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– 2 years ago **files (2)** – ## OGL520M1CriticalThinkingandApplicationPromptsV2.pdf – ## Module1CriticalThinkingAronson.docx **## OGL520M1CriticalThinkingandApplicationPromptsV2.pdf** Module One Critical Thinking & Application Prompts (Four Prompts) Prompt 1: Think about some of your most successfu…
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**files (2)**
– ## OGL520M1CriticalThinkingandApplicationPromptsV2.pdf
– ## Module1CriticalThinkingAronson.docx
**## OGL520M1CriticalThinkingandApplicationPromptsV2.pdf**
Module One Critical Thinking & Application Prompts
(Four Prompts)
Prompt 1:
Think about some of your most successful (and unsuccessful) leadership experiences. Now
consider the central social motives described by Aronson (belonging, understanding others and
predicting accurately, control, a need to matter, and trust). Comment on the extent to which
each of these social motives were present in your most successful (and unsuccessful) team
leadership experiences. Finally, describe some leadership strategies that you believe would be
helpful in addressing these central social motives with respect to: 1) people who report directly
to you, and 2) Other stakeholders in your organization (customers, C-suite leaders, etc.)
Prompt 2:
Consider an important decision you recently made (in your personal or professional life). Ideally,
when we make important decisions in our lives, we try to collect all of the relevant information in
order to assess all the possible alternatives so that we can carefully evaluate those alternatives
and make the right decision.
Briefly describe the decision and discuss the extent to which you were evenhanded about the
ways in which you collected the relevant information. How might some of the cognitive biases
discussed in this module have influenced your decision-making process? How might some of
the cognitive biases discussed this week color your perceptions of the efficacy of your decision
now that it’s been made?
Prompt 3:
Depressed individuals are typically caught in a vicious cycle of negative thinking, which leads to
self-defeating behavior, which leads to negative experiences, which increases negative thinking.
What characteristics of “social cognition” help us explain this phenomenon? How might these
characteristics of social cognition manifest in a leader-follower relationship, and what kinds of
strategies might you employ to improve the situation?
Prompt 4:
In your experience, how ubiquitous is tribal thinking in organizations (between departments,
core initiatives, project teams, etc.)? (If you have little experience – yet – in this area, comment
on reasons why one might expect tribal thinking to take place in organizational settings.) What
are the possible negative ramifications of tribal thinking in organizations, and how might these
negative effects of tribal thinking be reduced?
**## Module1CriticalThinkingAronson.docx**
**Module 1 Critical Thinking & Application Prompts (Sp25)**
**The book has not arrived yet, so if you could please find some of the information from other sources if possible**
**Due** Jan 26 at 11:59pm
**Questions** 4
**Instructions**
**Instructions for Critical Thinking & Application Prompts:**
Each week, you will be presented with a series of critical thinking and application prompts.
You will be directed to the applicable set of prompts by clicking the "Take the Quiz" button below. Prior to starting this assignment, be sure you have carefully reviewed all of the content referenced on the Learning Materials page (and any other pages associated with the module).
Each prompt is generally worthy of at least 250 words (2 – 3 well-written paragraphs) in response. Be sure to connect with
**_(and informally cite in-text)_** the applicable readings / videos from the module's learning materials.
**_A note on in-text citing and connecting with the learning materials:_** As a graduate student in a Master of Science degree program, it's
_very important_ that you offer perspectives and arguments that are grounded in theory and the scientific literature –
_NOT personal opinion or anecdotal evidence._ I don't want a works-cited page, but I do want you to
_clearly cite_ your sources in-text for the various connections you'll be making between the learning materials and your application thereof. For example, one might write,
_"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, Chapter 2) could have well explained my feelings…"_ Be sure to use these informal in-text citations to make your arguments and support your perspectives.
**_ProTip:_** _You may want to copy the essay questions into a Word doc (or similar), and compose your responses to the worksheet prompts offline. Then you can return to the quiz submission page to "copy and paste" your previously composed responses into the text box associated with each of the prompts. Once you have done that, you can click the "Submit the Quiz" button near the bottom of the screen in order to submit your essay questions for grading._ **The**
**_Critical Thinking & Application_ essay-based quizzes are set to "single attempt" which means you cannot return to the quiz page to make revisions – so please keep that in mind and only "submit" your quiz when you are satisfied with your work!**
**References**
Aronson, E., & Aronson, J. (2018).
_The Social Animal_. Worth Publishers, Macmillan
Learning.
**## Module1CriticalThinkingAronson.docx**
**Module 1 Critical Thinking & Application Prompts (Sp25)**
**The book has not arrived yet, so if you could please find some of the information from other sources if possible**
**Due** Jan 26 at 11:59pm
**Questions** 4
**Instructions**
**Instructions for Critical Thinking & Application Prompts:**
Each week, you will be presented with a series of critical thinking and application prompts.
You will be directed to the applicable set of prompts by clicking the "Take the Quiz" button below. Prior to starting this assignment, be sure you have carefully reviewed all of the content referenced on the Learning Materials page (and any other pages associated with the module).
Each prompt is generally worthy of at least 250 words (2 – 3 well-written paragraphs) in response. Be sure to connect with
**_(and informally cite in-text)_** the applicable readings / videos from the module's learning materials.
**_A note on in-text citing and connecting with the learning materials:_** As a graduate student in a Master of Science degree program, it's
_very important_ that you offer perspectives and arguments that are grounded in theory and the scientific literature –
_NOT personal opinion or anecdotal evidence._ I don't want a works-cited page, but I do want you to
_clearly cite_ your sources in-text for the various connections you'll be making between the learning materials and your application thereof. For example, one might write,
_"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, Chapter 2) could have well explained my feelings…"_ Be sure to use these informal in-text citations to make your arguments and support your perspectives.
**_ProTip:_** _You may want to copy the essay questions into a Word doc (or similar), and compose your responses to the worksheet prompts offline. Then you can return to the quiz submission page to "copy and paste" your previously composed responses into the text box associated with each of the prompts. Once you have done that, you can click the "Submit the Quiz" button near the bottom of the screen in order to submit your essay questions for grading._ **The**
**_Critical Thinking & Application_ essay-based quizzes are set to "single attempt" which means you cannot return to the quiz page to make revisions – so please keep that in mind and only "submit" your quiz when you are satisfied with your work!**
**References**
Aronson, E., & Aronson, J. (2018).
_The Social Animal_. Worth Publishers, Macmillan
Learning.
