Unit 602 the Dynamics of Leadership

7/28/2019 Unit 602 the Dynamics of Leadership

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The Institute of Administrative

Management

The dynamics of leadership

(Unit 602)

whre is the introduction for thisassignment?


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The Role of Leadership

This observation is one of the thousands shared by the 300 C-suite executives, who participatedin a series of candid discussions spearheaded by a group of Ivey faculty over the past year. Ourbasic purpose in bringing together these executives was to find out if better leadership could

have made a difference in preventing the financial meltdown that led to the recent globaleconomic crisis.

We found out that good leadership could have and certainly did make a difference, especiallywith respect to risk management. Many of the business and public sector organizations whichemerged unscathed from the meltdown did see the dangers looming on the horizon. It wasapparent that their people understood the potential impact and wider implications of theseproblems and took immediate steps to circumvent them. Essentially, these organizations hadcultures attuned to potential risks with the ability to manage the dynamics effectively.

By contrast, those who suffered the most during the crisis did not seem to anticipate the risks orproblems ahead, especially those that could reverberate across markets and borders. Forinstance, when people speak about the banks, brokerage firms and investment companies which

fared so poorly during the crisis, some of the biggest questions revolve around risk. How couldthey not have known the risks? And if they did know, why didnt they do somethingsooner? Were they too timid to tackle the problems, hoping they would just go away? Whydidnt they understand the ramifications of their actions? Could they not foresee how theirdecisions would inevitably ripple across companies and countries to affect others? Did they evencare that investors could lose money?

Based on my experience, as a former CEO and as educator of business leaders, the executivesleading these organizations should have known about the risks. They should have acted andacted quickly. And they should have felt compelled to act, basically because it was both theright and the smart thing to do. As the business leader from Montreal quoted above believes,

policies and procedures are not enough. It is the leaders responsibility to manage riskeffectively.

How do business leaders achieve effective risk management? Fundamentally, I believe they dothree simple things well. Clearly, some very complicated investment products were developed atthe height of this bubble. Many executives and board directors admitted that they did notunderstand the mathematics or the economics behind many of these products. But as we foundduring our research, the effective leaders probed the experts about how these products weredesigned. Consequently, they learned that the underlying assumptions supporting these productswere wrong. Or if they did not understand them, they chose not to offer them.

By contrast, the worst failing exhibited by some leaders before, during and after the crisis, is thatthey just did not care about what might happen to other people. Some knew that their companies

were building a deck of cards destined to collapse. They must have realized that people couldget hurt, and that some investors could lose their life savings. Nevertheless, it didnt seem tomatter.

In summary, policies and procedures for predicting, evaluating and managing risk areimportant. But if leaders dont ask the right questions, if they dont seek out a diversity ofopinions and perspectives, and if they dont act with integrity, these rules wont make any


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difference. And when that happens, the blame for the damaging consequences rests solely withleadership.

how does it the ans of leadership roles and responsibilities?

Leadership Process

The leadership process is the ongoing relationship between leaders and followers to accomplishcompany goals. Leadership is basically the influence of a leader in achieving shared goalsthrough followers. The process of leaders and followers working together is different for eachbusiness.

Some companies value and incorporate leadership development programs into their companyculture. They nurture leadership at every level by providing activities such as team buildingworkshops. The concept of a team is extremely important in the leadership process, as the focusshould be on the followers as well as the leader. Company, or organizational, culture can be seenas a workplace environment shaped by its leaders and embodied by its followers.

Followers become a part of the leadership process starting when they are hired. How satisfied thefollower is with the leader often relates to how well he or she becomes motivated to achievesuccess in and for the company. Yet, the leader's assessment of the follower determines his orher future in the firm.

Many companies have a performance review system for assessing employees. A performancereview may be given to the follower by the leader every few months or yearly, depending oncompany policy for this part of the leadership process. Typically, a written review is prepared bythe leader who then discusses it in a private meeting with the follower. If the leader notes that thefollower needs improvement in some areas of his or her work, then more leadership coachingwill be needed. If instead the leader has found the follower to have exceeded workplaceexpectations, the employee may be rewarded with a pay raise or a promotion.

Assessment of company leaders is often done informally as well as formally by uppermanagement. A president or chief executive officer (CEO) assesses company leaders at leastpartially by how well the leadership process motivated employees to achieve set goals such asincreased sales or a successful new product development. Although there are different styles ofleadership, every leader has to motivate and inspire others to work toward the realization ofcommon goals.

Some common and effective leadership techniques for inspiring and motivating employeesinclude leading by example and rewarding initiatives. Leading by example means that leaders seteffective guidelines by acting as they expect their followers to; this type of leadership oftengarners respect as well as inspires motivation. Rewarding employee initiative can mean

downplaying mistakes during the leadership process, but giving attention to accomplishments.

Sources of Power

Power refers to the possession of authority and influence over others. Power is a tool that,depending on how it's used, can lead to either positive or negative outcomes in an organization.In 1959, American sociologists John French and Bertram Raven published an article, "The Bases


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of Power," that's regarded as the basis for classifying power in organizations. They identifiedfive sources of power, namely: coercive, referent, legitimate, expert and reward power.

Legitimate Power

Legitimate power is also known as positional power. It's derived from the position a person holds

in an organization's hierarchy. Job descriptions, for example, require junior workers to report tomanagers and give managers the power to assign duties to their juniors. For positional power tobe exercised effectively, the person wielding it must be deemed to have earned it legitimately.An example of legitimate power is that held by a company's CEO.

Expert power

Knowledge is power. Expert power is derived from possessing knowledge or expertise in aparticular area. Such people are highly valued by organizations for their problem solving skills.People who have expert power perform critical tasks and are therefore deemed indispensable.The opinions, ideas and decisions of people with expert power are held in high regard by other

employees and hence greatly influence their actions. Possession of expert power is normally astepping stone to other sources of power such as legitimate power. For example, a person whoholds expert power can be promoted to senior management, thereby giving him legitimatepower.

Referent Power

Referent power is derived from the interpersonal relationships that a person cultivates with otherpeople in the organization. People possess reference power when others respect and like them.Referent power arises from charisma, as the charismatic person influences others via theadmiration, respect and trust others have for her. Referent power is also derived from personalconnections that a person has with key people in the organization's hierarchy, such as the CEO.It's the perception of the personal relationships that she has that generates her power over others.

Coercive Power

Coercive power is derived from a person's ability to influence others via threats, punishments orsanctions. A junior staff member may work late to meet a deadline to avoid disciplinary actionfrom his boss. Coercive power is, therefore, a person's ability to punish, fire or reprimandanother employee. Coercive power helps control the behavior of employees by ensuring that theyadhere to the organization's policies and norms.

