Leadership Approach Paper

Resource: Leadership in Organizations
Review Ch. 1 of Leadership in Organizations
Write an overview of no more than 700 words on one of the major approaches to studying leadership.
Include the strengths and weaknesses of your chosen leadership approach.
Provide an example in which this leadership approach was used in an organization.
Format your paper consistent with APA guidelines.

Leadership scholars recognize that the most successful leaders revitalize and transform their organizations. Accordingly, these leaders? style is often referred to as ?transformational leadership.? Transformational leadership is perceived as a leadership approach that effects change in individuals and in groups. In its ideal form, it creates valuable and positive change in followers with the end goal of developing followers into leaders. In its authentic form, transformational leadership enhances the motivation, morale, and performance of followers through a variety of mechanisms. These include connecting the followers' sense of identity and self to the mission and the collective identity of the organization; being a role model for followers that inspires them; challenging followers to take greater ownership for their work, and understanding the strengths and weaknesses of followers, so the leader can align followers with tasks that optimize their performance.

Required Reading

Carless, S. A., Wearing, A. J., & Mann, L. (2000). A short measure of transformational leadership. Journal of Business and Psychology, 14, 389-405.

This article can be found in the ABI/INFORM (Proquest) database.

Assignment

Read the article by Carless, Wearing, & Mann, L. (2000). Then after gaining a clear idea of the meaning of the seven behavioral manifestations of transformational leadership, determine your transformational leadership score following these rules:
1.Give yourself a score between 1 (rarely or never) and 5 (very frequently) on each of the seven dimensions.
2.Add up your scores and divide them by 7 to get your average score on the scale.
3.Ask someone who knows you well (preferably someone who works with you) to rate your leadership behavior on the scale and calculate the average score.
4.Compare the results obtained by yourself and your friend/peer.
5.What do you think about your scores on that scale? Are they high/low? What does it say about your leadership style?
6.Based on the results you obtained, what aspect of your leadership behavior do you think you should focus on to improve your leadership style? How might this translate into actual behaviors at the workplace? What might be the results of such an improvement?

It is vital that you get a second opinion about your leadership behavior from someone who knows you, preferably in the work context. If you cannot get a second opinion as part of this exercise, be sure that you provide a thorough explanation of why it's not possible. Just ignoring this part of the exercise will cost you part of a grade.

Your paper should be short (2-3 pages, not including the cover sheet, references, and assessment sheet) and to the point. You are expected to deal with these issues in an integrated fashion, rather than treating them as a series of individual questions to be answered one by one.

Keys to the Assignment

The key aspects of this assignment that should be covered in your paper include:
?Complete the assessment according to the guidelines and interpret the results.
?Include the actual instrument and results.
?Based on your results, explain how you could improve your leadership behaviors and under what conditions.
?Based on your results, explain how improving your leadership behaviors might translate into actual behaviors at the workplace? And what might be the results of such an improvement?

Assignment Expectations

Your paper will be evaluated on the following points:
?Precision - Does the paper address the question(s) or task(s)?
?Breadth - Is the full breadth of the subject, i.e., the Keys to the Assignment, addressed?
?Depth - Does the paper address the topic in sufficient depth and include the background readings and other background resources as references?
?Critical thinking - Is the subject thought about critically, i.e., accurately, logically, relevantly, and precisely?
?Clarity - Is the writing clear and are the concepts articulated properly? Are paraphrasing and synthesis of concepts the primary means of responding to the questions or are points conveyed through excessive use of quotations?
?Organization - Is the paper well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are headings included in all papers longer than two pages?
?Referencing (citations and references) - Does the paper include citations and quotation marks where appropriate? Are the references from the background readings and assignment present and properly cited? Are all the references listed in the bibliography present and referred to via citation?
?Application - Are the concepts of the module appropriately applied to the subject?

Tips and Suggestions

Please note the following tips and suggestions:
?Include a cover page and reference page in addition to the 2?3 pages of analysis described above.
?Include headings for all papers longer than two pages (basically all papers), but do not use headings as "space fillers."
?Cite and reference all sources that you use in your work, including those that you do not quote but paraphrase. This means include citations and quotation marks for direct quotes of more than five words, and include citations for information that you have "borrowed" or paraphrased from other sources.

? Reflect upon the readings and consider the various leadership approaches and theories that have you encountered.
o How do the ideas presented in the article relate both to the ideas and concepts presented in leadership as well as to the notion of ethics in leadership?
o How can you apply the ideas and concepts presented in your chosen article to your own leadership practice? (in procurement department).

Reference

? Blanchard, K. (2010) ?Mission possible?, Leadership Excellence, 27 (4), p.17.
?
? ?The article discusses the need of leaders to learn from the past while simultaneously preparing for the future. It states that previously, changes would occur slowly, allowing people to adapt and change before enjoying a period of stability. It suggests that the problem with this is that it opens the way for stagnation. It offers a tool called GAPS which essentially means identifying problems, analysing and identifying the causes, and creating the appropriate solution?. [FROM ABSTRACT

Assignment


Unit 5 Assignment: Midterm Essay
Read the following account of the failed ?Grand Bargain? of 2011:

Source: Newton-Small, J. (2011, July 23). The inside story of Obama and Boehner?s second failed grand bargain. Retrieved from http://swampland.time.com/2011/07/23/the-inside-story-of-obama-and-boehners-second-failed-grand-bargain/

After you have completed reading the above-cited article, write an essay discussing the various leadership theories implied by the article. Specifically, you should identify three leaders in the article and discuss a leadership approach/style that would move each of those three leaders close toward a so-called ?grand bargain.?

No approach/style will be a cure-all, so you need to use your best judgment from all you have learned in the previous units. Be sure to identify the historical context and associated practices of each leadership approach/style/theory discussed. Also, use specific examples when making a point. Your essay should be grounded in the facts of the article, as well as the readings.

Your essay should be in APA format.

This Assignment addresses the following course outcome:

PP510-5: Critique research on organizational leadership issues in public administration and management.

Submit your Assignment to the Unit 5 Assignment Dropbox.

ID: PP510-05-09-A

The transformational, transactional, and authentic leadership approaches address the issue of follower motivation, but in different ways. Compare and contrast these approaches and discuss which approach would be most effective with you (to you) in the role of follower and why.(procurement department).

References

Hoye II, W.B. (2005) Leadership from the inside out. Longwood, Florida: Xulon Press.

Writer Requested: infoceo

Team Leadership

Write a memo to your manager of no more than 1,400 words in which you explain how you plan to successfully lead your team. Include the following:

Evaluate the individuals, including yourself, based on the personality assessment.
Evaluate the situation in terms of urgency, culture, and so forth.
Determine leadership approaches, based on individuals and the situation. Highlight the principles you have applied from various leadership theories.

Format your memo consistent with APA guidelines.

Your manager tells you about a new department the company will be adding that is part of the company?s strategic plan to enter a particular market segment. Your manager would like you to manage one of the teams in this new department. Your manager has put together the team you will be managing. Your new team consists of the members of your current Learning Team.
To be successful in the new market segment, your team must efficiently accomplish the goals set by the company. Your manager, therefore, would like you to develop a leadership approach for each team member on your team based on the theories of leadership and each member?s individual personalities.

Assessments: What?s My Jungian 16-Type Personality Self-Assessment?

