A500.1.5.RB_OYEYEMIOLUSANYA

A500.1.5.RB_OYEYEMIOLUSANYA - Intellectual Perseverance

Intellectual Perseverance: Having a consciousness of the need to use intellectual insights and truths in spite of difficulties, obstacles, and frustrations; firm adherence to rational principles despite the irrational opposition of others; a sense of the need to struggle with confusion and unsettled questions over an extended period of time to achieve deeper understanding or insight.

Intellectual perseverance is the ability to recognize the source of an obstacle and commit a steady persistence in a course of action, a purpose, and a state, especially in spite of difficulties or discouragement.  In other words, The intellectually perseverant person displays firm adherence to rational principles despite the irrational opposition of others, and has a realistic sense of the need to struggle with confusion and unsettled questions over an extended time to achieve understanding or insight.  Perseverance commonly suggests activity maintained in spite of difficulties or steadfast and long-continued application: Endurance and perseverance combined to win in the end.  It is regularly used in a favorable sense.  Persistence, which may be used in either a favorable or an unfavorable sense implies unremitting (and sometimes annoying) perseverance: persistence in a belief; persistence in talking when others wish to study.  Tenacity with the original meaning of adhesiveness, as of glue, is a dogged and determined holding on.  Whether used literally or figuratively it has favorable implications: a bulldog quality of tenacity; the tenacity of one's memory.  Pertinacity unlike its related word is used chiefly in an unfavorable sense, that of over insistent tenacity: the pertinacity of the social climber.

Intellectual perseverance is the only key to my success in this graduate degree, combining class assignments, studying my text book with daily duty required at work and lots of studying material to be professional in my job, one need unwavering commitment and continues focus at the result.  It is illegal to the call of duty to study personal material at while at work.  Working on the machine maintenance for whole day as a technician and stay awake at night to study for assignment that needs to be submitted requires dedication.  In the course of this, I still need to study for promotion examination, which is the source of school fees.

For example, I resume work not later than 7a.-m and close at 5p.m. each day including weekend when on duty.  Take care of family issue as a married man and stay late to contribute to class discussion.  Wake up early at 3:30am to study and prepare for work.  Highest challenge is when we are on the way.  Internet usage in the office for unofficial work is not allowed so; one has to be very fast and smart.  Like this week, we lost the Internet on the ship for about three days and class discussion was due for submission, I sent it to my wife via office outlook that was the only means to reach out.  She missed it, been her first time.  Both A500.1.3.DQ-Discusion and A500.1.4.DQ-Discussion were submitted at the same place thinking that they were the same as they read discussion.  Eventually, the Internet came up and I have not seen any evidence that she submitted, I sent mail to confirm but she was not available, I had to re-submit it.  She replied latter that she has submitted.  This is what I faced and will be facing each time the Ship is on the deployment, long or short.

It is like, “the brick walls are there for a reason.  The brick walls are not there to keep us out.  The brick walls are there to give us a chance to show how badly we want something.  Because the brick walls are there to stop the people who don’t want it badly enough.  They’re there to stop the other people.” – Randy Pausch.I stated this class with tuition assistance to be top-up with MGI-bill because school fee is more than what tuition assistance can pay.  I was not approved for GIL-BILL because of my years in service and now tuition assistance is counseled.  With all these challenges, I am still forging ahead.  I believe, “There are times to stay put, and what you want will come to you, and there are times to go out into the world and find such a thing for yourself.” – Lemony Snicket.

Considering my reason for choosing this course and viewing myself as one of the future leader help me to persevere and come into conclusion that “You may encounter many defeats, but you must not be defeated.  In fact, it may be necessary to encounter the defeats, so you can know who you are, what you can rise from, how you can still come out of it.” – Maya Angelou

My yearnings to be a good leader like King Solomon’s prayer to lead aright; Solomon prayed to God, “You have shown great loving kindness to David my father, and have made me king in his place.  Now, Yahweh God, let your promise to David my father be established; for you have made me king over a people like the dust of the earth in multitude.  Now give me wisdom and knowledge, that I may go out and come in before this people; for who can judge this great people of yours?”  2 Chronicle, chapter 8-10.  “ Even if I knew that tomorrow the world would go to pieces, I would still plant my apple tree.