Reward Power

Reward power arises from the ability of a person to influence the allocation of incentives in anorganization. These incentives include salary increments, positive appraisals and promotions. Inan organization, people who wield reward power tend to influence the actions of otheremployees. Reward power, if used well, greatly motivates employees. But if it's applied throughfavoritism, reward power can greatly demoralize employees and diminish their output.

Influence of source


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Abstract Hypotheses derived from expectancy theory suggest that applicants will select anorganization that has the most attractive package of job features. Hypotheses derived fromattribution theory likewise suggest that applicants will select the most attractive job, but thatperceived attractiveness may be influenced by information source credibility and the credibilityof the information content. We conducted a 2 x 2 job preview experiment with one between-

subjects factor and one within-subjects factor. The between-subjects factor was informationsource in which the 134 participants (80 women and 54 men) were presented job informationfrom either professional recruiters or job incumbents. The within-subjects factor was informationfavorability. Each participant received two previews. One preview contained only positiveinformation about the job, whereas the other contained some negative information about the job.After exposure to the two job previews, participants completed an expectancy (jobattractiveness) index for each job, a source credibility scale for each preview, and were askedtheir job choice intentions. We found support for the expectancy and attribution-basedhypotheses. That is, participants selected the job for which the preview included some negativeinformation more frequently than they did the job for which the preview included only positiveinformation. Furthermore, both job attractiveness and source credibility were significantly

related to job choice. However, information source was not related to perceived attractiveness ofa job, source credibility, or job choice. Theoretical and practical implications are discussed. Themanner in which individuals process information about organizations when selecting anemployer has important implications for both recruiters and job applicants. Recruiters maybenefit from enhanced knowledge about the selection process by understanding what factors leadto greater effectiveness in attracting and retaining employees. Applicants may also profit fromsuch knowledge if they are better able to select an employer who will meet their job-relatedneeds. For these reasons, organizational choice has been a topic of interest to researchers overthe last several decades. Expectancy theory (Vroom, 1964) is the dominant theoretical basis formost research on organizational choice. Vroom posits that people prefer certain outcomes overothers and that they anticipate feelings of satisfaction should they attain these outcomes. Asdiscussed below, Vroom suggested that the model predicts various outcomes, includingoccupational choice, turnover decisions, and effort on the job (Mitchell, 1974). Although studiesof organizational choice based on expectancy theory have yielded impressive results, they havebeen limited in the sense that they usually treat the information that respondents use in decisionmaking (e.g., descriptions of outcomes and reported probabilities of these outcomes) as objectiveinformation. Respondents are assumed, then, to accept the information as factual input forprocessing according to expectancy theory (i.e., assessing instrumentalities and assigningvalences depending on how well the described outcomes match their preferences). A potentiallimitation of the ability of expectancy theory to predict behavior concerns its assumption thatpeople are rational utility maximizes. A number of organizational behaviors that have beenposited as outcomes of rational decisions have also been explained by attribution theory, whichsuggests that individuals make decisions on the basis of very subjective perceptions. Examples ofattribution approaches to organizational behaviors include the perception of leadership, selfperception, reactions to persuasive communications and organizational choice; Expectancy andattribution theories make different assumptions regarding how information is processed duringan organizational choice episode. According to expectancy theory, individuals will select theorganization that presents the best package of alternatives, as determined by the assessment ofprobabilities (instrumentalities) of various outcomes, and the desirability of those outcomes(valences). Alternatively, proponents of attribution theory suggest that, although expectancy type


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decisions may ultimately be the basis for choice, subjective perceptions of source and messagecredibility will affect the assessment of probabilities. The purpose of this paper is to determinewhether attributions of source credibility account for additional variance in organizational choicebeyond that accounted for by expectancy theory predictions. Expectancy Models ofOrganizational Choice One aspect of expectancy theory is an explication of how individuals

choose from among several courses of action (Wanous, Keon, & Latack, 1983).

Different personalities of organizational leadership

Observing the behavior of people, we can see that people behave differently. What someoneconsiders right or a golden opportunity might be considered wrong or a threat by someone else.Indeed, there are thousands of ways in which people differ from each other. One way in whichpeople differ and which is very useful in studying organizational behavior is personality. Thepersonalities of people are in some ways unique; each person has a different patter of traits andcharacteristics that is not fully duplicated in any other person. This pattern of traits tends to bestable over time (Greenberg & Baron, 2003). There are two basic determinants of personality(Pierce & Gardner, 2003): our heredity and past interactions with our environment. Psychologistsindeed have termed these determinants as nature and nurture. On the one hand, nature standsfor the belief that personality is shaped largely by heredity, that is to say, much of our personalityis inherited in birth. While there is no personality gene research at the University of Minnesotasuggest that as much as 50% of our personality is genetically determined. On the other hand,nurture stands for the belief that personality shaped mainly by life experiences, especially thosefrom the cradle. Indeed, there is no accurate answer to the issue of how much nature and nurtureaffect and shape our personalities. However, our genetics make up sets of lower and upper limitsfor our personalities and our life experiences will determine where within that range we will fall.Knowledge of personality is one of many tools in the managerial and leadership tool kit for moreeffective managers or leaders (Pierce &Gardner, 2002).

Personality refers to the characteristics of the person that account for consistent patterns offeeling, thinking and behaving (Pervin et al., 2005). It is surprising to know that we may think of17953 words to describe others personalities. That number was found in a study of personality

related words found in a search of an English language dictionary in a study, which wasconducted over 60 years ago. After words with similar meanings had been combined, the listcontained 171 distinct traits (Greenberg & Baron, 2003). We may wonder if we need to considerthat huge number of traits to fully understand the role of personality in organization behavior. Infact, only five dimensions are to be considered as these dimensions have emerged in so manydifferent studies conducted in different ways.

The broad dimension of Extraversion includes a variety of specific traits such as talkative,energetic, and assertive. Daft (et.al.2005) mentioned that extroversion dimension also includes

the characteristic of dominance. Extrovert people are often quite self-confident. They seek outpositions of authority, and are competitive and assertive. They like to be in charge of others orhave responsibility for others. Carly Fiorina, CEO of Hewlett-Packard, Daft gives an example,appears to have a high degree of both dominance and extroversion. She enjoys being on stage

Speaking before is a crowd, meeting new people in HP plants around the world. Farina alsoclearly enjoys being in a position of authority and influence. However, examples for the oppositeof extraversion dimension were clear in the world of business. For example, Doug Investor, whoserved for a short time, as CEO of Coca-Cola seems to have a low degree of both dominant and


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Openness to experience (sometimes called Intellect or Culture) is the dimension, which includeshaving wide interests, and being imaginative and insightful. Daft, 2005 defines this dimension asthe degree to which a person has a broad range of interests and is imaginative, creative, andwilling to consider new ideas. These people are intellectually curious and often seek out newexperiences through travel, the arts, movies, reading widely, or other activities. People lower in

this dimension tend to have narrower interests and stick to the tried-and-true ways of doingthings. For example, one researcher found that early travel experiences and exposure to differentideas and cultures were critical elements in developing leadership skills and qualities in leaderslike John Quncy Adams, Frederick Douglass, and Jane Adams.there is nothing realated with questions to be asked?totally copy and paste from the internet.