Mine I-A-1-Score1: Your score is: ISTJ
David I-A-1-Score1: Your score is: ENTJ
Heidi I-A-1-Score1: Your score is: INTJ
Caleb I-A-1-Score1: Your score is: ENTJ
Matt I-A-1-Score1: Your score is: ENTJ
Stephen I-A-1-Score1: Your score is: ISTJ

ISTJ. you?re organized, compulsive, private, trustworthy, and practical. Possible career as office manager, accountant, business manager, tax agent, public servant
INTJ: you?re skeptical; critical, independent, determined and often stubborn, possible as business analysis, environmental planner lawyer, report, engineer, and scientist
ENTJ: you?re outgoing, visionary, and argumentative, have a low tolerance for incompetence, and often seen as a natural leader. Possible career as a manager, management trainer, stockbroker, lawyer, chemical engineer, police officer.

Format your memo consistent with APA guidelines

I'd like writer
Leadership in Organizations
Write an overview of no more than 700-words of one of the major research approaches for studying leadership.
Include the strengths and weaknesses of your chosen leadership approach.
Provide an example in which this leadership approach was used in an organization.

The paper needs to have Abstract or Introduction and Conclusion. Do not begin with "In conclusion" or use the word "conclusion" in any form.
Begin the abstract or Introduction a new page. Center the word Abstract at the top of the page.
Make sure you answer to the following questions.
1 Motivation: Why do we care about the problem and the results?
2 Problem statement: What problem are you trying to solve? What is the scope of your work?
3 Approach: How did you go about solving or making progress on the problem?
4 Results: What's the answer?
5 Conclusions: What are the implications of your answer? Do not begin with "In conclusion" or use the word "conclusion" in any form.

Review Ch. 1 of Leadership in Organizations
Write an overview of 600 words on one of the major approaches to studying leadership.
Include the strengths and weaknesses of your chosen leadership approach.
Provide an example in which this leadership approach was used in an organization.
Format your paper consistent with APA guidelines.

There are faxes for this order.

Writer?s
Topic: Contingency Theories of Leadership
? Situational Approach (chapter 5)
? Contingency Theory (chapter 6)
? Path-Goal Theory (chapter 7)


Behavioral Learning Objectives:

Students will explore the three contingency theories of leadership and identify which theory they employ most often.

Required Readings: Northouse, Peter G., Leadership Theory and Practice, 5th Edition, Sage Publications, Inc., Thousand Oaks, 2010. ISBN: 978-1412974882

Chapters 5-7 (Northouse)


Other Actions Required:

Use MLA style for citation format.


Assignment : (Due May 10, 2012, 11:59pm Pacific Time)

Which of this week?s three leadership approaches (Situational, Contingency, and Path-Goal) do you find yourself using most often and why? Next, think about another leader within your organization and determine what approach they use most often (should be different than yours). Share the success and challenges of each within your organization.

Writer's Username : infoceo

Topic: Additional Leadership Approaches
? Team Leadership (chapter 11)
? Psychodynamic Approach (chapter 12)

Behavioral Learning Objectives:

Students will explore and apply the concepts of the team leadership and psychodynamic approaches to their individual leadership experiences.

Required Readings:

? Chapters 11-12 (Northouse, Peter G., Leadership Theory and Practice, 5th Edition, Sage Publications, Inc., Thousand Oaks, 2010. ISBN: 978-1412974882)


Other Actions Required:

Use MLA style for citation format.


Assignment 5: (Due May 23, 2012, 11:59pm Pacific Time)

Work through the Team Leadership Model to diagnose a current or past team situation. Based on your findings, how should you address the situation or how should you have addressed the problem? What is your overall impression of the team leadership approach? Would you use this approach in the future? Why or why not?

Chapter 10
LEADERSHIP

1)Describe the methods leaders use to influence group members. (30 marks)

2) Describe about seven leadership characteristics and behaviors that you think will be important for you in your career as a leader. Indicate where you think you already have strength in a particular characteristic or behavior. (35 marks)

3)Describe what a manager must do to become a transformational and charismatic leader. (35 marks)

the book: essentials of Management (DuBRIN)









Chapter 10 explains the nature of organizational leadership and what a leader must do to be effective. Here we synthesize a number of ideas particularly relevant to the aspiring manager and leader. The chapter begins with an explanation of the difference between leadership and management, and then describes how leaders influence and empower team members. Next is a discussion of the characteristics, traits, and behaviors of effective leaders. A discussion follows of standard approaches to classifying leadership style: the participative, autocratic, and Leadership Grid styles. Additional insights into leadership are provided though describing situational leadership II, entrepreneurial leadership, and transformational and charismatic leadership. The final chapter topics deal with the leader?s activity as a mentor, and leadership skills.

Learning Objectives
_______________________________________________________________________

1. Differentiate between leadership and management.
2. Describe how leaders are able to influence and empower team members.
3. Identify important leadership characteristics and behaviors.
4. Describe the participative, autocratic, Leadership Grid, situational II, and entrepreneurial
styles of leadership.
5. Describe transformational and charismatic leadership.
6. Explain the leadership role of mentoring.
7. Identify the skills that contribute to leadership.

Chapter Outline and Lecture Notes
_______________________________________________________________________

Leadership is the ability to inspire confidence and support among the people who are needed to achieve organizational goals. Leadership ability is important at every organizational level.

I. THE LINK BETWEEN LEADERSHIP AND MANAGEMENT
Managers must know how to lead as well as manage. Management is more formal and scientific than leadership, while leadership involves having a vision of what the organization can become. C-level executives are supposed to exercise strategic leadership that sets the course for the organization. Effective leadership and management are both required in the modern workplace because to be an effective leader, one must also be an effective manager. Exhibit 10-1 presents a stereotype of the difference between leadership and management.

II. THE LEADERSHIP USE OF POWER AND AUTHORITY
Power is the ability to get others to do things and to control resources. Authority is the formal right to accomplish the same ends.

A. Types of Power
Leaders use different types of power to influence others, and team members have their sources of power. (1) Legitimate power is the authentic right of the leader to make certain requests. (2) Reward power is the leader?s control over valuable rewards. (3) Coercive power is the leader?s control over punishments. (4) Expert power is the leader?s job-related knowledge as perceived by subordinates. (5) Referent power is based on the loyalty of group members and the desire to please the leader. (6) Subordinate power is any type of power that employees can exert upward.

Despite some constraints on leadership power, a small number of executives abuse power such as using company funds for private use, such as having the company pay for home renovations.

B. Influence Tactics
In addition to using the sources of power just mentioned, leaders use specific influence tactics as follows: leading by example, leading by values, assertiveness, rationality (appeal to reason), ingratiation, exchange, coalition formation, and joking and kidding. A coalition is a specific arrangement of parties working together to combine their power, thus exerting influence on another individual or group.

Leaders typically choose an influence tactic that fits the demands of the situation. For
example, rationality might work best in a fast-paced team setting such as a meeting to
discuss a product introduction.

C. Employee Empowerment and the Exercise of Power
A current thrust in organizations is for managers to systematically share power and control with group members. Empowered employees are often better motivated stemming from a feeling of being in charge. Empowerment is widely used to enhance customer service. A key component of empowerment is the leader's acceptance of the employee as a partner in decision making.

