When should a leader be directive or empowering?
How to develop your own situational theory of
leadership
Henry P. Sims Jr.a,*, Samer Faraj b, Seokhwa Yun c
a Robert H. Smith School of Business, University of Maryland, College Park, MD 20742, U.S.A.
b Desautels Faculty of Management, McGill University, Montreal, Quebec H3A 1G5, Canada
c College of Business Administration, Seoul National University, Shinlim Dong, Kwanak Ku, Seoul 151-916,
Republic of Korea
Business Horizons (2009) 52, 149—158
www.elsevier.com/locate/bushor
KEYWORDS
Leadership;
Situational;
Situational leadership;
Contingency theory;
Empowering
Abstract A situational theory of leadership attempts to match a particular leader-
ship style or type to specific external circumstances. The general idea is that one type
of leadership will be effective in one situation, but a different type of leadership will
be effective in another situation. Historically, situational theories of leadership have
been too abstract to apply to specific situations. Nevertheless, the concept of
situational leadership retains considerable intuitive appeal. In this article we draw
on our previous research about situational leadership during resuscitation in a trauma
center, in order to derive a general strategy of how a leader can best develop his or her
own personal theory of leadership which best works for their unique circumstances.
The core of the strategic approach involves: (1) defining goals for a specific situation,
(2) defining potential leadership types, (3) identifying situational conditions, (4)
matching a leadership style to the particular situation, and (5) determining how the
match between leadership style and situation will be made. The medical trauma
center we profile provided an interesting example of how leaders considered ele-
ments of the situation to guide their own leadership.
# 2008 Kelley School of Business, Indiana University. All rights reserved.
1. Follow the leader
Q: W
* C
E
sam
000
doi:
hat style of leadership is best?
A: It
depends on the situation!
We’ve all heard that same old question hundreds
of times, just as we’ve heard that same answer.
orresponding author.
-mail addresses: [email protected] (H.P. Sims Jr.),
[email protected] (S. Faraj), [email protected] (S. Yun).
7-6813/$ — see front matter # 2008 Kelley School of Business, I
10.1016/j.bushor.2008.10.002
What we really want to know is how a leader should
behave. We want good leaders to lead us, and we
want to be good leaders to others in turn.
There is an Old Norse word, laed, which means
‘‘to determine the course of a ship.’’ We can easily
see how our modern word, lead, comes from this
ancient expression. In our imagination, we may
actually picture ourselves standing at the stern,
handling the tiller, and directing the rowers as we
embark on our great adventure. This is classic leader-
ship, command, and control: giving instruction and
ndiana University. All rights reserved.
mailto:[email protected]
ma ...
Running Head LEADERSHIP1LEADERSHIP 3Lea.docxjeanettehully
Running Head: LEADERSHIP 1
LEADERSHIP 3
Leadership
Student’s Name
Institution Affiliation
Leadership
Narcissistic leaders are individuals who are only concerned with their social standing, self-actualization, and position within the world. Moreover, narcissistic leaders are self-absorbed and implement actions to improve these aspects, even when it is at the expense of other individuals (Northouse, 2018). Narcissistic leadership may be toxic to the success of an organization since a leader makes decisions centered on their personal needs as opposed to the needs of a company. This destructing effect is more severe if a leader holds a senior position as the forms of the decision they make encompass an increased potential to damage the organization. Machiavellian is a phrase that is associated with a leader who is perceived to be dangerous. Bill Gates exhibited transformational leadership as he was passionate about his work and adhered to a strong vision which assisted in energizing the individuals he worked with at all levels (Meyer & Meijers, 2018). Steve Jobs portrayed an autocratic style of leadership as he had a thorough eye for detail and encircled himself with like-minded individuals to follow his lead. Paul Allen was a positive energizer; as such, he created liveliness and vitality as well as strengthened other individuals around him. The traits in these leaders are positive because they were all geared towards achieving success within their respective organizations. Apple and Microsoft are both successful and renowned organizations across the globe.
References
Meyer, R., & Meijers, R. (2018). Leadership agility : developing yourrepertoire of leadership styles. London ; New York : Routledge, Taylor & Francis Group.
Northouse, P. G. (2018). Introduction to leadership : concepts and practice. Los Angeles: SAGE.
When should a leader be directive or empowering?
How to develop your own situational theory of
leadership
Henry P. Sims Jr.a,*, Samer Faraj b, Seokhwa Yun c
a Robert H. Smith School of Business, University of Maryland, College Park, MD 20742, U.S.A.
b Desautels Faculty of Management, McGill University, Montreal, Quebec H3A 1G5, Canada
c College of Business Administration, Seoul National University, Shinlim Dong, Kwanak Ku, Seoul 151-916,
Republic of Korea
Business Horizons (2009) 52, 149—158
www.elsevier.com/locate/bushor
KEYWORDS
Leadership;
Situational;
Situational leadership;
Contingency theory;
Empowering
Abstract A situational theory of leadership attempts to match a particular leader-
ship style or type to specific external circumstances. The general idea is that one type
of leadership will be effective in one situation, but a different type of leadership will
be effective in another situation. Historically, situational theories of leadership have
been too abstract to apply to specific situations. Nevertheless, the concept of
situational leadership retains considerable intuitive appeal. ...
Running Head LEADERSHIP1LEADERSHIP 3Lea.docxwlynn1
Running Head: LEADERSHIP 1
LEADERSHIP 3
Leadership
Student’s Name
Institution Affiliation
Leadership
Narcissistic leaders are individuals who are only concerned with their social standing, self-actualization, and position within the world. Moreover, narcissistic leaders are self-absorbed and implement actions to improve these aspects, even when it is at the expense of other individuals (Northouse, 2018). Narcissistic leadership may be toxic to the success of an organization since a leader makes decisions centered on their personal needs as opposed to the needs of a company. This destructing effect is more severe if a leader holds a senior position as the forms of the decision they make encompass an increased potential to damage the organization. Machiavellian is a phrase that is associated with a leader who is perceived to be dangerous. Bill Gates exhibited transformational leadership as he was passionate about his work and adhered to a strong vision which assisted in energizing the individuals he worked with at all levels (Meyer & Meijers, 2018). Steve Jobs portrayed an autocratic style of leadership as he had a thorough eye for detail and encircled himself with like-minded individuals to follow his lead. Paul Allen was a positive energizer; as such, he created liveliness and vitality as well as strengthened other individuals around him. The traits in these leaders are positive because they were all geared towards achieving success within their respective organizations. Apple and Microsoft are both successful and renowned organizations across the globe.
References
Meyer, R., & Meijers, R. (2018). Leadership agility : developing yourrepertoire of leadership styles. London ; New York : Routledge, Taylor & Francis Group.
Northouse, P. G. (2018). Introduction to leadership : concepts and practice. Los Angeles: SAGE.
When should a leader be directive or empowering?
How to develop your own situational theory of
leadership
Henry P. Sims Jr.a,*, Samer Faraj b, Seokhwa Yun c
a Robert H. Smith School of Business, University of Maryland, College Park, MD 20742, U.S.A.
b Desautels Faculty of Management, McGill University, Montreal, Quebec H3A 1G5, Canada
c College of Business Administration, Seoul National University, Shinlim Dong, Kwanak Ku, Seoul 151-916,
Republic of Korea
Business Horizons (2009) 52, 149—158
www.elsevier.com/locate/bushor
KEYWORDS
Leadership;
Situational;
Situational leadership;
Contingency theory;
Empowering
Abstract A situational theory of leadership attempts to match a particular leader-
ship style or type to specific external circumstances. The general idea is that one type
of leadership will be effective in one situation, but a different type of leadership will
be effective in another situation. Historically, situational theories of leadership have
been too abstract to apply to specific situations. Nevertheless, the concept of
situational leadership retains considerable intuitive appeal. .
The document discusses various leadership theories including trait theory, behavioral theory, contingency theory, and contemporary theories like transformational leadership. It notes that effective managers do not rely on one single leadership style, but rather adapt their approach depending on the situation and challenges faced. Overall, the theories aim to help organizations increase productivity by providing frameworks for different leadership approaches.
The document discusses various theories of leadership. It defines leadership and discusses early theories including the Great Man theory which proposed that great leaders are born, not made. It also covers trait theories, behavioral theories, contingency theories, and transformational theories. The theories focus on different aspects believed to define leadership such as traits, behaviors, situational factors, and relationships with followers. The document provides examples and limitations of each theory of leadership.
The document discusses various leadership theories that have evolved over time:
1. Great Man theories proposed that great leaders are born with inherent leadership traits.
2. Trait theories similarly focused on identifying characteristics of leaders.
3. Behavioral theories shifted to the idea that leadership can be learned and emphasized observable behaviors.
4. Contingency theories proposed that leadership effectiveness depends on matching a leader's style to the situation.
5. Modern theories have focused more on relational aspects of leadership like influence, motivation, and communication between leaders and followers.
Theories of leadership in leadership and team buildingTushar Agarwal
The document discusses several theories of leadership, including:
- The Great Man theory, which proposes that leadership effectiveness is determined by innate qualities of the leader. It focuses on identifying traits of historical leaders but has been criticized.
- Trait theories, which emerged from Great Man theory and suggest leaders possess stable traits like intelligence and charisma. However, research finds no universal trait predictors of leadership success.
- Behavioral theories like the Ohio State and Michigan studies, which evaluate leaders based on behaviors and found consideration of people and task focus are important. Contingency theory also emphasizes the importance of situational factors.
This document outlines and describes 8 major leadership theories: Great Man, Trait, Behavioral, Participative, Situational, Contingency, Transactional, and Transformational. It provides details on the key assumptions and components of each theory. The Great Man theory assumes that great leaders are born with inherent qualities, while the Trait theory identifies personality characteristics shared by leaders. Behavioral theories focus on learned leadership behaviors. Situational and Contingency theories emphasize how the environment influences leadership approaches. Transactional leadership uses a system of rewards and punishments, while Transformational leadership inspires followers and fosters development.
A Closer Look at Leadership Theories What is it that makes some peop.pdfmomdnazeer
A Closer Look at Leadership Theories What is it that makes some people excel in leadership
roles? Leadership theories seek to explain how and why certain people become leaders. Such
theories often focus on the characteristics of leaders, but some attempt to identify the behaviours
that people can adopt to improve their own leadership abilities in different situations. Early
debates on the psychology of leadership often suggested that such skills were simply abilities
that people were born with. In other words, these theories proposed that certain people were
simply "born leaders." Some more recent theories propose that possessing certain traits may help
make people natural leaders, but that experience and situational variables also play a critical role.
As interest in the psychology of leadership has increased over the last 100 years, a number of
different leadership theories have been introduced to explain exactly how and why certain people
become great leaders. What exactly makes a great leader? Do certain personality traits make
people better suited to leadership roles, or do characteristics of the situation make it more likely
that certain people will take charge? When we look at the leaders around usbe it our employer or
the Presidentwe might find ourselves wondering exactly why these individuals excel in such
positions. People have long been interested in leadership throughout human history, but it has
only been relatively recently that a number of formal leadership theories have emerged. Interest
in leadership increased during the early part of the twentieth century. Early leadership theories
focused on what qualities distinguished between leaders and followers, while subsequent theories
looked at other variables such as situational factors and skill levels. While many different
leadership theories have emerged, most can be classified as one of eight major types. Have you
ever heard someone described as "born to lead?" According to this point of view (great man
theory), great leaders are simply born with the necessary internal characteristics such as
charisma, confidence, intelligence, and social skills that make them natural-born leaders. Great
man theories assume that the capacity for leadership is inherentthat great leaders are born, not
made. These theories often portray great leaders as heroic, mythic, and destined to rise to
leadership when needed. The term "Great Man" was used because, at the time, leadership was
thought of primarily as a male quality, especially in terms of military leadership .Such theories
suggest that people cannot really learn how to become strong leaders. It's either something you
are born with or born without. Similar in some ways to Great Man theories, trait theories assume
that people inherit certain qualities and traits that make them better suited to leadership. Trait
theories often identify a particular personality or behavioural characteristics shared by leaders.
For example, traits like extroversio.
Running Head LEADERSHIP1LEADERSHIP 3Lea.docxjeanettehully
Running Head: LEADERSHIP 1
LEADERSHIP 3
Leadership
Student’s Name
Institution Affiliation
Leadership
Narcissistic leaders are individuals who are only concerned with their social standing, self-actualization, and position within the world. Moreover, narcissistic leaders are self-absorbed and implement actions to improve these aspects, even when it is at the expense of other individuals (Northouse, 2018). Narcissistic leadership may be toxic to the success of an organization since a leader makes decisions centered on their personal needs as opposed to the needs of a company. This destructing effect is more severe if a leader holds a senior position as the forms of the decision they make encompass an increased potential to damage the organization. Machiavellian is a phrase that is associated with a leader who is perceived to be dangerous. Bill Gates exhibited transformational leadership as he was passionate about his work and adhered to a strong vision which assisted in energizing the individuals he worked with at all levels (Meyer & Meijers, 2018). Steve Jobs portrayed an autocratic style of leadership as he had a thorough eye for detail and encircled himself with like-minded individuals to follow his lead. Paul Allen was a positive energizer; as such, he created liveliness and vitality as well as strengthened other individuals around him. The traits in these leaders are positive because they were all geared towards achieving success within their respective organizations. Apple and Microsoft are both successful and renowned organizations across the globe.
