Leadership Styles Essay Online For Free - Free Essay Example

Sample details Pages: 8 Words: 2342 Downloads: 10 Date added: 2017/06/26 Category Management Essay Type Analytical essay Tags: Leadership Essay Did you like this example? Introduction Leadership is easily one of the most sought after and best-rewarded talents in the corporate world, politics and other spheres of life. A 1998 study by McKinsey Company involving upwards of 6000 executives drawn from 77 organisations, coupled by case studies of 20 â€Å"talent-rich† organisations, established that up to 75% of companies were chronically short of leadership. The study projected that the demand for intelligent, sophisticated, globally astute, technologically literate and operationally flexible talents would remain a challenge for decades to come (Chambers et al, 1998). Don’t waste time! Our writers will create an original "Leadership Styles Essay Online For Free" essay for you Create order With the rapid expansion of the global economy and heightened international competition for scarce talents, coupled by rapid and unpredictable changes in operating environments, the need for leadership has never been greater. Yet, the nature and function of leadership remains one of the most dynamic and subjective concepts that has defied centuries of theoretical thought, research, practice and interest (Chamber et al, 1998, p.274). Among the outstanding issues remains whether leadership is an innate ability or can be learnt like any other skill. While this paper does not presume to have found the answer, it argues that leadership is a skill that can be achieved through effort, training, education, practice and experience (Swaroop Prasad, 2013). The Leadership Concept In order to understand leaderships nature and whether it is innate or acquired, it is helpful to separate different conceptions of leadership, while at once setting out how it differs from concepts of coercion, management and power. Over the recent decades, there have been more than 65 classification systems, developed to define varied and changing dimensions of leadership (Rowe, 2007). Rowe (2007) and Northhouse (2007) conceive leadership as a focus of multiple group processes, effectively giving a leader a critical role in shaping the groups will, activity and change. Accordingly, leadership is a process by which a person influences a group to attain a desired goal. The process perspective argues that leadership is a contextual phenomenon that arises from the interactions between the followers and leaders. It is clearly observable in a leaders behaviour, and as such, it can be acquired by others. In addition, leadership is a multi-directional/interactive effort that involve s a measure of influence to direct the energies of a group towards serving a mutual purpose (Northhouse, 2007). Rowe (2007) defines leadership as â€Å" a process of influencing others to understand and agree about what needs to be done how to do it, and the process of facilitating individual and collective efforts to achieve shared objectives † (p. 1). On the other hand, the trait perspective of leadership conceives leadership as a characteristic or set of characteristics possessed in different degrees by people (Northhouse, 2007). Effectively, leadership resides in a select few individuals who are born with such traits. This approach emphasises individual leadership qualities such as motives, personality, skills and values. Further, there is a difference between assigned and emergent leadership. Assigned leadership refers to the appointment of people to authority positions, whether or not they have the capacity to lead (Connelly Rudnick, 2001; Kotter, 2011). Given the fact that organisations in the United States suffer from chronic leadership shortages (Chambers et al, 1998), it is highly likely that the tendency to assign people to leadership positions without considering their leadership capacity is mainly responsible for the lack of leadership. In part, this is explains the leadership shortages in Chambers, et al (1998). The shortages do not imply there are vacancies, but that important leadership positions are occupied by individuals without leadership capacity. It is easy to equate leadership to assigned position holders such as presidents, queens and mayors, but these positions can filled by bad or great leaders. There are individuals in villages, kindergarten classrooms, far-flung communities and even among animals, away from the cameras and public attention, with or without formal leadership positions, who perform leadership roles. Most of these people are emergent/situational leaders, who are perceived and accepted as mo st influential members of their respective communities, groups or organisations (Rowe, 2007; Northhouse, 2007). According to the social identity theory, emergent leadership is dependent on how well individuals fit with the groups identity as a whole (Rowe, 2007). Effectively, the nature versus nurture debate regarding leadership comes down to the trait and style perspective on one hand and the process, situational, assigned and emergent leadership perspectives of leadership on the