...Known as “arguably the best basketball coach ever, with a record 10 national titles as the [head] coach of [UCLA basketball] and the distinction of being the first person to be voted into basketball’s Hall of Fame as both a player…and coach,” John Wooden is a great leader to take a look at and examine (Leadership Lessons). Coach Wooden believed that “leadership itself is largely learned [and] most of us have a potential far beyond what we think possible” (Wooden 4). Furthermore, John Wooden stated, “those who aspire to be leaders can do it [and] those who wish to become much better leaders can also do it” (Wooden 5). Coach John Wooden falls within the category of a much better leader and his leadership skills were learned through a variety of experiences. John Wooden’s journey to becoming a great leader can be traced back to the single most important person in his life, his father Joshua Wooden. Wooden stated multiple times that his father was “at the core of [his] philosophy of leadership (Wooden 6). More specifically, the “character and achievements of John Wooden can largely be traced to a piece of paper his father gave him on the day he graduated [grade school],” a “defining moment” if you will (Williams and Denney 26). Joshua Wooden handed a young John a small card with a seven-point creed to which he asked his son to live by. The seven points contained on the card were: “1. Be true to yourself. 2. Help others. 3. Make each day your masterpiece. 4. Drink deeply from...
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...Business ethics and leadership can be a very interesting subject. This paper addresses the thoughts and leadership skills of a former boss of mine, Gail Painter. It contains a leadership assessment of me. And it also addresses how the concepts learned in this class can be applied at my current job. Business ethics and leadership styles and concepts are an ever changing thing. Interview Gail Painter was the Staffing Supervisor who hired me to run the Vinita office of Staffing Solutions, a temporary employment agency. Gail believes leadership develops with experience. Leadership is an influence relationship among leaders and followers who intend real changes and outcomes that reflect their shared purpose (Daft, 2011, p.5). Different circumstances require different actions and vision. Experience gives you exposure to different ideas and situations. Her experience working with the Director at her previous job was valuable in helping develop her leadership skills. She worked for a company with an amazing leader and she tries to model her leadership skills from his. He was always cool, calm and collected. He gathered all the facts before making any decision. Gail enjoyed working for a leader like that. Her views of leadership have changed over time. Her work experience in a variety of different arenas has given her insight on good skills as well as some bad skills. Technology upgrades as well as upgrades to employment laws have also changed her leadership views. Working...
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...Ethical Decision Making in the Military Ethical Decision Making in the Military Lawren John Doyle Business Ethics 323 Professor Smith July 25, 2012 Thesis The American public is bombarded with ethics violations on all levels, including corporate scandals, university cover-ups, and wasteful government spending. Ethical leaders are becoming important now more than ever. If basic, common sense ethics had been exercised, the economy would not be in the situation it is in today. The military has been known for creating exceptional leaders, but just like any other organization, there is always room for improvement. In the military, it is extremely important to make ethical decisions. Leaders are entrusted with hard-earned taxpayer dollars and the lives of America’s most valuable asset, people. This paper focuses on the importance of making sound ethical decisions. Leaders operating overseas must use ethics as a cornerstone in their decision making process to ensure commanders are able to maximize resources and to promote a culture of integrity for soldiers to emulate when they become leaders. During a recent deployment, our Task Force conducted a series of Joint Combined Exercise Training blocks to build relationships with foreign allies. One of the well-respected platoon leaders began writing inaccurate reports that embellished the positive points and left out the negative points to demonstrate his superior management skills. When others in the team were asked to...
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...Comprehensive Leadership “People ask me, would you rather be feared or loved, um easy, I want people to be afraid of how much they love me.”, Michael Scott, General Manager-The Office. This was the first thing I thought of when assigned a comprehensive leadership paper, and I figured something funny always draws the reader in. I want to start my paper with my leadership interview. As I mentioned in class, I wanted to get more of an honest interview with my sweet, yet beleaguered new Plant Manager. He is not only a wonderful man, but also being assigned to our facility to develop and nurture a not yet defined “culture”; he has done so with patience and class. On his first day, he spoke to all of us in our break area, stating he wanted to know who we were, what our spouse’s name was, what some of our hobbies were, and where we saw ourselves in the scheme of our corporation. What challenges I foresee my manager facing is not the newer employees in our facility, but the manufacturers and line men that have been working for thirty plus years. It has been my experience that if you can really get through to the old timers, you have won half the battle trying to change the culture because they are the influencers. Do you think leadership develops with experience? Experience is the only way I have gotten better with anything I have done. To be more specific the more I failed, the better I got at what I had set my goal to. Are there one or two experiences you look back on...
