Evidence For Gap in Practice

Smonboe1

Hey Tutor, Please look at the literature for the Breakthrough Technologies and identify a problem and a corresponding gap. Please select the first problem and the related gap to solve the assignment. I need a five page document to be prepared in two days. This assignment has the essay portiion and a template that you need to add annotations to. All the sources you need will be uploaded to you. Please review the rubric properly.

E X E C U T I V E
F O R U M
ACHIEVING
EXECUTIVE
PRESENCE:
INTEGRATING THE
SEVEN DIMENSIONS
OF LEADERSHIP
INTELLIGENCE
Nicole Heimann
B
ased on our interactions with leaders around
the globe, we have observed that leaders
want to inspire and influence others, build
strong alliances, and achieve results. According to
Suzanne Bates, chief executive officer (CEO) of Bates
58
LEADER TO LEADER
Communication and author of All the Leader You Can
Be: The Science of Achieving Extraordinary Executive
Presence, executive presence is “the ability of the leader
to engage, align, inspire, and move people to act.”
However, a new executive landscape is emerging as
The old rules simply
don’t apply.
the world is evolving and our values are shifting. The
typical charismatic leader of the past no longer has the
same effectiveness. The old rules simply don’t apply; in
our diverse global environment, strategic, pragmatic,
and rational intelligence are no longer enough. The
complexity of the social issues surfacing daily requires
keen sensitivity and emotional intelligence to navigate
this terrain. Leaders are challenged to show up in a
new way and are much more visible and judged than
ever before. This increased visibility also increases the
leaders’ vulnerability.
As a professional executive coach, I work with
executives as well as executive teams on how to handle
such challenges and thrive in this changing corporate
climate. My book How to Develop the Authentic Leader
in You discusses expanding the essence of your “true
self,” connecting to the resources of your inner power
by activating the keys of your awareness, and integrating
the Seven Dimensions of Leadership Intelligence,
which we will cover in detail later in this article.
The qualities that have gained importance in executive
presence today are integrity, “walking the talk,”
realness, empathy, holistic thinking and acting, and
being connected to purpose and meaning. Sylvia
Ann Hewlett, founding president and CEO of the
Center for Talent Innovation, is responsible for the
term “executive presence” entering the mainstream
business lexicon. In her 2014 book Executive Presence:
The Missing Link Between Merit and Success , she
argues that despite having the necessary education and
qualifications, leaders lacking these essential qualities
cannot progress in their careers. Such attributes are
necessary for providing the leader or executive with the
“it factor” that will make them stand out among their
peers and build positive relationships with colleagues.
These qualities go beyond the ego and are directly
related to authenticity.
Choosing the Path Towards
Authenticity
The idea of being “real” or “true” to ourselves and to
others, as authenticity is defined, may feel vulnerable
to many leaders. It appears counterintuitive to choose
increasing executive presence through a path of
authenticity as leaders are navigating in a complex
and competitive environment where the buzzword
is disruption. A successful leader needs strong
emotional sensitivity required to navigate these new
sensitive environments. Paradoxically, vulnerability
requires visibility and true connection, and that is why
achieving effective executive presence is so challenging
and one of the number one themes leaders want to be
coached on. It takes courage to let go of our protective
guards and get back to the core of who you are, which
is the path to authenticity, essential for achieving
executive presence that truly inspires. Transforming
this awareness into authenticity is a brave choice to dig
deeper, be present and humble, let go of fears, and to
love and respect ourselves as well as others.
How Do We Develop Strong
Executive Presence?
Authenticity doesn’t happen automatically. It isn’t a
given. It requires a deliberate commitment to inner
Vulnerability requires
visibility and true
connection.
SPRING 2020
59
Authenticity doesn’t
happen automatically.
growth. Once this commitment is acted upon, there
are no limits to expansion and further evolution.
Authenticity is a never-ending growth process.
Although the work required to tap into our inner
resources is mainly a personal journey, partaking in a
coaching process can be a valuable tool for those wishing
to strengthen their executive presence. Finding the right
guide to map out a suitable path and navigate us through
change can provide the objective reinforcement we may
otherwise be lacking. Leaders participating in an executive
coaching process build on experience by engaging in
an action–reflection cycle with themselves and also
in an action–reflection cycle including feedback and
feedforward with their chosen stakeholders (colleagues,
team members, clients, etc.). How can we stay true
to ourselves without reflection on our actions? Each
experience and the reflection that follows leads to truer
states of being. Your experience becomes your teacher.
Preparation for the Process
of Integration
Leaders who are authentic are seen as more trustworthy
and more effective in building successful leadership
alliances. Their executive presence is perceived as
inspiring and influential. A 2015 study from Cornell
University by Sebastian Heppner and Tung-Ling
Wang, “What are the measurable qualities that define
executive presence and how can we use these to tangibly
assess leaders?” lists emotional intelligence, authenticity,
credibility, integrity, as well as communication and
interactivity as the five measurable qualities that define
executive presence. These qualities are not simply
personality traits, but also factors that can be measured
(and modified) through various means such as the
60
LEADER TO LEADER
Personality Pattern Inventory, developed by Dr. Taibi
Kahler, which is an extremely valuable assessment
utilized in our coaching process.
As shown in Figure 1, the process to connect with your
inner power starts with AWARENESS. The keys to the
door of awareness are the skills of OBSERVATION
and FOCUS. These skills can be learned, trained, and
practiced. They make the path of authentic leadership
available to anyone who chooses to follow it.
It is incredibly motivating to remember that everything
is already within us. All that is required is to allow
ourselves to open up to our own inner resources.
Once we have achieved personal awareness and once
we engage in our growth from within, we gain access
to three key resources every leader wishes to possess:
creativity, wisdom, and trust. As we start to connect
with our inner power, the shift starts from exercising
power over people to using our inner power to inspire
and influence people. As our executive presence
becomes more authentic and real, people will start to
follow us because of who we are.
Why Lead?
Next we unlock the question of “why” and explore how
meaningful the leader’s work is. Finding their purpose
and creating deeper meaning connects the leader to their
true self and to their passion. Passion creates energy,
inspires, and attracts. If leaders follow their “why,” then
others will follow them. The result of a shared purpose
deepens the bond and creates a community within the
organization. Being connected to purpose is directly
related to authenticity as it connects us to something
that goes beyond our own ego, advantage, and benefits.
Strong executive presence becomes a natural outcome
of connecting to our greater purpose.
Integrating the Seven
Dimensions of Leadership
Intelligence®
Integration begins with widening our awareness,
connecting us to our purpose (our why) and integrating
FIG UR E 1 . C ON N E C TI N G TO Y OU R I N N E R P OW E R
the Seven Dimensions of Leadership Intelligence, as
shown in Figure 2.
