Review the case study and complete an analysis. And answer all questions included in the case study. - Management
Review the case study and complete an analysis. And answer all questions included in the case study.
CASE STUDY #5
Word Processing Support in a Government Agency
You are in charge of a four-person staff working in a government agency. Your staff is responsible for providing all word processing and graphics support for the other 40 members of the agency. Lately your staff has not been able to keep up with the volume of work it has received. In the past, it would typically take your staff an average of two days to turn around a 50-page report. However, six months ago several new federal laws were passed by Congress, which in turn required the other 40 members of the agency to address several new issues in their reports. These additional requirements have served to lengthen the reports submitted to your staff by at least 50 percent.
Your relationship with your staff has had its ups and downs, but generally speaking they have been satisfactory. However, the increased workload has put a substantial strain on your staff, and your relationships with your staff members have suffered as a result. To help ease your workload burden, the head of the agency has allowed you to spend $6,000 to purchase new word processing equipment. With this money, you can buy a fairly advanced computer, laser printer, and the latest word processing and graphics packages. Nevertheless, the head of the agency only allocated enough money to buy a single, computer and printer. The following is a more complete description of your four- person staff.
Jack has been with the staff for five years and has 14 years of government service. He is the most senior person on your staff, and has a considerable amount of experience in word processing and graphics. Despite this experience, he does not turn his reports around any sooner than the rest of the staff. Although he has never stated it, you also believe he is angry about your selection as staff supervisor. Both you and Jack were co workers who competed for the position, and you believe Jack holds some lingering resentment over your selection. Jack has never been a disciplinary problem at work, but he is not one to volunteer for additional work, either.
Dianne is 20 years old and has been with the firm for only six months. She is a recent graduate of the local junior college and has three years of word processing experience. As the most junior member of staff, Dianne is currently working with the oldest and slowest computer in your unit. Because of the memory limitations of her computer, she is not able to use the latest word processing and graphics packages. Although she has never complained about it, you know this equipment has played at least a partial role in her inability to turn around reports at a rate equal to her counterparts.
Brenda has been with the staff for three years and is your highest performer. Of all of your workers, she is the only one who seems able to keep up with the increased workload put on your staff. However, to keep up with these increased demands, Brenda will often come in to work early, work through lunch, and stay late even though she does not receive any overtime pay for her additional hours. In recognition for her efforts, you have managed to get her several pay raises, but still does not adequately compensate her for the hours she puts in for your unit. Because her long hours and low pay, you know Brenda has been interviewing with other government agencies for a similar position at a higher pay grade.
Pat transferred into your staff four years ago and has six years of word processing experience. Pat had previously worked with the hardware and software your staff upgraded to two years ago, and she played a crucial training role as you transitioned over to the new equipment. She is by far the most knowledgeable person on the staff, and you usually give her the special word processing or graphics requests from the rest of the members of the agency. To help her meet this need, Pat currently has the most advanced word processing hardware and software in your unit. However, even with this equipment, she is unable to complete all of the requests given to her, and you know the new equipment would better allow her and your staff to successfully accomplish these special requests.
Because of the increased demands put on your staff, you have managed to convince the head of the agency to hire two additional staff members. However, the current one year freeze in government spending means you will not be able to hire any new staff members for another six months, and the agency is beginning to catch flack from headquarters about the time it has been taking to receive your agency's reports. What will you do to alleviate the current situation?
Reference: Hughes (2015)
-
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Leadership
Enhancing the Lessons of Experience Seventh Edition
Richard L. Hughes
Robert C. Ginnett
Gordon J. Curphy
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LEADERSHIP: ENHANCING THE LESSONS OF EXPERIENCE
Published by McGraw-Hill/Irwin, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas,
New York, NY, 10020. Copyright © 2012, 2009, 2006, 2002, 1999, 1996, 1993 by The McGraw-Hill Companies, Inc. All
rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored
in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including,
but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 DOC/DOC 1 0 9 8 7 6 5 4 3 2 1
ISBN 978-0-07-811265-2
MHID 0-07-811265-6
Vice president and editor-in-chief: Brent Gordon
Executive director of development: Ann Torbert
Managing development editor: Laura Hurst Spell
Development editor: Jane Beck
Vice president and director of marketing: Robin J. Zwettler
Marketing director: Amee Mosley
Associate marketing manager: Jaime Halteman
Vice president of editing, design, and production: Sesha Bolisetty
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Typeface: 10/12 Palatino
Compositor: Aptara®, Inc.
