leader wants to give everyone a voice in decision-making.
5. The pacesetting leader sets high standards and models these standards.
6. The coaching leader focuses on personal development and less on organizational goals (Goleman, 2000).
Each of these styles is important with community-based organizations. Leadership must know how to recognize when to use the right style with the appropriate situation. Good leadership is integral with helping an organization reach its goals!
Ethics
Ethical living is based on a value system and on daily choices. Community-based organizations face unique ethical circumstances that are based on their organizational values. Often, these values are based on improving qual ...
Journal of strategic leadership v3 is2 2011Reg Reyes
This document contains the winter 2011 issue of the Journal of Strategic Leadership. It includes summaries of 6 articles that address various topics related to strategic leadership such as women's leadership styles, bridging the gap between leadership theory and practice, leadership training for North Korean defectors, managing innovation by reducing fear of failure, and lessons the church can learn from Texas A&M's organizational culture. The issue was published by Regent University's School of Global Leadership and Entrepreneurship and contains contributions from various authors and an introduction from the editor.
Trust in Leadership : An Evidence Based Approach slideshare.pptxebbnflow
What are the underlying reasons that leaders are able to lead their people during times of uncertainty and change?
This session explores the evidence behind how leaders were able to garner a sense of trust from their people.
APPLYING THE CONCEPT(total of 39; average of 3 boxes, 18.docxjewisonantone
APPLYING THE CONCEPT
(total of 39; average of 3 boxes, 18
applications per chapter; partial
listing below)
1.1 Leadership Managerial Roles
2.3 Achievement Motivation
Theory
3.2 The Leadership Grid
4.2 Using Power
5.3 Path-Goal Leadership
6.3 Selecting Conflict
Management Styles
7.1 In-Groups versus Out-Groups
8.4 Group Problem People
9.4 Transformational or
Transactional Leadership
10.1 Low- or High-Performance
Culture
11.2 Strategic Thinking
12.2 Traditional or Learning
Organization
WORK APPLICATION
(total of 107; average of 9 per
chapter; sample below)
1.4 Are the managers where you
work(ed) effective at
influencing their employees
to bring about change?
Explain.
CASES: CHAPTER OPENING
1. General Electric (GE)
2. Lorraine Monroe
3. Market America
4. Mark Cuban
5. Indra Nooyi (PepsiCo)
6. The Ranch Golf Club
7. Joel Osteen
8. John Chambers (Cisco)
9. Oprah Winfrey
10. Andrea Jung (Avon)
11. Google
12. Rick Wagoner (GM)
COMMUNICATION SKILLS
(total of 84; average of 7 per
chapter; sample below)
3.5 Which of the three process
motivation theories do you
prefer? Why?
SKILL-DEVELOPMENT EXERCISES
(total of 30; average of 2 per
chapter)
1.1 Getting to Know You by
Name
1.2 Identifying Leadership
Traits and Behaviors
2.1 Improving Attitudes and
Personality Traits
2.2 Personality Perceptions
2.3 Ethics and Whistleblowing
3.1 Writing Objectives
3.2 Giving Praise
4.1 Influencing Tactics
4.2 Influencing, Power, and
Politics
4.3 Networking Skills
4.4 Car Dealer Negotiation
5.1 Identifying Normative
Leadership Styles
5.2 Using the Normative
Leadership Models
6.1 Giving Instructions
6.2 Situational Communications
6.3 Coaching
6.4 Initiating Conflict Resolution
7.1 Improving Dyadic
Relationships—Followership
7.2 Delegating
8.1 Deciding Which Leadership
Decision-Making Style to Use
8.2 Individual Versus Group
Decision Making
9.1 Is the President of the United
States a Charismatic Leader?
10.1 Identifying and Improving
Organizational Culture
10.2 Diversity Training
10.3 Developing an Effective
Multicultural Team
11.1 Strategic Planning
11.2 Planning a Change Using
the Force-Field Model
11.3 Managing Change at Your
College
12.1 Handling a Crisis
12.2 The Learning Organization
MODELS
3.1 Writing Effective Objectives
Model
3.2 Giving Praise
4.1 The Negotiation Process
6.1 The Oral Message-Sending
Process
6.2 Job Instructional Training Steps
6.3 The Performance Formula
6.4 Coaching Model
6.5 The Collaborating Conflict
Style
6.6 Situational Communication
7.1 Steps in the Delegation Model
8.1 Leadership Decision Making
SELF-ASSESSMENT EXERCISES
(total of 37; average of 3 per
chapter)
1.1 Leadership Potential
1.2 Names
2.1 Personality Profile
2.2 Motive Profile
2.3 Motive Profile with Socialized
Power
2.4 Leadership Interest
2.5 Theory X and Theory Y
Attitudes
2.6 How Ethical Is Your Behavior?
3.1 Your Leadership Style
3.2 Your Personal.
Week 6 - JournalLeadership Reflection
As noted above, leadership styles can be affected by your personality type. First, complete this free, online assessment to determine your personality type: http://www.humanmetrics.com/cgi-win/jtypes2.asp Second, write a journal entry of 500 words that evaluates your personality type. Consider how your personality type may influence the type of leadership style that best fits you. What strategies do you think you will need to adopt in order to implement other leadership styles? Which style(s) do you think are the hardest for you, and why? Is there a leadership type that you think is best suited for community-organization leadership? Be sure to follow APA-formatting and to reference at least 2 scholarly sources.
My scoreENFJ
Extravert(16%) iNtuitive(47%) Feeling(16%) Judging(12%)
· You have slight preference of Extraversion over Introversion (16%)
· You have moderate preference of Intuition over Sensing (47%)
· You have slight preference of Feeling over Thinking (16%)
· You have slight preference of Judging over Perceiving (12%)
Professor notes
Introduction: Ethics and leadership in community organizations
Last week, we spent time examining the connection of a community-based organization to its stakeholders, including its constituents. We discussed barriers organizations might face when trying to reach its stakeholders, and then also thought about diversity and its role in these organizations, both with outreach and with hiring and leadership. Now, for our final week of class, we are going to talk about leadership and ethical issues that organizations may face.
Leadership
Daniel Goleman (2000) identified six major leadership styles, and suggested that often, people can choose when to use each one, like a tool in a toolbox. While a personality trait may more comfortably lend itself to a particular leadership style, people can move between them when the need arises.
1. The coercive leader is effective in times of crisis. He or she will make commands and expect others to follow.
2. The authoritative leader lays out the overall goals, but gives others the chance to choose how to meet those goals.
3. The affiliative leader focuses on people first, often laying out praise and building harmony.
4. The democratic leader wants to give everyone a voice in decision-making.
5. The pacesetting leader sets high standards and models these standards.
6. The coaching leader focuses on personal development and less on organizational goals (Goleman, 2000).
Each of these styles is important with community-based organizations. Leadership must know how to recognize when to use the right style with the appropriate situation. Good leadership is integral with helping an organization reach its goals!
Ethics
Ethical living is based on a value system and on daily choices. Community-based organizations face unique ethical circumstances that are based on their organizational values. Often, these values are based on improving qual ...
Journal of strategic leadership v3 is2 2011Reg Reyes
This document contains the winter 2011 issue of the Journal of Strategic Leadership. It includes summaries of 6 articles that address various topics related to strategic leadership such as women's leadership styles, bridging the gap between leadership theory and practice, leadership training for North Korean defectors, managing innovation by reducing fear of failure, and lessons the church can learn from Texas A&M's organizational culture. The issue was published by Regent University's School of Global Leadership and Entrepreneurship and contains contributions from various authors and an introduction from the editor.
Trust in Leadership : An Evidence Based Approach slideshare.pptxebbnflow
What are the underlying reasons that leaders are able to lead their people during times of uncertainty and change?
This session explores the evidence behind how leaders were able to garner a sense of trust from their people.
This document provides information about an MBA module on leadership taught by Prof. Dr. L.T.B. Jackson at the North-West University in South Africa. It includes the module code and credits, names of lecturers, learning outcomes, prescribed literature, and work programme schedule. The work programme lists 8 themes that will be covered in class sessions from January to May, including transformational leadership, charismatic leadership, moral leadership, self-leadership, and leading in multicultural organizations. A study unit on transactional and transformational leadership is also included, outlining key concepts and leadership models to be examined.
Mini Analysis 1 Analysis of Organizational Leadership Theory andIlonaThornburg83
Mini Analysis 1: Analysis of Organizational Leadership Theory and Practice (150pts.)
Students will engage in a critical analysis of leadership theory and practice, based on readings from Part 1 and Part II (Chapters 1-4) of the text-Hickman, G.R. (2010).
Leading Change in Multiple Contexts. Los Angeles, CA: Sage Publications. ISBN: 978-1-4129-2678-2. Please feel free to bring in information you have gained from reading the Noopila & Chacon book. My primary concern with this analysis paper is that students engage materials in ways that demonstrate at least three dimensions:
· First, students should demonstrate strong engagement with theories and concepts from the book chapters and readings
· Second, students should engage these materials critically (what is working, what is not; what are strengths and what are limitations).
· Third, students should feel free to explore a variety of ideas that relate to change (what does thinking outside the box really look like?).
Instructions:
· Please choose 3-4 concepts to focus on for your mini-analysis. These concepts can come from anywhere within Parts I and Part II of the text.
· Introduce and explain the concepts, at minimum bring in at least 1 other scholarly/academic reference or citation per concept that you have introduced.
· Link the concepts to current or past events for further analysis (for example can you think of a time when an organization, leader etc. has exhibited these concepts, explain)
· Make sure to include a reference page and reference the text. Again, you will want to bring in external citations and references to strengthen your paper a minimum of three external references is expected.
· You must include 3-4 scholarly citations in addition to your text book for this paper.
· Paper will generally be between 4-5 pages. Maximum 5 pages (Title page and reference page are not included in this count).
These somewhat broad instructions for paper one, are intended to give students great latitude in how they approach the assignment: critical analysis structure, compare and contrast dominate theories, development of an innovative leadership approach, etc. However, without detailed and consistent references to readings from this class, the paper will not receive a passing grade.
Structure:
Make sure that the paper has a well-developed structure and engages reading materials from this class. One of the biggest challenges for students is creating their own analytic structure with a clear purpose or goal. The structure or organization of the paper should include:
1. Introduction that: a) establishes interest, b) establishes the topic of focus, c) provides a clear thesis statement (goal or purpose followed by a brief justification of its importance), and d) a preview of central points or organization of the body of the paper.
2. In the body of the paper, students should think of each first sentence of a paragraph as a "mini-thesis" that establishes the goal or ...
Shared Leadership: A Tool for Innovation, Engagement, and InclusionMax Freund
For years, nonprofit leaders have questioned the utility of traditional models of top-down staff leadership structures. But the growing body of research on alternatives – from co-directorship to distributed leadership to self-organizing teams – has been difficult to sort through. In this highly participatory session, participants will explore emerging models, the research on what works (and what doesn’t), and how capacity builders can help organizations adopt leadership structures that work. As the session exercises build upon the previous ones, participants are asked to attend the full session.
Session offered at the 2015 conference of the Alliance for Nonprofit Management by Mike Allison (Michael Allison Consulting), Sean Thomas-Breitfeld (Building Movement Project), and Max Freund (LF Leadership).
AQ.1 What sources of funding are available to entrepreneurs or.docxfestockton
A
Q.1 What sources of funding are available to entrepreneurs orders
Q.2 What are “virtual” companies? What tools help them function? Why are they of interest to an entrepreneur?
Q.3 Describe seven techniques for bootstrapping that you could use if you started a company.
Q.4 Why is bootstrapping important for (1) closely held companies and (2) early‐stage, high‐growth compa- nies seeking equity investors?
Q.5 What is meant by factoring of purchase orders?
Q.6 How can suppliers help in providing working capital?
Q.7 What is an angel investor? How would you locate an individual angel and an angel group?
Q.8 Describe three government funding programs.
B
Q.1 What are various sources of equity investment?
Q.2 What are the main differences between an angel, a super‐angel, and a VC investor?
Q3 What guidelines should entrepreneurs follow when they are selecting a venture capitalist?
Q.4 What is a private placement? How does it differ from a VC investment?
Q.5 What are the difference between a single‐hit and a home run business?
Q.6 What are the four key factors that a banker seeks before providing a corporate loan?
Q.7 What are the advantages and disadvantages of corpo- rate investors?
Q.8 What are the main ways an entrepreneur can value a business before it has significant sales?
Developing a Framework for Ethical Leadership
Alan Lawton • Iliana Páez
Received: 4 April 2013 / Accepted: 6 June 2014 / Published online: 29 June 2014
� Springer Science+Business Media Dordrecht 2014
Abstract Interest in ethical leadership from academics
and practitioners has grown enormously in recent years.
This article addresses this literature through a framework
that identifies three interlocking questions. First, who are
ethical leaders and what are their characteristics? Second,
how do ethical leaders do what they do? Third, why do
leaders do as they do and what are the outcomes of ethical
leadership? Different dimensions to ethical leadership are
examined and presented as three interlocking circles; Vir-
tues, Purposes and Practices. This framework presents an
integrated approach to ethical leadership and argues that
future research take this holistic framework and apply it to
different sectors or contexts.
Keywords Ethical leadership � Ethical theory � Ethical
practices
Introduction
The ethical dimension of leadership has, increasingly, been
of interest to both the general public and to scholars,
motivated partly by the corporate scandals that have
involved the unethical behaviour of top executives in
leading organizations throughout the world and has gen-
erated responses from both the academic and practitioner
communities (see, for example, the Index of Leadership
Trust developed by the Institute of Leadership and Man-
agement and Management Today). Notwithstanding recent
concerns, the relationship between ethics and leadership
has been explored by management academics for some
time and constituted early definitions of leade ...
Module 4 - BackgroundTHE CULTURE AND MORAL COMPASSESPart 1 Th.docxroushhsiu
Module 4 - Background
THE CULTURE AND MORAL COMPASSES
Part 1: The Culture Compass
As the “personality” of an organization, organizational culture has been variously defined. Culture has been a topic of great interest to organizational researchers and practitioners alike, given its apparent influence on such matters as organizational change, performance, and effectiveness. An abstract concept, organizational culture is not all that easily defined – although most of us do know it when we “see” it, or when we experience its characteristics. Much of organizational culture is tacit – it lies below the level of our awareness, as certain agreed-upon assumptions are not made explicit. Culture includes artifacts, symbols, stories, beliefs, habits, value systems, and shared assumptions (“the way we do things around here”). Of course, an organization’s culture can be made more highly complex by virtue of the many sub-cultures that make up the overall culture. Whatever culture is, its elements become most readily apparent to us during the merger of two organizations, particularly so when the culture of the two merging organizations are vastly dissimilar.
Required Resources
Let’s begin our review of organizational culture with the following video:
Organizational culture: What is organizational culture and why does it matter? (2010, September 21). Organization Culture. Retrieved on April 29, 2014, from http://www.youtube.com/watch?v=6AFn0vFtLC0
Read the following chapter on Organizational Culture:
United States Air War College - National Defense University. (n.d.). Organizational culture Strategic Leadership and Decision Making. Retrieved on April 29, 2014, from http://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-dm/pt4ch16.html
Optional Resources
The following readings are optional, but are provided here to assist you in completion of the Case and SLP:
The following articles pertain to the interrelationship among the organization’s strategy, its leadership, and its culture:
Boal, K.B. & Schultz, P.L. (2007). Storytelling, time, and evolution: The role of strategic leadership in complex adaptive systems. Leadership Quarterly, 18(4), 411-428. Retrieved from Science Direct.
Gander, M. J. (2009). Managing people in a lean environment: The power of informal controls and effective management of company culture. Journal of Business Case Studies, 5(6), 105-110. Retrieved from ProQuest.
Goldman, E. F. (2012). Leadership practices that encourage strategic thinking. Journal of Strategy and Management, 5(1), 25-40. Retrieved from ProQuest.
McNamara, C. (2000). Organizational culture and changing culture. Free Management Library. Retrieved on April 29, 2014, from http://managementhelp.org/organizations/culture.htm
Taneja, S., Pryor, M. G., Humphreys, J. H., & Singleton, L. P. (2013). Strategic management in an era of paradigmatic chaos: Lessons for managers. International Journal of Management, 30(1), 112-126. Retrieved from ProQuest on November 12, 2013.
...
The art and science of leadership 6e afsaneh nahavandi test bankIvan Olegov
This document provides a summary of the table of contents and features of the textbook "The Art and Science of Leadership 6e" by Afsaneh Nahavandi. The textbook covers topics on leadership theories, contemporary leadership concepts, leading teams and change. It has a strong application focus, cross-cultural perspective, and includes self-assessments and exercises. Research on leadership focuses on transformational leadership and its effects on employee and company outcomes. Recent studies also examine the roles of followership, gender, and destructive leadership on organizations.
The chapter discusses the origins and development of the field of global leadership. It traces how early approaches to studying leadership focused on traits, behaviors, situations, and power/influence. More recent theories examine universal vs contingency approaches and leader vs follower-centered perspectives. The field of global leadership emerged from studies of international business, multinational corporations, and expatriate managers in the 1950s-1990s. Global leadership involves higher complexity due to increased multiplicity, interdependence, ambiguity within constantly changing global systems.
Approach and Methodologies Guide, December 14, 2015Megan Norton
The document provides a summary of the research methodology and findings of an intercultural leadership development practicum team from the School of International Service at American University. The team conducted a literature review and analysis of existing leadership theories and frameworks to determine core competencies developed through intercultural leadership programs. They analyzed case studies of corporate volunteer programs to identify competencies gained and applied them to personal and organizational outcomes. The document details the research approach, key frameworks examined, and recommendations for longitudinally measuring competency development in PYXERA Global's pro bono programs through surveys, case studies, and quasi-experimental methods.
This document discusses leadership styles across different cultures. It begins by outlining the objectives of examining philosophic foundations of leadership and comparing styles between regions like Europe, Japan, China, and the Middle East. It then provides details on leadership theories like McGregor's Theory X, Y and Z. The document also analyzes differences in leadership approaches between cultures, such as the emphasis on participation in Japan compared to variety reduction in the US. It concludes with a discussion of universal leadership qualities and findings from the GLOBE study on the relationship between cultural values and preferred leadership behaviors.
This document discusses leadership styles across different cultures. It begins by describing the objectives of examining leadership philosophies and comparing approaches in regions like Europe, Japan, China, the Middle East, and developing countries. It then provides an overview of leadership theories like McGregor's Theory X, Theory Y and Theory Z. The document proceeds to analyze leadership behaviors, comparing authoritarian, paternalistic and participative styles. It also examines differences between leadership in Japan and the US. Further sections explore approaches in China, the Middle East, and countries like India. The document concludes by discussing universal leadership qualities and the GLOBE study findings on effective cultural leadership.
Gimme SHELDR! Preparing for Strategic LeadershipDouglas Anderson
Presented at 2017 American College of Healthcare Executive (ACHE), Congress, March 2017. The thirst for how to develop strategic minded leaders at all levels will be quenched in this workshop-style seminar. The seminar will help students reflect, think and communicate strategically, and provide methods on how to develop strategic minded leaders at all levels including themselves. Students will be introduced to the Strategic Health Leadership (SHELDR) competency model followed by a self- assessment. Research on the SHELDR competencies, overview of successful strategic leaders (i.e., competencies applied most or wish they had more of), and distillation of strategic leader development programs according to experts will be presented.
Learning Objectives:
a. Differentiate managerial versus strategic leadership competencies, learn from successful leaders and develop plans to develop strategic minded leaders including themselves
b. Challenge students to develop a personal ethos statement and communicate strategically
This document is the title page and copyright information for the book "Leadership: Theory and Practice" by Peter G. Northouse. It provides the edition number, names of people dedicated to, publisher information, copyright notice, library of congress cataloging data, and brief and detailed tables of contents for the book.
This document provides a summary of the contents of the 8th edition of the book "Leadership: Theory and Practice" by Peter G. Northouse. It includes a preface describing updates to this edition such as a new chapter on followership and expanded discussions of destructive leadership. It also lists special features of the book such as its organization by theory then practice, inclusion of strengths/criticisms, applications, case studies and questionnaires. The intended audience is described as undergraduate and graduate students in various fields related to leadership.
This document provides a summary of the contents of the 8th edition of the book "Leadership: Theory and Practice" by Peter G. Northouse. It includes a preface describing updates to this edition such as a new chapter on followership and expanded discussions of destructive leadership. It also lists special features of the book such as its organization with theory followed by practice in each chapter and the inclusion of case studies, questionnaires, and discussions of strengths and criticisms for each approach. The intended audience is described as undergraduate and graduate students in a variety of fields related to leadership.