other. Innate Leadership The perspective that leadership is innate has largely been popularised by lazy corporate succession planning practices. Many organisations have devised systems to identify the best leaders in the industry and with the right compensation, they attract and retain them. This practice is driven by the fact that it is difficult to change people and instead of attempting to, companies look for the best and hire them (Beechler Woodward, 2009; Chambers et al, 1998). Even individuals who have innate leadership traits (such as vision, inspiration and determination) are trapped in stagnant organisation succession plans, without opportunities to develop and practice their skills (Beechler Woodward, 2009). The idea of developing leadership capacity is unpopular because offering adequate learning opportunities and experiences requires heavy resource commitment and time. High annual employee turnovers and the existence predatory organisations that seek to poach talents discourage organisat ions from investing in building their own talents. In addition, developing effective leaders for an organisation requires that groups accurately diagnose their leadership needs and identify high potential individuals to develop. This is a risky process, which given the great expense, is very unattractive to organisational leaders, whose pay check largely depends on the short term performance (Byham, 2010). Theorists and leadership practitioners that support the trait perspective argue that leadership is genetic, but may be encouraged through learning. It is difficult to give a person leadership traits, even with the right developmental interventions. There is genetic evidence that links some chromosomes (DRD4 on chromosome 11) with certain personality types and leadership traits (Byham, 2010). People have different personality types and traits, with some having attributes that are best-suited for leadership than others. Some intelligence theories support this argument. Acco rding to Spearmans theory of intelligence (initially published in 1904), mental ability tests exhibited manifold positive correlation, meaning that if an individual is unable to perform well in mathematics for instance, they are equally unlikely to perform well in other subjects or aspects of life. This theory has the implication that individuals are suited to do different tasks depending on their genetic endowment. Similarly, Gardners theory of intelligence argues that there are multiple types of intelligence that include linguistic, mathematical/logical, spatial thought, musical, kinetic/bodily, interpersonal, intra-personal and naturalist intelligence (Sternberg, 2004). These intelligences are mostly natural, but can be shaped during a childs formative years. According to the multiple intelligences theory, people are differently suited to different occupations including leadership. According to this perspective, Stephen Hawkins, who is a theoretical physicist (mathematical and spatial intelligence), is less suited as leader compared to Oprah Winfrey (interpersonal, intra-personal and naturalist intelligence). Acquired Leadership According to Kotter (2011), leadership occurs daily and everywhere. Organisations, communities and even countries face adaptive difficulties always and if leadership were a preserve of a select few, there would be a crisis. This assertion is backed up by the hugely influential contingency theory, which argues that leadership is dependent on certain situations (Heifetz Laurie, 1997). Michael Browns leadership as the director of the United States Federal Emergence Management Agency (FEMA) before and after Hurricane Katrina is illustrative of this argument. When Katrina hit, FEMA failed to order timely evacuation of vulnerable populations and was ill-prepared to respond despite its massive resources and having received ample warnings from the National Hurricane Centre of the impending disaster. FEMA failed to plan for, and was unable coordinate emergency responses among the local, state and federal agencies, including failure to mobilise its own staff, sister-agencies and the m ilitary (U.S. House of Representatives, 2006). Other than failed strategic planning, Browns indecision before during and after the disaster, poor initiative and failure to inspire the confidence of the victims were key to the botched response and crisis. While it is fundamentally arguable that Winston Churchill and Roosevelt would never have been as great without World War II and the Great Depression respectively, there are endless contingencies and leadership varieties in the world today. Organisations, communities and other groups face increasingly globalised operating environments,, with volatile markets, diverse modes of work and cultures. The rise of the knowledge economy, technology, demographic changes, increased mobility, changing economic trends and other factors have not only put a premium on leadership, but also emphasised how dynamic leadership can be (Beechler Woodward, 2009). According to Kotter (2011), the argument that leadership is a question of vision, charisma or other fancy trait is a pernicious