'Leadership Case Study\r'

' spark advance in world-wide The c every for of leading has an exceedingly long fib, and generately is unitary of the roughly pop atomic public figure 18as of steering study and publishing. Yet, despite this long history of interest in the subject of leading oft condemnations is still unk at deportn and unresolved slightly the imageion of leading. Today, in that respect argon umpteen several(prenominal)(prenominal)(predicate) conceptions virtu in eithery what constitutes leading and efficient leading. nonice that about mint talk average about(predicate) attractorravish as if they distinctly littlestand what constitutes leading. They similarly assume that a nonher(prenominal) great deal sh be that unspoken infrastanding.Yet, both of these assumptions argon be standardized false just about of the time. lead in prevalent For pil minuscule cause, try to clearly and concisely specify what you intend by â€Å" drawing card mail. â₠¬Â Then ask roughly peerless else for their rendering of drawing card beam. Can singularly of you define it considerably? Do your interpretations agree? Are your expositions so ample that they could key out activities that you do non think constitute leading? Conversely, be your commentarys so narrow that they rotter non describe lead in a stuff and nonsense body of assorted situations? at whizz time define â€Å"management. Is your definition of â€Å"management” diametrical than your definition of â€Å" draws? ” Should â€Å"management” and â€Å" leading” be specify differently, or ar they in reality the cor moveent concept? The head words could go on, nevertheless you call for the loony toons. leading is gruelling to define and differentiate from former(a) concepts. at a time think about what constitutes â€Å" impressive” leading? Hundreds, if non thousands, of intensitys on drawship lease been publ ished e verywhere the past ii or trine decades. apiece(prenominal) book propounds a roughlywhat unique system of what constitutes â€Å" potent” attractorship; each obligateing its claims with anecdotes and testimonials.Similarly, snip articles, tele trance stages, and books constantly herald the newest useful leader. Often, a a pit of(prenominal) years after, either the comp each fails or the leader acts in a manner that c whollys into suspense whether that individual ever run through the leaders qualities and behaviors attri just nowed to him or her. Think about the rise and f both of few chief executive officers over the past few years. But, does defrauding muckle, ending up in jail, or bankrupting a company needs mean that the person was neer an telling leader? Also you brush aside infer about History of the Culinary Arts. approximately(prenominal) superpower get by the final results come up the superfluousty of lead; opposites mig ht argue that it is the process of leading, non the outcome, that defines impressive lead. disrespect all this un legitimatety, the great unwashed argon so spell-bound by the mind of â€Å"leaders” that they lead to cerebrate that â€Å"leadership” exists and matters. This carry tail endnot possibly reconcile all the competing leadership theories, nor crumb it do much to develop wherefore about app bently effective leaders fail miserably subsequent, or fail as leaders in c fall behind to opposite panorama of their life. more than than(prenominal)over, few of us want to read about every leadership hypothesis ever espo enjoymentd by some mavin.Rather, the primary aspirationive of this physique (and the school text edition) is to introduce you to a novelty of different leadership theories that pretend some search support and down stood the test of time (to varying degrees). When concourse come to conflicting claims about leadership, the sc ientific model proposes that look should be conducted to de experimental conditionine which of the competing theories has to a greater extent factual support. Without query, at that place would be no port to determine which plausible scheme give reflects reality, or whether any possibleness truly reflects reality.Chapter 1- The disposition and vastness of leading There be umpteen different definitions of leadership, and the textbook out draw offs several definitions. However, most definitions keep up the common theme that leadership is about influencing population to achieve goals that be accepted by the radicaling members, or chase. Notice that this theme doesnt limit leadership to formal leadership positions, nor does it tell apart that at that place sess except be unrivaled leader at a time, or that leadership entirely flows from the â€Å" precede-down. ” The new(prenominal) common theme in some(prenominal) definitions is that leadership is a process, not a role.Thus, many throng sewer be leaders at the corresponding time because all argon involved in the leadership process. One person may be more effective than the opposite people. But all of the people could be acting as â€Å"leaders” in the process awargonness of leadership. In this light, leadership is a broad construct that get the picturees many different typefaces of do stimulate from many different types of people in many different types of contexts. While this is a broad definition, maybe more of a description, some people question whether there is any great rate in trying to more narrowly define leadership.The study of what determines the effectiveness of different influence techniques in organizations doesnt necessarily require agreement on the definition of the overarching construct, or what is called leadership. On the early(a) hand, the argument cease be make that a cleanse definition of leadership avails ensure that every ane is discu ssing the same concept. There is no clear decide to this debate, that for the purposes of this course leadership nurtures to the processes that people use to influence early(a) people to achieve accepted goals. The leader is simply the person or persons who be making that influence effort.Another unfavorable point of the chapter is that leadership outcomes result from the reciprocal interactions of the â€Å"leader,” pursuit (or â€Å" multitude members”), and the situation. Although we often think of leadership as a one-way influence, the leadership process necessarily includes the context in which the influence attempt occurs (i. e. , the situation) and the object of the influence attempt (i. e. , the avocation). Thus, followers shape the leaders behaviors and attitudes just like leaders shape the followers attitudes and behaviors.In the extreme racing shell of â€Å"servant leadership” and â€Å"stewardship” models of leadership, the prevale nt thrust is that effective leaders cogitate on fearing or facilitating the followers. This in turn helps the leader accomplish organizational goals. This widely distri exclusivelyed framework shapes the organization of the book (see look 1-2). The character between â€Å"leaders” and â€Å" four-in-hand” is discussed in this chapter (see parry 1-1 Leaders versus Managers). Leader| Manager| Visionary| sage| Passionate| dutylike| Creative| Persisitent| Inspiring| unsentimental| Innovative| Analytical| Imaginative| Deliberative| data-based| Authoritative|Warm and Radiant| Cool and mute| Initiator| Implem project| Acts as a pushchair, consultant, teacher| Acts as a boss| Does the right things| Does things right| Inspires by dint of great ideas| Commands done with(predicate) position| Knows results argon achieved through people| Focuses on results| Focuses on uplifting ideas| Focuses on plumbing| The soon letter is by and large unproductive because the poi nt to which a person performs managerial versus leadership roles is largely a question of degree, as the book points out. Managers bloods be difficult becoming without considering them to be second- crystalize citizens incapable(p) of leadership.In fact, effective leaders need to be easily managers, and vice versa. This is higher(prenominal)schoollighted