Workload 3 SETS
ms_ami
bus_3012_unit_2.zipUnit 2/APA Sample_Template_Dr. Sam.docx
Running head: Title of your paper 1
Title of your paper 2
Note: The words “Running head:” belong on the cover page only.
Title of your Paper
Jane Q. Learner
Capella University
Title of your Paper
Note: The title of your paper replaces the word introduction (Read below).
The text of the paper starts here. In place of the word “Introduction”, APA requires that the writer insert the title of the paper (Upper lower case, not bold.). Typically the writer provides an introduction sharing something of interest to capture the reader's attention and introduce the topic. Also, it helps to include a specific statement of purpose For example, the writer might state "This paper will address the pros and cons of vertical marketing systems. Adding an introduction or statement of purpose not only helps the reader know what to expect, it forces the writer to focus and stay on task.
First Major Heading
(Note:Level 1 heading)
Depending on your topic and the length of paper, it might help to use category headings like the one above. The main sections of your paper will begin with Level One headings. They are to be in BOLD upper and lower case letters and must be centered on the page. All material in the paper is double-spaced.
Sub Heading (Level 2 heading)
A Level Two heading, like the one above, are also in BOLD upper and lower case letters, but left justified to the left. Consider them as sub headings under each of your main headings.
Please note: The overuse of category headings can be very annoying and distracting. The number of level one and level two headings you use are based on how you set up your paper. For example, you may have three level one headings and each section may have multiple level two (subsections) headings.
Conclusion
(Note: Back to a Level 1 heading)
One way you can improve your work is to have a conclusion at the end of a paper with the heading “Conclusion” above it (Level One since it is a Major section.). Summarizing your key points and arguments is a professional way to end a paper.
Each paper must include a separate references page (see the page below) with references listed in alphabetical order, with the heading "References" centered at the top. Only include references for sources used in the body of your text. Use APA style for your reference list and in-text citations.
Note: Scroll below to the reference page.
References
Oblinger, D., & Verville, A. (1998). What business wants from higher education. New York: The Oryx Press. (Note the hanging indent.)
Starbucks, http://www.starbucks.com/career-center/working-at-starbucks,
Accessed on 6/10/12.
Wheelen, T. L., & Hunger, J. D. (2008). Concepts in Strategic Management and
Business Policy (11th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Unit 2/Discussion Participation Scoring Guide.pdf
Unit 2/GREAT Discussion Guidelines and Checklist.pdf
5/19/2016 GREAT Discussion Guidelines and Checklist
https://courserooma.capella.edu/bbcswebdav/institution/BUS/BUS3012/160500/Course_Files/cf_great_course_discussion_guidelines.html 1/3
Introduction
This document provides guidance in creating substantive discussion posts and providing feedback to learning peers within the context of the coursework.
Substantive Discussion Posts
At the core of all Capella courses is a public discussion of issues pertinent to the topics at hand. Typically, in each unit, your instructor will post two or three questions in the courseroom (which is where discussion takes place). You are required to respond substantively to each. You may ask, what is meant by substantively?
To understand what a substantive discussion is, remember the components of a G.R.E.A.T. post:
Grammar rules apply. Make sure your posts are written effectively. Relevance is important. Your posts should pertain to the readings, assignment or to the ongoing discussion. Engage your audience. Incorporate your interpretation of the topic or issue. Add value to the discussion. Generate questions, or provide other learners with new information. Timeliness is key. Provide your peers and instructors the opportunity to respond.
The guideline is 250 words in length, but you should regard this only as a guideline. If you have more to say about a topic, you should do so. If you have said everything that you can about a question and cannot meet the guideline, it is better to post what you have than to add irrelevant material just to get to 250 words. Your instructor is going to evaluate you on what you wrote more than on how much you wrote.