half-truth that has been told too many times so much that some believe it. Leadership has little to do with innate individual traits, other than those that can be acquired and nurtured. Leadership is about coping with change and adaptation to new conditions, including setting direction, aligning and motivating people. On the other hand, Peter Drucker, one of the foremost management consultants today, argues that leadership has little to do with personality. The most effective leaders exhibit hugely varied values, personalities and personal strengths. They may be reclusive or extroverted, controlling or easy-going, parsimonious or generous (Drucker, 2011). With discipline and constant practice, it is possible for anyone to gain the knowledge needed to make great decisions, achieve accountability and channel acquired knowledge into effective action. Drucker (2011) and Kotter (2011)s assertions are confirmed by findings in a survey o f leadership practitioners and thinkers by Marques (2010). This study concluded that leaders exhibited widely varied morals, values, integrity, ethics, listening skills, forgiveness, kindness, courage, love, trust and honesty. Even if it were true that leadership is innate, most of the leadership traits espoused as indicative of great leadership can be taught. Assertions that leadership is innate emphasise the fact that effective leaders are characterised by among others, vision, charisma, strategic thought, inspiration, integrity, confidence, communication and decisiveness. However, in order to direct these traits into action and influence other people, leaders need power. While a few repressive leaders like North Koreas Kim Jong-un can get by through coercion, (penalties, threats, rewards and punishments), the measure of effective leadership today lies in the ability to leverage any power available to one, towards the attainment of a desired goal (Goleman, 2004). Without coercive power, emotional intelligence is critical. As an indication that leadership can be acquired and nurtured, emotional intelligence has five key components (self-awareness, empathy, motivation, social skills and self-regulation), all of which can be acquired through hard work, learning and exposure to the right conditions (Goleman, 2004). Further, since leadership is about coping with change and adapting, one of the most important ingredients to succeeding at this task is the ability to learn and apply lessons from previous experiences. Leaders that do not learn from their, and other peoples experiences set themselves up to fail. The emphasis is on learning (Connelly Rudnick, 2001). The American auto industry, for instance, has fallen behind its Japanese and German competition because of its failure to improve product quality, efficiency, performance and service despite these being clear market trends decades ago. The lack of innovation, motivation and strategic visi on came to a head during the 2008/2009 global economic crisis, when GM and Chrysler needed the federal government bailout in order to stay afloat. In the United Kingdom, the global economic crisis also exposed leadership failures by institutions such as Northern Rock and the Royal Bank of Scotland. These organisations did not only ignore clear warnings of a market crash and had lived through the Asian crisis in 1997, but they also failed to draw proper lessons and hence the disaster (Gros Alcidi, 2010). Conclusion While it is impossible to define or even describe leadership as a concept, many people know leadership when they see it. Most, if not all the skills necessary for effective leadership identified in this paper can be acquired or encouraged in people (Drucker, 2011; Heifetz Laurie, 1997; Connelly Rudnick, 2001). It is undeniable that there are leaders who are born, but such leaders are too few and undependable, given the huge demand for leadership. In addition, it is clear that leadership not only requires continuous learning and adaptation, but is also a function of interactions between the leader and the followers. Leaders at any level, with or without power, must engage followers in confronting challenges, changing perspectives, adjusting values and adopting new habits. As against the perception that leadership is innate, the fact that leadership can be taught and further that it is a process of leader-follower interaction reduces the burden on leaders, because they never have to know all the answers (Heifetz Laurie, 1997). References Beechler, S., Woodward, I. (2009). The Global War for Talent. Journal of International Management 15 , 273–285. Byham, W. C. (2010). Are Leaders Born or Made? London: Deloitte. Chambers, E., Foulon, M., Handfield-Jones, H., Hankin, S. E., Michaels, I. (1998). The war for talent. The McKinsey Quarterly 3 , 44–57. Connelly, K., Rudnick, E. (2001). Born with it or Not: Leadership Requires Learning. Web Exclusives Drucker, P. F. (2011). What Makes an Effective Executive? In H. B. Review, HBRs 10 Must Reads on Leadership (pp. 23-36). Boston: Harvard Business Review. Goleman, D. (2004). What Makes a Leader? Harvard Business Review , https://hbr.org/2004/01/what-makes-a-leader/ar/1. Gros, D., Alcidi, C. (2010). The