Leadership style, management assignment help

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Question Description

  1. What is your style of developing others? Are you a shaman, a priest, an elected leader, a missionary, or a mystic healer in your approach to teaching? How did you develop your style?
  2. Apply conditions conducive to growth to your own development. What factors are present that will help you fulfill your potential?
  3. Discuss job stress and burnout prevention based on your own experiences. Discuss the role of the leader, as well as effective coping techniques.

Complete: The minimum word count for all Complete sections combined is 750 words per unit. The general expectation is 1,000 words per unit. The student’s responses in the Complete section should be supported by at least 2 references while 3 references is the general expectation.

Sources: Approved sources for this course include the course textbook and scholarly articles from the Bethel library databases. No other source information is acceptable.

Format: intext citations are always inside a sentence. Here are three good examples:

Paraphrasing examples:

According to Manning and Curtis (2015), casting a vision is an important leadership action.

Casting a vision is an important element in leadership (Manning & Curtis, 2015).

Direct quote examples (notice the “quote” marks and page number):

Manning and Curtis (2015) state how “the first requirement for a leader is a strong sense of purpose” (p. 32).

Leadership has many requirements, but “the first requirement for a leader is a strong sense of purpose” (Manning & Curtis, 2015, p. 32).

Reference

Manning, G., & Curtis, K. (2015). The art of leadership (5th ed.). New York: McGraw Hill.

Tips for Complete Sections

The list of tips posted here is intended to communicate what I look for when I review your Complete questions.

1) Be sure to meet the assignment requirements--don't lose points for the easy things like word count/source count/source type/etc. 2) Use key facts/ideas/concepts/theories/etc. from the textbook and research articles to craft your answers to each question.

3) Be sure you focus your answer to each question on the question. Please note, sometimes questions have multiple parts--answer all parts.

4) Be sure you use separate sentences to distinguish your source information from your application. In other words, you should cite sentences where you are presenting the facts/ideas/concepts/theories/etc. from the textbook or research articles. Then, in the following sentences you’d explain how that concept applies with examples/application/critical thinking.I am looking at how you engage the reading/research material and how well you demonstrate competency on that material in your answers. All the questions are designed to let you use the material to craft an answer. So…analyze the question well first and figure out what part of the material (you should have read the material at that point!) you can use to answer the question.

APA FORMAT PLEASE COMMUNICATE WITH ME ON TWO OTHER REFERENCES THAT YOU WOULD LIKE TO USE AND I WILL GIVE YOU THE MATERIAL FROM BETHEL UNIVERSITY LIBRARY. I JUST NEED WHAT YOU LOOKING FOR.

ONE REFERENCE MUST BE THE READING MATERIAL THAT I UPLOADED ONTO HERE.