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...PSYC 460 Week 1 to 8 Quizzes Click Link Below To Buy: http://hwaid.com/shop/psyc-460-week-1-to-8-quizzes/ Week One Quiz - Psychological make-up Part 1 of 1 - 15.0/ 15.0 Points Question 1 of 15 1.0/ 1.0 Points Trait anxiety refers to _________ anxiety, whereas state anxiety refers to __________ anxiety. A.general; momentary B.momentary; general C.competitive; noncompetitive D.noncompetitive; competitive Question 2 of 15 1.0/ 1.0 Points The phenomenological approach to personality is consistent with the interactional approach except that it focuses on A.the individual's interpretation of the situation and himself or herself B.the traits of an individual C.the situation a person is dealing with at the time D.the behavior of the individual E.the outcome of the behavior Question 3 of 15 1.0/ 1.0 Points Which of the following is not a subscale from the Athletic Coping Skills Inventory? A.concentration B.coachability C.goal setting D.imagery E.freedom from worry Question 4 of 15 1.0/ 1.0 Points Test anxiety is an example of a A.trait measure B.state measure C.situation-specific trait measure D.situation-specific state measure Question 5 of 15 1.0/ 1.0 Points The situational approach to personality assumes that A.individuals behave differently across situations ...
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...John Maxwell The 360-Degree Leader: Developing Your Influence from Anywhere in the Organization (Thomas Nelson, 2005) Summarised by George Wells This summary was written as a weekly email to the staff in George’s Department. The “Some things to think about” sections are by George and were geared for the staff in their context. In this book, Maxwell deals with an important topic: not everyone is called to be the top leader in an organisation, and so we need to learn to lead from "the middle". The idea of 360-Degree Leadership is that we should be able to "lead up", influencing our leaders, "lead across", influencing our peers, and "lead down", influencing those lower down the organisational hierarchy. As usual, Maxwell gets his points across with a series of fairly brief, pithy chapters dealing with various practical issues. He introduces the first section, which deals with myths about leadership, by reflecting on the sorts of people we instinctively think of when we think of "a leader": William Wallace, Winston Churchill, Mahatma Gandhi, etc. He points out that this is misleading as "99% of all leadership occurs not from the top but from the middle of an organization". Taking this further, all of us can lead effectively, even if we're not the Vice Chancellor or the CEO. He notes that many people are good in one direction (e.g. they have influence with their boss, but alienate the people who report to them, or are great with their team, but do no get along...
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...Articles Teaching Lean Manufacturing With Simulations and Games: A Survey and Future Directions Fazleena Badurdeen1, Philip Marksberry1, Arlie Hall1, and Bob Gregory1 Simulation & Gaming 41(4) 465–486 © 2010 SAGE Publications Reprints and permission: http://www. sagepub.com/journalsPermissions.nav DOI: 10.1177/1046878109334331 http://sg.sagepub.com Abstract Problem-based learning focuses on small groups using authentic problems as a means to help participants obtain knowledge and problem-solving skills. This approach makes problem-based learning ideal for teaching lean manufacturing, which is driven by a culture of problem solving that values learning as one key output of manufacturing production. Thus, simulations that organize participants in teams for realistic manufacturing production problem solving are widespread as a way to use problembased learning to teach lean manufacturing. But a critical assessment of existing simulations for lean manufacturing instruction has been lacking. Accordingly, a literature survey is conducted and existing simulations are classified according to their emphasis on lean tools or the overall lean system; the degree of their focus on soft skills, if any; and their area of application, whether academic or industry. Four gaps are found in existing simulation designs: lack of stress on soft skills, a mistaken focus on “linear lean,” misunderstanding of the key role of the facilitator, and lack of realism. Future directions for study and...
