Fluent Essays

Find one online or published article from within the last two to three years (preferably the current year) that adds in some way to the discussion in one of this weeks assigned chapters from Robbins and Judge or Northouse. The library database (again, preferred) is your most reliable source, but Google Scholar and Google are also useful places to search for current articles. You should upload a PDF of the main initial posting article that you will be discussing (not the article(s) in your replies to peers), along with a discussion of why the article is relevant for the chapter, how it extends one of the concepts in a chapter, and what you found interesting about the article.   You are expected to contribute to the discussion during the discussion week about the concepts in the assigned reading(s). Factors that will affect your discussion grade include: frequency references} by the end of the discussion week. You should 100 words per post and your contributions should extend the textbook. In other words, you should always have additional research beyond the textbook. Just citing the textbook in an initial posting or a response will elicit minimal points. School of Business and Economics Department of Management 1200 Murchison Road Fayetteville, NC 28301-4298 MGMT 615 Leading Organizations LOCATOR INFORMATION Semester: Fall 2021 16 weeks Course Number and Name: MGMT 615 Leading Organizations Number of Credit Hrs: 3 Day and Time: Online Classroom Online Class Week Wednesday to Tuesday Instructor: Dr. Darrell Bratton Office Location: No office on campus, call my home Home Phone: 240 424 0421 E-mail Address: [email protected] COVID-19 Statement It is the policy of FSU for the Fall 2021 semester that all students are required to engage in safe behaviors to avoid the spread of COVID-19. Such behaviors specifically include the requirements that all students wear a mask while in classrooms or labs and in other instances where distancing is not possible, unless (a) a student is granted an accommodation from Disability Services, or (b) I otherwise explicitly grant permission to a student to remove their mask (such as while asking a question, participating in class discussion, or giving a presentation, all while at an appropriate physical distance from others). Students who do not have masks can obtain them from the building coordinator. Failure to comply with this policy in the classroom may result in dismissal from the current class session and charges under Code of Student Responsibility. I. FSU Policy on Electronic Mail: Fayetteville State University provides to each student, free of charge, an electronic mail account ([email protected]) that is easily accessible via the Internet. The university has established FSU email as the primary mode of mailto:[email protected] correspondence between university officials and enrolled students. Inquiries and requests from students pertaining to academic records, grades, bills, financial aid, and other matters of a confidential nature must be submitted via FSU email. Inquiries or requests from personal email accounts are not assured a response. The university maintains open-use computer laboratories throughout the campus that can be used to access electronic mail. Rules and regulations governing the use of FSU email may be found at http://www.uncfsu.edu/PDFs/EmailPolicyFinal.pdf. II. COURSE DESCRIPTION: This course explores the importance of human behavior in reaching organizational goals. Course emphasis: managing individual and interpersonal relations; group and inter-group dynamics; leadership, communication and motivation skills in managing organizational performance and change. The topics to be covered fall into three major categories: (1) individual behavior and processes, (2) team processes, and (3) organizational processes. III. DISABLED STUDENT SERVICES In accordance with Section 504 of the Rehabilitation Act and the Americans with Disabilities ACT (ACA) of 1990, if you have a disability or think you have a disability please contact the Center for Personal Development in the Spaulding building, Room 155 (1st floor); 910-672-1203. “It is the policy of Fayetteville State University for the Fall 2020 semester that all students are required to engage in safe behaviors to avoid the spread of COVID-19. Such behavior specifically include the requirement that all students wear a mask while in classrooms or labs and other instances where social distancing is not possible, unless (a) a student is granted an accommodation from Disability Services or (b) the instructor otherwise explicitly grant permission to a student to remove their mask (such as while asking a question, participating in class discussion, or giving a presentation, all while at an appropriate physical distance from others). Students who do not have masks can obtain them from their Instructor. Failure to comply with this policy in the classroom may result in dismissal from the current class session and charges under the Code of Student Responsibility”. IV. TITLE IX – SEXUAL MISCONDUCT Fayetteville State University (University) is committed to fostering a safe campus environment where sexual misconduct — including sexual harassment, domestic and dating violence, sexual assault, and stalking - is unacceptable