Printer: R. R. Donnelley
Library of Congress Cataloging-in-Publication Data
Hughes, Richard L.
Leadership : enhancing the lessons of experience / Richard L. Hughes, Robert C. Ginnett,
Gordon J. Curphy. — 7th ed.
p. cm.
Includes index.
ISBN-13: 978-0-07-811265-2 (alk. paper)
ISBN-10: 0-07-811265-6 (alk. paper)
1. Leadership. I. Ginnett, Robert C. II. Curphy, Gordon J. III. Title.
HM1261.H84 2012
303.394—dc22
2010052313
www.mhhe.com
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www.mhhe.com
iii
About the Authors
Rich Hughes has served on the faculties of both the Center for Creative
Leadership (CCL) and the U.S. Air Force Academy. CCL is an interna-
tional organization devoted to behavioral science research and leadership
education. He worked there with senior executives from all sectors in the
areas of strategic leadership and organizational culture change. At the Air
Force Academy he served for a decade as head of its Department of Be-
havioral Sciences and Leadership. He is a clinical psychologist and a grad-
uate of the U.S. Air Force Academy. He has an MA from the University of
Texas and a PhD from the University of Wyoming .
Robert Ginnett is an independent consultant specializing in the leader-
ship of high-performance teams and organizations. He is the developer of
the Team Leadership Model, © which provides the theoretical framework
for many interventions in organizations where teamwork is critical. This
model and its real-time application have made him an internationally rec-
ognized expert in his field. He has worked with hundreds of organiza-
tions including Novartis, Prudential, Fonterra, Mars, GlaxoSmithKlein,
Boston Scientific, Daimler Benz, NASA, the Defense and Central Intelli-
gence Agencies, the National Security Agency, United and Delta Airlines,
Textron, and the United States Army, Navy, and Air Force. Prior to work-
ing independently, Robert was a senior fellow at the Center for Creative
Leadership and a tenured professor at the U.S. Air Force Academy, where
he also served as the director of leadership and counseling. Additionally,
he served in numerous line and staff positions in the military, including
leadership of an 875-man combat force in the Vietnam War. He spent over
10 years working as a researcher for the National Aeronautics and Space
Administration, focusing his early work in aviation crew resource
management, and later worked at the Kennedy Space Center in the post-
Challenger period. Robert is an organizational psychologist whose educa-
tion includes a master of business administration degree, a master of arts,
a master of philosophy, and a PhD from Yale University.
Gordy Curphy is the president of C3, a human resource consulting firm
that helps public and private sector clients achieve better results through
people. Gordy has over 25 years of leadership and technical expertise in
job analysis and competency modeling; hourly staffing systems; multirater
feedback systems; performance management design and implementation;
leadership development design, delivery, and evaluation; survey construc-
tion, administration, and analysis; assessment center methodology;
executive coaching, training, and team building; succession planning;
team and organizational effectiveness; and strategic and business planning.
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iv About the Authors
Prior to forming his own consulting firm, Gordy spent 10 years as a vice
president of institutional leadership at the Blandin Foundation and as a
vice president and general manager at Personnel Decisions International.
He is an industrial/organizational psychologist and a graduate of the U.S.
Air Force Academy. He has an MA from the University of St. Mary’s and a
PhD in industrial/organizational psychology from the University of
Minnesota.
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v
Foreword
The first edition of this popular, widely used textbook was published in
1993, and the authors have continually upgraded it with each new edition
including this one—the seventh. For this newest edition I’ve written some-
thing of a new foreword.
