Describe an existing organization with which you have had personal experience and where you have either had direct access to a leader or have been able to observe a leader

Managing Organization Proposal

Instructions for Managing Organizations Proposal Essay

1. Graduate/Masters level writing (academic), all original work.
2. No plagiarism. All work will be tested through 5 different plagiarism software programs to check for possible plagiarism.
3. 8 references including in-text citations formatted in APA writing Style (total essay)
4. Write in complete sentences and paragraphs with proper grammar.
5. Carefully read the requirements in each essay prompt, besides the examples, I suggest you perform additional research.
6. The body of the paper, written word count, range of 2300 to 2500 words.
7. Deadline: 3 days, I would prefer the essay complete before the deadline.
8. The paper has 12 different managing organization prompt/essay requirements. I will provide the prompt/requirements and examples of the answers. You cannot copy the example answers, only gain an idea for original writing. Should you run into any issues or not understand something, please let me know asap.

ADDITIONAL INSTRUCTIONS

• Write this paper in the third
• Create a cover page, a table of contents, headings, and subheadings
• Please be both descriptive (who, what, when, and where), and explanatory (why, and how).

Managing Organizations Proposal Essay

(12) prompt/essay requirements and examples.

1. Prompt/Essay Requirement. ORGANIZATION DESCRIPTION: Describe an existing organization with which you have had personal experience and where you have either had direct access to a leader or have been able to observe a leader.  Describe the organization’s objectives. The organization can be a for-profit or a nonprofit business, and you may represent any level of the organization (e.g., the team, department, division, or whole) in your analysis.

• You must change the name of the organization and employee names.
• Provide a detailed discussion of the organization. 
• Discuss the history and background of the organization. 
• Discuss the vision and mission of the organization. 
• Discuss the purpose and objectives of the organization. Think of the goals, financial objectives, and strategic objectives of the organization.
• Provide citations where needed.

Example A. Fathers and Families Resource Research Center, Inc (FFRRC) objective is to provide fathers or expectant fathers with the resources, guidance, and support they need to be involved, responsible parents.  They believe the best family has two parents, and families need to work together so that their children can have a healthy and bright future.  As a result, FFRRC provides High School Equivalency classes, mental health counseling, job placement, advanced training and post-secondary assistance, and more for spouses, girlfriend, and co-parents.  They believe that offering services for both parents, and they give children the best chance to succeed.

Founded in May 1991, FFRRC, formerly known as the Father Resource Program, begin within Wishard Hospital’s Social Work Department through the leadership of Sara Meadowlark. Sara, who was the director of the Social Work Department, conducted a feasibility study resulting in a consensus that a resource program for fathers was needed.  Her study found there were a high single-parent birth rate and the absence of fathers in the lives of their children.  After determining a program was required, Sara hired the current CEO/President, Dr. Wallace Montgomery, to manage and build the agency.  After securing funding through philanthropy dollars, the first class started in April of 1994.

In 1999, FFRRC was established as a 501(c)(3) nonprofit organization after six years of operating as Wishard Health Services’ Father Resource Program. Since opening, FFRRC has delivered services to nearly 20,000 fathers residing in Gary’s inner city and other community neighborhoods. Except for a few cases, program participants come to the Center voluntarily; many of these fathers learn about our services by word-of-mouth from past participants.  FFRRC became a United Way of Central Indiana member agency in 2003, a few months after relocating from Wishard Hospital to a more visible, accessible location on South Illinois Street and 38th German Church Road.  Lastly, FFRRC has secured federal, state, and local funding to support initiatives promoting responsible fatherhood and has increased support for families, healthy marriages, non-custodial father involvement, successful reintegration for ex-offenders, and crime prevention throughout Gary.

Example B. Spoon River College is an Illinois public community college located in West Central Illinois. Covering 1,566 square miles, the college district includes all or portions of Fulton, McDonough, Mason, Schuyler, and Knox counties (About Spoon River College, 2016).  Although the area covers a vast geographical territory, the College is one of the smallest community college districts in the State of Illinois (College Stats, 2016) in terms of population and enrollment.

Spoon River College is one of thirty-nine public community college districts in Illinois.  Illinois Community College Districts are similar to traditional municipal K-12 districts in that regional boundaries are determined by the State through voter referendum.  Illinois Community College Districts are funded through a combination of tuition and fees, property taxes, and funding from the State of Illinois.  Funding from the State of Illinois is based upon the number of credit hours a community college delivers to students during a fiscal year.  According to Lester (2011), “tuition rates are purposely kept low to allow as many local students access to the schools as possible.”

Illinois has a rich history as it relates to community colleges.  Lester (2011), states that Illinois resident and former University of Chicago President William Rainey Harper “is largely considered the founder of the community college movement.”  Further, it was in 1901 that the first community college in the nation was established.  Joliet Junior College was established in 1901 in Joliet, Illinois, revolutionizing higher education. (Lester, 2011).

Following the footsteps of Illinois community college trailblazers, residents of Canton, Illinois, voted to establish a community college district in October of 1959, making Spoon River College the first community college in West Central Illinois. At its inception, the College was initially named Canton Community College, a Class II Junior College.  In 1968, the College became a Class I institution, thus separating it from the Canton Public School District and becoming Spoon River College District 534, a public junior college district (About Spoon River College/History, 2016).

Since its inception, Spoon River College has undergone many changes.  Its first campus was completed in 1972 on the outskirts of Canton, district expansion into the Macomb-Adair-Bardolph Illinois school districts occurred in 1973, another district expansion into the Rushville area occurred in 1974, and a final district expansion into Mason County occurred in 1986.  Technology has been a significant factor in the success of Spoon River College’s development with federal grants funding Technology Learning Centers in Canton and Macomb in 2002 (About Spoon River College/History, 2016).  The legacy of progressive improvement has continued since 2002 with the construction of a new maintenance building at the Canton Campus, modern facilities in Havana and Rushville, Illinois, the purchase of a building in Macomb, Illinois where a new Macomb Campus could be located at a future date (About Spoon River College/History, 2016).  Currently, a capital development project is underway at the Canton Campus that will provide educational and athletic opportunities for students, employees, and community members in a multi-purpose facility.

Currently, Spoon River College serves approximately 1,500 students (4,000 credit students) (About Spoon River College, 2016).  The College offers both credit and non-credit courses using a variety of delivery methods, including traditional face-to-face classes, online, and hybrid delivery (a combination of face-to-face and online).  The College also offers coursework via interactive video where courses can be delivered at all college sites simultaneously.

