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Write an essay detailing a selected individual’s leadership style and approaches in relationship to his or her communication, using and applying various leadership methods and theories.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria.

  • Competency 1: Analyze business communication situations. 
    • Analyze a leader’s methods of influence.
  • Competency 2: Analyze the interrelationships of communication within organizational systems. 
    • Apply theories related to leadership styles to describe a leader’s communication.
    • Analyze a leader’s communication from a situational leadership perspective.
    • Describe a leader’s use of power bases in relationship to a leader’s communication.
  • Competency 3: Communicate effectively. 
    • Write clearly to convey the intended content and follow APA rules for attributing sources

This assessment focuses on the ever evolving topics of organizational leadership and effective communication competencies:

  • Who are the truly influential leaders in our organizations and personal lives?
  • How do we each individually define leadership and how did we come to our current level of understanding?

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Modern thought holds that true leadership versus management occurs when followers willingly choose to follow their leader out of a belief in their ability to manifest a well communicated mission, goal or outcome. Hamel and Prahalad (1996) write, “The role of leader as forecaster is to articulate a future so full of exciting possibilities that no one will be able to rest until it is achieved” (p. 186). According to Farren and Kaye (1996), “Leaders are bridges that connect people to the future. They include others’ visions in their own, building alliances and partnerships based on shared aspirations” (p. 187). True leadership results in shared realities and a sense of trust!

In addition, it has been suggested that potential followers engage in both conscious and unconscious evaluations of a potential leader, but they will only follow and strive to perform at their full potential if they believe this leader to be credible. To help support this theory, Bornstein and Smith (1996) have identified what they consider to be the Six Cs of Leadership Credibility:

  1. Conviction: The passion and commitment the person demonstrates toward his or her vision.
  2. Character: Consistent demonstration of integrity, honesty, respect, and trust.
  3. Care: Demonstration of concern for the personal and professional well-being of others.
  4. Courage: Willingness to stand up for one’s beliefs, challenge others, admit mistakes, and change one’s behavior when necessary.
  5. Composure: Consistent display of appropriate emotional reactions, particularly in tough or crisis situations.
  6. Competence: Proficiency in hard skills, such as technical, functional, and content expertise skills, and soft skills, such as interpersonal, communication, team, and organizational skills (pp. 283–284).

We all act as both leaders and followers within our families, at work, and in our social lives. Take some time reflect upon our own beliefs and competencies in regard to leadership and communication.

References

Hesselbein, F., Goldmith, M., & Beckhard, R. (Eds.). (1996). The leader of the future: New visions, strategies, and practice for the next era. New York, NY: Jossey-Bass.

Farren, C., & Kaye, B. L. (1996). New skills for new leadership roles. In F. Hesselbein, M. Goldsmith, & R. Beckhard (Eds.), The leader of the future: New visions, strategies, and practice for the next era (pp. 175-188). New York, NY: Jossey-Bass.

Hamel, G., & Prahalad, C. K. (1996). In F. Hesselbein, M. Goldsmith, & R. Beckhard (Eds.), The leader of the future: New visions, strategies, and practice for the next era (p. 186). New York, NY: Jossey-Bass.

Bornstein, S. M., & Smith, A. F. (1996). In F. Hesselbein, M. Goldsmith, & R. Beckhard (Eds.), The leader of the future: new visions, strategies, and practice for the next era (pp. 281–292). New York, NY: Jossey-Bass.

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

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Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BUS-FP3050 – Fundamentals of Organizational Communication Library Guide to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

  • Shockley-Zalabak, P. S. (2015). Fundamentals of organizational communication: Knowledge, sensitivity, skills, values (9th ed.). Upper Saddle River, NJ: Pearson.

Throughout your career, you could undoubtedly benefit from analyzing the communication style and approaches of other leaders and managers you consider effective and successful. This assessment provides an opportunity and framework to do that in the context of effective leader communication.

