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Do you think Ort used the abdication or guided-freedom approach to laissez-faire leadership?

Do you think Ort used the abdication or guided-freedom approach to laissez-faire leadership?

Do you think Ort used the abdication or guided-freedom approach to laissez-faire leadership?
Click here to ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Assignment: Responsibility and Commitment

Assignment: Responsibility and Commitment
Assignment: Responsibility and Commitment

Assignment: Responsibility and Commitment

Ort didn’t have a playbook. According to Ort, if he scripted all of the plays in advance there would be no incentive to be creative. “If players would rather run something out of the I forma- tion than out of split backs, that’s okay with me. I teach that it’s all right to use your brains.”

Ort had no team meetings and never kicked a player off any of his teams. Practice lasted from 3:45 to 5:30 P.M. Beyond that, a player’s time was his own. “Relationships without punishment are most likely to gain in the long run,” Ort contends. “I always feel that everyone who wants to play should play. Sometimes I lost because I tried to play too many players.”

Ort lined the field before each game and washed the team’s uniforms each Sunday. According to Ort, these activities made him “feel closer to the guys.” As Ort explains, “I always carry the balls onto the field and off the field. I am interested in all aspects of the game; that is my responsibility and commitment.”

Ort’s laid-back style of leadership might not be effective at a larger institution where there is pressure to recruit top-notch athletes and to win big games. But at tiny La Verne, Ort was respected by administrators, faculty, and students alike, although he concedes that “sometimes the university president wanted us to win more games.” He coached with compassion and under- standing and helped his young men learn the value of competing and trying to be the best they could be. Asked to sum up the contribution he made in 43 years of coaching at La Verne, Ort replied: “None of my players ever quit college to my knowledge. Some fellas are lawyers today, but I don’t like lawyers. I think a culture with more lawyers than farmers is sick. I still have real pride in my former players. We all have responsibilities in society, and I just tried to take care of mine.”

Discussion Questions

1. Under what conditions is the laissez-faire style of leadership communication most effective?

2. Do you think Ort used the abdication or guided-freedom approach to laissez-faire leadership?

3. How should a leader’s success be measured? Does it matter that Ort’s teams won only slightly more games than they lost over the years?

4. Do you agree with the definition of leadership presented in chapter 1, which claims that lead- ers help followers achieve their goals and meet their needs? Did Ort do this?

5. How would you rate Ort as a leader? Would you like to play on his team?

Hackman-Johnson 6E.book Page 42 Tuesday, March 12, 2013 12:54 PM
Leadership and Followership Communication Styles 43

The responses of the children in these experiments led to the formation of six generalizations regarding the impact of leadership communication style on group effectiveness.7

1. Laissez-faire and democratic leadership communication styles are not the same. Groups with laissez-faire leaders are not as productive and satisfying as groups with democratic leaders. The amount and quality of work done by children in laissez-faire groups was less than that of democratic groups. Additionally, the majority of children in laissez-faire groups expressed dissatisfaction despite the fact that more than twice as much play occurred in these groups.

2. Although groups headed by authoritarian leaders are often most efficient, demo- cratic leaders also achieve high efficiency. The greatest number of tasks were completed under authoritarian leadership. This productivity depended on the leader’s direct supervision. When the authoritarian leader left the room, productivity dropped by nearly 40% in some groups. Democratic groups were only slightly less productive. Further, productivity in these groups remained steady with or without direct adult supervision.

3. Groups with authoritarian leadership experience more hostility and aggression than groups with democratic or laissez-faire leaders. Hostile and aggressive behavior in the form of arguing, property damage, and blaming occurred much more frequently in authoritarian groups than in other groups.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

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The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.ADDITIONAL INSTRUCTIONS FOR THE CLASSDiscussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
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For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
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Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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