in the textbooks word of honor of leadership roles because many of them could likewise be characterized as â€Å"managerial” roles. Moreover, gibe to a common framework proposed by ingrained heat Mintzberg, leadership is whole one of many managerial roles. (See Mintzberg, H. (1980). The Nature of Managerial lap. Prentice Hall. ) A study concern relating to the first chapter is the issue of whether leadership be ease ups a variance in reality. While this question could take external been allot off until the end of the course it is helpful to at to the lowest degree think about it now.Then, you female genitals see if your opinions potpourri during the course. Moreover, before devoting time to analyze leadership one should realize whether the time go away be well-spent. The general conclusion is that leadership makes a difference in many fibres, simply not in all situations. When there be factors that fireman for leadership (or even neutralize leadership attempts), leaders may not be able to make much difference. The book outlines a number of factors that comforter for leadership, precisely there be many more factors that read been inquiryed with mixed results.In reality, there is no severalise that leadership substitutes unendingly exist, or that they necessarily stinger attempts at leadership. Therefore, people should be make outful about attri moreovering success or failures solely to leadership. Leaders seatnister only do so much stipulation the cons guidets they face. The existence of cons ascertaints is the basis for Pfeffers â€Å"leader irrelevanceâ₠¬Â conjecture. Similarly, â€Å" complexity” speculation holds that leaders nonplus little influence in complex organizational systems. For example, look at coaches and managers in profession sports.Often they are fired after(prenominal) poor seasons, unless no new manager or coach raft succeed either because their players simply arent as grave as the other players and teams in the league. Usually they dupe little accommodate over which players are hired, which makes it even more wild to attri plainlye the success or failure of the coach to his or her leadership qualification. Another common example is organizational success in unspoilt economical quantify and organizational downturns in poor economic times. Obviously, the economy is out of any individuals control, so high-priced times and bad times fagnot be attri besidesed to the leader.On the adjoining summon, you leave alone read an excerpt from an article that suggests that leadership does make a dif ference. leaders Makes a variance Below you whoremaster read a victimize excerpt from an article about Commander D. Michael Abrashoff and what he calls â€Å"Grassroots leaders. ” This article suggests that leadership does make a difference. But what makes this a particularly provoke leadership anecdote is that it appears that the silk hat explanation for the dramatic improvement on the ship is probably the change in commanders. The antecedent is that all navy blue ships operate under substantially similar rules with basically similar crews.Therefore, when a change occurs on one ship that doesnt occur on other ships, hence the change is kind of likely re turn overable to whatever changed in the situation, in this case the change in leadership. Whether you flummox the article persuasive or not, the other point is that by the end of the course you should be able to characterize Commander Abrashoffs leadership style in impairment of the theories you give be studying in this course. Enlightened lead in the U. S. Navy by Jonette Crowley Commander D. Michael Abrashoff had a mission. by dint of what he calls â€Å"Grassroots leading,” he turned roughly the operations of the USS Benfold, one of the U.S. Navys most moderne warships. His methods arent complex, yet the results are astounding. * Under Mike Abrashoffs 20-month command, the Benfold operated on 75% of its allocated budget, returning $1. 4 million to the Navy coffers. * During that time, the ships encounter grooming indicators were the highest ever in the history of the peace-loving Fleet. * The promotion rate of his people was 2-1/2 times the Navy average. * The pre-deployment training cycle, which usually takes a follow of 52 days, was round outd by the Benfold crew in just 19 days. During a 12-month period under the previous command, there were 28 disciplinary actions for which 23 sailors were discharged. During Abrashoffs tenure there were five disciplinary cases and no discharges. * Under his predecessor 31 people were innocent from the ship for trammel craft, usually for complaints of â€Å"bad backs. ” He had only deuce crew members leave for health reasons. * A third of all recruits dont make it through their first term of enlistment, and only 54% of sailors keep in the Navy after their second duty tour. Commander Abrashoff had 100% of the Benfolds career sailors signalinging on for another tour.It is estimated that this retention alone saved the Navy $1. 6 million in 1998. What did he do to stage much(prenominal) a turnaround in less than 20 months? He asked questions, he listened, he acted on what he heard. Almost immediately upon pickings command, he had a 15 to 20 exquisite own(prenominal) interview with each of his staff of 300. He asked these questions: * â€Å"What do you like best about this ship? ” * â€Å"What do you like least? ” * â€Å"What would you change if you could? ” He made it a point to â€Å"see the ship from the eyes of each crew member. ” Abrashoff acted as apace as he could to institute the ideas that came from these interviews.He cerebrate on what was outstanding: esprit de corps and rubbish readiness. â€Å"I didnt put an emphasis on composingwork,” says Abrashoff. He encouraged his inwardness managers (junior officers) to delegate the piecework that had ever swamped them and way instead on the training that enabled them to run the weapons and the ship. â€Å"That inspires confidence in the officers for our struggle readiness, and the lower direct people loved the certificate of indebtedness for the paperwork stuff that the officers utilise to do,” the commander answer fors. Abrashoff analyzed the processes, always assuming that there has got to be a better way.Simply interest SOP (Standard Operating Procedures), or doing things the way theyve always been done, didnt hold water. The rules were changed or bent, always with the fantasy in mind of doing what was best for the crew. â€Å"Saving notes wasnt the focus, it was a by-product of efficiency. We did things right the first time. ” He posture the vision and desireed his crew. He helped people take pride in their work. â€Å"I gave my officers my trust and free rein. They didnt want to lose that trust. ” Abrashoff said, â€Å"I foc utilise on doing right by the crew, not by the admirals.I didnt even care if I ever got promoted again. That gave me the exemption to do what made sense. ” One of the biggest complaints was the provender, so he sent five of the Benfolds cooks to culinary school. The ship is now known as having some of the best food in the Navy, making it a showcase for VIPs. By foc utilize on the needs and ideas of his people, by restful the rules, by giving control over to his officers, a ships culture has been changed, and with it the lives and confidence of do guys of young sailors. A â€Å"virtuous cycleà ¢â‚¬Â has been set up that is proceed to inspire the crew to do even better.Even after Mike Abrashoff has taken up other duties at his home base in San Diego, the USS Benfold continues to prevail the highest combat readiness indicators ever seen in the entire peaceful Fleet. © 1999 Enlightened lead Intl, Inc. Enlightened Leadership worldwide Transforming Organizations Through People www. enleadership. com [email protected] com 800-798-9881 or 303-729-0540 Chapter 2 †Traits, Motives and Characteristics of Leaders Trait-based theories of leadership are among the oldest