References
Meyer, R., & Meijers, R. (2018). Leadership agility : developing yourrepertoire of leadership styles. London ; New York : Routledge, Taylor & Francis Group.
Northouse, P. G. (2018). Introduction to leadership : concepts and practice. Los Angeles: SAGE.
When should a leader be directive or empowering?
How to develop your own situational theory of
leadership
Henry P. Sims Jr.a,*, Samer Faraj b, Seokhwa Yun c
a Robert H. Smith School of Business, University of Maryland, College Park, MD 20742, U.S.A.
b Desautels Faculty of Management, McGill University, Montreal, Quebec H3A 1G5, Canada
c College of Business Administration, Seoul National University, Shinlim Dong, Kwanak Ku, Seoul 151-916,
Republic of Korea
Business Horizons (2009) 52, 149—158
www.elsevier.com/locate/bushor
KEYWORDS
Leadership;
Situational;
Situational leadership;
Contingency theory;
Empowering
Abstract A situational theory of leadership attempts to match a particular leader-
ship style or type to specific external circumstances. The general idea is that one type
of leadership will be effective in one situation, but a different type of leadership will
be effective in another situation. Historically, situational theories of leadership have
been too abstract to apply to specific situations. Nevertheless, the concept of
situational leadership retains considerable intuitive appeal. ...
Running Head LEADERSHIP1LEADERSHIP 3Lea.docxwlynn1
Running Head: LEADERSHIP 1
LEADERSHIP 3
Leadership
Student’s Name
Institution Affiliation
Leadership
Narcissistic leaders are individuals who are only concerned with their social standing, self-actualization, and position within the world. Moreover, narcissistic leaders are self-absorbed and implement actions to improve these aspects, even when it is at the expense of other individuals (Northouse, 2018). Narcissistic leadership may be toxic to the success of an organization since a leader makes decisions centered on their personal needs as opposed to the needs of a company. This destructing effect is more severe if a leader holds a senior position as the forms of the decision they make encompass an increased potential to damage the organization. Machiavellian is a phrase that is associated with a leader who is perceived to be dangerous. Bill Gates exhibited transformational leadership as he was passionate about his work and adhered to a strong vision which assisted in energizing the individuals he worked with at all levels (Meyer & Meijers, 2018). Steve Jobs portrayed an autocratic style of leadership as he had a thorough eye for detail and encircled himself with like-minded individuals to follow his lead. Paul Allen was a positive energizer; as such, he created liveliness and vitality as well as strengthened other individuals around him. The traits in these leaders are positive because they were all geared towards achieving success within their respective organizations. Apple and Microsoft are both successful and renowned organizations across the globe.
References
Meyer, R., & Meijers, R. (2018). Leadership agility : developing yourrepertoire of leadership styles. London ; New York : Routledge, Taylor & Francis Group.
Northouse, P. G. (2018). Introduction to leadership : concepts and practice. Los Angeles: SAGE.
When should a leader be directive or empowering?
How to develop your own situational theory of
leadership
Henry P. Sims Jr.a,*, Samer Faraj b, Seokhwa Yun c
a Robert H. Smith School of Business, University of Maryland, College Park, MD 20742, U.S.A.
b Desautels Faculty of Management, McGill University, Montreal, Quebec H3A 1G5, Canada
c College of Business Administration, Seoul National University, Shinlim Dong, Kwanak Ku, Seoul 151-916,
Republic of Korea
Business Horizons (2009) 52, 149—158
www.elsevier.com/locate/bushor
KEYWORDS
Leadership;
Situational;
Situational leadership;
Contingency theory;
Empowering
Abstract A situational theory of leadership attempts to match a particular leader-
ship style or type to specific external circumstances. The general idea is that one type
of leadership will be effective in one situation, but a different type of leadership will
be effective in another situation. Historically, situational theories of leadership have
been too abstract to apply to specific situations. Nevertheless, the concept of
situational leadership retains considerable intuitive appeal. .
The document discusses various leadership theories including trait theory, behavioral theory, contingency theory, and contemporary theories like transformational leadership. It notes that effective managers do not rely on one single leadership style, but rather adapt their approach depending on the situation and challenges faced. Overall, the theories aim to help organizations increase productivity by providing frameworks for different leadership approaches.
The document discusses various theories of leadership. It defines leadership and discusses early theories including the Great Man theory which proposed that great leaders are born, not made. It also covers trait theories, behavioral theories, contingency theories, and transformational theories. The theories focus on different aspects believed to define leadership such as traits, behaviors, situational factors, and relationships with followers. The document provides examples and limitations of each theory of leadership.
The document discusses various leadership theories that have evolved over time:
1. Great Man theories proposed that great leaders are born with inherent leadership traits.
2. Trait theories similarly focused on identifying characteristics of leaders.
3. Behavioral theories shifted to the idea that leadership can be learned and emphasized observable behaviors.
4. Contingency theories proposed that leadership effectiveness depends on matching a leader's style to the situation.
5. Modern theories have focused more on relational aspects of leadership like influence, motivation, and communication between leaders and followers.
Theories of leadership in leadership and team buildingTushar Agarwal
The document discusses several theories of leadership, including:
- The Great Man theory, which proposes that leadership effectiveness is determined by innate qualities of the leader. It focuses on identifying traits of historical leaders but has been criticized.
- Trait theories, which emerged from Great Man theory and suggest leaders possess stable traits like intelligence and charisma. However, research finds no universal trait predictors of leadership success.
- Behavioral theories like the Ohio State and Michigan studies, which evaluate leaders based on behaviors and found consideration of people and task focus are important. Contingency theory also emphasizes the importance of situational factors.
This document outlines and describes 8 major leadership theories: Great Man, Trait, Behavioral, Participative, Situational, Contingency, Transactional, and Transformational. It provides details on the key assumptions and components of each theory. The Great Man theory assumes that great leaders are born with inherent qualities, while the Trait theory identifies personality characteristics shared by leaders. Behavioral theories focus on learned leadership behaviors. Situational and Contingency theories emphasize how the environment influences leadership approaches. Transactional leadership uses a system of rewards and punishments, while Transformational leadership inspires followers and fosters development.
A Closer Look at Leadership Theories What is it that makes some peop.pdfmomdnazeer
A Closer Look at Leadership Theories What is it that makes some people excel in leadership
roles? Leadership theories seek to explain how and why certain people become leaders. Such
theories often focus on the characteristics of leaders, but some attempt to identify the behaviours
that people can adopt to improve their own leadership abilities in different situations. Early
debates on the psychology of leadership often suggested that such skills were simply abilities
that people were born with. In other words, these theories proposed that certain people were
simply "born leaders." Some more recent theories propose that possessing certain traits may help
make people natural leaders, but that experience and situational variables also play a critical role.
As interest in the psychology of leadership has increased over the last 100 years, a number of
different leadership theories have been introduced to explain exactly how and why certain people
become great leaders. What exactly makes a great leader? Do certain personality traits make
people better suited to leadership roles, or do characteristics of the situation make it more likely
that certain people will take charge? When we look at the leaders around usbe it our employer or
the Presidentwe might find ourselves wondering exactly why these individuals excel in such
positions. People have long been interested in leadership throughout human history, but it has
only been relatively recently that a number of formal leadership theories have emerged. Interest
in leadership increased during the early part of the twentieth century. Early leadership theories
focused on what qualities distinguished between leaders and followers, while subsequent theories
looked at other variables such as situational factors and skill levels. While many different
leadership theories have emerged, most can be classified as one of eight major types. Have you
ever heard someone described as "born to lead?" According to this point of view (great man
theory), great leaders are simply born with the necessary internal characteristics such as
charisma, confidence, intelligence, and social skills that make them natural-born leaders. Great
man theories assume that the capacity for leadership is inherentthat great leaders are born, not
made. These theories often portray great leaders as heroic, mythic, and destined to rise to
leadership when needed. The term "Great Man" was used because, at the time, leadership was
thought of primarily as a male quality, especially in terms of military leadership .Such theories
suggest that people cannot really learn how to become strong leaders. It's either something you
are born with or born without. Similar in some ways to Great Man theories, trait theories assume
that people inherit certain qualities and traits that make them better suited to leadership. Trait
theories often identify a particular personality or behavioural characteristics shared by leaders.
For example, traits like extroversio.
The document discusses the situational leadership theory, which proposes that leadership style should be adapted to fit the situation. It was developed by Hersey and Blanchard in the late 1960s/early 1970s based on the idea that there is no single best leadership approach. The theory identifies four leadership styles (directing, coaching, supporting, delegating) that may be appropriate depending on the follower's competence and commitment levels. The situational leader evaluates followers and the situation to determine the best style to apply. The theory emphasizes that leadership must be flexible and adaptive to different contexts.
Leadership theories are the explanations of how and why certain people become leaders. They focus on the traits and behaviors that people can adopt to increase their leadership capabilities. Some of the top traits that leaders say are vital to good leadership include: Strong ethics and high moral standards.
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A Closer Look at Leadership Theories What is it that makes s.pdfsanjaychauhan1530
A Closer Look at Leadership Theories What is it that makes some people excel in leadership
roles? Leadership theories seek to explain how and why certain people become leaders. Such
theories often focus on the characteristics of leaders, but some attempt to identify the behaviours
that people can adopt to improve their own leadership abilities in different situations. Early debates
on the psychology of leadership often suggested that such skills were simply abilities that people
were born with. In other words, these theories proposed that certain people were simply "born
leaders." Some more recent theories propose that possessing certain traits may help make people
natural leaders, but that experience and situational variables also play a critical role. As interest in
the psychology of leadership has increased over the last 100 years, a number of different
leadership theories have been introduced to explain exactly how and why certain people become
great leaders. What exactly makes a great leader? Do certain personality traits make people better
suited to leadership roles, or do characteristics of the situation make it more likely that certain
people will take charge? When we look at the leaders around usbe it our employer or the
Presidentwe might find ourselves wondering exactly why these individuals excel in such positions.
People have long been interested in leadership throughout human history, but it has only been
relatively recently that a number of formal leadership theories have emerged. Interest in leadership
increased during the early part of the twentieth century. Early leadership theories focused on what
qualities distinguished between leaders and followers, while subsequent theories looked at other
variables such as situational factors and skill levels. While many different leadership theories have
emerged, most can be classified as one of eight major types. Have you ever heard someone
described as "born to lead?" According to this point of view (great man theory), great leaders are
simply born with the necessary internal characteristics such as charisma, confidence, intelligence,
and social skills that make them natural-born leaders. Great man theories assume that the
capacity for leadership is inherentthat great leaders are born, not made. These theories often
portray great leaders as heroic, mythic, and destined to rise to leadership when needed. The term
"Great Man" was used because, at the time, leadership was thought of primarily as a male quality,
especially in terms of military leadership .Such theories suggest that people cannot really learn
how to become strong leaders. It's either something you are born with or born without. Similar in
some ways to Great Man theories, trait theories assume that people inherit certain qualities and
traits that make them better suited to leadership. Trait theories often identify a particular
personality or behavioural characteristics shared by leaders. For example, traits like extroversio.
Theories Of Leadership And Leadership TheoriesKrystal Green
The document discusses and compares three popular leadership theories: situational leadership, trait theory, and transformational leadership. Situational leadership, developed by Hersey and Blanchard, focuses on altering leadership style based on the situation and development level of subordinates. Trait theory examines the characteristics and personality traits effective leaders possess. Transformational leadership centers on inspiring and motivating followers through empowerment and satisfaction.
This document discusses two leadership styles: Sergey Brin's leadership as President of Google and Howard Schultz's leadership as CEO of Starbucks. It compares their participatory leadership styles and notes they both had inherent traits for leadership. The document also discusses the contingency approach to leadership, explaining leaders should adapt their style based on the situation. It provides examples of strategic leadership and contingencies to consider in different management situations.
This document provides an overview of key concepts from chapters in the book Management of Organizational Behavior by Paul Hersey, Kenneth Blanchard, and Dewey E. Johnson related to situational leadership theory. It discusses four leadership styles characterized by varying levels of task behavior and relationship behavior. Situational leadership theory states there is no single best leadership style and the most effective style depends on the readiness level of the followers. The document also summarizes concepts about developing human resources, effective communication, group dynamics, and performance management from the perspective of situational leadership.
DAV White Paper September 2015 - Leadership by Judy HoferJudy Hofer
This document discusses leadership theories and the differences between management and leadership. It provides definitions of management and leadership, noting that while they are different, they are also linked and complementary. Management focuses on administering and maintaining systems, while leadership focuses on initiating change and inspiring others. The document then outlines several major leadership theories that have emerged over time, including great man theory, trait theory, behavioral theory, participative theory, situational theory, contingency theory, and transactional theory. Each theory examines different factors that influence leadership effectiveness such as personality, behaviors, situational contexts, and relationships with followers.
PersonalityLeadership LinkageThere is a link between an individ.docxmattjtoni51554
Personality/Leadership Linkage
There is a link between an individual’s personality and the leadership style with which individuals are most comfortable and therefore more likely to use. The connection between personality and leadership style has been well noted by several researchers and leadership specialists (Bass, 2000, 2008; Pillai, Schriesheim, & Williams, 1999; de Charon, 2003).
It is important to understand your natural leadership style…so you can capitalize on your natural leadership strengths (or be aware of and address your natural weaknesses) for your career development, self-fulfillment and success at the workplace.