Just as our consciousness and personalities are made up
of various interrelated factors, so are the dimensions
of leadership intelligence. There is no hierarchy in
the seven dimensions, and all are equally important.
Transforming something in one dimension always
impacts the whole executive presence of the leader.
Physical intelligence is about valuing health: starting
with your own, keeping an eye on your employees’
health, and ultimately, on the general culture of health
in the company. We all have a tendency to ignore
our bodies when it comes to day-to-day stress. Our
unconscious work-life routine patterns often lead us
to mistreat and ignore our bodies—leaving us tired,
unfocused, and in distress. How can we expect to be
innovative and inspire others if our brain cells and
bodies are tired and exhausted?
FIGU R E 2 . T HE S EVEN D I M EN S I O N S OF L E AD E R S H I P
I N T ELLI GEN CE
Emotional intelligence is self-awareness and awareness of
others as well as self-management. Being aware of your
own emotional state and managing it is the essence of
this dimension. Leadership becomes more powerful
SPRING 2020
61
Pragmatic intelligence
is the home of
consensus reality.
and impactful if you know yourself, understand your
behaviors, your intrinsic motivations, your strengths,
but also your self-sabotaging mechanisms under distress.
Pragmatic intelligence is the combination of IQ and
experience. We can define this intelligence as general
cognitive problem-solving skills and the mental ability
involved in reasoning, calculating, and learning. As
we mature, gain knowledge and learn from daily
interactions, we combine IQ with our learning
experiences. This is the intelligence field typically
highly developed in leaders. Pragmatic intelligence is
the home of consensus reality: vision, goals, strategies,
facts, figures, objective measurements, tasks, events,
to-do lists, action plans, and bringing it all together.
Communication intelligence is about being able to truly
connect and build strong relationships, understanding
how to motivate the other person, and mastering how
to turn conflicts into opportunities for growth. It
starts with the capacity of deep listening, which opens
leaders up to true executive presence. Exploring the
ways in which we respond and especially those we lead
improves the way people see us and elevates our work
relationships to trustful leadership alliances.
The heart possesses an intelligence that surpasses the
intelligence of the mind. In the coaching process,
we learn how to use the wisdom of the heart to
transform our views on topics relevant in that
moment or to widen the spectrum of our perceptions.
Acceptance, forgiveness, gratitude, appreciation,
love, peace, empathy, compassion, letting go, and
vulnerability are qualities that affect us in a deeper
62
LEADER TO LEADER
way when we consciously connect to our heart region.
Integrating your heart intelligence means leading with
what we call compassionate accountability, which
creates an environment of care while providing clarity
and boundaries.
Neuroscience Intelligence
The human brain is a network of approximately one
billion neurons. We can activate the neuroplasticity of
the brain in the most optimal way to consciously build
additional neural pathways in the form of new habits
and behaviors. In his book Mindsight, Dr. Dan Siegel
describes how focus is one of the five important keys
to neuroplasticity. Ultimately, this is what happens
through a coaching process: New neural pathways are
created. This openness and willingness brings with it
the quality of humility, which becomes part of the
executive presence of the leader who inspires.
Consciousness intelligence is the consideration of the
possibility that something bigger than ourselves exists,
beyond time and space. As we dive further into our own
essence, we can experience not only the connection with
ourselves but to something much greater than ourselves
and our human intelligence. As the process unfolds,
our connection to this field of consciousness expands
to a place where everything and everyone is connected
to a much larger whole. We naturally shift from “I”
to “us,” from “me” to “we.” By accepting ourselves
as a part of something much larger, by realizing our
connection, and therefore being aware of the impact
of our actions in the network, our leadership is more
powerful, expansive, and cooperative.
Integrating these seven dimensions can elevate our
leadership as a whole and can also be effective in
tackling specific obstacles. One of our clients was
the general manager of a chemical company who was
required to execute a board decision to close down a
plant. In the coaching process, we had already worked
on several dimensions when this challenge came up.
He kept himself physically fit and was well disciplined
with his exercise program (physical intelligence). He was
fully aware of himself and of the people that were going
to be affected by this decision (emotional intelligence).
He also knew how to navigate the communication
process in this one-to-group situation and how to
deal with the predictable distress mechanisms of
people (communication intelligence). From a pragmatic
intelligence perspective, the board decision made sense
and was the right step for the company, but he was still
struggling with the difficult consequences closing the
plant would have for its employees.
The general manager’s desired outcome for these
coaching sessions was to find inner peace. His sleep
was restless due to the professional stress, and he
was guarded—not able to feel his own emotions or
others’—a human mechanism aimed at protecting
ourselves from difficult emotions. Within these
coaching sessions, we focused on promoting the
intelligence of the heart, on being human, on accepting
our feelings and empathizing with others. As leaders,
even if a particular message is going to affect many
lives and families, it makes a world of difference to
employees if we communicate with an open heart. To
do this, the general manager listened to his employees.
He observed that he could be most helpful by assisting
in negotiating severance packages and providing
support through the outplacement process. Through
the coaching process, he was able to transform much
of his stress regarding their future into positive efforts
by providing them with services aimed at finding them
a new position quickly.
Our focus on consciousness intelligence reminded him to
trust—trust that everything always happens for a reason
and trust that all the people and families affected would
find a new way. He led this change with sovereignty
and peace. He was able to transform this obstacle into
a new experience and guide for the future (neuroscience
intelligence), remaining open to his employees and even
making new friends during the process.
The seven dimensions are very useful in coaching
individual leaders as well as executive teams. One of
our clients is an award-winning innovative company
in the packaging industry. As their organization
grows, they will ultimately face new challenges. The
management team realized that practices of the past
might not translate to future success. This realization
prompted the CEO to start a team-coaching process
with his newly formed executive team. Our mission
in this instance was to build on the success of the
leadership team and steer their company in the next
growth phase as they shifted from an “R&D”-driven
company to a “Production”-driven company.
We began with the preparation for the process of
integration by creating awareness through observation
and focus: we guided the leaders in a reflective process
through a questionnaire addressing their realities,
perception of the company culture, insights, beliefs,
and mind-set on their own leadership. We started the
process with the pragmatic intelligence dimension as
we did vision work, actualized roles, responsibilities,
and descriptions to ensure clarity within the team
and examined the corporate lifecycle of the company
and the new challenges to consciously manage
organizational growth.
At one point in our process an important member
of the management team was diagnosed with an
advanced stage of cancer. As the team entered the
room, we noticed many unspoken emotions and
started the process with giving space to share these
concerns. Naming emotions is a very important part
of emotional intelligence as it helps to reduce stress levels
and promote a clear thought process. The executive
team members were, in real time, learning to be real
with each other and accepting of their emotions.
