Leadership Analysis on one of the leaders depictd in The road to guilford courthouse (Lord Charles Cornwallis)

Your reference is Field Manual (FM) 6-22, Army Leadership and The Road to Guilford Courthouse by John Buchanan.

Overview: Present a brief overview of the book. Analyze the leadership ability of a character in the book (Lord Charles Cornwallis) in other words, the bulk of your report should focus on leadership. Use the nine leadership competencies found in FM 6-22. Finally, summarize and make a recommendation for the book, positive or negative.

Evaluation: you will be graded on substance, organization, stlye, and correctness and the following questions.

Have you focused on a specific aspect, perspective, position or problem, audience / decision maker and recommendation? Have you considered alternatives sufficiently? Is there enough information? Do you sufficiently analyze your facts to give the read enough evidence for the decision?

Oraganization: Is your controlling idea up front so the listener knows immediately what you want to do? Do you clearly state your main supporting points? Do you smoothly transition between ideas?

Style: Have you chosen familiar and unpretentious vocabulary words? Have you avoided long and cumbersome sentences?

Correctness: Is your presentation free of distracting errors? Have you observed the conventions of standard english?

Last qualification: Must be written in the active voice, no passive sentences.

Leadership Analysis & Presentation on Pope John Paul II

Paper must be 8-10 pages and cover the sections outlined under the leadership analysis.
1.0- Background & Demographics
Should cover demographic characteristics of the leader such as education, personal upbringing, etc. Early indicators of leadership, major influences on leadership and early behavior characteristics.

2.0- Life Changing Moments
Should cover milestone events that were life changing, leadership traits and vision, Use of delegation and empowerment, strengths & weaknesses, dyadic relations, competitive strategies and transformational & charismatic leadership qualities.
3.0- Societal Impact-
Should cover uses and outcomes of Power & Influences, strategies used to gain power, political consequences, achievements, failures, prominent leadership style and effects on society and constituents. Influences of values and beliefs as it related to the societal impact.

4.0- Personal Analysis and Qualitative Assessment-
Should cover leadership competencies, ethics & integrity. Leadership effectiveness, locus of control and emotional intelligence. Also include a personal summation on the effectiveness of the leader.

?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.

Choose two issues or challenges that face leaders today. For example, consider the challenges faced by many leaders of firms that have been forced to downsize lately. How do leaders continue to engage their employees in the face of layoffs and bad financial news? Alternatively, consider how organizations must deal with the ?offshoring? of jobs. What are the challenges of leading teams overseas while keeping morale high in the United States?
Find at least two articles (other than those in your readings) that discuss the issues you have chosen. Reviewing top news sites and publications such as Forbes, The Wall Street Journal, International Herald Tribune, and USA Today are good places to start.
In 1,000 ? 1,250 words, write an essay in which you address the following:
1. Discuss how servant leadership can help address your chosen issues or challenges.
2. Discuss at least one other popular contemporary model of leadership (e.g., situational leadership, competency-based leadership, spiritual leadership, and visionary leadership) and how it might address the issues presented.
3. Identify at least three values (e.g., integrity, courage, etc.) needed by leaders to effectively address these issues.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Use the following guidelines for incorporating source material into your writing:
1. At least two references are required.
2. Directly quoted source material may not exceed 10% of the paper?s content.
3. Due to its inherent unreliability, Wikipedia is not considered an acceptable source for use in academic writing.
This assignment uses a grading rubric, "Essay: Values-Based Leadership: Challenges and Opportunities Rubric". Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Essay: Values-Based Leadership: Challenges and
Opportunities Rubric
Requirements Possible Actual
1) Finds at least two articles that discuss two issues or challenges faced by leaders today. 8

2) Discusses how servant leadership can help address these issues or challenges. 20
3) Discusses at least one other popular contemporary model of leadership and how it might address the issues presented. 20
4) Identifies at least three values needed by leaders to effectively address these issues. 20
5) Prepares all answers and comments according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
a) Directly quoted material may not exceed 10% of the paper?s content.
b) Due to its inherent unreliability, Wikipedia is not considered an acceptable source for use in academic writing. 8
6) Paragraph Development and Transitions
a) There is a sophisticated construction of paragraphs and transitions. Ideas universally progress and relate to each other. The writer is careful to use paragraph and transition construction to guide the reader. Paragraph structure is seamless. Individually and collectively, paragraphs are coherent and cohesive. 8
7) Mechanics of Writing
a) Writer is clearly in control of standard, written American English. Includes correct spelling, punctuation, and grammar.
b) Similarity Index less than or equal to 15%. *Instructor discretion advisable. 8
8) Language Use and Audience Awareness
a) Includes correct sentence construction, word choice, etc.
b) The writer uses a variety of sentence constructions, figures of speech, and word choices in unique and creative ways that are appropriate to purpose, discipline, and scope.
c) Assignment is within requested word count. 8
TOTAL 100

Assignment LEADERSHIP

Complete both parts below:

PART 1 (700 words): Undertake a Personal Leadership Audit and develop a set of Personal Goals and an Action Plan related to your leadership challenges . This should include identifying:
(i) The main leadership challenges/ demands that will be placed on you in your role in the next year
(ii) Your personal strengths and weaknesses in relation to (i)
(iii) The leadership competencies/ behaviours that you most need to develop to face up to these challenges
(iv) An outline of how you will go about developing the above (iii)

PART 2 (300 words): Write a brief Reflective Learning Summary highlighting the key points for you from the elective.
===============================================
Assignment guidelines

you should be thoughtful, questioning, logical and reflective, with insights appropriate to you, as you have portrayed yourself. The following should be evident in Part a:

* The main leadership challenges for the next year clearly articulated.
* Personal strengths and weaknesses clearly identified. You should make reference to the informal any assessment questionnaires you may have done on your leadership attributes, which make the self-analysis more objective.
* Logical deduction of what development action is needed relevant to the challenges.
* A sensible personal development outline/ action plan.

There are faxes for this order.

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.

This is a 16 page doctoral level research paper. Please review the concepts listed below and choose ONE (your choice) for the topic of this research paper:

Concepts
1. Leadership theories and practical application
2. Leadership competencies, processes, and practices
3. Ethical leadership
4. Organizational culture
5. Implementing change within organizations
6. Building leadership potential
7. Leaders as problem-solvers
8. Reflective practice for leaders

The following resources may be helpful to you for this assignment:
Bennis,W.(2003). On becoming a leader. New York: Perseus Publishing.ISBN: 0738208175
Northouse, P.G. (2007). Leadership:Theory and practice. (4th ed.).Thousand Oaks, CA: age Publications.
ISBN: 141294161X
Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. ISBN: 0787953954
Hall, G., & Hord, S. (2006). Implementing change: Potholes, principles, and potholes (2nd ed.). Boston: Pearson
Education, Inc. ISBN: 0205467210
Kotter, J. (1996). Leading change. Boston: Harvard Business School Press. ISBN: 0875847471
Kotter, J., & Cohen, D. (2002). The heart of change: Real life stories of how people change their organizations.
Boston: Harvard Business School Press. ISBN: 1578512549
Yukl, G. (2006). Leadership in organizations (6th ed.). Upper Saddle River, NJ: Prentice Hall. ISBN: 0131494848
The Heart of Change http://www.theheartofchange.com

Please use CURRENT resources (textbooks).

This paper must demonstrate comprehension, application, analysis, assessment, and integration of the research.

Please follow the outline below for this paper:

Table of Contents
Introduction/Background Information
Problem Statement
Literature Review (5-7 sources)
Conclusions/Recommendations
References

Be sure to include citations for quotations and paraphrases with references in APA format and style. If you use a direct quote, please include the page number. American Syntax. Double spaced, Times New Roman, 12 point font. Minimum of 9 quotations would be good if possible.

Please don't hesitate to contact me if you have any questions or need clarification.

Thank you!

Regards,
AW



Customer is requesting that (writergrrl101) completes this order.

Application: Leadership Style Inventory

Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.

To further your self-knowledge, you are required to complete the Kiersey Temperament Sorter and the DiSC assessment, as indicated in this week?s Learning Resources. In addition, you are encouraged to take or review additional assessments (e.g., Myers-Briggs, a 360-degree evaluation) on your own.

As you engage in this learning process, it is important to remember that everyone?regardless of temperament type or related preferences?experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.

To prepare:

Review the results of your leadership style inventories. Save a copy of your results for future reference. In addition, you are encouraged to complete additional assessments.
What aspects of your results surprised you? What aspects of your results were as you might have expected?
Think about the leadership example(s) you identified in the Discussion, your assessment results, and the information presented in this week?s Learning Resources. Have they helped you to form a more comprehensive view of yourself as a leader? What insights have arisen with regard to:
How you, personally, evaluate leadership effectiveness
Your own leadership style, preferences, and strengths
Potential challenges or areas in which you need to strengthen your leadership skills and competencies
Begin to create a plan for maximizing your strengths as a leader and neutralizing your weaknesses.

To complete:

Write a 1- to 2-page paper that addresses the following:

Summarize your leadership style, including your strengths for leading others. Refer to specific information from your inventory results, as well as insights gained from the Learning Resources and any research you completed on your own.
Describe potential challenges that you have experienced in the past or could foresee related to your leadership style.
Explain how you plan to improve your leadership competencies and effectiveness. Be specific in terms of your goals and plans related to your personal leadership development.

Im trying to submit a journal paper about identification of leadership competencies that are required for coping with challenges deriving from factors listed in section B-2. General guideline is described in section A. Contents of the paper is described in section B. An abstract for your reference is attached in section C.

A.General guideline:
1. No plagiarism. Turn-it-in will be used for examination
2. Write the paper as a report of literature review
3. Outcome of the report is competencies that are required for leaders
4. The report should include at least 50 reference articles. More than 50% of the references should be published after 2001.

B.Contents:
1. Introduction (~500 words)
2. Challenges encountered by leaders: (1500~2000 words; 300~400 words for each bullet)
a. What are the challenges that leaders encounter when organisations operate globally?
b. What are leaders challenges resulting from rapid technological advancement?
c. What are the challenges arisen from the entry of India and China into global market?
d. What are the challenges facing by leaders when organisational structures have to be flexible in order to cope with changing environments?
e. What are the challenges derived from information revolution?
3. What competencies are required for leaders in order to (2000 words; competencies have to be identified item by item and explain why they are required and supply sufficient citations for supporting the arguments. At least 70% of the cited articles in this paragraph should be published after 2001)
a. cope with the uncertainty deriving from constantly changing environment
b. lead diverse workforces that consist of members from different cultures, different races, different religions, different nationalities and spreading in different time zones?
c. generate a climate of happiness at work in order to attract, retain and develop employees
4. Conclusion and recommendations for future research (500~1000 words)

C. My abstract for your reference
The present study aims to propose competencies that will be required in the future in order to deal with challenges arising from the rapid advancement of technology and globalisation of organisations.

Increasing changes caused by rapid technological advancement and organisations operating globally have a huge impact on the business environment of the future. These dramatic changes result in a leadership crisis and organisations face significant shortages of leaders at every level. The emerging challenge for organisations is to develop critical leadership competencies that will be needed by future leaders in order to deal with the shifting world.

By investigating existing research, the competencies and skills predicted to be essential to leadership success in the future are identified. The present study compares the difference between now and then in terms of challenges encountered and proposes a conceptual framework of competencies that will be required for the future.

The competencies identified in the present research are that a future leader should possess a positive personality profile to cope with uncertainties, be equipped with global leadership skills to deal with diversity, and be able to develop a climate of happiness at work which will help individuals, teams and organisations to flourish. Factors which form each competency are discussed and suggestions for future research are proposed.

Hi,

I need improvements on this critical literature review on 21st Century Leadership and to correct the referencing. The work is MBA level.

Purpose of the Assessment

Special request: Please make sure the Harvard referencing is perfect.


The purpose of this assignment is to write a critical literature review on the topic of ?21st Century Leadership.?

It is essential that you are able to critically review literature as this is a key component of master?s level work.

This assignment also requires you to read and analyse a range of academic materials, again a key component of master?s level study.

It is important that you can demonstrate your ability to read widely and that you are able to discuss, analyse and critically analyse the research that you use in your work.

As a masters level business student it is also essential that your knowledge is up to date in relation to key business issues and that you can reach evidence based conclusions in your writing. This means that all of your writing is supported by quality academic material and is correctly Harvard Referenced.


Assessment Task

Using 21st Century leadership as a basis for your literature review, outline the key academic themes on this topic. Using good quality academic sources you should outline the following:

? What are the predicted key competencies for 21st century leaders?

? How are these similar or different to classical leadership capabilities?

? What are the underlying causes of changes to leadership competencies?

? Compare, contrast, synthesise and critically analyse the academic research on this topic.

? Present an overall, evidence based conclusion on the topic.

