Prepare An Answer To The Following Questions Your Ans 238805

Prepare An Answer To The Following Questions Your Answer Should Show

Prepare an answer to the following questions. Your answer should show a familiarity with the text and topics being covered in the unit and use text, lecture notes, and/or PowerPoint references. Each response should be at least 150 words per question and be free of spelling and grammar errors. This Unit's Questions Explain how level of authority affects leaders' and followers' behavior. Can you identify reward systems that affect the level of effort students are likely to put forth in team or group projects? Should these reward systems be different from those for individual effort projects? Use the emotional approach to outline a major change of your choice. If you were the leader of the change initiative, then what would you specifically need to do or attend to in order to drive your initiative? Be specific. Discuss the main ideas of Bass's theory of transformational and transactional leadership.

Paper For Above instruction

The level of authority held by leaders significantly influences both their behavior and that of their followers. Leaders with high levels of authority tend to establish clear expectations and enforce compliance through formal power structures. Their followers often exhibit behaviors aligned with organizational goals, demonstrating obedience and conformity due to the perceived legitimacy of the leader’s authority (Bass & Avolio, 1994). Conversely, leaders with lower authority tend to rely more on personal influence and motivation, fostering a more participative environment that encourages followers’ initiative. This dynamic impacts motivation, decision-making, and overall group cohesion, as followers assess whether the leader’s authority aligns with their perception of fairness and competence (Northouse, 2018). The interaction between authority levels and follower behavior is complex, influencing how goals are pursued and how conflicts are managed within team settings.

Reward systems play a crucial role in shaping students’ efforts in team or group projects. Incentives such as grades, recognition, or peer acknowledgment can motivate students to contribute substantially. For example, a system that awards individual contributions separately can incentivize personal accountability, encouraging each member to perform well to secure their part of the reward (Deci & Ryan, 2000). Alternatively, collective rewards, like a group grade or praise, foster teamwork but may also lead to social loafing, where some members rely on others' efforts (Liden & Maslyn, 1998). These reward systems should be tailored to the nature of the task: individual effort projects benefit from individual recognition, while team-based projects may require shared rewards to promote collaboration and accountability. Balancing these systems ensures motivation remains aligned with the type of project and desired outcomes.

The emotional approach to leading change emphasizes the importance of addressing followers’ emotional responses. Consider a major organizational restructuring as an example. As a leader, I would focus on building trust and reducing uncertainty by openly communicating the reasons for change and involving employees in planning. I would listen to concerns, empathize with their fears, and recognize their contributions to foster engagement (Goleman, 2000). During implementation, I would highlight successes and provide support to reinforce positive emotions. This emotional connection sustains motivation and commitment, which are critical for successful change adoption. Personally, I would hold regular meetings to clarify goals, provide training to ease transitions, and celebrate milestones to boost morale. Carefully attending to emotional aspects helps mitigate resistance and accelerates acceptance of change initiatives.

Bass’s theory of transformational and transactional leadership differentiates leaders based on their approach to motivation and influence. Transformational leaders inspire followers by creating a compelling vision, fostering innovation, and encouraging personal development. They elevate followers’ morale and motivate beyond immediate self-interest, promoting a shared sense of purpose (Bass & Avolio, 1993). Transactional leaders, however, focus on structured tasks, clear exchanges, and reward or punishment based on performance (Bass, 1985). They emphasize maintaining the status quo through routine and clarity of expectations. Effective leadership often involves a blend of both styles, where transformational approaches inspire and motivate followers, while transactional strategies ensure task completion and discipline. Understanding these styles allows leaders to adapt their behavior to various contexts, energizing their team and achieving organizational goals efficiently (Northouse, 2018).

References

• Bass, B. M., & Avolio, B. J. (1993). Transformational leadership and organizational culture. Public Administration Quarterly, 17(1), 112-121.
• Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press.
• Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage Publications.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
• Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78-90.
• Liden, R. C., & Maslyn, J. M. (1998). Multidimensionality of team-member exchange and team member roles. Journal of Applied Psychology, 83(2), 24-36.
• Northouse, P. G. (2018). Leadership: Theory and practice. Sage publications.