Your Definition of Leadership Assignment
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
Your Definition of Leadership Assignment
Activity
Hackmann and Wageman (2007) pose five questions based on the earlier readings.
They argue that there no generally accepted definitions of leadership, no dominant
methods for studying leadership, and little agreement on strategies for developing
leadership.
The 1 st
question posed is “not do leaders make a difference, but under what conditions
does leadership matter?” Yet, the authors note that the reason the debate between
leader-centric and situational effects has not been resolved is that debate should really
be focused on those circumstances where leader actions are consequential to system
performance as compared to those circumstances where the actions make no
difference.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
select one of the five questions and attempt to answer it. Present outcome.
Follow-up
Under what conditions does leadership matter?
Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,
and comment on how your views have changed as a result of the class discussion.
Whole Task Objectives Follow-up
Are you able to relate the concept of conditions in leadership to that of critical and
creative thinking?
27.2 Objective
Explore how leader’s personal attributes interact with situational properties to shape
outcomes.
Whole Task Objective
Describe the role of critical and creative thinking related to social interactions.
Activity
The 2 nd
question posed is “not what are the traits of leaders, but how do leaders’
personal attributes interact with situational properties to shape outcomes?” The
authors argue that it is the interaction between traits and situations that is of
consequence.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
select one of the five questions and attempt to answer it. Present outcome.
Follow-up
How do leaders’ personal attributes interact with situational properties to shape
outcomes?
Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,
and comment on how your views have changed as a result of the class discussion.
Whole Task Objectives Follow-up
Are you able to relate the concept of personal attributes and situational properties in
leadership to that of critical and creative thinking?
27.3 Objective
Explore good and bad leadership as qualitatively different phenomena.
Whole Task Objective
Describe the role of critical and creative thinking related to social interactions.
Activity
The 3 rd
question posed is “not do there exist common dimensions on which all leaders
can be arrayed, but are good and poor leadership qualitatively different phenomena?”
The authors suggest that research be focused on good and bad leadership relative to
average leadership or no leadership in order to better distinguish attributes that may
be separate and unique to good and bad leadership.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
select one of the five questions and attempt to answer it. Present outcome.
Follow-up
How are good and bad leadership qualitatively different phenomena?
Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,
and comment on how your views have changed as a result of the class discussion.
Whole Task Objectives Follow-up
Are you able to relate the concept of good and bad leadership to that of critical and
creative thinking?
27.4 Objective
Explore the reframing of models to consider all members as leaders and followers.
Whole Task Objective
Describe the role of critical and creative thinking related to social interactions.
Activity
The 4 th
question posed is “not how do leaders and followers differ, but how can
leadership models be reframed so they treat all system members as both leaders and
followers?” The authors argue for a functional approach to leadership where the
distinction between leader and follower becomes blurred through shared leadership.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
select one of the five questions and attempt to answer it. Present outcome.
Follow-up
How are all members both leaders and followers?
Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,
and comment on how your views have changed as a result of the class discussion.
Whole Task Objectives Follow-up
Are you able to relate the concept of reframing of leadership to that of critical and
creative thinking?
27.5 Objective
Explore how leaders can be assisted to learn.
Whole Task Objective
Describe the role of critical and creative thinking related to social interactions.
Activity
The 5th question posed is “not what should be taught in leadership courses, but how
can leaders be helped to learn?” Leaders should be motivated to foster their own
continuous learning and thus requires an emotional maturity for dealing with one’s
own and others anxieties.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
select one of the five questions and attempt to answer it. Present outcome.
Follow-up
How can leaders be assisted to learn?
Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,
and comment on how your views have changed as a result of the class discussion.
Whole Task Objectives Follow-up
Are you able to relate the concept of helping leaders to learn to that of critical and
creative thinking?
References
Avolio, B. J. (2007). Promoting more integrative strategies for leadership theory-
building. American Psychologist, 62, 25–33.
Bennis, W. G., & Thomas, R. J. (2002). Geeks & geezers: How era, values, and defining
moments shape leaders. Boston, Massachusetts: Harvard Business School Press.
