Adelphi · Syllabus · BMGT 365 4150 Organizational Leadership (2222) BMGT-365 Spring 2022 Section 4150 3 Credits 03/16/2022 to 05/10/2022  Class Summary M 06:00:00 PM 09:00:00 PM  Faculty Contact Charles Perry charles.perry@faculty.umgc.edu  Course Description Prerequisite: BMGT 110 or BMGT 364. An exploration of leadership as a critical skill for the 21st century, when change occurs rapidly and consistently. The objective is to use leadership theory and assessment tools to evaluate one's own leadership skills. Focus is on the leadership skills needed to develop committed and productive individuals and high-performing organizations. Topics include vision, values, culture, ethics, and the interaction between the organization and the external environment. Students may receive credit for only one of the following courses: BMGT 365, MGMT 300, MGST 310, or TEMN 310.  Course Introduction In this course, you will improve your leadership skills by understanding leadership theory and applying that knowledge to real-world situations. You will begin by assessing your own leadership skills and identifying potential improvements. The course will cover leadership at the individual, group, and organization levels. Leadership responses to internal organizational challenges, in addition to the interaction between the organization and the external environment, will be examined.  Course Outcomes After completing this course, you should be able to: Use leadership theories, assessment tools, and an understanding of the role of ethics, emotional intelligence, cultural intelligence, competencies, values, and attitudes to evaluate and enhance personal leadership skills Assess the interactions between the external environment and within an organization to foster responsible and effective leadership and organizational practices Collaborate in teams utilizing effective communication, critical thinking and problem solving skills Develop individual awareness, style and communication skills that enhance leadership skills Integrate and apply analytical principles and concepts of leadership to make strategic decisions.  Course Materials Click to access your course materials information (http://webapps.umgc.edu/UgcmBook/BPage.cfm? C=BMGT%20365&S=4150&Sem=2222) 1 of 13  Class Guidelines Contacting your Faculty Member There are several ways to contact your faculty. From within the LEO class: You can use the Private Messaging feature within the classroom to send a message to your faculty member. Email: You can also email your faculty directly from your student email account (firstname.lastname@student.umgc.edu), which is the preferred manner of communication. Phone: If you need to speak with your faculty directly, check Faculty Information under Content>>Start Here. Preparation Take a tour of the classroom to help navigate through the classroom. Under Content, go to Start Here. Be sure to review Course Resources where you will find resources: Learning to Use APA and the Student Toolbox. Go to Syllabus and read thoroughly so you will gain an understanding of the expectations of the course. Under Syllabus and click on Faculty Bio to gain insight on your instructor. Go to Week 1>>Introduce Yourself module. Share information about yourself. All the required readings are available in your LEO classroom. Please begin each week by reading through the required materials and then participating in the Discussions. Students taking a hybrid course typically have one discussion but may have more. Online students should expect a minimum of two discussions when there is a discussion held. Time on Task: Students are expected to spend between 42 and 45 hours per credit hour on coursework for the semester. For further explanation see Policy 160.00 - Credit Hour Definition (http://www.umgc.edu/administration/policies-and-reporting/policies/academic-affairs/credithour-definition.cfm) . Active participation is required in all online courses, and you should expect to log in to your online courses several times a week. Absence from class does not excuse you from missed coursework. You are responsible for obtaining detailed information about missed class sessions, including their content, activities covered, and any announcements or assignments. Failure to complete any required coursework may adversely affect your grade. Teachers are not expected to repeat material that you missed because of your absence from class. Classroom Management Announcements - Students should make a habit of checking the class Announcements on a regular (daily) basis. This is where the instructor will advise the entire class of any changes to the syllabus, anticipated assignments, updates on grade postings and other items impacting the entire class. Students are responsible for reading all assigned course material scheduled for the week. When this class is conducted in an online environment, students will be presented with one or more learning activities about a specific theme or topic. The theme/topic will align with the reading assignments and the course outcomes. Students will have the opportunity to demonstrate their mastery of the materials, and the course outcomes by their asynchronous participation in the discussions. Research may be required or students may enhance the discussions with research done on their own. Students receive feedback for participating in the discussions. By completing the course assignments students also have the opportunity to demonstrate mastery of course outcomes, critical thinking, and application of course material as well as writing skills. Requirements for each course assignment are described in detail within the course. Grading rubrics are used to ensure objectivity and a common basis for grading across different sections of the course. Students receive feedback for each graded assignment. 2 of 13 This course may be conducted as a hybrid course combining in-class and online instruction. In-class sessions also provide an opportunity for students to demonstrate critical thinking, application of course material, and mastery of course outcomes. In-class activities may include guided discussions, debates, presentations, role-play, etc. Discipline-Specific Requirements The writing style guide required for the business administration discipline is the 7th Edition of the Publication Manual of the American Psychological Association . Students should use this edition as the guide for using in-text citations and a reference list in the business courses, the only APA elements students are expected to use other than understanding plagiarism. Plagiarism has become an issue in not only major research assignments and papers, but also in the learning activities. Please review the 7th of APA and the UMGC Policy 150.25 - Academic Dishonesty and Plagiarism . Plagiarism will not be tolerated in any academic activity in the programs. No work will be accepted after the last day of the semester without an approved Incomplete. Use of Online Clearinghouses and Other Websites Using online term paper clearinghouses or other commercial websites distributing term papers or promising course assignments for a fee is a policy violation. At no time is it okay to use clearing houses, websites, or work prepared by someone other than yourself. All work submitted for a course must be self-prepared. APA Requirements Under the Discipline Specific Requirements above, students are asked to adhere to the APA guidelines. Students are asked to following these guidelines for the all work done in the course for the following reasons: In business it is not enough to present one’s opinion. Learning to support opinion or one’s findings brings validity to reasoning or a position taken. Helps avoid plagiarism by demonstrating one’s integrity and skill as a responsible student. Helps readers understand the context of the argument and provides a trail to locate the material cited; Helps in the student’s learning process by drawing attention to the originality and legitimacy of one’s own ideas and work; Provides evidence of research and demonstrates a student’s careful and thorough work put into locating and exploring sources; Allows student to acknowledge those authors who contributed to learning; Announcements Students are responsible for reading all posted announcements. Failure to read announcements may result in missed updates, cancelled classes or information that may provide clarity to a discussion or project. Weekly Discussions/Participation In registering for a college course, a commitment to participate in course discussions as well as in other online activities was made. Discussions are used for students to explore various topics to gain an understanding of the course material. Discussions also afford students the opportunity to apply the concepts, theories and ideas presented in the class to real world scenarios. Participation for this course is defined as proactive discussions. Participation requires active reflection on weekly readings and other course material to develop original ideas in the responses. If a student misses a discussion for a compelling reason, the student may contact the instructor and request an alternate assignment. The instructor will use his/her discretion to decide whether an alternate assignment with a new due date should be provided to the student. Work not submitted by the new due date is subject to provisions of the Late Policy below. It is important to note that students will receive a participation grade based on the discussion/participation rubric provided in the classroom (located under Content >> Learning Activities: Read Me!). Students are graded on several criteria: 1) Quality of the initial posts that shows evidence of responding to all questions and the use of critical thinking (analysis, synthesis, evaluation and reflection) and use of course material; 2) Quality of responses to classmates that extend discussions or pose new possibilities or opinions not previously voiced; 3) Frequency of posting throughout a week; 4) Timeliness of post; 5) Writing mechanics and 6) APA usage. Students should not expect full credit grades based on the number of responses made within a discussion. If taking a hybrid course, students are expected to participate in onsite activities as well as participate in mandatory online learning activities/discussions. If an onsite class is cancelled due to weather conditions or unforeseen circumstances, the planned scheduled activities will move to the online class. 