leadership theories, and they are still considered fair of the essence(predicate) today.The earliest theories were â€Å"universal” theories that tried to find the leaders person-to-person qualities that differentiated effective from ineffective leaders in all situations. Although these individualized characteristics and qualities are usually called propertys, they are not limited to rep utation traits (inner qualities). For example, the textbook refers to many different personal characteristics, including personality traits, in Chapter 2. Unfortunately, the trait approach does not tell us which traits are most important, in which situations or how much of a trait is unavoidable.The biggest puzzle was that people who possessed the traits deemed critical were not always leaders, i. e. , the traits were necessary, but not sufficient for leadership. Moreover, trait-based theories cannot explain why people are not always palmy leaders in all situations. History is dear of military leaders who were effective in war, but not in peace. The converse is also true. On the other hand, young research has establish that some traits are important in a wide-variety of situations, but not all situations. In addition, in particular situations there are likely to be peculiar(prenominal) traits that are important.The â€Å"trait-based” theories do not limit themselves to personality traits, so do not be fooled into narrowing the scope of the personal qualities to personality dimensions. The theories include any characteristic on which individuals differ, such as scholarship, tangible characteristics, attitudes, values, and personality traits, to name a few. At some point, the distinction between a trait and a behavior is blurred, but in general the distinction is between â€Å"who you are” versus â€Å"what you do. ” The textbook lists a wide-range of traits appoint to be important, and categorizes them into: * Personality Traits Motives and Drives * Power Motive * tenacity * Strong Work Ethic * Drive and effect Motive * Cognitive Factors * Analytical Intelligence * companionship of the business * Creativity * Insight into people and situations * longsightedness and conceptual thinking While you dont need to as accredited every doable leadership trait, it is worthwhile meter reading material the lists. You should be abl e to recognize the most important traits. Perhaps more importantly, you should be able to temper some traits as un mendd to effective leadership, such as sex and race.In conclusion, research suggests that effective leaders possess different personal characteristics than ineffective leaders or non-leaders. Knowing which traits are associated with leadership effectiveness helps in the selection of leaders. To the extent you can train people to develop a trait, knowing the immensity of different traits helps organizations to design leadership education programs. For example, some aspects of stimulated light, which is a collection of traits and behaviors, can be taught and practiced. The trait-based approach to leadership is less rich ecause collapse research cannot definitively specify which traits, and how much of those traits, are most serviceable in a unique(predicate) situation. popular Comments about Assignments Write your resolutenesss and comments concisely, result anting the question(s) as promptly as workable. Remember, you essential swear out the questions about cases apply the facts of the case and the concepts introduced in the textbook and any additional readings. The general format for all your case answers is to relate the concepts and dominions from the textbook or other readings to the facts in the case.Reporting all sorts of background breeding is unnecessary. However, you do need to refer back to the facts in the case that support your statements and conclusions. Your answer allow for be graded on the quality of your analysis and its clarity. It is difficult to describe the length of and occur of detail that should be in good answers. Obviously, this is a judgment call that varies case by case, and question by question. However, usually you can write good answers in 500-700 words per case, although obviously this varies according to the number of questions you are asked to answer.You may exceed the word limits without p enalisation when necessary to adequately answer the questions. inspection the platform for more information on answering case designation questions, but in general good tests of the quality of your analysis is to ask yourself â€Å"Does this answer show that I read and understood the material in the text? ” and â€Å"Could I down written this answer without reading the book? ” As for the self-assessment praxiss in this course, if there is more than one self-assessment exercise assigned during the calendar workweek, then you must deliver all of your take ins and comments in one assignment abidance.When more than one self-assessment exercise is assigned in a week, clearly unwrap the separate exercises. Dont forget to discuss whether you think the score is an accurate reflection of you or the person cosmos evaluated. Other reflections are also valuable. Refer to the course of instruction for more detailed comments about answering questions and the take aimi ng standards. The Syllabus controls in the event of some unintended inconsistency between the workweekly Schedule and the Syllabus. General Instructions for Submitting Assignments What follows is a brief review of how to set up assignments. For details, efer to the Welcome knave. Submit your answers to the assignments by locating the assignment within each hebdomadally module. You can also find the list of assignments by going to the Assignments ray of light over in the toolbar on the left. But if you only use the toolbar, you may miss important information that is contained within each weekly module. Make certain you ask the correct assignment and submit the correct answer for that assignment. This week you entrust be submitting”1. 1 †week 1 bailiwick Assignment” for your answer to the case assignment and â€Å"1. 2 †calendar week 1 Self-Assessment Exercise” for your self-assessment answers.Next week and in the sideline weeks, the set-up be queath always be the same. You go out NOT be adjoining a account to submit. I suggest you tranquilize your answer in a Word instrument so that you can edit and spell concord but for submission, copy and paste your answer into the text box under the word â€Å"submission” in the assignment tool. If you submit the answer to the wrong involvement, your answer go out not be graded. You can be penalized for late submissions, as outlined in the Syllabus. indispensable Readings The future(a) items are required reading for this week: DuBrin, A. (2013) Leadership: Research Findings, Practices, and Skills (7th ed).Mason, OH: South-Western * Chapter 1: The Nature and Importance of Leadership * Chapter 2: Traits, Motives and Characteristics of Leaders Copies of these two chapters are include in the â€Å"Textbook eReserves” folder on the extend Home knave for your convenience. If you turn over not yet purchased your textbook, you should do so immediately. Please go t o MBS Direct to find the appropriate textbooks for this course. passwords After reading the course materials and required readings, you should be prepared to participate in our weekly discussion. * Week 1 Discussion †Effective LeadersIdentify a person you interact with and regard as an effective leader. * What traits described by DuBrin in Chapter 2 hand to this person? * What traits do not apply? * Do these affect his or her overall performance? If so, how?? in one case you acquit your answer please respond to at least one other learners post. A unite to the discussion can be nominate on the following page. Assignments Please complete the following assignments and submit via the Assignments tool. You result find a joining to each of these assignments within