Responses to Other Learners
Capella learners bring a wealth of experiences to the course, building and engaging our courseroom learning community. As a member of the learning community, you are expected to respond to the posts of your peers. Your responses should address the substance of what was written. Learning is a social experience; others are depending on your insightfulness and contributions. A good technique is to react and ask the author of the initial post questions about what he or she wrote. This accomplishes two useful things:
You will think more carefully about what was written if you have to ask a question about it. It stimulates discussion.
You should be supportive of and encouraging to your fellow learners. If you read something that you like or that you think was well written, say so. However, simple agreement or disagreement should be accompanied by substantive reasons, examples, or evidence. Asking questions is an excellent way to encourage your peers to share that experience.
Most learners find discussion posts and responses very helpful in building their online community. Your fellow learners comprise a valuable resource for you. Typically, they are very experienced in their own fields and have a great deal to share. Most are interested in forming a scholarly network that can provide support and resources with whom to share ideas. Being part of a community of learning may be one of the
GREAT Discussion Guidelines and Checklist
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most valuable aspects of your time with Capella.
Guidelines for Effective Feedback
What Is Effective Feedback?
One of your responsibilities to yourself and your learning community is to contribute to the process of giving and receiving feedback. To help support a positive learning experience at Capella, there are guidelines for giving and receiving such feedback. Generally, exchanging effective feedback is a part of your weekly interactive learning discussions. Many courses at Capella also use a formal peer review process for giving and receiving feedback on course papers and projects.
Effective feedback:
Honors competence and reinforces behaviors. Aligns expectations and course work priorities. Fills gaps in knowledge. Supports individuals to take corrective action. Directs individuals toward meeting learning goals.
Giving Feedback
The following is a list of tips for giving effective feedback:
Plan your feedback. Making notes first may help you decide what you want to say and how you want to say it. Focus on the work. Address the ideas shared, and avoid personal comments. Be specific. If something is not working, identify it and describe why. Suggest alternatives. Acknowledge what works well. Offer praise. Be courteous and truthful. Ask questions for clarity. Acknowledge valid points of view. Agree with what is true. Explain yourself. Go beyond, “good point!” Elaborate your comments with concisely written paragraphs.
Receiving Feedback
The following is a list of tips for receiving effective feedback:
Listen at all times, even in an online environment. Be receptive to what others have to say. Ponder what is said. Challenge your work. Prioritize the feedback you receive. Some learners use green, yellow, and red to categorize their revisions according to importance. Remember that not everyone has to agree with your work. It is okay for others to challenge it.
Checklist for Discussion Posts
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Ask yourself the following questions when participating in the class dialogue, to improve the quality of the courseroom discussion and to support team learning:
1. Does my contribution fit with the dialogue, or should I start a separate discussion? 2. Are my ideas logically organized into an argument, and written in clear and mechanically clean prose?
3. Am I expressing worthwhile ideas, or do they just take up space? 4. Is the central thesis statement clear (whether direct or implied)? 5. Can the reader easily determine what my main point is? 6. Does it provide sufficient, relevant, and interesting details? 7. Are there sufficient explanations or examples to support any generalizations? 8. Does this contribution provide a series of points that add up to an argument supporting the main point (thesis)?
9. Does the contribution proceed logically from point to point? 10. Are there any contradictions? Is the paragraph structure logical? 11. Are there appropriate transitions words between ideas? Does it flow? 12. Have I followed the courseroom etiquette? 13. Is my point of view clear? 14. Is the tone appropriate and respectful of others' ideas? 15. Do the hyperlinks work and follow the correct format? 16. Is the writing punctuated appropriately? 17. Is my contribution concise, precise, and free of grammatical errors? 18. Are words spelled correctly? 19. If I referenced other authors, did I provide the appropriate citation?
Unit 2/Leadership Theories Scoring Guide.pdf
5/19/2016 Leadership Theories Scoring Guide
https://courserooma.capella.edu/bbcswebdav/institution/BUS/BUS3012/160500/Scoring_Guides/u02a1_scoring_guide.html 1/1
Due Date: End of Unit 2. Percentage of Course Grade: 10%.
