FU Leadership Course Link with Life & Work Experiences & Daily Life Discussion

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Hi there guys, another simple and easy Reflection Paper (APA Format 2 pages only) based on what we've learned during the class period.

I attached quite few files with information about the course and what we've learned.

Please reflect on the concepts of this course and reflect how your work/personal life serves as an integral link to what you have learned. This should be a concise and thoughtful reflection of how you can apply course concepts to your professional and/or personal life.


Please if you guys have any questions, don't hesitate to ask me.

Once again, thank you guys.

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BSAD 560 - Leadership as a Calling Week 1 – Trait Approach Your Program at a Glance  Leadership as a Calling – Orientation and Topic Selection  Each course = thesis chapter  Communication with ASC  Use of the library resources  APA 6th edition  Reference repository Amenities  OASIS  Hourly breaks  Sporting events  Fine Arts Syllabus  Expectations  Assignments  Outcomes  Course Materials  Grading Scale  Weekly Schedule Class Exercise Lecture “The first thing you people need to know about leadership is that most of you simply don’t have it in you.” - Bob Knight Trait Theory  Scholars tell us that Coach Knight is wrong.  Leadership can be learned…but what do you think?  What are some common traits in history’s great leaders (communication skills, vision, charisma, ethics)? First Impressions First Impressions First Impressions First Impressions First Impressions First Impressions First Impressions First Impressions Big Five Leadership Traits  Extroversion  Conscientiousness  Openness to experience  Neuroticism  Agreeableness Extroversion “Extroversion is defined as the quality of being outgoing and directing attention to things other than yourself. When a person likes going out all the time and being the center of attention, this is an example of extroversion.” Conscientiousness “A person scoring high in conscientiousness usually has a high level of self-discipline. These individuals prefer to follow a plan, rather than act spontaneously. Their methodic planning and perseverance usually makes them highly successful in their chosen occupation.” Openness to experience “A person with a high level of openness to experience will often enjoy venturing beyond his or her comfort zone. They seek out new, unconventional and unfamiliar experiences, travelling to new destinations, embracing different cultures and practices.” Neuroticism “A neurotic personality is characterized by persistent, often disproportionate, worrying and anxiety. A person may strive to be a perfectionist during their everyday activities, and experience stress as a result of events that are beyond their control.” Agreeableness “A person with a high level of agreeableness in a personality test is usually warm, friendly, and tactful. They generally have an optimistic view of human nature and get along well with others. A person who scores low on agreeableness may put their own interests above those of others. They tend to be distant, unfriendly, and uncooperative.” To-do list!  Discussion forum – online only  Topic Assignment  Peregrine assessment – punt until Week 2.  