Asynchronous activity | My Assignment Tutor

6HR510 Developing Leadership and Management 20-21 Seminar 2 session outline for Students ActivityInstructionsSuggested time and resourcesAsynchronous activity   Reading and preparation for seminarPrepare for a discussion based on the following motion:   “Leaders must be leaders: this means taking command and having authority over others, leaders should not be servants to their followers.”   Reflect on whether you support or disagree with this statement and be prepared to share their thoughts in your seminar group.60 minutes   The following articles may be useful:   Bolden, R. (2011) ‘Distributed Leadership in Organizations: A Review of Theory and Research’, International Journal of Management Reviews, 13(3), pp.251–269.   Gardner, W.L., Cogliser, C.C., Davis, K.M. and Dickens, M.P. (2011) Authentic leadership: A review of the literature and research agenda. The Leadership Quarterly, 22(6), pp.1120–1145.   Parris, D.L. and Peachey, J.W. (2012) ‘A Systematic Literature Review of Servant Leadership Theory in Organizational Contexts’, Journal of Business Ethics, 113(3), pp.377–393.   Riggio, R.E., Reichard, R.J. (2008) ‘The emotional and social intelligences of effective leadership: An emotional and social skill approach’, Journal of Managerial Psychology, 23(2), pp. 169–185Synchronous activity 1   Group discussion  All students are required to contribute to the discussion based on the following motion:   “Leaders must be leaders: this means taking command and having authority over others, leaders should not be servants to their followers.” 20-minute debate/sharing of thoughts.   5-10 minutes lecturer summary of key aspects of debate.  Synchronous activity 2   Critical Comparison of contemporary leaders  In small groups identify two leaders which you consider to be ‘good’ in terms of their charisma and another one which could be considered as ‘bad’.   Analyse their behaviours using theories and models discussed so far to justify the selected choices.  Preparation 20 minutes and feedback up to 10 minutes.   Present your group findings using Padlet and post one Padlet per group to the Discussion board posted under Social Learning on course resources.   Individually comment on at least one other group Padlet before next week’s seminar.Consolidation of LearningShort Q&A session to consolidate learning.  Work in pairs to write a question which will be asked of the rest of the group.  The posing pair will also be responsible for confirming, or correcting the answer, given by their peers.5-10 minutes approx.   If there is insufficient time during the seminar post your question to the discussion board and field the responses.     Private/Independent Study: Suggested articles for further reading: Avolio, B.J., Walumba, F.O. and Weber, T.J. (2009) ‘Leadership: Current Theories, research, and Future Directions’, Annual review of Psychology, 60, pp. 421-449 Bass, B. M. (1990) ‘From Transactional to Transformational Leadership: learning to share the vision’, Organizational Dynamics, 18(3), Winter, pp. 19-31. Bennis, W. (2007) ‘The Challenges of Leadership in the Modern World’, American Psychologist, 62(1), pp. 2-5. Bolden, R. (2011) ‘Distributed Leadership in Organizations: A Review of Theory and Research’, International Journal of Management Reviews, 13(3), pp.251–269. Gardner, W.L., Cogliser, C.C., Davis, K.M. and Dickens, M.P. (2011) Authentic leadership: A review of the literature and research agenda. The Leadership Quarterly, 22(6), pp.1120–1145. Jacob, B. and Shoemaker, N. (1993) ‘The Myer-Briggs type indicator: an interpersonal tool for system administrators’ In Proceedings of the 7th Systems Administration Conference LISA (supplement), (SAGE/USENIX) (p. 7). Parris, D.L. and Peachey, J.W. (2012) ‘A Systematic Literature Review of Servant Leadership Theory in Organizational Contexts’, Journal of Business Ethics, 113(3), pp.377–393. Riggio, R.E. and Reichard, R.J. (2008) ‘The emotional and social intelligences of effective leadership: An emotional and social skill approach’, Journal of Managerial Psychology, 23(2), pp. 169–185

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