Please attach your SWOT AnalysisA SWOT (Strengths, Weaknesses, O.docxLacieKlineeb
Please attach your SWOT Analysis
A SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis is a strategic planning tool that can help a business to boost profits and productivity by understanding its competencies (strengths and weaknesses) as well as the competition. For this assignment, you must select one (1) of following;
Cheesecake Factory (
http://www.thecheesecakefactory.com/Links to an external site. ),
Starbucks (
https://www.starbucks.com)Links to an external site. or
Chipotle Mexican Grill (
http://www.chipotle.com/en-US/Default.aspx?type=defaultLinks to an external site. ),
Amazon (
https://www.amazon.com/)Links to an external site.and (
https://www.wholefoodsmarket.com/) Links to an external site.determine its competitive advantage. Be sure to identify the business you have chosen in your written paper.
Write a three (3) page paper in which you:
1. Identify one major competitor for your selected business and justify your explanation.
2. Explain the strengths and weaknesses and justify your explanation.
3. Identify one (1) way in which the business can utilize its strengths and minimize its weaknesses to be competitive. Explain why you believe this would be effective.
Your assignment must follow these formatting requirements:
·
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format.
·
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page
are not included in the required assignment page length.
See the attached videos for examples.
https://youtu.be/I_6AVRGLXGA
https://youtu.be/Ath_K1OuPzw
https://youtu.be/JXXHqM6RzZQ
BUSI 1301 Rubric
BUSI 1301 Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome/Organization: overall
50 pts
Well-planned and well-thought out. Includes title, introduction, statement of main idea, transitions and conclusion.
36 pts
Good overall organization, includes the main organizational tools.
24 pts
There is a sense of organization, although some of the organizational tools are used weakly or missing
0 pts
No sense of organization. Information is missing.
50 pts
This criterion is linked to a Learning Outcome/Organizations: paragraph
50 pts
All paragraphs have clear ideas, are supported with examples and have smooth transitions.
36 pts
Most paragraphs have clear ideas, are supported with some examples and have transitions.
24 pts
Some paragraphs have clear ideas, support from examples may be missing and transitions are weak.
0 pts
Paragraphs lack clear ideas.
50 pts
This criterion is linked to a Learning Outcome/Content
50 pts
Exceptionally well-presented and argued; ideas are detailed, wel.
Reflection paperPaper
Yu Liang
Student ID : 628399Comment by S L: No space here.
Trinity Western University
LDRS 303 I3 - Contemporary Leadership Approaches
Steven Stephen Liang
May 17, 2022
Chapter 11Comment by S L: Do not leave a line between the heading and the paragraph.
After reading chapter 11 I learned that adaptive leadership is how leaders motivate their followers to adapt and respond to changes, problems and challenges. Unlike authentic leadership, which focuses on the characteristics of the leader, adaptive leadership emphasizes the complex interactions of leaders and followers in different contexts. In general, adaptive leadership focuses on how followers change and adapt to new situations. It asks leaders to address three situational challenges: 1) technical challenges, 2) technical and adaptive challenges, and 3) adaptive challenges.Comment by S L: This is not APA.
An important point for me in this chapter is that adaptive leadership is follower-centric. Adaptive leaders always help their followers do what they need to do to adapt to the challenges or problems they face (Northouse, 2018). I think this is important. I remember when I was in Vancouver Premier College before because our team members did not understand the instructions given by the teacher during the group work process. Later, under the active discussion of our group, he finally adapted to the topic given by the teacher teacher, and we got good grades.Comment by S L: Awkward. Unclear.
I will apply this leadership style to my practice. At home, this entails encouraging each family member to deal with tough life issues. At work, this entails encouraging employees to adapt to challenges and thrive when faced with them. In a community, adaptive leadership involves encouraging community members to deal with problems, such as disease outbreaks, natural disasters, or terrorism. A key advantage of adaptive leaders is that they can adapt their leadership methods to the situation.Comment by S L: A little repetitious. I'd like to see more specifics.
Adaptive leadership has to do with the culture I come from. I grew up in a culture of transparency and openness. Adaptable leaders must face challenges with transparency and openness. Adaptive leadership can also be rooted in other cultures, including those that support change. This will ensure success when implementing the change program.Comment by S L: You are introducing something new in your conclusion.
Reference
Preece, J. (2016). Negotiating service learning through community engagement: Adaptive 434
leadership, knowledge, dialogue and power. Education as Change, 20(1), 104–125.
Edwin. Did someone help you with this?
You citation and reference doesn’t match.
2
Leadership
Eighth Edition
3
To Madison, Isla, and Sullivan
4
Leadership
Theory and Practice
Eighth Edition
Peter G. Northouse
Western Michigan University
5 ...
1. Traditional Approaches to Leaders’ Impact on OrganizationsSTatianaMajor22
1. Traditional Approaches to Leaders’ Impact on Organizations
Scores of research studies are built on the assumption that effective leadership is a key component essential for organizational success. From the battlefield to the boardroom, we are told, wins and losses are determined by decisions and behaviors of those who lead. The plethora of leadership-training programs may be an indicator that many perceive (or even assume) that there is a direct relationship between leaders and organization performance. In The Leadership Gap: Building Capacity for Competitive Advantage, Weiss and Molinaro (2005) established their premise by stating “leadership has become the primary source of competitive advantage in organizations around the world” (p. 4). These authors used case-study methods to reinforce the ideas that organizations’ lack of leadership capacity can be addressed through leadership development.
But both in research and organizations, there are those who challenge the “effective leadership = enhanced performance” supposition (Dihn, Lord, Gardner, Meuser, Liden, & Hu, 2014; Storey, 2010).
LePine, Zhang, Crawford, and Rich (2016) conducted a three-part study to test relationships among charismatic leadership, stress, and performance. Subjects were members of the United States Marine Corps. Findings suggested that charismatic leader behavior negated the negative effects of stressors on performance according to assessments by the leaders or their supervisors. And these authors found that high-level stressors were more positively viewed when charismatic leader behaviors were exhibited. However, the researchers discovered that charismatic leader behavior did not influence how Marines perceived stressors. An underlying assumption in LePine, Zhang, Crawford, and Rich’s (2016) research was that leaders do affect performance. The results, while not conclusive enough to reject the assumption, did open avenues for new dialogue and recommendations for further testing.
Dihn, Lord, Gardner, Meuser, Liden, and Hu (2014) suggested that the preponderance of research on leadership behaviors and traits may have led to assumptions about an overstated influence of the individual. In Module 1 we examined the evolution of leadership approaches from the early modern era to the postmodern era. We know that context—such as environment, capital, and goals—influences organizational design, structure, and management/leadership practices. We learned that a stable organization relies on controls to gain efficiency. Leader-centric thinking was readily accepted in the modern organization. And, research studies were designed around those assumptions, perhaps even reinforcing those assumptions.
More recently, organizations shifted structures, philosophies, and operating procedures to adapt to social, economic, political, and technological pressures. Even so, leadership researchers continued to outpace other scholars who investigated additional variables that might impact org ...
ScanScan 1Scan 2Scan 3Scan 4Scan 5Scan 6Scan 7Scan 8Scan 9Scan 10Scan 11Scan 12Scan 13
Chapter 13 Global Health Challenges
MANY INDIVIDUALS AND NONGOVERNMENTAL ORGANIZATIONS (NGOS) HELP FIGHT GLOBAL DISEASE. The Bill and Melinda Gates Foundation plays a key role in the war against malaria, AIDS, and other diseases. Melinda and Bill Gates met with doctors and patients at the Manhica Research Center and Hospital in an area of Mozambique heavily affected by malaria.
Learning Objectives
1. 13.1Recall the causes and effects of noncommunicable diseases
2. 13.2Evaluate the role of global travel and trade in facilitating the globalization of infectious diseases
3. 13.3Outline the three developments that gave rise to the concept of human security
4. 13.4Describe the three epidemiologic transitions to better understand contemporary concerns about infectious diseases
5. 13.5Report the cause, spread, effects, and control measures of influenza and avian flu
6. 13.6Report the cause, spread, effects, and control measures of malaria
7. 13.7Recognize the causes and preventive measures of HIV
8. 13.8Report the origin, spread, effects, and control measures of SARS
9. 13.9Report the origin, spread, effects, and control measures of Ebola
10. 13.10Outline role of the WHO in preventing the spread of infectious diseases
Noncommunicable diseases (NCDs) such as heart disease, cancer, diabetes, chronic respiratory disease, and mental illness in general and Alzheimer’s disease in particular are the leading causes of death and disability globally. Long associated with affluent Western standards of living, NCDs are now a global problem. While rich countries are better equipped to deal with chronic diseases, they are far more deadly in poor countries. Growing numbers of old people and the spread of middle-class lifestyles make NCDs more prevalent than infectious diseases. Globalization also contributes to the growth of NCDs by helping expand the global middle class and by promoting fast foods, sugary drinks, alcohol, smoking, processed foods, and sedentary lifestyles. A major global health threat that undermines efforts to cure diseases is the emergence of germs that are resistant to antibiotics. This is due mainly to the excessive use of antibiotics in medicine and agriculture.
Infectious diseases are intertwined with numerous global issues and are inseparable from political, economic, and cultural components of globalization. Ethnic conflicts make populations vulnerable to infectious diseases. Fighting contributes to the collapse of public services, which means that many people die from what would ordinarily be treatable diseases, such as diarrhea and respiratory infections. Conflicts also create refugees, overcrowding, and unsanitary conditions, thereby creating environments conducive to the spread of infectious diseases.
Environmental degradation and deforestation expose humans to a variety of infectious diseases. They also contribute to global warming and flooding,.
Scapegoating is a theory of prejudice and discrimination. Societ.docxtodd331
Scapegoating is a theory of prejudice and discrimination. Society looks at the weakest group, and places blame on that group for all ills. That group then becomes the bottom level of society. We've seen this over the past 18 months. Illegal immigrants have been blamed for many issues, in particular crime and unemployment rates. Yet, I know few in my own area who will do the jobs these folks do every day. As for crime, please see the link below for a journal article that addresses this issue. Most crimes committed by immigrants without papers are misdemeanors.
What are your thoughts?
.
More Related Content
Similar to Samples of Student EthnographiesFrom previous terms.docx
This document provides information about an MBA module on leadership taught by Prof. Dr. L.T.B. Jackson at the North-West University in South Africa. It includes the module code and credits, names of lecturers, learning outcomes, prescribed literature, and work programme schedule. The work programme lists 8 themes that will be covered in class sessions from January to May, including transformational leadership, charismatic leadership, moral leadership, self-leadership, and leading in multicultural organizations. A study unit on transactional and transformational leadership is also included, outlining key concepts and leadership models to be examined.
Mini Analysis 1 Analysis of Organizational Leadership Theory andIlonaThornburg83
Mini Analysis 1: Analysis of Organizational Leadership Theory and Practice (150pts.)
Students will engage in a critical analysis of leadership theory and practice, based on readings from Part 1 and Part II (Chapters 1-4) of the text-Hickman, G.R. (2010).
Leading Change in Multiple Contexts. Los Angeles, CA: Sage Publications. ISBN: 978-1-4129-2678-2. Please feel free to bring in information you have gained from reading the Noopila & Chacon book. My primary concern with this analysis paper is that students engage materials in ways that demonstrate at least three dimensions:
· First, students should demonstrate strong engagement with theories and concepts from the book chapters and readings
· Second, students should engage these materials critically (what is working, what is not; what are strengths and what are limitations).
· Third, students should feel free to explore a variety of ideas that relate to change (what does thinking outside the box really look like?).
Instructions:
· Please choose 3-4 concepts to focus on for your mini-analysis. These concepts can come from anywhere within Parts I and Part II of the text.
· Introduce and explain the concepts, at minimum bring in at least 1 other scholarly/academic reference or citation per concept that you have introduced.
· Link the concepts to current or past events for further analysis (for example can you think of a time when an organization, leader etc. has exhibited these concepts, explain)
· Make sure to include a reference page and reference the text. Again, you will want to bring in external citations and references to strengthen your paper a minimum of three external references is expected.
· You must include 3-4 scholarly citations in addition to your text book for this paper.
· Paper will generally be between 4-5 pages. Maximum 5 pages (Title page and reference page are not included in this count).
These somewhat broad instructions for paper one, are intended to give students great latitude in how they approach the assignment: critical analysis structure, compare and contrast dominate theories, development of an innovative leadership approach, etc. However, without detailed and consistent references to readings from this class, the paper will not receive a passing grade.
Structure:
Make sure that the paper has a well-developed structure and engages reading materials from this class. One of the biggest challenges for students is creating their own analytic structure with a clear purpose or goal. The structure or organization of the paper should include:
1. Introduction that: a) establishes interest, b) establishes the topic of focus, c) provides a clear thesis statement (goal or purpose followed by a brief justification of its importance), and d) a preview of central points or organization of the body of the paper.
2. In the body of the paper, students should think of each first sentence of a paragraph as a "mini-thesis" that establishes the goal or ...
Shared Leadership: A Tool for Innovation, Engagement, and InclusionMax Freund
For years, nonprofit leaders have questioned the utility of traditional models of top-down staff leadership structures. But the growing body of research on alternatives – from co-directorship to distributed leadership to self-organizing teams – has been difficult to sort through. In this highly participatory session, participants will explore emerging models, the research on what works (and what doesn’t), and how capacity builders can help organizations adopt leadership structures that work. As the session exercises build upon the previous ones, participants are asked to attend the full session.
Session offered at the 2015 conference of the Alliance for Nonprofit Management by Mike Allison (Michael Allison Consulting), Sean Thomas-Breitfeld (Building Movement Project), and Max Freund (LF Leadership).
AQ.1 What sources of funding are available to entrepreneurs or.docxfestockton
A
Q.1 What sources of funding are available to entrepreneurs orders
Q.2 What are “virtual” companies? What tools help them function? Why are they of interest to an entrepreneur?
Q.3 Describe seven techniques for bootstrapping that you could use if you started a company.
Q.4 Why is bootstrapping important for (1) closely held companies and (2) early‐stage, high‐growth compa- nies seeking equity investors?
Q.5 What is meant by factoring of purchase orders?
Q.6 How can suppliers help in providing working capital?
Q.7 What is an angel investor? How would you locate an individual angel and an angel group?
Q.8 Describe three government funding programs.
B
Q.1 What are various sources of equity investment?
Q.2 What are the main differences between an angel, a super‐angel, and a VC investor?
Q3 What guidelines should entrepreneurs follow when they are selecting a venture capitalist?
Q.4 What is a private placement? How does it differ from a VC investment?
Q.5 What are the difference between a single‐hit and a home run business?
Q.6 What are the four key factors that a banker seeks before providing a corporate loan?
Q.7 What are the advantages and disadvantages of corpo- rate investors?
Q.8 What are the main ways an entrepreneur can value a business before it has significant sales?
Developing a Framework for Ethical Leadership
Alan Lawton • Iliana Páez
Received: 4 April 2013 / Accepted: 6 June 2014 / Published online: 29 June 2014
� Springer Science+Business Media Dordrecht 2014
Abstract Interest in ethical leadership from academics
and practitioners has grown enormously in recent years.
This article addresses this literature through a framework
that identifies three interlocking questions. First, who are
ethical leaders and what are their characteristics? Second,
how do ethical leaders do what they do? Third, why do
leaders do as they do and what are the outcomes of ethical
leadership? Different dimensions to ethical leadership are
examined and presented as three interlocking circles; Vir-
tues, Purposes and Practices. This framework presents an
integrated approach to ethical leadership and argues that
future research take this holistic framework and apply it to
different sectors or contexts.
Keywords Ethical leadership � Ethical theory � Ethical
practices
Introduction
The ethical dimension of leadership has, increasingly, been
of interest to both the general public and to scholars,
motivated partly by the corporate scandals that have
involved the unethical behaviour of top executives in
leading organizations throughout the world and has gen-
erated responses from both the academic and practitioner
communities (see, for example, the Index of Leadership
Trust developed by the Institute of Leadership and Man-
agement and Management Today). Notwithstanding recent
concerns, the relationship between ethics and leadership
has been explored by management academics for some
time and constituted early definitions of leade ...
Module 4 - BackgroundTHE CULTURE AND MORAL COMPASSESPart 1 Th.docxroushhsiu
Module 4 - Background
THE CULTURE AND MORAL COMPASSES
Part 1: The Culture Compass
As the “personality” of an organization, organizational culture has been variously defined. Culture has been a topic of great interest to organizational researchers and practitioners alike, given its apparent influence on such matters as organizational change, performance, and effectiveness. An abstract concept, organizational culture is not all that easily defined – although most of us do know it when we “see” it, or when we experience its characteristics. Much of organizational culture is tacit – it lies below the level of our awareness, as certain agreed-upon assumptions are not made explicit. Culture includes artifacts, symbols, stories, beliefs, habits, value systems, and shared assumptions (“the way we do things around here”). Of course, an organization’s culture can be made more highly complex by virtue of the many sub-cultures that make up the overall culture. Whatever culture is, its elements become most readily apparent to us during the merger of two organizations, particularly so when the culture of the two merging organizations are vastly dissimilar.
Required Resources
Let’s begin our review of organizational culture with the following video:
Organizational culture: What is organizational culture and why does it matter? (2010, September 21). Organization Culture. Retrieved on April 29, 2014, from http://www.youtube.com/watch?v=6AFn0vFtLC0
Read the following chapter on Organizational Culture:
United States Air War College - National Defense University. (n.d.). Organizational culture Strategic Leadership and Decision Making. Retrieved on April 29, 2014, from http://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-dm/pt4ch16.html
Optional Resources
The following readings are optional, but are provided here to assist you in completion of the Case and SLP:
The following articles pertain to the interrelationship among the organization’s strategy, its leadership, and its culture:
Boal, K.B. & Schultz, P.L. (2007). Storytelling, time, and evolution: The role of strategic leadership in complex adaptive systems. Leadership Quarterly, 18(4), 411-428. Retrieved from Science Direct.
Gander, M. J. (2009). Managing people in a lean environment: The power of informal controls and effective management of company culture. Journal of Business Case Studies, 5(6), 105-110. Retrieved from ProQuest.
Goldman, E. F. (2012). Leadership practices that encourage strategic thinking. Journal of Strategy and Management, 5(1), 25-40. Retrieved from ProQuest.
McNamara, C. (2000). Organizational culture and changing culture. Free Management Library. Retrieved on April 29, 2014, from http://managementhelp.org/organizations/culture.htm
Taneja, S., Pryor, M. G., Humphreys, J. H., & Singleton, L. P. (2013). Strategic management in an era of paradigmatic chaos: Lessons for managers. International Journal of Management, 30(1), 112-126. Retrieved from ProQuest on November 12, 2013.
...
The art and science of leadership 6e afsaneh nahavandi test bankIvan Olegov
This document provides a summary of the table of contents and features of the textbook "The Art and Science of Leadership 6e" by Afsaneh Nahavandi. The textbook covers topics on leadership theories, contemporary leadership concepts, leading teams and change. It has a strong application focus, cross-cultural perspective, and includes self-assessments and exercises. Research on leadership focuses on transformational leadership and its effects on employee and company outcomes. Recent studies also examine the roles of followership, gender, and destructive leadership on organizations.
The chapter discusses the origins and development of the field of global leadership. It traces how early approaches to studying leadership focused on traits, behaviors, situations, and power/influence. More recent theories examine universal vs contingency approaches and leader vs follower-centered perspectives. The field of global leadership emerged from studies of international business, multinational corporations, and expatriate managers in the 1950s-1990s. Global leadership involves higher complexity due to increased multiplicity, interdependence, ambiguity within constantly changing global systems.
Approach and Methodologies Guide, December 14, 2015Megan Norton
The document provides a summary of the research methodology and findings of an intercultural leadership development practicum team from the School of International Service at American University. The team conducted a literature review and analysis of existing leadership theories and frameworks to determine core competencies developed through intercultural leadership programs. They analyzed case studies of corporate volunteer programs to identify competencies gained and applied them to personal and organizational outcomes. The document details the research approach, key frameworks examined, and recommendations for longitudinally measuring competency development in PYXERA Global's pro bono programs through surveys, case studies, and quasi-experimental methods.