3 of 13 It is highly suggested that students register for My Alerts at: https://alert.umgc.edu/index.php?CCheck=1 Each week, a series of questions, exercises, or scenarios that prompt deeper exploration of the readings will be posted in the weekly discussion area. Students are expected to demonstrate critical thinking and an understanding of the content from the assigned readings as it relates to the issues identified in each discussion. Students are expected to use course content and outside resources to support their opinion or reasoning. Typically, students are expected to make his or her contributions to a main topic as well as to respond with value-added comments to the postings of at least two classmates. Students are encouraged to respond to the instructor. Note in the grading policy that your online discussion participation counts significantly toward your final grade. Grades for participation will be provided in several weeks throughout the class. What is a substantive comment in an online discussions? Please note that both quantity and quality are important considerations when it comes to participation. A comment which says simply "I agree", for example, would not constitute participation since it does not add anything of substance to the discussion. Additionally, agreeing and repeating what someone else wrote does not constitute participation. Feel free to agree or disagree but please give reasons to support your position. Students are expected to add substantially to the discussion presenting new ideas, your perspectives (supported), pointed follow-up questions, etc. You will find it's much easier to keep up with an online class if you are logging in and participating regularly. Some of the characteristics of effective class participation follow: Is the information posted relevant to the discussions in terms of increasing everyone’s understanding of the topic or are students merely regurgitation of case facts? Do the comments take into consideration the ideas offered by others earlier in the class or are the points isolated and disjointed? The best contributions to our weekly discussions tend to be those that are excellently prepared, demonstrate reflection, listening and interpretive skills. Do your comments show evidence of thorough reading and analysis? Does the participant distinguish among different kinds of data: that is, facts, opinions, assumptions, and inferences? Is there a willingness to test new ideas or are all comments cautious/"safe"? Is the participant willing to interact with other class members by asking questions or challenging conclusions? You are expected to adhere to the general rules of online etiquette. The following provides a set of online etiquette general rules: http://achievevirtual.org/7-rules-for-online-etiquette/ What is critical thinking? At UMGC critical thinking is central to learning as students prepare for success in the outside world. When asked, employers list critical thinking at the top of the list for skills they expect new hires to possess. Critical thinking requires the use of mental processes of understanding and reasoning, analysis and evaluation but it is also about how one approaches an issue or question. According to Good (2005) critical thinking is “typically associated with solving complex real world problems, generating multiple (or creative) solutions to a problem, drawing inferences, synthesizing and integrating information, distinguishing between fact and opinion, or estimating potential outcomes, but it can also refer to the process of evaluating the quality of one's own thinking.” Reference: Good, R. (2005, June). Role of critical thinking in online education . Retrieved from http://www.masternewmedia.org/education/critical_thinking/educational_role_of_critical_thinking.htm When students are asked to provide “what you think,” the expectation is that students support with the readings or the literature why you think what you do. Therefore, using phrases such as “I think,” “I feel,” “In my opinion,” and “I believe” have to be supported with the readings/literature.  Grading Information You are responsible for the following graded items: 4 of 13 Category % of Grade Discussions/Participation Memo (Week 1) 5% Case Scenario (Week 6) 10% Reflection (Week 8) 10% Team Deliverables Job Announcement (Week 2) 10% Succession Planning Part One (Week 3) 10% Succession Planning Part Two (Week 4) 15% Peer Evaluation (Week 4) 5% Individual Deliverables Self Assessment and Job Application Memo (Week 5) 15% Crisis Leadership Report (Week 7) 20% Total 100% Week Weekly Themes Discussion Value Individual Deliverable 1 What is Meant by Leadership and Who are Leaders? 2 Leadership Styles, Traits, Memo Value Team Deliverable Value 5% Job 10% Announcement Attributes and Competencies 3 Mission, Vision, Strategic Thinking, and Planning for Tomorrow Succession Planning Part One 10% 5 of 13 4 Leadership Challenges of Today Peer Evaluation 5 Self-Knowledge as a Powerful Leadership Tool Self15% Assessment and Job Application Memo 6 Leaders and Followers 7 Creating a Culture and Structure that Enhances Case Scenario 5% Succession Planning Part Two 15% 10% Crisis Leadership Report 20% Sustainability 8 Bringing It All Together Reflection Total Value 10% 25% 40% 35% Grading Philosophy Grades are assigned based solely on performance and not on prevailing students' expectations, perceptions of their performance, or level of effort. The grading standards are developed based on course outcomes and reflect the appropriate level of content mastery, including the subject matter as well as core curriculum components deemed appropriate, such as effective writing and information literacy. Although a bell curve may not always be achieved nor necessarily desirable, the expectation is that the grade of A is awarded only to students whose work is truly exceptional, reflecting both content mastery and the ability to analyze and articulate that material. The grade of A would not be routinely expected, and the grades of B and C would be clearly denoted as appropriate to lesser degrees of content mastery as discussed above. The grade of D represents the lowest passing grade and denotes borderline content mastery and ability. Students must complete courses required for the major with a grade of C or better. Definition of Academic Rigor UMGC defines academic rigor as the degree to which students demonstrate content mastery, application of critical thinking skills, and adherence to UMGC's code of academic integrity. This definition implies three components to academic rigor: 1. Content mastery, to include the subject matter of the course as well as mastery of those core curriculum goals established for the course (for example, information literacy, effective writing) 2. Application of critical-thinking skills, to include the degree to which the student can present and defend original thinking on the subject matter, including synthesis and analysis of key concepts 3. Academic integrity, to include the degree to which the student demonstrates academic honesty, as defined in UMGC's code of academic integrity. Students are expected to demonstrate content mastery while applying critical thinking skills (as demonstrated above. The grade a student receives reflects academic rigor and one’s ability to demonstrate content mastery, critical thinking skills and academic integrity. 6 of 13 This BMGT course contains discussions across several weeks. If taking a hybrid class, most of the learning will take place in the face-to-face classroom but students can expect some discussions presented in the online classroom. Grade Descriptions A Outstanding Performance excels far above established standards for university-level performance B Superior Performance above-established standards C Good Performance meets established standards D Substandard Performance is below established standards F Failure Performance does not meet minimum requirements Late Assignment Policy Late Assignments without Permission Major Assignments/Projects have due dates and turning in an assignment late without permission will lower your grade. Any assignment that is turned in late without permission from the instructor will have the following consequences: A 10% penalty for every late day will be imposed on the paper and no more than three late days will be accepted. For example, a late day is defined as any day after the due date and time, e.g. if the assignment is due Tuesday at 11:59 PM eastern time than an assignment turned in at 12:00 AM eastern time Wednesday will be late and constitute the first late day; the second late day would be Thursday at 12:00 AM eastern time, etc. Assignments turned in after the three-day period will receive a zero. If a student submits an assignment in the Assignment Folder in a timely manner, and then resubmits the assignment after the due date, the assignment submitted timely will be graded. A student does not have the option of selecting which assignment will be graded. Discussions have due dates for each week. Initial responses to the discussions are due by Saturday at 11:59 PM eastern time. Follow up responses to classmates are due by Tuesday at 11:59 PM eastern time. Late Policy Exceptions (Discussions) If there is a compelling reason, exceptions to the late policy may be requested by the student and an alternative assignment provided by the instructor. Exceptions are granted at the sole discretion of the instructor. A new due date will be established by the instructor. If a student fails to submit an approved alternate assignment by the new date, the student shall receive a ZERO (0) for the discussion. Any student who misses multiple discussions and contacts the faculty after the due date, cannot expect to be allowed to make up the discussions by being provided multiple alternative assignments. Discussions require engagement and coming in after the fact means there is no discussion. Late Policy Exceptions (Quizzes) If there is a compelling reason, exceptions to this late policy may be requested by the student. Exceptions are granted at the sole discretion of the instructor. Any student who misses multiple quizzes and contacts the faculty after the due date, cannot expect to make up the quizzes. A new due date will be established for approved exceptions. Any student who does not complete the quiz by the new due date, will receive a Zero (0) for that work. 7 of 13 Late Policy Exceptions (Projects) There are times when extenuating circumstances arise and some additional time to complete an assignment can make the difference between success and failure. However, the expectation is that a student will contact the instructor BEFORE the assignment is due. Notifying the instructor in advance does not guarantee an extension will be granted. Extensions are granted at the discretion of the faculty member. Students will be notified in writing of an extension or a denial. Once the student presents the reason needed for additional time and, the instructor provides an extension, a new due date of the instructor’s choice will be provided to the student in writing. If an extension is granted and the assignment is not posted in its entirety by the due date provided by the instructor, the student is subject to the Late Assignment policy. Late Policy Exceptions (Turnitin) For specific graded assignments, where Turnitin has been enabled in the classroom, a student’s assignments are automatically evaluated by Turnitin for originality. Any student who believes they require additional time to modify the assignment to ensure proper APA in-text citations and references, may request that time, subject to the instructor’s approval. A new due date will be set by the instructor. Failure to meet the new due date results in the student being subject to the Late Assignment policy. If a student submits an assignment in the Assignment Folder by the new due date, and then resubmits the assignment after that due date, the assignment submitted timely will be graded. A student does not have the option of selecting which assignment will be graded. Course End Date, Late Work and Approved Incomplete Requirement Without an approved Incomplete, a student cannot turn in any work after the last day of class. Extra Credit Policy There is no opportunity for extra credit in this course. It is important for students to focus on completing the required assignments, readings, quizzes and discussions in a timely and thorough manner. Partial Credit Policy If a student submits part of an assignment prior to that assignment’s due date, partial credit may be granted by the instructor in cases where an exception to the Late Policy has not been approved. Faculty Assignment Review Restriction and Expected Student Turnitin Usage There is no opportunity for faculty to review a student's draft, rewrite or excerpt before graded work is submitted for a grade. Students are advised to follow all assignment guidelines and suggested assignment formats for each of their graded submissions. For specific graded assignments, where Turnitin has been enabled in the classroom, a student’s assignments are automatically evaluated by Turnitin for originality. Students whose submissions are prior to the due date will have an opportunity to see their Turnitin results and, if desired, edit their work before the required due date. Any student who believes they require additional time to modify the assignment to ensure proper APA in-text citations and references, may request that time. See Late Policy Exceptions (Turnitin) above.  