Ultimate leadership styles that the managerial grid deems to be ideal

Ultimate leadership styles that the managerial grid deems to be ideal This is the ultimate leadership styles that the managerial grid deems to be ideal. This leader encourages teamwork while focuses on result and output simultaneously without compromising either. The leader is dominant enough to make the followers feel that they are constructive parts of the company and so make the most out of their capabilities. Research has helped us identify this leadership styles as Charismatic leadership or transformational leadership. Charismatic leadership is defined as a social influence process that involves the formulation and articulation of an evocative vision, provides inspiration to motivate collective action, demonstrates sensitivity to environmental trends, and displays unconventional and personal risk-taking behavior. These behaviors result in leaders being role models for followers who become committed to the leader and the vision, experience task meaningfulness, and make sacrifices for the collective cause (Conger Kanungo, 1998; Shamir et al., 1993) . Shamir, House, Arthurs (1993) self-concept based theory presents two core dimensions of charismatic leadership. These dimensions are inspirational motivation and idealized influence. Inspirational motivation involves communicating high performance expectations through the projection of a powerful, confident and dynamic presence. Such behaviors evoke powerful emotional responses from followers that energize them to exert extra effort.( Sosik Dinger, 2007) Idealized influence involves the display and attribution of role modeling for followers through exemplary personal achievements, character strengths and/or behavior. (Sosik Dinger, 2007) According to Bass Avolio, (1997) both these core behaviors help create a strong emotional bond between the follower and the leader. Inspirational motivation and idealized influence are also considered as charismatic components of transformational leadership. . (Sosik Dinger, 2007) Previous research suggests that transformational leadership co ntributes to the success of an organization by motivating employees to go beyond self interest and be passionate to achieve given targets and goals. Ross Gray (2006) chose transformational leadership when researching on teacher leadership and student achievement because according to them, it is compatible with broadly based trends of teacher empowerment, multiple stakeholder participation in school decisions, and reduced support for top down change theories. In addition, substantial evidence exists that transformational leadership is a stronger predictor of teacher beliefs and practices than transactional leadership (e.g., Koh, Steers, Terborg, 1995). Transformational leadership is said to contribute to collective teacher efficacy (Bandura,(1986). Collective teacher efficacy regards to the perceptions of the teachers in a school that the collective efforts of the teachers will positively contribute to student achievement. (Goddard, Hoy, Hoy, 2000) Produce, Dictatorial or Perish Style This is a very task oriented leader who has high concern for the fulfillment of goals and responsibilities and minimum or low concern for the welfare, comfort or interaction of the employees. His solution to a non productive worker is simply to punish him or replace him. This leader has a dictatorial style and his focus is on planning, coordinating work, scheduling and providing the necessary resources for task accomplishment (e.g., Likert,1967). People who tend to act on extremes of this leadership style tend to become petty tyrants or abusive leaders Hornstein (1996) describes an abusive leader as one whose primary objective is the control of others, and such control is achieved through methods that create fear and intimidation (Hornstein, 1996). Ashforth (1994) describes a petty tyrant as someone who uses their power and authority oppressively, capriciously, and perhaps vindictively Tyrannical leadership falls in the domain of this leadership style. This leadership style hampers motivation, job contentment or welfare of the followers. Tyrannical leaders may behave in accordance with the goals, tasks, missions and strategies of the organization, but they typically obtain results not through, but at the cost of subordinates (Ashforth, 1994; Tepper, 2000). While dictatorial leaders are least concerned about their followers and keep minimum interaction with them, tyrannical leaders act aggressively towards their subordinates and believe that doing so will increase work effort. Most of the literature on tyrannical leadership considers it harmful for organizations especially in the long run. (Bies Tripp, 1998; Tepper, 2000; Lombardo McCall, 1984) Nevertheless Brodsky (1976), argues that tyrannical leaders, despite of harassing followers, may perform well on other work related duties. They may also have strong technical skills that somewhere down the line are contribu ting to the overall success of the organization. Ma et al. (2004) call this, the paradox of managerial tyranny, arguing that tyrannical leadership may lead to extraordinary performance, even when subordinates suffer. So we can argue that the behavior of