what is the best leaders attributes in terms of power ?

1- Brainstorm a list of leaders you have personally work with. It may be in professional, church, volunteer organization or athletics where you were led in a powerful way. Select one leader and describe his/her formal and informal power base.2- and you must review and comment on at least four other student introductory commented..!!you can see the files


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Discussion Forum Rubric
Timeliness, Participation,
0 percent
18 percent
21 percent
25 percent
The student may or may
The student posted a
The student posted a
The student posted a
not have posted a
discussion and replied to discussion and replied to discussion and replied to
(25% Weighting)
discussion but did not
less than two other
at least two other
more than two other
reply to other students. students, and/or was late students, all within the
students, all within the
on one or more postings expected timeframe of
expected time frame of
or replies.
the lesson.
the lesson. At least one
thread shows depth and
persistence in exploring
the topic or concept.
Understanding of the
activity as
demonstrated by critical
thinking, problem solving,
(25% Weighting)
0 percent
The student’s
contribution to the
discussion forum is
superficial and
demonstrates very little
to no understanding of
the concept.
18 percent
The student’s
contribution to the
discussion forum
demonstrates basic
understanding of
concepts, but the
student response lacks
critical thinking or
21 percent
25 percent
The student’s
The student’s
contribution to the
contribution to the
discussion forum
discussion forum
demonstrates an
demonstrates a thorough
understanding of the
understanding of the
concept being
concept being presented.
presented. The student
Student connects
develops a position or
concepts, applies
solution and supports it.
concepts, creates new
solutions, and supports
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Interactivity, uniqueness,
(25% Weighting)
(15% Weighting)
(10% Weighting)
0 percent
Student minimally
participates by stating
the obvious and does
not promote further
thinking about the
18 percent
Student primarily
consumes information
demonstrating desire to
learn but offers little in
providing new ideas or
may suggest new
ideas/connections but
does little to promote
further interaction.
21 percent
Student engaged in the
discussion by offering
insight, new ideas and
connections, but lacks
depth and details.
25 percent
Student encourages
further interaction by
clarifying concepts,
focusing discussion,
sharing reflections,
resources, and thoughts
about the concept.
Student offers new ideas
with depth and detail.
0 percent
11 percent
12 percent
15 percent
Did not meet
Met expectations on the Met expectations on the
Exceeded writing
expectations on the
writing requirements of
writing requirements of
requirements for the
writing requirements of the assignment. Student the assignment. Student
assignment. Student
the assignment. Student
communication had
communication was
communication was
communication may not some edge that did not
respectful thus
respectful thus promoting
have been respectful or help in creating trust or
promoting trust and
trust and sharing. No
did not promote trust and
numerous grammar
sharing. Some grammar
errors in grammar or
and/or spelling errors
or spelling errors exist
exist that distract from
but not uncommon to
the message.
informal discussion
0 percent
Appears to not have
read required readings
and cannot sustain any
reference to it in the
7 percent
Appears to have read
required readings but
lacks thoroughness,
understanding or insight.
8 percent
Appears to have read
the required readings
and can discuss with
some thoroughness.
May lack some detail or
critical insight.
10 percent
Clear reference to text
being discussed and
connects it to other
readings or reference
points from previous
Page 2 of 3
Page 3 of 3
Angela V
Madeleine-Chef Managing Partner
My initial interaction with Madeleine prior to her role as a chef managing partner gave me a personal
preview on her use of power in her upcoming role within the firm. During our initial meeting, she
took time to learn about my role in the firm and asked where I saw myself in 3 years. In addition,
learning about my personal passions and goals, provided another area of insight into how we are
motivated by intrinsic motivation. Madeleine’s preference of informal power allows her to place her
focus on connecting with all individuals within the firm, learning about their passions and career
desires. Her desire to engage directly with others at a personal level servers to provide sincere buy in
concerning changes in the firm structure and or other managerial changes.
Madeleine’s personal track record as an attorney, practice group leader and woman has allowed for
her use of formal power to not have the required force or coercive base that most business leaders
institute for compliance by their employees. Although my role and therefore insight into the daily
business dealings maybe limited, my impressions of Madeleine concerning formal power use has been
gear to removing red tape or other obstacles, allowing the firm to work more effectively on meeting
the needs of the client. One key example of this is implementing an innovation initiative, which is a
call to action concerning determining what resources or ideas can we drum up that will allow our
firm to able to meet the changing needs of our customers. Some of the ideas generated from this
initiative have already caused immediate changes in client business practices, saving thousands of
dollars already.
Emily Mahoney
Sheila Walker – Senior Director of Development for the College of Arts and Sciences at the
Kansas State University Foundation
Formal Power Base:
Sheila is my direct manager at the K-State Foundation and is the first person to go to bat for
me when it comes to promotions/bonuses. She is also responsible for my annual evaluations.
Sheila is also a “people leader” within the organization and serves on several committees due
to her role as a Senior Director.
Informal Power Base:
Sheila is an expert in the development field. She has been working for the K-State
Foundation in development for the past thirteen years and brings a wealth of knowledge to
the position. She is a sought after mentor for many of my colleagues at the Foundation and
responsible for the training of some of the most successful fundraisers at our organization. In
addition to being knowledgeable, Sheila is also one of the most approachable, genuine, kindhearted people I know and cares for her employees and their well-being first and foremost. I
look up to her personally and professionally. She challenges me, empowers our team and
encourages each of us to think through our professional and personal goals and how the they
Mitchell Walker
The leader I’ve selected has a wide array of formal and informal power. As a divisional
director, there is a significant amount of formal power. She has legitimate authority of the
entire division, which includes the ability to reward and even punish. However, that is not
the reason that I chose her.
She has quite an ability to influence people. She uses strengths based tactics for coaching and
development, and is continually working on improving her skills and the skills of
others. She has a true interest in people, and in the success of the organization.
While she could “rule with an iron fist” as the source of legitimate power in her division, she
readily gives the credit to her employees for successes, but claims ultimate responsibility
when things go wrong. Because of this, she is supported in most everything she does.
Brie Campbell
The leader that really “led” me to why I am even getting my Master’s in Marketing &
Fundraising would be J.Anderson, the former Director of Alumni at my Alma Mater. They
had given me a student work-study position for the summer between my junior and senior of
college. At first, my duties included stuffing envelopes, organizing the decorations closet and
so one and I quickly let them know after a couple of days that I was way more capable of
doing more and wanted to learn more about their skills and daily grinds. I followed and did
everything with J. Anderson that summer and even did some events with the Business
Development leader as well. She saw my efforts, my drive and passion for learning and
growth and let me take on my own events during the fall as well from Parent Alumni events,
out-of-state tailgates, Fall Festivals and Homecoming weekend festivities. She was very
hands-on with me making me attend and lead meetings, prepare agendas of topics that
needed addressed and let me go from the “once-work-study-student” to a Special Events
Assistant the remainder of the school year. My lessons and experiences from her and the
office staff gave me a spark for what I am aiming for everyday of working in a college in the
alumni department. J. Anderson was a powerful leader and mentor and friend to me along
the way and I will always be thankful to her and her commitment to me.

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