**## OGL520M1CriticalThinkingandApplicationPromptsV2.pdf**
Module One Critical Thinking & Application Prompts
(Four Prompts)
Prompt 1:
Think about some of your most successful (and unsuccessful) leadership experiences. Now
consider the central social motives described by Aronson (belonging, understanding others and
predicting accurately, control, a need to matter, and trust). Comment on the extent to which
each of these social motives were present in your most successful (and unsuccessful) team
leadership experiences. Finally, describe some leadership strategies that you believe would be
helpful in addressing these central social motives with respect to: 1) people who report directly
to you, and 2) Other stakeholders in your organization (customers, C-suite leaders, etc.)
Prompt 2:
Consider an important decision you recently made (in your personal or professional life). Ideally,
when we make important decisions in our lives, we try to collect all of the relevant information in
order to assess all the possible alternatives so that we can carefully evaluate those alternatives
and make the right decision.
Briefly describe the decision and discuss the extent to which you were evenhanded about the
ways in which you collected the relevant information. How might some of the cognitive biases
discussed in this module have influenced your decision-making process? How might some of
the cognitive biases discussed this week color your perceptions of the efficacy of your decision
now that it’s been made?
Prompt 3:
Depressed individuals are typically caught in a vicious cycle of negative thinking, which leads to
self-defeating behavior, which leads to negative experiences, which increases negative thinking.
What characteristics of “social cognition” help us explain this phenomenon? How might these
characteristics of social cognition manifest in a leader-follower relationship, and what kinds of
strategies might you employ to improve the situation?
Prompt 4:
In your experience, how ubiquitous is tribal thinking in organizations (between departments,
core initiatives, project teams, etc.)? (If you have little experience – yet – in this area, comment
on reasons why one might expect tribal thinking to take place in organizational settings.) What
are the possible negative ramifications of tribal thinking in organizations, and how might these
negative effects of tribal thinking be reduced?
**## Module1CriticalThinkingAronson.docx**
**Module 1 Critical Thinking & Application Prompts (Sp25)**
**The book has not arrived yet, so if you could please find some of the information from other sources if possible**
**Due** Jan 26 at 11:59pm
**Questions** 4
**Instructions**
**Instructions for Critical Thinking & Application Prompts:**
Each week, you will be presented with a series of critical thinking and application prompts.
You will be directed to the applicable set of prompts by clicking the "Take the Quiz" button below. Prior to starting this assignment, be sure you have carefully reviewed all of the content referenced on the Learning Materials page (and any other pages associated with the module).
Each prompt is generally worthy of at least 250 words (2 – 3 well-written paragraphs) in response. Be sure to connect with
**_(and informally cite in-text)_** the applicable readings / videos from the module's learning materials.
**_A note on in-text citing and connecting with the learning materials:_** As a graduate student in a Master of Science degree program, it's
_very important_ that you offer perspectives and arguments that are grounded in theory and the scientific literature –
_NOT personal opinion or anecdotal evidence._ I don't want a works-cited page, but I do want you to
_clearly cite_ your sources in-text for the various connections you'll be making between the learning materials and your application thereof. For example, one might write,
_"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, Chapter 2) could have well explained my feelings…"_ Be sure to use these informal in-text citations to make your arguments and support your perspectives.
**_ProTip:_** _You may want to copy the essay questions into a Word doc (or similar), and compose your responses to the worksheet prompts offline. Then you can return to the quiz submission page to "copy and paste" your previously composed responses into the text box associated with each of the prompts. Once you have done that, you can click the "Submit the Quiz" button near the bottom of the screen in order to submit your essay questions for grading._ **The**
**_Critical Thinking & Application_ essay-based quizzes are set to "single attempt" which means you cannot return to the quiz page to make revisions – so please keep that in mind and only "submit" your quiz when you are satisfied with your work!**
**References**
Aronson, E., & Aronson, J. (2018).
_The Social Animal_. Worth Publishers, Macmillan
Learning.
**## OGL520M1CriticalThinkingandApplicationPromptsV2.pdf**
Module One Critical Thinking & Application Prompts
(Four Prompts)
Prompt 1:
Think about some of your most successful (and unsuccessful) leadership experiences. Now
consider the central social motives described by Aronson (belonging, understanding others and
predicting accurately, control, a need to matter, and trust). Comment on the extent to which
each of these social motives were present in your most successful (and unsuccessful) team
leadership experiences. Finally, describe some leadership strategies that you believe would be
helpful in addressing these central social motives with respect to: 1) people who report directly
to you, and 2) Other stakeholders in your organization (customers, C-suite leaders, etc.)
Prompt 2:
Consider an important decision you recently made (in your personal or professional life). Ideally,
when we make important decisions in our lives, we try to collect all of the relevant information in
order to assess all the possible alternatives so that we can carefully evaluate those alternatives
and make the right decision.
Briefly describe the decision and discuss the extent to which you were evenhanded about the
ways in which you collected the relevant information. How might some of the cognitive biases
discussed in this module have influenced your decision-making process? How might some of
the cognitive biases discussed this week color your perceptions of the efficacy of your decision
now that it’s been made?
Prompt 3:
Depressed individuals are typically caught in a vicious cycle of negative thinking, which leads to
self-defeating behavior, which leads to negative experiences, which increases negative thinking.
What characteristics of “social cognition” help us explain this phenomenon? How might these
characteristics of social cognition manifest in a leader-follower relationship, and what kinds of
strategies might you employ to improve the situation?
Prompt 4:
In your experience, how ubiquitous is tribal thinking in organizations (between departments,
core initiatives, project teams, etc.)? (If you have little experience – yet – in this area, comment
on reasons why one might expect tribal thinking to take place in organizational settings.) What
are the possible negative ramifications of tribal thinking in organizations, and how might these
negative effects of tribal thinking be reduced?
**## Module1CriticalThinkingAronson.docx**
**Module 1 Critical Thinking & Application Prompts (Sp25)**
**The book has not arrived yet, so if you could please find some of the information from other sources if possible**
**Due** Jan 26 at 11:59pm
**Questions** 4
**Instructions**
**Instructions for Critical Thinking & Application Prompts:**
Each week, you will be presented with a series of critical thinking and application prompts.
You will be directed to the applicable set of prompts by clicking the "Take the Quiz" button below. Prior to starting this assignment, be sure you have carefully reviewed all of the content referenced on the Learning Materials page (and any other pages associated with the module).
Each prompt is generally worthy of at least 250 words (2 – 3 well-written paragraphs) in response. Be sure to connect with
**_(and informally cite in-text)_** the applicable readings / videos from the module's learning materials.
**_A note on in-text citing and connecting with the learning materials:_** As a graduate student in a Master of Science degree program, it's
_very important_ that you offer perspectives and arguments that are grounded in theory and the scientific literature –
_NOT personal opinion or anecdotal evidence._ I don't want a works-cited page, but I do want you to
_clearly cite_ your sources in-text for the various connections you'll be making between the learning materials and your application thereof. For example, one might write,
_"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, Chapter 2) could have well explained my feelings…"_ Be sure to use these informal in-text citations to make your arguments and support your perspectives.