Project Descriptions Always submit your best, most thoughtful work. Assignments should be well organized and should demonstrate the level of writing expected of college students at the 300 level. Present your ideas as thoroughly as you can, providing examples and appropriate citations, (using the Publication Manual of the American Psychological Association, 7th edition). You must adhere to the page-length requirements identified for each assignment. Your writing style is very important, and you will be graded on this aspect of your work in such areas as organization, grammar, punctuation, etc. Do not use the PDF format when submitting assignments. Creative approaches, evidence of critical thinking, and detailed answers are required. If you disagree with the materials presented in the course, argue your point with verifiable examples and outside data, properly documented and cited. Remember that even paraphrased material requires proper citation (use APA format, both within the text and in your reference list). Post your assignments as an attachment in your assignment folder on or before the due date (use Word or an RTF file format). Late submissions are not 8 of 13 accepted. Make a backup copy of your work in case you experience computer or network problems when you are uploading your assignment. Submitted assignments will be considered your final submission and submissions by email afterward will not be accepted. Review and use the instructions and rubric for each assignment. Review the APA guidelines under Course Overview prior to submission. Check that all citations and references are correct and noted within your paper. Turnitin may be used to review each paper for plagiarism. Discussions Students will participate in discussions in weeks 1, 6, and 8. It is important for students to enter the classroom early in week 1 to complete the first discussion. Participation is 25% of your overall class grade. You will be evaluated on the quality and quantity of your participation in online and in class (for hybrid classes) weekly activities, as well as timeliness. What is presented below is only an introduction to the projects. See Assignment Folder for full disclosure of projects. Team Deliverables Students will complete three group projects in weeks 2, 3, and 4. The Week 2 Deliverable is a job announcement. In Week 3, students will complete Part One of a Succession Plan. In week 4, students will complete Part Two of the Succession Plan. Peer Evaluation Students will evaluate the performance of his or her team members in relation ot performance in completing the team deliverables. Individual Deliverables Students will complete two individual assignments. In week 5, students will complete a self-assessment and job application memo. In week 7, students will write a report on crisis leadership.  Academic Policies ACADEMIC INTEGRITY University of Maryland Global Campus (UMGC) has adopted a Philosophy of Academic Integrity (https://www.umgc.edu/currentstudents/learning-resources/academic-integrity/philosophy.cfm)to guide the university’s commitment to a culture of academic integrity and authentic education encompassing a set of dispositions and behaviors that are socially beneficial, educationally critical, and professionally necessary. All members of the University community must maintain the highest level of integrity across the academic experience. For students, intellectually honest academic work represents independent analysis, acknowledges all sources of information that contribute to the ideas being explored, and ensures the ability to engage in life and work authentically. Your instructor is your primary resource for how to uphold the highest ethical standards in the context of this course’s specific requirements. Turnitin is enabled within the classroom to support the development and assessment of authentic student writing. To learn more about Turnitin, the feedback it provides, how to use feedback to improve your work, and your options regarding the inclusion of your work in the Turnitin database, visit University guides for Turnitin at sites.umgc.edu/library/libresources/turnitin.cfm (https://sites.umgc.edu/library/libresources/turnitin.cfm) and https://sites.umgc.edu/library/libresources/turnitin.cfm#studentcopyright (https://sites.umgc.edu/library/libresources/turnitin.cfm#studentcopyright). Other Academic Integrity resources and guidelines are found at https://www.umgc.edu/current-students/learningresources/academic-integrity/index.cfm (https://www.umgc.edu/current-students/learning-resources/academic-integrity/index.cfm). CLASSROOM CIVILITY University of Maryland Global Campus is committed to the success of our global community and values the diverse identities and backgrounds of our students, faculty, and staff. Each one of us has a broader life and set of experiences beyond UMGC that we bring 9 of 13 with us to each interaction. Sharing your story with your classmates provides opportunities to learn, relate, and gain inspiration from each other. Engagement often begins with introductions at the beginning of the course. Sharing your preferred name, preferred pronouns, and other details about yourself and your life builds a foundation for connection, understanding, and a richer and more personalized learning experience. We also recognize that some of life’s responsibilities and challenges outside of the classroom, such as childcare, a change in employment status, or illness, have an impact on success in a course. To the extent you are comfortable, we encourage you to communicate with your faculty member or Success Coach about any concerns you have for this course or as a student at UMGC so we can help you navigate potential obstacles and stay on track to achieve your goals. Students are expected to work together cooperatively, and treat fellow students and faculty with respect, showing professionalism and courtesy in all interactions. Please review the Code of Civility for more guidance on interacting in UMGC classrooms: https://www.umgc.edu/students/support/studentlife/conduct/code.cfm (https://www.umgc.edu/students/support/studentlife/conduct/code.cfm). POLICIES AND GUIDELINES UMGC is committed to ensuring that all individuals are treated equally according to Policy 040.30 Affirmative Action, Equal Opportunity, and Sexual Harassment (https://www.umgc.edu/administration/policies-and-reporting/policies/administrationpolicies/affirmative-action-and-equal-opportunity.cfm). Students with disabilities who need accommodations in a course are encouraged to contact the Office of Accessibility Services (OAS) at accessibilityservices@umgc.edu, or call 800-888-8682 or 240-684-2287. The following academic policies and procedures apply to this course and your studies at UMGC. 150.25 Academic Integrity Policy (http://www.umgc.edu/policies/academicpolicies/aa15025.cfm) The University expects all members of the university community—students, faculty, and staff—to use guidelines to work with and promote integrity. If you are aware of any academic misconduct, please contact integrity@umgc.edu. All cases of academic misconduct will be addressed in accordance with Policy 150.25 (http://www.umgc.edu/policies/academicpolicies/aa15025.cfm) and associated procedures. You are expected to engage in new learning that furthers your development of knowledge, skills, and abilities in each course. According to this policy, you may not submit a substantial portion of any coursework that you have submitted to any course previously without express written approval through assignment guidelines or other forms of communication. You must use UMGC course materials responsibly. Uploading course materials to any website outside of UMGC’s online classroom is prohibited by this policy. 151.00 Code of Student Conduct (https://www.umgc.edu/administration/policies-and-reporting/policies/student-affairs/code-ofstudent-conduct.cfm) 170.40 The following policies describe the requirements for the award of each degree: 170.41 Degree Completion Requirements for the Graduate School(https://www.umgc.edu/administration/policies-andreporting/policies/academic-affairs/graduate-school-degree-completion-requirements.cfm) 170.42 Degree Completion Requirements for a Bachelor’s Degree(https://www.umgc.edu/administration/policies-andreporting/policies/academic-affairs/bachelors-degree-completion-requirements.cfm) Degree Completion Requirements for an Associate’s Degree(https://www.umgc.edu/administration/policies-andreporting/policies/academic-affairs/associates-degree-completion-requirements.cfm) 170.71 Policy on Grade of Incomplete (https://www.umgc.edu/administration/policies-and-reporting/policies/academic-affairs/gradeof-incomplete-policy.cfm) - The mark of I is exceptional and considered only for certain courses. Students who have completed 60% of their coursework with a grade of B or better for graduate courses or C or better for undergraduate courses and request an I before the end of the term. The mark of I is not available for noncredit courses. 10 of 13 170.72 Course Withdrawal Policy (https://www.umgc.edu/administration/policies-and-reporting/policies/academic-affairs/coursewithdrawal.cfm) - Students must follow drop and withdrawal procedures and deadlines available athttps://www.umgc.edu/ (https://www.umgc.edu/) under Academic Calendar. 130.80 Procedures for Review of Alleged Arbitrary and Capricious Grading(https://www.umgc.edu/administration/policies-andreporting/policies/academic-affairs/capricious-grading-review.cfm) – appeals may be made on final course grades as described herein. 190.00 Intellectual Property (https://www.umgc.edu/administration/policies-and-reporting/policies/research/intellectual-property.cfm) All university faculty, staff, and students must comply with University guidelines on the use of copyrighted material. Uploading UMGC or faculty copyrighted material without authorization degrades and corrupts the integrity of the teaching and learning experience and is a potential violation of UMGC policy and copyright law. You must obtain permission to post UMGC or other's copyrighted material to third-party websites, including social learning network sites. UMGC reserves the right to take appropriate action to remove copyrighted material uploaded without authorization. 205.06 Calculation Of Grade-Point Average (GPA) for Inclusion on Transcripts and Transcript Requests (https://www.umgc.edu/administration/policies-and-reporting/policies/academic-affairs/grade-point-average-calculation-forinclusion-on-transcripts-and-transcript-requests.cfm) - Note: Undergraduate and graduate courses have different Grading Policies. See Course Syllabus for Grading Policies. 270.00 Acceptable Use (https://www.umgc.edu/administration/policies-and-reporting/policies/fiscal-and-business-affairs/acceptableuse.cfm) - The security of the online classroom is critical to ensuring a strong culture of academic integrity and authentic education at the University. It is a violation of the University’s policies for anyone to share logon, password, and any other secure information about a UMGC online account, including credentials required to access the online learning environment. GRADING According to UMGC's grading policy, the following marks are used: Undergraduate Graduate A 90-100 90-100 B 80-89 80-89 C 70-79 70-79* D 60-69 N/A** F 59 or below 69 or below FN Failure-Non attendance Failure-Non attendance G Grade Pending Grade Pending P Passing Passing S Satisfactory Satisfactory U Unsatisfactory Unsatisfactory I Incomplete Incomplete AU Audit Audit W Withdrew Withdrew 11 of 13 * The grade of "B" represents the benchmark for graduate courses. Students must maintain a Grade Point Average (GPA) of 3.0 or higher. Classes where final grade of C or F places a student on Academic Probation must be repeated. ** UMGC does not award the grade of D in graduate courses. GRADE ROUNDING Scores to individual assignments are calculated based on rubrics in the class and are not rounded to the whole point. The final grade for the course is determined by weighted average and will be rounded to the nearest whole point using mathematical rule (grades with .5 and above to be rounded to the next whole point). EXTRA CREDIT Assignments are designed to enable students to achieve course objectives and succeed in the program. In the interest of equity and fairness, there will be no extra credit opportunities. All assignments are identified in the syllabus. COURSE EVALUATION SURVEY UMGC values its students' feedback. You will be asked to complete an online evaluation toward the end of the term. The primary purpose of this evaluation process is to assess the effectiveness of classroom instruction in order to provide the best learning experience possible and make continuous improvements to every class. Responses are kept confidential. Please take full advantage of this opportunity to provide your feedback. LIBRARY SUPPORT Extensive library resources and services are available online, 24 hours a day, seven days a week at https://sites.umgc.edu/library/index.cfm (https://sites.umgc.edu/library/index.cfm) to support you in your studies. The UMGC Library provides research assistance in creating search strategies, selecting relevant databases, and evaluating and citing resources in a variety of formats via its Ask a Librarian service at https://www.umgc.edu/library/libask/index.cfm (https://www.umgc.edu/library/libask/index.cfm). EXTERNAL LINK DISCLAIMER This course may contain links to external sites neither owned nor maintained by UMGC. UMGC bears no responsibility for the accuracy, legality, or content of external sites or for that of subsequent links. In addition, the terms of use, security policies, and privacy policies may differ from those of UMGC. Contact the external site for answers to questions regarding its content, terms of use, and policies. LEARNING MANAGEMENT SYSTEM SUPPORT Those requiring technical assistance can access Help@UMGC Support directly in LEO under the Help menu. Additional technical support is available 24 hours a day, seven days a week via self-help and live chat at https://www.umgc.edu/help/ (https://www.umgc.edu/help/) or by phone toll-free at 888-360-8682. SYLLABUS CHANGES All items on this syllabus are subject to change at the discretion of the Instructor and the Office of Academic Affairs.  