The authors of our course textbook agree with what is said in the video. They would be in agreement with the video’s definition of leadership. The video defines leadership as the leadership of self, the leadership of others, the leadership of leaders, business level leadership and enterprise-level leadership. The video defines leadership as the facilitation of a process of tapping into unlimited human potential and turning it into desired results all through people. What was in the video that was not discussed in class that called my attention is that talent doesn’t equal results. The speaker in the video explains that if talent equaled results then all successful people would be talented and they aren’t. if talent equaled results the all unsuccessful people would be untalented and that is not true either. The speaker in the video explains that talents can help someone to be good at something. The speaker claims that talent is given but it is never on its own since leadership is needed to drive sustainable results. It is considered that talent is the catalyst necessary to crystallize the unlimited human potential to leadership. We, therefore, need to examine some of our beliefs around why people are successful since talent is given but we must earn success. Leadership is important because it fosters an atmosphere of creativity. Therefore a  leader can offer flexibility by allowing his or her people to determine the ways that can be used to benefit them. by doing so, they may develop an effective process that benefits the people as a whole while giving them a sense of empowerment. RUNNING HEAD: Information Literacy and APA Style 1 INFORMATION LITERACY AND APA STYLE Student McStudent EN 111 Herzing University RUNNING HEAD: Information Literacy and APA Style 1 Introduction Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. First Level Heading Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Tex.

1. The authors of our course textbook agree with what is said in
the video. They would be in agreement with the video’s
definition of leadership. The video defines leadership as the
leadership of self, the leadership of others, the leadership of
leaders, business level leadership and enterprise-level
leadership. The video defines leadership as the facilitation of a
process of tapping into unlimited human potential and turning it
into desired results all through people.
What was in the video that was not discussed in class that called
my attention is that talent doesn’t equal results. The speaker in
the video explains that if talent equaled results then all
successful people would be talented and they aren’t. if talent
equaled results the all unsuccessful people would be untalented
and that is not true either. The speaker in the video explains
that talents can help someone to be good at something. The
speaker claims that talent is given but it is never on its own
since leadership is needed to drive sustainable results. It is
considered that talent is the catalyst necessary to crystallize the
unlimited human potential to leadership. We, therefore, need to
examine some of our beliefs around why people are successful
since talent is given but we must earn success.
Leadership is important because it fosters an atmosphere of
creativity. Therefore a leader can offer flexibility by allowing
his or her people to determine the ways that can be used to
benefit them. by doing so, they may develop an effective
process that benefits the people as a whole while giving them a
sense of empowerment.
RUNNING HEAD: Information Literacy and APA Style 1

2. INFORMATION LITERACY AND APA STYLE
Student McStudent
EN 111
Herzing University
RUNNING HEAD: Information Literacy and APA Style 1
Introduction
Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text.

3. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text.
First Level Heading
Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text. Text. Text. Text. Text. Text. Text. Text.
Text. Text. Text. Text.
RUNNING HEAD: Information Literacy and APA Style 1
BIBLIOGRAPHY

4. Hanson, L. F. (2018). Fundamentals of information literacy.
Journal of Library Studies, 55(11), 893-896.
Retrieved from http://www.someaddress.com/full/url/
Alvarez, Juan, and Julio A. Camargo. (2016, Jan). "Three
Species of Freshwater
Invertebrates." Environmental Toxicology, vol. 21, no. 1, pp.
90-94. doi:10.1002/tox.20155.
Chapter 2
Part One: Individuals As Leaders
Leadership Traits and Ethics
Click to edit Chapter Number
Click to edit Chapter Number
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1
Learning Outcomes
Explain the universality of traits of effective leaders.
Describe the Big Five personality dimensions.
Discuss why the trait of dominance is so important for managers
to have.
State how the Achievement Motivation Theory and the Leader
Motive Profile are related and different.
Identify similarities and differences among Theory X and
Theory Y, the Pygmalion effect, and self-concept.
Describe how attitudes are used to develop four leadership
styles.
Compare the three levels of moral development.
Explain the stakeholder approach to ethics.
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2
Personality and Traits
Traits are distinguishing personal characteristics.
Personality is a combination of traits that classifies an
individual’s behavior.