This document discusses leadership styles across different cultures. It begins by outlining the objectives of examining philosophic foundations of leadership and comparing styles between regions like Europe, Japan, China, and the Middle East. It then provides details on leadership theories like McGregor's Theory X, Y and Z. The document also analyzes differences in leadership approaches between cultures, such as the emphasis on participation in Japan compared to variety reduction in the US. It concludes with a discussion of universal leadership qualities and findings from the GLOBE study on the relationship between cultural values and preferred leadership behaviors.
This document discusses leadership styles across different cultures. It begins by describing the objectives of examining leadership philosophies and comparing approaches in regions like Europe, Japan, China, the Middle East, and developing countries. It then provides an overview of leadership theories like McGregor's Theory X, Theory Y and Theory Z. The document proceeds to analyze leadership behaviors, comparing authoritarian, paternalistic and participative styles. It also examines differences between leadership in Japan and the US. Further sections explore approaches in China, the Middle East, and countries like India. The document concludes by discussing universal leadership qualities and the GLOBE study findings on effective cultural leadership.
Gimme SHELDR! Preparing for Strategic LeadershipDouglas Anderson
Presented at 2017 American College of Healthcare Executive (ACHE), Congress, March 2017. The thirst for how to develop strategic minded leaders at all levels will be quenched in this workshop-style seminar. The seminar will help students reflect, think and communicate strategically, and provide methods on how to develop strategic minded leaders at all levels including themselves. Students will be introduced to the Strategic Health Leadership (SHELDR) competency model followed by a self- assessment. Research on the SHELDR competencies, overview of successful strategic leaders (i.e., competencies applied most or wish they had more of), and distillation of strategic leader development programs according to experts will be presented.
Learning Objectives:
a. Differentiate managerial versus strategic leadership competencies, learn from successful leaders and develop plans to develop strategic minded leaders including themselves
b. Challenge students to develop a personal ethos statement and communicate strategically
This document is the title page and copyright information for the book "Leadership: Theory and Practice" by Peter G. Northouse. It provides the edition number, names of people dedicated to, publisher information, copyright notice, library of congress cataloging data, and brief and detailed tables of contents for the book.
This document provides a summary of the contents of the 8th edition of the book "Leadership: Theory and Practice" by Peter G. Northouse. It includes a preface describing updates to this edition such as a new chapter on followership and expanded discussions of destructive leadership. It also lists special features of the book such as its organization by theory then practice, inclusion of strengths/criticisms, applications, case studies and questionnaires. The intended audience is described as undergraduate and graduate students in various fields related to leadership.
This document provides a summary of the contents of the 8th edition of the book "Leadership: Theory and Practice" by Peter G. Northouse. It includes a preface describing updates to this edition such as a new chapter on followership and expanded discussions of destructive leadership. It also lists special features of the book such as its organization with theory followed by practice in each chapter and the inclusion of case studies, questionnaires, and discussions of strengths and criticisms for each approach. The intended audience is described as undergraduate and graduate students in a variety of fields related to leadership.
Please attach your SWOT AnalysisA SWOT (Strengths, Weaknesses, O.docxLacieKlineeb
Please attach your SWOT Analysis
A SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis is a strategic planning tool that can help a business to boost profits and productivity by understanding its competencies (strengths and weaknesses) as well as the competition. For this assignment, you must select one (1) of following;
Cheesecake Factory (
http://www.thecheesecakefactory.com/Links to an external site. ),
Starbucks (
https://www.starbucks.com)Links to an external site. or
Chipotle Mexican Grill (
http://www.chipotle.com/en-US/Default.aspx?type=defaultLinks to an external site. ),
Amazon (
https://www.amazon.com/)Links to an external site.and (
https://www.wholefoodsmarket.com/) Links to an external site.determine its competitive advantage. Be sure to identify the business you have chosen in your written paper.
Write a three (3) page paper in which you:
1. Identify one major competitor for your selected business and justify your explanation.
2. Explain the strengths and weaknesses and justify your explanation.
3. Identify one (1) way in which the business can utilize its strengths and minimize its weaknesses to be competitive. Explain why you believe this would be effective.
Your assignment must follow these formatting requirements:
·
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format.
·
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page
are not included in the required assignment page length.
See the attached videos for examples.
https://youtu.be/I_6AVRGLXGA
https://youtu.be/Ath_K1OuPzw
https://youtu.be/JXXHqM6RzZQ
BUSI 1301 Rubric
BUSI 1301 Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome/Organization: overall
50 pts
Well-planned and well-thought out. Includes title, introduction, statement of main idea, transitions and conclusion.
36 pts
Good overall organization, includes the main organizational tools.
24 pts
There is a sense of organization, although some of the organizational tools are used weakly or missing
0 pts
No sense of organization. Information is missing.
50 pts
This criterion is linked to a Learning Outcome/Organizations: paragraph
50 pts
All paragraphs have clear ideas, are supported with examples and have smooth transitions.
36 pts
Most paragraphs have clear ideas, are supported with some examples and have transitions.
24 pts
Some paragraphs have clear ideas, support from examples may be missing and transitions are weak.
0 pts
Paragraphs lack clear ideas.
50 pts
This criterion is linked to a Learning Outcome/Content
50 pts
Exceptionally well-presented and argued; ideas are detailed, wel.
Reflection paperPaper
Yu Liang
Student ID : 628399Comment by S L: No space here.
Trinity Western University
LDRS 303 I3 - Contemporary Leadership Approaches
Steven Stephen Liang
May 17, 2022
Chapter 11Comment by S L: Do not leave a line between the heading and the paragraph.
After reading chapter 11 I learned that adaptive leadership is how leaders motivate their followers to adapt and respond to changes, problems and challenges. Unlike authentic leadership, which focuses on the characteristics of the leader, adaptive leadership emphasizes the complex interactions of leaders and followers in different contexts. In general, adaptive leadership focuses on how followers change and adapt to new situations. It asks leaders to address three situational challenges: 1) technical challenges, 2) technical and adaptive challenges, and 3) adaptive challenges.Comment by S L: This is not APA.
An important point for me in this chapter is that adaptive leadership is follower-centric. Adaptive leaders always help their followers do what they need to do to adapt to the challenges or problems they face (Northouse, 2018). I think this is important. I remember when I was in Vancouver Premier College before because our team members did not understand the instructions given by the teacher during the group work process. Later, under the active discussion of our group, he finally adapted to the topic given by the teacher teacher, and we got good grades.Comment by S L: Awkward. Unclear.
I will apply this leadership style to my practice. At home, this entails encouraging each family member to deal with tough life issues. At work, this entails encouraging employees to adapt to challenges and thrive when faced with them. In a community, adaptive leadership involves encouraging community members to deal with problems, such as disease outbreaks, natural disasters, or terrorism. A key advantage of adaptive leaders is that they can adapt their leadership methods to the situation.Comment by S L: A little repetitious. I'd like to see more specifics.
Adaptive leadership has to do with the culture I come from. I grew up in a culture of transparency and openness. Adaptable leaders must face challenges with transparency and openness. Adaptive leadership can also be rooted in other cultures, including those that support change. This will ensure success when implementing the change program.Comment by S L: You are introducing something new in your conclusion.
Reference
Preece, J. (2016). Negotiating service learning through community engagement: Adaptive 434
leadership, knowledge, dialogue and power. Education as Change, 20(1), 104–125.
Edwin. Did someone help you with this?
You citation and reference doesn’t match.
2
Leadership
Eighth Edition
3
To Madison, Isla, and Sullivan
4
Leadership
Theory and Practice
Eighth Edition
Peter G. Northouse
Western Michigan University
5 ...
1. Traditional Approaches to Leaders’ Impact on OrganizationsSTatianaMajor22
1. Traditional Approaches to Leaders’ Impact on Organizations
Scores of research studies are built on the assumption that effective leadership is a key component essential for organizational success. From the battlefield to the boardroom, we are told, wins and losses are determined by decisions and behaviors of those who lead. The plethora of leadership-training programs may be an indicator that many perceive (or even assume) that there is a direct relationship between leaders and organization performance. In The Leadership Gap: Building Capacity for Competitive Advantage, Weiss and Molinaro (2005) established their premise by stating “leadership has become the primary source of competitive advantage in organizations around the world” (p. 4). These authors used case-study methods to reinforce the ideas that organizations’ lack of leadership capacity can be addressed through leadership development.
But both in research and organizations, there are those who challenge the “effective leadership = enhanced performance” supposition (Dihn, Lord, Gardner, Meuser, Liden, & Hu, 2014; Storey, 2010).
LePine, Zhang, Crawford, and Rich (2016) conducted a three-part study to test relationships among charismatic leadership, stress, and performance. Subjects were members of the United States Marine Corps. Findings suggested that charismatic leader behavior negated the negative effects of stressors on performance according to assessments by the leaders or their supervisors. And these authors found that high-level stressors were more positively viewed when charismatic leader behaviors were exhibited. However, the researchers discovered that charismatic leader behavior did not influence how Marines perceived stressors. An underlying assumption in LePine, Zhang, Crawford, and Rich’s (2016) research was that leaders do affect performance. The results, while not conclusive enough to reject the assumption, did open avenues for new dialogue and recommendations for further testing.
Dihn, Lord, Gardner, Meuser, Liden, and Hu (2014) suggested that the preponderance of research on leadership behaviors and traits may have led to assumptions about an overstated influence of the individual. In Module 1 we examined the evolution of leadership approaches from the early modern era to the postmodern era. We know that context—such as environment, capital, and goals—influences organizational design, structure, and management/leadership practices. We learned that a stable organization relies on controls to gain efficiency. Leader-centric thinking was readily accepted in the modern organization. And, research studies were designed around those assumptions, perhaps even reinforcing those assumptions.
More recently, organizations shifted structures, philosophies, and operating procedures to adapt to social, economic, political, and technological pressures. Even so, leadership researchers continued to outpace other scholars who investigated additional variables that might impact org ...
Similar to Samples of Student EthnographiesFrom previous terms.docx (20)
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Chapter 13 Global Health Challenges
MANY INDIVIDUALS AND NONGOVERNMENTAL ORGANIZATIONS (NGOS) HELP FIGHT GLOBAL DISEASE. The Bill and Melinda Gates Foundation plays a key role in the war against malaria, AIDS, and other diseases. Melinda and Bill Gates met with doctors and patients at the Manhica Research Center and Hospital in an area of Mozambique heavily affected by malaria.
Learning Objectives
1. 13.1Recall the causes and effects of noncommunicable diseases
2. 13.2Evaluate the role of global travel and trade in facilitating the globalization of infectious diseases
3. 13.3Outline the three developments that gave rise to the concept of human security
4. 13.4Describe the three epidemiologic transitions to better understand contemporary concerns about infectious diseases
5. 13.5Report the cause, spread, effects, and control measures of influenza and avian flu
6. 13.6Report the cause, spread, effects, and control measures of malaria
7. 13.7Recognize the causes and preventive measures of HIV
8. 13.8Report the origin, spread, effects, and control measures of SARS
9. 13.9Report the origin, spread, effects, and control measures of Ebola
10. 13.10Outline role of the WHO in preventing the spread of infectious diseases
Noncommunicable diseases (NCDs) such as heart disease, cancer, diabetes, chronic respiratory disease, and mental illness in general and Alzheimer’s disease in particular are the leading causes of death and disability globally. Long associated with affluent Western standards of living, NCDs are now a global problem. While rich countries are better equipped to deal with chronic diseases, they are far more deadly in poor countries. Growing numbers of old people and the spread of middle-class lifestyles make NCDs more prevalent than infectious diseases. Globalization also contributes to the growth of NCDs by helping expand the global middle class and by promoting fast foods, sugary drinks, alcohol, smoking, processed foods, and sedentary lifestyles. A major global health threat that undermines efforts to cure diseases is the emergence of germs that are resistant to antibiotics. This is due mainly to the excessive use of antibiotics in medicine and agriculture.
Infectious diseases are intertwined with numerous global issues and are inseparable from political, economic, and cultural components of globalization. Ethnic conflicts make populations vulnerable to infectious diseases. Fighting contributes to the collapse of public services, which means that many people die from what would ordinarily be treatable diseases, such as diarrhea and respiratory infections. Conflicts also create refugees, overcrowding, and unsanitary conditions, thereby creating environments conducive to the spread of infectious diseases.
Environmental degradation and deforestation expose humans to a variety of infectious diseases. They also contribute to global warming and flooding,.
Scapegoating is a theory of prejudice and discrimination. Societ.docxtodd331
Scapegoating is a theory of prejudice and discrimination. Society looks at the weakest group, and places blame on that group for all ills. That group then becomes the bottom level of society. We've seen this over the past 18 months. Illegal immigrants have been blamed for many issues, in particular crime and unemployment rates. Yet, I know few in my own area who will do the jobs these folks do every day. As for crime, please see the link below for a journal article that addresses this issue. Most crimes committed by immigrants without papers are misdemeanors.
What are your thoughts?
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INSTRUCTIONS
Write a brief case study (ALZHIEMER DISEASE) of a real or hypothetical issue or problem that needs investigation (approx. 200-250 words max).
Discussion 3.2: Hypothesis Test Tag Team
Corporate Responsibility 8;
The Social Responsibility of Business Is
to Increase Its Profits
Milton Friedman
When I hear businessmen speak eloquently
about the “social responsibilities of business
in a free-enterprise system,” I am reminded
of the wonderful line about the Frenchman
who discovered at the age of 70 that he had
been speaking prose all his life. The busi
nessmen believe that they are defending free
enterprise when they declaim that business
is not concerned “merely” with profit but
also with promoting desirable “social” ends;
that business has a “social conscience” and
takes seriously its responsibilities for provid
ing employment, eliminating discrimina
tion, avoiding pollution and whatever else
may be the catchwords of the contemporary
crop of reformers. In fact they are—or
would be if they or anyone else took them
seriously—preaching pure and unadulter
ated socialism. Businessmen who talk this
way are unwitting puppets of the intellectual
forces that have been undermining the basis
of a free society these past decades.
The discussions of the “social responsibil
ities of business” are notable for their analyt
ical looseness and lack of rigor. What does it
mean to say that “business” has responsibili
ties? Only people can have responsibilities.
A corporation is an artificial person and in
this sense may have artificial responsibili
ties, but “business” as a whole cannot be said
to have responsibilities, even in this vague
sense. The first step toward clarity in ex
amining the doctrine of the social responsi
bility of business is to ask precisely what it
implies for whom.
Presumably, the individuals who are to be
responsible are businessmen, which means
individual proprietors or corporate execu
tives. Most of the discussion of social respon
sibility is directed at corporations, so in what
follows I shall mostly neglect the individual
proprietors and speak of corporate execu
tives.
In a free-enterprise, private-property sys
tem, a corporate executive is an employee of
the owners of the business. He has direct re
sponsibility to his employers. That responsi
bility is to conduct the business in accord
ance with their desires, which generally will
be to make as much money as possible while
conforming to the basic rules of the society,
both those embodied in law and those em
bodied in ethical custom. Of course, in some
cases his employers may have a different ob
jective. A group of persons might establish a
corporation for an eleemosynary purpose—
for example, a hospital or a school. The
manager of such a corporation will not have
money profit as his objectives but the ren
dering of certain services.
In either case,.
Sara Mohammed1991 Washington St.Indiana, PA 15701(571) 550-3.docxtodd331
Sara Mohammed
1991 Washington St.
Indiana, PA 15701
(571) 550-3232
[email protected]
EDUCATION
Indiana University of Pennsylvania (IUP) Expected December 2020
Bachelor of Science in Business
Northern Virginia Community College (NOVA), Woodbridge, VA May 2016
English As a Second Language
Volunteerism
Saudi club association at Gannon University Fall 2018
SKILLS
· Speak three languages (Arabic, English, and Turkish)
· Knowledge with technology
· Experience with Microsoft, Word, Excel, and PowerPoint
· Looking for helping others always
· Familiar with taking care of kids
.
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Application Assignment 2: Part 2 - Developing an Advocacy Campaign
The following application, Part 2, will be due in Week 7.
To prepare:
· Review Chapter 3 of Health policy and politics: A nurse’s guide.
· In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.
· Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.
· Consider how you could influence legislators or other policymakers to enact the policy you propose.
· Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.
·
To complete:
Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:
· Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
· Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.
· Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.
· Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.
Milstead: 3 Legs of Lobbying
“According to Milstead (2013), Leg One of the Three-Legged Stool consists of lobbying which is the act of influencing – the art of persuading-a government entity. “Legislators often rely on lobbyists’ expertise to help them understand what they are voting for or against.” (Milstead, 2013, p. 53). Local State Representatives should be targeted as a champion for the bill and that’s likely where an average voter can begin for their voice to be heard at the local and state levels.Leg Two of the Three-Legged Stool also includes the grassroots lobbyists. The AmericanNurses Association often spear-heads lobbying efforts in the best interest of the public on healthcare related issues and has a strong history of working with Congress on these important issues. “Grassroots lobbyists are constituents who have the power to elect officials through their vote and have expertise and knowledge about a particular issue (such as nurses in healthcare reform debates)” (Milstead, 2013, p. 54). Nurses can become a member of the American Nurses Association or other associations to ensure nurses have a voice on these important issues”
Reflection
Associate Professor Michael Segon
Director MBA
1
Reflection
Reflection is used as a learning tool to make sense of what we have experienced and how we can optimise our learning from that experience.
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Chapter 13:The Bureaucracy
ADA Text Version
Learning Objectives
1. Describe the formal organization of the federal bureaucracy.
2. Classify the vital functions performed by the bureaucracy.
3. Explain the present Civil Service system and contrast it with the 19th century spoils system.
4. Identify the various factors contributing to bureaucracy's growth over time.
5. Compare the means by which Congress and the president attempt to maintain control over the bureaucracy.
6. Analyze and evaluate the problems that bureaucratic organization poses for American democracy.
Introduction
The very word "bureaucracy" often carries negative connotations. To refer to an institution as a "bureaucracy" or characterize it as "bureaucratic" is usually intended as an insult. But the national bureaucracy, sometimes called the "fourth branch of government", is responsible for practically all of the day-to-day work of governing the country. While bureaucracy in the United States, consistent with our tradition of more limited government, is smaller than its counterparts in other longstanding democracies, its influence extends to almost every corner of American society. From delivery of the mail to regulation of the stock market to national defense, federal employees plan, regulate, adjudicate, enforce, and implement federal law. Despite recurrent calls to "shrink" the size of government, the federal bureaucracy remains the largest single employer in the United States. This lesson examines the bureaucracy's formal organization, its critical role in the American economy and society, and its perceived weaknesses.
Study Questions
1. How did sociologist Max Weber define bureaucracy?
2. Identify the various functions federal bureaucracies perform giving at least one example each:
a. Implementation
b. Regulation
c. Adjudication
d. Enforcement
e. Policy-making
3. How many people does the federal government employ? For what percentage of GDP does federal spending account? How does this compare to other economically advanced democracies?
4. Classify and distinguish the major types of bureaucracy in the federal government:
a. Cabinet Departments
b. Independent Agencies
c. Independent Regulatory Commissions
d. Government Corporations
5. How does the federal bureaucracy select and recruit personnel? Contrast the present civil service system with the spoils system. What advantages does the present system provide?
6. What factors explain the growth of bureaucracy over time despite recurrent calls for limiting the size of government?
7. Identify those factors in the budget process making it difficult to cut bureaucratic funding.
8. Describe the way Congress authorizes funding for the federal bureaucracy.
9. How does Congress attempt to control the federal bureaucracy?
10. How does the president attempt to control the federal bureaucracy?
11. What special problems does bureaucratic independence present in a democracy? Discuss with re.
SANS SIFT tool Final project , related to (digital foren.docxtodd331
SANS SIFT tool Final project , related to (digital forensics tools and technique)
Description : A 500-700 word, double spaced paper, written in APA format, showing sources and a bibliography and ppt presentation too
Presentation materials
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TABLE 2.2 Connecting Knowledge of Development and Learning to Teaching Practices
Principles of Child Development and Learning
Developmentally Appropriate Teaching Practices
Children develop holistically
• Teachers plan daily activities and routines to address aesthetic, emotional, cognitive, language, physical, and social development.
• Teachers integrate learning across the curriculum (e.g., mixing language, physical, and social; combining math, science, and reading).
Child development follows an orderly sequence
• Teachers use their knowledge of developmental sequences to gauge whether children are developing as expected, to determine reasonable expectations, and to plan next steps in the learning process.
Children develop at varying rates
• Teachers give children opportunities to pursue activities at their own pace.
• Teachers repeat activities more than once so children can participate according to changing needs and abilities.
