SWOT Cnalysis

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New venture opportunity and SWOT analysis paper

This week we will study the SWOT analysis in detail.   This week’s paper is required to be appoximately 4 -6 pages in length, not including the title page and the reference page.    No paper should be fewer than 1400 words.  Double space your work, cite your sources, limit quotes, and edit your work well!  Your work will automatically be reviewed by Turnitin upon submission.  You will be able to see your similarity report within 20 minutes after your submission.  Resubmits are not permitted.  Please make sure you cite your work properly and avoid direct quotes.

For this assignment you will invent a new business.  Do not use a business created in a previous class.  You may not use papers (or any part of a paper) submitted in another class.  Make up the business, the location, the client base, and the product or service.  Do not use any real company.  You may review a real company’s website for ideas, but the basis of this paper should be your own ideas.  Your introduction should include a description of your company and any details that are important to the reader.  The description of your company should be about one page long and a summary of the business.  The other details can be discussed when you are reviewing each of the SWOT elements.  The final goal of this paper is to prepare a SWOT analysis of your new venture company.  Make sure you have at least two other sources (other than the text) to supplement your work.

You tube video http://youtu.be/qmgF0rqWpAw

After developing your new venture and describing it thoroughly in the beginning of your paper, provide a thorough SWOT analysis.   Make sure you have included the actual SWOT analysis quad chart listing the strengths, weaknesses, threats, and opportunities.  You can use your own chart, but your paper should include a simple SWOT chart with the four segments.   Use the simple quad chart on page 73 as an example.  Then, you must discuss each segment thoroughly and explain what you have learned from performing your analysis.

So, your paper should include a title page and a reference page (no abstract is required):

1 – a description of your new venture (have a clear introduction)

2 – using the quad chart on page 73 as a sample include a simple quad chart with the four basic quadrants

3 – a thorough explanation of what you have learned from the analysis, further defining the strengths, weaknesses, opportunities and threats.

4 –  an evaluation – based on what you have learned, will you continue your business venture?

 

Submit your paper into the assignment section of the classroom.

Font and Spacing – Use Times New Roman 12 pitch font with double-spaced lines.

Length – Write a 4 to 6 page essay not including the title page and citation page. Make sure you have at least 1400 words, not counting the title and reference page.

Reference Page – Include all sources including your textbook on a Reference page

Utilize the APA Style for documenting sources. You will need to include at least two sources in addition to your textbook. Finally, remember Wikipedia is NOT a scholarly source.

Punctuation, essay format (thesis, supporting paragraphs with transition and topic sentences, and summary) grammar and documentation count toward your grade.  Review the grading rubric

 
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Starbucks Project Management Plan

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Submit your completed project management plan in addition to the risks and cost estimates and the high-level work breakdown structure identified for the tasks and subtasks (including at least five major tasks with appropriate number of subtasks) necessary to implement the new business opportunity in the marketplace. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course and especially the feedback from the project management plan outline in Module Eight.

Feedback Mod 3

 

External factors play a significant role in your study and could have been expanded a bit.

Current trends in the media include the #MeToo movement as well as diversity and equality. Also, if we recall, ethical challenges in accounting practices brought down companies like ENRON. I would like to see some ‘current’ aspects in critical thinking.

 

Feedback Mod 5 :

We were to identify the project potential costs, risks, and benefits of operationalizing. We did a great job at looking at costs, but I would question if we explored risks to the degree of sustainability. Plus, your projections were to be supported with rationale. External references support rationale and I might suggest we reconsider using more references.

Also, we needed to work on a work breakdown structure. There were to be at least three tasks with at least three subtasks each. This is a pretty detailed outline of requirements. I thought we did well with the breakdown, nicely done.

Next, we were to provide a narrative justifying each task and subtask that is part of your work breakdown structure. Again, thought we could have expanded in each of the areas.

For the key milestones, deliverables, and resource requirements, we explained how they will help to meet scope-time-cost objectives, but I would have liked to have seen some more in depth analysis. What are the metrics?

Finally, we had to look at potential obstacles as well as risk mitigation strategies.

MBA 690 Final Project Guidelines and Rubric

Overview The final project for this course is the creation of a project management plan. Managing technology in support of business operations is key to profitable operations management (OM). Profit maximization can result from a business manager’s ability to cut production costs or generate new revenue after applying a new technology or developing new products or services. To ensure the profitability of a business opportunity, a manager must be able to envision the entire life cycle of a business product, service, or idea. Only then can the manager create a plan to guide the business product, service, or idea from inception to retirement in a sustainable and profitable manner. For this assessment, you will develop a project management plan focused on profitable and sustainable operations; the basis for this project management plan will be the company and business product, service, or other idea from the business plan you created in the Marketing and Strategy course. In your project management plan, you will manage the scope-time-cost parameters of the project by assessing relevant obstacles and risks. You will determine appropriate risk mitigation strategies for your project, while also considering future innovations and profits. The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three, Five, and Seven. The final project management plan will be submitted in Module Nine. In this assignment, you will demonstrate your mastery of the following course outcomes:

 Assess the evolution of operations management philosophies and structures for their impact on modern business operations

 Assess key trends in production, quality, resource, and information management for their impact on current business operations

 Develop a project management plan using elements of both traditional and iterative methods to meet scope, time, and cost objectives of projects in operations management

 Determine appropriate risk mitigation strategies for managing projects by assessing and quantifying risks and impediments

 Determine key measures of performance that reflect profitability and sustainability for managing product or service life cycles

Prompt Develop a project management plan for the company and product, service, or other idea from your business plan in the Marketing and Strategy course. Note: If, for some reason, you cannot use the company and product, service, or other idea from your business plan, you will need to work with your instructor to select another company and corresponding business product, service, or idea.

