LEADERSHIP & ORGANISATIONS
COURSEWORK ASSIGNMENT TUTORIAL

Front cover:

Leadership & Organisations

Case Study: ?Bill Gates and Steve Jobs?
Question:
Using relevant leadership, management and organisational theory covered in the module, compare and contrast and critically discuss the leadership styles of Bill Gates and Steve Jobs. Consider the impact their respective styles and behaviour had on the organisation and their employees and, conversely, how organisational factors may have influenced their leadership.

Word Count: 1500

I would like (Grade) High 2:1 / 70-85%

Structure

? The Assignment is 1500 words (+/- 10%). Word count should be entered on front cover. (Excludes ?References? and ?Appendices?)

? Contents page or Abstract is not required.

? The Assignment is in the form of an Essay:

(Read the ASU?s Guide on Essay Writing).

Some points to note are?????????..

? Write a flowing coherent essay. Use of Headings and Sub-headings is permitted.

? Introduction: (8-10% of word count) Define key words in the title. Briefly outline any problems that the terms might suggest. Give background information on the topic, setting the scene & context.

? Main Body: findings, synthesis & analysis. Each paragraph should only address one topic or issue. Two paragraphs can state one issue BUT not two issues in one paragraph: you will overload the reader with information. To write clear sentences remember KISS ? Keep It Short and Simple.
o Paragraphs contain PEEEL. Each has a main Point. This topic sentence is best at the beginning of the paragraph so the reader is clear what that paragraph is about. The rest of the paragraph is used to say more about that topic. It will contain Evidence of the main point, an Explanation/Examination, some Examples and it will Link to the previous / next paragraph and/or the title.
o A quotation alone does not make a paragraph as it must include your comments.
o Use signposting to guide your reader through your essay, indicating the sequence of your discussion/ analysis/evaluation, etc. Each section should be in the order indicated in the Introduction.

? Conclusions: (8-10% of word count). Do not introduce new material/arguments. Summarise the key points from the main body. Suggest implications or areas worthy of further consideration.

? Referencing: Use Harvard Referencing; list sources alphabetically by the author?s surname. Do not number, bullet point or divide sources by type, i.e. journals, websites, etc. (see ASU Guide to Harvard Referencing).


Appendices

? Up to 5 appendices are permitted.

? Each Appendix must be numbered 1 to 5 and relate to a specific point in the essay. If two or more items refer to a particular point, such as comparing two or more theoretical models or charts, then these can be numbered (a), (b), etc. ? such as 2(a), 2(b)?.

? Do not repeat models or theory that are contained in your Lecture slides. This section is only for NEW material that explains, amplifies or supports your points.

Marking Criteria

? Degree of academic rigour
? Against Learning Outcomes (see below)
? Critical discussion/analysis (see Pg.6)
? Breadth and depth of literature and linking theory to practice
? Original thought and writing
? Presentation and well structured
? Alignment to the question set
? Harvard referencing
Learning Outcomes
Knowledge and Understanding of

- the origins and contemporary applications of management and leadership theory;
- management and leadership practice;
- the impact of organisations on individual and leader behaviour.

Skills and Attributes

- assess different approaches to leadership and management;
- discuss factors which influence the behaviour of individuals and leadership practice in organisations;
- evaluate the effectiveness of particular organisational leadership styles.

Case Study Specifics
? Use Leadership theories to identify the two leaders? respective approaches to leading and managing (See the first two topics on Leadership - draw from the approaches discussed there and accompanying models, or from any wider reading you?ve done);

? Draw from definitions of leadership, management, behaviour;

? Effect on morale and motivation (see topic on ?Leadership & Motivation?);

? Impact on, and by, organisational culture ? internally; externally e.g. towards customers, ???.. (see topic on ?Organisational Culture?);

? Impact of external factors on behaviour/style (see topic on ?Organisational Management?, specifically the ?Systems Approach?);

? Update discussion to reflect current position in both organisations (such as effect of current economic conditions, legislation, competition ? but without going into too much detail on these factors as this is not a Business assignment, only insofar as they impact on leadership/management behaviour);

? Whilst figures may be quoted in support of your points, detailed market statistics and financials such as balance sheets or P&L accounts are not required.

? Remember, there is no right or wrong answer. Any conclusion is valid provided it is founded on reasoned discussion or argument;

? Interviews with employees of the two organisations are NOT permitted, even if they are family or friends. This is primary research for which Ethics approval will be needed.

? Comments on companies? forums/customer reviews are not recognised sources because they cannot be authenticated. However, if there is a theme emerging that further proves or disproves a point that you have already discussed, then that theme can be used to further supplement your academic findings.

? Critical discussion ? what are the positive and negative aspects of the above, or advantages/disadvantages, argue, challenge, reach conclusions on the basis of your discussion or argument.
Note: Only under such discussions will you be permitted to use the first person ?I?. However, phrases like ?I feel? or ?I think? or ?I believe? should not be used as they imply opinion without a reasoned argument. On the other hand, e.g. ?On the basis on these discussions (or argument), I can conclude/infer that???.?. The third person can also be used if you are more comfortable with this, e.g. ?On the basis on these discussions (or argument), it can be concluded/inferred (or it is reasonable to conclude/infer), that???.?;
? Do not waste your Word Count by reproducing definitions that we have visited in the lectures. Just referring to them will suffice, such as:

?Whilst Herzberg?s (1959) Motivators appear to have universal acceptance, the culture within the organisation favours recognition from a money-driven perspective which fits more with the Scientific principles of Taylor (1911) and derived partly from the Authority-Obedience behaviour of its leadership and management as depicted by the Blake & McCanse (1991) Leadership model?.

However, definitions/theoretical models not covered in the lectures must be given and referenced.

? Journals are a valuable source of information. Try different ?key words? for your search as they appear in, or relate to, the question asked. Use the Journals Access site on Studynet and remember to tick the Athens box.

PAPER GUIDELINES
The objective of this assignment is for each student to demonstrate the level of mastery they have achieved as a result of the MAOL program of study. Demonstrating mastery goes beyond providing solutions or observations and must clearly illustrate your ability to explain theories in the context of your philosophy and personal definition of leadership. The paper should say something complete about your understanding of leadership and how it applies to your personal experience, your work and to the larger world,
To demonstrate their mastery, students will complete a comprehensive paper that is a minimum of 40 pages in length (12 point Times New Roman font, standard 1 margins, does not include title or reference pages) with a reference list of at least twenty-five independent entries (this standard represents and average of 3-5 sources for each of the six core courses covered in the Capstone Seminar. APA 6th edition guidelines will apply.
The following outline should be used to organize your paper using appropriate APA headers and sub-headers in each chapter. Be sure to include a properly formatted title page and reference list with all sources cited properly in the body of each chapter:
Chapter I. Thoughts on Leadership: This chapter provides an introduction to your paper. In it you describe your thoughts on leadership in terms of your definition, management and leadership and what you think leaders do. Include an opening statement to the paper before going into the chapter sections.
1. Definition. Using the literature as support, provide your definition of leadership. Include a description of the components included in that definition. How does your definition compare and contrast with various authors?
2. Management and Leadership. Drawing from the literature, compare and contrast management and leadership.
3. What Leaders Do. This is a section where you pull your thoughts on leadership into a framework or model of some type. For example, you might use Kouzes and Posner Leadership Practices, Robert Greenleafs Servant Leadership, Blakes and Moutons Managerial Grid, Situational, Transformational or any of the many other leadership theories studied in the MAOL program. You are encouraged to synthesize multiple theories to reflect your individual insights about what leaders do. Make sure your personal model/framework reflects your definition.
4. Conclusion. Reinforce the key points of this chapter.
Chapter II. Leadership Theory: This chapter allows you to demonstrate your knowledge of a variety of organizational leadership theories, theorists, concepts and models and relate them to your personal understanding and definition of leadership.
1. Leadership Theory. From the following list, describe and analyze three theories thoroughly, i.e., what the theory proposes, in what context, elements of the theory, how it supports effective leadership in todays organizational settings, potential limitations. Discuss how each of the three selected theories contributes to your philosophy of leadership. Select from:
a. Trait theory
b. Blake and Moutons Leadership Grid
c. Situational Leadership
d. Fiedlers Contingency Theory
e. Path-Goal Theory
f. Leader Member Exchange (LMX) Theory
g. Transformational Leadership
h. Servant Leadership
i. Authentic Leadership
j. Followership
2. Conclusion. Reinforce the key points of this chapter. Link back to your leadership definition from Chapter 1.
Chapter III. Self as Leader: This chapter contains elements of leadership that are directly related to your leadership practice.
1. Core Values. List and describe the main core values that guide your leadership practice. How do these values support effective leadership?
2. Ethical Framework. Using literature (from 601 and other courses) as support, describe your ethical decision making framework. For example, faced with an ethical leadership situation, what would you do and why? How do your core values fit within this framework?
3. Organizational Change Framework. Using at least two theories from literature (i.e., from 615 and other courses) as support, describe an organizational change strategy/process that guides your leadership philosophy and practice, and supports effective leadership.
4. Self Assessment. Using a minimum of three of the several assessments you had access to while in the MAOL program, describe yourself as a leader within the context of these assessments, i.e., Leadership Practices Inventory (LPI), DiSC, Parker Team Player, etc.
5. Conclusion. Reinforce the key points of this chapter. Link back to your leadership definition in Chapter 1.
Chapter IV. Leadership in Context: In this chapter, you provide examples of theories and concepts as applied to a real life situation drawn from your personal/professional leadership experience.
1. Description of Situation. Brief description of the event what happened.
2. Analysis of Situation
a. Systems Perspective (OLCU 602)
b. Organizational Behavior Perspective (OLCU 613)
c. Organizational Development Perspective (OLCU 615)
3. Conclusion. Describe how this application fits within and supports your leadership philosophy (as described in Chapters 1-3).
Chapter V. Final Thoughts. This chapter provides a summary/distillation of what you have learned and what is of most importance to you as a leader.
1. Essence or Major Cornerstones. Based on what youve written, describe the essence or major cornerstones of your leadership philosophy.
2. Evolution of Thinking. How has your thinking changed since you have been on this learning journey?
3. Conclusion. Make a final summary statement about the paper.
References. A list of references in APA 6th edition format.
Instructions for Comprehensive Paper
In general, the comprehensive paper should integrate and connect specific, explicit references to material covered in your courses and your own outside reading, but especially material from the core Organizational Leadership courses required of all students: OLCU 600, OLCU 601, OLCU 602, OLCU 613, OLCU 614 and OLCU 615.
Every effort should be made to use original sources. Most textbooks cite original sources but are not, themselves, an original source of information. Edited books are compilations of original works by an editing author. The purpose is to understand what the theorist is saying, best done through a review of their work and not someone elses interpretation. Combine books and journal articles, as well as a sprinkling of other sources (i.e., appropriate websites).
As this is your capstone course, this paper will bring together the major concepts, theories, and ideas that shape your thinking on organizational leadership as you exit the program. This paper provides you with the opportunity to return to each of the courses you took and revisit the key learning from those courses. Additionally, it allows you to visit authors to whom you were introduced for more in-depth understanding of their work. Finally, it allows you to distill the most meaningful concepts into a comprehensive statement of who you are as a leader.
OLCU 681 presents some extreme challenges in self-leadership. The following milestones are meant to guide you through the writing of the paper. Keep in mind that the cleaner the draft, the easier it is for the reader to provide feedback on content and help you develop your demonstration of mastery. If the reader gets caught up on sentence structure and syntax, spelling and grammatical errors, he/she will not be able to get to the essence of your story please proof-read your drafts and final paper carefully prior to submitting them.

REQUEST
I would like the writer ID: A20102596 to complete this research development for me.

IMPORTANT
USE UNIT 8 CASE STUDY AND INDPENDENT RESEARCH TO ANSWER QUESTIONS!

Questions

Visionary Leadership Practises

1.1 Describe the concepts related to visionary leadership
1.2 Explain the relationship between innovativeness and effective visionary practise
1.3 Apply visionary strategies to decision making process in order to rationalise problem solving

Understanding the Principle of Root Cause Analysis

2.1 Explain the aims and objectives of root cause analysis
2.2 Describe the steps in root cause analytical processes
2.3 Discuss the relevant of self-directed in root cause analysis

Critically Evaluate Specific Theories of Leadership

3.1 Critically evaluate the theory of leadership
3.2 Analyse the similarities and differences in theoretical concepts related to visionary practice
3.3 Explain the development of visionary strategies from theoretical concepts

Critically Evaluate Models and approaches of leadership

4.1 Evaluate management approaches related to models and concepts of leadership
4.2 Explain the appraisal and strategic development related to management processes and practice in visionary leadership
4.3 Describe how model and approaches are use implemented using management accounting as an example

WE WILL OFFER MORE FOR THIS ONE!!!!

OPEN TO ALL WRITERS!!!!!

PLEASE HAVE MR. SERBAN DO MY 10 PAGE PAPER on leadership practices inventory (LPI) ASSIGNMENT.

1. Write your specific leadership behavior as a case study. Compare and contrast your score with that of your observers. Be sure to start your witten case analysis with an explanation of who completed your survey forms, and include the graphic presentation of your results.
-you may elect to use a combination of graphs, charts and tables to display the LPI data
- you can create these in an excel file or word document. If using and excel document, link the two documents.
LPI online provides introductory information about what the LPI measures and how to interpret results.

2. Your paper should include the following:
- A thorough analysis of the data
- A meaningful display of the data (either charts, tables or some other visual representation)
- A case study analysis where you are the subject of the case (this does not need to be written in third person)
Use the instructions in LPI online regarding how to summarize your data. The instrument is designed to group the questions into 5 Practices of Exemplary Leadership. Some areas for exploration might include:
Where are your strenghs?
Your area for development?
You can also correlate the data in the LPI to how you saw yourself in the MBTI and the leadership instruments from earlier assignments
3. Summarize your report with an action plan and the steps you are going to take in your personal development.

I will be sending the LPI report via email instead of fax.

PLEASE NOTE THAT THIS PAPER SHOULD BE RECEIVED NO LATER THAN OCTOBER 19TH.


There are faxes for this order.

? Reflect upon the readings and consider the various leadership approaches and theories that have you encountered.
o How do the ideas presented in the article relate both to the ideas and concepts presented in leadership as well as to the notion of ethics in leadership?
o How can you apply the ideas and concepts presented in your chosen article to your own leadership practice? (in procurement department).

Reference

? Blanchard, K. (2010) ?Mission possible?, Leadership Excellence, 27 (4), p.17.
?
? ?The article discusses the need of leaders to learn from the past while simultaneously preparing for the future. It states that previously, changes would occur slowly, allowing people to adapt and change before enjoying a period of stability. It suggests that the problem with this is that it opens the way for stagnation. It offers a tool called GAPS which essentially means identifying problems, analysing and identifying the causes, and creating the appropriate solution?. [FROM ABSTRACT

Research and write a literature review on a Applying Leadership Theory to Leadership Practice. The research paper will be a comprehensive thematic review of the scholarly literature related to this topic. The leadership theories to focus on are: Path-Goal Theory; Leader-Member Exchange (LMX) Theory; and Psychodynamic Approach Theory

What is a Literature Review?

A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period. It has an organizational pattern and combines both summary and synthesis. The summary is a recap of the important information of the source; the synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on what is the most pertinent or relevant.

How is a literature review different from an academic research paper?

While the main focus of an academic research paper is to support your own argument, the focus of a literature review is to summarize and synthesize the arguments and ideas of others. The academic research paper also covers a range of sources, but it is usually a select number of sources, because the emphasis is on the argument. Likewise, a literature review can also have an "argument," but it is not as important as covering a number of sources. In short, an academic research paper and a literature review contain some of the same elements. In fact, many academic research papers will contain a literature review section. But it is the aspect of the study (the argument or the sources) that is emphasized that determines what type of document it is.