Complete the following:

  • Choose an individual who you know personally and consider to be an effective leader. This person may be someone you have worked for or with or have been in contact with through organizations in the community.
  • Research the various leadership theories and methods referenced in the assessment instructions below using the Capella library and other sources. The suggested materials in the Resources for this assessment is a good place to start.
  • Write an essay detailing the selected individual’s leadership style and approaches in relationship to his or her communication through the following: 
    • Use Charles Handy’s six methods of influence to analyze how the leader influences others and pose potential methods that might improve communication effectiveness.
    • Apply different theories related to leadership styles to describe the leader’s communication and specify which might be most effective in explaining the communication. 
      • Describe which of Goleman’s six leadership styles best fits the leader.
      • Identify the leader’s position on the Tannenbaum-Schmidt leadership continuum.
      • Analyze the leader’s place in the Blake and Mouton Managerial Grid.
    • Analyze the leader’s communication using Hersey and Blanchard’s situational leadership theory and potential changes using situational leadership that could improve communication.
    • Using French and Raven’s description of five leadership power types, explain how the leader communicates and potential shifts in the use of power bases that could improve communication.

Additional Requirements

Your essay should be well organized and written in clear, succinct language. Follow APA rules for attributing sources that support your analysis and conclusions.

Academic Integrity and APA Formatting

As a reminder related to using APA rules to ensure academic honesty:

  1. When using a direct quote (using exact or nearly exact wording), you must enclose the quoted wording in quotation marks, immediately followed by an in-text citation. The source must then be listed in your references page.
  2. When paraphrasing (using your own words to describe a non-original idea), the paraphrased idea must be immediately followed by an in-text citation and the source must be listed in your references page
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July 1, 2023
    

 

Explaining Your Choice 

For each of the following questions, state which letter best answers or completes the question and give a brief explanation (2-3 sentences) for why that is the best choice. There is generally only one good answer per question, but sometimes there may be more than one, depending on how well you can justify your answer. NO CREDIT for answers without explanations, and the explanation must logically justify your choice.

 1.  How was the role of women in the Islamic world influenced by the Arabic conquest of Mesopotamia and Persia?

a. Female infanticide was declared illegal.

b. Islamic society became more patriarchal. 

c. Islamic society became much less patriarchal.  

d. Polygamy was outlawed.  

e. A fertility goddess rose to challenge Allah.

    2.   During the Tang and Song period the imperial civil service examinations

            a.    declined dramatically in importance.
            b.     were halted and not restarted until the Ming dynasty. 

            c.    were expanded and allowed posts to be filled with officials of genuine intellectual ability.
 d.    were restricted to the wealthier families.
            e.    were adopted by the foreign Manchus and used to their advantage.

    3.    In relation to Chinese traditions and influences, Vietnamese women
 

a. were forced to accept foot binding.

b. had far fewer rights than Chinese women.

c. played a more prominent role in society and the economy.   

d. were excluded from the local marketplaces.

e. wrote many more books than their Chinese counterparts did.

4.    Which of the following Indian concepts did NOT become popular in any of the Indianized states of southeast Asia?

a. Hinduism.

b. literary classics such as the Ramayana and Mahabharata.

c. the caste system. 

d. conducting official business in Sanskrit.

e. the creation of a Confucian class of scholarly bureaucrats.

5.  In regard to attaining the imperial crown, Charlemagne

a. hesitated to call himself emperor out of respect for the Byzantine emperors. 

b. openly challenged the Byzantine emperors for the title.

c. accepted the preeminence of the more powerful Islamic empires.

d. laid siege to Rome in an attempt to force the popes to grant the title.

e. raised an army to attack Constantinople.

6.  During the period of Mongol domination,

a. trade slowed dramatically because of heavy taxation.

b. interaction between different peoples of Eurasia was limited by Mongol cruelty. 

c. unification was achieved by the implementation of a state religion.

d. long-distance trade became much less risky. 

e. trade was halted by the extension of the Great Wall of China.

7.      In terms of gender issues in sub-Saharan Africa, 

a. the position of women was essentially the same as in other societies of the time.

b. women had more opportunities open to them than did their counterparts in other societies. 

c. women played the dominant role in society.

d. women played a strictly subservient role. 

e. women had no opportunities and suffered worse than their counterparts elsewhere did.