 

 

 

Specifically, the following critical elements must be addressed:

I. Operations Management: In this section, you will assess the history and trends of operations management, focusing on the business or company from your business plan in the Marketing and Strategy course. Specifically, you should:

a) Assess the significant forces that have shaped operations management in recent history. How did these forces impact the business operations of your company? If your company does not yet exist, how do you envision these forces will impact the business operations of your company?

b) Critique the key obstacles and issues that confronted company management during the evolution of operations management into the modern era. How did your company’s management handle these obstacles? If your company did not exist then, how do you think they would have responded to these issues?

c) Assess changes to operations management philosophies and organizational structures in response to the evolving complexity of business operations. In other words, what has changed and why?

d) Analyze the business operations of your selected company. Consider questions such as these in your response: What organizational processes does the company use? How do the business operations support the strategic plan, mission, and vision of the company? What factors affect productivity and profitability?

e) Determine the key trends in production, quality, resource, and information management with a focus on the business operations of your company.

f) Assess the impact of these key trends on the business operations of your selected company and on the business product, service, or other idea in your business plan.

II. Operationalization: In this section, you will discuss the operationalization of a business opportunity, specifically the business product, service, or other

idea from your business plan in the Marketing and Strategy course. Specifically, you should: a) Project the potential costs, risks, and benefits of operationalizing your business idea. Your projections should be supported with rationale.

[MBA-690-04] b) Develop a work breakdown structure for your business idea. Your work breakdown structure should include at least three tasks with at least

three subtasks each. c) Provide a narrative justifying each task and subtask that is part of your work breakdown structure. d) Identify key milestones, deliverables, and resource requirements associated with operationalizing your business idea based on your work

breakdown structure. The key milestones, deliverables, and resource requirements should be supported with an explanation of how they will help the project meet scope-time-cost objectives.

e) Assess potential obstacles and impediments to meeting scope-time-cost objectives of the project, supporting your assessment with rationale. f) Determine appropriate risk mitigation strategies to address the obstacles, impediments, and risks you have identified.

III. Life Cycle: In this section, you will discuss the life cycle of your business product, service, or other idea from your business plan in the Marketing and

Strategy course. Specifically, you should: a) Describe the life cycle of the business idea. Focus your response on the future of the business idea, specifically on its growth and eventual

decline.

 

 

 

b) Assess the profit generation and cost-saving opportunities associated with the business idea based on the life cycle you described. Your assessment should be supported with rationale.

c) Determine a phase-out plan for your business idea that ensures a sustainable solution that makes way for future innovation and profit streams. Ensure that you justify the steps in your plan.

 

Milestones Milestone One: Operations Management In Module Three, you will submit the Operations Management section (Section I) of your project management plan. Assess the history and trends of operations management, focusing on the business or company from your business plan in the Marketing and Strategy course. Specifically, you should assess the significant forces that have shaped operations management in recent history and answer the following:

 How did these forces impact the business operations of your company?

 If your company does not yet exist, how do you envision these forces will impact the business operations of your company?

 Critique the key obstacles and issues that confronted company management during the evolution of operations management into the modern era. How did your company’s management handle these obstacles? If your company did not exist then, how do you think they would have responded to these issues?

 Assess changes to operations management philosophies and organizational structures in response to the evolving complexity of business operations. In other words, what has changed and why? Analyze the business operations of your selected company. Consider questions such as these in your response:

o What organizational processes does the company use? o How do the business operations support the strategic plan, mission, and vision of the company? o What factors affect productivity and profitability?

 Determine the key trends in production, quality, resource, and information management with a focus on the business operations of your company.

 Assess the impact of these key trends on the business operations of your selected company and on the business product, service, or other idea in your business plan.

This milestone should be 8 to 10 pages in length. This milestone will be graded with the Milestone One Rubric. Milestone Two: Operationalization In Module Five, you will submit a discussion of the operationalization of a business opportunity (Section II), specifically the business product, service, or other idea from your business plan in the Marketing and Strategy course. You should project the potential costs, risks, and benefits of operationalizing your business idea. Your projections should be supported with rationale. Develop a work breakdown structure for your business idea. Your work breakdown structure should include at least three tasks with at least three subtasks each. Provide a narrative justifying each task and subtask that is part of your work breakdown structure.

 

 

 

Identify key milestones, deliverables, and resource requirements associated with operationalizing your business idea based on your work breakdown structure. The key milestones, deliverables, and resource requirements should be supported with an explanation of how they will help the project meet scope-time-cost objectives. Assess potential obstacles and impediments to meeting scope-time-cost objectives of the project, supporting your assessment with rationale. Determine appropriate risk mitigation strategies to address the obstacles, impediments, and risks you have identified. This milestone should be 8-10 pages in length. This milestone will be graded with the Milestone Two Rubric. Milestone Three: Life Cycle In Module Seven, you will submit a discussion of the life cycle management (Section III) of your business product, service, or other idea from your business plan in the Marketing and Strategy course. You should describe the life cycle of the business idea. Focus your response on the future of the business idea, specifically on its growth and eventual decline. Assess the profit generation and cost-saving opportunities associated with the business idea based on the life cycle you described. Your assessment should be supported with rationale. Determine a phase-out plan for your business idea that ensures a sustainable solution that makes way for future innovation and profit streams. Ensure that you justify the steps in your plan. This milestone should be 8-10 pages in length. This milestone will be graded with the Milestone Three Rubric. Final Submission: Project Management Plan In Module Nine, you will submit your completed project management plan. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric.

Deliverables

Milestone Deliverable Module Due Grading

One Operations Management Three Graded separately; Milestone One Rubric

Two Operationalization Five Graded separately; Milestone Two Rubric

Three Life Cycle Seven Graded separately; Milestone Three Rubric

Final Submission: Project Management Plan

Nine Graded separately; Final Project Rubric

 

 

 

 

 

Final Project Rubric Guidelines for Submission: Your project management plan should adhere to the following formatting requirements: It is submitted as an APA-style Microsoft Word (or open source) document, 15-20 pages (not including title and reference pages), double-spaced, using 12-point Times New Roman font and one-inch margins. There should be a minimum of five authoritative references used in your final paper. The final paper should be a summary of all the preceding milestone submissions that incorporate any suggested changes noted in the instructor’s feedback.