The main objective of Spoon River College relates closely to the original vision of community colleges, referenced in A history of community colleges in Illinois, by Kerry Lester (2011), “…that students who couldn’t afford to go to or weren’t ready for a four-year university right after high school…be given a chance to attend college…”  Similarly, the main objective of Spoon River College is student success by providing quality and yet affordable educational services.  According to the Spoon River College website, the College’s mission is to “…strengthen its communities by providing a broad range of educational programs, cultural activities, and economic development opportunities in an environment dedicated to success.” (About Spoon River College, 2016).

2. Prompt/Essay Requirement. Leadership Practice. You will provide specific descriptions of three leadership practices of the current leader. The current leader must be someone other than yourself.

• Provide specific examples that illustrate the practice.
• Clearly state the leader’s title and (fictitious) name.
• Write a separate paragraph on each of the three practices.

Note: A leadership practice (or function) is different from a leadership theory.

Example: One leadership practice of the CEO is to provide strategic leadership to the organization. In the performance of this responsibility, the CEO forms the organization’s vision and mission, while forming and implementing strategy. The value of strategic leadership is determining the organization’s direction by effectively managing the organization’s resources in pursuit of the organization’s vision. (This is a small draft of the leadership practice narrative. You are required to illustrate further how the individual performs the leadership responsibility and what value the responsibility provides to the organization). 

Example A. It is the responsibility of the primary leader, Plant Manager (PM), of the facility to lead these changes and create a positive, supportive culture that drives the stated business results.  I have identified the following three leadership practices of the Plant Manager that were integral in the success or failure of the facility; implementing performance systems, strategic planning, and being a change agent.

The first leadership practice discussed is the implementation of the performance systems.  The company operated on an Integrated Performance Systems (IPS) as guiding principles of the company’s lean/six-sigma journey.  The IPS encompassed the culture, systems, processes, and methods that were used every day to deliver business results.  The PM was responsible for leading the Leadership component as well as teaching the Leadership team about all the elements and the IPS process.   It was a learning experience that would be replicated throughout the rest of the components.  The PM struggled to teach and implement a new procedure he was not familiar with or comfortable with.

The second practice to be discussed is strategic management.  It was the responsibility of the Plant Manager to facilitate the development of the creation of a strategic plan, in this case, called the Compelling Business Need (CBN).   A CBN is the facility’s mission and driving force, it is their must-win battles, and it was linked to everything they did. The PM was responsible for ensuring that goals are set, are relevant to the success of the Plant, and are in line with the corporate mission and goals.  In this case, thinking the Plant manager conceptually, along with his leadership team, set the CBN as the overarching goal.  He must effectively manage the organization’s resources to ensure they are focused on achieving those specific goals.  The PM must routinely evaluate the results and measurements to determine when to shift the allocation of resources to adapt to internal and external factors that hinder the progress towards the goals in a forward-thinking and proactive manner to ensure future success.

The last practice to be analyzed is the practice of being a change agent.  This would become a crucial practice on the journey to implementing the IPS.  To be a change agent, you need to understand the current state, envision the future state, identify the gaps between the two, and develop a plan to closing those gaps.  This involves designing and facilitating an effective communication plan, both upward and downward within the organization and developing a standard message to be delivered in various formats within the organization.  Communicating results and action plans both upward in the organization and down through your team to all employees.

Example B. Mr. Curtis Oldfield became President of Spoon River College in June of 2012.  Oldfield’s history with the College began 1993 as a student.  In 1999, Oldfield returned to Spoon River College as a faculty member in the agriculture business management department and was later promoted to Dean of Instruction in 2002.  Oldfield left the College in 2006 to serve as a Vice President at a community college in Iowa but returned in 2012 to serve as the College’s eighth President.  Oldfield’s history with Spoon River College has a direct impact on his leadership of the organization as it is evident that he commits to the communities within the district.

Kouzes and Posner’s The Leadership Challenge provides excellent examples of Oldfield’s leadership practices.  First, Oldfield exemplifies “inspire and shared vision” by having a passionate belief that he (and others) can make a difference.  One example of this leadership practice is Oldfield’s leadership on the Institutional Effectiveness Committee, where he provides direction to the committee on areas of employee satisfaction and data collection for analysis of student satisfaction, student retention, and student completion rates.  Another example is Oldfield’s frequent representation in the College district communities.  From speaking at a Rotary Club lunch about the value of Spoon River College to the communities within the district to serving on the local traveling baseball board, Oldfield represents Spoon River College positively.

Another quality that Kouzes and Posner reference is “challenge the process.”  Oldfield actively represents these leadership practices by continually challenging the status quo.  One example of this leadership practice is Oldfield’s regular challenge to employees to take an entrepreneurial approach to college enrollment and student services.  Oldfield has challenged each college employee to become a “recruiter” of students and seeks to become independent of state funding through an increase in enrollment while continuing to decrease expenses.

A third quality that Kouzes and Posner reference is “model the way.”  Kouzes and Posner state, “They [leaders] create standards of excellence and then set an example for others to follow.”  This leadership practice is very apparent in the way Oldfield leads.  Oldfield is willing to offer a helping hand under any circumstance.  For example, during a recent softball game, Oldfield served as a first base coach in the absence of the assistant coach.

Another example is Oldfield’s willingness to wear the College’s mascot uniform during a local grade school class field trip visit to the campus.  One survey sample respondent stated, “I have seen him [Oldfield] wear numerous hats throughout the years that I have been employed here…he will see a need and fulfill those needs himself to achieve the institution’s mission of student success…”

Oldfield’s history at Spoon River College and his permanent residence in the community serves as evidence of his commitment to the residents of West Central Illinois and, more specifically, the Spoon River College district.

EXAMPLE C.  Provide Strategic Leadership. One leadership practice of Dr. Wallace Montgomery, residing CEO/President, is to provide strategic leadership to FFRRC.  His responsibilities are to ensure the organization’s vision and mission is manifested in the day to day operations while creating and implementing strategy.  The organization’s direction determines dr. Montgomery’s value as a strategic leader by effectively managing the organization’s resources in pursuit of the organization’s vision.  Also, he answers to the Board of Directs, which determines the direction of the Center.  Lastly, he provides advice on the practicality of the board’s vision based on his knowledge of the Center’s finances, resources, and staff knowledge.