Impact of the Financial Crisis on the Real Economy. New York: Intereconomics. Heifetz, R., Laurie, D. (1997). The Work of Leadership. In H. B. Review, HBRs 10 Must Reads on Leadership (pp. 57-78). Boston: Harvard Business Review. Ko tter, J. (2011). What Leaders Really Do. In H. B. Review, HBRs 10 Must Reads on Leadership. Boston: Harvard Business Press. Marques, J. F. (2010). Awakened leaders: born or made? Leadership Organization Development Journal, Vol. 31 Iss: 4 , 307 323. Northhouse, P. G. (2007). Leadership: Theory and Practice. New York: SAGE. Rowe, G. (2007). Cases in Leadership (Ivey Casebook). New York: SAGE Publications, Inc . Sternberg, R. (2004). Successful intelligence: Finding a Balance. . Swaroop, K. R., Prasad, N. G. (2013). Are leaders Born or Made? Asia Pacific Journal of Marketing Management Review Vol.2 (8) , 34-42. U.S. House of Representatives. (2006). A Failure of Initiative: Final Report of the Select Bipartisan Committee to Investigate the Preparation for and Response to Hurricane Katrina. Washington: Government Printing Office.

Discrimination Based On Sexual Orientation Essay - 1492 Words

The criminal just system should view all people no matter what their race, gender, or social class is. In a world where Lesbians, gays, bisexuals, and transgender people are being slandered, it is hard for them to get jobs because of their sexual preferences or how they identify. Gays and lesbians who choose to come out around â€Å"straight† people they work with will probably face at least some (if not much) discrimination. During work, â€Å"discrimination based on sexual orientation must not be tolerated in any form in modern law enforcement. Instead of prejudice and intolerance, police departments and chief executives should embrace a â€Å"Do Ask, Do Tell† attitude toward gays and lesbians (Winchell, 2008)†. They will go out of their way to cause harm either (physically/ mentally), professional humiliation, and the refusal of some heterosexual officers to work in close proximity with the LGBT officers. Instead of discriminating on others, officers should be gin to judge based on the quality of their work and strength of character. A survey of police officers in South West USA showed pattern of resistance to the employment of LGBT officers with 69% of their respondents reporting that these individuals do not belong in law enforcement and 85% asserting that gay men would not be able to perform their job as well as others (Mallory, Hasenbush, Sears, 2015)†. Another reason most agency lack diversity is that the â€Å"recruitment efforts of police departments are often too broad and fail toShow MoreRelatedDiscrimination Based On Sexual Orientation Essay1721 Words   |  7 Pagesunfavorably based on race, religion, gender, or sexual orientation; this is defined as discrimination (Article 14: Protection from discrimination). 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Cyberbully Review free essay sample

Once in a while you get to watch a movie that moves your heart, well, what? s for sure, is that Cyberbully is included in that list. It? s no wonder why: As we follow Taylor Hillridge’s fall from grace throughout the movie, we learn a valuable message, how badly bullying really is. Taylor finds herself trapped in a world full of hatred, where none of whom she trusts seems to understand. She feels asphyxiated by the pain of being constantly chased by aggressive comments about the false image her acquaintances created. It gets worst when she discovers her best friend is the cause of all of her problems: She stabbed Taylor? s back just so she could prove a point about guys. I don? t think that it is resolved in the end, because there was no changes in the attitude of her classmates. Even though Taylor confronted Lindsay, one of the girls who harassed her, nobody did anything to fix all the damage they did, they only limited to make fun of her. We will write a custom essay sample on Cyberbully Review or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To make things worst the situation reverted: the bullied was set free and the bully suffered the consequences of her decision (was bullied back). In my opinion bullying, as it occurred in the movie, could happen in any part of the world; in fact it? s been happening for years, but we didn? t realize until we gave this kind of psychological abuse a specific name. Teens at my community are not that cruel or insensible as the ones we saw on the movie, but still they do tease some of the weakest students who don’t defend their selves. From my point of view the conflict could have been avoided if the school talked about it with the students, before everything happened, to make them aware of the potential dangers they might face someday. And this was completely possible due to the fact that it was not the first time someone reported abuse from one of their classmates (been cyber bullied) . To sum up, bullying, doesn? t matter what kind of level is unacceptable. It hurts human beings in a tremendous way which cannot be compensated. It is our job to protect others and raise awareness about this problem.

