FOUR TYPES OF LEADERS

All leaders want to change the status quo, but they use different means.

Posted: December 31, 2013

Article Author: 

By Paul B. Thornton, Professor, Business Administration, Springfield Technical Community College

Effective leaders believe that individuals, organizations, and even nations possess undiscovered talents and untapped resources. They seek to unleash the full potential of their followers, so they can reach higher and go farther than they previously thought possible.

Types of Leaders

I have found it helpful to categorize leaders into the following four types:

1. Thought leaders
2. Courageous leaders
3. Inspirational leaders
4. Servant leaders

I’ll mention a few leaders who strongly demonstrate each type of leader. However, many leaders are a combination of two or more leadership types. For example, I have cited Martin Luther King, Jr., as an example of an inspirational leader, but certainly, he also was courageous.

Thought Leaders

Thought leaders harness the power of ideas to actualize change. They stretch their followers by helping them envision new possibilities. Oliver Wendell Holmes said, “The human mind once stretched to a new idea never goes back to its original dimension.”

Sometimes a new idea can bring about a paradigm shift, which may provide a new lens for viewing or a radically different context for understanding. At other times, the new idea leads to only incremental change. But all change, whether large or small, starts with a new idea.

For centuries, thought leaders have competed in the marketplace of ideas using books, papers, and oral presentations. They still do, but today they also use the Internet, social media, and other technological advances to disseminate their ideas more rapidly and broadly. E-books, blogs, e-zines, teleseminars, and Webinars have made thought leadership instantaneously available to ordinary citizens.

Examples of thought leaders:

• Many of Jack Welch’s ideas challenged conventional business practices. Some of his leading-edge ideas included “workout and best practices,” stretch goals, creating boundary-less organization (breaking down all “silos”), and pursuing Six Sigma quality.
• Steve Jobs was the co-founder, chairman, and CEO of Apple Inc., where he oversaw the development of the iMac, iTunes, iPod, iPhone, iPad, and numerous other innovations. He has been referred to as the “Father of the Digital Revolution,” “a master of innovation,” and “the master evangelist of the digital age.”
• Dr. W. Edwards Deming was an American statistician, professor, author, lecturer, and consultant. After World War II, his ideas about quality and process control had a major positive impact and influence on Japanese manufacturing businesses. Subsequently, his concepts and teachings spurred a major quality revolution among American manufacturers and consumers.

Thought leaders attract followers and initiate change by the power of their ideas.  

Courageous Leaders

Courageous leaders bravely pursue a vision in the face of considerable opposition and risks. They have strong convictions about their mission (purpose), vision (long-term goals), and values (right and wrong). They speak up for their core beliefs and fight for their values, even when their stand is unpopular.

Rudy Giuliani, the former mayor of New York City, said, “There are many qualities that make a great leader. But having strong beliefs, being able to stick with them through popular and unpopular times, is the most important characteristics of a great leader.”

In addition, they seek the truth and speak the truth.

Examples of courageous leaders:

• Rosa Parks was an African-American civil rights activist, who the U.S. Congress called “the first lady of civil rights” and “the mother of the freedom movement.” On December 1, 1955, in Montgomery, AL, she refused to obey the bus driver’s order that she give up her seat to a white passenger. Her great courage marked a pivotal point in the Civil Rights Movement.
• Abraham Lincoln, the 16th president of the United States, served during the most difficult and dangerous period of our nation’s history. Even though his life was constantly in danger and his policies were unpopular with many, he steadfastly held to his convictions and governed with strength, fairness, and dignity. On January 1, 1863, he courageously issued his memorable Emancipation Proclamation, which declared the freedom of slaves within the Confederacy.
• Sherron Watkins (Enron), Coleen Rowley (FBI), and Cynthia Cooper (WorldCom) are three “whistleblowers” who had the courage to confront higher-ups in their organizations, even though it meant jeopardizing their jobs and careers. In 2002, Time magazine selected them as persons of the year.

Courageous leaders attract followers and motivate people to change by their willingness to take risks and stand up for their beliefs and values.

Inspirational Leaders

Inspirational leaders promote change by the power of their passionate commitment to ideas and ideals. They lift our eyes from present practicalities to future possibilities. Their words stir up our spirits, strengthen our convictions, and move us to action. We are eager to follow them because they call forth the best that is in us.

Inspirational leaders have positive attitudes that create strong emotional connections with people. Their speech is enlivened with words such as justice, freedom, honor, respect, pride, and love. Their affirming and encouraging demeanor builds the confidence of their followers and elicits their wholehearted devotion. Their can-do attitude keeps hope alive during difficult times.