Journal of Leadership Education Volume 8, Issue 2 – Fall 2009 114
The 16 personality types created by Myers and Briggs (Myers & McCaulley, 1985) and adapted by Keirsey and Bates (1984) are a combination of:
EI (extroversion or introversion)
EI are ways in which people gather energy. E types are people who recharge when they are around people. I types are those who need solitude to re-energize.
SN (sensing or intuition)
S types are those who thrive on facts and Ns are those who tend to make decisions based on hunches.
TF (thinking or feeling)
T types are logical and objective in the decisions they make and Fs are more subjective and take things personally.
PJ (perceiving or judging).
Ps like to keep their options open and Js prefer deadlines.
No type is better than the other. They are all just ways in which we interact with the world and make decisions. Understanding these differences can, however, provide insights.
Being a Leader
Everyone, at some time in life, is asked to be a leader, whether to lead a classroom discussion, coach a children’s soccer team, or direct a fund-raising campaign. Many situations require leadership. A leader may have a high profile (e.g., an elected public official) or a low profile (e.g., a volunteer leader in Big Brothers Big Sisters), but in every situation there are leadership demands placed on the individual who is the leader.
Being a leader is challenging, exciting, and rewarding, and carries with it many responsibilities. This chapter discusses different ways of looking at leadership and their impacts on what it means to be a leader.
DEFINING LEADERSHIP
At the outset, it is important to address a basic question: What is leadership? Scholars who study leadership have struggled with this question for many decades and have written a great deal about the nature of leadership (Antonakis, Cianciolo, & Sternberg, 2004; Bass, 1990; Conger & Riggio, 2007). In leadership literature, more than 100 different definitions of leadership have been identified (Rost, 1991). Despite these many definitions, a number of concepts are recognized by most people as accurately reflecting what it is to be a leader.
INTRODUCTION TO LEADERSHIP
Leadership has long intrigued humankind and has been the topic of extensive literature for centuries. The earliest writings include philosophies of leade.
TRADITIONAL MODELS FOR UNDERSTANDING LEADERSHIPEdz Gapuz
The document discusses traditional models for understanding leadership, including trait, behavioral, situational, and contingency approaches. It describes early theories that focused on leaders' traits but shifted to behavioral studies examining leadership as an observable process. The Michigan studies explored patterns of effective leadership behaviors. Situational leadership models emphasized that the most appropriate leadership style depends on characteristics of the situation. Vroom's decision tree approach proposed that the degree of subordinate participation in decision making should match the demands of the situation.
This class covers leadership and organizational change theories from 11:30 AM to 2:00 PM taught by Professor Pascualito Gatan. The class will discuss definitions of leadership, classical theories including great man theory and traits theory, and contemporary theories such as behavioral, contingency, relationship, management, and participative theories. It will also contrast classical and contemporary leadership styles, with classical being more autocratic where the leader determines the plan of action without much input from others.
Module 3 - HomeLeadership Styles and The TribeModular Learni.docxroushhsiu
Module 3 - Home
Leadership Styles and The Tribe
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
•Case ◦Compare transformational leadership to non-leadership (laissez-faire).
•SLP ◦Explore and discuss the impact of a transactional leadership environment on the tribal stage of an organization.
•Discussion ◦Apply the situational leadership style to tribal leadership.
◦Discuss the benefits and/or drawbacks of using situational leadership to increase an organization’s tribal stage to the next level.
◦Apply the non-leadership factor (laissez-faire) to tribal leadership.
◦Determine whether a non-leadership style (laissez-faire) impacts an organization’s tribal leadership stage negatively or positively.
Module Overview
We are at the half-way point in the course, and it is time to change gears from traits and skills; but we will continue to apply all the concepts we are studying to tribal leadership.
For Module 3, we will focus on leadership styles, including situational leadership, transformational leadership, transactional leadership, and even non-leadership (laissez-faire).
By now, the different parts of leadership theory we have studied will start to form the basis for strategic leadership decisions, especially as they apply to tribal leadership. With a large chunk of key leadership theories under our belt, we should have no trouble beginning to discern which approaches are best in certain situations and scenarios.
Module 3 - Background
Leadership Styles and The Tribe
Style Approach
Around the same time that Katz (1955) was questioning the trait theory of leadership in favor of a more skills-based approach, Stogdill (1948) was also looking for a better model to define what makes a leader. We discussed Stogdill’s work in Module 1 (his discovery that “…the traits of leaders around the world were not distinct from the traits of non-leaders”). As we discussed, this led him to explore characteristics beyond innate traits.
As the style approach was coming into focus, several important studies were conducted to learn more about “what leaders do and how they act” (Northouse, 2018, p. 69). What leaders do is classified as task behaviors, while how leaders act is classified as relationship behaviors. Among those important studies were the Ohio State Studies, which focused on the way leaders acted when they were leading, and the University of Michigan Studies, which focused on “the impact of leaders’ behaviors on the performance of small groups” (Northouse, 2018, p. 71). While both of these studies are critical parts of understanding leadership, they are covered heavily in elementary leadership studies, and will not be further explored in the context of strategic leadership. Instead, we will move on to the prevalent style-based theories that took hold as a result of these studies and the work of Stogdill and Katz (1948; 1955).
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Hersey and ...
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Early leadership theories focused on distinguishing qualities of leaders versus followers, while later theories examined situational factors and skills. There are generally considered to be eight major leadership theory types: great man theories which propose that great leaders are born rather than made; trait theories which argue that certain inheritable traits make one suited for leadership; contingency theories which emphasize that the best leadership style depends on environmental variables; situational theories which posit that leaders choose the optimal action based on circumstances; behavioral theories which maintain that leadership can be learned through teaching and observation; participative theories suggesting that effective leadership incorporates others' input; management theories focusing on supervision, organization, and performance-based rewards/punishments; and relationship theories emphasizing the connections between leaders and followers
Most patients with mental health disorders are not aggressive. H.docxhelzerpatrina
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
.
MotivationExplain your motivation for applying to this prog.docxhelzerpatrina
Motivation:
Explain your motivation for applying to this program. How does the content of this study abroad program relate to your future academic and professional goals?
Goals(REQUIRED)
List and explain three concrete goals related to living and studying abroad that you will set for yourself to get the most out of this opportunity.
.
Most public policy is made from within government agencies. Select a.docxhelzerpatrina
Most public policy is made from within government agencies. Select an agency to review for this assignment:
1) Go to
https://www.usa.gov
to begin your search.
2) Next, click on the menu tab labelled “Government Agencies and Elected Officials.”
3) Then, click on “A-Z Index of U.S. Government Agencies.”
4) Select one of the large federal agencies, and review one of its major policies, laws, or regulations.
What is the primary mission of the agency? Select a problem that the agency is attempting to solve. Research the major policy process as it has evolved and identify its major stakeholders. Identify what major factors have contributed to policy ineffectiveness. Is the bureaucracy now too large to provide adequate oversight and future development? Be sure to integrate lessons learned and policy concepts discussed throughout the class. Examples may include security at airports, immigration, education (No Child Left Behind), welfare support, Social Security, health care, etc. Identify government subsidies, tools, and regulations the agency uses to meet its policy goals. Pinpoint supporting agencies, groups, or businesses that would be most interested in these policies, and describe the potential conflicts of interest.
Your APA style paper should be three pages in length, not counting the title and reference pages. Provide at least three peer-reviewed or professional references. Be sure your paper is double-spaced and uses 12-point font and one-inch margins. Use your own words, and include citations and references as needed to avoid plagiarism. All sources used must be referenced; paraphrased and quoted material must have accompanying citations and be cited per APA guidelines.
.
Mr. Smith brings his 4-year-old son to your primary care office. He .docxhelzerpatrina
Mr. Smith brings his 4-year-old son to your primary care office. He states the boy has been ill for three days. Mr. Smith indicates that he would like antibiotics so he can send his son back to pre-school the next day.
History - Child began with sneezing, mild cough, and low grade fever of 100 degrees three days ago. All immunizations UTD. Father reports that the child has had only two incidents of URI and no other illnesses.
Social - non-smoking household. Child attends preschool four mornings a week and is insured through his father’s employment. No other siblings in the household.
PE/ROS -T 99, R 20, P 100. Alert, cooperative, in good spirits, well-hydrated. Mildly erythemic throat, no exudate, tonsils +2. Both ears mild pink tympanic membrane with good movement. Lungs clear bilaterally. All other systems WNL.
Do not consider COVID-19 for this patient diagnosis.
.
Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docxhelzerpatrina
“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some.
Much has been made of the new Web 2.0 phenomenon, including social n.docxhelzerpatrina
Much has been made of the new Web 2.0 phenomenon, including social networking sites and user-created mash-ups. How does Web 2.0 change security for the Internet? Your submission should be between 500 words with references and following APA reference style. Please do not include a title page
.
MSN 5550 Health Promotion Prevention of Disease Case Study Module 2.docxhelzerpatrina
MSN 5550 Health Promotion: Prevention of Disease Case Study Module 2 Instructions: Read the following case study and answer the reflective questions.
Please provide rationales for your answers. Make sure to provide a citation for your answers. Deadline: CASE STUDY:
An Older Immigrant Couple: Mr. and Mrs. Arahan Mr. and Mrs. Arahan, an older couple in their seventies, have been living with their oldest daughter, her husband of 15 years, and their two children, ages 12 and 14. They all live in a middle-income neighborhood in a suburb of a metropolitan city. Mr. and Mrs. Arahan are both college educated and worked full-time while they were in their native country. In addition, Mr. Arahan, the only offspring of wealthy parents, inherited a substantial amount of money and real estate. Their daughter came to the United States as a registered nurse and met her husband, a drug company representative. The older couple moved to the United States when their daughter became a U.S. citizen and petitioned them as immigrants. Since the couple was facing retirement, they welcomed the opportunity to come to the United States. The Arahans found life in the United States different from that in their home country, but their adjustment was not as difficult because both were healthy and spoke English fluently. Most of their time was spent taking care of their two grandchildren and the house. As the grandchildren grew older, the older couple found that they had more spare time. The daughter and her husband advanced in their careers and spent a great deal more time at their jobs. There were few family dinners during the week. On weekends, the daughter, her husband, and their children socialized with their own friends. The couple began to feel isolated and longed for a more active life. Mr. and Mrs. Arahan began to think that perhaps they should return to the home country, where they still had relatives and friends. However, political and economic issues would have made it difficult for them to live there. Besides, they had become accustomed to the way of life in the United States with all the modern conveniences and abundance of goods that were difficult to obtain in their country. However, they also became concerned that they might not be able to tolerate the winter months and that minor health problems might worsen as they aged. They wondered who would take care of them if they became very frail and where they would live, knowing that their daughter had only saved money for their grandchildren’s college education. They expressed their sentiments to their daughter, who became very concerned about how her parents were feeling. This older couple had been attending church on a regular basis, but had never been active in other church-related activities. The church bulletin announced the establishment of parish nursing with two retired registered nurses as volunteers. The couple attended the first opening of the parish clinic. Here, they met one of the registered nur.
MSEL Strategy Mid-term Instructions Miguel Rivera-SantosFormat.docxhelzerpatrina
MSEL Strategy Mid-term Instructions Miguel Rivera-Santos
Format of the Mid-term
· You will find three recent newspaper articles describing a strategic move or a strategic decision in this document. Choose two out of these three articles and, for each of the two articles you have selected, answer the following two questions:
· Q1: What is (are) the issue(s) for the main company in the article? How do you assess the company’s strategic decision(s)? What additional information and what specific analyses would you conduct to fully understand the issue(s) and the decision(s)?
· Q2: What alternative recommendation would you consider in response to the issue(s)? What additional information/analyses would you need for this alternative recommendation? How could it be implemented?
· For each article, the combined answers to these two questions should be no longer than 2 single-spaced pages, in 12-point Times New Roman, with a 1-inch margin all around.
You can add as many appendices as you feel necessary, but remember that the page limitfor the mid-term (excluding exhibits) is 4 pages, i.e., 2 pages per newspaper article.
· You do not need to seek additional information beyond what is provided in the articles.
GOOD LUCK!
Geely to build satellites for self-driving cars - Financial Times (US), 3/4... https://digital.olivesoftware.com/Olive/ODN/FTUS/PrintArticle.aspx?d...
Automobiles
CHRISTIAN SHEPHERD — BEIJING
Geely is aiming to be the first China carmaker to design and build satellites to support its autonomous driving programme, the latest step by founder Li Shufu in his bid to build an industry leader.
Geely, which owns Swedish brand Volvo Cars, Malaysia’s Proton, and a stake in Mercedes-Benz owner Daimler, will invest Rmb2.27bn ($325m) in a new development centre and factory to manufacture satellites this year, the company said yesterday.
The announcement makes Geely the first known Chinese carmaker with plans to build its own satellites. Mr Li’s move sparked comparisons in China media with Elon Musk, founder of electric carmaker Tesla and private space exploration company SpaceX.
Last month Geely drew comparisons with Volkswagen when Mr Li’s holding group announced plans to merge Geely Automobile and Volvo Cars, moving the company towards becoming the first global Chinese carmaker.
Che Jun, Communist party boss of China’s eastern Zhejiang province, where Geely is based, said that the complex would be built in Taizhou city and that construction had begun.
The centre will design, test and manufacture low-orbit communication satellites, purpose-built to improve geolocation of vehicles and to support their connected functions, Geely said.
