Author: Splendid Writings

The essay should follow edited Standard English for sentence structure, grammar, punctuation, spelling, usage, and mechanics as well as accurately use Chicago Style citation and documentation guidelines.

The essay should be 5-7 pages in length. In addition, the paper should follow standard Chicago Style formatting. Note: The title page and the references page are not counted as part of the paper length.
Sources for the paper must be scholarly such as books by historians, peer-reviewed journals or scholarly websites (i.e., those ending in .gov, .edu, or .mil). No more than half of the references can be from the Internet. DO NOT USE Wikipedia as a reference. You should use at least 3-5 sources (only two may be from a webpage) in addition to your text.

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– Checks and Balances: Include its purpose, and cite at least one example per branch of government.
Briefly explain the following fundamental principles as found in the U.S.
Constitution and identify how each is at work in the American political
system.
– Limited Government: Include Constitutional structures designed to keep
the power of government in check and protect citizens’ freedom.
– Establishment of a Republic: Include evidence that the U.S. government
is based on the authority of the people and identify alternative systems of
government.
– Federalism: Include examples of conflicts in the relationship between
the national and state levels of government.
– Separation of Powers: Include the three branches of government,
functions of each, members, and selection procedures.
– Checks and Balances: Include its purpose and cite at least one example
per branch of government.
All ideas are supported by research
-A minimum of three outside, scholarly sources are cited in the paper and
included in the reference page
-All material must be written in students’ own words with only very
limited direct quotes from other sources

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The Steps To Forming A Team Worksheet

 

Part 1: Complete the Worksheet

The Table below lists the steps for building an effective team (refer to your coursework to review these steps).

In the box provided, describe what each step entails, why it’s important, and, where applicable, what activities and/or tools you would use to aid you in completing the step. Be thorough (4-6 sentences per step).

 

Steps To Build An Effective Team	What is it, and why is it important? What tools/activities could help?
Step 1: Identify your team’s purpose
Step 2: Identify individual roles and tasks
Step 3: Identify candidates for each role
Step 4: Conduct research
Step 5: Test/Evaluate for the role
Step 6:  Recruit members

 

Part 2:  Reflection Questions

1. Identify 3 characteristics that make someone an effective team member and explain the significance of each.
2. Identify and describe 3 strategies a team leader could use to ensure the effectiveness of their team.
3. Describe a task or challenge that could only be accomplished by a team, and not an individual. Discuss why a team is necessary to succeed and complete the challenge.

 

 

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Choose a nursing discipline (ex: Emergency Room, pediatrics, obgyn, etc.) Write a 2 page evaluation paper in which you describe the particulars of the work of that kind of nurse. Usually nurses need to have quick reactions, great experience, & knowledge. What 3 criteria do you think nurses need too become a great nurse in the discipline you choose?

You can use any source if you want, just site it please.

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Students will provide a written
critique/analysis of their presentation and two TedTalk presentations.

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Leadership Relations.

A critical component of a leader’s success is their ability to develop effective relationships with their superiors, their co-workers, and their subordinates. Propose and discuss at least three strategies a leader should adopt to enhance their relationships with superiors, co-workers and subordinates. Discuss the importance of developing relationships within all levels of the organization.

——————-

Required Resources
Text
Warrick, D.D. (2016). Leadership: A high impact approach [Electronic version]. Retrieved from https://content.ashford.edu/
• This text is a Constellation™ course digital materials (CDM) title.
• Chapter 5: People Skills and Effective Communication
• Chapter 10: Managing Stress, Time and Work/ Life Balance
Recommended Resources
Article
Carpenter, D. J., Fusfeld, A.R., & Gritzo, L.A. (2010). Leadership Skills and Styles. Research Technology Management, 53(6), 58-60. Retrieved from the ProQuest database

Multimedia
INTELECOM (Producer). Teamwork and morale (Links to an external site.) [Video file]. Retrieved from http://searchcenter.intelecomonline.net:80/playClipDirect.aspx?id=4870EEC7664070BB9915C7C9656B6ED5A52ECC40AB62DCDA9996E89EE16E34BDC5FBF05E18EC6B5CD26FA2A7AAE9070BEA04A55595D8849B

————————

Week Three Lecture

Leaders display traits through patterns in their behavior. Consequently, many researchers have examined the behavior of leaders to determine what behavioral features include leadership style and how particular behaviors relate to effective leadership.