You must then write a 2,500 word critical literature review on your chosen topic. You must use good quality academic sources to give an overview of your chosen topic such as academic journals and quality practitioner materials and sources. You must discuss and critique the sources that you use in order to reach evidence based conclusions.


You are required to use good quality academic sources throughout your work to support your arguments.

A critical literature review requires you to look at good quality research on your chosen topic to give an overview of the research in this area. This will require you to discuss academic definitions, identify key themes in the literature, and discuss the potential applications and implications of the literature and to show that you understand the quality of the sources that you are using.

Complete your discussions with an overall conclusion which is based on and referenced with quality academic material.

Your work must be fully Harvard referenced and include a separate reference list at the back of your work.

You are advised to refer books related to critical writing, writing literature reviews and master?s level writing, referencing and other academic guidance.

please use this information and integrate the 2 areas for an essay on the below book.

competencies: *Conflict Management, *Leveraging Diversity,
*Integrity/Honesty, *Team Building

ECQ 2
Leading People
This core qualification involves the ability to design and implement strategies that maximize employee potential and foster high ethical standards in meeting the organization's vision, mission, and goals.


Key Characteristics:
Providing leadership in setting the work force's expected performance levels commensurate with the organization's strategic objectives; inspiring, motivating, and guiding others toward goal accomplishment; empowering people by sharing power and authority.

Promoting quality through effective use of the organization's performance management system (e.g., establishing performance standards, appraising staff accomplishments using the developed standards, and taking action to reward, counsel, or remove employees, as appropriate).

Valuing cultural diversity and other differences; fostering an environment in which people who are culturally diverse can work together cooperatively and effectively in achieving organizational goals.

Assessing employees' unique developmental needs and providing developmental opportunities that maximize employees' capabilities and contribute to the achievement of organizational goals; developing leadership in others through coaching and mentoring.

Fostering commitment, team spirit, pride, trust, and group identity; taking steps to prevent situations that could result in unpleasant confrontations.

Resolving conflicts in a positive and constructive manner. This includes promoting labor/management partnerships and dealing effectively with employee relations matters, attending to morale and organizational climate issues, handling administrative, labor management, and EEO issues, and taking disciplinary actions when other means have not been successful.