What is the format for literature reviews?

Just like most academic papers, literature reviews also must contain at least three basic elements: an introduction or background information section; the body of the review containing the discussion of sources; and, finally, a conclusion and/or recommendations section to end the paper.
Introduction: Gives a quick idea of the topic of the literature review, such as the central theme or organizational pattern.
Body: Contains your discussion of sources and is organized thematically (see below for more information on each).
Conclusions/Recommendations: Discuss what you have drawn from reviewing literature so far. Where might the discussion proceed?

What is a thematic literature review?

A thematic review would have subtopics based upon factors that relate to the theme or issue.
Sometimes, though, you might need to add additional sections that are necessary for your study, but do not fit in the organizational strategy of the body. What other sections you include in the body is up to you. Put in only what is necessary. Here are a few other sections you might want to consider:
Current Situation: Information necessary to understand the topic or focus of the literature review.
History: The chronological progression of the field, the literature, or an idea that is necessary to understand the literature review, if the body of the literature review is not already a chronology.
Methods and/or Standards: The criteria you used to select the sources in your literature review or the way in which you present your information. For instance, you might explain that your review includes only peer-reviewed articles and journals.
Questions for Further Research: What questions about the field has the review sparked? How will you further your research as a result of the review?

Important Points to Consider

The paper is to be written in strict conformance to APA standards, and contain at least 10??"12 pages of content (excluding the title page, abstract, and references) utilizing at least 15 scholarly references.

Three levels of APA headings should be used throughout the paper, as this is a graduate-level research paper.

For the purpose of this academic paper, please adhere to the follow rules when quoting or using a source:
Do not directly quote more than 120 words from any one source.
If the source is 2,000 words or less, do not directly quote more than 50 words from any one source.
Do not use the same source more than a total of 3 times within the whole document for quoting or paraphrasing.
Quotes must contain the section (if provided) and paragraph or page numbers of the quote and this information must be placed in the reference.
In all instances, be sure to use the APA guidelines for citations and references.

The paper must not be a series of quotations.

Additionally:

Please write 10 pages that will make up the annotated bibliography. The annotation for each reference includes all of the following: Who is the author and how are they qualified? Reflection on the source and how it fits in the topic chosen to research. A comment on whether the source helpful; Too broad or too narrow? Explain how this research will fit into this Literature Review. Follow these guidelines:

Includes cover page, abstract and annotated bibliography all in APA format
The minimum number of references (10) and an annotated bibliography for each is included.
Scholarly sources (from peer-reviewed journals) are used.
Minimal to non-existent grammatical and APA errors. Assignments are written in third person and in a formal writing style.

I will upload some additional sources within the next 48 hours.

Jason




There are faxes for this order.

Customer is requesting that (FreelanceWriter) completes this order.

Sunflower seems like it had a corporate culture that was neither sunny nor floral. Actually, it sounds like a pretty nasty place to work. And then they changed.

Please read the article below. What do you think? Describe the changes made at Sunflower and tell if they reflect the kind of cultural leadership you would use.

Please write three pages.

Using the power of corporate culture to achieve results: A case study of sunflower electric power corporation
Management Quarterly; Washington; Summer 2001; Justin W Schulz; L Christian Hauck; Rita M Hauck;



Abstract:
An in-depth analysis of the attempt by Sunflower Electric Power Corporation, a generation and transmission cooperative, to change the culture of the organization from the top down. Sunflower was the first of several G&Ts to default on senior debt obligations. In 1988, the morale of Sunflower people was at an all-time low, as they faced an uncertain future with a debt structure thought by many to be only a temporary fix, with local newspapers leveling charges of mismanagement and corruption. At the core of Sunflower's change in approach was the deliberate redevelopment of its corporate culture. For Sunflower, the whole, its people and culture, would become more than the sum of the parts.


Sunflower Electric Power Corporation was the first of several generation and transmission cooperatives (G&Ts) to default on senior debt obligations. Sunflower was driven to renegotiate its financial obligations with its creditors, including the Rural Electrification Administration, the National Rural Utilities Cooperative Finance Corporation, and the Bank for Cooperatives. The debt restructuring agreement was signed just days before CEO, Chris Hauck, was hired in 1988. Sunflower and its eight members faced a plummeting local economy, doubledigit interest rates, and the problem of what to do with their brand-new $500 million coal-fired Holcomb power plant, loaded with expensive cutting-edge pollution control equipment and sized to meet an anticipated booming demand for energy that, even today, has not fully materialized. In 1988, the morale of Sunflower people was at an all-time low, as they faced an uncertain future with a debt structure thought by many to be only a temporary fix, with local newspapers leveling charges of mismanagement and corruption. In those days, some employees even feared cashing their paychecks in their local communities, as they felt they were blamed for the bad situation. This article summarizes the dramatic story of Sunflower's fresh approach to "business as usual."

At the core of Sunflower's change in approach was the deliberate redevelopment of its corporate culture. For Sunflower, the whole, its people and culture, would become more than the sum of the parts. In reflecting on Sunflower's development from the late 80s into the 21st century, the management team identified three key elements that made the transformation possible. First, many midmanagers were ready for a change and they knew it had to be deep, not superficial. Second, the Sunflower Board of Directors brought in a new CEO committed to breaking down organizational walls between work units as well as opening up decision processes to encourage participation from everyone. Third, the new CEO brought in an organizational consulting team to help develop the processes that would make Sunflower a more effective organization.

THE COMPELLING EVENT

When he joined Sunflower, Hauck discovered that his predecessor had enforced an intense command-and-control culture that encouraged managers to fight over and protect turf. Power was used to advance the self-interests of this previous CEO and some managers who followed his lead. Other Sunflower managers were stifled in their efforts to do their jobs properly. Concerns about the financial condition, and questions of mismanagement, resulted in an investigation by the Kansas Corporation Commission and the Commission's support for the dismissal of the incumbent CEO.

Hauck's prior employment experiences had taught him what he did not want in a job or a company. From his past employment in senior positions, Hauck had seen bosses and work environments that no one should tolerate. He knew that as the new CEO he wanted to create an environment in which people would thrive, not just survive.

Shortly after his arrival, the new CEO had to deal with the residual effects of the previous management style. One of his senior executives was a particularly abusive manager. The manager frequently engaged in the practice of berating one supervisor until the man became physically sick. This supervisor and his group were so fearful of the executive and his predictable reaction to any mistakes they might make that they avoided taking the reasonable business risks that were necessary for them to succeed. Their work performance was dismal. Hauck dismissed the executive and made clear to all employees that he counted on them to use their judgment, including taking thoughtful risks. As the group came to believe that it really was part of their "job description" to risk reasonable mistakes, their performance improved dramatically, and these improvements led to significant, and much needed, rate reductions.

Dismissing the abusive manager and setting a different tone set the stage for building a better work climate, but there was more to do. Hauck found that Sunflower's entire executive management was seriously misaligned. The misalignment was evident in the conflicts over decisions, recurring turf issues, and the withholding of information by managers. To help address these problems, Hauck, with the support of the senior staff, began looking for a consulting firm with the expertise to help the company better align its management. Eventually, Sunflower developed a sound, long-term relationship with a Denver-based firm, Applied Behavioral Sciences, PC. This marked a new direction in how Sunflower would conduct business.

REDEFINING THE PROBLEM

Hauck initially defined the management difficulties as "people problems" that would go away if individuals could just be given the right psychological assistance to help them "fix" their personal shortcomings. But Sunflower's new consultants, Drs. Justin Schulz and Tom Traynor, emphasized that organizational development isn't just a matter of changing individuals. Rather, they explained the importance of interviewing the entire executive and senior management group, along with conducting an assessment of the company as a whole, in order to have an understanding of the organizational environment and to grasp how effectively it functioned in decisionmaking, communication, and utilization of human capital. The consultants explained that to attack the most aggravating symptoms, such as "misalignment" and "dysfunctional behavior," without an understanding of what triggers and perpetuates them can lead to changes that make the problems worse, rather than better. Schulz and Traynor interviewed the entire Sunflower management team and administered an objective behavior survey throughout the company. A week later, they met with the Sunflower executives to report the results, and, as one may have suspected, there was much more to the story than the executives had grasped.

While there had been a recent improvement in the overall climate, there were still significant deficiencies. Simple rejection of problematic practices of the past had not created a new organization. While the practices of the old regime had been renounced, people were not clear on what to do instead. The work environment did not include any new coherent cultural values or norms of expected behavior. Rejection of the old practices had created a vacuum. While operating in this vacuum, managers still engaged in unproductive conflict and withheld information, micromanaged staff, and blamed others.

In spite of Hauck's desire to create open, honest work relationships, an overall lack of trust prevailed, especially between work units. Many people expressed frustration at not being able to have more latitude in how they did work, as well as at the lack of progress in creating an emotionally safe and open work environment.

One thorny issue was the behavior of a particular supervisor. Although highly regarded for his knowledge and experience, the supervisor's behavior had triggered numerous complaints about his combative, and disrespectful manner. If the company managers were going to "talk the talk" about having a better work environment, something would have to be done. But what?

THE CEO's DILEMMA

Hauck had approached the management alignment problems as a problem with "them." The assessment of how the organization was functioning, as done by Schulz and Traynor made it clear that the problem was with "us," that is, the entire company. Addressing the perceived shortcomings of individual managers might provide some temporary improvements in specific cases, but the benefit would have little impact on the larger functional problems that involved the entire company. Creating a healthier, more effective company would require an entirely new approach by management.

Hauck realized that to create the kind of company he envisioned, he would have to give up control in exchange for leadership. This posed a serious dilemma when he considered his own business skill set. In all of his professional life, he had come to understand that the role of executives was to be in charge - to "make things happen." The last thing a real executive did was to give up control - especially in the tradition-bound electric utility industry where being in control was the way utilities were always run.

With consultation from Schulz and Traynor, Hauck redefined his job. The concept of servant leadership struck a sympathetic chord with Hauck and his personal belief system. As a servant leader, Hauck saw that he, and all of the Sunflower executives, were accountable to Sunflower as stewards in a much larger community. Hauck, and his executive team, began to approach their jobs as being responsible for managing the assets of their members and helping employees do their jobs. Since their jobs were now to help people get their work done, they could devote their efforts to supporting staff rather than managing them.

Hauck also realized that to effectively lead the entire team to accept the concept of servant leadership, he would have to lead by example. Acting on his belief that this was the right direction, Hauck laid out a new ground rule for doing business-- from now on, everyone in Sunflower was to hold him accountable to act consistently with his stated values, and if anyone disagreed with his decisions, they were to confront him directly.

Reflecting on their collective responsibility, the executive team identified a core value that would be the overriding principle for how Sunflower would conduct its business: Above all else, people are to be treated with dignity and respect. In the following years, this principle would prove to be a true benchmark for guiding actions that Sunflower could rely on time-after-time.

IT TAKES A MANAGEMENT TEAM

To DEVELOP A COMPANY

At this point, Schulz and Traynor began coaching the executive group on leadership practices that would demonstrate a commitment to treating people with respect and dignity and, at the same time, increase accountability. In the course of this phase, the executive group determined that they needed to be more proactive in addressing problematic behavior on the part of managers or supervisors. After more thorough consideration of the problems they were having with a key manager, they determined that, in fact, part of the problem was a mismatch between the manager's personality and style and what they were expecting him to do. They had put the wrong person in the position. Rather than trying to "fix" the manager, they decided to rotate him to a demanding senior staff position that would capitalize on his considerable technical talents, while changing the interpersonal dynamics of his work to better suit his interpersonal style.

Moving the manager meant finding a replacement for a key position. The executive team decided to promote a supervisor whose interpersonal style seemed more in line with the environment they wanted to nurture. Using the personnel change to shake up "the old way of doing things" and implement cultural change, Hauck's team wanted to unleash the potential of people that was not being tapped.

Hauck's vision involved an organization where people, at all ranks and in all positions, took initiatives without fear of reprisal. Leadership was not to be top-down, but a responsibility shared by everyone. To introduce the operational managers and supervisors to a new way of looking at running the business, Schulz and Traynor designed a four-day leadership development program for all Power Production and Transmission (Operations) management - thirtyfive managers and supervisors. Not until the fourth day of the program would Hauck and his executive group participate. On that last day of the program, the participants would share what they had learned and devise a plan for implementing new practices.

This program did not resemble training, as everyone knew it in the past, but was a bold test of the executive group's belief that leadership could come from all ranks. The program, The Spirit of Leadership, was convened at an executive conference center 250 miles away from Sun flo we r's center of operations. With all operational managers at the program , Operations' functions would be the total responsibility of line staff for that week. If the most vital operations could be managed on a day-to-day basis without management, both the line staff and the management staff would have to rethink their roles and business operations. And rethink it they did, beyond anyone's expectations.

This management leadership program became a watershed event for Sunflower. The goal had been to promote a more open, participative style and to put an end to the turf battles and micromanagement that had stifled employees. By the third day, the operations supervisors and managers had "caught the fever" and had changed the workshop agenda. The management group started to become a cohesive team, and as a team they set as their highest priority the task of creating a set of principles for guiding their daily actions. When Hauck and his executive group joined the participants on the last day, they encountered a more cohesive management team with a new set of practices for conducting the business-their Management Commitment Statement. The management team had drawn a line in the sand; a standard for their accountability (See page 9 for a copy of the statement).

A follow-up assessment by Schulz and Traynor revealed that change had begun, but there was more work ahead, especially in one unit. The most noticeable improvements had occurred among managers and supervisors. For example, line employees noted that the management group was being much more cooperative with one another, but this had not extended to substantial improvements in the working relationships between managers and supervisors. Line employees believed that they were listened to more and that their input was solicited, but they were unable to tell whether their input made much difference. Line employees also perceived that this newfound enthusiasm for openness, respect, and dignity was driven entirely by the CEO and was not widely embraced among the executive team or among the broader senior management group. Sunflower now had to take the next step to extend these changes.

The next phase of development was targeted at expanding the increased cooperation and improved communication vertically. This phase included training for line personnel, first-line supervisors and ongoing process consultation for the Operations Managers. Individuals were given training in conflict resolution, and learned strategies for working with others. By April of 1993, the anticipated changes were beginning to take hold. Six months before, many employees had stated, in effect, that "nothing really changes, they just paid lip service." Now, the complaints were aimed at the small number of managers and supervisors who were still not acting to give employees more say in managing their work. At the same time, it was apparent that there was conflict within the executive team, including very sensitive interpersonal conflicts. These conflicts were not getting addressed, much less resolved. An underlying "hot" issue that continued to impede the executive group's development was Hauck's own management style. While endorsing a more open, participative work climate, his fellow executives often felt intimidated and unable to confront him when they had serious differences of opinion. The realization that the executive group was not yet a team brought home to Hauck that change really would have to begin at the top. The realization of the development needs of the executive group led to the next phase in Sunflower's development - process consultation with the executives.

PROCESS CONSULTATION WITH THE

EXECUTIVES

Unfortunately, after much initial progress, development not only stalled, but a reassessment revealed that some units had actually regressed.

Some of this was due to Sunflower's vulnerability as a "single-- shaft" G&T with all of its base-load requirements produced at Sunflower's coal-fired Holcomb Station. The Power Production Manager felt significant pressure to keep Holcomb Station running with on-line availability expected at higher-than-average industry performance. The fear of "The Big Mistake" among Operations people seemed to contribute to an erosion of Sunflower's reputation for exceptional productivity rates. But most of the regression in performance seemed directly related to the avoidance of conflict among management.