Trait and Skill

Early efforts to understand leadership success focused on the leader’s personal traits. Traits such as intelligence, honesty, self-confidence, and appearance are the distinguishing personal characteristics of the leader. Fundamental to this early research was the idea that some people are born with traits that make them natural leaders. (One such theory is the Great Man approach, as discussed in Week One.) Traits are “relatively persistent and consistent behavior patterns manifested in a wide range of circumstances” (Chaplin, 1974, p. 510). Skills are “abilities of a high order enabling an individual to perform a complex motor act smoothly and with precision” (p. 458).

Northouse (2007) says that traits emphasize the personality. It is with different styles that theory emphasizes leaders’ actions. In research, it is much easier if the larger concept can be broken down into elements, so leadership behavior becomes more readily understood if leadership traits or skills can be identified. Consequently, trait theorists look at general patterns and trends, which can help predict behavior but are personality driven; skills theorists look at competencies that can be learned.

Personality behavior has many descriptions to identify those traits that could be used to easily describe leadership (Northouse, 2007). Researchers must settle for major leadership traits, such as intelligence, self-confidence, determination, integrity, and sociability, which appear central to the research. More recently, work on emotional intelligence has highlighted the social aspects of intelligence (Goleman, 1995). Kanter (2004) examines how confidence consists of expectations for favorable outcomes, and how others appear to be willing to invest in those people who exude confidence.

Skills represent “abilities of high order that enable the individual to perform complex acts smoothly and with precision” (Chaplin, 1974). Psychologists break skills into fundamental skills and higher-level skills. Most trait information originates with middle or junior managers as the subjects. However, that is changing as more researchers, such as Bennis (1989) and Collins (2001), gain access to executive levels to observe and study their behaviors. More leaders in executive positions recognize the criticality of developing leaders within the organizational pipeline (Charan, Drotter, & Noel, 2001).

Traits, Skills, and Organizational Performance

Mumford, Harding, Jacobs, and Fleishman (2002) found it difficult to state absolutely that skill-training programs assist the development process of leaders, but they did clearly find that the different leadership position levels significantly influence the skills and skill levels relevant to that position. In other words, experience plays a significant role in leader development. The study also concluded that by “understanding the structure of leader skill acquisition, it becomes possible to draw some general conclusions about the kinds of interventions likely to contribute to leader development” (p. 109). To enhance organizational performance, organizations must improve their ability to select candidates for leadership positions and, if possible, prepare the leaders within their own organizations to perform at higher levels of the organization.

Conclusion

It is crucial to understand the importance of traits and behaviors in the development of leadership theory and research. Traits include self-confidence, honesty, and drive. Although certain personal traits and abilities constitute a greater likelihood for success in a leadership role, they are not sufficient to guarantee effective leadership. Therefore, the style of leadership demonstrated by an individual greatly determines the outcome of the leadership endeavor. Often, a combination of styles is most effective. Trait and skill theories may be seen as foundational for leadership definition, study, and development. Many aspects of trait and skill theories focus on what to be, not on how to be it. Fortunately, many leadership studies and books today are turning their focus to how to be leaders (Hesselbein, 2002).

Forbes School of Business Faculty

References

Bennis, W. G. (1989). On becoming a leader. Reading, MA: Addison-Wesley.

Chaplin, J. P. (1974). Dictionary of psychology. New York, NY: Dell.

Charan, R., Drotter, S., & Noel, J. (2001). The leadership pipeline: How to build the leadership-powered company. San Francisco, CA: Jossey-Bass.

Collins, J. (2001). Good to great: Why some companies make the leap…and others don’t. New York, NY: Harper Business.

