Description
I need help completing a discussion board post for my Management course (Leadership Development). Below are the exact requirements provided by my instructor:
Description:
In this module, you will explore the traits, skills, and behavioral approaches to leadership and discuss how these approaches are used in a formalized setting. We will evaluate the roles that followers play in leadership and discuss the importance of understanding different approaches to leadership development.
Learning Outcomes:
- Evaluate the main components of the trait, skills, and behavioral approaches to leadership.
- Analyze the proper application of the trait, skills, and behavioral approaches within a formalized leadership setting.
- Compare approaches to leadership in leadership development.
- Examine SV2030 from a Leadership lens.
————— The Discussion: ———————–
Read the assigned readings and lectures.
1- The meaning of leadership is complex and includes many dimensions. For some people, leadership is a trait or an ability, for others it is a skill or a behavior, and for still others it is a relationship or a process.
If you were designing a leadership development program, which perspective of leadership (trait, skill, behavior, relationship, or process) would you emphasize, and why? How would this choice shape the program’s activities and outcomes?
2- In what ways could the Leadership Grid be adapted for modern workplaces that emphasize collaboration, innovation, and remote work?
————————————————————
Assignment Requirements:
Your well-written paper should meet the following requirements:
- Length: Your initial post should address all components of the question with 600-650 words limit.
- Formatting: Follow academic writing standards and APA style guidelines.
- Sources & Citations: Support your submission with course material concepts, principles, and theories from the textbook, Cite your textbooks and at least Three (3) scholarly, peer-reviewed journal articles. Proper APA citation is required.
- Originality Check: You are strongly encouraged to check all assignments for originality using Turnitin before submission.
- Plagiarism Policy: Plagiarism is NOT tolerated. Plagiarism is strictly prohibited. Assignments with more than 15% similarity to existing work will receive a zero. Repeated offenses may lead to termination.
- Grading Rubric: Review the grading rubric to understand how your assignment will be evaluated.
- Course Alignment: Ensure your discussion incorporates textbook concepts, principles, and theories, aligning with class lectures and avoiding the use of advanced material not yet covered in the course.
- Discuss the concepts, principles, and theories from your textbook. Be sure to cite the textbook and use the lectures provided so that the analysis aligns with the material we’ve covered so far in the course.
Required Readings:
- Leadership: Theory and practice:
- Chapter 2 Traits Approach
- Chapter 3 Skills Approach
- Chapter 4 Behavioral Approach
- Miller, H. L. (2021, December 14). The Best 21 Irrefutable Laws of Leadership summary. Leaders.
- Hall, S. H. (2022, January 31). What are the different types of leadership styles?. Tutsplus
- MindTools. (n.d.). What’s your leadership style: Learn about the strengths and weaknesses of the way you like to lead.
- Regan, T. (2022, August). How to identify your leadership styles. Reworked. Focus on Lewin Leadership Styles (1939)
Note: I’ve attached the slides for the relevant chapter.
Instructor Expectations:
Please ensure you dedicate your utmost effort and attention to detail when completing this task. The instructor places a strong emphasis on proper citation and substantive analysis that extends beyond simply answering the questions. Your work should demonstrate depth, originality, and critical thinking by introducing new insights and supporting arguments with thorough research.
The instructor maintains high academic standards and expects students to consistently strive for excellence. Your assignment should reflect the following:
- Comprehensive Use of Sources:
- Incorporate textbook theories, concepts, and at least three (3) peer-reviewed journal articles to support your analysis.
- Proper APA citation is essential to demonstrate deep engagement with the material.
- Substantial Analysis:
- Move beyond surface-level responses by providing insightful, well-developed arguments.
- Offer unique perspectives and link theories to practical examples to enhance your discussion.
- Attention to Detail:
- Ensure your writing is clear, polished, and well-organized.
- Adhere to the required page count and APA formatting guidelines.
This assignment is not just about fulfilling a requirement—it is an opportunity to showcase academic excellence.