References:

 Bible (2 Chronicle, chapter 8-10.)

 http://lendy826.hubpages.com/hub/Intellectual-Perseverance

 http://www.criticalthinking.org/pages/valuable-intellectual-traits/528

 http://dictionary.reference.com/browse/perseverance

 http://www.goodreads.com/quotes/tag/perseverance

A511.8.4.RB_ OYEYEMIOLUSANYA

Now, reflect upon and analyse what Rosabeth Moss Kanter has to say and how that does or does not coincide with what Yukl says about gender-based discrimination.  Do you agree?  Why or why not?

Throughout the twentieth century, gender-base discrimination was supported by age-old beliefs that men are more qualified than women for leadership roles (Ayman and Korabik, 2010).  These beliefs involve assumptions about the trait and skills required for effective leadership in organizations (implicit theories), assumptions about inherent differences between men and women (gender stereotypes), and assumptions about appropriate behavior for men and women (role expectations).

Kanter point out that, women are having the same orientation and education with their men counterpart.  There is no empirical support for the belief that men are more qualified to be leaders, and laws now exist in the United State to stop sex-based discrimination.  However, as with earlier claims that men are more qualified to be leaders, the claims that women are more qualified appear to be based on weak assumptions and exaggerated gender stereotypes Yukl, (2013, p.358).

The strong tendency to favour men over women in filling high-level leadership positions has been referred to as the “glass ceiling”.  Sex-based discrimination in leadership selection also reflects the influence of popular stereotypes and role expectations for men and women (Heilman, 2001).  Kanter point out that, different job demand different dedication and 24/7 commitments.  Women considering caring for their family do not put themselves in position to be considered for these posts. Greedy demanding nature of top job and joggling with family responsibility makes it tough for women getting to the pick of their career which affect the number of women at the top.  Men are more in high-risk job that pay much because of the risk involves than women (Kanter).

Interest in studying barriers to advancement for women has been increasing.  A study by Bell and Nkomo (2001) found that one of the major barriers (especially for black women) was limited access to social and informal networks in their organizations.

Women still contribute to the economy by establishing their own business that allows for their personal family caring by Kanter.  Differential treatment during childhood causes men and women to have different values, traits, skills, and ways of dealing with situations.  Although not mutually exclusive, these explanations lead to different implications for the selection and training of leaders and the elimination of unfair discrimination Yukl, (2013,p.362).

All persons are considered to have inherent and equal worth, independent of their gender.  This led naturally to an opposition to sexism, and an acceptance of female ministers by Bruce (2011).

WASHINGTON — Defense Secretary Leon E. Panetta is lifting the military’s official ban on women in combat, which will open up hundreds of thousands of additional front-line jobs to them, senior defense officials said Wednesday by The new york times (2013).

Based on all these point from different resources, it is evident that what Rosabeth Moss Kanter said about gender-based discrimination coincide with Yukl submission and I am in support too.

There is little reason to believe that either women or men make superior managers, or that women and men are different types of managers.  Instead, there are likely to be excellent, average, and poor managerial performers within each sex.  Success in today’s highly competitive marketplace calls for organizations to make best use of the talent available to them.  To do this, they need to identify, develop, encourage, and promote the effective managers regardless of sex (Powell, 1990, P.74).

Reference:

Anu Bhagwati

The New York Times (2013).

http://www.nytimes.com/2013/01/24/us/pentagon-says-it-is-lifting-ban-on-women-in-combat.html?pagewanted=all

Ayman, R., and Korabik, K. (2010).

Leadership: why gender culture matter.  American Psychologist, 65, 157-170

Bell, E. L., and Nkomo, S. M. (2001).

Our separate ways: Black and white woman and the struggle for professional identity.  Boston: Harvard Business School press.