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value

Significant Forces [MBA-690-01]

Meets “Proficient” criteria and response is exceptionally clear and detailed

Comprehensively assesses the significant forces that have shaped operations management in recent history or will shape it in the future, focusing on impact on business operations of selected company

Assesses the significant forces that have shaped operations management in recent history or will shape it in the future, but response lacks a focus on impact on selected company or is cursory or inaccurate

Does not assess the significant forces that have shaped operations management in recent history or will shape it in the future

6.33

Key Obstacles [MBA-690-01]

Meets “Proficient” criteria and response is exceptionally clear and detailed

Accurately critiques the key obstacles or issues that confronted or will confront company management during evolution of operations management into modern era, focusing on management of selected company

Critiques the key obstacles or issues that confronted or will confront company management during evolution of operations management into modern era, but response lacks a focus on management of selected company, is cursory, or is inaccurate

Does not critique the key obstacles or issues that confronted company management during evolution of operations management into modern era

6.33

Changes [MBA-690-01]

Meets “Proficient” criteria and response is exceptionally clear and detailed

Comprehensively assesses changes to operations management and organizational structures in response to evolving complexity of business operations

Assesses changes to operations management and organizational structures in response to evolving complexity of business operations, but assessment is cursory or inaccurate

Does not assess changes to operations management and organizational structures in response to evolving complexity of business operations

6.33

Business Operations [MBA-690-02]

Meets “Proficient” criteria and analysis demonstrates keen insight into company’s business operations

Comprehensively analyzes business operations of selected company

Analyzes business operations of selected company, but response is cursory or inaccurate

Does not analyze business operations of selected company

6.33

 

 

 

Key Trends [MBA-690-02]

Meets “Proficient” criteria and response demonstrates keen insight into trends in operations management

Accurately determines key trends in production, quality, resource, and information management, focusing on business operations of company

Determines key trends in production, quality, resource, and information management, but response is not focused on business operations of company or has gaps in accuracy or detail

Does not determine key trends in production, quality, resource, and information management

6.33

Impact [MBA-690-02]

Meets “Proficient” criteria and assessment demonstrates nuanced understanding of relationship between business operations and trends in operations management

Comprehensively assesses the impact of identified key trends on business operations of selected company and business idea

Assesses the impact of identified key trends on business operations of selected company and business idea, but assessment is cursory or inaccurate

Does not assess the impact of identified key trends on business operations of selected company and business idea

6.33

Potential Costs [MBA-690-04]

Meets “Proficient” criteria and response demonstrates keen insight into assessing and quantifying project components

Logically projects potential costs, risks, and benefits of operationalizing business idea, supporting projections with rationale

Projects potential costs, risks, and benefits of operationalizing business idea, but with gaps in logic, detail, or support

Does not project potential costs, risks, and benefits of operationalizing business idea

6.33

Work Breakdown Structure

[MBA-690-03]

Meets “Proficient” criteria and work breakdown structure is exceptionally clear and contextualized

Develops logical, comprehensive work breakdown structure with at least three tasks and at least three associated subtasks

Develops work breakdown structure with at least three tasks and at least three associated subtasks, but with gaps in logic, accuracy, or detail

Does not develop work breakdown structure with at least three tasks and at least three associated subtasks

6.33

Narrative [MBA-690-03]

Meets “Proficient” criteria and narrative is exceptionally clear and contextualized

Provides a logical, comprehensive narrative, justifying each task and subtask in the work breakdown structure

Provides a narrative justifying each task and subtask in the work breakdown structure, but with gaps in logic, accuracy, or detail

Does not provide a narrative justifying each task and subtask in the work breakdown structure

6.33

Key Milestones [MBA-690-03]

Meets “Proficient” criteria and response demonstrates keen insight into meeting scope, time, and cost requirements of operations management projects

Accurately identifies key milestones, deliverables, and resource requirements associated with operationalizing business idea based on work breakdown structure and supported with explanation of how project will meet scope- time-cost objectives

Identifies key milestones, deliverables, and resource requirements associated with operationalizing business idea, but response is not based on work breakdown structure, is not supported with explanation of how project will meet scope- time-cost objectives, or has gaps in accuracy or detail

Does not identify key milestones, deliverables, and resource requirements associated with operationalizing business idea

6.33

 

 

 

Potential Obstacles [MBA-690-04]

Meets “Proficient” criteria and response demonstrates keen insight into project risks and impediments

Comprehensively assesses potential obstacles and impediments to meeting scope- time-cost objectives of project, supporting response with rationale

Assesses potential obstacles and impediments to meeting scope-time-cost objectives of project, but with gaps in accuracy, detail, or support

Does not assess potential obstacles and impediments to meeting scope-time-cost objectives of project

6.33

Risk Mitigation [MBA-690-04]

Meets “Proficient” criteria and strategies demonstrate nuanced understanding of obstacles, risks, and impediments to project

Determines appropriate risk mitigation strategies to address identified obstacles, impediments, and risks

Determines risk mitigation strategies, but not all strategies are appropriate for addressing identified obstacles, impediments, and risks

Does not determine risk mitigation strategies

6.33

Life Cycle [MBA-690-05]

Meets “Proficient” criteria and description demonstrates keen insight into business product or service life cycles

Clearly describes life cycle of business idea, focusing on future growth and decline

Describes life cycle of business idea, but without a focus on future growth and decline or with gaps in clarity or detail

Does not describe life cycle of business idea

6.33

Profit Generation [MBA-690-05]

Meets “Proficient” criteria and response demonstrates nuanced understanding of relationship between key measures of performance and business product or service life cycles

Comprehensively assesses profit generation and cost- saving opportunities associated with business idea based on life cycle and supported with rationale

Assesses profit generation and cost-saving opportunities associated with business idea, but response is not based on life cycle or has gaps in accuracy, detail, or support

Does not assess profit generation and cost-saving opportunities associated with business idea

6.33

Phase-Out Plan [MBA-690-05]

Meets “Proficient” criteria and plan demonstrates nuanced understanding of relationship between key measures of performance and business product or service life cycles

Determines appropriate phase- out plan for business idea that ensures sustainable solution for future innovation and profit streams

Determines phase-out plan for business idea, but plan is not appropriate for ensuring sustainable solution for future innovation and profit streams

Does not determine phase-out plan for business idea

6.33

Articulation of Response

 

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

5.05

Total 100%

 
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Project Management, Ch. 4: Exercise 1

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Resource: Ch. 4 of Project Management: The Managerial Process

Read #1 under Exercises on page 123 in Ch. 4 of Project Management: The Managerial Process.

