Watch and reflect on this short (for me) video. It describes a model for imagining and understanding leadership and how leaders can manage situations to bring about optimal compliance and performance....

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Watch and reflect on this short (for me) video. It describes a model for imagining and understanding leadership and how leaders can manage situations to bring about optimal compliance and performance.


Here is a link to the
Leadership Lenses
video:

https://youtu.be/kCcXI4ZW4M0





After you finishing watching and reflecting on the ideas presented complete your 3 full-page written reflection.




Here are some prompts to get you thinking--feel free to use one or more of these for your reflection:






- Does the model make sense to you? Is this easier to visualize and understand than typical "boxes, circles, and arrows" models?


- Can you see improvements that can be made to the model to make it more understandable, realistic, and relevant?


- Can you recall instances where you did the things described in the video to bring about exceptional performance from a team?


- Can you think of high-performance teams to which you've belonged that didn't require a lot of oversight, direction, or inspiration from a leader or manager--when the team was the biggest factor in organizational success?


- Describe examples of times when you have had to guide, direct, and inspire multiple teams at one time.




Leadership: Enhancing the Lessons of Experience, Ninth Edition Leadership Enhancing the Lessons of Experience Ninth Edition Richard L. Hughes Robert C. Ginnett Gordon J. Curphy hug63268_FM_i-xvi.indd 1 25/12/17 4:23 pm LEADERSHIP: ENHANCING THE LESSONS OF EXPERIENCE, NINTH EDITION Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2019 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions © 2015, 2012, and 2009. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 LCR/LCR 23 22 21 20 19 ISBN 978-1-259-96326-1 (bound edition) MHID 1-259-96326-8 (bound edition) ISBN 978-1-260-16765-8 (loose-leaf edition) MHID 1-260-16765-8 (loose-leaf edition) Portfolio Manager: Laura Hurst Spell  Marketing Manager: Debbie Clare Content Project Managers: Rick Hecker and Rachel Townsend Buyer: Susan K. Culbertson Design: Matt Backhaus Content Licensing Specialist: Melisa Seegmiller Cover Image: ©Giovanni Rinaldi/Getty Images Compositor: MPS Limited All credits appearing on page or at the end of the book are considered to be an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Hughes, Richard L., 1946– author. | Ginnett, Robert C., author. |  Curphy, Gordon J., author.  Leadership: enhancing the lessons of experience / Richard L. Hughes,  Robert C. Ginnett, Gordon J. Curphy.  Ninth Edition. | New York: McGraw-Hill Education, [2018]  LCCN 2017048123| ISBN 9781259963261 (acid-free paper) |  ISBN 1259963268 (acid-free paper)  LCSH: Leadership.  LCC HM1261 .H84 2018 | DDC 303.3/4—dc23  LC record available at https://lccn.loc.gov/2017048123 The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites. mheducation.com/highered hug63268_FM_i-xvi.indd 2 25/12/17 4:23 pm iii About the Authors Rich Hughes has served on the faculties of both the Center for Creative Leadership (CCL) and the U.S. Air Force Academy. CCL is an international organization devoted to behavioral science research and leadership education. He worked there with senior executives from all sectors in the areas of strategic leadership and organizational culture change. At the Air Force Academy he served for a decade as head of its Department of Behavioral Sciences and Leadership. He later served at the Academy as its Transformation Chair. In that capacity he worked with senior leaders across the Academy to help guide organizational transformation of the Academy in ways to ensure it is meeting its mission of producing leaders of character. He is a clinical psychologist and a graduate of the U.S. Air Force Academy. He has an MA from the University of Texas and a PhD from the University of Wyoming. Robert Ginnett is an independent consultant specializing in the leadership of high- performance teams and organizations. He has worked with hundreds of for-profit organizations as well as NASA, the Defense and Central Intelligence Agencies, the National Security Agency, and the United States Army, Navy, and Air Force. Prior to working independently, Robert was a senior fellow at the Center for Creative Leadership and a tenured professor at the U.S. Air Force Academy, where he also served as the director of leadership and counseling. Additionally, he served in nu- merous line and staff positions in the military, including leadership of an 875-man combat force and covert operations teams in the Vietnam War. He spent over 10 years working as a researcher for the National Aeronautics and Space Adminis- tration, focusing his early work in aviation crew resource management, and later at the Kennedy Space Center in the post-Challenger period. Robert is an organiza- tional psychologist whose education includes a master of business administration degree, a master of arts, a master of philosophy, and a PhD from Yale University. He now enjoys doing pro bono work with local fire and police departments and teaching leadership courses at the Gettysburg National Military Park. Gordy Curphy is a managing partner at Curphy Leadership Solutions and has been running his own consulting business since 2002. As a leadership consultant Gordy has worked with numerous Fortune 500 firms to deliver more than 2,500 executive assessments, 150 executive coaching programs, 200 team engagements, and 150 lead- ership training programs. He has also played a critical role in helping organizations formulate winning strategies, drive major change initiatives, and improve business results. Gordy has published numerous books and articles and presented extensively on such topics as business, community, school, military, and team leadership; the role of personality and intelligence in leadership; building high-performing teams; leading virtual teams; teams at the top; managerial incompetence; hug63268_FM_i-xvi.indd 3 25/12/17 4:23 pm iv About the Authors followership; on-boarding; succession planning; and employee engagement. Prior to starting his own firm Gordy spent a year as the vice president of institutional leader- ship at the Blandin Foundation, eight years as a vice president and general manager at Personnel Decisions International, and six years as a professor at the U.S. Air Force Academy. He has a BS from the U.S. Air Force Academy and a PhD in indus- trial and organizational psychology from the University of Minnesota. hug63268_FM_i-xvi.indd 4 25/12/17 4:23 pm v Foreword The first edition of this popular, widely used textbook was published in 1993, and the authors have continually upgraded it with each new edition including this one. In a sense, no new foreword is needed; many principles of leadership are time- less. For example, references to Shakespeare and Machiavelli need no updating. However, the authors have refreshed examples and anecdotes, and they have kept up with the contemporary research and writing of leadership experts. Unfortu- nately, many of the reasons why leaders fail have also proved timeless. Flawed strategies, indecisiveness, arrogance, the naked pursuit of power, inept followers, the inability to build teams, and societal changes have resulted in corrupt govern- ments, lost wars, failed businesses, repressive regimes around the globe, and sexual discrimination and/or harassment. These occurrences remind us that leadership can be used for selfless or selfish reasons, and it is up to those in charge to decide why they choose to lead. Such examples keep this book fresh and relevant; but the earlier foreword, reprinted here, still captures the tone, spirit, and achievements of these authors’ work. Often the only difference between chaos and a smoothly functioning operation is leadership; this book is about that difference. The authors are psychologists; therefore, the book has a distinctly psychological tone. You, as a reader, are going to be asked to think about leadership the way psy- chologists do. There is much here about psychological tests and surveys, about stud- ies done in psychological laboratories, and about psychological analyses of good (and poor) leadership. You will often run across common psychological concepts in these pages, such as personality, values, attitudes, perceptions, and self-esteem, plus some not-so-common “jargon-y” phrases like double-loop learning, expectancy theory, and perceived inequity. This is not the same kind of book that would be written by coaches, sales managers, economists, political scientists, or generals. Be not dismayed. Because these authors are also teachers with a good eye and ear for what students find interesting, they write clearly and cleanly, and they have also included a host of entertaining, stimulating snapshots of leadership: quotes, anecdotal Highlights, and personal glimpses from a wide range of intriguing peo- ple, each offered as an illustration of some scholarly point. Also, because the authors are, or have been at one time or another, together or singly, not only psychologists and teachers but also children, students, Boy Scouts, parents, professors (at the U.S. Air Force Academy), Air Force officers, pilots, church members, athletes, administrators, insatiable readers, and convivial racon- teurs, their stories and examples are drawn from a wide range of personal sources, and their anecdotes ring true. As psychologists and scholars, they have reviewed here a wide range of psycho- logical studies, other scientific inquiries, personal reflections of leaders, and philo- sophic writings on the topic of leadership. In distilling this material, they have drawn many practical conclusions useful for current and potential leaders. There hug63268_FM_i-xvi.indd 5 25/12/17 4:23 pm vi Foreword are suggestions here for goal setting, for running meetings, for negotiating, for man- aging conflict within groups, and for handling your own personal stress, to men- tion just a few. All leaders, no matter what their age and station, can find some useful tips here, ranging over subjects such as body language, keeping a journal, and how to relax under tension. In several ways the authors have tried to help you, the reader, feel what it would be like “to be in charge.” For example, they have posed quandaries such as the fol- lowing: You are in a leadership position with a budget provided by an outside fund- ing source. You believe strongly in, say, Topic A, and have taken a strong, visible public stance on that topic. The head of your funding source takes you aside and says, “We disagree with your stance on Topic A. Please tone down your public statements, or we will have to take another look at your budget for next year.” What would you do? Quit? Speak up and lose your budget? Tone down your public statements and feel dishonest? There’s no easy answer, and it’s not an un- usual situation for a leader to be in. Sooner or later, all leaders have to confront just how much outside interference they will tolerate in order to be able to carry out programs they believe in. The authors emphasize the value of experience in leadership development, a conclusion I thoroughly agree with. Virtually every leader who makes it to the top of whatever pyramid he or
Answered Same DayMay 31, 2021