**_ProTip:_** _You may want to copy the essay questions into a Word doc (or similar), and compose your responses to the worksheet prompts offline. Then you can return to the quiz submission page to "copy and paste" your previously composed responses into the text box associated with each of the prompts. Once you have done that, you can click the "Submit the Quiz" button near the bottom of the screen in order to submit your essay questions for grading._ **The**
**_Critical Thinking & Application_ essay-based quizzes are set to "single attempt" which means you cannot return to the quiz page to make revisions – so please keep that in mind and only "submit" your quiz when you are satisfied with your work!**
**References**
Aronson, E., & Aronson, J. (2018).
_The Social Animal_. Worth Publishers, Macmillan
Learning.
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– 2 years ago
Hello, this theory that you are. to do is (Group Theory). we have one due each week. – 2 years ago **files (2)** – ## TheoryMatrixExample.docx – TheoryMatrixweek2.docx **## TheoryMatrixExample.docx** **Table of Context** | | | | — | — | | **Theory** | **Page Numbers** | | Great Man | 3 | | Trait…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Hello, this theory that you are. to do is (Group Theory). we have one due each week.
– 2 years ago
**files (2)**
– ## TheoryMatrixExample.docx
– TheoryMatrixweek2.docx
**## TheoryMatrixExample.docx**
**Table of Context**
| | |
| — | — |
| **Theory** | **Page Numbers** |
| Great Man | 3 |
| Trait (Big 5) | 4-6 |
| Skills Based Approach | |
| Behavioral Approach | |
| Leader Emergence | |
| Bases of Power | |
| Leadership and Influence | |
| Situational Theory | |
| Path-Goal Theory | |
**Great Man Theory**
| | |
| — | — |
| Scholars | Thomas Carlyle, 1841 |
| Vital Information <br>_Foundations, Arguments, Assumptions_ | Argument: Born vs Made<br>· Hero worship<br>· Godly power to shape the world<br>Explanation:<br>History is fundamentally shaped by the actions of extraordinary people. Historical progress is thought to be shaped by and the product of these leaders. The theory emphasizes individual agency over collective or systemic factors, suggesting that the essence of history lies in the influence of powerful/gifted people. |
| Research: <br>_Reference list of some of the articles and publications related to this model/theory_ | Mouton, 2019<br>De Hoogh et al., 2015<br>Spector, 2015<br>Marturano, 2024<br>Bass, 2008<br>Jango, 1982 |
| Applications<br>_Examples_ | Napoleon, George Washington, Martin Luther King Jr., and Mohandas Gandhi (considered within Great Man theory as one with the skills to be able to lead masses to revolutionize India). |
| Context<br>_Relates to other theories_ | Great Man theory is a foundation for the other theories of leadership. It emphasizes that history is shaped by charismatic leaders. It differs from leadership theories that followed, like trait theory, which measures leadership traits, or behavioral theory, which assumes that leadership is a learned practice. |
| Notes:<br>_Reflections etc._ | · Great Man theory assumes that great men make good plans and bad men make bad plans; thus, great men are those who lead (Mouton, 2019)<br>· Great Man theory is based on the belief that some people have inherent power that allows them to shape history (Spector, 2015)<br>· Can take several shapes: prophet, poet, priest, king (Marturano, 2024)<br>· People were born with certain traits and that only great people possessed the traits to be leaders (Bass 2008 & Jango, 1982, as cited in Northhouse, P.G. 2021.) |
**Trait Theory**
| | |
| — | — |
| Scholars | Stogdill (1948)<br>Kirkpatrick & Locke (1991)<br>Lord, DeVader, & Alliger (1986)<br>Mann (1959)<br>Table taken from Northhouse, P.G. 2021: |
| Vital Information <br>_Foundations, Arguments, Assumptions_ | Stogdill found traits that were positively associated with leadership: <br>· Drive for responsibility and task completion <br>· Vigor and persistence in pursuit of goals<br>· Risk-taking and originality in problem-solving <br>· Drive to exercise initiative in social situations<br>· Willingness to accept consequences of decisions and actions <br>· Readiness to absorb interpersonal stress<br>· Willingness to tolerate frustration and delay <br>· Ability to influence other people’s behavior<br>· Capacity to structure social interaction systems to the purpose at hand<br>Mann found six traits: <br>· Masculinity<br>· Intelligence <br>· Adjustments <br>· Dominance <br>· Extraversion <br>· Conservatism <br>Table taken from Northhouse, P.G. 2021:<br> |
| Research: <br>_Reference list of some of the articles and publications related to this model/theory_ | Ribeiro et al., 2024<br>Wyatt & Silvester, 2018 |
| Applications<br>_Examples_ | · Not everyone can have the Big 5 qualities. It is possible for people to display some of the qualities and not others. Some may be stronger than others. <br>· Example: <br>· Musk’s Big Five traits: He’s open to new ideas and takes big risks, like with SpaceX and Tesla. He’s also really disciplined and focused, though sometimes he takes projects that are too big/too many projects at one time. His extraversion is more hidden, like how he uses Twitter to share his ideas and get people behind him, more currently, his political roles and position within Trump's government. It seems that his agreeableness is not the best. He is described as not easy to get along with. His neuroticism shows in how he handles stress but uses it to stay motivated. Openness seems to be the biggest factor contributing to his success because it leads him to create new ideas and take risks. |
| Context<br>_Relates to other theories_ | · Because trait theory has roots in the idea that some people have leadership traits and some people do, it is linked to Great Man theory.<br>· More research has been dedicated to trait theory than other theories.<br>· Situational <br>· Situational theory is related to trait theory in that both focus on leadership effectiveness, but they emphasize different factors. While trait theory asserts that certain inherent qualities or traits make someone a good leader, situational theory suggests that effective leadership depends on the situation or context, and the leader must adapt their style to the specific circumstances. |
| Notes:<br>_Reflections etc._ | · Trait theory posits that leadership is derived from innate and measurable traits that make one a good leader (Riberio et al., 2024)<br>· A leader with specific leadership traits in one situation may not be a leader in another situation (Stogdill, 1948)<br>· Effective leaders are distinct types of people (Kirkpatrick & Locke, 1991)<br>· Failed to find a solid/definitive list of traits (Northhouse, P.G. 2021) |
1
## image1.png
**TheoryMatrixweek2.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theorymatrixweek2-docx)
**TheoryMatrixweek2.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theorymatrixweek2-docx)
**## TheoryMatrixExample.docx**
**Table of Context**
| | |
| — | — |
| **Theory** | **Page Numbers** |
| Great Man | 3 |
| Trait (Big 5) | 4-6 |
| Skills Based Approach | |
| Behavioral Approach | |