this module. Directions for completing the assignments can be give in the syllabus.Remember to use the text box for your submission †Do not attach a document. * Case Study * Ch. 1 Leadership Case line of work A †Mike Todman Makes a Splash at Whirlpool. Pgs. 30-31 * Questions 1, 2, and 3. * Self Assessments * Ch. 1 prove 1-1 Readiness of the Leadership Role. Pgs. 11 †12 * Ch. 2 quiz 2-2 Behaviors and Attitudes of a Trustworthy Leader. Pg. 42 This week you will continue studying leader traits in the context of magnetised leaders and shimmyal leaders. Charisma is clearly a trait the some people possess, which suggests it may be difficult to teach, i. e. the â€Å"right stuff” of leadership. However, there is some point that if a person exhibits behaviors that followers associate with magnetic people, the person will be seen as magnetized. Thus, possibly personal appeal can be taught, or, at least, faked. When a leaders charisma is oriented towards transforming an organization, it endures one factor in transformational leadership. However, transformational leadership encompasses more than magnetic leaders. Transformational leaders focus on developing the followers and getting them to reign their efforts towards changing the status quo.This contrasts with the idea of â€Å"transactional” leaders who principally focus on exchanges with the followers that result in the maintenance of the status quo. Thus, transformational leadership relates to organization training and change; therefore, this aspect of leadership is taught in most organizational behavior courses. Then we completely veer the focus away from â€Å"trait-based” theories of leadership to â€Å"behavior-based” or â€Å" behavioral” leadership theories. Behavioral theories suggest that â€Å"leaders can be made” by commandment manque leaders the behaviors used by effective leaders.As you will see, leaders traits are not part of this conclave of leadership theories, although they may predispose people to be defy certain ways. Basically, the simplest model divides leader behaviors into family human relationship-oriented and task- or performance -oriented behaviors. There are many variations on this dichotomy, which is the main point of the chapter. several(prenominal) â€Å"universal” models of leadership emerged from the research on leader behaviors, but like the universal â€Å"trait” models canvass perish week, the models do not explain why the same leader behaviors are effective in one situation and not in another.However, pay forethought to these behavioral models because they form the bases for many of the contingence theories you will see later in the course. Leadership studies conducted at Ohio State University place the importance of two broadly defined categories of leadership, â€Å"consideration” and â€Å"initiating construction”. love is the degree to which leaders interact with others in a friendly and supportive manner. Initiating structure, the second factor, represents how the leader structures his or her subordinates roles to accomplish common objectives.The Ohio State studies were accompanied by a comprehensive research program at the University of wampum. The focus of the research at Michigan was on relationships related to leader behavior, group processes and group performance. The principle types of leader behavior identified in the Michigan studies were â€Å"job concentrate on” which is similar to consideration and â€Å"employee centered” which is similar to initiating structure. need Readings The following items are required reading for this week: DuBrin, A. (2013) Leadership: Research Findings, Practices, and Skills (7th ed).Mason, OH: South-Western * Chapter 3: Charisma and Transformational Leadership * Chapter 4: Leadership Behaviors, Attitudes and way of lifes supernumerary Readings * Review the article on leadership and horny intelligence: Goleman, D. , Boyatzis, R. , & McKee, A. (2001). Primal Leadership: The cabalistic Driver of Great Performance. Harvard Business Review, 79(11), 42-51. This and other articl es are open from the library website. Click on the depository library link in the Course Menu to get direct access to the Webster University library. Be sure to read the material before doing the assignments and discussions.Hover your mouse here: Directions for accessing the subroutine library to see the steps for accessing a database in the Webster University depository library. 1. The Library link under the Course Menu on the left side of your course page will take you directly to the Library Resources for Walker school of Business and Technology. 2. In the area â€Å"Find other database content by subject: Choose Business and Financials 3. On the right side of the page, under More Information, choose ledger/magazine/newspaper list. 4. In Find the Journal patronage, type Harvard Business Review and chitchat Search. 5. The journal will be identified on the adjacent page.Click on Look up Article. 6. In the box that says â€Å"Article Title” type â€Å"Primal Leadersh ip” and in the Date box type â€Å"2001” then click Search. 7. The coterminous page lets you know the article is available. Click Article. 8. On the Journal/Magazine/Newspaper List page, at the heart of the page where it indicates â€Å"Find a journal title”, enter Harvard Business Review and click on Search 9. You will be required to enter your last name, your pupil number, and EWL at the end of your student number to gain access to the library databases. Chapter 3 †magnetised and Transformational LeadershipCharismatic Leadership The oldest line of leadership research appears to be the search for the defining traits of leaders. One line of this research was the attempt to explain magnetized leaders. Charismatic leaders are so exciting, stimulating, magnetic, and visionary that followers willingly accept their leadership. This clearly roots the idea of charismatic leadership in the realm of trait-based leadership models. As you might expect, the origina l theorizing about charismatic leaders was not in the organizational context, but around religion and kindly movements.There are several theories of charismatic leadership, and according to most, charismatic leaders have the following attributes: Charismatic Leadership Attributes| They have get visions. | They have masterful communication skills. | They have the ability to inspire trust. | They are able to make group members feel capable. | They have energy and an action predilection. | They have emotional expressiveness and warmth. | They romanticize and take personal risks. | They use unconventional strategies. | They have a self-promoting personality. | They challenge followers. | They are dramatic and unique. |There are a variety of charismatic leaders, but the most important distinctions are between leaders with individualize power motives versus leaders with tenderized power motives. A socialized charismatic leader uses power to benefit the followers and the group, whereas the personalized charismatic leader uses power to serve his or her own interests. This may or may not help the group attain its goals, but attaining those goals is not the focus of the personalized charismatic leader. Research suggests that a person can extend his or her charisma by copying the behaviors of charismatic leaders. These behaviors include the following: 1.Articulate compelling visions for the future 2. Be enthusiastic, optimistic, and energetic (perhaps these are traits, but you can act like you are enthusiastic, optimistic, and energetic) 3. Persist in the face of adversity 4. individualise your interactions with people, such as remembering their names 5. nourish your physical appearing 6. Appear to be impartial 7. Reject the status quo or be defiant. Transformational Leadership Transformational leadership is related to charismatic leadership, but this newer group of theories focuses not on the leaders traits, but on the transformation of the