They experienced efficiency in the process of
working together and inner peace with the situation.
In these moments of experiencing new ways of
working, new neural pathways are built (neuroscience
intelligence). In one of the following team-coaching
sessions, the executive team was facing a severe
crisis situation, caused by an external factor on which
they had no influence. As the team gathered for our
session, stress levels were high and we were again
reading emotions in the room such as fear, frustration,
hopelessness, and sadness. Once again, we coached
the team to openly naming their emotions. They had
already done this previously, so this deepened the neural
pathway and increased the emotional intelligence of the
team. We continued with integrating consciousness
SPRING 2020
63
intelligence and invited the team to trust that whatever
happens, happens for us—not against us. (What is
this crisis good for? How is this crisis going to make
us grow?) Creativity, wisdom, and solution-oriented
thinking returned to the frame, empowering the
executive team to move forward with confidence. We
ended our session with integrating communication
intelligence by asking the team to openly share with
each other what they appreciated most about one
another, what communication behaviors the team
colleague might avoid, and to advise a more effective
alternative. After the feedback session, each team
member chose two specific behaviors to improve and
informed their colleagues how they would support
him or her in their own process. These two cases are
illustrations of how the seven dimensions of leadership
intelligence are weaved into the coaching process and
how they increase the executive presence as well as the
leadership competencies and efficiency of the entire
executive team.
From Integration to Executive
Presence
We have found that integrating the Seven Dimensions
of Leadership Intelligence is an effective process
that develops executive presence through authentic
leadership. If we are separated from (parts of) ourselves,
we are also disconnected from others and unable to
lead in a way that makes us attractive and charismatic
for people wanting to follow us. Expanding and
integrating more dimensions into our leadership brings
us in touch with new aspects of who we are and helps
us to become the leader we strive to be. The process of
integration enables the authentic leader to lead with
awareness, flexibility, and serenity. In order to truly
influence and inspire, we must first allow ourselves
the vulnerability and humility required to open up to
ourselves and really connect with others. The strength
in successful executive presence is a strength that comes
from within, enabling us not only to navigate but to
thrive in an era of complexity, sensitivity, and change.
64
LEADER TO LEADER
It is about making a conscious choice to make a
difference in your world—whichever sector that might
be—and with that—a passionate commitment to your
own inner growth.
Nicole Heimann is the founder and CEO
of Nicole Heimann & Partners AG (www.
nicoleheimann.com), and board member of the
Bullens Heimann & Friends Foundation (www.
bh-foundation.org). She is an executive coach
and executive team coach and author of the
book How to Develop the Authentic Leader
in You. Nicole Heimann & Partners AG works
together with executive teams to build successful
leadership alliances. Nicole is a member of 100
Coaches (#MG100) and biographer in the
upcoming Marshall Goldsmith film documentary
(www.goldsmithmovie.com). She is a monthly
contributor to the Swiss online economics
magazine www.moneycab.com and an associate
partner at C-Level AG, the leading top-executive
community in Switzerland (www.c-level.com).
In November 2019, she was recognized with
the Marshall Goldsmith Leading Global Coach
Award, by Thinkers50 in London.
Copyright of Leader to Leader is the property of John Wiley & Sons, Inc. and its content may
not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s
express written permission. However, users may print, download, or email articles for
individual use.
[u03a1] Week 3 Assignment: Evidence for Gap in Practice 250 Points Possible
7/28/2024
Attempt 1
In Progress
NEXT UP: Submit Assignment
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Details
Overview
This assignment gives you the chance to articulate a business problem and gap in practice, supported by literature—key steps in your
capstone project as well as essential skills for practicing leadership in the business world. The business story you draw from for this
activity allows you to analyze a problem and gap in a specific business context.
Employer Expectations
The following skills, which apply to this assignment, frequently appear in articles, job posts, and university reports related to what
employers expect of a doctoral degree holder:
Identify and analyze potential risks within a company’s corporate strategy, as well as how to propose precautionary steps to mitigate
these risks.
Identify causal factors that limit organizational performance.
Preparation
If you have not done so, practice choosing whether a problem aligns with its gap by completing the activity Practice Aligning Problems
and Gaps.
Also, review the business stories for three businesses and choose one. You will use the same business for your second assignment.
Instructions
Select a business story. Within the story, choose from the linked and labeled pairs of problems and gaps in practice related to the
assignment topics. A problem is something that is adversely affecting the business and must be addressed, and its related gap in practice
is what is causing the problem.
Research current practitioner (business) literature to find two or more articles supporting the pairing of the gap in practice with the
problem.
Write a 4–5 page analysis in which you:
State the specific business problem and the gap in practice that is causing your identified problem.
Explain why the gap in practice you identified properly aligns with the selected specific problem. Why is this the right gap instead of
another?
If your research leads you to a different conclusion about the gap than the one paired with your problem in the business story, you
may provide the rationale for a gap other than the one identified.
Discuss how examples of current practitioner literature (at least two articles) provide evidence that your chosen gap in practice is the
source of the problem. Then add these sources to your DBA Capstone Literature Matrix Template [XLSX]
(https://lat.strategiced.com/redirect?linkid=9022) , fully completing the matrix categories.
Based on the topic of your problem and gap, identify a project of interest addressing a need (versus a want) that you might observe in
your workplace.
Describe why removing your personal biases in the project discovery process is important.
Submit your written work and literature matrix in the assignment area. Be sure to upload both documents before you submit your
assignment.
Additional Requirements
As you complete your assignment, be sure your submission meets the following guidelines:
Capstone Literature Matrix: Submit the literature matrix with your selected articles entered.
Written communication: Use error-free doctoral-level writing, with original (nonplagiarized) content, logical phrasing, and accurate
word choices.
APA formatting: Format all references and citations according to the current APA style and formatting guidelines. Refer to the
Advanced Doctoral Learners
(https://lat.strategiced.com/redirect?linkid=7721) section of the Writing Center as needed.
Font and font size: Use an APA-compliant font, 12 points, throughout.
Length: Submit 4–5 double-spaced pages for the analysis plus the literature matrix.
File naming protocol: Follow the standard naming conventions for any files you upload. Refer to the Submissions Requirements
(https://lat.strategiced.com/redirect?linkid=5054) for details.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring
guide criteria:
Competency 1: Create academically sound annotations into a matrix of literature to support business research of problems and
practices occurring in the field of leadership.
Make annotations in a literature matrix that convey how the literature provides adequate evidence for the problem, gap, and
project need.
Competency 2: Critically integrate existing relevant literature to determine an important and meaningful gap in practice for leadership.
Explain how examples of current practitioner literature provide evidence that a chosen gap in practice is the source of the
problem.
Competency 3: Identify personal bias to create project topics in leadership based on need versus want.