Fund Development

Another leadership practice of Dr. Montgomery is fund development and creating the annual budget for the agency.  His responsibilities are to explore federal, state, and local grant opportunities through researching, traveling, and meetings with key stakeholders that align with the mission of the organization.  When grant opportunities have been identified, he works with the Director of Operations and Grant Management to write proposals for grants.  Additionally, he takes an ownership role in the finances of the organization.  To sum up, Dr. Montgomery is involved in the creation and implementation of the annual budget and reviews each financial report the Center’s Accountant presents to the Board of Directors.

Models the Way

The third leadership practice is to model and be prepared to go first, displaying the behaviors he wants staff to practice before expecting them to follow.  In other words, Dr. Montgomery should behave in a consistent manner that aligns with the Center’s values.  Dr. Montgomery’s attitude and behavior set the tone for the organization on a day-to-day basis.  Following that, his practice in the community should set the stage for staff to follow when they are engaging others outside of the workplace.  Fiscally, as a leader, he should ensure his expenditures are tightened before asking the team to cut back on spending.  Finally, Dr. Montgomery donates to causes regarding the Center as an example of being a model.

3. Prompt/Essay Requirement. Effects of Leader on Culture. Discuss how the current leader of the organization has affected the culture based on his or her underlying beliefs, assumptions, and values.

   A leader’s values and beliefs shape the culture of an organization. Organizational culture is defined as the underlying beliefs, assumptions, values, and ways of interacting that contribute to the unique social and psychological environment of an organization.

• Describe how the leader has affected the organization’s culture positively or negatively.
• Provide examples to support your analysis.

Example A. The PM had been with the facility for over 25 years, where he began as an operator. Through hard work and dedication, he progressed through frontline leadership into the highest political management position.  He had the reputation of being tough, but also fair-minded.  He was proud of the accomplishments of the plant.  Through the years of management and leadership, he had defined a clear set of expectations and consequences with employees who had tenure.   The tenured employees were expected to teach the newer employees within the confines of those same expectations.  Frontline leadership was expected to hold employees accountable for the deviation of the set expectations.

Before the merger, this facility had a history of success; it ran to expectations, met the set goals, and demonstrated the ability to “make things happen.”  After the merger, the goals and expectations changed.  The IPS and the CBN was a new vision for the plant, shifting factors both internally and external required a shift in direction and goal.  The work to be done to get to a high performing organization through the successful implementation of the IPS required more engagement, autonomy, and direct involvement from all employees.  Gone were the days to come to work and perform a single task.  The organization was now asking team members to take ownership and be participative in the improvement process.  It was no longer maintenances job to troubleshoot and keep the machines running, and operators were now making the call to shut down a process and troubleshoot an issue of stumbling through issues just to get the production numbers.  It was a change in thinking from just-in-time, or reactive thinking to being proactive and thinking long term.

The fast-moving change was evident throughout the facility, and there was a divide between those that were participating and engaged to those who had not yet been subjected to the change.  Outside of leadership, the majority of employees had been exposed to the concept but had not been submerged into the new processes.  The organization structure was changed from departmental to cell-based; each cell operated like an individual company driving its results within their cell.  Half the plant was operating on the new system, and the other half maintained the legacy systems.  There was no clear divide, and an atmosphere of uncertainty loomed.

Decision making was being pushed to the lowest level.  Managers were becoming leaders and mentors, guiding and teaching employees through the decision-making processes that they were still learning themselves.  The workforce was moving towards more educated strategic thinking employees versus the experienced manufacturing employees they had been looking for.   Many employees could not make the shift and begun to leave the organization.

The PM’s leadership team was heavily divided and struggled to come together as a team.  The transactional leadership style based on rewards and punishment, was no longer effective, leading the changes required a different approach (Draft, Chapter 15: Leadership).

Example B. The success of the current leader and his effect on the organizational culture can generally be evaluated through the evaluation of employee and student satisfaction.  Spoon River College analyzes employee satisfaction on an annual basis through an employee satisfaction survey conducted by the Institutional Effectiveness Committee.  Three categories provide evidence of a positive effect on organizational culture.  First, when analyzing job satisfaction from 2013 results to 2015 results, job satisfaction increased from 3.0 to 3.2, a 7% increase over two years.  Next, communication increased from 2.5 to 2.7, a 6% increase over the same two years.  Finally, leadership increased from 2.1 to 2.9, a 27% increase over two years.

One example of how the current leadership affects the organizational culture includes the open door policy that Oldfield provides to all college employees.  While on campus, Oldfield makes himself available to employees to answer questions, discuss challenges, and resolve problems.  Another example is improved leadership in the college governance system.  Oldfield attends committee meetings, participates in a discussion, and, oftentimes, offers advice on parliamentary procedure.

Based upon the employee satisfaction survey results, it is clear, specifically in the area of leadership, that there has been a positive effect on the organizational culture.

4. Prompt/Essay Requirement. SWOT analysis. The SWOT Analysis should be at the same level of the organization used in the organization description from Section A (e.g., the team, department, division, or whole).

Example A. SWOT Analysis. During the preplanning of the roll-out of the IPS, the Kent Leadership team created an analysis of their Strengths, Weaknesses, Opportunities, and Threats (SWOT) as it pertained to the implementation of the IPS process. We will examine a few from each quadrant.

Example B. Both large and small organizations regularly utilize the SWOT analysis as a method to assess its performance.  According to Daft (2014), a SWOT analysis “includes a careful assessment of strengths, weaknesses, opportunities, and threats that affect organizational performance.” A SWOT analysis was conducted on Spoon River College by collecting data from a random sample of ten percent of full-time employees.  This sample included a cross section of administrative, professional, faculty, and clerical positions.  Participants were asked to complete the SWOT analysis by providing a minimum of two organizational strengths and weaknesses and a minimum of two outside opportunities and threats.

5. Prompt/Essay Requirement. SWOT Current Strengths. Discuss two of the organization’s current strengths, including specific details. Address how the strengths you identify have a positive impact on the organization.

• When assessing the strengths, think about the various functions such as finance, marketing, research, and development, etc. 
• Write a separate paragraph for each of the two strengths. 

Example A. One strength FFRRC has is their 6-week Fatherhood Workshop consists of a same-sex class that limits distractions and provides a positive cohort environment for the participants to excel.  The length of the fatherhood workshop provides enough time for them to develop the foundations as well as develop relationships with their peers and staff.  Other similar organizations that provide job readiness training have coed classes and are shorter in duration.  Because staff can build relationships with participants, the retention rate is currently at 70% of participants completing the 6 weeks.  With being able to build relationships, they never give up on participants. Once they graduate from the Center, they continue to come back to access services and support.  Finally, participants do not have an expiration time and have a lifetime access to services.