Development and effectiveness of their teams especially when

leading

The model in Fig. 1 specifies that the leader performance functions described earlier alter teamprocesses that contribute to team effectiveness. For example, leader information search and

meaning making can result in defining the frame of reference that team members use tounderstand and complete their collective tasks. The performance strategies used by teammembers are most likely to emerge from leader planning and coordination activities. Likewise,their motivation and choices regarding team effort should be influenced in part by leaderexhortation and encouragement. In the next sections, we describe key team processes in moredetail and specify how leadership functions may act to facilitate these processes

Team cognitive processes

A significant development in the recent teams literature has been the increasing application ofcognitive theories and models to understand team performance. For example, Cannon- Bowers et

al. have argued that effective team coordination and performance depends upon the emergence ofaccurate shared mental models of requisite team strategies and interaction tactics among teammembers (Cannon-Bowers, Salas, & Converse, 1990, 1993). Such team models help teammembers anticipate each others actions and reduce the amount of processing andcommunication that is required during team performance. The result is better coordination andmore efficient collective responses to immediate task requirements (Minionis, Zaccaro, & Perez,1995). In addition, other theorists have recently argued that met cognitive and self-correctionprocesses in teams are critical for team performance, especially in situations requiring teams toadapt quickly to dynamic environmental circumstances (Blickensderfer, Cannon-Bowers, &Salas, 1998; Kozlowski et al., 1996).

Team mental modelsMental models have been defined as mechanisms whereby humans are able to generate

descriptions of system purpose and form, explanations of system functioning and observedsystem states, and predictions of future system states (Rouse & Morris, 1986, p. 351).Mental models organize information about systems, the environments within which they operate,and the response patterns required of systems with respect to environmental dynamics(Veldhuyzen & Stassen, 1977). With respect to a team, such mental models developed by


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individual team members represent knowledge and understanding about the purpose of the teamand its characteristics, the connections and linkages among team purposes, characteristics, andcollective actions, and the various roles/behavior patterns required of individual members tosuccessfully enact collective action. With well-developed team mental models, team membersmay be better able to anticipate each others actions and reduce the amount of processing and

communication required during team performance. These characteristics of mental models haveled several researchers to argue that effective team coordination depends upon the emergence ofa shared mental model (Cannon-Bowers et al., 1990, 1993; Klimoski & Mohammed, 1994).Shared mental models refer to common understanding established through experience amongteam members regarding expected collective behavior patterns during team action (Cannon-Bowers et al., 1990, 1993; Kleinman & Serfaty, 1989; Levine & Moreland, 1989). When suchmodels are shared among team members, they may be better able to anticipate each others

actions and reduce the amount of processing and communication required during teamperformance. Cannon-Bowers et al. (1993) suggested that four different kinds of mental modelsencoded by team members were applicable to team coordination and performance. One includesknowledge about the equipment used by the team in the acquisition of information from its

environment or in the monitoring of its own functions (equipment model). This model alsoincludes equipment information necessary for the conduct of collective action. Another modelcontains knowledge about the purpose of the team and more specifically the task requirementsrelated to this purpose (task model). This model includes task procedures, strategies, and how thetask changes in response to environmental contingencies. A third model represents knowledgeabout team-member characteristics, including their task knowledge, abilities, skills, attitudes,preferences, and tendencies (team model). The final model, and the one that is perhaps the mostsignificant in terms of regulating team action, encodes information with respect to the individualand collective requirements for successful interactions among team members. Cannon-Bowers etal. (1993) argued that to be effective, team members: must understand their role in the task, thatis their particular contribution, how they must interact with other team members, who requiresparticular types of information, and so forth. Related to this, they must also know when tomonitor their teammates behavior, and when to step in, and help a fellow member who is

overloaded, and when to change his or her behaviorin response to the needs of the team ( p. 232).Team information processing The most proximal cognitive influence on team coordination andperformance is the collective information processing that occurs when teams confront task andproblem situations. A complete review of group inform action processing models is beyond thescope of this article; interested readers are referred to Hinsz et al. (1997). However, some basicprocesses include (a) developing a shared understanding of team problem parameters andprocessing objectives, (b) utilizing individual and shared knowledge structures to define solutionalternatives, (c) evaluating and reaching consensus on an acceptable solution, (d) planning andimplementing actions that form selected solutions, and (e) monitoring the implementation,outcomes, and consequences of selected solutions (Forsyth, 1999; Moreland & Levine, 1992).Collective metacognition represents a form of team information processing that is critical forteam performance in complex environments. Metacognition refers to reflection upon thecognitive processes used in problem solving; in essence, it represents knowledge and cognitionabout cognitive phenomena ( Flavell, 1979, p. 906). Sternberg et al. also definemetacognitive processes as executive functions that control the application and operation ofcognitive abilities and skills (Davidson, Deuser, & Sternberg, 1994; Sternberg, 1985).


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Collective metacognition refers to individual and collective reflection upon how membersconstructed team problems, evaluated possible solutions, and implemented selected solutions.To achieve a high level of expertise that promotes adaptation in a dynamic operatingenvironment, team members need to set aside time to consider, individually and collectively, theconsequences of their strategies, how they considered and arrived at a team solution, and how

they worked together to implement selected solutions. This is a difficult process to initiate and tocomplete successfully. When teams have succeeded at a task, members may not see the need forreflecting upon collective information processing and interaction patterns; likewise, when theyfail, they are more likely to engage in such reflection, but it may be focused on fixing blame,

with negative consequences for subsequent team cohesion and efficacy.

Leadership and team cognitive processes

Extends the leadership team process is model by specifying in more detail the leadershipperformance functions that influence key components of team cognition. Leader informationsearch and structuring activities provide the grist for meaning making and sense giving to teammembers, allowing the development of more comprehensive and effective team mental models.In addition, leadership processes likely contribute to the quality and efficacy of collectiveinformation processing especially met cognition. We cover these relationships in more detail inthe subsequent sections.

