Answered You can buy a ready-made answer or pick a professional tutor to order an original one.
Management
LEADERSHIP THEORY ESSAY
Select one of these topics: (a) demographic diversity; (b) cultural diversity; (c) the glass-ceiling effect; (d) organizational culture; (e) emotional intelligence; (f) McClelland’s model of acquired needs; (g) entrepreneurship; (h) TMX or teamship; (i) followership; or (j) goal orientation theory.
Discuss your selected topic from the perspective of three of these leadership theories: (a) LMX; (b) transformational or charismatic leadership; (c) situational leadership; (d) servant leadership; (e) authentic leadership; (f) path-goal leadership; and (g) Collins’ five-level leadership model.
Explore your selected topic as dictated by its nature in the context of your particular combination of theories. For example, do your theories help solve a problem, add insight, create opportunities, or suggest a training agenda?
APA style: Include title page, abstract (build by copying a topic sentence from each section, then edit), body, and reference section (see the sample paper). For the body, follow this sequence:
Introductory Section [no section header—just repeat the title from the title page, non-bold]
Explain why exploring your topic is necessary. Then describe how you will organize the paper, as well as your chosen approach of creatively applying the three leadership theories to the topic.
Literature Review [main section header—centered and bold]
Relate what prior researchers have written on your chosen topic and the three leadership theories in scholarly articles. From each article, discuss only those points that are on topic. Ignore other issues. Cite correctly (author’s name and year only—no whole source titles). Quote minimally.
Main Thesis [create a title for this main section header—often a variant of your paper’s title]
Logically connect your three leadership theories to your chosen topic. What causes what? What overlaps? What adds insight? What helps solve a problem? Logic only—avoid saying “should.”
Recommendations [main section header—centered and bold]
Make some suggestions for practitioners, to enable them to address or exploit the chosen topic (depending on the nature of the issue). This section is where you will correctly say “should.”
Discussion [main section header—centered and bold]
Recap what you have shown in your study, and then discuss implications. Be creative.
STANDARDS
Minimum length is 2,000 words (excluding title page, abstract, reference section, quoted matter, and parenthetical matter). Use standard paragraph form—no tables, graphs, or bulleted lists. Use correct, formal English (no contractions, colloquial terms, or slashes between words). Punctuate correctly (US rules). Avoid duplicating long strings of words from outside sources (plagiarism). Cite at least the textbook and six scholarly journal articles (with named authors, multiple pages, their own reference sections, and doi-numbers).
- @
- 966 orders completed
- ANSWER
-
Tutor has posted answer for $80.00. See answer's preview
********************** ****** ESSAYCultural ******************** ******************* ****************** ******************** ********* of ******* in *** processes ** ********** ****** ** accepted ** *** ***** **** ********* ********** ways **** ** ********* contrarily by *** ******* ** *** culture ** which **** **** to ******* This ***** ******** ***** ********** theories ************ * **************** ** *********** ********** *********** ********** *** ******* ********** **** ** ***** ******** **** ** ********* and *** ******* ** *** *** ******* of **** ******* *** based ** the understanding **** is right *** ***** **** ** ******* ********** However bottom line ******* ** ***** ** ******* this training Cultural ********* ******** *** *** ** ** ****** ** the *********** ** *** ******** ****** **** *** ***** ** ******* ************* of diversity may **** * ******* to ******** ************ as * ****** ** ************* to ******* to ** ** ********** ** ******** ** **** other and their strengths **** ** **** ** *** ***** **** *** needed ** *** ******* ********* ****** **** ***** ***** ***** and women workers is *** aside *** never encouraged ** take part ** the ***** ******* ******* ********* providing ******** ********* ****** ** there ** **** ** employees ****************** ******* ******** ********* is a ******* ** *** ******* or ********* ******** ********* from *********** **** *** global ****** ** * ******* ************** **** ** ***** ** *** **** ** ******** ** ****** different ******** while respecting ******* *********** This **** ******** diversity ** **** used in ***** ***** ** **** * ******* ** ***** cultures ** ********* ** *** **** a ******** region *** **** *** **** ***** (Cox& ***** ****************** ** culture ********* ***** ** ******** ********* ** *** horizons ******* employees **** ********* ******** ** ***** ***** ***** ** business ********* **** *** organization **** ******* *** ******* ** solve ******** ******* **** ** ***** to *** ******** ***** cultural diversity may ***** problems *** stress *** ******** ********** **** cultural *** ******* ** the employees **** enable *** ************ to **** team culture ** ***** *** *** *********** are beneficial *** the diversity ** ******** ***** are ******** of ******** *** ********* ******** One of **** ** ********* of time-consuming and ********* legal ****** *** regulation ******** with **** the ******* ** against ** ************** ** ******* or *** ******* ***** ** ***** *** ********* ***** and ******** ************ ******** of the ********* ** ******* ******* ** ******* *** ********* ** *********** as ** helps ** avoid ********* of ************** **** *************** ***** *** *** ******* **** in ************ ******** *** ********* training and ******* ******** ********* ** *** companies *** ********** employees ** ** ** ***** The **** ** * ****** program; ** **** ********* ********* ** *** color or ********** *** ****** ***** ***** mentoring ** each ***** *** ***** *** ********** ***** ***** ******* *** ********* as *** as ******** is ********* (Shen 2009) In this ***** ** *** **** where the ********* can understand ********** and one another *** ********** their wants *** **** ** *** ******* ** *** ******* or ************ *** ***** method ** ** ******** ******* **** brings apprentices and interns from ******** **** *** ******* in *** workplace **** ** ******* ** employeesTherefore as *** ***** ********* ** ** ********** ** ** essential *** ****** **** ********* cultures ****** part ** *** team ************** of ******** ** * ******* **** is *** only accepting ******** diversity but **** ********* the ******** impacts ** ****** to the table **** enable ** overall ***** in *** business ***** *** * ******* ** seen *** **** ***** *** to be an education ** ** culture and ********* awarenessLiterature **************** **** encourage *** culture do **** well in customer service and attitude ** *** ********* are *********** *** ********* who *** ****** ** *** decisive significance of ******* ******* ** **** **** be ready for *** *********** of ********* *** this **** help ** ********* ***** and *** revenue ********* *** analysis am representing ** **** ***** demonstrates *** significant cultural ********* ** ******* ******** ** ********** **** * reminder **** ** ******* is ******** ** three ** them ********* transformation ******* and *********** ********** (Moran 2011)Transformation/charismatic leadership ****** **** *** ***** ***** *** **** * ********** recognition **** ******** diversity ** leadership **** needed ** ** ********** ** much ****** *** understood better for *** ********** ******** ** ************ businesses *** ************ ** cultural ********* ** leadership field are ****** **** ** * ********* ********* *** need of ************* ** ** *********** ** ** ********* ****** *********** *** from * ********** ***** ** **** *** must ******* theories of ************** ********** ******* 2004) ** * ********* ***** ** ************** ******* must *********** deal **** ****** **** *** ******* frequently evolve *** hard ** interpret (Yukl ***** The ********** ********** on ******** diversity *** **** ******* ** ******** *** the **** of ******** influences ********* ** **** ** *** perception of ********** ******** ** al 2007; ***** ** ** **** ******* 2004) ******* ******** diversity ***** * ************* *** ************* ********* *** **** mechanism ** dealings ** ******* together **** ********** ** complicatedAttempts ** ***** ********** *** conceptualization ** culture ******** *********** the ******* ********** ************ ******* a ********* ***** ************** ** ******** *** ************* **** **** in research ******* ** ********** ******* ********* ******** *** ******* ** ******* ********** *** much cultural diversity *** be ******** intoServant leadership ****** ** ******** ********* ******* ******* offer prospects *** ***** ********* ** learn *** **** ********* ***** appropriate *** *********** ** ******** they ******* healthy ************* *** value other *********** collaborate **** others *** **** *** accountable ** ****** maintain ********* are ******* ** ***** **** others *** ***** * ******* ****** readily ******* the duties ** ********** ** ******** diversity *** ****** ********* well-being ***** his/her *** **** ****** ******** **** ** ** ******* responsibility ** ** ****** ********* ****** ** *** ***** *** requirements and in **** lead ** ******* (Covey ***** **** ***** * * ***** ** ** ****** **** ******* ****** *********** his ****** ****** find ****** scary due to *** ****** ** choices *** *** improbability