Another strength is that the locations are very positive for the participants.  With the location of the buildings, there is no distraction with liquor stores, gas stations, etc.  Instead, they are surrounded by positive environments such as the Children’s Museum, Ivy Tech Community College, Public Libraries, and are conveniently located on a bus line.  The 38th and German Church Road location is in the heart of one of the highest crime zip codes in the city, which was why the City-County Counsel wanted them to place a location in the area.  Both locations are in neighborhoods that are impacted by low-income, high unemployment, high crime rates, and minimum education achievement.  Finally, individuals who are seeking to become model citizens have easy access.

Example B. Survey respondents listed a variety of institutional strengths of Spoon River College.  One of the most common strengths provided included the high-quality faculty and staff at the College.  One example of this strength included the level of attention and care to the challenges a student may face in his or her personal life, for example, transportation challenges.  This level of caring specifically represents one of the core values of Spoon River College (About Spoon River College) and supports the ethical impact Spoon River College faculty and staff have on the communities within its district.  Another example of the high quality of our faculty and staff is the on one assistance that faculty members offer to students ensure that he or she succeeds in the classroom.  This care and attention oftentimes translate to a high level of student satisfaction.  For example, according to Missy Wilkinson, Dean of Student Services at Spoon River College, in its most recent results of the Community College Survey of Student Engagement (CCSSE) (2007), “Spoon River College scored 54.7 in Student-Faculty Interaction as compared to Small Colleges at 51.9 and 50.0 of the entire 2007 CCSSEE Cohort.”

Another strength of Spoon River College is the small size of the institution.  Survey respondents believe that the size of Spoon River College has allowed it to remain agile in difficult financial times.  Further, the small size of the institution allows for flexibility to meet the needs of our students.  The small size also allows for personal connections both inside and outside the institution.  The size of the institution also supports the belief that the ability to offer one on one attention to students has a direct correlation to student satisfaction and thus, student success.

A third strength of Spoon River College is the availability and use of technology to meet the needs of the institution.  Respondents believe that the use of the College administrative system, learning management system (LMS), electronic employee portal, interactive video systems, and use of electronic forms have increased efficiency.  This cutting edge technology will have an impact on future opportunities for the College.

6. Prompt/Essay Requirement. SWOT Current Weaknesses. Discuss two of the organization’s current weaknesses, including specific details. Address how the weaknesses you identify have a negative impact on the organization.

• When assessing the weaknesses, think about the various functions such as finance, marketing, research and development, and so forth.  
• Write a separate paragraph for each of the two weaknesses.  

Example A. One of FFRRC strengths is also one of their weaknesses.  The participants who completed the 6-week Fatherhood Workshop that keeps coming back for support services put a strain on funding to help future participants.  The mission of the agency is to assist fathers in achieving self-sufficiency, but they have not come up with a policy to balance participants’ needs with limiting services.  In other words, FFRRC needs to define the difference between empowerment versus enablement.  Because they build strong relationships with participants, it has been impossible to develop a policy and not act as a crutch.  Lastly, serving the same participants, repetitively will continue to drain resources for other participants.

Another weakness of the Agency is that they have no control over their participants’ environment.  Frequently when they go back to their neighborhood and reenter a home environment that is surrounded by negativity. This could include drug or alcohol use in the home, lack of support, food scarcity, gang and crime involvement, or even homelessness.  How can the Center help them maintain a positive attitude and help them stay focused on their goals when they are competing demands and messages they must contend with daily?  Participants often show the effects of their home environment when they participate in the workshop.  Often participants display negative attitudes, combative, aggressive, hungry, under the influence of alcohol or drugs, and hygiene issues.  To summarize, the longer they continue to gravitate towards negativity, the longer it takes for participants to get on the path of self-sufficiency.

Example B. Survey respondents consistently provided the same two organizational weaknesses. First, respondents believe that the staffing of the College is very lean.  Headcounts reflect a reduction of staffing by 11% from 2008 to 2014 (About Spoon River College).  Since the level of services to students has not been reduced, the College has relied on the remaining staff to increase workload and job responsibilities.  Over time, this increase in responsibility can result in work-related stress and an increase in job dissatisfaction.

A second weakness is the declining enrollment of Spoon River College.  According to the Spoon River College website, student headcount has decreased more than 12% from 2010 to 2014, and registered credit hours have decreased more than 16% from 2010 to 2014 (About Spoon River College).  Because tuition and fees are the largest revenue source for the College, this decrease has a direct impact on the College’s budget.

7. Prompt/Essay Requirement. SWOT Current Opportunities. Discuss two of the organization’s current unmet opportunities, include specific details on how the opportunities have the potential to benefit or improve the organization.
   

• When assessing the opportunities, think about the various areas of potential benefit or improvement for the organization such as technology, human resources, finance, marketing, and so forth. 
• Write a separate paragraph for each of the two opportunities.

Example A. One of the unmet opportunities FFRRC can leverage is building relationships with advanced training organizations and job placement assistance in positions higher than entry-level, offer better pay and benefits.  Many of their current employer partners offer entry-level positions with minimum room to advance or no advance training opportunities.  Partnering with advanced training providers and employers offering higher wages will help provide participants with making a living wage and help substance their families.  Participants who have completed advanced training outside of the Centers help reported they are making a higher wage than what FFRRC job placement assistance was able to provide.  Therefore, they have an opportunity to provide employers with a pipeline of employees, and the participants gain meaningful employment opportunities.

Another unmet opportunity is having the strong support of Police Chief Troy Riggs. Having strong support could result in future grant funding and sustainability.  Additional funding to reach and aid more participants could help reduce crime and recidivism.  In return, FFRRC could become a strong partner with the City and shown favor when other crime prevention dollars become available.  Finally, strengthening this relationship will be a great benefit for the organization and the community.

Example B. There are many potential opportunities for Spoon River College to continue successfully.  The largest opportunity is enrollment growth in the area of online enrollment.  While overall enrollment has decreased from 2010 to 2014, the only area in which enrollment has increased for Spoon River College is in the area of online enrollment.  Enrollment in headcount increased 1% from 2010 to 2014 and increased in registered credit hours 9% during the same period of time.  This increase in enrollment speaks to the demand for students to have a more flexible method of service delivery.  Additional marketing toward the online learner may increase Spoon River College’s representation in the global education market.

The second opportunity for Spoon River College is to focus on affordability.  During very difficult economic times, there is more focus on the affordability of education than ever before.  Spoon River College has the opportunity to market its affordability to students who seek the same quality of education as a four-year university, but at a much more affordable price.

