Analytical Leadership Paper Essaya S Signment Due Dateyour Assignmen ✓ Solved

ANALYTICAL LEADERSHIP PAPER (ESSAY) A s signment due date Your assignment is to complete an analysis paper (essay) which is due the Wednesday of the last week of the course by 11:30 p.m.(2330hrs). This gives me time to assess it and give you feedback. In the list below I have some source options for this paper. R e sources for the essay If you desire to use any of the books provided in this assignment you may do so. A publication list is provided below.

You are NOT required to buy the book. You can use libraries or other research sources to acquire these publications. If you do not have access to a library, bookstore, or other research source you can also complete the assignment by using these leadership publications provided in these links: (Links to an external site.) (Links to an external site.) cpub (Links to an external site.) (Links to an external site.) novationandLeadership.pdf (Links to an external site.) (Links to an external site.) Ma jor essay requirement The requirement exits, regardless of publication or media source, to identify the author's (authors) purpose (theme, thesis) for the publication, its major principles and concepts, and describe how those themes, principles, and concepts relate to the themes, principles and concepts presented by DuBrin, or other leadership sources, in the course.

Publication and source conditions If you choose to use one of the internet provided sources you have to comply with all ownership/author rights, and no one violates those rights. You can access these publications for your own personal, one time use but DO NOT download these documents and provide them to any other person or organization. Other leadership research options If you have a leadership related book that YOU want to research and analyze OTHER than the ones presented here, just let me know. You should provide me a brief synopsis of the publication and its applicability to leadership. I don't want you to choose something that you have previously submitted as work in another academic course or curriculum. (REMEMBER: academic honesty is a MUST and Turnitin can usually pick up on previous submissions of academic work.) (Links%20to%20an%20external%20site.) (Links%20to%20an%20external%20site.) Leadership film options I have also provided some films that you can choose from to complete this assignment.

Again, if you have access to libraries or other media sources you can use these films without purchase. Required analysis If you choose a written publication or a film, I am looking for deep analysis on the elements and concepts of leadership and how they are exhibited within that publication or film. I don’t want a book or film review or synopsis. You identify the author's (authors) purpose (theme, thesis) for the publication, its major principles and concepts, and describe how those themes, principles, and concepts relate to the themes, principles and concepts presented by DuBrin in the course book or other leadership resources. For a film it is the same, you identify filmmaker's purpose (theme, thesis), its major leadership elements (in film these leadership elements, principles, and concepts are often sublime or shrouded within the films presentation) and then compare those elements to those in the DuBrin course book or other leadership resources.

Film can be a very insightful media for illustrating influence, authority, power, and motivation, all elements of leadership. This is an analysis your critical thinking! Technical (formatting) requirements: • The paper is submitted as a word document attached to the assignment. • The writing style and formatting of the paper is up to you (MLA; APA; Turabian; Harvard). • Length: 9-12 pages not including the cover page and reference page. • Double- spaced, 12-point font • Must include, at a minimum: ✓ cover page with your name and title of essay (not included in the page count) ✓ introduction ✓ discussion ✓ conclusion ✓ reference or source page (not included in the page count) NOTE: After you have reviewed your paper for the requirements, misspellings, syntax errors and page numbers ensure you have someone else read the paper.

B O OKS: • It's All politics: Winning in a World Where Hard Work and Talent Aren't Enough by Kathleen Kelley Reardon ( 2006) • Tribal leadership: Leveraging Natural Groups to Build a Thriving Organization by Dave Logan, John King and Halee Fischer-Wright (2011) • The Zen leader: 10 Ways to Go From Barely Managing to Leading Fearlessly by Ginny Whitelaw (Apr 22, 2012) • Just Ask Leadership: Why Great Managers Always Ask the Right Questions by Gary B. Cohen (2015) • Work With Me: A New Lens on Leading the Multigenerational Workforce, Debra S. Magnuson and Lora S. Alexander (2008) • The Allure of Toxic Leaders: Why We Follow Destructive Bosses and Corrupt Politicians--and How We Can Survive Them, Jean Lipman=Blumen (2006), • Call Sign Chaos: Learning to Lead, Jim Mattis, Bing West (2019) • No Time for Spectators; The Lessons that Mattered Most from West Point to the West Wing.