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man62457_ch16_397-416.indd Page 397 11/25/13 1:07 PM f-496 Part 8 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles Developing Others 16. The Leader as Coach 17. Helping People through Change and Burnout Prevention W I L THE BEST WAY OF EDUCATING PRINCES is to teach them to become intimate S with all sorts and conditions of men. Their commonest handicap is that they do O not know their people. N People are always masked in their company because they are the masters. They, meet many subjects, but no real people. Hence, bad choice of favorites and ministers that dims the fame of kings and ruins their subjects. Teach a prince to be sober, chaste, pious, generous, and you will teach him how J A M I E to love his people and his kingly dignity; and you will implant in him every virtue Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. at the same time. —Marquis of Vauvenargues, 1715–1747 Maxims and Reflections of Luc de Clapiers 5 0 Learning Objectives 5 After studying Part 1Eight, you will be able to: • Describe the role B of the leader as coach and developer of people. • Identify the conditions U conducive to growth. • Know how a leader can help people through change, including the importance of attitude and personal example. • Identify where you are in the burnout process, including steps that can be taken for emergency, short-term, and long-term aid. • Identify the characteristics of a hardy personality. • Determine your level of adaptive capacity. Are you a stress-resistant person? 397 man62457_ch16_397-416.indd Page 398 11/25/13 1:07 PM f-496 CHAPTER 16 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles The Leader as Coach T W he Native American totem for teacher is Wolf. As the moon rises every night, I new to learn from it. Leaders, too, in exploring life Wolf always finds something may discover new truths toL share with the rest of the clan, the human race. How does a leader show concern for others? An important way is by taking interest in people and by helping them grow to theirSfull potential. The signs of caring leadership appear primarily among the followers. Are O the followers engaged in their work and striving to do their best? Are they learning and growing in knowledge, skill, and attitude?1 N others as the most relevant and rewarding of all Many leaders view developing their tasks. Effective leaders at all , levels of responsibility—chief executive, middle manager, and frontline supervisor—are aware that the failure experienced by Roger in the following story can occur in the adult world of work as well. J A Why Can’t Roger Learn? M I in the classroom, he was beginning to fail and When Roger was first observed to feel defeated, but he was E trying. When the observers walked in, he was lis- tening with obvious interest to a story his teacher was reading. He sat quietly for at least 15 minutes. After the story, the teacher wrote some letters of the alphabet on the blackboard 5 and requested that the children copy them on a sheet of paper she passed out. 0 Roger picked up the crayon and looked at his neighbor’s paper to see what he was supposed to do; he then started to write. The teacher moved over to 5 him, took the crayon out of his hand, and said firmly and with minor irritation, 1 “Not a crayon, Roger; use a pencil.” Roger glanced at the little girl on his right, in obvious embarrassment. He B wanted her to like him. He turned back to the teacher and said in a small voice, “I don’t have a pencil.”UThe teacher turned to the class and announced, “Some of us are not prepared. Who has a pencil to lend Roger?” Another child, eager to please the teacher, moved over to Roger and handed him a pencil. Roger was looking at the floor in embarrassment, but managed to thank him. In a few moments he again tried to find out how to do the assigned task. He watched his neighbor, but the child turned to him and said angrily, “Stop looking. Do your own stuff.” Finding no answer to his dilemma, Roger decided to escape by going up to sharpen his pencil. Another child was ahead of him, so Roger waited patiently for his turn. His smallness in comparison to the other children was very evident. Two other children came to sharpen their pencils and pushed Roger 398 man62457_ch16_397-416.indd Page 399 11/25/13 1:07 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. 16 / The Leader as Coach 399 aside. He allowed the intrusion, because what can be done when others are so much bigger and aggressive? Another child came up and also attempted to push Roger aside. Anger flooded over his face. He had to show them that he had importance too. He attempted to push the intruder away saying, “It’s my turn.” The teacher noticed Roger pushing and said angrily, “Roger, take your seat, immediately.” The teacher then glanced over at the observers, grimaced with distaste, and shook her head. She was sure that they shared insight into Roger’s problems. Roger walked dejectedly back to his seat. After a few moments of depressed staring at his paper, he leaned toward the girl on his left and whispered desperately, “How do you do it?” The girl frowned and said, “Shh-h,” and hit him on the head with her pencil. The teacher noticed difficulty again and assuming that Roger was responsible (after all, he isW such a problem), said in exasperation, “Roger, will you please pay attention to your paper!” I Roger glanced around the room to see if everyone else was looking at him. He stared down at L his shoe, his face red. He could have been saying, “What’s wrong with me? Why S can’t I do anything right? Why does everyone hate me?” He still wanted to try; he had not reached the place where complete failure and hostilityO had taken over. Therefore, he attempted to do something about the hated paper N before him. He made some marks; then, as though talking to himself, he said, “Is this good?” He glanced over at the paper of the , boy on his right. As if in answer to his own question, he said, “Oh, ugh. Look at his.” He wanted to think somebody was doing worse than he was. The boy stuck out his tongue J at him, and Roger turned listlessly back to his paper. The teacher was coming up the aisle again and paused at Roger’s seat. A “Roger, we are not writing our names, we are just practicing M’s.” She hurried M without showing him what to do and started moving over to the blackboard through the next lesson. Several more letters were presented. Roger became I restless. He didn’t understand. He wiggled in his seat and