Describe the role of removing personal biases in the project discovery process.
Competency 4: Analyze and assess gaps in practice in leadership to consider specific actionable responses to the gaps.
Describe how a gap in practice properly aligns with a specific problem.
Competency 6: Integrate results from multiple sources to formulate a problem and rationalize a business project in the field of
leadership.
Use varied sentence structures and correct grammar to convey clear meaning and engage readers.
Apply APA style and formatting to scholarly writing.
View Rubric
Week 3 Assignment: Evidence for Gap in Practice
Criteria
Ratings
Describe how a gap in
practice properly aligns with
a specific problem.
50 to >42.5 pts
42.5 to >35 pts
DISTINGUISHED
PROFICIENT
Describes how a gap Describes how a gap
in practice properly
in practice properly
aligns with a specific aligns with a specific
problem and identifies problem.
assumptions on which
the rationale is based.
Pts
35 to >0 pts
0 pts
BASIC
NON_PERFORMANCE
Describes a gap in
Does not describe how
practice that does not a gap in practice
align properly with a properly aligns with a
specified problem.
specific problem.
/ 50 pts
Week 3 Assignment: Evidence for Gap in Practice
Criteria
Ratings
Pts
Explain how examples of
current practitioner
literature provide evidence
that a chosen gap in
practice is the source of the
problem.
50 to >42.5 pts
42.5 to >35 pts
35 to >0 pts
0 pts
DISTINGUISHED
PROFICIENT
BASIC
NON_PERFORMANCE
Explains how
Explains how
Explains how
Does not explain how
examples of current examples of current examples of current examples of current
practitioner literature practitioner literature practitioner literature practitioner literature
provide evidence that provide evidence that provide evidence that provide evidence that
a chosen gap in
a chosen gap in
a chosen gap in
a chosen gap in
practice is the source practice is the source practice is the source practice is the source
of the problem, and
of the problem
of the problem but
of the problem.
notes what
provides insufficient
distinguishes the
evidence to support
examples from other
claims.
articles.
/ 50 pts
Make annotations in a
literature matrix that convey
how the literature provides
adequate evidence for the
problem, gap, and project
need.
50 to >42.5 pts
42.5 to >35 pts
35 to >0 pts
0 pts
DISTINGUISHED
PROFICIENT
BASIC
NON_PERFORMANCE
Makes annotations in Makes annotations in Makes annotations in Does not make
a literature matrix that a literature matrix that a literature matrix, but annotations in a
convey how the
convey how the
they do not clearly
literature matrix that
literature provides
literature provides
convey how the
convey how the
adequate evidence for adequate evidence for literature provides
literature provides
the problem, gap, and the problem, gap, and adequate evidence for adequate evidence for
project need, providing project need.
the problem, gap, and the problem, gap, and
three or more
project need.
project need.
examples.
/ 50 pts
/ 50 pts
Describe the role of
removing personal biases
in the project discovery
process.
50 to >42.5 pts
DISTINGUISHED
Describes the role of
removing personal
biases in the project
discovery process,
briefly explaining the
pros and cons of the
proposed project.
42.5 to >35 pts
PROFICIENT
Describes the role of
removing personal
biases in the project
discovery process.
35 to >0 pts
BASIC
Describes the role of
removing personal
biases, but not in the
context of the project
discovery process.
0 pts
NON_PERFORMANCE
Does not describe the
role of removing
personal biases in the
project discovery
process.
Use varied sentence
structures and correct
grammar to convey clear
meaning and engage
readers.
25 to >21.25 pts
21.25 to >17.5 pts
17.5 to >0 pts
DISTINGUISHED
PROFICIENT
BASIC
Uses varied, complex Uses varied sentence Uses some repetitive
sentence structures structures and correct sentence structures
and virtually flawless grammar to convey
and flawed grammar
grammar to convey
clear meaning and
that inhibit clarity and
clear, unequivocal
engage readers.
reader engagement.
meaning and engage
readers.
0 pts
NON_PERFORMANCE
Does not use varied
sentence structures
and correct grammar
to convey clear
meaning and engage
readers.
Apply APA style and
formatting to scholarly
writing.
25 to >21.25 pts
21.25 to >17.5 pts
17.5 to >0 pts
0 pts
DISTINGUISHED
PROFICIENT
BASIC
NON_PERFORMANCE
Applies APA style and Applies APA style and Applies APA style and Does not apply APA
formatting to scholarly formatting to scholarly formatting to scholarly style and formatting to
writing. Exhibits strict writing.
writing incorrectly
scholarly writing.
and nearly flawless
and/or inconsistently,
adherence to stylistic
detracting noticeably
conventions,
from good scholarship.
document structure,
and source
attributions.
/ 25 pts
/ 25 pts
Total Points: 0
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Breakthrough Technologies:
Business Story
Breakthrough Technologies
EST. 1988
SCROLL
B
reakthrough Technologies was founded in 1988 by the current CEO Ron Black.
The company is currently headquartered in Madison, WI and employs an estimated
29,300 full-time employees.
Industry/Sector: Technology
Products & Services: Computer peripherals (e.g., keyboards, mice, printers,
microphones, webcams, joysticks, and speakers)
Financial Data: Annual
Total Revenue: 12.5 million
Cost of Goods Sold: 10.3 million
Gross Profit: 2.2 million
Total Expenses: 1.9 million
Net Income: 300,000 thousand
Mission, Vision, & Values:
Mission
“Breakthrough Technologies is committed to providing the highest
quality computer peripherals at the best price that meet customer
expectations.”
Vision
“Breakthrough Technologies strives to be the industry leader in
computer peripherals and be the company of choice.”
Values
People
Quality
Commitment
Integrity
CEO
Ron Black
CFO
Jerry Whitman
CIO
Betty West
Clayton Bell
VP Operations
Helena
Blackenberry
VP Manufacturing
Jose Morez
VP Marketing
Eileen Whalen
VP Sales
Christine Wilson
Director of Product
Development and
Acquisition
Processes, Procedures, & Infrastructure: Technology
Business model canvas: key partners (suppliers, distributors, technology
alliances), key resources (electronic components, patents, technology,
experience personnel), key activities (marketing, R&D-build, management,
quality control), value propositions (performance, reliability, well respected
brand, high quality manufacturer), cost structure (people, R&D, manufacturing,
technology), revenue streams (product sales), customer segments (individuals,
wholesalers, online retail, small companies), channels (shop online, public
sector purchasing), and customer relationships (shop online, support and
troubleshooting).
Business model overview: Breakthrough technologies’s business is
transactional to develop computer peripherals for direct sale to customers.
Infrastructure: In-house manufacturing within own facilities, distribution with
own fleet.
Internal environment processes and procedures: sales platform is direct sales to
customers with no intermediaries and in-house product development.