involved in ****** *** decisions ************* ***** ********* *** ******* ****** ***** with ********** **** **** **** fear by ********** shared ******* all **** *** organization This leader ***** ****** ** ******** ***** **** to ******** **** *** ******* so **** **** *** ***** the ****** of ********************* ********** ****** *** *********** ********** theory ******** ********* ************** leadership ****** ** *** ***** **** ** ***** **** ******* in ******* ******** ************ continual ** **** **** ** is ** ***** ****** ********** ****** ***** ******* *** ****** the ******** ******* of ****** ** *********** *** ********* ** *********** ******* the ********** ********** ****** ****** ************* ** ******* their ********** ******** while ******* digital market problems ****** ******** ********* ******************** leadership *** ***** ** *** potential root of ** organization its ************ and *** ********* ******* ***** ***** or a critical ************* ******* factor ******** et ** ***** ** this ******* ***** ******* ** ****** ********** **** ********* ************* **** ********** ******* ********** ************ organizations lifestyle together with ********** **** **** ******** ** this ****** ****** global ***** develop *** opportunity ** ***** out *** ******* ******** commitment ***** their ability to ***** from the *********** and nation ******* ********* ***** Keller ***** ************* **** ***** managerial learning ** ******* the company ******* ***** is critical leadership ****** ******** ** ** ***** **** **** ** it will ******* an *********** where ************ ******* ** the expected ************** ***** and ******* ****** *** available ** **** ** the promotion ** *** ********* ******* to **** ****** ***** ******** ******* & Kaplinsky ********* ****** ***** *** ** ** a ********** **** is strong **** ********* ********** The *** and **** ********* key ** leadership **** ** **** the connections ******* *** bottom **** and ********* ********** For ******** to *** high performance there *** ** respect ** **** ****** ***** should ** a ****** ************ *** ********* *** the *********** and ************* ** ** **** efficient; ****** **** conflicts *** **** ** ***** Unless *** ********* *** *** the diversity program ** well-intentioned there **** ** nothing **** **** *** ******** ** **** ********** an ******* *** ******* ******* say to end ********** in *** parts of *** ***** ******* clubs **** * more *********** ****** ****** ******** other **** is ********* solutions **** will *** a ******** strategy not ********** *** demand ******* *** areas are **** ** ** essential evaluation ********* ********* performance ************ **** reflect ********* commitment ****** ******** **** ***** *** ********** women and minorities *** ********** ******** ****** ******** ** bosses and ***** ********** & Pedersen ******** **** *** *** not *** ***** **** is *********** *** ******** **** ********* *** *** ****** ** *** organization ***** has ** ** an ********** ******** which is ********* *** ****** *** the team Here ** **** ***** ***** ** *** ******* ** pushing ****** The primary **** ** ***** ******** or *** **** *** ********** ** ** **** * **** in ******** on the ********** ********* internally *** * ******* *** ****** **** ** critical ** *** internal ********* ********* *** ******** ******** will ** of **** in *** ************* of * ******* affirming *********** ** work ******** ******* ***** ******* 2006)The ***** ***** ** **** ***** is maintaining momentum ***** * ********** is **** *** ***** is * ******* ** ******** Also there ****** be build ****** ******* to **** the ******** ********* ********** ** an ************ ****** ** persistent ** *** efforts and ********** ******** with ***** have ** ******* *** ** *** ********* ** ***** *** ********* ********** ** ********* ********* earlier the ******* ******** ******** *** *** ***** time ******** well-developed **** and internship ******** **** enhance ********* *********** ********** *** fair *** mentoring ******** to **** * ******** **** be * *** found for ********** of ********* **** will work if people with *********** *** meet *** also ****** *********** ** people *** *** ** * ******* ***** You can **** go *** ** **** *** to do **** * ******* ** a thing **** **** be ***** * reward **** ****** in *** ************* ***** **** ** *** ********** ** diversity increasing ** an organization The critical ***** **** ** **** ********** **** supervise *** ************** ******* **** *** ******** ****** be ***** ***** *** types ** conclusion and **** ******* ****** ******* *** ****** ************* **** ** something that **** not happen in many ************************* is ******** of organization for ************ ** *** ****** economy; however ***** is *************** ***** ** knowledge skills *** ********** ** workforce and **** ********** ********** ** ****** ****** from ******* ******* *** ******** *** development (ASTD) ************* only spend **** **** *** ******* dollars per year ** ******** ******** and *********** **** ******** is ***** ************** ***** ** an ******** to ******** *** *********** *** individual *********** *** organizational effectiveness ** *** ***** **** evolution is *** ********** **** **** ** *** *********** ** new skills or knowledge *** this ** for ****** (Connerley ***** ******** 2005) However ** ** ********* ** determine ******* ******** is ********** ******** development ** **** **** *** ************ *** scholarly ******** ** *** ******** ** work in ************* *** ******* in ********** ** *** ******* ************ of ******** ****** ***** **** ******* ****** ** *********** ***** is a ****** **** while ******** in work ************* *** **** is ********* *** the *********** ** ********* That ** *** these ******* **** ********* ** ** beneficial ** ******** for various ************ *** then consider *** **** ******** *** be improved Exercise *** ** ********* *** ******* ** ** individual *** *** ************ itself ******* ******** earns *** *** **** ******* *** **** ******* it ** ********** ** ******* ********* ***************** *** ********* ***** ** ****** *** ********* **** ***** ****** **** ********* *********** feel *********** ******* within *** ************ ******** ** ******** equal opportunity ** *** ********* without ******* ** the **** or *** *** ***** A ******** **** ** ***** also *** diversity program *** maintains * ****************** standards *** *********** ********* to ************** ****** **** *** ** ********* ********* **** is beyond *** ***** *********** ********* *** ********* **** * ******* ** encouraging not **** the ********* but **** ******* ** differences ***** all these new ******** ****** ** opened ****** *** customer *********** ******** *********** ******* *** ******** partners **** ****** happen to **** ***** ********** and ***** **** ******** ******** ******** there is a point **** training leads *** it ** ** **** ********** ***** ** is ********** to *********** together **** ***** *** ************* According ** *** new ****** these ******** range **** ** ********** to ***** and ******* ** *** ****** Having *** ******* ** ********** ***** ******** ***** ** ******** to ********** ****** perspective and *************** ***** ** **** * ********** ** *** ** ****** *** ******** *** **** ** ******** *** **** ***** ** **** ** **** it *** ******** that ******** ******* *** **** challenge in coaching is ** ********** ******** ** *** training **** * ********* ** ********* ********** *********** ****** *** ***** practices **** *** ***** ** ***** ******** ********************** *** * * & ***** S (1991) ******* ******** ********** Consequences *** organizational *************** The ********* 45-56Shen J Chanda * ******* * ***** Monga M ****** ******* diversity through HRM: A ****** *********** and ********** ****** *** ************* Journal of ***** ******** ********** ***** ************* * * ***** R T ***** ***** * V ****** ******** cultural ************ ****** ********** ********** for ************** ******** ******* ************** * (2003) *** *** ** make ***** ** ********** ** the **** ******** ********** & ************ *********** ******* ***** 273-284Connerley * * ***** Pedersen * * ****** Leadership ** * ******* *** ********** ******* environment: ********** ********* ********* *** ****** **** ******************* * & Walker A ****** *********** ******* preparing ********* *** **** **** ********** School ********** *** ********** ***** 125-147Anderson * * (2000) ***** ** ********** ******* ********* ******** ******** ******** and ************** ****** *** ************* ******** Psychologist 58(5) 377-402Pompper D ****** Diversity ******* ********** the power of diversity *** **** ************ ********* ************* *** *** 21st ******** ***** *** ********** **** ****** the ****** **** *********** G ****** * ***** Taber * ****** A ******** taxonomy of ********** behavior: Integrating * ************ ** ******** ******** Journal of Leadership ***** Organizational Studies **** 15-32House * *** ** ****** ********** Culture *** ************** *** ***** ***** of ** ********* **** ***************** * N ** al (2004) Servant *** **************** leadership: Content *** ********** *********** ******* ** ********** ***** ************** ******* ***** ***************** M * ****** ***** ******* ***** exemplary followership *** ***** as ******* ******* Journal ** ******** Academy ** ******** ********* ****** ************** M et ** ****** ********* and Conceptualizing ******** *** their ************* * comparative ****** of ******* *** ********** ********** ******* ** international ******** ******* 37(6) *************
