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SEU Organizational Behavior Leadership & Leadership Style Theories Discussion

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College of Administrative and Financial Sciences Assignment 1 Deadline: 05/03/2020 @ 23:59 Course Name: Organizational Behavior Student’s Name: Course Code: MGT 301 Student’s ID Number: Semester: II CRN: Academic Year: 1440/1441 H For Instructor’s Use only Instructor’s Name: Dr xxxxxxxxxxxxxxx Students’ Grade: 00/05 Level of Marks: High/Middle/Low Instructions – PLEASE READ THEM CAREFULLY • The Assignment must be submitted on Blackboard (WORD format only) via allocated folder. • Assignments submitted through email will not be accepted. • Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page. • Students must mention question number clearly in their answer. • Late submission will NOT be accepted. • Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions. • All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism). • Submissions without this cover page will NOT be accepted. Course Learning Outcomes-Covered 1 Demonstrate a clear understanding of human work behavior in the organizational setting and the implications of organizational behavior in the process of management (Lo 1.2). 2 Recognize the impact of organizational culture on shaping values, attitudes and behavior (Lo 1.9). Chapter No-2 & 3: Individual Behavior and Performance:Part-1 Assignment 1 Reference Source: Book-Wiley plus - 3-1: Week 3 Case Questions Essay- Lois Quam Case Study:-1 (05 Marks) Assignment Instructions: 1. Login to Black Board System, go to course organizational behavior. 2. Click on “course material and activities”. Open week 3 content page. 3. Click on overview, study notes and media. Scroll down to bottom side. Then click on week 3 case study reading. ( Lois Quam). 4. Open this critical thinking case study, read it thoroughly to answer the assignment questions. 5. Besides this case study use other material also to support your answer. Assignment Question(s): 1. How does Lois Quam use emotions and moods in her speeches to convey her viewpoint? Cite examples to support your statements. 2. Based on what you have learned about Lois Quam, create hypotheses about the attitudes of her colleagues at Tysvar while using the three basic components of attitudes in your theories. 3. Take a moment to research the Global Health Initiative. Why do you believe Lois Quam was chosen to lead this program? 4. Research question: Search news reports, Web sites, and blogs to find out more information on Tysvar. How is the company faring in its quest to make the world cleaner and safer for future generations? What implications might that have on Tysvar's employees, their attitudes, and job satisfaction? Answer: 1. 2. 3. . College of Administrative and Financial Sciences Assignment 2 Deadline: 28/03/2020 @ 23:59 Course Name: Organizational Behavior Student’s Name: Course Code: MGT301 Student’s ID Number: Semester: II CRN: Academic Year: 1440/1441 H For Instructor’s Use only Instructor’s Name: Dr xxxxxxxxxxxxxxxxx Students’ Grade: 00/10 Level of Marks: High/Middle/Low Instructions – PLEASE READ THEM CAREFULLY • The Assignment must be submitted on Blackboard (WORD format only) via allocated folder. • Assignments submitted through email will not be accepted. • Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page. • Students must mention question number clearly in their answer. • Late submission will NOT be accepted. • Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions. • All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism). • Submissions without this cover page will NOT be accepted. Course Learning Outcomes-Covered 1 Develop the problem-solving skills for teamwork especially if the problem relates to the task (Lo 3.2). 2 Ability to communicate and share information within the team and organization in professional manner (Lo 4.4). Assignment 2 Reference Source: Book-Ch:-13 & 14 (10 Marks) Critical Thinking:-Leadership Use at least 3 scientific references to support your answers. Follow APA-style when referencing. Assignment Question(s): 1. Define leadership and explain the difference between being a manager and being a leader. Which boss would you rather have? Why? (02 Marks) 2. The leadership style theories, which you have learned in the chapter 13 & 14 based on that determine which leadership styles are suitable for managers who are managing workers ( both Blue collar & White collar) in the organizations.(03 Marks) 3. Describe directive leadership and supportive leadership, Explain their importance. (02 Marks) 4. How organizations are benefitted from supportive leadership? Give an example of such organization which you might have come across. (03 Marks) Answer: 1. 2. 