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...the people honor and praise. The next, the people fear; and the next, the people hate ... When the best leader's work is done the people say, 'We did it ourselves!'" Great leaders don’t operate in a vacuum assuming that they always know best. They know to consider input from everyone impacted by a decision in order to get buy-in from their team, stay grounded and remain objective. Although they retain final say, they’re team will stand behind the decision knowing that they’re input was wholeheartedly weighed and considered. James C. Collins loves to tell the story of Darwin E. Smith, someone most readers have probably never heard of. As Smith was ending two decades at the helm of Kimberly-Clark, maker of Kleenex and other personal-use paper products, he was asked what had driven him, what had he done to make his company so successful over time. "I was just trying to become qualified for the job," Collins quotes Smith as saying. . Communicate as often as possible with people on your staff (one on one communication).Make sure the people that work for you understand that you value their input and contribution and that you are there to support their growth and development.www.commlabindia.com “To become truly great, one has to stand with people, not above them.” -...
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...Leadership Development Seminars and ECQ-based Readings The success or failure of any endeavor depends on leadership. Now, more than ever before, we need leaders in our organizations and in our world. Great leaders create and communicate a vision and move people into action to achieve it. They ignite our passion and inspire us to do our best. Government leaders in the 21st century are experiencing change at a more rapid pace than previous generations. Rapid advances in technology have expanded the quantity of work we are capable of accomplishing, and also where it’s accomplished. We have a more highly educated workforce, yet face diminishing resources with an increased demand for productivity, and the essential services we provide to the American public. To be successful at navigating these challenges leaders must develop the essential skills to motivate their employees, effectively communicate with others, fine-tune critical thinking skills, and build and leverage partnerships. Future leaders must also be visionary; i.e., possess the ability to identify trends and the courage to be innovative. Being technically adept in your field will no longer be enough. In response to these demands on senior executives, the U.S. Office of Personnel Management identified five Executive Core Qualifications (ECQs) that all aspiring government leaders and executives must possess. These ECQs and Fundamental Competencies were developed by OPM after extensive research on the attributes...
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...Leadership Development Seminars and ECQ-based Readings The success or failure of any endeavor depends on leadership. Now, more than ever before, we need leaders in our organizations and in our world. Great leaders create and communicate a vision and move people into action to achieve it. They ignite our passion and inspire us to do our best. Government leaders in the 21st century are experiencing change at a more rapid pace than previous generations. Rapid advances in technology have expanded the quantity of work we are capable of accomplishing, and also where it’s accomplished. We have a more highly educated workforce, yet face diminishing resources with an increased demand for productivity, and the essential services we provide to the American public. To be successful at navigating these challenges leaders must develop the essential skills to motivate their employees, effectively communicate with others, fine-tune critical thinking skills, and build and leverage partnerships. Future leaders must also be visionary; i.e., possess the ability to identify trends and the courage to be innovative. Being technically adept in your field will no longer be enough. In response to these demands on senior executives, the U.S. Office of Personnel Management identified five Executive Core Qualifications (ECQs) that all aspiring government leaders and executives must possess. These ECQs and Fundamental Competencies were developed by OPM after extensive research on the attributes...
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...PRAISE FOR THE EXTRAORDINARY LEADER “The Zenger Folkman leadership model is distinguished from others in that it is backed up by research and data. That data validates the effectiveness of identifying an individual’s strengths and developing them, rather than focusing on weaknesses. The Zenger Folkman philosophy has its eye on the right goal – real, measurable results.” —Bill Blase Senior Executive Vice President Human Resources AT&T Corp. “I fell in love with The Extraordinary Leader on page 1. From the moment I started reading I really got jazzed, and my enthusiasm only increased the more I read. You see, I’m just mad about books that attack cherished but unsupportable assumptions about anything, especially leadership. That’s exactly what Jack Zenger and Joe Folkman do, and they do it persuasively, precisely, and professionally. The Extraordinary Leader is no hackneyed rehashing of tired nostrums. Through their exceptional research, the authors demonstrate and prove that leadership does make a difference and that you can learn to lead. There are some profound insights in this book, and whether you’ve studied leadership for over 20 years, as I have, or you are brand new to the subject, Zenger and Folkman give you much more than your money’s worth. And while their research gives the book distinctive credibility, their examples and practical applications give it life. This is a book that scholars and practitioners will be referring to for years to come. If your goal is to...