Respond to questions 1.a and 1.b in 175 words each.

Justify your responses.

Format your paper consistent with APA guidelines.

Click the Assignment Files tab to submit your assignment.

PM Exercise 1 Grading Guide

CPMGT/305 Version 12

 2

Individual Assignment: Project Management Exercise 1

Purpose of Assignment

This assignment helps students to gain an understanding of developing a project scope statement.

Resources Required

Project Management: The Managerial Process, Ch. 4.

Grading Guide

Content Met Partially Met Not Met Comments:
The student develops a scope statement for the project that contains examples of all of the elements.        
The student assumes that the event will occur in 4 weeks and provides their best guess estimate of the dates and milestones.        
The student explains thoroughly what the priorities would likely be for this project.        
The paper is 350 words in length.        
    Total Available Total Earned  
    2.5

 #/2.5  
Writing Guidelines Met Partially Met Not Met Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.        
Intellectual property is recognized with in-text citations and a reference page.        
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.        
Sentences are complete, clear, and concise.        
Rules of grammar and usage are followed including spelling and punctuation.        
    Total Available Total Earned  
    1.5

 #/1.5  
Assignment Total # 4 #/4  
Additional comments:

 
 
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Discussion 4 Leadership

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NO PLAGIARISM

Complete only one (1) of the following questions. You can choose to answer any question you wish.

Post your initial response by July 10, 2019 at 11:59pm ET.
Then, respond to two classmates by July 14, 2019 at 11:59pm ET.

I will upload the two posting for the other students for the responses when the discussion done, so you can do one thing at a time.

(1) What personal examples can you think of where followers have affected leaders and organizational outcomes?

(2) Define and describe the principles of ethical leadership. Which three of the five covered in this chapter do you think are the most important? Why?

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Leadership

Eighth Edition

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To Madison, Isla, and Sullivan

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Leadership

Theory and Practice

Eighth Edition

Peter G. Northouse Western Michigan University

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FOR INFORMATION:

SAGE Publications, Inc.

2455 Teller Road

Thousand Oaks, California 91320

E-mail: [email protected]

SAGE Publications Ltd.

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United Kingdom

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Mathura Road, New Delhi 110 044

India

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3 Church Street

#10-04 Samsung Hub

Singapore 049483

Copyright © 2019 by SAGE Publications, Inc.

All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.

Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Names: Northouse, Peter Guy, author.

Title: Leadership : theory and practice / Peter G. Northouse, Western Michigan University.

Description: Eighth Edition. | Thousand Oaks : SAGE Publications, [2018] | Revised edition of the author’s Leadership, 2015. | Includes index.

Identifiers: LCCN 2017049134 | ISBN 9781506362311 (pbk. : alk. paper)

Subjects: LCSH: Leadership. | Leadership—Case studies.

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Classification: LCC HM1261 .N67 2018 | DDC 303.3/4—dc23 LC record available at https://lccn.loc.gov/2017049134

This book is printed on acid-free paper.

Acquisitions Editor: Maggie Stanley

Content Development Editor: Lauren Holmes

Editorial Assistant: Alissa Nance

Production Editor: Bennie Clark Allen

Copy Editor: Melinda Masson

Typesetter: C&M Digitals (P) Ltd.

Proofreader: Sally Jaskold

Indexer: Jean Casalegno

Cover Designer: Gail Buschman

Marketing Manager: Amy Lammers

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Brief Contents

1. Preface 2. Acknowledgments 3. About the Author 4. About the Contributors 5. 1. Introduction 6. 2. Trait Approach 7. 3. Skills Approach 8. 4. Behavioral Approach 9. 5. Situational Approach

10. 6. Path–Goal Theory 11. 7. Leader–Member Exchange Theory 12. 8. Transformational Leadership 13. 9. Authentic Leadership 14. 10. Servant Leadership 15. 11. Adaptive Leadership 16. 12. Followership 17. 13. Leadership Ethics 18. 14. Team Leadership 19. 15. Gender and Leadership 20. 16. Culture and Leadership 21. Author Index 22. Subject Index

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Detailed Contents

Preface Acknowledgments About the Author About the Contributors 1. Introduction

Leadership Defined Ways of Conceptualizing Leadership Definition and Components

Leadership Described Trait Versus Process Leadership Assigned Versus Emergent Leadership Leadership and Power Leadership and Coercion Leadership and Management

Plan of the Book Summary References

2. Trait Approach Description

Intelligence Self-Confidence Determination Integrity Sociability Five-Factor Personality Model and Leadership Strengths and Leadership Emotional Intelligence

How Does the Trait Approach Work? Strengths Criticisms Application Case Studies

Case 2.1 Choosing a New Director of Research Case 2.2 A Remarkable Turnaround Case 2.3 Recruiting for the Bank

Leadership Instrument Leadership Trait Questionnaire (LTQ)

Summary References

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3. Skills Approach Description

Three-Skill Approach Technical Skills Human Skills Conceptual Skills Summary of the Three-Skill Approach

Skills Model Competencies Individual Attributes Leadership Outcomes Career Experiences Environmental Influences Summary of the Skills Model

How Does the Skills Approach Work? Strengths Criticisms Application Case Studies

Case 3.1 A Strained Research Team Case 3.2 A Shift for Lieutenant Colonel Adams Case 3.3 Andy’s Recipe

Leadership Instrument Skills Inventory

Summary References

4. Behavioral Approach Description

The Ohio State Studies The University of Michigan Studies Blake and Mouton’s Managerial (Leadership) Grid

Authority–Compliance (9,1) Country-Club Management (1,9) Impoverished Management (1,1) Middle-of-the-Road Management (5,5) Team Management (9,9)

Paternalism/Maternalism Opportunism

How Does the Behavioral Approach Work? Strengths Criticisms Application

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Case Studies Case 4.1 A Drill Sergeant at First Case 4.2 Eating Lunch Standing Up Case 4.3 We Are Family

Leadership Instrument Leadership Behavior Questionnaire

Summary References

5. Situational Approach Description

Leadership Style Development Level

How Does the Situational Approach Work? Strengths Criticisms Application Case Studies

Case 5.1 Marathon Runners at Different Levels Case 5.2 Why Aren’t They Listening? Case 5.3 Getting the Message Across