Inspirational leaders create a sense of urgency by explaining why it’s important to take action sooner rather than later. In addition, they describe actionable steps people need to take.

Examples of inspirational leaders:

• Ronald Reagan, the 40th president of the United States, was known for his strong leadership on behalf of free enterprise and politically conservative ideals. His inspirational leadership style incorporated excellent communication skills seasoned with humor and optimism. He had a sign on his desk in the Oval Office that read, “It can be done!”
• Martin Luther King, Jr., was an American clergyman, activist, and leader in the African-American Civil Rights Movement. He is best known for his belief in nonviolent civil disobedience. His words and actions have inspired many people to speak up and stand up for what’s right.
• Pat Summit was the leader of the University of Tennessee Lady Volunteers basketball program for 38 years. She was known as an intense, demanding, focused, determined, and inspiring coach. She compiled an amazing record of 1,098 wins and 208 losses, winning eight NCAA national championships along the way.

Inspirational leaders attract followers and motivate people to change by the power of their passion and their strong convictions.

Servant Leaders

Servant leaders care deeply about people. They seek to remove the barriers and obstacles that hold others back from achieving their full potential. They strive to create an environment where their followers can do their best work. Servant leaders frequently ask, “How can I help?”

Former AT&T executive Robert K. Greenleaf popularized the concept of the servant leader in “The Servant as Leader,” an essay first published in 1970. Kent Keith, CEO of the Greenleaf Center for Servant Leadership, states, “I think the simplest way to explain it would be to say that servant leaders focus on identifying and meeting the needs of others rather than trying to acquire power, wealth, and fame for themselves.”

Examples of servant leaders include:

• Mother Teresa founded the Missionaries of Charity, a Roman Catholic religious congregation, in Calcutta, India. Today, the ministry has more than 4,500 sisters ministering in 133 countries. Members vow to give “wholehearted and free service to the poorest of the poor.”
• Oprah Winfrey is the chairman of Harpo Inc. Her focus is helping others succeed. Many of her TV programs and outreach initiatives are aimed at removing obstacles, so people can achieve their potential. Her goal is to empower people to achieve their dreams.
• Max DePree was the CEO of Herman Miller office furniture company from 1980 to 1987. Max states, “The first responsibility of a leader is to define reality. The last is to say ‘thank you.’ In between, the leader is a servant.”

Servant leaders attract followers and motivate people to change by helping to remove obstacles that are in the way of their growth and development.

Successful leaders come in different shapes and sizes. No two are alike, and no single leadership style is always best. All leaders want to change the status quo, but they use different means. Some take the lead with their ideas, while others lead with their passion and conviction. Still others lead by demonstrating courage in the face of risks and the unknown, and some bring about change by serving others.

Paul B. Thornton is a speaker, trainer, and professor of business administration at Springfield Technical Community College, Springfield, MA, where he teaches principles of management, organizational behavior, and principles of leadership. This article is from the 5th edition of his book, “Management-Principles and Practices,” which was published in August, 2013. He may be contacted at PThornton@stcc.edu.

Ref. https://trainingmag.com/four-types-leaders

Personal Narrative CNF

Personal Narrative Genre

Personal narratives are a form of writing in which the writer relates one event, incident, or experience from his/her life. Personal narratives allow you, the writer, to share your life with others, vicariously experiencing the things you describe. Your job as a writer is to put the readers in the midst of the action, letting them live through an event, incident, or experience. Personal narratives also incorporate vivid descriptive details, as well as the thoughts, feelings, and reactions of the writer.

A good personal narrative, like a good story, creates a dramatic effect, makes us laugh, gives us a pleasurable fright, and/or gets us on the edge of our seats. Although personal narratives capture true events, sometimes writers embellish or use hyperbole to illustrate a point or for dramatic effect. A personal narrative has done its job effectively if the readers can say, “Yes, that captures what living with my mother feels like,” or “Yes, that’s what it felt like to lose the championship game.”

Note: A memoir is a specific type of personal narrative, one that examines the meaning of the writer’s life during a specific moment in time.

Students, use the job chart below to guide you in your personal narrative writing.

Write a Personal Narrative that

Engages the reader by introducing the narrator and situation Organizes events to unfold naturally; manipulates time and pacing Develops details of events with description and action Develops characters with physical description and dialogue Uses vivid verbs, sensory details, similes, metaphors, alliteration, onomatopoeia, and personification to set tone and mood Uses transitions and varies sentence beginnings Closes with a reflection Has exemplary presentation (neat writing that is pleasant to read)

Click here to see these:

Sample Personal Narratives.