Class & Assignment Schedule SESSION TOPIC ASSIGNMENTS Week 1 What is Meant by Leadership and Who are Leaders? Week 1 Readings Week 1 Discussion 12 of 13 Week 2 Week 3 Week 4 Leadership Styles, Traits, Attributes, and Competencies Week 2 Readings Mission, Vision, Strategic Thinking, and Planning for Tomorrow Week 3 Readings Leadership Challenges of Today Week 4 Readings Team Deliverable 1: Job Announcement Team Deliverable 2: Succession Planning for Part One Team Deliverable 3: Succession Planning for Part Two Peer Evaluation Week 5 Week 6 Self-Knowledge as a Powerful Leadership Tool Week 5 Readings Leaders and Followers Week 6 Readings Individual Deliverable 1: Self Assessment and Job Application Memo Week 6 Discussion - Case Scenario Week 7 Week 8 Creating a Culture and Structure that Enhances Week 7 Readings Sustainability Individual Deliverable 2: Crisis Leadership Report Bringing It All Together Week 8 Readings Week 8 Discussion Reflection Students can access their complete list of assignments and their corresponding due dates within the Assignments section of the classroom by navigating to the Assignments section of the class from the main navigation bar. Follow the link below, and then click Assignments, for a video demonstration on how to utilize this feature. Assignments with full description and grading rubrics are also available under the Syllabus Module Classroom Walkthrough Videos Link (http://www.umgc.edu/students/leo/videos.cfm) Students also have access to a calendar tool on the course homepage within the classroom. 13 of 13 Discussion #1 You will read the discussion below and follow the instructions provided. You will create the memorandum and submit it in the discussion area. Post the entire memorandum into the discussion area rather than provide it as an attachment. Do not post in the discussion area until you have written the memorandum. If the seal is broken without posting, a zero for this assignment will be automatically assigned. You will read the following scenario and provide the memorandum by Saturday, 11:59 p.m. eastern time. By Tuesday, 11:59 p.m. eastern time, you will read the memoranda of your classmates and will comment on at least three other classmates addressing the following points: • Comment on the positive aspects of the memo you are reviewing. • Comment on differences you see between leadership characteristics effective through the 1990s and those more relevant to today's leaders, which could enhance the memo you are reviewing. • Comment on what you see as the differences between "leadership" and "management" that could enhance the memo you are commenting on. Your comments must add value through your analysis and use of course materials, cited in APA format, as necessary. Answers to classmates who comment on your major post are expected by not counting responses to a student's individual posting. See the Grading Rubric to determine how timeliness and frequency of responses affect your grade on this assignment. Note: No postings will be accepted after Tuesday at 11:59 p.m. Read the Following Case Scenario A recent survey was taken among employees at Life Science Nutraceuticals, Inc. (LSN). The results were alarming, as it appeared the leadership has been less effective than in the past. Some common complaints seemed to focus on the lack of vision, a breakdown in communication, and a lack of connection with staff. You have read the results, and as a senior leadership Consultant to LSN's CEO, you completely agree with employees. Leadership is the cornerstone to success in any organization, and to permit poor leadership can only spell trouble. It occurred to you that the place to start change was staring you in the face - the new management hires planned for Warehouse Operations in Las Vegas and Miami. Mumbling to yourself, “but what do I want them to look like?” you decide that you must write a memo to CEO Alexandria Marvel to make sure the “right” characteristics of a leader are asked for in the soon-to-be-released job description. Scrambling around on the desk, you find the old job announcement so that you can make some changes. It reads, “LSN is looking for experienced warehouse managers who have a high task focus to keep the distribution speed high and shipping costs low. Managers must instruct employees to keep distribution, packing, and shipping moving smoothly and efficiently. Managers must be someone who can handle a fast-paced environment, able to meet deadlines, task-focused, personally driven, and results-oriented. The manager must be goal-oriented and adhere strictly to policy to succeed in the department.” Instructions You will act as a senior-level leadership Consultant to the CEO of LSN. You will write a memorandum to CEO Alexandria Marvel. In writing the memorandum, use only the course material from Week 1, and as necessary or desired, you may also use course material from Week 2. Reading the Company Profile provided will explain why contemporary leadership skills are so important to LSN. Your memo will address the following specific issues to CEO Marvel. • Explain how the existing job announcement for new hires was effective in the past based on the theories and view of leadership through the 1990s. Be specific using examples from course materials and the existing job announcement. • Explain why the existing job announcement is no longer able to meet the needs of today's leaders. Support your explanation with examples of the language changes you recommend updating the job announcement to be consistent with today's desired leadership characteristics. • Explain the differences between management and leadership and why LSN needs to understand the distinction. Memorandum Set Up Create a Word or Rich Text Format (RTF) document (no pdf files allowed) using 12point font. A memo is left justified with no indentations of paragraphs. A memo is single-spaced with a double space between paragraphs to make the memo easy to read. In business, writing must be concise, easy to read, and free of writing and grammatical errors. You are required to use in-text citations with an associated reference list. Use headings for each element. It is suggested that you set up the memo with all of the required headings and then fill in each memo section. Use a memo format: To: From: Date: Subject: Remember, you are sending this memo to the CEO, so this is a formal memo. Proof the memo carefully for typos, grammatical errors and ensure the memo conveys the points you are to address. Why? Because your work products are a reflection of who you are – it is your brand! A good brand can lead to future opportunities in an organization, such as a promotion. Ensure the memo is audience-appropriate, concise, coherent, readable, uses appropriate terminology, is professional, provides a factual tone (no opinion and no recommendations), and is visually appealing. The memo should comply with the following guidelines, which can be used as a checklist. • Use the grading rubric while completing the project to ensure all requirements are met to lead to the highest possible grade. • • • • • Third-person writing is required. Third-person means that there are no words such as “I, me, my, we, or us” (first-person writing), nor is there use of “you or your” (the second person writing). Contractions are not used in business writing, so do not use them. Students will not use direct quotation marks but will instead paraphrase. This means that you will put the ideas of an author or article into your own words rather than lift them directly from a source document. You should not, according to APA, use more than four consecutive words from a source document (including the case scenario) or change words in a passage as doing so would require direct quotation marks. Use a passage from a source document by putting it into your own words (paraphrase) and attribute the passage to the source document. If direct quotes are presented, they will not be included in the grading. Use in-text citations and provide a reference list that contains a reference associated with each in-text citation. Provide the page, or paragraph number in every in-text citation presented. Under Resources on the Homepage, find Library, and from that, you can find examples of APA citations, including the use of course material. https://sites.umgc.edu/library/index.cfm (Then click Writing and Citing.) You may also find useful the following link: In-Text Citations Including Page or Paragraph Numbers. Life Science Nutraceuticals, Inc. Company Profile Welcome to LSN! The assessment projects for this class will examine different facets of the leadership of Life Science Nutraceuticals, Inc. (LSN). You will be exploring leadership within LSN with the driving question of “what skills does a LSN leader need to lead the company now and in the future?” History Ian Marvel was a young apprentice working for R.R. Robin, owner of a small apothecary shop in Yonkers, New York. During his apprenticeship, Marvel created a general energy elixir that was based on a home remedy of his mother’s back in Ireland. The elixir was produced specifically for many of Robin’s special customers. Made of all- natural ingredients the elixir provided B12 and other vitamins to promote a healthy immune system. The energy boost was noticeable after only a week. The reputation of and demand for the elixir grew. In 1922, Marvel took over Robin’s apothecary shop renaming it, Marvel’s Apothecary. At that time, Marvel decided to bottle his elixir and sell the formula to everyone rather than selected customers. Marvel also gave bottles of the elixir to local peddlers who sold the product along with their wares receiving a commission on each bottle they sold. By 1929, the product was well known in Yonkers. Encouraged by the success in Yonkers, Marvel decided to branch out to New York City. In 1932, Marvel built a small manufacturing plant near the store where he mixed and bottled the elixir for sale. By 1934, Marvel expanded sales by putting the elixir in a quarter of the apothecary shops in New York City. Sales were booming and customers. Customers inquired about other products that Marvel’s had. In 1936, Marvel started a new product called Sleep Tight, another of his mother’s recipes. This product offered relief from insomnia and anxiety customers by a variety of symptoms or nerves. When this product proved a “secret success” among women, Marvel decided to bring his mother, Irene, from Ireland, and put her to work making new natural products. With his mother’s help, Marvel grew the customer base into a small but successful manufacturer of natural health products. Marvel coined “life science products” to capture the insight that products tracked natural life events in the human body and attempted through Nutraceuticals to improve the customers discomfort in dealing with them. The name of