this leader can be evaluated differently by upper management as compared to the subordinates. Another style that can be discussed here is the instructional leadership style. Research on teacher leadership argues that supervisory leadership is a characteristic of instructional leadership (Hulpia Devos, 2010). Previously it has been discussed that the instructional leader plays a key role in controlling, monitoring and directing in schools (Bamburg Andrews, 1990; Hallinger Murphy, 1985). However, it empirical research shows that autocratic leaders reduce the stability, satisfaction and feelings of motivation within a group of followers. (Van Vugt, Jepson, Hart, De Cremer, 2004). As discussed above, these leaders fall low on the axis of the grid that presents concern for people. So their priority for satisfaction, motivation and comfort of the followers is minimum reducing effectiveness in performance. (Judge et al., 2004). In a study where followers motivation and satisfaction were two dependent variables checked against autocratic leadership, it was found that people do not favor autocratic leaders(Cremer, 2006). According to the study this was so because autocratic leaders donot give sufficient attention to followers and so fail to motivate them to participate, exhibit loyalty, or contribute positively towards the group. The Impoverished or the Indifferent Style. Leaders who fall in this category have low concerns for both people and production. They either adopt a very lazy approach or simply try to avoid getting into any trouble. The main concern of this leader is not to be held responsible for any mistakes and in that course he/she tends to be unproductive, disorganized and they lack effective leadership qualities. Up to date, there has been little effort to research or study this leadership style, instead literature on leadership is concentrated of effective and ideal leadership styles. (Kelloway, Mullen, Francis, 2006). Although destructive leadership is not a synonym for the impoverished leader but it can fall within the domain of this leadership style. Destructive leadership behavior is defined as the systematic and repeated behavior by a leader, supervisor or manager that violates the legitimate interest of the organization by undermining and/or sabotaging the organizations goals, tasks, resources, and effectiveness and/or the motivation, well-being or job satisfaction of his/her subordinates. (Einarsen, Aasland, Skogstad, 2007) According to this definition the leader does not deliberately harm the subordinates or doesnt intend to do so rather he is thoughtless, incompetent as well as ignorant.( Einarsen, et al. 2007). According to the presented definition a leader will be practicing a destructive style if he is violating the legitimate laws of an organization. Any behavior that opposes a legitimate decision, goal or strategy of the firm, is to be regarded as destructive from the moment these decisions, goals or strategies are enforced. . ( Einarsen, et al. 2007) For example, if a school decides to give extra attention to weaker students and instructs all teachers to do so, and some teachers fail to abide by this decision, this behavior can be characterized as destructive teacher leadership. Country Club Style These leaders are extra cautious about the welfare and comfort of the followers. They take care of their followers at the expense of the welfare of the organization often by interacting with them on a personal level, or by giving them favors and rewards that are not part of the organizations judgment. The main goal of task or goal attainment is undermined while violating the legitimate interest of the organization. (Einarsen, et al. 2007) these leaders may be giving more benefits to the subordinates than they are obliged to and this is done at the cost of the company. They may be stealing resources in form of time or finance from the work place. (Altheide et al., 1978; Ditton, 1977). They are of the opinion that if the employees are happy, they tend to be more motivated to work hard and achieve organizational efficiency. The research work of Einarsen, et all.2007, shows that a category of leaders called supportive disloyal leaders is very similar to Blake and Moutons country club style. It is argued in their article that both the styles show overriding concern to establish good relations with the subordinate. These leaders lack strategic competence and so support values and beliefs that are not consistent with those focused by the organization. Irrespective of that, they may be able to maintain a good relationship with the followers. Such leaders easily gain popularity amongst their followers and are often considered them by as good leaders. It is also argued in previous studies that the intention of supportive disloyal leaders is not to harm the organization; they just believe acting in the particular way discussed above will bring benefit to it. (Mars, 1994) Another concept that falls in the same domain is that of Laissez faire leadership. This leader avoids getting into trouble, make any decision or try solving a problem. (Bass Avolio, 1997), Middle of the road or the status-quo style This leadership style lies in the middle of Blake Moutons grid. His focus is equally divided between concern for production and concern for people. It is argued that he tries to keep a balance between the two.