The assignments in the course give you the chance to articulate a business problem
and gap in practice, supported by the literature. Identifying and explaining the
problem and the gap in practice are key steps in your capstone project and essential
skills for investigating business problems in the real world. The business story you
draw from for each assignment allows you to analyze a problem and gap in practice
for a specific business context.
The business stories relate to the readings in the course. You will use the business
story for each of your assignments in the course, where each assignment builds on
the previous assignment. Throughout the story, the numbered text selections are
related to each of the assignments, where you will find three pairs of problems and
gaps-in-practice for each assignment. Select text indicated with a 1 for assignment
1, 2 for assignment 2, and 3 for assignment 3.
Select any of the indicated text sections to reveal more information.
1 = Assignment 1

2 = Assignment 2

3 = Assignment 3

The company’s design and manufacturing facilities 2 are located throughout
the United States, which has created some challenges for Breakthrough
Technologies in delivering computer peripherals to its overseas customers in a timely
manner and recently resulted in the loss of a key global account worth over
$500,000 in revenue to a competitor. Clayton Bell (VP Ops) and Helena
Blackenberry (VP Manufacturing) had a recent meeting 
2 with Ron in which they
concluded Breakthrough Technologies’s lack of localized manufacturing and
distribution presence in Europe and Asia will continue to stifle growth for the
foreseeable future. Breakthrough Technologies 
3 has also suffered missed
opportunity costs and lost market share as the company thus far has been unable to
pivot toward the digital device market nor achieve Ron’s goal of the company
becoming an industry leader in the Digital Age. Christine Wilson (Director of Product
Development and Acquisition) and Betty West (CIO) attribute the lack of progress
3 in this regard to Ron’s limited technology experience and his general

unwillingness to trust his team to take the lead.
Breakthrough Technologies’s senior leadership 
1 team has remained consistent
over the years, which has been a factor in the skyrocketing turnover costs
associated with emerging mid-level leaders, who feel they have limited internal
development and career pathways, leaving the company to find better external
opportunities. Ron has always believed 
1 in the philosophy of maintaining the
stability and consistency of his executive team and does not have any desire to
shake things up, even at the expense of losing some of the younger emerging
leadership talent who he believes are more easily replaced. Frontline employees 
3
who have yet to fulfill their aspirations of becoming first-time supervisors have also
been a source of increasing turnover costs, with exit interview data 
3 showing the
root cause being Ron’s refusal to invest in new leader skill development programs
and support. In a related matter, 
2 Breakthrough Technologies’s Employee
Advisory Board (EAB), whose executive sponsor is Jerry Whitman (CFO), determined
that the “revolving door” of younger employees who are seeking green pastures
elsewhere, in the midst of more seasoned employees reaching retirement age, has
reduced the company’s competitive advantage of human capital and escalated
recruitment and hiring costs by an overrun of 15% of budget. The EAB cited 
2 the
overall lack of awareness of the financial impact of failing to effectively lead and
retain Breakthrough Technologies’s multigenerational workforce is a central cause of
the problem.
In addition, the competitive landscape has become fiercer over the last five years for
Breakthrough Technologies and as such Jose Morez (VP Marketing) and Eileen
Whalen (VP Sales) have been working closely with Ron to identify proper strategy
and innovation adaptations to ensure sustainability and viability. However, as a
result of an ongoing power struggle 
1 between Jose and Eileen – both of whom
have hopes of once day being Ron’s successor – the strategic innovation process
has slowed down and in turn resulted in a 2% loss in market share against the
competition, which has been aggressively innovating with new product lines and
adding computer peripherals. Jose and Eileen’s inability 
1 to work through their
issues and advocate their recommendations as a united front has deeply diminished
their ability to influence the future direction of Breakthrough Technologies in a timely
manner. Moreover, the company’s attempted strategic acquisition 
1 of PicIt Inc., a
smaller player in the industry, has not materialized after PicIt’s negotiation team
gave feedback to Ron that Jerry Whitman and Christine Wilson’s presentation
lacked a professional tone and did not convey the confidence they needed to sign
the deal. The failure to complete this acquisition has resulted in a lack of
Breakthrough Technologies’s ability to grow. Ron recently met 
1 with Jerry and
Christine to address the matter and concluded that the root cause of the problem
was a lack of executive presence and communication skills.
In recent weeks 
2 Ron has tasked Eileen Whalen to assess the emotional
intelligence of her sales teams based on the drop in Breakthrough Technologies’s
sales revenue and lack of new account development while other competitors are
seeing broad gains. After a preliminary evaluation 
2 of the new accounts’ regional
team leaders using a well-regarded emotional intelligence survey, Eileen shared
with Ron that there is indeed a deficit in self-awareness and other-awareness for
these leaders compared to national normed data. Eileen then presented Ron 
3
with the company’s latest employee engagement data, which showed two out of
every three sales leaders did not see themselves working for Breakthrough
Technologies a year from now, equating to over $300,000 in costs to recruit, hire,
and train new sales leaders annually in order to stem the tide. It was becoming
clearer to Ron 
3 that the continued lack of a companywide initiative to engage
and retain these leaders clearly would be the source of further pain for the company
if no further action was taken. After considering the current state of the business,
Ron had multiple concerns about the long-term sustainability and viability of
Breakthrough Technologies and realized there was a dire need for improved
leadership practices to mitigate current and future business issues.
 Transcript
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678202
research-article2016
MTRXXX10.1177/2379298116678202Management Teaching ReviewChavez et al.
Experiential Exercises
Teaching Leaders to Lead
Themselves: An Emerging
Leader Exercise
Management Teaching Review
2017, Vol. 2(1) 80­–91
© The Author(s) 2016
Reprints and permissions:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/2379298116678202
journals.sagepub.com/home/mtr
Carolyn I. Chavez1, Claudia Gomez2,
Marcus Valenzuela3, and Yasanthi B. Perera4
Abstract
This article describes an exercise that allows students to experience and understand
the importance of perception in leader emergence. Based on implicit leadership
theories, this exercise asks students to provide one another with anonymous
feedback about what extent they exhibit various trait-based leader behaviors. This
exercise, which can be implemented either over the course of a semester or in
two sessions, facilitates students’ understanding of perceptions and from where
they stem. It allows students to become aware of how they are perceived by their
peers and the implications of these perceptions on leader emergence. Thus, the
exercise invites students to move beyond their comfort zones through developing
self-awareness, it challenges various perception biases that influence their own views
of leadership, and it creates awareness regarding their ability to change behaviors in
order to obtain desired responses from others. The exercise is appropriate for use
in leadership and organizational behavior courses for students near graduation or
graduate-level courses.