Connelly, M. S., Gilbert, J. A., Zaccaro, S. J., Threlfall, K. V., Marks, M. A., & Mumford, M. D. (2000). Exploring the relationship of leadership skills and knowledge to leader performance. The Leadership Quarterly, 11(1), 65-86. doi:10.1016/S1048-9843(99)00043-0

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Books.

Hesselbein, F. (2002). Hesselbein on leadership. San Francisco, CA: Jossey-Bass.

Kanter, R. M. (2004). Confidence: How winning streaks and losing streaks begin and end. New York, NY: Crown.

Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11(1), 11-35. doi:10.1016/S1048-9843(99)00041-7

Northouse, P. G. (2007). Leadership: Theory and practice (4th ed.). Thousand Oaks, CA: Sage.

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Leadership Effectiveness.

The base rate of managerial incompetence is estimated to be 50 to 75%. This means that a majority of people in positions of authority have difficulties getting a group of people to work effectively together or get results.

1. What do you think about this percentage? For example, is it too high or too low, and why?
2. Think about the effective and ineffective leaders for whom you have worked. Using the overview of leader traits and skills provided in this week’s lecture and readings, what traits did the effective leaders possess and/or what behaviors did they exhibit that caused them to get results?
3. What traits and/or behaviors did the ineffective leaders demonstrate?

—————-

Required Resources
Text
Warrick, D.D. (2016). Leadership: A high impact approach [Electronic version]. Retrieved from https://content.ashford.edu/
• This text is a Constellation™ course digital materials (CDM) title.
• Chapter 5: People Skills and Effective Communication
• Chapter 10: Managing Stress, Time and Work/ Life Balance
Recommended Resources
Article
Carpenter, D. J., Fusfeld, A.R., & Gritzo, L.A. (2010). Leadership Skills and Styles. Research Technology Management, 53(6), 58-60. Retrieved from the ProQuest database

Multimedia
INTELECOM (Producer). Teamwork and morale (Links to an external site.) [Video file]. Retrieved from http://searchcenter.intelecomonline.net:80/playClipDirect.aspx?id=4870EEC7664070BB9915C7C9656B6ED5A52ECC40AB62DCDA9996E89EE16E34BDC5FBF05E18EC6B5CD26FA2A7AAE9070BEA04A55595D8849B

—————

Week Three Lecture

Leaders display traits through patterns in their behavior. Consequently, many researchers have examined the behavior of leaders to determine what behavioral features include leadership style and how particular behaviors relate to effective leadership.

Trait and Skill

Early efforts to understand leadership success focused on the leader’s personal traits. Traits such as intelligence, honesty, self-confidence, and appearance are the distinguishing personal characteristics of the leader. Fundamental to this early research was the idea that some people are born with traits that make them natural leaders. (One such theory is the Great Man approach, as discussed in Week One.) Traits are “relatively persistent and consistent behavior patterns manifested in a wide range of circumstances” (Chaplin, 1974, p. 510). Skills are “abilities of a high order enabling an individual to perform a complex motor act smoothly and with precision” (p. 458).

Northouse (2007) says that traits emphasize the personality. It is with different styles that theory emphasizes leaders’ actions. In research, it is much easier if the larger concept can be broken down into elements, so leadership behavior becomes more readily understood if leadership traits or skills can be identified. Consequently, trait theorists look at general patterns and trends, which can help predict behavior but are personality driven; skills theorists look at competencies that can be learned.

Personality behavior has many descriptions to identify those traits that could be used to easily describe leadership (Northouse, 2007). Researchers must settle for major leadership traits, such as intelligence, self-confidence, determination, integrity, and sociability, which appear central to the research. More recently, work on emotional intelligence has highlighted the social aspects of intelligence (Goleman, 1995). Kanter (2004) examines how confidence consists of expectations for favorable outcomes, and how others appear to be willing to invest in those people who exude confidence.

Skills represent “abilities of high order that enable the individual to perform complex acts smoothly and with precision” (Chaplin, 1974). Psychologists break skills into fundamental skills and higher-level skills. Most trait information originates with middle or junior managers as the subjects. However, that is changing as more researchers, such as Bennis (1989) and Collins (2001), gain access to executive levels to observe and study their behaviors. More leaders in executive positions recognize the criticality of developing leaders within the organizational pipeline (Charan, Drotter, & Noel, 2001).