the company was changed to Marvel’s Elixir and Life Products. The customer base continued to grow and despite his mother’s death in 1938, the company had a gross revenue of $208,000 a year. The depression took a toll on company profits; however, people still sought the boosts to their health. The products were priced at affordable levels as opposed to the medicine prescribed by doctors and hospitals. During World War II the company supplied the military with a natural caffeine (No Snooze) product that would keep soldiers awake for long periods of time by intensifying their mental alertness. Government contracts derived from No Snooze boosted the revenue of the company considerably and BMGT 365 Organizational Leadership 1 LSN Company Profile ushered in a new wave of successful Nutraceuticals-based products. By 1950 Marvel turned over the reins of the daily operations of the customer base to his children but remained on the Board of his family owned company. By this time, the company had expanded its manufacturing plants and sales nationally to include Detroit, Michigan, Los Lunas, New Mexico, Chicago, Illinois and Atlanta, Georgia. The annual revenue of the company was now to 3.5 million dollars. In the 1960’s the social climate in America had changed and pharmaceutical companies took on greater importance in the treatment of people’s health. The scientific discovery of new drugs and better health care shifted the confidence in the American perspective away from natural products to traditional western medicine. Although the counterculture of America still supported natural supplements, popularity for Marvel’s products waned. In 1965, Marvel’s granddaughter, Rhonda, took over the Research and Development Department (R&D) after receiving a degree in chemistry from Stanford. She had been trained as a child by her grandmother, Marvel’s mother, and was taught all the recipes. Rhonda also had new ideas for product s. Due to the downturn in sales by 1970, the company expanded to other countries for its sales base. Starting in Germany and other European countries, where natural products are highly credible with consumers, LSN began to license the sale of the company’s products to local manufacturers. The company’s name recognition grew and by the 1980’s the company was grossing over 6 million dollars in gross sales. At that point, the company opened a manufacturing plant in Heidelberg, Germany. Marvel died in 1981 shortly after seeing his first grandchild, Alexandria Marvel, take over the President’s position. Studying the trends in the 1990’s about the resurgence of natural health products, “Alex” as she liked to be called, decided it was time for LSN to focus on the new interest in homeopathic products becoming popular in the United Sates. LSN saw this as an opportunity to overcome the sluggish 1960 – 1970 North American sales. It worked. In 1996, Alex, wanting to get a sleeker and more modern feel to the company’s products changed the company name and logo. No longer was Marvel’s a mom and pop operation but now were part of the LSN nutraceutical market. While some products would continue to show their associated older Marvel logos, the new logo, Life Science Nutraceuticals, Inc. would be prominent on all packaging. By 2000 the company was grossing about $3.1 billion annually, as the result of an increase in market penetration. By 2012, LSN had a 20% market share of the global h e a l t h - r e l a t e d N u t r a c e u t i c a l s s u p p l e m e n t s p r o d u c i n g $ 2 0 billion of annual sales. The growing interest in the bio-nutraceutical marketplace was catching the attention of the big pharmaceutical companies. Piffer, Merke, Johnson and Johnson began to invest in these products and partnered with LSN to produce and market them globally. Currently sales for the company are at $35 billion. Alexandria Marvel is still President and CEO. All LSN stock and senior management positions are held by family members. Current Company Vision: To help our community of consumers to achieve their full BMGT 365 Organizational Leadership 2 LSN Company Profile potential for health and well-being in the most natural of ways. Current Mission: To be the leading provider of effective products and services that are safe and affordable and exceed customer expectations. Current Fact Sheet Headquarters Worldwide web address President & CEO 2020 Gross Sales Employees Miami, Florida www.LSN.org Alexandria Marvel North America $ 35 billion 37,000 in 11 countries worldwide Manufacturer Operations United States Europe Asia Pacific Latin America and Caribbean Canada Product Miami, Florida, New York, New York, Las Vegas, Nevada, Detroit, Michigan, Dallas, Texas, Chicago, Illinois, San Francisco, California France, Germany, Wexford, Ireland, England Brisbane, Australia Recife, Brazil Vancouver, Canada Lines Major Protein and Fitness; Personal Care, Nutraceuticals, Vitamins and Food Supplements Competitors Protein and Fitness-GNC, Personal Care- Nestle Skin Care- Galderma, SA; Glaxo, Merke, General Mills. Vitamins and Food Supplements- GNC, Natures Plus, Natrol, Nature’s Way, Nature’s Bounty, Hain Celestial Group, Inc, Schiff Nutraceuticals International, Nestle, General Mills, Now Foods, and New Chapter BMGT 365 Organizational Leadership 3 LSN Company Profile LSN’s BUSINESS PHILOSOPHY AND STRATEGY LSN has determined its long-term goal planning pattern should be no longer than 3 years. Three years seems more flexible than the seven-year planning pattern previous used, as rapid changes in customer base preferences is making it imperative to be more flexible. The need for innovation and competitive advantage are the main focus for the next two years along with the company’s commitment to become a $50 billion triple bottom line company. Success both for company profit and our planet is foremost in the minds of the leadership. The enhancement of the current bottom line is in important to keep strong the research and development of new nutraceutical products for the company to meet its perceived socially responsibility mandates. Moreover, quality control is essential to ensure the company’s success developing successful and safe “life products.” Current Growth Plans Business and Sales LSN is looking to expand to Saudi Arabia in the next year. Currently, the product demands of Saudi Aribia exceed the capacity of the European Division’s manufacturing plant in Germany. Arab countries, in general, are seen as a lucrative expansion opportunity. In addition to the production capacity of Germany’s plant, an expansion of the production capacity in Sao Paulo is being considered to meet production demands associated with sales projections in the Arab countries. Product Development LSN is looking to develop its cosmetic and food lines. Currently LSN makes lip balms but seeks to make a line of lipsticks, makeup foundation, body powder, eye makeup and facial cleaners from natural ingredients. Development of natural flavorings for beverages and whey products are under consideration. LSN’S CORE VALUES The leadership of LSN has identified four core values: Customer-Centricity, Innovation, Knowledge, and Sustainability. These values are essential guidance for strategy and for the achievement of the company’s mission, vision, and goals. Customer-Centricity Currently, there is a company-wide accountability to customers. The LSN workforce is expected to provide an extraordinary customer experience in every product made. Customer relations are considered to be both internal and external. Field employees are considered external customers and are to be treated as such. The “out-in-the-field” employees are considered customers in the same way as those who purchase products from LSN. Innovation The company desires to enhance innovation by changing the organizational structure and company culture to be less centralized and clannish, as a result of all the decision-making be vested in senior management, all of which is comprised of family members. A more collaborative decision-making culture as opposed to a top-down decision-making culture is BMGT 365 Organizational Leadership 4 LSN Company Profile desired. This change is perceived to be able to bring worldwide company operations and individuals closer together for the purpose of more harmonious outcomes from decisions, the sharing of resources, and better communications. It is desired that the change in decisionmaking will also result in an environment that fosters innovation through the encouragement of the exchange of new ideas that makes change easier to implement. Knowledge LSN is a company whose history is deeply rooted in research and development. The reliance on scientific knowledge is viewed as a cornerstone for successful product quality to occur. Another aspect of knowledge is the historical knowledge of company practices and beliefs that that shaped the culture of the company. This “tribal knowledge” is a direct result of the Marvel family’s leadership and the loyalty and support the family has received from their long-time employees. LSN’s culture is at the heart of LSN’s value system. Sustainability LSN views its sustainability as linked to the fulfillment of it social responsibilities. LSN has commitments to build houses for several communities in Brazil and India, where many of their natural pharmaceutical ingredients are extracted and produced. These socially responsible activities demonstrate the company’s commitment to become a triple bottom line company in a year. LSN defines sustainability as based on the ability to generate significant “profit” and taking actions to ensure the inherent resources of our “planet” are preserved and restored. In short, LSN defines sustainability as embracing both “for profit” and ‘for planet.” LSN’S CURRENT CORPORATE CULTURE Marvel’s new image of a sleek, less clan-like organization has resulted in family disputes. This conflict is inevitable given the Marvel family occupies all senior management positions and controls all decision making. Although the family leaders are strongly committed to growing the customer base and rewarding a loyal, long-term employee base, decision making has been highly centralized historically. The family dominance of decision making is a cultural heritage of the company. The desire to share family history with all employees is seen an essential to ensuring all employees feel a sense of unity and belonging. The cultural belief system holds that if all employees have a better understanding of the previous Marvel generations and are reminded of how far the company has come since Ian Marvel founded it, that they will become and stay long-term loyal employees. As the company has grown, however, many employees have commented on the need for the company’s leaders to demonstrate support for collaborative decision making. There have been discussions that new ideas and other innovations might, too, be enhanced, if there was more than lip-service paid to the greater need for collaborative decision making. In order to encourage new ideas and innovations, decision making should be delegated to lower levels of the organization. These lower levels are the levels of the company where leadership is important to company outcomes and essential decisions should be made by managers who are not members of the Marvel family. The family prides itself as being a customer-centric culture. A customer-centric culture views its employees as customers when they need something from other sections of the company or BMGT 365 Organizational Leadership 5 LSN Company Profile anything to enhance the company’s customer experience. This an “external” customer-centric culture when the services of other employees in various functions of the company are themselves seen as customers. An “internal” customer-centric culture instills and encourages employees to look at their work through the perspective of an actual customer and to make decisions from a customer’s viewpoint. LSN is concerned that the stateside organization is driving the overseas divisions and that new ideas are not being encouraged because of the cultural differences stateside and overseas. Customer innovation workshops run by the various divisions in North America and overseas have highlighted that R&D practices in Europe, Asia, Latin America, and