Leadership Theories Scoring Guide Grading Rubric Criteria Nonperformance Basic Proficient Distinguished
Summarize leadership theories. 50%
Does not describe leadership theories.
Describes leadership theories. Summarizes leadership theories.
Analyzes leadership theories.
Analyze leadership theories and how they can be used to
influence and reward individuals and teams.
25%
Does not report on the leadership theories and how they can be used to influence and reward individuals and teams.
Reports on the leadership theories and how they can be used to influence and reward individuals and teams.
Analyzes the leadership theories and how they can be used to influence and reward individuals and teams.
Evaluates the leadership theories and how they can be used to influence and reward individuals and teams.
Analyze leadership theories and how they can be used to develop interpersonal skills
that build trust. 25%
Does not report on leadership theories and how they can be used to develop interpersonal skills that build trust.
Reports on the leadership theories and how they can be used to develop interpersonal skills that build trust.
Analyzes leadership theories and how they can be used to develop interpersonal skills that build trust.
Evaluates leadership theories and how they can be used to develop interpersonal skills that build trust.
Leadership Theories Scoring Guide
Unit 2/Option B Leaders List.pdf
5/19/2016 Option B Leaders List
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The following list of individuals includes wellknown leaders who would be appropriate subjects for your Effective Leadership Practices course project. Take some time to research a few names that you may not recognize.
As soon as possible, contact your instructor to request approval for your first, second, and third choice leaders. (Use the Message center versus email.) Your instructor will inform you whether your first choice is still available. Before starting your research, ensure that your instructor has confirmed your selection.
Note: This is the list for Option B. If you select Option A, you will interview a business leader to whom you have access:
Angela Ahrendts. C. Michael Armstrong. Mary Kay Ash. Jeff Bezos. Sir Richard Branson. Rosaline Brewer. Warren Buffett. Ursula Burns. Kenneth Chenault. Kate Cole. Tim Cook. Barbara Corcoran. Dick Costolo. Mark Cuban. Fred DeLuca. Roger Ferguson. Carly Fiorina. Henry Ford. Kenneth C. Frazier. Bill Gates. Dan Gilbert. Lori Greiner. Reed Hastings. Henry J. Heinz. Marilly Hewson. Bob Iger. Steve Jobs. Hubert Joly. Daymond Johns. Ervin "Magic" Johnson. Herb Kelleher. Ray Kroc. Marissa Mayer. Alan Mulally. Anne Mulcahy. Indra Nooyi.
Option B Leaders List
5/19/2016 Option B Leaders List
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Larry Page. Antonio M. Perez. Tyler Perry. Carlos A. Rodriguez. Ginni Rometty. Sheryl Sandberg. Colonel Sanders. Howard Schultz. Fred Smith. John Thompson. Kip Tindall. Donald Trump. Ted Turner. Sam Walton. Jack Welch. Jeff Weiner. Oprah Winfrey. Steve Wynn. Mark Zuckerberg.
Unit 2/Purdue OWL_ APA Formatting and Style Guide.pdf
5/19/2016 Purdue OWL: APA Formatting and Style Guide
https://owl.english.purdue.edu/owl/resource/560/01/ 1/5
General Writing • Research and Citation • Teaching and Tutoring • SubjectSpecific Writing • Job Search Writing • ESL
This page is brought to you by the OWL at Purdue (https://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom.
General Format Summary:
APA (American Psychological Association) style is most commonly used to cite sources within the social sciences. This
resource, revised according to the 6th edition, second printing of the APA manual, offers examples for the general format
of APA research papers, intext citations, endnotes/footnotes, and the reference page. For more information, please consult
the Publication Manual of the American Psychological Association, (6th ed., 2nd printing).
Contributors:Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore, Michael Anderson, Lars
Soderlund, Allen Brizee, Russell Keck
Last Edited: 20160513 12:06:24
Please use the example at the bottom of this page to cite the Purdue OWL in APA.