Keywords
leadership, self-leadership, self-awareness, emerging leadership, leader emergence,
implicit leadership theories, perception
1Christopher Newport University, Newport News, VA, USA
2Kent State University at Stark, North Canton, OH, USA
3California State University, Bakersfield, CA, USA
4Brock University, St. Catharines, Ontario, Canada
Corresponding Author:
Claudia Gomez, Management and Information Systems Department, Kent State University at Stark,
6000 Frank Avenue NW, North Canton, OH 44720, USA.
Email: cgomez5@kent.edu
Chavez et al.
81
Justification and Theoretical Background
Self-development and self-leadership are central to many conceptions of leadership
and leadership development. As part of the development of self-leadership skills, it is
important for leaders to become aware of how their behaviors have an effect on others
by understanding how these can be perceived differently from what was intended.
Research indicates that individuals that adjust their behaviors based on feedback from
others are perceived as effective managers (Alimo-Metcalfe, 1998). We thus contend
that students can benefit from learning how to gain self-awareness by learning how
others perceive them, how they perceive others, and by questioning their perceptions
of others (Hackman & Wageman, 2007).
To this purpose, we created an exercise that introduces students to the development
of self-leadership and leader emergence behaviors. Through teaching students the
various traits associated with leader emergence, we incorporated a self-awareness element by using peer feedback to identify how the participants perceive each other in
terms of leadership traits. We also discuss the perceptual patterns we use to assess one
another and the actions taken in response to such perceptions.
Implicit leadership theories (ILTs) is the theoretical foundation for this exercise.
ILTs suggest that, based on past social interactions, people identify an individual as a
leader through preconceived ideas of what a leader ought to be (Epitropaki, Sy, Martin,
Tram-Quon, & Topakas, 2013; Shondrick, Dinh, & Lord, 2010). These attributes may
include positive (prototype) and negative (antiprototype) traits. ILTs influence how
leaders and followers interpret each other’s behavior and how they respond (Epitropaki
et al., 2013). Therefore, understanding our own and the perceptions of others may serve
to explain the behaviors of others and our reaction to them (Schyns, Kiefer, Kerschreiter,
& Tymon, 2011). Offermann, Kennedy, and Wirtz (1994) developed an ILTs model of
41 leadership prototypes and antiprototypes using a sample that included students and
business professionals. In this exercise, we use Offermann et al.’s (1994) model since it
reflects leadership attributions made by students, which is reflective of our audience.
Emerging Leaders Exercise
Learning Goals
The overall purpose of this exercise is to initiate students in the development selfleadership behaviors by increasing self-awareness through learning: The importance
of perception in leader emergence, how others perceive them, how they perceive others, where own perceptions come from, and how modifying our own behaviors can
lead to creating the desire perceptual response from others.
Audience
We have used this exercise in leadership classes of 25 to 35 students in two formats: A
semester-long exercise and a two, 30-minute session experience. Since the exercise
requires dealing with positive and negative feedback, maturity appears to be a factor for its
82
Management Teaching Review 2(1)
acceptance and success. The exercise is well received in undergraduate leadership courses,
where students are within a year from graduating, and in graduate-level leadership courses.
Semester-Long Version
The semester-long version of this exercise places students in charge of their own leadership development. At the beginning of the semester, we announce that students will
vie to become the emerging leader(s) of the class based solely on the votes of their
classmates related to positive and negative leadership traits. We explain that each
week, students will cast their votes on specific traits indicated by the instructor, for the
students they believe exhibit those traits the most. We inform students of the purpose
and the expected learning outcomes of the exercise, and the fact that they may receive
disconcerting feedback and may have to operate outside their comfort zones. We then
present the theoretical foundation of the exercise to students and discuss the potential
benefits of actively engaging in the exercise. To engage students further, we announce
that the top three students, who earned the most votes by the end of the semester, will
earn bonus points. We typically assign 15, 10, and 5 bonus points to the first, second,
and third place, respectively.
Each week throughout the semester, we select two traits from Offermann et al.’s
(1994) ILTs model (Appendix A) which are announced aloud and written on the board.
We do not provide a definition of the traits. If students asks for it, we invite the class to
aid in the definition. We avoid providing definitions to prevent from influencing students’ votes. We then ask students to look around the room and silently decide which two
people, relative to all class members, most exhibit each of the announced traits. If necessary, we ask each student to loudly state their name and we read aloud the names of any
absent students. Students cannot vote for themselves. We ask students to write down on
a piece of paper their votes and to briefly explain the reason for each vote, and we collect
the votes. We state very clearly the importance of a brief explanation of each vote: It is
important for students who provide feedback to explore where their perceptions arise
from and for students who receive feedback to understand which of their behaviors generated certain perceptions in others. For example, to say Student A is “Hardworking”
because he or she “works hard” provides no useful information to the person nor does it
demonstrate a deep analysis of where our perceptions come from. We have, on few occasions, repeated a vote, usually at the beginning of the semester, when we find that most
of the votes are not explained clearly enough. We invite students to point out the specific
behaviors or characteristics they observed that lead them to vote for an individual. We
then compile the information on a feedback report for each student with the number of
votes received for each trait and the reasons for the votes. While doing so, we examine
the feedback for any harsh language. If necessary, we reword some phrases in a manner
that retains the intended message without being offensive. We maintain the voters’ confidentiality, as the reports do not include any identifying information. Anonymity allows
students to freely express their views without fear of conflict or retaliation. During the
following session, we provide each student with his or her feedback report. We discuss
the votes in class in a general sense for learning purposes. As part of the discussion, we
Chavez et al.
83
remind students that perceptions of leader behaviors differ across followers and situations and that student who want to emerge as leaders must learn to adapt as necessary.
Thus, a critical component of this exercise is for students to learn how to seek and interpret feedback. In case of any specific concerns, we encourage the student to speak with
us on an individual basis and to write about them in their weekly reflective journals.
Each student, regardless of whether he or she received any votes, receives a feedback
report (Appendix B).
Students receive weekly feedback on an ongoing basis throughout the semester so
that they can see the emergence of perceptual patterns. Since the votes are based on
both prototypes and antiprototypes, students can see whether an intended positive
behavior is perceived as negative or vice versa. For example, a student who feels “selfconfident” and participates frequently in class may discover that others perceive such
behavior as “Conceited.” Students may also learn how peers may perceive behaviors
undertaken without any specific purpose in mind, as being positive. For example, a
student may discover how greeting peers on entering the room is perceived as “Sincerity.”
Through the feedback, students learn about how others perceive their behaviors and they
use this awareness to adjust behaviors that are eliciting different responses than intended.