• Teachers plan activities with multiple learning objectives to address the needs of more and less advanced learners.
Children learn best when they feel safe and secure
• Teachers develop nurturing relationships with children and remain with children long enough so children can easily identify a specific adult from whom to seek help, comfort, attention, and guidance.
• Daily routines are predictable. Changes in routine are explained in advance so children can anticipate what will happen.
• There is two-way communication between teachers and families, and families are welcome in the program.
• Children have access to images, objects, and activities that reflect their home experiences.
• The early childhood environment complies with all safety requirements.
• Adults use positive discipline to enhance children’s self-esteem, self-control, and problem-solving abilities.
• Teachers address aggression and bullying calmly, firmly, and proactively.
Children are active learners
• Activities, transitions, and routines respect children’s attention span, need for activity and need for social interaction. Inactive segments of the day are short.
• Children participate in gross motor activities every day.
Children learn through a combination of physical experience, social experience, and reflection
• Adults encourage children to explore and investigate. They pose questions, offer information, and challenge children’s thinking.
• Children have many chances to document and reflect on their ideas.
Children learn through mastery and challenge
• Practitioners simplify, maintain, or extend activities in response to children’s functioning and comprehension.
Children’s learning profiles vary
• Teachers present the same information in more than one modality (seeing, hearing, touching) and through different types of activities.
• Children have opportunities to play on their own and with others; indoors and outdoors; with natural and manufactured materials.
Chil.
Sandro Reyes 1
5
Human Impact on the Environment
Every day, I see the harmful impacts of humans on the environment. Just 13 percent of the globe’s oceans remain unsoiled by humanity’s damaging impacts (Carrington, 2018). In the remotest poles and Pacific areas, most of the ocean has no natural marine wildlife. Pollution, huge fishing fleets, and global shipping along with climate change are all degrading the oceans. The vehicles we drive every day, industrial wastes, overpopulation, and fossil fuels, all have negative effects on the environment. Human activities are negatively affecting the environment by degrading it and sooner or later, the earth will not be able to sustain humans.
Overpopulation is now an epidemic with decreased mortality rates, improved medicine, and food sustainability. We are living longer, which is increasing population. The impact of overpopulation includes environmental degradation due to cutting down of trees to create space. With less trees to filter the air, an increase in carbon dioxide levels is damaging every single organism (Interesting Engineering, 2019). Another effect of overpopulation is overdependence on fossil fuels such as coal and oil, which emit plentiful carbon oxide into the air. With increased population, humans need more space, which damage ecosystems and augment carbon dioxide emissions.
Pollution is another impact of human activities on the environment. From trash, industrial wastes to carbon dioxide emissions into the air, pollutions is inevitable. Over 2.4 billion individuals have no access to sources of clean water. Human activities continue to deplete indispensable resources such as soil, water, and air. United States, for example, produces 147 million metric tons of air pollution annually (Interesting Engineering, 2019). Air quality in developing nations continues to plummet as well. This means that we are engaging in activities that are hurting the environment.
Global warming is one of the greatest causes of environmental degradation contributed by human activities. Some people do not believe that global warming is real. However, that is not true, and its major contributors include carbon dioxide emissions from respiration, deforestation, and burning fossil fuels. Each year, we continue to contribute to levels of carbon dioxide globally. Current levels exceed 400 PPM, and the rise in carbon dioxide emissions are attributed to an increase in global temperatures (Interesting Engineering, 2019). The result is the melting of arctic glaciers and land ice, which will increase sea levels, and have negative effects on oceanic life.
Climate change is another impact on the environment that is being caused by us. It is linked .
Scanned with CamScannerResearch Summary (paper)For thi.docxtodd331
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Research Summary (paper)
For this assignment you summarize one of the experimental research studies from your research collection.
(I did not make one, feel free to choose any research that has to do with psychology.)
Check out Audris Oh's research summary I put in the files -- it's a great model.
Write your summary in 5 pages or so, basically summarizing each of the major sections - literature review, methods section, results section and discussion. Let the abstract at the beginning of the paper guide you (It's just one paragraph but is a great guide). Why was the study done and how does it fit in with other work in the field (the intro or lit review)? What was the actual experiment (the methods section)? What were the results (the results section)? Why is it important (the discussion section)? Conclude your paper with a personal reaction -- does this fit with what you’ve seen? How might you use any insight the study provides?
Include the pdf of the article (or link to it) and the reference to the article in APA style. Here's an example of a reference:
Stein, S., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course. Studies in Higher Education, 29(2), 239-258.
Example of how the essay should look like: https://middlesexcc.libguides.com/ld.php?content_id=7578609
Mendel, 150 years on
T.H. Noel Ellis1, Julie M.I. Hofer1, Gail M. Timmerman-Vaughan2, Clarice J. Coyne3
and Roger P. Hellens4
1
Institute of Biological, Environmental & Rural Sciences, Aberystwyth University, Gogerddan Campus, Aberystwyth,
Ceredigion, SY23 3EB, UK
2
The New Zealand Institute for Plant & Food Research Ltd, Christchurch 8140, New Zealand
3
USDA-ARS Western Regional Plant Introduction Station, Washington State University, Pullman, Washington, USA
4
The New Zealand Institute for Plant & Food Research Ltd, Auckland, New Zealand
Review
Mendel’s paper ‘Versuche über Pflanzen-Hybriden’ is the
best known in a series of studies published in the late 18th
and 19th centuries that built our understanding of the
mechanism of inheritance. Mendel investigated the seg-
regation of seven gene characters of pea (Pisum sativum),
of which four have been identified. Here, we review what
is known about the molecular nature of these genes,
which encode enzymes (R and Le), a biochemical regula-
tor (I) and a transcription factor (A). The mutations are: a
transposon insertion (r), an amino acid insertion (i), a
splice variant (a) and a missense mutation (le-1). The
nature of the three remaining uncharacterized characters
(green versus yellow pods, inflated versus constricted
pods, and axial versus terminal flowers) is discussed.
Mendel’s studies: species, traits and genes
Mendel’s paper ‘Versuche ü ber Pflanzen-Hybriden’ [1] is
the best known in a series of studies published in the late
18th and 19th centuries [2–4] that built our understanding
of the mechanism of inheritance [5]. The title of M.
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HACCP Recipe Terms
Check temperature of food at least every four hours and record
Check temperature of storage area at beginning of shift.
Cook eggs, poultry, fish, and meat in a microwave oven to a minimum temperature of 165 degrees F.
Cook fish to a minimum of 145 degrees F for 15 seconds.
Cook ground meats to a minimum of 155 degrees F for 15 seconds.
Cook poultry to a minimum of 165 degrees F for 15 seconds.
Cook vegetables to a temperature of 135 degrees F or higher.
Cooked food should be cooled from 135 degrees F to 70 degrees F within 2 hours and from 70 degrees F to 41 degrees F or lower in an additional 4 hours.
Cool foods to at least 70 degrees F before refrigerating or freezing.
Crack egg in separate bowl before combining to larger bowl.
Discard food held in the temperature danger zone for longer than four hours.
Hold cold foods at an internal temperature of 41 degrees F or lower.
Hold frozen foods at a temperature of 0 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Inspect can before opening for swollen ends, rust, or dents.
Label food for storage with ingredient list and date of preparation.
Prepare raw foods separately from ready to eat foods.
Reduce the size or quantity of food to be cooled.
Reheat food to 165 degrees F for 15 seconds.
Remove from the refrigerator only as much product as can be prepared at one time.
Remove jewelry
Rotate products to ensure that the oldest inventory is used first.
Sanitize work surface, equipment, and utensils.
Store chemicals away from food products.
Store cut melons at 41 degrees F or lower.
Store fresh-cut produce between 33 to 41 degrees F to maintain quality.
Store raw meat, poultry, and fish in the bottom of the refrigerator.
Thaw food by submerging under running potable water at a temperature of 70 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Thaw food in the refrigerator at 41 degrees F or lower.
Use a clean, sanitized, and calibrated thermometer to measure the internal temperature of foods.
Wash all fresh fruit prior to serving
Wash your hands
Wear gloves
Wear hairnet
Standardized Recipe Form
Recipe Name_____________________________________ Category_______________________________ Recipe #__________________________
(i.e., entrée, breads)
HACCP Process: _____ 1 – No Cook _____ 2 – Cook & Same Day Serve _____ 3 – Cook, Cool, Reheat, Serve
Ingredients
For ___________Servings
Directions: Include step by step instructions, the critical control points (CCP-specific points at which a hazard can be reduced, eliminated or prevented) and critical limit (time and/or temperature that must be achieved to control a hazard).
Weight
Measure
Serving Size___________________ Pan Size_______________.
Scanned with CamScanner1 STANDARIZATION OF A B.docxtodd331
This document provides instructions for a two-part experiment involving titration. In part A, students will standardize a NaOH solution by titrating it against a primary standard of KHP. In part B, students will use their standardized NaOH solution to determine the concentration of acetic acid in a vinegar sample through titration. Key steps and concepts discussed include buret usage, endpoint determination, stoichiometric calculations to determine concentration from titration data, and the purpose and characteristics of primary standards.
Scanlon Technologies, Inc. Anne Scanlon founded Scanlon Technol.docxtodd331
Scanlon Technologies, Inc.
*
Anne Scanlon founded Scanlon Technologies, Inc., in 1993. The company designed and manufactured high-tech products that were used in various industries ranging from semiconductor to aviation. Over the years, Scanlon Technologies reported a compound annual growth rate in revenues of over 20% due to high demand for the company’s products and Anne’s superior management skills. By the end of 1996, it was clear that any further growth would have to come from international expansion. However, establishing manufacturing operations and opening up sales and marketing offices abroad required a significant amount of capital. Anne considered investing more of her own money into the business; however, given that she already had most of her wealth tied up in the company, she decided against the idea. Moreover, she believed that the amount of funds Scanlon Technologies needed to raise for expansion was in the tens of millions. In her mind, there was only one clear solution—go public.
In September 1996, Anne hired J.P. Suisse, a top tier investment bank, to take Scanlon Technologies public. On January 1, 1997, the company, which was authorized by the State of Delaware to sell 20 million common stock and 10 million preferred stock, issued one million shares of common stock in an Initial Public Offering (IPO) and began trading on the New York Stock Exchange under the ticker symbol STI. The stock, which had a par value of $1, was sold for $20 per share and climbed to $26 a share by the end of its first trading day.
As expected, the funds raised in the IPO were used to open offices all over the world as well as build a second manufacturing plant in Toronto, Canada. Over the next couple of years, business was good and the company was able to generate enough cash to maintain its level of operations.
In October 1999, Anne learned that Kadehjian
Solution
s Coporation, a competitor, was considering the option of being acquired. Anne believed that such an acquisition would position Scanlon Technologies as the industry leader. One of Kadehjian’s requirements for such an acquisition was that it be an all-cash transaction. Anne knew that this would require Scanlon Technologies to raise approximately $7 million.
Ann contracted J.P. Suisse to discuss raising these funds through the capital markets. The managing directors at J.P. Suisse recommended that Scanlon Technologies employ a combination of debt and equity securities. Anne agreed and on January 1, 2000, the company issued an additional one hundred thousand shares of its $1 par value common stock at $40 per share. On the same day, the company issued $2 million in bonds at 95.8, due in 5 years with 5% interest payable annually (at year end). The market interest rate at the time was 6% per year. Also on January 1, 2000, Scanlon Technologies issued $1.3 million in zero-coupon (i.e. no interest) convertible bonds, also due in 5 years. Each $1,000 bond converted into 20 shares of its commo.
scan the following 2 poems by Robert Herrick. analyze each poems rhy.docxtodd331
scan the following 2 poems by Robert Herrick. analyze each poems rhyme and verse and its meter and number of feet. then in a short paragraph, tell me what you think.
Upon Julia's Breasts
Display thy breasts, my Julia, there let me
Behold that circummortal purity;
Between whose glories, there my lips I'll lay,
Ravished in that fair Via Lactea.
Upon a Child That Died
Here she lies, a pretty bud,
Lately made of flesh and blood,
Who as soon fell fast asleep
As her little eyes did peep.
Give her strewings, but not stir
The earth that lightly covers her.
.
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statem.docxtodd331
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statement - As Reported 10Q in millions9/30/139/30/149/30/159/30/169/30/179/30/18TTM12/30/173/30/186/30/189/30/1812/29/18TTM Company-operated stores$11,793.2$12,977.9$15,197.3$16,844.1$17,650.719,690.320,318.8 Company-operated stores4,741.84,828.05,060.45,060.1$5,370.3020,318.8 Total specialty$3,073.6$3,469.9$3,965.4$4,471.8$4,736.15,029.24,959.6 Total specialty1,331.91,203.81,249.91,243.5$1,262.404,959.6 Licensed stores$1,360.5$1,588.6$1,861.9$2,154.2$2,355.02,652.22,706.9 Licensed stores682.4625.6660.6683.6$737.102,706.9 CPG, foodservice and other$1,713.1$1,881.3$2,103.5$2,317.6$2,381.12,377.02,252.7 CPG, foodservice and other649.5578.2589.3559.9$525.302,252.7Total net revenues$14,866.8$16,447.8$19,162.7$21,315.9$22,386.8$24,719.525,278.4Total net revenues6,073.76,031.86,310.36,303.6$6,632.7025,278.4 Cost of sales including occupancy costs-$6,382.3-$6,858.8-$7,787.5-$8,511.1-$9,038.2-10,174.5-10,434.2 Cost of sales including occupancy costs-2,502.9-2,516.0-2,554.9-2,604.6($2,758.70)-10,434.2 Store operating expenses-$4,286.1-$4,638.2-$5,411.1-$6,064.3-$6,493.3-7,193.2-7,449.2 Store operating expenses-1,737.0-1,789.6-1,825.0-1,841.6($1,993.00)-7,449.2 Other operating expenses-$431.8-$457.3-$522.4-$545.4-$553.8-539.3-532.2 Other operating expenses-141.6-134.3-148.0-156.7($93.20)-532.2 Depreciation and amortization expenses-$621.4-$709.6-$893.9-$980.8-$1,011.4-1,247.0-1,321.6 Depreciation and amortization expenses-258.8-331.6-330.0-326.6($333.40)-1,321.6 General and administrative expenses-$937.9-$991.3-$1,196.7-$1,360.6-$1,393.3-1,759.0-1,797.8 General and administrative expenses-379.1-405.8-468.7-460.0($463.30)-1,797.8 Restructuring and impairments$0.0$0.0$0.0$0.0-$153.5-224.4-240.0 Restructuring and impairments-27.6-134.7-16.9-45.2($43.20)-240.0 Litigation credit / charge-$2,784.1$20.2$0.0$0.0$0.0$0.0Income from equity investees89.452.771.487.7$67.80279.6Income from equity investees$251.4$268.3$249.9$318.2$391.4301.2279.6Operating income / loss1,116.1772.51,038.2956.6$1,015.703,783.0Operating income / loss-$325.4$3,081.1$3,601.0$4,171.9$4,134.7$3,883.33,783.0Gain resulting from acquisition of joint venture1,326.3Net interest and other income62.3483-$24.8074.9 Gain resulting from acquisition of joint venture$0.0$0.0$390.6$0.0$0.01,376.4$0.0 Interest income and other, net88.2313239$24.80126.0Loss on divestiture of certain operations$0.0$0.0-$61.1$0.0$0.0499.2 Interest expense-25.9-503($75.00)-77.0 Interest income and other, net$123.6$142.7$43.0$108.0$275.3191.4$126.0Earnings / loss before income taxes3,005.9363236$965.501,068.7 Interest expense-$28.1-$64.1-$70.5-$81.3-$92.5-170.3-$77.0Income tax expense / benefit-755.8-35-45-64($205.10)-349.4Earnings / loss before income taxes-$229.9$3,159.7$3,903.0$4,198.6$4,317.5$5,780.0$1,068.7Net earnings / loss including noncontrolling interests2,250.18161,027932$760.403,534.721.83%Net earnings / loss attributab.
Scan the articles in the attached course text. Write a discussi.docxtodd331
Scan the articles in the attached course text. Write a discussion initial post on one of the articles. Choose the one that interests you most.
1.Provide a very brief overview of what you think are the key points (a literature review).
2.What about the policy area interests you?
3.What about the information systems involved in the article interested you?
4.How might this article’s research approach help you in your dissertation research project?
(NOTE: Please cut and paste the above-numbered list into your reply to help with organization.)
.
Scale Ratio Variable Histograms are useful for presenting qu.docxtodd331
Scale Ratio Variable
Histograms are useful for presenting quantitative data such as the example variable ADULT_CT which describes the number of individuals per household. The variable measurement is scale ratio and as it depicts a number, a histogram is able to reflect the number of individuals belonging to each variable value or interval of values (Mishra, Pandey, Singh & Gupta, 2018).). Histograms divide the variable into equal intervals as shown below in individuals reported per home. The graph indicates nearly 3,000 reporting and displays the individual numbers per interval. The bar levels of the graph make it is easy to discern the average number reporting as 2 per household.
Nominal Variable
As nominal variables depict qualitative data such as in the variable Q87 which describes the level of trust individuals felt towards others, a pie graph would be beneficial to use as it easily displays each group or individual share in the total being examined (Mishra, Pandey, Singh & Gupta, 2018). For example, the pie graph here which shows what percentage of trust was and wasn’t felt toward others. Graphs like these are appropriate for showing a variable that cannot be ordered or numerical in value such as feelings of trust (Frankfort-Nachmias, Leon-Guerrero & Davis, 2020).
References
Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.
Mishra, P., Pandey, C. M., Singh, U., & Gupta, A. (2018). Scales of measurement and presentation of statistical data.
Annals of cardiac anesthesia
,
21
(4), 419.
Wagner, III, W.E. (2020).
Using IBM® SPSS® statistics for research methods and social science statistics
(7th ed.). Thousand Oaks, CA: Sage Publications.
Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
.
Scan 12Scan 13Scan 14Scan 15Scan 16Scan 17Scan 18Scan 19
HIST 308
Sofia Clark
Spring 2020
Research Paper
Sample Outline:
1) Introduction
2) Story of capture
3) Background on British antislavery
4) Background on Royal Navy
5) Background on this specific Royal Navy vessel
6) Story of what treaty was used to condemn the slave ship
7) Background on treaty
8) Background on British relations with treaty country
9) Background on slave trade in this particular region
10) Story of what happens to the captives removed from this particular slave ship
11) Background on the general treatment of liberated Africans
12) Explanation of how the story of your ship exemplifies the broader history of slavery and anti-slavery
Bibliography
1) The slave trade in general (i.e., either the Transatlantic slave trade or Indian Ocean slave trade depending on your ship)
Article (JSTOR): Alkalimat, Abdul. "Slave Trade." In The African American Experience in Cyberspace: A Resource Guide to the Best Web Sites on Black Culture and History, 34-42. LONDON; STERLING, VIRGINIA: Pluto Press, 2004. Accessed May 30, 2020. doi:10.2307/j.ctt183q64x.8.
Article (JSTOR): JUNKER, CARSTEN. "Containing Bodies—Enscandalizing Enslavement: Stasis and Movement at the Juncture of Slave-Ship Images and Texts." In Migrating the Black Body: The African Diaspora and Visual Culture, edited by RAIFORD LEIGH and RAPHAEL-HERNANDEZ HEIKE, 13-29. Seattle; London: University of Washington Press, 2017. Accessed May 30, 2020. www.jstor.org/stable/j.ctvcwnj4v.5.
2) The slave trade in the specific area of Africa in which your ship embarked enslaved African captives (e.g., Bight of Benin, Senegambia, Angola).
Book (JSTOR): Strickrodt, Silke. "The Atlantic Connection: Little Popo & the Rise of Afro-European Trade on the Western Slave Coast, C. 1600 to 1702." In Afro-European Trade in the Atlantic World: The Western Slave Coast, C. 1550- C. 1885, 65-101. Woodbridge, Suffolk; Rochester, NY: Boydell & Brewer, 2015. Accessed May 30, 2020. doi:10.7722/j.ctt7zst5n.9.
Article (JSTOR): Graham, James D. "The Slave Trade, Depopulation and Human Sacrifice in Benin History: The General Approach." Cahiers D'Études Africaines 5, no. 18 (1965): 317-34. Accessed May 30, 2020. www.jstor.org/stable/4390897.
3) Slavery in the region to which your ship was heading (e.g., Cuba, Bahia, Pernambuco).