Our Personal Narratives, 1-10.

Our Personal Narratives, 11-21.

Our Personal Narratives, 22-32.

One Planning Sheet.

Another Planning Sheet.

The Highlighting Guide.

The Teaching Rubric.

The Scoring Rubric.

http://msmcclure.com/?page_id=932

SEVEN AGES OF MAN

SEVEN AGES OF MAN
by William Shakespeare

All the world's a stage,

And all the men and women merely players,

They have their exits and entrances,

And one man in his time plays many parts,

His acts being seven ages. At first the infant,

Mewling and puking in the nurse's arms.

Then, the whining (11) schoolboy with his satchel (12)

And shining morning face, creeping like snail

Unwillingly to school.

And then the lover,

Sighing like furnace (10), with a woeful ballad (9)

Made to his mistress' eyebrow.

Then a soldier,

Full of strange oaths, and bearded like the pard (1),

Jealous in honour, sudden, and quick in quarrel,

Seeking the bubble reputation

Even in the cannon's mouth.

And then the justice (2)

In fair round belly, with good capon (3) lin'd,

With eyes severe, and beard of formal cut,

Full of wise saws (4), and modern instances,

And so he plays his part.

The sixth age shifts

Into the lean and slipper'd pantaloon (5),

With spectacles on nose, and pouch on side,

His youthful hose well sav'd, a world too wide,

For his shrunk shank (8), and his big manly voice,

Turning again towards childish treble, pipes

And whistles in his sound.

Last scene of all,

That ends this strange eventful history,

Is second childishness and mere oblivion (7),

Sans (6) teeth, sans eyes, sans taste, sans everything.

VOCABULARY:

1. leopard

2. judge

3. fattened chicken

4. old sayings

5. silly old man

6. without

7. forgetfulness

8. shortened body

9. unhappy song

10. heater

11. complaining

12. school bag

SEVEN AGES OF MAN

Notebook: 1) Common Devices Chart -See below if you need another copy. 2) How to Read a Poem - Take Notes w/Prezi - See Below for Document & Answer Key 3) Seven Ages of Man Poem and Annotations  -Read Poem -Annotate Poem following the directions on the document -See Below for Worksheet 4) 7 Questions about the Seven Ages of Man -Complete the seven questions using complete sentences. -See below for worksheet. 5) Know the Lingo -See below for PDF and Answer Key Unit Vocabulary Words: 1) Simile-Comparing two unlike things using "like," "as," "so," or "than." 2) Metaphor- Comparison of two unlike things, equaling one to the other. 3) Idiom- a common phrase or figure of speech not to be taken literally 4) Personification- giving human qualities/traits to non-human things 5) Hyperbole- exaggeration used to create emphasis and/or evoke strong feelings 6) Rhyme- the repetition of vowel sounds in neighboring words. 7) Near/Half Rhyme- the repetition of ending consonant sounds in nearby words; the consonant sounds are the same, but the vowel sounds are different. 8) Allusion- reference to another person, place, event, literary work, etc. 9) Irony- using language that signifies the opposite of its literal meaning 10) Anaphora- the repetition of words at the beginning of a clause 11) Epistrophe- the repetition of words at the ending of a clause 12) Onomatopoeia- words that imitate their sounds 13) Assonance- the repetition of VOWEL sounds 14) Consonance- the repetition of CONSONANT sounds 15) Alliteration- repetition of beginning consonant sounds

common_devices_chart.docx

Download File

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How to Read a Poem Download File 7_questions_about_the_seven_ages_of_man.docx Download File figurative_and_poetic_devices_review.pptx Download File

Seven Ages of Man Download File Know the Lingo Download File

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SAMPLE REFLECTIVE JOURNAL ENTRY

Reflective Journal

CHANGE

     I chose to use caterpillar and butterfly to represent change because they are a symbol of rebirth and a transformation of change: meaning out with the old and in with the new. Just like a caterpillar must go through several growth and development before it can become a beautiful butterfly, caterpillar was once unattractive, over time developed itself into something marvelous to the human eye. So this goes to demonstrate to us that with time, self-improvement, dedication, commitment, and diligence, we too can resurrect ourselves and change or make a major transformation or makeover in our lives. 

For me change is evident, even before I had been enrolling for my grade 10, I already began planning and trying to do something for a change. It was on my first day to attend my class this year that my plan came into a realization. I woke up very early in the morning during that time and arrived at school much earlier before the flag ceremony began. The way I interacted with everyone especially my classmates was something good. My approached in life became positive and it was fulfilling on my part.