| Leader Emergence | |
| Bases of Power | |
| Leadership and Influence | |
| Situational Theory | |
| Path-Goal Theory | |
**Great Man Theory**
| | |
| — | — |
| Scholars | Thomas Carlyle, 1841 |
| Vital Information <br>_Foundations, Arguments, Assumptions_ | Argument: Born vs Made<br>· Hero worship<br>· Godly power to shape the world<br>Explanation:<br>History is fundamentally shaped by the actions of extraordinary people. Historical progress is thought to be shaped by and the product of these leaders. The theory emphasizes individual agency over collective or systemic factors, suggesting that the essence of history lies in the influence of powerful/gifted people. |
| Research: <br>_Reference list of some of the articles and publications related to this model/theory_ | Mouton, 2019<br>De Hoogh et al., 2015<br>Spector, 2015<br>Marturano, 2024<br>Bass, 2008<br>Jango, 1982 |
| Applications<br>_Examples_ | Napoleon, George Washington, Martin Luther King Jr., and Mohandas Gandhi (considered within Great Man theory as one with the skills to be able to lead masses to revolutionize India). |
| Context<br>_Relates to other theories_ | Great Man theory is a foundation for the other theories of leadership. It emphasizes that history is shaped by charismatic leaders. It differs from leadership theories that followed, like trait theory, which measures leadership traits, or behavioral theory, which assumes that leadership is a learned practice. |
| Notes:<br>_Reflections etc._ | · Great Man theory assumes that great men make good plans and bad men make bad plans; thus, great men are those who lead (Mouton, 2019)<br>· Great Man theory is based on the belief that some people have inherent power that allows them to shape history (Spector, 2015)<br>· Can take several shapes: prophet, poet, priest, king (Marturano, 2024)<br>· People were born with certain traits and that only great people possessed the traits to be leaders (Bass 2008 & Jango, 1982, as cited in Northhouse, P.G. 2021.) |
**Trait Theory**
| | |
| — | — |
| Scholars | Stogdill (1948)<br>Kirkpatrick & Locke (1991)<br>Lord, DeVader, & Alliger (1986)<br>Mann (1959)<br>Table taken from Northhouse, P.G. 2021: |
| Vital Information <br>_Foundations, Arguments, Assumptions_ | Stogdill found traits that were positively associated with leadership: <br>· Drive for responsibility and task completion <br>· Vigor and persistence in pursuit of goals<br>· Risk-taking and originality in problem-solving <br>· Drive to exercise initiative in social situations<br>· Willingness to accept consequences of decisions and actions <br>· Readiness to absorb interpersonal stress<br>· Willingness to tolerate frustration and delay <br>· Ability to influence other people’s behavior<br>· Capacity to structure social interaction systems to the purpose at hand<br>Mann found six traits: <br>· Masculinity<br>· Intelligence <br>· Adjustments <br>· Dominance <br>· Extraversion <br>· Conservatism <br>Table taken from Northhouse, P.G. 2021:<br> |
| Research: <br>_Reference list of some of the articles and publications related to this model/theory_ | Ribeiro et al., 2024<br>Wyatt & Silvester, 2018 |
| Applications<br>_Examples_ | · Not everyone can have the Big 5 qualities. It is possible for people to display some of the qualities and not others. Some may be stronger than others. <br>· Example: <br>· Musk’s Big Five traits: He’s open to new ideas and takes big risks, like with SpaceX and Tesla. He’s also really disciplined and focused, though sometimes he takes projects that are too big/too many projects at one time. His extraversion is more hidden, like how he uses Twitter to share his ideas and get people behind him, more currently, his political roles and position within Trump's government. It seems that his agreeableness is not the best. He is described as not easy to get along with. His neuroticism shows in how he handles stress but uses it to stay motivated. Openness seems to be the biggest factor contributing to his success because it leads him to create new ideas and take risks. |
| Context<br>_Relates to other theories_ | · Because trait theory has roots in the idea that some people have leadership traits and some people do, it is linked to Great Man theory.<br>· More research has been dedicated to trait theory than other theories.<br>· Situational <br>· Situational theory is related to trait theory in that both focus on leadership effectiveness, but they emphasize different factors. While trait theory asserts that certain inherent qualities or traits make someone a good leader, situational theory suggests that effective leadership depends on the situation or context, and the leader must adapt their style to the specific circumstances. |
| Notes:<br>_Reflections etc._ | · Trait theory posits that leadership is derived from innate and measurable traits that make one a good leader (Riberio et al., 2024)<br>· A leader with specific leadership traits in one situation may not be a leader in another situation (Stogdill, 1948)<br>· Effective leaders are distinct types of people (Kirkpatrick & Locke, 1991)<br>· Failed to find a solid/definitive list of traits (Northhouse, P.G. 2021) |
1
## image1.png
**TheoryMatrixweek2.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theorymatrixweek2-docx)
**## TheoryMatrixExample.docx**
**Table of Context**
| | |
| — | — |
| **Theory** | **Page Numbers** |
| Great Man | 3 |
| Trait (Big 5) | 4-6 |
| Skills Based Approach | |
| Behavioral Approach | |
| Leader Emergence | |
| Bases of Power | |
| Leadership and Influence | |
| Situational Theory | |
| Path-Goal Theory | |
**Great Man Theory**
| | |
| — | — |
| Scholars | Thomas Carlyle, 1841 |
| Vital Information <br>_Foundations, Arguments, Assumptions_ | Argument: Born vs Made<br>· Hero worship<br>· Godly power to shape the world<br>Explanation:<br>History is fundamentally shaped by the actions of extraordinary people. Historical progress is thought to be shaped by and the product of these leaders. The theory emphasizes individual agency over collective or systemic factors, suggesting that the essence of history lies in the influence of powerful/gifted people. |
| Research: <br>_Reference list of some of the articles and publications related to this model/theory_ | Mouton, 2019<br>De Hoogh et al., 2015<br>Spector, 2015<br>Marturano, 2024<br>Bass, 2008<br>Jango, 1982 |
| Applications<br>_Examples_ | Napoleon, George Washington, Martin Luther King Jr., and Mohandas Gandhi (considered within Great Man theory as one with the skills to be able to lead masses to revolutionize India). |
| Context<br>_Relates to other theories_ | Great Man theory is a foundation for the other theories of leadership. It emphasizes that history is shaped by charismatic leaders. It differs from leadership theories that followed, like trait theory, which measures leadership traits, or behavioral theory, which assumes that leadership is a learned practice. |