Book (One Search): Schneider, Elena Andrea. The Occupation of Havana: War, Trade, and Slavery in the Atlantic World. North Carolina Scholarship Online. Williamsburg, Virginia : Chapel Hill: Omohundro Institute of Early American History and Culture ; University of North Carolina Press, 2018.
Article (Project Muse): Garrigus, John. "Cuba, Haiti, and the Age of Atlantic Revolution." Reviews in American History 44, no. 1 (2016): 52-57. doi:10.1353/rah.2016.0012.
4) British antislavery policy toward the country your ship was from (e.g., Portugal, Spain, USA)
Book- page 14(Academic Search Premiere- also works for #.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Samples of Student EthnographiesFrom previous terms.docx
1. Samples of Student Ethnographies
From previous terms
Option #1: PartiCipant Observation
Participant-observation at the Italian Market;
Then and Now: Adaptations of a Baptist Church;
Signs of Change in Chinatown;
Train Ethnography on the Norristown Local;
Ethnography of a Military Ball;
Anthropological Perspectives on a Tailgating Party;
Exploring the Subcultural Worlds of Tango and Salsa;
Ethnography of a Sweat Lodge Ceremony;
Participant-Observation of a “Sweet Sixteen Party”;
Participant-Observation at the Philadelphia Arts Tattoo
Convention;
Things to think about
Which essays have we/ will we have read that detail accounts of
participant observation…look to them as “models” in writing,
style, citation;
Think of your interests….
Say you have an interest in Immigration…where could you go to
do Participant Observation?
2. Where is a “site” that you can do “fieldwork”?
Welcome Center for New Pennsylvanians
Nationality Services Center
Churches, temples, mosques that welcome “newcomers” into a
Philadelphia neighborhood
Option #2: Intercultural Interview
Losing or Gaining Religion? Interviews with Freshmen on their
College “Rites of Passage”;
Bi-racial Marriage in a 21st Century;
Three Generational Interview of “Geek Culture” over Time.
Interview a roommate, friend, or (grandparent) of a friend who
came here from _______________.
OPTION #3:
Auto-ethnography
ABC - American Born Chinese: Challenges of Being Asian in
the U.S.
An Auto-ethnographic Account of a “Traditional” Vietnamese-
American Thanksgiving;
Constructing a Kinship Chart: Turkish-American Identity and
Family;
Coming to America: Auto-ethnography of a Sudanese Student in
Philadelphia;
My “Do-rag” Does Not Define Me;
Observations on the Cultural Significance of my Grand
Mother’s Passing: Irish and Italian Differences on Death and
Dying
Video Gamers: Explorations into a Contemporary Subculture.
3. Parkour as a Community of Practice
#4: Proposal for an independent project “investigating culture”
“Gran Torino” as a Vehicle for Discussing Neighborhood
Changes in Kensington
Changing Concepts of “Friendship” in an Era of Facebook
Cultural Money Matters: Examining Black and White
Investments in the Future
Exploring Different Orientations to Time in Moving Across
State Borders
Emerging leadership and healthcare
COLLAPSE
Top of Form
Healthcare is an industry much like an ecosystem whose matrix-
like qualities benefit from collaboration and innovative
mindsets. Traditional leadership assumptions come from
industrial manufacturing where the goal is maximizing
production and reducing variance. Such doctrines that employ
linear top-down thinking also promote organizational culture
unawareness and being unprepared for innovation and require
management, not leadership (Weberg, 2012 p. 269). Invariably
there will be an unforeseen situation that one must learn their
way out of. Thus far our studies have been on scenarios,
practices and formulas leadership with major focus on the
leader’s relationship with the follower. Shared leadership
focuses on practices of the social process rather than personal
4. characteristics of people at the top (Fletcher & Kaufer, 2003 p.
22-23). Complexity leadership theory is a framework for
studying emergent leadership as it relates to the bureaucracy
and is divided into three types: adaptive, enabling, and
administrative (Marion & Uhl-Bien 2008 p. 198).
Given that healthcare is as previously described, a matrix and
ecosystem emergent leadership is critical to address all the
challenges primarily because many of the issues will be
discovered and solved by subject matter experts who are the
people in the trenches so to speak. Even if members of the c-
suite came from within the organization there is no way they are
going to know the nuances of every department. Even medical
school has specialties and fellowships.
Fletcher, J. K., & Kaufer, K. (2003). C. L. Pearce, & J. A.
Conger, Shared leadership. Thousand Oaks, CA: Sage
Publications.
Marion, R., & Uhl-Bien, M. (2008). Complexity Leadership –
Part 1. Charlotte, NC: Information Age Publishing.
Weberg, D. (2012). Complexity Leadership:
A Healthcare Imperative. Nursing Forum, 47(4), 268-
277. doi:10.1111/j.1744-6198.2012.00276.x
Sample Responses
Dear Dudlly,
1. Thank you for your post. I agree with your comments in
regards to emergent leadership being necessary because it
allows the representation from the trenches. One of the things
that my organization does to open up such communications
channels is the opportunity to email the CEO/ Chairman directly
about a concern or an idea. I am not sure how often it is used
but it does show the interest of the administration in showing
openness.
How do you think an organization can embrace emergent
leadership?
5. 2. I have been an emergent leader via continuous improvement
projects and I have to say, emergent leadership is only an
effective approach if the ideas that result are well received by
management--otherwise it can be taken as a power struggle.
Part of why I wanted to take this course was to learn how to
influence upper management. In the past great ideas even with
quantitative evidence have not gotten me the resources I need to
drive change. My colleagues have been more than happy to
volunteer their time and energy however there's always a
component that requires them to clear the time with their
manager. I've encountered the most resistance when I'm
challenging long-established practices or systems or so-called-
fixes that ended up creating more problems. I've had much
success with taking charge on projects where management and
employees agree it's a universal problem.
Ashley
Leadership
seventh edition
To Laurel, Lisa, Madison, Scott, and Kallie
Leadership
Theory and practice • seventh edition
6. Peter g.Northouse
Western Michigan University
Acquisitions Editor: Maggie Stanley
Associate Editor: Abbie Rickard
Editorial Assistant: Nicole Mangona
Production Editor: Libby Larson
Copy Editor: Melinda Masson
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Sally Jaskold
Indexer: Sheila Bodell
Cover Designer: Gail Buschman
Marketing Manager: Liz Thornton
Digital Content Editor: Katie Bierach
All rights reserved. No part of this book may be reproduced
or utilized in any form or by any means, electronic or
mechanical, including photocopying, recording, or by any
information storage and retrieval system, without permission
in writing from the publisher.
Printed in the United States of America
7. Library of Congress Cataloging-in-Publication Data
Northouse, Peter Guy.
Leadershop : theory and practice/Peter Northouse,
Western Michigan University.—Seventh Edition.
pages cm
Includes bibliographical references and index.
ISBN 978-1-4833-1753-3 (pbk. : alk. paper)
1. Leadership. 2. Leadership—Case studies. I. Title.
HM1261.N67 2015
303.3′4—dc23 2014044695
This book is printed on acid-free paper.
15 16 17 18 19 10 9 8 7 6 5 4 3 2 1
FoR INFoRMATIoN:
SAGE Publications, Inc.
2455 Teller Road
Thousand oaks, California 91320
E-mail: [email protected]
SAGE Publications Ltd.
1 oliver’s Yard
8. 55 City Road
London EC1Y 1SP
United Kingdom
SAGE Publications India Pvt. Ltd.
B 1/I 1 Mohan Cooperative Industrial Area
Mathura Road, New Delhi 110 044
India
SAGE Publications Asia-Pacific Pte. Ltd.
3 Church Street
#10-04 Samsung Hub
Singapore 049483
Brief Contents
Preface xvii
1. Introduction 1
2. Trait Approach 19
3. Skills Approach 43
4. Behavioral Approach 71
5. Situational Approach 93
6. Path–Goal Theory 115
7. Leader–Member Exchange Theory 137
9. 8. Transformational Leadership 161
9. Authentic Leadership 195
10. Servant Leadership 225
11. Adaptive Leadership 257
12. Psychodynamic Approach 295
13. Leadership Ethics 329
14. Team Leadership 363
15. Gender and Leadership 397
16. Culture and Leadership 427
Author Index 467
Subject index 477
About the Author 491
About the Contributors 493
Detailed Contents
Preface xvii
1. Introduction 1
Leadership Defined 2
Ways of Conceptualizing Leadership 5
Definition and Components 6
Leadership Described 7
Trait Versus Process Leadership 7
Assigned Versus Emergent Leadership 8
Leadership and Power 10
Leadership and Coercion 12
Leadership and Management 13
10. Plan of the Book 15
Summary 16
References 17
2. Trait Approach 19
Description 19
Intelligence 23
Self-Confidence 24
Determination 24
Integrity 25
Sociability 26
Five-Factor Personality Model and Leadership 26
Emotional Intelligence 27
How Does the Trait Approach Work? 29
Strengths 30
Criticisms 30
Application 32
Case Studies 32
Case 2.1 Choosing a New Director of Research 33
Case 2.2 A Remarkable Turnaround 34
Case 2.3 Recruiting for the Bank 36
Leadership Instrument 37
Leadership Trait Questionnaire (LTQ) 38
Summary 40
References 41
3. Skills Approach 43
Description 43
11. Three-Skill Approach 44
Technical Skill 44
Human Skill 44
Conceptual Skill 45
Summary of the Three-Skill Approach 46
Skills Model 47
Competencies 48
Individual Attributes 52
Leadership Outcomes 53
Career Experiences 54
Environmental Influences 55
Summary of the Skills Model 56
How Does the Skills Approach Work? 56
Strengths 57
Criticisms 58
Application 59
Case Studies 60
Case 3.1 A Strained Research Team 60
Case 3.2 A Shift for Lieutenant Colonel Adams 62
Case 3.3 Andy’s Recipe 64
Leadership Instrument 66
Skills Inventory 67
Summary 69
References 70
4. Behavioral Approach 71
Description 71
The Ohio State Studies 72
The University of Michigan Studies 73
12. Blake and Mouton’s Managerial (Leadership) Grid 74
Authority–Compliance (9,1) 75
Country-Club Management (1,9) 75
Impoverished Management (1,1) 75
Middle-of-the-Road Management (5,5) 76
Team Management (9,9) 77
Paternalism/Maternalism 77
Opportunism 77
How Does the Behavioral Approach Work? 78
Strengths 80
Criticisms 81
Application 81
Case Studies 82
Case 4.1 A Drill Sergeant at First 83
Case 4.2 Eating Lunch Standing Up 84
Case 4.3 We Are Family 85
Leadership Instrument 87
Leadership Behavior Questionnaire 88
Summary 90
References 91
5. Situational Approach 93
Description 93
Leadership Styles 94
Development Levels 96
13. How Does the Situational Approach Work? 97
Strengths 98
Criticisms 99
Application 102
Case Studies 103
Case 5.1 Marathon Runners at Different Levels 103
Case 5.2 Why Aren’t They Listening? 105
Case 5.3 Getting the Message Across 107
Leadership Instrument 108
Summary 112
References 113
6. Path–Goal Theory 115
Description 115
Leader Behaviors 117
Directive Leadership 117
Supportive Leadership 117
Participative Leadership 118
Achievement-Oriented Leadership 118
Follower Characteristics 118
Task Characteristics 119
How Does Path–Goal Theory Work? 120
Strengths 122
Criticisms 123
Application 124
Case Studies 125
14. Case 6.1 Three Shifts, Three Supervisors 126
Case 6.2 Direction for Some, Support for Others 128
Case 6.3 Playing in the Orchestra 129
Leadership Instrument 132
Path–Goal Leadership Questionnaire 133
Summary 135
References 136
7. Leader–Member Exchange Theory 137
Description 137
Early Studies 137
Later Studies 140
Leadership Making 142
How Does LMX Theory Work? 144
Strengths 145
Criticisms 146
Application 148
Case Studies 149
Case 7.1 His Team Gets the Best Assignments 150
Case 7.2 Working Hard at Being Fair 151
Case 7.3 Taking on Additional Responsibilities 152
Leadership Instrument 154
LMX 7 Questionnaire 155
Summary 157
References 158
8. Transformational Leadership 161
Description 161
15. Transformational Leadership Defined 162
Transformational Leadership and Charisma 164
A Model of Transformational Leadership 166
Transformational Leadership Factors 167
Transactional Leadership Factors 171
Nonleadership Factor 172
Other Transformational Perspectives 172
Bennis and Nanus 172
Kouzes and Posner 174
How Does the Transformational Approach Work? 175
Strengths 176
Criticisms 178
Application 180
Case Studies 181
Case 8.1 The Vision Failed 181
Case 8.2 An Exploration in Leadership 183
Case 8.3 Her Vision of a Model Research Center 185
Leadership Instrument 187
Summary 190
References 191
9. Authentic Leadership 195
Description 195
Authentic Leadership Defined 196
Approaches to Authentic Leadership 197
Practical Approach 197
Theoretical Approach 200
16. How Does Authentic Leadership Work? 205
Strengths 206
Criticisms 207
Applications 208
Case Studies 209
Case 9.1 Am I Really a Leader? 210
Case 9.2 A Leader Under Fire 212
Case 9.3 The Reluctant First Lady 214
Leadership Instrument 217
Authentic Leadership Self-Assessment Questionnaire 218
Summary 220
References 221
10. Servant Leadership 225
Description 225
Servant Leadership Defined 226
Historical Basis of Servant Leadership 226
Ten Characteristics of a Servant Leader 227
Building a Theory About Servant Leadership 229
Model of Servant Leadership 231
Antecedent Conditions 231
Servant Leader Behaviors 233
Outcomes 236
Summary of the Model of Servant Leadership 238
How Does Servant Leadership Work? 238
Strengths 239
17. Criticisms 240
Application 241
Case Studies 242
Case 10.1 Everyone Loves Mrs. Noble 243
Case 10.2 Doctor to the Poor 244
Case 10.3 Servant Leadership Takes Flight 247
Leadership Instrument 249
Servant Leadership Questionnaire 250
Summary 253
References 254
11. Adaptive Leadership 257
Description 257
Adaptive Leadership Defined 258
A Model of Adaptive Leadership 260
Situational Challenges 261
Leader Behaviors 263
Adaptive Work 273
How Does Adaptive Leadership Work? 274
Strengths 275
Criticisms 276
Application 277
Case Studies 279
Case 11.1 Silence, Stigma, and
Mental Illness 279
Case 11.2 Taming Bacchus 281
Case 11.3 Redskins No More 283
18. Leadership Instrument 286
Adaptive Leadership Questionnaire 287
Summary 292
References 293
12. Psychodynamic Approach 295
Manfred F. R. Kets de Vries and Alicia Cheak
Description 295
The Clinical Paradigm 296
History of the Psychodynamic Approach 297
Key Concepts and Dynamics Within the
Psychodynamic Approach 301
1. Focus on the Inner Theatre 301
2. Focus on the Leader-Follower
Relationships 302
3. Focus on the Shadow Side of Leadership 305
How Does the Psychodynamic Approach Work? 305
Strengths 306
Criticisms 307
Application 308
Group Coaching 309
Case Studies 313
Case 12.1 Dealing With Passive-Aggressives 313
Case 12.2 The Fear of Success 314
Case 12.3 Helping a Bipolar Leader 315
Leadership Instrument 317
19. The Leadership Archetype
Questionnaire (Abridged Version) 318
Summary 324
References 324
13. Leadership Ethics 329
Description 329
Ethics Defined 330
Level 1. Preconventional Morality 331
Level 2. Conventional Morality 332
Level 3. Postconventional Morality 332
Ethical Theories 333
Centrality of Ethics to Leadership 336
Heifetz’s Perspective on Ethical Leadership 337
Burns’s Perspective on Ethical Leadership 338
The Dark Side of Leadership 339
Principles of Ethical Leadership 341
Ethical Leaders Respect Others 341
Ethical Leaders Serve Others 342
Ethical Leaders Are Just 344
Ethical Leaders Are Honest 345
Ethical Leaders Build Community 346
Strengths 347
Criticisms 348
Application 349
Case Studies 349
Case 13.1 Choosing a Research Assistant 350
Case 13.2 How Safe Is Safe? 351
Case 13.3 Reexamining a Proposal 352
20. Leadership Instrument 355
Perceived Leader Integrity Scale (PLIS) 356
Summary 359
References 360
14. Team Leadership 363
Susan E. Kogler Hill
Description 363
Team Leadership Model 366
Team Effectiveness 367
Leadership Decisions 372
Leadership Actions 377
How Does the Team Leadership Model Work? 381
Strengths 382
Criticisms 383
Application 384
Case Studies 385
Case 14.1 Can This Virtual Team Work? 385
Case 14.2 They Dominated the Conversation 386
Case 14.3 Starts With a Bang, Ends With a Whimper 387
Leadership Instrument 389
Team Excellence and Collaborative
Team Leader Questionnaire 391
Summary 393
References 393
15. Gender and Leadership 397
Crystal L. Hoyt and Stefanie Simon
21. Description 397
The Glass Ceiling Turned Labyrinth 398
Evidence of the Leadership Labyrinth 398
Understanding the Labyrinth 399
Gender Differences in Leadership Styles
and Effectiveness 401
Navigating the Labyrinth 406
Strengths 409
Criticisms 410
Application 411
Case Studies 411
Case 15.1 The “Glass Ceiling” 412
Case 15.2 Lack of Inclusion and Credibility 413
Case 15.3 Pregnancy as a Barrier to Job Status 414
Leadership Instrument 415
The Gender–Leader Implicit Association Test 416
Summary 419
References 420
16. Culture and Leadership 427
Description 427
Culture Defined 428
Related Concepts 428
Ethnocentrism 428
Prejudice 429
22. Dimensions of Culture 430
Uncertainty Avoidance 431
Power Distance 432
Institutional Collectivism 432
In-Group Collectivism 432
Gender Egalitarianism 433
Assertiveness 433
Future Orientation 433
Performance Orientation 434
Humane Orientation 434
Clusters of World Cultures 434
Characteristics of Clusters 436
Anglo 437
Confucian Asia 437
Eastern Europe 437
Germanic Europe 437
Latin America 438
Latin Europe 438
Middle East 438
Nordic Europe 439
Southern Asia 439
Sub-Saharan Africa 439
Leadership Behavior and Culture Clusters 439
Eastern Europe Leadership Profile 441
Latin America Leadership Profile 441
Latin Europe Leadership Profile 441
Confucian Asia Leadership Profile 443
Nordic Europe Leadership Profile 443
Anglo Leadership Profile 444
Sub-Saharan Africa Leadership Profile 445
Southern Asia Leadership Profile 445
Germanic Europe Leadership Profile 446
Middle East Leadership Profile 446
23. Universally Desirable and Undesirable
Leadership Attributes 448
Strengths 449
Criticisms 450
Application 451
Case Studies 452
Case 16.1 A Challenging Workplace 452
Case 16.2 A Special Kind of Financing 454
Case 16.3 Whose Hispanic Center Is It? 456
Leadership Instrument 458
Dimensions of Culture Questionnaire 459
Summary 464
References 465
Author Index 467
Subject index 477
About the Author 491
About the Contributors 493
xvii
Preface
This seventh edition of Leadership: Theory and Practice is
written with the
24. objective of bridging the gap between the often-simplistic
popular approaches
to leadership and the more abstract theoretical approaches. Like
the previous
editions, this edition reviews and analyzes a selected number of
leadership
theories, giving special attention to how each theoretical
approach can be
applied in real-world organizations. In essence, my purpose is
to explore how
leadership theory can inform and direct the way leadership is
practiced.
NEW TO THIS EDITION
New to this volume is a chapter on adaptive leadership, which
examines the
nature of adaptive leadership, its underpinnings, and how it
works. The
chapter presents a definition, a model, and the latest research
and applica-
tions of this emerging approach to leadership. In addition, the
strengths and
weaknesses of the adaptive leadership approach are examined,
and a ques-
tionnaire to help readers assess their own levels of adaptive
leadership is
provided. Three case studies illustrating adaptive leadership are
presented at
the end of the chapter.
This volume also presents an entirely new chapter on
psychodynamic leader-
ship written by a leading expert in the field, Manfred F. R. Kets
De Vries,
and Alicia Cheak. Like the other chapters, this chapter provides
25. a theoreti-
cal explanation of psychodynamic leadership, applications,
cases studies, and
an assessment instrument.