8. Prompt/Essay Requirement. SWOT Current Threats. Discuss two of the organization’s current unresolved threats. Include specific details on how the threats identified have the potential to threaten or harm the organization.

• When assessing the threats, think about the various areas of potential threat or harm such as technology, competitors, finance, government, and so forth.  
• Write a separate paragraph for each of the two threats.

Example A. One of the unresolved threats facing the organization is the lack of partnerships with other agencies and supporting their missions.  Being unable or unwilling to partner with other agencies has reverberated within the local grant funding community.  As a result, the Lilly Endowment has granted five organizations with million-dollar endowments, but not FFRRC.  These organizations are doing the same type of work, serving the same populations, but some have less history.  However, they were considered because they have a proven track record of collaboration and supporting other organizations’ missions, which helps with making a greater impact in the community.  The endowment would have helped FFRRC with positioning itself to remain open for years to come.  As a result, they are in the process of evaluating whether to lay off staff because of funding.

Another unresolved threat facing the organization is their current data management system.  FFRRC has adopted a new data management system, but not all staff have bought into entering their case management.  This is a threat because when it is time for grant reporting, data is missing, and they are scrambling at the last minute, attempting to come up with data.  Then on a day-to-day basis, staff are not keeping up with their key performance indicators in the area of case management.  To sum up, data management is critical in tracking the participant’s progress, grant reporting, and grant writing.

Example B. Among the sample group surveyed, two organizational threats were very apparent.  First, the budget crisis in the State of Illinois and its impact on all state-funded agencies has become serious and, in some cases, catastrophic.  According to Chicago State University President Thomas Calhoun, “…absent a state budget agreement on some funding, layoffs will number in the hundreds…because the school will not be able to meet payroll come April.” This is the fate of many Illinois Community Colleges and Universities.  Although Spoon River College has fared better than some institutions financially, the lack of funding to students through financial aid via the Monetary Award Program (MAP), threatens enrollment because many students will lack the ability to pay tuition without financial aid assistance.

A second organizational threat is a declining population in many of the communities within the Spoon River College district.  For example, according to the United States Census Bureau, the population of Fulton County has decreased by 3% from 2010 to 2014 (US Census Bureau).   This decrease in the population can directly impact the enrollment growth potential for the College.

9. Prompt/Essay Requirement. Leadership Evaluation. Perform a leadership analysis of your current leader’s top three strengths and weaknesses, and make three recommendations to improve his or her leadership effectiveness. Apply one theory to all three sections below. Transformational leadership

• Transactional leadership
• Situational leadership
• Participative leadership
• Servant leadership
• Behavioral leadership
• Trait theory of leadership
  Note: It is highly recommended that you use at least three distinct and unique scholarly sources to support the scholarly leadership theory.

Example A. An analysis of Spoon River College’s current primary leader was conducted by collecting data from a random sample of ten percent of full-time employees.  This sample included a cross-section of administrative, professional, faculty, and clerical positions.  Participants were asked to evaluate the current primary leader by selecting a leadership theory that best represents the primary leader, President Curtis Oldfield.  In addition, Oldfield evaluated his own leadership.

Although the perception of survey respondents varied greatly, the majority of those responding selected the Level 5 leadership theory for President Oldfield.  Oldfield exhibits many of the characteristics of a Level 5 leader; however, he does not exhibit all of the qualities, which provides opportunities for improvement to maximize the future success of the institution.

Three Level 5 leadership practices that will allow President Oldfield to maximize future success include improving team skills through clear communication, fostering collaboration, and making difficult decisions that will pay off later, despite the potential “unpopular” feedback.

According to Collins (2001), one of the hierarchies of Level 5, leadership is Level 2, team skills.  Communication and collaboration are essential to an effective team. Oldfield has the opportunity to improve team skills by communicating with his leadership team with a weekly team meeting.  A team meeting provides discussion and collaboration for a variety of subjects such as strategic planning, problem-solving, and goal progress.

Another opportunity to improve communication is to discuss issues prior to making a decision.  Holleran (2006) discusses how leaders in a social sector environment “…must coalesce many stakeholder groups and seek feedback and input prior to major decision-making.” Seeking feedback from internal stakeholders prior to making decisions that specifically affect those internal stakeholders is an opportunity for improvement for Oldfield.  The best way to improve seeking feedback is to delay making decisions immediately until internal stakeholders become involved in the decision making process.  Another opportunity for improvement in this area would be to direct individual inquiries to the appropriate department for decision making at a managerial level.  This relates to Collins’ (2001) hierarchy Level 3 of managerial competence.

Decision making is generally one of the most challenging aspects of being a leader.  Holleran (2006) discusses delivering information with transparency or being “faced with brutal facts.”  Oldfield’s opportunity for improvement with regard to decision making is to use the team to assist with making the decision, then being candid and transparent in communicating the decision to stakeholders.  This type of decision making will go a long way in reducing the “unpopular” feedback.

Example B. My chosen leader is Sarah Woods, manager of the collections department at the Emerald Jewelers Home Office. Before discussing her strengths and weaknesses, it is beneficial to understand her leadership style. A multitude of leadership style studies has been conducted since the early 20th century. The resulting leadership theories provide a viable approach to evaluating strengths and weaknesses because they reveal the characteristics of effective leaders (Virkus, 2009).

The Transactional and Transformational Leadership Theory was developed by James McGregor Burns in 1978 and was further expound upon by Dr. Bernard Bass in 1985 (Spahr, 2016). This theory compares the two most common leadership styles, as well as their advantages and disadvantages. Sarah exhibits many of the transactional characteristics conceptualized in this theory, which will provide further insight into her strengths and weaknesses.

Transactional Leadership: Transactional leadership is based on rewards and punishments. It is called transactional because exchanges are made between leaders and followers. This type of leader motivates employees by exchanging rewards for performance (Ingram, n.d.). The transactional leader sets clear expectations for employees by providing goals and standards which must be achieved to obtain the reward. This style is based on management rather than leadership because the focus is placed on short-term goals rather than a long-term vision (Spahr, 2016).  If employees do not achieve the set goal, there will be consequences. Transactional leaders practice management by exception. Employees are only coached or counseled if they are not meeting expectations. This type of leader values structure, results, and a clear chain of command. Employees who excel in a structured workplace with clear-cut expectations will thrive in this workplace environment (Spahr, 2016).

