Write an abstract between 100-250 words for a research paper on the topic of Effect of the Style of Leadership on Employee Performance. The abstract is not an introduction. The abstract is a marketing piece for your paper. It provides a quick introduction, the important findings, recommendations and conclusion.

This assignment should be submitted as an MSWord APA formatted document. Please submit in APA format including a title page.

For the thesis avoid saying things like- This paper seeks. A paper can’t really seek or discuss or do human things. Also be sure to include how leadership affects performance, What services are being delivered? Who are the parties?Remember a thesis should be specific, so the reader knows exactly what your paper will cover.

Outline for paper is below:

Leadership Style and Employee Performance

• Introduction – This paper seeks to investigate how leadership styles affect the performance of employees toward delivery of services to all interested parties.
• Findings
• Recommendations
• Summary Paragraph
• Conclusion – It is recommended that employers improve their worker’s output by determining what leadership style the employees respond the best too in order to improve their output. This will help in determining employees’ potentials as well as making them feel part of an organization and perform excellently. Also, a reduction in the autocratic leadership style could lead to better leadership within institutions as well as boost employees’ morale which is reflected within the final output in the business units involved.
• Reference

• Literature Review:

• This paper observed both qualitative and quantitative approaches to collect and analyze the data about this study (Sougui & Hassan, 2015; Iqbal, Anwar, & Haider, 2015).
• Both primary and secondary sources of evidence were beneficial throughout the research.
• We ought to understand some of the selected styles of leadership namely participative, transactional, autocratic and democratic style (Basri, Rashid, Abashah & Samah, 2017). These styles of leadership impact employee performance differently (Khan & Nawaz, 2016).
• Democratic leadership is very effective, whereas autocratic leadership is better used for short term projects (Iqbal, Anwar, & Haider, 2015).
• Participative style of leadership is the most helpful in long term plans. The effect on employees as recorded was very active.

• Leadership – It is clear that the choice of leadership style depends on whether the plans or projects in question are either long term or short term. Each of these styles has its effects on employee performance in an organization term (Shafie, Baghersalimi & Barghi, 2013). The methods of interest include participative, transactional, autocratic and democratic style.
• Theoretical Framework – In a research study conducted by Osabiya Babatunde on how leadership impacts employees output, he states that a good relationship is required in any institution for all the stakeholders to attain their goals and objectives.
• Nature of Leadership – Leadership style is the way of inspiring persons, executing strategies and giving a direction that ought to be followed by a group of individuals (Khan & Nawaz, 2016).
• Leadership styles using theories and assumptions which resulted in a common acceptance that the transactional and the transformational methods of direction were the most prominent.

• The motivation of employees is dependent on the leadership style which in turn impacts the level of output (Babatunde, 2015).
• About employees’ right relationship and performance, Asrar-Ul-Haq and Kuchinke argue that the transactional headship style has the greatest substantial outcome on the worker result while laissez-faire has an undesirable consequence (Asar-Ul-Haq & Kuchinke, 2016).

• Leaders must understand the different types of leadership styles that exist so that they can know which style of leadership to implement.
• Leaders can encourage their workers by evaluating what leadership style employees respond positively to and implementing this leadership style.

• Participative- Encourages input from all staff members
• Transactional-Use rewards and punishments in order for employees to accomplish their work.
• Autocratic-All business decisions are made by the leader

• Changing the leadership style to the style in which employees respond the most positively to can improve employee performance.
• Participative leadership and democratic leadership are the most effective leadership styles to motivate employees to be productive and work on their own.

• The summary of the paper is:

• No leadership style is completely useless but rather useful depending on various circumstances.
• Each method is applicable in distinct scenarios in trying to streamline managerial functions when necessary (Belas, 2013).
• In general terms, participative style of control has a superior constructive consequence on workers’ performance in which condition employees feel authority and self-assurance in carrying out their duties and in the creation of dissimilar choices.
• In the autocratic style of leadership, only the leaders have the power to make decisions out of which workers feel substandard in doing work (Budihastuti & Hamali, 2016; Engda, 2015).
• In democratic style, workers have to some extent unlimited authority to carry out their duties, and therefore, their total output is superior to in autocratic method. It is, therefore, the mandate of the managers to choose the leadership style that most suits their organizations or situations as and at when required to do so.