and is not tolerated. The University encourages students who may have experienced sexual misconduct to speak with someone at the University so that the University can provide the support that is needed and respond appropriately. The Sexual Misconduct policy can be found at the following link: http://www.uncfsu.edu/Documents/Policy/students/SexualMisconduct.pdf Consulting with a Health Care Professional - A student who wishes to confidentially speak about an incident of sexual misconduct should contact either of the following individuals who are required to maintain confidentiality: Ms. Pamela C. Fisher Ms. Linda Melvin Licensed Professional Counselor Director, Student Health Services Spaulding Building, Room 165 Spaulding Building, Room 121 (910) 672-387 (910) 672-1454 http://www.uncfsu.edu/PDFs/EmailPolicyFinal.pdf http://www.uncfsu.edu/Documents/Policy/students/SexualMisconduct.pdf [email protected] [email protected] Reporting an Incident of Sexual Misconduct - The University encourages students to report incidents of sexual misconduct. A student who wishes to report sexual misconduct or has questions about University policies and procedures regarding sexual misconduct should contact the following individual: Ms. Victoria Ratliff Deputy Title IX Coordinator for Students Spaulding Building, Room 155 (910) 672-1222 [email protected] Unlike the Licensed Professional Counselor or the Director of Student Health Services, the Deputy Title IX Coordinator is legally obligated to investigate reports of sexual misconduct, and therefore cannot guarantee confidentiality, but a request for confidentiality will be considered and respected to the extent possible. Students are also encouraged to report incidents of sexual misconduct to the University’s Police and Public Safety Department at (910) 672-1911. V. CODE OF CONDUCT The FSU Student of Conduct is implicitly incorporated into this syllabus. Please familiarize yourself with its contents at: http://www.uncfsu.edu/documents/handbook/Codeofconduct.pdf VI. TEXTBOOK Required textbooks: Keep in mind that this class begins August 18, 2021 and does not end until December 10, 2021. You will need both textbooks until the end of class. Robbins, S. P., & Judge, T. (2017). Essentials of organizational behavior (14th ed.). Boston: Pearson. ISBN - 9780134523859 Or from Vital source at https://www.vitalsource.com/products/essentials-of-organizational- behavior-stephen-p-robbins-timothy-a-v9780134524719 Northouse, P.G. (2022) Leadership: Theory and Practice (9th edition), SageLeadership Theory and Practice By: Peter G. Northouse Publisher: SAGE Publications, Inc Print ISBN: 9781544397566, 1544397569 Print ISBN: 9781544397566, 1544397569 eText ISBN: 9781071834473, 1071834479 mailto:[email protected] mailto:[email protected] mailto:[email protected] http://www.uncfsu.edu/documents/handbook/Codeofconduct.pdf https://www.vitalsource.com/products/essentials-of-organizational-behavior-stephen-p-robbins-timothy-a-v9780134524719 https://www.vitalsource.com/products/essentials-of-organizational-behavior-stephen-p-robbins-timothy-a-v9780134524719 https://www.vitalsource.com/products/essentials-of-organizational-behavior-stephen-p-robbins-timothy-a-v9780134524719 eText ISBN: 9781071834473, 1071834479 Interactive eBook available from Vital Source at https://www.vitalsource.com/referral?term=9781071834473 VII. Technical Requirements For Online Classes https://www.uncfsu.edu/academics/colleges-schools-and-departments/online-education More specifically https://www.uncfsu.edu/assets/Documents/Online\%20Education/Technical\%20and\%20Skill\%20 Requirements\%20for\%20Online\%20Education\%20v.3.pdf VIII. COURSE OBJECTIVES & STUDENT LEARNING OUTCOMES The course is intended to facilitate cognitive learning, increased self-awareness and interpersonal as well as leadership skill development. After undertaking this course, you should have: ♦ Knowledge on the essentials of organizational behavior ♦ The confidence to build on the essentials of organizational behavior ♦ An in-depth understanding of the theories of leadership ♦ The ability to apply theory to cases in leadership ♦ The capability to work with a group to deliver effective business presentations on leadership VIIII. TEACHING STRATEGIES This is a self-paced course where we will learn together. You are expected to bring new information to me and your colleagues. In this class you will be expected to think like a leader/business owner. I am a long time government employee and a business owner. I also studied employee ownership for my Ph.D. so I believe in entrepreneurship and ownership. X. COURSE REQUIREMENTS AND EVALUATION CRITERIA A. Grade Distribution Syllabus Confirmation/Introduction 50 points 5\% Class Discussions ...................... 200 points (8 @ 25 points each) 20\% Case Questions .......................... 150 points (3 @ 50 points each) 15\% Business Briefings .................... 200 points (2 @ 100 points each) 20\% Midterm Exam .......................... 200 points (1 @ 200 points each) 20\% Final Exam ................................. 200 points (1 @ 200 points each) 20\% Total ......................................... 