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Chapter 13 exercise 6

Write an appropriate proposal—internal, solicited sales, or unsolicited sales—based on the information contained in one of the following two articles (in the textbook). Assume that your or your prospective customer’s company or community faces a problem similar to one discussed in one of these articles. Use as much of the information in the article as you need, and add any details of your own that you think are necessary. This exercise can be done as an individual or a collaborative assignment.

Clear depiction of chosen article

Follows clear structure for proposal

Clearly follows eight guidelines for a successful proposal (p. 524-525)

Professional tone, language, grammar usage

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1. A major output of the classical school of management was the (Points : 5)
development of human relations principles.
behavioral approach to management.
focus on human needs and individual differences.
framework of planning, organizing, leading, and controlling.

2. In terms of ethics, you face a defining moment when you (Points : 5)
feel obliged to report on the misdeeds of upper management.
feel obliged to report on the misdeeds of a coworker.
have the opportunity steal without getting caught.
have to choose between two rights.

3. A major difference in the communication styles of men and women is that men typically (Points : 5)
communicate to convey information or establish status.
communicate to establish rapport and solve problems.
strive to say what others want to hear.
begin sentences with the word “like.”

4. The way in which factors such as skills, abilities, personalities, perceptions, attitudes, values, and ethics differ from one individual to another is referred to as: (Points : 5)
personality.
individual differences.
the basis for group differences
variation in traits.

5. Kris, a job candidate, is evaluated to have a high propensity for risk-taking and thrill seeking. Kris should be (Points : 5)
automatically excluded from any job involving handling money.
assigned to a repetitive job like data entry.
assigned to a job with rapid changes and hazardous tasks.
given a lie-detector test before being hired.

6. The rational model of decision making assumes: (Points : 5)
preferences of the decision maker are inconsistent.
that all possible alternatives can’t be known to decision makers.
that outcomes can’t be optimized.
that the decision maker can calculate the probability of success for alternatives.

7. Richness in a communication message refers to: (Points : 5)
the amount of data that can be sent via the type of communication medium.
the amount of feeling that is communicated with the message.
the amount of analyzable elements of a message.
the ability of the medium to convey the meaning.

8. A recommended leadership strategy for enhancing creativity and innovation is to (Points : 5)
inspire creativity and innovation.
impose penalties on employees who do not think creatively.
mock the lack of creativity in competitive products and services.
eliminate financial incentives for creative work.

9. Which of the following is not considered to be a foundation for successful teamwork? (Points : 5)
working together.
empowerment skills.
goal clarity.
empowerment skills

10. The skills a team leader requires includes: (Points : 5)
flexibility, delegation, and collaboration.
communication, decisive decision making, and sensitivity.
communication, delegation, and decisive decision making.
sensitivity, flexibility, and communication.

11. A leader who scored high on initiating structure would (Points : 5)
emphasize work scheduling and assigning tasks.
disregard the feelings of team members.
emphasize listening and personal warmth.
strive to keep the group informed.

12. The situational approach to leadership would lead to the conclusion that a global leader must factor in which of the following organizational attributes? (Points : 5)
culture.
differences between men and women.
strategy.
climate.

13. In the hostile environment form of sexual harassment, the harassed person (Points : 5)
does not get a fair hearing for his or her complaint.
suffers from a job loss for having filed a complaint.
suffers a job loss for having refused to grant sexual favors.
may not necessarily suffer a job loss.

14. The organization structure best suited to gaining the advantage of specialization is _________ departmentalization. (Points : 5)
functional.
informal.
product and service.
shadow.

15. When a company uses outsourcing, (Points : 5)
key positions go to people brought in from the outside.
employees are leased to other companies.
certain activities are assigned to other companies.
most of its manufacturing is imported from other firms.

16. The foundation of any organizational culture is based on (Points : 5)
policies and procedures.
corporate strategy.
values.
historical precedent.

17. The biggest challenge associated with bringing about workplace innovations is to (Points : 5)
develop shared physical facilities.
benchmark with other companies.
switch from a hierarchy to a team-based organization.
bring about cultural change.

18. The establishment of new attitudes, values, and behaviors as the new status quo is consistent with what stage in Lewin’s change model? (Points : 5)
unfreezing.
moving.
refreezing.
change.

19. A five-year study of the impact of diversity on business results found that diversity can enhance business performance only (Points : 5)
when the employee diversity mix matches the customer mix.
when the company is in a dominant market position.
with proper training and an organization to support the training.
with a culturally diverse management group in place.

