On Leadership Competencies and Management Skills (Seongkil, 2010) On leadership skills. There are two factors to consider in leadership. These are as follows (Barron, 2010; Hayden, 2005; Hersman, 2007): 1. Spiritual factors a. He must be called by God. b. He must meet the biblical requirements in his life. c. He must be empowered by the Holy Spirit to accomplish his job. d. He must have an understanding of the biblical principles and be able to apply them to the ministry of the Sunday School. e. He must be a man of prayer. 2. Natural factors. a. He should understand basic human relationship and how to get along with people. b. He should understand how to motivate people to get job done. c. He must know to train people, both technically and in informal settings. d. He should have the ability to supervise and evaluate workers. e. He should solve interpersonal problems, produce a cohesive staff, and keep everyone working toward the goal. Leaders seem to arise in almost all societies and organizations, large and small, simple and complex, in every historical period and in every part of the world. Some observers claim that leaders exhibit special traits that compel people to accept their authority. Despite decades of research on the long list of leadership traits, the results remain inconclusive. Leaders, it turns out, come in all shapes and sizes. Everywhere, the search is on for new leaders, different categories of leaders, and more relevant forms of leadership. Beerel (1998) lists the various foundational principles of leadership touch personality and traits and principles: 1. We are not the center of the universe; we are a tiny part in an infinite system. 2. As living creatures, we are in a continuous process of evolution and we must adapt in order to survive. 3. We must be attentive to the power of the unconscious in influencing human behavior (Aadmodt, 2009; Hersman, 2005). 4. All things are relative. 5. All systems comprise interrelated networks linked by a complex of relationships that are in perpetual change and motion. Leadership is necessary. So it is written: According to Berkley (1997), "without a vision, the people perish. Sheep without a shepherd are scattered. How can people hear without someone preaching to them? Someone needs to guard the good deposits that were entrusted to us by God. Someone must teach what is in accord with sound doctrine. So God supplies leaders-some to be apostles, some to be prophets, some to be evangelists, and some to be pastors and teachers to build up the body of Christ." There are five exemplary practices of a good leader (Haber, 2009; Barron, 2010): modeling the way; inspiring a shared vision; challenging the process; enabling others to act; and encouraging the heart. On leadership models. There are also leadership models that were mentioned (Kouzes and Posner, 2008): 1. Relational leadership model - It involves a relational and ethical process of people attempting to accomplish together a positive change (Hayden, 2005; Hersman, 2007). It is an inclusive, empowering, purposeful, and ethical process. 2. Social change model of leadership - This is anchored on the premise that leadership is inclusive of people in positional or non-positional roles. It is a process that promotes values of equity, social justice, self-knowledge, service, and collaboration. This model emphasizes three major values: individual values like consciousness of self (Barron, 2010), congruence, and commitment; group values like collaboration (Aadmodth, 2000), common purpose, and controversy with civility; and community values like citizenship (Hayden, 2005). Its major objective is change and to make a better world and a better society for one's self and others (Hayden, 2005; Barron, 2010). It conveys the belief that individuals, groups, and communities have the ability to work together to make the change. 3. Servant leadership - It is characterized as a natural feeling that one wants to serve first. A servant leader is one who listens intently and receptively, exercises empathy, nurtures healing and wholeness, unflinchingly and consistently applies ethics and values, builds cooperation within the team through persuasion, dreams big dreams, exercises foresight, understands service and stewardship as the first and foremost priority, nuriures the yrowih of empioyees, and buids community within ihe organization (Barron, 2010; Hersman, 2007). 4. Emotionally intelligent leadership-This involves three areas of consciousness: context, self, and others. Consciousness of context includes environmental awareness and group-savvy. Consciousness of self includes emotional self-perception, honest self understanding, healthy self-esteem, emotional self-control, authenticity, flexibility, achievement, optimism, and initiative. Consciousness of others includes empathy, citizenship, inspiration, influence, coaching, being an agent of change, conflict management, developing relationships, teamwork, and capitalizing differences (Barron, 2010; Aadmodth, 2001). 