To allow for the reflection of the votes received and cast, students use weekly journals to
self-reflect and set forth plans about how they can change the behaviors that their peers are
misperceiving in order to create the desired impressions in the future. The journals also
serve as a space for students to reflect on their perceptions of others and to examine from
where they stem. This allows students to become aware of their behaviors, as well as how
ILTs affect actions and perceptions.
As the exercise progresses, we add the votes and comments to the feedback report
so that students receive a cumulative summary of their votes and comments each
week. In terms of scoring, each vote for prototype counts as one point and each vote
for an antiprototype counts as a minus point (Appendix B). At the end of the semester,
we determine the emerging leader by adding all the votes each student received
(Appendix C). Finally, at the end of the semester, we announce the top three emerging
leaders and award them with bonus points. These students share their experiences with
the class discussing the behaviors they changed, how they went about undertaking the
change, and the resulting reactions.
Short Two-Session Version
As an alternative to the semester-long version, we use a modified version of this exercise
to discuss the importance of perceptions, and their influence on leader emergence and
effectiveness. While the modified version raises students’ awareness of perceptions and
encourages them to engage in self-development, unlike the semester-long version, it
does not offer them the opportunity to put the latter into practice. Even though this exercise does not offer the development of self-leadership behaviors, it is very successful in
making students conscious of the importance of self-awareness and its implications for
leader emergence. We developed this version for instructors that are concerned with
dealing with the demands that the full-semester version requires in terms of the amount
84
Management Teaching Review 2(1)
of time required to type votes on the feedback reports every week, and the possibility of
dealing with emotions that students may face due to the feedback received.
We introduce the exercise to the class after discussing theories of perception, leadership traits, and ILTs, typically within the first 3 weeks of the semester. We explain to
students that the purpose of the exercise is to understand the importance of perceptions
in leadership and foster their desire to develop self-awareness skills. We then use the
same process as in the semester-long version to collect votes and distribute feedback
reports to each student. We conduct the first vote using two prototypes “Hardworking”
and “Dynamic” as both these traits are easily understood and observable by students.
Once the students receive their feedback report, we discuss how initial perceptions
influence our attitudes toward others, where our perceptions come from, and what
behaviors may elicit certain perceptions.
Toward the end of the semester, we conduct a second vote using the prototype
“Dedicated” and the antiprototype “Conceited” as observable behaviors in the classroom. We clarify to students that this vote is independent from the first one and we
remind them that they should vote for the individuals who demonstrate these traits the
most, relative to the rest of the class. In this instance, we discuss how perceptions can
change over time. For example, some individuals identified as “Hardworking” in the
first vote because they frequently participate in class may receive “Conceited” votes
the second time. The discussion here focuses on the importance of learning how to
become self-aware including how to seek and interpret feedback.
Exercise Observations and Further Considerations
The semester-long version of the exercise requires the instructor to spend a considerable amount of time typing students’ votes. We have not found other “more efficient”
ways of doing this. We have considered using online surveys to make the process less
ominous but none of the coauthors has tested this strategy.
With respect to the short version, the exercise allows students to become aware of
their own perceptions, how others may perceive them, as well as the environment
around them. Since cognition is the first step necessary when behavior needs to be
adapted, this exercise can be the first step to enhance cognition and may develop further into taking action to change behaviors (Schyns et al., 2011).
It is important that students are well aware that they may receive feedback that may
hurt their feelings. We note that some students may not be receptive to feedback either
due to an inability to receive feedback or due to a diminished self-esteem. Thus,
instructors must be able to identify and reach out to such individuals to ensure that the
exercise is not detrimental to their well-being.
The choice of prototypes or antiprototypes used, as well as the number of traits to
be voted on each week, is entirely up to the instructor. An instructor may feel more
comfortable using prototypes only. However, we consider valuable and important
that students develop the ability to give, receive, and handle negative feedback and
the emotions that emerge from such experience. We offer the following recommendations to reduce the possibility of students shutting down due to negative emotions
Chavez et al.
85
generated by the feedback received: (a) Use only prototypes in the first few weeks of
the semester; (b) The first time an antiprototype is used, take time to clarify that votes
are relative to the rest of the class, and should not be used to define one self. For
example, receiving “Selfish” votes must not be interpreted as being a selfish person
overall. It means that certain behaviors, likely unintended, generate this perception;
(c) Lead feedback discussion in a very general way without using students’ votes as
examples. Appendix D illustrates the reflection and learning of a student who received
negative votes.
Conclusion
Through this exercise, students learn how others perceive behaviors and how they
themselves form perceptions. The feedback they receive as well as awareness of their
own perceptions allows student to recognize their own mental models, question, and
change them to allow changes in behaviors. Students also gain an understanding on the
importance of context as a relevant factor of leadership. Students understand that leaders need followers, and followers will not follow unless they perceive and accept a
leader. Students therefore, question their own leadership abilities when they realize
that what they believe to be leadership behaviors are not perceived as such, thus engaging in a process of self-leadership by refocusing away from defensiveness toward
something we can control—our own actions.
Appendix A
List of Traits Used in the Exercisea.
Prototypes
Antiprototypes
Sympathetic
Sensitive
Compassionate
Understanding
Sincere
Warm
Forgiving
Helpful
Dedicated
Motivated
Hardworking
Goal oriented
Energetic
Charismatic
Manipulative
Power hungry
Conceited
Loud
Selfish
Domineering
Pushy
Dominant
Obnoxious
Demanding
Male
Masculine
(continued)
86
Management Teaching Review 2(1)
Appendix A. (continued)
Prototypes
Antiprototypes
Inspiring
Enthusiastic
Dynamic
Well-groomed
Attractive
Well-dressed
Classy
Intelligent
Wise
Knowledgeable
Clever
Strong
Bold
Intellectual
Educated
aThese traits have been retrieved from Offermann et al. (1994).
Appendix B
Sample of the Summary of Emerging Leader Votes Provided to a
Student by Midsemester
Student Name
Dedicated: +6
He is always on time, and comes across as a hard worker./Truly wants to get
something out of this class./Applies the material to real life./Involved./Strong
willed, independent, shows commitment in everything./Asks good questions
and is dedicated to class.
Helpful: +4
Understands concepts to has good things to say in class./I can relate to
certain links he has when explaining things./During one class, he was very
knowledgeable about the terms in the book and it was helping me./Seems
to want to help provide examples to further the understanding of the
concept.
Sincere: +1
Shows genuine concern.
Chavez et al.
87
Knowledgeable: +4
Engineer (so he kind of has to be . . . ); plus the way he presents himself is
attractive./Even though he is quiet, you can just tell he has a lot of experience
and knowledge./Seems to be open minded which makes him knowledgeable./
He sounds like he knows what he’s talking about.
Clever: +4
Has depth to words; intelligence is shown through his speech./He has that
personality; the way he talks, and always has an answer./Smart and uses it
decisively./Knows what he is talking about.