Leadership and team mental models

A major responsibility of the team leader is to facilitate for team members an accurate sharedunderstanding of their operating environment and how, as a team, they need to respond. Therehas been little, if any, research linking team leadership to the development of effective teammental models. However, shared mental models of expected team and member actions serve askey mechanisms by which leaders structure and regulate team performance. Leaders inculcate in

team members an understanding of the teams mission, the action steps necessary to completethe mission and the role requirements for each member in collective performance. In essence,team leaders convey their own understandings and mental models of the problem situation asderived from their boundary spanning activities. Thus, leadership processes and the quality of ateam leaders mental models become key determinants of subsequent team mental models.Further, team mental models mediate the influence of leadership on team coordination and teamperformance.Leadership and collective information processingTeam leaders are also responsible for facilitating the information processing activities engagedby the team as it accomplishes its task. The most potent leadership processes that fostercollective information processes include encouraging and coaching team members to engage in

problem identification, diagnosis, solution generation, and solution selection activities(Kozlowski et al., 1996). Early in the teams development, team leaders may need to model andstructure these activities for team members (Kozlowski, 1998, Kozlowski et al. 1996). Kivilighan(1997) demonstrated that leader structuring behaviors were more important early in the groups

tenure; consideration and relationship behaviors become more effective as groups become moreefficient and experienced on the group task. As teams mature and move from a training / learningfocus to a more action or performance orientation, leader roles shift to fostering team self-management, particularly in terms of problem-solving activities. Kozlowski, (1998) argues that


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as teams enter performance environments, leaders are not so much responsible for directing

specific team actions as they are responsible for developing the underlying individual and teamcapabilities that enable teams to self-manage their actions (p. 134). Tannenbaum, Smith-Jentsch, and Behson (1998) note that leaders can foster team learning in discrete performanceepisodes by facilitating team planning activities and the metacognitive processes that should

follow team performance.Recent conceptual models, then, emphasize the role of participative leadership in facilitatingseveral phases of collective information processing. They also highlight the coaching, modeling,and encouragement activities of team leadership, rather than directive or structuring activities.Thus, team leaders encourage the team members to take over a number of team leadershipinformation searches, structuring, and utilization activities noted in Table 1.The leader can often take back several of these processes, including problem construction, the

definition of solution alternatives, and implementation planning when team performanceenvironments become particularly complex and multifaceted. In addition, research has shownthat team information processing becomes more centralized (i.e., localized in the leader), whenteams are under stress, threat, or are operating under conditions of temporal urgency (Argote,

Turner, & Fichman, 1989; Gladstein & Reilly, 1985; Isenberg, 1981). However, even theseconditions do not obviate other team members from information processing responsibilities.Indeed, in constructing team problems, deriving solutions, and planning their implementation,team leaders draw heavily on the functional expertise and diversity within the team. In effect,they coordinate the contribution and combination of team knowledge and information resources;where gaps occur, they make interpretations and decisions that move the team along (Hinsz etal., 1997; Kozlowski et al., 1996). A number of recent studies have documented the importanceof participative leaders in fostering effective collective information processing. For example,Kahai, Sosik, and Avolio (1997) found that team leaders who engaged in participative leadershiphad team members who generated more problem solutions than team leaders who displayeddirective leadership. They also found, however, that these effects were true for moderatelystructured tasks, but were reversed on highly structured tasks (i.e., directive leadership resultedin more solution generation among team members). This suggests that leadership effects on teaminformation processing will depend in part on the nature of the team task. Forms of participativeleadership also facilitate other aspects of collective information processing. Larson, Foster-Fishman, and Franz (1998) reported that leaders who shared problem-solving responsibilitiesfostered more information sharing among team members than directive leaders. Tesluk andMathieu (1999) found that when team leaders encouraged team self-management, team membersengaged in more problem management actions / strategies to reduce performance barriers thanmembers of teams in which leaders did not encourage self-management. These action /strategiesincluded such information processing as problem diagnosis, solution generation, andimplementation; Tesluk and Mathieu found that such actions/strategies were significantdeterminants of work crew effectiveness. Existing theories of leadership and team dynamics tendto minimize the contributing influences of each of these processes on the other. Suchminimization leads to a less than complete understanding of collective decision making andperformance. In teams such as military units, or those in more traditional organizational forms,which are typically organized in a strong hierarchical structure, a major portion of the variance inperformance may reside in factors associated with leadership. The failure to understand thisrelationship can limit the training and development of such teams and leaders, respectively.Alternatively, as many organizations move from a traditional hierarchical structure to a more


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team-based one, team processes have an increasingly important influence on leader andorganizational effectiveness. Such influences need to be considered more carefully and modeledin theories of organizational and strategic leadership.

these are not the the activities to develope the leadership skills of the managers

Organizational change

Organizational change is often an overwhelming challenge for business leaders. The need forchangeor changesmay be the result of market shifts, economic environment, technologyadvancements or changing work force skill-set demands. But what does a leader do when all ofthis happens within a brief period of time? How a leader manages this collision of change canmake the difference between organizational success and failure. I recently discussed this withBill Stamats, vice president at Stamats Communications. He understands the magnitude ofchange as it affects various aspects of his businessall at the same time.

Stamats was established in 1923 as a marketing services company. Since then, the business has

expanded many of its services to include research, print and marketing consultation andproduction for its customers, primarily colleges and universities. Consider this: The printindustry is becoming more digital and continues to move away from traditional direct mail,catalog strategies, typesetting artistry, and offset printing. Today, college and universityrecruiting is more about research, data mining and targeted online marketing withcustomized/personalized collateral. On-demand four-color products with complementaryelectronic deliverables for measurable results are the norm. Todays prospective students andtheir parents have different expectations when they research various colleges and universities,and Stamats has had to adjust change for these differences. When I asked Bill how hehelped managed his organization through these changes, I expected a turnkey formula to solveall things related to change. Instead, what he shared was in line with the old French adage: The

more things change, the more they remain the same.As Bill pointed out, and I agree, the fundamentals of business remain the same despite perceptivechanges in our environments. For example, the four Ps of Marketing product, price,placement and promotion are still relevant. What changes is how the four Ps are deployed,and who deploys them.

Five fundamentals

Bills approach to Change includes five fundamental components.

1. Create and maintain an environment for open dialog and transparency to exchange informationwith customers and employees.

2. Keep an open mind, really listen and pay acute attention to your customers as well as theircustomers.3. Pay attention to employees. They, like customers, can be harbingers of business and industrychange.


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Employees are in the trenches, often with customers, so they really know whats going on as themarket adjusts to remain relevant, and as subsequent demands shift.4. Continue to modify and update the strategic goals and vision of the organization. Long-termplans and vision should be evolutionary and flexible to adjust as the internal and externalenvironment changes.

Conversely, organizational rigidity can often lead to irrelevance.5. Corporate culture and innovation are strongly influenced by its leadership. Encouragecustomer service and be forward thinking.

When personal and organizational change is required, we sometimes can be our own worstenemy. Dont panic and dont make change complex.

Embrace change as inevitable, but remember the fundamentals of good organizational leadershipshouldnt waiver:

Establish and maintain open communications with employees and customers Adjust long-term strategies and plans to remain relevant Focus on data-driven decisions and results-based practices Celebrate evolutionary success.