I felt good about what is happening in my life nowadays because I found it easier for me to get along well with everybody than it was before. Collecting good friends can’t only make you happy but also serves as an extension of yourself. Friends can help you in so may things and in so many ways.

REF. http://liamjuanitas.blogspot.com/2016/08/

EXAMPLE JOURNAL ENTRY OF TEXT: A COUNTRY BOY QUITS SCHOOL

Short Story: A COUNTRY BOY QUITS SCHOOL

                                                                                                   July 18, 2016

i.                     TITLE OF THE STORY

Country Boy Quits School

ii.                   NAME OF THE AUTHOR

Lao Hsiang (1899-1966) his pen name is Lao Shê as a novelist, was born in Peking (now Beijing).  He has been called as one of China's best modern writers.  The prolific output of this humorist, patriot, and realist also included poetry, several volumes of short stories (many of which contained humor and featured the townspeople of Beijing), and many plays.

iii.                  SETTING

A.      PLACES

·         China- on the first sentence of the third paragraph, it states there if how the father of a boy amazes the books’ contents and exclaims that the people in the pictures are not Chinese so it implies to me that it is the place of that nationality that is being mentioned.

·         School- so many times the teacher is made mention in this place of having to do with the teaching to the boy, Baldy, Hsiao Lin and others,   aside from that the family decided that the boy must be taken out of this place believing that the teaching style is inappropriate for their culture.

·         House- a place where a boy has been studying and reads his books aloud which every dweller is able to hear clearly but makes them mad due to their wrong translation as well as the interpretation.

B.      TIME

Based on information provided by one of Lao Hsiang translators, Howard Goldblatt, it appears that Lao began writing short stories around the early/mid-1920s and had published several large collections by the mid-1930s.

iv.                 MAIN CHARACTERS

The boy who is hardworking, even at an early age of 8 years old he begins to help his family for their daily subsistence. He gains only a little learning in school due to his parents’ ignorance for they (parents) themselves are illiterate.

v.                   SUMMARY

The story is about a poor Chinese family which has a boy of an early age, toiling every day for a living just to help augmenting the other basic needs of their family. The family is forced to send this boy to school following the City Ordinance, to cite: An official proclamation had been issued in the city to the effect that unless a boy over six years of age is sent to school, some adult in the family will go to jail. Good thing there is a law that compels this boy to study so that it could have been a chance for him to acquire knowledge too but sooner or later he misses that mere chance due to the intervention of his family’s poor insight.

The English illustrations in books and the literal meaning they are using for translation lead to much confusion and misunderstanding in their household which everyone is holding grudges against each other, which in fact without basis at all because their judgment is only based on their own unreasonable perception, which the true intention of the content of the books is the other way around. The intention is for the betterment of the reader’s life.

As the boy studies he frequently reads these books at the top of his lungs and it brings discomfort to the ears of every family member every time they hear this due to their own inaccurate interpretation of the foreign system of education. This incident always results to chaos and misunderstanding so that one day the father decided that these books will never be read again by the boy because his family is certain that the school is not teaching the proper way so the boy is finally pulled out of the school in which the father chooses to be rather in jail than destroying the family for continuously sending a boy to school. It only demonstrates that the entire family lacks in education itself because there is no doubt that they are seeing things differently which is out of context.

vi.                 LESSON LEARNED

I learned that education is very important to us so that we can improve and do better with our lives.  If we are well-equipped, we could be flexible enough to all the changes around us. Education is what we become in the future.

However, to those people who are not fortunate enough to have a chance to go to school due to financial reason or might be the government is not very particular on the matter pertaining to education. It is sad to know that these people are not able to cope up well with what is happening around them. Like the family in this story, they are incapable to do things to make their lives more comfortable. They lack of education because China at that time was more rigid with its communist doctrine. In order to grip its people especially the masses, it is unwise for the government to introduce education to them because rebels come from the rank of educated bracket of society.

vii.                PERSONAL REACTIONS

I felt disappointed about the boy’s ordeal, because of this different culture that is being introduced by the educational system, the children are the ones who are affected. Society begins from a place called family, but in many instances families are part of different cultures which bring conflicts to children that they have to confront. The family supposes to have the big role in encouraging and to guide these children in order to adapt between two different cultures or more. But it saddens me that the family especially the father  who has the first hand to design the future of his son, is forcing this boy to be ignorant about other cultures. They make it clear that the boy should not learn any culture aside from Chinese and it is absurd because everything else in school to them is abnormal. Anyway the writing style of the author is satiric yet full of lessons.