Read articles from Weeks 1 and 2. BSAD 560 - Leadership as a Calling Week 2 – Skills Approach Week 2 Agenda (approximately)  6:00PM – Getting Settled and Week 1 Rewind  6:30PM – Library Services Tutorial  7:00PM - Break  7:15PM – Group Activity  7:45PM – International Leadership  8:15PM - Break  8:30PM – Skill Theory of Leadership  9:15PM – Break  9:30PM – Next Week Preview  10:00PM – Adjurn Week 1 Rewind  Leadership Traits – Nature versus Nurture  Topic Selection Assignment  Collaborative Assignments  Onsite/SEL  Online  Grading Process  Big 5 Leadership Traits - Extroversion, Conscientiousness, Openness to experience, Neuroticism, Agreeableness  French & Raven (1959, 1964) – Power Bases - Legitimate, Reward, Expert, Referent, Coercive, Informational Library Services Tutorial Class Exercise Lecture G7 Summit – 45th Installment  PURPOSE – “The G7 Summit is the annual meeting of the Group of Seven leaders. It's hosted by the G7 president for that year. The summit doesn't have any legal or political authority. But when these seven world leaders agree on something, it has the power to shift the direction of global economic growth (KIMBERLY AMADEO).  In March 2014, the G7 declared that a meaningful discussion was currently not possible with Russia in the context of the G8. Since then, meetings have continued within the G7 process. G7 Summit – Attendees • Are there any countries that you feel are not represented and should be? Vice versa? G7 Summit – Themes  Expected topics include global trade, climate change, and taxing technology companies.  European Council President Donald Tusk said leaders at the summit should discuss the Iran nuclear deal, which was at risk due to the U.S. government's decision to pull out.  On August 23, President Emmanuel Macron urged the G7 to lead the summit discussions with the 2019 Amazon wildfires, which he described as an "international crisis". He said, "Our house is burning. Literally.", adding that the Amazon rainforest produces "20% of the world's oxygen.“  U.S. President Donald Trump offered to take the position of the Brazilian government to the meeting and said that the U.S. government doesn't agree to discuss the issue without Brazil's presence.  The United Kingdom, Italy, Japan, Spain and Chile also support Brazil. During the meeting there were obviously sharp differences among the participants. G7 Summit – Themes  What themes are missing (specifically in international finance)?  Some say the “burning rainforest theme” is overblown due to “hipster sentiment.” Do you agree with this? Are there any significant international finance implications associated with this topic?  How do you feel about President Trump’s offer to represent Brazil? Is this a genuine offer of goodwill or is it “empire building?”  Why does the G7 exist since we have other organizations like the United Nations?  What decisions do you feel will be made? Will these decisions be useful or watered down? Skills Theory  “While the trait approach focuses on the traits possessed by leaders, the skills approach places the emphasis on skills and abilities that can be learned and developed (Northouse, 2016, p. 43). The skills approach suggests that knowledge and abilities are needed for effective leadership and identifies three basic administrative skills: technical, human, and conceptual (Northouse, 2016, p. 43)”. Skills Based Theory of Leadership – Human Skills  Human Skills – Communication and attention to relationships with others in an organization.  “Understanding behavior, group dynamics, motives, attitudes, and feelings of that individual are the main characteristics of good human skills. To achieve goals in an organization, one must know how to adapt to their peers, supervisors, as well as subordinates (Guerrer & Rowe, 2013)”.  