Pornography In The Media Essays (1058 words) - Sex-positive Feminism

Pornography in the Media It started by way of messengers and scribes, evolved through the presentation of newspapers and radio, brought us together with television, and now serves us world- wide via the ever-popular Internet. It is the mass media, and even from the earliest days of its existence, it has contributed greatly in ways that both enlighten and enrich society, and ways that deteriorate and perplex it. It is not a surprise to learn, then, that the mass media is the most powerful source of information we have, and nothing else in today's world influences public perception quite as heavily. Unfortunately, however, most of what is broadcast or transmitted in the news today is with reference to the chaotic condition of our planet, or something else that society as a whole sees as detrimental or damaging. But the news on television is not the only type of media taking the criticism of society. Other forms of mass media, specifically movies and television programs containing pornography and violence have been heavily criticized. The underlining concept to be debated here is that society is negatively influenced, specifically, by these images of pornography and the result is increased violence against women. This assumption, and it is indeed only an assumption, is completely fallacious, however, as no concrete and completely conclusive evidence has ever been formulated in support of the theory. The key premise here is that the mass media does not cause undesirable social behaviour and in actuality, the media people should not be dubbed as the bad guys. They simply use their power in the most constructive ways possible in order to promote their ratings and popularity. One way to do that is to concentrate on what sells: sex, violence and disaster. Having said this, why is it then, that many in society still believe otherwise; why do they continue to believe that pornography is evil and is a major cause for violence against women, specifically rape? There are many reasons for this misinterpretation and through the following few points, an attempt will be made to show that pornography has very little to almost no correlation with violence against women (of course nothing is absolute in society). In order to demonstrate this, it must be made evident that pornography is not evil and does not cause undesirable social behaviour by displaying nude women in sexually explicit circumstances. Thus, it is important to indicate that women are not treated only as sexual objects through the media. This is done in an attempt to quash any traces of evil in pornography. Subsequently, a second point, that some may consider to be completely bizarre, can be addressed; that pornography actually reduces the amount of violence against women. For thousands of years, sex itself has been considered evil and revolting. This is exactly why the concealment of the sex organs and teaching feelings of shame toward human sexuality is so common worldwide. These same feelings of shame are the chief reasons that sex is considered a personal and private matter. Contrary to the beliefs of many, the mass media did not create these settings; society creates this image. In some societies, women have no reservations with regard to living their entire live completely naked, while in other societies, females cover themselves from head to toe, only revealing their eyes. The media has been bombarded with criticism, overwhelmingly from the female community, relative to the amount of sexually explicit material that is published in magazines and that appears on television and in the cinemas. A common argument against pornography is that the media portrays women as being nothing more than sexual playthings and objects to satisfy male sexual desires. As before, the media once again, is not to be held responsible for creating this image; these views are products of society. It would be absurded to assume that women in this society are treated as sexual objects only because the media releases or broadcasts pornographic material. A magazine associated with make-up and skin care, for example, will quite obviously not be concentrating on much else. Such a magazine would not display pictures of women who mountain-climb or women who water-ski; only images of make-up and text referring to skin care would be relevant. Clearly, society does not consider women to be beings who's only purpose in life is to worry about make-up and skin care; but why are the complaints only directed towards pornographic media then? The answer to this question may be more complicated, however, what remains obvious is that the media does not portray women as only being able to fill male sexual desires. To say that pictures featuring nudity, etc, are making objects out of women is foolish. One should consider females who pin-up posters of male rock stars or children who collect hockey or baseball cards. Society, however, does