1. Self-Leadership and Empowerment For empowerment to work well, people have to exercise self-leadership, the process of influencing oneself. Intrinsically
motivating tasks facilitate empowerment. To encourage self-leadership managers
should (a) set an example of self-leadership, (b) give encouragement and instruction in self-leadership skills, and (c) reward accomplishment in self-leadership.
2. Cross-Cultural Factors and Empowerment To the extent that cultural values
support the manager sharing power with group members, the more likely empowerment will lead to higher productivity and morale. For example, one study showed that Indian workers rated their supervisor low when empowerment was high.

III. CHARACTERISTICS, TRAITS, AND BEHAVIORS OF EFFECTIVE LEADERS
Many leadership situations require similar characteristics and behaviors. Leadership
encompasses a wide variety of personal qualities and behaviors that could be relevant in a given situation.

A. Characteristics and Traits of Effective Leaders
Dozens of studies demonstrate that effective leaders differ from others in certain
aspects. The same positive attributes of a leader will often facilitate his or her effectiveness in comparable settings. Also, the traits of leaders are related closely to the degree to which they are perceived as leaders. Key traits and characteristics are listed here.
1. Drive and passion. Leaders are noted for the effort they invest in their work and the passion they have for work and work associates.
2. Power motive. Power motivation is a strong desire to control others or get them to do things on your behalf.
3. Self-confidence combined with humility. Self-confident leaders project a
positive image, and are able to make tough decisions. A dose of humility added
to self-confidence makes the leader even more influential.
4. Trustworthiness and honesty. Leadership is undermined without a leader being
trusted, and trust is regarded as one of the major leadership attributes. Leaders must also trust group members. A current trend in leadership is to use open- book management, a system by which employees are exposed to financial details of the firm.
5. Good intellectual ability, knowledge, and technical competence. Problem-solving ability and knowledge of the business are essential for leadership success in most situations. The leader?s skills of obtaining, using, and sharing useful knowledge are crucial to success in the information age.
6. Sense of humor. The effective use of humor is regarded as an important part of a leader?s job.
7. Emotional intelligence. Most effective leaders are alike in one essential way: they have a high degree of emotional intelligence, or the ability to manage ourselves and our relationships effectively. Emotional intelligence is also said to encompass traits and behaviors related to intelligence such as self-confidence, empathy, passion for the task, and visionary leadership.

B. Behaviors and Skills of Effective Leaders
Traits alone do not make for leadership effectiveness. Key behaviors and skills are
also linked to leadership effectiveness. An effective leader:
1. Is adaptable to the situation The essence of situational leadership is to adapt to the situation. Adaptability is based on insight and intuition.
2. Establishes a direction and demands high standards of performance from group members The group must be pointed in the right direction. Then, effective leaders emphasize high standards of performance, which raises productivity.
3. Is visible and maintains a social presence Being visible allows for spontaneous communication with group members, and a relaxed atmosphere to hear about problems.
4. Provides emotional support to group members Giving group members support improves morale and sometimes productivity.
5. Gives frequent feedback and accepts feedback To change the behavior of group members, it is necessary to provide them feedback. The effective leader also listens to feedback from group members, and acts on positive suggestions, much like 360-degree feedback.
6. Recovers quickly from setback, including crises The trait of resiliency allows
managers to recover quickly form setbacks. A key part of managing a crisis well
is for the leader to present a plant for dealing with the crisis, and be calm and
reassuring.

7. Plays the role of servant leader. Some effective leaders believe that their primary mission is to serve the needs of their constituents, thereby working for group members.

IV. LEADERSHIP STYLES
Leadership style is the typical pattern of behavior a leader uses to influence employees to
achieve organizational goals. Much of the balance of this chapter relates to leadership styles.

A. Participative Leadership Style
A participative leader shares decision making with group members, as favored in the
modern organization. Because of its frequent use in teams, the participative leadership
is also referred to as the team leadership style. Three subtypes are: the consultative
leader simply gathers input before making a decision; the consensus leader works
toward complete agreement; the democratic leader confers final authority on the group.

Participative leaders can be found in all types of organizations, and at all levels. The
celebrated consulting firm, McKinsey & Co. chose a participative leader to help
invigorate the firm. Participative leadership works well with people who want to share
decision making. Yet consensus and democratic leadership is time consuming and
results in many meetings.

B. Autocratic Leadership Style
Autocratic leaders retain most of the authority for themselves and make most
decisions unilaterally. Autocratic leadership works well in a crisis, but has lost favor in
the modern organization. Nevertheless, several visible leaders such as O?Neal at Merrill Lynch and Donald Trump of the Trump organization are autocratic.

C. Leadership Grid? Leadership Styles
Research extending over 55 years has shown that the dimensions of tasks and relationships contribute to both performance and satisfaction. The widely quoted Leadership Grid is based on different combinations of the leader?s concern for results (tasks) and people (relationships). The Grid identifies five stereotypes. The developers of the Grid argue strongly for the value of sound (team) management (9, 9). Note that the version of the Grid presented in the text is from 2006.

D. The Situational Leadership?II
Situational leadership II (SLII) of Kenneth H. Blanchard and his colleagues
explains how to match the leadership style to the capabilities of group members on a
given task. Leaders are taught to use the leadership style that matches or responds to the needs of the situation. The major premise of SLII is that the basis for effective leadership is managing the relationship between a leader and a subordinate on a given task. Leaders adapt their behavior to the level of commitment and competence of a particular subordinate to a given task. The four combinations of commitment and competence are (a) Enthusiastic Beginner, (b) Disillusion Learner, (c) Capable but Curious Performer, and (d) Self-Reliant Achiever. Effective leadership depends on two independent behaviors: supporting and directing.

The style match up is as follows: Directing for the Enthusiastic Beginner; Coaching
for the Disillusioned Learner; Supporting for the Capable but Cautious Performer; and Delegating for the Self-Reliant Achiever.

A key point of SLII is that no one style is best: an effective leader uses all four styles depending the subordinate?s developmental level on a given task. The situational model makes sense in that competent people require less direction than do the less competent. But, in reality, leadership situations are less clear-cut that the four quadrants suggest. Also, the prescriptions for leadership will work only some of the time.

E. The Entrepreneurial Leadership Style
Entrepreneurial leaders tend to be task-oriented and charismatic, and their style is linked to personal characteristics, including the following: (1) a strong achievement drive, (2) high enthusiasm, creativity, and visionary perspective, and (3) uncomfortable with hierarchy and bureaucracy.

A general comment about leadership styles is the importance of adaptability to the
situation. A study of 3,900 executives found that leaders who achieve the best results do not stick with one leadership style. The effective executive selects the best style to fit a given situation.

V. TRANSFORMATIONAL AND CHARISMATIC LEADERSHIP
A transformational leader helps organizations and people make positive changes in the way they do things. Transformational leadership combines charisma, inspirational leadership, and intellectual stimulation.

A. How Transformations Take Place
Transformations are accomplished in one or more of three ways: (1) raising consciousness levels about the importance of rewards and how to achieve them, (2) getting people to transcend their self-interest, and (3) raising people beyond a focus on minor satisfaction to a quest for self-fulfillment. During the downturn in high-technology firms several years back, many leaders of these firms attempted to become transformational leaders.