Emotional intelligence refers to the ability to identify and manage one’s own emotions, as well as the emotions of others. Adopted From Skills Theory Of Leadership By Mhykeah Baez Skills Based Theory of Leadership – Technical Skills  Technical skills - based off one’s knowledge in a specific area of work. In order to have technical skills an individual must be competent and knowledgeable in an activity specified for the organization.  There are different levels of proficiency used in an organization such as supervisory levels of management, middle managers, and top managers.  French & Raven (1959) – Expert Power Adopted From Skills Theory Of Leadership By Mhykeah Baez Skills Based Theory of Leadership – Conceptual Skills  “Conceptual skills are based upon an individual thinking through and working with ideas in an organization. For conceptual skills to be effective, a leader must know how to express his or her ideas in a verbal or written form; as well as expressing the economic principles in an organization. Leaders that develop these skills are comfortable with asking hypothetical questions such as “what if”, and working with abstract ideas (Guerrer & Rowe, 2013)”.  What if neither the solution nor the problem is apparent? Adopted From Skills Theory Of Leadership By Mhykeah Baez To-do list!  Discussion forum – online only  Peregrine Assessment  Start gathering sources for TOPIC + LEADERSHIP  Read articles for Week 3 BSAD 560 – LEADERSHIP AS A CALLING WEEK 3 – BEHAVIORAL APPROACH OHIO STATE LEADERSHIP STUDIES • OHIO STATE LEADERSHIP STUDIES WAS SERIES OF STUDIES ON LEADERSHIP PERFORMED IN 1945 TO IDENTIFY OBSERVABLE BEHAVIORS OF LEADERS INSTEAD OF FOCUSING ON THEIR INDIVIDUAL TRAITS. • THEY FOUND TWO CRITICAL CHARACTERISTICS OF LEADERSHIP EITHER OF WHICH COULD BE HIGH OR LOW OR INDEPENDENT OF ONE ANOTHER. THE RESEARCH WAS BASED ON QUESTIONNAIRES TO LEADERS AND SUBORDINATES OF THE ORGANIZATIONS. Retrieved at iedunote.com OHIO STATE LEADERSHIP STUDIES • INITIATING STRUCTURE BEHAVIOR: THE BEHAVIOR OF LEADERS WHO DEFINE THE LEADER-SUBORDINATE ROLE SO THAT EVERYONE KNOWS WHAT IS EXPECTED, ESTABLISH FORMAL LINES OF COMMUNICATION, AND DETERMINE HOW TASKS WILL BE PERFORMED. Retrieved at iedunote.com • CONSIDERATION BEHAVIOR: THE BEHAVIOR OF LEADERS WHO ARE CONCERNED FOR SUBORDINATES AND ATTEMPT TO ESTABLISH A WARM, FRIENDLY, AND SUPPORTIVE CLIMATE. OHIO STATE LEADERSHIP STUDIES • WHEREAS EACH DIMENSION IS DIFFERENT, THEY ARE NOT MUTUALLY EXCLUSIVE. • LEADERS CAN HAVE HIGH, LOW, OR INTERMEDIATE LEVEL OF EACH DIMENSION. • WHAT WOULD WE EXPECT FOR GREAT LEADERS? WHAT WOULD WE EXPECT FOR POOR LEADERS? This Photo by Unknown Author is licensed under CC BY-SA Consideration OHIO STATE LEADERSHIP STUDIES High Consideration and High Structure Low Consideration and Low Structure Low Consideration and Low Structure Structure High Consideration and Low Structure CREATING AN OUTLINE CREATING AN OUTLINE • HELPS STRUCTURE THOUGHT • GOAL SHOULD BE TO CREATE “A PATH” FROM INTRODUCTION TO CONCLUSION • KEEP PAPER LENGTH IN MIND • HELPS CREATE “BUCKETS” FOR SOURCE MATERIAL • 3 LEVEL MINIMUM • 20 MINUTES OR SO This Photo by Unknown Author is licensed under CC BY-SA-NC UNIVERSITY OF MICHIGAN LEADERSHIP STUDIES • THE UNIVERSITY OF MICHIGAN LEADERSHIP STUDIES IS A BEHAVIORAL LEADERSHIP THEORY CONDUCTED TO IDENTIFY STYLES OF LEADER BEHAVIOR THAT RESULTS IN HIGHER PERFORMANCE AND SATISFACTION OF A GROUP. • THESE STUDIES FOUND TWO DISTINCT STYLES OF LEADERSHIP – JOB-CENTERED LEADERSHIP AND EMPLOYEE-CENTERED LEADERSHIP. • WHEREAS THE OHIO STATE STUDIES WERE NOT MUTUALLY EXCLUSIVE, THE UNIVERSITY OF MICHIGAN STUDIES ARE BASED ON A CONTINUUM. Retrieved at iedunote.com UNIVERSITY OF MICHIGAN