Bruce A. Robinson (2011).

http://www.religioustolerance.org/femclrg13.htm

Heilman, M. E. (2001).

Description and prescription: how gender stereotypes prevent women’s ascent up the organizational ladder.  Journal of social Issues, 57, 657-674.

Powell, G. N. (1990).

One more time: Do female and male managers differ?  Academy of Management Executives, 4, 68-75.

Rosabeth Moss Kanter

http://www.youtube.com/watch?v=EhquUOlBuOY

Gary Yukl, (2013).  Leadership in Organization

A511.7.2.GA_OYEYEMIOLUSANYA

PUT YOUR EMPLOYEE FIRST

Vineet Nayer point out in his interview with HBS that employee should be view as the real value, because they create value in organization.  Build an envelop of trust.  Build transformation on subordinate to build change in them.  Burns (1978, P.20) described transforming leadership as a process in which “leaders and followers” raise one another to higher levels of morality and motivation.”  These leaders seek to raise the consciousness of followers by appealing to ideals and moral values such as liberty, justice, equity, peace, and humanitarianism, not to baser emotions such as fear, jealousy, or hatred.

Servant leader must attend to the needs of followers and help them become healthier, wiser, and more willing to accept their responsibilities.  Servant leader must listen to followers, learn about their needs and aspiration, and be willing to share in their pain and frustration.  Servant leader must empower followers instead of using power to dominate them.

Vineet point out that, “Transparency create trust in employee”.  Trust is being completely honest and open, keeping actions consistent with values, and showing trust in followers.  Leader’s integrity and concern for subordinate is likely to increase their trust, loyalty, and satisfaction with the leader.  A favorable relationship and increased referent power to the leader make it easier to influence subordinates to carry out requests Yukl, (2013. p.337).

Vineet said that, employee should be encouraged so that when they come to work they will work.

The influence of authentic leader with some followers is enhanced by their confidence, clarity of value, and integrity.  It is easier for follower to be influenced by a leader who is perceived to be credible, focused, and confident.  Followers of authentic leaders have identification that is more personal with the leader and more social identification with the team or organizational unit Yukl, (2013, P.340).  Leaders of today should be in front, why tomorrow leader be behind them, building them to make change by Vineet.

Follower perception of leader authenticity may be jointly influenced credible, on the extent to which the expressed values and emotions are consistent with follower perception of the situation, and on follower ability to accurately perceive when a leader is expressing genuine emotions and value Yukl, (2013, P.340).  Leader should belief they do not have all answers, opening to accountability, evaluate to see transformation.  Traditional leader should make change.  Organization has to design when to transform, by Vineet.

Leaders can reinforce ethical behavior by including it in the criteria used to evaluate and reward follower performance.  A leader’s own actions provide an example of ethical behavior to be imitated by people who admire and identify with the leader.  Leaders can facilitate problem solving by helping people getting information, by identifying points of agreement and disagreement, and encouraging people to find integrative solutions to conflicts.  Some ways a top executive can influence the ethical climate in an organization include talking about the importance of positive values, setting an example of ethical behavior, making decisions that show integrity is as important as profits, and enforcing discipline for ethics violations Yukl, (2013, P. 343-344).

Reference:

Burns, J. M. (1978).  Leadership.  New York: Harper and Row. 

Vineet Nayer

http://www.youtube.com/watch?v=gJrBq-c5QYE

Gary Yukl, (2013).  Leadership in Organization

A511.6.4.RB_OYEYEMIOLUSANYA

Reflect on what you have read and viewed and what it means when we say that leaders must create a “cause” or "meaning." Relate this to the theory of leading change. Use examples and apply the work of others where necessary.