Asrar-Ul-Haq, M., & Kuchinke, K. P. (2016). Impact of leadership styles on employees’

attitude towards their leader and performance: Empirical evidence from Pakistani

banks. Future Business Journal, 2(1), 54-64. doi:10.1016/j.fbj.2016.05.002

Babatunde, O. (2015). The Impact of Leadership Style on Employee’s Performance in an Organization. Public Policy and Administration Research, 5(1), 193-205.

Basri, H. H., Rashid, I. M., Abashah, A. B., & Samah, I. H. (2017). The Impact of Malay

Transactional Leadership Style on Employee Performance; The Malaysia ‘Pharmacy

Industry Perspective. International Journal of Information, 9(2), 45-52.

Belas, J. (2013). The Leadership Style and the Productiveness of Employees in the Banking Sector in Slovakia. Journal of Competitiveness, 5(1), 39-52. doi:10.7441/joc.2013.01.03

Budihastuti, E. S., & Hamali, A. Y. (2016). The Relationship between Leadership and

Teachers Performance at State Vocational High school “X” Bandung. The Winners,

17(2), 77. doi:10.21512/tw.v17i2.1968

Engda, J.B. (2015). The Effects of Leadership Style on Employees Performance in Case of

Kaffa Zone Higher Public Educational Institutions. Jimma University 82. Jimma:

Jimma University.

Iqbal, N., Anwar, S., & Haider, N. (2015). Effect of Leadership Style on Employee

Performance. Arabian Journal of Business and r A Management Review, 5(146).

doi:10.4172/2223-5833.1000146

Khan, I., & Nawaz, A. (2016). The Leadership Styles and the Employees Performance: A

Review. Gomal University Journal of Research, 32(2), 144-150.

Shafie, B., Baghersalimi, S., & Barghi, V. (2013). The Relationship Between Leadership

Style and Employee Performance: Case Study of Real Estate Registration

Organization of Tehran Province. Singaporean Journal of Business, Economics and

Management Studies, 2(5), 21-29. doi:10.12816/0003885

Sougui, A., Bon, A. T., & Hassan, H. M. (2015). The Impact of Leadership Styles on

Employees’ performance in Telecom Engineering companies. Australian Journal of

Basic and Applied Sciences, 8(4), 1-13.

As you learned from the resources this week, person-centered theory focuses on client’s strengths and self-determination, and client-focused resolutions of developmental challenges that he or she may face. This means that the foremost considerations for the psychologist working within the person-centered framework is how well the client is functioning (rather than solely looking at the problems a client is having), the disparity between who the client feels he or she is (the real) and who the client wishes he or she were (the ideal), as well as the need for all humans to experience “unconditional positive regard.”

Is this Application Assignment, you consider person-centered, psychodynamic, and cognitive-behavioral theories in terms of how clients’ problems arise and how clients change. After reviewing the basic tenets and beliefs of these theories, you analyze the differences between them with respect to these two areas—problem causation and resolution. You also reflect on how studying person-centered theory has influenced your own evolving theoretical orientation.

To prepare for this assignment:

• Review, if necessary, and then evaluate the basic tenets of person-centered theory.
• Review the “Person-Centered Counseling” section on the course DVD, Counseling: Theories in Action. Pay particular attention to psychologist and client interactions.
• Review prior weeks and assignments regarding psychodynamic and cognitive-behavioral theories. Focus on how psychologists and clients interact.
• Think about the similarities and differences between the three theories (person-centered, cognitive-behavioral, and psychodynamic) with respect to how client problems arise and how people change. Consider your own perspectives on these issues.

The assignment: (4–6 pages)

• Briefly describe and evaluate two of the basic tenets of person-centered theory.
• Compare (similarities and differences) among person-centered, cognitive-behavioral, and psychodynamic theories with respect to how client problems arise and how people change.
• Analyze this information with respect to your beliefs about how problems arise and how people change. Explain the affect that person-centered theory has had on your own theoretical orientation.
• Outline your thoughts on how your theoretical orientation has evolved and identify which of the three theories (person-centered, cognitive-behavioral, and psychodynamic) best resonates with you and why.