************************************************
Published by Soundview Executive Book Summaries, 10 LaCrue Avenue, Concordville, Pennsylvania 19331 USA
?2002 Soundview Executive Book Summaries ? All rights reserved. Reproduction in whole or part is prohibited.
Realizing the Power of Emotional Intelligence
PRIMAL
LEADERSHIP
THE SUMMARY IN BRIEF
Great leaders move us. They ignite our passion and inspire the best in
us. When we try to explain why they are so effective, we speak of strategy,
vision, or powerful ideas. But the reality is much more primal: Great leadership
works through the emotions.
Humankind?s original leaders earned their place because their leadership
was emotionally compelling. In the modern organization this primordial
emotional task remains. Leaders must drive the collective emotions in a
positive direction and clear the smog created by toxic emotions whether it
is on the shop floor or in the boardroom.
When leaders drive emotions positively they bring out everyone?s best.
When they drive emotions negatively they spawn dissonance, undermining
the emotional foundations that let people shine.
The key to making primal leadership work to everyone?s advantage lies
in the leadership competencies of emotional intelligence; how leaders handle
themselves and their relationships. Leaders who exercise primal leadership
drive the emotions of those they lead in the right direction.
Concentrated Knowledge? for the Busy Executive ? www.summary.com Vol. 24, No. 8 (2 parts) Part 1, August 2002 ? Order # 24-19
CONTENTS
The Vital Emotional
Component of Leadership
Page 2
Why Good Leaders
Must Read Emotions
Pages 2, 3
The Four Dimensions
Of Emotional Intelligence
Pages 3, 4
The Leadership Repertoire
Pages 4, 5
Developing Emotionally
Intelligent Leaders
Pages 5, 6
The Motivation to Change
Pages 6, 7
Building Emotionally
Intelligent Organizations
Pages 7, 8
Reality and the Ideal
Vision
Page 8
Creating Sustainable
Change
Page 8
By Daniel Goleman,
Richard Boyatzis and
Annie McKee
FILE: LEADERSHIP
?
What You?ll Learn In This Summary
In this summary, you will learn the secrets of primal leadership by:
? Understanding what primal leadership is and why, when practiced
correctly, it creates resonance in your organization.
? Understanding the neuroanatomy that underlies primal leadership
and what emotional intelligence competencies you need to succeed.
? Understanding the six leadership styles you can use ? from visionary
to coaching to pacesetting ? to inspire others, and when to use each
one.
? Understanding who you are and what you need to change to become
a primal leader, and then develop a plan to make those changes.
? Learning how to build emotionally intelligent organizations.
The Vital Emotional
Component of Leadership
Gifted leadership occurs where heart and head ?
feeling and thought ? meet. These are the two things
that allow a leader to soar. All leaders need enough
intellect to handle the tasks and challenges at hand.
However, intellect alone won?t make a leader. Leaders
execute a vision by motivating, guiding, inspiring, listening,
persuading and creating resonance.
As a result, the manner in which leaders act ? not
just what they do, but how they do it ? is a fundamental
key to effective leadership. The reason lies in the
design of the human brain.
The Open Loop
The brain is an open loop. We rely on connections with
other people for our emotional stability. Scientists describe
the open-loop system as ?interpersonal limbic regulation,?
whereby one person transmits signals that can alter hormone
levels, cardiovascular function, sleep rhythms and
even immune function inside the body of another. Other
people can change our very physiology and our emotions.
The continual interplay of limbic open loops among
members of a group creates a kind of emotional soup,
with everyone adding his or her flavor to the mix.
Negative emotions ? especially chronic anger, anxiety or
a sense of futility ? powerfully disrupt work, hijacking
attentions from the tasks at hand.
On the other hand, when people feel good, they work at
their best. Feeling good lubricates mental efficiency, making
people better at understanding information and making
complex judgments. Insurance agents with a glass-ishalf-
full attitude, for example, make more sales, in part
because they are able to withstand rejection better than
their more pessimistic peers.
A study on 62 CEOs and their top management shows
just how important mood is. The CEOs and their management
team members were assessed on how upbeat ?
energetic, enthusiastic and determined ? they were. They
were also asked how much conflict the top team experienced.
The study found that the more positive the overall
moods of people in the top management team, the more
cooperative they worked together and the better the company?s
business results. The longer a company was run by
a management team that did not get along, the poorer the
company?s market return. ?
Why Good Leaders
Must Read Emotions
Dissonance, in its original musical sense, describes an
unpleasant, harsh sound. Dissonant leadership produces
groups that feel emotionally discordant, in which people
have a sense of being continually off-key. Ranging from
abusive tyrants to manipulative sociopaths, dissonant
leaders are out of touch and create wretched workplaces
2
PRIMAL LEADERSHIP
by Daniel Goleman, Richard Boyatzis and Annie McKee
? THE COMPLETE SUMMARY
Soundview Executive Book Summaries?
Published by Soundview Executive Book Summaries (ISSN 0747-2196), 10 LaCrue Avenue, Concordville, PA 19331 USA, a division of Concentrated
Knowledge Corporation. Publisher, George Y. Clement. V. P. Publications, Maureen L. Solon. Editor-in-Chief, Christopher G. Murray. Published monthly.
Subscriptions: $195 per year in U.S., Canada & Mexico, and $275 to all other countries. Periodicals postage paid at Concordville, PA and additional offices.
Postmaster: Send address changes to Soundview, 10 LaCrue Avenue, Concordville, PA 19331. Copyright ? 2002 by Soundview Executive Book Summaries.
Available formats: Summaries are available in print, audio and electronic formats. To subscribe, call us at 1-800-521-1227 (1-610-558-9495 outside U.S. &
Canada), or order on the Internet at www.summary.com. Multiple-subscription discounts and Corporate Site Licenses are also available.
The authors: Daniel Goleman is Codirector of the
Consortium for Research on Emotional Intelligence in
Organizations at Rutgers University. Richard Boyatzis is
Professor and Chairman of the Department of
Organizational Behavior at the Weatherhead School of
Management at Case Western Reserve University. Annie
McKee, who is a member of the faculty of the University
of Pennsylvania Graduate School of Education, consults
to business leaders worldwide.
Copyright? 2002 by Daniel Goleman. Summarized by
permission of the publisher, Harvard Business School
Press, 60 Harvard Way, Boston, MA 02472 (for print and
electronic rights) and Audio Renaissance, 175 Fifth
Avenue, New York, NY 10010 (for audio rights). 306
pages. $26.95. 0-57851-486-X.
For more information on the authors, go to:
http://my.summary.com
Laughter and the Open Loop
A study at Yale University showed that among working
groups, cheerfulness and warmth spread most easily.
Laughter, in particular, demonstrates the power of
the open loop in operation.
Unlike other emotional signals which can be feigned,
laughter is largely involuntary. In a neurological sense,
laughing represents the shortest distance between two
people because it instantly interlocks limbic systems.
This immediate, involuntary reaction might be called a
limbic lock. Laughter in the workplace signals trust,
comfort, and a shared sense of the world.
(continued on page 3)
? although they have no idea how destructive they are,
or simply don?t care. Meanwhile, the collective distress
they trigger becomes the group?s preoccupation, deflecting
attention away from their mission.
Emotionally Intelligent Resonance
Resonant leaders, on the other hand, are attuned to
their people?s feelings and move them in a positive
emotional direction.
Resonance comes naturally to emotionally intelligent
leaders. Their passion and enthusiastic energy resounds
throughout the group. When there are serious concerns,
emotionally intelligent (EI) leaders use empathy to
attune to the emotional registry of the people they lead.
For example, if something has happened that everyone
feels angry about (such as the closing of a division)
or sad about (such as a co-worker?s serious illness) the
EI leader not only empathizes with those emotions, but
also expresses them for the group. The leader leaves
people feeling understood and cared for.
Under the guidance of an EI leader, people feel a
mutual comfort level. They share ideas, learn from one
another, make decisions collaboratively, and get things
done. Perhaps most important, connecting with others at
an emotional level makes work more meaningful. ?
The Four Dimensions
Of Emotional Intelligence
There are four domains to emotional intelligence: selfawareness,
self-management, social awareness and relationships
management. Within the four domains are 18
competencies. These competencies are the vehicles of primal
leadership. Even the most outstanding leader will not
have all competencies. Effective leaders, though, exhibit
at least one competency from each of the domains.
The four domains and their competencies are listed
below:
Self-awareness
? Emotional self-awareness: Reading one?s own
emotions and recognizing their impact and using
?gut sense? to guide decisions.
? Accurate self-assessment: Knowing one?s
strengths and limits.
? Self-confidence: A sound sense of one?s self-worth
and capabilities.
Self-management
? Emotional self-control: Keeping disruptive emotions
and impulses under control.
? Transparency: Displaying honesty, integrity and
trustworthiness.
? Adaptability: Flexibility in adapting to changing
situations or overcoming obstacles.
? Achievement: The drive to improve performance to
meet inner standards of excellence.
? Initiative: Readiness to act and seize opportunities.
? Optimism: Seeing the upside in events.
Social Awareness
? Empathy: Sensing others? emotions, understanding
their perspective, and taking active interest in their
concerns.
? Organizational awareness: Reading the currents,
decision networks, and politics at the organizational
level.
3
Primal Leadership? SUMMARY
(continued on page 4)
Soundview Executive Book Summaries?
Leadership and the Brain?s Design
New findings in brain research show that the neural
systems responsible for the intellect and for the emotions
are separate, but have intimately interwoven connections.
This brain circuitry provides the neural basis
of primal leadership. Although our business culture
places great value in an intellect devoid of emotion, our
emotions are more powerful than our intellect. In emergencies,
the limbic brain ? our emotional center ?
commandeers the rest of our brain.
There is a good reason for this. Emotions are crucial
for survival, being the brain?s way of alerting us to
something urgent and offering an immediate plan for
action ? fight, flee, freeze. The thinking brain evolved
from the limbic brain, and continues to take orders
from it when it perceives a threat. The trigger point is
the amygdala, a limbic brain structure that scans what?s
happening to us moment by moment, always on the
alert for an emergency. It commandeers other parts of
the brain, including the rational centers in the cortex,
for immediate action if it perceives an emergency.
Today we face complex social realities with a brain
designed for surviving physical emergencies. And so
we find ourselves hijacked ? swept away by anxiety
or anger better suited for handling bodily threats than
office politics.
Fortunately, emotional impulses pass through other
parts of the brain, from the amygdala through the prefrontal
area. There an emotional impulse can be
vetoed. The dialogue between neurons in the emotional
center and the prefrontal area operate through a
neurological superhighway. The emotional intelligence
competencies hinge on the smooth operation of this
circuitry. Biologically speaking, then, the art of primal
leadership interweaves our intellect and emotions.
Why Good Leaders Must Read Emotions
(continued from page 2)
? Service: Recognizing and meeting follower, client
or customer needs.
Relationship Management
? Inspirational leadership: Guiding and motivating
with a compelling vision.
? Influence:Wielding a range of tactics for persuasion.
? Developing others: Bolstering others? abilities
through feedback and guidance.
? Change catalyst: Initiating, managing and leading
in new directions.
? Building bonds: Cultivating and maintaining relationship
webs.
? Teamwork and collaboration: Cooperation and
team-building. ?
The Leadership Repertoire
The best, most effective leaders act according to one
or more of six distinct approaches to leadership. Four of
the styles ? visionary, coaching, affiliative and democratic
? create the kind of resonance that boosts performance.
The other two ? pacesetting and commanding
? should be applied with caution.
The Six Styles of Leadership
1. Visionary. The visionary leader articulates where a
group is going, but not how it gets there ? setting people
free to innovate, experiment and take calculated risks.
Inspirational leadership is the emotional intelligence
competence that most strongly undergirds the visionary
style. Transparency, another EI competency, is also crucial.
If a leader?s vision is disingenuous, people sense it.
The EI competency that matters most to visionary leadership,
however, is empathy. The ability to sense what
others feel and understand their perspectives helps leader
articulate a truly inspirational vision.
2. Coaching. The coaching style is really the art of
the one-on-one. Coaches help people identify their
unique strengths and weaknesses, tying those to their
personal and career aspirations. Effective coaching
exemplifies the EI competency of developing others,
which lets a leader act as a counselor. It works hand in
hand with two other competencies: emotional awareness
and empathy.
3. Affiliative. The affiliative style of leadership represents
the collaborative competency in action. An affiliative
leader is most concerned with promoting harmony
and fostering friendly interactions. When leaders are
being affiliative, they focus on the emotional needs of
workers, using empathy.
Many leaders who use the affiliative approach combine
it with the visionary approach. Visionary leaders
state a mission, set standards, and let people know
whether their work is furthering group goals. Ally that
with the caring approach of the affiliative leader and
you have a potent combination.
4. Democratic. A democratic leader builds on a triad
of EI abilities: teamwork and collaboration, conflict management
and influence. Democratic leaders are great listeners
and true collaborators. They know how to quell
conflict and create harmony. Empathy also plays a role.
A democratic approach works best when as a leader, you
are unsure what direction to take and need ideas from able
employees. For example, IBM?s Louis Gerstner, an outsider
to the computer industry when he became CEO of
the ailing giant, relied on seasoned colleagues for advice.
5. Pacesetting. Pacesetting as a leadership style must
be applied sparingly, restricted to settings where it truly
works. Common wisdom holds that pacesetting is
admirable. The leader holds and exemplifies high standards
for performance. He is obsessive about doing
things better and faster, quickly pinpointing poor performers.
Unfortunately, applied excessively, pacesetting
can backfire and lead to low morale as workers think
they are being pushed too hard or that the leader doesn?t
Primal Leadership? SUMMARY
The Four Dimensions of Emotional Intelligence
(continued from page 3)
4
(continued on page 5)
For an example of how one company identified and developed
distinguishing competencies, go to: http://my.summary.com
A Visionary Leader
When Shawana Leroy became director of a social
agency, there were clearly problems. Her predecessor
had mired the agency in rules that the talented staff
the agency had attracted because of its mission found
draining. Despite increased needs for the agency?s
services, the pace of work was slow.
Leroy met one-on-one with staff and found out that
they shared her vision.
She got people talking about their hopes for the
future and tapped into the compassion and dedication
they felt. She voiced their shared values whenever
she could. She guided them in looking at whether
how they did things furthered the mission, and
together they eliminated rules that made no sense.
Meanwhile, she modeled the principles of the new
organization she wanted to create: one that was
transparent and honest; one that focused on rigor and
results. Then Leroy and her team tackled the changes.
The agency?s emotional climate changed to reflect her
passion and commitment; she set the tone as a
visionary leader.
Soundview Executive Book Summaries?
trust them to get their job done.
The emotional intelligence foundation of a pacesetter
is the drive to achieve through improved performance
and the initiative to seize opportunities. But a pacesetter
who lacks empathy can easily be blinded to the pain of
those who achieve what the leader demands.
Pacesetting works best when combined with the passion
of the visionary style and the team building of the
affiliate style.
6. Commanding. The command leader demands
immediate compliance with orders, but doesn?t bother
to explain the reasons. If subordinates fail to follow
orders, these leaders resort to threats. They also seek
tight control and monitoring.
Of all the leadership styles, the commanding approach
is the least effective. Consider what the style does to an
organization?s climate. Given that emotional contagion
spreads most readily from the top down, an intimidating,
cold leader contaminates everyone?s mood. Such a
leader erodes people?s spirits and the pride and satisfaction
they take in their work.
The commanding style works on limited circumstances,
and only when used judiciously. For example,
in a genuine emergency, such as an approaching hurricane
or a hostile take-over attempt, a take-control style
can help everyone through the crisis.
An effective execution of the commanding style draws
on three emotional intelligence competencies: influence,
achievement and initiative. In addition, self-awareness,
emotional self-control and empathy are crucial to keep
the commanding style from going off track. ?
Developing Emotionally
Intelligent Leaders
The key to learning that lasts lies in the brain.
Remember that emotional intelligence involves circuitry
between the prefrontal lobes and the limbic system.
Skills based in the limbic system are best learned
through motivation, extended practice and feedback.
The limbic system is a slow learner, especially when
trying to relearn deeply ingrained habits. This matters
immensely when trying to improve leadership skills.
These skills often come down to habits learned early in
life. Reeducating the emotional brain for leadership
learning requires plenty of practice and repetition.
That?s because neural connections used over and over
Primal Leadership? SUMMARY
The Leadership Repertoire
(continued from page 4)
(continued on page 6)
The Case of Too Much Pacesetting
The superb technical skills of Sam, an R&D biochemist
at a large pharmaceutical company, made him
an early star. When he was appointed to head a team
to develop a new product, Sam continued to shine,
and his teammates were as competent and self-motivated
as their leader. Sam, however, began setting the
pace by working late and offering himself as a model
of how to do first-class scientific work under tremendous
deadline pressure. His team completed the task
in record time.
But when Sam was selected to head R&D, he began
to slip. Not trusting the capabilities of his subordinates,
he refused to delegate power, becoming instead
a micro-manager obsessed with details. He took over
for others he perceived as slacking, rather than trust
that they could improve with guidance. To everyone?s
relief, including his own, he returned to his old job.
For a story of how one visionary leader inspired janitors,
go to: http://my.summary.com
Soundview Executive Book Summaries? 5
1. My ideal self:
Who do I want to be?
Boyatzis?s Theory
of Self-Directed Learning
2. My real self:
Who am I?
My strengths:
Where my ideal and
real self overlap
My gaps:
Where my ideal and
real self differ
3. My learning agenda:
Building on my strengths
while reducing gaps
5. Developing trusting
relationships that help, support
and encourage each step
in the process
4. Experimenting
with new behavior,
thoughts and feelings
Practicing
the new behavior,
building new neural pathways
through to mastery
become stronger while those not used weaken.
Self-Directed Learning
To work, leadership development must be self-directed.
You must want to develop or strengthen an aspect of
who you are or who you want to be. This requires first
getting a strong image of your ideal self, and an accurate
picture of your real self.
Self-directed learning involves five discoveries, each
representing a discontinuity. The goal is to use each discovery
as a tool for making the changes needed to
become an emotionally intelligent leader.
People who successfully change move through the
following stages:
? The first discovery: My ideal self ? Who do I
want to be?
? The second discovery: My real self ? Who am I?
What are my strengths and gaps?
? The third discovery: My learning agenda ? How
can I build on my strengths while reducing my
gaps?
? The fourth discovery: Experimenting with and
practicing new thoughts, behaviors and feelings to
the point of mastery.
? The fifth discovery: Developing supportive and
trusting relationships that make change possible. ?
The Motivation to Change
The first discovery ? the ideal self ? is where
change begins. Connecting with one?s passion, energy,
and excitement about life is the key to uncovering your
ideal self. Doing so requires a reach deep inside.
You, Fifteen Years from Now
Think about where you would be sitting and reading
this summary if it were fifteen years from now and you
were living your ideal life. What kinds of people are
around you? What does your environment look and feel
like? What would you be doing during a typical day?
Don?t worry about the feasibility. Just let the image
develop and place yourself in the picture.
Write down your vision, or share it with a trusted
friend. After doing this exercise, you may feel a release
of energy and optimism. Envisioning your ideal future
can be a powerful way to connect with the real possibilities
for change in our lives.
Next, determine what your guiding principles are.
What are your core values in the areas of life that are
important to you, such as family, relationships, work,
spirituality and health. Write down everything you want
to experience before you die. Doing so will open you up
to new possibilities.
Look at Your Real Self
Once you see your ideal self, you need to look at your
real self ? the second discovery. Then, and only then,
can you understand your strengths. Taking stock of your
real self starts with an inventory of your talents and passions
? the person you actually are. This can be painful
if the slow, invisible creep of compromise and complacency
has caused your ideal self to slip away.
How do you get to the truth of your real self? You
must break through the information quarantine around
you. Actively seek out negative feedback. You can do
this using a 360-degree evaluation ? collecting information
from your boss, your peers and your subordinates.
Multiple views render a more complete picture
because each sees a different aspect of you.
Once you have a full picture of yourself, you can
examine your strengths and gaps. Do this by creating a
personal balance sheet, listing both. Don?t focus solely
on the gaps.
Metamorphosis: Sustaining Leadership Change
It?s now time to develop a practical plan to learn leadership
skills, which is the third discovery. Focus on
improvements you are passionate about, building on
your strengths while filling the gaps. Craft specific,
manageable learning goals that are tied to the goals that
motivate you. When goal-setting, consider that:
6
Primal Leadership? SUMMARY
Soundview Executive Book Summaries?
(continued on page 7)
How One Leader Changed
When Nick, a star salesman, took over as head of
an insurance agency in a new city, he knew he needed
help. The agency was in the bottom quartile. He hired
leadership consultants, who determined what type of
leader Nick was. He fit the pacesetting mold, with elements
of the commanding style. As pressure mounted,
the atmosphere grew increasingly tense.
Nick was encouraged to focus on his salespeople?s
performance rather than his own. This required he use
the coaching and visionary styles. Fortunately, some
of the traits that made him a great salesman ? empathy,
self-management and inspiration ? transferred
well. He seized the opportunity to work one-on-one
and stifled his impulse to jump in when he got impatient
with someone?s work. Eighteen months later, the
agency had moved from the bottom to the top and
Nick became one of the youngest managers to win a
national award for growth.
Developing Emotionally Intelligent Leaders
(continued from page 5)
For an example of how limbic learning works,
go to: http://my.summary.com
? Goals should build strengths.
? Goals must be your own, not someone else?s.
? Plans must be flexible and feasible, with manageable
steps.
? Plans must fit your learning style.
The Experimenting Stage
The fourth discovery requires you to reconfigure your
brain as you practice new behaviors to the point of mastery.
You can only do this by bringing bad habits into
awareness and consciously practicing a better way.
Rehearse the behavior at every opportunity until it
becomes automatic.
Improving an emotional intelligence competency
takes months because the emotional centers of the brain
are involved. The more often a behavioral sequence
repeats, the stronger the underlying brain circuits
become, as you rewire your brain. Like a professional
musician, you must practice and practice until the
behavior becomes automatic.
A powerful technique you can use is the mental rehearsal.
Envision yourself repeating the behavior you want to
master over and over again. This, coupled with using the
behavior as often as possible, will trigger the neural connections
necessary for genuine change to occur.
Supportive and Trusting Relationships
Finally, begin applying the fifth discovery ? the power
of supportive relationships. For anyone who has gone
through leadership development that works, the importance
of the people along the way is obvious. Having
supportive people around when you want to change can
make a big difference. Positive groups help people make
positive changes, especially when the relationships are
filled with candor, trust and psychological safety.
For leaders, that safety may be crucial for learning to
occur. Leaders often feel unsafe in the spotlight, and
avoid risk-taking change. Where can you find these
relationships? One approach is to find a mentor.
Another is to hire an executive coach. ?
Building Emotionally
Intelligent Organizations
When it comes to leadership, changing a single leader
is only the beginning. The rest of the job is to develop a
critical mass of resonant leaders and thereby transform
how people work together.
Parallel Transformations
The most effective leadership development works
hand in hand with parallel transformations in the organizations
that those leaders guide. Groups only begin to
change when they understand how they work, especially
if there is discordance. They must understand what the
underlying group norms are, and then develop the ideal
vision for the group.
The Power of Group Decision-Making
Group decision-making is superior to that of the
brightest individual in the group ? unless the group
lacks harmony or the ability to cooperate. Even groups
with brilliant individuals will make bad decisions in
such an environment. In short, groups are smarter than
individuals when (and only when) they exhibit the qualities
of emotional intelligence.
Leaders ignore
the power of the
group at great
cost. You can?t
assume that the
force of your
leadership alone
is enough to
drive people?s
behavior. Don?t make the common mistake of ignoring
resonance-building leadership styles and steam-rolling
over the team using the commanding and pacesetting
styles exclusively.
To lead a team effectively, you must address the group
reality. Leaders who have a keen sense of the group?s
pivotal norms and who are adept at maximizing positive
emotions can create highly emotionally intelligent teams.
Maximizing the Group?s Emotional Intelligence
A group?s emotional intelligence requires the same
capabilities that an emotionally intelligent individual
does ? self-awareness, self-management, social awareness
and relationship management. A group expresses
its self-awareness by being mindful of shared moods as
well as the emotions of its members.
Emotions are contagious, and a team leader needs to
understand how to keep a bad mood from spreading.
For example, imagine a meeting held in an out-of-the
Primal Leadership? SUMMARY
The Motivation to Change
(continued from page 6)
Soundview Executive Book Summaries? 7
(continued on page 8)
Are You a Boiling Frog?
If you drop a frog into boiling water, it will instinctively
jump out. But if you place the frog in a pot of
cold water and gradually increase the temperature,
the frog won?t notice the water?s getting hotter. It will
sit there until the water boils. The fate of that poached
frog isn?t so unlike some leaders who settle into a
routine or let small conveniences solidify into large
habits ? and allow inertia to set in.
Groups are smarter than
individuals when
(and only when)
they exhibit the qualities
of emotional intelligence.
way location and a team member arriving late exclaiming
that the meeting location is very inconvenient for
him. If the member?s anger is allowed to fester, it will
infect the whole team. But if instead, the leader
acknowledges the sacrifice the member is making and
thanks him, the anger dissipates.
The leader who wants to create an emotionally intelligent
team can start by helping the team raise its collective
self-awareness. This is the true work of the team
leader. Initiate the process by looking at what?s really
going on in the group. Uncover the team?s less-productive
norms and work with the team to change them. ?
Reality and the Ideal Vision
Just as was the case with teams, a leader who wants
to change an organization must first understand its reality.
Change begins when emotionally intelligent leaders
actively question the emotional reality and cultural
norms underlying the organization?s daily activities and
behavior. To create resonance and results, the leader has
to pay attention to people?s emotions. Even toxic organizations
can change.
Dynamic Inquiry
A process called dynamic inquiry can help you discover
an organization?s emotional reality ? what people
care about,
what is helping
them, their group,
and the organization
to succeed, and
what?s getting in
the way. The
process uses
focused conversations and open-ended questions
intended to get to feelings.
Themes become apparent from these conversations,
which are then taken to small groups for more discussion.
The conversations that ensue about what?s right
and what?s not create momentum. People feel inspired
and empowered, willing to work together to address
their collective concerns.
Once they do, you will be able to help the organization
define its ideal vision ? one that is in sync with
individual hopes and dreams. ?
Creating Sustainable Change
How does a leader create sustainable resonance in an
organization? Every large organization has pockets of
resonance and dissonance. The overall ratio determines
the organization?s emotional climate and performance.
To shift the ratio toward resonance, cultivate a dispersed
cadre of emotionally intelligent leaders.
To do that, leadership training must be the strategic
priority and be managed at the highest level.
Commitment must come from the top. That?s because
new leadership means a new mindset and new behaviors,
and in order for these to stick, the organization?s
culture, systems and processes all need to change.
Let?s say that as a leader, you get it. You?ve set the
stage by assessing the culture, examining the reality and
the ideal. You?ve created resonance around the idea of
change, and you?ve identified the people who will take
top leadership roles. The next step is to design a process
that lets those leaders uncover their own dreams and
personal ideals, examine their strengths and their gaps,
and use their daily work as a learning laboratory. That
process must also be self-directed and include the following
elements:
? A tie-in to the organization?s culture.
? Seminars emphasizing individual change.
? Learning about emotional competencies.
? Creative learning experiences.
? Relationships that support learning, such as
executive coaching. ?
8
Primal Leadership? SUMMARY
Soundview Executive Book Summaries?
Building Emotionally Intelligent Organizations
(continued from page 7)
For a story of how one Ivy League school changed, go to:
http://my.summary.com
For examples of group havoc, go to:
http://my.summary.com
Shoney?s Transformation
The Shoney?s restaurant chain had a close-knit
group of executives at the top ? people who knew
each other well, shared history and beliefs, and generally
thought they knew how to run their business. In
reality, they were an old-boy?s network of white male
senior executives with an underlying culture that left
people of color behind.
All that changed when the company paid $132 million
to settle a class-action lawsuit by employees and
applicants who alleged discrimination. A cadre of new
leaders have changed the company?s culture and
broadened opportunities so much that ten years later,
the company was listed as one of the top 50 companies
for minorities by Fortune magazine.
The change occurred because the lawsuit was a
wake-up call regarding the reality of the company?s
dissonant culture. The new leaders identified an ideal
vision that would guide hiring practices, and the
organization embraced that vision.
A leader who wants
to change an organization
must first understand
its reality.