6. Developed based on genetics and environmental factors.
Understanding personalities helps explain and predict others’
behavior and job performance.
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Personality Profiles
Personality profiles identify individual stronger and weaker
traits.
Usage can increase self awareness.
Helps us to change our behavior, improve relationships and
build leadership skills.
Work Application.
Used to properly match the worker and the job.
Used as a means of predicting job success.
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The highest correlation with leadership was surgency
Adjustment was negatively correlated with leadership
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The Big Five Correlates With LeadershipAdjustment
Agreeableness Openness to experience
Conscientiousness Surgency -0.2400000000000001
8.0000000000000071E-2 0.2400000000000001
0.28000000000000008 0.31000000000000022
Derailed Leadership Traits
Derailed executives had prior success and were expected to go
far, but:
They were passed over for promotions,
Fired, or forced to retire early.
Overall, the problem is poor human relation skills.
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Why Executives Are Derailed
Exhibit 2.1
They used a bullying style viewed as intimidating, insensitive,
and abrasive.
They were viewed as being cold, aloof, and arrogant.
They betrayed personal trust.
They were self-centered and viewed as overly ambitious and

8. thinking of the next job.
They had specific performance problems with the business.
They overmanaged and were unable to delegate or build a team.
Exhibit 2.1
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Leadership Trait Universality
In applying trait theory, remember:
Many successful leaders have the Big Five traits, but
There is no agreed-upon list of traits leaders need for success,
There are always exceptions to all the traits, and
You don’t need all the traits to be a successful leader.
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Big Five Including Traits
Of Effective Leaders
Exhibit 2.2
The Big Five Model of Personality categorizes traits into the
dimensions of surgency, agreeableness, adjustment,
conscientiousness, and openness to experience.

9. Exhibit 2.2
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Surgency
The surgency personality dimension includes dominance,
extraversion and high energy with determination.
Dominance – successful leaders are assertive, want to be
managers and to take charge.
The dominance trait affects all other traits.
Extraversion – extraverts are frequently selected for leadership
positions.
High energy with determination – leaders work hard toward
goals, and create energy in others.
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Agreeableness
The agreeableness personality dimension includes traits of
sociability and emotional intelligence.
Sociability/Sensitivity:
Strong sociability personality types are friendly, courteous,

10. easy to get along with and diplomatic.
Sensitivity means understanding group members as individuals.
Emotional Intelligence:
The ability to work well with other people.
An offshoot of IQ is EQ – helps identify future leaders.
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The Four Components of EQ
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Self-Awareness
Relates to being conscience of your emotions.
The cornerstone of all insight.
Social Awareness

11. Relates to the ability to understand others.
Empathy is the ability to understand others’ views.
Self-Management
Relates to the ability to control disruptive emotions.
Leaders don’t let negative emotions interfere.
Relationship Management
Dependent on other three EI components.
Relates to ability to work well with others.

12. Discussion Questions
Would you predict that a person with a strong agreeableness
personality dimension would be a successful computer
programmer?
Why? Or why not?
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13
Adjustment
The adjustment personality dimension includes traits of
emotional stability and self-confidence.
Emotional stability – adjustment is on a continuum between
stable and unstable .
Relaxed, secure and positive (stable) versus nervous, insecure,
negative and hostile (unstable).
Narcissism is related to being unstable and on the increase.
Self-confidence – continuum from strong to weak.
Self-confidence builds as goals are set and achieved.
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Conscientiousness
The conscientiousness personality dimension includes traits of
dependability and integrity.
Dependability – a continuum from responsible to irresponsible,
dependable to undependable.
Highly dependable people get the job done and are
characterized as loyal and committed.
Integrity – a continuum between being honest and ethical or not.
Integrity is the foundation of trustworthiness.
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Openness
The openness-to-experience personality dimension includes
traits of flexibility, intelligence and internal locus of control.
Flexibility – refers to the ability to adjust to different situations
and change.
Intelligence – refers to cognitive ability to think critically, to
solve problems and make decisions.
IQ, EQ, and I got a clue – all 3 needed for success.
Internal locus of control – internalizers believe they control
their fate and that their behavior directly affects their
performance.