Traits, Skills, and Organizational Performance

Mumford, Harding, Jacobs, and Fleishman (2002) found it difficult to state absolutely that skill-training programs assist the development process of leaders, but they did clearly find that the different leadership position levels significantly influence the skills and skill levels relevant to that position. In other words, experience plays a significant role in leader development. The study also concluded that by “understanding the structure of leader skill acquisition, it becomes possible to draw some general conclusions about the kinds of interventions likely to contribute to leader development” (p. 109). To enhance organizational performance, organizations must improve their ability to select candidates for leadership positions and, if possible, prepare the leaders within their own organizations to perform at higher levels of the organization.

Conclusion

It is crucial to understand the importance of traits and behaviors in the development of leadership theory and research. Traits include self-confidence, honesty, and drive. Although certain personal traits and abilities constitute a greater likelihood for success in a leadership role, they are not sufficient to guarantee effective leadership. Therefore, the style of leadership demonstrated by an individual greatly determines the outcome of the leadership endeavor. Often, a combination of styles is most effective. Trait and skill theories may be seen as foundational for leadership definition, study, and development. Many aspects of trait and skill theories focus on what to be, not on how to be it. Fortunately, many leadership studies and books today are turning their focus to how to be leaders (Hesselbein, 2002).

Forbes School of Business Faculty

References

Bennis, W. G. (1989). On becoming a leader. Reading, MA: Addison-Wesley.

Chaplin, J. P. (1974). Dictionary of psychology. New York, NY: Dell.

Charan, R., Drotter, S., & Noel, J. (2001). The leadership pipeline: How to build the leadership-powered company. San Francisco, CA: Jossey-Bass.

Collins, J. (2001). Good to great: Why some companies make the leap…and others don’t. New York, NY: Harper Business.

Connelly, M. S., Gilbert, J. A., Zaccaro, S. J., Threlfall, K. V., Marks, M. A., & Mumford, M. D. (2000). Exploring the relationship of leadership skills and knowledge to leader performance. The Leadership Quarterly, 11(1), 65-86. doi:10.1016/S1048-9843(99)00043-0

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Books.

Hesselbein, F. (2002). Hesselbein on leadership. San Francisco, CA: Jossey-Bass.

Kanter, R. M. (2004). Confidence: How winning streaks and losing streaks begin and end. New York, NY: Crown.

Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11(1), 11-35. doi:10.1016/S1048-9843(99)00041-7

Northouse, P. G. (2007). Leadership: Theory and practice (4th ed.). Thousand Oaks, CA: Sage.

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Things to put in personal statement

Use the space provided to explain why you want to go to medical school. The available space for your response is 5300 characters, or approximately one full page. You will receive an error message if you exceed the available space

There are a few follow up questions to help you:Use my experiences to answer these questions in my personal statement

• Why have you selected the field of medicine?
• What motivates you to learn more about medicine?
• What do you want medical schools to know about you that hasn’t been disclosed in other sections of the application?
• Unique hardships, challenges, or obstacles that may have influenced your educational pursuits.
• Commentary on significant fluctuations in your academic record that are not explained elsewhere in your application.

I need you to use my experiences to show that

 

• I am compassionate
• A leader
• Motivated to do medicine
• Interested in science
• Overall I want it to show my personal growth as a central theme how this lead me to wanting to do medicine
• Talk about teamwork

Summary of why I want do medicine-I honestly just want to increase peoples quality of life while being able to not only  form meaningful relationships with them but to continue to feed my passion for science as I learn from them.

Consider that I knew I wanted to do something involving science and being able to help people and this is basically a journey of me figuring out that was medicine and being a physician.

Maybe mention somewhere where it fits why I want to be a doctor and not just a nurse etc.say something along the lines of because I want to be a decision maker/leader have more personal interaction with patients( use my story to kind of show this).

-You can put whatever you feel necessary to answer the questions and show certain qualities.