South America are different as are beliefs about what is needed to create a good customer experience. Customer preferences vary among the different countries where LSN conducts business. The perception from across the ocean is that resources are disproportionately North America controlled and that the differences in product preferences between overseas customers and those in North America are ignored when products are allocated and shipped from the North America to the outlets overseas. These reduces overseas sales and profit. Corporate leaders are examining the matter in an attempt to answer this cultural gap. Current Organizational Structure The company has a geographical division structure mixed with a functional structure. The “line” functions (those that reach customers directly) are production and sales support. The “staff” functions (those that support employees in the “line” functions or employees in other organizational functional areas) are organized in a functional structure. R&D, HR, IT and Finance are the core “staff” functions. (At LSN the leadership of each of these functions can only implement decisions after that have been approved by a member of the Marvel family in a senior management position. In a functional structure, the staff functions are organized centrally to service all product production and sales force needs as opposed to each product line having its own unique R&D, HR, IT and Finance functions. When staff functions are unique to each product line, the resultant organizational structure is entitled a Product Structure. President and CEO Alexandria Marvel US Headquarters: R&D, HR, IT, Purchasing, Finance Divisions Executive Director South America Division BMGT 365 Organizational Leadership 6 LSN Company Profile 3/11/22, 10:23 PM Rubric Assessment - BMGT 365 4150 Organizational Leadership (2222) - UMGC Learning Management System Week 1 Memo in Discussion Area - 5% - Fall 2021 Course: BMGT 365 4150 Organizational Leadership (2222) Criteria Topic Development: Explain how the existing job announcement for new hires was effective in the past based on the theories and view of leadership through the 1990’s. Equivalent to an A Equivalent to a B Equivalent to a C Equivalent to a D Equivalent to an F 0.5 points 0.425 points 0.375 points 0.325 points 0 points Thoroughly and correctly explains how the existing job announcement for new hires was effective in the past based on the theories and view of leadership through the 1990’s with full support of course materials. Somewhat thorough explanation of how the existing job announcement for new hires was effective in the past based on the theories and view of leadership through the 1990’s with support of course materials, but needs some development. Explanation of how the existing job announcement for new hires was effective in the past based on the theories and view of leadership through the 1990’s with limited support of course materials, but needs significantly more development. Explanation of how the existing job announcement for new hires was effective in the past based on the theories and view of leadership through the 1990’s but with little to no support of course materials, and needs major development, or incorrect explanation. Limited to no attempt to explain how the existing job announcement for new hires was effective in the past based on the theories and view of leadership through the 1990’s. (0.35 - 0.39) (0.3 - 0.34) ( 0.45 - 0.5) (0.4 - 0.44) Criterion Score / 0.5 (0 - 0.29) https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=677027&evalObjectId=3743750&evalObjectType=5&userId=118768&groupId=0&rubricId=1411948&d2l_body_ty… 1/8 3/11/22, 10:23 PM Criteria Topic Development: Explain why the leader of today would no longer fit the definition set out in the old announcement. Rubric Assessment - BMGT 365 4150 Organizational Leadership (2222) - UMGC Learning Management System Equivalent to an A Equivalent to a B Equivalent to a C Equivalent to a D Equivalent to an F 0.5 points 0.425 points 0.375 points 0.325 points 0 points Thoroughly explains why the leader of today would no longer fit the definition set out in the old announcement with full support of course materials. Somewhat thorough explanation of why the leader of today would no longer fit the definition set out in the old announcement with support of course materials, but needs more development. Explanation of why the leader of today would no longer fit the definition set out in the old announcement with limited support of course materials, but needs significantly more development. Explanation of why the leader of today would no longer fit the definition set out in the old announcement but with little to no support of course materials, and needs major development, or incorrectly explains why the leader of today would no longer fit the definition. No attempt to explain why the leader of today would no longer fit the definition set out in the old announcement. ( 0.45 - 0.5) (0.4 - 0.44) (0.35 - 0.39) Criterion Score / 0.5 (0 - 0.29) (0.3 - 0.34) https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=677027&evalObjectId=3743750&evalObjectType=5&userId=118768&groupId=0&rubricId=1411948&d2l_body_ty… 2/8 3/11/22, 10:23 PM Criteria Topic Development: Explain the difference between "leadership" and "management." Rubric Assessment - BMGT 365 4150 Organizational Leadership (2222) - UMGC Learning Management System Equivalent to an A Equivalent to a B Equivalent to a C Equivalent to a D Equivalent to an F 0.5 points 0.425 points 0.375 points 0.325 points 0 points Thorough and correct explanation of what the differences between the two concepts are supporting this description with full usage of course materials. Somewhat thorough explanation of what a the differences between the two concepts are and with some supporting usage of course materials, but needs some development. Explanation of what the differences are between the the two concepts, with limited use of course materials, and needing significantly more development. Explanation attempted of what the differences are between the the two concepts, with very limited support, and needing significantly more research, development and demonstration of the meaning of the differences between the two concepts. No attempt to explain the differences. ( 0.45 -0.5) (0.35 - 0.39) (0.4 - 0.44) Criterion Score / 0.5 (0 - 0.29) (0.3 - 0.34) https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=677027&evalObjectId=3743750&evalObjectType=5&userId=118768&groupId=0&rubricId=1411948&d2l_body_ty… 3/8 3/11/22, 10:23 PM Criteria Memo Format Rubric Assessment - BMGT 365 4150 Organizational Leadership (2222) - UMGC Learning Management System Equivalent to an A Equivalent to a B Equivalent to a C Equivalent to a D Equivalent to an F 0.25 points 0.2125 points 0.1875 points 0.1625 points 0 points The memo includes all required components of the task and follows formatting guidelines for layout (headings), spacing, alignment, indentations, etc. Format and layout make the memo exceptionally attractive. Almost all required components are included, formatting guidelines for layout (headings), spacing, alignment, indentations, etc. are almost always followed. One or two problems in format and layout, but readability and attractiveness are not affected. Some required components are included, formatting guidelines for layout (headings), spacing, and alignment are sometimes followed. Three to four problems in format and layout, but the memo is easy to read. Off topic; formatting guidelines for layout (headings), spacing, and alignment are not followed, making the memo unattractive or hard to read. Document is not presented as a memo. Guidelines not followed. (0.23 - 0.25) Criterion Score / 0.25 (0 - 0.14) (0.15 - 0.17) (0.17 - 0.19) (0.2 - 0.22) Memo Writing 0.5 points 0.425 points 0.375 points 0.325 points 0 points Broad and fluent range of vocabulary; elaboration and detail achieved through full use Adequate range; no precise use of subtle meanings displayed; business terms only used occasionally; Narrow range; man y word form errors; busine ss terms and other vocabulary often used Simple vocabulary, often inappropriately used; no control of word choice and word Presentation of ideas do not fit well with requirements. No evidence of course material / 0.5 https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=677027&evalObjectId=3743750&evalObjectType=5&userId=118768&groupId=0&rubricId=1411948&d2l_body_ty… 4/8 3/11/22, 10:23 PM Criteria Rubric Assessment - BMGT 365 4150 Organizational Leadership (2222) - UMGC Learning Management System of business Equivalent to an A terms; concise and appropriate use of vocabulary (formal English); correct use of word forms and word choice. Full control (logical coherence) and excellent use of cohesive devices (key words, pronouns, references, transitions, etc.); presentation of ideas extremely clear and coherent. Reads like a memo. (0.45 - 0.5) Equivalent to a B vocabulary someti mes used inappropriately; 3-4 instances of wordiness or colloquialisms (infor mal English); often incorrect use of word forms. Generally adequately presentation of ideas that are clear and coherent; cohesive devices (key words, pronouns, references, transitions, etc.) could be used more often, more effectively, or more accurately. Reads like a memo. inappropriately; Equivalent to a C only basic and elementary meanings are conveyed; 5 or more instances of wordiness or colloquialisms (infor mal English). Connections awkw ard; cohesive devices (key words, pronouns, references, transitions, etc.) may be missing or are used inaccurately; lack of logical sequencing of ideas. Generally, reads like a memo. forms; no attempt Equivalent to a D to use business terms; many instances of wordiness or colloquialisms (infor mal English). Connections (cohesive devices) not present or unsuccessful; presentation of ideas unclear and confusing. Does not read like a memo, but a paper. use. No attempt at Equivalent to an F APA usage. Criterion Score (0 - 0.29) (0.3 - 0.34) (0.35 - 0.39) (0.4 - 0.44) Follow-up Responses Postings to Classmates 2.25 points 1.9125 points 1.6875 points 1.4625 points 0 points Demonstrates a clear and organized analysis of others’ posts; extends meaningful Provides a clear and organized response to an existing posting with comment or Provides a clear and organized response to an existing posting with comment or Contributions are unclear and disorganized and/or do not enrich discussion often Posts no follow-up responses to others. Responses to instructor and/or / 2.25 https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=677027&evalObjectId=3743750&evalObjectType=5&userId=118768&groupId=0&rubricId=1411948&d2l_body_ty… 5/8 3/11/22, 10:23 PM Criteria Rubric Assessment - BMGT 365 4150 Organizational Leadership (2222) - UMGC Learning Management System discussion by Equivalent to an A building on classmates posts. Moves the discussion forward. Thorough use of the course readings evidence in every response. Responses to instructor and/or answering a classmate who commented on your memo posting do not count. (2.03 - 2.25) observation to Equivalent to a B classmates. Occasionally uses course material, but needs further development especially in extending the discussion rather than repeating what either student has presented. Responses to instructor and/or answering a classmate who commented on your memo posting do not count. (1.8 2.02) observation to Equivalent to a C classmates. Attempts to use course material, but needs significant development especially in extending the discussion. Repeats what other students stated or responses lack depth. Responses to instructor and/or answering a classmate who commented on your memo posting do not count. (1.58 - 1.79) Equivalent to a D containing statements such as: I agree or disagree; restates what others stated; evaluates the quality of a post adding no substantial comment. Little evidence of course material use. Uses the same content or comments presented to other students or uses what was presented in original response. Does not use a wide use of resources. Responses to instructor and/or answering a classmate who commented on your memo posting do not count. answering a Equivalent to an F classmate who commented on your