Leadership Instrument Situational Leadership® Questionnaire: Sample Items

Summary References

6. Path–Goal Theory Description

Leader Behaviors Directive Leadership Supportive Leadership Participative Leadership Achievement-Oriented Leadership

Follower Characteristics Task Characteristics

How Does Path–Goal Theory Work? Strengths Criticisms Application Case Studies

Case 6.1 Three Shifts, Three Supervisors Case 6.2 Direction for Some, Support for Others Case 6.3 Playing in the Orchestra

Leadership Instrument

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Path–Goal Leadership Questionnaire Summary References

7. Leader–Member Exchange Theory Description

Early Studies Later Studies Leadership Making

How Does LMX Theory Work? Strengths Criticisms Application Case Studies

Case 7.1 His Team Gets the Best Assignments Case 7.2 Working Hard at Being Fair Case 7.3 Taking on Additional Responsibilities

Leadership Instrument LMX 7 Questionnaire

Summary References

8. Transformational Leadership Description

Transformational Leadership Defined Transformational Leadership and Charisma A Model of Transformational Leadership

Transformational Leadership Factors Transactional Leadership Factors Nonleadership Factor

Other Transformational Perspectives Bennis and Nanus Kouzes and Posner

How Does the Transformational Leadership Approach Work? Strengths Criticisms Application Case Studies

Case 8.1 The Vision Failed Case 8.2 An Exploration in Leadership Case 8.3 Her Vision of a Model Research Center

Leadership Instrument Sample Items From the Multifactor Leadership Questionnaire (MLQ) Form 5X-Short

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Summary References

9. Authentic Leadership Description

Authentic Leadership Defined Approaches to Authentic Leadership

Practical Approach Theoretical Approach

How Does Authentic Leadership Work? Strengths Criticisms Application Case Studies

Case 9.1 Am I Really a Leader? Case 9.2 A Leader Under Fire Case 9.3 The Reluctant First Lady

Leadership Instrument Authentic Leadership Self-Assessment Questionnaire

Summary References

10. Servant Leadership Description

Servant Leadership Defined Historical Basis of Servant Leadership Ten Characteristics of a Servant Leader Building a Theory About Servant Leadership

Model of Servant Leadership Antecedent Conditions Servant Leader Behaviors Outcomes Summary of the Model of Servant Leadership

How Does Servant Leadership Work? Strengths Criticisms Application Case Studies

Case 10.1 Everyone Loves Mrs. Noble Case 10.2 Doctor to the Poor Case 10.3 Servant Leadership Takes Flight

Leadership Instrument Servant Leadership Questionnaire

Summary

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References 11. Adaptive Leadership

Description Adaptive Leadership Defined

A Model of Adaptive Leadership Situational Challenges Technical Challenges Technical and Adaptive Challenges Adaptive Challenges Leader Behaviors Adaptive Work

How Does Adaptive Leadership Work? Strengths Criticisms Application Case Studies

Case 11.1 Silence, Stigma, and Mental Illness Case 11.2 Taming Bacchus Case 11.3 Redskins No More

Leadership Instrument Adaptive Leadership Questionnaire

Summary References

12. Followership Description

Followership Defined Role-Based and Relational-Based Perspectives Typologies of Followership

The Zaleznik Typology The Kelley Typology The Chaleff Typology The Kellerman Typology

Theoretical Approaches to Followership Reversing the Lens The Leadership Co-Created Process New Perspectives on Followership

Perspective 1: Followers Get the Job Done Perspective 2: Followers Work in the Best Interest of the Organization’s Mission Perspective 3: Followers Challenge Leaders Perspective 4: Followers Support the Leader Perspective 5: Followers Learn From Leaders

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Followership and Destructive Leaders 1. Our Need for Reassuring Authority Figures 2. Our Need for Security and Certainty 3. Our Need to Feel Chosen or Special 4. Our Need for Membership in the Human Community 5. Our Fear of Ostracism, Isolation, and Social Death 6. Our Fear of Powerlessness to Challenge a Bad Leader

How Does Followership Work? Strengths Criticisms Application Case Studies

Case 12.1 Bluebird Care Case 12.2 Olympic Rowers Case 12.3 Penn State Sexual Abuse Scandal

Leadership Instrument Followership Questionnaire

Summary References

13. Leadership Ethics Description

Ethics Defined Level 1. Preconventional Morality Level 2. Conventional Morality Level 3. Postconventional Morality

Ethical Theories Centrality of Ethics to Leadership Heifetz’s Perspective on Ethical Leadership Burns’s Perspective on Ethical Leadership The Dark Side of Leadership Principles of Ethical Leadership

Ethical Leaders Respect Others Ethical Leaders Serve Others Ethical Leaders Are Just Ethical Leaders Are Honest Ethical Leaders Build Community

Strengths Criticisms Application Case Studies

Case 13.1 Choosing a Research Assistant Case 13.2 How Safe Is Safe?

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Case 13.3 Reexamining a Proposal Leadership Instrument

Ethical Leadership Style Questionnaire (Short Form) Summary References

14. Team Leadership Description

Team Leadership Model Team Effectiveness Leadership Decisions Leadership Actions

How Does the Team Leadership Model Work? Strengths Criticisms Application Case Studies

Case 14.1 Can This Virtual Team Work? Case 14.2 Team Crisis Within the Gates Case 14.3 Starts With a Bang, Ends With a Whimper

Leadership Instrument Team Excellence and Collaborative Team Leader Questionnaire

Summary References

15. Gender and Leadership Description

The Glass Ceiling Turned Labyrinth Evidence of the Leadership Labyrinth Understanding the Labyrinth

Gender Differences in Leadership Styles and Effectiveness Navigating the Labyrinth

Strengths Criticisms Application Case Studies

Case 15.1 The “Glass Ceiling” Case 15.2 Lack of Inclusion and Credibility Case 15.3 Pregnancy as a Barrier to Job Status

Leadership Instrument The Gender–Leader Implicit Association Test

Summary References

16. Culture and Leadership

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Description Culture Defined Related Concepts

Ethnocentrism Prejudice

Dimensions of Culture Uncertainty Avoidance Power Distance Institutional Collectivism In-Group Collectivism Gender Egalitarianism Assertiveness Future Orientation Performance Orientation Humane Orientation