This edition also includes an expanded discussion of the dark
side of leader-
ship and psuedotransformational leadership and the negative
uses and
abuses of leadership. New research has been added throughout
the book as
xvIII Leadership Theory and pracTice
well as many new case studies and examples that help students
apply leader-
ship concepts to contemporary settings.
This edition retains many special features from previous
editions but has
been updated to include new research findings, figures and
tables, and every-
day applications for many leadership topics including leader–
member
exchange theory, transformational and authentic leadership,
team leadership,
the labyrinth of women’s leadership, and historical definitions
of leadership.
The format of this edition parallels the format used in earlier
editions. As
with previous editions, the overall goal of Leadership: Theory
and Practice is
to advance our understanding of the many different approaches
to leadership
26. and ways to practice it more effectively.
SPEcIal FEaTurES
Although this text presents and analyzes a wide range of
leadership
research, every attempt has been made to present the material in
a clear,
concise, and interesting manner. Reviewers of the book have
consistently
commented that clarity is one of its major strengths. In addition
to the
writing style, several other features of the book help make it
user-friendly.
• Each chapter follows the same format: It is structured to
include first
theory and then practice.
• Every chapter contains a discussion of the strengths and
criticisms of
the approach under consideration, and assists the reader in
determin-
ing the relative merits of each approach.
• Each chapter includes an application section that discusses the
prac-
tical aspects of the approach and how it could be used in
today’s
organizational settings.
• Three case studies are provided in each chapter to illustrate
common
leadership issues and dilemmas. Thought-provoking questions
follow
each case study, helping readers to interpret the case.
27. • A questionnaire is provided in each of the chapters to help the
reader
apply the approach to his or her own leadership style or setting.
• Figures and tables illustrate the content of the theory and
make the
ideas more meaningful.
Through these special features, every effort has been made to
make this text
substantive, understandable, and practical.
preface xix
auDIENcE
This book provides both an in-depth presentation of leadership
theory and
a discussion of how it applies to real-life situations. Thus, it is
intended for
undergraduate and graduate classes in management, leadership
studies,
business, educational leadership, public administration, nursing
and allied
health, social work, criminal justice, industrial and
organizational psychol-
ogy, communication, religion, agricultural education, political
and military
science, and training and development. It is particularly well
suited as a
supplementary text for core organizational behavior courses or
as an over-
view text within MBA curricula. This book would also be useful
28. as a text in
student activities, continuing education, in-service training, and
other
leadership-development programs.
Instructor Teaching Site
SAGE edge for Instructors, a password-protected instructor
resource site,
supports teaching by making it easy to integrate quality content
and create
a rich learning environment for students. The test banks, which
have been
expanded for this edition, include multiple-choice and true/false
questions
to test comprehension, as well as essay questions that ask
students to apply
the material. An electronic test bank, compatible with PCs and
Macs
through Diploma software, is also available. Chapter-specific
resources
include PowerPoint slides, study and discussion questions,
suggested exer-
cises, full-text journal articles, and video and audio links.
General resources
include course-long projects, sample syllabi, film resources, and
case notes.
Printable PDF versions of the questionnaires from the text are
included for
instructors to print and distribute for classroom use. A course
cartridge
includes assets found on the Instructor Teaching Site and the
Student Study
Site, as well as a bonus quiz for each chapter in the book—all in
an easy-to-
upload package. Go to edge.sagepub.com/northouse7e to access
29. the com-
panion site.
Student Study Site
SAGE edge for Students provides a personalized approach to
help students
accomplish their coursework goals in an easy-to-use learning
environment.
Mobile-friendly eFlashcards and practice quizzes strengthen
understanding
of key terms and concepts and allow for independent assessment
by students
of their mastery of course material. A customized online action
plan includes
xx Leadership Theory and pracTice
tips and feedback on progress through the course and materials,
which
allows students to individualize their learning experience.
Learning objec-
tives, multimedia links, discussion questions, and SAGE journal
articles help
students study and reinforce the most important material.
Students can go
to edge.sagepub.com/northouse7e to access the site.
Media Icons
Icons appearing at the bottom of the page will direct you to
online media
such as videos, audio links, journal articles, and reference
articles that cor-
30. respond with key chapter concepts. Visit the Student Study Site
at edge.
sagepub.com/northouse7e to access this media.
IcONS
northouse on Leadership
reference article
Video
audio
saGe Journal article
xxi
acknowledgments
Many people directly or indirectly contributed to the
development of the
seventh edition of Leadership: Theory and Practice. First, I
would like to
acknowledge my editor, Maggie Stanley, and her talented team
at SAGE
Publications (Nicole, Abbie, MaryAnn, Liz, Katie, and Lauren)
who have
contributed significantly to the quality of this edition and
ensured its suc-
cess. For their very capable work during the production phase, I
would like
to thank copy editor Melinda Masson, and senior project editor
Libby Lar-
31. son. In her own unique way, each of these people made valuable
contribu-
tions to the seventh edition.
For comprehensive reviews of the seventh edition, I would like
to thank the
following reviewers:
Meera Alagaraja, University of Louisville
Mel Albin, Excelsior College
Thomas Batsching, Reutlingen University
Cheryl Beeler, Angelo State University
Mark D. Bowman, Methodist University
Dianne Burns, University of Manchester
Eric Buschlen, Central Michigan University
Steven Bryant, Drury University
Daniel Calhoun, Georgia Southern University
David Conrad, Augsburg College
Joyce Cousins, Royal College of Surgeons in Ireland
xxII Leadership Theory and pracTice
Denise Danna, LSUHSC School of Nursing
32. S. Todd Deal, Georgia Southern University
Caroline S. Fulmer, University of Alabama
Greig A. Gjerdalen, Capilano University
Andrew Gonzales, University of California, Irvine
Carl Holschen, Missouri Baptist University
Kiran Ismail, St. John’s University
Irma Jones, University of Texas at Brownsville
Michele D. Kegley, University of Cincinnati, Blue Ash College
David Lees, University of Derby
David S. McClain, University of Hawaii at Manoa
Carol McMillan, New School University
Richard Milter, Johns Hopkins University
Christopher Neck, Arizona State University–Tempe
Keeok Park, University of La Verne
Richard Parkman, University of Plymouth
Chaminda S. Prelis, University of Dubuque
Casey Rae, George Fox University
Noel Ronan, Waterford Institute of Technology
33. Louis Rubino, California State University, Northridge
Shadia Sachedina, Baruch College (School of Public Affairs)
Harriet L. Schwartz, Carlow University
Kelli K. Smith, University of Nebraska-Lincoln
David Swenson, The College of St. Scholastica
Danny L. Talbot, Washington State University
Robert L. Taylor, University of Louisville
Precious Taylor-Clifton, Cambridge College
John Tummons, University of Missouri
acknowledgments xxiii
Kristi Tyran, Western Washington University
Tamara Von George, Granite State College
Natalie Walker, Seminole State College
William Welch, Bowie State University
David E. Williams, Texas Tech University
Tony Wohlers, Cameron University
Sharon A. Wulf, Worcester Polytechnic Institute School of
Business
34. Alec Zama, Grand View University
Xia Zhao, California State University, Dominguez Hills
I would like to thank, for their exceptional work on the
leadership profile
tool and the ancillaries, Isolde Anderson (Hope College), John
Baker
(Western Kentucky University), Renee Kosiarek (North Central
College)
and Lisa Burgoon (University of Illinois), and for his feedback
in the con-
struction and scoring of the adaptive leadership questionnaire,
Paul Yelsma
(Western Michigan University).
A special acknowledgment goes to Laurel Northouse for her
insightful
critiques and ongoing support. In addition, I am grateful to
Marie Lee, for
her exceptional editing and guidance throughout this project.
For their
reviews of and comments on the adaptive leadership chapter, I
am indebted
to Sarah Chace (Marian University), Carl Larson (University of
Denver),
and Chip Bailey (Duke University).
Finally, I would like to thank the many undergraduate and
graduate students
whom I have taught through the years. Their ongoing feedback
has helped
clarify my thinking about leadership and encouraged me to
make plain the
practical implications of leadership theories.
35. SAGE was founded in 1965 by Sara Miller McCune to
support the dissemination of usable knowledge by publishing
innovative and high-quality research and teaching content.
Today, we publish more than 750 journals, including those
of more than 300 learned societies, more than 800 new
books per year, and a growing range of library products
including archives, data, case studies, reports, conference
highlights, and video. SAGE remains majority-owned by our
founder, and after Sara’s lifetime will become owned by a
charitable trust that secures our continued independence.
Los Angeles | London | Washington DC | New Delhi | Singapore
| Boston
1
Introduction
Leadership is a highly sought-after and highly valued
commodity. In the 15 years since the first edition of this book
was published, the public
has become increasingly captivated by the idea of leadership.
People con-
tinue to ask themselves and others what makes good leaders. As
individuals,
they seek more information on how to become effective leaders.
As a result,
bookstore shelves are filled with popular books about leaders
and advice on
how to be a leader. Many people believe that leadership is a
way to improve
their personal, social, and professional lives. Corporations seek
36. those with
leadership ability because they believe they bring special assets
to their
organizations and, ultimately, improve the bottom line.
Academic institu-
tions throughout the country have responded by providing
programs in
leadership studies.
In addition, leadership has gained the attention of researchers
worldwide. A
review of the scholarly studies on leadership shows that there is
a wide variety
of different theoretical approaches to explain the complexities
of the leader-
ship process (e.g., Bass, 1990; Bryman, 1992; Bryman,
Collinson, Grint, Jack-
son, & Uhl-Bien, 2011; Day & Antonakis, 2012; Gardner, 1990;
Hickman,
2009; Mumford, 2006; Rost, 1991). Some researchers
conceptualize leader-
ship as a trait or as a behavior, whereas others view leadership
from an infor-
mation-processing perspective or relational standpoint.
Leadership has been
studied using both qualitative and quantitative methods in many
contexts,
including small groups, therapeutic groups, and large
organizations. Collec-
tively, the research findings on leadership from all of these
areas provide a
picture of a process that is far more sophisticated and complex
than the often-
simplistic view presented in some of the popular books on
leadership.
37. This book treats leadership as a complex process having
multiple dimensions.
Based on the research literature, this text provides an in-depth
description
Leadership Defined Role of Leadership
2 LeaDeRship TheoRy anD pRacTice
and application of many different approaches to leadership. Our
emphasis is
on how theory can inform the practice of leadership. In this
book, we describe
each theory and then explain how the theory can be used in real
situations.
LeadershIp defIned _____________________________
There are many ways to finish the sentence “Leadership is . . .”
In fact, as
Stogdill (1974, p. 7) pointed out in a review of leadership
research, there are
almost as many different definitions of leadership as there are
people who
have tried to define it. It is much like the words democracy,
love, and peace.
Although each of us intuitively knows what we mean by such
words, the
words can have different meanings for different people. As Box
1.1 shows,
scholars and practitioners have attempted to define leadership
for more
than a century without universal consensus.
38. Box 1.1 The Evolution of Leadership
Definitions
While many have a gut-level grasp of what leadership is,
putting a
definition to the term has proved to be a challenging endeavor
for
scholars and practitioners alike. More than a century has lapsed
since
leadership became a topic of academic introspection, and
definitions
have evolved continuously during that period. These definitions
have
been influenced by many factors from world affairs and politics
to the
perspectives of the discipline in which the topic is being
studied. in a
seminal work, Rost (1991) analyzed materials written from 1900
to
1990, finding more than 200 different definitions for leadership.
his
analysis provides a succinct history of how leadership has been
defined through the last century:
1900–1929
Definitions of leadership appearing in the first three decades of
the
20th century emphasized control and centralization of power
with a
common theme of domination. For example, at a conference on
lead-
ership in 1927, leadership was defined as “the ability to impress
the
will of the leader on those led and induce obedience, respect,
loyalty,
39. and cooperation” (Moore, 1927, p. 124).
Defining Leadership
chapter 1 introduction 3
1930s
Traits became the focus of defining leadership, with an
emerging view
of leadership as influence rather than domination. Leadership
was
also identified as the interaction of an individual’s specific
personality
traits with those of a group; it was noted that while the attitudes
and
activities of the many may be changed by the one, the many
may also
influence a leader.
1940s
The group approach came into the forefront with leadership
being
defined as the behavior of an individual while involved in
directing
group activities (hemphill, 1949). at the same time, leadership
by
persuasion was distinguished from “drivership” or leadership by
coer-
cion (copeland, 1942).
1950s
40. Three themes dominated leadership definitions during this
decade:
• continuance of group theory, which framed leadership as what
leaders do in groups;
• leadership as a relationship that develops shared goals, which
defined leadership based on behavior of the leader; and
• effectiveness, in which leadership was defined by the ability
to
influence overall group effectiveness.
1960s
although a tumultuous time for world affairs, the 1960s saw
harmony
amongst leadership scholars. The prevailing definition of
leadership
as behavior that influences people toward shared goals was
under-
scored by seeman (1960) who described leadership as “acts by
persons
which influence other persons in a shared direction” (p. 53).
1970s
The group focus gave way to the organizational behavior
approach,
where leadership became viewed as “initiating and maintaining
groups
or organizations to accomplish group or organizational goals”
(Rost,
1991, p. 59). Burns’s (1978) definition, however, was the most
important
concept of leadership to emerge: “Leadership is the reciprocal
41. process
(Continued)
Leadership in nursing
4 LeaDeRship TheoRy anD pRacTice
of mobilizing by persons with certain motives and values,
various eco-
nomic, political, and other resources, in a context of
competition and
conflict, in order to realize goals independently or mutually
held by
both leaders and followers” (p. 425).
1980s
This decade exploded with scholarly and popular works on the
nature
of leadership, bringing the topic to the apex of the academic and
public consciousnesses. as a result, the number of definitions
for lead-
ership became a prolific stew with several persevering themes:
• do as the leader wishes. Leadership definitions still predomi-
nantly delivered the message that leadership is getting followers
to do what the leader wants done.
• Influence. probably the most often used word in leadership
definitions of the 1980s, influence was examined from every
angle. in an effort to distinguish leadership from manage-
ment, however, scholars insisted that leadership is noncoercive
influence.
42. • Traits. spurred by the national best seller In Search of
Excellence
(peters & Waterman, 1982), the leadership-as-excellence move-
ment brought leader traits back to the spotlight. as a result,
many people’s understanding of leadership is based on a trait
orientation.
• Transformation. Burns (1978) is credited for initiating a
move-
ment defining leadership as a transformational process, stating
that leadership occurs “when one or more persons engage with
others in such a way that leaders and followers raise one
another
to higher levels of motivation and morality” (p. 83).
Into the 21st Century
Debate continues as to whether leadership and management are
separate processes, but emerging research emphasizes the
process of
leadership, whereby an individual influences a group of
individuals to
achieve a common goal, rather than developing new ways of
defining
leadership. among these emerging leadership approaches are
• authentic leadership, in which the authenticity of leaders and
their leadership is emphasized;
• spiritual leadership, which focuses on leadership that utilizes
values and sense of calling and membership to motivate
followers;
(continued)
43. The Future of Leadership Working across Generations
chapter 1 introduction 5
• servant leadership, which puts the leader in the role of
servant,
who utilizes “caring principles” to focus on followers’ needs to
help these followers become more autonomous, knowledge-
able, and like servants themselves; and
• adaptive leadership, in which leaders encourage followers to
adapt by confronting and solving problems, challenges, and
changes.
after decades of dissonance, leadership scholars agree on one
thing: They can’t come up with a common definition for
leadership.
Because of such factors as growing global influences and
generational
differences, leadership will continue to have different meanings
for
different people. The bottom line is that leadership is a complex
con-
cept for which a determined definition may long be in flux.
souRce: adapted from Leadership for the Twenty-First Century,
by J. c. Rost, 1991,
new york: praeger.
Ways of Conceptualizing Leadership
In the past 60 years, as many as 65 different classification
systems have been
developed to define the dimensions of leadership (Fleishman et
44. al., 1991).
One such classification system, directly related to our
discussion, is the
scheme proposed by Bass (1990, pp. 11–20). He suggested that
some defini-
tions view leadership as the focus of group processes. From this
perspective, the
leader is at the center of group change and activity and
embodies the will of
the group. Another set of definitions conceptualizes leadership
from a per-
sonality perspective, which suggests that leadership is a
combination of special
traits or characteristics that some individuals possess. These
traits enable
those individuals to induce others to accomplish tasks. Other
approaches to
leadership define it as an act or a behavior—the things leaders
do to bring
about change in a group.
In addition, some define leadership in terms of the power
relationship that
exists between leaders and followers. From this viewpoint,
leaders have
power that they wield to effect change in others. Others view
leadership as
a transformational process that moves followers to accomplish
more than is
usually expected of them. Finally, some scholars address
leadership from a
skills perspective. This viewpoint stresses the capabilities
(knowledge and
skills) that make effective leadership possible.
perspectives of Leadership
45. 6 LeaDeRship TheoRy anD pRacTice
Definition and Components
Despite the multitude of ways in which leadership has been
conceptualized,
the following components can be identified as central to the
phenomenon:
(a) Leadership is a process, (b) leadership involves influence,
(c) leadership
occurs in groups, and (d) leadership involves common goals.
Based on these
components, the following definition of leadership is used in
this text:
Leadership is a process whereby an individual influences a
group of
individuals to achieve a common goal.
Defining leadership as a process means that it is not a trait or
characteristic
that resides in the leader, but rather a transactional event that
occurs
between the leader and the followers. Process implies that a
leader affects
and is affected by followers. It emphasizes that leadership is not
a linear,
one-way event, but rather an interactive event. When leadership
is defined
in this manner, it becomes available to everyone. It is not
restricted to the
formally designated leader in a group.
46. Leadership involves influence. It is concerned with how the
leader affects
followers. Influence is the sine qua non of leadership. Without
influence,
leadership does not exist.
Leadership occurs in groups. Groups are the context in which
leadership
takes place. Leadership involves influencing a group of
individuals who have
a common purpose. This can be a small task group, a
community group, or
a large group encompassing an entire organization. Leadership
is about one
individual influencing a group of others to accomplish common
goals. Oth-
ers (a group) are required for leadership to occur. Leadership
training pro-
grams that teach people to lead themselves are not considered a
part of
leadership within the definition that is set forth in this
discussion.
Leadership includes attention to common goals. Leaders direct
their energies
toward individuals who are trying to achieve something
together. By common,
we mean that the leaders and followers have a mutual purpose.
Attention to
common goals gives leadership an ethical overtone because it
stresses the
need for leaders to work with followers to achieve selected
goals. Stressing
mutuality lessens the possibility that leaders might act toward
followers in
ways that are forced or unethical. It also increases the
47. possibility that leaders
and followers will work together toward a common good (Rost,
1991).
The ethical Dimension of Leadership effective Leadership
chapter 1 introduction 7
Throughout this text, the people who engage in leadership will
be called
leaders, and those toward whom leadership is directed will be
called followers.
Both leaders and followers are involved together in the
leadership process.
Leaders need followers, and followers need leaders (Burns,
1978; Heller &
Van Til, 1983; Hollander, 1992; Jago, 1982). Although leaders
and followers
are closely linked, it is the leader who often initiates the
relationship, creates
the communication linkages, and carries the burden for
maintaining the
relationship.
In our discussion of leaders and followers, attention will be
directed toward
follower issues as well as leader issues. Leaders have an ethical
responsibility
to attend to the needs and concerns of followers. As Burns
(1978) pointed
out, discussions of leadership sometimes are viewed as elitist
because of the
implied power and importance often ascribed to leaders in the
leader-
48. follower relationship. Leaders are not above or better than
followers. Leaders
and followers must be understood in relation to each other
(Hollander,
1992) and collectively (Burns, 1978). They are in the leadership
relationship
together—and are two sides of the same coin (Rost, 1991).
LeadershIp desCrIbed ___________________________
In addition to definitional issues, it is important to discuss
several other
questions pertaining to the nature of leadership. In the
following section,
we will address questions such as how leadership as a trait
differs from
leadership as a process; how appointed leadership differs from
emergent
leadership; and how the concepts of power, coercion, and
management dif-
fer from leadership.
Trait Versus Process Leadership
We have all heard statements such as “He is born to be a leader”
or “She is a
natural leader.” These statements are commonly expressed by
people who
take a trait perspective toward leadership. The trait perspective
suggests that
certain individuals have special innate or inborn characteristics
or qualities
that make them leaders, and that it is these qualities that
differentiate them
from nonleaders. Some of the personal qualities used to identify
leaders
49. include unique physical factors (e.g., height), personality
features (e.g., extra-
version), and other characteristics (e.g., intelligence and
fluency; Bryman,
1992). In Chapter 2, we will discuss a large body of research
that has exam-
ined these personal qualities.