In a sense, no new foreword is needed; many principles of leadership
are timeless. For example, their references to Shakespeare and Machiavelli
need no updating. However, they have refreshed their examples and an-
ecdotes, and they have kept up with the contemporary research and writ-
ing of leadership experts. Ironically, one of their most riveting new
examples falls into the “Dark Side of Leadership” chapter, where they in-
clude the horrific example of Richard Fuld, the CEO who presided over
the disintegration, destruction, and bankruptcy of Lehman Brothers, the
fourth-largest investment bank in the world. Over a five-year period
(when he was paid a total of $300,000,000), Fuld kept stretching the rubber
band of increasingly risky investments while at the same time stretching
another rubber band of tricky financial reporting until they both snapped
simultaneously, bringing the world’s financial system close to the brink of
disaster. His actions cost the jobs of 25,000 employees and the loss of bil-
lions of dollars by investors. Yeoman work by other leaders avoided the
brink but could not prevent a painful economic recession. This brutal ex-
ample, in a perverse way, once again emphasizes the power of leadership.
Such examples keep this book fresh and relevant; but the earlier fore-
word, reprinted here, still captures the tone, spirit, and achievements of
these authors’ work:
Often the only difference between chaos and a smoothly functioning
operation is leadership; this book is about that difference.
The authors are psychologists; therefore the book has a distinctly psy-
chological tone. You, as a reader, are going to be asked to think about lead-
ership the way psychologists do. There is much here about psychological
tests and surveys, about studies done in psychological laboratories, and
about psychological analyses of good (and poor) leadership. You will of-
ten run across common psychological concepts in these pages, such as
personality, values, attitudes, perceptions, and self-esteem, plus some not-
so-common “jargon-y” phrases like double-loop learning, expectancy
theory, and perceived inequity. This is not the same kind of book that
would be written by coaches, sales managers, economists, political scien-
tists, or generals.
Be not dismayed. Because these authors are also teachers with a good
eye and ear for what students find interesting, they write clearly and
cleanly, and they have also included a host of entertaining, stimulating
snapshots of leadership: cartoons, quotes, anecdotal Highlights, and
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vi Foreword
personal glimpses from a wide range of intriguing people, each offered as
an illustration of some scholarly point.
Also, because the authors are, or have been at one time or another,
together or singly, not only psychologists and teachers but also children,
students, Boy Scouts, parents, professors (at the U.S. Air Force Academy),
Air Force officers, pilots, church members, athletes, administrators, insatia-
ble readers, and convivial raconteurs, their stories and examples are drawn
from a wide range of personal sources, and their anecdotes ring true.
As psychologists and scholars, they have reviewed here a wide range
of psychological studies, other scientific inquiries, personal reflections of
leaders, and philosophic writings on the topic of leadership. In distilling
this material, they have drawn many practical conclusions useful for cur-
rent and potential leaders. There are suggestions here for goal setting, for
running meetings, for negotiating, for managing conflict within groups,
and for handling your own personal stress, to mention just a few.
All leaders, no matter what their age and station, can find some useful
tips here, ranging over subjects such as body language, keeping a journal,
and how to relax under tension.
In several ways the authors have tried to help you, the reader, feel what
it would be like “to be in charge.” For example, they have posed quanda-
ries such as the following: You are in a leadership position with a budget
provided by an outside funding source. You believe strongly in, say, Topic
A, and have taken a strong, visible public stance on that topic. The head of
your funding source takes you aside and says, “We disagree with your
stance on Topic A. Please tone down your public statements, or we will
have to take another look at your budget for next year.”
What would you do? Quit? Speak up and lose your budget? Tone down
your public statements and feel dishonest? There’s no easy answer, and
it’s not an unusual situation for a leader to be in. Sooner or later, all lead-
ers have to confront just how much outside interference they will tolerate
in order to be able to carry out programs they believe in.
The authors emphasize the value of experience in leadership develop-
ment, a conclusion I thoroughly agree with. Virtually every leader who
makes it to the top of whatever pyramid he or she happens to be climbing
does so by building on earlier experiences. The successful leaders are those
who learn from these earlier experiences, by reflecting on and analyzing
them to help solve larger future challenges. In this vein, let me make a sug-
gestion. Actually, let me assign you some homework. (I know, I know, this is
a peculiar approach in a book foreword; but stay with me—I have a point.)