Additionally, your performance on this assignment will significantly influence my decision to collaborate with you on future coursework throughout my academic journey.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
Description (1 of 14)
• Two leadership behaviors.
– Task behaviors.
– Relationship behaviors.
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Description (2 of 14)
Task and Relationship Behaviors: Task
Orientation.
• Focus on accomplishment.
• Organize, define, facilitate production.
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Description (3 of 14)
Task and Relationship Behaviors:
Relationship Orientation.
• Focus on connections.
• Build camaraderie, respect, trust with
followers.
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Description (4 of 14)
Historical Background of the Behavioral Approach:
The Ohio State Studies (1 of 2).
• Constructed from 1,800+ behaviors.
• LBDQ administered widely.
• Stogdill’s LBDQ-XII: top tool in leadership
research.
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Description (5 of 14)
Historical Background of the Behavioral Approach:
The Ohio State Studies (2 of 2).
• Initiating structure behaviors.
• Consideration behaviors.
• Best leaders high in both behaviors.
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Description (6 of 14)
Historical Background of the Behavioral Approach:
The University of Michigan Studies.
• Small group focus.
• Employee orientation.
• Production orientation.
• Results contradictory and unclear.
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Description (7 of 14)
Historical Background of the Behavioral Approach:
Blake and Mouton’s Managerial (Leadership) Grid
(1 of 3).
• Best-known model of managerial behavior.
• Concern for production.
• Concern for people.
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Description (8 of 14)
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Description (9 of 14)
Historical Background of the Behavioral Approach:
Blake and Mouton’s Managerial (Leadership) Grid
(2 of 3).
• Authority-Compliance (9,1).
• Country-Club Management (1,9).
• Impoverished Management (1,1).
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Description (10 of 14)
Historical Background of the Behavioral Approach:
Blake and Mouton’s Managerial (Leadership) Grid
(3 of 3).
• Middle-of-the-Road Management (5,5).
• Team Management (9,9).
• Dominant and backup style.
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Description (11 of 14)
Historical Background of the Behavioral Approach:
Paternalism/Maternalism.
• Uses 1,9 and 9,1 styles.
• “Benevolent dictator.”
• Dissociates people from tasks.
• Described as fatherly or motherly.
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Description (12 of 14)
Historical Background of the Behavioral Approach:
Opportunism.
• Personal advancement.
• Adapt for personal advantage.
• May be ruthless or adaptable.
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Description (13 of 14)
Historical Background of the Behavioral Approach:
Recent Studies.
• Integrated Model of Leadership Behavior
(IMoLB).
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Description (14 of 14)
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How Does the Behavioral Approach
Work?
• Broad assessment framework.
• Describes leader behaviors.
• Task and relationship levels.
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Strengths
• Represents shift in leadership research.
• Validated by several studies.
• Importance of task and relationship
behaviors.
• Allows leaders to learn about
themselves.
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Criticisms (1 of 2)
• Research not linked to outcomes.
• Varied follower perceptions.
• No universal leadership style.
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Criticisms (2 of 2)
• Other influences on leader effectiveness.
• Favors high task—high relationship.
• Reflects U.S. norms and values.
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Application
• Easy to apply.
• Training and development programs.
• Wide task-based application.
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Chapter 3: Skills Approach
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Description (1 of 22)
• Leader-centered perspective on
leadership.
• Focus on developing abilities.
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Description (2 of 22)
Three-Skill Approach.
• Katz (1955).
– Three basic skills: technical, human,
conceptual
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Description (3 of 22)
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Description (4 of 22)
Three-Skill Approach: Technical Skills (1 of 2).
• Knowledge.
• Competencies.
• Analytical ability.
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Description (5 of 22)
Three-Skill Approach: Technical Skills (2 of 2).
• Appropriate techniques.
• Producing products.
• Important in lower and middle
management.
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Description (6 of 22)
Three-Skill Approach: Human Skills (1 of 2).
• Ability to work with people.
