Short Paper Week 6: Topics Of Management And Leadership

Short Paper Week 6the Topics Of Management And Leadership Are Impo

Short Paper: (Week 6) The topics of management and leadership are important to a healthy and productive organization. Students will write a paper focused on the human side of management and leadership using information from the course material, plus any supplemental material provided to you or from your own research. By completing this assignment, students will meet the outcome(s): •identify the critical business functions and how they interact in order to position the organization to be effective in the current business environment •explain the importance of the integration of individuals and systems to organizational effectiveness •describe the ethical and social responsibilities that confront a business Required Elements of the Short Paper: •Identify the aspects of the human side of management and leadership that you value from the readings; •Explain why you value these aspects;•Apply the material learned in the course to support the reasoning of why you value these aspects.Required Formatting of Paper: •This report should be double spaced, 12-point font, and two to three pages in length excluding the title page and reference page; •Title page; •Use APA formatting for in-text citations and a reference page. You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary; •Submit the paper in the Assignment Folder. criteria outstanding superior Good substandard Failure Critical Thinking/Reasoning 7 points demonstrates a high degree of critical thinking, is consistent in accurately interpreting questions & material; provides solid assumptions, reasoning & claims; provides thorough analysis & evaluation with sound conclusions 5.95 points shows good critical thinking; accurately interprets most questions & material; usually identifies relevant arguments/reasoning/claims; offers good analysis & evaluation with fairly sound conclusions 5.25 points shows occasional critical thinking; questions & material is at times accurately interpreted; arguments/reasoning/claims are occasionally explained; offers fair analysis & evaluation with a conclusion 4.55 points shows little critical thinking, misinterprets questions or material; ignores or superficially evaluates; justifies little and seldom explains reasoning; draws unwarranted conclusions 3.85 points lacks critical thinking consistently offers biased interpretations; ignores or superficially evaluates; argues using poor reasoning, and/or unwarranted claims Application of Concepts/Development 7 points arguments or positions are well-supported with evidence from the readings/experience; ideas go beyond the course material and recognize implications and extensions of the material and concepts 5.95 points arguments or positions are mostly supported by evidence from the readings and course content; ideas presented demonstrate student’s understanding of the material and concepts 5.25 points arguments are more often based on opinion or unclear views than on position grounded in the readings of material or external sources of material 4.55 points arguments are frequently illogical and unsubstantiated; student may resort to ad hominem attacks on the author instead of making meaningful application of the material 3.85 points a meaningful attempt to explain or support ideas does not exist Attention to Instructions 3 points demonstrated full understanding of requirements; responded to each aspect of assignment 2.55 points demonstrated understanding of requirements; missed one minor aspect of assignment 2.25 points demonstrated some understanding of requirements; missed a key element or two minor aspects of assignment 1.95 points failed to show a firm understanding of requirements; missed two key elements or several minor aspects of assignment 1.65 points did not demonstrate understanding of assignment requirements Clarity; including grammar 2 points writing is clear and easy to follow; grammar and spelling are all correct; formatting gives a professional look and adds to readability 1.7 points most ideas are presented clearly; occasional spelling and/or grammar issues 1.5 points wordy; some points require rereading to understand fully; more than an occasional spelling and/or grammar 1.3 points unclear and difficult to understand; frequent spelling and grammar issues 1.1 points largely incomprehensible writing/poorly written in terms of mechanics and structure Adherence to APA style (6th ed.) 1 point no APA style errors 0.85 points attempts in-text citation and reference list but 1 or 2 APA style errors are present 0.75 points attempts in-text citation and reference list; APA style errors are present; inconsistencies in citation usage can be found throughout the document 0.65 points attempts either in-text citation or reference list but omits the other 0.55 points no attempt at APA style Overall Score Outstanding 18 or more Superior 16 or more Good 14 or more Substandard 12 or more Failure 0 or more 187.221.0.0/16 subnetted to 62 subnets and provide information for subnets #1, #2, #60, and #.255.0.0 Bits Subnets Powers of 2 Subnets Hosts - Effects of Subnetting a Class B Network Subnet Mask CIDR Net Bits Host Bits # of Nets Hosts/Net Total Hosts 255.255.0.0 /.255.128.0 /) ) 255.255.192.0 /) ) 255.255.224.0 /) ) 255.255.240.0 /) ) 255.255.248.0 /) ) 255.255.252.0 /) ) 255.255.254.0 /) ) 255.255.255.0 /) ) 255.255.255.128 /) ) 255.255.255.192 /) ) 255.255.255.224 /) ) 255.255.255.240 /) ) 255.255.255.248 /) ) 255.255.255.252 /) ) 255.255.255.254 /) ) [*] According to classic IP routing rules you are not able to use the subnets with all zeros or ones in the network portion.