Martin Dempsey (2020) NOTE: Again, if you want to choose a different leadership book, let me know soon and we can come to an agreement. F IL MS: • Pleasantville: correlations in film on abuse of leader authority; parallels to major historical events over the past 100 years. • The Caine Mutiny: leader perceptions, authority, charismatic nature, traits. • Roberts: abuse of leader authority; sadistic and vindictive leader. • Secrets of Leadership: Churchill: leader perceptions, authority, charismatic nature, traits (accessed online through YouTube) • Fidel Castro - The Making of a Leader: leader perceptions, authority, charismatic nature, traits (accessed online through YouTube) • Gandhi: The life of the lawyer who became the famed leader of the Indian revolts against the British rule through his philosophy of nonviolent protest. • The Iron Lady: leader perceptions, authority, charismatic nature, traits, gender roles.

De cision on s ource a nd a pproach Once you have decided on how you want to pursue your research and paper send me an email through the course email link with your indication and selection. A s signment deadline 1. This assignment is due Wednesday of Week 9 --you can submit it earlier!!! 2. Do not wait until the last minute to begin this assignment.

3. When you submit and upload your assignment, be aware the essay is submitted to Turnitin at the same time. Turnitin is program to check academically written products for plagiarism and prior submissions of the work. 4. Submit your final paper through Week 9's Assignments link.

5. Errors in your paper cost you points. Grading and Assessment rubric Total maximum points for paper (essay) is 150 points Fully met academic expectation Competent in approximating expectation Missing elements in one or more areas of writing Not meeting competent expectation for graduate works) Integration of knowledge, concepts, and adequate summation of the paper’s thesis or theme. Maximum – 30 points total The paper demonstrates the author fully understands and applies concepts learned. Concepts are integrated into the writer’s own insights.

The writer provides a conclusion that illustrates content analysis and synthesis. (30 points) The paper demonstrates that the author, for the most part, understands and has applied concepts learned in the course. Some of the conclusions, however, are not supported in the body of the paper. (20 points) The paper demonstrates that the author has vagueness in areas and relies on generalities. The conclusion does not adequately summarize the thesis or theme. (15 points) The paper is written too simplistically, not focused or mainly a paper of generalities. Analysis is illogical or misrepresented. A paper not of graduate level work. (5 points) Topical focus with a stated thesis or theme.

Maximum – 25 points total A thesis or theme statement provides direction for the paper, either by statement of a position or hypothesis. Author writes for the scope of the assignment. (25 points) The topic is focused but lacks direction. The paper is about a specific topic but the writer has not established a position. (15 points) The topic is too broad for the scope of this assignment. (10 points) The topic is not clearly defined. (3 points) Depth of the discussion. Arguments presented logically. Maximum – 25 points total In-depth discussion and elaboration in all sections of the paper. (25 points) In-depth discussion and elaboration in most elements of the paper. (20 points) The writer has omitted pertinent content or content runs-on excessively.

Quotations from others outweigh the writer’s own ideas excessively. (10 points) Cursory discussion in all the sections of the paper or brief discussion in only a few sections or paragraphs. (5 points) Cohesiveness Maximum – 25 points total Writer ties together information from all sources. Paper flows from one issue to the next without the need For the most part, writer ties together information from all sources. Paper flows with only some Writer sometimes ties together information from all sources. Paper does not flow - Writer does not tie together information. Paper does not flow and appears to be for headings.