After experiencing the satisfaction of being a more cohesive team, the management group found itself unable to address conflict openly and productively. As a consequence, accountability, as well as decisionmaking, deteriorated. Out of frustration, some line supervisors reverted to the old, abusive practices that had been displaced. Employees complained of feeling less empowered and resentful when people were not held accountable for living by The Management Commitment Statement.

Closer inquiry into the difficulty revealed that the accountability demanded by a more open, participative management practice was triggering significant personal conflicts for some managers and executives. Under the old commandand-control regime, many had been able to let someone else (i.e., "the boss") apply the heavy hand of telling people what to do; supervisors could sidestep feeling responsible for decisions as they implemented these directives knowing that they were just doing what they were told. However a more open process, based upon full sharing of information, weighing ideas by their merits and following through on commitments required a higher level of personal responsibility than most had been used to. A more open, participative management style now meant that everyone was responsible for holding each other accountable; a responsibility that made several key people extremely uncomfortable.

Additionally, some executives perceived that Hauck moved so quickly with new ideas that they did not have enough time to absorb them, or that he did not commit sufficient time to important considerations. As well as the personal style differences among Hauck and his executives further compounded the problem, as these differences generated communication conflicts that led them to question each others' motives. They were not sure how much to trust each other. The focus now had to be on building a greater degree of trust among executives and managers.

Because the changes that had been implemented had created personal developmental conflicts with several key people, individual executive coaching was added to the process consultation that Schulz and Traynor were providing to the executives as a group. This individual coaching helped these managers establish personal development plans to complement the work that the management and executive teams were doing on resolving their interpersonal differences.

During this phase, the executive group began to address their real perceptions of, and feelings toward, one another. In the process, they became much better listeners, "Seeking first to understand before seeking to be understood." They made the transition from being an executive team in name to becoming an executive team in fact. They also began to openly discuss how their own styles and ways of dealing with people and anxiety-provoking issues undermined the changes they were trying to bring about.

The Power Production managers and supervisors and the Vice President of Administration were soon given an opportunity to test their new skills when implementing a "no facial hair" policy for personnel whose jobs required the possible use of respirators as part of their fire fighting gear. In the past, a policy would have been announced, and if people did not like it, they would have been given a hostile reply of "Tough." But now, that employee input was sought and considered, making management apprehensive about how to implement a necessary policy that they knew would provoke intense criticism from employees very attached to their beards. The emotional attachment some employees had to their facial hair threatened to turn this seemingly minor policy into a major source of resentment.

The time spent developing themselves as a management team had paid off, as they tackled this thorny issue. As apprehensive as some were about the flak they expected to receive from some employees, as a team they were better able to use each other's ideas, collaborate and prepare the implementation of the policy. To avoid having the announcement be impersonal, they decided that the Power Production Manager would announce the new fire fighting gear policy at an all-hands meeting, rather than by written communication. That Manager felt confident that his managers, who had helped craft the implementation strategy, were fully supportive. As expected, there was some resistance to the policy. But the support he had from his managers made it easier for the Power Production Manager to announce the policy, listen to complaints without being defensive, acknowledge the anger that some might feel, and make clear that the policy must be implemented. Although there was some grumbling, it faded as people accepted the policy.

Hauck also began noticing a change in the relationship of the executive team and senior managers with Sunflower's Board of Directors. As he noted, "We're talking more with the Board, now, rather than to the Board." Addressing the interpersonal issues within the executive team was, at times, uncomfortable, but it enabled them to create the kind of team they wanted. Decision making was more efficient, they were quicker to voice concerns or differences of opinion, they spent more time inquiring about one another's ideas and perceptions, and they had a better appreciation of their individual differences, needs, and perceptions. The executive team now had a shared vision: It was not just one CEO's vision; it was the executive team's vision, shared and supported by all on the team.

In the course of its develop-ment, Schulz and Traynor helped the Executive team see that they were evolving toward a specific type of organizational culture, one known as a Competence Culture. The essence of a Competence Culture is that it constantly pursues new frontiers; it is driven to excellence in new ideas and innovation. Effective leaders in Competence Cultures are visionaries and standard setters, challenging themselves and others to seek new achievements. In the Competence Culture, ideas are judged only by their merit. Anyone can come up with a "best idea." In contrast, in the Control Culture, the culture more commonly found in the utility industry, seniority and conservatism prevail in judging ideas; ideas from juniors in the organization must be carefully checked by those higher up to assure that they do not introduce risk or too much change. Status in Control Cultures comes from your position in the organizational hierarchy, not from the quality of ideas.

Having this clearly defined core culture as their goal, management now had a systematic way of thinking about their culture and the leadership practices that best suited the needs of Sunflower. Complex planning activities, such as outage planning or restarting a mothballed unit, are driven by those who have essential knowledge or insights about the issues, rather than by those who control turf. This leads to a high degree of information exchange with a common understanding of the critical issues. Because of the openness of the process and focus on best ideas, all those involved feel ownership for the decisions. The value of Sunflower's deliberate development of its core culture and leadership practices has been demonstrated time-and-again as decisions become increasingly complex, require a more thorough understanding of the issues, and require quicker reactions.

THE WORK CONTINUES

For Sunflower, organizational and leadership development are not events, but an essential part of the ongoing business. Because of its own commitment to developing as a leadership team, the Executive Team has become a cohesive, aligned group. Differences in ideas are not just expressed - they are thoroughly explored until there is a clear agreement on how to proceed. Ultimately, each idea is measured by how well it serves Sunflower and its stakeholders, and differences in psychological styles are seen as strengths, because the executive team relies on the different styles of its members to complement one another.

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For the year 2001 and beyond, the development plan is to further extend the circle of leadership in Sunflower beyond those in managerial and executive positions. To advance this development, Schulz and Traynor meet regularly with employees from both the supervisory and line ranks to improve significant work processes.

As Sunflower moves ahead, the Executive Team is beginning to identify leadership for the future as they plan for developing succeeding generations of leaders in the company.

THE RETURN ON INVESTMENT

Contrary to predictions in the late 1980s, Sunflower not only survived, but thrived. Today Sunflower employees flourish in an environment of trust and synergistic interdependence. Sunflower enjoys an exemplary reputation as a caring and productive community citizen, and, within the electric utility business, as an example of excellence in achievement in virtually every measurable operating parameter, including rate decreases to members over the period amounting to 34%, an 89% increase in megawatt-hour sales, generation performance that greatly exceeds industry statistical norms in availability, and in recording significant productivity gains.

An intended and important success of Sunflower's process has been the ability to approach important decisions confidently and efficiently. One important decision of the last decade was whether to reactivate Sunflower's mothballed 100 MW gas-steam generating unit, and if so, how to most efficiently deploy it in the power markets. The decision-making process that was used involved the participation of virtually all of senior management meeting together for a free exchange of ideas and strategies. The participants unanimously acclaimed the meeting as an incredible display of the synergy, which the team had acquired from the on-going management development efforts. Their collaboration produced rewards and opportunities beyond the wildest dreams of the group, providing the cornerstone of a business arrangement that led to more than an $8 million annual reduction in Sunflower's rates.

Sunflower pays attention to its culture and values. The benefit is not only to Sunflower as a company, it is also to its employees and their families. Family members have reported that the employees' experiences with cultural transformation have brought a significant improvement in the overall quality of their family relationships and quality of life. In several cases, an employee's spouse has reported that the employee's personal growth from on-the-job interpersonal skill development had carried over into their marriage, enabling their family to stay together.

IMPLICATIONS FOR OTHER

COOPERATIVES

The experience at Sunflower highlights important considerations for any cooperative that plans to develop its corporate culture as part of its strategy for success. First, cooperative executives must be clear about what culture they wish to create or strengthen. Looking back on the early days that set the stage for change, the managers were correct; the change they needed had to be deep. Pursuing "management de jour" - latching onto the latest management fad - would not be a path to real change.

One way of testing the depth of the transformation envisioned for executives is to ask some questions about the culture they will build.

* Upon what values or principles is this culture based?

* How deeply rooted are these values or principles, and who is committed to living by them?

* How can the desired culture be described to others so that they can understand what it is like?

* How do people act within this culture so that they know what will be expected of them?

* How will building or strengthening this culture change the way the cooperative functions?

* How will it make life better for people?

A second consideration is having a compelling event or circumstance to motivate people to pursue cultural change. In Sunflower's case, the compelling circumstance was its financial crisis that required debt restructuring and employment of a new CEO. Without a compelling event or circumstance, people are often too comfortable with the way things are to drive real change. Cooperatives that are threatened by the changes occurring in today's power markets may well feel so anxious about their future survival that they are ready to change.

A third consideration is about planning. Successful cultural change efforts have to be strategic and tactical at the same time. In Sunflower's case, development was evolutionary, in that the initial effort was focused on part of the company - Operations - and grew over time to be applied across all elements of the company.

Although the focus was not initially corporate-wide, it was always aimed at changing interpersonal and organizational processes to reflect the core value of treating people with respect and dignity, as well as building a competence culture. Whether initiating change in some parts of the organization first or going company-wide at the outset, we would argue that many attempts at major organizational change fail, either because the intended change has no real relevance to the company's core business strategy or because the change efforts are not integrated in a manner that creates a synergy among the change activities. Cultural change efforts are much more likely to succeed if there is a coherent developmental plan that aligns business strategy, culture development and leadership development.

Fourth, organizational and leadership development are ongoing. If these are treated just as occasional events or "training," they will not make significant contributions to the organization. Organization and leadership development are core responsibilities for executives and managers. Truly dynamic organizations cultivate leaders rather than managers. The ones that are most succesful at using the power of corporate culture are those who cultivate leaders who reflect their cooperative's core culture and values.

Fifth, executives are so close to the day-to-day activities that they need someone from the outside with a detached point of view to help them see their company objectively. Work demands can interfere with stepping back and being objective. People may fail to give executives a complete picture of all that is going on within the organization. Additionally, the size and complexity of organizations, and the work that goes on within them, are often more than one individual can absorb. In Sunflower's case, Chris Hauck found that he needed the outside point of view, as well as coaching from his consultants to fully appreciate his own thinking, personal reactions and effects on others and make the best use of his talents.

Developing powerful company cultures is real work, and it is strategic work. Like all effective strategic work, it requires a clear vision of where you are going, a plan for getting there, bold action, and a commitment to follow through to achieve results. And, as Sunflower discovered, it can pay off many times over.

[Sidebar]
MANAGEMENT COMMITMENT
October 8, 1992
Sunflower Management Workshop

[Sidebar]
We, the members of the Sunflower Management Team, are committed to work together toward the continuing improvement of Sunflower, the specific goals developed at

[Sidebar]
the October 1992 Workshop and toward the following general goals for Sunflower:

[Sidebar]
1. To have a positive attitude toward Sunflower, toward each other within the Sunflower Management Team and toward all other Sunflower people.
2. To cooperate when working with each other and to promote and support intra-department and inter-department cooperation.
3. To work toward total company alignment and to empower people to this result.
4. To trust each other and to earn the trust of the Sunflower people. To demonstrate the Respect and Dignity ideals of Sunflower,
5. To recognize that it is our responsibility to manage environments and things, not to manage people. Our responsibility is to empower people to manage themselves. We will ask, "What can I do as a member of the Sunflower Management Team to help people perform their work?"
6. To develop healthy, positive and more thorough communications throughout Sunflower.
7. To identify and resolve interpersonal problems at the most immediate and practical level.
8. To supervise and evaluate performance objectively, consistently and respectfully.

[Sidebar]
We invite all Sunflower People to join with us in this commitment.

[Sidebar]
Types of Organizational Cultures

[Sidebar]
From years of researching the cultures of companies, Dr. William Schneider has identified the four following types of organizational cultures: Control, Collaboration, Competence, and Cultivation. These four cultures can be identified by their distinctly differing approaches to strategy, leadership, and organizational behavior.

[Sidebar]
Control cultures drive for predictability and order. Leadership is authoritative and conservative, with a high regard for "proper channels." The strategy for success is to create and enforce order throughout the organization and with customers. (Think: Exxon or Proctor & Gamble.)
Collaboration cultures pursue close relationships with customers. Mirroring this emphasis on the quality of relationships, their leadership invites high participation and focuses on building highly cohesive teams. Success comes from the quality of relationships, both within the organization and between the organization and its customers. (Think: Southwest Airlines or Charles Schwab.)
Competence cultures pursue excellence, innovation, being the first with new ideas. Leadership in competence cultures is visionary, sets high standards and encourages people to achieve new heights. The strategy for success is to be exceptional, unique. (Intel or the old Bell Labs would fit here.)
Cultivation cultures pursue life enrichment, for customers and employees. Leadership is charismatic and inspirational. (Examples: W.L. Gore and Habitat for Humanity.)

[Author note]
Justin W. Schulz, Ph.D., is a corporate psychologist and president of Applied Behavioral Sciences, a professional corporation providing organizational and leadership development services. He has assisted dozens of organizations in the electric utility, health care, manufacturing, oil & gas, and high tech industries with reorganizations, aligning organizational culture and leadership with business strategy, and with mergers and acquisitions. He played a key role in the decommissioning of Fort St. Vrain Nuclear Power Station for Public Service Company of Colorado. His numerous publications include articles for the electric utility industry in Nuclear Engineering International Ra"aste, and Public Utilities Fortnightly. He lives with his wife and children in Littleton, Colorado. He can be reached via email at [email protected].

[Author note]
L. Christian Hauck, is president and CEO of Sunflower Electric Power Corporation, Hays, Kansas, a G&T that serves most of the wholesale power and energy delivered in the 34 counties of western Kansas. Prior to coming to Sunflower in 1988, Chris served in senior executive and legal positions at Colorado-Ute Electric Association, Florida Power & Light Company, Southern California Edison Company, Lockheed Aircraft International, Inc., and the Los Angeles Department of Water and Power. He holds a B.A. in Economics from California State University at Los Angeles, and a J.D. from UCLA School of Law. He and his spouse Rita have two sons, both graduates of the United States Air Force Academy, who are currently on active duty, one an F-16 fighter pilot; the other a health care facilities officer.
Rita M. Hauck, Ph.D., is an Assistant Professor of Technology Studies at Fort Hays State University, Hays, and Kansas. She holds an MBA in Management from FHSU, has taught in the University's School of Business, and has extensively studied management theory as a student, professor and consultant to her co-author. In addition to her substantive input to this article, Dr. Hauck also made significant editorial contributions.

Guidelines for completing assignment: Leadership talkin points See Rubric below

I am sending my Strenngth finder assessment I took as attachments with my 5 top themes Complete the following Rubric NO DIRECT QUOTES PARAPHASE ONLY STRICT APA FORMAT 4 PAGES 6 NREFERENCS
Please use the unique access code to take the Strenghtsfinder 2.0 Assessment. This assessment will take about 25-35 minutes to complete. To access the StrenghtsFinder 2.0 Assessment, visit strengths.gallup.com. By completing the appraisal, you will receive a highly customized Strengths-Based Leadership guide that lists your top five themes of strengths as well as several suggestions for leading each theme and illustrations of each theme in action (pg. 99). You will be asked to report on your work in increasing your leadership skills and abilities throughout the semester. Knowing your baseline, you will be able to set goals and continue your leadership development. For each of the 34 themes, there are strategies that can be used for leveraging your strengths as a reference for building on the strengths of your team and the people around you (pg. 99). Your development as a systems change leader will continue in your residency courses. Using the above to guide this assignment, you are expected to complete this assessment and find your leadership strengths-based themes. You are asked to share feedback from your personalized strengths-based leadership guide in Leadership Talking Points (TD in this unit). Based on your strengths, identify your themes and strategies you are employing. Adaptability , Harmony, Maximizer, Context and Adaptability see attachment please


Use the threaded discussion entitled,"Leadership Talking Points", to discuss your strengths and strategies to enhance your leadership abilities using the following rubric as a guide:

Rubric: 15 points Follow completely no direct quotes

___/4: Complete StrenghtsFinder 2.0 Assessment identifying themes of strengths. This is sent as attachment of the assessment I took are Adaptability , Harmony, Maximizer, Context and Adaptability see attachment please

___/9: Identify goals and a beginning plan for leveraging your strengths for building the strengths of your team and the people around you. Based on your assessment, how will you begin this important work as a leader in your practice as a Hospice Nurse Practitioner Integrate a variety of leadership models, theories in your strategic plan to strengthen your skills as an advanced practice leader.

