Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Truths About Leadership [WLO: 2] [CLO: 2]
Prior to beginning work on this discussion forum, read the article, 10 Tough Truths About Leadership (Links to an external site.) .
Based on the information in the article, which of the 10 truths do you think are the most important for leaders to understand, and why? Emotional intelligence has become an important topic in leadership. The fifth truth in this Forbes article deals with emotions. What can leaders do to help control emotions? According to the ninth truth in the article, leaders should be relentless in their pursuit of goals. Is it ever appropriate to give up on a goal? Give an example and explain why it is or is not appropriate to give up on achieving a goal. Respond to at least two of your classmates’ posts.
Leadership Trait Questionnaire: Discipline-Specific Skills [WLO: 3] [CLO: 6]
Prior to beginning work on this discussion forum, read Chapter 2 in the course textbook, Leadership: Theory and Practice. In the textbook, you will find the Leadership Trait Questionnaire located at the end of Chapter 2.
Rate yourself on the Leadership Trait Questionnaire in the course textbook. What do you perceive as your greatest strength? Give an example of how your behavior in one situation illustrated this strength. What do you perceive as your greatest weakness? Give an example of how your behavior in one situation illustrated this weakness.
Behavioral and Situational Approaches [WLO: 1] [CLOs: 1, 3, 4]
Prior to beginning work on this discussion forum, read Chapters 4 and 5 in the Leadership: Theory and Practice course textbook.
In your discussion post, distinguish between the behavioral and situational approaches. Begin with a brief explanation of each, and then discuss how they compare and contrast. Include examples of when each may be effective.
Effective Leadership for Followers Scenario [WLO: 2] [CLOs: 4, 5]
Prior to beginning work on this discussion forum, read Chapter 13 in the Leadership: Theory and Practice course textbook.
Explain at least two steps that leadership should take to be effective for their followers, based on your readings from the text this week. Apply these steps to a current situation in which you are a follower. What approaches would be most appropriate for leading you, according to the theories you have explored this week, and why?
Leader-Member Exchange Theory [WLO: 1] [CLOs: 3, 4]
Prior to beginning work on this discussion forum, read Chapter 7 in the Leadership: Theory and Practice course textbook.
Leader-member exchange (LMX) theory examines leadership dynamics in terms of personal relationships between an organizational leader and a follower. However, this personal relationship exists in a professional setting. What is the difference between a dyadic relationship and a friendship? The LMX theory promotes the positive aspects of personal relationships between a leader and a follower. But, are there some leaders and/or followers that cannot have very personal relationships with their coworkers, and is this good, bad, or neither? Why?
Path-Goal Theory [WLO: 2] [CLOs: 3, 4]
Prior to beginning work on this discussion forum, read Chapter 6 in the Leadership: Theory and Practice course textbook.
Identify four leadership styles associated with the path-goal theory. Explain each style and relate it to styles described in other theories. Can leaders exhibit more than one style? Discuss an example of the path-goal style being used by a leader with whom you are familiar, and evaluate this leader’s effectiveness.
Northouse, P. G. (2022). Leadership theory and practice (9th ed.). SAGE.
- The full-text version of this eBook is available through the Reshelf platform.
- Adams, S. (2012, October 4). 10 tough truths about leadership (Links to an external site.) . Forbes. Retrieved from http://www.forbes.com/sites/susanadams/2012/10/04/10-tough-truths-about-leadership/
- Appelbaum, S. H., Audit, L., & Miller, J. C. (2003). Gender and leadership? Leadership and gender? A journey through the landscape of theories (Links to an external site.) . Leadership & Organization Development Journal, 24(1/2), 43–51. https://doi.org/10.1108/01437730310457320
- Dooley, R. (2003). Four cultures, one company: Achieving corporate excellence through working cultural complexity. (Links to an external site.) Organization Development Journal, 21(2), p.52.