Author's writing demonstrates an understanding of the relationship among material obtained from all sources. (25 points) disjointedness. Author's writing demonstrates an understanding of the relationship among material obtained from all sources. (20 points) disjointedness is apparent. Author's writing does not demonstrate an understanding of the relationship among material obtained from all sources. (10 points) created from disparate issues. Headings are necessary to link concepts. Writing does not demonstrate understanding any relationships. (5 points) Spelling and Grammar Maximum – 25 points total No spelling or grammar mistakes. (25 points) Minor spelling or grammar mistakes. (18 points) Noticeable spelling or grammar mistakes. (8 points) Unacceptable spelling and/or grammar mistakes. (3 points) Source material and original work.

Maximum – 20 points total Sources include both general and content specific sources. Special interest sources and popular literature are acknowledged and cited. All web sites are cited. (20 points) Sources are only illustrative of the course content and referenced material, no additional research. (10 points) Sources not cited or used in research. (2 points) HUMAN GENETIC DISORDER PROJECT DUE MAY 11TH AT 11:59 PM EST, LATE SUBMISSIONS AND/OR PLAGIARISM WILL RECEIVE A ZERO Choose the name of a specific human genetic disorder from the list provided to you. Your task is to 1. Research information and personal testimonies to learn about your assigned genetic disorder 2.

Create a Google Slides presentation to organize and present your researched information 3. Extra Credit: Record and post a 3-5 minute video that teaches your classmates about your assigned genetic disorder Your presentation must include the following information: 1) Your name and the name of the disorder 2) What is this disorder? â— What are the characteristics and symptoms? 3) What causes this disorder? â— What is the genetic cause? â–ª Chromosome mutation: include the type of mutation (deletion, trisomy, monosomy, etc.), chromosome number, and a picture of the karyotype showing the mutation. â–ª Gene mutation: include the gene affected, how the gene is changed, and what the protein the gene codes for does (relate back to the symptoms if applicable). â— How is it inherited? â–ª Spontaneous mutation? â–ª Autosomal or sex-linked? â–ª Recessive, dominant, etc.

4) How common is this disorder? â— Incidence: What portion of human population is affected by disorder? â— Prevalence: Is any particular segment of the population at greater risk (gender, ethnicity, etc.)? Why? 5) How is the disorder diagnosed? â— Why would someone get tested for this disorder? â— When is it tested for (prenatal, infancy, adult)? â— How is it tested for? What tests are used and what does the test show or look for? 6) What treatments are available for this disorder and its symptoms? â— Medications, procedures, therapies, support?

7) What is the prognosis? â— What is the life expectancy for individuals with this disorder? â— What current research is being done to develop a cure? Give a brief summary of who, where and what. Your presentation must be of professional quality. â— Each slide must have short, bulleted text ( if you are completing the extra credit you will explain the information through your video commentary). â— Each slide must have graphics and pictures that are appropriate and support the information. â— Each slide must show creative effort with the use of backgrounds, fonts, and colors (be careful of the fonts and colors you choose, you want to make sure it can be read easily). Your presentation must show proper digital citizenship. â— Turn in a Works Cited page with this rubric.

Include the APA citation for each and every source used for the information and graphics included on the slide. Here is a free website to help you (citationmachine.net). â— You may NOT use Wikipedia, other wiki or answer sites, or dictionary.com as a source for text, but may use them for pictures. To submit your presentation, please upload it to the Google Classroom Assignment. This project is a part of your final exam and will be worth 54pts. Name Disorder Characteristics Includes all required information and covers the topic completely and in depth.

Clear evidence that higher level thinking skills were used. Graphics used to support the information. Missing one section of content or content not covered in depth. Missing 2 sections of required content. Missing 3 or more sections of required content. x2 Genetics Includes all required information and covers the topic completely and in depth.

Clear evidence that higher level thinking skills were used. Graphics used to support the information. Missing one section of content or content not covered in depth. Missing 2 sections of required content. Missing 3 or more sections of required content. x2 Statistics Includes all required information and covers the topic completely and in depth.

Clear evidence that higher level thinking skills were used. Graphics used to support the information. Missing one section of content or content not covered in depth. Missing 2 sections of required content. Missing 3 or more sections of required content. x2 Diagnosis Includes all required information and covers the topic completely and in depth.