Geely has been pouring money into new technologies from self-driving cars to flying taxis, spending Rmb20bn on research and development in the past year.
The investments are part of the group’s spend on global expansion, such as buying a $9bn stake in Daimler.
The announcement comes as the coronavirus outbre.
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TRADITIONAL MODELS FOR UNDERSTANDING LEADERSHIPEdz Gapuz
The document discusses traditional models for understanding leadership, including trait, behavioral, situational, and contingency approaches. It describes early theories that focused on leaders' traits but shifted to behavioral studies examining leadership as an observable process. The Michigan studies explored patterns of effective leadership behaviors. Situational leadership models emphasized that the most appropriate leadership style depends on characteristics of the situation. Vroom's decision tree approach proposed that the degree of subordinate participation in decision making should match the demands of the situation.
This class covers leadership and organizational change theories from 11:30 AM to 2:00 PM taught by Professor Pascualito Gatan. The class will discuss definitions of leadership, classical theories including great man theory and traits theory, and contemporary theories such as behavioral, contingency, relationship, management, and participative theories. It will also contrast classical and contemporary leadership styles, with classical being more autocratic where the leader determines the plan of action without much input from others.
Module 3 - HomeLeadership Styles and The TribeModular Learni.docxroushhsiu
Module 3 - Home
Leadership Styles and The Tribe
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
•Case ◦Compare transformational leadership to non-leadership (laissez-faire).
•SLP ◦Explore and discuss the impact of a transactional leadership environment on the tribal stage of an organization.
•Discussion ◦Apply the situational leadership style to tribal leadership.
◦Discuss the benefits and/or drawbacks of using situational leadership to increase an organization’s tribal stage to the next level.
◦Apply the non-leadership factor (laissez-faire) to tribal leadership.
◦Determine whether a non-leadership style (laissez-faire) impacts an organization’s tribal leadership stage negatively or positively.
Module Overview
We are at the half-way point in the course, and it is time to change gears from traits and skills; but we will continue to apply all the concepts we are studying to tribal leadership.
For Module 3, we will focus on leadership styles, including situational leadership, transformational leadership, transactional leadership, and even non-leadership (laissez-faire).
By now, the different parts of leadership theory we have studied will start to form the basis for strategic leadership decisions, especially as they apply to tribal leadership. With a large chunk of key leadership theories under our belt, we should have no trouble beginning to discern which approaches are best in certain situations and scenarios.
Module 3 - Background
Leadership Styles and The Tribe
Style Approach
Around the same time that Katz (1955) was questioning the trait theory of leadership in favor of a more skills-based approach, Stogdill (1948) was also looking for a better model to define what makes a leader. We discussed Stogdill’s work in Module 1 (his discovery that “…the traits of leaders around the world were not distinct from the traits of non-leaders”). As we discussed, this led him to explore characteristics beyond innate traits.
As the style approach was coming into focus, several important studies were conducted to learn more about “what leaders do and how they act” (Northouse, 2018, p. 69). What leaders do is classified as task behaviors, while how leaders act is classified as relationship behaviors. Among those important studies were the Ohio State Studies, which focused on the way leaders acted when they were leading, and the University of Michigan Studies, which focused on “the impact of leaders’ behaviors on the performance of small groups” (Northouse, 2018, p. 71). While both of these studies are critical parts of understanding leadership, they are covered heavily in elementary leadership studies, and will not be further explored in the context of strategic leadership. Instead, we will move on to the prevalent style-based theories that took hold as a result of these studies and the work of Stogdill and Katz (1948; 1955).
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Early leadership theories focused on distinguishing qualities of leaders versus followers, while later theories examined situational factors and skills. There are generally considered to be eight major leadership theory types: great man theories which propose that great leaders are born rather than made; trait theories which argue that certain inheritable traits make one suited for leadership; contingency theories which emphasize that the best leadership style depends on environmental variables; situational theories which posit that leaders choose the optimal action based on circumstances; behavioral theories which maintain that leadership can be learned through teaching and observation; participative theories suggesting that effective leadership incorporates others' input; management theories focusing on supervision, organization, and performance-based rewards/punishments; and relationship theories emphasizing the connections between leaders and followers
Similar to When should a leader be directive or empoweringHow to devel.docx (14)
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Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
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Explain your motivation for applying to this program. How does the content of this study abroad program relate to your future academic and professional goals?
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List and explain three concrete goals related to living and studying abroad that you will set for yourself to get the most out of this opportunity.
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2) Next, click on the menu tab labelled “Government Agencies and Elected Officials.”
3) Then, click on “A-Z Index of U.S. Government Agencies.”
4) Select one of the large federal agencies, and review one of its major policies, laws, or regulations.
What is the primary mission of the agency? Select a problem that the agency is attempting to solve. Research the major policy process as it has evolved and identify its major stakeholders. Identify what major factors have contributed to policy ineffectiveness. Is the bureaucracy now too large to provide adequate oversight and future development? Be sure to integrate lessons learned and policy concepts discussed throughout the class. Examples may include security at airports, immigration, education (No Child Left Behind), welfare support, Social Security, health care, etc. Identify government subsidies, tools, and regulations the agency uses to meet its policy goals. Pinpoint supporting agencies, groups, or businesses that would be most interested in these policies, and describe the potential conflicts of interest.
Your APA style paper should be three pages in length, not counting the title and reference pages. Provide at least three peer-reviewed or professional references. Be sure your paper is double-spaced and uses 12-point font and one-inch margins. Use your own words, and include citations and references as needed to avoid plagiarism. All sources used must be referenced; paraphrased and quoted material must have accompanying citations and be cited per APA guidelines.
.
Mr. Smith brings his 4-year-old son to your primary care office. He .docxhelzerpatrina
Mr. Smith brings his 4-year-old son to your primary care office. He states the boy has been ill for three days. Mr. Smith indicates that he would like antibiotics so he can send his son back to pre-school the next day.
History - Child began with sneezing, mild cough, and low grade fever of 100 degrees three days ago. All immunizations UTD. Father reports that the child has had only two incidents of URI and no other illnesses.
Social - non-smoking household. Child attends preschool four mornings a week and is insured through his father’s employment. No other siblings in the household.
PE/ROS -T 99, R 20, P 100. Alert, cooperative, in good spirits, well-hydrated. Mildly erythemic throat, no exudate, tonsils +2. Both ears mild pink tympanic membrane with good movement. Lungs clear bilaterally. All other systems WNL.
Do not consider COVID-19 for this patient diagnosis.
.
Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docxhelzerpatrina
“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some.
Much has been made of the new Web 2.0 phenomenon, including social n.docxhelzerpatrina
Much has been made of the new Web 2.0 phenomenon, including social networking sites and user-created mash-ups. How does Web 2.0 change security for the Internet? Your submission should be between 500 words with references and following APA reference style. Please do not include a title page
.
MSN 5550 Health Promotion Prevention of Disease Case Study Module 2.docxhelzerpatrina
MSN 5550 Health Promotion: Prevention of Disease Case Study Module 2 Instructions: Read the following case study and answer the reflective questions.
Please provide rationales for your answers. Make sure to provide a citation for your answers. Deadline: CASE STUDY:
An Older Immigrant Couple: Mr. and Mrs. Arahan Mr. and Mrs. Arahan, an older couple in their seventies, have been living with their oldest daughter, her husband of 15 years, and their two children, ages 12 and 14. They all live in a middle-income neighborhood in a suburb of a metropolitan city. Mr. and Mrs. Arahan are both college educated and worked full-time while they were in their native country. In addition, Mr. Arahan, the only offspring of wealthy parents, inherited a substantial amount of money and real estate. Their daughter came to the United States as a registered nurse and met her husband, a drug company representative. The older couple moved to the United States when their daughter became a U.S. citizen and petitioned them as immigrants. Since the couple was facing retirement, they welcomed the opportunity to come to the United States. The Arahans found life in the United States different from that in their home country, but their adjustment was not as difficult because both were healthy and spoke English fluently. Most of their time was spent taking care of their two grandchildren and the house. As the grandchildren grew older, the older couple found that they had more spare time. The daughter and her husband advanced in their careers and spent a great deal more time at their jobs. There were few family dinners during the week. On weekends, the daughter, her husband, and their children socialized with their own friends. The couple began to feel isolated and longed for a more active life. Mr. and Mrs. Arahan began to think that perhaps they should return to the home country, where they still had relatives and friends. However, political and economic issues would have made it difficult for them to live there. Besides, they had become accustomed to the way of life in the United States with all the modern conveniences and abundance of goods that were difficult to obtain in their country. However, they also became concerned that they might not be able to tolerate the winter months and that minor health problems might worsen as they aged. They wondered who would take care of them if they became very frail and where they would live, knowing that their daughter had only saved money for their grandchildren’s college education. They expressed their sentiments to their daughter, who became very concerned about how her parents were feeling. This older couple had been attending church on a regular basis, but had never been active in other church-related activities. The church bulletin announced the establishment of parish nursing with two retired registered nurses as volunteers. The couple attended the first opening of the parish clinic. Here, they met one of the registered nur.
MSEL Strategy Mid-term Instructions Miguel Rivera-SantosFormat.docxhelzerpatrina
MSEL Strategy Mid-term Instructions Miguel Rivera-Santos
Format of the Mid-term
· You will find three recent newspaper articles describing a strategic move or a strategic decision in this document. Choose two out of these three articles and, for each of the two articles you have selected, answer the following two questions:
· Q1: What is (are) the issue(s) for the main company in the article? How do you assess the company’s strategic decision(s)? What additional information and what specific analyses would you conduct to fully understand the issue(s) and the decision(s)?
· Q2: What alternative recommendation would you consider in response to the issue(s)? What additional information/analyses would you need for this alternative recommendation? How could it be implemented?
· For each article, the combined answers to these two questions should be no longer than 2 single-spaced pages, in 12-point Times New Roman, with a 1-inch margin all around.
You can add as many appendices as you feel necessary, but remember that the page limitfor the mid-term (excluding exhibits) is 4 pages, i.e., 2 pages per newspaper article.
· You do not need to seek additional information beyond what is provided in the articles.
GOOD LUCK!
Geely to build satellites for self-driving cars - Financial Times (US), 3/4... https://digital.olivesoftware.com/Olive/ODN/FTUS/PrintArticle.aspx?d...
Automobiles
CHRISTIAN SHEPHERD — BEIJING
Geely is aiming to be the first China carmaker to design and build satellites to support its autonomous driving programme, the latest step by founder Li Shufu in his bid to build an industry leader.
Geely, which owns Swedish brand Volvo Cars, Malaysia’s Proton, and a stake in Mercedes-Benz owner Daimler, will invest Rmb2.27bn ($325m) in a new development centre and factory to manufacture satellites this year, the company said yesterday.
The announcement makes Geely the first known Chinese carmaker with plans to build its own satellites. Mr Li’s move sparked comparisons in China media with Elon Musk, founder of electric carmaker Tesla and private space exploration company SpaceX.
Last month Geely drew comparisons with Volkswagen when Mr Li’s holding group announced plans to merge Geely Automobile and Volvo Cars, moving the company towards becoming the first global Chinese carmaker.
Che Jun, Communist party boss of China’s eastern Zhejiang province, where Geely is based, said that the complex would be built in Taizhou city and that construction had begun.
The centre will design, test and manufacture low-orbit communication satellites, purpose-built to improve geolocation of vehicles and to support their connected functions, Geely said.
Geely has been pouring money into new technologies from self-driving cars to flying taxis, spending Rmb20bn on research and development in the past year.
The investments are part of the group’s spend on global expansion, such as buying a $9bn stake in Daimler.
The announcement comes as the coronavirus outbre.
Much of the focus in network security centers upon measures in preve.docxhelzerpatrina
Network security focuses on preventing intrusions and handling security events, but there is debate around proactive measures an organization should take. Practical proactive measures could include monitoring for suspicious activity and strengthening access controls. Biblical principles suggest taking reasonable precautions against probable threats, though excessive measures may violate ethics of non-aggression or forgiveness.
Mt. Baker Hazards Hazard Rating Score High silic.docxhelzerpatrina
Mt. Baker
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Hood
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Rainier
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. St. Helens
Hazards
Hazard Rating Score
High.
Motivation and Cognitive FactorsQuestion AAlfred Hit.docxhelzerpatrina
Motivation and Cognitive Factors
Question A
Alfred Hitchcock reputedly said, “When an actor comes to me and wants to discuss his character, I say, “It’s in the script.” If he says, “But what’s my motivation,” I say, “Your salary.” Discuss motivation based on extrinsic rewards in comparison to that motivated by intrinsic rewards. Are different types of motivations preferable for different tasks? Remember to explain and cite educational sources to support the ideas within the post.
Question B
Social cognitive theory suggests that our beliefs and feelings influence our behavior. What beliefs (cognitive factors) might be related to the specific behavior of going to college? Remember to explain and cite educational sources to support the ideas within the post.
OR
Select one of the personality tests from
Similar Minds
. Take the test, read your results and reproduce them in your journal. What parts of the results ring true to you? What do not? Remember to explain and cite educational sources to support the ideas within the post.
View your discussion
rubric
.
13
.
Motivation in OrganizationsMotivation i.docxhelzerpatrina
Motivation in Organizations
*
Motivation in Organizations
Chapter 7
Chapter 7 Preview:
Motivation in OrganizationsWhat do individuals need to do to meet a personal goal? What are the most important sources of work motivation (e.g., money? recognition? other?)What do you think makes for effective goal-setting? What happens when people feel that they are underpaid compared to their peers? What do people need to believe about a possible reward, in order for it to be motivating?