LEADERSHIP STUDIES • JOB-CENTERED LEADERSHIP: MANAGERS USING JOB-CENTERED LEADER BEHAVIOR PAY CLOSE ATTENTION TO SUBORDINATES’ WORK, EXPLAIN WORK PROCEDURES AND ARE KEENLY INTERESTED IN PERFORMANCE. Retrieved at iedunote.com • EMPLOYEE-CENTERED LEADERSHIP: MANAGERS USING EMPLOYEE- CENTERED LEADER BEHAVIOR ARE INTERESTED IN DEVELOPING A COHESIVE WORK GROUP AND ENSURING THAT EMPLOYEES ARE SATISFIED WITH THEIR JOBS. UNIVERSITY OF MICHIGAN LEADERSHIP STUDIES • THE MICHIGAN LEADERSHIP STUDIES FOUND THAT BOTH THE STYLES OF LEADERSHIP LED TO INCREASES IN PRODUCTION, BUT IT WAS SLIGHTLY MORE IN THE CASE OF PRODUCTION OF JOBCENTERED STYLE. Retrieved at iedunote.com AUTHORED BY TEDY SITEPU, CHIEF OPERATING OFFICER AT RISCON REALTY APA 6TH EDITION • RUNNING HEAD • WHEN TO CITE (PIZZA RULE) • QUILTING • FONT, SPACING, LAYOUT • PURDUE OWL • HEADING SERIALIZATION This Photo by Unknown Author is licensed under CC BY-SA-NC THE HAWTHORNE STUDIES This Photo by Unknown Author is licensed under CC BY-SA HAWTHORNE STUDIES • CONDUCTED ON WORKERS AT THE HAWTHORNE PLANT OF THE WESTERN ELECTRIC COMPANY BY ELTON MAYO AND FRITZ ROETHLISBERGER IN THE 1920S. THE HAWTHORNE STUDIES WERE PART OF A REFOCUS ON MANAGERIAL STRATEGY INCORPORATING THE SOCIOPSYCHOLOGICAL ASPECTS OF HUMAN BEHAVIOR IN ORGANIZATIONS. Retreived from Lumen Learning • THE STUDIES ORIGINALLY LOOKED INTO WHETHER WORKERS WERE MORE RESPONSIVE AND WORKED MORE EFFICIENTLY UNDER CERTAIN ENVIRONMENTAL CONDITIONS, SUCH AS IMPROVED LIGHTING. HAWTHORNE STUDIES • WORKERS WERE MORE RESPONSIVE TO SOCIAL FACTORS—SUCH AS THE PEOPLE THEY WORKED WITH ON A TEAM AND THE AMOUNT OF INTEREST THEIR MANAGER HAD IN THEIR WORK—THAN THE FACTORS (LIGHTING, ETC.) THE RESEARCHERS HAD GONE IN TO INSPECT. • REJECTION OF HYPOTHESIS Retreived from Lumen Learning This Photo by Unknown Author is licensed under CC BY HAWTHORNE STUDIES • THE HAWTHORNE STUDIES DISCOVERED THAT WORKERS WERE HIGHLY RESPONSIVE TO ADDITIONAL ATTENTION FROM THEIR MANAGERS AND THE FEELING THAT THEIR MANAGERS ACTUALLY CARED ABOUT, AND WERE INTERESTED IN, THEIR WORK. • THE STUDIES ALSO FOUND THAT ALTHOUGH FINANCIAL MOTIVES ARE IMPORTANT, SOCIAL ISSUES ARE EQUALLY IMPORTANT FACTORS IN WORKER PRODUCTIVITY. This Photo by Unknown Author is licensed under CC BY-SA-NC Retreived from Lumen Learning Retrieved at The Hawthorne Studies Revisited: Evidence From the U.S. Federal Workforce by Chan Su Jung, Soo-Young Lee BEHAVIORAL QUESTIONNAIRE – MEASURING LEADERSHIP SOFT SKILLS Courtesy of Linkdin 10 BEHAVIORS OF REAL LEADERS BY STEVE TOVAK LEADER AS A TEACHER • THIS CAN BE TOUGH • TRAINING YOUR REPLACEMENT • TESTING INSECURITY IF THEY HEAR YOU, THEY WILL LISTEN • COMMUNICATING VISION • MUST BE OPEN TO TRYING NEW THINGS. 10 BEHAVIORS OF REAL LEADERS BY STEVE TOVAK SEEK CHALLENGES THEY DO NOT FOLLOW • AVOID PATH OF LEAST RESISTANCE • DO YOU AGREE WITH THE AUTHOR? I DON’T. • DISSATISFACTION WITH THE STATUS QUO • FORGING NEW PATHS 10 BEHAVIORS OF REAL LEADERS BY STEVE TOVAK BIG PROBLEM SOLVERS INSPIRES OTHERS TO ACTION • SWING FOR THE FENCES • MORE THAN LISTENING • GOOD AT DELEGATING EASY VICTORIES • MORE THAN AGREEING • IT MEANS GETTING OTHERS TO ASSUME RISK. 10 BEHAVIORS OF REAL LEADERS BY STEVE TOVAK NO WHINING! • TAKE THE GOOD WITH THE BAD • ACCEPT FAILURES BUT LEARN FROM THEM • TRANSPARENCY TO OTHERS REGARDING FLAWS AND WHERE HELP IS NEEDED ARE NOT FULLY EGOMANIACS • CERTAINLY SOME LEADERS ARE EGOMANIACS. CAN YOU NAME SOME? • THEY HAVE A STRONG SENSE OF SELF • MOTIVATE TEAM MEMBERS’ EGOS 10 BEHAVIORS OF REAL LEADERS BY STEVE TOVAK ONLY DO WHAT MATTERS EFFECTIVE NOT EFFICIENT • THEY THINK