Please Respond To Both Questions In Separate Postings Total

Please Respond To Both Questions In Separate Postings A Total Of Thre

Please respond to both questions in separate postings. A total of three postings are required every week. After reading Chapter 3, The Skills Approach, please discuss the following questions on Case C3.1: A Strained Research Team on pages 60-62 in our text Leadership: Based on the skills approach, how would you assess Dr. Wood's leadership and his relationship to the members of the Elder Care Project team? Will the project be successful?

Based on readings, does Dr. Wood have the skills necessary to be an effective leader of the research team? The skills model describes three important competencies for leaders: problem solving skills, social judgment skills, and knowledge. If you were to coach Dr. Wood using this model, what competencies would you address with him? What changes would you suggest that he make in his leadership? Minimum three postings are required.

You can answer all three questions in one single posting, or, in three different postings with substantial references and examples. 2. After reading Chapter 4, the Behavioral Approach, please discuss the following questions on (Case C4.2) Eating Lunch Standing Up on pages 85 (case 4.2) in our text Leadership: According to the Behavioral Approach, how would you describe Susan's leadership style? Based on this reading, why does her leadership behavior create such a reaction from her subordinates? Do you think she should change her behavior? Why or why not? Would she be effective if she changed? Why or why not? Link for case study:

Paper For Above instruction

Answering the questions related to leadership theories requires a nuanced understanding of both the theoretical framework and practical case specifics. The two cases from the texts—Dr. Wood's leadership on the research team and Susan’s leadership style during lunch—offer contrasting perspectives that illuminate core concepts within the skills and behavioral approaches respectively.

Assessment of Dr. Wood’s Leadership via the Skills Approach

Dr. Wood's leadership in the Elder Care Project can be critically evaluated through the lens of the skills approach, which emphasizes problem-solving, social judgment, and knowledge as essential competencies. In case C3.1, Dr. Wood exhibits a combination of technical knowledge and problem-solving skills but appears to struggle with social judgment—particularly in his relationships with team members. This results in a strained team environment, which signals a deficiency in emotional intelligence, conflict resolution, and communication skills (Mumford et al., 2000). The project’s success is jeopardized if these interpersonal and social judgment skills are not enhanced because team cohesion and motivation are crucial for research undertakings that involve complex interpersonal dynamics.

Based on the readings, Dr. Wood possesses some core skills necessary for effective leadership, especially technical knowledge related to the research. However, the skills model suggests that successful leaders must balance problem-solving, social judgment, and knowledge. If coached using this model, I would focus on improving Dr. Wood’s social judgment skills—specifically his ability to empathize, listen actively, and manage conflicts more effectively (Mumford et al., 2000). These changes could enhance his relationships with team members, fostering trust and collaboration. Enhancing his problem-solving skills by encouraging creative and inclusive approaches could also be beneficial.

Recommendations for Leadership Development

In coaching Dr. Wood, I would recommend a structured development plan that leverages emotional intelligence (Goleman, 1998) to bolster his social judgment. This could include training in conflict resolution, active listening, and emotional regulation. Additionally, fostering a participative leadership style might improve team dynamics (Yukl & Mahsud, 2010). Such changes could make him a more charismatic and effective leader, better equipped to handle team challenges and guide the project toward success.

Analysis of Susan's Leadership Style via the Behavioral Approach

Turning to Susan in case C4.2, her leadership behavior during lunch exemplifies a task-oriented style that is possibly perceived as authoritarian or directive. According to the behavioral approach, her leadership style can be classified as task-focused, emphasizing rules, order, and procedures, which might neglect the relational aspects that influence subordinate motivation (Blake & Mouton, 1964). Her behavior produces reactions such as withdrawal or resentment from subordinates because it disregards their social and emotional needs, thereby diminishing team cohesion and morale.

Whether Susan should modify her leadership style depends on the context and desired outcomes. If her intent is to foster a supportive, motivating environment, incorporating more relational behaviors—such as expressing appreciation, providing support, and engaging in active listening—could be beneficial. Changing her behavior to include a more participative style may improve subordinate reactions and overall effectiveness (Yukl & Mahsud, 2010).

Such a change could enhance her leadership effectiveness by balancing task focus with relational considerations. A combination of task-oriented and relationship-oriented behaviors tends to foster higher motivation and cooperation among subordinates (Block, 2013). Therefore, adopting a more flexible approach that considers both task completion and relational needs would likely lead to a more positive subordinate response and improved team performance.

Conclusion

Both cases underscore the importance of balanced leadership styles—whether through developing key skills or integrating task and relationship behaviors. Leaders like Dr. Wood can benefit from targeted coaching to enhance their social judgment and problem-solving abilities, which could, in turn, improve team effectiveness and project outcomes. Conversely, leaders like Susan must reflect on their behavioral patterns and consider adopting more relational strategies to foster a more motivated and cohesive team environment. Ultimately, adaptability and a nuanced understanding of leadership dynamics are essential for effective leadership in diverse settings.

References

• Blake, R. R., & Mouton, J. S. (1964). The Managerial Grid: The Key to Leadership Excellence. Gulf Publishing Company.
• Goleman, D. (1998). Working with Emotional Intelligence. Bantam Books.
• Yukl, G., & Mahsud, R. (2010). Why flexible and adaptive leadership is essential. Consulting Psychology Journal: Practice and Research, 62(2), 81-93.
• Mumford, M. D., Zaccaro, S. J., Harding, F. D., & Fleet, L. (2000). Linking leadership skills to personality: A study of the skills approach. Journal of Applied Psychology, 85(4), 553–563.
• Block, P. (2013). Flawless Consulting: A Guide to Getting Your Expertise Used. Jossey-Bass.
• Yukl, G. (2012). Leadership in Organizations (8th ed.). Pearson Education.
• Bass, B. M. (1998). Transformational Leadership: Industry, Military, and Educational Implications. Lawrence Erlbaum.
• Cherniss, C., & Goleman, D. (2001). The Emotionally Intelligent Workplace. Jossey-Bass.
• Hersey, P., & Blanchard, K. H. (1982). Leadership Style and Situational Variations. Training & Development Journal, 36(5), 28–34.
• Northouse, P. G. (2018). Leadership: Theory and Practice (8th ed.). Sage Publications.