Clear evidence that higher level thinking skills were used. Graphics used to support the information. Missing one section of content or content not covered in depth. Missing 2 sections of required content. Missing 3 or more sections of required content. x2 Treatment Includes all required information and covers the topic completely and in depth.

Clear evidence that higher level thinking skills were used. Graphics used to support the information. Missing one section of content or content not covered in depth. Missing 2 sections of required content. Missing 3 or more sections of required content. x2 Prognosis Includes all required information and covers the topic completely and in depth.

Clear evidence that Missing one section of content or content not Missing 2 sections of required content. Missing 3 or more sections of required content. x2 higher level thinking skills were used. Graphics used to support the information. covered in depth. Design Demonstrates appropriate and creative use of fonts, colors, backgrounds, and effects. Includes various types of graphics that support the information.

Demonstrates acceptable use of creativity. Demonstrates limited creativity Demonstrates poor creativity x2 Citations Includes proper acknowledgement of all intellectual property including graphics. Citations included on each slide. At least 3 sources used. Most sources properly cited.

Few citations properly cited. Citations not properly cited. x2 Grammar Grammar, spelling, punctuation, capitalization are correct. No errors in the text. Includes 1-2 errors Includes 3-4 errors Includes 5 or more errors x1 Directions All directions for setting up and submitting the project were followed. 1 direction not followed.

2 directions not followed. 3 or more directions not followed. x1 Extra Credit Presentation Professionally delivered presentation within the time limit. Communicated ideas with enthusiasm, proper voice projection, and appropriate language. Communicated ideas with adequate preparation and delivery. Communicated ideas with limited preparation and delivery. Communicated ideas with poor preparation and delivery. x2 TOTAL SCORE ________/54 EXTRA CREDIT ________/6

Paper for above instructions

Analytical Leadership Paper: The Principles of Effective Leadership in "The Zen Leader"