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Effective Leader Personality Profiles
Achievement Motivation Theory
Identifies three major traits, which McClelland calls needs.
Leader Motive Profile Theory
Identifies the personality profiles of effective leaders.
David McClelland’s trait theories have strong research support
and great relevance to the practice of leadership.
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Achievement Motivation Theory
Achievement Motivation Theory attempts to explain and predict
behavior and performance based on a person’s need for
achievement, power, and affiliation.
Behavior is motivated by a desire to satisfy needs.
Needs are based on personality and developed as we interact
with the environment.
All people possess these three needs, but to varying degrees.
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Need For Achievement (n Ach)
The concern for excellence in accomplishments through
individual efforts.
High n Ach is categorized as the Big Five dimension of
conscientiousness.
People with high n Ach are goal oriented, take moderate risks,
desire concrete feedback and work hard.
10% of the population have a very ‘strong’ dominant need for
achievement.
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Need For Power (n Pow)
The concern for influencing others and seeking positions of
authority.
High n Pow is categorized as the Big Five dimension of
surgency.
People with high n Pow:
Want to control the situation and others,
Enjoy competition (if they can win),
Are willing to confront others, and
Seek positions of authority and status.
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Need For Affiliation (n Aff)
The concern for developing, maintaining, and restoring close
personal relationships.
High n Aff is categorized as the Big Five dimension of
agreeableness.
People with high n Aff:
Seek close relationships and desire to be like others,
Enjoy social activities and seek to belong, and
Tend to avoid management.
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Leader Motive Profile Theory
Leader Motive Profile Theory attempts to explain and predict
leadership success based on a person’s need for achievement,
power, and affiliation.
McClelland found that effective leaders consistently have the
same motive profile.
And that Leader Motive Profile has been found to be a reliable
predictor of leader effectiveness.
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22
Leader Motive Profile (LMP)
The Leader Motive Profile (LMP) includes a high need for
power, which is socialized; that is greater than the need for
affiliation and with a moderate need for achievement.
Need for Affiliation
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Need for Power
Need for Achievement
LMP

18. Power and Socialized Power
Power is essential to leaders because it is a means of
influencing followers.
McClelland said power is neither good nor bad.
Effective leaders use socialized power, or power used to help
oneself and others.
Socialized power includes the traits of sensitivity to others and
stability with good EI relationships.
Socialized power is the Big Five adjustment dimension.
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Achievement
To be effective, leaders generally need a moderate need for
achievement.
They have high energy, self-confidence, and openness to
experience traits, dependable.
Conscientiousness – Big Five dimension.
Those with a high need for achievement who do not seek
leadership, may suffer from personalized power and derailment.
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Affiliation
Effective leaders have a lower need for affiliation than power.
Leaders with a high n Aff are often reluctant to play the bad-
guy role.
Disciplining followers.
Influencing followers to accept change.
Recall that effective leaders do have concern for followers –
socialized power.
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Combining The Big Five
With Traits And Needs
Exhibit 2.3
Exhibit 2.3
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Leadership Attitudes
Attitudes are positive or negative feelings about people, things,
and issues.
Everyone has positive and negative attitudes, but:
Being positive or negative is a choice, and
Successful leaders have positive, optimistic attitudes.
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Theory X and Theory Y
Douglas McGregor classified attitudes or belief systems, called
assumptions as Theory X and Theory Y.
Theory X and Theory Y attempt to explain and predict
leadership behavior and performance based on the leader’s
attitude about followers.
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Theory X versus Theory Y
Managers with Theory X attitudes:
believe employees dislike work,