Please ensure you use APA formatting per the 6th edition.
http://www.capella.edu/writingcenter/apaStyle.aspx


Paper Objectives
To successfully complete this project, you will be expected to:

1.Evaluate the emerging importance, focus, and context of coaching as a critical leadership practice in the twenty-first century.
2.Evaluate the contribution of coaching to business results.
3.Explore various methodologies, including the strengths-based approach versus the deficit-based approach to coaching.
4.Summarize the theories involved in the use of coaching as a leadership competency.
Structural Requirements
To achieve a successful experience and outcome, you are expected to meet the following requirements.

Length of paper: Paper should be 4??"5 double-spaced typed pages.
APA formatting: Resources and citations are formatted according to APA (6th Edition) style and formatting guidelines.
References: Must include a minimum of 5??"7 references. These references can include course materials or other references obtained from scholarly sources.
Customer is requesting that (dmusings) completes this order.

? Global Leadership Competencies: Managing Cultural Conflict

This assignment is designed to get you to think about how you would function as a leader in a situation where there is cultural conflict among people who are from various parts of the world, but who must work together as professionals.

Assume you are the leader of a six-person team, and all team members work out of an office in New Jersey. The team is a diverse group, including people from different backgrounds, ages, and perspectives. Your team comprises the following individuals:

? John, a 43-year-old African American man has lived in New Jersey his whole life; ? Julie, a 22-year-old Asian American woman who just graduated from a college in California; ? Tom, a 50-year-old white American man who grew up in a small town in the Midwest; ? Jinsoo, a 30-year-old South Korean national who maintains close ties with his homeland; ? Darius, a 32-year-old man, now a U.S. citizen, who came to the United States from Iran 10 years ago; and ? Harpreet, a 30-year-old woman who came to the United States from India with her parents as a young child.

The team is working together on a project for a health care client, called the Monitor Project. This effort has the goal of developing a mobile software application for patient monitoring, and it is due to be delivered in 30 days. You, as the team leader, have a lot riding on this project, including a promotion and a bonus.

But you are having a problem with team dynamics. Darius and Harpreet, the newest members of the team, joined the team three months ago, and each was hired to bring a specialized skill set that is required by the project. The rest of the team members have been together for a year. All team members, including Darius and Harpreet, need to work together closely. However, these two team members do not get along, and they have been arguing and complaining about each other for the last month. Today, Harpreet complained to you that Darius, as a Muslim, has been deliberately undermining her and does not respect her because she is a woman and a Hindu. The rest of team is becoming distracted by the situation, and their performance has begun to slip. Your ability to keep the project on schedule is also becoming compromised. You are concerned that the situation will undermine productivity and create an unpleasant work environment.

What do you?their team leader?do? What types of leadership will you use? Describe how you would manage the situation. Your response should take the form of a 4-page double-spaced essay. Your essay should fully address each of the following components:

1) An assessment of the situation. What is happening, and why? 2) An identification of the general options for addressing the situation. What are the different approaches for dealing with the problem? What leadership behaviors and methods will be needed? 3) Your decision on what you will do and why. What are some options? What is your preferred solution, and why will it work? 4) A description of the specific steps you will take. How, exactly, will you implement your solution? 5) Your expectation for the outcomes of those steps. What do you expect will happen if your solution is successful? 6) A ?Plan B.? What will you do if your initial approach does not work out?

This assignment is worth 25% of your final grade. It will be graded based on the following:

1) the quality of your analysis of the situation; 2) the quality of your proposed solution; 3) your use of the reading material demonstrated through the required references; and 4) the clarity of your presentation of the material. Use more than four pages if necessary to explain your solution to this situation.

Answer each question with minimum 200 words. Indicate each question. Thank you.

1) Please reflect on an organization that you know well. Are there organizational politics rampant in the organization? Are the politics hurting the organization? If so, what ideas do you have to reduce the issues? If not, why not? (Pretend you are talking about Kroger store).

2) Please review slides 1-4. What types of influence do you most often use at work and your personal life? Are they same? Are there other factors that you would like to use more often?

3) From doing some secondary research, provide the name of a company (i.e. Yahoo) or organization that has recently (say last 3 - 5 years) undergone a serious strategic change. What were the challenges for "your" company?
How did "your" company overcome those challenges? What leadership qualities did the organizational leader possess?

4) Please review slides 5-6, which leadership competencies do you feel that you possess and which ones would like to improve? Do you feel you have the capacity to improve?
There are faxes for this order.

Section 1 QUESTION
In this article by Earley and Mosakowski, the authors include a brief test entitled, ?Diagnosing Your Cultural Intelligence?. What does it tell you about one competencies? In which areas should you continue to develop ones skills?
Reference
Earley, P.C. & Mosakowski, E. (2004) ?Cultural intelligence?, Harvard Business Review, 82 (10), October, pp.139-146 [Online