memo posting do not count. (0 - 1.34) Criterion Score (1.35 - 1.57) https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=677027&evalObjectId=3743750&evalObjectType=5&userId=118768&groupId=0&rubricId=1411948&d2l_body_ty… 6/8 3/11/22, 10:23 PM Criteria Quantity of Responses to Classmates Rubric Assessment - BMGT 365 4150 Organizational Leadership (2222) - UMGC Learning Management System Equivalent to an A Equivalent to a B Equivalent to a C Equivalent to a D Equivalent to an F 0.25 points 0.2125 points 0.1875 points 0.1625 points 0 points Responds to five or more classmates. Responses that are not value-added will not be counted in the frequency number. Responds to four classmates with value-added comments. Responses that are not value-added will not be counted in the frequency number. Responds to three classmates with value-added comments. Responses that are not value-added will not be counted in the frequency number. Participates to two classmates with value-added comments. Responses that are not value-added will not be counted in the frequency number. Responds to zero or one classmate. Answers to classmates who comment on your major post are expected, but not counted as responses to a student's individual posting. Answers to classmates who comment on your major post are expected, but not counted as responses to a student's individual posting. Answers to classmates who comment on your major post are expected, but not counted as responses to a student's individual posting. (0.2 - 0.22) (0.18 - 0.19) (0.15 - 0.17) Answers to classmates who comment on your major post are expected, but not counted as responses to a student's individual posting. (0.23 – 0.25) Criterion Score / 0.25 (0) https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=677027&evalObjectId=3743750&evalObjectType=5&userId=118768&groupId=0&rubricId=1411948&d2l_body_ty… 7/8 3/11/22, 10:23 PM Criteria APA 7th Edition Rubric Assessment - BMGT 365 4150 Organizational Leadership (2222) - UMGC Learning Management System Equivalent to an A Equivalent to a B Equivalent to a C Equivalent to a D Equivalent to an F 0.25 points 0.2125 points 0.1875 points 0.1625 points 0 points Excellent use of APA. Posts contain the appropriate number of APA intext citations and reference list matches; few minor errors are present. Very good use of in-text citations and reference list, but some major errors in formatting exist. Attempts in-text citations and reference list, but several major errors in formatting exist; paraphrasing is not accurate or in-text citations are not used frequently enough. Attempts in-text citations or reference list, but omits one or the other. In-text citations seldom used. No attempts to use in-text citations or reference list made. (0.2 - 0.22) (0.23 – 0.25) Criterion Score / 0.25 (0 - 0.14) (0.15 - 0.17) (0.18 - 0.19) Total /5 Overall Score Equivalent to an A Equivalent to a B Equivalent to a C Equivalent to a D Equivalent to an F 4.5 points minimum 4 points minimum 3.5 points minimum 3 points minimum 0 points minimum https://learn.umgc.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=677027&evalObjectId=3743750&evalObjectType=5&userId=118768&groupId=0&rubricId=1411948&d2l_body_ty… 8/8 Week 1 Readings (Aldrin, 2014) (Differences Between Leading and Managing, 2022) (Gandolfi, 2017) (Malos, n.d.) (The Relational Leadership Model, n.d.) (Choosing the Right Leadership Style for the Right People, 2013) (What's New? Contemporary Approaches to Leadership Style, 2022) References Aldrin, A. &. (2014, August). Leadership Not A Title Nor A Position. International Journal of Current Research and Academic Review, 2(8), 356-366. Retrieved from International Journal of Current Research and Academic Review: http://www.ijcrar.com/vol-28/Anitha%20Aldrin%20and%20R.Gayatri.pdf Choosing the Right Leadership Style for the Right People. (2013). Retrieved from MindTools - The HerseyBlanchard Situational Leadership Theory: https://learn.umgc.edu/content/enforced/347722001034-01-2192-OL1-6381/The-Hersey-Blanchard-Situational-Leadership-Theory-Choosing-theRight-Style-for-the-Right-People.pdf?_&d2lSessionVal=j2OTLagZ2QBCPiuhEE6grJtgc Differences Between Leading and Managing. (2022). Retrieved from UMGC: https://leocontent.umgc.edu/content/scor/uncurated/tlp/2211-tlp610/learning-topiclist/differences-betweenleadingandmanaging.html# Gandolfi, F. &. (2017). The Emergence of Leadership Styles: A Clarified Categorization. Retrieved from Review Of International Comparative Management: http://rmci.ase.ro/no18vol1/02.pdf Malos, R. (n.d.). The Most Important Leadership Theories. Retrieved from UMGC: https://learn.umgc.edu/content/enforced/347722-001034-01-2192-OL16381/The%20Most%20Important%20Leadership%20Theories.pdf The Relational Leadership Model. (n.d.). Retrieved from UMGC: https://learn.umgc.edu/content/enforced/347722-001034-01-2192-OL16381/The%20Relational%20Leadership%20Model.pdf?_&d2lSessionVal=MjUeANbANENHSwpn RFXAnSeZ2 What's New? Contemporary Approaches to Leadership Style. (2022). Retrieved from UMGC: https://leocontent.umgc.edu/content/scor/uncurated/tlp/2211-tlp610/learningresourcelist/what-s-new-contemporaryapproachestoleadershipstyle.html# ISSN: 2347-3215 Volume 2 Number 8 (August-2014) pp. 356-366 www.ijcrar.com Leadership Not A Title Nor A Position Anitha Aldrin* and R.Gayatri Department of Management Studies, St. Peter s University, Chennai - 600054 *Corresponding author KEYWORDS A B S T R A C T Leadership, Followership, knowledge, and skills Leadership is defined as a process by which a person influences others to accomplish an objective and directs an organization in a way, that it makes it more coherent and cohesive. The process of influence is carried out by the attributes the leader possesses such as his beliefs, values, ethics, character, knowledge, and skills. The leaders should be highly motivated to inspire the employees and teams that they lead. Leaders must be able to dream big and lay down the path with such clarity that people should follow them; the vision should make a compelling case for action by seeing endless possibilities without boundaries so that people can be drawn in for the cause It is important to understand what are the forces that influence the styles the leaders choose for themselves and the forces that influence their styles. Introduction possibilities without boundaries so that people can be drawn in for the cause It is important to understand what are the forces that influence the styles the leaders choose for themselves and the forces that influence their styles. The power to choose and the power to change . Leadership is defined as a process by which a person influences others to accomplish an objective and directs an organization in a way, that it makes it more coherent and cohesive .The process of influence is carried out by the attributes the leader possesses such as his beliefs, values, ethics, character, knowledge, and skills. The leaders should be highly motivated to inspire the employees and teams that they lead. Leaders must be able to dream big and lay down the path with such clarity that people should follow them; the vision should make a compelling case for action by seeing endless Leading is one important function of management only next to planning and organizing. It is the liveliest element in the management process. It initiates actions to translate the decisions into concrete actions. Managers have to lead their subordinates through guiding and motivating. Leading involves directing, influencing and motivating employees to perform essential tasks. Every manager has to act as a leader 356 in his area of operation which means he has to guide, instruct, lead and motivate his subordinates so as to use their skills, efficiency, capacity etc. for the benefit of his Organisation. He has to influence the behavior of his subordinates and get the work done through their collective efforts. Leadership qualities are required in order to conduct various managerial functions effectively. Each and every group of people engaged in a particular activity needs a leader in order to guide, co-ordinate and control their efforts. In this sense, leadership is required for the conduct of economic, social, political or cultural activities. proper leadership to his subordinates. This makes leadership an inevitable aspect of management process itself. Leadership is essential for the success and stability of a business enterprise. Managers possessing leadership qualities are called business leaders. This leadership tips webpage is a general guide to modern ethical progressive leadership. See also the leadership theories article for explanations and summaries of the main leadership theories. Explaining and understanding the nature of good leadership is probably easier than practising it. Good leadership requires deep human qualities, beyond conventional notions of authority. In the modern age good leaders are an enabling force, helping people and organizations to perform and develop, which implies that a sophisticated alignment be achieved - of people's needs, and the aims of the organization. George Washington, Abraham Lincoln, Winston Churchill, Dr. Babasaheb Ambedkar, Mahatma Gandhi, Nelson Mandella, John F. Kennedy are world known political leaders while Henry Ford, J. R. D. Tata and S. L. Kirloskar are known leaders in the business world. Here, we are concerned only with the managerial leadership. Managerial leadership is that part of a manager's activities by which he influences the behavior of his subordinates towards a desired objectives or results. The traditional concept of a leader being the directing chief at the top of a hierachy is nowadays a very incomplete appreciation of what true leadership must be. Effective leadership does not necessarily require great technical or intellectual capacity. These attributes might help, but they are not pivotal. Good leadership in the modern age more importantly requires attitudes and behaviours which characterise and relate to humanity. Leadership is followership: A good leader leads but does not push. Effective leadership can guide a group towards certain ideals without exerting much force. Managers who possess the quality of guiding and directing the subordinates under inspired impulses can be called business leaders. Leadership is concerned with getting results through people and implies the Organisation of staff into productive teams, groups and departments. Leadership entrails the creation of human structures, their motivation and direction; the resolution of conflicts at the workplace, creating vision for the entire business and providing resources in support of this. The concept of serving is fundamental to the leadership role. Good leadership involves serving the organization or group and the people within it. Ineffective leaders tend to invert this principle and consider merely that the leader must be served by the people. This faulty idea fosters the notion that leadership as an opportunity to take: to acquire personal status, advantage, gain, etc., at the expense of others, which is grossly wrong. Leadership is instead an Manager can perform various managerial functions more effectively by providing 357 opportunity to give; to serve the organization, and crucially the people too. The modern notions of 'servant leader' and 'servant leadership' are attributed to Robert K Greenleaf (in his 1970 essay The Servant as Leader) however the philosophy and concept of leadership being a serving function rather than one that is served, is very old indeed and found in ancient civilisations and religious writings. This is a simple way to see how leadership is different to management: Management is mostly about processes. Leadership is mostly about behaviour. We could extend this to say: Management relies heavily on tangible measurable capabilities such as effective planning; the use of organizational systems; and the use of appropriate communications methods. Leadership involves many management skills, but generally as a secondary or background function of true leadership. Leadership instead relies most strongly on less tangible and less measurable things like trust, inspiration, attitude, decision-making, and personal character. These are not processes or skills or even necessarily the result of