LEAN • I HATE THIS ONE! • THIS DOES NOT MEAN THE MUNDANE BUT ESSENTIAL DUTIES ARE SHIRKED. • WILLING TO INVEST • ACTION IS MISSION-CENTRIC • LEARN HOW TO QUANTIFY THE SUBJECTIVE NEXT WEEK • SITUATIONAL LEADERSHIP • START THINKING ABOUT THE MIDTERM • BUILDING YOUR ANNOTATED BIBLIOGRAPHY BSAD 560 – LEADERSHIP AS A CALLING WEEK 4 - SITUATIONAL LEADERSHIP APPROACH Agenda • Crystal Aluko – Director of Multicultural Engagement and Student Affairs • Week 3 Review • Midterm Exam Discussion • Using Citation Resources • APA 6th Edition Serialization • Break • Situational Leadership – Part 1 • Group Activity • Break • Situational Leadership – Part 2 • Week 5 Preview 2 Crystal Aluko – Director of Multicultural Engagement and Student Affairs OHIO STATE LEADERSHIP STUDIES • OHIO STATE LEADERSHIP STUDIES WAS SERIES OF STUDIES ON LEADERSHIP PERFORMED IN 1945 TO IDENTIFY OBSERVABLE BEHAVIORS OF LEADERS INSTEAD OF FOCUSING ON THEIR INDIVIDUAL TRAITS. • THEY FOUND TWO CRITICAL CHARACTERISTICS OF LEADERSHIP EITHER OF WHICH COULD BE HIGH OR LOW OR INDEPENDENT OF ONE ANOTHER. THE RESEARCH WAS BASED ON QUESTIONNAIRES TO LEADERS AND SUBORDINATES OF THE ORGANIZATIONS. Retrieved at iedunote.com Consideration OHIO STATE LEADERSHIP STUDIES High Consideration and High Structure Low Consideration and Low Structure Low Consideration and High Structure Structure High Consideration and Low Structure UNIVERSITY OF MICHIGAN LEADERSHIP STUDIES • THE UNIVERSITY OF MICHIGAN LEADERSHIP STUDIES IS A BEHAVIORAL LEADERSHIP THEORY CONDUCTED TO IDENTIFY STYLES OF LEADER BEHAVIOR THAT RESULTS IN HIGHER PERFORMANCE AND SATISFACTION OF A GROUP. • THESE STUDIES FOUND TWO DISTINCT STYLES OF LEADERSHIP – JOB-CENTERED LEADERSHIP AND EMPLOYEE-CENTERED LEADERSHIP. • WHEREAS THE OHIO STATE STUDIES WERE NOT MUTUALLY EXCLUSIVE, THE UNIVERSITY OF MICHIGAN STUDIES ARE BASED ON A CONTINUUM. Retrieved at iedunote.com UNIVERSITY OF MICHIGAN LEADERSHIP STUDIES • JOB-CENTERED LEADERSHIP: MANAGERS USING JOB-CENTERED LEADER BEHAVIOR PAY CLOSE ATTENTION TO SUBORDINATES’ WORK, EXPLAIN WORK PROCEDURES AND ARE KEENLY INTERESTED IN PERFORMANCE. Retrieved at iedunote.com • EMPLOYEE-CENTERED LEADERSHIP: MANAGERS USING EMPLOYEE- CENTERED LEADER BEHAVIOR ARE INTERESTED IN DEVELOPING A COHESIVE WORK GROUP AND ENSURING THAT EMPLOYEES ARE SATISFIED WITH THEIR JOBS. HAWTHORNE STUDIES • CONDUCTED ON WORKERS AT THE HAWTHORNE PLANT OF THE WESTERN ELECTRIC COMPANY BY ELTON MAYO AND FRITZ ROETHLISBERGER IN THE 1920S. THE HAWTHORNE STUDIES WERE PART OF A REFOCUS ON MANAGERIAL STRATEGY INCORPORATING THE SOCIOPSYCHOLOGICAL ASPECTS OF HUMAN BEHAVIOR IN ORGANIZATIONS. Retreived from Lumen Learning • THE STUDIES ORIGINALLY LOOKED INTO WHETHER WORKERS WERE MORE RESPONSIVE AND WORKED MORE EFFICIENTLY UNDER CERTAIN ENVIRONMENTAL CONDITIONS, SUCH AS IMPROVED LIGHTING. HAWTHORNE STUDIES • WORKERS WERE MORE RESPONSIVE TO SOCIAL FACTORS—SUCH AS THE PEOPLE THEY WORKED WITH ON A TEAM AND THE AMOUNT OF INTEREST THEIR MANAGER HAD IN THEIR WORK—THAN THE FACTORS (LIGHTING, ETC.) THE RESEARCHERS HAD GONE IN TO INSPECT. • REJECTION OF HYPOTHESIS Retreived from Lumen Learning This Photo by Unknown Author is licensed under CC BY HAWTHORNE STUDIES • THE HAWTHORNE STUDIES DISCOVERED THAT WORKERS WERE HIGHLY RESPONSIVE TO ADDITIONAL ATTENTION FROM THEIR MANAGERS AND THE FEELING THAT THEIR MANAGERS ACTUALLY CARED ABOUT, AND WERE INTERESTED IN, THEIR WORK. • THE STUDIES ALSO FOUND THAT ALTHOUGH FINANCIAL MOTIVES ARE IMPORTANT, SOCIAL ISSUES ARE EQUALLY IMPORTANT FACTORS IN WORKER PRODUCTIVITY. This Photo by Unknown Author is licensed under CC BY-SA-NC Retreived from