___/2: Scholarly presentation of work; liberal referencing at least 6; free of grammar and spelling error

Some extra information and references to read
Collins (2001, 2005) describes Level 5 leadership as making sure "the right decisions happen--no matter how difficult or painful--for the long-term greatness of the institution and the achievement of its mission, independent of consensus or popularity" (pg. 11). From the evidence by his research, Collins (2001) found that Level 5 Leadership included humility + will, ambition for the company (setting up successors for success), a compelling modesty, unwavering resolve and the window and the mirror. Level 5 leadership was a necessary aspect of great companies. In other words, leadership matters.
Kouzes and Posner (2003), in their book, Encouraging the Heart, the authors specifically outline strategies for successful leadership. They believe that the human side of business has received limited attention in the way of research and development of this practice. Bold leadership is required if we are to keep hope alive, and Encouraging the Heart is ultimately about keeping hope alive (Kouzes & Posner, 2003, p xx). Underscored in this text is the theme, Caring . . . at the heart of effective leadership is genuine caring for people (p. 140). Kouzes and Posner describe finding your voice and asking the questions (from poet David Whyte): When you speak, who is speaking? Is it your voice, or someone elses? Who came to work today: did you show up fully, or was it only part of you that made it? Which part? What are you working for? What do you really care about: Fame? Fortune? Power? Family? People? Achievement? Freedom? Happiness? Security? Wisdom? What? (p. 149).
The Seven Essentials of Encouraging include:
1. Set clear standards
2. Expect the best
3. Pay attention
4. Personalize recognition
5. Tell the story
6. Celebrate together
7. Set the example
While these essentials are not new to the business literature and not rocket science the basis principles of these essentials are considered critical to successful management and leadership
Emotional intelligence, quantum leadership, and servant leadership are also dimensions of leadership and being influential in leading change. This assignment has been developed in order to assist you with thinking deeply about your own desires to lead, guide, and coach and influence others. In doing this assignment, you may want to consider the Level 5 Leadership Model along with other models or frameworks.
References:
Cherniss, C., & Goleman, D. (2001). The emotionally intelligent workplace. San Francisco, CA: Jossey-Bass Business & Management Series
Collins, J. (2001). Good to great. New York, NY: HarperBusiness.(Chapters 2).
Collins, J. (2005). Good to great and the social sectors, A monograph to accompany Good to Great. Boulder, CO: Jim Collins.
Goleman, D. Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.
Harvard Business Review OnPoint (Summer, 2006). The Good Boss, Executive Edition.
Kouzes, J. M. & Posner, B. Z. (1997). Leadership practices inventory. 2nd ed. San Francisco: Jossey-Bass/Pfeiffer.
Kouzes, J. M. & Posner, B. Z. (2003). Encouraging the heart. A leaders guide to rewarding and recognizing others. San Francisco, CA: Jossey-Bass.
Loehr, J., & Schwartz, T. (2003). The power of full engagement. New York: NY: Free Press.
Porter-OGrady, T., & Malloch, K. (2003). Quantum leadership. Sudbury, MA: Jones & Bartlett Publishers.
Posner, B. Z. (1992). Person-organization values congruence: No support for individual differences as a moderating influence. Human relations, 45(2), 351-361.
Posner, B. Z. & Westwood, R. I. (1995). A cross-cultural investigation of the shared values relationship. International journal of value-based management, 11(4), 1-10.
Posner, B.Z. & Schmidt, W. H. (1992). Values congruence and differences between the interplay of personal and organizational value systems. Journal of business ethics,12(2), 171-177.
Rath, T., & Conchie, B. (2009). Strengths based leadership, Great leaders, teams, and why people follow. New York, NY: Gallup Press.

Whyte, D. (1994). The heart aroused: Poetry and the preservation of the soul in corporate America. New York: Currency-Doubleday.
Power of Full Engagement Assessment Tool: http://www.fullengagement.com/assessment_profile.html (Include in your Talking Points

There are faxes for this order.

Focusing on how to evaluate and discuss my leadership practices and how to strengthen them.
Evaluate and discuss their leadership practices in 6 pages of content.

The paper should be in APA 6th style, double spaced, 1 in. margins, Times New Roman, 12 pt. Font. Proper spelling and grammar will be expected in the paper.

This paper needs to concentrate on different forms of leadership such as:
These are just a few examples to look at throughout writing your paper:
Common actions leaders take to accomplish the extraordinary
Describe the practices of exemplary leadership
Explain why credibility is the foundation of leadership and provide examples of CREDIBLE leadership behavior
How to earn and sustain personal credibility
Touch base on how leaders genuinely express themselves and authentically communicate
Leaders speak not only for themselves but for groups and organizations
Leaders are much more in control of their lives when they are clear on personal values
Values keep is focused and motivated
Recognition of shared values provides people with a common language
You cannot lead through someone elses values or their words.

Research the leadership development practices of the following companies: McDonalds and Facebook. Identify strengths, critical gaps, and make recommendations for your improvement. In your reserach try to identify leadership theories that may be informing the leadership practices of organizations compare and contrast what is done in these organizations.
- Leadership theories can include skills approach, path-goal theory, trait theory, leader membery exhange theory
-include personal advice--If you were hired as a leadership developer for these companies what would you change what would you do...

IMPORTANT: this does not refer to training programs this refers specifically to how leaders are developed within the companies.

Leadership programs include:
carefully selected program participants
involve executives and secure sponsorship
gear the program to participants level of managment
address current and future organizational needs
use appropriate models or theories
give ongoing reinforement and emotional support
ensure practical and relevant content
emphasize teamwork and conclude with individual action plans

PLEASE ANSWER THE QUESTION BELOW AND AFTER ANSWERING THE QUESTIONS, BELOW PLEASE STATE IF YOU AGREE OR YOU DISAGREE (THAT IS AFTER ANSWERING ALL QUESTION)

What is Transformational Leadership and how is it distinct from Transactional Leadership? How do both Transformational Leadership and Transactional Leadership connect with Fiedler's claims regarding Relationship versus Task Motivated leadership, and with Blake and Mouton's Managerial/Leadership Grid? Is it possible for leaders to be equally effective at both Transformational Leadership and Transactional Leadership, or will all leaders naturally excel in one style versus the other? Lastly, how do both Transformational Leadership and Transactional Leadership connect with Quatro's assertions regarding "HR-Minded Leadership" (Quatro/Sims Chapter 15)?


PLEASE ANSWER THE QUESTION BELOW AND AFTER ANSWERING THE QUESTIONS, BELOW PLEASE STATE IF YOU AGREE OR YOU DISAGREE (THAT IS AFTER ANSWERING ALL QUESTION)

What are the characteristics of Authentic Leadership as posited by George and codified in Figure 11.2 from the Northouse text? Related to this, read/analyze Case 11.1 from the Northouse text and provide answers to the question listed at the end of the case. Lastly, how does Authentic Leadership connect with Senge's major claims regarding the "frontiers" and the related "reinvention" of management and leadership practice (Senge Chapter 17)?

You have just been promoted to supervisor of a large department in your company. The previous supervisor was terminated because of low morale and performance of his department. You had been attending night school to earn your bachelor's degree in management and remember, from one of your courses, how important it is to listen to your employees. Before coming in and making wholesale changes, you have spent the first several weeks on the job meeting casually with each employee about his or her views on the company, the department, and his or her own work efforts. Although you receive a lot of varying feedback, one common thread of employee concern is the very autocratic approach that the former supervisor used when dealing with his employees. You know that this is sometimes referred to as a theory X approach, and you know that a more participative management approach is called theory Y. However, you have not taken the management course that covers these topics.

Using the library and Internet resources, research paper that compares theory X to theory Y in terms of management styles. Specifically, you are to include the following requirements:

Explain each theory.
Create a chart that shows the pros and cons of each management style.
Is one particular style best in all situations? Why, or why not? Give an example.
Give your opinion on the difference between theory Y management and what might be considered to be democratic decision making.
Why would a manager's understanding of these two theories be important to good leadership practices?



site- https://class.aiuniv.edu/_layouts/MUSEViewer/MUSE.aspx?mid=MU12790

I would like to use the writer that completed Order ID 2132857 if possible.

Write a paper (1600 words) in which you analyze and appraise each of the (15) articles identified in Topic 1. Pay particular attention to evidence that supports the problem, issue, or deficit, and your proposed solution.
Hint: The Topic 2 readings provide appraisal questions that will assist you to efficiently and effectively analyze each article.
Refer to "Sample Format for Review of Literature," "RefWorks," and "Topic 2: Checklist."
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
.



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Cummings, G.G., Midodzi, W., Wong, C. A.,&Estabrooks. C. A. (2010). The contribution of hospital nursing leadership styles to 30-day patient mortality.Nursing Research 59(5), 331?39.
Relationship to problem: The study was on target; it examined the contribution of nursing leadership styles in hospitals to 30-day mortality of medical patients.
Statistical demonstrating gravity: After controlling for patient demographics, co-morbidities and institutional and hospital nursing characteristics, high-resonant nursing leadership contributed to lower patient mortality rates at statistically significant levels.
Morbidity, mortality, incidence, occurrence in general population: The high-resonant leadership styles (leaders with strong emotional intelligence that is characterized by relational qualities) were significantly associated with 26% lower odds of mortality when compared with the mixed leadership group.
Support for proposed change: The study results point to positive and negative contributions of hospital nursing leadership styles to patient mortality.
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Cummings, G.G., Lee, H.P., MacGregor, T., M. Davey, M., Wong, C., Paul , L., &Stafford, E. (2008). Factors Contributing to Nursing Leadership: A Systematic Review.Journal of Health Services Research and Policy 13(4): 240?48.
Relationship to problem: This study focuses on the impact that leadership development has on practicing nurses and nursing environments.
Statistical demonstrating gravity: The outcomes of various leadership styles that were relational or transformational achieved more positive outcomes for practicing nurses and their work environments than did task-focused leadership styles.
Morbidity, mortality, incidence, occurrence in general population: Outcomes for practicing nurses were measured in terms of absenteeism, emotional exhaustion, job satisfaction, job tension, organizational commitment, and turnover. Outcomes for the work environment were better organizational climate, better nurse?physician teamwork, better work team climates, greater empowerment, innovation, and, research utilization.
Support for proposed change: In the leadership development studies (n=9), most interventions were reported to be effective for at least three to six months.

3 of 15
Wong, C. & Cummings, G. G. (2007). The relationship between nursing leadership and patient outcomes: A systematic review.Journal of Nursing Management 15, 508?521.
Relationship to problem: The study was a review of the literature focused on examining the relationship between patient outcomes and leadership styles.
Statistical demonstrating gravity: The number of studies was small (n=7).
Morbidity, mortality, incidence, occurrence in general population: The findings showed that transformational or relational leadership styles were associated with better patient outcomes as measured by reduced adverse events, reduced complications, less mortality, and increased patient satisfaction.
Support for proposed change: The findings were significant, which suggests that more research is needed to continue investigating the mechanisms by which leadership can influence patient outcomes.

4 of 15
Brady Germain, P. & Cummings, G. G. (2010, May).The influence of nursing leadership on nurse performance: a systematic literature review. Journal of Nursing Management, 18(4), 425-39.doi: 10.1111/j.1365-2834.2010.01100.x.
Relationship to problem: The aim of this study was to explore leadership factors that influence the role that nursing leadership behaviors play in the perceptions nurses have of their performance motivation.
Statistical demonstrating gravity: Nurses tend to perceive that the factors that affect their ability and motivation to perform fall into five categories according to content analysis: these categories are autonomy, leadership practices, leadership practices, resource accessibility, and work relationships,
Morbidity, mortality, incidence, occurrence in general population: Nurse motivation was influenced directly by the behaviors of nurse leaders and indirectly by way of other factors. The factors that appear to influence nurse performance were shown to be access to resources, nurse autonomy, and collegial relationships among nurses, colleagues, and leaders.
Support for proposed change: The study supports the relationship of nurse performance, nursing leadership, and nurse performance, which is fundamental to quality patient care outcomes. Nurse leaders who understand which factors are most influential with respect to nurse practitioner performance and motivation can use that knowledge to improve nursing performance.



5 of 15
Sherman, R. &Pross, E., (2010, January 31).Growing future nurse leaders to build and sustain healthy work environments at the unit level. OJIN: The Online Journal of Issues in Nursing, 15 (1), Manuscript 1. DOI: 10.3912/OJIN.Vol15No01Man01
Relationship to problem: The article is a review of the literature on the significant role that nurse leaders take in building and sustaining healthy work environments in healthcare organizations.
Statistical demonstrating gravity: A competency model, Nurse Manager Leadership Collaborative Learning Domain Framework, is recommended as nursing leadership a useful resource in the development of nursing leaders at the unit level.
Morbidity, mortality, incidence, occurrence in general population: A program for developing nursing leaders is implemented over the long term, and it requires the ability to identify the abilities, knowledge, and skills needed for effective leadership in the future.
Support for proposed change: The nursing literature provides evidence that healthy work environments positively influence improved patient outcomes, organizational performance, and staff satisfaction. The establishment of a healthy work environment requires strong nursing leadership at all levels of the organization, but especially at the point of care or unit level where most front line staff work and patient care is delivered.

6 of 15
McNeese-Smith, D. K. (1999).The relationship between managerial motivation, leadership, nurse outcomes and patient satisfaction. Journal of Organizational Behavior, 20(2), 243-259.DOI: 10.1002/(SICI)1099-1379(199903)20:2<243::AID-JOB888>3.0.CO;2-2




Relationship to problem: This ex-post facto/correlational study examines the relationships among the following variables: nurse manager motivation for power, achievement and affiliation (N=19), managerial leadership behaviors, staff nurse outcomes of job satisfaction, productivity and organizational commitment (N=221), and patient satisfaction (N=299).
Statistical demonstrating gravity: The achievement motivation of nursing leaders is positively correlated with leadership behaviors and, importantly, with nurse job satisfaction, nurse productivity, and nurses? organizational commitment. The findings show that managerial motivation for power is negatively correlated with leadership behaviors and staff nurse job satisfaction.
Morbidity, mortality, incidence, and occurrence in general population: Achievement motivation of nursing leaders and managerial motivation for power are both positively correlated with patient satisfaction.
Support for proposed change: It shows that power and achievement motivation of nursing leaders influence staff outcomes and patient outcomes.

7 of 15
Luzinski, C. (2011, December). Transformational leadership. Journal of Nursing Administration, 41(12), 501-502.doi: 10.1097/NNA.0b013e3182378a71
Relationship to problem: The article asserts that the results of quality nurse leadership are evident in nursing practice at the patient?s side, firmly aligning the article to the topic.
Statistical demonstrating gravity: Nursing leaders, at all levels of the organization, convey a strong sense of advocacy and support for the staff and for the patient.
Morbidity, mortality, incidence, occurrence in general population: Knowledgeable, strong, risk-taking nurse leaders follow a well-articulated, strategic, and visionary philosophy in the day-to-day operations of nursing services that results in improved patient outcomes.
Support for proposed change: Nurse leaders demonstrate transformational leadership that leads to meaningful improvements in the nursing practice environment and in quality, safety, and outcomes of patient care. Transformational nurse leaders also implement controlled destabilization in order to produce new ideas, innovation, get ahead of the rapid change in evolving healthcare systems, and ensure the most positive patient outcomes.