Components of motivation: What are the basic components of motivation? Page Ref: 214
Motivation: What motivates people to work? What are the most important sources of work motivation? Page Ref: 215
Guidelines for setting effective performance goals: What are they? Page Ref: 220-223
Equity Theory: What are some possible reactions to inequity? Page Ref: 226-227
Expectancy Theory: What are the three types of beliefs that people have, and what do they mean? Page Ref: 230
Copyright
Learning ObjectivesDefine motivation and explain its importance in the field of organizational behavior.Identify and explain the conditions through which goal setting can be used to improve job performance.
Learning ObjectivesDescribe equity theory and how it may be applied to motivating people in organizations.Describe expectancy theory and how it may be applied in organizations.
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
The set of processes thatarousedirect, and maintain
human behavior toward attaining some goal
Motivation
*
Motivation Components
*
Motivation
Key PointsMotivation and job performance are not synonymousMotivation is multifacetedPeople are motivated by more than just money
*
What Motivates You to Work?
*
What Motivates People to Work?
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Goal Setting
*
Goal Setting
Do you have goals?Have you been successful in meeting them?What do you think are important characteristics of attainable goals?How does it make you feel to achieve goals?
*
Goal Setting Guidelines
For ManagersAssign specific goalsAssign difficult, but acceptable, performance goalsstretch goalsProvide feedback on goal attainment
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Equity TheoryPeople strive to maintain ratios of their own outcomes (rewards) to their own inputs (contributions) that are equal to the outcome / input ratios of others with whom they compare themselves
*
Equity Theory
Possible Reactions to Inequity
*
Equity Theory
Managerial ImplicationsAvoid underpaymentAvoid overpaymentBe honest and open with employees
*
Equity Theory
Pay Practices in the NewsPay Practices at Reddit, Google and Gravity Payments
*
Equity Theory
Pay Practices in the NewsQuestions to co.
Motivations to Support Charity-Linked Events After Exposure to.docxhelzerpatrina
Motivations to Support Charity-Linked Events After Exposure to
Facebook Appeals: Emotional Cause Identification and Distinct
Self-Determined Regulations
Kaspar Schattke
Université du Québec à Montréal
Ronald Ferguson and Michèle Paulin
Concordia University
Nonprofit organizations are increasingly dependent on the involvement of Millennial
constituencies. Three studies investigated their motivations to support charity-linked
events: emotional identification with a cause, self-determination theory (SDT) regula-
tions, and context-related Facebook promotions. This article addresses the recent call to
expand SDT research from a simple analysis of autonomous versus controlled moti-
vation, to studying the effects of all the regulations in the SDT continuum, in particular,
the inclusion of the tripartite dimensions of intrinsic motivation and integrated moti-
vation. Results demonstrated that the greater the emotional identification with the
cause, the stronger was the tendency to support the charity-linked event. Also, the
results in these social media contexts revealed that specific intrinsic dimensions (e.g.,
experience stimulation) are motivators of online and offline support, as is the personal
value nature of integrated regulation. Whereas only autonomous motivational regula-
tions predicted support for the two events organized specifically a for charitable causes,
both autonomous and controlled regulations predicted support of a for-profit event
organized with a charitable cause as an adjunct. These findings can assist practitioners
in designing more effective social media communications in support of charity-linked
events.
Keywords: social media, self-determination theory, integrated regulation, tripartite
model of intrinsic motivation, charitable causes
Supplemental materials: http://dx.doi.org/10.1037/mot0000085.supp
Social media is a new domain offering excit-
ing opportunities to investigate research ques-
tions in social psychology (Greitemeyer, 2011;
Kende, Ujhelyi, Joinson, & Greitemeyer, 2015).
Our research examined motivation to support
charity-linked events of nonprofit organizations
that are currently faced with increased compe-
tition for resources and declining government
support (Paulin, Ferguson, Jost, & Fallu, 2014;
Reed, Aquino, & Levy, 2007; White & Peloza,
2009). Presently, they depend on an ageing set
of traditional supporters (Urbain, Gonzalez, &
Le Gall-Ely, 2013). However, their future suc-
cess lies in ensuring the sustainable involve-
ment of the Millennial generation (Fine, 2009),
distinguished from other generations by their
intense exposure at an early age to interactive
technology and social media (Bolton et al.,
2013).
Facebook, the most detailed social media, is
used primarily to maintain or solidify existing
offline relationships allowing people to develop
a public or semipublic profile and to emotion-
ally participate with those whom they can share
This article was published Online First December .
Mrs. Walsh, a woman in her 70s, was in critical condition after.docxhelzerpatrina
“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
· One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
· The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
· She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the famil.
MOVIE TITLE IS LIAR LIAR starring JIM CARREYProvide the name o.docxhelzerpatrina
MOVIE TITLE IS LIAR LIAR starring JIM CARREY
Provide the name of the movie, television series, or streaming series you chose, including a summary of the content, and explain why you selected it.
What are your impressions of the environments (include graphic elements)?
Pay attention to the relationships and communication occurring in the movie. How are people greeting each other? How are people interacting? Do you think you can tell the relationships of the people based on their verbal and nonverbal behaviors? Why or why not?
What are the cultural verbal cues that you notice in the movie?
What are the cultural nonverbal cues that you notice in the movie?
Describe two of the characters' use of language including word arrangement, word choice, and intended meaning.
Summarize how your content choice provided sufficient detail allowing you to describe the roles of verbal and nonverbal elements in communication and how the two forms of communication work in conjunction.
.
mple selection, and assignment to groups (as applicable). Describe.docxhelzerpatrina
The document outlines the process and procedures for a research project. It discusses obtaining informed consent from participants, analyzing demographic and other collected data through descriptive statistics, and addressing each research question or PICOT question through specific inferential statistics. It also covers ensuring the data meets assumptions for the statistics used and setting an alpha level. Finally, it addresses considering and dealing with any ethical issues regarding methodology, design, data collection, anonymity, confidentiality, informed consent, and conflicts of interest in line with the Belmont Report.
More and more businesses have integrated social media into every asp.docxhelzerpatrina
More and more businesses have integrated social media into every aspect of their communication strategies and there are many recent examples of employees being fired from their jobs for personal social media postings. Discuss the benefits and pitfalls of using social media within businesses and if you think it is ethical for business to fire employees for personal use of social media. How can you monitor and control your own social media activities to prevent such a professional conflict?
.
Module Five Directions for the ComparisonContrast EssayWrite a.docxhelzerpatrina
The document provides directions for writing a five paragraph comparison/contrast essay on NASA's past Apollo missions to the Moon and planned future missions to Mars. Students are asked to use MLA style with sources cited and include photos/illustrations to document the similarities and differences between the two missions. NASA.gov is listed as a primary source for quotations and the works cited page, along with other sources from the library databases or Google. A sample outline is provided with an introduction, paragraphs on similarities/differences, and a conclusion.
Monica asked that we meet to see if I could help to reduce the d.docxhelzerpatrina
Monica asked that we meet to see if I could help to reduce the differences between them. When the time came, she started the conversation by saying that Richard wasn’t saving any money at all. They hadn’t started implementing. She said he spent a good deal of time buy- ing and selling stocks. He seemed to be influenced by the weekly ups and downs of the market. At least temporarily, however, he had raised the quality of the stocks he was buying.
Richard seemed a little annoyed and said that Monica never wanted to sell any securities. She almost always told him to wait. She said the shares would come back. When I asked what money meant to them, Richard said an opportunity to gamble and Monica replied a chance to lose what you’ve accumulated. As far as their long-term goals were concerned, Richard said he had no real long-term goals. The future was too fickle. He said who knew what fate had in store for them. Monica’s goal was to feel secure. I had the feeling that her remark was in response to Richard’s behavior. She wouldn’t allow herself to think of anything beyond security until Richard’s activities could be controlled.
Case Application Questions
1. What should be done about Richard’s spending?
2. What kind of investment behavior is Richard demonstrating?What can be done about it? 3. What is Monica’s investment behavior called? How can it be helped?
4. Contrast their two views of money. Do you have any recommendations?
5. How can Monica’s fears be dealt with?
.
Module 6 AssignmentPlease list and describe four types of Cy.docxhelzerpatrina
Module 6 Assignment
Please list and describe four types of Cyber crime.
Rubric for Assignment submission
Criterion
Description
Points possible
Content
Student posts and describes four types of Cyber crimes
40
Word count
500 words
10
Total Points possible
50
.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
When should a leader be directive or empoweringHow to devel.docx
1. When should a leader be directive or empowering?
How to develop your own situational theory of
leadership
Henry P. Sims Jr.a,*, Samer Faraj b, Seokhwa Yun c
a Robert H. Smith School of Business, University of Maryland,
College Park, MD 20742, U.S.A.
b Desautels Faculty of Management, McGill University,
Montreal, Quebec H3A 1G5, Canada
c College of Business Administration, Seoul National
University, Shinlim Dong, Kwanak Ku, Seoul 151-916,
Republic of Korea
Business Horizons (2009) 52, 149—158
www.elsevier.com/locate/bushor
KEYWORDS
Leadership;
Situational;
Situational leadership;
Contingency theory;
Empowering
Abstract A situational theory of leadership attempts to match a
particular leader-
ship style or type to specific external circumstances. The
general idea is that one type
of leadership will be effective in one situation, but a different
type of leadership will
be effective in another situation. Historically, situational
2. theories of leadership have
been too abstract to apply to specific situations. Nevertheless,
the concept of
situational leadership retains considerable intuitive appeal. In
this article we draw
on our previous research about situational leadership during
resuscitation in a trauma
center, in order to derive a general strategy of how a leader can
best develop his or her
own personal theory of leadership which best works for their
unique circumstances.
The core of the strategic approach involves: (1) defining goals
for a specific situation,
(2) defining potential leadership types, (3) identifying
situational conditions, (4)
matching a leadership style to the particular situation, and (5)
determining how the
match between leadership style and situation will be made. The
medical trauma
center we profile provided an interesting example of how
leaders considered ele-
ments of the situation to guide their own leadership.
# 2008 Kelley School of Business, Indiana University. All
rights reserved.
1. Follow the leader
Q: W
* C
E
sam
000
doi:
hat style of leadership is best?
A: It
3. depends on the situation!
We’ve all heard that same old question hundreds
of times, just as we’ve heard that same answer.
orresponding author.
-mail addresses: [email protected] (H.P. Sims Jr.),
[email protected] (S. Faraj), [email protected] (S. Yun).
7-6813/$ — see front matter # 2008 Kelley School of Business,
I
10.1016/j.bushor.2008.10.002
What we really want to know is how a leader should
behave. We want good leaders to lead us, and we
want to be good leaders to others in turn.
There is an Old Norse word, laed, which means
‘‘to determine the course of a ship.’’ We can easily
see how our modern word, lead, comes from this
ancient expression. In our imagination, we may
actually picture ourselves standing at the stern,
handling the tiller, and directing the rowers as we
embark on our great adventure. This is classic leader-
ship, command, and control: giving instruction and
ndiana University. All rights reserved.
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
http://dx.doi.org/10.1016/j.bushor.2008.10.002
150 H.P. Sims Jr. et al.
directions to others to achieve a common goal.
We can even visualize the modern version of a leader
as the person who determines the course of an orga-
nization.
4. But aren’t there other types of leadership? For
example, when we think of the charisma that Martin
Luther King, Jr. displayed in his ‘‘I Have A Dream’’
speech, we intuitively recognize that as leadership.
Moreover, in today’s contemporary organizations,
the notion of being ‘‘empowering’’ has received
wide attention. Is leadership also the capability to
empower others?
There are hundreds of definitions of leadership.
No single description can completely encompass the
concept; however, for the purposes of this article,
we define leadership rather broadly as ‘‘influencing
others.’’ The main idea is that a leader is one who
uses a variety of styles or behaviors to influence the
behavior and thoughts of others. Further, based on
our own research, we believe that specific leader-
ship behaviors can be clustered together to form a
‘‘type’’ or a ‘‘style’’ of leadership.
The notion that a particular type of leadership
might be best for a particular situation has been
around for a long time. This concept is often called a
‘‘contingency’’ theory of leadership, or is some-
times referred to as a ‘‘situational’’ view of leader-
ship. The fundamental assumption is that a specific
type of leadership is likely to be more effective in a
specific kind of situation. That is, leadership should
be contingent upon the factors within the specific
situation. Historical examples of contingency theo-
ries of leadership would include Fiedler’s Contin-
gency Theory (Fiedler, 1967), House’s Path-Goal
Theory of Leadership (House, 1971), and–—especial-
ly in the popular literature–—the Hersey and
Blanchard Situational Theory of Leadership (Hersey
5. & Blanchard, 1984). These theories have added to
the leadership literature; yet, practicing managers
often feel a need for more guidance when applying
these theories to their own specific situations.
Herein, we deal with this problem by deriving a
pragmatic strategy by which individuals can define
their own situational theory of leadership to fit their
particular circumstances. To accomplish this objec-
tive, we will first define five types of leadership
which are well grounded in the research and lead-
ership literature. Then, using a case approach based
on real life situations, we will demonstrate how
these types of leadership have been applied in a
situational manner to a particular environment;
that is, leadership in a medical trauma center.