Transformational Leadership: In contrast, transformational leadership is focused on change, teamwork, and motivating employees (The Leadership Styles Workbook, 2009). Transformational leadership emphasizes developing employees so they can advance in their careers. Leaders value positive change and view the organization as ever-evolving into something even greater. They place high importance on innovation and improving processes, whereas transactional leaders focus on achieving the status quo (The Leadership Styles Workbook, 2009). Transformational leaders strive to inspire employees through a shared vision for the company’s future. They want employees to feel valued and know that they are contributing to the greater good. Their goal is to give employees a purpose so they can find meaning in their work. They lead by example and are role models who challenge employees to take ownership of their work. They strive to make a positive impact on the organization through cultural change (The Leadership Styles Workbook, 2009).

Sarah’s transactional leadership style has proven to be a good fit for the collections department. In this fast-paced environment, quotas must be met as quickly as possible. This leadership style has proven to be advantageous for Sarah and has contributed to her top three strengths. These strengths include her ability to motivate employees, achieve short-term goals quickly, and set clear expectations.

10. Prompt/Essay Requirement. Strengths of the current Leader. Discuss three strengths of your chosen leader, describing in detail how the three strengths you identified align with the chosen scholarly leadership theory.

• This section of the task requires scholarly research.  
• Provide specific examples to support each strength, and include at least one in-text citation using a scholarly source.
• Write a separate paragraph for each of the three strengths.  

Note: A scholarly source could be a reputable journal, a published book, any source from a business leader or university faculty member.

Example A.  Collins (2001) uses Darwin E. Smith, former CEO of Kimberly-Clark, as an example of an ideal Level 5 leader.  Smith “shunned any attempt to shine the spotlight on him, preferring instead to direct attention to the company and its people.” (Collins, 2011).  Oldfield exhibits similar behaviors in public, which is a strength in his leadership abilities.  Oldfield commonly discusses the achievements of the people within the institution rather than focus the spotlight on himself.  One example of this behavior is Oldfield’s efforts to highlight the volunteer activities of employees and the organizations for which employees volunteer in the communities within the Spoon River College district.

Another leadership strength is Oldfield’s compassion.  Tan (2012) associates compassion with Jim Collins’ Level 5 leadership theory.  Tan’s theory of associating compassion to Level 5 leadership relates the “shift from I to We.”  The ability to understand and empathizing with people creates humility.  This compassion for others is one of Oldfield’s greatest strengths, and, can also at times become a weakness when difficult decisions intersect with his compassion and empathy for others.

A third leadership strength that is consistent with Level 5 leadership is Oldfield’s passion for the work (mission) of Spoon River College.  Also known as the Hedgehog Concept (Kleiner, 2001), a Level 5 leader focuses on “doing work about which people are passionate.”  Oldfield exemplifies a passion for providing quality, affordable education.  Oldfield is a first-generation college graduate and oftentimes discusses his passion for providing individuals with similar backgrounds educational opportunities they might not have without a local college available within our communities.

Example B. Leadership Strengths. Clear Order. One of the strengths Dr. Montgomery provides as a leader is a clear order within the organization.  His staff and stakeholders never have a question or concern; he is the leader or the structure of the organization.  Dr. Montgomery also provides clear expectations regarding authority and rule.  According to Belyh, “For the subordinate, the clearly defined and implemented system offers a work environment that removes the confusion. If you perform your tasks as is expected of you, you will be rewarded for it. This can provide motivation to work harder and to follow the rules. For the organization, subordinates who follow the rules can mean the benefits of fewer mistakes” (Belyh, 2018, para. 32).  In addition, if Dr. Montgomery continues to provide clear order, the participants benefit more because staff will take extra steps to provide wraparound services.  All in all, Dr. Montgomery provides clarity, structure, and clear expectations for staff in the organization.

Removing Doubt

Another strength of Dr. Montgomery’s leadership is removing doubt.  Dr. Montgomery provides clear standards and guidelines for work expectations, which helps efficiency and productivity within the organization.  He informs staff on what is expected, which can create an opportunity for better performance.  In addition, because Dr. Montgomery gives clear expectations for projects, staff have an easier time reaching the expected goal.  For example, Dr. Montgomery wanted to start an annual basketball tournament for participants in honor of a staff person who passed away.  The staff person who passed away played basketball and was drafted in the NBA.  Dr. Montgomery explained whom he wanted in attendance, the structure of the tournament, location, and budget.  As a result, the staff who planned the tournament was able to plan and facilitate a successful basketball tournament because of his clear goals.  In other words, his guidance is effective in removing uncertainty and doubt from projects.  Next, when Dr. Montgomery gives clear directions and goals helps with measuring staff success.  Lastly, since he has established expectations and requirements, staff should be able to find out which expectations have been met and which have not been met.

Employee Motivation

The third strength Dr. Montgomery leadership provides is employee motivation.  Dr. Montgomery utilizes punishment and reward approach for his staff for employee motivation.  As a result, he is effective in encouraging staff to be efficient and productive workers.  There are two reasons why he believes this approach works.  First, the rewards the staff person could receive serves as the inspiration for her or him to work harder in meeting deadlines and reach expectations because the staff person is aware their efforts will be recognized.  Second, the employee motivation approach is a reminder to staff he evaluates their work.  In addition, it shows he is very serious with expecting maximum output, and not meeting performance expectations will lead to punishment.  In summary, Dr. Montgomery’s employee motivation approach has minimized staff turnover and a great commitment to the organization.

Example C. 1. Motivates Employees: Sarah rewards employees who meet or exceed their monthly quota through bonuses. Money can be a powerful motivator, especially for those motivated by extrinsic rewards. While transformational leadership can lead to exceptional results over time through self-actualization, the reality is that some employees just need a job that will pay the bills. It is important to consider the position itself when determining how employees are rewarded. The collections department has a high turnover rate. This job is not for everyone, and many employees are staying only until they find something more lucrative. There is little time to coach and develop employees. Being that there are over 500 employees in the department, opportunities for advancement are scarce.  Monetary rewards, in this case, make sense for this type of position and the nature of the business (FutureofW, 2016).