| Notes:<br>_Reflections etc._ | · Great Man theory assumes that great men make good plans and bad men make bad plans; thus, great men are those who lead (Mouton, 2019)<br>· Great Man theory is based on the belief that some people have inherent power that allows them to shape history (Spector, 2015)<br>· Can take several shapes: prophet, poet, priest, king (Marturano, 2024)<br>· People were born with certain traits and that only great people possessed the traits to be leaders (Bass 2008 & Jango, 1982, as cited in Northhouse, P.G. 2021.) |
**Trait Theory**
| | |
| — | — |
| Scholars | Stogdill (1948)<br>Kirkpatrick & Locke (1991)<br>Lord, DeVader, & Alliger (1986)<br>Mann (1959)<br>Table taken from Northhouse, P.G. 2021: |
| Vital Information <br>_Foundations, Arguments, Assumptions_ | Stogdill found traits that were positively associated with leadership: <br>· Drive for responsibility and task completion <br>· Vigor and persistence in pursuit of goals<br>· Risk-taking and originality in problem-solving <br>· Drive to exercise initiative in social situations<br>· Willingness to accept consequences of decisions and actions <br>· Readiness to absorb interpersonal stress<br>· Willingness to tolerate frustration and delay <br>· Ability to influence other people’s behavior<br>· Capacity to structure social interaction systems to the purpose at hand<br>Mann found six traits: <br>· Masculinity<br>· Intelligence <br>· Adjustments <br>· Dominance <br>· Extraversion <br>· Conservatism <br>Table taken from Northhouse, P.G. 2021:<br> |
| Research: <br>_Reference list of some of the articles and publications related to this model/theory_ | Ribeiro et al., 2024<br>Wyatt & Silvester, 2018 |
| Applications<br>_Examples_ | · Not everyone can have the Big 5 qualities. It is possible for people to display some of the qualities and not others. Some may be stronger than others. <br>· Example: <br>· Musk’s Big Five traits: He’s open to new ideas and takes big risks, like with SpaceX and Tesla. He’s also really disciplined and focused, though sometimes he takes projects that are too big/too many projects at one time. His extraversion is more hidden, like how he uses Twitter to share his ideas and get people behind him, more currently, his political roles and position within Trump's government. It seems that his agreeableness is not the best. He is described as not easy to get along with. His neuroticism shows in how he handles stress but uses it to stay motivated. Openness seems to be the biggest factor contributing to his success because it leads him to create new ideas and take risks. |
| Context<br>_Relates to other theories_ | · Because trait theory has roots in the idea that some people have leadership traits and some people do, it is linked to Great Man theory.<br>· More research has been dedicated to trait theory than other theories.<br>· Situational <br>· Situational theory is related to trait theory in that both focus on leadership effectiveness, but they emphasize different factors. While trait theory asserts that certain inherent qualities or traits make someone a good leader, situational theory suggests that effective leadership depends on the situation or context, and the leader must adapt their style to the specific circumstances. |
| Notes:<br>_Reflections etc._ | · Trait theory posits that leadership is derived from innate and measurable traits that make one a good leader (Riberio et al., 2024)<br>· A leader with specific leadership traits in one situation may not be a leader in another situation (Stogdill, 1948)<br>· Effective leaders are distinct types of people (Kirkpatrick & Locke, 1991)<br>· Failed to find a solid/definitive list of traits (Northhouse, P.G. 2021) |
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**files (2)**
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– ## ResearchTopic–Example.docx
**## ResearchTopic–Template.docx**
**Name:**
**Date:**
**Signature Project Stage 1 – Research Proposal Topic**
**ED 504 – Spring 2025 OL1**
**Note: It must be a quantitative experimental design study.**
1.
**Problem statement:**
2.
**Best practice used to address your problem:**
3.
**Hypothesis:**
4.
**Study Population:**
**5a. Independent Variable:**
**5b. Dependent Variable:**
**6. Brief plan of action for executing your experimental quantitative design:**
**## ResearchTopic–Example.docx**
**Name: Student from ED 504**
**Signature Project Stage 1 – Research Proposal Topic**
**ED 504 – Spring 2025**
1.
**Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.
2.
**Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.
3.
**Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.
4.
**Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.
**5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).
**5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.
6.
**Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.
**## ResearchTopic–Example.docx**
**Name: Student from ED 504**
**Signature Project Stage 1 – Research Proposal Topic**
**ED 504 – Spring 2025**
1.
**Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.
2.
**Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.
3.
**Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.
4.
**Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.
**5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).
**5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.
6.
**Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.
**## ResearchTopic–Template.docx**
**Name:**
**Date:**
**Signature Project Stage 1 – Research Proposal Topic**
**ED 504 – Spring 2025 OL1**
**Note: It must be a quantitative experimental design study.**
1.
**Problem statement:**
2.
**Best practice used to address your problem:**
3.
**Hypothesis:**
4.
**Study Population:**
**5a. Independent Variable:**
**5b. Dependent Variable:**
**6. Brief plan of action for executing your experimental quantitative design:**
**## ResearchTopic–Example.docx**
**Name: Student from ED 504**
**Signature Project Stage 1 – Research Proposal Topic**
**ED 504 – Spring 2025**
1.
**Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.
2.
**Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.
3.
**Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.
4.
**Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.
**5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).
**5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.
6.
**Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.
**## ResearchTopic–Template.docx**
**Name:**
**Date:**
**Signature Project Stage 1 – Research Proposal Topic**
**ED 504 – Spring 2025 OL1**
**Note: It must be a quantitative experimental design study.**
1.
**Problem statement:**
2.
**Best practice used to address your problem:**
3.
**Hypothesis:**
4.
**Study Population:**
**5a. Independent Variable:**
**5b. Dependent Variable:**
**6. Brief plan of action for executing your experimental quantitative design:**
**## ResearchTopic–Example.docx**
**Name: Student from ED 504**
**Signature Project Stage 1 – Research Proposal Topic**
**ED 504 – Spring 2025**
1.
**Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.
2.
**Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.
3.
**Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.
4.
**Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.
**5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).
**5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.
6.
**Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.
– 2 years ago **files (1)** – ## REPLYTOTHEFOLLOWINGDISCUSSIONBOARDPOSTSWITH250WORDSEACHPOST.docx **## REPLYTOTHEFOLLOWINGDISCUSSIONBOARDPOSTSWITH250WORDSEACHPOST.docx** _REPLY TO THE FOLLOWING DISCUSSION BOARD POSTS WITH 250 WORDS EACH POST. THERE ARE TWO DISCUSSION POSTS THAT YOU WILL RESPOND TO, …
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**## REPLYTOTHEFOLLOWINGDISCUSSIONBOARDPOSTSWITH250WORDSEACHPOST.docx**
_REPLY TO THE FOLLOWING DISCUSSION BOARD POSTS WITH 250 WORDS EACH POST. THERE ARE TWO DISCUSSION POSTS THAT YOU WILL RESPOND TO, WITH_
**_Discussion Prompt 1:_** _**250 WORDS RESPONSE**_
Birds of a feather flock together.
This proverb is probably one I've used many times in my life and many more times in the last few years at my current place of employment. During my entire understanding of this phenomenon, I believed it meant that people of the same kind stuck together. It is more complex than that as most proverbs and parables are. Robin Dunbar's discovery of humans' ability to form larger cooperative social groups and transmit our knowledge through culture (2018) highlights the complexity of the flock. Dunbar discovered that our brains can maintain stable and meaningful relationships with 150 people at max. So it is apparent that this parable is from the perspective of somebody on the outside of the flock, someone who is not a part of the social capacity of that group that has flocked together for whatever reason they found could benefit their survival.
While the cats away the mice will play.
This next proverb is one that I have heard a few times in my life and although I have never used it I do know of a few different scenarios where this saying makes sense. I have witnessed this phenomenon when the bosses aren't present the workers tend to slack off, in which social loafing and free-riding occur more frequently. Social loafing and free riding are a form of social performance where the individual's behavior is influenced by the behavior of the majority (2010). The study by Ringelmann shows that the larger the group the less energy is exerted towards the task and even in extreme scenarios some individuals would exert no effort if it is thought that others would do the tasks (2010). This proverb showcases that the social performance of social loafing and free riding are examples of groupthink that leads to ineffective behavior that is detrimental to the group and efficient completion of the task.
Turn the other cheek.
As someone who came from a tough upbringing, who grew up in some rough neighborhoods, and who made many mistakes that led to incarceration, I can tell you that it isn't easy to turn the other cheek when you have pinned up aggression. I would even argue I would have an even more difficult time doing this than most people. It wasn't until I became a Christian and started to work through my pain and aggression that I learned ways to cope and process reality without being quick to judge and becoming frustrated or enraged at others. This week's readings point out that most decisions involve a two-step process (2018). Our automatic system is quick to react and makes a rudimentary judgment based on emotions and intuition (2018). This too can be equally said of others, and although I have control of this automatic response I have to be aware that not everyone does, and when they react in an unfortunate or unacceptable way, I have to be understanding and empathetic.
Let bygones be bygones.
My father used to always say, "Don't hold grudges, they'll eat you alive." This has always served me well in all the relationships I have had. Controlled processing as Described in our textbook cannot do two things at once and is prone to fatigue and distraction (2018). This is true in why my dad would tell me that it would eat me alive. It's because the grudge wasn't as important as the rest of my life. He knew from experience that if I didn't let bygones be bygones I would only focus on this distraction until it got the best of me or I did something stupid. He understood that as a human my life required controlled processing and was easily distracted and to not let feeble things make me lose focus from the bigger picture.
**_Discussion Prompt 2:_**
After this week I was pleasantly surprised at what I didn't know about how as humans we inherently act. I think that everything we discussed in the readings is beneficial in its way to us as leaders. If I had to choose which three concepts stuck out to me the most, I would choose evolution and the biased brain, central social motives, and mental time travel.
Understanding evolution and how our brain is inherently biased is paramount to understanding why we make good and bad decisions as leaders. The fact we have believed for centuries that we make the right and rational decisions when we are cognitive misers that take shortcuts and use rules of thumb is naive of us (2018). We ignore mass amounts of data based on predisposed opinions that are generally baseless and lack foundational truths. We are basically guessing at life, and this strategy based on intuitions can be efficient but also could be catastrophic for leaders. Our inherent nature of tribalism limits us to social communities of no more than 150 people. We have built-in brain blindspots that keep us from interpreting reality as it truly is. These are just a few examples of why having a strong knowledge of what makes us tick as humans can help us become better leaders.
As human beings, we gravitate towards feeling good and satisfied. We use social motives to shape our thinking, emotions, and relationships (2018). Cultures, personalities, and situations all affect how humans pursue these social motives and to what extent. Some examples are belonging, understanding others and predicting accurately, control, a need to matter, and trust. Understanding our social motives can help us to recognize social cognition and our behaviors as leaders. This will help us to predict the results of our decisions and make us better decisive leaders.
Predicting the future and recalling the past vividly is probably something every human wishes for, but if possessed would be a nightmare. We need constructive predictions to help us make goals, take risks, and be determined to do it. I will be honest, I am guilty of overestimating the emotional impact of future events, and the length of my reaction (2018). I get anxious just thinking about future events and the effects they may have on me positively or negatively, and once it passes it is never the outcome I expected. I believe it is healthy to be trepidacious but also not cower in fear. This is why making plans and setting goals is paramount to success as a leader. Being aware of the human tendency to misconstrue the future with overt optimism and minimal realism will benefit any leader in making realistic goals and plans.
I will say that after reading this week's readings I felt like as humans we were highly irrational and hopeless. But I felt that would be the irrational side of me thinking that way so I decided to see it through the lens of a rational human being that isn't quick to judgment. There are positive parts to our biases, they are adaptive and malleable. Being a cognitive miser has its benefits, and getting through the day by exhausting the least amount of energy is a win for anyone.
**References**
Aronson, E., & Aronson, J. (2018).
_The Social Animal_. Worth Publishers, Macmillan Learning.
Hogg, Michael (2010). Influence and Leadership. Fiske, Susan T., et al.
_Handbook of Social Psychology,_ 5th edition, John Wiley, 2010 (Chapter 31).
**_Prompt 1 Answer: 250 WORD RESPONSE_**
**Opposites Attract**
The proverb “opposites attract” is supported by the idea that being a member of a group creates an
_us v them_ mentality. Tribal thinking separates people into categories; this way of thinking will contribute to seeing the people in the outgroup as vastly different from those in the ingroup. Yet, they see the outgroup as homogenous. People will view their own ingroup as being more unique and varied, and they might hold the belief that “opposites attract” because they see greater diversity among the group.
**While the cat’s away the mice will play**
Based on the “Social Influence: Crash Course” video, two experiments support the proverb “while the cat is away, the mice will play.” In one experiment, blindfolded students exerted 20% less effort in a game of tug-of-war when they thought they were part of a team. The term social loafing is that when people are in a group they often “exert less effort toward attaining a common goal.” In another experiment, the Milgram Experiment, volunteers sent electric shocks to “participants” if they gave an incorrect answer. If the volunteers refused to shock someone, the authority figure told them to do it. This experiment found that “obedience was highest when the person giving the orders was nearby.” Based on these two experiments, we can imagine a work situation where the boss is away and the team is less productive because they are working as part of a team and there is no one near them to demand obedience.