1000 points B. Grading Scale 90 - 100\% = A 80 - 89\% = B https://www.vitalsource.com/products/interactive-leadership-theory-and-practice-peter-g-northouse-v9781544325194 https://www.vitalsource.com/referral?term=9781071834473 https://www.uncfsu.edu/academics/colleges-schools-and-departments/online-education https://www.uncfsu.edu/assets/Documents/Online\%20Education/Technical\%20and\%20Skill\%20Requirements\%20for\%20Online\%20Education\%20v.3.pdf https://www.uncfsu.edu/assets/Documents/Online\%20Education/Technical\%20and\%20Skill\%20Requirements\%20for\%20Online\%20Education\%20v.3.pdf 70 - 79\% = C Below 70 = F ASSESSMENT DETAILS All assignments in the class have a rubric attached, except the Syllabus confirmation/Introduction. See the rubric for how your grade is determined. Syllabus confirmation/Introduction/ (5\%). Go to the introduction thread on the discussion board and introduce yourself. You should cover 1) where you have lived 2) your work experience, 3) your reason for taking the MBA, 4) what you hope to learn from this course, and 5) an assessment of your current leadership ability, both your strengths and areas you’d like to develop. After introducing yourself, please confirm in an email to me (Via the Canvas Inbox) that “I have read the entire syllabus and I will use the module and syllabus to keep up with the assignments (Not the Calendar)”. Article Discussion (8 x 25=20\%). For each week you should find one online or published article from within the last two to three years (preferably the current year) that adds in some way to the discussion in the assigned chapters from Robbins and Judge. The library database (again, preferred) is your most reliable source, but Google Scholar and Google are also useful places to search for such articles. You should upload a PDF of the article, along with a discussion of why the article is relevant for the chapter, how it extends one of the concepts in a chapter, and what you found interesting about the article. You are expected to contribute to the discussion during the discussion weeks about the concepts in the assigned reading(s). Factors that will affect your discussion grade include: frequency (you should post your initial posting by the fourth day of the class week {Saturday} and reply to two of your colleagues with supported responses {APA formatted in-text citations and references} by the end of the discussion week. You should write a minimum of 100 words per post and your contributions should extend the textbook. In other words, you should always have additional research beyond the textbook. Just citing the textbook in an initial posting or a response will elicit minimal points. Case Questions (3 x 5\%=15\%). The Northouse text has three case studies at the end of each chapter. You must complete five questions from these cases for each Northouse chapter assigned in Weeks 2-6. For example, in chapter 2 there are a total of nine questions. You are expected to answer five of the nine questions. You should aim for at least 50 words per answer. See the rubric for grading details. Better answers will respond appropriately to the question using concepts from the chapter and details from the case. An APA formatted paper with a properly formatted title and reference page is expected. You should upload a Word document with a clearly labelled Case number and question as a section header with answers for each of the five question that you choose, by the due date each week. Do not copy and paste direct quotes. In fact, no direct quotes should be used, unless you are quoting an exact number or percentage. You are expected to paraphrase and cite properly. Business Briefing (2 x 10\%=20\%). Teams will be assigned in the third or fourth week of the class so that you can start working on your Business Briefings as soon as your group feels it is appropriate. These will be self-managed groups and I will not get involved in group decisions. Your group may want to develop conflict resolution procedures, as well as choose a single group member to come to me with questions. The briefings will be assessed by an outside person. The individual will be looking for presentations that are informative but also engaging. Please do not just read from the slides and regurgitate the chapter information. Find something interesting to say in an entertaining way. There are two ways to submit your presentations. The first involves uploading a Powerpoint with embedded videos. Here is an example: https://biteable.com/blog/tips/embed-video-powerpoint/ The advantage of this method is the flexibility to do multiple takes and edit the video until you get it exactly right. If you want to make the shoot even more professional, you might consider using an app like https://apps.apple.com/us/app/video-teleprompter-lite/id1031079244 that allows you to read a script while you record yourself. Note, to obtain the maximum score, each group member must speak for at least one minute. The whole presentation must not exceed five minutes. The second way to present is using Zoom. It works the same way as the previous method except the slides are controlled by a group member (or set to auto play) while team members take turns speaking. Zoom will highlight the speaker, so you dont need to embed the video (although every group member will need a webcam). During the course, your group must prepare at least two business briefings on leadership topics drawn from Northouse’s Interactive Book on Leadership (Chapters 9-16). {If you do more than two, up to four briefings, your top two scores will count}. Each briefing should comprise a five- minute presentation with five slides outlining your take on one of the theories of leadership. The slides should: 1) summarize the theory. 