Leadership in Organizations Research Paper

Leadership in Organizations Research Paper

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

 

Leadership in Organizations Research Paper

Answer these essay questions:

Define “trait,” “behavior,” and “power-influence” approaches. List the unique insights that each approach provides about effective leadership.

Compare the following theories of leadership and explain why all types of theory are useful or not:

Descriptive theory

Prescriptive theory

Universal theory

Contingency theory

How is a crisis likely to affect managerial activities and behavior? For example, the machinery broke down at your factory and you have to get the product out within a 24-hour deadline or the contract will be broken and your customer will go to another company “that can produce.”

Case Study: Acme Manufacturing Company

Steve Arnold is a production manager at Acme Manufacturing Company in New Jersey. When Steve drove into the parking lot at the plant on Tuesday morning at 8:35, he was already 35 minutes late for work. Steve had overslept that morning because the night before he had stayed up late to finish the monthly production report for his department.

He parked his car and entered the rear of the plant building. Passing through the shipping area, Steve spotted his friend George Summers and stopped to ask how work was progressing on the new addition to George’s house.

Entering the office at 8:55, Steve greeted his secretary, Ruth Sweeney, and asked whether anything urgent needed his immediate attention. Ruth reminded him of the staff meeting at 9:30 with Steve’s boss — Frank Jones, the vice president for Production and the other production managers.

Steve thanked Ruth for reminding him (he had forgotten about the meeting) and continued on to his adjoining inner office to look for the memo announcing the meeting. He vaguely remembered getting the memo in an email one or two weeks earlier, but did not take the time to read it or look at the attached materials.

His phone rang, and it was Sue Bradley, the sales vice president, who was inquiring about the status of a rush order for one of the company’s important clients. Steve promised to look into the matter and get back to her later in the day with an answer. Steve had delegated the rush order last week to Lucy Adams, one of his production supervisors, and he had not thought about it since then.

Stepping back into the outer office, Steve asked Ruth if she had seen Lucy today. Ruth reminded him that Lucy was at a training workshop in California. She would be difficult to reach until the session ended late in the afternoon, because the workshop facilitators regard cell phone calls and text messages as an unnecessary distraction.

Going back into his office, Steve emailed a message to Lucy asking her to call him as soon as possible. Then, he resumed his search for the memo about the meeting with his boss and the other production managers. He finally found it in his large collection of unprocessed emails.

The purpose of the meeting was to discuss a proposed change in quality control procedures. By now it was 9:25, and there was no time to read the proposal. He hurried out to get to the meeting on time. During the meeting, the other production managers participated in the discussion and made helpful comments or suggestions. Steve was not prepared for the meeting and did not contribute much except to say that he did not anticipate any problems with the proposed changes.

The meeting ended at 10:30 and Steve returned to his office, where he found Paul Chen, one of his production supervisors, waiting for him. Paul wanted to discuss a problem caused in the production schedules by a major equipment breakdown. Steve called Glenda Brown, his assistant manager, and asked her to join them to help rearrange the production schedules for the next few days. Glenda came in shortly and the three of them worked on the production schedules.

At 11:25, Ruth came in to announce that Mr. Ferris was waiting and he claimed to have an appointment with Steve at 11:30. Steve looked at his calendar but could not find any entry for the appointment. Steve asked Ruth to tell Mr. Ferris that he would be ready shortly.

The schedules were completed around 11:40. Since it was nearly noon, Steve invited Mr. Ferris to join him for lunch at a nearby restaurant. During lunch Steve learned that Mr. Ferris was from one of the firms that provided materials used in the production process at Acme, and the purpose of the meeting was to inquire about some changes in material specifications the company had requested.

As Mr. Ferris talked, Steve realized that he would not be able to answer some of the technical questions. When they returned to the plant at 1:15, Steve introduced Mr. Ferris to an engineer who could answer his questions.

Soon after Steve walked back to his office, his boss (Frank Jones) stopped in to ask about the quality report for last week. Steve explained that he had given top priority to finishing the monthly production report and would do the quality report next. Frank was irritated, because he needed the quality data to finalize his proposal for new procedures, and he thought Steve understood this task was more urgent than the production report.

He told Steve to get the quality data to him as soon as possible and left. Steve immediately called Glenda Brown and asked her to bring the quality data to his office. The task of reviewing the data and preparing a short summary was not difficult, but it took longer than he anticipated. It was 2:40 by the time Steve completed the report and attached it to an e-mail to his boss.

Looking at his calendar, Steve noticed that he was already late for a 2:30 meeting of the plant safety committee. The committee meets weekly to review safety problems, and each department sends a representative. Steve rushed out to the meeting, which was held in another part of the plant.

The meeting was dull this week, without any important issues or problems to discuss.  The meeting ended at 3:30, and as Steve walked back through his section of the plant, he stopped to talk to his assistant manager. Glenda wanted some advice on how to resolve a problem in the production assignments for the next day.

They discussed the problem for about a half hour. When Steve returned to his office at 4:05, his secretary was just leaving. She reported that Lucy had called before leaving to fly home from the conference.

Steve was feeling tired and decided it was time for him to go home also. As he drove out of the parking lot, Steve reflected that he was getting further behind in his work. He wondered what he could do to get better control over his job.

Questions

What specific things did Steve do wrong, and what should have been done in each instance? Provide a critique of Steve’s analysis of the situation: What assumptions remained unquestioned? Critique his logic and the conclusions he must have reached to take the actions he deployed.

What should Steve do to become more effective as a manager?

RUBRIC 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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