Development of Leadership Followership
8 LeaDeRship TheoRy anD pRacTice
To describe leadership as a trait is quite different from
describing it as a
process (Figure 1.1). The trait viewpoint conceptualizes
leadership as a prop-
erty or set of properties possessed in varying degrees by
different people
( Jago, 1982). This suggests that it resides in select people and
restricts lead-
ership to those who are believed to have special, usually inborn,
talents.
The process viewpoint suggests that leadership is a phenomenon
that resides
in the context of the interactions between leaders and followers
and makes
leadership available to everyone. As a process, leadership can
be observed in
leader behaviors ( Jago, 1982), and can be learned. The process
definition of
leadership is consistent with the definition of leadership that we
have set
forth in this chapter.
50. Assigned Versus Emergent Leadership
Some people are leaders because of their formal position in an
organization,
whereas others are leaders because of the way other group
members respond
to them. These two common forms of leadership are called
assigned leader-
ship and emergent leadership. Leadership that is based on
occupying a posi-
tion in an organization is assigned leadership. Team leaders,
plant managers,
department heads, directors, and administrators are all examples
of assigned
leadership.
Yet the person assigned to a leadership position does not always
become the
real leader in a particular setting. When others perceive an
individual as the
most influential member of a group or an organization,
regardless of the
individual’s title, the person is exhibiting emergent leadership.
The individual
acquires emergent leadership through other people in the
organization who
support and accept that individual’s behavior. This type of
leadership is not
assigned by position; rather, it emerges over a period through
communication.
Some of the positive communication behaviors that account for
successful
leader emergence include being verbally involved, being
informed, seeking others’
opinions, initiating new ideas, and being firm but not rigid
51. (Fisher, 1974).
In addition to communication behaviors, researchers have found
that per-
sonality plays a role in leadership emergence. For example,
Smith and Foti
(1998) found that certain personality traits were related to
leadership emer-
gence in a sample of 160 male college students. The individuals
who were
more dominant, more intelligent, and more confident about their
own per-
formance (general self-efficacy) were more likely to be
identified as leaders
by other members of their task group. Although it is uncertain
whether these
findings apply to women as well, Smith and Foti suggested that
these three
traits could be used to identify individuals perceived to be
emergent leaders.
Leadership: skill or process?
chapter 1 introduction 9
Leadership emergence may also be affected by gender-biased
perceptions.
In a study of 40 mixed-sex college groups, Watson and Hoffman
(2004)
found that women who were urged to persuade their task groups
to adopt
high-quality decisions succeeded with the same frequency as
men with iden-
tical instructions. Although women were equally influential
52. leaders in their
groups, they were rated significantly lower than comparable
men were on
leadership. Furthermore, these influential women were also
rated as signifi-
cantly less likable than comparably influential men were. These
results sug-
gest that there continue to be barriers to women’s emergence as
leaders in
some settings.
A unique perspective on leadership emergence is provided by
social identity
theory (Hogg, 2001). From this perspective, leadership
emergence is the
degree to which a person fits with the identity of the group as a
whole. As
groups develop over time, a group prototype also develops.
Individuals
emerge as leaders in the group when they become most like the
group pro-
totype. Being similar to the prototype makes leaders attractive
to the group
and gives them influence with the group.
The leadership approaches we discuss in the subsequent
chapters of this
book apply equally to assigned leadership and emergent
leadership. When a
person is engaged in leadership, that person is a leader, whether
leadership
figure 1.1 The Different Views of Leadership
TRAIT
DEFINITION OF LEADERSHIP
53. PROCESS
DEFINITION OF LEADERSHIP
Leadership
• Height
• Intelligence
• Extraversion
• Fluency
• Other Traits
Followers Followers
Leadership
Leader Leader
(Interaction)
souRce: adapted from A Force for Change: How Leadership
Differs From Management
(pp. 3–8), by J. p. Kotter, 1990, new york: Free press.
ordinary Leaders
10 LeaDeRship TheoRy anD pRacTice
was assigned or emerged. This book focuses on the leadership
process that
occurs when any individual is engaged in influencing other
group members
in their efforts to reach a common goal.
Leadership and Power
54. The concept of power is related to leadership because it is part
of the influ-
ence process. Power is the capacity or potential to influence.
People have
power when they have the ability to affect others’ beliefs,
attitudes, and
courses of action. Judges, doctors, coaches, and teachers are all
examples of
people who have the potential to influence us. When they do,
they are using
their power, the resource they draw on to effect change in us.
Although there are no explicit theories in the research literature
about power
and leadership, power is a concept that people often associate
with leader-
ship. It is common for people to view leaders (both good and
bad) and
people in positions of leadership as individuals who wield
power over others,
and as a result, power is often thought of as synonymous with
leadership. In
addition, people are often intrigued by how leaders use their
power. Studying
power and Leadership Bases of power
Table 1.1 six Bases of power
referent power Based on followers’ identification and liking for
the leader. A
teacher who is adored by students has referent power.
expert power Based on followers’ perceptions of the leader’s
competence. A
55. tour guide who is knowledgeable about a foreign country has
expert power.
Legitimate power Associated with having status or formal job
authority. A judge
who administers sentences in the courtroom exhibits
legitimate power.
reward power Derived from having the capacity to provide
rewards to others.
A supervisor who gives rewards to employees who work hard
is using reward power.
Coercive power Derived from having the capacity to penalize or
punish others.
A coach who sits players on the bench for being late to
practice is using coercive power.
Information
power
Derived from possessing knowledge that others want or need.
A boss who has information regarding new criteria to decide
employee promotion eligibility has information power.
souRce: adapted from “The Bases of social power,” by J. R.
French Jr. and B. Raven, 1962, in
D. cartwright (ed.), Group Dynamics: Research and Theory (pp.
259–269), new york: harper &
Row; and “social influence and power,” by B. h. Raven, 1965,
in i. D. steiner & M. Fishbein
(eds.), Current Studies in Social Psychology (pp. 371–382), new
york: holt, Rinehart, & Winston.
56. chapter 1 introduction 11
how famous leaders, such as Hitler or Alexander the Great, use
power to
effect change in others is titillating to many people because it
underscores
that power can indeed effectuate change and maybe if they had
power they
too could effectuate change. But regardless of people’s general
interest in
power and leadership, power has not been a major variable in
theories of
leadership. Clearly it is a component in the overall leadership
process, but
research on its role is limited.
In her recent book, The End of Leadership (2012), Kellerman
argues there has
been a shift in leadership power during the last 40 years. Power
used to be
the domain of leaders, but that is diminishing and shifting to
followers.
Changes in culture have meant followers demand more from
leaders, and
leaders have responded. Access to technology has empowered
followers,
given them access to huge amounts of information, and made
leaders more
transparent. The result is a decline in respect of leaders and
leaders’ legiti-
mate power. In effect, followers have used information power to
level the
playing field. Power is no longer synonymous with leadership,
and in the
social contract between leaders and followers, leaders wield less
power,
57. according to Kellerman.
In college courses today, the most widely cited research on
power is French
and Raven’s (1959) work on the bases of social power. In their
work, they
conceptualized power from the framework of a dyadic
relationship that
included both the person influencing and the person being
influenced. French
and Raven identified five common and important bases of
power—referent,
expert, legitimate, reward, and coercive—and Raven (1965)
identified a sixth,
information power (Table 1.1). Each of these bases of power
increases a lead-
er’s capacity to influence the attitudes, values, or behaviors of
others.
In organizations, there are two major kinds of power: position
power
and personal power. Position power is the power a person
derives from a
particular office or rank in a formal organizational system. It is
the influence
Types of power
Table 1.2 Types and Bases of power
Position Power Personal Power
Legitimate Referent
Reward Expert
Coercive
58. Information
souRce: adapted from A Force for Change: How Leadership
Differs From Management
(pp. 3–8), by J. p. Kotter, 1990, new york: Free press.
12 LeaDeRship TheoRy anD pRacTice
capacity a leader derives from having higher status than the
followers have.
Vice presidents and department heads have more power than
staff personnel
do because of the positions they hold in the organization.
Position power
includes legitimate, reward, coercive, and information power
(Table 1.2).
Personal power is the influence capacity a leader derives from
being seen by
followers as likable and knowledgeable. When leaders act in
ways that are
important to followers, it gives leaders power. For example,
some managers
have power because their followers consider them to be good
role models.
Others have power because their followers view them as highly
competent
or considerate. In both cases, these managers’ power is ascribed
to them by
others, based on how they are seen in their relationships with
others. Per-
sonal power includes referent and expert power (Table 1.2).
In discussions of leadership, it is not unusual for leaders to be
59. described as
wielders of power, as individuals who dominate others. In these
instances,
power is conceptualized as a tool that leaders use to achieve
their own ends.
Contrary to this view of power, Burns (1978) emphasized power
from a
relationship standpoint. For Burns, power is not an entity that
leaders use
over others to achieve their own ends; instead, power occurs in
relationships.
It should be used by leaders and followers to promote their
collective goals.
In this text, our discussions of leadership treat power as a
relational concern
for both leaders and followers. We pay attention to how leaders
work with
followers to reach common goals.
Leadership and Coercion
Coercive power is one of the specific kinds of power available
to leaders.
Coercion involves the use of force to effect change. To coerce
means to influ-
ence others to do something against their will and may include
manipulating
penalties and rewards in their work environment. Coercion often
involves the
use of threats, punishment, and negative reward schedules.
Classic examples
of coercive leaders are Adolf Hitler in Germany, the Taliban
leaders in
Afghanistan, Jim Jones in Guyana, and North Korea’s Supreme
Leader Kim
60. Jong-il, each of whom has used power and restraint to force
followers to
engage in extreme behaviors.
It is important to distinguish between coercion and leadership
because it
allows us to separate out from our examples of leadership the
behaviors
of individuals such as Hitler, the Taliban, and Jones. In our
discussions of
leadership, coercive people are not used as models of ideal
leadership. Our
Leadership and coercion
chapter 1 introduction 13
definition suggests that leadership is reserved for those who
influence a
group of individuals toward a common goal. Leaders who use
coercion are
interested in their own goals and seldom are interested in the
wants and
needs of followers. Using coercion runs counter to working with
followers
to achieve a common goal.
Leadership and Management
Leadership is a process that is similar to management in many
ways. Leader-
ship involves influence, as does management. Leadership entails
working
with people, which management entails as well. Leadership is
61. concerned
with effective goal accomplishment, and so is management. In
general, many
of the functions of management are activities that are consistent
with the
definition of leadership we set forth at the beginning of this
chapter.
But leadership is also different from management. Whereas the
study of
leadership can be traced back to Aristotle, management emerged
around the
turn of the 20th century with the advent of our industrialized
society. Man-
agement was created as a way to reduce chaos in organizations,
to make
them run more effectively and efficiently. The primary
functions of manage-
ment, as first identified by Fayol (1916), were planning,
organizing, staffing,
and controlling. These functions are still representative of the
field of man-
agement today.
In a book that compared the functions of management with the
functions of
leadership, Kotter (1990) argued that the functions of the two
are quite dis-
similar (Figure 1.2). The overriding function of management is
to provide
order and consistency to organizations, whereas the primary
function of
leadership is to produce change and movement. Management is
about seek-
ing order and stability; leadership is about seeking adaptive and
constructive
62. change.
As illustrated in Figure 1.2, the major activities of management
are played
out differently than the activities of leadership. Although they
are different
in scope, Kotter (1990, pp. 7–8) contended that both
management and lead-
ership are essential if an organization is to prosper. For
example, if an orga-
nization has strong management without leadership, the
outcome can be
stifling and bureaucratic. Conversely, if an organization has
strong leadership
without management, the outcome can be meaningless or
misdirected
change for change’s sake. To be effective, organizations need to
nourish both
competent management and skilled leadership.
Managers Require; Leaders inspire
14 LeaDeRship TheoRy anD pRacTice
figure 1.2 Functions of Management and Leadership
Management produces Order
and Consistency
Leadership produces Change
and Movement
Planning and Budgeting
• Establish agendas
63. • Set timetables
• Allocate resources
Establishing Direction
• Create a vision
• Clarify big picture
• Set strategies
Organizing and Staffing
• Provide structure
• Make job placements
• Establish rules and
procedures
Aligning People
• Communicate goals
• Seek commitment
• Build teams and coalitions
Controlling and Problem Solving
• Develop incentives
• Generate creative solutions
• Take corrective action
Motivating and Inspiring
• Inspire and energize
• Empower followers
• Satisfy unmet needs
souRce: adapted from A Force for Change: How Leadership
Differs From Management
(pp. 3–8), by J. p. Kotter, 1990, new york: Free press.
Many scholars, in addition to Kotter (1990), argue that
leadership and man-
64. agement are distinct constructs. For example, Bennis and Nanus
(1985)
maintained that there is a significant difference between the
two. To manage
means to accomplish activities and master routines, whereas to
lead means to
influence others and create visions for change. Bennis and
Nanus made the
distinction very clear in their frequently quoted sentence,
“Managers are
people who do things right and leaders are people who do the
right thing”
(p. 221).
Rost (1991) has also been a proponent of distinguishing
between leadership
and management. He contended that leadership is a
multidirectional influ-
ence relationship and management is a unidirectional authority
relationship.
Whereas leadership is concerned with the process of developing
mutual pur-
poses, management is directed toward coordinating activities in
order to get
a job done. Leaders and followers work together to create real
change,
whereas managers and subordinates join forces to sell goods and
services
(Rost, 1991, pp. 149–152).
In a recent study, Simonet and Tett (2012) explored how
leadership and
management are best conceptualized by having 43 experts
identify the over-
lap and differences between leadership and management in
regard to 63
65. different competencies. They found a large number of
competencies (22)
Leadership in the nhs
chapter 1 introduction 15
descriptive of both leadership and management (e.g.,
productivity, customer
focus, professionalism, and goal setting), but they also found
several unique
descriptors for each. Specifically, they found leadership was
distinguished by
motivating intrinsically, creative thinking, strategic planning,
tolerance of
ambiguity, and being able to read people, and management was
distinguished
by rule orientation, short-term planning, motivating
extrinsically, orderli-
ness, safety concerns, and timeliness.
Approaching the issue from a narrower viewpoint, Zaleznik
(1977) went so
far as to argue that leaders and managers themselves are
distinct, and that
they are basically different types of people. He contended that
managers are
reactive and prefer to work with people to solve problems but
do so with low
emotional involvement. They act to limit choices. Zaleznik
suggested that
leaders, on the other hand, are emotionally active and involved.
They seek to
shape ideas instead of responding to them and act to expand the
66. available
options to solve long-standing problems. Leaders change the
way people
think about what is possible.
Although there are clear differences between management and
leadership,
the two constructs overlap. When managers are involved in
influencing a
group to meet its goals, they are involved in leadership. When
leaders are
involved in planning, organizing, staffing, and controlling, they
are involved
in management. Both processes involve influencing a group of
individuals
toward goal attainment. For purposes of our discussion in this
book, we
focus on the leadership process. In our examples and case
studies, we treat
the roles of managers and leaders similarly and do not
emphasize the differ-
ences between them.
pLan Of The bOOk _______________________________
This book is user-friendly. It is based on substantive theories
but is written
to emphasize practice and application. Each chapter in the book
follows the
same format. The first section of each chapter briefly describes
the leader-
ship approach and discusses various research studies applicable
to the
approach. The second section of each chapter evaluates the
approach, high-
lighting its strengths and criticisms. Special attention is given
67. to how the
approach contributes or fails to contribute to an overall
understanding of
the leadership process. The next section uses case studies to
prompt discus-
sion of how the approach can be applied in ongoing
organizations. Finally,
each chapter provides a leadership questionnaire along with a
discussion of
how the questionnaire measures the reader’s leadership style.
Each chapter
ends with a summary and references.
Leadership and nursing Theory
16 LeaDeRship TheoRy anD pRacTice
suMMary _______________________________________
Leadership is a topic with universal appeal; in the popular press
and aca-
demic research literature, much has been written about
leadership. Despite
the abundance of writing on the topic, leadership has presented
a major
challenge to practitioners and researchers interested in
understanding the
nature of leadership. It is a highly valued phenomenon that is
very complex.
Through the years, leadership has been defined and
conceptualized in many
ways. The component common to nearly all classifications is
that leadership
68. is an influence process that assists groups of individuals toward
goal attain-
ment. Specifically, in this book leadership is defined as a
process whereby an
individual influences a group of individuals to achieve a
common goal.
Because both leaders and followers are part of the leadership
process, it is
important to address issues that confront followers as well as
issues that
confront leaders. Leaders and followers should be understood in
relation to
each other.
In prior research, many studies have focused on leadership as a
trait. The
trait perspective suggests that certain people in our society have
special
inborn qualities that make them leaders. This view restricts
leadership to
those who are believed to have special characteristics. In
contrast, the
approach in this text suggests that leadership is a process that
can be learned,
and that it is available to everyone.
Two common forms of leadership are assigned and emergent.
Assigned leader-
ship is based on a formal title or position in an organization.
Emergent lead-
ership results from what one does and how one acquires support
from fol-
lowers. Leadership, as a process, applies to individuals in both
assigned roles
and emergent roles.
69. Related to leadership is the concept of power, the potential to
influence. There
are two major kinds of power: position and personal. Position
power, which is
much like assigned leadership, is the power an individual
derives from having
a title in a formal organizational system. It includes legitimate,
reward, infor-
mation, and coercive power. Personal power comes from
followers and includes
referent and expert power. Followers give it to leaders because
followers believe
leaders have something of value. Treating power as a shared
resource is impor-
tant because it deemphasizes the idea that leaders are power
wielders.
While coercion has been a common power brought to bear by
many indi-
viduals in charge, it should not be viewed as ideal leadership.
Our definition
chapter 1 introduction 17
of leadership stresses using influence to bring individuals
toward a common
goal, while coercion involves the use of threats and punishment
to induce
change in followers for the sake of the leaders. Coercion runs
counter to
leadership because it does not treat leadership as a process that
emphasizes
working with followers to achieve shared objectives.
70. Leadership and management are different concepts that overlap.
They are
different in that management traditionally focuses on the
activities of plan-
ning, organizing, staffing, and controlling, whereas leadership
emphasizes
the general influence process. According to some researchers,
management
is concerned with creating order and stability, whereas
leadership is about
adaptation and constructive change. Other researchers go so far
as to argue
that managers and leaders are different types of people, with
managers being
more reactive and less emotionally involved and leaders being
more proactive
and more emotionally involved. The overlap between leadership
and man-
agement is centered on how both involve influencing a group of
individuals
in goal attainment.
In this book, we discuss leadership as a complex process. Based
on the
research literature, we describe selected approaches to
leadership and assess
how they can be used to improve leadership in real situations.
sharpen your skills with saGe edge at
edge.sagepub.com/northouse7e
referenCes ______________________________________
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leadership: A survey of theory and
71. research. New York: Free Press.
Bennis, W. G., & Nanus, B. (1985). Leaders: The strategies for
taking charge. New York:
Harper & Row.
Bryman, A. (1992). Charisma and leadership in organizations.
London: SAGE.
Bryman, A., Collinson, D., Grint, K., Jackson, G., & Uhl-Bien,
M. (Eds.). (2011).
The SAGE handbook of leadership. London: SAGE.
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Copeland, N. (1942). Psychology and the soldier. Harrisburg,
PA: Military Service
Publications.
Day, D. V., & Antonakis, J. (Eds.). (2012). The nature of
leadership (2nd ed.). Thousand
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Fayol, H. (1916). General and industrial management. London:
Pitman.
Fisher, B. A. (1974). Small group decision making:
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New York: McGraw-Hill.
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Fleishman, E. A., Mumford, M. D., Zaccaro, S. J., Levin, K. Y.,
Korotkin, A. L.,
& Hein, M. B. (1991). Taxonomic efforts in the description of
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French, J. R., Jr., & Raven, B. H. (1959). The bases of social
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Gardner, J. W. (1990). On leadership. New York: Free Press.
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Hemphill, J. K. (1949). Situational factors in leadership.