8.      The investiture contest centered on

a. the struggle between Christian and Islamic forces for control of Jerusalem.

b. the high interest rates charged by Italian banks.

c. the appointment of church officials by imperial authorities. 

d. the ritualistic jousting among knights to prove their courage.

e. the conflict between France and England for control over Lombardy.

9.    In regard to political structure, the Aztec empire

a. developed a remarkably sophisticated bureaucracy.

b. developed a bureaucracy very similar to the Inca empire.

c. had no elaborate bureaucracy. 

d. was ruled by a priestly theocratic state.

e. developed a proto-democratic institution known as the Fire Hundred.

10.    Ibn Battuta was able to travel so extensively because

a. his military might made conquest easy.

b. he held a position as an envoy for the Mongols.

c. his religious and legal training allowed him to serve as qadi.

d. he traveled with Marco Polo.

e. he enjoyed diplomatic immunity as a diplomat for the Vatican.

default image
July 1, 2023
    

 

Explaining Your Choice 

For each of the following questions, state which letter best answers or completes the question and give a brief explanation (2-3 sentences) for why that is the best choice. There is generally only one good answer per question, but sometimes there may be more than one, depending on how well you can justify your answer. NO CREDIT for answers without explanations, and the explanation must logically justify your choice.

 1.  How was the role of women in the Islamic world influenced by the Arabic conquest of Mesopotamia and Persia?

a. Female infanticide was declared illegal.

b. Islamic society became more patriarchal. 

c. Islamic society became much less patriarchal.  

d. Polygamy was outlawed.  

e. A fertility goddess rose to challenge Allah.

    2.   During the Tang and Song period the imperial civil service examinations

            a.    declined dramatically in importance.
            b.     were halted and not restarted until the Ming dynasty. 

            c.    were expanded and allowed posts to be filled with officials of genuine intellectual ability.
 d.    were restricted to the wealthier families.
            e.    were adopted by the foreign Manchus and used to their advantage.

    3.    In relation to Chinese traditions and influences, Vietnamese women
 

a. were forced to accept foot binding.

b. had far fewer rights than Chinese women.

c. played a more prominent role in society and the economy.   

d. were excluded from the local marketplaces.

e. wrote many more books than their Chinese counterparts did.

4.    Which of the following Indian concepts did NOT become popular in any of the Indianized states of southeast Asia?

a. Hinduism.

b. literary classics such as the Ramayana and Mahabharata.

c. the caste system. 

d. conducting official business in Sanskrit.

e. the creation of a Confucian class of scholarly bureaucrats.

5.  In regard to attaining the imperial crown, Charlemagne

a. hesitated to call himself emperor out of respect for the Byzantine emperors. 

b. openly challenged the Byzantine emperors for the title.

c. accepted the preeminence of the more powerful Islamic empires.

d. laid siege to Rome in an attempt to force the popes to grant the title.

e. raised an army to attack Constantinople.

6.  During the period of Mongol domination,

a. trade slowed dramatically because of heavy taxation.

b. interaction between different peoples of Eurasia was limited by Mongol cruelty. 

c. unification was achieved by the implementation of a state religion.

d. long-distance trade became much less risky. 

e. trade was halted by the extension of the Great Wall of China.

7.      In terms of gender issues in sub-Saharan Africa, 

a. the position of women was essentially the same as in other societies of the time.

b. women had more opportunities open to them than did their counterparts in other societies. 

c. women played the dominant role in society.

d. women played a strictly subservient role. 

e. women had no opportunities and suffered worse than their counterparts elsewhere did.

8.      The investiture contest centered on

a. the struggle between Christian and Islamic forces for control of Jerusalem.

b. the high interest rates charged by Italian banks.

c. the appointment of church officials by imperial authorities. 

d. the ritualistic jousting among knights to prove their courage.

e. the conflict between France and England for control over Lombardy.