21. have a negative view of employees,
display coercive, autocratic leadership using threats and
punishment.
Managers with Theory Y attitudes:
believe employees like to work,
have a positive view of employees,
display participative leadership using motivation and rewards.
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The Pygmalion Effect
The Pygmalion effect proposes that leaders’ attitudes toward
and expectations of followers, and their treatment of them,
explain and predict followers’ behavior and performance.
In business, expectations are stated as objectives and standards.
Treating employees well and getting them in a good mood as
they start their day can have a huge impact on performance.
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Discussion Question
In text examples related to the Pygmalion effect, Lou Holtz
calls for setting a higher standard.
Have the standards in school, society, and work increased or

22. decreased over the last five years?
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Self-Concept
Self-concept refers to the positive or negative attitudes people
have about themselves.
If you have a positive view of yourself, you likely have the
positive self-confidence trait.
Self-efficacy is the belief in your own capability to perform in a
specific situation.
Based on your self-concept and self-confidence.
Henry Ford said: “If you think you can, you can; if you think
you can’t, you can’t.”
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Developing a More Positive Attitude and Self-Concept
Realize there are few, if any, benefits to negative, pessimistic
attitudes about others and yourself.
Consciously try to have and maintain a positive, optimistic
attitude.
Cultivate optimistic thoughts.
If you catch yourself complaining or being negative, stop and

23. change to a positive attitude.
Avoid negative people.
Set and achieve goals.
Focus on your success; don’t dwell on failure.
Don’t belittle accomplishments or compare yourself to others.
Accept compliments.
Be a positive role model.
When things go wrong and you’re feeling down, do something
to help someone who is worse off than you.
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Leadership Styles Based on Attitudes
Exhibit 2.4
Exhibit 2.4
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Ethical Leadership
Ethics are the standards of right and wrong that influence
behavior.

24. Members of organizations face moral issues.
Leaders set the ethical climate and are responsible for employee
behavior.
Government laws help keep business honest.
Sarbanes-Oxley Act of 2002.
AACSB says ethical understanding is an important competency.
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Does Ethical Behavior Pay?
Yes – direct link to bottom-line performance.
Unethical decisions have led to:
dramatic costs in fines and reputational damage,
imprisonment, or
financial damage to society.
Being ethical is difficult, but it has rewards.
There is a direct link between being ethical and being an
effective leader.
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Why Do Good People Do Bad Things?
It can be incredibly tempting to be unethical.
We respond to ‘incentives’ which manipulate us to behave

25. ethically or unethically.
Find the right incentives.
For most people unethical behavior starts with the temptation of
personal gain.
Without punishment, unethical behavior continues and even
escalates.
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Factors Affecting Ethical Behavior
Personality Traits and Attitudes
Moral Development
The Situation

26. Personality Traits/Attitudes Factor
Ethical behavior is related to individual needs and personality
traits.
Personality alone is not a good predictor of unethical behavior.
Leaders with surgency can use power for personal benefit or use
socialized power.
Only one is ethical.
People with positive attitudes about ethics tend to be more
ethical.
2 - ‹#›
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use as
permitted in a license distributed with a certain product or
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classroom use.
The Moral Development Factor
Moral development refers to understanding right from wrong
and choosing to do the right thing.
Three levels of moral development:
Postconventional,
Conventional, and
Preconventional.
Most people behave at level 2, but we can improve our character
development.
2 - ‹#›

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use as
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Levels of Moral Development
Exhibit 2.5
Exhibit 2.5
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2 - ‹#›
Levels of Moral Development
Exhibit 2.5
Exhibit 2.5
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2 - ‹#›