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Hollander, E. P. (1992). Leadership, followership, self, and
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Kellerman, B. (2012). The end of leadership. New York:
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Mumford, M. D. (2006). Pathways to outstanding leadership: A
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2
Trait Approach
DescripTion _____________________________________
Of interest to scholars throughout the 20th century, the trait
approach was
one of the first systematic attempts to study leadership. In the
early 20th
century, leadership traits were studied to determine what made
certain
people great leaders. The theories that were developed were
called “great
man” theories because they focused on identifying the innate
qualities and
characteristics possessed by great social, political, and military
leaders (e.g.,
75. Catherine the Great, Mohandas Gandhi, Indira Gandhi, Abraham
Lincoln,
Joan of Arc, and Napoleon Bonaparte). It was believed that
people were
born with these traits, and that only the “great” people
possessed them.
During this time, research concentrated on determining the
specific traits
that clearly differentiated leaders from followers (Bass, 1990;
Jago, 1982).
In the mid-20th century, the trait approach was challenged by
research that
questioned the universality of leadership traits. In a major
review, Stogdill
(1948) suggested that no consistent set of traits differentiated
leaders from
nonleaders across a variety of situations. An individual with
leadership traits
who was a leader in one situation might not be a leader in
another situation.
Rather than being a quality that individuals possess, leadership
was
reconceptualized as a relationship between people in a social
situation.
Personal factors related to leadership continued to be important,
but
researchers contended that these factors were to be considered
as relative to
the requirements of the situation.
The trait approach has generated much interest among
researchers for its
explanation of how traits influence leadership (Bryman, 1992).
For example,
an analysis of much of the previous trait research by Lord,
76. DeVader, and
Heroic Women What Traits Do Leaders Have?
20 LeaDersHip THeory anD pracTice
Alliger (1986) found that traits were strongly associated with
individuals’
perceptions of leadership. Similarly, Kirkpatrick and Locke
(1991) went so
far as to claim that effective leaders are actually distinct types
of people in
several key respects.
The trait approach has earned new interest through the current
emphasis
given by many researchers to visionary and charismatic
leadership (see Bass,
1990; Bennis & Nanus, 1985; Nadler & Tushman, 1989;
Zaccaro, 2007;
Zaleznik, 1977). Charismatic leadership catapulted to the
forefront of public
attention with the 2008 election of the United States’ first
African American
president, Barack Obama, who is perceived by many to be
charismatic,
among many other attributes. In a study to determine what
distinguishes
charismatic leaders from others, Jung and Sosik (2006) found
that
charismatic leaders consistently possess traits of self-
monitoring, engagement
in impression management, motivation to attain social power,
and motivation
77. to attain self-actualization. In short, the trait approach is alive
and well. It
began with an emphasis on identifying the qualities of great
persons, shifted
to include the impact of situations on leadership, and, currently,
has shifted
back to reemphasize the critical role of traits in effective
leadership.
Although the research on traits spanned the entire 20th century,
a good
overview of this approach is found in two surveys completed by
Stogdill
(1948, 1974). In his first survey, Stogdill analyzed and
synthesized more than
124 trait studies conducted between 1904 and 1947. In his
second study, he
analyzed another 163 studies completed between 1948 and
1970. By taking
a closer look at each of these reviews, we can obtain a clearer
picture of how
individuals’ traits contribute to the leadership process.
Stogdill’s first survey identified a group of important leadership
traits that
were related to how individuals in various groups became
leaders. His results
showed that the average individual in the leadership role is
different from an
average group member with regard to the following eight traits:
intelligence,
alertness, insight, responsibility, initiative, persistence, self-
confidence, and
sociability.
The findings of Stogdill’s first survey also indicated that an
78. individual does
not become a leader solely because that individual possesses
certain traits.
Rather, the traits that leaders possess must be relevant to
situations in which
the leader is functioning. As stated earlier, leaders in one
situation may not
necessarily be leaders in another situation. Findings showed that
leadership
was not a passive state but resulted from a working relationship
between the
leader and other group members. This research marked the
beginning of a
Great Man Theory impression Management
chapter 2 Trait approach 21
new approach to leadership research that focused on leadership
behaviors
and leadership situations.
Stogdill’s second survey, published in 1974, analyzed 163 new
studies and
compared the findings of these studies to the findings he had
reported in
his first survey. The second survey was more balanced in its
description of
the role of traits and leadership. Whereas the first survey
implied that
leadership is determined principally by situational factors and
not traits, the
second survey argued more moderately that both traits and
situational
79. factors were determinants of leadership. In essence, the second
survey
validated the original trait idea that a leader’s characteristics
are indeed a
part of leadership.
Similar to the first survey, Stogdill’s second survey also
identified traits that
were positively associated with leadership. The list included the
following 10
characteristics:
1. drive for responsibility and task completion;
2. vigor and persistence in pursuit of goals;
3. risk taking and originality in problem solving;
4. drive to exercise initiative in social situations;
5. self-confidence and sense of personal identity;
6. willingness to accept consequences of decision and action;
7. readiness to absorb interpersonal stress;
8. willingness to tolerate frustration and delay;
9. ability to influence other people’s behavior; and
10. capacity to structure social interaction systems to the
purpose at
hand.
Mann (1959) conducted a similar study that examined more than
1,400
80. findings regarding traits and leadership in small groups, but he
placed less
emphasis on how situational factors influenced leadership.
Although
tentative in his conclusions, Mann suggested that certain traits
could be
used to distinguish leaders from nonleaders. His results
identified leaders as
strong in the following six traits: intelligence, masculinity,
adjustment,
dominance, extraversion, and conservatism.
Trait Leadership everyday Leaders
22 LeaDersHip THeory anD pracTice
Lord et al. (1986) reassessed Mann’s (1959) findings using a
more
sophisticated procedure called meta-analysis. Lord et al. found
that
intelligence, masculinity, and dominance were significantly
related to how
individuals perceived leaders. From their findings, the authors
argued
strongly that traits could be used to make discriminations
consistently across
situations between leaders and nonleaders.
Both of these studies were conducted during periods in
American history
where male leadership was prevalent in most aspects of business
and society.
In Chapter 15, we explore more contemporary research
regarding the role of
81. gender in leadership, and we look at whether traits such as
masculinity and
dominance still bear out as important factors in distinguishing
between
leaders and nonleaders.
Yet another review argues for the importance of leadership
traits: Kirkpatrick
and Locke (1991, p. 59) contended that “it is unequivocally
clear that leaders
are not like other people.” From a qualitative synthesis of
earlier research,
Kirkpatrick and Locke postulated that leaders differ from
nonleaders on six
traits: drive, motivation, integrity, confidence, cognitive ability,
and task
knowledge. According to these writers, individuals can be born
with these
traits, they can learn them, or both. It is these six traits that
make up the
Table 2.1 studies of Leadership Traits and characteristics
Stogdill (1948)
Mann
(1959) Stogdill (1974)
Lord,
DeVader,
and
Alliger
(1986)
Kirkpatrick
and Locke
(1991)
84. difference should be
recognized as an important part of the leadership process.
In the 1990s, researchers began to investigate the leadership
traits associated
with “social intelligence,” characterized as those abilities to
understand one’s
own and others’ feelings, behaviors, and thoughts and to act
appropriately
(Marlowe, 1986). Zaccaro (2002) defined social intelligence as
having such
capacities as social awareness, social acumen, self-monitoring,
and the ability
to select and enact the best response given the contingencies of
the situation
and social environment. A number of empirical studies showed
these
capacities to be a key trait for effective leaders. Zaccaro, Kemp,
and Bader
(2004) included such social abilities in the categories of
leadership traits they
outlined as important leadership attributes (see Table 2.1).
Table 2.1 provides a summary of the traits and characteristics
that were
identified by researchers from the trait approach. It illustrates
clearly the
breadth of traits related to leadership. Table 2.1 also shows how
difficult it is
to select certain traits as definitive leadership traits; some of
the traits appear
in several of the survey studies, whereas others appear in only
one or two
studies. Regardless of the lack of precision in Table 2.1,
however, it represents
a general convergence of research regarding which traits are
85. leadership traits.
What, then, can be said about trait research? What has a century
of research
on the trait approach given us that is useful? The answer is an
extended list
of traits that individuals might hope to possess or wish to
cultivate if they
want to be perceived by others as leaders. Some of the traits
that are central
to this list include intelligence, self-confidence, determination,
integrity, and
sociability (Table 2.2).
Intelligence
Intelligence or intellectual ability is positively related to
leadership. Based on
their analysis of a series of recent studies on intelligence and
various indices
of leadership, Zaccaro et al. (2004) found support for the
finding that leaders
tend to have higher intelligence than nonleaders. Having strong
verbal
emotional and other intelligences
Table 2.2 Major Leadership Traits
• Intelligence
• Self-confidence
• Determination
• Integrity
• Sociability
86. 24 LeaDersHip THeory anD pracTice
ability, perceptual ability, and reasoning appears to make one a
better leader.
Although it is good to be bright, the research also indicates that
a leader’s
intellectual ability should not differ too much from that of the
subordinates.
If the leader’s IQ is very different from that of the followers, it
can have a
counterproductive impact on leadership. Leaders with higher
abilities may
have difficulty communicating with followers because they are
preoccupied
or because their ideas are too advanced for their followers to
accept.
An example of a leader for whom intelligence was a key trait
was Steve Jobs,
founder and CEO of Apple who died in 2011. Jobs once said, “I
have this
really incredible product inside me and I have to get it out”
(Sculley, 2011,
p. 27). Those visionary products, first the Apple II and
Macintosh computers
and then the iMac, iPod, iPhone, and iPad, have revolutionized
the personal
computer and electronic device industry, changing the way
people play and
work.
In the next chapter of this text, which addresses leadership from
a skills
perspective, intelligence is identified as a trait that significantly
87. contributes
to a leader’s acquisition of complex problem-solving skills and
social
judgment skills. Intelligence is described as having a positive
impact on an
individual’s capacity for effective leadership.
Self-Confidence
Self-confidence is another trait that helps one to be a leader.
Self-confidence
is the ability to be certain about one’s competencies and skills.
It includes a
sense of self-esteem and self-assurance and the belief that one
can make a
difference. Leadership involves influencing others, and self-
confidence
allows the leader to feel assured that his or her attempts to
influence others
are appropriate and right.
Again, Steve Jobs is a good example of a self-confident leader.
When Jobs
described the devices he wanted to create, many people said
they weren’t
possible. But Jobs never doubted his products would change the
world, and,
despite resistance, he did things the way he thought best. “Jobs
was one of those
CEOs who ran the company like he wanted to. He believed he
knew more
about it than anyone else, and he probably did,” said a colleague
(Stone, 2011).
Determination
88. Many leaders also exhibit determination. Determination is the
desire to get
the job done and includes characteristics such as initiative,
persistence,
political Leadership steve Jobs
chapter 2 Trait approach 25
dominance, and drive. People with determination are willing to
assert
themselves, are proactive, and have the capacity to persevere in
the face of
obstacles. Being determined includes showing dominance at
times and in
situations where followers need to be directed.
Dr. Paul Farmer has shown determination in his efforts to
secure health care
and eradicate tuberculosis for the very poor of Haiti and other
third world
countries. He began his efforts as a recent college graduate,
traveling and
working in Cange, Haiti. While there, he was accepted to
Harvard Medical
School. Knowing that his work in Haiti was invaluable to his
training, he
managed to do both: spending months traveling back and forth
between
Haiti and Cambridge, Massachusetts, for school. His first effort
in Cange
was to establish a one-room clinic where he treated “all comers”
and trained
local health care workers. Farmer found that there was more to
89. providing
health care than just dispensing medicine: He secured donations
to build
schools, houses, and communal sanitation and water facilities in
the region.
He spearheaded vaccinations of all the children in the area,
dramatically
reducing malnutrition and infant mortality. In order to keep
working in
Haiti, he returned to America and founded Partners In Health, a
charitable
foundation that raises money to fund these efforts. Since its
founding, PIH
not only has succeeded in improving the health of many
communities in
Haiti but now has projects in Haiti, Lesotho, Malawi, Peru,
Russia, Rwanda,
and the United States, and supports other projects in Mexico
and Guatemala
(Kidder, 2004; Partners In Health, 2014).
Integrity
Integrity is another of the important leadership traits. Integrity
is the quality
of honesty and trustworthiness. People who adhere to a strong
set of
principles and take responsibility for their actions are exhibiting
integrity.
Leaders with integrity inspire confidence in others because they
can be
trusted to do what they say they are going to do. They are loyal,
dependable,
and not deceptive. Basically, integrity makes a leader believable
and worthy
of our trust.
90. In our society, integrity has received a great deal of attention in
recent years.
For example, as a result of two situations—the position taken by
President
George W. Bush regarding Iraq’s alleged weapons of mass
destruction and
the impeachment proceedings during the Clinton presidency—
people are
demanding more honesty of their public officials. Similarly,
scandals in the
corporate world (e.g., Enron and WorldCom) have led people to
become
skeptical of leaders who are not highly ethical. In the
educational arena, new
Terry Fox consultant nurses
26 LeaDersHip THeory anD pracTice
K–12 curricula are being developed to teach character, values,
and ethical
leadership. (For instance, see the Character Counts! program
developed by
the Josephson Institute of Ethics in California at
www.charactercounts.org,
and the Pillars of Leadership program taught at the J. W.
Fanning Institute
for Leadership in Georgia at www.fanning.uga.edu.) In short,
society is
demanding greater integrity of character in its leaders.
Sociability
91. A final trait that is important for leaders is sociability.
Sociability is a leader’s
inclination to seek out pleasant social relationships. Leaders
who show
sociability are friendly, outgoing, courteous, tactful, and
diplomatic. They are
sensitive to others’ needs and show concern for their well-
being. Social
leaders have good interpersonal skills and create cooperative
relationships
with their followers.
An example of a leader with great sociability skills is Michael
Hughes, a
university president. Hughes prefers to walk to all his meetings
because it
gets him out on campus where he greets students, staff, and
faculty. He has
lunch in the dorm cafeterias or student union and will often ask
a table of
strangers if he can sit with them. Students rate him as very
approachable,
while faculty say he has an open-door policy. In addition, he
takes time to
write personal notes to faculty, staff, and students to
congratulate them on
their successes.
Although our discussion of leadership traits has focused on five
major traits
(i.e., intelligence, self-confidence, determination, integrity, and
sociability),
this list is not all-inclusive. While other traits indicated in
Table 2.1 are
associated with effective leadership, the five traits we have
identified
92. contribute substantially to one’s capacity to be a leader.
Until recently, most reviews of leadership traits have been
qualitative. In
addition, they have lacked a common organizing framework.
However, the
research described in the following section provides a
quantitative assessment
of leadership traits that is conceptually framed around the five-
factor model
of personality. It describes how five major personality traits are
related to
leadership.
Five-Factor Personality Model and Leadership
Over the past 25 years, a consensus has emerged among
researchers regarding
the basic factors that make up what we call personality
(Goldberg, 1990;
extraversion
chapter 2 Trait approach 27
McCrae & Costa, 1987). These factors, commonly called the
Big Five, are
neuroticism, extraversion (surgency), openness (intellect),
agreeableness, and
conscientiousness (dependability). (See Table 2.3.)
To assess the links between the Big Five and leadership, Judge,
Bono, Ilies,
and Gerhardt (2002) conducted a major meta-analysis of 78
93. leadership and
personality studies published between 1967 and 1998. In
general, Judge
et al. found a strong relationship between the Big Five traits and
leadership.
It appears that having certain personality traits is associated
with being an
effective leader.
Specifically, in their study, extraversion was the factor most
strongly
associated with leadership. It is the most important trait of
effective leaders.
Extraversion was followed, in order, by conscientiousness,
openness, and low
neuroticism. The last factor, agreeableness, was found to be
only weakly
associated with leadership.
Emotional Intelligence
Another way of assessing the impact of traits on leadership is
through the
concept of emotional intelligence, which emerged in the 1990s
as an
important area of study in psychology. It has been widely
studied by
researchers, and has captured the attention of many practitioners
(Caruso &
Wolfe, 2004; Goleman, 1995, 1998; Mayer & Salovey, 1995,
1997; Mayer,
Salovey, & Caruso, 2000; Shankman & Allen, 2008).
Table 2.3 Big Five personality Factors
neuroticism The tendency to be depressed, anxious, insecure,
94. vulnerable, and hostile
extraversion The tendency to be sociable and assertive and to
have
positive energy
openness The tendency to be informed, creative, insightful, and
curious
Agreeableness The tendency to be accepting, conforming,
trusting, and
nurturing
conscientiousness The tendency to be thorough, organized,
controlled,
dependable, and decisive
soUrce: Goldberg, L. r. (1990). an alternative “description of
personality”: The big-five
factor structure. Journal of Personality and Social Psychology,
59, 1216–1229.
emotional intelligence
28 LeaDersHip THeory anD pracTice
As the two words suggest, emotional intelligence has to do with
our emotions
(affective domain) and thinking (cognitive domain), and the
interplay
between the two. Whereas intelligence is concerned with our
ability to learn
information and apply it to life tasks, emotional intelligence is
concerned with
95. our ability to understand emotions and apply this understanding
to life’s
tasks. Specifically, emotional intelligence can be defined as the
ability to
perceive and express emotions, to use emotions to facilitate
thinking, to
understand and reason with emotions, and to effectively manage
emotions
within oneself and in relationships with others (Mayer, Salovey,
& Caruso,
2000).
There are different ways to measure emotional intelligence. One
scale is the
Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT;
Mayer,
Caruso, & Salovey, 2000). The MSCEIT measures emotional
intelligence as
a set of mental abilities, including the abilities to perceive,
facilitate,
understand, and manage emotion.
Goleman (1995, 1998) takes a broader approach to emotional
intelligence,
suggesting that it consists of a set of personal and social
competencies.
Personal competence consists of self-awareness, confidence,
self-regulation,
conscientiousness, and motivation. Social competence consists
of empathy
and social skills such as communication and conflict
management.
Shankman and Allen (2008) developed a practice-oriented
model of
emotionally intelligent leadership, which suggests that leaders
96. must be
conscious of three fundamental facets of leadership: context,
self, and others.
In the model, emotionally intelligent leaders are defined by 21
capacities to
which a leader should pay attention, including group savvy,
optimism,
initiative, and teamwork.
There is a debate in the field regarding how big a role emotional
intelligence
plays in helping people be successful in life. Some researchers,
such as
Goleman (1995), suggested that emotional intelligence plays a
major role in
whether people are successful at school, home, and work.
Others, such as
Mayer, Salovey, and Caruso (2000), made softer claims for the
significance
of emotional intelligence in meeting life’s challenges.
As a leadership ability or trait, emotional intelligence appears
to be an
important construct. The underlying premise suggested by this
framework
is that people who are more sensitive to their emotions and the
impact of
their emotions on others will be leaders who are more effective.
As more
research is conducted on emotional intelligence, the intricacies
of how
emotional intelligence relates to leadership will be better
understood.
emergent Leadership
97. chapter 2 Trait approach 29
How Does THe TrAiT ApproAcH work? _________
The trait approach is very different from the other approaches
discussed
in subsequent chapters because it focuses exclusively on the
leader, not
on the followers or the situation. This makes the trait approach
theoretically more straightforward than other approaches. In
essence, the
trait approach is concerned with what traits leaders exhibit and
who has
these traits.
The trait approach does not lay out a set of hypotheses or
principles about
what kind of leader is needed in a certain situation or what a
leader should
do, given a particular set of circumstances. Instead, this
approach emphasizes
that having a leader with a certain set of traits is crucial to
having effective
leadership. It is the leader and the leader’s traits that are central
to the
leadership process.
The trait approach suggests that organizations will work better
if the people
in managerial positions have designated leadership profiles. To
find the right
people, it is common for organizations to use trait assessment
instruments.
The assumption behind these procedures is that selecting the
98. right people
will increase organizational effectiveness. Organizations can
specify the
characteristics or traits that are important to them for particular
positions
and then use trait assessment measures to determine whether an
individual
fits their needs.
The trait approach is also used for personal awareness and
development.
By analyzing their own traits, managers can gain an idea of
their strengths
and weaknesses, and can get a feel for how others in the
organization see
them. A trait assessment can help managers determine whether
they
have the qualities to move up or to move to other positions in
the
company.
A trait assessment gives individuals a clearer picture of who
they are as
leaders and how they fit into the organizational hierarchy. In
areas where
their traits are lacking, leaders can try to make changes in what
they do or
where they work to increase their traits’ potential impact.
Near the end of the chapter, a leadership instrument is provided
that you can
use to assess your leadership traits. This instrument is typical of
the kind of
assessments that companies use to evaluate individuals’
leadership potential.
As you will discover by completing this instrument, trait