Section 2
? Global leadership competency assessment instruments
? Broadly classified, assessment instruments used in developing global leaders fall into one of three categories: cultural difference assessments, intercultural adaptability assessments, and global leadership competency assessments. We shall consider each type below, and discuss specific assessment instruments.
? Cultural difference assessments
? It is appropriate to recognize that practitioners and scholars have developed a variety of assessments and survey instruments for identifying variations in national cultural values across a range of dimensions, although these are not directly focused on assessing global leader competencies. A number of the more widely used instruments (see, for example, Hampden-Turner and Trompenaars 2000; Hofstede 2001; Maznevski and DiStefano, 1995) are often construed as a form of indirect competency assessment. In a typical application along these lines, a manager?s cultural profile (i.e., score or position on various cultural value dimensions) will be computed and will be used within the context of a training program to determine developmental needs. In this regard, it is appropriate to view cultural profiles as competency assessment proxies, as they are used to identify areas where the development of hard competencies is presumed to lead to superior performance.
? Taras (2006b) has compiled the most comprehensive catalogue of such instruments to date. More than 100 instruments cover the gamut of work- or business-related dimensions on which cultures are likely to vary, including the common ? e.g., individualism, power distance, uncertainty avoidance and universalism ? and the not so common ? e.g., family integrity, faith in people and upward influence. Where available, Taras (2006b) also provides the specific items in the instrument as well as Cronbach alpha and test?retest reliabilities.
? It should also be noted in passing that Taras (2006a) has compiled a similarly comprehensive catalogue of surveys and instruments used to assess acculturation. Though less frequently used for global leader competency assessment, acculturation surveys are sometimes used in corporate training and development programs. This catalogue contains information on fifty assessments and also includes Cronbach alpha and test?retest reliability information where available.
? Intercultural adaptability assessments
? In this subsection we will consider several instruments that have as their primary focus effective intercultural competence. Instruments that fall into this category are frequently used in conjunction with global manager development programs. Because effective interaction with culturally different others is a critical aspect of effective global leadership in most contexts, the assessment of intercultural competence is highly appropriate. At the same time, it is important to recognize that intercultural competence represents just one aspect of a global leader?s competency set.
? There are numerous intercultural adaptability assessments that are commercially available, but for which there is scant, if any, research literature. Stuart (2007) provides a practical, though perhaps less than critical, review of a range of instruments.
? The Cross-Cultural Adaptability Inventory
? The Cross-Cultural Adaptability Inventory (CCAI) was developed by Christine Kelley and Judith Meyers (1995a) as a self-assessment tool for cross-cultural adaptability training and development. Over time it has come to be used for measuring competency acquisition, as in pre- and post-test measures in conjunction with training programs. The CCAI measures four dimensions: flexibility/openness, emotional resilience, perceptual acuity, and personal autonomy. After reviewing the literature and interviewing expert interculturalists, the developers originally settled on five dimensions, but dropped ?positive regard? for others when their pilot studies failed to differentiate this dimension from the other four (Kelley and Meyers 1995b).
? ? Flexibility/openness. The first of the four dimensions addresses the tendency to be open to others and broad-mindedness toward people and ideas. It also reflects a willingness to be flexible and nonjudgmental in one?s perspective. (? = 0.54)
? ? Emotional resilience. The ability to navigate the unfamiliarity associated with intercultural situations while maintaining positive emotions is the focus of the second dimension. Negative emotional reactions, such as culture shocks or bumps, are frequent occurrences when working in intercultural contexts. Emotional resilience reflects an ability to cope in, as well as quickly recover from, such situations. (? = 0.80)
? ? Perceptual acuity. Openness to new people and experiences and an ability to cope with stressful situations can be easier when an individual is able to read situations
? Assessing global leadership competencies ? 67
? 68 ? Allan Bird
? accurately and detect and appropriately respond to verbal and nonverbal signals. The third dimension also refers to an ability to communicate effectively in such situations. (? = 0.78)
? ? Personal autonomy. The final dimension focuses on the possession and maintenance of a strong personal identity in the face of adapting to a new cultural context that involves others whose values may different than one?s own. (? = 0.67)
? The CCAI includes fifty items and is administered using a paper-and-pencil format. The survey is self-scored. The average respondent requires about ten minutes to complete the inventory. There is no mechanism for monitoring social response bias. Results are reported by tallying scores in four columns, with each column representing one of the dimensions. Interpretation of scores requires a facilitator/trainer.
? The CCAI has primarily been used in studies attempting to measure the effectiveness of intercultural training programs. For example, Cornett-DeVito and McGlone (2000) used it to evaluate the effectiveness of intercultural training programs for law enforcement personnel. Similarly, Goldstein and Smith (1999) relied on it to evaluate the effectiveness of training programs for business professionals. However, in a recent factor-analytic study of the CCAI Davis and Finney (2006) found that inventory items did not support a four-factor structure. They conducted further exploratory factor analysis but concluded that no interpretable structure could be identified. There does not appear to be any published research demonstrating the CCAI?s ability to predict interculturally effective behavior in managers or in any other group.
? Intercultural Development Inventory
? The Intercultural Development Inventory (IDI) was developed by Mitchell Hammer and Milton Bennett on the basis of Bennett?s theory (1993), the development model of intercultural sensitivity (DMIS), which identified six stages of intercultural development and associated competencies that group into two sets: ethnocentric and ethnorelative. The ethnocentric stages, in order of development, are Denial, Defense, and Minimization. The ethnorelative stages are Acceptance, Adaptation, and Integration. The IDI measures an individual?s worldview regarding cultural difference, which may be construed also as a capacity for intercultural competency. The ethnocentric stages can be interpreted as different ways of avoiding cultural differences, such as by denying that differences exist, defending one?s culture against differences, or minimizing the extent or significance of the differences. The ethnorelative stages are ways of seeking cultural difference, through first accepting the importance of difference, then adjusting or adapting one?s perspective to take difference into account and, finally, by integrating the concept of culture and difference into one?s identity. Each of the six stages can also be broken down into substages.
? ? Denial. This stage is characterized by a condition in which one?s own culture is taken to be the only culture. Though other cultures may exist, they should be avoided or isolated. People in this stage are uninterested in cultural differences, but when
?
? (Mendenhall 66-68)
? Mendenhall, Mark. Global Leadership: Research, Practice and Development. Routledge, 12/14/2007. .

QUESTION


? Select one of the intercultural adaptability assessments that are provided above. Then examine the differences and similarities between Earley and Mosakowski?s instrument and the intercultural adaptability assessments you selected. Provide a brief analysis of the theoretical underpinnings along with other distinguishing characteristics. Then provide different examples and/or scenarios when each of these assessment tools could be used to examine cultural adaptability.?

After reading the article below, seek out at least two other sources beyond the background articles (but include them as appropriate for the paper) by conducting a search of the web.

Answer these questions in the paper: What do you think the future of HR will be in organizations? What do you have to support your opinion? How do you arrive at that conclusion?

HR Competencies for the Year 2000:
The Wake-Up Call!



About the Author
Stephen C. Schoonover is the president of a management-consulting firm that specializes in leadership and executive development, assessment services, organizational effectiveness, change initiatives, and the design and implementation of competency-based human resource systems. He is a board-certified psychiatrist and a graduate of Harvard College and Harvard Medical School. Dr. Schoonover has extensive consulting experience installing competency programs with a range of Fortune 100 companies over the past 16 years.


Human Resources Will Not Go Away, But You Might
Human resource functions in organizations of all sizes are undergoing fundamental change. As trends in the social and business environment reshape organizational life, HR professionals must respond with new strategies, practices and competencies. The next few years are truly a watershed. In fact, in many places, the role of human resources has already changed radically. What are the forces driving this transformation? How will HR professionals function differently? What new roles will be required? What competencies must practitioners exhibit to succeed and how can they develop them? This executive summary provides an overview of findings related to the research project1 sponsored by the SHRM Foundation to answer these critical questions.

The results presented in this summary should be taken as a wake up call. Some HR professionals participating in the study mistakenly assumed their roles were relatively secure since traditional activities, such as employee programs and compliance, are more important than ever. Other participants either denied the magnitude of emerging changes or felt a deep sense of fear about their future and the viability of human resources as a function. In contrast, many professionals saw the changing landscape of human resources as a challenging opportunity to play a more central role in their organization.

The most significant, single insight from the SHRM study was that major changes in the ways organizations function will require practitioners with new methods for adding value and new competencies. The message from study participants was clear - most professionals needed to start building new individual and team skills immediately. If these efforts to transform human resource organizations are done well, HR professionals will have much more strategic role as organizational partners who leverage human capital and expert knowledge for competitive advantage. If HR practitioners do not meet the challenge, they will play a more limited role in the organizations of the future.


A Changing Environment Requires New Roles and Competencies
The SHRM study yielded a consistent set of key functional challenges identified by HR professionals. These represent a true revolution in the dynamics of work. In today's world, information is more freely shared across all global boundaries in ways that create new forms of value, new ways of working, new stresses and skill requirements for people.

Study participants consistently noted that the changing environment is already producing major changes in the way HR professionals work. The next few years represent a critical period for the human resource community as new roles and responsibilities in organizations are being re-negotiated. So far, human resources, as a whole, is significantly behind the change curve. Clearly HR professionals will not only have to fulfill their traditional roles, but assume critical new roles that focus on adding value to operational excellence.

This new, expanded mandate cannot be performed based on the current assumptions, structures and roles in most human resource organizations. The traditional technical specialties have grown in complexity, while the knowledge and competencies required for new human resource technologies have outpaced the ability or opportunity of most practitioners to learn them.

To deal with these new requirements requires significant role realignments. For most settings, three human resource roles will predominate. Each will create value for customers through a distinct set of interventions:

HR Product and Service Specialists will focus on product and service development, delivery and support, including selecting and managing outsourced vendors and developing and applying key technologies.
HR Generalists will focus on account development and management, installation and customization of human resource products and services, and consulting interventions to maximize team effectiveness.
HR Strategists will focus on business team partnership and consultation, human resource strategy development, and alignment of human resource consulting, products and services with the organization's strategic intent.
These role realignments represent only part of the change affecting the human resource community. Another major change will be the adoption of a product and service mindset. Some specialists will focus on business products and services, others on employee offerings. Some offerings (e.g., compensation and benefits) might well fit in both categories. No matter what the focus, HR practitioners will have to test the value of their products and services based on measurable impact for specific constituencies.


Human Resource Competencies for Future Success
In concert with the specific structures and roles that human resource organizations develop for particular circumstances, HR professionals will need a range of new competencies to support the changing nature of human resource practices. The competencies that will help practitioners succeed in the future divide into three domains - core, level-specific, and role-specific.

1. Core competencies include:

Personal Attributes - those success characteristics that are most closely related to a person's basic work motives, personal traits and temperament.
Leadership Competencies - the success characteristics that help HR professionals focus on future needs and opportunities; produce strategic competitive advantage; and produce motivation, alignment and change.
Management Competencies - the key success characteristics that help HR professionals facilitate the planning, organizing, and controlling of work outputs.
Functional Skills - those manifestations of technical knowledge and skills required in all human resource roles.
2. Level-specific competencies comprise those characteristics that distinguish leaders in the following career bands or levels:

Team Leader or First-Level Manager Competencies - focus on individual and team effectiveness and executing team goals within a short time span.
Mid-Level Manager or Integrator Competencies - focus on organizational processes and practices; implementing change across operations and processes; cross-team collaboration; an internal and external focus; and managing multiple teams across a longer time span.
Executive Competencies - focus on organizational environment and culture effectiveness; on external environment and the market; generating new perspectives and directions; and on the entire enterprise over a long time span.
3. Role-Specific competencies comprise those factors, characterizing the targeted interventions that produce success for each of the following human resource roles.

HR Product and Service Specialist Competencies - focus on product and service development; delivery and support, including selecting and managing outsourced partners; developing and applying key technologies.
HR Generalist Competencies - focus on the needs of large, internal customers; act as managers of the installation and customization of human resource products and services and consultants to maximize effectiveness of business and human resource processes.
HR Strategist Competencies - focus on business team partnership and consultation; human resource strategy development; and alignment of human resource consulting, products and services with the organization's strategic direction and core capabilities.
Specific profiles that include behavioral indicators for each competency are documented in a monograph - Human Resource Competencies for the Year 2000: The Wake-Up Call!- published and distributed by SHRM. This monograph provides extensive information about the study background, methods, and results. Competency-based tools to support hiring/selection assessment, development and career pathing are provided in a separate toolkit Human Resource Competencies for the Year 2000: A Professional's Toolkit for Performance Development distributed jointly by The Schoonover Group, Inc. and SHRM.

In practice, no single professional is required to demonstrate or master all the human resource competencies presented. Generating models for specific roles or jobs can be accomplished by selecting competencies from various parts of the framework to build a profile that matches the performance needs of a particular setting. For example, an individual contributor in a compensation/benefits role might need all of the Human Resource Core competencies, none of the Level-Specific competencies, and all three competencies related to the HR Product and Service Specialist role. In contrast, an HR Generalist for a large division of a company would use Human Resource Core competencies, plus Integrator and HR Generalist competencies. Adding, deleting or refining competency criteria based on specific role or job requirements can then be done to customize profiles further.


A New Heyday or the Demise of a Function
The SHRM study highlighted that there is potentially a valuable role for HR professionals in organizations, presuming that the human resource community responds positively and creatively to the imperatives of change. To succeed, however, the human resource function must shift from being merely responsive to being much more proactive; from "backroom to the front line", from a "corporate to an operation's" focus. This change should focus on transforming HR professionals into the primary structure, process and workforce consultants for organizations. As such, they will add significant value through the:

development, clarification, and communication of an organization's culture, vision and values.
definition, communication, facilitation and development of the organization's key capabilities (i.e., core competencies), best practices (i.e., successful strategies consistently applied by teams that support core capabilities), and the critical supporting competencies.
creation, distribution, and support of business and employee products and services.
generation of a clear, measurable impact on employees and the enterprise (e.g., ROI assessment).
Study results indicate that each type of intervention will rely heavily on technology and outsourcing as key enablers of leaner, more focused human resource organizations. The human resource community will also consult in developing and packaging the intellectual capital of organizations, ensuring its communication through media and computer networks. Human resource organizations will need to provide on-line access to products and services as well as face-to-face support in their application. Future practitioners will be the ambassadors of a "high tech", "high touch" approach in which they provide rapid, customized solutions to workforce issues for their customers.

Participants in the SHRM study strongly reinforced that the human resource role of the future will depend on the initiative and motivation of professionals pursuing a vision - an ideal future state in which HR practitioners become true leaders in their enterprises. In order to realize this goal, members of the human resource community must collectively commit to change. As the value produced by individuals and teams becomes a more important aspect of competitive success, organizational leaders will increasingly focus on their human assets. The demand for innovative methods for leveraging them is clear. Whether or not HR practitioners and the function will respond creatively or quickly enough is not so clear. The data from this study portrays a future with both great promise and great danger for the function. Human resource customers are desperate for immediate help and will inevitably find it. If HR practitioners respond to this challenge, they will play an increasingly vital role in their organizations.