8 of 15
Rowen, L. & Doyle, K. (2003, March 5). A comparison of leadership development interventions: effects on nurse and patient outcomes. Paper presented at the University of Maryland Medical Center.

Relationship to problem: This research study examined the indirect mechanisms by which leadership is related to outcomes. The hypothesis is that leadership influences work context and nurse behavior, while nurse performance promotes positive patient outcomes.
Statistical demonstrating gravity: Learning from this study can inform future research design on the topic. Specifically, the researchers suggest a limitation may be that the nurse sensitive outcomes are too insensitive to change to be attributed to transformational leadership interventions within a hospital. Nurse satisfaction and patient satisfaction (continuous outcome data) were analyzed using linear mixed models (LMM). CLABSI, pressure ulcer, and fall rates (count data) were analyzed using generalized linear mixed models (GLMM). Significance p <.05
Morbidity, mortality, incidence, occurrence in general population: Future research must ensure that the outcome measures for intervention effectiveness elucidate the mechanisms by which interventions work.
Support for proposed change: No measureable change in aggregated nurse satisfaction or patient outcome measures were detected in this study, however, the researchers concluded that the specified magnet designation were possibly not be a good measure of transformational leadership intervention.

9 of 15
Aiken, L. H., Sloane, D. M., Bryneel, L., Van den Heede, K., Griffiths, Pl, Busse, R., Diomidous, M., Kinnunen, J., K?zka, M., Lesaffre, E., McHugh, M. D., Moreno-Casbas, M. T., Rafferty, A. M., Schwendimann, R., Scott, P. N., Tisehelman, C., van Achterberg, T.and Sermeus, W. (2014, May 24). Nurse staffing and education and hospital mortality in nine European countries: a retrospective observational study. The Lancet, 383(9931). 1824 ? 1830. doi:10.1016/S0140-6736(13)62631-8
Relationship to problem: The study was designed to assess whether differences in patient to nurse ratios and nurses' educational qualifications in countries with similar patient discharge data were associated with variation in hospital mortality after common surgical procedures.
Statistical demonstrating gravity: Surveys of 26 516 nurses measured nurse staffing and nurse education. Estimated equations applied to the effects of nursing factors on the likelihood of surgical patients dying within 30 days of admission.
Morbidity, mortality, incidence, occurrence in general population: An increase in a nurses' workload by one patient increased the likelihood of an inpatient dying within 30 days of admission by 7% (odds ratio 1?068, 95% CI 1?031?1?106), and every 10% increase in bachelor's degree nurses was associated with a decrease in this likelihood by 7% (0?929, 0?886?0?973). The study suggests that in hospitals in which 60% of nurses had bachelor's degrees and nurses cared for an average of six patients would have almost 30% lower mortality than patients in hospitals in which only 30% of nurses had bachelor's degrees and nurses cared for an average of eight patients.
Support for proposed change: Nursing leadership needs to acknowledge that nurse staffing cuts to save money are likely to adversely affect patient outcomes. Nurses in a hospital with bachelor's degrees could reduce preventable hospital deaths.

10 of 15
Spence Laschinger, H. K. &Leiter, M. P. (2006). The impact of nursing work environments on patient safety outcomes: The mediating role of burnout/engagement. The Journal of Nursing Administration, 36(5), 259-267.
Relationship to problem: The study sought to test a theoretical model of professional nurse work environments that linked to nursing practice burnout and, subsequently, to patient safety outcomes.
Statistical demonstrating gravity: Hospital-based nurses in Canada (N = 8,597) completed measures of worklife (Practice Environment Scale of the Nursing Work Index), burnout (Maslach Burnout Inventory-Human Service Scale), and their report of frequency of adverse patient events.Hospital-based nurses in Canada (N = 8,597) completed measures of worklife (Practice Environment Scale of the Nursing Work Index), burnout (Maslach Burnout Inventory-Human Ser- vice Scale), and their report of frequency of adverse patient events.
Morbidity, mortality, incidence, occurrence in general population: Nursing leadership played a fundamental role in the quality of work life. Staffing adequacy directly affected emotional exhaustion and patient safety.
Support for proposed change: The results suggest that patient safety outcomes are related to the quality of the nursing practice work environment and nursing leadership?s role in changing the work environment to decrease nurse burnout.

11 of 15
Gunnarsdottira, S., Clarkeb, S. P., Raffertyd, A. M., Nutbeame, D. (2009, July).Front-line management, staffing and nurse?doctor relationships as predictors of nurse and patient outcomes. A survey of Icelandic hospital nurses. Nursing Workforce: A Special Issue:International Journal of Nursing Studies, 46(7), 920?927.
Relationship to problem: To investigate aspects of nurses? work environments linked with job outcomes and assessments of quality of care in an Icelandic hospital.
Statistical demonstrating gravity: Hospitals with high staff retention show supportive management, professional autonomy, good inter-professional relations and nurse job satisfaction, reduced nurse burnout, and improved quality of patient care.
Morbidity, mortality, incidence, occurrence in general population: Efforts to improve and maintain nurses? relations with nurse managers and doctors, as well as their perceptions of staffing adequacy, will likely improve nurse job satisfaction and employee retention, and may improve the quality of patient care.
Support for proposed change: Efforts to improve and maintain nurses? relations with nurse managers and doctors, as well as their perceptions of staffing adequacy, will likely improve nurse job satisfaction and employee retention, and may improve the quality of patient care.

12 of 15
Aiken, L. H., Clarke, S. P., Sloane, D. M., Lake, E. T., and Cheney, T. (2008, May). Effects of hospital care environment on patient mortality and nurse outcomes. Journal of Nursing Administration, 38(5): 223?229.doi: 10.1097/01.NNA.0000312773.42352.d7. PMCID: PMC2586978. NIHMSID: NIHMS74339
Relationship to problem: The objective of this study was to analyze the net effects of nurse practice environments on nurse and patient outcomes after accounting for nurse staffing and education.
Statistical demonstrating gravity: Data from 10,184 nurses and 232,342 surgical patients in 168 Pennsylvania hospitals were analyzed. Outcomes included nurse job satisfaction, burnout, intent to leave, and reports of quality of care, mortality, and failure to rescue in patients.
Morbidity, mortality, incidence, occurrence in general population: Care environment elements must be optimized alongside nurse staffing and education to achieve high quality of care.
Support for proposed change: Nurses reported more positive job experiences and fewer concerns with care quality, and patients had significantly lower risks of death and failure to rescue in hospitals with better care environments. The presumption is that nursing environments are highly influenced by leadership.


13 of 15
Aiken, L. H., Clarke, S. P., Sloane, D. M., Sochalski, J. A., Busse, R., Clarke, H., Giovannetti, P., Hunt, J., Rafferty, A. M., and Shamian, J. (2001, May). Nurses? reports on hospital care in five countries. Health Affairs, 20(3), 43-53.doi: 10.1377/hlthaff.20.3.43
Relationship to problem: This study explored the current nursing shortage, reports of high hospital nurse job dissatisfaction, and reports of uneven quality of hospital care in five different countries.
Statistical demonstrating gravity: Data was gathered from reports from 43,000 nurses from more than 700 hospitals in the United States, Canada, England, Scotland, and Germany during the period from 1998 to 1999.
Morbidity, mortality, incidence, occurrence in general population: Nurses in countries with distinctly different health care systems report similar shortcomings in their work environments and the quality of hospital care.
Support for proposed change:
The study indicates that nurse and physician competence is satisfactory, but core problems in work design and workforce management pose real threats topatient care. These concerns are amenable to managerial intervention, a factor that demonstrates the pivotal importance of nursing leadership to ensuring patient safety and care of consistently high quality.

14 of 15
Cummings, G.G., MacGregor, T., Davey, M., Lee, H. P., Wong, C., Lo, E., Muise, M., &Stafford, E. (2010).Leadership styles and outcome patterns for the nursing workforce and work environments: A systematic review." International Journal of Nursing Studies 47, 363?85.
Relationship to problem: The study showed that relational leadership led to greater productivity, effectiveness, and extra effort when compared to task-focused leadership styles.
Statistical demonstrating gravity: The study was a systematic review, which means that the statistics are pertinent only to the research study to which they are associated.
Morbidity, mortality, incidence, and occurrence in general population: The study was a systematic review, which means that the statistics are pertinent only to the research study to which they are associated.
Support for proposed change: The study indicated that the nursing workforce can achieve better outcomes for patients by promoting relational leadership styles.

15 of 15
Wong, C. A. & Cummings, G. G. (2007), The relationship between nursing leadership and patient outcomes: a systematic review. Journal of Nursing Management, 15, 508?521.doi: 10.1111/j.1365-2834.2007.00723.x
Relationship to problem: The article was completely on topic, and the findings indicate that transformational nursing leadership is an important organizational strategy to improve patient outcomes.
Statistical demonstrating gravity: This article was a systematic review, which is not the same as a meta-analysis; consequently statistics were germane only to the studies being reviewed.
Morbidity, mortality, incidence, and occurrence in general population: Data extraction and methodological quality assessment were completed only for a few of the quantitative research articles.
Support for proposed change: Evidence of significant associations between positive leadership behaviors, styles or practices and increased patient satisfaction and reduced adverse events were found. The study was inconclusive with regard to patient mortality.

case study titled ?A Peaceful Evacuation: Building a Multi-Project Battalion by Leading Upward.? before starting this assignment.



Write a three to four (3-4) page paper in which you:

Describe the leadership style that Lieutenant Colonel Yaron exhibited as the commander of a battalion for the evacuation operation. Provide three (3) examples of his leadership actions and behavior. Discuss the pros and cons in each example you describe to support the response.
Analyze the leadership style that Lieutenant Colonel Daniel exhibited as he took center stage to lead this complex military operation. Provide three (3) examples of his leadership actions and behavior, assessing the pros and cons in each example you describe to support the response.
Compare and contrast the leadership styles of Lieutenant Colonel Yaron and Lieutenant Colonel Daniel. Provide three (3) examples of the similarities and differences between these project leaders, and discuss how each leader might address contemporary leadership issues and challenges in Israel today.
Discuss Lieutenant Colonel Yaron and Lieutenant Colonel Daniel interrelationship using Jung theory and the four (4) personality traits. Provide three (3) examples of how Lieutenant Colonel Yaron and Lieutenant Colonel Daniel personality and leadership style might enhance or hinder team performance for the complex military operation in this case study.



Your assignment must:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student?s name, the professor?s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.



The specific course learning outcomes associated with this assignment are:

? Apply the concepts of project leadership to implement sound leadership practices and effectively lead high-performance teams in a project environment.

? Determine the most appropriate leadership style (e.g., directive, consultative, participative, or delegative) in a project environment to effectively manage the project.

? Analyze the project team using Jung theory and the four personality traits to understand human behavior and motivate team members

? Use technology and information resources to research issues in project management leadership.

? Write clearly and concisely about project management leadership using proper writing mechanics.

** We need References 3 to 5

Servant Leadership Assignment:
In reviewing the informational article on Servant Leadership at : http://www.greenleaf.org,
you will become more familiar with a "contemporary theory" that is widely applied to leadership practices. In this assignment you will explore the basic principles and create a plan of how you could incorporate it into your daily routine / practice.

YOUR TASK:
1) Read the informational article on Servant Leadership
2) Write a 2 paragraph paper with 1-2 citations from the article in PROPER APA FORMAT;
also REFERENCE the article in APA FORMAT.
3) In paragraph 1, describe the basic principles of Servant Leadership
4) In paragraph 2, describe your plan for incorporating THREE PRINCIPLES of servant leadership into your own practice with specific examples.

GRADING RUBRIC:
1) Describe the basic principles of Servant Leadership (full explanation of the principles)
2) Plan for using 3 principles of Servant Leadership (paragraph must obtain a comprehensive discussion of three specific principles).
3) Grammatical Construction (contains no errors in spelling, grammar, well organized and good sentence structure).
4) APA citations and references (paragraphs contain 1-2 citations correctly formatted in APA and correctly formatted references in APA format).

The paper should be an application of the leadership practice concepts learned across Organizational Management to a real-world situation. Discuss one significant organizational challenge, either past or present, within your organization, or an organization you have researched. How did the leadership of the organization address the challenge? Could it have been done more effectively? How would you recommend future leaders strategically plan to avoid encountering a similar challenge within their own organizations? Provide suggestions for overcoming the challenge based on your own research and concepts presented in your degree studies and founded in leadership theory? Some challenges to consider would be (but are not limited to): an ethical challenge, a challenge occurring because of changes in the economy, a globalization challenge, or a challenge of organizational culture.

Paper should also include:
1. A description of the organization and its primary stakeholders; include the vision and mission statement if they are available to the public and the code of ethics if the company has one (if it is long, an excerpt or description is an acceptable alternative).
2. A detailed description of one challenge facing the leadership of the organization.
3. A strategy for overcoming the challenge based on outside research, and concepts discussed.

Read the case study titled ?A Peaceful Evacuation: Building a Multi-Project Battalion by Leading Upward.? before starting this assignment.

Write a three to four (3-4) page paper in which you:

-Describe the leadership style that Lieutenant Colonel Yaron exhibited as the commander of a battalion for the evacuation operation. Provide three (3) examples of his leadership actions and behavior. Discuss the pros and cons in each example you describe to support the response.

-Analyze the leadership style that Lieutenant Colonel Daniel exhibited as he took center stage to lead this complex military operation. Provide three (3) examples of his leadership actions and behavior, assessing the pros and cons in each example you describe to support the response.

-Compare and contrast the leadership styles of Lieutenant Colonel Yaron and Lieutenant Colonel Daniel. Provide three (3) examples of the similarities and differences between these project leaders, and discuss how each leader might address contemporary leadership issues and challenges in Israel today.

-Discuss Lieutenant Colonel Yaron and Lieutenant Colonel Daniel interrelationship using Jung theory and the four (4) personality traits. Provide three (3) examples of how Lieutenant Colonel Yaron and Lieutenant Colonel Daniel personality and leadership style might enhance or hinder team performance for the complex military operation in this case study.

Your assignment must:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student?s name, the professor?s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

Apply the concepts of project leadership to implement sound leadership practices and effectively lead high-performance teams in a project environment.
Determine the most appropriate leadership style (e.g., directive, consultative, participative, or delegative) in a project environment to effectively manage the project.
Analyze the project team using Jung theory and the four personality traits to understand human behavior and motivate team members
Use technology and information resources to research issues in project management leadership.
Write clearly and concisely about project management leadership using proper writing mechanics.

Class is Organizational Behavior

Conduct research on MSO, focusing on the period when it was most successful (before the current crisis). What kinds of leadership patterns can you discern that would explain the earlier success of MSO? What other factors besides leadership can you attribute to MSO's earlier success?

How would leadership practices and approaches during a period of success be different from those that are needed during a crisis?

Define and describe the shifts that MSO needs to make in its leadership approach and the actions that most effectively deal with the current crisis.

Do you perceive some organizational politics in the way Martha withdrew from being the CEO of MSO, yet continued with her presence in the media?

Submit a report that's comprised of the following:

* Leadership patterns that explain the earlier success of MSO.

* Other factors that may have led to MSO's success.

* Describe the differences in the leadership practices and approaches that a company uses during a period of success and the ones it uses during a crisis. (Give examples of at least two other companies.)