My life:

-I grew up in Jamaica, lived there for 16 years

-Growing up I had a heart defect that only 2 doctors in the whole island were qualified to operate on, learning this at around age 6 first sparked my interest in medicine , though I had yet to understand the responsibilities of doctors I knew at that time I never wanted anyone else to hear that they could have an inoperable surgery based on lack of qualified professionals being available ,and so I wanted to make a difference.

-By the time I got to high school I quickly realized that I had fondness for the sciences and really enjoyed studying them and getting to use the knowledge practically in labs etc.

-However, growing up in a country like Jamaica where the only secure jobs were in the field of medicine or sciences how could I be sure that this was what I wanted to do? I had nothing else to compare it to and basically no real other options based on what I was motivated by(wanting to increase peoples quality of life) and what I was interested in(sciences).

– At this point though the most I knew about the medical field was learned from family friends/acquaintances who were doctors.Though they gave me great insight I still wasn’t sure if I wanted to do it based on passion or out of necessity and that tied with the fact that the medical field in Jamaica lacked a lot due to finances and brain drain (many brilliant doctors moved to countries with more resources etc) I jumped at the chance to immigrate to the united states.

 

Age 17

-Financially this was a hard move because my parents were jobless and we were homeless living with a family friend for an extended period of time until my parents could get on their feet.I was in a new environment ,facing completely different challenges nevertheless I was excited because the move brought opportunity.(Jamaica has a medical school however resources and technological advancements are limited)

-I spent a year in the American high school system and got to do something I never had the chance to -volunteering. I volunteered with senior citizens in the assisted living department of a old age home.The experience molded me into the person I am today .My duties there included but were not limited to feeding residents, cleaning them and even playing games (like bingo) with them ;the thing I noticed was that with all the people I assisted sick or healthy nothing seemed to make them happier than simple companionship. This taught me one of the most important lessons I’ve learned to date;that physical health is only part of the puzzle but adding mental health to it makes it whole.Me being able to help complete that puzzle was honestly one of the greatest feelings I ever had.

-After I graduated, high school based on my interest in natural sciences and living things I decided to pursue a biology major for my undergrad degree.

–

 

AGE 18

In sophomore (2^nd year) of college fall 2018 my father was diagnosed with prostate cancer,at this point I was in a state of sadness ,confusion etcetera my grades fell a bit I was simply not in the right headspace.However I am not one to stay in a slump ,at this point I was uneducated about the disease so  I decided to look into it find out what it was all about.This lead me to starting my undergrad research (up to this point I was complete uninterested in research),I started undergrad research in spring 2019 under a professor ,masters student and alongside 2 other undergrads.The research was on prostate cancer cells  at this time we were researching phytochemical drugs that could be used to treat the cells .The experience enabled me to learn a lot about the disease in terms of epidemiology,treatment,diagonosis ,mechanisms etc .This gave me a lot of comfort(I learned in early stages it has very high survivability once treated) and not only helped me but also helped me to better understand my father and educate him better about the disease which in turn helped him to make the best decision for his treatment .Beyond this I ended up continuing research in prostate cancer (even though I could’ve stopped after 1 semester) because I realized how much there still was to learn ,it even got to a point where I was excited to go to lab to see our results, and even to read articles that could potentially help our research(research was just overall fun).To this date I have been doing research on drug therapy for  prostate cancer cells for about a year and even along side my lab mates received an award for our poster on said research.( We won first place in 9^th annual broward undergraduate research symposium).This experienced made me develop a deeper love for science and newfound love for research .Being a doctor would enable me to do this for years to come ,the thought is just thrilling.