2) explain how it adds to leadership studies 3) discuss criticisms of the theory, 4) present some new material on the theory (last five years), and 5) provide your group’s assessment of the approach (e.g. is it useful, practical, easy, dated). The presentation may be live (on Zoom) or recorded (with a link to YouTube). The briefing will be assessed using the Rubric criteria on each dimension: Accuracy - did you make an accurate summary of the theory and its critics Team – did all your group members present for at least one minute in a professional manner Presentation Quality – were the slides professional (font, size, color choices etc) Value – did the new material extend the textbook material in a relevant and interesting way Credibility - was the group’s assessment credible Remember, these briefings are taking the place of the case discussions you had in the first half of the class. They are worth twice as much as one case discussion so treat them accordingly. You are allowed to take the best two scores of four briefings This means you can wait and present two briefings in the last two weeks. A more prudent strategy might be to go early and course correct if needed! https://biteable.com/blog/tips/embed-video-powerpoint/ https://apps.apple.com/us/app/video-teleprompter-lite/id1031079244 https://nam10.safelinks.protection.outlook.com/?url=https\%3A\%2F\%2Funcfsu.instructure.com\%2Fcourses\%2F22598\%2Ffiles\%2F2999562\%2Fdownload\%3Fwrap\%3D1&data=02\%7C01\%7Cdbratto1\%40uncfsu.edu\%7C2b6e0e8f059e4d5d71ab08d76acfc96b\%7Cb2e1e6f464f148729da1ca8a9a7c41f7\%7C0\%7C0\%7C637095312980257612&sdata=0WkxMszkVGJqqmPVsZebs3zXOVuIIuWyHZlYncq\%2B\%2Bqs\%3D&reserved=0 https://nam10.safelinks.protection.outlook.com/?url=https\%3A\%2F\%2Funcfsu.instructure.com\%2Fcourses\%2F22598\%2Ffiles\%2F2999562\%2Fdownload\%3Fwrap\%3D1&data=02\%7C01\%7Cdbratto1\%40uncfsu.edu\%7C2b6e0e8f059e4d5d71ab08d76acfc96b\%7Cb2e1e6f464f148729da1ca8a9a7c41f7\%7C0\%7C0\%7C637095312980257612&sdata=0WkxMszkVGJqqmPVsZebs3zXOVuIIuWyHZlYncq\%2B\%2Bqs\%3D&reserved=0 Again, you may make one briefing per week and your best two scores will count towards your final grade. The results will also form part of the assessment for the Professional Skills learning outcome in the MBA program. Again, I will assign the groups in week 3 or 4 of the class (after the add/drop period). Midterm Exam (20\%). A two-hour proctored midterm exam will be held at the start of the eighth week of class. If you are going to do the exam face to face (on campus or at a library) start early and locate a proctor. If you are doing ProctorFree (at home with a laptop or PC that has a camera) you do not need to register in advance. The Midterm will be comprised of four short essay questions that are drawn from the chapters covered in Robbins & Judge, prior to the exam. Find at least one peer-reviewed article dated (2020 or better yet 2021) in the library database on each of the four questions and it can be a source that you used in a discussion. {Tip: Gather your sources from the library database every week and save them to use for the Mid-term exam, so that you have plenty of sources for every chapter before you start the mid-term exam}Do not copy and paste direct quotes. In fact, no direct quotes should be used, unless you are quoting an exact number or percentage. You are expected to paraphrase and cite properly. Final Exam (20\%). A two-hour proctored final exam will be held in the last week of class. It will be comprised eight short essay questions drawn from the last eight chapters covered in Robbins & Judge. While you are not required to use the library database (it is preferred and like the mid-term, you can use sources that you used in your discussions). You are expected to use what you have learned from either/both textbooks and/or outside research to respond to the questions.{Tip: Gather your sources from the library database every week and save them to use for the final exam, so that you have plenty of sources for every chapter before you start the final exam} Do not copy and paste direct quotes. In fact, no direct quotes should be used, unless you are quoting an exact number or percentage. You are expected to paraphrase and cite properly. Please note the following University policies: INTERIM GRADE X = NO SHOW – Assigned to students who are on a class roster, but never attend class. For warning purposes only; NOT a final grade. INTERIM GRADE EA = EXCESSIVE ABSENCES - Assigned to students whose class absences exceed 10\% of the total contact hours. For warning purposes only, NOT a final grade. FN = FAILURE DUE TO NON-ATTENDANCE – Assigned to students who are on class roster, but never attend the class. An FN grades is equivalent to an F grade in the calculation of the GPA. NOTE TO STUDENTS ABOUT CLASS WITHDRAWALS:  Students receive no refund for withdrawing from individual classes and they slow their progress toward degree completion.  