28. Levels of Moral Development
Exhibit 2.5
Exhibit 2.5
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2 - ‹#›
The Situation Factor
Highly competitive and unsupervised situations increase the
odds of unethical behavior.
Unethical behavior occurs more often when:
There is no formal ethics policy or code of ethics, and/or
When unethical behavior goes unpunished or when unethical
behavior is rewarded.
2 - ‹#›
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Justifying Unethical Behavior
Moral justification is the thinking process of rationalizing

29. unethical behavior .
Higher purpose – “It’s for a greater good”.
Displacement of responsibility – “I was only following orders”.
Diffusion of responsibility – “Everyone does it”.
Advantageous comparison – “I did it once, they do it all the
time”.
Disregard or distortion of consequences – “I’ll just get a slap on
the wrist”.
Attribution of blame – “It’s their fault”.
Euphemistic labeling – cosmetic words sound acceptable.
2 - ‹#›
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Discussion Questions
Of the justifications listed in the text, which do you think is
used most often?
Can ethics be taught and learned?
2 - ‹#›
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30. Guides to Ethical Behavior
Golden rule:
Lead others as you want to be led.
Four-Way Test:
When making a decision, ask yourself:
Is it the truth?
Is it fair to all concerned?
Will it build goodwill and better friendship?
Will it be beneficial to all concerned?
2 - ‹#›
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use as
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Codes of Ethics
Codes of ethics state the importance of conducting business in
an ethical manner and provide guidelines or standards for
ethical behavior.
Also called Codes of Conduct.
Most large businesses have written codes of ethics.
2 - ‹#›
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use as
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Stakeholder Approach to Ethics
Under the stakeholder approach to ethics, one creates a win-win
situation for relevant parties affected by the decision.

31. Stakeholders include everyone affected by the decision.
If you are proud to tell relevant stakeholders your decision, it is
probably ethical.
You can’t always create a ‘win’ for everyone, but you can try.
2 - ‹#›
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Discernment and Advice
Making immediate decisions increases the odds of unethical
behavior.
Contemplating the decision and asking for advice leads to
ethical behavior.
Reluctance to ask advice and continual justification means the
decision may not be ethical.
2 - ‹#›
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Key Terms
achievement motivation theory
adjustment personality dimension
agreeableness personality dimension
attitudes
big five model of personality

32. conscientiousness personality dimension
ethics
leader motive profile (LMP)
leader motive profile theory
moral justification
openness-to-experience personality dimension
personality
personality profiles
Pygmalion effect
self-concept
stakeholder approach to ethics
surgency personality dimension
theory X and theory Y
traits
2 - ‹#›
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Chapter 1
Part One: Individuals As Leaders
Who Is a Leader and What Skills Do Leaders Need?
1 - ‹#›
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33. 1
Learning Outcomes
Briefly describe the five key elements of leadership.
Identify and define the managerial leadership skills.
List the ten managerial roles based on their three categories.
Explain the interrelationships among the levels of leadership
analysis.
Describe the major similarity and difference between the trait
and behavioral leadership theories, and the interrelationships
between them and contingency theories.
1 - ‹#›
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2
Leadership Described
Leadership Development.
Leadership is everyone’s business.
Why leadership development is important.
Leadership is a key issue in management.
Organizations invest heavily in leadership development.
Viewed as a competitive advantage.
Critics state that new graduates lack the skills to lead people.
1 - ‹#›
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Why Study Leadership?
Leadership applies to your professional life.
The need for good leadership skills in management is self-
evident.
The old work place (managers telling employees what to do) is
gone.
Today, employees want to be involved in management and share
in decision-making.
Leadership applies to your personal life.
You interact with others every day.
1 - ‹#›
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Discussion Questions
Should leadership be the manager’s job, or should leadership be
a shared process?
Are you interested in sharing leadership, or do you prefer to be
a follower?
1 - ‹#›
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35. Need for Self-Assessment
“Know Thyself” or self-awareness is leadership’s first
commandment.
So, the first step to leadership development is self-awareness of
leadership competencies.
1 - ‹#›
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Leadership Definition Key
Exhibit 1.1
Leadership is the influencing process of leaders and followers
to achieve organizational objectives through change.
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1 - ‹#›
Leaders-Followers
Leadership is shared.
The influencing process happens between leaders and followers.
Organizations and managers or employees.
Context here is a formal, organizational setting.
Managers or leaders and followers?
A manager is a person with title and authority.
A leader does not have to be a manager.
Followers are people influenced by a leader.