Leadership style to respond to different situations

Different people respond better to different styles of leadership. To be a truly skilled leader,

become aware of the needs of your staff and adapt your leadership style to nurture the most

productivity in your workers.

Step 1

Identify your own intrinsic leadership style. Three main categories of leadership styles are

autocratic, democratic and laissez-faire. Autocratic leaders tend to maintain control and tellworkers what to do. Democratic leaders support a sense of teamwork and listen to workeropinions before making a decision. Laissez-faire leaders are very hands-off, almost not leaders atall. Laissez-faire leaders, however, are usually available when their help is requested. Knowingand understanding your own natural leadership style is the first step toward adapting yourbehavior to the needs of your workers.

Step 2

Recognize the pros and cons of the three main leadership styles. Autocratic leaders often getthings done in less time and their workforce is usually quite productive. Productivity slumpswhen the manager is not present, however. Democratic leaders often gain the respect of their

workers. Workers appreciate feeling valued and will work harder for that manager. This type ofleadership style can be ineffective when there is a lot of conflict among the staff. Laissez-faireleadership works when there is a high degree of skill and knowledge among the workforce but issorely lacking when employees are less skilled. All three leadership styles are appropriate indifferent situations.

Step 3


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Appreciate the diversity among your staff. Diversity in organizational psychology is often seenas differences among people that define or create the culture of the workplace. Dimensions ofdiversity include gender, age, sexual orientation, religions, ethnicity, education, work experience,military experience, family status and income level. Leave any preconceptions or prejudices atthe door, and observe how your staff members relate to one another and to their jobs. Workers

with more skill will most likely respond well to democratic and laissez-faire leadership styles;those with less experience will likely respond more to a more autocratic style.

Step 4

Experiment with different styles to see what works best with your group of workers. Maintain an"open door" policy so that workers can approach you to discuss work-related issues. As you getto know your workers, you will get a sense of how much direction and how much freedom theyneed to be productive.

A Leaders Four Key Responsibilities

A leaders specific roles are determined through the four basic leadership responsibilities ofdirecting, coaching, supporting and delegating. Specific responsibilities will fall into one of thesefour categories. In leadership practice, one must master skills in all areas in order to effectivelylead others under their direction.

Effective leadership is not happenstance; it follows specific rules revolving around these fourbasic areas of responsibility.

Leadership skills can be learned and developed, even if an individual does not have a naturaltendency toward leadership. More importantly, once learned and applied, these rules make aleader more effective and productive as he or she learns to work, direct and guide others towardthe mutual accomplishment of goals and objectives.

Developing strengths in each of the four leadership roles allows a leader to read specificsituations accurately and know what communication style is best applied.

Directing

Directing refers to how to keep work tasks and activities on the right track. A leaders directionis what makes or breaks problem solving as well as determines the effectiveness of an approachto an assignment or task, the maintaining of momentum until its completion, and whether it isdone by deadline. There are several ways to generate good direction techniques. These include:

Explain things completely and include the whys.

Leaders learn early on that the best way to gain support and trust from their employees is to

explain all things in their entirety. Once people understand why something is important ornecessary, they generally rally to the call of that which needs to be done or addressed.

Remain visible.

Leaders understand the power of their presence at all times. Nothing deflates the workforces

motivation and desire to achieve more than to be left on their own with no visible means ofsupport or direction.


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Objectively consider opposing points of view.

Leaders consider situations, problems and solutions from various viewpoints, as the input fromas many individuals as possible expands their capabilities to effectively frame their direction.

Coaching

Coaching refers to when a leader knows where he or she wants to go and remains in control ofthe task but needs to lead others in developing a mutual support network. Coaching instills thedesire to achieve and builds a dialogue bridge between the leader and those under his or hercharge. This motivates employees and positively changes attitudes toward the work assignment.To do this effectively a leader must make an effort to:

Incorporate the word we into all conversations.

Effective leaders eliminate the word I because it denotes a singular rather than cooperativeeffort. The very meaning of the term coaching implies a team effort.

Listen for objections and areas of misunderstanding.

Effective leaders who coach well develop the skill of eliminating objections by developing aneffective dialogue and creating clear and concise responses.

Offer explanations addressing the whys, whats and hows of the problem or task at

hand.

Good coaching depends upon complete understanding. Motivation and confidence comes fromunderstanding the expectations a leader has of those involved in a given task, assignment orproblem solving situation.

Supporting

Managers cannot be effective leaders unless they actively hone their supporting skills. Peoplelook warmly on leaders who actively work to support them emotionally as well as physically.When leaders actively work to support the people under their charge they:

Acknowledge individual efforts with comments of praise and positive support.

Leaders are not afraid to say thank you, or youre doing a great job, or whatever it takes toinstill confidence in an individual.

Disclose their own feelings openly and honestly.

Leaders are not afraid to reveal their inner self. Trust and loyalty are built on disclosing inward

feelings, concerns and desires. Readily and honestly opening up builds encouragement andperseverance on both sides.

Never hesitate to ask, Whats wrong?

Leaders allow themselves to get into the thick of a situation or task, and are quick to share thedecision making responsibility, but know when to relinquish control in order to gain extraparticipation and involvement.


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Delegating

Leaders know and understand their people. They know their strengths and weaknesses as well aswhat motivates and frustrates them. Effective delegating relies on the ability to select the properperson for the specific task or role. Leaders develop good delegation skills by:

Briefing the delegate

Leaders leave nothing to chance when they delegate. When delegating, it is vital to explainexactly what expectations the leader has of the delegated individual.

Having confidence in the person they select.

Leaders do not select individuals for an assignment according to their job descriptions or thesalaries they command, they look for people with the skills, abilities, perseverance andmotivation to get the job done and done well.

To develop leadership skills

1. Learn More About Your Leadership Style

Understanding your current leadership style is essential. What are

your strengths? Which areas need some improvement? One way to start assessing your skills isto take this leadership style quiz to get a general idea of how you lead. Once you have completed

the quiz, read about the major characteristics of your dominant style. Are these qualities helping

or hindering your leadership? Once you've determine which areas need some work, you can

begin looking for ways to improve your leadership abilities.

2. Encourage Creativity

Intellectual stimulation is one of the hallmarks of transformational

leadership. Followers need to be encouraged to express theircreativity. Effective leaders should

offer new challenges with ample support to achieve these goals. One way to foster creativity is to

offer challenges to group members, making sure that the goals are within the grasp of their
http://psychology.about.com/library/quiz/bl-leadershipquiz.htmhttp://psychology.about.com/od/cognitivepsychology/tp/how-to-boost-creativity.htmhttp://psychology.about.com/od/cognitivepsychology/tp/how-to-boost-creativity.htmhttp://psychology.about.com/library/quiz/bl-leadershipquiz.htm


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abilities. The purpose of this type of exercise is to get people to stretch their limits, but to not

become discouraged by barriers to success.