Age 19

Summer 2019 I decided to start volunteering as a peer mentor at a school for juvenile delinquents. As someone who only got on a good path (when I moved I knew nothing about the education system how to get into colleges,apply etc) because of counselors and people giving me advice in my life I jumped at the chance to be able to even try to help even one student to figure out what they wanted for themselves (however I was a bit weary based on backgrounds of some students).As a peer mentor I had 1 on 1 discussions with students where I would talk to them about what they want to do with their futures and how to get there,I also lead group discussions with students doing team building activities and just simple life lesson talks.Of course this was not necessarily an easy task as the students mostly had bad temperaments ,were rowdy and lack motivation due to varying factors in their lives (many were from the inner city or involved in gangs etc.),however over time I learned to adjust to their behaviors and got a better understanding of each person I mentored and how to behave in a way that made everyone including myself feel comfortable but also respected,I had gained their trust and they gained mine. I still volunteer here and students come and go regularly so it’s never a day without some challenges or just new people to adapt to  but other peer mentors also joined the ranks which enabled a wider variety of activities and ideas of what to do with the students. Still every day I go in it is  always a pleasure knowing that I have been able to positively impact some of the students’ lives and may be able to continue doing so in the future.Ive seen many students stay on a non-criminal path, either get back into regular high school system or even graduate with their GED and even go onto to trade schools or colleges.This experience enabled me to empathize with various people on a level I never thought possible for myself (even though I was always an empath it was never on such a person level it was more general) ;the experience also taught me how to speak and be heard,how to lead and lead well .

 

 

 

Shadowing

2019

As a member of a club called medical missions abroad I went on a trip to Thailand to shadow doctors and volunteer at orphanages.The experience was tremendously educational as the Thai medical system was a bit different from what I was used to but also the variety of doctors and people I got to shadow honestly gave me the final piece on why I wanted to become a doctor.In Thailand I got to shadow emergency room doctors,orthopedic surgeons,gynecologists,urologists and even pharmacists and physical therapists.Day 1 l shadowed phamacists,interestingly pharmacist there are only located in hospitals and are able to give a variety of medications over the counter and even prescribe some to patients based on symptoms ( however this is very limited and only done for more common ailments.I also shadowed a physical therapist who mainly tended to stroke or elderly patients I like the fact that the job was hands on ,I even got to help take someone out of a wheelchair and guided them as they practiced walking.Day 2 I shadowed in the hemodialysis department relatively hard to see as most patients were in late stage kidney failure and needed kidneys but the country only does about 400 kidney transplants a year.What I  was really surprised by was the fact that regardless most of the patients I interacted with seemed appreciative of the medical treatment (this to me showed that doctors in this department gave the patients hope and made everyone feel good about their stay ,I really liked this)and were even eager to hold conversations(if they spoke some English) while I took their vitals.I was also shocked by the fact that the hospital directors mother was in the same department I really liked that all patients got equal treatment regardless of standing.I also shadowing an orthopedic surgeon in the operating room where I watched a carpal and cubital tunnel release.This was easily the most facisnating thing I saw on my trip ,it was up close and thus very informative and I loved every second of it.With the doctor showing me what he was doing and why he was doing it ,and even being able to see that the patient could move their hand in the procedure to show there was no damage;all I could think was the entire process was very intriguing and also seemed relaxing contrary to what I believed all surgery to be like prior to this .Day 3 I was in rural hospital here I shadowed an ER doctor ,here was a much smaller and thus more personal hospital ,I had many conversation with patients and took some of their blood pressures.Most patients did not necessarily need emergency room care but some did ,one case that stood out was a man who had recently gotten into a motor cycle accident and was bleeding from head to toe ;getting to see the procedure of caring for him was an amazing experience for me.After this I shadowed in the ward department of the hospital which mainly had patients under observation,I also liked this experience as I got to interact with each patient that I could some had been diagnosed  some had not .Other days of shadowing I shadowed in various departments of different hospitals including ICU, orthopedics, gynecology, gastroenterology etc.,I learned various things in each department ;however orthopedics stood out the most as in Thailand motorcycle accidents are very common and thus their were many patients with varying ailments in the department .Overall the highlight of the shadowing experience was getting to interact with patients and also seeing what hospital doctors do on a regular day to day basis.The fact that it never got boring and that there was always so much to learn,and hope for Which was really all I needed to know

 

 

-In the end although it was a heart defect that got me thinking about being in medicine its all these reasons I have mentioned above that has me firmly rooted in the idea that this is who I want to be .