then stood up. The E children began to practice the letters again. Roger became very frustrated as he found he was unable to form them. He let his paper fall to the floor. “Pass your papers5to the end of the table,” the teacher said. “Roger, get your paper,” said the little girl next to him, “Roger, I’m telling. We have to pass them 0 down.” The angry voice of the teacher was once again heard. “Roger, get your paper off the floor.”5Roger complied, but he hit the paper with his pencil. He didn’t like it. It was no 1 good. He felt bad. He didn’t want anyone else to see it. The teacher gave all the children another piece of paper to continue the B letter-making practice. Roger somehow found new determination and tried again. He followed U the teacher’s movements in the air, whispering to himself in concentration. The angry little girl leaned over to him and said, “Shh-h,” and hit him on the head with her pencil again. Roger wanted her to like him, so he did nothing. But his frustration had to be expressed. He zoomed his pencil in the air, making a quiet airplane noise. He forgot the task. The teacher scolded him again and wearily exhorted him to pay attention. The observation lasted only one hour. What happens over time to such a person, who experiences hour after hour of failure? Two months after the initial observation, Roger refused to try any learning task. He often crawled on the floor like an animal, making odd noises. He could not sit still for more than five minutes, and he hit his peers and yelled at them. His teacher became frantic. man62457_ch16_397-416.indd Page 400 11/25/13 1:07 PM f-496 400 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 8 / Developing Others His mother was so worried that she came to school often and peered through the window of the schoolroom door. “He cries every day about school. He says everyone hates him,” she explained. Failure and a particular kind of punishment had distorted Roger. In many schools where administrators and teachers are unaware of the seriousness of allowing a child to fail or of using aversive techniques to change behavior, they still ask about such a child, “Why did it happen?” “Probably the parents,” the accusing answer echoes down the school halls.2 Effective leaders know that Roger’s failure wasn’t necessary, that preventing such failure is important, and that their own ability to coach is often the key. It is a proven fact that expectation of failure can help bring about failure. Conversely, expectation W of success can help bring about success. Children have been found to score from two I test is administered by a teacher who conveys to three points higher when an IQ expectation for success than when L the same test is given by a teacher who does not convey high expectations. This phenomenon is called the Pygmalion effect.3 Eugene Krantz, NASA FlightS Director of Apollo 13, describes the role of the Pygmalion effect in the world ofO work. Expecting high performance is prerequisite to its achievement among those who work with you. Your high standards and optimistic anticipations will not guarantee aNfavorable outcome, but their absence will assuredly create the opposite.4 Closely related , to Pygmalion is the Galatea effect, when an individual’s high self-expectation leads to high performance.5 The role of positive expectations and the strength of the self-fulfilling prophecy has been widely supported in theJworkplace. Research by J. Sterling Livingston confirmed and popularized the concept. A meta-analysis of 17 studies involving A power of beliefs to influence results, including 3,000 employees shows the positive employees considered by management, M and by themselves, to have low expectations.6 It should be noted that the self-fulfilling prophecy works in the negative direction I as well. Low expectation of success leading to poor performance is known as the 7 E Golem effect. Leadership author and educator John Gardner explains the importance of the leader as teacher and developer of people: 5 If one is leading, teaching, dealing with young people or engaged in any other activity that involves influencing, directing, guiding, helping 0 or nurturing, the whole tone of the relationship is conditioned by one’s faith in human possibilities. That is the generative element, the source of the 58 current that gives life to the relationship. 1 How do high-performance companies like Great American Insurance, Google, Bof the Pygmalion and Galatea effects? Management and others capitalize on the power educator Jeff Walter explains—the U task is accomplished by using combinations of the following: (1) Treat all employees like top draft choices—expect success; (2) recognize that everyone has the potential to increase performance; (3) set high performance “stretch goals”; (4) provide the input and resources needed to achieve success; (5) provide constructive feedback and redirection when necessary; and (6) reward employees for hard work, dedication, team work, and jobs well done.9 The Development of Others Motivation expert Zig Ziglar once observed that he had read a lot of birth announcements, all of them indicating that the newborn was a boy or a girl. None of them announced the arrival of a farmer, a doctor, an engineer, or a member of man62457_ch16_397-416.indd Page 401 11/25/13 1:07 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 16 / The Leader as Coach 401 any other profession. There is an old saying—“If you ever see a turtle on a fence post, you know it didn’t get there by itself.” So it is with people: Performers in every field are developed, not born. Effective leaders recognize the importance of developing people. Like the productive farmer who plants good seeds and cares for them properly, effective leaders view developing others as an essential key to success. Leading is like coaching in many ways. In basketball, for example, the coach cannot cross the line and move onto the playing court. She works in advance of playing time and on the side of the action. Before the game, she prepares her players by anticipating the problems they will face and by readying them to meet those problems. She trains, advises, and encourages, but she never touches the ball. The coach cannot do the players’ work for them. Instead, she is a mentor and teacher.10 The leader as teacher is a concept that has been with us for centuries. The term mentor is derived from The Odyssey, in which Homer describes Ulysses as choosing his trusted friend, Mentor, W to look after his son, Telemachus, as