Leadership Style And Leadership Theory
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Leadership Style And Leadership Theory
RESPOND TO DISCUSSION FROM PEER BELOW FOLLOWING THESE INSTRUCTIONS
Write a response in 300–500 words to the discussion below.
My response should be thorough and address all components of the discussion question in detail, include citations of all sources, where needed, according to the APA Style, and demonstrate accurate spelling, grammar, and punctuation Do the following when responding to the discussion below:
- Read the discussion answer below.
- Provide substantive comments by
- contributing new, relevant information from course readings, Web sites, or other sources;
- building on the remarks or questions of others; or
- sharing practical examples of key concepts from your professional or personal experiences
- Make sure your writing
- is clear, concise, and organized;
- demonstrates ethical scholarship in accurate representation and attribution of sources; and
- displays accurate spelling, grammar, and punctuation.
RESPOND TO DISCUSSION FROM PEER BELOW
Leaders adopt a leadership style and uses traits, skills and abilities to interact with followers. “The Leader-Member Exchange Theory is also known as the Vertical Dyad Linkage Theory.” It states there is a dynamic between the leader and team members recognized as a dyad; a social relationship where the interaction results in an interchange. Members commit, perform their roles as required to meet the common goals and are rewarded as part of the group.
Leaders assess what interactions are appropriate for each member of the team or group and these individuals are identified as being part of two groups: the in-group and the out-group (Northouse, 2016).
In-group members tend to be more empathetic, sensitive, patient and committed to the leader. They are characterized as being reliable and engaging. They are trusted and are awarded additional responsibilities, including administrative duties, so they gain “access to more resources.” Out-group members are followers that are excluded from the in-group of members and comply with “directives” because they have no “choice or influence,” but there is no rapport with the leader (Northouse, 2016).
Examples of In-groups roles –
TWC Special project staff – Gained regional recognition for working cases for other units.
Able to travel outside agency to other offices to work
TWC liaison person – Conducted public speaking engagements away from office
Were recognized by agencies
Gained more access to resources and collaborations to complete tasks
Quality Control member – Contributed to case accuracy improvement plans
Recognized for exceptional policy knowledge
Met outside office for meetings
Case reader – Reviewed workers’ case actions and provided feedback
Recognized for exceptional policy knowledge
Authority to require workers to review policy
Example of Out-group roles –
TWC staff – Regular case manager performed only the duties required of them
Relief for scheduler, clerical staff, and PBX operator
Dynamics
All individuals were workers at the same level but the workers that were in the in-group were able to perform their case manage duties and take on other assignments. They were happy to engage in the other activities they were participating in but were still performing their normal roles on the job. Due to members of the in-group having special consideration from the leader, they were permitted to engage in extra activities, spent more time with the leader discussing these special duties, they could leave the facility, they were eligible for merit raises and special recognitions at the Annual Appreciation day (Northouse, 2013). Individuals within the in-group have a positive social identity. For example, because they are interacting with other units, agencies, organizations and are being recognized individually and within the group and organization; their social interaction is positive (Platow & van Knippenberg, 2015).
The workers in the out-group completed repetition work daily, had to relieve other staff members and perform their duties which were at a lower level. They also resented the case reader identifying errors in their cases even though cases readers had exceptional policy knowledge, so many times workers would not correct the errors even in the event of inaccurate benefits being issued. Workers were completing the cases according to their competency and they did not feel they should be making corrections based on a worker at the same level requesting it. The case reading policy was implemented to catch errors prior to benefits being issued to avoid any over- or under benefit issuances. The worker argued that they had completed the actions on the cases and did not have time to correct cases and that it was causing unnecessary delays in service delivery. The actions were serious and could have resulted in individuals being reprimanded, suspended, or even terminated so there was always tension, discord, and delays that causes untimely reports to be generated; all reflecting negatively on the unit. If the cases had been pulled, they would have caused sanctions for the unit, caused the state funding so they were serious situations (Northouse, 2013).
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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