Finally, we will use the specific example of the
trauma center to derive a more general approach
so that any leader can define a personal situational
theory of leadership.
2. Leadership types
Fundamentally, leadership means influence, or the
ability to influence others. This is a broad definition,
and includes a wide variety of behaviors intended to
influence others. Typically, various kinds of leader-
ship are categorized into typologies. These typolo-
gies specify different types of leadership whereby
particular leaders’ behaviors cluster together to
form a type. Over the years, a myriad of leadership
typologies have been proposed, and there is a wide
variety of theories and typologies that one might
choose as a fundamental framework. For example,
Yukl (2001) discussed 10 different ways that leader-
ship types or styles could be categorized. The use of
types or styles is valuable because it enables all of us
6. to develop a quick way of thinking about leadership.
Each of us usually has our own version of leadership
type that consists of a label or overall definition of
that type, and also some notion of specific behaviors
that make up that type. Almost everyone can begin
with a simple categorization system that defines a
task-oriented type of leadership versus a people-
oriented type of leadership. However, most theories
in both the academic and popular literature are
somewhat more complex than this simple approach.
Currently, the leadership literature is dominated
by the transactional-transformational paradigm.
This categorization system defines two major types
of leadership. Transactional leadership depends on
the administration of rewards by a leader to influ-
ence a follower. In contrast, transformational lead-
ership entails inspiration, and the transformation of
a follower’s motivational state. While there is some
debate in the literature, many see charismatic
leadership as a part of transformational leadership.
Recently, a theoretical and empirical analysis was
conducted by Pearce et al. (2003) which articulated
an extension of the transactional-transformational
paradigm. Based on the historical literature and
their research, they suggested five major types of
leadership: (1) Aversive, (2) Directive, (3) Transac-
tional, (4) Transformational/Charismatic, and (5)
Empowering. The major contribution of their anal-
ysis was to clearly distinguish Empowering as a
distinctive type of leadership that focuses on
influencing others by developing and empowering
follower self-leadership capabilities. The major ad-
vantage of using this typology is that it incorporates
classical views of leadership (i.e., Directive and
7. Transactional), the dominant contemporary view
(i.e., Transformational/Charismatic) and, finally, a
newer view (i.e., Empowering) based on modern
theories of participation and self-management. We
begin by presenting these five main leadership types:
the Aversive, the Directive, the Transactional, the
When should a leader be directive or empowering? 151
Transformational, and the Empowering. Later, we
will focus exclusively on the Directive and Empower-
ing types, because these were the main types of
leadership that we observed in our research regard-
ing the actual leadership of trauma teams, which is
our main example in this article.
When many think of leadership, the image of Jack
Welch organizing and leading his GE troops against
competitors may come to mind. This leader is not
afraid to knock some heads to get followers to com-
ply. We see a figure larger than life, who leads by
commanding others. Often,this type isa combination
of aversive and directive types, who uses a position of
authority toforce otherstocomplymainlyoutof fear.
If the job is not performed as commanded, some
significant form of punishment is delivered to the
guilty party. The most common behaviors of the
aversive leader include threats, intimidation, repri-
mand, and punishment. The directive leader is more
benign, but still top-down, expressing leadership
through direction, instructions, and command.
The transactional leader enters into an exchange
relationship with others; he or she influences through
the dispensation of rewards in exchange for compli-
8. ance. The behaviors most frequently utilized and
displayed by this leader center around personal
and material rewards that are given in return for
effort, performance, and loyalty. Followers take a
calculative view of their work: ‘‘I will do what the
boss wants as long as the rewards keep coming.’’
The transformational leader represents the most
popular current view of leadership. This leader is
characterized by a capacity to create a highly moti-
vating and absorbing vision of the future, and has
the capability to energize others to pursue the
vision. Apple’s Steve Jobs comes to mind as an
example of this type. In the eyes of many, this leader
is almost larger than life, and sometimes attains a
mythic reputation. This is also a top-down type of
leadership, whereby the leader is the source of
wisdom and direction. The leader’s power is based
on a facility to generate a commitment from the
follower, in response to the leader’s vision and
persona. This leader uses behaviors such as formu-
lating and communicating a vision, exhortation,
inspiration and persuasion, and challenge to the
status quo. Often, this leader is seen as charismatic.
The final view of leadership is the empowering
leader, one who leads others to lead themselves.
Manz and Sims (2001) have termed this sort of
individual as the ‘‘SuperLeader.’’ With this type of
leader, the focus is mainly on the followers. In fact,
it is the strength of the followers that enables the
leader to become ‘‘super.’’ The leader’s task is to
help the followers develop their own self-leadership
skills to contribute more fully to the organization.
Most of all, followers need information and knowl-
edge to exercise their own self-leadership.
9. The empowering leader encourages initiative,
self-responsibility, self-confidence, self-goal set-
ting, positive opportunity thinking, and self-prob-
lem solving. The empowering leader does not give
orders, but encourages responsibility. The philoso-
phy of empowerment is a perspective that reaches
beyond heroic leadership. In the past, the notion of
a leader implied that the spotlight was on him or
her; the alternative viewpoint places the spotlight
on the follower. These followers, in turn, experience
exceptional commitment and ownership of their
work. The essence of empowering leadership is
the challenge to lead followers to discover the
potential within themselves.
While all of these types of leadership can be
important, most leaders want to have some sense
of when a specific leadership type is likely to be more
effective than another. In typical day-to-day situa-
tions, leaders often have to make decisions about
how best to lead a group. For example, they ask
themselves, ‘‘Should I be directive or empowering?’’
This specific question was apparent in our field re-
search at a leading medical trauma center and rep-
resents the dilemma of whether a leader’s objectives
might be best achieved by giving a follower clear
directions about how a task should be done, or
whether a decision might be delegated to a follower.
Overall, the leadership literature provides relatively
little guidance regarding how this question might be
answered in a particular context. To explore this
question further, we will present ideas that were
developed in our research on leadership within the
medicaltraumacenter. This particular trauma center
isan organizationalpartofa majoruniversitymedical
10. center/hospital/medical school located in the mid-
Atlantic region of the United States, and is generally
considered one of the leading trauma centers in the
world. It is a relatively large, full-service, and promi-
nent facility, with both teaching and medical care
roles.
3. Leadership in the trauma center
The primary purpose of a trauma center is to
treat patients who have received some injury or
trauma, most often a physical injury caused by a
disruptive action such as a fall, car accident, or
gunshot. As a secondary purpose, the trauma center
serves as a training and educational organization
that prepares medical professionals–—especially res-
idents–—for further professional practice. Leader-
ship is a salient issue in a trauma center. Consider
the following hypothetical situation, adapted from
152 H.P. Sims Jr. et al.
our research, which is relevant for every new at-
tending surgeon that works in a trauma center:
Tomorrow morning, you start your new job as
attending surgeon at the Metropolitan Trauma
Care Center. It seems like you’ve been waiting
for this moment forever; first there was medical
school, then a surgical residency, and finally, a
fellowship. You feel fully qualified, and are ex-
cited about reporting for your first shift as an
attending surgeon. You think about all the other
attending surgeons whom you have encountered
over the years, and how different each one of
them has been. Certainly, there is no ‘‘cookie
11. cutter’’ leadership approach that every attend-
ing surgeon subscribes to. So you think about
yourself. Over the coming few months, you will
have a choice of how you wish to behave. Your
first patient is coming in through the door, and
the resuscitation team is looking at you with an
air of expectancy. You ask yourself, ‘‘What kind
of leader do I want to be?’’
Life in a trauma center ranges from periods of pure
boredom to intense crises. A patient comes to the
center, typically by ambulance or helicopter, and
sometimes is in danger of imminent death. Indeed,
despite the best efforts of the team, some patients
do die. The main function of the trauma team is to
stabilize the patient; that is, to make sure the
patient’s respiration and other vital life systems
are working. This treatment is called resuscitation.
Time is of the essence: trauma patients need to
receive treatment within an hour from injury, or
their body will go into shock and their chances of
survival will be seriously reduced no matter what
medical treatment is administered after that point.
The central organizational unit of the trauma
center is the trauma resuscitation team, which is
cross-functional and interdisciplinary. The team is
composed of several medical specialists, including
an attending surgeon, a fellow (a surgeon training to
be an attending surgeon), an anesthesiologist,
nurses, technicians (e.g., X-ray), surgery and trau-
ma care residents (MDs training for a specialization),
and medical students. The team is a short-cycle
intense task force.
Each patient is treated by the trauma team in a
12. sequence of events that is urgent and interdepen-
dent. For example, while the surgeon performs pri-
mary and secondary surveys of the patient, the
anesthesiologist examines the airway and adminis-
ters medication, the nurse inserts an intravenous line
and reports on vital signs, and technicians provide
various supporting tasks, such as X-ray. Team compo-
sition is fluid; members may come and go as needed,
as multiple patients may be arriving and require
immediate evaluation and treatment. Treatment is
action oriented and under intense time pressure, and
the team typically interacts with the patient for a
half hour to several hours.
From a leadership viewpoint, the attending sur-
geon is the key figure on the team: the team leader.
The attending is clearly in charge and directs the
decision making in regard to the patient, as well as
the task activities of team members. The goals of
the attending are (1) to ensure a successful resusci-
tation, and (2) to offer learning opportunities for
team members, especially the residents, or the MDs
specializing in surgery. These goals–—to ensure an
optimal outcome for the patient and to ensure
learning–—can sometimes be in conflict and present
a conundrum for the team leader. If one always
optimizes patient safety 100%, then the leader–—
the attending surgeon, who has the greatest skill
and expertise–—would carry out most procedures.
Yet, this would never provide an opportunity for the
resident to develop new skills and knowledge.
At some point, every resident must undertake a
procedure for the very first time. From the leader’s
viewpoint, these conflicting goals present a chal-
lenge of deciding when the resident should be em-
powered to take charge of a patient.
13. This issue is not unique to trauma teams. Other
urgent situations, characterized by rapid response
and high reliability, face the same dilemma: aircraft
flight teams, air controller teams, nuclear power
operator teams, legal teams, and consulting teams
are all examples. When should a leader be directive?
When should a leader empower?
In the trauma center the attending surgeon is the
formal leader, and can influence the team through
various types of leadership. Even though team mem-
bers may be highly trained in their own disciplines,
the attending is the leader who has supreme author-
ity, who organizes and coordinates the team efforts,
and who is ultimately responsible for the entire
team’s performance (Yun, Faraj, Xiao, & Sims,
2003). As colloquially stated by one resident, ‘‘It’s
all on his or her credit card.’’
During the course of our research, we observed
various types of leadership in the trauma center.
The results presented here came to light via exten-
sive ethnographic observation and interviews at the
trauma center. We initiated our study guided by
leadership theories, but without a specific theoreti-
cal orientation. The themes we offer emerged from
3 years of field work (see Yun et al., 2003 and Faraj
and Xiao, 2006 for more details).
In the trauma care setting, we rarely found trans-
actional leadership. Moreover, we did not find trans-
formational/charismatic leadership. For example,
attending surgeons seldom attempted to provide
14. When should a leader be directive or empowering? 153
overt inspiration and extra motivation to team mem-
bers during resuscitation, perhaps because in this
arena all of the team members were already profes-
sional, highly trained, and deeply motivated. This
is not to say that attending surgeons were not charis-
matic to some degree, but this mainly stemmed
from their position, and respect for their knowledge
and reputation, rather than overt charismatic leader
behavior.
On rare occasions, because of the stressful and
urgent environment–—and perhaps because of per-
sonality characteristics–—an attending surgeon could
be quite aversive. Aversive leadership includes yell-
ing and shouting, unpleasant verbal reprimand, ob-
noxious task direction, and can sometimes entail
vulgar language. For the most part, however, this
type of behavior was relatively rare.
Much more common was directive leadership,
whereby the leader personally determines the diag-
nosis, has his or her hands on the patient, makes
treatment decisions, and gives information and task
direction to members of the team. Typically, this
leadership is undertaken in a firm and urgent tone,
yet is respectful of the team members. This behav-
ior is classic top-down leadership, with the attend-
ing surgeon clearly taking charge and assuming the
role of centralized decision maker and task giver.
Consider the following, as stated by an observer in
the trauma center: ‘‘You see all kinds [of leader-
ship]. Some of the doctors are very hands-on. . . .
They immediately correct, if they see something
wrong. . . .So you can see things going on and you
15. know this doctor is going to react to that.’’
We also found a second type of leadership to be
common. This type clearly fit the empowering mod-
el we defined earlier. In this leadership mode, the
attending surgeon delegated decision making to a
resident, who then became the leader of the team
for that particular patient. This scenario is de-
scribed by the trauma center’s Chief of Surgery:
What you really want to do is to get them just
when they are getting ready to fall off the cliff
and do something bad, and say. . .maybe you
should give some thought to ‘‘X.’’ When the
residents call me and [say] ‘‘What do [you]
want me to do with this patient?’’ I say, ‘‘What
I want you to do is to be a doctor. I want you to
go stand by the patient. . .consider the possibi-
lities. . .and tell me what you think. . . .Then,
we will discuss whether that is a good idea or a
bad idea.’’
Empowerment of the resident develops over time. At
first, the attending would require the resident to
stand back and observe the treatment of patients.
Often, the attending would speak out loud, describ-
ing the situation, the decisions involved, and the
rationale for undertaking a particular procedure.
This verbal behavior is a form of direction and in-
struction.