How journalists write by Peter Cole

How journalists write

Journalism is about telling people what they didn't know, says today's tutor Peter Cole, and making them want to know it

By. Peter Cole

Thu 25 Sep 2008 00.01 BSTFirst published on Thu 25 Sep 2008 00.01 BS

Shares  378

Journalists usually refer to what they write as stories. Not articles or reports, occasionally pieces, but stories. This does not apply only to reporters but to everybody in the editorial chain, from desk editors, copy editors, specialist and sports writers to the editor him or herself. Words published in newspapers, on air or online are stories.

Stories sound interesting; reports sound dull. To some, stories mean fiction: "Tell me a story, mummy". Stories are tall and short, made up and true. True stories are about what happened. We tell stories in conversation, recounting experiences and events in which we took part or observed. The crucial thing about a story is that other people want to hear it, because it is interesting or entertaining. Otherwise the storyteller is a bore.

So journalists write stories for their readers to tell them what is going on, to inform them, engage them, entertain them, shock them, amuse them, disturb them, uplift them. The subject matter will vary according to the nature of the publication and the intended audience. The good newspaper editor will have a clear idea of the sort of people who are reading it, and cater to their interests and preoccupations, sometimes their prejudices. And the paper will include that vital ingredient serendipity - the story you didn't expect, the "just fancy that", the absurdities as well as the travails of the human condition.

Journalism is basically a simple game. It is about finding things out and telling other people about them. The finding out requires a variety of skills because those in power often prefer that we know only so much. Journalism is about holding such people to account, exposing their humbug and hypocrisy, the abuse of their power. This includes the control it gives them over the flow of information, the ability to bury the bad news, to spin and obfuscate. Good journalists must ask the awkward questions and question the answers, must dig to unearth and then explain, making comprehensible that which authority, by intent or verbal inadequacy, has left confused, incomplete or plain mendacious. Incomprehensible journalism is quite simply bad journalism, and therefore pointless.

Ultimately there is only one purpose: to make the reader read the story. If they don't, what was the point of finding it out and telling it? This booklet picks up the story when the reader has reached the stage of deciding to address the story. That is not the same as reading it, or even reading a certain amount of it. They have just reached the first word, perhaps attracted by the picture, the extracted quote, or any of the other presentational devices used to drag the reader to the story. We have reached the stage where the reader is going to subject the story to the final test, reading some or all of it. This is about writing.

Newspaper reading is different from reading a book. It is selective, does not involve commitment to the whole. Relatively little time is spent reading a daily newspaper. The newspaper reader, unlike the reader of the more literary novel, does not expect to invest effort in the endeavour. He or she will not read a sentence or paragraph a second time to be clear about what is being said. Confusion, more often than not, will mean abandoning the story altogether and moving on. Many newspaper readers skim, sample or get a flavour of a story rather than reading it through.

So journalistic writing is different from creative writing. Many young people think they would like to be journalists because they have "always loved writing" or started writing poems when they were eight. It is certainly not enough and may well be a barrier to success in journalism. The late Nicholas Tomalin famously wrote that "the only qualities essential for real success in journalism are rat-like cunning, a plausible manner, and a little literary ability." He included writing, but he placed it third and prefaced it with a diminutive. The writing matters; but don't think of it as art. Think of it as working writing, writing doing a job, writing that puts across information in a way that makes readers want to absorb it.

At a time when the vast majority of entrants to journalism have degrees - welcome because journalism in a complex world is an intellectual pursuit - it is worth pointing out that writing for newspapers is also very different from the academic writing of student essays. No time to produce a route map for the essay and reach the point somewhere near the end; the journalist must grab the attention at once.

It is difficult to write simply and engagingly, so that readers will keep reading; to explain so that all the readers understand, and want to. This is the task the writing journalist has.

About the tutor

Peter Cole is a professor of journalism at the University of Sheffield. Before re-entering higher education he was editor of the Sunday Correspondent, deputy editor and news editor of the Guardian, News-Review editor of the Sunday Times and Londoner's Diary editor on the Evening Standard.

Ref. https://www.theguardian.com/books/2008/sep/25/writing.journalism

INDIVIDUAL TASK. ANSWER THE FOLLOWING
                                          GUIDE QUESTIONS:

1.Why do Journalists refer to what they write as stories, not reports?

2.What is the only purpose of journalism? Explain.

3.Can you consider the piece you read as an example of CNF? If yes, what literary elements are present in the piece?

4.What is the theme of the piece? How did you come up with the idea?