B. Charismatic Leadership
Charisma is the ability to influence others based on personal charm, magnetism,
inspiration, and emotion. A charismatic leader (1) has vision, (2) has a masterful communication style, (3) inspires trust, (4) energy and action orientation, and (5) inspiring leadership. Charisma may be related to personality factors, but often the leader is perceived as charismatic because he or she has attained outstanding performance.

C. Developing Charisma
Managers can improve their chances of being perceived as charismatic by engaging in favorable interactions with group members, using a variety of techniques. Among them are to use visioning, make frequent use of metaphors, make others feel capable, smile frequently, make others feel important, and multiply the effectiveness of their handshake.
David Brandon, the CEO of Domino?s Pizza, provides a good example of a
transformational and charismatic leader.

D. The Downside of Charismatic Leadership
Some charismatic leaders are unethical and lead their organizations toward illegal and immoral ends. People are willing to follow the charismatic leader down a quasi-legal path because of his or her charisma. Some charismatic business leaders become so caught up in receiving publicity and mingling with politicians, they neglect the operations of the business. Because of this, lower-key executives are more in style than previously.

VI. THE LEADER AS A MENTOR AND COACH
Another vital part of leadership is being a mentor, a more experienced person who develops a prot?g?'s ability through tutoring, coaching, guidance, and emotional support. Coaching deals with helping others improve performance, is described in Chapter 16. A mentor can be an immediate manager, a staff professional, a co-worker, or someone in another company or industry. Helping the prot?g? solve problems is an important part of mentoring. Mentoring can be an informal relationship, or a formal relationship assigned by the company. A recently popular approach to mentoring is shadowing, or directly observing the work activities of the mentor by following him or her around for a stated period of time.

VII. LEADERSHIP SKILLS
Leadership involves personal qualities, behaviors, and skills (a present capability). Many of these skills have been mentioned throughout the book. Additional skills include sizing up situations so as to use the best leadership approach, exerting influence, motivating team members, and developing an inspiring mission statement.

Please write 3 pages that satisfy Part C plan and criteria, which is based on previous work in parts A and B shown below. This is at Masters Degree level and should be at A grade standard.

I would like you to use the following sources plus others. (some of which I will send)
Argyris, C. & Schon, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey Bass.

Berliner, D. (1987). Simple views of effective teaching and a simple theory of classroom instruction. In D. Berliner & B. Rosenshine (Eds.), Talks to teachers. New York: Random House.

Carini, P. F. (2001). Valuing the immeasurable. In P. F. Carini (Ed.), Starting strong: A different look at children, schools, and standards (pp. 165-181). New York: Teachers College Press.

Earl, L. M., & Katz, S. (2006). Putting data at the centre of school improvement. In L. M. Earl & S. Katz (Eds.), Leading schools in a data rich world: Harnessing data for school improvement (pp. 1-15). Thousand Oaks, CA: Corwin Press.

Fasoli, L., Scrivens, C., & Woodrow, C. (2007). Challenges for leadership in Aotearoa/New Zealand and Australian early childhood contexts. In L . Keesing-Styles & H. Hedges (Eds.), Theorising early childhood practice: Emerging dialogues (pp.231-253). NSW: Pademelon Press.

Fink, D. (2005). Leadership for mortals: Developing and sustaining leaders for learning. Thousand Oaks, CA: Sage.

Hammerness, K., & Darling-Hammond, L., et al. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358-389). San Francisco, CA: Jossey-Bass.

Henderson-Kelly, L. & Pamphilon, B. (2000). Womens models of leadership in the childcare sector. Australian Journal of Early Childhood, 25(1), 8-12.

Le Fevre, D. M. (2004). Designing for teacher learning: Video-based curriculum design. In J. Brophy (Ed.), Advances for research on teaching: Using video in teacher education. New York: Elsevier.

Robinson, V. M. J. (2010). Fit for purpose: An educationally relevant account of distributed leadership. In A. Harris (Ed.), Distributed leadership: Different perspectives (pp. 219-240). Berlin: Springer.

Santamara, L. J., & Santamara, A. P. (2011). Applied critical leadership: Choosing change. New York, NY: Routledge.

Toole, J. C., & Louis, K. S. (2002). The role of professional learning communities in international education. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 245-279). Great Britain: Kluwer Academic Publishers.



Part C: Plan for action (3 pages)
Explain some possible leadership actions that might address the issue described in Part A and also refer to Part B below (These should be referenced and informed by relevant literature and research).
Explain how you would know whether leadership effectiveness was improved by application of these ideas (what evidence would you need?).

Part C Assessment Criteria
Provision of rich examples of practice to back up claims.
Evidence of accurate understanding concepts/ideas discussed and logical approaches to evaluating leadership effectiveness provided.

Part A
Description of professional learning context and issue
A challenge faced by many schools and particularly my school is having a system that places accountability on teachers for their effects on student outcomes. Since joining the school, it has been my responsibility to develop an appraisal system that focuses on improving student outcomes by improving the quality of teaching. After several months of researching different models of appraisal and professional development in other schools, the issue of accountability was partially addressed with the launch of an appraisal system based on the New Zealand Registered Teacher Criteria that links to professional learning needs.
Currently teachers reflect on their effectiveness, comparing attributes to a rubric that describes effective teaching. Through reflection and comparison the teacher identifies and sets professional learning goals which they work towards over the year. Although clear goals have been established, it is not clear that they have led to improved student outcomes and in many cases it is apparent that the goals were written retrospectively. I will use components of applied critical leadership from Santamaria & Santamaria (2012) to improve communication of the philosophy of professional development for staff to take ownership of the process. Applied critical leadership emphasises the need to recognise and exploit existing needs of followers to engage them. (Santamaria & Santamaria 2012: 3-4)
Identifying a challenge
The challenge is to improve the quality of education through accurate self-appraisal. Improvement in teaching must be an integral part of the professional development process and an important aspect of the schools philosophy. Teachers have shown varying ideas about teaching as inquiry so implementing a cohesive system of teaching as inquiry requires careful and effective leadership to ensure on-going teacher improvement. When energies are directed towards multiple, sometimes conflicting initiatives that are not part of an overall plan they are unlikely to be successful (Le Fevre 2010: 75).
To manage the process of setting appropriate teacher goals, the self-evaluation stage must have better structure and closer monitoring. Teachers must be made aware of expectations and the schools goals. While the high trust model is a non-threatening way of identifying less effective attributes it is also ineffective for monitoring development goals. Being personally involved with the identification and monitoring stages and engaging in dialogue with teachers will allow them to have input about their progress and the process. Continuing in a transformational model of leadership should lead to a collective change process and a sense of ownership for the teacher.
The goal to improve the quality of teaching and raise student attainment must be given priority. While teaching must be of a high standard and can be developed, factors influencing student outcomes outside of the learning environment is difficult to assess (Fenstermacher & Richardson 2008: 187) so a link between them should be established.
The significance of issue in relation to relevant research and literature
All school change must be built in a collective fashion (Le Fevre 2010: 72). The changes made in the school have been directed by the leadership. Although the appraisal system requires evaluation and analysis for effectiveness, the importance of linking teaching as inquiry to professional development must be highlighted for teachers to accept and understand. In identifying goals, school leaders must engage in professional learning discussions, obtain feedback, involve teachers and use research.