Introduction
Leadership is a multilayered and dynamic discipline steeped in diverse theories and practices. One notable contribution to the body of knowledge in this field is Ginny Whitelaw's book, The Zen Leader: 10 Ways to Go From Barely Managing to Leading Fearlessly. This text masterfully merges Eastern philosophies, particularly Zen principles, with contemporary leadership practices to foster an environment conducive to growth and success. The purpose of this essay is to analyze Whitelaw's themes, principles, and concepts, and correlate these with the ideas presented by DuBrin in Leadership: Research Findings, Practice, and Skills.
Author's Purpose and Core Themes
Whitelaw’s thesis revolves around the assertion that effective leadership transcends mere management or authoritative control; it encapsulates the essence of being present, cultivating awareness, and nurturing connections. Central to her argument are ten pivotal principles that help leaders transform their approach from mere supervision to impactful leadership, facilitating a more engaged and empowered workforce (Whitelaw, 2012).
Among these principles, the ideas of mindfulness, emotional intelligence, and servant leadership stand out. Whitelaw emphasizes that a leader's ability to remain calm, composed, and fully aware in varying situations enables them to make better decisions—reflecting both Zen philosophy and sound leadership practices outlined by DuBrin (DuBrin, 2019).
Major Principles and Concepts
1. Mindfulness: Whitelaw's first principle underscores the necessity for leaders to practice mindfulness. In doing so, they become more attuned to their surroundings, fostering a sense of clarity and reducing stress. This aligns closely with DuBrin’s emphasis on emotional intelligence and self-awareness as essential components of effective leadership (DuBrin, 2019).
2. Compassion and Empathy: These traits are essential for leaders wishing to foster a thriving workplace environment. By prioritizing relationships with team members, leaders create a culture of trust and loyalty (Whitelaw, 2012). This notion resonantly connects with DuBrin’s assertion on the importance of social skills in leadership.
3. Servant Leadership: Whitelaw champions the concept of servant leadership, which pivots leadership from a position of power to one of service. This approach echoes DuBrin’s exploration of transformational leadership, where the focus is on inspiring and uplifting others rather than maintaining authority (DuBrin, 2019).
4. Continuous Learning: Throughout her book, Whitelaw highlights the importance of a leader committing to personal and professional growth. Continuous learning not only refines a leader’s skills but also transitions them into role models, inspiring their teams to embark on their growth journeys (Whitelaw, 2012). DuBrin concurs, suggesting that effective leaders embrace lifelong learning as a pathway to success (DuBrin, 2019).
5. Authenticity: Whitelaw emphasizes the need for leaders to be genuine in their actions and communications. Authenticity breeds trust and respect among team members, facilitating open dialogue and collaboration (Whitelaw, 2012). This principle directly aligns with DuBrin’s views that effective leadership is rooted in integrity and honesty.
Comparison with DuBrin's Concepts
A significant overlap exists between Whitelaw’s principles and DuBrin’s tenets. For instance, both authors illustrate the importance of emotional intelligence in cultivating a conducive leadership approach. Emotional intelligence catalyzes a leader’s ability to connect with others, effectively allowing for a stronger rapport and improved task execution within teams.
Moreover, both texts espouse the necessity of adaptability. Whitelaw argues that effective leaders must navigate through change seamlessly, while DuBrin posits that flexibility is essential for thriving in dynamic business environments (DuBrin, 2019). This adaptability principle reinforces the discussion that leaders must be equipped to handle uncertainties and embrace challenges with resilience.
Application of Themes
The themes presented by Whitelaw can be seamlessly integrated into practical leadership scenarios. For instance, a leader in a high-pressure sales environment could adopt mindfulness meditation practices to enhance focus and reduce stress levels among their team (Whitelaw, 2012). Facilitating workshops on emotional intelligence can further aid in developing stronger communication skills among team members, resulting in better collaboration.
Additionally, mentoring initiatives that embrace servant leadership principles could empower team members to take on leadership roles, creating a culture of shared responsibility (Whitelaw, 2012). DuBrin suggests that leaders who serve their teams tend to elicit increased motivation and engagement from employees (DuBrin, 2019), supporting Whitelaw’s arguments in the realm of leadership efficacy.
Conclusion
In conclusion, Ginny Whitelaw’s The Zen Leader offers invaluable insights into the evolution of leadership perspectives, merging ancient wisdom with modern practices. Through the principles of mindfulness, empathy, compassionate service, continuous learning, and authenticity, Whitelaw enhances traditional leadership paradigms outlined by DuBrin. This essay underscores the notion that effective leadership is not simply an aspect of positional authority but rather a tapestry woven from patience, awareness, and a commitment to empowering others. Both Whitelaw and DuBrin contribute substantial depth to the discourse on leadership, advocating for an approach that is not just effective, but empathetic and transformative.
References
1. DuBrin, A. J. (2019). Leadership: Research Findings, Practice, and Skills. Cengage Learning.
2. Whitelaw, G. (2012). The Zen Leader: 10 Ways to Go From Barely Managing to Leading Fearlessly. Per Capita Publishing.
3. Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
4. Greenleaf, R. K. (2002). Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness. Paulist Press.
5. Schein, E. H. (2010). Organizational Culture and Leadership. Wiley.
6. Kouzes, J. M., & Posner, B. Z. (2017). The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations. Wiley.
7. Covey, S. R. (2013). The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. Free Press.
8. Bennis, W. (2009). On Becoming a Leader. Basic Books.
9. Block, P. (2011). Community: The Structure of Belonging. Berrett-Koehler Publishers.
10. Avolio, B. J., & Gardner, W. L. (2005). Authentic Leadership Development: Getting to the Root of Positive Forms of Leadership. The Leadership Quarterly, 16(3), 315-338.
This paper captures an analysis of leadership concepts through Whitelaw's The Zen Leader, demonstrating a continuity of themes with DuBrin’s authoritative guidance. The integration of such concepts fosters a holistic understanding of effective leadership in contemporary settings.