? Organizational Structure - Describe the major divisions/departments within the organization. Identify and describe the different levels of management. Indicate who occupies these positions, and what they do in their job. Identify and describe the style of management that is evident within this structure (see Chapters 2, 3, & 4) (2-3 pages)
? You must describe some of the actual people in management positions and describe the positions they occupy.<<<<<<< If you can find it online.
? In terms of the management structure, recall from our classroom discussions that an organization's management structure may not fit neatly into one of the theories we discussed. It may be a hybrid or combination.
? Your job is to examine the structure and identify and explain which aspects relate to the various management models.
? Organizational Diversity - Provide a full description of the different levels/types of diversity represented within the organization (see Chapter 12). (1 page)
? Organizational Culture - Identify and describe at least 3 important aspects of the organization's culture (see Chapter 5). (2 pages)
? Public Relations - Describe specifically what the organization communicates through its web site. Explain how they communicate their goals, their vision, their responsibility to customers and clients, and anything else that you find interesting and relevant. (1-2
? pages)
? Your job - Indicate what position you would pursue within this organization, and why. Describe what is involved in this position. Also indicate what your dream job would be within the organization, and why. (1 page)



Sources I have to include somehow:

http://www.prweb.com/releases/2013/11/prweb11372708.htm
http://www.prweb.com/releases/2013/11/prweb11359349.htm


You can add on pages if you need to. I might fail this course! Please fix what you need to.





What I have so far:


Organizational Communication
?

Introduction
Westinghouse energy has a bright future in nuclear development and successful global expansion. I chose to research this company because of their organizational structure and culture. Westinghouse has been recognized for their superb Total Quality Management (TQM). This success in the field of human resources was attractive to me. In the future I would like to become a part of an organization like Westinghouse. For my interview, I was fortunate enough to interview Camille Kovach, the Vice President of Human Resources, Operations, and Global Training & Development.

Research Methods
Interviewing
In my research I prepared four sections of interview questions. I developed a series of icebreaker questions, organizational structure questions, Westinghouse corporate culture questions, and a training and development series of questions. I carefully developed my questions by researching their website and articles pertaining to Westinghouse about their corporate environment. The questions and answers are within my project folder.

Scholarly Sources
When we were first assigned this project I chose to do Westinghouse because of the studies Westinghouse has been mentioned in for performance management. The first study I decided to include in my presentation was The Effects of Total Quality Management on Corporate Performance: An Empirical Investigation. In this study they linked positive financial performance to in-depth TQM systems. Their hypothesis was not supported. From this study I learned what exactly is Total Quality Management. I have also learned from this study that it is an effective way to run an organization internationally. I will include more about this article in the organizational structure portion of my paper.
In the previous source I looked at they mentioned that in the 1980?s Westinghouse was one of six other companies to receive an award by Congress called the Malcolm Balderidge National Quality Award. This award was given to the companies that best used Total Quality Management globally. For my next source I decided to look more into human resources management and this particular award. The Academy of Management released a study called Total Quality and Human Resources Management: Lessons Learned from Balderidge. For this study the companies that won the Malcolm Balderidge National Quality Award developed human resources portfolios to complement the Total Qualtiy Management objectives. In this study they decided to do interviews to best the capture the lessons learned in human resources practices. From their data they derived 14 ?ideal? human resources practices derived from the interview data. I refer to this study in organizational structure and culture.

Other print sources
According to PRWeb, an online newsroom, reports that Westinghouse sees a promising future for nuclear development in Brazil with their growing economy and uranium reserves. Westinghouse is now sponsoring an internship within the Federal University of Rio de Janeiro.



Website analysis




Historical overview
Westinghouse headquarters, as of 2009 is located in Cranberry, Pennsylvania. Westinghouse is an international organization located in many states such as: Pennsylvania, Connecticut, New Hampshire, South Carolina, Utah, Missouri, Tennessee, Illinois, Washington, Maryland, and many other countries such as Belgium, France, Spain, Sweden, and Germany. Most recently PRWeb released an article about Westinghouse and their future endeavor with energy development in Brazil. But Westinghouse did not start out as an international company superstar like they are today.
Founded in 1872, Westinghouse Electric Corporation?s primary business activity was the manufacture and sale of equipment and appliances related to electricity. Westinghouse expanded into different markets. In 1889, Westinghouse Electric Company was renamed Westinghouse Electric and Manufacturing Company. In 1945 the company changed their name to Westinghouse Electric Corporation. In 2013 Westinghouse Electric, which is now owned by Japan-based Toshiba, estimates that almost 50% of nuclear power plants around the world and about 60% of US plants are based on the Westinghouse? technology. Westinghouse has provided design work for new nuclear power plants and makes many of their components to help new plants run. Westinghouse Electric manufactures and supplies the commercial fuel products needed to run the plants, and it offers engineering, maintenance, and quality management services for the plants as well.
Organizational Structure
From my interview I learned that Westinghouse takes the systems approach. I say this because Westinghouse heavily revolves on hierarchical order, interdependence, and permeability. When I asked Mrs. Kovach ?If you could describe your corporate culture in three words, what would you say? And Why?? She replied with almost half of the book definition of the system approach. She first said hierarchical. She said that the nuclear industry is influenced by their history in the military. She says this because it is a highly regulated industry and there is a very strong chain of command. Secondly, she said that they were committed. She said that the workers and managers believe in nuclear energy and are strongly committed to Westinghouse. Lastly, she said focused on technology. She said they bring in the best of the best engineers and her job was to support them.
She also helped me understand their organizational structure when I asked her ?What are all the divisions/departments?? I learned that Westinghouse is broken up into three regions Europe, Middle East and Africa (EMEA), Asia, and America. They are not divisions or departments. At Westinghouse the divisions/departments are broken down into ?product lines? from ?product areas.? Mrs. Kovach works in the corporate center. The product lines within the corporate center include human resources, finance, information technology, quality, supply chain, and legal. The product areas include servicing existing engineering equipment and major projects (EEMP), automation and field services (A&FS), and nuclear fuel. The last product area is nuclear power plants (NPP) they are the product line that services and maintains the power plants.
Westinghouse practices the human resource approach called Total Quality management. Westinghouse was one of the first companies to succeed in Total Quality Management. It was in the 1980?s that Westinghouse decided to take on competition from Japan. In the article, The Effects of Total Quality Management on Corporate Performance: An Empirical Investigation, they simply described the process Westinghouse and many other companies tried to achieve during the 1980?s. The initial key characteristics were process focus, systematic improvement, companywide emphasis, customer focus, employee involvement and deployment, cross-functional management, supplier performance and supplier relationships, and recognition of TQM as a competitive strategy. Westinghouse still uses these key principles today according to their website.
As a winner of the Malcolm Balderidge National Quality Award they were included in a study called, Total Quality and Human Resources Management: Lessons Learned from Balderidge, From their research I was able to relate their 14 ideal human resource approaches to what Westinghouse human resource management really has.



Organizational Diversity
Westinghouse is a very diverse company. From their diversity of skills to their diversity in nations, Westinghouse has learned how to take care of their people as a whole. Mrs. Kovach currently is working on standardizing human resources management system across Europe, Middle East, and Africa (EMEA). This week she is meeting with the Vice president of Europe human resources and Vice President of Asia human resources in Brussels, Belgium. They are always looking to tweak their current system to better assist their employees. The challenges they face are much different than other companies because of their diversity in skills.
They have changed their organizational structure many times to account for their diversity in different product lines. Within their product lines

Organizational Culture
In the article, Total Quality and Human Resources Management: Lessons Learned from Balderidge, they mention the importance of the visions and values of a company. Westinghouse has provided their company with a clear corporate message, ?No company is more focused on nuclear technology.?
This vision is clear within each product line. All of the product lines know they are working on providing future generations with safe, clean and reliable electricity.
The hero in this industry is George Westinghouse.

Values
Heroes
Rites and Rituals The rites and rituals they practice are giving incentive bonuses after their annual year end review.
Cultural network
Internally Westinghouse has a communication system. From office to office you can instant message or email. At Mrs. Kovach?s she attends many meetings daily.
Total Quality Management culture as described by The Academy of Management:
?TQM requires a change in organizational culture, a fundamental change in the way individuals and groups approach their work and their roles in the organization, that is, from an environment of distrust and fear of reprisal to one of openness and trust where creativity can flourish; from working as individuals to working as teams; from protection of organizational turfs to the breakdown of departmental barriers; from an autocratic management style of direction and control to a softer style of team leader and coach; from power concentrated at the top to power shared with employees; from a focus on results to a focus on continuous improvement of the processes that deliver the results; and finally a change from making decisions based on gut-feel to an analytic, fact-based approach to management.?

Public Relations
Your Job?










Interview Questions and Answers
December 1st, 2013 1:00 PM (EST)
Camille Kovach, Vice President of Human Resources, Operations, Global Training & Development
*She did not wish to be quoted verbatim*

Icebreaker Questions
What is your job title?
Vice President of Human Resources, Operations, Global Training & Development
What skills and abilities are required to succeed in this job?
? Strategic Thinking
? Teamwork
? Collaborating
? Personable effectiveness
? Knowing your role and function
What is your typical workday like?
She has early morning meetings and sometimes on the phone on the way to work with Europe or Asia because of the time difference. She has been working through lunch recently. She is usually engaged with Europe or Asia for her most recent project during this time. They are developing new leadership competencies managers of managers, managers, and lower executives. They are looking at 10 possible leadership competencies. Her afterhours preparation consists of returning emails, preparing for presentations, reading new Westinghouse materials put out by CEO, and currently developing the leadership competencies.
Organizational Structure
What are all the divisions/departments?
Westinghouse is broken up into three regions Europe, Middle East and Africa (EMEA), Asia, and America.
At Westinghouse the divisions/departments are broken down into ?product lines.? Mrs. Kovach works in the corporate center. The product lines within the corporate center include human resources, finance, information technology, quality, supply chain, and legal. The product areas include servicing existing engineering equipment and major projects (EEMP), automation and field services (A&FS), and nuclear fuel. The last product area is nuclear power plants (NPP) they are the product line that services and maintains the power plants.
What is management like within those product lines? Centralized or decentralized?
Although the product lines are separated, they support each other. Their chain of command is centralized for each product line.
Corporate Culture
If you could describe your corporate culture in three words, what would you say? And Why?
She said hierarchical. She said that the nuclear industry is influenced by their history in the military. She says this because it is a highly regulated industry and there is a very strong chain of command. Secondly, she said that they were committed. She said that the workers and managers believe in nuclear energy and are strongly committed to Westinghouse. Lastly, she said focused on technology. She said they bring in the best of the best engineers and our job is to support them.
What?s the best part about working in the environment that I would not see from just a walk around the office?
Mrs. Kovach says the fun part is working with incredibly smart engineers and learning from some of the best in all of the product line fields.
New Hire
What are the skills and abilities required to succeed in a new hire position?
? The ability to take assignments willingly.
? Work on your own to fulfill this position.
? Take initiative, work independently towards a goal.
? Make sure you are turning in thorough work and complete.
? Do not work half way.
What is the biggest challenge someone will face in this job their first 6 months?
She sees a lot of engineers struggle with interfacing customers, whether on or off the job they represent Westinghouse. In the support organizations she sees new employees that do not want to talk or work with upper level management.
Impromptu Training and Development portion
What is the current training program for new employees?
Westinghouse has a performance management program. Managers also give feedback regularly. At the beginning of the year upper management and lower management establish goals. At six months they informally meet to discuss goals. The meeting time is recorded. By the end of the year they complete the end of year annual assessment. This rating determines pay increase.

In addition to the energy that the AP1000 plant provides, Westinghouse is committed to benefitting the local economy through our We Buy Where We Build? approach to new-plant development. ~Jeff Benjamin, SVP, Westinghouse Nuclear Power Plants

I need an admissions essay for a masters program in Organizational Leadership. The essay should be a letter of intention outlining my professional goals and educational objectives for attending the program. As you can see from my resume below I have a great deal of leadership experience. I am interested in being a leader of a non profit organinization such as a school or foundation.

The program description is:
Concentration in Organization Dynamics and Leadership

--------------------------------------------------------------------------------


The ability to acquire new knowledge is a critical success factor for any organizations long term success. Managements willingness to create an environment of committed learning is essential so hard earned lessons and valuable experiences are fully used in achieving both long and short term goals. The real key to creating an environment of commitment is the consistent development of everyones leadership abilities in the organization.

Creating leadership abilities for individuals and groups in the organization requires specific leadership behaviors on the part of management. An environment of commitment cannot form if management just dictates to others what must be accomplished, issues orders or commands compliance. Leading is about creating an environment where individuals and groups allow reality to surface, establish clear expectations on actions needed, appreciate diverse opinions, confront roadblocks, identify and resolve performance gaps and innovate in a collaborative manner.

The starting point for helping others learn begins with the development of self.

Organization Dynamics and Leadership Program Focus

The program is designed to enhance your leadership capabilities by cultivating your ability to lead. Concentration addresses the critical leadership competencies facing those with the responsibility for initiating and executing strategic and operational goals.