- Downey, L. A., Papa Georgiou, V., & Sough, C. (2006). Examining the relationship between leadership, emotional intelligence and intuition in senior female managers (Links to an external site.) . Leadership & Organization Development Journal, 27(4), 250–264. https://doi.org/10.1108/01437730610666019
- Jog ulu, U. D., & Wood, G. J. (2006). The role of leadership theory in raising the profile of women in management (Links to an external site.) . Equal Opportunities International, 25(4), 236–250. https://doi.org/10.1108/02610150610706230
- Wryer, B. (2007). Twenty years later: Explaining the persistence of the glass ceiling for women leaders (Links to an external site.) . Women in Management Review, 22(6), 482–496. https://doi.org/10.1108/09649420710778718
- Alarmed, A. (2010).To be ethical or not to be: An international code of ethics for leadership. Journal of Diversity Management, 5(1), 31-35. https://doi.org/10.19030/jdm.v5i1.803
- Alli, R. J. (2007). Bad leaders: How they get that way and what to do about them. (Links to an external site.) Strategy & Leadership, 35(3), 12-17. https://doi.org/10.1108/10878570710745785
- Authenticity and effective leadership: Getting the focus right. (Links to an external site.) (2006). Strategic Direction, 22(7), 18. http://doi.org/10.1108/02580540610669044
- Browning, B.W. (2007). Leadership in desperate times: An analysis of Endurance: Shackleton’s incredible voyagethrough the lens of leadership theory. (Links to an external site.) Advances in Developing Human Resources, 9(2), 183-193. https://doi.org/10.1177/1523422306298858
- Chula, J. B. (2010). Being there: Why leaders should not “fiddle” while Rome burns. (Links to an external site.) Presidential Studies Quarterly, 40(1) 38-56. https://doi.org/10.1111/j.1741-5705.2009.03753.x
- Dolowitz, V., & Higgs, M. (2003). Leadership at the top: The need for emotional intelligence in organizations (Links to an external site.) . International Journal of Organizational Analysis, 11(3), 193–210. https://doi.org/10.1108/eb028971
- Hammett, P. (2008). The paradox of gifted leadership: Developing the generation of leaders (Links to an external site.) . Industrial and Commercial Training, 40(1), 3–9. https://doi.org/10.1108/00197850810841585
- Hobson, C. J., Strobeck, D., & Zoster, J. (2010). A behavioral roles approach to assessing and improving the team leadership capabilities of managers. (Links to an external site.) International Journal of Management, 27(1), 3-15, 200.
- Humphreys, J., Zhao, D., Ingram, K., Gladstone, J., & Basham, L. (2010). Situational narcissism and charismatic leadership: A conceptual framework (Links to an external site.) . Journal of Behavioral and Applied Management, 11(2), 118-136.
- Li, C.-K., & Hung, C.-C. (2009). The influence of transformational leadership on workplace relationships and job performance (Links to an external site.) . Social Behavior and Personality, 37(8), 1129–1142. https://doi.org/10.2224/sbp.2009.37.8.1129
- Marques, J. F. (2008).The five steps toward awakened leadership. (Links to an external site.) Performance Improvement, 47(7), 20-23. https://doi.org/10.1002/pfi.20013
- Susan, A. P. (2006). Management by emotion (MBE) (Links to an external site.) . Competition Forum, 4(2), 433-437.
- Tso, H. H. M., & Mitchell, R. J. (2010).A theoretical model of transformational leadership and knowledge creation: The role of open-mindedness norms and leader-member exchange. (Links to an external site.) Journal of Management and Organization, 16(1), 83-99. https://doi.org/10.1017/S1833367200002285
- Whitener, J. K. (2007).Year of wonders: The wonder of leadership. (Links to an external site.) Advances in Developing Human Resources, 9(2), 214-235. https://doi.org/10.1177/1523422306298860
- Wickham, K. R., & Walther, J. B. (2007). Perceived behaviors of emergent and assigned leaders in virtual groups. (Links to an external site.) International Journal of E-Collaboration, 3(1), 1-17. https://doi.org/10.4018/jec.2007010101
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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