Your Assignment: To gain some useful leadership experience, per-
suade eight people to do some notable activity together for at least two
hours that they would not otherwise do without your intervention. Your
only restriction is that you cannot tell them why you are doing this.
It can be any eight people: friends, family, teammates, club members,
neighbors, students, working colleagues. It can be any activity, except that
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Foreword vii
it should be something more substantial than watching television, eating,
going to a movie, or just sitting around talking. It could be a roller-skating
party, an organized debate, a songfest, a long hike, a visit to a museum, or
volunteer work such as picking up litter or visiting a nursing home. If you
will take it upon yourself to make something happen in the world that
would not have otherwise happened without you, you will be engaging
in an act of leadership with all of its attendant barriers, burdens, and plea-
sures, and you will quickly learn the relevance of many of the topics that
the authors discuss in this book. If you try the eight-person-two-hour ex-
perience first and read this book later, you will have a much better under-
standing of how complicated an act of leadership can be. You will learn
about the difficulties of developing a vision (“Now that we are together,
what are we going to do?”), of motivating others, of setting agendas and
timetables, of securing resources, of the need for follow-through. You may
even learn about “loneliness at the top.” However, if you are successful,
you will also experience the thrill that comes from successful leadership.
One person can make a difference by enriching the lives of others, if only
for a few hours. And for all of the frustrations and complexities of leader-
ship, the tingling satisfaction that comes from success can become almost
addictive. The capacity for making things happen can become its own
motivation. With an early success, even if it is only with eight people for
two hours, you may well be on your way to a leadership future.
The authors believe that leadership development involves reflecting on
one’s own experiences. Reading this book in the context of your own lead-
ership experience can aid in that process. Their book is comprehensive,
scholarly, stimulating, entertaining, and relevant for anyone who wishes
to better understand the dynamics of leadership, and to improve her or
his own personal performance.
David P. Campbell
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viii
Preface
Perhaps by the time they are fortunate enough to have completed six edi-
tions of a textbook, it is a bit natural for authors to believe something like,
“Well, now we’ve got it just about right . . . there couldn’t be too many
changes for the next edition” (that is, this one). But as our experience con-
sistently has been since the first edition, the helpful suggestions of users
and reviewers always provide helpful grist for improvement. The changes
made in this edition are far more extensive than we would have predicted
a year ago, and we believe this edition is better because of them.
We have made a number of significant changes to this book’s structure
and format as well as the kind of normal updates you would expect (such
as adding timely references, including new Highlights, and pruning dated
stories). Let us briefly review here some of the major changes to this edi-
tion. Some of these can be characterized as a generalized effort to better
integrate material covered in multiple chapters in previous editions into
single chapters in this edition. For example, we have combined material
from the first two chapters in all previous editions into the first chapter of
this edition with an overall leaner and more consolidated treatment of the
material. As another example, we have moved material about mentoring,
coaching, and development planning from the chapter about leader be-
havior into the chapter about leader development while also eliminating
material from earlier editions of the development chapter that over time
had become somewhat out of date.
Another major change is the complete elimination of the chapter about
assessing leadership. We struggled with this chapter through all previous
editions in our efforts to adequately cover material that we believe important
but that to many others is dry and perhaps not that important in an introduc-
tory course. We finally concluded that the cost of an entire chapter that either
was not covered by many of our textbook users, or was found problematic by
others who did, was simply not worth it. (Sneakily, we must admit that a lit-
tle of that material might have found its way into other chapters.)
The chapter now called “Leadership, Ethics and Values” also includes
many changes. There is an extended treatment of ethical leadership, and
more explicit linkages are drawn among ethics, values, ethical leadership,
authentic leadership, and servant leadership. In the spirit of consolidation
and integration, some material about character development from other
chapters in the previous edition is now included in this chapter instead.
Finally, the “Leading across Cultures” section, which was in the “Leader-
ship and Values” chapter of our sixth edition, is now part of “The Situa-
tion” chapter in this edition because it fits better there thematically.