Word count: 300

Please read the classic article, “The Mark of a Criminal Record,” by Devah Pager, American Journal of Sociology, Post in the attached file

After you have read this article, watch this short 7 minute interview with Michelle Alexander, author of the seminal book: The New Jim Crow: Mass Incarceration in the Age of Colorblindness.

Now answer the following questions:

1. What were Pager’s research questions in this article?

2. What were the study’s findings?

3. Were you surprised by the findings? Why or why not?

3. To address employment discrimination against ex-offenders – Oregon, and many other states, have ‘banned the box’ (removed the check box from job applications that asks applicants if they have a criminal record). In your opinion, do ‘ban the box’ campaigns go far enough in overcoming employment discrimination? – Are there additional measures that can be taken to ensure we reintegrate ex-offenders of all races/ethnicities into our society after their release?

4. What is your reaction to Michelle Alexander’s assertion that mass incarceration in the US, as well as low level misdemeanors and arrests of the poor and people of color, have become the new Jim Crow?

***(Answer questions based off feedback)***

Write: In your essay of at least 1000 words, complete the following:

• Identify the top three issues your writing specialist focused on in your work (e.g. paragraph structure, proper use of quotations, thesis statement).
  • Were any of those issues surprising?
• List some of the feedback your writing tutor provided as explanations.
  • What did you learn? Was this feedback helpful?
• Describe the usefulness of the paper review tool.
  • Did your understanding of academic writing improve?
  • Will you use the writing center to review your work in the future? Why or why not?
• Must be at least 1000 words (not including title and references pages) and formatted according to APA style
• • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use the revision letter and the margin comments received from the tutor.
  • Must include an introductory paragraph..
  • Must include a conclusion ..

ATTACHMENTS

week_3_cap.png

weel_3_capture_2.png

week_3_cap_3.png

week_3_cap_4.png

201807161255

Following the steps indicated in the Lecture 3, complete a word study on each of the important words in James 2:8-11.

Submit the assignment as a paper (500-750 words).

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

BIB-355 Lecture 3

Principles of Interpretation − Dealing with the Text

Introduction

In order to accomplish the task of bridging the gap between the ancient author and modern interpreter, organizing the study of the biblical text into clear principles and procedures is imperative. As shown in the diagram in Lecture 1, the interpreter must examine the author and original recipients of the text and their historical situation, examine the biblical text itself as a work of literature, and consider the text in its canonical setting as the whole Bible. The steps set out here consider first the text, then the historical/social and literary context, followed by the canonical setting of the passage.

The first principle of biblical exegesis is dealingwith the text, the passage of Scripture that has been chosen or assigned to study. For this week’s assignments, the student is assigned a text to exegete. There are three necessary tasks that must be carried out in examining the lexical and grammatical elements of the text. These steps give the interpreter a clear idea of what the text itself is saying.

Analyzing the Sentences

Common sense might say that the exegete should start by examining the individual words. However, the meaning of the text is not found in the words, but in the sentences. The basic unit of thought in language is not the word, but the sentence. Words must be put into a sentence structure before they can come to have the meaning the author intends. The student needs to analyze each sentence to discern what statements or thoughts are intended by the author.

This is done by subjecting each sentence to a diagramming process. In order to do this, the student must be able to recognize the basic elements of the sentence. These basic elements are displayed in a diagram which highlight them and show their relationship to one another more clearly.

What are the basic elements? Every sentence has at least two basic elements: the subject (usually a noun or pronoun) and the predicate. The subject is the doer of the action, and the predicate is the word that expresses the action (e.g., run, jump) or state of being (e.g., is, was, will be). These two together form a clause, a subject-verb combination. Many sentences have a third basic element, a verb complement. There are three different kinds of complements: the direct object (receives the action of the verb), the indirect object (who the action is done for), or for state of being verbs, a predicate noun or adjective. Use the “Diagramming a Sentence” resource to practice identifying these elements in a sentence.