To see a sidebyside comparison of the three most widely used citation styles, including a chart of all APA citation
guidelines, see the Citation Style Chart.
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel.
General APA Guidelines
Your essay should be typed, doublespaced on standardsized paper (8.5" x 11") with 1" margins on all sides. You should
use a clear font that is highly readable. APA recommends using 12 pt. Times New Roman font.
Include a page header (also known as the "running head") at the top of every page. To create a page header/running
head, insert page numbers flush right. Then type "TITLE OF YOUR PAPER" in the header flush left using all capital
letters. The running head is a shortened version of your paper's title and cannot exceed 50 characters including spacing
and punctuation.
Major Paper Sections
Your essay should include four major sections: the Title Page, Abstract, Main Body, and References.
Title Page
The title page should contain the title of the paper, the author's name, and the institutional affiliation. Include the page
5/19/2016 Purdue OWL: APA Formatting and Style Guide
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header (described above) flush left with the page number flush right at the top of the page. Please note that on the title
page, your page header/running head should look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
After consulting with publication specialists at the APA, OWL staff learned that the APA 6th edition, first printing sample
papers have incorrect examples of Running heads on pages after the title page. This link will take you to the APA site
where you can find a complete list of all the errors in the APA's 6th edition style guide.
Type your title in upper and lowercase letters centered in the upper half of the page. APA recommends that your title be no
more than 12 words in length and that it should not contain abbreviations or words that serve no purpose. Your title may
take up one or two lines. All text on the title page, and throughout your paper, should be doublespaced.
Beneath the title, type the author's name: first name, middle initial(s), and last name. Do not use titles (Dr.) or degrees
(PhD).
Beneath the author's name, type the institutional affiliation, which should indicate the location where the author(s)
conducted the research.
5/19/2016 Purdue OWL: APA Formatting and Style Guide
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Image Caption: APA Title Page
Abstract
Begin a new page. Your abstract page should already include the page header (described above). On the first line of the
abstract page, center the word “Abstract” (no bold, formatting, italics, underlining, or quotation marks).
Beginning with the next line, write a concise summary of the key points of your research. (Do not indent.) Your abstract
should contain at least your research topic, research questions, participants, methods, results, data analysis, and
conclusions. You may also include possible implications of your research and future work you see connected with your
findings. Your abstract should be a single paragraph doublespaced. Your abstract should be between 150 and 250 words.
You may also want to list keywords from your paper in your abstract. To do this, indent as you would if you were starting
a new paragraph, type Keywords: (italicized), and then list your keywords. Listing your keywords will help researchers
find your work in databases.
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Image Caption: APA Abstract Page
Please see our Sample APA Paper resource to see an example of an APA paper. You may also visit our Additional
Resources page for more examples of APA papers.
How to Cite the Purdue OWL in APA
Individual Resources
Contributors' names and the last edited date can be found in the orange boxes at the top of every page on the OWL.
Contributors' names (Last edited date). Title of resource. Retrieved from
http://Web address for OWL resource
Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund,
L., & Brizee, A. (2010, May 5). General format. Retrieved from
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Unit 2/Starbucks Launches Profit Sharing Stores in NYC and LA_Transcript.pdf
5/19/2016 Transcript
http://media.capella.edu/CourseMedia/NBC_Transcripts/starbucksLaunches_nbc_ts.html 1/4
P r i n t
STARBUCKS LAUNCHES PROFIT SHARING STORES IN NYC AND LA
MIKA BRZEZINSKI, co-host This morning, Starbucks is introducing a new community model, in two neighborhoods, Harlem and Crenshaw, Los Angeles, where organizations will share in the pro�厗ts of a store in each community. Joining us now from Harlem is the Chairman and C.E.O. of Starbucks, Howard Schultz. And of course Starbucks, we should mention if you didn't already know, is a proud sponsor of Morning Joe. Howard, good morning tell us about this new project.