3. . What is leadership? What are situational contingency approaches to leadership? What are follower-centered approaches to leadership? What are inspirational leadership perspectives? Copyright © 2012 John Wiley & Sons, Inc. 13-2 Role of management is to promote stability or to enable the organization to run smoothly. Role of leadership is to promote adaptive or useful changes. Copyright © 2012 John Wiley & Sons, Inc. 13-3 Leadership ➢ Process of influencing others to understand and agree about what needs to be done and how to do it; and ➢ Process of facilitating individual and collective efforts to accomplish shared objectives. Copyright © 2012 John Wiley & Sons, Inc. 13-4 “Great leaders are almost always great simplifiers, who can cut through argument, debate and doubt, to offer a solution everybody can understand.” - Colin Powell Copyright © 2012 John Wiley & Sons, Inc. 13-5 Formal leadership Exerted by persons appointed (or elected) to positions of formal Informal leadership Exerted by persons who become influential because they have special skills that meet authority in the resource needs of organizations. others. Copyright © 2012 John Wiley & Sons, Inc. 13-6 Approaches to leadership 1. Trait and behavioral theory perspectives. 2. Cognitive and symbolic perspectives. 3. Transformational and charismatic perspectives. Copyright © 2012 John Wiley & Sons, Inc. 13-7 Trait leadership perspective ➢ Assume that personality traits play a central role in differentiating between leaders and non-leaders, in that leaders must have the “right stuff.” Copyright © 2012 John Wiley & Sons, Inc. 13-8 Copyright © 2012 John Wiley & Sons, Inc. 13-9 Behavioral leadership perspectives ➢ Assumes that leadership is central to performance and other outcomes. ➢ Focuses on leader behaviors rather than traits. Copyright © 2012 John Wiley & Sons, Inc. 13-10 Michigan studies ➢ Employee-centered supervisors: ▪ Place strong emphasis on subordinate’s welfare. ➢ Production-centered supervisors: ▪ More concerned with getting the work done. Copyright © 2012 John Wiley & Sons, Inc. 13-11 Ohio State studies ➢ Consideration o Sensitive to people’s feelings and making things pleasant for the followers. ➢ Initiating structure o Concerned with defining task requirements and other aspects of the work agenda. Copyright © 2012 John Wiley & Sons, Inc. 13-12 Situational Contingency Leadership ➢ The effects of leader traits are enhanced by their relevance to situational contingencies. Copyright © 2012 John Wiley & Sons, Inc. 13-13 Prosocial power motivation, or power oriented toward benefitting others, is likely to be most important in situations where decision implementation requires lots of persuasion and social influence. Copyright © 2012 John Wiley & Sons, Inc. 13-14 Fiedler’s Leadership contingency view ➢ Situational control ▪ The extent to which a leader can determine what his or her group is going to do, as well as the outcomes of the group’s actions and decisions. Copyright © 2012 John Wiley & Sons, Inc. 13-15 The least –preferred coworker (LPC) scale, used by Fiedler, asks respondents to describe the person with whom they have been able to work least well. ➢ Instrument measures a person’s leadership style. Copyright © 2012 John Wiley & Sons, Inc. 13-16 Copyright © 2012 John Wiley & Sons, Inc. 13-17 Fiedler’s Situation Control Variables Leader /Member Relations (good/poor): Task Structure (high/low): Position Power (strong/weak): Members support for leader. Spells out leader’s task goals and procedures. Leader’s task expertise, and reward/punishment authority Copyright © 2012 John Wiley & Sons, Inc. 13-18 House’s path-goal theory of leadership ➢ Assumes that a leader’s key function is to adjust his or her behaviors to complement situational contingencies. Copyright © 2012 John Wiley & Sons, Inc. 13-19 Copyright © 2012 John Wiley & Sons, Inc. 13-20 Directive leadership ➢ Spelling out the what and how of subordinates’ tasks. Supportive leadership ➢ Focuses on subordinate needs, well-being , and promotion of a friendly work environment. Copyright © 2012 John Wiley & Sons, Inc. 13-21 Achievement oriented leadership ➢ Emphasizes setting challenging goals, stressing excellence in performance, and showing confidence in people’s ability to achieve high standards of performance. Participative leadership ➢ Focuses on consulting with subordinates, and seeking and taking their suggestions into account before making decisions. Copyright © 2012 John Wiley & Sons, Inc. 13-22 Hersey and Blanchard Situational Situational Leadership Theory ➢ There is no single best way to lead. ➢ Assess Readiness ▪ The extent to which the people have the ability and willingness to accomplish a specific task. ➢ Implement appropriate leadership response. Copyright © 2012 John Wiley & Sons, Inc. 13-23 Copyright © 2012 John Wiley & Sons, Inc. 13-24 In your current or former job, did your manager behave the same way with each of the people he/she managed? ➢A=Yes, B=No If no, what was different about the relationships between the manager and each employee? Copyright © 2012 John Wiley & Sons, Inc. 13-25 Substitutes for leadership ➢ Makes a leader’s influence either unnecessary or redundant in that they