– Followers.
– Peers.
– Superiors.
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Description (7 of 22)
Three-Skill Approach: Human Skills (2 of 2).
• Assist group members.
• Adapt ideas.
• Create atmosphere of trust.
• Sensitivity.
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Description (8 of 22)
Three-Skill Approach: Conceptual Skills (1 of 2).
• Work with ideas and concepts.
• Abstract skills.
• Ideas shaping organizations.
• Put goals into words.
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Description (9 of 21)
Three-Skill Approach: Conceptual Skills (2 of 2).
• Understand economic principles.
• Central to creating strategic plan.
• Important at top management levels.
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Description (10 of 21)
Skills Model.
• Established in 1990s U.S. Army.
• Significant questions framed research.
• Capability models.
• Mumford’s skill-based model.
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Description (11 of 21)
Skills Model: Individual Attributes (1 of 2).
• General cognitive ability.
• Crystallized cognitive ability.
• Motivation.
• Willingness.
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Description (12 of 21)
Skills Model: Individual Attributes (2 of 2).
• Dominance.
• Social good.
• Personality.
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Description (13 of 21)
Skills Model: Competencies (1 of 3).
• Problem-solving skills.
• Developing process.
• Social judgment and social skills.
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Description (14 of 21)
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Description (15 of 21)
Skills Model: Competencies (2 of 3).
• Perspective taking.
• Social perceptiveness.
• Behavioral flexibility.
• Social performance.
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Description (16 of 21)
Skills Model: Competencies (3 of 3).
• Knowledge.
• Schema.
• Experts.
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Description (17 of 21)
Skills Model: Influences on Skills
Development.
• Career experiences.
• Overcoming challenges develops leaders.
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Description (18 of 21)
Skills Model: Environmental Influences (1 of 2).
• Internal environmental influences.
• External environmental influences.
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Description (19 of 21)
Skills Model: Environmental Influences (2 of 2).
• COVID-19 pandemic.
• Nonspecific element of skills model.
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Description (20 of 21)
Skills Model: Leadership Outcomes.
• Effective problem solving.
• Performance.
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Description (21 of 21)
Skills Model: Summary of the Skills Model.
• Five components.
• Three competencies.
– Determine effectiveness.
– Impacts on competencies.
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How Does the Skills Approach
Work? (1 of 3)
• Primarily descriptive.
– Not prescriptive.
– Provides structure.
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How Does the Skills Approach
Work? (2 of 3)
• Katz’s three-skill approach.
– Divides needed skills by management
level.
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How Does the Skills Approach
Work? (3 of 3)
• Mumford et al.’s skills model.
– Leader success based on three factors.
• Problem-solving skills, social judgment skills,
knowledge.
– Personal attributes also instrumental.
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Strengths
• Leader-centered focus on skills.
• Accessible.
• Expansive view.
• Aligns with leadership education
programs.
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Criticisms
• Too broad.
• Weak predictive value.
• Not necessarily applicable to other
contexts.
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Application
• Not widely used.
• Helps identify strong and weak
skills.
• Template.
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Chapter 2: Trait Approach
Description (1 of 17)
• Leadership trait research became
common in the 20th century.
• Originally focused on “great man” theories.
• Stogdill reviewed the literature on
leadership traits in both 1948 and 1974.
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Description (2 of 17)
• Did not decrease modern interest in the
trait approach.
• Interest after the election of Obama.
• Jung and Sosik (2006) found charismatic
leaders qualities
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Description (3 of 17)
• Stogdill’s 1948 literature review found
these differences between leaders and
group-members:
• Intelligence.
• Alertness.
• Insight.
• Responsibility. (cont.)
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Description (4 of 17)
• Initiative.
• Persistence.
• Self-confidence.
• Sociability.
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Description (5 of 17)
• Stogdill’s 1974 literature review found
these differences between leaders and
group-members:
• Drive for responsibility/task completion.
• Vigor/persistence.
• Risk-taking/originality.