Based on your research of leadership in other companies, describe the changes that MSO needs to make in its leadership to effectively deal with the current crisis.

Please ensure you use APA formatting per the 6th edition.
http://www.capella.edu/writingcenter/apaStyle.aspx


Paper Objectives
To successfully complete this project, you will be expected to:

1.Evaluate the emerging importance, focus, and context of coaching as a critical leadership practice in the twenty-first century.
2.Evaluate the contribution of coaching to business results.
3.Explore various methodologies, including the strengths-based approach versus the deficit-based approach to coaching.
4.Summarize the theories involved in the use of coaching as a leadership competency.
Structural Requirements
To achieve a successful experience and outcome, you are expected to meet the following requirements.

Length of paper: Paper should be 4??"5 double-spaced typed pages.
APA formatting: Resources and citations are formatted according to APA (6th Edition) style and formatting guidelines.
References: Must include a minimum of 5??"7 references. These references can include course materials or other references obtained from scholarly sources.
Customer is requesting that (dmusings) completes this order.

I work in a rehab that is supposedly in a budget crisis, but arent they all? During the summer, I took 9 days vacation and when I got back to work I found out I only received 30 hours vacation pay, yes I work 10 hour shifts three days but usually work 18 hours on Saturdays making it 38 hours a week. Well, that was only 8 hours difference but it is the principle of it that bothered me. Two weeks earlier we had a nurse who hurt her back and a couple call in sick so I picked up extra time and worked about 74 hours that week. The following week which was also in the same pay period I was sick and missed a 10 hour shift. I put it in the exception book and was told that I had worked more than full time hours and they dont give you sick time on top of that!!! We use PTO and I have 190 hours of accrued time, but my nurse manager has decided that I was paid "enough."
And when my fellow coworkers heard of the situation they were outrageous.
1. Describe this nurse manager in her professional role?
2. Based on the previous scenario describe the situation.
3. Define her leadership style in application to the situation.
4. Describe the type of power she utilizes in the situation.
5. Describe the receptiveness of staff/group to manager=s leadership style in the situation.
6. Give your personal critique of how the situation was accepted/rejected by the group. What strategies style would you employed to improve the change/outcome.

format
5 pages
APA format
Use the journal article that was faxed or refer to the one follow.
Thank you

1st Article:
143 NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3
MANY AUTHORS HAVE examined
the pervasive phenomenon
in the practice
of nursing that is widely
known as nurses eating their
young. The literature reports that
a staggering number of registered
nurses are leaving professional
nursing practice due to feelings of
stress, inadequacy, anxiety, oppression,
and disempowerment, often a
result of horizontal violence
(Baltimore, 2006; Boswell, Lowry,
& Wilhoit, 2004; Duchscher, 2001).
This theme in nursing is characterized
by such dysfunctional behaviors
as gossiping, criticism, innuendo,
scapegoating, undermining,
intimidation, passive aggression,
withholding information, insubordination,
bullying, and verbal and
physical aggression (Baltimore,
2006, p. 30). Other trends in todays
acute care hospital settings such as
low morale, a general apathy regarding
professional collegial support,
heavier workloads, reduced
resources, and higher patient acuity
can contribute to job dissatisfaction,
poor work performance, and
may be putting positive patient
health outcomes at risk.
It is imperative that these
issues be resolved in order to retain
nursing staff, and to reinstate effective
health care in todays acute
care environments. Short-term initiatives
such as those that focus on
recruitment and retention issues
The Role of Nursing Leadership
In Creating a Mentoring Culture
In Acute Care Environments
JILL M. G. BALLY, MN, BScN, BA, RN,
College of Nursing, University of
Saskatchewan, Saskatoon, SK, Canada.
NOTE: The author reported no actual or
potential conflict of interest in relation to
this continuing nursing education article.
ACKNOWLEDGMENT: The author thanks
Dr. J. Gajadharsingh and C. Peternelj-Taylor
for their support.
Executive Summary
 High rates of retirement among
older nurses and horizontal
violence among younger
nurses heighten the importance
of mentoring in the context
of overall organizational
stability and performance.
 Viewing the essentials of mentoring
in the context of organizational
culture and leadership
as a long-term commitment
and solution rather than a
short-term task will lead to
improved staff retention, satisfaction,
and, ultimately, patient
outcomes.
 Using Basss four leadership
initiatives, a culture for mentoring
can be achieved through
inspirational motivation, individualized
consideration, idealized
influence, and intellectual
stimulation.
 Alignment of organizational
and mentoring goals is essential
to a successful approach
given that the qualities associated
with leadership and
mentorship are closely aligned.
 Mentoring cultures also depend
upon elements of a stable
infrastructure such as
managerial and executive
support, scheduling flexibility,
incentives, and recognition.
 Transformational leadership
practices are key to achieving
the sustainable effects of
mentoring programs that are
rooted deeply in organizational
culture.
may not be sufficient tools if utilized
on their own. Long-term, evidence-
based solutions such as
those strategies aimed at fostering
collegial relationships, enhancing
nurses sense of self, promoting
professional development, and encouraging
feelings of professional
worth are required. The Canadian
Nurses Association (CNA, 2004)
states that mentoring programs are
exciting avenues for stimulating
professional growth, career development,
staff morale, and quality
within nursing workplaces (p. 53).
To address these issues, mentoring
can be utilized as an effective strategy
and can be implemented
through positive nursing leadership.
Leadership must be seen as a
collective venture, and a professional
responsibility. It is one that
is shared by nursing administration,
and by RNs working together
and on their own. Indeed, all RNs,
regardless of their position, are
leaders, and they have the ability to
remedy this current and challeng-
Jill M. G. Bally
CNE Objectives and Evaluation Form appear on page 149.
SERIES
NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3 144
ing trend in health care. However,
to establish an appropriate environment
in which effective mentoring
can be achieved, RNs must
acquaint themselves with an organizational
culture that fosters mentoring
within the acute care environment,
and understand how to
promote mentoring through transformational
leadership.
The information presented in
this article will demonstrate the
importance of the interrelationships
among the concepts of mentoring,
organizational culture, and
nursing leadership. In addition,
RNs in acute care settings can utilize
this knowledge to implement
Basss (1994) four leadership initiatives:
inspirational motivation,
individualized consideration, idealized
influence, and intellectual
stimulation in developing a culture
within this setting. These initiatives
can enhance mentoring,
and as a result, improve professional
nurses level of confidence
as well as their feelings of selfworth,
and ultimately promote
professional nursing practice.
Successful Mentoring: The
Essential Dimensions
Mentoring. Nursing administration
within the acute care hospital
environment must support fundamental
solutions that are geared
toward the current and increasingly
worsening decline in nursing
staff collegiality, morale, and support.
The resulting detrimental
effects are seen in poor staff performance,
and in unsatisfactory patient
care outcomes. In addition,
the changing demographics within
the acute care hospital setting, and
the rapidly changing health care
environment, demand that efforts
be made to support and encourage
new and senior nurses in order to
retain competent nursing staff.
Recent literature addressing this
area of nursing supports the idea
that mentoring is one important
strategy that can be utilized in this
endeavor (Carroll, 2004; Hurst &
Koplin-Baucum, 2003; Verdejo,
2002).
be transitioning to a new area
(Marquis & Huston, 2006). The
relationship between the mentor
and the mentee seems to be one of
the determining factors of the success
of mentoring, and it is dependent
on the effective fulfillment of
the roles and responsibilities
within the relationship. Snelson et
al. (2002) and Hurst and Koplin-
Baucum (2003) maintain that
essential mentoring responsibilities
include teaching, counseling,
confirmation, accepting, friendship,
protection, coaching, and
sponsorship. The relationship that
is developed based on these characteistics
is one that is intended
to achieve safe and competent
nursing practice through influencing
the form, quality, and outcome
of the career path of both the
mentee and the mentor (Greene &
Puetzer, 2002).
In addressing the mentoring
relationship between the mentor
and the mentee, and by understanding
the roles that the mentor
must fulfill within this relationship,
it seems that leadership and
mentorship are not mutually exclusive.
The mentoring responsibilities
outlined previously are
clearly consistent with leadership
behaviors. It is, therefore, essential
that staff nurses and nursing management
support mentoring within
the professional practice of
nursing. To support mentoring,
staff nurses must assist in creating
and maintaining a culture that
will both promote and sustain
mentoring.
Organizational Culture
Organizational culture includes
the norms, values, and rituals that
characterize an organization, and
serves as a social control mechanism
that sets expectations about
appropriate attitudes and behaviours
of group members, thus guiding
and constraining their behaviours
(Sleutal, 2000, p. 55).
Factors that are influential to a
healthy organizational culture
include (a) providing opportunities
for autonomous clinical practice
Defining mentoring has been
difficult, and it is further compounded
by the use of interchanging
terms such as coach, preceptor,
and teacher (Butterworth,
Faugier, & Burnard, 1998; Milton,
2004). Some writers maintain that
mentorship is a research-based
intervention that addresses the
improvement of nurses confidence,
promotes professional development,
and encourages lifelong
learning (Jakubik et al.,
2004). The CNA (2004) states,
Mentoring involves a voluntary,
mutually beneficial and usually
long-term professional relationship.
In this relationship, one person
is an experienced and knowledgeable
leader (mentor) who
supports the maturation of a lessexperienced
person with leadership
potential (mentee) (p. 24). In
addition, mentoring can be
viewed as an informal or formal
process. Informal mentoring is
characterized by a shared agreement
between the mentor and the
mentee to establish a relationship
in an unstructured manner, and is
based on the realization of career
goals for the mentee. Formal mentoring,
however, involves structure,
both in terms of defining
purposes and in the longevity of
the relationship (Tourigny &
Pulich, 2005).
If one were to include organizational
culture as an integral
aspect of mentoring, the mentor,
then, can be defined as an experienced
individual who guides a
novice members transition to a
new culture and the expectations
of a new role (Snelson et al.,
2002). Greene and Puetzer (2002)
state that the mentor may introduce
the new staff nurse to the
philosophies, goals, policies, procedures,
and professional developmental
challenges within a new
work environment. Conversely,
the mentee is one who has unique
developmental and socialization
needs such as new nurses, international
nurses, student nurses,
and nurses who are undergoing
role status changes, and who may
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145 NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3
and participative decision making;
(b) being valued as a practicing professional
registered nurse throughout
the organization; (c) continued
learning; and (d) supportive relationships
with their peers, physicians,
and management. These factors
are seen as influential to job
satisfaction, and if they are present
within an organization, a healthy
organizational culture may exist
(Apker, Ford, & Fox, 2003;
Neuhauser, 2002; Newhouse &
Mills, 2002; Wooten & Crane,
2003). Angelini (1995) found that
expectations, rewards, value conflicts,
recognition opportunities,
and support within the acute care
hospital setting were all factors that
enhanced or hindered mentoring
interactions. Although there is very
little evidence in the literature that
specifically addresses the impact
that organizational culture may
have on mentoring, it is possible
that mentoring can be influenced
by the organizational culture within
which it exists.
Nursing leadership. Formal
nursing management must understand
the connections between
mentoring and organizational culture,
and emphasize the importance
of mentoring in their work
environments. Mentoring can then
be established, and RNs, as frontline
workers, will be in an excellent
position to embrace and foster
positive leadership to support a
culture that will enhance mentoring.
Through collective leadership
such as this, the oppression of
nurses by other nurses through
criticism, gossip, devaluing one
another, intimidation, etc., can be
eradicated. Staff nurses can initiate
this change by utilizing mentoring
to strengthen nurse-tonurse
relationships, empower one
another, and develop support systems
for those who are vulnerable.
To create a culture which is supportive
of mentoring, staff nurses
need to adopt a visionary leadership
style that will engender
inspiration, motivation, trust,
empowerment, and collaboration.
The qualities and practices adaptmore
probable that intervention
will take hold and have significant
impact on the organization (p.
26). In addition, RNs can assist
with incorporating mentoring into
various aspects of organizational
life. For example, developing a
mission statement for the work
environment that will incorporate
and guide mentoring activities
should make mentoring language
commonplace. Learning and evaluation
committees, which focus on
and are highly committed to mentoring,
must be established.
Meetings should take place regularly,
and should include all parties
who are involved in mentorship.
Once this perspective is
understood and implemented, professional
nurses can utilize Basss
(1994) four leadership initiatives
to enhance mentoring in the organizational
culture within which it
exists. The four dimensions of
transformational leadership proposed
by Bass (1994) are inspirational
motivation, individualized
consideration, idealized influence,
and intellectual stimulation.
Inspirational Motivation
This initiative places strong
emphasis on inspiring all nurses in
the work environment to understand
and utilize mentoring. By
using this initiative, nurse managers
together with staff nurses,
will articulate and communicate an
understanding of the values and
goals that are associated with mentoring,
and share these with colleagues.
Providing a clearly articulated
vision of what mentoring can
achieve will not only provide guidance,
but may inspire other nurses,
encourage a sense of purpose, and
foster the attachment of that purpose
to their work. However, vision
development is not a solitary leadership
effort. As Callahan and
Ruchlin (2003) state, The broader
the buy-in, the greater the chances
for success. Successful alignment
requires effective communication
that encompasses ongoing rather
than one-time efforts (p. 296).
Communication for this purpose
ed from transformational leadership
provide an appropriate framework
for implementing a culture
that positively supports mentorship.
Basss (1994) approach is
particularly relevant as it focuses
on aligning internal structures to
reinforce values, morals, and
ethics specific to the organizations
culture.
Leadership Initiatives for
Developing a Mentoring Culture
To implement Basss (1994)
leadership style effectively, the
nursing leadership must first
understand the whole picture by
recognizing the close interrelationships
among leadership, mentorship,
and organizational culture. It
is important to consider the
premise that the organizational
culture in the acute care hospital
environment is the center of the
organization. Sleutel (2000) states
organizational cultures can be
conceptualized as a normative
glue, preserving and strengthening
the group, adhesing its component
parts, and maintaining its equilirium
(p. 55). Although, organizational
cultures may differ within
each hospital setting, they do
explain how people relate to one
another in a particular setting, and
assist in understanding what the
groups values are, and how the
members aspire to achieve goals.
The effectiveness of implementing
a leadership practice will not work
if there is no understanding of the
organizational culture specific to
each hospital, or unit setting, and if
it does not fit with the organizational
culture within which it is to
be implemented and maintained.
As leaders in the acute care setting,
professional nurses should
ensure that mentoring is embedded
in the culture within which it
is to exist, such that mentoring
goals and values are aligned with
the organizational values. As stated
by Schneider (2000), the more
an intervention or practice adapts
to the epistemology, or central way
of knowing and understanding,
appropriate to the core culture, the
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
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NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3 146
entails informing and enlisting
interested, motivated, and valuedriven
individuals whose cooperation
is essential in achieving the
vision. It involves building collaborative
partnerships that are necessary
to implement the vision.
Motivation and inspiration are the
aids for overcoming barriers to successful
implementation of mentoring,
and for gaining employee
commitment (Geijsel, Sleegers,
Leithwood, & Jantzi, 2003).
The dissemination of research,
based on positive outcomes of
mentoring, mentoring activities,
characteristics of mentoring, and
informing staff about ways to get
involved, will assist in making
mentoring visible and will create
excitement about mentoring. Focusing
on positive staff outcomes
of mentoring, such as individual
growth, collaboration, staff retention,
and satisfaction, and ultimately
enhanced patient care, are
surely goals with which all RNs
can identify and strive to attain.
Values and goals can be reinforced
through training and socialization.
Wooten and Crane (2003) believe
that the most critical stage of
socialization is the first year of
employment. The first year is the
staff nurses best opportunity to
mold the newcomer into a team
player and help that individual
adapt to the organizations culture
(p. 277). The organizations
goals and values, such as patient
safety and valuing nursing staff,
can be related to newcomers
through the telling of stories,
nurse-of-the-month awards, coffee
parties that highlight staff achievements,
and staff meetings that
reinforce important values and
communicate cultural assumptions.
It is essential that seasoned
nurses be brought into this practice
as they are the ones who have
the wisdom, the knowledge, and
the experience that can be shared
with other nurses. By communicating
and passing on cultural values
and goals, new and current
nursing staff will appreciate the
means and methods for achieving
needs, abilities, and variables that
are conducive to staff satisfaction
(Kerfoot, 1997, p. 644). This information
will be helpful in formulating
methods for implementing successful
mentoring objectives within
the hospital setting. Consequently,
this information will aid
in developing a structured information
system for assisting potential
mentees and mentors with appropriate
matches between the mentor
and the mentee, and will therefore
enhance the mentoring relationship
and its success. Nurses can
then develop methods for simply
relating information regarding
potential matches to qualified mentors
and potential mentees, as voluntary
participation can contribute
to mentoring success.
Taking the time to identify
each nurse as important and integral
to the process of mentoring
gives the nurse manager the
opportunity to demonstrate that
individual staff members are vital
and important to the health care
setting in which they are employed.
Talking to each member of
the mentoring community on an
ongoing basis is a function of the
successful creation of an organizational
culture that respects and
cares about the staff. It provides an
opportunity to share learning experiences,
honor achievement,
reinforce the cultural values of the
organization, and expand knowledge
about mentoring. This can
also be achieved through the display
of banners and posters, a
mentoring showcase, or via email.
Another strategy that can be
utilized is verbalizing thankfulness
and gratitude for individual contributions,
suggestions, and input.
Feedback and reward systems are
key components of a successful
motivational program (Newhouse
& Mills, 2002). Celebrating big and
small milestones and recognizing
achievements can foster feelings
of acceptance, value, and pride.
Utilizing this leadership initiative
allows nursing management, as
well as RNs, to develop a sense of
belonging and involvement among
those goals. This will serve as a
foundation for mentoring, and in
the future, the memories and stories
of success will provide for a
historical and meaningful support
system for mentoring.
Lastly, a transformational organizational
culture is one that visualizes
all group members as being
responsible for its success (Wooten
& Crane, 2003). Therefore, as a
collective obligation, nurse managers
and RNs must ensure that all
nurses are empowered by utilizing
participative decision-making
processes. Owens (2004) states
that in participative decision
making, all organizational members
have a right to be heard, to
have their views considered, to
express feelings, and to offer
knowledge and information (p.
309). When nursing staff are
empowered by taking part in decision-
making processes, they do so
by enhancing their knowledge
base, and therefore, they experience
growth in both personal and
professional dimensions. Feelings
of empowerment, and of inclusion
in decision-making processes,
result in staff members who are
energized and committed to put
forth their best efforts and skills.
Moreover, empowerment generates
support for organizational
goals and momentum for change,
initiatives for autonomy, and for
the encouragement of staff member
involvement in ways that promote
learning and professional
development. The end results are
staff nurses who are more knowledgeable,
and who are committed
to mentoring.
Individualized Consideration
The nurse leader should also
utilize techniques that can be
adapted from Basss (1994) concept
of individualized consideration. It
is essential that each RN in a real or
prospective mentor dyad be treated
in a unique manner to determine
her/his issues, needs, and interests.
By establishing a program of
cultural listening, the leader can
obtain a good perspective about the
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
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147 NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3
all registered nurses. The consideration
of each individual ensures
that everyone has a voice, and this
creates feelings of trust and caring.
The individuals who are involved
will feel that their contributions are
acknowledged and valued. Ultimately,
it is hoped that this will
maximize staff participation, contribution,
and interest in mentoring.
Idealized Influence
Wooten and Crane (2003) state
a leader exemplifies the vision and
values of the organization since
they are role models for the other
members (p. 277). To enable the
nursing staff to achieve the organizations
goals regarding mentoring,
all RNs should commit to role modeling
these goals and values in all
endeavors so that they can share
experiences, best practices, and
encourage mentoring excellence.
However, for role modelling to be
effective, registered nurses must
establish credibility within the
work setting, and develop trust
among staff members. Studies of
culture within successful organizations
indicate that an environment
where staff are helpful and supportve
of one another, trust each other,
and have friendly, open relationships,
emphasize credibility and
attentiveness. Being authentic and
treating people with respect and
dignity are all characteristics that
nurses can demonstrate to achieve a
sense of trust (Dixon, 1999;
Newhouse & Mills, 2002). Trust
relates to open communication
channels, which in turn enhances
feedback at all levels. Requesting,
receiving, and providing feedback
are integral to the success of mentoring,
and essential for providing
adequate support and a challenging
environment, and for maintaining
the organizations vision.
This initiative promotes the
utilization of interpersonal communication
skills and active listening.
By utilizing these leadership
skills, RNs can create an organizational
culture that is seen as safe;
one that will enhance the feedback
cycle and the evaluation of the
tiality and to foster positive analysis.
Of particular importance is the
understanding that to be effective,
mentoring training and education
must be available in different
forms, in different venues, and on
an ongoing basis. Making recent
literature about mentoring available
on the nursing unit, organizing
mentoring workshops, scheduling
meetings or information sessions
at convenient times suitable
for the nursing staff, and presenting
mentorship successes at staff
meetings, are all activities that can
be utilized in this endeavor.
Intellectual stimulation also
provides an initiative for professional
nurses to promote a better
understanding of mentoring, such
as the roles of the mentor and
mentee, the relationships that
need to be formed, the matching
strategies, and the processes involved
in mentoring. Hopefully,
this will enhance interest, commitment,
and participation, and it
will increase personal and professional
growth and development.
Thus, it seems possible that by
utilizing the practices and qualities
adopted from the transformational
leadership approach, nurse
managers together with staff nurses
can enhance the organizational
culture within the acute care hospital
setting to create and maintain
mentorship practices. However,
without the support from middle
management and organizational
administration, it is very difficult
to implement or sustain such a
venture. The literature indicates
that administrative support is
demonstrated through financial
incentives, staffing and scheduling
flexibility, and title and leadership
recognition (Greene & Peutzer,
2002). Therefore, an organizational
infrastructure that supports
mentoring must be in place.
Although this is not necessarily a
responsibility of the staff nurse,
identifying whether or not such a
structure is present, and recommending
and assisting with creating
such an investment, is certainly
achievable. The CNA (2004)
mentoring relationship and
process; and one that will create a
collaborative environment which
will sustain mentoring, staff satisfaction,
and retention (Neuhauser,
2002; Newhouse & Mills, 2002;
Wooten & Crane, 2003).
Intellectual Stimulation
Intellectual stimulation requires
collective leadership between formal
nursing management and staff
nurses to support the professional
growth and development of each
member in the organization. To
achieve this goal, continuous mentoring
education and training
opportunities should be integrated
into the work environment to
increase the general awareness of
mentorship in that setting. This collective
leadership can provide
valid, relevant, and up-to-date
mentoring information for staff
nurses that is in tune with the values
and goals of the organization.
The organizational culture should
be resilient and emphasize creativity
and goal achievement. Specific
educational strategies could focus
on exploring the role of relationship-
building; reviewing positive
and negative experiences of staff
nurses relative to the environment;
and upgrading the awareness level
of career transitioning and the facilitation
of the career process for staff
nurses (Angelini, 1995, p. 95).
Registered nurses can also
assist in creating and maintaining
support groups and mentoring
task forces which provide skills
training, foster the exchange of
best practices, and promote peer
learning. This can also provide a
forum for feedback, evaluation,
and problem solving in order to
foster creative input and generate
new ideas. In addition, it is also an
opportunity to reflect on what has
been tried and tested, and what is,
and is not true. Continual learning
and development gained from
identifying mistakes is essential to
implementing new and improved
initiatives and ideas. During meetings
such as these, it is important
to maintain appropriate confiden-
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
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NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3 148
suggests that the sponsoring organization
shall provide an administrative
structure and the resources
for effective development (p. 32).
Tasks such as recruitment and
retention programs that value
mentoring and provide appropriate
learning resources including
funding are essential. Together,
these can assist in building the
organizational scaffolding that
will support mentoring ventures.
Conclusion
An essential task for nursing
leaders today is to create a sustainable
nursing workforce in a health
care system that is currently undergoing
significant changes including
the loss of experienced nurses to
retirement, and new graduates to
horizontal violence. Mentoring is
one method that can enhance staff
satisfaction, and therefore, can
reduce the feeling among nurses that
they are being devalued, discriminated
against, and disempowered by
their own peers. In utilizing mentoring
to enhance staff development, to
assist nurses to adapt to new and different
roles, and to increase staff satisfaction,
nursing leadership must
understand that mentoring is influenced
by the organizational culture
within which it exists. That is, staff
nurses and nurse managers alike
must recognize and understand the
interrelationships among mentoring,
organizational culture, and leadership
for the optimal development of
effective mentoring. As a means of
achieving success in this endeavor,
professional nurses must align the
organizational culture with appropriate
leadership and mentoring
strategies. By utilizing principles
and qualities adapted from transformational
leadership, specifically
Basss (1994) four leadership initiatives,
registered nurses can assist in
creating an empowering, innovative,
and dynamic culture within which
successful mentoring can be developed
and sustained. Consequently,
this will lead to increased job satisfaction,
more effective nursing care,
and the promotion of quality health
care outcomes.$
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Marquis, B.L., & Huston, C.J. (2006). Leadership
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Wilkins.
Milton, C.L. (2004). The ethics of personal
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Owens, R.G. (2004). Organizational behaviour
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Schneider, W.E. (2000). Why good management
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Sleutel, M.R. (2000). Climate, culture, context,
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et al. (2002). Caring as a theoretical perspective
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ADDITIONAL READINGS
Bassi, S., & Polifroni, E.C. (2005). Learning
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Faut-Callahan, M. (2001). Mentoring: A call to
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Shaffer, B., Tallarica, B., & Walsh, J. (2000).
Win-win mentoring. Nursing Management,
31(1), 32-34.
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149 NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3
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a. Discuss the essential dimensions of 1 2 3 4 5
successful mentoring.
b. List characteristics of organizational culture. 1 2 3 4 5
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a mentoring culture.
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NEC J0705
Answer Form:
1. If you applied what you have learned from this activity into your practice,
what would be different?
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CNE Instructions
1. To receive continuing nursing education
credit for individual study after
reading the article, complete the
answer/evaluation form to the left.
2. Photocopy and send the answer/evaluation
form along with a check or
credit card order payable to Anthony J.
Jannetti, Inc. to Nursing Economic$,
CNE Series, East Holly Avenue Box 56,
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3. Test returns must be postmarked by
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answer/evaluation form, a certificate
for 1.4 contact hour(s) will be awarded
and sent to you.
This independent study activity is provided
by Anthony J. Jannetti, Inc. (AJJ).
AJJ is accredited as a provider of continuing
nursing education by the American Nurses
Credentialing Center's Commission on
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Anthony J. Jannetti, Inc. is a provider
approved by the California Board of
Registered Nursing, Provider Number, CEP
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This article was reviewed and formatted for
contact hour credit by Connie R. Curran,
EdD, RN, FAAN, Nursing Economic$
Editor; Alison P. Smith, BSN, RN, Nursing
Economic$ Assistant Editor; and Sally S.
Russell, MN, RN, CMSRN, Anthony J.
Jannetti, Inc., Education Director.
Objectives
This continuing nursing educational
(CNE) activity is designed for nurses
leaders and other health care professionals
who are interested in understanding
the role of nursing leadership in creating
a mentoring culture. For those wishing to
obtain CNE credit, an evaluation follows.
After studying the information presented
in this article, the nurse leader will be
able to:
1. Discuss the essential dimensions of
successful mentoring.
2. List characteristics of organizational
culture.
3. Describe leadership initiatives for
developing a mentoring culture.