Students who withdraw from or fail more than one-third of their classes will no longer be eligible for financial aid.  STUDENTS MUST STRIVE TO EARN CREDIT FOR ALL THE CLASSES IN WHICH THEY ENROLL. STUDENTS SHOULD WITHDRAW FROM CLASSES ONLY WHEN IT IS ABSOLUTELY NECESSARY. C. Discussions (Online Participation) Participating in the discussions is very similar to class participation in a face to face class. Discussion posts will be due at the end of the class week. Deadlines are posted with each discussion. The basic rule for this course is that you are expected to join the discussion at least twice a week and complete assignments on a timely basis. Students are expected to: • Read assignments in advance of joining the discussion. It is often helpful to start your response with a brief definition of the concept. • For this course, you must contribute substantively to the discussion on at least two different days each week. I would like to see your initial posting by the 4th day of the week (Saturday) by 11:59PM. You should prepare a substantive comment for each discussion prompt that you choose (with at least one external source beyond the textbook), and two substantive replies (with at least one external source beyond the textbook) that build on, or reply to another student’s posting per discussion. • Do not just copy and paste information from sources. You are expected to paraphrase with proper citation most of the time and only use direct quotes when you cannot say it better than the author, such as when the author uses statistics. • The minimum word count for an initial posting is 100 words with support (library database {preferred} or internet is fine) and a quality response of 100 words with support (library database {preferred} or internet is fine) is expected. • Write your response using good grammar and spelling. I consider the discussion board a form of business communication so organize your thoughts, be clear, direct and concise. No texting abbreviations. Your participation on the discussion board will be graded using the rubric. I will post your participation grade for each discussion in the grade center. Online discussion is how we interact and learn together as a community. This is how you demonstrate mastery of the subject matter, engage in discussions about ideas, and gather insights beyond what is in the readings. Indeed, discussion forums are one of the things that separate a quality online class from a correspondence course where you simply submit assignments to an instructor and get a grade back. NOTE: IT IS VERY IMPORTANT TO READ AND UNDERSTAND THE FOLLOWING REQUIREMENTS FOR THIS COURSE. As with all assignments, there are minimal standards and expectations, and then there are those for A level work. My expectations are as follows. Early and Often .... This is a good rule for participation. Discussion boards are supposed to produce scholarly discussions. You cannot have a discussion if you walk (virtually) into a room and find no evidence of anyone having been there. Organizing your time so you read ahead and are able to lead and/or contribute to a stimulating and substantive discussion or activity is therefore not only expected but necessary in this course. For this course, you must contribute substantively to the discussion on at least two different days each week. Again, I would like to see your initial posting by the 4th day of the week (Saturday) by 11:59PM. You should prepare a substantive comment for each discussion prompt that you choose, and two substantive comments that build on, or reply to another student’s posting per discussion, further demonstrating your knowledge of the concept. Quality is more important than Quantity The above said, I want to emphasize that quality should be your focus. It is more important to demonstrate understanding, add value, and stimulate a good discussion than make a lot of postings. As is true in face-to-face classes, the last thing busy working people want is to come into a classroom and read/listen to people “talk for the sake of hearing themselves speak.” Thus, I encourage you to strive to produce the postings “everyone wants to read” because they learn something important each time they do so. Sometimes you will find a participant raises a question in his or her posting that you can answer, or introduces an issue you had not thought about but find interesting. Sometimes you may disagree with a position taken on an issue and decide to develop and present an alternative perspective. These are examples of times when you should respond. Responses that merely state, I agree, can dampen enthusiasm, especially when your colleagues are trying to use their time in the classroom most efficiently. D. Assignments Assignments MUST be done individually, except for the Business Briefing which is a group assignment. Assignments consist of case questions, assessments and discussion submissions. Your answers MUST be typed and formatted properly using Microsoft Word using APA format (i.e. title page, references, etc…). Each assignment must be submitted using the provided link in Canvas before the due date. Late Submissions will be accepted per the late submission policy {Please do not abuse the late policy}. • APA: All documents submitted must follow American Psychological