(Bartol, Tein, Mathews, 1994. p405) These leaders are regarded to be average or mediocre leaders. They are not pioneers nor are failures. Also, this approach puts considerable emphasis on the leader, his characteristics and attributes. However, not much attention is paid on the attributes of the subordinates, or the circumstances within which the leader and followers are interacting.( Hitt, Black, Porter, 2006. P 418) The above discussion was aimed to present multiple leadership styles considered effective or otherwise so previous research may be highlighted. I find it important to point out here that there is no ideal leadership style, rather the effectiveness of a leadership style is dependent upon the choice of leadership style adopted in a particular situation. According to the contingent approach to leadership, leader effectiveness doesnt only depend on a leader but also on situational characteristics. So a leader will only be effective if he adopts his leadership style according to the situation.(liu, et all, 2003) The contingency approaches to leadership dominated by the path goal theory: House, 1971 all argue that situational characteristics influence the effectiveness of a leader. Also, it is argued culture is an important situational factor that influences leadership style. (Hofstede, 2001) According to Hofstede (2001) leaders in collectivistic cultures aspire more for traditional values and they follow standard methods, and do not support followers initiative. People treat their leaders with respect and are obedient towards them in many collectivistic cultures, where paternalistic leadership is traditionally seen (Dickson, et al., 2003; Dorfman et al., 1997).The directive and supportive leadership styles collectively make up this paternalistic style. So in this leadership style close supervision of employees is combined with high concern for the well being of the follower. Paternalistic Leadership is widespread in non-western cultures (Dickson et al., 2003). Directive leadership in general, is a less common practice and is not much of a consideration when an appropriate leader behavior is considered in individualistic (Western) countries, as it is in the case of collectivist societies (Hofstede, 2001; Dickson et al., 2003). Similarly, supportive leadership is more comm on in collectivistic cultures as compared to individualistic cultures. (Wendt, 2004)

The City Planners and the Planners Comparison

In the poems ‘The City Planners’ and ‘The Planners,’ how do the poets create an effect of disillusionment and discomfort? In the poems ‘The City Planners’ and ‘The Planners,’ the poets create an effect of disillusionment and discomfort through the purpose and scenario and through their use of imagery and diction. The Poets create disillusionment and discomfort through the purpose and scenario. In ‘The Planners,’ the poem talks about how ‘They,’ the planners, have total control over the city and that nothing stands in their way in the first stanza.The poem then goes on to compare what the planners do, to dentistry by saying that the planners erase the flaws and that all gaps are plugged in the second stanza. In the final stanza the poem talks about how the speaker can’t write poetry anymore and that the people today should still remember the past and plan for the future. The purpose of the poem is the speaker thinks the planner are trying to make everything perfect but it isn’t necessary and that the planners are also too controlling.In the poem ‘The City Planners,’ how the suburbs are so perfect in the first stanza and then say that the suburbs aren’t really as perfect as they seem and they are just hiding behind a mask of perfection in the second stanza. In the final four stanzas the speakers talks about how people are hiding who they really are from the world. The purpose of this poem is that the city planners try and create their idea of perfection which doesn’t really exist. This is similar to ‘The Planners’ because both poems are saying that the planners are trying to create perfection and then fail without realising it.This is one way the poet creates disillusionment and discomfort. The poets also create disillusionment and discomfort through the use of imagery. In the second stanza of ‘The City Planners,’ the li ne ‘even the too-fixed stare of the wide windows,’ shows that the houses stare at things or people and can create discomfort for people because it is like a person staring at someone without realising it and the person being stared at can feel discomforted.In the third stanza the lines ‘the landscape behind or under the future cracks in the plaster,’ makes the reader realise that the perfection they live in could just be an illusion and this helps them get rid of the illusion. The line ‘concealed from each other, each in his own private blizzard,’ shows that the city planners don’t even look at each other’s work to learn from their mistakes which can create discomfort for the reader because mistakes that have happened before could happen where the live.In the poem ‘The Planner,’ the lines ‘Even the sea draws back and the skies surrender,’ creates discomfort even nature is scared to get in the way of the p lanners and shows the reader that the planners are destroying nature and that if the planners continue to do what they do then soon there will be hardly any nature or no nature left. The line ‘useless blacks with dental dexterity,’ is comparing cities to going to the dentist.It is saying that people go to the dentist to make their teeth perfect but it isn’t needed to survive and that it is the same thing with making the cities look perfect; the planners do it but it’s not needed, this creates discomfort because going to the dentist is not normally a place people like to go. The poems create discomfort in different ways because ‘The City Planners’ creates it through the reader thinking they are living in an illusion but the ‘The Planners’ create discomfort through dentist metaphors.The poets create disillusionment and discomfort through the use of diction. In the poem ‘The Planners,’ the poet uses the words ‘grid ded,’ ‘permutations of possibilities,’ ‘alignment,’ ‘desired points,’ ‘linked,’ and ‘mathematics’ to create discomfort. These words are all to do with maths and makes people feel discomforted because the reader can feel like they are back at school.The words ‘erase the flaws,’ ‘blemishes,’ ‘blocks,’ dental dexterity,’ ‘gaps are plugged,’ ‘country wears perfect rows,’ ‘shining teeth,’ ‘anaesthesia,’ ‘piling,’ and ‘drilling’ are all to do with dentistry and can create discomfort because people often don’t like going to the dentist. In the poem ‘The City Planners’ the poet uses the words ‘offends us’ and ‘dent in our car,’ which shows that it is from the speakers point of view and shows that they are discomforted because they don’t fit in.Th e words ‘hysteria,’ ‘avoidance,’ ‘spilled oil a faint,’ ‘brick surprising as a bruise,’ ‘vicious’ and ‘too fixed stare of the side windows’ create discomfort because they are words to do with imperfection and these words make the reader realise that the suburbs aren’t as perfect as they seem. Both poems make the reader feel discomforted by using words that scare them or make feel uncomfortable. The three ways the poets of ‘The City Planners’ and ‘The Planners’ create disillusionment and discomfort is through scenario and purpose, imagery and diction.

Thematic Unit Guidelines

†¢Have an attractive and informative â€Å"Title Page† and â€Å"Table of Contents†. Expectations for these and all other unit components are described below under â€Å"Thematic Unit Components†. Also, be sure to review the â€Å"Thematic Unit Assessment Rubric†. Do not use 3-ring binders or plastic sleeves please. †¢Integrate no more than three subject areas for which there are relevant content standards – one of these subject areas must involve mathematics or social studies education. Integrating both subject areas is preferable but not mandatory. Teach and assess a clearly defined theme or topic that will enable elementary students to meet their local school district curriculum standards or the Colorado Model Content Standards. Planning for Student Learning: Review your school district's curriculum standards or Colorado Model Content Standards and think about what you want your students to learn, know and be able to do as a result of this unit. Begin gathering student and teacher resources and start thinking about how you will teach and assess students' learning relative to the content standards you select. Ask yourself: †¢What do I need to learn myself in order to teach this unit well? †¢What kinds of resources will I need to teach this unit? †¢What types and genres of children’s literature are available? †¢Are there artifacts, simulations, songs, photographs, etc. I could use? †¢What human and material resources are available in my community? Thematic Unit Components Title Page and Table of Contents – The â€Å"Title Page† should feature the title of your unit, grade level(s), the semester you taught the unit, and your program – Elementary PTEP or Post Baccalaureate Licensure Program. Also include your name, your cooperating teacher’s name, and the name of the elementary school and school district in which you are student teaching. The â€Å"Table of Contents† should, at minimum, list each of the unit components described here under â€Å"Thematic Unit Components†. Assessment criteria for â€Å"Developing,† â€Å"Proficient,† and â€Å"Advanced† levels of performance for all unit components may be found on the â€Å"Thematic Unit Assessment Rubric†. Rationale Statement – Every Thematic Unit needs a convincing rationale. Rationale statements should be organized and presented in FOUR sections. Section 1: Introduction – Students and teachers need to know what will be learned as a result of participating in this unit. In this section, explain why your unit topic is an important one for young learners. Describe how students might use this knowledge â€Å"in the real world†. Section 2: Community, School, and Classroom Setting – Describe the community, school, and classroom where you are student teaching. Include information about the community, school, classroom setting, and characteristics of students that are important to consider when teaching this unit. For example, how many male / female students are in the class? How