2. Achieves Short-Term Goals Quickly: Sarah’s team is consistently ranked as the top-performing team in the call center. Sarah has increased the total amount collected on delinquent accounts by 10% in the past six months. Her leadership style, combined with her ability to meet these short-term goals quickly, has contributed to her success. In collections, it is imperative that delinquent accounts are collected within 30 days. Account representatives are given short-term goals and must achieve their quota by the end of each month. For example, account representatives have a monetary goal each month that they must collect. If they do not meet this expectation and continue to fall short each month, they must go through a progressive disciplinary process (the punishment) that could lead to termination. In contrast, if the employee meets or exceeds their monetary goal, they can earn a bonus (the reward). The transactional style focuses on rewarding employees for meeting performance goals and management by exception. The mission of increasing the return on assets shapes the way the staff is managed. Collections Managers are heavily focused on increasing the number and amount of collected debts (FutureofW, 2016).
3. Sets Clear Expectations: Sarah is a star when it comes to setting expectations. Every employee on her team knows exactly what is expected of them. From day one, employees are made aware of how they will be rewarded for meeting the expectations as well as the penalties they will face for being non-compliant. They are given timely feedback and counseling if necessary, so they always know where they stand. Team members can also access their collection progress for the month each day through the company Intranet. Lastly, they are given clear instructions to follow the chain of command and are fully trained on all processes and procedures (FutureofW, 2016).

11. Prompt/Essay Requirement. Weaknesses of the Current Leader. Discuss three weaknesses of your chosen leader, describing in detail how the three weaknesses that you identified align with the chosen scholarly leadership theory.
    

• This section of the task requires scholarly research.
• Use the same scholarly leadership theory you used in C1. 
• Provide specific examples to support each weaknesses, and include at least one in-text citation using a scholarly source.
• Write a separate paragraph for each of the three weaknesses.

Example 1. Although Oldfield exhibits many qualities of a Level 5 leader, there are qualities in which he does not possess.  One weakness of Oldfield is making difficult decisions.  Collins (2001) states that a Level 5 leader has the ability to “make the big decisions required to make the company great.”  An example of making difficult decisions is delaying expense reductions during a budget crisis.  Oldfield struggled to make the decision to reduce expenses in 2013, requiring a reduction in staffing.  Oldfield eventually authorized a workforce reduction after several months of delay, but only at the prompting of the Chief Financial Officer and Board of Trustees.

Another area of weakness for President Oldfield is what survey respondents termed as a “people pleaser.”  While this quality can be very positive in some aspects, when making difficult decisions, being a people pleaser can become a barrier in making the right decision for the organization.  Collins (2001) credits a Level 5 leader with the ability to make difficult decisions that pay off later.  Difficult decisions by an effective leader are oftentimes very unpopular and are not necessarily “people-pleasing.”

Finally, the third area for improvement or “weakness” for President Oldfield would be in further developing his team skills of his leadership team.  This weakness relates directly to communication.  Admittedly, Oldfield is burning the candle at both ends serving in his role as college President as well as serving as the Interim Vice President of Instruction and Student Services.  This level of leadership and management responsibility has led to gaps in communication.  One example of this includes a commitment of office space to a local economic development office that was already in use by college staff.  This gap in communication gave an outside appearance of disorganization and an inside appearance of lack of respect for the department utilizing the office space.

Example 2. Leadership Weaknesses. Micromanager. One of the weaknesses of Dr. Montgomery’s leadership is being a micromanager.  Unfortunately, staff can be assured he will micromanage their work and conduct daily.  Dr. Montgomery makes all the decisions, and the staff is expected to follow his instructions and directives blindly.  Then, his organization structures are rigid, which typically frustrate staff members who enjoy an environment that promotes individuality and innovation.  Furthermore, being a micromanager has reduced employee morale from time to time.  Lastly, for some staff, being micromanaged has created a lack of motivation in their work, which has also increased job dissatisfaction.

Passive

Another weakness Dr. Montgomery struggles with is being passive.  Dr. Montgomery does not take steps to prevent problems but instead is reactionary.  In other words, he avoids taking action on problems until they can no longer be ignored.  For example, when a staff person is not meeting their key performance indicators, he allows underperforming to go on for too long without acting.  As a result, other staff who do meet their job goals become disengaged, and their morale suffers.  In summary, Dr. Montgomery’s wait and see approach at times have jeopardized the efficiency of the organization, increased incivility, and capricious in the workplace.

Discourage Independent Thinking & Constrained Thinking

Dr. Montgomery discourages independent thinking from staff and a constrained thinker. Y Scouts (2019) defines it as, “The transactional leaders do not encourage employees to act creatively or think for themselves. Independent thought and risky actions are frowned upon, and this is because the leader is not innovative and believes that things are good as they are” (para. 5).  Next, Dr. Montgomery is more comfortable working within constraints and existing systems.  He prefers to operate daily within the set boundaries to reach the purpose of the organization. Furthermore, Dr. Montgomery also prefers to think inside the box for resolving issues.  In conclusion, he is capable of handling daily affairs but often baffled when facing problems requiring an innovative solution.

Example 3. High Turnover Rate: Sarah’s turnover rate has increased by 5% in the last year. Exit interview results suggest that Sarah’s transactional leadership style is one contributing factor to the high turnover rate. Not all employees are motivated by monetary or tangible rewards and punishments; rather, they seek meaningful work. They want to perform well because they find the work rewarding and enjoyable. Transactional leadership focuses on reward and control but does not necessarily lead to internalization of these beliefs and the identification with the organization. Transactional leadership has been shown to address the lower levels of Maslow’s Hierarchy of needs but does not satisfy the higher levels, such as self-actualization. Thus, not all employees will be motivated by this style of leadership. Sarah needs to identify each employee’s unique motivator and change her approach based on her findings so she can lead them to excel.

2. Reactive vs. Proactive: Sarah is reactive to problems as they arise rather than addressing issues before they become problematic. For example, Quality Assurance evaluates three calls per month for each representative. Supervisors only coach representatives if they receive a low score and then they are immediately written up. Sarah can be more proactive by engaging employees throughout the quality process. This can be done by requiring supervisors to listen to at least three calls throughout the month. Supervisors should be coaching employees on these calls regularly so issues can be resolved before it’s too late. In addition, supervisors should provide regular coaching on all calls, not just low scores.
3. Rigid expectations: As a transactional leader, Sarah expects employees to follow the chain of command and requires strict adherence to policies and procedures. For example, representatives must get permission from a supervisor before waiving a late fee. This negatively impacts the organization because there are longer call, wait, and hold times. Empowering representatives to make this decision on their own would increase productivity because more calls can be handled in a shorter amount of time. The more calls that are taken, the greater the opportunity to collect. Not only that, but empowerment also has a powerful psychological effect. According to a study conducted by Pieterse, Van Knippenberg, Schippers, and Stam (2010), high psychological empowerment helps employees feel more competent because they have power to innovate. This is important because organizations gain a competitive advantage through innovation. Transactional leadership emphasizes a clear chain of command. This stifles innovation because it discourages psychological empowerment. High psychological empowerment along with a transformational leadership style will lead to increased innovative behavior.