20. Ethnocentrism is most likely to hamper cross-cultural relations because ethnocentric people (Points : 5)
are better at interpersonal than intergroup relations.
prefer people from cultures similar to their own.
have a strong fear of foreigners.
prefer not to interact with people from different cultures.

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Due Wednesday at noon

250 words

Hello Students,

Before beginning this week, please watch the attached Powerpoint presentation.  There is sound attached to this presentation so when you open it, select slide show and allow it to advance automatically.

ENTREPRENEURS

For this week you should read Chapters 11 & 12 in the textbook and review the Chapter 11 and Chapter 12 PowerPoint presentations.

This week one focus is on the critical role of emotional intelligence (EI) in effective strategic leadership. EI refers to an individual’s capacity for recognizing one’s emotions and those of others.

Emotional Intelligence is a Key Leadership Trait In previous weeks, we focused on “what leaders do and how they do it.” This week, we address “who leaders are.” That is, we focus on individual attributes instead of leader behavior. It is important to point out that these two issues are highly related because successful leaders possess valuable traits that enable them to engage effectively in activities to create value for their organization.

Although there have been countless studies of leader traits (e.g., integrity, maturity, energy, intelligence), we address one that has really garnered a lot of attention in both the academic and business presses: Emotional Intelligence (EI). This concept has been popularized by Daniel Goleman who has published best-selling books. Goleman defines EI as the capacity for recognizing one’s own emotions and those of others.

Recent studies have found that effective leaders have a high level of EI and that EI is a better predictor of life and career success than IQ (intelligence quotient). The five components of EI are:

Self-Awareness, Self-Regulation, Motivation, Empathy, and, Social Skill

These five components are briefly summarized in EXHIBIT 11.3 in your text.

Globalization is another reason for the increasing importance of empathy (one of the five elements of EI) for business leaders. Cross-cultural dialogue can often result in miscues and misunderstandings. Empathy is a valuable antidote. Managers who have it are attuned to subtleties in body language. They can hear messages beneath the words being spoken. Further, they have a deep understanding of the existence and importance of cultural and ethnic differences.

For example, consider the case of an American consultant whose team has just presented a proposal to a Japanese client. When dealing with fellow Americans, the team was accustomed to being bombarded with questions after such a proposal. However, this time it was greeted with a long silence. Most of the members of the team interpreted the silence as disapproval and were ready to leave. However, the lead consultant gestured them to stop. Although he was not very familiar with Japanese culture, he was able to read the client’s face and posture and sensed not rejection but interest – even deep consideration. He was correct. When the client finally spoke, it was to award the consulting firm with the job.
Reference
Goleman, D. 1998. What makes a leader? Harvard Business Review, 76(6): 93-102.

There are some potential drawbacks of EI; don’t confuse the role of each trait.   Below are a few flipsides of the benefits of its essential components if taken in the wrong context.

1. Effective leaders have empathy for others (leaders may confuse empathy with sympathy and fail to make “hard decisions”)
2. Effective leaders are astute judges of people (leaders may rely too much on their judgment and dismiss others’ insights)
3. Effective leaders are passionate about what they do, and they show it (passion may prevent leaders from other possibilities and ignore realities that others see)
4. Effective leaders create personal connections with their people (if there are too many unannounced visits, it may lead to fear of micromanagement.)

Corporate entrepreneurship (CE) refers to building entrepreneurial businesses within existing corporations. It has two primary aims: the creation of new venture opportunities and strategic renewal. In this section, we address corporate growth and renewal via internal venture development.

All the factors that influence the strategy implementation process – corporate culture, leadership, features of organizational structure, and rewards and learning systems – will affect how corporations engage in internal corporate venturing.

In some large corporations, the spirit of entrepreneurship permeates every part of the organization. It is found in companies where the strategic leaders and the culture together generate a strong impetus to innovate, take risks, and seek out new venture opportunities.

Firms using a focused approach typically separate the corporate venturing activity from the other ongoing operations of the firm. That is, CE is usually the domain of autonomous work groups that pursue entrepreneurial aims independent of the rest of the firm.

Two forms – new venture groups (NVGs) and business incubators – are among the most common types of focused approaches.

The following article describes one type of highly focused entrepreneurial environment – Samsung’s VIP Center where innovative ideas and engineering problems are addressed with great intensity and speed.

Corporations often form new venture groups whose goal is to identify, evaluate, and cultivate venture opportunities. These groups typically function as semi-autonomous units with little formal structure. A NVG’s mandate often extends beyond innovation and experimentation to coordinating with other corporate divisions, identifying potential venture partners, gathering resources, and, in some case, actually launching the venture.