would you characterize students' socioeconomic status? Will you be teaching students with special needs or students whose primary language is not English? Do you have any particular concerns about classroom management? Describe the physical setup of your classroom (a diagram might be helpful). What kinds of technologies are available and will you use of any of them to teach and assess student learning? Knowing and acting on this background information will help you develop, modify, and differentiate instruction and assessment that accommodates the full range of diversity in your students. The goal here is to individualize the teaching and learning process by designing lessons that challenge all students at an appropriate level of difficulty. Section 3: Meeting the Colorado Model Content Standards – Curriculum standards describe what students should learn, know, and be able to do as a result of participating in your unit. In this section, list all of the school district or Colorado Model Content Standards your unit addresses. Under each content standard write lesson objectives that describe how or what students will do to meet that particular standard. Remember that if you list a content standard then you are obligated to teach and assess students' learning on that standard. Also, make sure that you are able to explain how particular lesson objectives enabled students to meet particular standards. You will need to address content standards three times in you unit. First, by listing them here in your rationale statement along with corresponding lesson objectives for each standard, a second time in each lesson plan or learning cycle, and a third time when writing your â€Å"evaluative essay† (which is described below). Here is a suggestion. Develop your lesson plans first, along with appropriate content standards and lesson objectives; next, write (cut and paste) the content standards and lesson objectives from lesson plans into your rationale statement. Finally, after you teach the unit, explain how students met the standards in your evaluative essay. Section 4: Assessing Student Learning – Describe how you will assess student learning relative to each content standard using preassessment, formative assessment, and summative assessment. A. For preassessment, describe the techniques you will use to find out what students already know or think they know about the unit topic. You will need to record and interpret preassessment scores for each individual student (using a pretest) as well as for the whole class (for example, using a KWL chart). Preassessment results are used to provide evidence of student learning gains at the end of the unit by comparing them with summative assessment results (using a posttest). Preassessment data can also be used to revise the unit before teaching it, for example, by changing some of the content or instructional strategies you use, to make more informed decisions about individualizing instruction, and to alter or modify how you will assess student learning. B. For formative assessment, describe the techniques you will use to facilitate students’ acquisition of knowledge and skills by providing constructive feedback that, at the same time, allows the teacher to keep track of students’ progress on a daily basis. This is the time when teachers are constantly â€Å"on their feet† monitoring the learning process, helping students learn new skills and knowledge, and making sure that they are â€Å"practicing perfectly† in order to apply new skills and knowledge effectively to real-world situations and make presentations to real audiences. C. For summative assessment, describe the techniques you will use to evaluate what students learned, in combination with preassessment and formative assessment results. All three forms of assessment should be designed to measure the knowledge, skills, and dispositions you claimed students would learn according to the standards. Remember that multiple assessments provide a much more complete and â€Å"fair† representation of what a student really knows and is able to do compared to any single or â€Å"one-shot† assessment. Be sure the three forms of assessments are aligned with the content standards and lesson objectives; in other words, be sure that you teach students to the standards and assess their learning in terms of the standards. Unit Goal – The unit goal should be derived from state and district curriculum standards; however, you should also be familiar with curriculum standards established by national professional organizations, for example, IRA (International Reading Association), NCTM (National Council of Teachers of Mathematics), NCSS (National Council for the Social Studies). The unit goal reflects the unit's curriculum standards but should be stated in your own words. For example, the unit goal for a unit on Colorado History might state: â€Å"Students will understand how our state has grown and changed over time. From the period of early exploration to the present day, I want my fourth graders to become familiar with specific contributions made to the development of Colorado by its rich diversity of people and natural resources. † Lesson Plans – Use the Learning Cycle format for writing lesson plans and develop enough