Concentration is designed for busy adults who have a clear understanding of their educational objectives and wish to earn their masters degree without interrupting their careers.

The intended audience for the program includes:

- Project Managers - Military Officers
- Educational Leaders - Non-profit Sector
- Government Officials - HR Administrators
- Supervisors - Middle Management



Concentration is structured in an innovative, adult-oriented format that recognizes the multiple demands on working adults. Your valuable experience is maximized and combined with academic depth and reflection so models and concepts are connected to real world practice.


Organization Dynamics and Leadership Program Objectives (OPD)

Emphasize the leader as teacher by developing your ability to learn and value others knowledge and experience

Enhance your knowledge to successfully initiate / execute / implement strategic and operational goals by creating an environment that gets people energized and committed

Learn skills and knowledge to translate your vision, both professional and personal, into reality by broadening your comfort zone through self-assessment

Resume:
SUMMARY OF QUALIFICATIONS

Valuable combination of educational training, admissions, business, and athletic experience.
Strong communication skills.
Experienced in training staff, troubleshooting and coordinating educational, business, athletic and technical projects.
Experience in recruitment, outreach, fundraising, enrollment, tuition assistance and marketing programs.
Twenty years of business management experience and over 15 years of foundation experience.
Over twenty years experience of education and coaching.

PROFESSIONAL EXPERIENCE

THE HAVERFORD SCHOOL, Haverford, PA
Director of Admissions 1999 to present
Associate Director of Admissions 1995-1999
Organize, control and direct the overall admission process for prospective students grades JK-12. Manage the Admissions Team executing the schools recruitment and admission plan using creative, innovative and cost-effective marketing strategies to secure enrollment goals. Scope of position includes: Admissions-student recruitment and evaluation; Marketing, Tuition Assistance, and Enrollment Management.
Increased enrollment from 749-963 (Highest enrollment in Schools history)
Fostered positive relationships with external constituencies (Philadelphia and suburban public school guidance counselors, area educational associations), helping identify, recruit and increase the number of qualified students.
Achieved highest admissions yield amongst local independent schools in 2006, 82.4%.
Editor of Admissions Office First Annual Report in 2005.
Dramatically improved schools visibility through the implementation of comprehensive marketing plan.
Accomplished professional and department goals
Committees- Administrative Council, Finance, Admissions, Tuition Assistance, Development, Curriculum, Marketing Committee

THE HAVERFORD SCHOOL, Haverford, PA 1995-Present
Director of Tuition Assistance

Direct the allocation of tuition assistance funds. Provide strategic leadership that establishes effective and efficient delivery of tuition assistance awards maximizing retention and enrollment goals. Responsible for budgets, analysis and implementation of appropriate tuition assistance models. Scope of position includes: counseling families and students, demonstrated ability using technology for tuition assistance programs and services; research, analyze, develop and direct office processes and procedures to increase and improve operational efficiency; responsible for directing, training, supervising and evaluating office staff on tuition assistance policies and procedures; verify and document generated information used to determine eligibility for tuition assistance awards.

Allocated over $10.5M in grants the past 5 years, over $2.7M in 2006, highest in schools history.
Accountable for the overall operation of the Tuition Assistance Office, complying with NAIS financial aid regulations and good practices.
Collaborate with campus resources implementing additional grants for textbooks and meals

The Haverford School, Haverford, PA 1989 to 1997
Teacher History and Math- Grades 4-8

Planned and lead classes in math and history- Integrated curriculum into other subject areas.
Placed emphasis on computer competency integrating MS Word, Excel and PowerPoint
Grade level coordinator
Faculty Advisor
Curriculum Review Committee






Kevin P. Seits Page 2



EDUCATION/TRAINING

BA, Gettysburg College, Gettysburg, PA (1987)
Candidate in Executive Administration Program, University of Pennsylvania (Present)
Candidate in Fundraising Program, University of Pennsylvania (Present)
United States Soccer Federation A License (1993)
Advanced National Soccer Coaching Di[loma, National Soccer Coaches Assoc. of America (1997)
Independent School Managements Admission Program (1996)

PROFESSIONAL DEVELOPMENT

Curriculum Development Team Building Techniques Motivation Techniques
Classroom Management Technology Integration Marketing & Advertising
Recruitment & Retention Enrollment Management Standardized Test Evaluation
N.A.I.S. Conferences S.S.A.T.B. A.D.V.I.S. Facilitator and Presenter


COMMUNITY INVOLVEMENT
Owner/Director, Seits Incorporated, Shore Soccer Camp 19 years
Vice President, Evans Foundation- 1990- Present
President, Radnor Soccer Club Present
Director of Coaching, Radnor Soccer Club- 2004-Present
President, Southeastern Pennsylvania Soccer Association 1995-1997

ATHLETIC COACHING EXPERIENCE/ACCOMPLISHMENTS

College: Swarthmore College, Mens Varsity Soccer ssistant Coach- 1987.
-Assisted in Student Athlete recruiting and Admissions
High school: Haverford School, Head Boys Varsity Soccer 1993-1999
- Three Inter Academic League Titles 1995-1997
- Highest winning percentage for Boys Soccer in Schools history dating back to 1910.
-1997 Philadelphia Coach of the Year, 1996 Main Line Life COY,
1995 Southeastern PA Coaches Assoc. COY, 1996 Phila. Area Team Sportsmanship Award
Olympic Development Head Coach, Eastern Pennsylvania State Teams 1992-1997
-Numerous regional and tournament championships
Gettysburg College and Nether Providence High School Soccer- Team Captain and All Conference
Haverford School, Head Varsity Golf Coach 1999-2005
-Five Inter Academic League Titles

COMPUTER SKILLS

MS Office (Word, Powerpoint, Excel, Publisher), Photoshop, Senior Systems Admission Program, Comp Assist Tuition Assistance Program

Topics:Describe a professional situation where you demonstrated one of the following leadership competencies: visionary, strategic, tactical, focused, persuasive, likeable, decisive, ethical and inspirational.Or, Of Masons core values (creativity, rigor, diversity, team, integrity, and global community), which value resonates most with you and why?
There are faxes for this order.

Customer is requesting that (Jperiodic) completes this order.

Write a Proposal as if it were being presented to your current senior leadership team.

- A new Financial software package For example: (T&E solution, Imaging invoice AP,Outsourcing a financial system)

The focus of your paper should be
Initiating Management Innovation in your organization, and should contain why you are undertaking/proposing this effort, what the effort should look like, and how you will implement it.

Discuss in the proposal how the "management process" will change or be added and expected results.
What is the "management" innovation here?
Contain a significant amount of research supporting the key concepts that you identify as important (it is expected that you will use some of the current research from our course as well as new research that you discover on your own) and should have content for each section of the proposal. The budget section can be your lightest, with a very preliminary budget (I am more concerned that you show competency in understanding the content of our subject area at this point than knowing how to put together a budget).

Use the proposal outline below.
The sections of the Proposal should be as follows:
1. Summary/Abstract
2. Introduction
3. Problem Statement/Needs Assessment
4. Program Goals & Objectives
5. Method(s)/Strategies/Approach(es)
6. Management Plan
7. Evaluation Plan
8. Budget

Course Description: As the title of this course states the focus will be on leading and managing for the future. Huge changes are taking place in the economy, the global marketplace, competition, and the environment. In relation to the changes mentioned, and changes in our organizations, the question before us is - how can management and leadership change to keep up with, and stay ahead of these local and global dynamics? This course will provide provocative questions, future management and organizational scenarios, and look at recent local, national and international disturbances, as well as case studies to stimulate critical thinking related to the needs of future managers and leaders. More specifically the course will focus on Management Innovation, leading organizations of the future, leading in times of crisis and complexity, and leading in a diverse world. In addition, we will look at the competencies necessary for leading and managing in the future.

Objectives of the Course: At the completion of this course learners should be able to
??Identify the differences between leadership and management as they currently exist, and develop a rubric for how these definitions might change in the future.
??Identify and discuss management and leadership failures as a window for excellent management and leadership.
??Develop critical questions for the innovation of management and leadership in the future.
??Interpret the needs of organizations related to leaders and managers based on current and future world events and economic realities.
??Identify future skill sets and leadership competencies.
??Identify opportunities for leading New Age professionals.
??Demonstrate an understanding of quality Character and Ethical needs of future leaders
??Demonstrate critical thinking surrounding visionary leadership as well as leading and managing in a diverse world.
??Define and interpret intellectual and emotional intelligence related to leading and managing in the global marketplace of the future.

There are faxes for this order.

Essay request is to answer the following questions:

1. What do you expect to accomplish through this executive program? What learning experiences do you expect, and how would you apply them? What specific benefits do you anticipate?

2. What are the contributions you will make to the program and how will your experience and expectations benefit classmates and the EMBA program?
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I am a marketing professional with 20+ years marketing experience working for both the advertising agency side (The Bravo Group, Y&R, Kern) and also the corporate side (AT&T, Lucent, McDonalds, etc.). I am available by phone is any questions arise regarding my background. I am copying a copy of my resume for my work background and skills.

My Resume:

Summary: A strategic marketing professional with extensive experience in the B2B and B2C markets with abroad range of leadership expertise developing strategic marketing plans, and executing product launch executions utilizing industry proven project management practices. Has a high-level expertise utilizing various mediums and disciples including traditional broadcast (TV, radio, print), e-commerce, event marketing, public relations and direct marketing to achieve total integration of marketing campaigns. A high-performing and resourceful individual with excellent interpersonal, organizational, and communication skills.

Experience:
Champion Broadband, Los Angeles, CA May 2008 December 2012
Marketing Consultant
Responsible for the development of strategic marketing, brand, and public relations plans. Oversight of competitive analysis and reporting, in additions to product launch initiatives including product pricing and cost analysis.
Responsible for product and project management life-cycle, with oversight on production process flow, beta testing reviews, and adherence to all corporate polices and procedures. Includes developing and maintain project documentation, in addition to conducting postmortem reviews with internal business units and external stakeholders.
Oversight of programming and content acquisition to ensure mission and strategic relevance, and negotiate terms in accordance with policy, legal and budgetary guidelines. In some cases this included editorial review co-branded and cross-promotional content.
Development of RFPs and management of the approval process with internal and external cross-functional groups.
Report directly to CEO and work cross-functionally with internal and external teams to ensure timely and successful execution of product launches and marketing initiatives.

The Kern Organization, Los Angeles, CA February 2007 April 2008
Senior Account Supervisor SAP Global Business Marketing, Sprint and Clearwire Consumer Accounts
Responsible for the overall B2B and B2C strategy, performance and profitability of client accounts. Included complete oversight of client initiatives to ensure highest quality and on-time executions.
Lead teams in the development and execution of multiple cross-functional client projects. This included implementation and oversight of the production process flow, prelaunch testing reviews, and adherence to client polices and procedures in accordance with client quality expectations.
Management and reporting of account activity, revenue, projected income and cost reconciliation of client accounts.
Maintenance of day-to-day client relationships, providing strategic points-of-view, managing project postmortems, and generating new business and growth opportunities.
Supervision and mentoring of agency staff to ensure superior service and performance.

JMH Marketing, Los Angeles, CA February 2004 February 2007
Marketing Consultant/Account Services
Strategic lead for the development and execution of integrated communication strategies and promotions.
Management, negotiation and execution of sports and event sponsorships in support of corporate and client objectives. Including the formulation of customized sponsorship and promotions to address specific client RFP requirements.
Responsible for managing and maintaining client relationships, as well as deepening the agency role to develop new business and revenue opportunities. Worked cross-functionally with agency teams to ensure high-quality, timely and successful execution of corporate initiatives.
Supervision, mentoring, and training of group staff, and managing a team of external freelance creative directors and copywriters.
Developed and executed custom (B2B and B2C) promotions and marketing programs for a wide range of industries. Clients & Ad Agencies: Citibank, AT&T, McDonalds, Mazda, The Hacker Group, The Bravo Group, Y&R, Rauxa Roja, Castells and Asociados.

Telscape Communications, Monrovia, CA June 2002 February 2004
Marketing Communications Manager
Strategic lead for the development and execution of integrated marketing communication programs and tactical plans for acquisition, retention and customer communication plans to maximize marketplace position.
Managed advertising agencies, consultants and fulfillment/distribution vendors to implement plans, as well as negotiate all contracts and agency fees.
Responsible for product and project management life cycle, including execution, production workflow, and adherence to all corporate polices and procedures.
Supervision of team managers to execute programs and provide counsel to internal clients and partners.
Negotiated agency compensation contracts, managed vendor relationship and partnerships.
Achievements:
Successfully launched three new key markets that have resulted in an increased customer base by 46%, increased brand awareness by 25%, and driving down cost by 15%. Launched the first company newsletter, which resulted in increased customer loyalty and decrease customer churn.