Clusters of World Cultures Characteristics of Clusters

Anglo Confucian Asia Eastern Europe Germanic Europe Latin America Latin Europe Middle East Nordic Europe Southern Asia Sub-Saharan Africa

Leadership Behavior and Culture Clusters Eastern Europe Leadership Profile Latin America Leadership Profile Latin Europe Leadership Profile Confucian Asia Leadership Profile Nordic Europe Leadership Profile Anglo Leadership Profile Sub-Saharan Africa Leadership Profile Southern Asia Leadership Profile Germanic Europe Leadership Profile Middle East Leadership Profile

Universally Desirable and Undesirable Leadership Attributes Strengths Criticisms Application

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Case Studies Case 16.1 A Challenging Workplace Case 16.2 A Special Kind of Financing Case 16.3 Whose Latino Center Is It?

Leadership Instrument Dimensions of Culture Questionnaire

Summary References

Author Index Subject Index

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Preface

This eighth edition of Leadership: Theory and Practice is written with the objective of bridging the gap between the often-simplistic popular approaches to leadership and the more abstract theoretical approaches. Like the previous editions, this edition reviews and analyzes a selected number of leadership theories, giving special attention to how each theoretical approach can be applied in real-world organizations. In essence, my purpose is to explore how leadership theory can inform and direct the way leadership is practiced.

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New to This Edition

First and foremost, this edition includes a new chapter on followership, which examines the nature of followership, its underpinnings, and how it works. The chapter presents a definition, a model, and the latest research and applications of this emerging approach to leadership. It also examines the relationship between followership and destructive, or toxic, leadership. In addition, the strengths and weaknesses of followership are examined, and a questionnaire to help readers assess their own follower style is provided. Three case studies illustrating followership, including one that addresses the Penn State sexual abuse scandal and another that looks at the 1936 U.S. Olympic rowing team, are presented at the end of the chapter.

In addition to the discussion of destructive leadership in Chapter 12, this edition includes an expanded discussion of the dark side of leadership and psuedotransformational leadership and the negative uses and abuses of leadership in several of the chapters. Readers will also find that the ethics chapter features a new self-assessment instrument, the Ethical Leadership Style Questionnaire (ELSQ), which assesses a leader’s style of ethical leadership and will help leaders understand their decision-making preferences when confronting ethical dilemmas.

This edition retains many special features from previous editions but has been updated to include new research findings, figures and tables, and everyday applications for many leadership topics including leader–member exchange theory, transformational and authentic leadership, team leadership, the labyrinth of women’s leadership, and historical definitions of leadership. The format of this edition parallels the format used in earlier editions. As with previous editions, the overall goal of Leadership: Theory and Practice is to advance our understanding of the many different approaches to leadership and ways to practice it more effectively.

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Special Features

Although this text presents and analyzes a wide range of leadership research, every attempt has been made to present the material in a clear, concise, and interesting manner. Reviewers of the book have consistently commented that clarity is one of its major strengths. In addition to the writing style, several other features of the book help make it user-friendly.

Each chapter follows the same format: It is structured to include first theory and then practice. Every chapter contains a discussion of the strengths and criticisms of the approach under consideration, and assists the reader in determining the relative merits of each approach. Each chapter includes an application section that discusses the practical aspects of the approach and how it could be used in today’s organizational settings. Three case studies are provided in each chapter to illustrate common leadership issues and dilemmas. Thought-provoking questions follow each case study, helping readers to interpret the case. A questionnaire is provided in each of the chapters to help the reader apply the approach to his or her own leadership style or setting. Figures and tables illustrate the content of the theory and make the ideas more meaningful.

Through these special features, every effort has been made to make this text substantive, understandable, and practical.

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Audience

This book provides both an in-depth presentation of leadership theory and a discussion of how it applies to real-life situations. Thus, it is intended for undergraduate and graduate classes in management, leadership studies, business, educational leadership, public administration, nursing and allied health, social work, criminal justice, industrial and organizational psychology, communication, religion, agricultural education, political and military science, and training and development. It is particularly well suited as a supplementary text for core organizational behavior courses or as an overview text within MBA curricula. This book would also be useful as a text in student activities, continuing education, in-service training, and other leadership-development programs.

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Digital Resources

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SAGE edge SAGE edge for Instructors

A password-protected instructor resource site at edge.sagepub.com/northouse8e supports teaching with high-quality content to help in creating a rich learning environment for students. The SAGE edge site for this book includes the following instructor resources:

Test banks built on AACSB standards, the book’s learning objectives, and Bloom’s Taxonomy provide a diverse range of test items with ExamView test generation. Each chapter includes 100 test questions to give instructors options for assessing students. Editable, chapter-specific PowerPoint® slides offer complete flexibility for creating a multimedia presentation for the course. Lecture notes for each chapter align with PowerPoint slides to serve as an essential reference, summarizing key concepts to ease preparation for lectures and class discussion. Carefully selected video and multimedia content enhances exploration of key topics to reinforce concepts and provide further insights. Sample answers to questions in the text provide an essential reference. Case notes include summaries, analyses, sample answers to assist with discussion, and exercises. Suggested course projects and assignments help students to apply the concepts they learn to see how they work in various contexts, providing new perspectives. Chapter-specific discussion questions for study help launch classroom interaction by prompting students to engage with the material and by reinforcing important content. Exclusive access to influential SAGE journal articles and business cases ties important research and scholarship to chapter concepts to strengthen learning. Tables and figures from the book are available for download. SAGE coursepacks provide easy LMS integration.

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SAGE edge for students

The open-access companion website helps students accomplish their coursework goals in an easy-to-use learning environment:

Mobile-friendly practice quizzes encourage self-guided assessment and practice. Mobile-friendly flashcards strengthen understanding of key concepts. Carefully selected video and multimedia content enhances exploration of key topics to reinforce concepts and provide further insights. EXCLUSIVE! Full-text SAGE journal articles have been carefully selected to support and expand on the concepts presented in each chapter. Meaningful web resources with exercises facilitate further exploration of topics.