3. Serve As a Role Model

Idealized influence is another of the four key components of

transformational leadership. Transformational leaders exemplify the behaviors and

characteristics that they encourage in their followers. They walk the walk and talk the talk. As a

result, group members admire these leaders and work to emulate these behaviors. If you want to

become a better leader, work on modeling the qualities that you would like to see in your team

members.

4. Be Passionate

Would you look to someone for guidance and leadership if they

did not truly care about the goals of the group? Of course not! Great leaders are not just focusedon getting group members to finish tasks; they have a genuine passion and enthusiasm for the

projects they work on. Start by thinking of different ways that you can express your zeal. Let

people know that you care about their progress. When one person shares something with the rest

of the group, be sure to tell them how much you appreciate such contributions.

5. Listen and Communicate Effectively

Another important characteristic of transformational leadership involves a focus on providing

one-on-one communication with group members. Good leaders should express sincere care and

concern for the members of their group both verbally and nonverbally. By keeping the lines of
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communication open, these leaders can ensure that group members feel able to make

contributions and receive recognition for their achievements.

6. Have a Positive Attitude

Transformational leaders have an upbeat, optimistic attitude that serves as a source of

inspiration for followers. If leaders seem discouraged or apathetic, members of the group are

likely to also become uninspired. Even when things look bleak and your followers start to feel

disheartened, try to stay positive. This does not mean viewing things through rose-colored

glasses. It simply means maintaining a sense of optimism and hope in the face of challenges.

7. Encourage People to Make Contributions

Let the members of your team know that you welcome their ideas. Leaders who encourage

involvement from group members are often referred to as democratic or participative leaders.

While they retain the final say over all decisions, they encourage team members to take an active

role in coming up with ideas and plans. Research has shown that using a democratic leadership

style leads to greater commitment, more creative problem-solving and improved productivity.

8. Motivate Your Followers

Transformational leaders also provide inspirational motivation to encourage their followers toget into action. Of course, being inspirational isn't always easy. Fortunately, you don't need

motivational speeches to rouse your group members. Some ideas for leadership inspiration

include being genuinely passionate about ideas or goals, helping followers feel included in the

process and offering recognition, praise and rewards for people's accomplishments.
http://psychology.about.com/od/leadership/f/democratic-leadership.htmhttp://psychology.about.com/od/problemsolving/f/problem-solving-steps.htmhttp://humanresources.about.com/od/leadership/a/leader_inspire.htmhttp://humanresources.about.com/od/leadership/a/leader_inspire.htmhttp://psychology.about.com/od/problemsolving/f/problem-solving-steps.htmhttp://psychology.about.com/od/leadership/f/democratic-leadership.htm


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9. Offer Rewards and Recognition

A good leader knows that offering effective recognition and rewards is one of the best ways tohelp followers feel appreciated and happy. It may also come as no surprise that happy peopletend to perform better at work. According to researchers Teresa Amabile and Steven Kramer,leaders can help group members feel happier by offering help, removing barriers to success andrewarding strong efforts. Susan M. Heathfield, About.com's Guide to Human Resources, offerssome great tips on how leaders can express recognition and reward team members. Some ofthese strategies include listening without distraction, putting your praise in writing and publicly

thanking people for their efforts.

10. Keep Trying New Things

Who says leadership is a one-way relationship? As you work toward honing your leadership

skills, don't forget to look to your followers for feedback an inspiration. Pay attention to the

things that have been effective in the past and always be on the lookout for new ways to inspire,

motivate and reward group members.

National level policies in leadership

There are currently more than 35 national organizations that provide public policy leadership for

substance abuse issues (see chart on this page for a partial listing and Appendix I for a full

listing). This list does not include the growing number of substance abuse treatment divisions orcommittees that have been created by national professional associations, such as the American

Psychological Association and the American Public Health Association. Each of these

organizations was created by a core group of members who had a vision and who with their

collective investment of time and commitment, created these organizations often through long

and arduous processes. Their work was done on a voluntary basis and with minimal resources.
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Of these organizations: eight represent organizations that provide services; two represent

individuals that provide services; nine are independent; and four represent special populations.

Many of these national organizations have no staff infrastructure and must depend on volunteers

to carry out their activities. Others are, for the most part, understaffed, particularly as it relates to

public policy functions. While each organization contributes significantly to the field, most donot coordinate their efforts at the national level. For example, most of these organizations have

an annual conference, but each is independently scheduled with very little effort directed at

coordinating the various events. The last effort to bring all of these organizations together

occurred in 1994 (in California) under the leadership of NASADAD. Prior to that, a Drug Abuse

Congress, involving most national organizations, was held in Boston in the mid 80s sponsored

by the Alcohol and Drug Problems Association of North America (ADPA). All of these

organizations provide information to their constituencies regarding public policy and are

involved to some degree in public policy discussions.

Leadership on behalf of substance abuse treatment is not limited to these organizations. It alsoincludes individual leaders such as: William Cope Moyers, an eloquent spokesperson on behalf

of substance abuse issues and Joseph Califano, who as head of CASA has provided not only

valuable research with major policy implications but also has been a strong effective voice on

our behalf. It also includes researchers such as Dr. Herb Kleber and Dr. Thomas McLellan who

have produced research documents that continue to make significant contributions to public

education efforts. Of particular note is the recent article, Drug Dependence, a Chronic Medical

Illness; Implications for Treatment, Insurance and Outcome Evaluation (McLellan, et. al, 2000).

This list also includes individuals outside of the field such as Bill and Judith Moyers, who

created the 5-part PBS series entitled, Moyers on Addiction: Close to Home. Both of these

initiatives continue to assist in changing the way that the public looks at addiction and treatment.

Leadership in the substance abuse treatment field includes not only eloquent voices but includes

system-change agents such as the National Alliance for Model State Drug Laws, which will be

discussed later in this document.

the information are some how relavent but its only copy and paste from internet and in wrong

place

Value of Leadership

Values-based leadership connotes a plethora of different meanings, but based upon myexperience in the corporate world, the concept is primarily defined as leading by example, that is,doing the right thing for the right reasons and not compromising core principles. A leader whoembraces this type of thinking can become very successful in fostering strategic vision andgaining the support and partnership of other potential business partners.

Steve Jobs, CEO of Apple Computer, Inc., once remarked, The only thing that works is

management by values. Find people who are competent and really bright, but more importantly,


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people who care exactly about the same thing you care about. (Koteinikov quoting Jobs, 2008).This statement has been personally influential and I have embodied its clear meaning in a sayingthat I keep at the forefront of my thinking: engage peoples hearts as well as their heads .While this form of motivation appears idealistic and theoretical, the question inevitably arises asto whether values-based leadership really exists in actual corporate practice.