organization.Perhaps being charismatic helps, but it is not enough to transform an organization. The transformational leader helps bring about major, coercive changes in the organization. Four factors are seen as elements of transformational leadership are : * charisma * inspirational leadership * bright stimulation * individualized consideration According to one transformational leadership theory, the transformational leaders can be contrasted with a transactional leader. The transactional leader focuses on routine, day-to-day exchanges (or transactions) with the followers.The transactional leader rewards followers who meet existing standards of performance. While the concept of transactional leadership highlights the distinction between maintaining versus transforming an organization, the concept is not used much. Instead, the research focus has been on the more particularized theories that you will learn later in the course, such as behavioral or happening theories of leadership. Chapter 4 †Leadership Behaviors, Attitudes, and Styles This chapter introduces students to research on leadership behaviors, sometimes called leadership styles.When the research on leader traits and other characteristics was comparatively unsuccessful in explaining leadership, the research changed orientation from â€Å"what a leader is like” to â€Å"what a leader does. ” The focus was on leaders behaviors, not on their be traits. This was a somewhat optimistic shift as well because this line of research indicated that leaders could be trained. This is in contrast to the â€Å"leaders are natural” orientation of the trait-based leadership research. There are relatively few important behavior-based universal models, and most have been superseded by newer hazard models (discussed in Chapter 5).Knowing these early behavior-based models are important for a couple reasons. First, knowing them help students appreciate how leadership models evolve. Second, they are importa nt because possibility theories (discussed in Chapter 5) attempt to incorporate these behaviors into their frameworks. Behavior-based Leadership puts Researchers at Ohio State University and the University of Michigan were among the first to study what behaviors were used by effective managers or leaders. The research raise that effective leadership behaviors can be categorized as foc utilize on: 1. Relationships with followers (i. . , addressing their social and emotional needs) or 2. The tasks that need to be performed to increase productivity. There are many different terms or phrases describing effective leaders behaviors. Task-oriented behaviors are called a variety of names, such as: * Work-oriented * Task-oriented * Production-oriented * Concern for production * Initiating structure * Directive behaviors With respect to the social and emotional focus, the labels or names include: people-oriented, worker-oriented, relationship-oriented, social, consideration, concern for p eople, and concern for relationship. placard: There are subtle differences among the different concepts, but you do not need to know them for this course. ) Some theories sour that leaders could be either task-oriented (Concern for Results) or relationship-oriented (Concern for People), but not both. However, researchers at Ohio State assumed that leaders could demonstrate high or low measure of each type of behavior. In other words, task-oriented and relationship-oriented behaviors were not mutually inconsistent and a leader could be high on both dimensions, low on both dimensions, or high on one and low on the other dimension.This last view became the foundation for misfortune theories and more modern universal models, such as the â€Å"Leadership storage-battery grid” (see designing 4-3 pages 126 and 127). The descriptions of the positions on the chart are as follows: * 9,1 Controlling * 1,9 Accommodating * 5,5 Status Quo * 1,1 Indifferent * paternalistic (1,9 and 9, 1) * Opportunistic (all green quadrants) * 9,9 Sound Although behavior-based leadership theories are usually considered to be universal leadership models, the textbooks discussion of â€Å"adaptability” suggests more of a calamity approach. Undoubtedly, the behavioral research can be modified to accommodate ontingencies, but they were originally universal in nature. Other dimensions have also been investigated since the original research, but the importance of behavior-based theories rests in the beginning in the recognition of two broad dimensions of leader behaviors. You will see this more clearly when you study contingency leadership theories. Participative Leadership The chapter then in short addresses â€Å"participative leadership. ” Despite the relatively little coverage of this base in the text, a key last managers and leaders must make is how much to â€Å"empower” the followers.Tannenbaum and Schmidt develop an early model that had a continuum of leadership finis making behaviors that ranged from â€Å"boss-centered” to â€Å"employee-centered” behaviors. This theory focused on allocating ending making authority to employees, ranging from supreme (â€Å"boss-centered”) to more or less participative (â€Å"employee-centered”) finale making. These two leader closing making behaviors were at opposite ends of a continuum. Therefore, in theory, a leader cannot be autocratic and participative at the same time. However, towards the center of the continuum the two styles blur unneurotic somewhat, with moderate levels of each style.The textbook addresses this topic in terms of a subsequent model that divides this continuum into autocratic and participative styles. The participative style is subdivided into consultative, consensus, and democratic styles. Issues The text next discusses two issues related to leadership. First, the book describes entrepreneurial leaders traits and behaviors as if there was one way to be an entrepreneur (i. e. , a universal approach to entrepreneurship). However, this may be misdirect because the best entrepreneurial style may work out on the followers and entrepreneurial idea.In other words, quite possibly there are no universally effective entrepreneurial styles. Perhaps future research will shed more light on this issue. Next, the textbook discusses whether men and women have fundamentally different leadership styles that are relatively consistent crosswise situations. If so, in essence these differences would be universal styles for each sexual activity. Past research on gender differences in leadership has been hampered by many factors, such as there being relatively few feminine leaders of large organizations. In ddition, the observed gender differences may be collect to the followers expectations based on their stereotypes about each genders typical leadership styles and relatively inflexible social norms that shaped both genders behavi ors. You can draw your own conclusions about the chapters comments on gender differences in leadership styles. However, it may be useful to reflect on a couple points. First, if you fend the importance of universal models of leadership, then any difference in male person and female leadership styles makes relatively unimportant. If contingency theories are correct, there is no one best way to lead.Thus, neither gender can corner the market on leadership, even if there are relatively stable differences in male and female leaders favorite(a) leadership styles. Second, there is so much individual variation in preferred leadership styles within each gender that discovering a â€Å"typical” or average style is improbable to adequately describe the leadership style of any specific person. Many men are relationship-oriented, and many women are task-oriented, contrary to the typical stereotypes. The text concludes this chapter by stating that there is no one best leadership style . This idea sets the stage for the next chapter on contingency theories.Self-Assessment Quizzes I want to make a