36. 1 - ‹#›
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Influence
Influencing is the process of a leader communicating ideas,
gaining acceptance of them, and motivating followers to support
and implement the ideas through change.
The essence of leadership is influencing.
Your ability to influence others can be developed.
Leaders gain the commitment of followers willing to be
influenced as they share leadership.
1 - ‹#›
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Objectives, Change and People
Organizational Objectives.
Effective leaders influence followers to accomplish shared
objectives.
Change.
Influencing and setting objectives is about change.
People.
Leadership is about leading people through relationships.
1 - ‹#›
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Leadership Skills
Are leaders born or made?
Both, they are born with some leadership ability and then
develop that ability.
Can leadership be taught and skills developed?
Yes, research supports that leadership is learnable as people
develop their knowledge, skills, and ability (KSAs).
1 - ‹#›
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Technical Skills involve the ability to use methods and
techniques to perform a task.
Interpersonal Skills involve the ability to understand,
communicate and work well with individuals and groups
through developing effective relationships.
Decision Making Skills are based on the ability to conceptualize
situations and select alternatives to solve problems and take
advantage of opportunities.
Management Skills
Exhibit 1.2
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38. classroom use.
1 - ‹#›
Discussion Question
Some say the hard skills (e.g., finance, quantitative analysis)
are more important for managers than soft skills (e.g.,
interpersonal skills), and some say the opposite is true.
What is your view?
1 - ‹#›
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use as permitted in a license distributed with a certain product
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Needed Skills and Management Level
The need for each skill varies based on the level of
management.
Top-level managers have a greater need for interpersonal and
decision-making skills.
Middle managers have a balanced need for all three skills.
First-level managers have a greater need for technical and
interpersonal skills.
1 - ‹#›
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Leadership Managerial Roles
Henry Mintzberg identified ten managerial roles leaders
perform to accomplish organizational objectives.
He grouped them into three categories.

39. The managerial role categories are interpersonal, informational,
and decisional.
1 - ‹#›
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Managerial Roles
Exhibit 1.3
The interpersonal leadership roles include leader, figurehead,
and liaison.
The leader role uses management functions to effectively
accomplish organizational objectives.
The figurehead role is used in legal, social, ceremonial and
symbolic activities.
Leaders perform the liaison role when interacting with people
outside their unit.
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1 - ‹#›
Managerial Roles
Exhibit 1.3
The informational leadership roles include monitor,
disseminator, and spokesperson.
Leaders perform the monitor role when gathering information.

40. The disseminator role is used when sending information within
the unit, also called knowledge management.
Leaders perform the spokesperson role when providing
information to people outside their organizational unit.
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1 - ‹#›
Managerial Roles
Exhibit 1.3
The decisional leadership roles include entrepreneur,
disturbance-handler, resource-allocator, and negotiator.
The entrepreneur role innovates new and improved products.
The disturbance-handler role takes action during crisis.
The resource-allocator role schedules, authorizes, and budgets
activities.
The negotiator role is used in transactions with no set
boundaries.
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1 - ‹#›