9.    In regard to political structure, the Aztec empire

a. developed a remarkably sophisticated bureaucracy.

b. developed a bureaucracy very similar to the Inca empire.

c. had no elaborate bureaucracy. 

d. was ruled by a priestly theocratic state.

e. developed a proto-democratic institution known as the Fire Hundred.

10.    Ibn Battuta was able to travel so extensively because

a. his military might made conquest easy.

b. he held a position as an envoy for the Mongols.

c. his religious and legal training allowed him to serve as qadi.

d. he traveled with Marco Polo.

e. he enjoyed diplomatic immunity as a diplomat for the Vatican.

default image
July 1, 2023
    

 

Explaining Your Choice 

For each of the following questions, state which letter best answers or completes the question and give a brief explanation (2-3 sentences) for why that is the best choice. There is generally only one good answer per question, but sometimes there may be more than one, depending on how well you can justify your answer. NO CREDIT for answers without explanations, and the explanation must logically justify your choice.

 1.  How was the role of women in the Islamic world influenced by the Arabic conquest of Mesopotamia and Persia?

a. Female infanticide was declared illegal.

b. Islamic society became more patriarchal. 

c. Islamic society became much less patriarchal.  

d. Polygamy was outlawed.  

e. A fertility goddess rose to challenge Allah.

    2.   During the Tang and Song period the imperial civil service examinations

            a.    declined dramatically in importance.
            b.     were halted and not restarted until the Ming dynasty. 

            c.    were expanded and allowed posts to be filled with officials of genuine intellectual ability.
 d.    were restricted to the wealthier families.
            e.    were adopted by the foreign Manchus and used to their advantage.

    3.    In relation to Chinese traditions and influences, Vietnamese women
 

a. were forced to accept foot binding.

b. had far fewer rights than Chinese women.

c. played a more prominent role in society and the economy.   

d. were excluded from the local marketplaces.

e. wrote many more books than their Chinese counterparts did.

4.    Which of the following Indian concepts did NOT become popular in any of the Indianized states of southeast Asia?

a. Hinduism.

b. literary classics such as the Ramayana and Mahabharata.

c. the caste system. 

d. conducting official business in Sanskrit.

e. the creation of a Confucian class of scholarly bureaucrats.

5.  In regard to attaining the imperial crown, Charlemagne

a. hesitated to call himself emperor out of respect for the Byzantine emperors. 

b. openly challenged the Byzantine emperors for the title.

c. accepted the preeminence of the more powerful Islamic empires.

d. laid siege to Rome in an attempt to force the popes to grant the title.

e. raised an army to attack Constantinople.

6.  During the period of Mongol domination,

a. trade slowed dramatically because of heavy taxation.

b. interaction between different peoples of Eurasia was limited by Mongol cruelty. 

c. unification was achieved by the implementation of a state religion.

d. long-distance trade became much less risky. 

e. trade was halted by the extension of the Great Wall of China.

7.      In terms of gender issues in sub-Saharan Africa, 

a. the position of women was essentially the same as in other societies of the time.

b. women had more opportunities open to them than did their counterparts in other societies. 

c. women played the dominant role in society.

d. women played a strictly subservient role. 

e. women had no opportunities and suffered worse than their counterparts elsewhere did.

8.      The investiture contest centered on

a. the struggle between Christian and Islamic forces for control of Jerusalem.

b. the high interest rates charged by Italian banks.

c. the appointment of church officials by imperial authorities. 

d. the ritualistic jousting among knights to prove their courage.

e. the conflict between France and England for control over Lombardy.

9.    In regard to political structure, the Aztec empire

a. developed a remarkably sophisticated bureaucracy.

b. developed a bureaucracy very similar to the Inca empire.

c. had no elaborate bureaucracy. 

d. was ruled by a priestly theocratic state.

e. developed a proto-democratic institution known as the Fire Hundred.

10.    Ibn Battuta was able to travel so extensively because

a. his military might made conquest easy.

b. he held a position as an envoy for the Mongols.

c. his religious and legal training allowed him to serve as qadi.

d. he traveled with Marco Polo.

e. he enjoyed diplomatic immunity as a diplomat for the Vatican.

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