Association (APA) guidelines. The University has several resources to help you with APA. I suggest everyone review them here especially the APA Formatting and Style Guide. http://libguides.uncfsu.edu/apa https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html E. Midterm/Final Exam The Midterm will cover the first half of class and final exam will be a based on what you have learned during the second half of the course including concepts from the textbook and the case question assignments. Both exams will be proctored in accordance with the UNC system proctoring service (Face to face) or Proctor Free (Using your webcam). F. Academic Dishonesty Plagiarism and cheating are serious offenses and may be punished by failure on exam; failure in course; and/or expulsion from the University. Plagiarism is a serious academic and business (legal) offense and is considered theft of intellectual property. Please visit the Georgetown University web site (https://honorcouncil.georgetown.edu/whatisplagiarism) for plagiarism discussions. All students enrolled in FSU classes at all levels are responsible for knowing what constitutes plagiarism. Whether by design or by accident, plagiarized content is unacceptable. There are no explanatory circumstances. Plagiarism occurs when: • Students submit work that directly quotes or paraphrases the work of another, without specific citation of the passages crediting the creator of the work • Students combine the works of another with their own original effort, including comments on those passages, without specific citation of the passages crediting the creator of the work. • Students include a list of references at the end of an assignment but do not indicate which words or passages specifically (by use of quotation marks) are from those sources and which words or passages are original work G. Policy on Missed or Late Assignments All assignments are considered due before 11:59 on the due date. Assignments will be assessed a late penalty of 10\% per day, with a maximum of 50\% credit after 5th day of tardiness. No assignments will be accepted after the sixth day unless you have been granted an extension in advance by the instructor. This applies to written assignments. Late discussions will not be accepted. XI. COMMUNICATION WITH THE INSTRUCTOR This is an online course. All class announcements and materials such as syllabus, handouts, and presentations are available in Canvas. The grade book posts all student grades associated with tests and assignments, but it does not calculate your midterm or final grade. You should use the Canvas grade book to review your grades and then refer to the syllabus for the weighting (\%) to calculate your course grade. Please check the Canvas frequently for updates related to the class, especially read all announcements. https://honorcouncil.georgetown.edu/whatisplagiarism I will primarily use the Canvas’s e-mail system to communicate to students. It is essential that you check your FSU e-mail account daily in a compressed course such as this. Contacting the Instructor: My preferred means of communicating is by Canvas e-mail and I do check e-mail several times a day. Even if you want to talk with me on the phone, it may be best to also (e-mail and text me with your name and 615 at 240 424 0421) and set up a time to talk. Academic Calendars | Fayetteville … I have placed a sample of a discussion submission that has one more than the minimum required two replies and is well supported in the initial posting and in the replies. While the sample has older sources (From a prior term), you are expected to have 2020 or 2021 sources but 2021 sources are best, in addition to using the textbook sources. You only need to upload the main article that you are connecting to the concept from the chapter in your initial posting. In your initial posting, you will want to also cite the textbook and concept information (paraphrase) from the textbook so that you are clearly demonstrating how you are extending that concept in the article that you chose. Clarity of communication is a leadership standard that we will cultivate in this course. Lastly, in your responses to your colleagues, you are encouraged to have more than one source, although one source is the minimum. Note: There are no direct quotes. Emotion Regulation and Leadership Before reading Chapter 4 of our text I realized a need to regulate my emotions based on an observation from one of my employees. As a leader I was disappointed in myself for visibly emitting that type of energy. Robbins and Judge (2017) describes emotion regulation as the ability to recognize and adjust the emotions that one is feeling. My need to alter by behavior was based on a fear of negative emotional contagion; allowing my emotions to negatively affect the emotions of my team (Robbins and Judge, 2017). According to Robbins and Judge (2017) leaders that project constructive emotions allow for a more inspired atmosphere for their followers; while sorrow sharpened followers analytical abilities due to the need to support their leadership. I want to talk about how we as leaders can control emotional contagion. Barsade (2021) shares some action steps that augment employee engagement and performance by guiding leaders to increase their awareness