Considering media headlines over the last several years, it certainly appears that a number ofbusiness leaders have compromised their own value systems in order to generate a profit and linetheir pockets to the detriment of the consumer, the employee, and the shareholder. This trend hasleft many of us occupying positions of corporate leadership to wonder what has happened toadhering to sound business practices and championing good old-fashioned ethics and moralbehavior. Fortunately, through personal experience as a corporate official in a top-rankingfinancial institution, I am able to state with steadfast conviction that ethical decision-making isstill alive and well in much of corporate America, with many companies having re-focused theirexistence around a common vision statement supported by solid values. Values such as givingback to the community, showing respect and care for the environment and many others havemade their way back into corporate America.

I have been auspiciously rewarded with a career working for Wells Fargo, a Fortune 500company ranked 46/500 and 4/20 as a national commercial bank, boasting revenues of $40,407.0million (CNN Money, 2006). Wells Fargo is a financial institution that has not onlyunambiguously set forth its vision and values, but has imparted these working principles to itsteam members. To demonstrate how one company chooses to operate in this manner, WellsFargo has provided an exemplary model of principled business leadership by outlining thecompanys core values in its Corporate Governance Guidelines as follows:

Ethics:

Maintain the highest standards with customers, team members, stockholders and our

communities: Value and reward open, honest, two-way communication. Be accountable for, and proud of, your conduct and your decisions. Only make promises you intend to keepdo what you say youll do. If things change, let people know.

Avoid any actual or perceived conflict of interest. Comply with the letter and the spirit of the law.

Customer Satisfaction: Consider the customer in all we do:

Exceed the expectations of internal and external customers surprise and delightthem.

Do whats right for the customer. Talk and act with the customer in mind. Build long-term customer relationships. Treat customers with care.


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Leadership and Personal Accountability: Every team member who contributes tothe companys success should:

Take prudent risks. Lead by example. Make decisions locally, close to the customer. Know your numbers. Consider customers, shareholders, team members and community needs when

formulating decisions.

Care about each other.Diversity: Respect differences among team members, customers and individual communities:

Earn mutual trust by supporting our corporate values for promoting diversity inboth the workforce and the company base.

Take advantage of and learn from different perspectives presented. Support the diversity of team members, customers and communities. Leverage diversity as a competitive advantage.

Wells Fargo has been repeatedly ranked as a top-10 corporate citizen by Business Ethicsmagazine. Long before current discussion about corporate governance and corporateresponsibility, values such as honesty, trust and integrity were part of Wells Fargos vision andvalues and our corporate culture, remarked Wells Fargo Chairman and Former CEO, Dick

Kovacevich. Were proud to be recognized by Business Ethics for our leadership in corporatecommunity investment, human rights, diversity, and our commitment to serving all of ourstakeholders to the highest standard of integrity. leadership success.

The ultimate mission and purpose of any leader is to make his or her organization successful.The leaders ability to select and develop the right people is crucial to the accomplishment of that

goal. Insightful and successful people as diverse as humorist Leo Rosten (First rate people hirefirst ratepeople, second rate people hire third rate people), former Secretary of Defense DonaldRumsfeld (As hire As, Bs hire Cs) and Good to Great author Jim Collins (First the WHO,then the WHAT) emphasize the importance of getting the best people. A lea der has no higherduty than choosing people who will ensure the future success of his or her organization.

Leadership is learned behavior that becomes unconscious and automatic over time. For example,leaders can make several important decisions about an issue in the time it takes others tounderstand the question. Many people wonder how leaders know how to make the bestdecisions, often under immense pressure. The process of making these decisions comes from anaccumulation of experiences and encounters with a multitude of difference circumstances,personality types and unforeseen failures. More so, the decision making process is an acuteunderstanding of being familiar with the cause and effect of behavioral and circumstantialpatterns; knowing the intelligence and interconnection points of the variables involved in thesepatterns allows a leader to confidently make decisions and project the probability of their desiredoutcomes. The most successful leaders are instinctual decision makers. Having done it so manytimes throughout their careers, they become immune to the pressure associated with decisionmaking and extremely intuitive about the process of making the most strategic and best


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decisions. This is why most senior executives will tell you they depend strongly upon their gut-feel when making difficult decisions at a moments notice.

Beyond decision making, successful leadership across all areas becomes learned and instinctualover a period of time. Successful leaders have learned the mastery of anticipating businesspatterns, finding opportunities in pressure situations, serving the people they lead and

overcoming hardships. No wonder the best CEOs are paid so much money. In 2011, salariesfor the 200 top-paid CEOs rose 5 percent to a median $14.5 million per year, according to astudy by compensation-data company Equilar for The New York Times. Here are 15 things youmust do automatically, every day,

To be a successful leader in the workplace:

1. Make Others Feel Safe to Speak-Up

Many times leaders intimidate their colleagues with their title and power when they walk into aroom. Successful leaders deflect attention away from them and encourage others to voice theiropinions. They are experts at making others feel safe to speak-up and confidently share theirperspectives and points of view. They use their executive presence to create an approachableenvironment.

2. Make Decisions

Successful leaders are expert decision makers. They either facilitate the dialogue to empowertheir colleagues to reach a strategic conclusion or they do it themselves. They focus on makingthings happen at all times decision making activities that sustain progress. Successful leadershave mastered the art of politicking and thus dont waste their time on issues that disruptmomentum. They know how to make 30 decisions in 30 minutes.

3. Communicate Expectations

Successful leaders are great communicators, and this is especially true when it comes toperformance expectations. In doing so, they remind their colleagues of the organizationscore values and mission statement ensuring that their vision is properly translated andactionable objectives are properly executed. I had a boss that managed the team by reminding usof the expectations that she had of the group. She made it easy for the team to stay focused andon track. The protocol she implementedby clearly communicating expectations increasedperformance and helped to identify those on the team that could not keep up with the standardsshe expected from us.

4. Challenge People to Think

The most successful leaders understand their colleagues mindsets, capabilities and areas for

improvement. They use this knowledge/insight to challenge their teams to think and stretchthem to reach for more. These types of leaders excel in keeping their people on their toes, neverallowing them to get comfortable and enabling them with the tools to grow. If you are not


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thinking, youre not learning new things. If youre not learning, youre not growingand overtime becoming irrelevant in your work.

5. Be Accountable to Others

Successful leaders allow their colleagues to manage them. This doesnt mean they are allowingothers to control them but rather becoming accountable to assure they are being proactive totheir colleagues needs. Beyond just mentoring and sponsoring selected employees, beingaccountable to others is a sign that your leader is focused more on your success than just theirown.

6. Lead by Example

Leading by example sounds easy, but few leaders are consistent with this one. Successfulleaders practice what they preach and are mindful of their actions. They know everyone iswatching them and therefore are incredibly intuitive about detecting those who are observing

their every move, waiting to detect a performance shortfall.