2nd article
Making a Difference with Combined Community Assessment
and Change Projects
Roberta Mansfield, MSN, ARNP; and Cleda L. Meyer, PhD, RN
AbstrAct
Nursing students value projects
that enable them to make a difference
in the lives of others. Two majo group
projects, assessment of an identified
community and completion of a leadership
change project, required during
their last semester were combined
to provide a meaningful experience
for students. In addition to discussing
ways to combine these projects, this
article shares methods to build team
cohesiveness.
Todays nursing students value
the ability to make a difference,
particularly in their communities.
Involvement in volunteer
activities during high school stimulates
increased interest in service activities
during higher education (Des
Marais, Yang, & Farzanehkia, 2000;
Engle, 2004). Baccalaureate students
at Baker University School of Nursing
concurrently take courses in community
health and in leadership and
management during their final semester.
To meet outcomes for community
health, students complete a comprehensive
community assessment
to identify health needs of a selected
population. Students work in teams
to collect data, analyze community
capacities, and derive community-level
nursing diagnoses, but no means
existed for student teams to make a
difference by actually addressing the
problems identified.
As a requirement for the leadership
and management course,
student teams complete a focused
assessment of a community or organization
to conduct a change project.
The emphasis of this assignment is
application of continuous quality improvement
(CQI) to guide the planning,
implementation, and evaluation
of change. With two major projects in
separate courses involving a considerable
amount of group work, students
felt overwhelmed. They had difficulty
recognizing the role of nursing process
in addressing community and organizational
concerns. Combining the
assignments to create a single population-
focused change project now allows
students to conduct an intervention
based on needs identified during
the community assessment and to
render a service to the community.
The purpose of this article is to share
information with others interested in
trying a similar approach.
Nurses as Part of the
community
Desired outcomes for baccalaureate
nursing graduates include the
ability to practice professional nursing,
incorporating the roles of care
provider, manager, and member of a
profession in acute and community
settings (American Association of Colleges
of Nursing, 1998). To increase
awareness of the nurses role in the
community, students participate
in various local community-based
clinical opportunities. For example,
students help with blood pressure
screening clinics, nurse-run centers
providing basic care to individuals of
lower socioeconomic status, adolescent
pregnancy programs, and health
fairs. During the senior semester, students
also provide case management
services to an individual or family
in the community. Although student
feedback demonstrates their understanding
of the community health
nurses role in providing care to specific
individuals and families outside
of the hospital setting, students fail
to grasp that a single nursing unit
or a child care center is a community
with possible needs for change. As a
result, students often fail to recognize
opportunities to improve the health of
populations and provide service to the
community at large.
Nurses as change Agents
The purpose of requiring students
to complete a change project is to
demonstrate the ability of nurses to
make a difference in various settings
and to experience the leadership role
in this process. Although individual
students put leadership and management
into practice by delegating and
coordinating clinical care, they often
have limited effects on health care
practices and procedures that could
be changed or improved. The change
project allows students to incorporate
CQI principles in developing worthwhile
projects while improving their
Received: December 10, 2004
Accepted: August 29, 2005
Ms. Mansfield is Assistant Professor and
Dr. Meyer is Associate Professor, Baker University
School of Nursing, Topeka, Kansas.
Address correspondence to Roberta Mansfield,
MSN, ARNP, Assistant Professor, Baker
University School of Nursing, Stormont-Vail
Healthcare, Pozez Education Center, 1500
SW 10th Street, Topeka, KS 66604; e-mail:
[email protected].
E D U C A T I o N A l I N N o v A T I o N
132 Journal of Nursing Education
EDUCATIoNAl INNovATIoN
effectiveness as team members. Continuous
quality improvement requires
careful collection and assessment of
data to identify the underlying process
of an actual or potential problem
(Briscoe & Arthur, 1998; Schroeder,
1994). A review of the literature or
benchmarking with other institutions
guides team members in developing
a plan to address the identified problem.
once implemented, the plan is
evaluated and modified, if necessary,
to achieve a long-term solution to the
problem.
Guidelines for combining the
Projects
Although both the community assessment
and change projects are
considered important in preparing
nurses to become leaders in their
communities, faculty became aware of
potential overlap in the assignments.
Both assignments require assessment
and identification of community-level
problems of concern to nurses. Consequently,
faculty made modifications
to combine the projects, giving
students the opportunity to apply the
nursing process by serving as population-
based change agents.
To combine these projects, students
were directed to select one population
with which to work for both courses.
Students used the definition of a population
as a group of people occupying
an area or sharing one or more
characteristics (Allender & Spradley,
2005). Recognizing that populations
become communities when meaningful
interactions occur, students were
advised to carefully define the population
or community they selected.
This allowed students to choose from
a variety of settings affecting health,
including hospitals, outpatient or
surgical settings, community clinics,
schools, child care centers, retirement
communities, and other organizations.
They could also choose a geographical
community to assess, such
as a rural community.
The combined project begins with
a comprehensive assessment of the
selected population or community,
using a modified tool (Hitchcock,
Schubert, & Thomas, 2002) to generate
and organize data related to the
people, place, health care systems,
and other social systems. Students
work in teams of four to six members
throughout the project and make at
least one site visit during the assessment.
Student teams access existing
information about the population or
community and often conduct surveys
or interviews to gather primary data.
Assessment data are analyzed to identify
the strengths, areas of concern,
and health problems of the population
or community. Each team formulates
five community-level nursing diagnoses
and selects a priority diagnosis
that forms the basis for the change
project. They meet with key leaders
and members of the selected community
throughout the assessment,
planning, and implementation of the
change. This allows those affected by
the change to become involved in the
change process.
As students clarify the priority
problem, they are challenged to use
CQI principles to view the problem
from a multidisciplinary perspective.
A review of the literature enables
them to select evidence-based interventions
to accomplish the change.
Working with people both within and
outside of the nursing profession,
students learn to apply leadership
principles as partners in improving
the health of the community (Cox &
Miranda, 2003). Emphasis on developing
the vision of transformational
leaders helps students motivate those
affected by the change (Johns, 2004).
Traditional CQI projects may take
12 to 18 months to complete, so some
student projects serve primarily as pilot
projects in an organization. As the
value of the project is demonstrated,
unit directors or other key community
members are empowered to develop a
final project based n the students
work.
strategies for success
one of the first strategies that
help students succeed is providing
clear expectations and outcomes for
the combined project. This includes
guidelines for how to systematically
collect data and arrive at nursing diagnoses
for the selected community.
For the change project, the focus is on
choosing a problem from the community
assessment that can be undertaken
during the semester. Students
are given examples of tools, such as
problem-solving charts from The
Team Handbook (Scholtes, 1996), to
further identify the underlying problem.
Given the challenges inherent in
team or group work, several strategies
help students build successful teams.
Classroom discussion and scenarios
address effective and ineffective team
roles and provide conflict resolution
methods. Students are asked to select
a team logo, name, and mission statement.
For example, a team working
to address safety concerns at the
Boys and Girls Club chose the name
Nurses 911 and developed the following
mission statement: To improve
the safety of all individuals within
the Boys and Girls Club, focusing on
fire, tornado, and first aid preventive
measures. Their team rules included
Be open and communicate with each
other, Have individual assignments
done on time, and Have fun, to promote
cohesiveness.
Students share responsibility for
team work by dividing tasks based
on each members expertise. Developing
a timeline and keeping minutes
of team meetings enable students to
track their progress. Some members
of the Nurses 911 team wrote letters,
sent e-mails, and made telephone
calls to obtain donations of smoke
alarms and first-aid supplies from
area merchants. other team members
contacted the fire department to
present information about fire safety
and arranged for a meteorologist to
discuss tornado tracking. Throughout
the project, the Nurses 911 team
worked closely with the director of the
organization.
sharing success
At the end of the semester, students
share their results with their
fellow students through a formal
presentation that highlights the community
assessment findings and the
needs identified. They invite academic
and health care colleagues to
March 2007, Vol. 46, No. 3 133
EDUCATIoNAl INNovATIoN
attend a poster presentation that describes
the change project and how it
relates to the community assessment.
Some student teams incorporate creative
techniques, such as skits, songs,
or videos, to add interest to their presentation.
Students also share their
notebook containing team minutes,
team rules, data from the community
assessment, articles supporting the
change project, and strategies used
for stress relief. As a requirement
for the leadership and management
course, each team submits a written
paper summarizing key components
of the community assessment and selected
change project.
Some team members express reluctance
to engage in team projects due
to difficulties in managing conflicting
schedules and obligations, as well as
concerns that work may not be completed
equally by members. Methods
for overcoming team problems include
giving individual members the
opportunity to rate the performance
of their own team members and requiring
students to write a brief individual
paper evaluating the potential
effects of group process on their future
nursing careers. Faculty review team
meeting minutes and other evidence
of team participation to support individual
team ratings.
Outcomes: successful change
Projects
During the five semesters since implementation
of the combined project
format, student teams have completed
several worthwhile projects. Student
accomplishments include setting
up a pharmacy assistance program
for clients at a clinic for underserved
individuals, increasing nursing clinic
hours at a center for homeless individuals,
and translating assessment
questions into Spanish for staff admitting
families to a hospital birthing
center. The Nurses 911 team was able
to mobilize community partners to
provide safety programs for the local
Boys and Girls Club. They arranged
for the fire department to bring their
mobile classroom to simulate fire hazards
and evacuation procedures, and
as part of the educational segment
conducted by the meteorologist, the
student team conducted a tornado
drill. Through these combined community-
level change projects, nursing
students were given an opportunity
to provide real service to a population
at risk for health problems related
to safety. The students established a
helping relationship with the organization
and the larger community
to meet the needs of a specific population.
Although some projects may
serve only as pilot projects, many lay
the foundation for ongoing change.
For example, the director of the Boys
and Girls Club is eager to have students
return to further implement
programs enhancing the health and
safety of youth. The student team has
many ideas for how other students can
provide service to this population.
The combined assessment and
change projects have increased student
awareness of problems at the
organizational and community levels
for which they can make a difference.
Students assessing a Native American
child care facility found that 99%
of the childrens parents were above
the recommended body mass index.
The team recognized the importance
of family nutrition to the child care
center population and the need to address
the problem at the community
level. With this awareness, students
participated in a tribal health fair to
educate the families about nutrition,
using reduced-fat traditional recipes.
Students were excited to be an important
part of a community-level intervention
and to make a difference in
the larger population. Because of the
positive response from the families
attending the community event, students
were invited to participate in
future tribal health fairs.
The appreciation expressed by
the community confirms the value of
these learning experiences. Students
complete their final semester and enter
the nursing profession with confi-
dence that they can assume leadership
roles and promote positive change in
the health of not only individuals but
also populations, organizations, and
entire communities.
references
Allender, J.A., & Spradley, B.W. (2005).
Community health nursing: Promoting
and protecting the publics health.
Philadelphia: lippincott, Williams &
Wilkins.
American Association of Colleges of Nursing.
(1998). The essentials of baccalaureate
education for professional nursing
practice. Washington, DC: Author.
Briscoe, G., & Arthur, G. (1998). CQI
teamwork: Reevaluate, restructure,
renew. Nursing Management, 29(10),
73-78, 80.
Cox, l.S., & Miranda, D. (2003). Enhancing
student leadership development in
community settings. Nurse Educator,
28, 127-131.
Des Marais, J., Yang, Y., & Farzanehkia,
F. (2000). Service-learning leadership
development for youths. Phi Delta Kappan,
81, 678-680.
Engle, S. (2004). Political interest on the
rebound among the nations freshmen,
UCLA survey reveals. Retrieved May
26, 2004, from the Graduate School of
Education and Information Studies,
UClA, Web site: http://www.gseis.ucla.
edu/heri/03_press_release.pdf
Hitchcock, J.E., Schubert, P.E., & Thomas,
S.A. (2002). Community health nursing:
Caring in action (2nd ed.). Albany,
NY: Delmar.
Johns, C. (2004). Becoming a transformational
leader through reflection. Reflections
on Nursing Leadership, 30(2),
24-26, 38.
Scholtes, P.R. (1996). The team handbook
(2nd ed.). Madison, WI: Joiner Associates,
Inc.
Schroeder, P.S. (Ed.). (1994). Improving
quality and performance: Concepts,
programs, and techniques. St. louis:
Mosby-Year Book.
134 Journal of Nursing Education