Business incubators are designed to “hatch” new businesses. They are a type of corporate new venture group with a more specialized purpose – to support and nurture fledgling entrepreneurial ventures until they can thrive on their own as standalone businesses.

A culture of entrepreneurship is one in which the search for venture opportunities permeates every part of the organization. Everyone is attuned to opportunities to leverage the assets and capabilities of the corporation to create new businesses.

After reading this week’s material answer ONE (1) of the following questions in this forum:

1 – In your own words, define Emotional Intelligence (EI) and describe the key elements of EI and discuss how it differs from Intelligent Quotient (IQ).  Why is EI so important to successful strategic leadership?  Do you think that EI or IQ is more important for effective leadership and/or management?  Give an example of a leader you have known with high EI and explain your selection.

2 – What are the differences between focused and dispersed approaches to corporate entrepreneurship?    Explain.

3 – Explain the difference between proactiveness and competitive aggressiveness in terms of achieving and sustaining competitive advantage.

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[Document title]

Module 2 – Home

Leadership Skills and The Tribe

Modular Learning Outcomes

Upon successful completion of this module, the student will be able to satisfy the following outcomes:

•Case ◦Synthesize the three key leadership skills in the three-skill approach with the accompanying leadership levels.

•SLP ◦Explain the tribal leadership stage of an example scenario through the lens of the skills model.

•Discussion ◦Apply the Three-Skill Approach to leadership to tribal leadership.

◦Compare the Three-Skill Approach to the Skills Model through the lens of tribal leadership.

Module Overview

As we begin the second module, we will take a break from leadership traits and personality, turning our focus to leadership skills. We will become familiar with the three-skill approach, as well as the skills model, and we will continue our exploration of tribal leadership with our new knowledge of skill-based leadership.

This module is rich with comparison opportunities, and it is designed to allow maximum opportunities for application-based learning and peer interaction.

Module 2 – Background

Leadership Skills and The Tribe

The Skills Approach to Leadership

As we discussed in Module 1, leadership theory has progressed over the past century. By 1955, leadership theorists were trying to put together a set of traits that would further the leader-focused trait theory (including the personality trait-based OCEAN model from Module 1). As this was going on, Katz (1955) published his article in the Harvard Business Review called “Skills of an Effective Administrator,” which turned leadership theory upside down.

While the prior theories were heavily focused on innate traits (including personality), Katz was focused on a developable set of skills that could prove that leaders are made, not born.

Over the following four decades, a “comprehensive skill-based model of leadership” was developed by the top researchers in the field of leadership (Northouse, 2018, p. 39). Katz’ groundbreaking article can be accessed in the Trident Online Library.

Katz, R. L. (1955). Skills of an effective administrator. Harvard Business Review, 33(1), 33-42.

Please take the opportunity to locate and read it before you move on to this week’s assignments.

The Three-Skill Approach

Katz’ work yielded what is referred to as the three-skill approach to leadership. This approach focuses on three specific types of skills that are needed by leaders at different levels. Those three types include: technical skills, human skills, and conceptual skills.

Beyond those three categories, Katz classified three levels of leadership, including top management, middle management, and supervisory management. The key to the three-skill approach is that each leadership level requires a certain mix of the three types of skills.

The chart below shows the correct “mix” for each level of leader, based on the Katz model.

As the chart clearly shows, few conceptual skills are needed from a middle manager than from a top manager, and fewer still are needed from supervisory managers. On the human side, all three levels require a highly-skilled leader. On the technical side, top managers need the least. Middle and supervisory managers, on the other hand, need the most.

The Skills Model

Building on the work of Katz (1955), Mumford, Zaccaro, Harding, Jacobs, and Fleishman (2000) proposed “that effective leadership behavior fundamentally depends upon the leader’s ability to solve the kinds of complex social problems that arise in organizations” (p. 11). The model the authors proposed in this article, which should be accessed in the Trident Library for this module, is known as the skills model of leadership. Please see the reference for the article below:

Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., and Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11(1), 11-35.

As Northouse (2018) summarizes, the skills model works as follows:

The skills model frames leadership by describing five components of leader performance. At the heart of the model are three competencies: problem-solving skills; social judgment skills; and knowledge. These three competencies are the central determinants of effective problem solving and performance, although individual attributes, career experiences, and environmental influences all have an impact on leader competencies. Through job experience and training, leaders can become better problem solvers and more effective leaders (p. 53).

The five components of leadership performance are detailed and explained in the figure and description below:

Individual Attributes. From the figure above, you can see how leadership theory through the ages is woven into skills-based leadership. On the left (first box), you can see individual attributes. This category is closer to trait-based leadership. Attributes like cognitive ability and motivation are more focused on innate (or “born with it”) characteristics.