At the next stage, the attending would ask the
resident for recommendations: ‘‘Dr. Jones, what
should we do now?’’ The attending would listen and
give feedback to the resident regarding the correct-
ness and appropriateness of the resident’s recom-
16. mendation, but would still perform the hands-on
procedures. In the third stage, the resident would
perform the procedures, with the attending standing
at the resident’s shoulder, monitoring each decision
and each task, providing direction and feedback only
if necessary. In the fourth stage, the resident would
have moderately full responsibility, with the attend-
ing surgeon standing back at the edge of the treat-
mentbay,butstillobservingandthen,later,providing
post hoc critique and feedback. At the final stage, the
resident would be given full responsibility, while
the attending surgeon would still be available on
the premises, but perhaps in another part of the
trauma center. This last stage could be described
as relatively full empowerment.
4. When to be directive and when to
empower: A situational approach
Overall, we focus here on directive leadership and
empowering leadership because these were the
main types exhibited by the trauma team attending
surgeons we observed. This finding led to the ques-
tion of why a leader would sometimes be directive,
and at other times, empowering. We first used
qualitative methods, and then, later, a quantitative
experimental approach to investigate this issue
(Yun et al., 2003; Yun, Faraj, & Sims, 2005).
In our research, we observed many instances of
both directive and empowering leadership on the
part of attending surgeons, and noted that the
particular situation often determined whether the
leader was directive or empowering. The first and
most important situational factor was the severity
of the patient’s injury. Was the patient’s injury
critical, or less threatening? Was the patient near
17. death? As stated by an attending surgeon, regarding
this matter:
It depends on how critical the patient is. If the
patient doesn’t seem to be critical, you will see
the fellow and the attending kind of roll out of
the picture and [back] off, allowing team mem-
bers to carry things on. But if it gets escalated
and [the patient] gets more critical hyperten-
sion, you will tend to see the attending and the
154 H.P. Sims Jr. et al.
Figure 1. How an attending surgeon selects a leader-
ship style
fellow at the bedside, and probably see the
attending make all the calls. So, I guess it varies
[how] critical resuscitations are. . .You try [and]
allow people to learn how to do things.
An attending anesthesiologist raised the safety ver-
sus learning tradeoff even more directly:
I try, with young healthy patients, to give [the
residents] more latitude; with people who are
sicker, I often warn them ahead of time that I’m
going to have a very quick whistle on this one. If
you don’t get it right away, I’m going to have
someone else do it, or I’m going to do it myself.
By and large, the residents understand this.
We observed a clear pattern. The closer the pa-
tient’s condition approached criticality, the more
the leader tended to be directive. The logic in this
18. finding is that a more severe injury required the
highest degree of expertise that was available, and,
that expertise was to be found in the attending
surgeon. Moreover, time seemed to be a factor.
Severely injured patients imposed more stringent
time constraints. In contrast, when the injury was
less severe, attending surgeons were much more
willing to delegate decision making, hands-on treat-
ment, and team leadership to the resident.
Another situational characteristic found to be an
important factor in determining the surgeon’s lead-
ership was the degree of experience and expertise
of the resident. Residents go through a time honored
cycle in terms of the calendar and their learning
curve. Typically, residents begin their one-year pro-
gram on July 1. For the first month or two, their
expertise is minimal, and typically they are not
empowered to any significant degree. But as time
goes by, the residents work hard and are exposed to
a wide variety of patients, injuries, and conditions.
They observe and receive instruction from the at-
tending surgeons, and are generally eager to under-
take decision making and procedures on their own.
By the time several months have passed, their
expertise has improved considerably, and the at-
tending surgeons become more willing to empower
the residents. When June arrives, residents are
typically fully empowered, except under unusual
circumstances. The main observation was that em-
powering leadership was critical in facilitating
learning opportunities for the residents.
The two situational factors were not equally
important in terms of their impact. While both were
significant, the attending surgeons tended to em-
19. phasize severity of patient injury as the more im-
portant situational factor. Even for a long-term
medical observer, such as a charge nurse, the spe-
cifics of the situation are the drivers: ‘‘It depends on
the personality of who you are working with and
what you need to get done. It just depends. . .on how
sick the patient is, what you need to get done with
the patient, how strong or weak the team is.’’
In summary, our research uncovered a contin-
gency theory of leadership that seemed to be spe-
cific to the unique environment of the trauma
center. When a patient’s injury is severe and the
resident’s experience is low, attending surgeons are
more likely to exercise directive leadership. When a
patient’s injury is less severe, and when the resi-
dent’s experience is high, attending surgeons are
more likely to exercise empowering leadership.
This logic is represented by a decision diagram that
is illustrated in Figure 1. This figure also represents
a contingency theory, or situational theory, of lead-
ership whereby the type of leadership depends on
situational characteristics that are specific to a
trauma center.
5. A general strategy for defining your
own situational theory of leadership
A typical issue in regard to situational theories of
leadership is the question of whether the theory is
sufficiently useful to be applied in pragmatic sit-
uations. As an example, one might question whether
the situational leadership theory developed as a
result of the trauma center research might apply
20. When should a leader be directive or empowering? 155
Figure 2. A general strategy to define your own situational
theory of leadership
elsewhere. While we think the issue of tradeoffs
between follower development versus optimal task
performance is fairly common, we make no claims
that the trauma center model should apply every-
where. However, our findings are likely to apply to
similar situations whereby complex knowledge work
is organized in teams, training is a core aspect of the
process, and the inputs to the task are uncertain.
For example, legal and consulting teams are often
formed to bring together differentiated expertise.
They may work on different projects each time, in
the same way that each trauma patient is different.
Such teams have differentiated expertise whereby
the senior members (e.g., partners) are expected to
train and guide the more junior members (e.g.,
associates). We believe, therefore, that the general
strategy that we observed in the trauma center
might be applied in other situations. We present a
summary of this general strategy in Figure 2, and
next describe each step in detail.
5.1. Step 1
Step 1 suggests that any leadership strategy should
be dependent on the objectives that the leader
wishes to achieve. In the trauma center, the objec-
tives were relatively clear: the primary goal was
to save patient lives and provide quality patient
care, and the secondary goal was to provide learn-
ing opportunities to develop the capabilities and
practice of medical professionals. Other situations
may have different objectives. For example, we
21. suggest that the objective of a sports team is to
win, which in turn is often highly dependent on
external motivation of the players. In contrast to
the trauma center, some form of charismatic lead-
ership might be quite appropriate in a sports team
situation.
5.2. Step 2
Step 2 requires the identification of the types of
leadershipthatmightbeappropriateintheparticular
situation. Because of the urgency of care and the
potentialriskstopatient,thetraumacenterprovided
a focus on only two types of leadership, directive and
empowering. A sales team, in contrast, might benefit
from charismatic leadership. A prison situation might
require directive or even aversive leadership to con-
trol destructive behaviors of the followers (inmates).
156 H.P. Sims Jr. et al.
Clearly, a research and development situation re-
quires creativity, so an empowering leadership might
be most appropriate.
5.3. Step 3
Step 3 involves identification of the salient situa-
tional elements in the specific circumstances. In the
trauma center, the severity of patient injury and the
experience of the resident were the most important
situational elements. Other elements might be im-
portant in other situations. A virtual team sited in
multiple locations might be an important element
suggesting a high degree of individual empower-
22. ment, yet would still require coordination and in-
ternal teamwork leadership behaviors.
5.4. Step 4
Step 4 entails matching a specific leadership style to
the appropriate situation. Severe patient injuries
and inexperienced residents need to be matched
with directive leadership from the attending sur-
geon. A drill sergeant might also use directive be-
havior with a squad of inexperienced soldiers. Yet
that same sergeant, when leading extremely well
trained and experienced soldiers, such as Special
Forces, might assign a high degree of autonomy.
Special Forces are well known for making use of
the most qualified individual, regardless of rank.
5.5. Step 5
Step 5 involves determining how the match between
leadership and the situation might be made. In the
trauma center, matching the behavior occurred
within the individual leader; that is, inside the one
person who can change his or her own leadership
depending on the situation. In other circumstances,
the actual leader might be changed. For example, a
multi-divisional corporation might want a division
general manager who is more directive in a downsiz-
ing or cost control situation. The same corporation
might want a more empowering general manager to
lead a division that is planning an expansion through
the creative use of innovation and new product
development.
6. Advantages and disadvantages of
different leadership types
23. Based on the lessons learned from the trauma cen-
ter, let us now take the five types of leadership and
examine how a leader may use a situational ap-
proach to selecting a leadership style.
6.1. Aversive
Your objective is to improve the work habits of a
problem employee. You have tried different styles
of leadership in this situation, from providing clear
direction (Directive) to offering rewards for better
performance (Transactional). You have rarely used
an aversive style of leadership because the disad-
vantages of this style include low flexibility, strong
dissatisfaction, high turnover, rebellion, and low
innovation among employees (Ball, Trevino, & Sims,
1994; Pearce et al., 2003; Podsakoff, Bommer, Pod-
sakoff, & MacKenzie, 2006). However, in this situa-
tion, you feel that it is important to attract the
employee’s attention quickly and to emphasize
goals that the problem employee must achieve.
You have decided to adopt an aversive approach,
and must now make the match between this lead-
ership style and your behavior. You will have a
private, somber meeting with the employee to let
him or her know, in no uncertain terms, that he or
she will be fired if there is no improvement. Most of
all, during this meeting you will be serious and
severe, just short of being gruff. You will make sure
that the employee knows that this is a last chance
opportunity, and that you will then be prepared to
fire that employee if he or she does not change.
6.2. Directive
Your catering company has just landed its biggest
contract yet: to provide a large banquet for the
24. attendees of a fundraising auction. You hesitated to
accept the contract at first, as the organization has
given you short notice and your best line cook is
away on vacation. However, you know that a suc-
cessful outcome will provide excellent word-of-
mouth referrals for your company.
You consider yourself, in general, to be an em-
powering leader, but in this situation you suspect
that a more directive approach may be needed.
A directive approach is called for when goals are
clear, when the leader is considerably more experi-
enced than the followers, and when short-term
goals, learning, and compliance are more important
than follower development. Similar to the aversive
style, drawbacks to directive leadership include low
flexibility and low innovation (Judge, Piccolo, &
Ilies, 2004; Pearce et al., 2003). You decide to hire
a temporary line cook for the occasion. This individ-
ual has arrived with strong skills, but is not interest-
ed in full time employment with your company.
You make the match by providing very specific
instructions to the temporary cook. You make it
clear as to what you want done, and plan to be
hands-on in the kitchen on the day of the event.
When should a leader be directive or empowering? 157
6.3. Transactional
You are the manager of a wholesale sales unit that
employs a dozen salespeople. Top management has
just handed down the target sales for this quarter.
You decide that a transactional style of leadership
may be the best way for your team to achieve its
25. goals. A transactional style of leadership may be
chosen when the leader has control, when turnover
is low, and when the followers desire rewards. Dis-
advantages of this style of leadership include low
innovation and emotion, as well as typically moder-
ate motivation since it is dependent on rewards
(Avolio, Bass, & Jung, 1999; Bass & Avolio, 1994;
Podsakoff et al., 2006). With the concurrence of the
Human Resources salary administration depart-
ment, you set up an incentive program whereby
each sales person has an opportunity to win a trip
to Bermuda if they accomplish specific benchmarks.
6.4. Transformational/Charismatic
You have been appointed manager of a product
design unit that has been riddled with internal
conflict, and which is having difficulties with exter-
nal liaison with other units in the company. You have
observed considerable ‘‘turf wars’’ in your first
month on the job, and feel that productivity is
suffering as a result. An important, immediate goal
is to improve relations among the members of your
unit, as well as relationships with the other units of
the organization. A transformational, or charismat-
ic, style of leadership is called for. This style of
leadership can be useful in situations in which high
performance is required, or when a crisis looms.
A leader will use a transformational style to gener-
ate excitement about a project and when a long-
term commitment is needed. Unfortunately, fol-
lowers may lose their motivation when the leader
is absent. Also, a charismatic leadership style may
lead to incorrect or unethical goals (Bass, Avolio,
Jung, & Berson, 2003).
26. You decide to call the unit together as a group
next Monday morning, and you intend to give them a
speech and a ‘‘mission.’’ In this speech, you will
emphasize teamwork: both internal teamwork and
external teamwork with the other units with which
the product design unit interacts. You will empha-
size how much more fun it is to work in an outfit that
has strong team cohesion. You will deliberately be
more ‘‘rah-rah’’ than you usually are, starting with
standing on a stool when you begin the meeting. This
is the time to go a bit over the top, to see if you can
get a response. Of course, you will need to do a lot of
follow-up to assure that teamwork is continually
emphasized.
6.5. Empowering
Your research and development division hired two
new employees last July. You have concluded that
both have good fundamental skills, and a fairly high
degree of initiative and internal motivation. You
believe that both employees have the capacity to
undertake expanded responsibilities and to work
more on their own without close direction. To
develop their creativity and flexibility, you adopt
an empowering type of leadership. With this style
of leadership, you expect high long-term perfor-
mance, high follower self-confidence, high follow-
er development, and very high innovation. Once
established, this style of leadership works well in
the absence of the leader (Manz & Sims, 1987,
2001; Srivastava, Bartol, & Locke, 2006). Empow-
ering leadership may lead to some initial confusion
or frustration. Therefore, with inexperienced fol-
lowers, you would use empowering leadership only
in non-emergent situations. As experience pro-
gresses, you may use empowering leadership in
27. more emergent situations. The organizational
context must also be considered, as empowering
leadership may be at odds with the larger organi-
zational culture.