Speaking about our chapter addressing the role of the situation in lead-
ership, it also has undergone other significant changes. In general, these
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Preface ix
changes represent our effort to reorient the chapter more toward leader-
ship issues than toward organizational behavior or management. Thus
the chapter not only discusses the leadership challenges of leading glob-
ally but also explores the topic of organizational culture. The chapter also
takes a new look at the role of leadership in dealing with increasing envi-
ronmental change.
The final major change to this edition reorganizes the content covered
in our sections about leadership skills into four chapters, each one now
representing the final chapter in each of the book’s four parts, and each
chapter focusing on a distinctive aspect of a leader ’s challenges. There
also are two new skills added: “Creating a Compelling Vision” and “Your
First 90 Days as a Leader.”
There are other changes to the seventh edition as well, though they are
generally smaller in scope and less systematic than those just mentioned.
For example, greater attention is now given to LMX theory in the “Contin-
gency Theories” chapter; leading virtual teams gets more extended treat-
ment in “Groups, Teams, and Their Leadership”; and new Highlights and
Profiles in Leadership appear throughout the book.
As always, we are indebted to the superb editorial staff at McGraw-
Hill/Irwin, including Jane Beck, our editorial coordinator, Laura Spell, the
managing development editor, Dana Pauley, the project manager, and
Jaime Halteman, our marketing manager. They all have been wise, sup-
portive, helpful, and pleasant partners in this process, and it has been our
good fortune to know and work with such a professional team. And as we
noted at the beginning of this preface, we are also indebted to the individu-
als whose evaluations and constructive suggestions about the previous
edition provided the foundation for many of our revisions. We are grateful
for the scholarly and insightful comments from all of our reviewers:
John Anderson
Walsh College
Mark Arvisais
Towson University
David Lee Baker
Kent State University
Herbert Barber
Virginia Military Institute
Erich Baumgartner
Andrews University
Ellen Benowitz
Mercer County Community
College
Kenneth Campbell
North Central College
Cheree Causey
University of Alabama–Tuscaloosa
Jeewon Cho
Montclair State University
Marie Gould
Peirce College
Donald Howard Horner
U.S. Naval Academy
Osmond Ingram Jr.
Dallas Baptist University
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x Preface
Once again we dedicate this book to the leaders of the past
from whom we have learned, the leaders of today whose
behaviors and actions shape our ever-changing world, and
the leaders of tomorrow who we hope will benefit from the
lessons in this book as they face the challenges of change and
globalization in an increasingly interconnected world.
Richard L. Hughes
Robert C. Ginnett
Gordon J. Curphy
Karen Jacobs
LeTourneau University
Donna Rue Jenkins
National University
Lanny Karns
SUNY–Oswego
Stacey Kessler
Montclair State University
Paulette Laubsch
Fairleigh-Dickinson
University–Teaneck
Charles Changuk Lee
Chestnut Hill College
John Michael Lenti
University of South Carolina
Kristie Loescher
University of Texas–Austin
Lt. Col. Thomas Meriwether
Virginia Military Institute
Howard Rudd
College of Charleston
Cdr. Stephen Trainor
U.S. Naval Academy
Dennis Veit
University of Texas–Arlington
Deborah Wharff
University of North Carolina–
Pembroke
Eric Williams
University of Alabama–Tuscaloosa
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xi
Brief Contents
PART ONE:
Leadership Is a Process, Not a
Position 1
Chapter 1: What Do We Mean by
Leadership? 2
Chapter 2: Leader
Development 43
Chapter 3: Skills for Developing
Yourself as a
Leader 88
PART TWO:
Focus on the Leader 117
Chapter 4: Power and
Infl uence 118
Chapter 5: Leadership, Ethics and
Values 150
Chapter 6: Leadership
Attributes 188
Chapter 7: Leadership
Behavior 242
Chapter 8: Skills for Building
Personal Credibility and
Infl uencing Others 277
PART THREE:
Focus on the Followers 317
Chapter 9: Motivation, Satisfaction,
and Performance 331
Chapter 10: Groups, Teams, and
Their Leadership 390
Chapter 11: Skills for Developing
Others 436
PART FOUR:
Focus on the Situation 473
Chapter 12: The Situation 473
Chapter 13: Contingency Theories of
Leadership 520
Chapter 14: Leadership and
Change 556
Chapter 15: The Dark Side of
Leadership 607
Chapter 16: Skills for Optimizing
Leadership as Situations
Change 657