7. Measure & Reward Performance

Great leaders always have a strong pulse on business performance and those people who arethe performance champions. Not only do they review the numbers and measure performanceROI, they are active in acknowledging hard work and efforts (no matter the result). Successfulleaders never take consistent performers for granted and are mindful of rewarding them.

8. Provide Continuous Feedback

Employees want their leaders to know that they are paying attention to them and they appreciateany insights along the way. Successful leaders always provide feedback and they welcomereciprocal feedback by creating trustworthy relationships with their colleagues.. Theyunderstand the power of perspective and have learned the importance of feedback early on intheir career as it has served them to enable workplace advancement.

9. Properly Allocate and Deploy Talent

Successful leaders know their talent pool and how to use it. They are experts at activating thecapabilities of their colleagues and knowing when to deploy their unique skill sets given thecircumstances at hand.

10. Ask Questions, Seek Counsel

Successful leaders ask questions and seek counsel all the time. From the outside, they appear toknow-it-allyet on the inside, they have a deep thirst for knowledge and constantly are on thelook-out to learn new things because of their commitment to making themselves better throughthe wisdom of others.


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11. Problem Solve; Avoid Procrastination

Successful leaders tackle issues head-on and know how to discover the heart of the matter athand. They dont procrastinate and thus become incredibly proficient at problem solving; theylearn from and dont avoid uncomfortable circumstances (they welcome them). Getting ahead in

life is about doing the things that most people dont like doing.

12. Positive Energy & Attitude

Successful leaders create a positive and inspiring workplace culture. They know how to set thetone and bring an attitude that motivates their colleagues to take action. As such, they arelikeable, respected and strong willed. They dont allow failures to disrupt momentum.

13. Be a Great Teacher

Many employees in the workplace will tell you that their leaders have stopped being

teachers. Successful leaders never stop teaching because they are so self-motivated to learnthemselves. They use teaching to keep their colleagues well-informed and knowledgeablethrough statistics, trends, and other newsworthy items. Successful leaders take the time to mentortheir colleagues and make the investment to sponsor those who have proven they are able andeager to advance.

14. Invest in Relationships

Successful leaders dont focus on protecting their domain instead they expand it by investing inmutually beneficial relationships. Successful leaders associate themselves with lifters and other

leaders the types of people that can broaden their sphere of influence. Leaders share the

harvest of their success to help build momentum for those around them.

15. Genuinely Enjoy Responsibilities

Successful leaders love being leaders not for the sake of power but for the meaningful andpurposeful impact they can create. When you have reached a senior level of leadership itsabout your ability to serve others and this cant be accomplished unless you genuinely enjoy

what you do.

to be honest bulshit ans

Conclusion

This assignment gives to teach us about leadership, role play of leadership, efficient process ofleadership, types of power, Sources of Power and power utilization process. We learned from theassignment, Organizational change and its challenge for business leaders. Also we learned aLeaders key responsibilities that are develop leaders skill and performances.


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Above all the assignment if a successful leader should follow the structure a leader can makes adecision about the organizational problem.

first of all,hedaing and sub-heading is not clear at all,secondly,where is theintroduction?,in addition ,the way u have done this assignment it does not fullfillthe basic level...thats y it might suitable for 16-20 marks according to the iammarking guideline.moreover,it is mostly copy and paste from the internet not fromthe books.it is not related to the question to be asked.please read the sampleassignment i attahced with the email i sent to u.the student got 46 in thisassignment.]

please understand the question first.then, follow the i am marking guideline, andstudy guide i sent u befor to complete this assignment properly.

thanks regardmd toufik alam

References

WritersAmabile, T. & Kramer, S. (2011). Do happier people work harder? The New York Times.Retrieved fromhttp://www.nytimes.com/2011/09/04/opinion/sunday/do-happier-people-work-harder.htmlRiggio, R.E. (2009, March 24). Are you a transformational leader.Psychology Today. Retrievedfromhttp://blogs.psychologytoday.com/blog/cutting-edge-leadership/200903/are-you-transformational-leaderDecision-making: resolving a paradox for top management teams. Academy of ManagementJournal, 39,123148.Amason, A. C. (1986). Distinguishing the effects of functional and dysfunctional conflict on

strategicAncona, D. G. (1987). Groups in organizations: extending laboratory models. In: C. Hendrick(Ed.), Groupprocesses and intergroup relations ( pp. 207230). Newbury Park, CA: Sage.Carol Stephenson, O.C.

Webs
http://www.nytimes.com/2011/09/04/opinion/sunday/do-happier-people-work-harder.htmlhttp://www.nytimes.com/2011/09/04/opinion/sunday/do-happier-people-work-harder.htmlhttp://www.nytimes.com/2011/09/04/opinion/sunday/do-happier-people-work-harder.htmlhttp://www.nytimes.com/2011/09/04/opinion/sunday/do-happier-people-work-harder.htmlhttp://blogs.psychologytoday.com/blog/cutting-edge-leadership/200903/are-you-transformational-leaderhttp://blogs.psychologytoday.com/blog/cutting-edge-leadership/200903/are-you-transformational-leaderhttp://blogs.psychologytoday.com/blog/cutting-edge-leadership/200903/are-you-transformational-leaderhttp://blogs.psychologytoday.com/blog/cutting-edge-leadership/200903/are-you-transformational-leaderhttp://www.iveybusinessjournal.com/author/cstephensonhttp://www.iveybusinessjournal.com/author/cstephensonhttp://www.iveybusinessjournal.com/author/cstephensonhttp://blogs.psychologytoday.com/blog/cutting-edge-leadership/200903/are-you-transformational-leaderhttp://blogs.psychologytoday.com/blog/cutting-edge-leadership/200903/are-you-transformational-leaderhttp://www.nytimes.com/2011/09/04/opinion/sunday/do-happier-people-work-harder.htmlhttp://www.nytimes.com/2011/09/04/opinion/sunday/do-happier-people-work-harder.html


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http://www.iveybusinessjournal.com/http://smallbusiness.chron.comhttp://dspace.hil.unb.cahttp://thegazette.comhttp://smallbusiness.chron.com

http://blog.majoriumbusinesspress.com
http://www.iveybusinessjournal.com/http://www.iveybusinessjournal.com/http://smallbusiness.chron.com/http://smallbusiness.chron.com/http://dspace.hil.unb.ca/http://dspace.hil.unb.ca/http://thegazette.com/http://thegazette.com/http://smallbusiness.chron.com/http://smallbusiness.chron.com/http://blog.majoriumbusinesspress.com/http://blog.majoriumbusinesspress.com/http://blog.majoriumbusinesspress.com/http://smallbusiness.chron.com/http://thegazette.com/http://dspace.hil.unb.ca/http://smallbusiness.chron.com/http://www.iveybusinessjournal.com/

Documents

Unit 602 the Dynamics of Leadership