5. Leadership Identity development - This is composed of the following stages: awareness; exploration/engagement; leader identified; leadership differentiated; generativity; and integration or synthesis. Literatures of McShane (2005), Hayden (2005), Goodbog (2009), and Aadmodt (2001) explain the five perspectives of leadership: competency (trait) perspective of leadership; behavioral perspective; contingency perspective; transformational perspective; and implicit leadership perspective. On leadership competencies. The construct, competency (trait) perspective of leadership began when experts reexamined the trait approach but with more emphasis on specific competencies. Competencies encompass a broader range of personal characteristics such as knowledge, skills and abilities, and values. Experts identified seven competencies (traits) of an effective leader: 1. Emotional intelligence - This is an ability to perceive and express emotions, assimilate emotion and thought, understand and reason with emotions, and regulate them with others. This requires a strong self-monitoring personality because leaders must be sensitive to situational cues and readily adapt their own behavior appropriately (Barron, 2010; Hayden, 2005). 2. Integrity-This refers to a leader's truthfulness and tendency to translate words into deeds. Integrity is sometimes called "authentic leadership" because the individual acts with sincerity. He or she has a higher moral capacity to judge dilemmas based on sound values and acts according (Aadmodt, 2001). 3. Drive-Leaders should have a high need for achievement. This represents the Inner motivation that leaders possess to pursue their goals and encourage. others to move forward with theirs. A drive inspires unbridled inquisitiveness and a need for constant learning. 4. Leadership motivation - Leaders have a strong need for power because they want to influence others. However, they tend to have a need for socialized power. 5. Self-confidence - They possess self-efficacy that they are capable to lead others. 6. Intelligence Leaders have above average cognitive ability to process enormous amounts of information. Leaders are not necessarily geniuses, but rather have a superior ability to analyze alternative scenarios and identify potential opportunities (Barron, 2010). 7. Knowledge of business-Effective leaders understand the business environment in which they operate. This assists their intuition to recognize opportunities and understand their organization's capacity to capture those opportunities.
On Leadership Competencies and Management Skills (Seongkil, 2010) On leadership skills. There are two factors to consider in leadership. These are as follows (Barron, 2010; Hayden, 2005; Hersman, 2007): 1. Spiritual factors a. He must be called by God. b. He must meet the biblical requirements in his life. c. He must be empowered by the Holy Spirit to accomplish his job. d. He must have an understanding of the biblical principles and be able to apply them to the ministry of the Sunday School. e. He must be a man of prayer. 2. Natural factors. a. He should understand basic human relationship and how to get along with people. b. He should understand how to motivate people to get job done. c. He must know to train people, both technically and in informal settings. d. He should have the ability to supervise and evaluate workers. e. He should solve interpersonal problems, produce a cohesive staff, and keep everyone working toward the goal. Leaders seem to arise in almost all societies and organizations, large and small, simple and complex, in every historical period and in every part of the world. Some observers claim that leaders exhibit special traits that compel people to accept their authority. Despite decades of research on the long list of leadership traits, the results remain inconclusive. Leaders, it turns out, come in all shapes and sizes. Everywhere, the search is on for new leaders, different categories of leaders, and more relevant forms of leadership. Beerel (1998) lists the various foundational principles of leadership touch personality and traits and principles: 1. We are not the center of the universe; we are a tiny part in an infinite system. 2. As living creatures, we are in a continuous process of evolution and we must adapt in order to survive. 3. We must be attentive to the power of the unconscious in influencing human behavior (Aadmodt, 2009; Hersman, 2005). 4. All things are relative. 5. All systems comprise interrelated networks linked by a complex of relationships that are in perpetual change and motion. Leadership is necessary. So it is written: According to Berkley (1997), "without a vision, the people perish. Sheep without a shepherd are scattered. How can people hear without someone preaching to them? Someone needs to guard the good deposits that were entrusted to us by God. Someone must teach what is in accord with sound doctrine. So God supplies leaders-some to be apostles, some to be prophets, some to be evangelists, and some to be pastors and teachers to build up the body of Christ." There are five exemplary practices of a good leader (Haber, 2009; Barron, 2010): modeling the way; inspiring a shared vision; challenging the process; enabling others to act; and encouraging the heart. On leadership models. There are also leadership models that were mentioned (Kouzes and Posner, 2008): 1. Relational leadership model - It involves a relational and ethical process of people attempting to accomplish together a positive change (Hayden, 2005; Hersman, 2007). It is an inclusive, empowering, purposeful, and ethical process. 