• Socially initiative. (cont.)
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Description (6 of 17)
• Self-confidence/personal identity.
• Accepts consequences.
• Absorbs interpersonal stress.
• Tolerates frustration/delay.
• Influences others.
• Structures social interaction systems.
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Description (7 of 17)
• Mann’s 1959 study found these qualities in
powerful leaders:
• Intelligence.
• Masculinity.
• Adjustment.
• Dominance.
• Extraversion.
• Conservatism.
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Description (8 of 17)
• Kirkpatrick and Locke’s (1991) six traits of
leadership:
• Drive.
• Motivation.
• Integrity.
• Confidence.
• Cognitive ability.
• Task knowledge.
• Authors believed these traits could be innate or
acquired.
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Description (9 of 17)
• The 1990s saw a focus on social intelligence, a
combination of:
• Social awareness.
• Social acumen.
• Self-monitoring.
• Responses informed by situational awareness.
• Research typically converges on five leadership traits:
• Intelligence.
• Self-confidence.
• Determination.
• Integrity.
• Sociability.
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Description (10 of 17)
Intelligence
• Leaders tend towards higher IQs.
• Strong verbal, perceptual, and reasoning
abilities.
• Optimally, leaders should be just over 1
standard deviation of IQ above followers.
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Description (11 of 17)
Self-Confidence
• The ability to be certain about one’s
competencies and skills.
• Influencing followers is easier when one
feels:
• High self-esteem.
• High self-assurance.
• The belief that one can make a difference.
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Description (12 of 17)
Determination
• The desire to get the job done.
• Leaders are assertive, proactive, and dedicated.
• Component characteristics:
• Initiative.
• Persistence.
• Dominance.
• Drive.
• “Grit,” which influences recovery from setbacks.
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Description (13 of 17)
Integrity
• Honesty and trustworthiness.
• Highly principled and accept responsibility.
• Loyal and dependable.
• Followers trust a leader with integrity to
deliver on their promises.
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Description (14 of 17)
Sociability
• Inclination to seek out pleasant social
relationships.
• Friendly and outgoing.
• Tactful, diplomatic, and courteous.
• Sensitive to others’ needs.
• Good interpersonal skills.
• Forge cooperative relationships with
followers.
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Description (15 of 17)
Five-Factor Personality Model and Leadership
• Research indicates the “Big 5” personality
traits:
• Extraversion (surgency).
• Conscientiousness.
• Openness (intellect).
• Neuroticism.
• Agreeableness.
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Description (16 of 17)
Strengths and Leadership
• Everyone has strengths or talents.
• Good leaders leverage their own strengths as
well as those of their followers.
• Character strengths and virtues can improve
leaders/leadership.
• Integrity is the primary contributor to
differences in executive performance.
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Description (17 of 17)
Emotional Intelligence
• Emotional intelligence is the interplay of:
• The affective domain: emotions.
• The cognitive domain: thoughts.
• Components of emotional intelligence:
• Perceiving and expressing emotion.
• Using emotion to facilitate thinking.
• Understanding and reasoning with emotions.
• Managing emotions in oneself and relationships.
• Not a fixed characteristic; can be trained.
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How Does the Trait Approach
Work?
• Focuses exclusively on the leader.
• Leader’s traits are central.
• Designated leadership profiles.
• Traits assessments for personal
development
Author, Title and Edition. © SAGE Publications, 2018.
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Strengths
• Intuitively appealing.
• Extensive body of research.
• Benchmarks for growth.
• Helps organizations identify and train
leaders.
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Criticisms
• No definitive list of traits.
• Does not consider situational influences.
• Highly subjective determinations of the most
important leadership traits.
• Hasn’t connected traits to specific leadership
outcomes.
• Limited usefulness for training and
development.
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Application
• Provides direction for personal
development.
• Helps managers to:
• Assess their current role in an organization.
• Determine their leadership strengths.
• Develop ways of strengthening their position
within the organization.
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