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Leadership Evaluation.

The purpose of this assignment is to explore how leadership is formally evaluated in different organizations. In this assignment, examine and analyze the process used to evaluate leaders in a specific organization. Obtain a copy of a leadership performance appraisal form from an organization. To do so, contact an organization’s human resources department or conduct an Internet search.

Once you have obtained a sample form:

• Provide a summary and overview of the form.
• Evaluate any gaps in the knowledge and skills assessed.
• Compare the form to the different techniques used to measure leadership effectiveness.
• Identify what the organization could do to improve the leadership evaluation process and make recommendations for improving the process.
Your paper should be three to four pages in length (excluding the title and reference pages). Your paper must be formatted according to APA style as outlined in the Ashford Writing Center, and it must include citations and references from the text and at least three scholarly sources from the Ashford University Library.

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Required Resources
Text
Warrick, D.D. (2016). Leadership: A high impact approach [Electronic version]. Retrieved from https://content.ashford.edu/
• This text is a Constellation™ course digital materials (CDM) title.
• Chapter 5: People Skills and Effective Communication
• Chapter 10: Managing Stress, Time and Work/ Life Balance
Recommended Resources
Article
Carpenter, D. J., Fusfeld, A.R., & Gritzo, L.A. (2010). Leadership Skills and Styles. Research Technology Management, 53(6), 58-60. Retrieved from the ProQuest database

Multimedia
INTELECOM (Producer). Teamwork and morale (Links to an external site.) [Video file]. Retrieved from http://searchcenter.intelecomonline.net:80/playClipDirect.aspx?id=4870EEC7664070BB9915C7C9656B6ED5A52ECC40AB62DCDA9996E89EE16E34BDC5FBF05E18EC6B5CD26FA2A7AAE9070BEA04A55595D8849B

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Week Three Lecture

Leaders display traits through patterns in their behavior. Consequently, many researchers have examined the behavior of leaders to determine what behavioral features include leadership style and how particular behaviors relate to effective leadership.

Trait and Skill

Early efforts to understand leadership success focused on the leader’s personal traits. Traits such as intelligence, honesty, self-confidence, and appearance are the distinguishing personal characteristics of the leader. Fundamental to this early research was the idea that some people are born with traits that make them natural leaders. (One such theory is the Great Man approach, as discussed in Week One.) Traits are “relatively persistent and consistent behavior patterns manifested in a wide range of circumstances” (Chaplin, 1974, p. 510). Skills are “abilities of a high order enabling an individual to perform a complex motor act smoothly and with precision” (p. 458).

Northouse (2007) says that traits emphasize the personality. It is with different styles that theory emphasizes leaders’ actions. In research, it is much easier if the larger concept can be broken down into elements, so leadership behavior becomes more readily understood if leadership traits or skills can be identified. Consequently, trait theorists look at general patterns and trends, which can help predict behavior but are personality driven; skills theorists look at competencies that can be learned.

Personality behavior has many descriptions to identify those traits that could be used to easily describe leadership (Northouse, 2007). Researchers must settle for major leadership traits, such as intelligence, self-confidence, determination, integrity, and sociability, which appear central to the research. More recently, work on emotional intelligence has highlighted the social aspects of intelligence (Goleman, 1995). Kanter (2004) examines how confidence consists of expectations for favorable outcomes, and how others appear to be willing to invest in those people who exude confidence.

Skills represent “abilities of high order that enable the individual to perform complex acts smoothly and with precision” (Chaplin, 1974). Psychologists break skills into fundamental skills and higher-level skills. Most trait information originates with middle or junior managers as the subjects. However, that is changing as more researchers, such as Bennis (1989) and Collins (2001), gain access to executive levels to observe and study their behaviors. More leaders in executive positions recognize the criticality of developing leaders within the organizational pipeline (Charan, Drotter, & Noel, 2001).