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...University of Colorado Boulder Guide to Motivating Employees Developed by the Department of Human Resources Updated July 2012 Table of Contents I. Introduction 4 II. Elements of a Successful Motivation Program 6 1. General Principles of Motivating Employees 6 2. Employee Involvement 7 3. Business Literacy 7 4. Vision and Values 7 5. Work-life Initiatives 8 III. Practices to Inspire Motivation in Your Work Unit 9 1. Say “Thank You” 9 2. Get to Know Employees 9 3. Developing a Flexible Work Schedule for Your Unit 9 4. Upward Feedback 10 5. LSI and OCI Organizational Inventories 10 6. Nominate Staff 10 7. Create Your Own Departmental Awards Program 10 8. Encourage Staff Participation on Campus 11 9. Creative Recognition Ideas 11 IV. Great Tools to Get You Started! 13 1. Developing a Departmental Recognition Program: Steps 13 2. Elements of a Successful Recognition Program……………………………. 13 3. Motivation Survey: How to Find Out What Employees Want 14 4. Motivation Ideas to Enhance the Work Environment 14 V. Practices to Build Motivation for Individuals 14 1. Motivating with Performance Management 14 2. Create a Successful Business Literacy Training Program 15 3. Department Mentoring Program 15 4. Course Offerings by Organizational and Employee Development 16 5. University Perspective Program 17 6. Interest Testing 17 7. Faculty and Staff Assistance Program (FSAP) 17 VI. What You Can and Can’t Do: Policies, Procedures and Guidelines...
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...University of Colorado Boulder Guide to Motivating Employees Developed by the Department of Human Resources Updated July 2012 University of Colorado Boulder Guide to Motivating Employees Table of Contents I. Introduction................................................................................................................. 4 II. Elements of a Successful Motivation Program......................................................... 6 1. 2. 3. 4. 5. General Principles of Motivating Employees ................................................... 6 Employee Involvement ..................................................................................... 7 Business Literacy .............................................................................................. 7 Vision and Values ............................................................................................. 7 Work-life Initiatives .......................................................................................... 8 III. Practices to Inspire Motivation in Your Work Unit ................................................ 9 1. 2. 3. 4. 5. 6. 7. 8. 9. Say “Thank You” .............................................................................................. 9 Get to Know Employees ................................................................................... 9 Developing a Flexible Work Schedule for Your Unit ..................................
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...CHAPTER 4 Promoting Children’s School-Readiness Growth with Academic, Persistence, Social and Emotion Coaching I n the first chapters we have talked about the importance of teachers nurturing their students’ social and emotional growth by promoting positive relationships with their students and their families and by scaffolding a safe classroom learning environment by setting up predictable routines, clear rules, and effective limit setting. These are core teaching strategies that provide the foundation of the teaching pyramid described in Chapter One that supports early school age children’s learning growth and eventual academic achievement. Incredible Teachers: Nurturing Children's Social, Emotional, and Academic Competence. (Excerpt.) ©Carolyn Webster-Stratton 134 Incredible Teachers In this chapter we will discuss another foundational teaching tool; that is, scaffolding children’s learning interactions with peers and teachers with coaching methods that support their school readiness growth, academic success, and social emotional development. This coaching involves using descriptive comments to highlight specific learning skills such as persistence with learning something new, focused activity, cooperation, emotion regulation, and patience. This approach addresses the social, cognitive, emotional, behavioral, and academic elements of children’s school readiness. School readiness implies that students have made significant progress toward...
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...12 Angry Men Script from Flim The Twelve Jurors: A summary of the anonymous characters helps to flesh out their characters and backgrounds. The order in which each eventually decides to vote "not guilty" is given in brackets: * Juror #1 (The Foreman): (Martin Balsam) A high-school assistant head coach, doggedly concerned to keep the proceedings formal and maintain authority; easily frustrated and sensitive when someone objects to his control; inadequate for the job as foreman, not a natural leader and over-shadowed by Juror # 8's natural leadership [9] * Juror #2: (John Fiedler) A wimpy, balding bank clerk/teller, easily persuaded, meek, hesitant, goes along with the majority, eagerly offers cough drops to other men during tense times of argument; better memory than # 4 about film title [5] * Juror #3: (Lee J. Cobb) Runs a messenger service (the "Beck and Call" Company), a bullying, rude and husky man, extremely opinionated and biased, completely intolerant, forceful and loud-mouthed, temperamental and vengeful; estrangement from his own teenaged son causes him to be hateful and hostile toward all young people (and the defendant); arrogant, quick-angered, quick-to-convict, and defiant until the very end [12] * Juror #4: (E. G. Marshall) Well-educated, smug and conceited, well-dressed stockbroker, presumably wealthy; studious, methodical, possesses an incredible recall and grasp of the facts of the case; common-sensical, dispassionate, cool-headed and rational...
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