**Fight fire with fire** and
**Let bygones be bygones**
I think humans’ initial reaction would be to “Fight fire with fire.” Aronson states that humans are “wired for prejudice and aggression” (2018) which could imply that turning the other cheek is not our first, automatic response. As humans are motivated by the need to be in control to “direct our own actions and make things happen,” then the idea of doing something aggressive as a response is an ultimate act of feeling in control of a situation. The seemingly opposite proverb, “let bygones be bygones” can be supported by the need for trust. People want to see the world as fair; if something occurs to break the trust we may resort to distorting “our view of the world to […] maintain our underlying faith in a benevolent world.” Therefore, people may be more apt to let things go to maintain their, possibly distorted, view of the world. (Aronson, 2018)
**_Prompt 2 Answer:_**
Based on our readings, three concepts I would consider to be the most powerful in leadership are the social motives, growth mindset, and giving reasons for a favor.
Aronson states that we do our best work when we
_belong_, we have a sense of certainty, we have choice and control, we matter, and we trust each other (2018). I hear leaders talk a lot about wanting people in their team to feel like they belong, but how do they really do that? As a leader, if we consider each of these aspects, we can support people with finding their place in our team. Once they feel like they are an integral part of the team, when they feel like they matter, and the work that they do matters, then they will take the initiative to grow and learn and be better. If we also take into consideration the idea that rejection “is the most painful experience for human beings,” this heightens the importance of making sure team members have meaningful connections with others on the team. This includes allowing different voices to be recognized and valued.
Including people and diverse perspectives brings us to an important component of addressing social motives: bias and controlled processing. We all have biases; what we do with that bias can influence our perspectives, who we invite to the “table,” and how we make decisions. The Smithsonian’s “The Bias Inside Us” traveling exhibit encouraged people to know their bias, take responsibility, make a change. To do this, leaders must acknowledge their bias and invite their team to do this as well (this can only be done in a place of trust, see social motives). The team needs to be given time and information to use controlled processing to “modify the initial impression” that they may have made based on their bias. This process of “checking our biases” can further the team’s sense of belonging, trust, and feeling like they matter.
The second concept is growth mindset from Carol Dweck. It is important to support the idea that team members can develop the
_belief_ that they can grow and learn from their mistakes. Mistakes are not an internal failing, but an external opportunity to learn from. In her TedTalk, Dweck discusses the concept of “not yet,” which is how people with a growth mindset address a challenge or struggle. With a growth mindset we can “see other people as sources of inspiration and knowledge,” which can influence how we learn from each other and how we learn from ourselves (Aronson, 2018).
Finally, Cialdini describes a study done by Ellen Langer that shows that people are more likely to do us a favor when “we provide a reason.” My first mentor in education told me that if I explained the reason to my students, they would be more apt to go along with it. She was correct. I noticed it her own leadership style as well. She might make a request that, in other circumstances, people would ignore or bristle over, but once she explained the “why,” people were more likely to carry out her request. Providing the reason is also a way for a leader to show trust in team members, which goes back to the importance of fulfilling the social motives.
**## REPLYTOTHEFOLLOWINGDISCUSSIONBOARDPOSTSWITH250WORDSEACHPOST.docx**
_REPLY TO THE FOLLOWING DISCUSSION BOARD POSTS WITH 250 WORDS EACH POST. THERE ARE TWO DISCUSSION POSTS THAT YOU WILL RESPOND TO, WITH_
**_Discussion Prompt 1:_** _**250 WORDS RESPONSE**_
Birds of a feather flock together.
This proverb is probably one I've used many times in my life and many more times in the last few years at my current place of employment. During my entire understanding of this phenomenon, I believed it meant that people of the same kind stuck together. It is more complex than that as most proverbs and parables are. Robin Dunbar's discovery of humans' ability to form larger cooperative social groups and transmit our knowledge through culture (2018) highlights the complexity of the flock. Dunbar discovered that our brains can maintain stable and meaningful relationships with 150 people at max. So it is apparent that this parable is from the perspective of somebody on the outside of the flock, someone who is not a part of the social capacity of that group that has flocked together for whatever reason they found could benefit their survival.
While the cats away the mice will play.
This next proverb is one that I have heard a few times in my life and although I have never used it I do know of a few different scenarios where this saying makes sense. I have witnessed this phenomenon when the bosses aren't present the workers tend to slack off, in which social loafing and free-riding occur more frequently. Social loafing and free riding are a form of social performance where the individual's behavior is influenced by the behavior of the majority (2010). The study by Ringelmann shows that the larger the group the less energy is exerted towards the task and even in extreme scenarios some individuals would exert no effort if it is thought that others would do the tasks (2010). This proverb showcases that the social performance of social loafing and free riding are examples of groupthink that leads to ineffective behavior that is detrimental to the group and efficient completion of the task.
Turn the other cheek.
As someone who came from a tough upbringing, who grew up in some rough neighborhoods, and who made many mistakes that led to incarceration, I can tell you that it isn't easy to turn the other cheek when you have pinned up aggression. I would even argue I would have an even more difficult time doing this than most people. It wasn't until I became a Christian and started to work through my pain and aggression that I learned ways to cope and process reality without being quick to judge and becoming frustrated or enraged at others. This week's readings point out that most decisions involve a two-step process (2018). Our automatic system is quick to react and makes a rudimentary judgment based on emotions and intuition (2018). This too can be equally said of others, and although I have control of this automatic response I have to be aware that not everyone does, and when they react in an unfortunate or unacceptable way, I have to be understanding and empathetic.
Let bygones be bygones.
My father used to always say, "Don't hold grudges, they'll eat you alive." This has always served me well in all the relationships I have had. Controlled processing as Described in our textbook cannot do two things at once and is prone to fatigue and distraction (2018). This is true in why my dad would tell me that it would eat me alive. It's because the grudge wasn't as important as the rest of my life. He knew from experience that if I didn't let bygones be bygones I would only focus on this distraction until it got the best of me or I did something stupid. He understood that as a human my life required controlled processing and was easily distracted and to not let feeble things make me lose focus from the bigger picture.
**_Discussion Prompt 2:_**
After this week I was pleasantly surprised at what I didn't know about how as humans we inherently act. I think that everything we discussed in the readings is beneficial in its way to us as leaders. If I had to choose which three concepts stuck out to me the most, I would choose evolution and the biased brain, central social motives, and mental time travel.