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SAGE coursepacks

SAGE coursepacks make it easy to import our quality instructor and student resource content into your school’s learning management system (LMS) with minimal effort. Intuitive and simple to use, SAGE coursepacks give you the control to focus on what really matters: customizing course content to meet your students’ needs. The SAGE coursepacks, created specifically for this book, are customized and curated for use in Blackboard, Canvas, Desire2Learn (D2L), and Moodle.

In addition to the content available on the SAGE edge site, the coursepacks include the following:

Pedagogically robust assessment tools foster review, practice, and critical thinking and offer a better, more complete way to measure student engagement:

Diagnostic chapter pretests and posttests identify opportunities for student improvement, track student progress, and ensure mastery of key learning objectives. Instructions on how to use and integrate the comprehensive assessments and resources are provided. Assignable video with corresponding multimedia assessment tools bring concepts to life that increase student engagement and appeal to different learning styles. The video assessment questions feed to your gradebook. Integrated links to the eBook make it easy to access the mobile-friendly version of the text, which can be read anywhere, anytime.

Interactive eBook

Leadership (8th ed.) is also available as an interactive eBook, which can be packaged with the text for just $5 or purchased separately. The interactive eBook offers hyperlinks to original and licensed videos, including Peter Northouse author videos in which the author illuminates various leadership concepts. The interactive eBook includes additional case studies, as well as carefully chosen journal articles from the web, all from the same pages found in the printed text. Users will also have immediate access to study tools such as highlighting, bookmarking, note-taking/sharing, and more!

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Acknowledgments

Many people directly or indirectly contributed to the development of the eighth edition of Leadership: Theory and Practice. First, I would like to acknowledge my editor, Maggie Stanley, and her talented team at SAGE Publications (Lauren Holmes and Alissa Nance), who have contributed in so many different ways to the quality and success of this book. For their very capable work during the production phase, I would like to thank the copy editor, Melinda Masson, and the project editor, Bennie Clark Allen. In her own unique way, each of these people made valuable contributions to the eighth edition.

I would like to thank the following reviewers for their valuable contributions to the development of this manuscript:

Sandra Arumugam-Osburn, St. Louis Community College-Forest Park Rob Elkington, University of Ontario Institute of Technology Abimbola Farinde, Columbia Southern University Belinda S. Han, Utah Valley University Deborah A. Johnson-Blake, Liberty University Benjamin Kutsyuruba, Queen’s University Chenwei Liao, Michigan State University Heather J. Mashburn, Appalachian State University Comfort Okpala, North Carolina A&T State University Ric Rohm, Southeastern University Patricia Dillon Sobczak, Virginia Commonwealth University Victor S. Sohmen, Drexel University Brigitte Steinheider, University of Oklahoma-Tulsa Robert Waris, University of Missouri–Kansas City Sandi Zeljko, Lake-Sumter State College Mary Zonsius, Rush University

I would like to thank the following reviewers for their valuable contributions to the development of the seventh edition manuscript:

Hamid Akbari, Winona State University Meera Alagaraja, University of Louisville Mel Albin, Excelsior College Thomas Batsching, Reutlingen University Cheryl Beeler, Angelo State University Julie Bjorkman, Benedictine University Mark D. Bowman, Methodist University Dianne Burns, University of Manchester

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Eric Buschlen, Central Michigan University Steven Bryant, Drury University Daniel Calhoun, Georgia Southern University David Conrad, Augsburg College Joyce Cousins, Royal College of Surgeons in Ireland Denise Danna, LSUHSC School of Nursing S. Todd Deal, Georgia Southern University Caroline S. Fulmer, University of Alabama Brad Gatlin, John Brown University Greig A. Gjerdalen, Capilano University Andrew Gonzales, University of California, Irvine Decker B. Hains, Western Michigan University Amanda Hasty, University of Colorado–Denver Carl Holschen, Missouri Baptist University Kiran Ismail, St. John’s University Irma Jones, University of Texas at Brownsville Michele D. Kegley, University of Cincinnati, Blue Ash College Jeanea M. Lambeth, Pittsburg State University David Lees, University of Derby David S. McClain, University of Hawaii at Manoa Carol McMillan, New School University Richard Milter, Johns Hopkins University Christopher Neck, Arizona State University–Tempe Keeok Park, University of La Verne Richard Parkman, University of Plymouth Lori M. Pindar, Clemson University Chaminda S. Prelis, University of Dubuque Casey Rae, George Fox University Noel Ronan, Waterford Institute of Technology Louis Rubino, California State University, Northridge Shadia Sachedina, Baruch College (School of Public Affairs) Harriet L. Schwartz, Carlow University Kelli K. Smith, University of Nebraska-Lincoln David Swenson, The College of St. Scholastica Danny L. Talbot, Washington State University Robert L. Taylor, University of Louisville Precious Taylor-Clifton, Cambridge College John Tummons, University of Missouri Kristi Tyran, Western Washington University Tamara Von George, Granite State College Natalie Walker, Seminole State College William Welch, Bowie State University

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David E. Williams, Texas Tech University Tony Wohlers, Cameron University Sharon A. Wulf, Worcester Polytechnic Institute School of Business Alec Zama, Grand View University Xia Zhao, California State University, Dominguez Hills

In addition, I would like to thank, for their exceptional work on the leadership profile tool and the ancillaries, Isolde Anderson (Hope College), John Baker (Western Kentucky University), Kari Keating (University of Illinois at Urbana-Champaign), Kathryn Woods (Austin Peay State University), Eric Buschlen (Central Michigan University), Lou Sabina (Stetson University), and Neda Dallal.

A very special acknowledgment goes to Laurel Northouse for her insightful critiques and ongoing support. In addition, I am especially grateful to Marie Lee for her exceptional editing and guidance throughout this project. For his review of and comments on the followership chapter, I am indebted to Ronald Riggio (Claremont McKenna University). I would like to thank Sarah Chace (Marian University) for her contributions to the adaptive leadership chapter, Leah Omilion-Hodges (Western Michigan University) for her contributions to the leader–member exchange chapter, Isolde Anderson (Hope College) for her comprehensive literature reviews, Robin Curtiss for her contributions to a case study on followership, and Rudy Leon for her editorial assistance.