replace a leader’s influence. Romance of leadership ➢ People attribute romantic, almost magical, qualities to leadership. Copyright © 2012 John Wiley & Sons, Inc. 13-26 Leadership categorization theory ➢ Implicit leadership theories - preconceived notions about the attributes (e.g., traits and behaviors) associated with leaders. ▪ They reflect the structure and content of “cognitive categories” used to distinguish leaders from nonleaders. ▪ Attributes or leadership prototypes are mental images of the characteristics that make a “good” leader, that a “real” leader would possess. Copyright © 2012 John Wiley & Sons, Inc. 13-27 Copyright © 2012 John Wiley & Sons, Inc. 13-28 Followership ➢ The behaviors of individuals acting in relation to leaders. Implicit followership theories (IFT) ➢ Preconceive notions about prototypical and antiprototypical followership behaviors and characteristics. Copyright © 2012 John Wiley & Sons, Inc. 13-29 Social construction approaches ➢ Individual behavior is “constructed” in context, as people act and interact in situations. ▪ Passive followership beliefs - beliefs that followers should be passive, deferent and obedient to authority. ▪ Proactive followership beliefs - beliefs that followers should express opinions, take initiative, and constructively question and challenge leaders. Copyright © 2012 John Wiley & Sons, Inc. 13-30 Charismatic leaders ➢ Leaders who, by force of their personal abilities, are capable of having a profound and extraordinary effect on followers. Copyright © 2012 John Wiley & Sons, Inc. 13-31 Transactional leadership ➢Involves leader-follower exchanges necessary for achieving routine performance that is agreed upon by leaders and followers. •Uses various kinds of rewards in exchange for mutually agreed-upon accomplishment. •Watches for deviations from rules and standards and taking corrective action. •Intervenes only if standards not met. •Laissez faire style – avoids making decisions. Copyright © 2012 John Wiley & Sons, Inc. 13-32 Dimensions of transformational leadership ➢ Charisma ➢ Inspiration ➢ Intellectual stimulation ➢ Individualized consideration Copyright © 2012 John Wiley & Sons, Inc. 13-33 Charismatic/transformational leadership is not uniformly better ➢ Approaches with special emphasis on vision often emphasize training. ➢ Dark-side charismatic leaders can have negative effects on followers. Copyright © 2012 John Wiley & Sons, Inc. 13-34 Leadership-Membership Exchange Theory ➢ Shows that leaders develop differentiated relationships with subordinates in their work groups. ➢ Leadership is generated when leaders and followers are able to develop “incremental influence” with one another that produces behavior above and beyond what is required by the work contract. Copyright © 2012 John Wiley & Sons, Inc. 13-35 What is moral leadership? What is shared leadership? How do you lead across cultures? How do you lead organizational change? Copyright © 2012 John Wiley & Sons, Inc. 14-2 Authentic leadership ➢ Involves both owning one’s personal experiences ▪ values, thoughts, emotions, and beliefs, AND ➢ acting in accordance with one’s true self ▪ expressing what you really think and believe and acting accordingly. Copyright © 2012 John Wiley & Sons, Inc. 14-3 Leader’s positive personality traits can influence followers. Self-efficacy ➢An individual’s belief about the likelihood of successfully completing a specific task. Optimism ➢The expectation of positive outcomes. Copyright © 2012 John Wiley & Sons, Inc. 14-4 Hope ➢ The tendency to look for alternative pathways to reach a desired goal. Resilience ➢ The ability to bounce back from failure and keep forging ahead. Copyright © 2012 John Wiley & Sons, Inc. 14-5 Spiritual Leadership ➢ Includes values, attitudes, and behaviors, required to intrinsically motivate the leader and others to have a sense of spiritual survival through calling and membership. ➢ A causal leadership approach for organizational transformation, designed to create an intrinsically motivated, learning organization. Copyright © 2012 John Wiley & Sons, Inc. 14-6 Servant leadership ➢ Based on the premise that a primary purpose of business should be to create a positive impact on the organization’s employees as well as the community. ➢ Best demonstrated by those with a vision and a desire to serve others first rather than by those seeking leadership roles. Copyright © 2012 John Wiley & Sons, Inc. 14-7 “It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead….” - John Greenleaf ( View an interesting blog on the emergent leadership philosophy of Servant-Leadership ) Copyright © 2012 John Wiley & Sons, Inc. 14-8 How strong are your leadership values? Take a quick survey based on Mick Yates’ 4E’s Leadership Framework, and receive immediate feedback results. Copyright © 2012 John Wiley & Sons, Inc. 14-9 Transformational Leadership ➢ Emphasizes values, vision, and intellectual stimulation. Copyright © 2012 John Wiley & Sons, Inc. 14-10 Copyright © 2012 John Wiley & Sons, Inc. 14-11 Shared leadership ➢ A dynamic, interactive influence process through which individuals in teams lead one another. ➢Evidenced in self-directed work teams when shared and vertical leadership is used in work settings. Copyright © 2012 John Wiley & Sons, Inc. 14-12 Necessary conditions for successful team performance: ➢ Efficient, goal-directed effort. ➢ Adequate resources. ➢ Competent, motivated performance. ➢ A productive, supportive climate. ➢ Commitment to continuous improvement and adaptation. Copyright © 2012 John Wiley & Sons, Inc. 14-13 Self-Leadership Activities ➢ A individual’s portfolio of self-influence strategies that positively influence individual behavior, and thought processes. ▪ Behavior-focused (self observation, goal setting) ▪ Self-rewards (reinforcing attainment of goals) ▪ Constructive-thought-pattern (self analysis, positive self-talk, mental imagery of tasks to accomplish). Copyright © 2012 John Wiley & Sons, Inc. 14-14 GLOBE (Global Leadership and Organizational Behavior Effectiveness Research Program) ➢ Comprehensive, cross-cultural research study found that attributes and entities of different cultures can predict the most effective organizational practices, leader attributes and behaviors that are most effective in that culture. Copyright © 2012 John Wiley & Sons, Inc. 14-15 Copyright © 2012 John Wiley & Sons, Inc. 14-16 GLOBE Leadership Dimensions  Charismatic/value based  Team-oriented  Participative  Humane-oriented  Autonomous  Self-protective Copyright © 2012 John Wiley & Sons, Inc. 14-17 Cultural Dimensions Associated with Leader’s Effectiveness  Assertiveness  Institutional collectivism  Future orientation  In-group collectivism  Gender egalitarianism  Performance orientation  Uncertainty avoidance  Humane orientation  Power distance Copyright © 2012 John Wiley & Sons, Inc. 14-18 Key applications of GLOBE ➢ Dimensions of effective leadership must be matched with the culturally ‘endorsed’ leadership style. ➢ Terms such as Integrity and team-oriented are important desirable leadership dimensions across most cultures. Copyright © 2012 John Wiley & Sons, Inc. 14-19 Change leadership ➢ Deals with the idea that an organization must master the challenges of change while creating a satisfying, healthy, and effective workplace for its employees. Copyright © 2012 John Wiley & Sons, Inc. 14-20 Context ➢ Collection of opportunities and constraints that affect the occurrence and meaning of behavior as well as the relationships among variables. Copyright © 2012 John Wiley & Sons, Inc. 1221 Contexts for Leadership Action ➢ Stability ➢ Crisis ▪ Sudden threats to high priority goals require action with little or no response time. ➢ Dynamic Equilibrium ▪ Programmed change efforts shift with priorities. ➢ Near the Edge of Chaos ▪ Transition zone poised between order and chaos. Copyright © 2012 John Wiley & Sons, Inc. 14-22 Copyright © 2012 John Wiley & Sons, Inc. 14-23 Patterning of attention ➢ Involves isolating and communicating important information from a potentially endless stream of events, actions and outcomes. Copyright © 2012 John Wiley & Sons, Inc. 14-24 Transformational change ➢ Radically shifts the fundamental character of an organization. Incremental change Builds on the existing ways of operating, to enhance or extend them in new directions. Copyright © 2012 John Wiley & Sons, Inc. 14-25 Unplanned change ➢ Can occur spontaneously or randomly. Planned change ➢ The result of specific efforts led by change agent. Performance gap ▪ Represents problems to be solved or opportunities to be explored. Copyright © 2012 J ...
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Attached.

College of Administrative and Financial Sciences

Assignment 2
Deadline: 28/03/2020 @ 23:59
Course Name: Organizational Behavior

Student’s Name:

Course Code: MGT301

Student’s ID Number:

Semester: II

CRN:
Academic Year: 1440/1441 H

For Instructor’s Use only
Instructor’s Name: Dr xxxxxxxxxxxxxxxxx
Students’ Grade: 00/10
Level of Marks: High/Middle/Low
Instructions – PLEASE READ THEM CAREFULLY
• The Assignment must be submitted on Blackboard (WORD format only) via allocated
folder.
• Assignments submitted through email will not be accepted.
• Students are advised to make their work clear and well presented, marks may be
reduced for poor presentation. This includes filling your information on the cover page.
• Students must mention question number clearly in their answer.
• Late submission will NOT be accepted.
• Avoid plagiarism, the work should be in your own words, copying from students or
other resources without proper referencing will result in ZERO marks. No exceptions.
• All answered must be typed using Times New Roman (size 12, double-spaced) font.
No pictures containing text will be accepted and will be considered plagiarism).
• Submissions without this cover page will NOT be accepted.

Course Learning Outcomes-Covered
1 Develop the pr...

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