instruction for one full week of integrated teaching and learning: plan on teaching the unit for approximately five hours. For each lesson specify how you will determine what students already know about your lesson's topic (preassessment), how you will monitor students’ progress in meeting content standards during the lesson (formative assessment), and how you will evaluate students’ work at the end of the lesson (summative assessment). Good assessment tells the teacher as much about the effectiveness of her or his own instruction as it does about what students learned and how they learned it. Keep this point in mind when writing your â€Å"evaluative† and â€Å"reflective† essays (described below). Possible Extension Activities – How can I help children extend, enrich, and elaborate upon the major understandings in this unit? What could students do to apply or â€Å"transfer† their learning to real-world problems and situations in ways that will make new knowledge more meaningful for them? List and briefly describe at least three possible extension activities – you do not need to design lesson plans for each extension. A simple one-paragraph description of each extension will suffice. Resources Used – Include all of the resources you used to teach this unit. You may organize your resources by indicating who they are most appropriate and/or by their type; for example, â€Å"Teacher Resources† might be listed separately from â€Å"Student Resources†. Internet Resources† (such as websites) might be listed separately from â€Å"Children’s Literature,† and videotapes, simulations, artifacts, museums, social agencies and guest speakers might also be listed under separate categories. Evaluative Essay – In the first of these two final essays, use all of the assessment data you collected from students to present a clear picture of their learning. Use tables to display and summarize quantitative data and always include examp les of several students' work on various projects and assignments at several different levels of performance. Use narrative to explain quantitative results and what students learned. Present and explain your assessment results in ways that the reader can use to evaluate the extent to which your students met content standards. Hence, this essay should be written as a technical report consisting of both qualitative and quantitative evidence and analyses of student learning. The evaluative essay should present evidence of learning for each student in the class on each one of the unit's curriculum standards. Summaries of whole-class learning (i. e. , what students learned as a class) should also be included. Reflective Essay – One major reason for planning, implementing, and evaluating this unit is to give you practice teaching and assessing student learning over time in a real elementary-school classroom. This work sample is a very authentic task for teachers. As you plan, teach, and assess students' learning, you will be meeting many of the Performance Based Standards for Colorado Teachers. In this essay, describe and explain how planning, teaching, and assessing this unit enabled you to meet the Performance-Based Standards for Colorado Teachers that are listed on the â€Å"Thematic Unit Assessment Rubric† which follows.

Essay about Womens Roles in the Military - 1279 Words

Womens Roles in the Military Before World War I, women assisted the military during wartime mainly as nurses and helpers. Some women, however, did become involved in battles. Molly Pitcher, a Revolutionary War water carrier, singlehandedly kept a cannon in action after a artillery crew had been disabled. During the Revolutionary and the Civil War, a few women disguised themselves as men and took part in hand-to-hand combat. The first enlisted women served in World War I as telephone and radio operators, translators, and clerks. But it was not until World War II that women became part of the regular military. Each service had its own womens corps commanded by female officers. The first of these units, the Womens Army Corps (WACs),†¦show more content†¦Consequently, college ROTC programs and officer candidate schools became co-ed. In 1976, the first female cadets entered West Point and the other service academies. Soon, female officers began commanding men, a concept that had been ridiculed as unworkable only a short time earlier. During the Gulf War in 1991, about 40,000 women served in the combat zone. This was the largest such female deployment in U.S. military history. During this short war, five women were killed in action and two taken as prisoners of war. The important contributio ns made by women in uniform during the Gulf War led to a reevaluation of the combat restrictions on females. Starting in 1993, the bans against women serving aboard Navy warships and flying combat aircraft were lifted. Today, there is a small but growing number of women trained and qualified to fly fighters, bombers, and attack helicopters. Fully 53 percent of all career fields in the military services are now open to women. The military careers still off-limits are those in all combat situations. There are those who question the idea of integrating women into nearly all military jobs. 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