experience. They are facets of humanity, and are enabled mainly by the leader's character and especially his/her emotional reserves. Leadership is centrally concerned with people. Of course leadership involves decisions and actions relating to all sorts of other things, but leadership is special compared to any other role because of its unique responsibilty for people - i.e., the followers of the leader - in whatever context leadership is seen to operate. Many capabilities in life are a matter of acquiring skills and knowledge and then applying them in a reliable way. Leadership is quite different. Good leadership demands emotional strengths and behavioural characteristics which can draw deeply on a leader's mental and spiritual reserves. The leadership role is an inevitable reflection of people's needs and challenges in modern life. Leadership is therefore a profound concept, with increasingly complex implications, driven by an increasingly complex and fast-changing world. Leadership and management are commonly seen as the same thing, which they are not. Leadership is also misunderstood to mean directing and instructing people and making important decisions on behalf of an organization. Effective leadership is much more than these. Another way to see leadership compared with management, is that leadership does not crucially depend on the type of management methods and processes a leaders uses; leadership instead primarily depends on the ways in which the leader uses management methods and processes. Good leadership depends on attitudinal qualities, not management processes. Humanity is a way to describe these qualities, because this reflects the leader's vital relationship with people. While leadership is learned, the skills and knowledge processed by the leader can be influenced by his or hers attributes or traits, such as beliefs, values, ethics, and character. Knowledge and skills contribute directly to the process of leadership, while the other Good leaders are followed chiefly because people trust and respect them, rather than the skills they possess. Leadership is about behaviour first, skills second. 358 attributes give the leader certain characteristics that make him or her unique. Skills, knowledge, and attributes make the Leader, which is one of the: relationship employees. between you and your Factors of Leadership All situations are different. What you do in one situation will not always work in another. You must use your judgment to decide the best course of action and the leadership style needed for each situation. For example, you may need to confront an employee for inappropriate behavior, but if the confrontation is too late or too early, too harsh or too weak, then the results may prove ineffective. Situation There are four primary factors of leadership Leader You must have an honest understanding of who you are, what you know, and what you can do. Also, note that it is the followers, not the leader or someone else who determines if the leader is successful. If they do not trust or lack confidence in their leader, then they will be uninspired. To be successful you have to convince your followers, not yourself or your superiors, that you are worthy of being followed. Also note that the situation normally has a greater effect on a leader's action than his or her traits. This is because while traits may have an impressive stability over a period of time, they have little consistency across situations (Mischel, 1968). This is why a number of leadership scholars think the Process Theory of Leadership is a more accurate than the Trait Theory of Leadership. Followers Different people require different styles of leadership. For example, a new hire requires more supervision than an experienced employee does. A person who lacks motivation requires a different approach than one with a high degree of motivation. You must know your people! The fundamental starting point is having a good understanding of human nature, such as needs, emotions, and motivation. You must come to know your employees' be, know, and do attributes. Various forces will affect these four factors. Examples of forces are: Your relationship with your seniors The skill of your followers The informal leaders within your organization How your organization is organized Bass' Theory of Leadership Bass' theory of leadership states that there are three basic ways to explain how people become leaders (Stogdill, 1989; Bass, 1990). The first two explain the leadership development for a small number of people, while the third one is the dominant theory today. Communication You lead through two-way communication. Much of it is nonverbal. For instance, when you set the example, that communicates to your people that you would not ask them to perform anything that you would not be willing to do. What and how you communicate either builds or harms the These theories are: Some personality traits may lead people naturally into leadership 359 roles. This is the Trait Theory. A crisis or important event may cause a person to rise to the occasion, which brings out extraordinary leadership qualities in an ordinary person. This is the Great Events Theory. People can choose to become leaders. People can learn leadership skills. This is the Transformational or Process Leadership Theory. It is the most widely accepted theory today and the premise on which this leadership guide is based. Boss or Leader? Although your position as a manager, supervisor, lead, etc. gives you the authority to accomplish certain tasks and objectives in the organization (called Assigned Leadership), this power does not make you a leader, it simply makes you a boss. Leadership differs in that it makes the followers want to achieve high goals (called Emergent Leadership), rather than simply ordering people around (Rowe, 2007). Thus you get Assigned Leadership by your position and you display Emergent Leadership by influencing people to do great things. Total Leadership What makes a person want to follow a leader? People want to be guided by leaders they respect and who have a clear sense of direction. To gain respect, they must be ethical. A sense of direction is achieved by conveying a strong vision of the future. When people are deciding if they respect you as a leader, they do not think about your attributes, rather, they observe what you do so that they can know who you really are. They use this observation to tell if you are an honorable and trusted leader or a selfserving person who misuses authority to look good and get promoted. Management verses Leadership While management and leadership have a great deal in common, such as working with people and accomplishing the goals of the organization, they do differ in their primary functions (Kotter, 1990): On the other hand, self-serving leaders are not as effective because their employees only obey them, not follow them. They succeed in many areas because they present a good image to their seniors at the expense of their workers. Good leadership is honorable character and selfless service to your organization. In your employees' eyes, your leadership is everything you do that effects the organization's objectives and their well-being. Management's main function is to produce order and consistency through processes, such as planning, budgeting, organizing, staffing, and problem solving. While leadership's main function is to produce movement and constructive or adaptive change through processes, such as establishing direction through visioning, aligning people, motivating, and inspiring. 360 Set the example - Be a good role model for your employees. They must not only hear what they are expected to do, but also see. We must become the change we want to see - Mahatma Gandhi The Two Most Important Keys to Effective Leadership Trust and confidence in top leadership was the single most reliable predictor of employee satisfaction in an organization. Effective communication by leadership in three critical areas was the key to winning organizational trust and confidence: Helping employees understand the company's overall business strategy. Helping employees understand how they contribute to achieving key business objectives. Sharing information with employees on both how the company is doing and how an employee's own division is doing. So in a nutshell you must be trustworthy and you have to be able to communicate a vision of where the organization needs to go. Know your people and look out for their well-being - Know human nature and the importance of sincerely caring for your workers. Keep your workers informed - Know how to communicate with not only them, but also seniors and other key people. Develop a sense of responsibility in your workers - Help to develop good character traits that will help them carry out their professional responsibilities. Ensure that tasks are understood, supervised, and accomplished Communication is the key to this responsibility. Principles of Leadership Know yourself and seek self-improvement In order to know yourself, you have to understand your be, know, and do, attributes. Seeking self-improvement means continually strengthening your attributes. This can be accomplished through selfstudy, formal classes, reflection, and interacting with others. Train as a team - Although many so called leaders call their organization, department, section, etc. a team; they are not really teams... they are just a group of people doing their jobs. Use the full capabilities of your organization - By developing a team spirit, you will be able to employ your organization, department, section, etc. to its fullest capabilities. Attributes of Leadership: BE, KNOW, and DO Respected leaders concentrate on Be, Know, and Do what they are [be] (such as beliefs and character) what they know (such as job, tasks, and human nature) what they do (such as implementing, motivating, and providing direction). Be technically proficient - As a leader, you must know your job and have a solid familiarity with your employees' tasks. Seek responsibility and take responsibility for your actions - Search for ways to guide your organization to new heights. And when things go wrong, as they often tend to do sooner or later do not blame others. Analyze the situation, take corrective action, and move on to the next challenge. Make sound and timely decisions - Use good problem solving, decision making, and planning tools. 361 BE a professional. Examples: Be loyal to the organization, perform selfless service, take personal responsibility. The goals and performance standards they establish. The values they establish for the organization. The business and people concepts they establish. Successful organizations have leaders who set high standards and goals across the entire spectrum, such as strategies, market leadership, plans, meetings and presentations, productivity, quality, and reliability. Values reflect the concern the organization has for its employees, customers, investors, vendors, and surrounding community. These values define the manner in how business will be conducted. BE a professional who possess good character traits. Examples: honesty, competence, candor, commitment, integrity, courage, straightforwardness, imagination. KNOW the four factors of leadership follower, leader, communication, situation. KNOW yourself. Examples: strengths and weakness of your character, knowledge, and skills. KNOW human nature. Examples: Human needs, emotions, and how people respond to stress. KNOW your job. Examples: be proficient and be able to train others in their tasks. KNOW your organization. Examples: where to go for help, its climate and culture, who the unofficial leaders are. Concepts define what products or services the organization will offer and the methods and processes for conducting business. These goals, values, and concepts make up the organization's personality or how the organization is observed by both outsiders and insiders. This personality defines the roles, relationships, rewards, and rites that take place. DO provide direction. Examples: goal setting, problem solving, decision making, planning. DO implement. Examples: communicating, coordinating, supervising, evaluating. Roles and Relationships DO motivate...
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