of emotional contagion. First, a leader must be mindful of their own mood and assure a joyful temperament (Barsade, 2021). Being cognizant of nonverbal communication is also important; meaning being aware of facial expressions, body language, and tone (Barsade, 2021). Strong eye contact with team members is important and allows them to attach to your emotions (Barsade, 2021). If a follower is in a negative space, have a conversation with them about it to make them aware and they will likely change their disposition (Barsade, 2021). Lastly, create a culture of positive emotions by encouraging cheerfulness and make it the norm (Barsade, 2021). Utilizing these steps allow teams to regulate emotions together and increases leadership success. References Barsade, S. (2021, April 20). Leadership influence: controlling emotional contagion. [email protected] Retrieved from https://knowledge.wharton.upenn.edu/article/leadership-influence-controlling-emotional-contagion/ Robbins, S., & Judge, T. (2017). Essentials of organizational behavior (14th ed.). Pearson. Leadership Influence.pdf Developing Emotional Intelligence Student 1 reply, great post. To piggy baggy off Jessica, Emotional Intelligence (EI or EQ) has played a vital role in my leadership during COVID-19 pandemic. Nevins and Mirabella (2020) describes EQ as the ability to recognize your own emotions and the capacity to act with empathy toward the emotions of others. Going forward, EQ will continue to grow as an important aspect of leading. Practicing the following tips are imperative to continuous improvement in EQ for individuals as well as their organizations: have frank conversations about EQ, reward those with exceptional EQ, acknowledge leaders for their EQ, practice virtual EQ, aid others in developing EQ, and establish more intimate relationships with others (Nevins & Mirabella, 2020). The state of business has evolved to the point of no return during the current crisis and EQ is critical to organizational success today as well as in the future (Nevins & Mirabella, 2020). Reference Nevins, M., & Mirabella, A. (2020, September 30). Why a post-covid world demands greater emotional intelligence. Forbes. https://www.forbes.com/sites/hillennevins/2020/09/29/why-a-post-covid-world-demands-greater-emotional-intelligence/?sh=33f24caa6bbd. Shifting Skills Student 2 reply I want to share some leadership skills that are important to develop moving forward. These skills tie in very nicely with Chapter 3 of our Robbins and Judge text as well what you have mentioned from Northouse. According to Daimler (2020), leaders need to connect with empathy, be emotionally agile, and manage with context. Traditionally leaders have been taught to communicate, show emotional intelligence, and manage time (Daimler, 2020). However, Daimler (2020) shows that to lead in today’s climate, there must development beyond conventional skills to these more imminent skills: show that you not only care for the employee but the person as well (connect with empathy) steer through emotions once you have learned to be aware of them (be emotionally agile) manage how you work depending on the situation as well as your time (manage with context) The last year and a half has been extremely taxing, and many workers have experienced burnout. The work may not be the cause of burnout; it is a possibility that the way we are working is (Daimler, 2020). There is a necessity to look at leadership through a different lens and make the necessary changes to help subordinates and ourselves during this trying times. Reference Daimler, M. (2020, November 26). Three leadership skill shifts for 2021 and beyond. Forbes. https://www.forbes.com/sites/melissadaimler/2020/11/24/the-three-leadership-skill-shifts-we-learned-in-2020/?sh=60efbbdd6158 Utilizing Dynamic Skills Student 3 reply, nice work. You mentioned developing employees to use their skills properly in a leadership setting. While searching for information on that topic, I found that employers could be training employees on skills that they are unlikely to ever use. According to Baker (2020), the skills of employees should progress as business evolves. Too much effort is being exhausted on teaching irrelevant skills. Not only must skills be applicable, they must be developed quickly and effectively for organizations to remain relevant and agile (Baker, 2020). The ability to achieve these goals is reliant upon an organization’s ability to foresee the essential skills of the future (Baker, 2020). Baker (2020) speaks of using a dynamic skills approach which entails concentrating on personnel, processes, and tactics. The dynamic skills approach leads to a 24\% advancement on performance and 34\% upgrade on the effort of employees by utilizing the following central themes Baker (2020): • Adapt to shifts in skill requirements by anticipating changes rather than making predictions. • Fast-track developing skills by leveraging prevailing resources rather than relying on classes. • Allow employees to facilitate their own skills development by holding two-way communication. Reference Baker, M. (2020, September 24). Stop training employees in skills they’ll never use. Gartner. https://www.gartner.com/smarterwithgartner/stop-training-employees-in-skills-theyll-never-use