Lucent Technologies, (Division of AT&T), Morristown, NJ August 2000 April 2002
Sr. Marketing Communications Manager (B2B)
Development and management of sales and customer collateral materials (brochures, multimedia tools, and web-based content) in support of new service introduction and life cycle management.
Collaborated with internal Marketing, Public Relations and the Law organization to ensure accurate and timely delivery of our plan deliverables.
Managed and coordinated with freelance talent, communication agencies and our fulfillment/distribution house to implement plans.
Achievements:
Surveyed use and effectiveness of collateral materials and implemented web-based services that led to a savings of over $4MM. Enhanced Services and Sales total revenue: over $400M.

AT&T - Interactive Division, Basking Ridge, New Jersey November 1998 August 2000
Sr. Marketing Communications Manager
Developed and implemented strategic marketing plans for the general, niche and youth segments for corporate interactive initiatives.
Strategic partner to product marketing and technical teams to define the end-to-end online customer experience of nine websites. Liaison to the creative and technical teams to define web requirements and enhancements.
Teamed with back-end systems technicians and customer care to ensure accurate provisioning and fulfillment of online orders, as well as ensure customer e-mails and inquires were addressed efficiently and accurately.
Negotiated agency compensation contracts with agency partners.
Achievements:
1 800 CALL ATT Site: Reduced production costs from previous year by $225K (64% savings).
AT&T College Network Site: Increased Youth segment (18-24) enrollments by 180% over previous year.
Successful launch of four trial sites with comprehensive service and product information thereby reducing customer calls to Customer Care Center and costs by approximately $400M.

AT&T Multicultural Division, Baskin Ridge, New Jersey May 1996 November 1998
Marketing Communications Manager
Development of advertising and brand strategy in support of corporate objectives for Hispanic and Brazilian markets. Included management of brand advertising and direct marketing campaigns, including all aspects of production, corporate standards compliance, research analysis and budget management.
Management and execution of corporate sponsorships and events, including partnership negotiations and compensation contracts.
Negotiated and managed the agency compensation contracts in support of a large-scale advertising budget ($35 to $24 million).
Achievements:
AT&T Global Achievements Award Recognized outstanding achievements in the Hispanic segments in conjunction with the utilization of key leadership competencies. Achievements are based on strong marketing objectives, clear creative media and advertising strategies. Enrollment levels topped previous year total by 20%, while the churn remained level for two quarters due to Hispanic efforts.
AT&T Critics Award Demonstrated successful management and support of budget management.

Young and Rubicam, The Bravo Group, New York, NY May 1995 May 1996
Senior Account Executive - AT&T, Oxford Health Plans
Development and implementation of advertising and direct marketing campaigns. Management and negotiation of key Hispanic and Brazilian sponsorships and events.
Development of the marketing communications objectives and strategic plans.
Managed and maintained monthly budget and activity reports.
Achievements:
American Marketing Association Gold Effie Oxford Health Plans. This effort was deemed one of the most effective of the year. The sales and marketing goal resulted in 100% increase in enrollments over the previous year.

DFA/Burrell Communications, New York, NY (2 month relocation to NYC) June 1992 - May 1995
Senior Account Executive - Citibank Insurance Services
Management and development of direct marketing campaigns.
Instituted a scheduling and traffic system for agency campaigns.
Development and implementation of agency operating procedures.
Responsible for maintaining budgets and activity reports.


Chiat/Day Advertising, Inc., Los Angeles, CA June 1989 April 1992
Account Executive - Nissan Motor Corporation
Assisted with the management and development of direct marketing campaigns
Instituted a scheduling and traffic system for agency campaigns.
Development and implementation of agency operating procedures.
Responsible for maintaining budgets and activity reports.

Education:
B.A., University of California, Irvine.
Additional Coursework: Management of Agency Relationship, Marketing Principles.
License: Life and Health, CA 0H98677

Computer Skills: Proficient with PC and Mac systems, Outlook, Microsoft Excel, Word, and PowerPoint.
Languages: Fluent in writing, reading and speaking Spanish.

References: Available upon request.

Leadership Project 2

How to carry out the project
You should make sure you are familiar with the overall teaching and learning strategies and
study advice offered in the MBA Programme Handbook before starting work on this project.
When carrying out this project, you should bear the following points in mind:
9 Assessment
The project is underpinned throughout by explorations of an academic perspective on
leadership. The first assignment is focused on the critical analysis of a leader who you either
know or who you admire, and the second assignment has a wider organisational research
base to enable you to understand the dynamics of modern leadership, as well as to
understand your own leadership style and preference.

Assignment Two (60%)
5,500 6,000
words
The assignment title is as follows:
Analyse some contemporary writings relating to effective leadership in modern business
organisations, or an individual organisation, and critically evaluate different strategies and
approaches to leadership within a modern organisational context. Using your findings and
conclusions as a model or benchmark, evaluate your own leadership style to ensure you can
effect improvements in work performance both at an individual and at a company level.
The purpose of this assignment is to give you the opportunity to critically review some current
papers and writings as well as contemporary themes, on leadership. You will then identify
some relevant issues that will enable you to put forward some ?best practice? models in
contemporary organisations. You will use your findings to benchmark your expertise and
capability and assess some learning goals and needs for yourself to ensure that you achieve
your personal leadership goals ? please do not devote more than 1000/1500 words to this
latter section.
You will identify key trends in academic and organisational thinking on effective leadership
and then use these insights to derive conclusions about capabilities, In this paper you will,
identify some key leadership issues for organisations in a diverse and complex business
environment. You will find that there are changing interpretations and understandings about
leadership in modern organisations. John Storey (2004) points out that these contrasting
assumptions can be further analysed into differential assumptions about what specifically is
?effective leadership? This analysis will enable you to critically assess your own leadership
development needs and propose a set of short and medium term actions that will improve
your chances of achieving these goals. You may invite your employer to comment on any
aspects of the assignment but there is no obligation for this to happen. The deadline for
submission of this assignment will be at the end of the MBA programme. The learning
outcomes covered focus on 4 and 5 as well as 2 and 3.











Suggested Structure
Introduction and scene setting ? clear indication of the content of the assignment. Overview
of the topic and clarify terminology. Identify objectives and purpose clearly and set out what
you will achieve (10%)
Review of literature covering relevant past research, studies and articles from relevant books
and journals. Also newspapers. Beware of the internet as there is a mass of inconsequential
and repetitive information here but nevertheless there are some useful websites. Be critical of
the literature and do not just report it (30%)

Use the boundaries and parameters identified relating to leadership theory to explain the
processes relating to effective leadership in a modern organisation or organisations to
understand performance and business growth. Draw on personal experiences, or case
studies where suitable and use this data to justify, develop and analyse reflections sourced in
your literature review (30%)

Use your personal reflections, case studies or other documented evidence relating to
leadership to discuss, evaluate and identify models and theories of best practice relating to
leadership effectiveness. Summarise and conclude this analysis (15%)

From these conceptualisations and conclusions on leadership derive a plan for your own
leadership development. This should identify organisational context, perceived need,
behavioural requirements and development methods to enable you as a leader to achieve
excellence (15%)

? Assignment Two
? Leadership within organisations
? Not about personal leadership
? Most people fail because they focus on too many theories; focus on individual leadership; choose inappropriate theory; research poorly; ignore the final section.



















Study resources for this project
Essential textbook
The essential textbook for this project, which you are strongly encouraged to buy, is:
Kouzes and Posner (2003/1995) The Leadership Challenge ? ISBN 07879
56783.
In addition there are numerous books and journal articles on leadership from both a
theoretical as well as practical perspective. Recommended journals include Harvard
Business Review for global insights. There are a wide variety of suitable websites where you
can check your leadership style and follow up your own interests
Recommended additional resources
You are also strongly encouraged to access and use the following resources:
? Bennis W (1994) "Visionary Leadership" In , Eds. Warren Bennis, Jagdish Parikh, Ronnie
Lessem (1994) Beyond Leadership Oxford? Blackwell
? Collins J C and Porras J I (1998) Built to Last: successful habits of visionary companies.
2nd Edition London? Random
? Davies P (1998) " The Cassandra Complex: how to avoid generating a corporate vision
that no one buys into" in Eds. Andrew Kakabadse, Frederick Nortier and NelloBernard
Abramovici. Success in Sight: Visioning. Thomson Business Press? London
? Davies P (2002) " Military Strategy" In Eds. Mark Jenkins and Veronique Ambrosini.
Strategic Management: a multiperspective
approach pp 153174.
London? Palgrave
? Peter Inge (1996) " Field Marshall Sir Peter Inge" In Eds. Stuart Crainier. Leaders on
Leadership pp 4152.
London? Institute of Management
? Kakabadse A and Kakabadse N ( 1999) Essence of Leadership International Thomson ?
London
? Keegan J (1987) Mask of Command London? Penguin
? Kouzes J M and Posner B Z (2003) The Leadership Challenge San Francisco? JosseyBass
? Leavy Band Wilson D (1994) Strategy and Leadership London? Routledge
? Machiavelli N ( 1962 ) The Prince London? Penguin
? Roberts A (2003) Hitler and Churchill: secrets of leadership London? Weidenfield and
Nicholson
? Slim W (1956 ) Defeat into Victory London? Cassell and Co. Ltd
? Sonsino S (2002) "Leadership perspective." In Eds. Mark Jenkins and Veronique
Ambrosini. Strategic Management: a multiperspective
approach pp 222249.
London?
Palgrave
? Storey J (Ed) (2004) Leadership in Organisations ? Current Issues and Trends, Routledge
Sun Tzu (1981) The Art of War London? Hodder and Stoughton
? Uyterhoven H E R, Ackeraman R W and JRosenblum J W (1973) Strategy and Texts in
General Management Homewood Ill.? Richard D. Irwin
Recommended journals and other periodicals
There are a number of journals and other periodicals which you should browse and delve into
whenever you have an opportunity. Please note that many of these may be available
University and its website.
Recommended journals include Harvard Business Review for global insights. It is important to
read the quality newspapers as there are often articles relating to leadership here ? the Business sections, particularly at weekends are good. Also the Economist has excellent
articles which would be relevant, not just for this unit but for your studies generally.
Recommended websites and online content
The following websites and online resources also contain much that will help you as you carry
out your project:
? www.executivespeaker.
com/spch0024.html
? www.ldl.co.uk/inspirationalleadershipmaangementtrainingcourse.
htm
? www.ccl.org/CCLCOmmerce/indiex.aspx?CatalogID=Home
? www.cipd.co.uk

Leadership Development Paper on commitment, comepetence, and character in an organization. Specify how management levels can from integrating these concepts. Offer five ideas to improve leadership skills from top to middle level managers. Give examples of how each idea could be put to use in daily activities. Example should be attitudes, behaviors, methods, ethics, and so forth. use the free resource www.RunWithTheBulls.net adn www.CareerNextStep.com

Leadership Self -Assessment

The purpose of this paper is for you to examine your leadership style. Using your textbook as a reference, write a paper describing your own leadership style.



For this paper:



? Identify the key characteristics that represent your strengths as a nurse leader

? Identify the areas of professional development that you need to work on to further develop your leadership abilities

? Describe how your unique characteristics will support change in your workplace, and how they may create barriers to change.

? Describe what other types of styles you would seek out for your leadership team. For example, as a very conceptual thinker or a visionary leader, it may be best to team up with a detail oriented team member.



This paper should be APA formatted and should be 5-6 pages including the cover page and reference page.

***LEADERSHIP APPLICATIONS IN CRIMINAL JUSTICE***

Module 3

Self-Assessment Report /Leadership Skill-Building Exercises

Continue organizing your Course Project (Leadership Self-Reflection Portfolio) by completing Leadership Skill-Building Exercises 5-3 and 6-4.
Submit a written report (not to exceed 1,000 words) that covers both of the portfolio building leadership skill-building exercises. The report should also incorporate your findings and conclusions from the self-assessment quizzes in this module, and from personal reflection.


Leadership Self-Assessment Quizzes

The Leadership Self-Assessment Quizzes are an important component of the Written Exercise for this module. The quizzes are intended to reveal certain personality traits and leadership behaviors that you may not be fully aware of. By no means are these quizzes regarded as ?all knowing? of your leadership skills, and thus the results should not be taken as the end, but rather as the beginning, of the self-assessment process. You are expected to critically analyze the results and not just accept them at face value.

Take the following Leadership Self-Assessment Quizzes in the text:
? Leadership Self-Assessment Quiz 5-1: Measuring Your Situational Perspective
? Leadership Self-Assessment Quiz 5-2: Quality of Leader-Member Relations
? Leadership Self-Assessment Quiz 6-1: The Leadership Ethics Quiz
? Leadership Self-Assessment Quiz 6-2: The Air Force Character Attributes Checklist