2. Social change model of leadership - This is anchored on the premise that leadership is inclusive of people in positional or non-positional roles. It is a process that promotes values of equity, social justice, self-knowledge, service, and collaboration. This model emphasizes three major values: individual values like consciousness of self (Barron, 2010), congruence, and commitment; group values like collaboration (Aadmodth, 2000), common purpose, and controversy with civility; and community values like citizenship (Hayden, 2005). Its major objective is change and to make a better world and a better society for one's self and others (Hayden, 2005; Barron, 2010). It conveys the belief that individuals, groups, and communities have the ability to work together to make the change. 3. Servant leadership - It is characterized as a natural feeling that one wants to serve first. A servant leader is one who listens intently and receptively, exercises empathy, nurtures healing and wholeness, unflinchingly and consistently applies ethics and values, builds cooperation within the team through persuasion, dreams big dreams, exercises foresight, understands service and stewardship as the first and foremost priority, nuriures the yrowih of empioyees, and buids community within ihe organization (Barron, 2010; Hersman, 2007). 4. Emotionally intelligent leadership-This involves three areas of consciousness: context, self, and others. Consciousness of context includes environmental awareness and group-savvy. Consciousness of self includes emotional self-perception, honest self understanding, healthy self-esteem, emotional self-control, authenticity, flexibility, achievement, optimism, and initiative. Consciousness of others includes empathy, citizenship, inspiration, influence, coaching, being an agent of change, conflict management, developing relationships, teamwork, and capitalizing differences (Barron, 2010; Aadmodth, 2001). 5. Leadership Identity development - This is composed of the following stages: awareness; exploration/engagement; leader identified; leadership differentiated; generativity; and integration or synthesis. Literatures of McShane (2005), Hayden (2005), Goodbog (2009), and Aadmodt (2001) explain the five perspectives of leadership: competency (trait) perspective of leadership; behavioral perspective; contingency perspective; transformational perspective; and implicit leadership perspective. On leadership competencies. The construct, competency (trait) perspective of leadership began when experts reexamined the trait approach but with more emphasis on specific competencies. Competencies encompass a broader range of personal characteristics such as knowledge, skills and abilities, and values. Experts identified seven competencies (traits) of an effective leader: 1. Emotional intelligence - This is an ability to perceive and express emotions, assimilate emotion and thought, understand and reason with emotions, and regulate them with others. This requires a strong self-monitoring personality because leaders must be sensitive to situational cues and readily adapt their own behavior appropriately (Barron, 2010; Hayden, 2005). 2. Integrity-This refers to a leader's truthfulness and tendency to translate words into deeds. Integrity is sometimes called "authentic leadership" because the individual acts with sincerity. He or she has a higher moral capacity to judge dilemmas based on sound values and acts according (Aadmodt, 2001). 3. Drive-Leaders should have a high need for achievement. This represents the Inner motivation that leaders possess to pursue their goals and encourage. others to move forward with theirs. A drive inspires unbridled inquisitiveness and a need for constant learning. 4. Leadership motivation - Leaders have a strong need for power because they want to influence others. However, they tend to have a need for socialized power. 5. Self-confidence - They possess self-efficacy that they are capable to lead others. 6. Intelligence Leaders have above average cognitive ability to process enormous amounts of information. Leaders are not necessarily geniuses, but rather have a superior ability to analyze alternative scenarios and identify potential opportunities (Barron, 2010). 7. Knowledge of business-Effective leaders understand the business environment in which they operate. This assists their intuition to recognize opportunities and understand their organization's capacity to capture those opportunities.