Ulysses begins his 10-year journey. Mentor gives Telemachus good counsel, and he cares for and protects I attributes have been central to our modern concept of him as his teacher. These 11 mentoring in the workplace. L Types of Coaches/Leaders S O best way to lead, there is no one best way to develop others. Just as there is no single Each leader brings unique N personal experiences and talent to the task. The following are five types of coaches/leaders.12 Keep in mind that not all types are appropriate for , all learners in all circumstances. ■ Copyright © 2015 McGraw-Hill Education. Permission required for reproduction or display. ■ ■ ■ ■ Shamans heal through the use of personal power. They focus the attention of their followers on themselves. J When this approach is combined with unusual gifts and skills, shamans are charismatic. They have power, energy, and commitment that A they use to energize others. Priests claim powerM through office. They are agents of omnipotent authority, and the people who follow I them are taught to see themselves as set apart from others. Priests establish structure, order, and continuity—a past program and a plan for E future. Priests operate in a hierarchy with roles and the immediate and distant duties in a hierarchical ladder. Elected leaders undergo 5 trials, self-transformation, training, or some other rite to achieve their positions. Elected leaders derive power not only from their own experience, but also0from the mandate of their followers. Consent of followers constitutes much of5the power of these coaches/leaders. Missionaries are goal-directed. Usually, missions involve a utopian view of the 1 future and a program for achieving reforms. Missionaries teach out of personal Bin certain ideals and seeing it as a duty to pass on these conviction, believing ideals to others. U Mystic healers seek the source of illness and health in the follower’s personality. Mystic healers try to discover the statue in the marble and seek, like Michelangelo, to find what can be created from the raw material. To be successful, these coaches/leaders require unselfish motivation and considerable sensitivity, as well as flexibility to vary treatment according to the nature and needs of each individual. Much of contemporary leading and coaching incorporates the priestly, elected, and missionary types. The priest brings continuity and hierarchy to the task, as power is delegated by the most powerful, and people at each level, division, or unit are differentiated from others. The elected leader gains authority by election, and followership is by consent of the governed. Missionaries can be found in many man62457_ch16_397-416.indd Page 402 11/25/13 1:07 PM f-496 402 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 8 / Developing Others organizations that have some kind of central mission—economic, religious, political, social service, or other. Shamans and mystic healers may or may not operate within the bounds or the dictates of an organization. Their approach to developing others tends to be individualistic and personalized. The educator John Dewey said learning is all about the learner. The leader who would be coach or mentor must remember the three ways people grow: Be a way the person respects; provide knowledge the person values; and teach skills the person needs. An example from sports shows the mind of a successful coach. Anthony “Tony” Dungy was the head coach of the Indianapolis Colts in 2007 when they won the Super Bowl. Dungy’s coaching philosophy is instructive to leaders everywhere, not just football. Dungy believes good coaches are essentially teachers who do not belittle or scream at players. He also believes faith and family take priority over football, so he is active in such charitable programs as Big Brothers and Big Sisters, the Boys and Girls Clubs, and the Prison Ministry. Not only did Dungy create a football dynastyW in Indiana, he also extended his reach in the NFL by having four of his assistant coaches move into head coaching positions with I other NFL teams.13 Principles of Developing Others L S Like pine trees that are stunted if they grow near the timberline, more fully O the mountainside, and tall and green if they developed if they grow farther down grow in the valley, people also N experience maximum development under certain conditions. , to growth are the following:14 Personal conditions conducive 1. 2. 3. 4. 5. People grow when there is a felt need. J People grow when they are encouraged by someone they respect. People grow when their plansAmove from general goals to specific actions. People grow as they move from M a condition of lower to higher self-esteem. People grow as they move from external to internal commitment. I Organizational conditions conducive to growth are the following:15 E 1. Basic respect for the worth and dignity of all people is a cardinal value. 2. Individual differences are recognized, and a variety of learning experiences are 5 provided. 0 or her level of development and is helped to grow 3. Each person is addressed at his to fuller potential. 5 4. Good communications prevail—people express themselves honestly and listen 1 with respect to the views of others. B 5. Growth is rewarded through recognition and tangible signs of approval— commendation, promotion, income, and the like. U Peter Senge’s book The Fifth Discipline has popularized the concept of the learning organization. Learning organizations use six ingredients to discover, create, and transfer knowledge and skills: (1) They search constantly for new knowledge and ways to apply it; (2) they carefully review both successes and failures; (3) they benchmark and implement best practices; (4) they share lessons learned; (5) they reward innovation; (6) experienced and new employees learn together.16 Principles to follow in developing others include the following: 1. Have a respectful attitude. Deep inside each person is the desire to achieve something, to be somebody. If you tap into that desire and demonstrate that you believe in the person, self-respect can be ignited. Ultimately, it is self-respect that fuels success. The effective leader agrees with W. B. Yeats, who said: “Education is man62457_ch16_397-416.indd Page 403 11/25/13 1:07 PM f-496 /203/MH02022/man62457_disk1of1/0077862457/man62457_pagefiles 16 / The Leader as Coach 403 not the filling of a pail, but the lighting of a fire.”17 Consider the story of the banker and the begg ...
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Tutor Answer