Part B
To maintain an environment that is conducive to professional dialogue and thus allow for a smoother running of the school, an atmosphere of relational trust should be encouraged. This will help with the process of improving teaching in line with the school wide goals and strategic plan. Mutual respect of teachers and leaders should exist with both parties being open to learning from the experience of others. To be reassured that teachers are working towards the goals they must trust that the goals are realistic and achievable. However, in the context of working towards goals for professional development there is an absence of this trust; Teachers perceive the school goals is to be unrealistic and and unachievable while the leadership feel that teachers are not contributing or cooperating with improvement.

Organisational improvement is needed in the area of building relational trust as it is evident that the teachers and leaders are working against each other. Bryk & Schneider (2002) asked

"What factors make the difference between schools that got better at educating children as measured against improved test scores and schools that did not? The answer was relational tust betwen teachers and leaders, teachers and parents, teachers and teachers. Schools with relational trust and/or leaders who cared about it had a much better chance of serving students well than schools with less relational trust" (Cited by Barkley 2008).

Schools without relational trust have many cliques that usually work toward satisfying their personal interests rather than the interests of students.

To encourage accountability, teachers are required to compare the current teaching effectiveness against a rubric which describes attributes of teaching. The teachers are then asked to identify their own professional learning goals, which they work toward for improvement. As results have not shown marked improvements in student outcomes a question must remain over the suitability of the teachers learning goals. The leadership is lacking trust of whether learning goals have been adequately selected. Teachers doubt the leadership's direction with the effectiveness of the program to improve student outcomes. Engaging mentors in the dialogue for professional learning goals and expectations to help teachers set more realistic targets leading to improvement in classrooms is a transformational approach to leadership. "Applied transformational leadership encompasses the act of empowering individuals to fulfil their contractual obligations, meet the needs of the organisation and go beyond the "call of duty" for the betterment of the organisation" (Santamaria & Santamaria, 2012:3). Unless organisation responds to the personal needs of teachers and students, the benefits of the transformational approach will not be realised.

In order to engage staff in the process of realising the leadership's direction, relational trust needs to be built. Louise Anaru sees face-to-face interactions as an important aspect. She did this by meeting with all staff one-to-one asking what they saw as successes, values, aspirations, improvements and career development (Building relational trust, 2013, Educational Leaders). The career development (professional development) aspect is an area which requires improvement as change is impacting the teachers without real 'buy-in. Transformational leadership should include building relational trust in order to understand and respond to the needs of teachers and thus include them in the change process.

Part of the problem with the appraisal process is the way it was implemented, rather imposed on teachers. Leadership developed the process to enhance student outcomes and teacher accountability. Teachers were guided towards self-reflection to highlight areas for professional development that would lead to improved outcomes for students. As the process was loosely controlled and also required an increased workload, teachers were able to disguise their present development needs with paperwork used for past development.

In modifying the appraisal process, four core elements of building relational trust should be considered. Respect: Acknowledging dignity and ideas, interacting courteously and listening and talking as indicated by Bryk & Schneider 2002 (as cited in Barkley, 2008). In context the process is in procedural form with very little interaction and dialogue. The second element is competence: believing in each other's ability and willingness to fulfil responsibilities effectively. (Bryk & Schneider 2002) In context there is a lack of confidence among teachers that the process is of benefit them or the students. Furthermore "Incompetence left unaddressed can corrode school wide trust" (Bryk & Schneider 2002). A lack of improved teaching and student outcomes gives weight to those who argue against the leadership's plans and reducing the level of confidence and trust in the measures introduced. The process of identifying areas for improvement suggests that teachers are not competent in some aspects of their teaching. Naturally, teachers are cautious when identifying incompetence and admitting to it indirectly through requests for professional development to the leadership. While leadership want to see teachers develop, teachers are reluctant to show they are incompetent but that they have made improvements. The third element of relational trust is personal regard: Taking an interest personally and professionally and outside formal roles and responsibilities. Going the extra mile if necessary (Bryk & Schneider 2002). In context personal regard for teachers by the leadership is not evident; teachers have been given the task of identifying improvement goals by the leadership without regard for their feelings to the process and without providing any form of professional support. Leaders have not gone the extra mile to ensure that teachers are comfortable with the appraisal process. Teachers have responded by making 'half hearted' attempts of completing the appraisal process, they have not set appropriate or meaningful goals. A hands-on transformational leadership approach to support, model and communicate the process is necessary. The final element of relational trust is integrity: Can we trust each other to put the interests of children first, especially when tough decisions have to be made? Do we keep our word? (Bryk & Schneider, 2002). Although the intention of the appraisal system is to improve student outcomes by improving teaching, the focus is distracted by accountability leading to friction between the leadership and teachers. Redirecting the focus back to school outcomes as opposed to accountability, while maintaining that an honest reflection is beneficial for teachers as well as students is necessary to reaffirm integrity. Reassuring teachers that they need not feel threatened by showing weaknesses because it is a part of the teachers inquiry into improvement requires trust but ultimately on the integrity of the leadership. An open dialogue based on evidence from research is needed to help break down barriers.








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?Analysis of Global Leadership Competencies?, of your ?Becoming a Global Leader? project in which you will be expected to:

Develop a profile of competencies of effective global leadership. Select one global leader from both today and a century of your choice whom you think exhibit the characteristics you have identified and provide a brief summary of their lives.
Provide an analysis on how to incorporate the effective global leadership competencies into your own leadership approach.

Compare and contrast the following leadership styles: transformational, transactional, and servant. Analyze how these three leadership approaches apply to effectively leading organizations today.


References

Avolio, B. J. (1999). Full leadership development: Building the vital forces in organizations. Thousand Oaks, CA: Sage.

Bass, B. (1997). Does the transactional-transformational leadership paradigm transcend organizational and national boundaries? American Psychologist 52 (2) 130-139.

Bass, B.M. & Avolio, B.J. (eds.) (1994). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage.

Burns, J. M. (2003). Transforming leadership: A new pursuit of happiness. NY: Atlantic Monthly Press.
Burns, J. M. (1978). Leadership. NY: Harper & Row.

Huber, S. & West, M. (2002). Developing school leaders: A critical review of current practices, approaches and issues and some directions for the future. In K. Leithwood., P. Hallinger (Eds.), Second International Handbook of Educational Leadership and Administration Part 2, (pp.1071-1099). Dordrecht: Kluwer.