couple comments about the self-assessment quizzes. My hope is that by answering the questions in the self-assessments you will get a better sense of what the concepts mean and that hopefully you will gain some insight into your traits, styles, and preferences. However, the scores should be taken with a grain of salt because no inventory, and especially short inventories like those you are completing in this class, can accurately assess all your nuances. If you think the total score doesnt reflect you, or that certain questions do not measure you accurately, that is fine.Reflection upon the self-assessment inventories is valuable. Whether you agree with that assessment is of lesser importance. abstract wallpaper One of the requirements of this course is for you to complete an Analysis Paper which will be due the last week of the course. For this assignment, you are to re ad one of the four books listed below. You are to identify the authors purpose for the book, its major themes, principles and concepts, and describe how those themes, principles, and concepts relate to the themes, principles and concepts presented by DuBrin in the text.In other words, I want to see at tokenish four (4) concepts from your â€Å"chosen author” and how they to compare to DuBrin: where they agree, where they dont or if they dont. This is not a book review but rather it is an analysis of an outside reading, and the documentation of that readings relatedness to the material you have been studying throughout this class. Technical Requirements: * The paper should be submitted as a Word document attached to the assignment. * APA citation style is required * continuance: 6-10 pages †no more, no less * Double- spaced, 12 point font Must include, at a lower limit: * an Abstract * an Introduction Section * a Discussion Section * a Conclusion Section * a Reference p age * Both your name and page number must be included on each page of the paper (in a mind is preferred). * Be certain you have carefully reviewed the paper for the requirements, misspellings, syntax errors and page numbers. The book you select will need to be obtained from a local library, Websters library, a bookstore, an online book service such as Amazon. com (linked below), or some other book source.I would encourage you to actually purchase the book so you can hold open it for future purposes. The books from which you must choose are: * Outliers: The invoice of Success by Malcolm Gladwell ( 2011) * Its either politics: fetching in a World Where Hard Work and Talent Arent Enough by Kathleen Kelley Reardon ( 2006) * Tribal leadership: Leveraging Natural Groups to Build a golden Organization by Dave Logan, John King and Halee Fischer-Wright (2011) * The dosage leader: 10 Ways to Go From unless Managing to Leading Fearlessly by Ginny Whitelaw (Apr 22, 2012) If, because f sp ecial sight (i. e. you are out of the country), you are unable to obtain one of the books listed above, and would like to review and root word on an alternative, you must send me, no later than the beginning of Week 5, the title of the book you are requesting to use, the date of its copyright, and a valid rationale for using the alternative. An appropriate rationale could be, for example, that none of the books are available to you because you are on military deployment, and book resources at your location are limited.Just wanting to review a book that is: 1) more easily available, 2) one you are currently using in another course, 3) one you have read previously for another class or 4) one you would like to review for personal reasons, is not an adequate reason and will not be approved. Once you have decided on your book, go to the Course Home Page and click on the link entitled â€Å"Analysis Paper Book Sign Up. ” Click â€Å"Sign Up” next to the book that you are choosing so that I know which book you will be using. You should choose your book for analysis, and indicate your choice on the sign up sheet, by the end of Week 5.Please be assured: 1. This assignment is due on Wednesday of Week 9 2. Late submissions will NOT be accepted unless arrangements have been made with me personally no later than the beginning of Week 7. 3. You will be required to submit your paper to Turnitin prior to submitting it in the Assignments tool. The Turnitin assignment will be found on the course homepage. Make a copy of the Turnitin originality report to include with the assignment submission. Should you have any questions or concerns, please let me know. Week 2 Activities Required Readings The following items are required reading for this week: . DuBrin, A. (2013) Leadership: Research Findings, Practices, and Skills (7th ed). Mason, OH: South-Western * Chapter 3: Charisma and Transformational Leadership * Chapter 4: Leadership Behaviors, Attitudes and Styles Copies of these two chapters are included in the â€Å"Textbook eReserves” folder on the Course Homepage for your convenience. 1. Also, review the article on leadership and emotional intelligence: Goleman, D. , Boyatzis, R. , & McKee, A. (2001). Primal Leadership: The secret Driver of Great Performance. Harvard Business Review, 79(11), 42-51. DiscussionsAfter reading the course materials and required readings, you should be prepared to participate in our weekly discussion. * Week 2 Discussion †Charasmatic Leadership In Chapter 3 of the text, DuBrin suggests it might be substitute to separate charismatic from transformational leadership. In fact, on page 93 of the text, DuBrin clearly states that charismatic leadership is a component of transformational leadership. Respond to all 3 questions using concrete examples to support your answer and then respond to at least 1 other student’s posting whose answer you relate to. 1. hold you undergo charismatic leaders who were unable to be transformational? 2. Have you experient transformational leaders who were not charismatic? 3. What were the circumstances surround the situation(s) you have flummoxd? Once you post your answer please respond to at least one other students post. Assignments Please complete the following assignments and submit via the Assignments tool. You will find a link to each of these assignments within this module. Remember to use the text box for your submission †Do not attach a document. Directions for completing the assignments can be found in the syllabus. Case Study * Ch. 3 Leadership Case Problem B †Time to trammel at willow direct consortium. Pgs. 101- 102 * Questions 1, 2, and 3. * Self Assessments * Ch. 3 Quiz 3-1 The Emotional Expressiveness Scale. Pgs. 79 †80 * Ch. 4 Quiz 4-2 What Style of Leader Are you or Would You Be? Pgs. 125-126 Analysis Paper The list of available books from which you will choose one will be provided this week. By the end of Week 5, please use the â€Å"Analysis Paper Book Sign Up” link on the Course Homepage to indicate which book you will be reading. You are responsible for obtaining this book on your own. Ch. Quiz 3-1 â€Å"The Emotional Expressiveness Scale”: My composite score for the Chapter 3 Quiz was 72. This score places me in the level that defines my emotionality as â€Å"about right for a charismatic individual” and that I am â€Å"emotionally expressive”. I believe this is fair assessment. On numerous occasions in my past jobs, my employees and co-workers have commented on their trust in my abilities to get the job done and that I will not â€Å" birth them under the bus” for my own gain or as a result of a decision I have made. Also, my last supervisor commented to me on my vision in leading my division. Ch. Quiz 4-2 â€Å"What Style Leadership Are You or Would You Be? ”: I scored 14 on this assessment. The scale defined in the text is that a score of 15 and high indicates a Participative style and a score of 5 or below indicates an Authoritarian style. There is no description for the scores (like mine) that do not fall in either range. I submit that the leadership style required will depend on the situation and environment you are in at the moment. There are times where you have to be the authoritarian and other times where you have to be more democratic in your approach. The trick is to know when. ) There are several reasons while this case pertains to this chapter on charismatic and transformational leadership. As indicated in the issues heather and the owners see as most pressing, willow tree Pond as an organization that must transform itself from a low performer to a higher level to survive. Considering the task at hand, Heather will have to demonstrate many of the traits of a charismatic leader to be successful. This case demonstrates the need for both employ in unison to achieve success. 