Understanding evolution and how our brain is inherently biased is paramount to understanding why we make good and bad decisions as leaders. The fact we have believed for centuries that we make the right and rational decisions when we are cognitive misers that take shortcuts and use rules of thumb is naive of us (2018). We ignore mass amounts of data based on predisposed opinions that are generally baseless and lack foundational truths. We are basically guessing at life, and this strategy based on intuitions can be efficient but also could be catastrophic for leaders. Our inherent nature of tribalism limits us to social communities of no more than 150 people. We have built-in brain blindspots that keep us from interpreting reality as it truly is. These are just a few examples of why having a strong knowledge of what makes us tick as humans can help us become better leaders.
As human beings, we gravitate towards feeling good and satisfied. We use social motives to shape our thinking, emotions, and relationships (2018). Cultures, personalities, and situations all affect how humans pursue these social motives and to what extent. Some examples are belonging, understanding others and predicting accurately, control, a need to matter, and trust. Understanding our social motives can help us to recognize social cognition and our behaviors as leaders. This will help us to predict the results of our decisions and make us better decisive leaders.
Predicting the future and recalling the past vividly is probably something every human wishes for, but if possessed would be a nightmare. We need constructive predictions to help us make goals, take risks, and be determined to do it. I will be honest, I am guilty of overestimating the emotional impact of future events, and the length of my reaction (2018). I get anxious just thinking about future events and the effects they may have on me positively or negatively, and once it passes it is never the outcome I expected. I believe it is healthy to be trepidacious but also not cower in fear. This is why making plans and setting goals is paramount to success as a leader. Being aware of the human tendency to misconstrue the future with overt optimism and minimal realism will benefit any leader in making realistic goals and plans.
I will say that after reading this week's readings I felt like as humans we were highly irrational and hopeless. But I felt that would be the irrational side of me thinking that way so I decided to see it through the lens of a rational human being that isn't quick to judgment. There are positive parts to our biases, they are adaptive and malleable. Being a cognitive miser has its benefits, and getting through the day by exhausting the least amount of energy is a win for anyone.
**References**
Aronson, E., & Aronson, J. (2018).
_The Social Animal_. Worth Publishers, Macmillan Learning.
Hogg, Michael (2010). Influence and Leadership. Fiske, Susan T., et al.
_Handbook of Social Psychology,_ 5th edition, John Wiley, 2010 (Chapter 31).
**_Prompt 1 Answer: 250 WORD RESPONSE_**
**Opposites Attract**
The proverb “opposites attract” is supported by the idea that being a member of a group creates an
_us v them_ mentality. Tribal thinking separates people into categories; this way of thinking will contribute to seeing the people in the outgroup as vastly different from those in the ingroup. Yet, they see the outgroup as homogenous. People will view their own ingroup as being more unique and varied, and they might hold the belief that “opposites attract” because they see greater diversity among the group.
**While the cat’s away the mice will play**
Based on the “Social Influence: Crash Course” video, two experiments support the proverb “while the cat is away, the mice will play.” In one experiment, blindfolded students exerted 20% less effort in a game of tug-of-war when they thought they were part of a team. The term social loafing is that when people are in a group they often “exert less effort toward attaining a common goal.” In another experiment, the Milgram Experiment, volunteers sent electric shocks to “participants” if they gave an incorrect answer. If the volunteers refused to shock someone, the authority figure told them to do it. This experiment found that “obedience was highest when the person giving the orders was nearby.” Based on these two experiments, we can imagine a work situation where the boss is away and the team is less productive because they are working as part of a team and there is no one near them to demand obedience.
**Fight fire with fire** and
**Let bygones be bygones**
I think humans’ initial reaction would be to “Fight fire with fire.” Aronson states that humans are “wired for prejudice and aggression” (2018) which could imply that turning the other cheek is not our first, automatic response. As humans are motivated by the need to be in control to “direct our own actions and make things happen,” then the idea of doing something aggressive as a response is an ultimate act of feeling in control of a situation. The seemingly opposite proverb, “let bygones be bygones” can be supported by the need for trust. People want to see the world as fair; if something occurs to break the trust we may resort to distorting “our view of the world to […] maintain our underlying faith in a benevolent world.” Therefore, people may be more apt to let things go to maintain their, possibly distorted, view of the world. (Aronson, 2018)
**_Prompt 2 Answer:_**
Based on our readings, three concepts I would consider to be the most powerful in leadership are the social motives, growth mindset, and giving reasons for a favor.
Aronson states that we do our best work when we
_belong_, we have a sense of certainty, we have choice and control, we matter, and we trust each other (2018). I hear leaders talk a lot about wanting people in their team to feel like they belong, but how do they really do that? As a leader, if we consider each of these aspects, we can support people with finding their place in our team. Once they feel like they are an integral part of the team, when they feel like they matter, and the work that they do matters, then they will take the initiative to grow and learn and be better. If we also take into consideration the idea that rejection “is the most painful experience for human beings,” this heightens the importance of making sure team members have meaningful connections with others on the team. This includes allowing different voices to be recognized and valued.
Including people and diverse perspectives brings us to an important component of addressing social motives: bias and controlled processing. We all have biases; what we do with that bias can influence our perspectives, who we invite to the “table,” and how we make decisions. The Smithsonian’s “The Bias Inside Us” traveling exhibit encouraged people to know their bias, take responsibility, make a change. To do this, leaders must acknowledge their bias and invite their team to do this as well (this can only be done in a place of trust, see social motives). The team needs to be given time and information to use controlled processing to “modify the initial impression” that they may have made based on their bias. This process of “checking our biases” can further the team’s sense of belonging, trust, and feeling like they matter.
The second concept is growth mindset from Carol Dweck. It is important to support the idea that team members can develop the
_belief_ that they can grow and learn from their mistakes. Mistakes are not an internal failing, but an external opportunity to learn from. In her TedTalk, Dweck discusses the concept of “not yet,” which is how people with a growth mindset address a challenge or struggle. With a growth mindset we can “see other people as sources of inspiration and knowledge,” which can influence how we learn from each other and how we learn from ourselves (Aronson, 2018).
Finally, Cialdini describes a study done by Ellen Langer that shows that people are more likely to do us a favor when “we provide a reason.” My first mentor in education told me that if I explained the reason to my students, they would be more apt to go along with it. She was correct. I noticed it her own leadership style as well. She might make a request that, in other circumstances, people would ignore or bristle over, but once she explained the “why,” people were more likely to carry out her request. Providing the reason is also a way for a leader to show trust in team members, which goes back to the importance of fulfilling the social motives.
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