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xii
Contents
Preface viii
PART ONE
Leadership Is a Process, Not a
Position 1
Chapter 1
What Do We Mean by Leadership? 2
Introduction 2
What Is Leadership? 3
Leadership Is Both a Science and an Art 5
Leadership Is Both Rational and Emotional 6
Leadership and Management 8
Leadership Myths 11
Myth: Good Leadership Is All Common Sense 11
Myth: Leaders Are Born, Not Made 12
Myth: The Only School You Learn Leadership from
Is the School of Hard Knocks 13
The Interactional Framework for Analyzing
Leadership 15
The Leader 16
The Followers 18
The Situation 26
Illustrating the Interactional Framework:
Women in Leadership Roles 27
There Is No Simple Recipe for Effective
Leadership 34
Summary 35
Chapter 2
Leader Development 43
Introduction 43
The Action–Observation–Reflection
Model 46
The Key Role of Perception in the Spiral of
Experience 49
Perception and Observation 49
Perception and Reflection 51
Perception and Action 52
Reflection and Leadership
Development 54
Single- and Double-Loop Learning 54
Making the Most of Your Leadership
Experiences: Learning to Learn from
Experience 57
Leader Development in College 59
Leader Development in Organizational
Settings 61
Action Learning 64
Development Planning 66
Coaching 69
Mentoring 74
Building Your Own Leadership Self-
Image 78
Summary 78
Chapter 3
Skills for Developing Yourself as a
Leader 87
Your First 90 Days as a Leader 88
Before You Start: Do Your Homework 88
The First Day: You Get Only One Chance to Make
a First Impression 89
The First Two Weeks: Lay the Foundation 90
The First Two Months: Strategy, Structure, and
Staffing 92
The Third Month: Communicate and Drive
Change 93
Learning from Experience 94
Creating Opportunities to Get Feedback 95
Taking a 10 Percent Stretch 95
Learning from Others 96
Keeping a Journal 96
Having a Developmental Plan 97
Building Technical Competence 98
Determining How the Job Contributes to the
Overall Mission 100
Becoming an Expert in the Job 100
Seeking Opportunities to Broaden Experiences 101
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Contents xiii
Building Effective Relationships with
Superiors 101
Understanding the Superior’s World 102
Adapting to the Superior’s Style 103
Building Effective Relationships with
Peers 104
Recognizing Common Interests and Goals 104
Understanding Peers’ Tasks, Problems, and
Rewards 105
Practicing a Theory Y Attitude 105
Development Planning 106
Conducting a GAPS Analysis 107
Identifying and Prioritizing Development Needs:
Gaps of GAPS 109
Bridging the Gaps: Building a Development
Plan 110
Reflecting on Learning: Modifying Development
Plans 110
Transferring Learning to New Environments 112
PART TWO
Focus on the Leader 117
Chapter 4
Power and Influence 118
Introduction 118
Some Important Distinctions 118
Power and Leadership 121
Sources of Leader Power 122
A Taxonomy of Social Power 125
Expert Power 125
Referent Power 126
Legitimate Power 128
Reward Power 129
Coercive Power 130
Concluding Thoughts about French and Raven’s
Power Taxonomy 133
Leader Motives 134
Influence Tactics 137
Types of Influence Tactics 138
Influence Tactics and Power 139
A Concluding Thought about Influence
Tactics 142
Summary 142
Chapter 5
Leadership Ethics and Values 150
Introduction 150
Leadership and “Doing the Right
Things” 150
Values, Ethics, and Morals 152
Are There Generational Differences in
Values? 154
Moral and Ethical Reasoning and Action 157
Why Do Good People Do Bad Things? 166
Ethics and Values-Based Approaches to
Leadership 168
The Roles of Ethics and Values in
Organizational Leadership 172
Leading by Example: the Good, the Bad,
and the Ugly 174
Creating and Sustaining an Ethical
Climate 176
Summary 181
Chapter 6
Leadership Attributes 188
Introduction 188
Personality Traits and Leadership 189
What Is Personality? 189
The Five Factor or OCEAN Model of
Personality 192
Implications of the Five Factor or OCEAN
Model 196
Personality Types and Leadership 201
The Differences between Traits and Types 201
Psychological Preferences as a …
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Subset 2. Indigenous Entrepreneurship Approaches (Outside of Canada)
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Identify a specific consumer product that you or your family have used for quite some time. This might be a branded smartphone (if you have used several versions over the years)
or the court to consider in its deliberations. Locard’s exchange principle argues that during the commission of a crime
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aragraphs (meaning 25 sentences or more). Your assignment may be more than 5 paragraphs but not less.