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Analysis Paper 1
You will do a brief research leadership paper on the practices of Ganhdi. This paper will be 8-10, double-spaced, typed pages, not including appendices. The paper should
(1) include relevant descriptive facts about the individual,
(2) provide an analysis of his/her approach to leadership USING ONLY THE FOLLOWING LEADERSHIP THEORIES: (can be found in Northouse textbook Northouse, Peter G. (2013). Leadership: Theory and Practice (6th. Ed.). Thousand Oaks, CA: Sage Publications.)
1. Traits Theory
2. Skills Approach
3. Followership
4. Behavioral Theories
(FIRST FOUR CHAPTERS)
Example: How does Gandhis leadership practices follow the trait theory. What about Gandhi as a leader follows the skills approach. What is his followership like? What appraoch does he use to gain followers etc..
(3) Offer a summary of leadership lessons to be gleaned from this individual?s experiences. You will strengthen your paper if you provide at least some summary of the basic tenets of the theories/concepts used; acknowledge what might be some specific limits/weaknesses and/or assumptions the theories in analyzing the leader.
Remember to document all sources and bibliography.

Application of Effective Leadership Practices in Leading Professional Learning

Purpose
The purpose of this assignment is to integrate ideas from research about effective leadership and apply these to the leadership practice of leading professional learning.
This assignment should draw on ideas presented in readings including Student-Centered Leadership (Robinson, 2011); and Applied Critical Leadership (Santamara & Santamara, 2012, Chapter One); and other readings listed.

Part A: Description of professional learning context and issue (2 pages)
Provide a description of a specific professional learning context in education based on the background information provided below at the bottom of this page.
Identify an issue or challenge in terms of the potential to maximise effectiveness of the professional learning in this context.
Discuss the significance of this issue in relation to relevant research and literature.

Criteria:
Clear description of leadership context and professional learning issue that makes connections with research on effective professional learning (draws on the following resources)

Fenstermacher, G. D., & Richardson, V. (2005, January). On making determinations of quality in teaching. The Teachers College Record, 107(1), 186-213.
Robinson, V. (2011). Student-centered leadership. Chapter 6. San Francisco, Jossey-Bass.
Timperley, H. (2007). Leading teachers professional learning. In J. Robertson & H. Temperley (Eds.), Leadership and learning (pp. 118-130). Thousand Oaks: Sage.
Earl, L., & Katz, S. (2010). Creating a culture of inquiry: Harnessing data for professional learning. Chapter for Volume 7 Data Enhanced Leadership.
Earl, L., & Hannay, L. (2011). Educators as knowledge leaders. In J. Robinson & H. Timperley (Eds.), Leadership and Learning (pp. 186-201). London: Sage Publications
Le Fevre, D. M. (2010). Changing TACK: Talking about change knowledge for professional learning. In H. Timperley & J. Parr (Eds.), Weaving evidence, inquiry and standards to build better schools (pp. 71-91). Wellington: NZCER Press.

Evidence of in-depth search of relevant databases and sources for relevant scholarly literature [draws on Robinson (2011) and Santamara & Santamara (2012, Chapter One)]

Arguments demonstrate your in-depth critical reflection and evaluation.

Provide reference list in APA format.


Background
Since joining my school in 2011 it has been my responsibility to put in place a system that places accountability for student outcomes directly to individual teachers with a view to improving the quality of teaching and improving student outcomes. After several months of researching different models of appraisal and professional development systems in place in other schools. A new system was launched in 2012 which provided a clear link between professional learning needs and teacher appraisal, checked against the New Zealand Registered Teacher Criteria.

Teaching staff are asked to reflect on their teaching effectiveness, comparing their teaching attributes against a description of the effectiveness of that attribute. Refer to rubric for effectiveness descriptions. The result of the reflection leads to identification of professional learning goals for the teacher to work towards improving over the year. Although teaching staff have identified goals for improvement, it is not clear that the goals have clear links to improved student outcomes or that the goals are adequately challenging (in many cases it would appear that the goals have been met and the development plan is written retrospectively.

To improve the quality of education with a student outcome focus, teachers are moving towards teaching as inquiry to inform current practice and research and implement improvement ideas. Teachers have varying ideas about teaching as inquiry, some perceiving that because they are reflective practitioners they are inquiring, others see it as more paperwork. Implementing a system of teaching as inquiry requires careful and effective leadership to ensure that student outcomes are improved.
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Customer is requesting that (Writergrrl101) completes this order.

Requesting that Aristotle write my essay.


Analyze questioning practices and strategies that support innovation

Identify and foster environments that encourage innovation

Analyze strategic leadership practices that facilitate development of successful portfolio mix of projects

Select a team leadership issue related to roles, procedures, or responsibilities involved in launching a team, managing diverse members, supporting team performance, diagnosing and intervening with team dysfunctions, or evaluating team effectiveness.

In a one- to two-page statement, include the following:

Definition of the team leadership practice you will research for the project.
Rationale that explains why the selected leadership practice is important to effectiveness in teams. Support your rationale with points drawn from the readings or other relevant sources.
Show your application. Connect your topic to your own work, and state why it is important to you.
Refer to the Topic Selection Scoring Guide to learn how the instructor will evaluate your statement. Use an essay format, including a title page, for your assignment. In addition, the title should reflect the focus of your assignment.

As an additional note, the following should be included in each assignment, if relevant. This reminder may not be in each assignment:

Include citations. This includes referencing course readings as appropriate.
Demonstrate graduate-level writing mechanics, which includes a reference list that is in APA 6th edition format. Note: This requirement is graded in each assignment.
Your title page for each assignment paper needs to reflect your topic or focus for this course project.
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This paper is for a Critical Thinking and Decision making class, regarding a Leadership major.

Please cite the following textbook in APA format: Diestler, S. Becoming a Critical Thinker: A User Friendly Manual, fifth edition. Upper Saddle River, NJ, Prentice Hall, 2009.
(ISBN 0-13-241313-2)
**I will be emailing two zip files containing the scanned copies of the required chapter from this book. (Some of the page Numbers can be read on my scans. If needed, I will add them later. Please let me know).

Here is the assignment directions:

apply course content and specifically to leadership. Your paper 5 pages should be written as follows:

? Pitfalls in trying to remain ?fair-minded? (Diestler, chapter 9), and/or other forms of self-deception. (This is the main topic of the paper).

? Write a ?concept integration paper? in which you discuss how the phenomenon manifests itself in a given organization (perhaps a current or former employer), what its features and consequences are, and what potential preventive or corrective measures might be effective. Your paper must include the following:


? 1. Give multiple, concrete examples of the difficulties (traps, weasel words, etc.)


? 2. Suggest ways to correct the problem, and give examples of how you or others could model the change you wish to see. For example, if you wanted to improve people?s clarity in speaking and writing, what might that look like?


? 3. Briefly (i.e., in one paragraph) relate the difficulty or challenge you are writing about to your own leadership practice (e.g., is it currently an issue for you, how you became aware of it, what its consequences for you have been, what you have done/will you do to avoid it, etc.)

***Use your own judgement here. I have no personal account to use as an example.


? Remember to employ valid arguments with clearly articulated premises and sound conclusions.


? In supporting your views, you must cite references where appropriate using APA as required

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