Competencies. As we move to the second (dark blue) box, we can see the competencies we discussed above and learned about in the Mumford, et al (2000) article. These are skills that can be taught (as opposed to traits from birth).

Career Experiences. It is clear from the figure that the first two boxes (individual attributes and competencies) are both influenced by career experiences. For example, you might be born with a strong dose of motivation. But career experiences (the types of leaders you have, the types of work you do) can impact your motivation level, as well. On the skill side, your knowledge can be derived from and influenced by your career experiences just as your individual attributes can. According to Northouse (2018), “leaders can be helped by challenging job assignments, mentoring, appropriate training, and hands-on experience in solving new and unusual problems” (p. 52). On the flip side, the lack of challenging assignments and the other examples mentioned can negatively impact a leader’s growth.

Leadership Outcomes. Finally, we explore the third box—leadership outcomes. This helps us visualize how the sum of individual attributes and competencies can lead to specific leadership outcomes such as effective problem solving and performance.

Environmental Influences. Beyond the three boxes and the tie-in between the first two boxes and career experiences, we find environmental influences. These are influences that have nothing to do with traits or competencies, but that clearly still impact leadership outcomes.

An example of this would be a scenario in which an old facility that is missing most of the modern technological advances that help an organization remain competitive. In this situation, growing leaders must learn to problem solve around issues they don’t have the ability to impact. Learning to work around such complex environmental influences grows the leader and prepares him or her for solving future complex problems.

Leadership Skills and The Tribe: Making Your Own Connections

Now that we have explored skills-based leadership, let’s apply that knowledge to The Tribe. This is your opportunity to make your own connections between two major concepts. Rather than providing you with an application of tribal leadership to the skills approach, you will look for these links yourself within the two discussion questions for this module. For the first question, you will apply the three-skill approach to tribal leadership. For the second question, you will apply the skills model to tribal leadership.

_____________________________________________________________________________________

Required Reading

Katz, R. L. (1955). Skills of an Effective Administrator. Harvard Business Review, 33 (1). [EBSCOhost] Business Source Complete, AN Accession Number: 6774557. Available in the Trident Online Library.

Mumford, M. D., Zaccaro, S. J., Harding, D. F., Jacobs, T. O. & Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11 (1), 11-35. Available from Skillsoft Books (BusinessPro and ITPro) in the Trident Online Library.

Optional Reading

Logan, D., King, J., & Fischer-Wright, H. (2008). Tribal leadership: Leveraging natural groups to build a thriving organization. New York: HarperCollins Publishers.

ASSIGNMENT 1 (CASE)

Module 2 – Case

Leadership Skills and The Tribe

Assignment Overview

For this case assignment, you will fully discuss the three-skill approach to leadership, using credible sources to back your work.

Case Assignment

1.Perform research and describe a team or organization that utilizes the three-skills approach to leadership.

2.Synthesize the skill mixes exhibited at each level of your example team with the model’s suggestion for the skill mix. How does your example differ?

3.What can/should be done to change it?

Assignment Expectations

Write a 4- to 5-page paper (not counting the title page or reference section) covering all these topics, using proper APA formatting, source selection, and citation.

ASSIGNMENT 2 (SLP)

Module 2 – SLP

Leadership Skills and The Tribe

Conduct research to find a team or organization that shows clear evidence that it uses the skills model of leadership. Use the research you conduct to determine your best judgment regarding the organization or team’s tribal stage.

SLP Assignment Expectations

Acting as an outside consultant, create a 2-3 page report (not counting the title page or reference section) for the organization’s leadership that addresses the following:

1.A brief overview of the way the skills model is employed in the organization or team.

2.A brief explanation of the impact of the way the skills model is employed on the tribal stage of the organization.

3.A clear, research-backed recommendation regarding which changes should be made (based on the selected tribal stage).

4.An action plan for implementing those changes.

Module 2 – Outcomes

Leadership Skills and The Tribe

•Module ◦Synthesize the three key leadership skills in the three-skill approach with the accompanying leadership levels.

◦Explain the tribal leadership stage of an example scenario through the lens of the skills model.

◦Apply the three-skill approach to leadership to tribal leadership.

◦Compare the three-skill approach to the skills model through the lens of tribal leadership.

• Case ◦Synthesize the three key leadership skills in the three-skill approach with the accompanying leadership levels.

•SLP ◦Explain the tribal leadership stage of an example scenario through the lens of the skills model.

•Discussion ◦Apply the Three-Skill Approach to leadership to tribal leadership.

◦Compare the Three-Skill Approach to the Skills Model through the lens of tribal leadership.

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