BU450 Leadership Skills Part A Describe charismatic leadership in your own words. Part B Explain what is meant by the statement that charismatic leaders use active impression management with their fo

BU450  Leadership Skills

Part A

Describe charismatic leadership in your own words.

Part B

Explain what is meant by the statement that charismatic leaders use active impression management with their followers to support their image. Provide and elaborate on one (1) original example.

Part C

Access the following article using ProQuest, the Ashworth College online library:

Elrod, D.J. (Aug 2012). The Importance of Being Authentic. Strategic Finance, (94. 2), pp. 14-16.

http://search.proquest.com/docview/1034607363/1421F5DA359502A0DC2/1?accountid=45844

NOTE: To access ProQuest articles, you MUST first open a Web browser window to the Ashworth College Library; otherwise, you will be denied access to the articles when you click the links. Once your browser is open to the Ashworth College Library, simply click on the link for the article you need to read.

Respond to the following:

1.      In your own words, describe what it means to be an authentic leader.

2.      Why is authenticity important for leaders? Provide two (2) reasons.

Part D

Why is charismatic leadership considered a double-edged sword that requires careful monitoring to avert abuse? Provide two (2) reasons and one (1) original example illustrating this phenomenon.

Grading Rubric

Refer to the rubric below for the grading criteria for your assignment.

CATEGORY

Exemplary

Satisfactory

Unsatisfactory

Unacceptable

Charismatic leadership description (10 points)

10 points

8 points

5 points

2 points

Student provides a clear, logical description of charismatic leadership in their own words.

Student provides a mostly clear, logical description of charismatic leadership in their own words.

Student provides a weak or unclear description of charismatic leadership in their own words.

Student provides a poor description of charismatic leadership in their own words.

Active impression management (15 points)

15 points

12 points

8 points

5 points

Student provides a clear, logical explanation of charismatic leaders using active impression management, along with a clear, logical, original example.

Student provides a mostly clear, logical explanation of charismatic leaders using active impression management, along with a mostly clear, logical, original example.

Student provides a weak or unclear explanation of charismatic leaders using active impression management, along with a weak or unclear example.

Student provides a poor explanation of charismatic leaders using active impression management, along with a poor example.

Authentic leader description (10 points)

10 points

8 points

5 points

2 points

Student provides a clear, logical description of authentic leadership in their own words.

Student provides a mostly clear, logical description of authentic leadership in their own words.

Student provides a weak or unclear description of authentic leadership in their own words.

Student provides a poor description of authentic leadership in their own words.

Importance of authenticity (15 points)

15 points

12 points

8 points

5 points

Student provides a clear, logical description of 2 reasons that authenticity is important for leaders.

Student provides a mostly clear, logical description of 2 reasons that authenticity is important for leaders.

Student provides a mostly clear, logical description of 1-2 reasons that authenticity is important for leaders.

Student provides a poor description of 1 reason that authenticity is important for leaders.

Double edged sword - reasons (15 points)

15 points

12 points

8 points

5 points

Student provides a clear, logical description of 2 reasons that charistmatic leadership can be a double edged sword.

Student provides a mostly clear, logical description of 2 reasons that charistmatic leadership can be a double edged sword.

Student provides a mostly clear, logical description of 1-2 reasons that charistmatic leadership can be a double edged sword.

Student provides a poor description of 1 reason that charistmatic leadership can be a double edged sword.

Double edged sword - example (10 points)

10 points

8 points

5 points

2 points

Student provides a clear, logical original example of how charismatic leadership can be a double edged sword.

Student provides a mostly clear, logical original example of how charismatic leadership can be a double edged sword.

Student provides a weak or unclear example of how charismatic leadership can be a double edged sword.

Student provides a poor example of how charismatic leadership can be a double edged sword.

Mechanics -Grammar, Punctuation, Spelling (10 Points)

10 points

8 points

5 points

2 points

Student makes no errors in grammar or spelling that distract the reader from the content.

Student makes 1-2 errors in grammar or spelling that distract the reader from the content.

Student makes 3-4 errors in grammar or spelling that distract the reader from the content.

Student makes more than 4 errors in grammar or spelling that distract the reader from the content.

Format - APA Format, Citations, Organization, Transitions (15 Points)

15 points

12 points

8 points

5 points

The paper is written in proper format. All sources used for quotes and facts are credible and cited correctly. Excellent organization, including a variety of thoughtful transitions.

The paper is written in proper format with only 1-2 errors. All sources used for quotes and facts are credible and most are cited correctly. Adequate organization includes a  variety of appropriate transitions.

The paper is written in proper format with only 3-5 errors. Most sources used for quotes and facts are credible and cited correctly. Essay is poorly organized, but may include a few effective transitions.

The paper is not written in proper format. Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly. Essay is disorganized and does not include effective transitions.