12.                        Prompt/Essay Requirement. Recommendations for the Current Leader. Now that you have evaluated the current leaders’ strengths and weaknesses, recommend three specific actions, behaviors, or practices that would improve the current leader’s effectiveness in leading people and organizations. The recommendations address the current leaders identified leadership weaknesses and align with the chosen scholarly leadership theory.

• This section of the task requires scholarly research.
• Use the same scholarly leadership theory you used in C1.  
• Provide specific examples to support each actionable item, and include at least one in-text citation using scholarly source.
• Write a separate paragraph for each of the three recommendations. 

Example A. While facing difficult economic barriers in the State of Illinois, Spoon River College continues to offer quality education at an affordable price.  Focusing marketing efforts on the quality and affordability of education as well as growth in the area of online delivery are opportunities for Spoon River College to become less financially dependent upon State funding.

President Curtis Oldfield has in his first few years as President has been successful in leading the organization toward improved employee satisfaction.  Oldfield’s “lead by example” leadership practices have inspired many employees to “do more with less.”  Improvements in team communication and making difficult decisions now to reap better results in the future will position Spoon River College for additional success.

Example B. Improving the effectiveness of Transactional Leadership. Micromanager. For Dr. Montgomery to improve on being a micromanager, he should begin to build trust in staff by giving the goals and taking a hands-off approach in allowing them to complete the tasks.  Manning (2018) explains, “when trust is present, people start to take ownership of their responsibilities, help one another out, speak highly of one another, communicate more often, and tend to be more productive” (para 2).  Dr. Montgomery should manage the expectation and not the tasks given.  In addition, he should use dates and deadlines to manage projects instead of managing the daily tasks.  Next, Dr. Montgomery should allow each staff member to be a part of setting their own key performance indicators.  Then, he can enable staff to create a Project Inspire Committee to help boost employer moral. The committee would be responsible for planning and facilitating staff outing and events.  To sum up, building trust, receiving feedback from staff, setting deadlines and boosting employee moral can move Dr. Montgomery from micromanaging to becoming more effective in his leadership approach.

Passive

Dr. Montgomery can improve upon being passive by address issues when they arise instead of a wait and see approach. When issues arise, he should create a strategy to handle them the same day or create a resolution deadline date if the issue cannot be resolved the same day.  For example, if a staff person is underperforming and consistently not meeting their key performance indicators, he should meet with the employee immediately to create a strategy to help with meeting their job goals.  Secondly, Dr. Montgomery should take actionable steps to become proactive instead of reactive.  One step is to analyze issues from the past, anticipate forthcoming issues, and then create proactive solutions.  Another step he could take is to seek advice and help when required.  In conclusion, taking the steps needed to handle issues as they arise and taking a proactive approach to problem solving would show significate improvement with being passive.

Discouraging Independent Thinking and Constraint Thinking

Dr. Montgomery can improve as a leader if he adopts the participative leadership style.  If Dr. Montgomery adopts this style, it gives staff the opportunity to be a part of decision-making and he will be more open to input from them.  In addition, a participative leadership approach will encourage his staff to be open in sharing their thoughts and suggestions.  Next, Dr. Montgomery will find that participative leadership will help with finding creative solutions to solving problems.  Subsequently, staff may become more motivated, reengaged, and perceived to be respected.  The participative approach will encourage feedback from staff in creating new work systems without constraints and expanding existing systems.  The new leadership approach would also allow staff to operate outside of set boundaries to reach the purpose of the organization.  In conclusion, when Dr. Montgomery adopts the participative leadership style, he will encourage independent thinking and remove constraint thinking.

Conclusion

To review, an organization and leadership evaluation were conducted on Fathers and Families Center Resource Research Center, Inc. and Dr. Montgomery, the current CEO/President.  The evaluation includes three of his leadership practices and how his leadership has affected organizational culture.  Next, a SWOT analysis and assessment were conducted.  Then, it was determined that his leadership style aligns with the transactional leadership theory.  In addition, Dr. Montgomery’s leadership strengths and weaknesses were discussed.  Lastly, three actionable items were offered to improve his leader.

Example C. I recommend that Sarah combines her existing transactional leadership practices with three transformational leadership practices. Sarah has three weaknesses to work on including the high turnover rate, reacting to issues vs. being proactive, and rigid expectations. Each weakness can be improved by implementing the following transformational leadership practices: Inspirational Motivation, Individual Consideration, and Intellectual Stimulation. Below is a summary of each theory-based practice, why it is being recommended, and the expected outcome once the practice is put into action.

1. Inspirational Motivation:

Review: The objective of this leadership practice is to inspire followers by communicating a passionate and engaging vision for the future. The leader strives to establish a strong sense of purpose among followers (“Transformational Leadership,” 2016). Inspirational motivation involves setting high standards, communicating with optimism about future goals, and providing energy to drive the team forward.

Recommendation: This practice is being recommended to lower the turnover rate. Extrinsically motivated employees feel rewarded for their efforts when they receive a monetary bonus. However, intrinsically motivated employees want to find a sense of personal purpose and meaning in their work. They are not motivated by tangible or financial rewards.

Expected Outcome: The expected outcome once we put this practice into action is decreased turnover. Our goal is to retain employees through inspirational motivation. Followers should feel inspired by the leader’s shared vision of the future. Employees will be more engaged and are willing to invest more effort in their work. They are excited about the future and believe in their abilities (“Transformational Leadership,” 2016).

2. Individual Consideration:

Summary: This leadership practice involves meeting the needs of employees through mentoring and coaching (“Transformational Leadership,” 2016). Sarah must actively listen to employee concerns, show empathy, and provide support.

Recommendation: This practice is being recommended to help Sarah become more proactive instead of reacting to issues as they arise. This means maintaining open lines of communication between managers and followers, conducting regular coaching sessions, and developing employees (“Transformational Leadership,” 2016).

Expected Outcome: The expected outcome is improved performance, employee engagement, and better quality scores.

3. Intellectual Stimulation:

Summary: This theory-based practice suggests that leaders challenge the status quo, gain ideas from followers, and encourage creativity. The goal is to develop employees to think independently and recommend new and improved ways to perform their tasks. This practice emphasizes the value of learning from past mistakes as well as unique situations (“Transformational Leadership,” 2016).

Recommendation: I am recommending this practice to help Sarah become more flexible in her expectations. I advise that she empowers employees by giving them more freedom to make decisions without management approval.

Expected Outcome: Intellectual stimulation will give the organization more opportunities to gain a competitive advantage through innovation.

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