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Please critque the below paper on leadership Model and apply to other leadership.
Thanks
See below



Individual Leadership Model and Leader Interview Essay


Introduction
What is a leader? What is leadership? These are two primary questions we have endeavored to answer this semester. This is because understanding these points gives us insight and appreciation for the leaders and leadership, and unfortunately often the lack of both, which we encounter on a daily basis both in our professional and personal lives. At first we focused on more traditional views and definitions of leadership such as Peter Northouses definition a process whereby an individual influences a group of individuals to achieve a common goal (Northouse, 2007, p 3). We explored the four main approaches to categorizing leadership: trait, skills, style and situational, and built up to the concept of transformational leadership (Northouse, 2007). Professor Dennis Winters has taken us on a slightly different course of exploring the internal and human sides of leadership, or as he put it the flesh and blood embodiment (Winters, 2008, Lec. 7); concepts such as knowing yourself and creating a self image, framing and face time, and the ideas of congruence and reflexivity. He introduced us to Karl Weick and his seven sensemaking properties, the idea of social capital and that peoples interpretation of events are ultimately derived from their own experience of the world and how they have synthesized that experience for themselves (Winters, 2008). Throughout all of this we have been striving to take this myriad of ideas and concepts and create a model of leadership for ourselves, both in a sense of how we feel we should be as leaders, and how we judge those around as leaders.
My Personal Leadership Model
My own leadership model draws from pretty much every aspect and description of leadership we have studied thus far. The points of the model I have developed are characteristics, skills and styles a person would simply have to have for me to deem them my ideal leader. I would also say that this model can serve as a description of the type of leader I would like to eventually become. Therefore, in my personal leadership model a leader must meet the following descriptions.
The first and most important point of my leadership model is that a leader must know who he/she is. They must be self aware and have good communication with themselves. I feel strongly that unless a person understands themselves, and can communicate clearly to themselves then they cannot hope to do so effectively with others. As professor Winters pointed out, it is so important to be able to, yourself and with yourself in so clean and clear a manner that you can communicate with others in the same way (Winters, 2008, lec. 5).
Second, a leader must be competent in the area of their authority. They must, as Northouse states, have knowledge about and proficiency in a specific type of work or activity (Northouse, 2007, p. 40). There is nothing worse then an incompetent leader. Anyone in a position of authority and power must have qualifications for the position they are in. An IT director must understand computers, and a baseball coach must thoroughly understand the game. However a good leader must also recognize that they cannot possibly know everything, and be comfortable tapping those with better skills in certain areas. The IT director may have someone better at programming, or the baseball coach may have an assistant who is a better pitching instructor. The leader must know enough to be able to ask the right questions, and interact with those who may have more technical skill in a certain area. As Deborah Ancona put it only when leaders see themselves as incomplete will they be able to make up for their missing skills by relying on others (Ancona, 2007. 92).
A leader must genuinely seek input from others. This ties to my previous point of a leader recognizing the expertise of others and openly wanting that input when they do not have the answers. A true desire to gain input from others serves to make those others feel appreciated and respected. As Professor Winters said, a leader must, work with the concerns of the target constituents, their affective and cognitive directions and enter these frames with connections to the most attractive sides of their target issue or objective (Winters, 2008, Lec 6). It also places the leader outside the realm of a tyrant, but instead shows them to be a true team player.
Tying directly into the point above is my contention that a leader must be willing to see, and sometimes side with, opinions contrary to their own. The seeking of input from others is meaningless if the leader fails to act on other opinions and recommendations when doing so is clearly a better course of action. They must be willing to do this even when the opinion or suggested action is outside the realm of their normal, comfortable frame of the world or situation (Winters, 2008, lec. 6). I do not mean to say that a leader should not stand up for what they believe in, only that they recognize that others can be right and they themselves can be wrong, and be willing to side with others when this is the case.
A leader must have a moral core to their being. They must have a set of guiding principals, like honesty, trust and compassion, and never waiver on them. This is not in difference to my point about leaders needing to see and take other opinions as a situation dictates, because I feel they can do so without compromising core values; that a sense of congruence can be found between the two concepts (Winters, 2008, lec 6).
A good leader leads from the front, and would never ask another person to do something they would not do themselves. Such leaders set examples they expect others to follow, and walk their talk. Good leaders are not hypocritical, nor do they place followers in situations to shield themselves from abuse or the consequence of their actions. Rather they take responsibility for their actions and expect no less from others.
A good leader seeks to bring out the best in those around them, and feels satisfaction when others achieve beyond what they themselves thought was possible. Good leaders want to see others around them succeed, and any goal achievement without growth in their fellow employees is an incomplete victory. Leaders should figure out what makes each of their followers tick, and use that to motivate their followers, to push their limits and show them just how much they can accomplish. Leaders should never be satisfied with acceptable, but instead always want more, and show and inspire their followers to get there.
My ideal leader knows how to walk the fine line between conservatism and taking risks. They understand that risks are necessary for moving forward and that great rewards do not come to those who wait. However they also know when to avoid risks and hold back. They have a solid sense of not only their own risk threshold, but also that of their followers, and will play within those boundaries.
Directly correlating to the point above is that a good leader does not fear failure, only the fear of not trying. They do not let the fear of failure hold them back from attempting new things or taking risks that should be taken. This is not to say that they do not have fear, only that they are not controlled by it. They recognize fear as being a good cautionary emotion, but are able to overcome its potentially debilitating effects.
Lastly, my ideal leader has a sense of humor, especially a self depreciating one. I do not think I could follow anyone who was so uptight as to not be able to laugh at themselves. A sense of humor can set followers at ease, and show others that the leader is not haughty. Humor can diffuse tense situations and also serve as an entry point both for understanding the leader, and for them to understand others.
Leadership Interview
In order to explore my model more intensely, and test it in the real world, I chose o interview someone who I knew to have leadership positions, and see if they had the characteristics and skills I have laid out in the preceding paragraphs. Prior to the interview I developed several questions which would guide the conversation towards the ideas in my model. My interview subject was Stephen Czarowski. Stephen is a friend of mine, and is also the music and choir director at my church, St, John the Baptist in Silver Spring. In addition he is director of ensembles at Montgomery College, and adjunct professor of cello at Shepard University. He has worked with performance groups all over the country, as both a highly accomplished cellist and conductor. His answers to my questions were very enlightening.
I began by asking Stephen how he decided to pursue music as a career and he answered that it came from his family, with his father being a skilled pianist and his mother as a clarinet player. He also grew up very close to New York City and thus had easy access to some of the best performing groups in the world. He told me that he was drawn to the passion of music, and that he loved the fact that it is a universal language. He also told me that he loved the fact that music allows him to spread a message to somebody, or inspire somebody.
I asked Stephen if he had any particular teachers in music while growing up that truly inspired him, and what about them did so. He named two; Evan Cooper in high school for his endless encouragement and support, such as allowing Stephen to skip gym class to practice, and Carter Bray in college, his cello instructor. Stephen told me that the reason he appreciated these people so much was that their emphasis was on being human.that we are all working together. These ideas influenced his style of conducting and leadership toward a very group centered focus, with no room for egotism on the part of the conductor. I then asked Stephen if his style of conducting and leadership always held true, or whether he was forced to change his style depending on the needs of the group he was working with; whether he has to, put on different psychological and sociological make up for situations (Winters, 2008, lec. 5). He concurred that different groups required different leadership approaches. He gave the example of his collegiate ensemble by saying he cannot tolerate latenesssloppinessor being unprepared because in the real word if they have a gig and they are late they will never get hired again, and so I am very tough on them because they need to be trained. But when I am working with a choir of volunteers you cannot be so dogmatic. Every single situation I go intoyou have to react. Every situation you are in is different, and part of being a leader is factoring that in.
Following this I asked if Stephen had ever faced a situation where he had faced a choice between what was right and what was easy. He gave me a few examples of times when he has wanted to challenge his student ensembles with difficult pieces of music while his college board really wanted him to do easier pieces. Stephen told me, I dont take the easy road, because when you are teaching musicians you have to expand their knowledge. He mentioned that a good conductor needs to expand the ensembles horizons, while at the same time convincing the people funding the ensemble to allow you to push them. In such cases choosing what the board wanted would not have been what was best for the group. Pushing his students brought up the point of knowing the groups limitation, and of taking risks. He told me, you have to know where to take a risk, but taking a riskyou can shoot yourself in the foot. Leaders have to realize when we make mistakes we make mistakes nobody is perfectwe are humans. Stephen shared with me his displeasure at the current political race in which no one apologizes for their actions or mistakes. Hell, when I make a mistake I am the first to admit it, he said. He provided me an example of a time he chose to do a piece with his ensemble that turned out to be too much for them, and although he was sure he was going to be fired the board was pleased that he had admitted his mistake both to them and the students for taking a risk in the wrong direction, and they continued to support him.
The next question I put to Stephen was that of whether or not leaders were born or made. He answered that he felt people could be, born with leadership capacities, or be capable of leadership, but magically you are going to just be a leader? No. Growing up I had no leadership qualities. I think you are not born into it. To Stephen leadership is about respect. He said, part of being a leader is when people start looking up to you, or have respect for you. You can be a leader and nobody likes you, or you can be a leader where people respect you, and those are two very different things. To him part of that respect comes from meeting people on their own terms. He told me, you have to, as a leader, meet people on a certain ground. If you meet on their level then you can take them to your level. At the same time however he hates the word maestro, calling it, fabricated garbage, and adding that he cringes every time he is introduced as Maestro Czarowski. He does not agree with its connotation of being on such a higher plane then everyone else, and he tells his students, you are not referred to as maestro, you are a conductor.
One of my final questions to Stephen was about his core principals, what they were and if he could ever see an instance, outside of something completely ridiculous, where he would compromise them. He answered saying, my principals are honesty, and to serve the music, and I think if you compromise any of those, at any time, you are not serving what you believe in. I was once told by Leonard Slatkin never to take a gig where you dont know the work and where you cannot give your full heart. You always have to love and respect the people you are working with. You may not be their friend but you have to respect them. He added, I do not think we value each other enough in this society.
Throughout our interview Stephen made several general comments about his views of leadership not linked to any particular question that I feel need to be included here. He said, we as leaders have to be always cognizant of how we are going to be inspiring to people and how we are going to help them achieve their goals. He told me, being a leader is much more then saying people look up to me. Ok but why? There is something about , there is a magnetism. The bad too. Look at Saddam or Bin Laden. They have leadership qualities, otherwise they would not have people joining them. I was very pleased with my interview with Stephen because he exemplifies the majority of the points in my leadership model.
Synthesis of the Interview and Model
When comparing my interview with Stephen to the points of a leader in my model I am very pleased, because I think he exemplifies most of my model in action. He is, for one thing, highly qualified for the positions he is in, so there is no problem on the competence front. At the same time I have personally observed him defer to others judgment in choir rehearsals on questions of pronunciation and the timing of breaths, so I feel he fits the model of being comfortable with not being an expert in all things. Indeed throughout the interview he mentioned his quest for continued learning from others, and valuing the input of others. This also equates to him seeking genuine input from others in the group, and changing his opinion if a better option is presented. His discussion with me of his dislike of the word maestro is a great example of this.
His commitment to his moral principals of honesty and serving the music are obviously very strong, as is his desire to see those around him succeed. Clearly as a teacher this must be a principal of central importance, but his continued action to push his students with difficult pieces and stringent rules of behavior ttest to his need to better those around him and expand their horizons He is certainly no hypocrite, and most definitely walks his talk. I have personally seen him become very animated when our choir successfully figures out a tricky part of our music, such is his personal pleasure in seeing us succeed.
As his interview responses attest, Stephen is clearly is not afraid to take a risk, whether in pushing his students musically or in turning down conducting jobs for which he may not be suited. He is well enough in tune with his students to know how far he can push them while keeping things, as Professor Winters put it, within their intellectual resources (Winters, 2008, lec. 4). He freely admitted to me that they are now much better for all his pushing. In this he certainly fits my qualification of never being satisfied with the status quo, or being content with the acceptable. In a portion of the interview which my recorder did not record I asked Stephen if fear of failure had ever kept him from doing something or trying something new. He told me that it had not, but that fear of failure was always there. He seems very clear on taking risks that are calculated, and which have enough of a potential benefit to be worth the taking.
Lastly, although I did not ask him this directly, I know Stephen to have a very good sense of humor, both toward himself and with others. His jovial nature makes each rehearsal much more enjoyable and has certainly endeared himself to the choir members. The importance of this cannot be understated, especially with group of volunteer members who mostly come to our choir to enjoy the music and each others company in our faith.
So what does all this mean? So I found a leader who fits my model, so what? Well for one thing it shows that my model is workable and can truly exist, which is important. Clearly I tried to pick a person whom I felt might fit my model, but I could not have known exactly how close the match would be. Finding a real world example shows my model to be coherent and plausible. However, not every person with leadership positions or abilities will fit my model, which is why it is my personal model, rather than a general overview of all leaders. I am personally pleased with my model. It is clear to me that my model will continue to grow and develop as I gain more experiences in my personal and professional life, and perhaps sections of it will be omitted over time, or become less relevant in certain situations. Perhaps I will use some reflexivity to think about how I thought up this model, and reposition it for my future situation. As Professor Winters said, a process ends only when you find your way to the cemetery (Winters, 2007, lec. 5). For now my model serves as an excellent bench mark for me to use while engaging the leaders I come in contact with, and I would quite pleased to find myself in a leadership role in the future exemplifying these very principals.