Chapter1: Taking Risks And Making Profits Within The Dynamic Business Environment
Section: Chapter Questions
Problem 1CE
Related questions
Question
3) The major variable is the central idea of the entire literature. Its sub-variables help specify which particular aspect of the major variable is being referred to. The indicators, on the other hand, are specific information that describes the sub-variables.
Examples:
- Major variable: Study habits
- Sub-variable: Time required for studying, methods of studying, and place for studying
- Indicators: Employing patterned time intervals for effective studying: using mnemonics in memorizing the terms; and studying in one's ideal environment
Instructions: Identify the major variables, sub-variables, and indicators of the examples of literature review.
Example 3: On leadership Competencies and Management Skills
(refer to the photo for the details)
Transcribed Image Text:On Leadership Competencies and Management Skills (Seongkil, 2010)
On leadership skills. There are two factors to consider in leadership. These are as follows (Barron, 2010; Hayden, 2005; Hersman, 2007):
1. Spiritual factors
a. He must be called by God.
b. He must meet the biblical requirements in his life.
c. He must be empowered by the Holy Spirit to accomplish his job.
d. He must have an understanding of the biblical principles and be able to apply them to the ministry of the Sunday School.
e. He must be a man of prayer.
2. Natural factors.
a. He should understand basic human relationship and how to get along with people.
b. He should understand how to motivate people to get job done.
c. He must know to train people, both technically and in informal settings.
d. He should have the ability to supervise and evaluate workers.
e. He should solve interpersonal problems, produce a cohesive staff, and keep everyone working toward the goal.
Leaders seem to arise in almost all societies and organizations, large and small, simple and complex, in every historical period and in every
part of the world. Some observers claim that leaders exhibit special traits that compel people to accept their authority. Despite decades of
research on the long list of leadership traits, the results remain inconclusive. Leaders, it turns
out, come in all shapes and sizes. Everywhere, the search is on for new leaders, different categories of leaders, and more relevant forms of
leadership.
Beerel (1998) lists the various foundational principles of leadership touch personality and traits and principles:
1. We are not the center of the universe; we are a tiny part in an infinite system.
2. As living creatures, we are in a continuous process of evolution and we must adapt in order to survive.
3. We must be attentive to the power of the unconscious in influencing human behavior (Aadmodt, 2009; Hersman, 2005).
4. All things are relative.
5. All systems comprise interrelated networks linked by a complex of relationships that are in perpetual change and motion.
Leadership is necessary. So it is written:
According to Berkley (1997), "without a vision, the people perish. Sheep without a shepherd are scattered. How can people hear without
someone preaching to them? Someone needs to guard the good deposits that were entrusted to us by God. Someone must teach what is in
accord with sound doctrine. So God supplies leaders-some to be apostles, some to be prophets, some to be evangelists, and some to be
pastors and teachers to build up the body of Christ."
There are five exemplary practices of a good leader (Haber, 2009; Barron, 2010): modeling the way; inspiring a shared vision; challenging the
process; enabling others to act; and encouraging the heart.
On leadership models. There are also leadership models that were mentioned (Kouzes and Posner, 2008):
1. Relational leadership model - It involves a relational and ethical process of people attempting to accomplish together a positive change
(Hayden, 2005; Hersman, 2007). It is an inclusive, empowering, purposeful, and ethical process.