However most modern machines have no trouble actually using the upper and lower subnets. Steven C. Jensen has a very good discussion of lower/upper subnet use , including notes on how to convince Cisco routers to do it. (I'm not sure this applies for /32 though....) [**] Note that you should not use a host address with all zeros as that means this host in many IP implementations (and is considered the broadcast address in some antiquated systems [SunOS-2?]), and neither can you use a host address with all ones, as that's the broadcast address for the subnet. The host address of all zeros, in combination with the network address, are also used to specify the complete subnet address (RFC 1105). This means that a 31-bit netmask is essentially useless since it leaves only two addresses per net: one for the network number, and the other for the broadcast address.

In theory though you could specify a host address as the same as the network address if the IP implementation of the host(s) in question does not map an all-zeros host number to be equivalent to the localhost. I wouldn't advise this though unless you're really strapped for subnets. It's far safer and more general to use /30 nets instead. [*] An all-one's netmask (i.e. all 32 bits) specifies a host address. Example: Valid subnets on a network 172.16.0.0/18 (i.e. with a subnet mask of 255.255.192.0) are: Subnet 1: 172.16.64.0 with addresses 172.16.64.1 -> 172.16.100.254 Subnet 2: 197.16.128.0 with addresses 172.16.128.1 -> 172.16.128.254 Visit the Class C Subnetting summary table. -------------------------------------------------------------------------------- This page has been accessed times since 22 Jan.

1997. What'sa matter? Doncha got a back button? (How about going back here or here instead!) Conversion Table Decimal - Hexadecimal - Binary -------------------------------------------------------------------------------- Dec Hex Bin Dec Hex Bin Dec Hex Bin Dec Hex Bin -------------------------------------------------------------------------------- -------------------------------------------------------------------------------- -------------------------------------------------------------------------------- -------------------------------------------------------------------------------- c c c c c c c c c c a a a ca b b b cb c c c cc d d d cd e e e ce f f f cf d d d d d d d d d da a a da b b b db c c c dc d d d dd e e e de f f f df a e a e a e a e a e a e a e a e a ea a aa ea b b ab eb c c ac ec d d ad ed e e ae ee f f af ef b f b f b f b f b f b f b f b f b f b fa a ba fa b b bb fb c c bc fc d d bd fd e e be fe f f bf ff . . .

Paper For Above instruction

The human side of management and leadership is crucial to the success and sustainability of any organization. These aspects encompass interpersonal relationships, emotional intelligence, motivation, communication, and ethical behavior, which directly influence organizational culture, employee satisfaction, and overall performance. From the course materials, I value the emphasis on emotional intelligence because it fosters understanding, empathy, and effective communication among team members. I believe these qualities are essential for building trust and collaboration, which are the backbone of productive teams.

Emotional intelligence (EI), as highlighted in Daniel Goleman's work, is fundamental for effective leadership because it enables leaders to recognize their own emotions and those of others, manage relationships judiciously, and create a positive work environment (Goleman, 1995). I value this aspect because it promotes a workplace culture where employees feel valued and understood, leading to increased engagement and motivation. When managers demonstrate high EI, they can better handle conflicts, provide constructive feedback, and inspire their teams, which enhances organizational effectiveness (Cherniss, 2010).

Furthermore, motivation and recognition are critical human aspects I appreciate in leadership. Recognizing individual contributions and aligning organizational goals with personal aspirations can significantly boost morale (Maslow, 1943). I support this because it fosters a sense of purpose and belonging among employees. Applying motivational theories like Herzberg's two-factor theory or Maslow's hierarchy helps leaders create environments where employees are internally motivated, leading to improved productivity (Herzberg, 1959; Maslow, 1943).

Open and transparent communication is another vital human element emphasized in the course. Effective communication ensures clarity of expectations, reduces misunderstandings, and facilitates cooperation (Robbins & Coulter, 2018). I value this because it builds trust and accountability. Leaders who communicate well also demonstrate ethical behavior and social responsibility, which are increasingly vital in today's socially conscious business environment (Carroll, 1999).

Lastly, ethical leadership and social responsibility are aspects I highly regard. Ethical management involves fairness, integrity, and accountability, which reinforce organizational credibility and stakeholder trust (Brown & Treviño, 2006). I value these because they align with my personal principles and are essential for sustainable business practices. Ethical leadership inspires employees and enhances organizational reputation, contributing to long-term success (Kerns, 2003).

In conclusion, I believe that emotional intelligence, motivation, effective communication, and ethical leadership are critical human-centered aspects of management and leadership that I highly value. They collectively create a positive organizational culture, foster trust, enhance employee engagement, and uphold social responsibilities. These qualities are essential for leading effective and ethical organizations in the complex and dynamic current business environment.

References

• Brown, M. E., & Treviño, L. K. (2006). Ethical leadership: A review and future directions. The Leadership Quarterly, 17(6), 595-616.
• Cherniss, C. (2010). Emotional intelligence: Toward clarification of a concept. Industrial and Organizational Psychology, 3(2), 110-126.
• Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
• Herzberg, F. (1959). The Motivation-Hygiene Theory. Harvard Business Review.
• Kerns, C. D. (2003). Ethical leadership in organizations. The Journal of Business Ethics, 45(4), 355-370.
• Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
• Robbins, S. P., & Coulter, M. (2018). Management (13th ed.). Pearson.