Answer To: Watch and reflect on this short (for me) video. It describes a model for imagining and understanding...

Somprikta answered on Jun 01 2021
143 Votes
LEADERSHIP LENSES
Reflective Writing
The Explained Model and its Significance
The model described in the video titled Leadership Lenses is not only easy to understand but also easy to implement in the practical field of management (YouTube, 2021). The comparison of physics
with the study of leadership is extremely engaging as it creates a good analogy between the two which facilitated the process of understanding of the concepts regarding leadership that was outlined in the video. In addition to that, the diagrammatic representation of the model of leadership by drawing on the example of light and its reflection, eased the technique to a great extent in comparison to the traditional flowchart method of explaining different concepts and theories of leadership. The diagrammatic representation made it not only easier to comprehend, but also helped me visualize the concepts and ideas in a more graphic manner. In this regard, the analogy of reflection of light proved to be even more effective during the entire process of explanation of the said topic.
In addition to that, in the typical “boxes, circles and arrows” model, many essential information is either lost or less prioritized which in a way, develops a weak understanding of a particular topic. However, by focusing mostly on the graphic representation of the model of reflection of light, along with a simultaneous flow of information offered by the teacher, a better understanding was developed regarding the topic of leadership.
Potential Improvements
According to my perception and understanding of the model, it is realistic enough to understand it. However, there is still scope for improvement in order to make the model more understandable, realistic and relevant. The model that has been represented by the teacher in the video is two-dimensional in nature. Therefore, there can be a certain misconception while understanding the topic that was being explained. A three-dimensional model could have been more engaging for developing the understanding of the process of reflection of the light and its focus on the wall through the medium of the lenses and mirror.
In a three-dimensional model, it would have been possible for the teacher to label the different parts and develop a more graphical understanding and visualization of the same. In addition to that, the example of light and physics could have in itself created a lot of confusion among students as it involves a number of components. Therefore, it would have been probably easier for the overall understanding of all the students with a weaker knowledge in physics if the teacher had considered a different analogy for the purpose of explanation of the said topic of leadership and team management. In addition to that, an...
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