Finally, I would like to thank the many undergraduate and graduate students whom I have taught through the years. Their ongoing feedback has helped clarify my thinking about leadership and encouraged me to make plain the practical implications of leadership theories.

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About the Author

Peter G. Northouse, PhD, is Professor Emeritus of Communication in the School of Communication at Western Michigan University. Leadership: Theory and Practice is the best-selling academic textbook on leadership in the world and has been translated into 13 languages. In addition to authoring publications in professional journals, he is the author of Introduction to Leadership: Concepts and Practice (now in its fourth edition) and co-author of Leadership Case Studies in Education (now in its second edition) and Health Communication: Strategies for Health Professionals (now in its third edition). His scholarly and curricular interests include models of leadership, leadership assessment, ethical leadership, and leadership and group dynamics. For more than 30 years, he has taught undergraduate and graduate courses in leadership, interpersonal communication, and organizational communication on both the undergraduate and graduate levels. Currently, he is a consultant and lecturer on trends in leadership research, leadership development, and leadership education. He holds a doctorate in speech communication from the University of Denver, and master’s and bachelor’s degrees in communication education from Michigan State University.

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About the Contributors

Crystal L. Hoyt completed her doctorate in social psychology at the University of California, Santa Barbara, and is a professor of leadership studies and psychology at the University of Richmond. Her primary research interests include female and minority leaders, stereotyping and discrimination, stigma, and cognitive biases. In her primary area of research, she explores the role of beliefs, such as self-efficacy, implicit theories, and political ideologies, in the experiences and perceptions of women and minorities in leadership or STEM (science, technology, engineering, and mathematics) fields, or of those who are overweight. In a more applied fashion, she examines factors, such as role models, that may buffer individuals from the deleterious effects of stereotypes and discrimination. Her research appears in journals such as Psychological Science, Journal of Experimental and Social Psychology, Personality and Social Psychology Bulletin, and The Leadership Quarterly. She has published over 50 journal articles and book chapters, and she has co-edited three books.

Susan E. Kogler Hill (PhD, University of Denver, 1974) is Professor Emeritus and former chair of the School of Communication at Cleveland State University. Her research and consulting have been in the areas of interpersonal and organizational communication. She specializes in group leadership, teamwork, empowerment, and mentoring. She is author of a text titled Improving Interpersonal Competence. In addition, she has written book chapters and published articles in many professional journals.

Stefanie Simon is an assistant professor in the Department of Psychology at Siena College. She earned her PhD in social psychology from Tulane University and was the Robert A. Oden Jr. Postdoctoral Fellow for Innovation in the Liberal Arts at Carleton College before joining the faculty at Siena. Her research centers on the psychology of diversity, with a focus on prejudice, discrimination, and leadership. In her work, she focuses on the perspective of the target of prejudice and discrimination, as well as the perspective of the perpetrator of prejudice and discrimination. She is particularly interested in how leaders of diverse groups can promote positive intergroup relations and reduce inequality in society.

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1 Introduction

Leadership is a highly sought-after and highly valued commodity. In the 20 years since the first edition of this book was published, the public has become increasingly captivated by the idea of leadership. People continue to ask themselves and others what makes good leaders. As individuals, they seek more information on how to become effective leaders. As a result, bookstore shelves are filled with popular books about leaders and advice on how to be a leader. Many people believe that leadership is a way to improve their personal, social, and professional lives. Corporations seek those with leadership ability because they believe they bring special assets to their organizations and, ultimately, improve the bottom line. Academic institutions throughout the country have responded by providing programs in leadership studies.

In addition, leadership has gained the attention of researchers worldwide. Leadership research is increasing dramatically, and findings underscore that there is a wide variety of different theoretical approaches to explain the complexities of the leadership process (e.g., Bass, 2008; Bryman, 1992; Bryman, Collinson, Grint, Jackson, & Uhl-Bien, 2011; Day & Antonakis, 2012; Dinh et al., 2014; Gardner, 1990; Hickman, 2016; Mumford, 2006; Rost, 1991). Some researchers conceptualize leadership as a trait or as a behavior, whereas others view leadership from an information-processing perspective or relational standpoint. Leadership has been studied using both qualitative and quantitative methods in many contexts, including small groups, therapeutic groups, and large organizations. Collectively, the research findings on leadership from all of these areas provide a picture of a process that is far more sophisticated and complex than the often-simplistic view presented in some of the popular books on leadership.

This book treats leadership as a complex process having multiple dimensions. Based on the research literature, this text provides an in-depth description and application of many different approaches to leadership. Our emphasis is on how theory can inform the practice of leadership. In this book, we describe each theory and then explain how the theory can be used in real situations.

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Leadership Defined

There are many ways to finish the sentence “Leadership is . . .” In fact, as Stogdill (1974, p. 7) pointed out in a review of leadership research, there are almost as many different definitions of leadership as there are people who have tried to define it. It is much like the words democracy, love, and peace. Although each of us intuitively knows what we mean by such words, the words can have different meanings for different people. As Box 1.1 shows, scholars and practitioners have attempted to define leadership for more than a century without universal consensus.

Box 1.1 The Evolution of Leadership Definitions

While many have a gut-level grasp of what leadership is, putting a definition to the term has proved to be a challenging endeavor for scholars and practitioners alike. More than a century has lapsed since leadership became a topic of academic introspection, and definitions have evolved continuously during that period. These definitions have been influenced by many factors from world affairs and politics to the perspectives of the discipline in which the topic is being studied. In a seminal work, Rost (1991) analyzed materials written from 1900 to 1990, finding more than 200 different definitions for leadership. His analysis provides a succinct history of how leadership has been defined through the last century:

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1900–1929 Definitions of leadership appearing in the first three decades of the 20th century emphasized control and centralization of power with a common theme of domination. For example, at a conference on leadership in 1927, leadership was defined as “the ability to impress the will of the leader on those led and induce obedience, respect, loyalty, and cooperation” (Moore, 1927, p. 124).

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1930s In the 1930s, traits became the focus of defining leadership, with an emerging view of leadership as influence rather than domination. Leadership was also identified as the interaction of an individual’s specific personality traits with those of a group; it was noted that while the attitudes and activities of the many may be changed by the one, the many may also influence a leader.

 
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