Referenced Works
Northouse, P.G. (2007) Leadership: Theory and Practice. Thousand Oaks, CA: Sage Publications, Inc.

Winters, Dennis (2008) Recognizing Leadership and Followership: An Intra-and Interpersonal Experience. Lecture 4. MGT 615, Section 1111. Posted on WEBTYCO.

Winters, Dennis (2008) Leadership and Communication in Business Scenarios: Organizational Synergy Across Cultures from Sumer to Enron. . Lecture 5. MGT 615, Section 1111. Posted on WEBTYCO.

Winters, Dennis (2008) Leadership and Communication and Persuasion in Business/Political Scenarios: A Model for Cross Cultural Scenarios. Lecture 6. MGT 615, Section 1111. Posted on WEBTYCO.

Winters, Dennis (2008) The Charismatic and Transformational Leader of Organizational Change: Identity and Identification. Lecture 7. Mgt 615, Section 1111. Posted on WEBTYCO.

Weick, K.E. (1995). Sensemaking in Organizations. Thousand Oaks, CA: Sage Publications.

Ancona, D. & Malone, T. et.al. (2007). In praise of the incomplete leader. Harvard
Business Review, February, p. 92.

Winters, Dennis (2008) Communication, Leadership and Decision-making: Putting Intra- and Interpersonal Theory to Work in Intercultural Negotiating and Decision-making. Lecture 8-9. Mgt 615, Section 1111. Posted on WEBTYCO.

Leaders and leadership have been studied for decades. Theories and models of leadership abound as do perspectives they reflect and processes that each embraces or embodies. As with all theories and models, each represents a particular view or perspective on the subject, none of which can be said to be true in any ultimate sense of the word. Some are supported by more empirical data than others but, again, no one theory or model is agreed upon to be the one. As you review the literature on leaders and leadership, consider the data that supports each while also considering which resonate for you and might empower you in your own study and development of leadership qualities and skills.