Teacher-morena
School: Boston College

Hello check the document

Running head: Leadership

1

LEADERSHIP
NAME OF STUDENT
NAME OF UNIVERSITY
Apr. 8, 17

Leadership

2

LEADERSHIP
Leadership is a social influence which

includes coming up with visions and goals of a group of

a people or an organization and is able to influence and motivate others in order to maximize
their efforts in ensuring goals are achieved. According to Manning and Curtis G, 2015, a leader
is a person who has people following him/her. Leadership skills can be learnt or developed by
supporting the juniors through experience, formal or informal education.
As an elected leader there are ways in which I normally help my juniors to realize and develop
their leadership skills. Firstly, is making them realize their own talents .This is possible when
you first realize the capabilities of your juniors so that you can actually know the exact place to
start. This will make him to gain interest in leadership. Secondly is through mentoring which
involves helping the person to grow and develop positive thinking about leadership since no
body is born a leader as everybody can become a leader according to Manning and Curtis G,
2015.You can make your juniors to struggle a lot in their duties. Let them do things on their own
without offering much assistance to them. Teach your juniors how to communicate with others
.In this, organize them into different groups in which they will be able to lead themselves. This
will make them to be effective leaders and communicate effectively even with the outsiders
I developed leadership skills at a very tender age .I became a leader in my school. I attended
workshops and seminars that were taking place in my school where I became more immense in
leading skills. My seniors used to mentor and encourage me as well. Through this I was able to

Leadership

2

know and understand the challenges that one get through with as a leader and effective ways of
dealing with them. In addition, through believing in myself and building confidence in me I have
managed to be among the successful leaders in my field. Having passion in leadership is a key
thing to be able to develop leadership skills. Effective leaders are self-made.
There are many factors that are considered to favor leadership development. Firstly is selfreliance. As a leader am supposed to rely on myself as relying ...

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Anonymous
Tutor went the extra mile to help me with this essay. Citations were a bit shaky but I appreciated how well he handled APA styles and how ok he was to change them even though I didnt specify. Got a B+ which is believable and acceptable.

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