41. Levels of Analysis of Leadership Theory
The three levels of analysis of leadership theory are individual,
group, and organizational.
Individual level of analysis.
Also called the dyadic process – focus on leaders’ relationships
with individual followers.
Group level of analysis.
Also called group process – focuses on how a leader contributes
to group effectiveness.
Organizational level of analysis.
The organizational process focuses on the organization.
1 - ‹#›
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Interrelationships among the Levels of Analysis of Leadership
Theory
Exhibit 1.4
The individual is at the bottom because group and
organizational performance are based on individual
performance.
The group side supports the organizational side, productive
groups means productive individuals and organizations.
Working for a winning organization tends to motivate
individuals to perform at their best to stay on top.
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42. classroom use.
1 - ‹#›
Leadership Theory Paradigms
Leadership theory:
is an explanation of some aspect of leadership; theories have
practical value because they are used to better understand,
predict, and control successful leadership.
Leadership theory classifications:
include trait, behavioral, contingency, and integrative.
Leadership paradigm:
is a shared mindset that represents a fundamental way of
thinking about, perceiving, studying, researching, and
understanding leadership.
1 - ‹#›
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Leadership trait theories attempt to explain distinctive
characteristics accounting for leadership effectiveness.
Behavioral leadership theories attempt to explain distinctive
styles used by effective leaders, or to define the nature of their
work.
Trait
Behavioral
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43. 22
Trait
Behavioral
Contingency
Contingency leadership theories attempt to explain the
appropriate leadership style based on the leader, followers, and
situation.
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23

44. Integrative leadership theories attempt to combine the trait,
behavioral, and contingency theories to explain successful,
influencing leader-follower relationships.
1 - ‹#›
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24
Trait
Behavioral
Contingency
From the Management to the Leadership Theory Paradigm
The old command-and-control model of management no longer

45. works.
Today, managers must be able to lead as well as manage.
Moving from the management to the leadership theory paradigm
is a shift from the older autocratic management style to the
newer participative leadership style of management.
1 - ‹#›
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Three-Pronged Approach:
Features of the Book
Exhibit 1.5
Objectives of this book:
To teach you the theory and concepts of leadership.
To develop your ability to apply leadership theory through
critical thinking.
To develop your leadership skills in your personal and
professional life.
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1 - ‹#›
Discussion Questions
Should leadership courses focus on teaching students about
leadership or on teaching students to be leaders?

46. Can college students really develop their leadership skills
through a college course?
Why or why not?
1 - ‹#›
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Leadership Theory
The theories and concepts you will learn are based on research.
Evidence-based management (EMB) means that decisions and
organizational practices are based on the best available
scientific evidence.
The Association to Advance Collegiate Schools of Business
(AACSB) gives accreditation to business schools.
1 - ‹#›
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Application of Leadership Theory
Students need to learn to think critically.
A common criticism of management education is the focus on
theory but not on application of theory to practice.
Thus, students lack the ability to apply knowledge.
Students need to be given the opportunity to practice applying
what they learn.
1 - ‹#›

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use as permitted in a license distributed with a certain product
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Leadership Skill Development
This book offers features to help develop your leadership skills:
Models versus Exhibits.
Purpose of both – help improve your performance.
Behavior modeling leadership skills training.
Read the models, watch the videos, practice the skills.
Practice.
You must continually practice your leadership skills.
1 - ‹#›
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Discussion Question
Is leadership ability universal, or is a good leader in one
environment also effective in another?
For example, can a leader in one industry (a hospital) be
successful in another industry (a bank)?
1 - ‹#›
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48. 31
Organization of the Book
Exhibit 1.6
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1 - ‹#›
Key Terms
behavioral leadership theories
contingency leadership theories
decisional leadership roles
decision-making skills
evidence-based management (EBM)
influencing
informational leadership roles
integrative leadership theories
interpersonal leadership roles
interpersonal skills
leadership
leadership paradigm
leadership theory
leadership theory classifications
leadership trait theories
levels of analysis of leadership theory
management to the leadership theory paradigm
managerial role categories
technical skills

49. 1 - ‹#›
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33