INSTRUCTIONS:
To access the FNU Online Library for journals and articles you can go the FNU library link here:
https://www.fnu.edu/library/
In order to
n that draws upon the theoretical reading to explain and contextualize the design choices. Be sure to directly quote or paraphrase the reading
ce to the vaccine. Your campaign must educate and inform the audience on the benefits but also create for safe and open dialogue. A key metric of your campaign will be the direct increase in numbers.
Key outcomes: The approach that you take must be clear
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Topic
You will need to pick one topic for your project (5 pts)
Literature search
You will need to perform a literature search for your topic
Geophysics
you been involved with a company doing a redesign of business processes
Communication on Customer Relations. Discuss how two-way communication on social media channels impacts businesses both positively and negatively. Provide any personal examples from your experience
od pressure and hypertension via a community-wide intervention that targets the problem across the lifespan (i.e. includes all ages).
Develop a community-wide intervention to reduce elevated blood pressure and hypertension in the State of Alabama that in
in body of the report
Conclusions
References (8 References Minimum)
*** Words count = 2000 words.
*** In-Text Citations and References using Harvard style.
*** In Task section I’ve chose (Economic issues in overseas contracting)"
Electromagnetism
w or quality improvement; it was just all part of good nursing care. The goal for quality improvement is to monitor patient outcomes using statistics for comparison to standards of care for different diseases
e a 1 to 2 slide Microsoft PowerPoint presentation on the different models of case management. Include speaker notes... .....Describe three different models of case management.
visual representations of information. They can include numbers
SSAY
ame workbook for all 3 milestones. You do not need to download a new copy for Milestones 2 or 3. When you submit Milestone 3
pages):
Provide a description of an existing intervention in Canada
making the appropriate buying decisions in an ethical and professional manner.
Topic: Purchasing and Technology
You read about blockchain ledger technology. Now do some additional research out on the Internet and share your URL with the rest of the class
be aware of which features their competitors are opting to include so the product development teams can design similar or enhanced features to attract more of the market. The more unique
low (The Top Health Industry Trends to Watch in 2015) to assist you with this discussion.
https://youtu.be/fRym_jyuBc0
Next year the $2.8 trillion U.S. healthcare industry will finally begin to look and feel more like the rest of the business wo
evidence-based primary care curriculum. Throughout your nurse practitioner program
Vignette
Understanding Gender Fluidity
Providing Inclusive Quality Care
Affirming Clinical Encounters
Conclusion
References
Nurse Practitioner Knowledge
Mechanics
and word limit is unit as a guide only.