Dash, D. P. (2005). Logic of leadership research: A reflective review of Geeks & Geezers
by Bennis and Thomas. Journal of Research Practice, (1), Article R1. Retrieved March
8, 2009 from http://jrp.icaap.org/index.php/jrp/article/view/2/4
Hackmann, R. J., & Wageman R. (2007). Asking the right questions about leadership.
American Psychologist, 62, 43-47.
Sternberg, R. J. (2007). A systems model of leadership: WICS. American Psychologist,
62, 34–42
Vroom, V. H., & Jago, A. G. (2007). The role of the situation in leadership. American
Psychologist, 62, 17–24.
Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62,
6–16.
http://jrp.icaap.org/index.php/jrp/article/view/2/4
- Teaching Resiliency: Mentoring
28.1 Objective
Identify steps in finding a mentor.
The objective is the learning intent of this session. As you read this objective and
participate in the activities that follow, attempt to relate this objective to the current
activity and the broader concept presented as the Whole Task Objective. The Whole
Task Objective typically span three sessions with each of the three sessions
contributing to your overall understanding of the Whole Task Objective.
Whole Task Objective
Describe the role of mentorship and effective learning.
Relevancy
Fagenson (1989) states that mentored individuals reported having more satisfaction,
career mobility/opportunity, recognition and a higher promotion rate than non-
mentored individuals.
True heroism is remarkably sober, very undramatic. It is not the urge to surpass all at whatever cost, but the urge to serve others at whatever cost. — Arthur Ashe
Pretest
What is your perception of a mentor?
Given your perceptions, how would you go about finding a mentor?
Activity
Nichols (2002) states that mentoring is the belief that individuals may best learn
through observing, doing, commenting and questioning, rather than by simply
listening. As such, mentoring can be a process of educating an individual through the
concept of a role model and can serve as an excellent tool for professional learning
both for the mentor and the mentee through systematic critical reflection. This
reflection occurs by encouraging individuals to examine their practices and reappraise
values, theories and aspirations.
Galbraith (2003) indicates there are two types of mentoring, informal and formal
(sponsored mentoring). Informal mentoring is a relationship that occurs that is
unplanned for the purpose of professional, personal, and psychological growth.
Informal mentoring seems to be a meaningful qualitative experience. Formal or
sponsored mentoring, on the other hand, is an intentional process that is typically the
result of a planned mentoring program. Formal mentoring is designed to reach a
variety of specific goals and purposes, defined by the setting in which it operates.
The essence of mentoring is based on the idea of one-on-one teaching. The dynamics
of mentorship typically include sharing control and the creation of opportunities for
common learning. The mentorship may involve pursuing explorations based on a
learner’s questions or understanding into new areas of academic exploration in a
manner that may potentially question faculty authority and the claims to knowledge
upon which that authority rests. A learner is encouraged to participate in learning and
obtaining the new skills necessary to work independently. Mentors try to model the
very kind of learning they hope their learners will continue to pursue, the ideal of
lifelong learning (Chen, Fortunato, Mandell, Oaks & RyanMann, 2001).
According to Galbraith (2000), the process of mentorship, in sponsored college
mentorship, can be considered as four phases. The initial phase, typically occurring in
the freshman year, is the period in which the relationship is formed through an
organized process or through efforts to promote oneself through diligent work and
opportunities for shadowing. The second phase, or cultivation phase, might occur
during the sophomore and junior years, or even longer. During this phase, the positive
expectations that emerged during the initiation phase are continually examined. The
third phase, during or soon after a student’s senior year, is a time when the learner
experiences new independence and feelings of loss. The fourth phase is one of
redefinition where both the parties recognize that a shift in developmental tasks has
occurred and that the previous mentorship process is no longer needed.
Dealing with mentorship can be a complex process for those unfamiliar with the
process. First is that learners must make their own way, and second is that mentors
must be prepared to face complex issues and to understand that their efforts may not
pay off quickly or perhaps ever (Crutcher, 2007).
Follow-up
What is a mentor?
How would you go about finding a mentor?
Whole Task Objectives Follow-up
Are you able to relate the concept of mentoring to that of mentorship and effective
learning?
Toolbox Mentorship
Objective 28.2
Indentify steps to mentor your family to include spirituality.
Whole Task Objective
Describe the role of mentorship and effective learning.
Your life is not a problem to be solved, but a gift to be opened. –Wayne Muller
Relevancy
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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