To prepare for this assignment:
Bring to mind a societal or profession-related problem/issue ??" the issue here being Domestic Abuse.
Review Chapters 1??"5 in the online text, The Power of Balance: Transforming Self, Society, and Scientific Inquiry. Consider the power of balance as a leadership approach for bringing about social change.
Review the article Leadership and the Profession of Counseling: Beliefs and Practices. Reflect on the important aspects of leadership in the counseling profession.
Review the article Transactional and Transformational Leadership: A Constructive/Developmental Analysis. Focus on the three-stage developmental model of leadership proposed.
Review the article Leadership: Current Theories, Research, and Future Directions. Consider current theories and future directions of perspectives on effective leadership.Think about which of the leadership models, theories, and perspectives has the most empirical data supporting it, which resonate for you personally, and which seem to be a best fit for your particular problem or issue.
Select one leadership theory, model, or perspective to use for this Discussion. Consider how it might be applied to your problem or issue.
*The problem or issue for this assignment is Domestic Abuse


With these thoughts in mind:

Write a brief description of the leadership theory, model, or perspective you selected and explain why you chose it. Then explain how it and its related processes might be applied to your problem or issue. Be specific and use examples while also making explicit your problem or issue in your explanation.

Be sure to support your postings and responses with specific references.

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Customer is requesting that (jonsmom2) completes this order.

Your manager tells you about a new department the company will be adding that is part of the company?s strategic plan to enter a particular market segment. Your manager would like you to manage one of the teams in this new department. Your manager has put together the team you will be managing. Your new team consists of the members of your current Learning Team.

To be successful in the new market segment, your team must efficiently accomplish the goals set by the company. Your manager, therefore, would like you to develop a leadership approach for each team member on your team based on the theories of leadership and each member?s individual personalities.

Write a memo to your manager in which you explain how you plan to successfully lead your team. Include the following:

Evaluate the individuals, including yourself, based on the personality assessment.
Evaluate the situation in terms of urgency, culture, and so forth.
Determine leadership approaches, based on individuals and the situation. Highlight the principles you have applied from various leadership theories.

Format your memo consistent with APA guidelines.

Create a Paper in Microsoft Word: In a paper, create a personal model of ethical leadership that you believe aligns with your personal values and morals, works in your organizational environment, meets the policies, laws and guidelines that are relevant to you, considers ethical decision-making, and uses at least two contemporary models of leadership:

?Describe what ethics, morals and laws are and how they play a role in you being a leader or manager.

?Synthesize the personal, organizational, national and global influences you need to consider as a leader, noting any conflicting influences.

?Would any global influence affect how you operate in another country? For example, how might you respond to the solicitation for guanxi in China?

?Explain your approach to ethical decision making.

?Describe how two contemporary models of leadership define your personal leadership approach.

?Describe your model of personal ethical leadership, as you would communicate it to your followers, in 50 words or less.

?Reflect on the challenges you see in living your vision of ethical leadership.

?Include a references page using the six articles from the Week 5 Annotated Bibliography
Assignment. These articles must be used in the body of the paper and cited.

Remember to use section titles to organize the paper and communicate your logic to your readers. The paper should be 1500-2000 words in length. Write using APA format, and include a cover and reference page

I have attached the annotated bibliography for this paper in a power point that I had to create prior to writing the paper. The paper must follow the same concept.

I am a Director of Finance for a Home Care agency.

I have also attached articles that I must use as references to cite throughout the paper.

Assignment
This assignment will focus on the characteristics of global leaders. You will be working on different components of what will help you take what you are learning about global leadership and begin to apply your new knowledge in a real-world context. In this submission you will develop certain sections of your overall plan.
This assignment is divided into two elements:
A submission of 1,500 words which will be ?Analysis of Global Leadership Competencies?, of your ?Becoming a Global Leader? in which you will be expected to:
? Develop a profile of competencies of effective global leadership. Select one global leader from both today and a century of your choice whom you think exhibit the characteristics you have identified and provide a brief summary of their lives.
? Provide an analysis on how to incorporate the effective global leadership competencies into your own leadership approach.

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It is a psycology aasigment

Having joined a major retail store as a team leader in the Procurement Department, you have identified a number of areas for improvement. Discuss your preferred leadership approach in taking this matter forward with your team of 6 Procurement specialists.

Your manager tells you about a new department the company will be adding that is part of the company?s strategic plan to enter a particular market segment. Your manager would like you to manage one of the teams in this new department. Your manager has put together the team you will be managing. Your new team consists of the members of your current Learning Team.

To be successful in the new market segment, your team must efficiently accomplish the goals set by the company. Your manager, therefore, would like you to develop a leadership approach for each team member on your team based on the theories of leadership and each member?s individual personalities.

Write a memo to your manager of no more than 900- to 1,200-words in which you explain how you plan to successfully lead your team. Include the following:

?Evaluate the individuals, including yourself, based on the personality assessment.
?Evaluate the situation in terms of urgency, culture, and so forth.
?Determine leadership approaches, based on individuals and the situation. Highlight the principles you have applied from various leadership theories.

Format your memo consistent with APA guidelines.

Critically review literature on curriculum and instructional leadership. What are the strengths, weaknesses and limitations of this leadership approach? How appropriate is this model of leadership for your educational context?

Hi,

3 Pages
Provide an overview of The Evolution of Management and the eras of management.
Provide an overview of Henri Fayol, his 14 Principals of Management and 5 functions of management/leadership.
Provide an overview of the leadership approaches and their theorists of the Great Man Theory, the Trait Approach Behavioral Styles Approach, Contingency Approach and the Transformational Approach.

3 Pages
Discuss Contingency Approach & Fred Fiedler's Contingency Theory
Compare & contrast and identify strengths and weaknesses of Fred Fiedler Contingency Theory, Adair Action Centered Leadership Theory & Robert House's Path-Goal Theory.


DO NOT USE ANY ONLINE SOURCES. Please use articles or books.

Determining Your Perfect Position Paper

Resources: The Strategy Process, Organizational Behavior, and Leadership in Organizations

Imagine the company you work for is expanding and restructuring. You are provided the opportunity to determine the position that best suits you, meaning you are able to define your role so that you will most benefit the company and be most successful.

Write a paper of no more than 1,400 words that describes your leadership style model.

Identify strengths and weaknesses of your leadership style by applying what you learned about yourself through self-assessments.(I TOOK SELF ASSESSMENT WHAT IS MY LEADERSHIP STYLE MY RESULT )
YOUR SCORE FOR CONCERN FOR PEOPLE IS 9
YOUR SCORE FOR CONCERN TASK IS 9
SO I CAN BALANCE TASK PEOPLE ORIENTATION TO VARIOUS SITUATIONS

Compare and contrast leadership theories in the textbooks to better understand relevant theories applicable to your leadership approach.

Format your paper consistent with APA guidelines.
Writer?s Username: Wordstress1

dear writer
I am doing research about LG display ( CEO ) leadership style
I upload file about CEO's information and the problem that they have
I need
1-Search leadership approaches to explain the discrepancy between CEO and the followers

2-Think about one leadership style which could solve this problem

3- suggestion ( 1 page) 4 or 5 suggestion

one of the sources I want it from ( leadership theory and practice sixth edition by peter g. northouse

can you write the sources please
thank you