HOWARD SCHULTZ: Good morning, Mika. Well, I think there's no getting around the fact that as a result of the federal de�厗cit and budget cuts at the state level that organizations like the Abyssinian Development Corporation and the L.A. Urban League are facing de�厗cits in their ability to raise money and serve the community. We've had stores in these communities for over a decade, and as a result of the heroic e鲻orts of these two organizations, who do so much around education, health services, the homeless, we are partnering with these organizations to at least give them $100,000 a year from the pro�厗ts of each store, and I think most importantly, trying to demonstrate to other business leaders that we can't wait for Washington, that businesses and business leaders are going to have to step up and demonstrate that pro�厗tability as a sole objective is a pretty shallow goal, and in fact, it's good business to balance pro�厗tability with a social conscience.
WILLIE GEIST, co-host Howard, it's Willie, good morning, good to see you again. The other initiative you're working on is Create Jobs For The U.S.A., where customers who go into any Starbucks store can donate �厗ve dollars, and that will create $35 worth of �厗nancing community business lending. This is a theme between these two initiatives now that you've really been talking about for several months now, which is that we can't sit, as you just said, and wait for Washington. What was the moment, if you can think back to it, where you said, "Enough, I'm not going to sit back and wait for Washington. I've seen enough. I've go to do something"?
SCHULTZ: Well I think, Willie, that the situation in America today, unfortunately, is we have a crisis of con�厗dence, and the cloud over the country, I think, began as a result of the debt ceiling debacle. With 9.1% unemployment coupled with the fact that small businesses are the engine for employment opportunities in this country, and they can't get access to credit, we began at Starbucks to kind of get underneath the hood and understand could we create this wristband, and as an opportunity create donations in our stores with the millions of people who come in our stores, and as a result of that, �厗lter millions of dollars back into the community with community lending organizations, not unlike micro �厗nancing in the developing world. And as a result of that, I think that we will be a catalyst to create jobs across America, and once and for all, provide small businesses and start-up businesses with access to cash and credit that they've been unable to get from the banks.
JOE SCARBOROGUH, co-host
C i t a t i o n C i t a t i o n
5/19/2016 Transcript
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Hey Howard, what…
SCHULTZ: And I think the answer to your question…go ahead Joe
SCARBOROUGH: I'm sorry, I was just going to follow up on Willie's question, just ask, what's wrong with Washington D.C.? What's wrong?
SCHULTZ: Well, I think, I don't want to in any way criticize the President or one party versus the other, but as you and I have discussed, there clearly is a situation in which ideology and re-election is the lens, in which, people are seeing their role and responsibility. And, I have to tell you, I look at that and I see a crisis of leadership in the country, as I've said on this show before, I begged the people in Washington to literally put their feet in the shoes of Americans and understand that the access to the American Dream, and people feel unrepresented, and we've got to get Washington to understand that we know longer have a crisis, we have an emergency, and a sense of urgency that needs to be addressed, not in 14 months, but today.
SCARBOROUGH: Mike Barnicle is here, and he is sober, so it is a very special morning.
BRZEZINSKI: Well, I'm not sure about that.
SCARBOROUGH: He knew you were coming on. Mike.
MIKE BARNICLE: Hey, Howard, we were talking earlier about some people, me included, think there has been a weakening of the strands of a social contract that used to tie us together as a nation. And as the economy has tanked, and your correct, as the debt ceiling debate dragged on during the summer, and people saw how polarized the government is, people tend to withdraw into themselves, and do very little about problems like unemployment, and in Washington, they're only interested in their own employment every two or six years. What are your thoughts on the social contract that does bind us together, that programs like this do help in terms of reach-out e鲻orts in their own communities? Ought we not concentrate on that stu鲻?