Traits, Skills, and Organizational Performance

Mumford, Harding, Jacobs, and Fleishman (2002) found it difficult to state absolutely that skill-training programs assist the development process of leaders, but they did clearly find that the different leadership position levels significantly influence the skills and skill levels relevant to that position. In other words, experience plays a significant role in leader development. The study also concluded that by “understanding the structure of leader skill acquisition, it becomes possible to draw some general conclusions about the kinds of interventions likely to contribute to leader development” (p. 109). To enhance organizational performance, organizations must improve their ability to select candidates for leadership positions and, if possible, prepare the leaders within their own organizations to perform at higher levels of the organization.

Conclusion

It is crucial to understand the importance of traits and behaviors in the development of leadership theory and research. Traits include self-confidence, honesty, and drive. Although certain personal traits and abilities constitute a greater likelihood for success in a leadership role, they are not sufficient to guarantee effective leadership. Therefore, the style of leadership demonstrated by an individual greatly determines the outcome of the leadership endeavor. Often, a combination of styles is most effective. Trait and skill theories may be seen as foundational for leadership definition, study, and development. Many aspects of trait and skill theories focus on what to be, not on how to be it. Fortunately, many leadership studies and books today are turning their focus to how to be leaders (Hesselbein, 2002).

Forbes School of Business Faculty

References

Bennis, W. G. (1989). On becoming a leader. Reading, MA: Addison-Wesley.

Chaplin, J. P. (1974). Dictionary of psychology. New York, NY: Dell.

Charan, R., Drotter, S., & Noel, J. (2001). The leadership pipeline: How to build the leadership-powered company. San Francisco, CA: Jossey-Bass.

Collins, J. (2001). Good to great: Why some companies make the leap…and others don’t. New York, NY: Harper Business.

Connelly, M. S., Gilbert, J. A., Zaccaro, S. J., Threlfall, K. V., Marks, M. A., & Mumford, M. D. (2000). Exploring the relationship of leadership skills and knowledge to leader performance. The Leadership Quarterly, 11(1), 65-86. doi:10.1016/S1048-9843(99)00043-0

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Books.

Hesselbein, F. (2002). Hesselbein on leadership. San Francisco, CA: Jossey-Bass.

Kanter, R. M. (2004). Confidence: How winning streaks and losing streaks begin and end. New York, NY: Crown.

Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11(1), 11-35. doi:10.1016/S1048-9843(99)00041-7

Northouse, P. G. (2007). Leadership: Theory and practice (4th ed.). Thousand Oaks, CA: Sage.

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Required Resources
Read/review the following resources for this activity:

Textbook: Chapter 6, 10, 12 (section: “The Modern Period”)
Lesson
Minimum of 1 scholarly source
Introduction
Social contract theorists say that morality consists of a set of rules governing how people should treat one another that rational beings will agree to accept for their mutual benefit, on the condition that others agree to follow these rules as well.

Hobbes runs the logic like this in the form of a logical syllogism:

We are all self-interested.
Each of us needs to have a peaceful and cooperative social order to pursue our interests.
We need moral rules in order to establish and maintain a cooperative social order.
Therefore, self-interest motivates us to establish moral rules.
Hobbes looked to the past to observe a primitive “State of Nature” in which there is no such thing as morality, and that this self-interested human nature was “nasty, brutish, and short” – a kind of perpetual state of warfare.

Locke disagreed, and set forth the view that the state exists to preserve the natural rights of its citizens. When governments fail in that task, citizens have the right – and sometimes the duty – to withdraw their support and even to rebel. Locke addressed Hobbes’s claim that the state of nature was the state of war, though he attribute this claim to “some men” not to Hobbes. He refuted it by pointing to existing and real historical examples of people in a state of nature. For this purpose he regarded any people who are not subject to a common judge to resolve disputes, people who may legitimately take action themselves to punish wrong doers, as in a state of nature.

Initial Post Instructions
For the initial post, address the following:

Which philosophy do you espouse?
How much authority should be granted to governments (e.g., the right to kill (death penalty/capital punishment/use of deadly force)? How much would you give up in return for safety?
If you side with Hobbes, do you support at any point recourse if the government violates its own contract (if so, you probably have a bit of Locke in your thinking)?

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