A sentence might also have modifiers (words, phrases, or sub clauses) that go with one or more of the basic elements. An adjective might modify the subject, direct or indirect object, or predicate noun. An adverb might modify the verb. Prepositional phrases are usually used to modify nouns or verbs. Other phrases like infinitives and participles can function as one of the basic elements or can be used to modify a basic element. Even sub clauses (subject-verb combinations that are not the basic elements) can be used as modifiers of basic elements.

Another important kind of word seen in sentences are connector words, or conjunctions (words such as “and,” “but,” “or,” “although”). In the diagram, these words are put on a vertical line between the sentences, words, or phrases they connect.

The idea of the diagram is to put the basic elements on the main line in the order subject-predicate-verb complements. Then the modifiers of each basic element are arranged under the element it modifies, each on its own line. When all the words, phrases, or units (such as sub clauses or infinitives) of the sentence are arranged, the student can see much more clearly the main ideas and their relationships to one another. The “Diagramming a Sentence” resource gives several example sentences that have been diagrammed. The student should practice diagramming sentences using the illustrations and instructions in this resource.

Diagramming the Paragraph

A paragraph is a grouping of sentences that addresses one main idea and functions together as a unit. Some linguists maintain that the paragraph, not the sentence, is the basic thought unit of language. Finding the central statement of the paragraph is important, as is how that statement is made through the interrelationship of several sentences. In a paragraph there is one main statement with several “modifier” statements, or sentences, around it. Be aware that the main statement may not be the first sentence in the paragraph; often it is not.

Steps should be taken to diagram the main theme and flow of thought in a paragraph. Since students have already analyzed the sentences carefully, they are ready to distill the statements of the paragraph into one sentence expressing the central theme or statement. This statement should be a simple sentence, written in the student’s own words (not using a quote from the paragraph). After identifying the most important idea in each sentence, deciding how each sentence relates to the main theme of the paragraph is necessary. One of the sentences will state the main theme most clearly, and all the other sentences will in some way modify that sentence. The diagram is designed to make these relationships clear for analysis.

Consult resources for an example of a paragraph diagram and to learn how to lay out the diagram. Also, in Klein, Blomberg, and Hubbard, there is a list of ways that sentences can relate to one another listed under adverbial types (p. 267). Use these resources in order to carry out the exegesis assignment.

Word Study

At this point in the exegesis, searching out the meaning of some of the more significant words in the focal passage is necessary. The reason such a word search is important is that a word does not have a single meaning, but a range of meanings. Consider the sentence, “I see what you are talking about.” The word “see” in English has many meanings (consult any dictionary). In this sentence, it could mean “to perceive with the eye” or“to understand.”In Scripture, the precise usage of a word is important, so a word study is necessary.

The first step is to select the words to be studied. Any word or words that are crucial to the main theme of the passage should be considered. Also, words that are “loaded” or that have a broad range of meanings (such “faith” or “righteousness”) should also be considered. Perhaps words that are important for the larger context (the book) of the focal passage should also be examined. Any word the exegete finds unclear in some way should be studied. Identifying names of places, people, or events with which the exegete is not already familiar is also helpful. A reference to Abraham may be clear, but a reference to Ahab may need to be explored.

Next, the exegete must determine the original Hebrew or Greek word that underlies the English word selected. Remember, the exegesis must look at the text from the author’s perspective and the words he used. A good concordance is a helpful resources to use. There are several good online concordances such as blueletterbible.org.

Now it is time to study the word carefully. Using a concordance or a Greek or Hebrew lexicon (if Greek or Hebrew words are recognized), determine the range of meanings that the word had in the author’s day. By reading the passage and considering the flow of thought and the use of the word in the sentence, determine which of the various meanings was intended by the author in the specific sentence in which it occurs. Do not assign a meaning to it that is not consistent with the context of the word. The criterion is not what sounds good, but what the original author intended.

Conclusion

Since dealing with the text is only the first step in the exegetical process, the conclusions about the meaning of the text should be tentative. However, it is helpful to highlight important discoveries from the work thus far. Highlight the main theme of the paragraph, the flow of thought, and important relationships between ideas. Note the various possible meanings of important words. All the information gathered so far is the basis for the next steps.

Reference

Merriam Webster’s collegiate dictionary. (2003). Springfield: Merriam-Webster, Inc.