SCHULTZ: Well, I think the one thing that, perhaps, gets lost in all of this is that there are heroic people doing heroic things throughout America, like the Abyssinian Development Corporation, like the L.A. Urban League, and there are thousands of others. However, the pressure on these organizations today because of the state budget cuts for social services are signi�厗cant. The social contract that you talk about is we need both Washington and the private sector to understand that this is a moment in time where there has to be cooperation between business and government, and we have to remove the crisis of con�厗dence that exists in this country, and that has to come from political will and political courage to address the issues. And, if I could bring up one thing, this'll be a little long winded, and stop me if I don't have the time. Over the
5/19/2016 Transcript
http://media.capella.edu/CourseMedia/NBC_Transcripts/starbucksLaunches_nbc_ts.html 3/4
weekend, for some reason, I found myself reading the Marshall Plan, which was 1945-1946, and just think of the pressure on Harry Truman and Secretary Marshall to convince the country and a Republican Congress to fund the rebuilding of Europe and Germany after the war. Now, if we were able to do that, and there was political courage and political will for the Marshall Plan after we lost tens of thousands of men and women who fought and died for that war, and we rebuilt that entire continent, tell me why we can't �厗nd the political courage and will to create the analog for something like the Marshall Plan to address the domestic agenda in America? This is a stunning lack of leadership and courage throughout Washington, and enough is enough.
SCARBOROUGH: Howard, we couldn't agree with you more. We actually rebuilt the cities and the industries of our enemies, and we did it because, as you said, Truman and Marshall, and our leaders in 1945,1946, 1947, knew that was in America's best interest, and the question is, when is everybody going to understand that instead of rebuilding other countries that we're �厗ghting, we need to rebuild this country? It's a great point that you make.
BARNICLE: In addition to what Howard just pointed out about the Marshall Plan, he's absolutely correct, during that same period of time, Congress passed the G.I. Bill, passed V.A. loans so that people returning from �厗ghting wars could return homes. We couldn't get any of that through Congress today!
Unidenti�厗ed Man: And what if we took the $100 billion that we spent this year in Afghanistan and put it into the communities?
BRZEZINSKI: Thank you!
SCARBOROUGH: Howard, go ahead.
SCHULTZ: We'll I was just going to say, if we could use that as a litmus test to demonstrate that that was a Republican Congress, that was a Democratic President, we have signi�厗cant issues we need to address, and we need cooperation on both parties and compromise to get it done.
SCARBOROUGH: We're really excited, Howard, also, about the partnership that we've had from the very beginning. We're very excited about going down to New Orleans with you and your team, going to Crenshaw High School with you and your team this past weekend, being in the Bronx, and also, the initiative that we launched with Starbucks, and if you could brieحب澍y tell everybody about Donors Choose and Morning Joe and Starbucks and what we're doing to try to help education in America.
SCHULTZ: Well, I want to thank the entire show at Morning Joe, especially you and Mike and Willie for donating your time, and recognizing that it's not just about ratings, it's about doing the right thing. So what we're doing together is we're creating the Morning Joe co鲻ee, and there's a sticker on there for a �厗ve dollar coupon with
5/19/2016 Transcript
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regard to Donor's Choose. Donor's Choose is an extraordinary organization where our customers can take a �厗ve dollar credit, and as a result of that, direct that money to a school, a program of any kind in the country, and Donor's Choose will facilitate that, and it's a great partnership of leveraging the assets of Morning Joe, Starbucks, and Donor's Choose, to bene�厗t those kids throughout the country who are being left behind.
BRZEZINSKI: Howard Schultz C.E.O. of Starbucks, our sponsor. Not afraid to say it, Starbucks doing great things, stepping in where there is a need in our country. Howard, thank you very much!
REFERENCES http:highered.nbclearn.com/portal/site/HigherEd/browse?cuecard=54901Joe Scarborough/Mike Brzezinski/Willie Geist. "Starbucks Launches Pro�厗t Sharing Stores in
NYC and LA." NSNBC. NBCUniversal Media, LLC. 10/04/2011
Licensed under a Creat ive Commons Attribut ion 3.0 License.