The assessment may be re-attempted on two further occasions (maximum three attempts in total). All assessments must be resubmitted 3 days within receiving your unsatisfactory grade. You must clearly indicate “Re-su
Trigonometry
Article writing
Other
5. June 29
After the components sending to the manufacturing house
1. In 1972 the Furman v. Georgia case resulted in a decision that would put action into motion. Furman was originally sentenced to death because of a murder he committed in Georgia but the court debated whether or not this was a violation of his 8th amend
One of the first conflicts that would need to be investigated would be whether the human service professional followed the responsibility to client ethical standard. While developing a relationship with client it is important to clarify that if danger or
Ethical behavior is a critical topic in the workplace because the impact of it can make or break a business
No matter which type of health care organization
With a direct sale
During the pandemic
Computers are being used to monitor the spread of outbreaks in different areas of the world and with this record
3. Furman v. Georgia is a U.S Supreme Court case that resolves around the Eighth Amendments ban on cruel and unsual punishment in death penalty cases. The Furman v. Georgia case was based on Furman being convicted of murder in Georgia. Furman was caught i
One major ethical conflict that may arise in my investigation is the Responsibility to Client in both Standard 3 and Standard 4 of the Ethical Standards for Human Service Professionals (2015). Making sure we do not disclose information without consent ev
4. Identify two examples of real world problems that you have observed in your personal
Summary & Evaluation: Reference & 188. Academic Search Ultimate
Ethics
We can mention at least one example of how the violation of ethical standards can be prevented. Many organizations promote ethical self-regulation by creating moral codes to help direct their business activities
*DDB is used for the first three years
For example
The inbound logistics for William Instrument refer to purchase components from various electronic firms. During the purchase process William need to consider the quality and price of the components. In this case
4. A U.S. Supreme Court case known as Furman v. Georgia (1972) is a landmark case that involved Eighth Amendment’s ban of unusual and cruel punishment in death penalty cases (Furman v. Georgia (1972)
With covid coming into place
In my opinion
with
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The ability to view ourselves from an unbiased perspective allows us to critically assess our personal strengths and weaknesses. This is an important step in the process of finding the right resources for our personal learning style. Ego and pride can be
· By Day 1 of this week
While you must form your answers to the questions below from our assigned reading material
CliftonLarsonAllen LLP (2013)
5 The family dynamic is awkward at first since the most outgoing and straight forward person in the family in Linda
Urien
The most important benefit of my statistical analysis would be the accuracy with which I interpret the data. The greatest obstacle
From a similar but larger point of view
4 In order to get the entire family to come back for another session I would suggest coming in on a day the restaurant is not open
When seeking to identify a patient’s health condition
After viewing the you tube videos on prayer
Your paper must be at least two pages in length (not counting the title and reference pages)
The word assimilate is negative to me. I believe everyone should learn about a country that they are going to live in. It doesnt mean that they have to believe that everything in America is better than where they came from. It means that they care enough
Data collection
Single Subject Chris is a social worker in a geriatric case management program located in a midsize Northeastern town. She has an MSW and is part of a team of case managers that likes to continuously improve on its practice. The team is currently using an
I would start off with Linda on repeating her options for the child and going over what she is feeling with each option. I would want to find out what she is afraid of. I would avoid asking her any “why” questions because I want her to be in the here an
Summarize the advantages and disadvantages of using an Internet site as means of collecting data for psychological research (Comp 2.1) 25.0\% Summarization of the advantages and disadvantages of using an Internet site as means of collecting data for psych
Identify the type of research used in a chosen study
Compose a 1
Optics
effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. Clients often implement recommended inte
I think knowing more about you will allow you to be able to choose the right resources
Be 4 pages in length
soft MB-920 dumps review and documentation and high-quality listing pdf MB-920 braindumps also recommended and approved by Microsoft experts. The practical test
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One thing you will need to do in college is learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research
Elaborate on any potential confounds or ethical concerns while participating in the psychological study 20.0\% Elaboration on any potential confounds or ethical concerns while participating in the psychological study is missing. Elaboration on any potenti
3 The first thing I would do in the family’s first session is develop a genogram of the family to get an idea of all the individuals who play a major role in Linda’s life. After establishing where each member is in relation to the family
A Health in All Policies approach
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum
Chen
Read Connecting Communities and Complexity: A Case Study in Creating the Conditions for Transformational Change
Read Reflections on Cultural Humility
Read A Basic Guide to ABCD Community Organizing
Use the bolded black section and sub-section titles below to organize your paper. For each section
Losinski forwarded the article on a priority basis to Mary Scott
Losinksi wanted details on use of the ED at CGH. He asked the administrative resident