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The Leader as Communicator Essay Case Assignment
The Leader as Communicator Essay Case Assignment
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
The Leader as Communicator Essay Case Assignment
Assignment 1: Discussion—The Leader as Communicator
Can you imagine an effective leader who is not an effective communicator? Leadership communication skills are very important. Some would call effective communication the most important leadership competency. Without the skills of effective communication, you will not be an effective leader, especially in this complex, fast-paced environment.
It is important for the leader to create an environment of open communication where ideas, solutions, and problems can all be discussed without fear. When employees understand that communication is open and encouraged, they will perform better.
Using the assigned readings, the Argosy University online library resources, and the Internet, research communication competencies required for leaders.
Then, respond to the following:
What are some key communication competencies needed in leaders today?
Is individual communication more important than group or mass communication? Why or why not?
List 2–4 strategies that leaders can use to improve their individual communication skills. Which method is most important? Why?
Support your positions with specific examples or by citing credible sources.
Write your initial response in approximately 300 words. Apply APA standards to citation of sources.
Journal of Experimental Psychology: General © 2013 American Psychological Association 2014, Vol. 143, No. 2, 755–762 0096-3445/14/$12.00 DOI: 10.1037/a0033477
755
http://dx.doi.org/10.1037/a0033477
& John, 2003; Galinsky, Magee, Inesi, & Gruenfeld, 2006). Sim- ilarly, socioeconomic status (SES) has been linked to empathic accuracy, with high-SES individuals making less accurate judg- ments about others’ affective states than low-SES individuals (Kraus, Côté, & Keltner, 2010). As a result, the powerful often form a relatively shallow understanding of others, compared to the less powerless.
Despite the strong evidence that high power leads to reduced processing of others’ actions and emotions, there are conflicting findings in the literature. For example, Schmid Mast, Jonas, and Hall (2009) found that high power actually improves empathic accuracy, and Côté et al. (2011) have also shown that high power, combined with a
prosocial orientation, leads to improved empathic ability. Therefore, the relationship between power and the degree to which people process their social interaction partners is not straightforward. In the present investigation, we begin to address this ambiguity using a direct index of the degree to which people process others’ actions.
The Neural Representation of Observed Actions
In recent years, researchers have shown that the human brain is exquisitely tuned to the perceptual and cognitive demands of processing others (Hari & Kujala, 2009). One reliable finding from this work that appears to be important for human social perception is resonant or vicarious activity, whereby perceiving an interaction partner
automatically activates neural circuits that would underlie their experience (Keysers & Gazzola, 2009). For example, with respect to action observation, neural circuits that are related to action execution become active when the person observes some- one else making the same action; in other words, the observer’s brain resonates with the
model’s motor behavior (Hogeveen & Obhi, 2011; Iacoboni, 2009; Oberman & Ramachandran, 2007; Obhi & Hogeveen, 2010; Rizzolatti & Sinigaglia, 2010). We refer to the network of brain regions involved in this process as the motor resonance system (cf. Hogeveen & Obhi, 2012). Motor resonance includes the human parietofrontal mirror
system, and many believe that resonance reflects mirror system activity (Fa- diga, Craighero, & Olivier, 2005; Fadiga, Fogassi, Pavesi, & Rizzolatti, 1995).
A reliable index of resonance is the amplitude of motor-evoked potentials (MEPs) recorded from a specific muscle via electro- myography (EMG), while a person observes another person acting.
An MEP is elicited by applying a single, fixed intensity TMS pulse over an area of the motor cortex that corresponds to a muscle underlying the observed action. For a given intensity of stimula- tion, changes in MEP amplitude reflect changes in the excitability of motor cortical representations (see Figure 1; for a review, see Fadiga et al., 2005).
Power and Motor Resonance: The Present Study
Researchers suggest that motor resonance provides a scaffold for understanding the actions of our interaction partners (cf. Brass, Ruby, & Spengler, 2009; Decety & Sommerville, 2009; Grafton, 2009; Spunt & Lieberman, 2012), and those actions are frequently less important to those with high-power status (Fiske, 1993; Fiske & Dépret,
1996; Goodwin et al., 2000; Russell & Fiske, 2010). Yet, previous investigations of power and the processing of others’ actions and emotions have yielded conflicting results, sometimes suggesting an increase (e.g., Côté et al., 2011), and elsewhere a decrease (e.g., Galinsky et al., 2006), in interpersonal sensitivity. In the present study, we
examine whether power can increase or decrease interpersonal sensitivity by examining the effects of power priming on motor resonance.
The present study had participants write an essay documenting a high-, neutral, or low-power experience, and then used a direct and online technique to index motor resonance during a passive observation task. The power priming procedure—recalling a mem- ory with or without power—is a well-established technique that has demonstrated a wide range of downstream effects, with the high-power condition often found to decrease interpersonal sensi- tivity relative to low-power priming (Galinsky, Magee, Gruenfeld, Whitson, & Liljenquist, 2008; Galinsky et al., 2006). To the extent that resonance is an automatic response when observing the ac- tions of others,
any changes in resonance as a function of power can be construed as a “default” effect of power on the brain. Again, as previous researchers have suggested, it is reasonable to expect that such differences in resonance may contribute to the differ- ences in how high- and low-power individuals process other peo- ple. Specifically, given
the balance of the literature suggests that people in positions of power tend to act in a self-interested manner and display reduced interpersonal sensitivity to their powerless counterparts (Fiske, 1993; Galinsky, Gruenfeld, & Magee, 2003; Galinsky et al., 2008, 2006; Keltner, Gruenfeld, & Anderson, 2003; Russell & Fiske, 2010), we
hypothesized that high-power
Figure 1. Schematic of the experiment. TMS � transcranial magnetic stimulation.
The Leader as Communicator Essay Case Assignment
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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