Unit 2/Unit 2 Getting Started.pdf
5/19/2016 Unit 2 – BUS3012 May 16 2016 to Jun 17 2016 Section 02
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UNIT 2
Motivating, Inspiring, And Maximizing Teams And Individuals Introduction In this unit, you will continue to explore Kouzes and Posner's five practices of effective leadership, focusing on the practice of inspiring a shared vision. This practice calls upon the leader to envision the future and enlist others to follow. In addition to examining the Kouzes and Posner approach, you will research multiple motivational and leadership theories. A facet of effective leadership is maximizing the individual talents and group strengths of a team. You will learn the four domains of leadership and how these domains can be used to lead productive and healthy teams.
Reference Kouzes, J., & Posner, B. (2012). The leadership challenge (5th ed.). San Francisco, CA: JosseyBass. Objectives To successfully complete this learning unit, you will be expected to:
1. Analyze an experience or case that demonstrates the practice of inspiring a shared vision. 2. Evaluate factors that produce favorable and unfavorable experiences and outcomes for working in a team. 3. Analyze motivational theories and how they can be used to influence and reward individuals and teams, and develop interpersonal skills that build trust.
[u02s1] Unit 2 Study 1
Studies Readings Use your The Leadership Challenge text to complete the following readings:
Chapter 4, "Envision the Future," pages 101–126. Chapter 5, "Enlist Others," pages 127–153.
Use your Strengths Based Leadership text to complete the following reading:
"Part Two," pages 20–76.
Independent Research Use the Capella University Library and the Internet to:
Select three leadership theories from the following list and conduct research on them. You will use your research to complete the Leadership Theories assignment in this unit.
Great Man Theory. Trait Theory. Role Theory. The Managerial Grid. Lewin's Leadership Style. Likert's Leadership Style. Hersey and Blanchard's Situational Leadership. Vroom and Yetton's Normative Model. House's PathGoal Theory. Fiedler's LeastPreferred Coworker Theory.
5/19/2016 Unit 2 – BUS3012 May 16 2016 to Jun 17 2016 Section 02
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Cognitive Resource Theory. Strategic Contingencies Theory. LeaderMember Exchange (LMX) Theory. Bass' Transformational Leadership Theory. Burn's Transformational Leadership Theory.
For the second discussion in this unit, Maximizing the Team, research the Herzberg model and use it to complete this discussion on what makes effective teams.
Multimedia Click Launch Presentation to view the Starbucks Launches Profit Sharing Stores in NYC and LA video from NBC Learn. You will use this video to complete one of the discussions in this unit.
[u02a1] Unit 2 Assignment 1
Leadership Theories A leader must understand how leadership theories can be used to influence and reward individuals and teams, and develop interpersonal skills that build trust.
In your paper, address the following:
Part One
In this unit's studies, you were directed to select and research three leadership theories. If you have not already done so, return to the Independent Research section of this unit's studies and complete the research. Summarize the three leadership theories that you have selected. For each of the three theories, identify the theorists, provide a context, and provide an overall synopsis.
Part Two
Answer the following questions for each theory:
How can a leader use the theory to influence and reward individuals and teams? Provide examples of how a leader might use the theory as a strategy for leading in a work environment or in a community. How can a leader use the theory to develop interpersonal skills for building trust? Provide examples of how a leader might use the theory as a strategy for leading in a work environment or in a community.
Complete and submit your assignment as an attachment. You are also required to submit your assignment to Turnitin (Unit 2 Leadership Theories).
Your paper should be 3–4 pages in length and include a minimum of two sources other than your
Starbucks Launches Profit Sharing Stores in NYC and LA
Video purchased for use in this Capella course through NBC Archives on Demand.
Launch Presentation |
Transcript
Resources Leadership Theories Scoring Guide.
Capella Writing Center.
APA Style and Formatting.