"Finding meaning" is probably a misnomer, however. Meaning is not a dropped coin we pick up by chance. It is more like fine pottery we craft. People have to create the meaning of their work and their lives, and that process requires skills and practice, not just luck. It is important for leaders to understand what makes an employee experience meaningful and what role they can play in this process. Even in unfavorable circumstances, people can experience an activity as meaningful when it resonates with chosen values, connects them with people they like, raises their sense of competence, or gives them an "ah-ha" moment of insight. From what we know about how the human brain works, the ability to create meaning is also enhanced by challenge(solving a problem that is not hard or too easy), emotional safety (fostered by friendship, fairness, and self-esteem), autonomy (Structure but not micromanagement), and, perhaps most importantly, learning from experienced meaning — makers. 
Dave and Wendy, (June 2, 2010),also added,seven drivers of meaning that leaders can leverage are identify as follows: 
1. Help employee identify and creatively use the strengths, traits, and values (like integrity—, leadership, love of learning, kindness, etc.) with which they most identify. Leader can help people improve their mental models about the way things work in organizations and the reasons for success or failure. For collective learning to be successful, team members must be able to develop a shared mental that is accurate and use it to interpret performance feedback. By helping people to understand complex systems, a leader can increase their ability to learn and solve problems. In this way, the leader also helps people  understand that they are not powerless and can collectively influence events in the organization Yukl, (2013, P.110).

2. Match the purpose (insight, achievement, connection, or empowerment) that motivate employees to the jobs they do. One way for leader to facilitate innovation is to recruit people who have the skill and enthusiasm to develop new ideas, and then empower them to pursue these ideas by providing necessary time and Yukl, (2013, P.109).

3. Foster friendships and key relationship-building skills-like making and receiving bids and apologizing effectively — to create high-performance, high-relating teams. Leaders find the common thread that weaves together the fabric of human needs into a colorful tapestry. They seek out the brewing consensus among those they would lead. In order to do this, they develop a deep understanding of the collective yearnings. They listen carefully for quiet whisperings in dark corners. They attend to the subtle cues. They sniff the air to get the scent. They watch the faces. They get a sense of what people want, what they value, what they dream about Kouzes and Posner (1987, P115).

4. Promote positive work environments through attention to characteristics like humility, selflessness, order, and openness. Active resistance indicates the presence of strong values, and emotions that could serve as a source of commitment if opponents are converted to supporters. It is essential to discuss a proposed change with the people who will be affected to learn about their concerns and their ideas about the best course of action Yukl, (2013, P.92). 

5. Help people identify and work at the types of challenges that line up with their personal experience of engagement or flow. One way to built follower optimism about vision is to link it to their ability to collectively solve problems and overcome difficult obstacles. If people have been successful in past efforts to accomplish difficult objectives, the leader can use these success to build confidence in their ability to do it again Yukl, (2013, P.105).

6. Build in time for both individual and corporate-level self-reflection to help people discover lesson from setbacks and develop the resilience to get in front of the pace of challenge. Leader can help people improve their one form of collective learning is to analyze feedback about prior performance. How such feedback is interpreted depends on what assumptions are made about the  causal relationships among variables and how much time is necessary for decisions and actions to have visible effects  Yukl, (2013, P.110).

7. Encaurage civility and delight from little things that personalize and civilize the world of work(e.g. time to chat, friendly competitions, pictures,and humor). Top management should provide encouragement, support and necessary resources to facilitate change, but should not try to dictate the details of how to do it Yukl, (2013, P.94). 

Conclusively, to paraphrase Nietche, "He who has a why to work can bear what almost any how". To get the most from their employees, leaders should do all they can to make this "why" clear. When it is necessary to make major changes in an organization, a vision of what the changes will do to achieve shared objectives and values is very helpful in gaining commitment for the change Yukl, (2013, P.96).

Reference:

Dave and Wendy Ulrich (June 2, 2010)
Getting Beyond Engagement to Creating Meaning at Work

Gary Yukl (2013)
Leadership Organization

Kouzes, J. M., and Posner, B.Z. (1987).
Credibility: How leaders gain and lose it, why people demand it. San Francisco: Jossey-Bass. 