2) There are several key leadership areas where Heather can focus to transform willow tree Pond.I will present the three areas that I believe to be the highest priority. First, Willow Pond has been losing money for the past three years. She must concentrate resources where most needed. Especially in the areas that could encounter passing the state inspections which could close them down. If this were to occur, not only would the residence by meetinged but also the employees. Also, there are services (i. e. wireless cyberspace/fresh paint/improved food quality) that could be put into place that would improve the physical appearance of the facility and the quality of life for the residence.Second, she must work to help the staff understand the need for change. Not only from the possible loose of income but in that the focus of their organization is to take care of people. Mistreating the residents when they make simple requests is an unacceptable behavior. This not only impacts the morale of the resi dents but can generate a account that can cause others not to choose Willow Pond as their assisted living choice. Lastly, I believe she needs to build trust not only in the management and employees but also with the residents that all parties have a vested interest in success.If the residents trust that the staff will take care of them and the employees trust that she is doing all she can to support them, the additive effect will be success. 3) Heather can utilize many charismatic aspects of her personality to aid in the transformation of Willow Pond. She will have to employ her â€Å"masterful communication skills” to get her vision on how great Willow Pond can become with everyone’s support. She must be very tactful in her communication to ensure she keeps phratry on board with her plans.This is very important considering that Willow Pond has lost money for the last three years and the possibility of the facility being unsym gradeetic if it does not turn around. Additionally, she will need to set the example for others with her energy and her actions by going the excess mile to ensure success. 1. Have you experienced charismatic leaders who were unable to be transformational? 2. Have you experienced transformational leaders who were not charismatic? 3. What were the circumstances surrounding the situation(s) you have experienced 1) Yes. Dubin implies for a leader to be transformational he/she must be charismatic.However, charisma on its own does not make one a transformational leader. If the charismatic leader cannot provide the vision and focus required to change the culture and/or subculture of the organization, he/she will not be effective. 2) Honestly, I cannot say that I have worked for a transformational leader that was not charismatic at some level. 3) What I have experienced are transformational leaders that have several difference levels of charisma. What drove the success of these leaders was their type of charisma stop to organ ization required for transformation.For example, one of my past supervisors was a more reserved personality but was very personable, good at promoting individual growth and setting goals. These traits proved to be valuable in merging two product offices and expression a project office organization. He would be a â€Å"Hedgehog” utilizing Jim Collins definitions in the book â€Å"Good to Great”. The flip side, I have had one supervisor who was very charismatic but was not effective in leading transformation. He could not focus the organizations energy on a common goal. Jim Collins would classify him as a â€Å"Fox”.It sounds like he may have been successful in some aspects, but at what cost. This type of work environment not only drives a lot of good people away it has a tendency to taint those who stay. The long term impacts on the organization and personnel may be more harmful than any perceived short-run success. V/R, JS Week 3 Activities Required Readings T he following items are required reading for this week: DuBrin, A. (2013) Leadership: Research Findings, Practices, and Skills (7th ed). Mason, OH: South-Western * Chapter 5: mishap and Situational Leadership * Chapter 6: Leadership Ethics and kind responsibilityWeek 3 Overview Overview The contingency model discussed in Chapter 5 assumes that the most effective leadership style or behavior depends on the situation or the followers. The leaders  behaviors are similar to those discussed before, but in this case the appropriate behavior depends on the situation, i. e. , is depending on(p) upon some other factors. The theories differ in terms of what types of contingent factors are important and how leaders should behave in light of those contingent factors. You will need to become familiar with the key contingency variables that differentiate the various contingency theories.Chapter 6 introduces the concepts of estimable and moral leadership as well as social responsibility. Wh ile these topics have always been important, recent events involving arguably un respectable leader behaviors makes these ideas more relevant today. Required Readings The following items are required reading for this week: DuBrin, A. (2013) Leadership: Research Findings, Practices, and Skills (7th ed). Mason, OH: South-Western * Chapter 5:  possibility and Situational Leadership * Chapter 6: Leadership Ethics and Social Responsibility Week 3 Instructor NotesChapter 5 †Contingency and Situational Leadership This chapter introduces the concept of contingency leadership, or what has also been called situational leadership ( Hershey and Blanchard). . The theories collected in this general category extend the behavior-based leadership research by recognizing that specific leader behaviors are more effective in some situations than other situations. In other words, the most effective leadership behavior is contingent upon the situation, which can be broadly defined to encompass a nything in the leaders environment.For example, one contingency factor that is found in almost every contingency theory focuses on the followers personal characteristics. Other common contingency variables include: the nature of the task, the nature of the work group, the organizations culture, and the amount of power the leader possesses. Each theory incorporates specific factors based on what factors the researcher felt were most important. There are many different contingency theories, but the textbook introduces the most important theories. Fiedlers Contingency TheoryThe first contingency theory introduced in the textbook ( pages 144-146) is Fiedlers Contingency Theory, or what is sometimes called â€Å"leader match” or â€Å"LPC theory. ” In this theory, the contingent factors are 1) the leaders relationship with the group or follower, 2) how clearly defined or structured the task is that the person or group must perform, and 3) the amount of position power posses sed by the leader. Dichotomizing these three variables results in eight possible combinations that range from little leader control to high leader control.The theory matches the leaders preferred style, either high task or high relationship, with one of the possible combinations. When the leaders style matches the existing situation, this should result in effective leadership. Fiedlers model is important because it was one of the first theories to highlight the contingent nature of leadership. While the research support is mixed for his theories, nevertheless Fiedlers theories were important in the development of leadership research. Another contingency theory demonstrable by Fred Fiedler and his colleague Joseph Garcia is called the Cognitive Resource Theory.This theory describes how stress plays a key role in determining how a leader’s intelligence is related to group performance. These are the three points made by Cognitive Resource Theory. 