Turnitin.
5/19/2016 Unit 2 – BUS3012 May 16 2016 to Jun 17 2016 Section 02
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textbook.
Format your paper according to current APA style and formatting guidelines.
[u02d1] Unit 2 Discussion 1
Inspiring a Shared Vision In your readings for this unit from The Leadership Challenge, you are introduced to the second of the five practices of effective leadership: inspire a shared vision. According to Kouzes and Posner, leaders must envision the future and enlist others in order to inspire a shared vision.
The essentials of envisioning the future include:
Imagine the possibilities. Find a common purpose.
The essentials of enlisting others include:
Appeal to common ideas. Animate the vision.
For this discussion:
1. If you have not already done so, view the NBC video "Starbucks Launches Profit Sharing Stores in NYC and LA," in which the CEO of Starbucks speaks about seeking support for opening profitsharing stores.
2. Analyze how and what the CEO did (or did not do) to address the following: Connecting to what is meaningful to others. Taking pride in being unique. Aligning your dreams with the people's dream. Using symbolic language. Making images of the future. Practicing positive communication. Expressing your emotions. Speaking from the heart.
3. Do you think the CEO's leadership behavior exemplified the practice of inspiring a shared vision? Why or why not?
Response Guidelines Read your peers' posts and respond to at least two. In each response, include additional thoughts or reflections that further the discussion. If possible, respond to peers who have not already received feedback.
Reference Kouzes, J., & Posner, B. (2012). The leadership challenge (5th ed.). San Francisco, CA: Jossey
Bass.
Resources Discussion Participation Scoring Guide.
GREAT Discussion Guidelines.
5/19/2016 Unit 2 – BUS3012 May 16 2016 to Jun 17 2016 Section 02
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[u02d2] Unit 2 Discussion 2
Maximizing the Team In your readings for this unit from Strengths Based Leadership, Rath and Conchie state that "in most cases, leadership teams are a product of circumstances more than design." They go on to say that "rarely are people recruited to an executive team because their strengths are the best component to those of the existing team members" (Rath & Conchie, 2008, p. 21).
Perhaps this is the case with teams in general. Everyone has had both favorable and unfavorable team experiences.
Describe the best team you have ever been associated with, and explain why it resulted in a favorable experience. What did the leader do to maximize the strengths of the team? Describe the worst team you have been associated with, and explain why it was an unfavorable experience. What could the leader have done to maximize the strengths of the team? Based on the research you conducted on the Herzberg model, apply the model to your analysis of each team to see if it can fully or partially explain the team's success or failure. Be sure to cite your resources.
Response Guidelines Read your peers' posts and respond to at least two. In each response, consider:
What are the differences and similarities between your best team experience and your peer's? What are the differences and similarities between your worst team experience and your peer's? Did your peer apply the Herzberg model effectively? Explain.
Include additional thoughts or reflections that further the discussion. If possible, respond to peers who have not already received feedback.
Reference Rath, T., & Conchie, B. (2008). Strengths based leadership. New York, NY: Gallup Press.
[u02d3] Unit 2 Discussion 3
Project Option Selection In the project preparation study in Unit 1, you were directed to use the course message system to contact your instructor with your leader choices. If you have not yet done so, please complete this task now. You will need your instructor's approval prior to completing this discussion.
Resources Discussion Participation Scoring Guide.
GREAT Discussion Guidelines
Resources Discussion Participation Scoring Guide.
Option B Leader List.
GREAT Discussion Guidelines
5/19/2016 Unit 2 – BUS3012 May 16 2016 to Jun 17 2016 Section 02
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For this discussion, identify and share background information on the leader you have chosen. Explain why you selected this individual. List the leader's profession, title, and enough additional information for your peers to have an understanding of your subject. Your total grade will be based on your initial post.
Response Guidelines Simply read your peers' posts. No responses are required for this discussion.
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Unit 2/Strengths Based Leadership Part 2.pdf