2. Social change model of leadership - This is anchored on the premise that leadership is inclusive of people in positional or non-positional
roles. It is a process that promotes values of equity, social justice, self-knowledge, service, and collaboration. This model emphasizes three
major values: individual values like consciousness of self (Barron, 2010), congruence, and commitment; group values like collaboration
(Aadmodth, 2000), common purpose, and controversy with civility; and community values like citizenship (Hayden, 2005). Its major objective
is change and to make a better world and a better society for one's self and others (Hayden, 2005; Barron, 2010). It conveys the belief that
individuals, groups, and communities have the ability to work together to make the change.
3. Servant leadership - It is characterized as a natural feeling that one wants to serve first. A servant leader is one who listens intently and
receptively, exercises empathy, nurtures healing and wholeness, unflinchingly and consistently applies ethics and values, builds cooperation
within the team through persuasion, dreams big dreams, exercises foresight, understands service and stewardship as the first and foremost
priority, nuriures the yrowih of empioyees, and buids community within ihe organization (Barron, 2010; Hersman, 2007).
4. Emotionally intelligent leadership-This involves three areas of consciousness: context, self, and others. Consciousness of context includes
environmental awareness and group-savvy. Consciousness of self includes emotional self-perception, honest self
understanding, healthy self-esteem, emotional self-control, authenticity, flexibility, achievement, optimism, and initiative. Consciousness of
others includes empathy, citizenship, inspiration, influence, coaching, being an agent of change, conflict management, developing
relationships, teamwork, and capitalizing differences (Barron, 2010; Aadmodth, 2001).
5. Leadership Identity development - This is composed of the following stages: awareness; exploration/engagement; leader identified;
leadership differentiated; generativity; and integration or synthesis.
Literatures of McShane (2005), Hayden (2005), Goodbog (2009), and Aadmodt (2001) explain the five perspectives of leadership: competency
(trait) perspective of leadership; behavioral perspective; contingency perspective; transformational perspective; and implicit leadership
perspective.
On leadership competencies. The construct, competency (trait) perspective of leadership began when experts reexamined the trait approach
but with more emphasis on specific competencies. Competencies encompass a broader range of personal characteristics such as knowledge,
skills and abilities, and values. Experts identified seven competencies (traits) of an effective leader:
1. Emotional intelligence - This is an ability to perceive and express emotions, assimilate emotion and thought, understand and reason with
emotions, and regulate them with others. This requires a strong self-monitoring personality because leaders must be sensitive to situational
cues and readily adapt their own behavior appropriately (Barron, 2010; Hayden, 2005).
2. Integrity-This refers to a leader's truthfulness and tendency to translate words into deeds. Integrity is sometimes called "authentic
leadership" because the individual acts with sincerity. He or she has a higher moral capacity to judge dilemmas based on sound values and
acts according (Aadmodt, 2001).
3. Drive-Leaders should have a high need for achievement. This represents the Inner motivation that leaders possess to pursue their goals and
encourage. others to move forward with theirs. A drive inspires unbridled inquisitiveness and a need for constant learning.
4. Leadership motivation - Leaders have a strong need for power because they want to influence others. However, they tend to have a need
for socialized power.
5. Self-confidence - They possess self-efficacy that they are capable to lead others.
6. Intelligence Leaders have above average cognitive ability to process enormous amounts of information. Leaders are not necessarily
geniuses, but rather have a superior ability to analyze alternative scenarios and identify potential opportunities (Barron, 2010).
7. Knowledge of business-Effective leaders understand the business environment in which they operate. This assists their intuition to recognize
opportunities and understand their organization's capacity to capture those opportunities.
Expert Solution
Introduction
Leadership refers to an ability to influence, inspire and guide the people. In leadership, the role of the leader is to provide clear direction to its followers and motivate them to accomplish the task efficiently and effectively. Leaders have the ability to influence and motivate people to achieve goals and objectives. They create a feeling of cooperation among the group or team members and enable coordination in a group or team.
Characteristics of leadership:
- It is based on the situation as there is no fixed leadership style for every situation.
- It is a group process.
- It includes shaping and moulding the behaviour of its followers.
- Provides direction
- Encourages teamwork
- People-oriented focus
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