Lumen Learning 10 BEHAVIORS OF REAL LEADERS BY STEVE TOVAK • LEADER AS A TEACHER • INSPIRES OTHERS TO ACTION • IF THEY HEAR YOU, THEY WILL LISTEN • NO WHINING! • SEEK CHALLENGES • ARE NOT FULLY EGOMANIACS • THEY DO NOT FOLLOW • ONLY DO WHAT MATTERS • BIG PROBLEM SOLVERS • EFFECTIVE NOT EFFICIENT Midterm Exam • • • • • • • • 15 question – 5 points each All question types No time limit Questions will be derived from the slide decks. You will be expected to think laterally. Final Test will be similar to the midterm. If you study, you will do well. Test will open on Thursday and close Sunday at midnight. 13 Using Citation Resources • Sample APA 6th Edition Paper – Click here • Citation Machine – Click here • APA Tutorial – Click here • APA Headings and Subheading – Click here • APA Title Page and Running Head – Click here • Microsoft Word Reference Repository Walkthrough – Click here This Photo by Unknown Author is licensed under CC BY-SA-NC Situational Leadership • Sample APA 6th Edition Paper – Click here • Citation Machine – Click here • APA Tutorial – Click here • APA Headings and Subheading – Click here • APA Title Page and Running Head – Click here • Microsoft Word Reference Repository Walkthrough – Click here This Photo by Unknown Author is licensed under CC BY-NC-ND Hershey-Blanchard Situational Leadership Theory Situational Leadership Theory is really the short form for "Hersey-Blanchard Situational Leadership Theory" and draws major views from contingency thinking. As the name implies, leadership depends upon each individual situation, and no single leadership style can be considered the best. For Hershey and Blanchard, tasks are different and each type of task requires a different leadership style. A good leader will be able to adapt her or his leadership to the goals or objectives to be accomplished. Goal setting, capacity to assume responsibility, education, and experience are main factors that make a leader successful. Not only is the leadership style important for a successful leader-led situation but the ability or maturity of those being led is a critical factor, as well. Leadership techniques fall out of the leader pairing her or his leadership style to the maturity level of the group. https://www.leadership-central.com/situational-leadershiptheory.html Hershey-Blanchard Situational Leadership Theory Strengths Shortcomings • The simplicity of the theory makes it easy to apply. • The theory may not be applicable to managers as administrators or those with limited power but in structurally in a leadership position. • The theory has simple scales that a leader can use to give a "thumb in the wind" assessment of what leadership style to use. • Maturity and competence of the group are often overlooked factors in good leadership and it helps to focus on these. • There are situations in which the theory may be less applicable such as those involving time constraints and task complexity. • Testing of the theory doesn't seem to bear out the predictions. 17 Hershey-Blanchard Situational Leadership Theory Maturity • The level of independence of the employee depends on a number of factors. First or all, experience is an important indicator to find out whether an employee is able to independently do their job and take (full) responsibility for it. In addition, they have to have sufficient knowledge and skills to complete their tasks independently, and have enough motivation to lead themselves. Someone who has been in the same position for years, might be skilled and experienced, but could be struggling with motivation because of a lack of career opportunities. In that case, the employee will not score as high on Maturity as a colleague who is highly motivated. If an employee starts in a new position within the organization, it will take some time for him to become Mature in there as well. Newly hired staff, recent graduates and interns will be at the low side of Maturity for longer. After all, it takes people a few months to as long as a year to be able to work fully. 