With these factors in mind, you schedule a private
meeting with each employee so that you can plan a
program of expanded task responsibilities and self
development over the next 6 months. Most of all,
you tell yourself that it’s time to back off a bit and
give them significantly increased opportunities to
undertake projects on their own, so that they can
learn and gain more experience.
7. A summation
Contingency or situational theories of leadership
deal with the notion that different circumstances
call for different types of leadership. The general
notion of situational leadership certainly has intui-
tive appeal to anyone interested in leadership. Many
generic theories of leadership have been proposed
over the years; yet, Podsakoff, MacKenzie, Ahearne,
and Bommer (1995) characterized the empirical
search for situational elements of leadership as
similar to finding a needle in a haystack.
Our research has taken a different approach to
situational leadership, mainly by investigating lead-
ership within a specific environment. In the trauma
center, our investigation uncovered strong evidence
that attending surgeons did indeed differentiate
their own leadership depending on the situation.
We can speculate as to whether the results of our
particular research project might apply to other
28. 158 H.P. Sims Jr. et al.
situations. The most straightforward linkage would
be to organizational situations whereby emergency
or crisis issues are salient; for example, fire fighting,
cockpit emergency, or public safety. Yet we believe
that these issues are also present in non-emergency,
everyday organizational situations. In a software
development team, for instance, we would expect
that the degree of empowerment would depend on
how timely and critical the project’s due date is,
and the experience of the development team. Over-
all, we would expect that leaders are generally less
prone to empower others when subordinates are less
experienced and when the particular project or task
is absolutely critical to the organization. We would
also expect that leaders are more likely to move to
empowerment when they have a deliberate agenda
to develop the skills and experiences of their fol-
lowers.
We believe the most important contribution of
our research is the discovery of a general approach
to defining the specific situational elements within a
particular environment, and developing guidelines
of how leadership can be optimized within that
environment.Anymanagercan,infact,developtheir
own personal model of situational leadership that
applies to their own situation. Indeed, there is an
answer to whether you should be directive or em-
powering. Not surprisingly, ‘‘It really does depend!’’
References
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components of transformational and transactional leadership
using the Multifactor Leadership Questionnaire. Journal of
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Ball, G. A., Trevino, L. K., & Sims, H. P., Jr. (1994). Just and
unjust punishment: Influences on subordinate performance
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Bass, B. M., & Avolio, B. J. (1994). Improving organizational
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Bass, B. M., Avolio, B. J., Jung, D. I., & Berson, Y. (2003).
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Manz, C. C., & Sims, H. P., Jr. (2001). The new
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Leading others to lead themselves. San Francisco: Berrett-
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Pearce, C. L., Sims, H. P., Jr., Cox, J. F., Ball, G., Schnell, E.,
Smith, K. A., & Trevino, L. (2003). Transactors, transformers
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Podsakoff, P. M., Bommer, W. H., Podsakoff, N. P., &
MacKenzie, S. B.
(2006). Relationships between leader reward and punish-
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Organizational Behavior and Human Decision Processes, 99(2),
113—142.
Podsakoff, P. M., MacKenzie, S. B., Ahearne, M., & Bommer,
W. H.
(1995). Searching for a needle in a haystack: Trying to identify
the illusive moderators of leadership behaviors. Journal of
Management, 21(3), 422—470.
Srivastava, A., Bartol, K. M., & Locke, E. A. (2006).
Empowering
leadership in management teams: Effects on knowledge shar-
ing, efficacy, and performance. Academy of Management
Journal, 49(6), 1239—1251.
Yukl, G. A. (2001). Leadership in organizations (5th ed.).
Engle-
31. wood Cliffs, NJ: Prentice-Hall.
Yun, S., Faraj, S., & Sims, H. P., Jr. (2005). Should I be
directive or
empowering? Contingent leadership in high risk and high
reliability situations. Journal of Applied Psychology, 90(6),
1288—1296.
Yun, S., Faraj, S., Xiao, Y.,& Sims, H. P., Jr. (2003). Team
leadership
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Amsterdam: JAI Press.
When should a leader be directive or empowering? How to
develop your own situational theory of leadershipFollow the
leaderLeadership typesLeadership in the trauma centerWhen to
be directive and when to empower: A situational approachA
general strategy for defining your own situational theory of
leadershipStep 1Step 2Step 3Step 4Step 5Advantages and
disadvantages of different leadership
typesAversiveDirectiveTransactionalTransformational/Charisma
ticEmpoweringA summationReferences
Essay II – Rhetorical Analysis
The Value of a College Education - (100 points)
(1700 – 2000 words or 4 to 6 pages plus a Works Cited page
with 5+ references)
Prompt:
The cost of a college education is an issue that is currently
debated by society: parents who pay for their children’s
education, college administrators who struggle with managing
32. rising costs, and students themselves who must balance the cost
of a college education with the value that such an education
brings to their lives. The question is “Should college be free?”
or “Should college education be partially or completely
subsidized by state and federal government?”
Donald Gutierrez, a university English professor, has written an
essay, “Attending College Must Be Free Again (For the
Country’s Own Sake),” which addresses the issue of a free
public college education. He maintains that college should be
free for all qualifying students. How does he argue his position?
How persuasive is his argument? How does Professor Gutierrez
argue his claim? What rhetorical strategies does he use? Is he
effective in making his argument?
Directions:
Write a 4 to 6-page paper (1700 -1800 words – plus a Works
Cited page) in formal, academic language and MLA format
(Times New Roman 12-point font, one inch margins on all
sides, MLA heading and running head, and a Works Cited page)
in which you analyze the rhetoric of Gutierrez’s essay and
analyze his claim of policy. (See more detailed instructions
below.)
Grading Factors:
· Write a précis - summarize the argument of the essay,
including main idea
· Brainstorm the topic and engage in a robust discussion of the
subject
· Introduce the essay with a personal narrative, including
description and narration skills, that relates to the thesis of the
subject of the rhetorical analysis
· Analyze the rhetoric of the essay
· Critical thinking skills
· Writing skills, including pre-writing activities
· Quality and relevance of sources
33. · MLA format – see handout for a sample of correct MLA
format
Rhetorical Analysis Rubric Outline
Précis of the article: “College Should Be Free Again” by Donald
Gutierrez
(see “Instructions for Writing a Précis” below) – due 02/05/20
· In a single sentence give the following:
· Name of the author, title of the work, date in parentheses
(optional)
· A verb that accurately describes how the author makes the
statement (such as “asserts,” “argues,” “believes,” “compares,”
“describes,” “finds,” “implies,” “questions,” “suggests,” etc.)
· A that clause which introduces the thesis statement of the
work.
· In a series of independent clauses (no more than two or three
sentences) explain how the author develops and supports the
thesis statement. (main points of the article)
· In a single coherent sentence state the author’s purpose,
followed by an “in order” phrase.
· In a single coherent sentence describe the intended audience
(probably a general, well-educated audience) and the
relationship that the author establishes with the audience.
Rhetorical Analysis of the article: “College Should Be Free
Again”
I. Introduction
a. Write a short (3 – 5 sentence) personal narrative that engages
the reader and makes evident your purpose or bias in this topic.
(Show how college costs affect you personally, and other
students.)
b. Introduce the topic of the analysis. (The question of whether
or not college should be free.)
34. c. Consider an effective “hook” to engage the reader in this
topic. (Refer to text book for effective “hooks” for college
essays.)
d. State the thesis of the argument in defending the claim,
preferably a divided thesis. (This is the main point of your
claim of policy—the position to be defended in the body of the
essay.)
II. Rhetorical Analysis (note: a, b, and c below form the
rhetorical triangle—see page 6 of the text)
a. Topic sentence—what is the issue? What is the main point or
thesis of the article?
b. Give the context? Author’s background and bias?
c. Describe the targeted audience.
d. Include the précis of the article.
e. Summary of argument’s appeals (see pages 7 to 10 of the
text):
i. ETHOS
ii. LOGOS
iii. PATHOS
f. Examine the counter-argument presented in the article
g. Is the article effective?
III. Claim of Policy (see pages 31 to 35 in the text)
a. Introduce your own position regarding the question of
whether college should be free. Relate your position to the
position taken in the Gutierrez article.
b. Make your own claim of policy regarding the question of
whether college should be free. Write your position in a divided
thesis. (Perhaps a restatement of the thesis statement in the first
paragraph of the essay.)
c. Support your thesis statement with evidence consisting of
reasons, anecdotes, examples, facts, statistics, expert testimony
and your personal observations.
IV. Conclusion – DO NOT just repeat the thesis statement. Say
35. something new.
Steps and textbook support:
1. Read the essay, “Attending College Must Be Free Again”
thoroughly. (see Ch 2)
2. Write a précis of the essay, “Attending College Must Be Free
Again.” (see Ch 4 and handout on précis).
3. Use pre-writing strategies to write an analysis of the article.
(class lecture)
4. Include an attractive “hook” to engage the reader in your
argument. (pages 156-158)
5. Include a brief narrative on how this question impacts your
life or the life of a typical college student. (class lecture)
6. Analyze the rhetoric of the argument presented in the essay.
(see Ch 1)
7. React to the essay with a brief personal statement.
8. State your own claim of policy for the issue in a (divided)
thesis statement. (see page 121 and 122)
9. Support your claim with evidence and supports. (see Ch 5).
10. Conclude the essay with a “So What” or call for action. (see
page 159)
Instructions for writing a précis.
A rhetorical précis is a highly specialized, specific type of
summary. It differs from the more general summary in that
emphasis is placed upon providing the rhetorical aspects of the
work under consideration. Like the summary, the goal is to
provide in clear, precise language, the main points of a piece.
Essential information within the rhetorical précis includes the
writer’s name, the genre and name of the piece, the way in
which this information is delivered, the main point, how the
36. point is developed, and the relationship between the writer and
audience. This information is presented in four very specific
sentences as outlined below.
Sentence 1. Provides the name of the author, the genre
(essay, novel, etc.) and title of the work with the date (in
parentheses), a concise appropriate verb (claims, posits, argues)
followed by a “that” phrase in which the thesis of the work is
stated (either paraphrased or quoted).
Sentence 2. Provides an explanation of how the author goes
about supporting his/her thesis. (Remember that brevity is
important—you will not restate the details from the work, but
explain the rhetorical method used by the writer to develop
these supports.
Sentence 3. States the purpose of the piece (which may
reflect the thesis, but should also include the writer’s motive—
why is she/he writing this piece?) This is accomplished with an
“in order to” phrase.
Sentence 4. Explains the author’s intended audience and how
the author positions him or herself with that audience.
Sample:
Francis L. French (professor of political science at Boston
University), in her essay, “The Cost of Public Prisons” (2001),
argues in favor of making the prison system run by private
corporations, claiming that they should no longer be run by the
government. She supports this proposal by giving statistical
evidence for her first supporting argument (that private
corporations can run prisons more cheaply), and anecdotal
evidence for her second supporting argument (that government-
run prisons do not provide prisoners with useful skills). Her
purpose is to inform readers about the current prison situation
in order to convince them to support legislation in favor of
privately-run prisons. She establishes a formal relationship
with her audience, who she apparently expects to have some
knowledge of the topic already, judging from her use of
advanced vocabulary related to the topic.
37. AACSB Essay Question Set 1:
1. Describe the narcissistic leader and the Machiavellian leader.
Other than the names listed in question 2, give examples of
narcissistic and Machiavellian leaders and their behavior
discussed in class (other than those listed in question 2 of this
question).
2. Based on the film, “Pirates of Silicon Valley,”
(http://www.veoh.com/watch/v46093745wbEGkakh) how would
you describe Bill Gates, Paul Allen, Steve Wozniak and Steve
Jobs using these concepts? Support your answer.
3. Do you believe that these traits are positive or negative in
these leaders? Support your answers.
AACSB question set 2:
Using the article provided in class entitled "When should a
leader be directive or empowering? How to develop your own
situation theory of leadership", explain the five main leadership
styles, providing the following information for each style:
• Description of the style:
• Explanation of a least two instances when using this style may
be appropriate for a leader, including a real or hypothetical
business scenario for each instance.
38. Style #1: _______________ (write in the name of the leadership
style)
Description of the style:
Provide thorough explanations of a least two instances when
using this style may be appropriate for a leader. For each
instance, provide a real or hypothetical business scenario.
1.
2.
Style #2: _______________ (write in the name of the leadership
style)
Description of the style:
Provide thorough explanations of a least two instances when
using this style may be appropriate for a leader. For each
instance, provide a real or hypothetical business scenario.
1.
2.
Style #3: _______________ (write in the name of the leadership
style)
Description of the style:
Provide thorough explanations of a least two instances when
using this style may be appropriate for a leader. For each
instance, provide a real or hypothetical business scenario.
1.
2.
39. Style #4: _______________ (write in the name of the leadership
style)
Description of the style:
Provide thorough explanations of a least two instances when
using this style may be appropriate for a leader. For each
instance, provide a real or hypothetical business scenario.
1.
2.
Style #5: _______________ (write in the name of the leadership
style)
Description of the style:
Provide thorough explanations of a least two instances when
using this style may be appropriate for a leader. For each
instance, provide a real or hypothetical business scenario.
1.
2.