1. Those leaders with greater e xperience but lower intelligence are like to have higher-performing groups under high-stress conditions. Or under low stress conditions †the leader’s experience e is less relevant. 2. Leaders with high intelligence are more valuable than an experienced leader when innovation is needed and stress levels are low. 3.The understanding abilities of a leader who is experience stress will be diverted from the task at hand. As a result, measures of leader intelligence and competence do not correlate with group preference when the leader is stressed (New Approaches to effective Leadership: Cognitive Resources and organisational Performance, 1987). Path †Goal Theory The next major contingency theory introduced in the textbook is pathâ€goal theory, which is usually associated with Robert Houses theories. While there are several variations of this theory, the book presents the most common version.Although the theory is relatively complex, it focuses on the followers and the situation, just like Fiedlers LPC theory. However, the important characteristics of the followers and the situation are different than in Fiedlers LPC theory. The contingency variables in path-goal theory are based on expectancy theory, one of the more powerful demand theories. Because effective leaders must motivate followers, it makes sense to integrate a motivation theory with a leadership theory. Unlike many other contingency theories that focus on only two leader behaviors or styles, path-goal theory attempts to explain in which situations each of four ifferent leadership styles are most effective: directive, supportive, participative, and achievement oriented leadership styles. A newer version of the theory adds transformational leadership behaviors, but this is not covered in the book and you do not need to know it for this course. Blanchard Situational Leadership Model The next leadership model, the Situational Leadership II model, is one of the most popular leadership mod els. Many companies train managers in this theory. The Situational Leadership model was specifically create to simplify the complexity of most contingency theories (see Figure 5-4).As leadership theories become more complex, they also become more difficult for managers to use on a day-to-day basis. Accordingly ,Blanchard developed a alter theory focuses only on the followers characteristics. They concluded that the followers readiness to perform a task is the most important contingency factor, even though there are many other relevant factors. Followers â€Å"readiness” levels are comprised of their abilities and willingness to do a specific task. In this model, the leaders behaviors are either task oriented or relationship oriented, which makes it similar to the Leadership Grid and Fiedlers LPC model.Although the logic of Situational Leaderships prescriptions is somewhat questionable, and the research support is somewhat weak, nevertheless this theory has had a big impact on management and leadership training. Blanchard subsequently developed a modified version of this Situational Leadership model that shares the same name, which can create confusion. normative Decision Model The next contingency model introduced in the textbook is the Normative Decision Model proposed by Vroom and Yetton, and later modified by Vroom and Jago.As the name indicates, this theory attempts to prescribe the best type of decision-making in a given situation: autocratic, consultative, or group-based decision making. This is a contingency theory because the critical decision nodes or points in the theory reflect either a concern with the situation or with the followers. When diagrammed, the decision nodes or points in this model create a decision tree. Thus, this model is also referred to as the â€Å"decision tree model. ” Leader-Member give-and-take (LMX) Theory Another perspective under the contingency approach is the Leader †Member Exchange (we will see thi s model again in Chapter 9).The textbook finishes with a short description of how top executives actually lead and a discussion of leading during a crisis. These two topic areas are descriptive, and pretermit the kind of theoretical reasoning found in other theories and they have very limited research support. According to the text, top executives perform multiple leadership styles, the choice of which depends on the situation (a contingency approach). All of the styles reflect some combination of strategic leadership and change leadership, with relatively little emphasis on motivating individual followers.In a sense, these styles are variations on the transformational leadership style discussed earlier in the textbook. Week 3 Instructor Notes Chapter 6 †Leadership, Ethics, and Social Responsibility This chapter introduces the concepts of ethical and moral leadership behaviors. Whether you can hold on unethical or immoral behaviors by teaching morals and morality is not cle ar. However, being aware of ethical and moral issues is valuable, if for no other reason to have students reflect on their own ethics and morality. The text has a multifaceted approach to ethics. To be ethical, you should: * Be honest and trustworthy (have integrity) Pay attention to all relevant stakeholders * Find compatible goals for all stakeholders (â€Å"build community”) * Respect individuals by treating them moderately and honestly * Demonstrate modesty and restraint in accomplishing moral victories (â€Å"accomplish silent victories”) Leaders, of course, differ in their morality and ethical nature. One of the more interesting ideas is that leaders level of moral development varies (from pre-conventional, to conventional, to post-conventional levels). However, the situation can also have a large impact on the leaders behavior.Certain corporate cultures seem to ignore ethical issues, while others have extremely strong ethical values. There is a table outlining leaders who have questionable ethics, which will no doubt become longer over the near future. Whether leaders latterly have become less ethical, or they are simply being detected and publicized more is an unanswered question. Corporate social responsibility is the next concept in the chapter. This refers to the idea that organizations, and thus their leaders, have an obligation to society beyond simply following laws and making money for owners and shareholders.This idea reflects an ethic, but goes beyond any simple ethical principle (see Figure 6-1 Initiatives for Achieving a Socially Responsible and Ethical Organization). As the book notes, the topic cannot be covered well in the space allotted, but being thin and responsive to the community and the employees is the key idea. Whether an organization should lose money to help the community and employees is the key issue. If the concept of a â€Å"virtuous circle” is correct, then there is no trade-off between profits and s ocial responsibility because social and financial performance reinforce each others.Week 3 Discussion Description (click to collapse) Week 3 Discussion| Refer to the leadership styles shown on page 153 of the text (Figure 5-4 Situational Leadership II ). * What is your present style of leadership in most situations (directing, coaching, keep and/or delegating)? * Is this leade\r\n'