18 Hershey-Blanchard Situational Leadership Theory Drs. Hershey and Blanchard distinguish four levels of maturity that can be placed in their situational leadership model: • S1. Directing: a lot of direction by the leader and little support; low competence and low motivation. • S2. Coaching: a lot of direction by the leader and a lot of support; low competence and high motivation. • S3. Supporting: little direction by the leader and a lot of support; high competence and low motivation. • S4. Delegating: little direction by the leader and little support; high competence and high motivation. Hershey-Blanchard Situational Leadership Theory S1: Telling (Directing) - Refers a high-task, low-relationship style wherein the leader gives explicit directions and supervises work closely. This style is geared toward low maturity followers. https://www.investopedia.com/terms/h/hersey-and-blanchardmodel.asp 20 Hershey-Blanchard Situational Leadership Theory S2: Selling (Coaching) - Refers to a hightask, high-relationship style, in which the leader attempts to sell his ideas to the group by explaining task directions in a persuasive manner. This, too, is used with moderate followers. Unlike the previous style, these followers have the ability but are unwilling to do the job. https://www.investopedia.com/terms/h/hersey-and-blanchardmodel.asp 21 Hershey-Blanchard Situational Leadership Theory S3: Participating (Supporting) - A lowtask, high-relationship style that emphasizes shared ideas and decisions. Managers using the participating style tend to use it with moderate followers who are not only experienced but with those who aren't as confident to do the tasks assigned. https://www.investopedia.com/terms/h/hersey-and-blanchardmodel.asp 22 Hershey-Blanchard Situational Leadership Theory S4: Delegating - A low-task, lowrelationship style wherein the leader allows the group to take responsibility for task decisions. This is best used with high maturity followers. https://www.investopedia.com/terms/h/hersey-and-blanchardmodel.asp 23 Next Week • Transformational Leadership • Diversity and Cross-Cultural Communication • Start creating your rough draft
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Running head: LEADERSHIP COURSE LINK WITH LIFE/WORK EXPERIENCES

Leadership course link with Life/Work experiences
Student’s Name
Institution
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LEADERSHIP COURSE LINK WITH LIFE/WORK EXPERIENCES

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Leadership course link with Life/Work experiences
Most of the concepts learned in the leadership course are relevant to daily life, whether in
the workplace or elsewhere. Leadership concepts enable one to become a better leader in society
and a more effective employee in the workplace. In class, one learns about the need for
multicultural engagement in the workplace and life. This means that one is expected to observe
diversity aspects of the rest of the people that he or she interacts with. In the outside world, this
enables one to understand the best way to live with people from different cultures (Hersey,
2014...


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