How Leadership Style Shapes Employee Engagement Paper
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
How Leadership Style Shapes Employee Engagement Paper
Leadership Style & Employee Engagement Discussion
Read the posts of your peers and post scholarly responses to two. Ask clarifying questions or provide a different perspective on how leadership style shapes employee engagement.
Student post down below:
The information presented in First, Break All the Rules is that great leaders, by contrast, look outward. They look out at the competition, out at the future, out at alternative routes forward. They focus on broad patterns, finding connections, cracks, and then press home their advantage where the resistance is weakest. They must be visionaries, strategic thinkers, activators.
When played well, this is, without doubt, a critical role. But it doesn’t have much to do with the challenge of turning one individual’s talents into performance.
Sari study Leadership styles the reviewed literature on leadership demonstrates a rich tradition of conceptualizing leadership styles. One early example, the path-goal theory, identified four distinct styles of leader behaviors: supportive leadership, directive leadership, achievement-oriented leadership and participative leadership (House and Dressler, 1974).
Leadership styles and work engagement this study will consider two specific leadership styles as determinants of work engagement. The first of these is the participative leadership style, “a non-directive form of role-clarifying behavior which is gauged by the extent to which leaders allow subordinates to influence decisions by requesting input and contribution” (Ogbonna and Harris, 2000, p. 776). This leadership style affects individuals through feed-forward learning (Bucci et al. 2010).
It favors innovation and creativity and, furthermore, represents one of the most effective practices for ensuring employee development. The second type is the instrumental leadership style. This is “akin to directive or transactional leadership and is designed to measure the extent to which leaders specify expectations, establish procedures, and allocate tasks” (Ogbonna and Harris, 2000, p. 776).
The instrumental leadership style implies feedback learning manifested through the refinement of an individual’s cognitive dimension and the reinforcement of organizational routines, process and structure (Bucci et al., 2010).
The primary literature suggests that employee participation in decision making is positively related to some individual outcomes, such as job satisfaction (Borage and Tertian, 2006), job involvement and identification (Elle and Fields, 2010; Dailey, 1986), turnover (inversely), and employee productivity (Cotton et al., 1988; Chandelier and Thompson, 2000; Scott-Ladd et al., 2006; Martin et al., 1995).
First, the results confirm the importance of leadership in ensuring high individual performance. In particular, they highlight the relationship between participative leadership and the core dimensions of work engagement that are dedication and vigor.
Consistent with past investigations, individual participation in decision making may have a positive impact on personal satisfaction. This is because the supervisor’s recognition of individual employees as being mature enough to participate in decision-making processes boosts their pride and adds meaning to their work; it is directly related to the dimension of dedication.
This paper also demonstrates the relationship of instrumental leadership to absorption and vigor. In this sense, a leader who supports employees to achieve their objectives and ensures stability of work and of the organization, favors positive, individual, operation-oriented behaviors that cohere with the dimensions of vigor and absorption.
For an individual to be engaged, all aspects of work engagement should be involved – from the more operative dimension of daily work (absorption) to identification with one’s own organization (dedication) and job (vigor).
How Leadership Style Shapes Employee Engagement Paper
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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