Traits and Skills of Leadership

The early trait studies attempted to identify physical characteristics, personality traits, and abilities of people who were believed to be “natural leaders.” Hundreds of trait studies were conducted, but individual traits failed to correlate in a strong and consistent manner with leadership effectiveness.  More progress was made after researchers included additional traits and skills and used better measures of traits and outcomes.  Nevertheless, much of the trait research continues to have weaknesses such as lack of adequate attention to situational variables, mediating processes, curvilinear relationships, and trait interactions. As in the case of leadership behaviour, some scholars have emphasized broadly defined categories of traits and skills that can make it more difficult to identify and understand important relationships.

Some personality trait found to be relevant for leadership advancement or effectiveness include energy level and stress tolerance, self-confidence, internal control orientation, emotional stability, extroversion, conscientiousness, and integrity.  The motive pattern characteristic of many effective managers includes a socialized power orientation and a moderately strong need for achievement with an emphasis on collective performance rather than individual performance.

To be successful, a leader also needs interpersonal, cognitive, and technical skills.  The relative priority of the three types of skill and the optimal mix of specific skills probably depends on the type of organization, the level of management, and the nature of the challenges confronting a leader.  Some skills such as persuasiveness, analytical ability, speaking ability, and memory for details will help a leader be successful in any situation, whereas some other skills are not easily transferred to a different type of position.  Competencies involve a combination of traits and some competencies examined in recent leadership research emotional intelligence, social intelligence, and the ability to learn and adapt to change.  The uniqueness and relevance of these competencies continues to be a controversial subject in the leadership literature.

The trait approach has important implications for improving managerial effectiveness. Information about traits and skills relevant for different types of managerial positions is useful for people who are planning a managerial career. The information is also useful for selecting people to fill managerial positions, for identifying training needs in the current job, and for planning management development activities to prepare the person for promotion to higher-level jobs.

Contingency Theories of Effective Leadership

The managerial job is too complex and unpredictable to rely on the same set of standardized responses for all situations. Effective leaders are continuously reading the situation determining how to adapt their behaviour to it. They seek to understand the task requirements, situational constraints, and interpersonal processes that determine which course of action is most likely to be successful. This chapter examined several contingency theories that prescribe different pattern of leader behaviour (or trait) for different situations.

The path-goal theory of leadership examines how aspects of the situation determine the optimal level of each type of leadership behaviour for improving subordinate satisfaction and effort. In the situational leadership theory, the appropriate mix of task and relations behaviour for the leader depends on the confidence and skill of a subordinate in relation to the task. Leadership substitutes theory identifies aspects of the situation that make leadership behavior redundant or irrelevant. The LPC Contingency theory described how situational favorability moderates the relationship between a leader trait (LPC) and group performance. Cognitive resources theory examines the conditions under which cognitive resources such as intelligence and experience are related to group performance. The multiple-linkage model describes how leader behaviour and aspects of the situation jointly influence individual or group performance. A leader can improve group performance by taking direct action to correct any deficiencies in the mediating variables, and over time the leader can improve group performance by taking action to make the situation more favorable.

The early contingency theories reviewed in this chapter are complex and difficult to test. Most of the theories have conceptual weaknesses such as over-emphasis on broadly-defined behaviors, exclusion of relevant situational variables, and unclear explanation of casual relationships and mediating processes.  Most studies conducted to test the contingency theories used weak research methods, and the results are difficult to interpret. None of the theories has been adequately tested, but the research provides support for some propositions in some of the theories. Additional knowledge about situational variables has been gained in research on more recent theories of effective leadership, and the findings are described in other chapters of the book.

The lack of strong, consistent results in research on contingency theories does not justify the conclusion that situation variables are irrelevant for understanding effective leadership. In an increasingly turbulent and uncertain world, flexible adaptive leadership seems even more relevant today than it was decades ago when the contingency theories were first proposed. Better contingency theories are needed to help managers understand and overcome the challenges confronting them. In future theories it is desirable to include both universal element (e.g., general principles) and situational elements (e.g., guidelines to help identify desirable behaviours for a particular type of situation).