Strong: +4
Looks confident./Big arms./Because he is always trying to be strong with his
opinions./Doesn’t care what other people think.
Domineering: −10
He is very strong which could overpower others in certain situations./Very
voiceful./Sometimes speaks too loud./I feel like he wants things his way or
the highway./States his opinions very strongly./Takes charge of situations—I
like that he takes initiative./Seems to take over group dynamics./When talks,
it is often dominant and everybody is supposed to listen./Does not want to be
told that he is wrong./Seems better than everyone.
Hard Working: +4
Always comes to class and pays attention./He is an engineering major./He
likes to work hard./Tries to understand concepts fully./Seems to care whether
or not he does well in this class.
Understanding: 0
Selfish: −2
He is very self-assured which might also translate as being self-centered./
Complained about his test score even though he knew he was wrong and
wanted Dr. C to change it.
Dynamic: +7
Intelligent but not too assertive./Always being pronounced./Always participating./Seems to be very outgoing./Has a very cool way of thinking./He is an
engineering major doing a 400-level management class./Knows a lot and fits
into whatever group he is in.
Pushy: −2
Just seems like he doesn’t care what others think./He is not afraid to share his
opinion.
88
Management Teaching Review 2(1)
Educated: +7
Gives off the impression that he is well-versed./Very well-rounded and has
good life experience./Projects success and achievement./He’s an engineering
major./Seems to know a lot of things; not an expert but a little on many
things./He graduates in a few weeks! There must be some level of education./
Seems as if he knows what he is talking about.
Conceited: −7
He seems very smart and I think it reflects./Never thinks he is wrong./Too
Damn Cool (TDC) voice./Looks too confident in themselves./He seems to
me to be very cocky./From his body language, seems that he could be a little
conceited./He holds himself very confidently which may be taken to an
extreme at times.
Energetic: +1
He’s full of energy but needs to make sure it is positive instead of negative
injury.
Masculine: −10
Very dominant./Dominates./Has lots of domineering features./Comes off as
aggressive to me./Wants things done his way./He is aggressive in class./Even
though late for class, forced to make a point about masculine is negative./He
is very much a guy’s guy, man’s man./Seems very driven and focused./He’s
our man’s man in a culture where it is not popular or fair to be so.
Motivated: +4
Wants to stay on top of grades for the future./He seems to excel in class./
Seems eager to finish school./Seems really into this class./I give him credit
for trying to learn this material even though it seems to be going against his
grain.
Loud: −2
Is honest—good, but sometimes talks too loud./Opinionated and overtalks
people rather than first listening.
Intelligence: +3
Is practical and is very smart—Applies himself with real-world experiences./
Applies concepts and thinks outside the box./Speaks from experience.
Manipulative: −4
Seems to want control./Bosses others./Puts off a good impression but can’t
really tell who he really is./Wants people to see his ideas.
Chavez et al.
Appendix C
General Class Feedback Scores—End of the Semester
+ 82 Pts   Anita (15 Bonus Points)
+ 65 Pts   Heather W. (10 Bonus Points)
+ 52 Pts   Joe (5 bonus Points)
+ 32 Pts    One Person
+ 30 Pts    One Person
+ 28 Pts    Two People
+ 27 Pts    One Person
+ 21 Pts    On Person
+ 19 Pts    One Person
+ 18 Pts    One Person
+ 15 Pts    Two People
+ 12 Pts    One Person
+ 11 Pts    One Person
+ 9 Pts     One Person
+ 8 Pts     One Person
+ 6 Pts     Two People
0 Pts
−5 Pts     One Person
−13 Pts    One Person
−16 Pts    One Person
89
90
Management Teaching Review 2(1)
Appendix D
Student Testimony
Student A shared the following reflection on her experience receiving negative feedback and her learning as a result:
The leadership dimension for this particular week was “selfish.” I was actually quite
confident that I wouldn’t get any votes for this dimension. I was trying really hard to
modify my behavior based on my peer feedback from previous weeks. However,
someone voted for me as SELFISH! I was so angry. It actually took me about a week
until I was calmed down enough to rationally read the feedback. What I read has
actually changed my life for the better, even though it was the hardest feedback I have
ever received.
The feedback said the following: “I was randomly placed in a team with A for the team
exam. Throughout the class period, she continuously blurted out the answers. She even
interrupted me several times to make sure her voice was heard. It made me feel like she
didn’t care about my input or what I had to say. It made me feel like she only cared about
herself.”
These words were so powerful. I had spent the week having my own personal pity
party because one of my peers voted for me as “selfish.” When I was ready to read the
feedback, I not only saw how my behavior was perceived by others, but also that it was a
selfish behavior. In my mind, I was displaying several helpful behaviors: helping the
team determine correct answers, demonstrating how much I studied for the exam, etc.
What I did not realize was how my behavior was affecting others.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship,
and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of
this article.
References
Alimo-Metcalfe, B. (1998). 360 Degree feedback and leadership development. International
Journal of Selection and Assessment, 6, 35-44.
Epitropaki, O., Sy, T., Martin, R., Tram-Quon, S., & Topakas, A. (2013). Implicit leadership
and followership theories “in the wild”: Taking stock of information-processing approaches
to leadership and followership in organizational settings. Leadership Quarterly, 24,
858-881.
Hackman, J. R., & Wageman, R. (2007). Asking the right questions about leadership. American
Psychologist, 62, 43-47.
Offermann, L. R., Kennedy, J. K., & Wirtz, P. W. (1994). Implicit leadership theories: Content,
structure, and generalizability. Leadership Quarterly, 5, 43-58.
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91
Schyns, B., Kiefer, T., Kerschreiter, R., & Tymon, A. (2011). Teaching implicit leadership theories to develop leaders and leadership: How and why it can make a difference. Academy of
Management Learning & Education, 10, 397-408.
Shondrick, S. J., Dinh, J. E., & Lord, R. G. (2010). Developments in implicit leadership theory
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Reference list entry (APA)
Keyword search
Theory
Model
Framework
Analysis (strengths and weaknesses
compared to other studies)
Method
Design
Research ?s
Population
Sample
Definitions
If an author has multiple names listed or a middle initial, then you will need both for each of the authors. Please
note that APA requires that all of the authors’ names are needed for the reference, so this field can be fairly
large. Be sure to spell names accurately.
Review APA for whether you need the actual full date (that is, month, day, year) or just the year. Typically,
website or news articles use the full date, whereas scholarly articles use the year only. APA will provide
guidance. (For example, see items 15, 16, 17, and 18 in Chapter 10 of APA 7, which use the full date instead of
Titles are placed into references without title case. So, write it here using proper case. The first word is title case
(for example, The not the). Any word after a colon or period is also title case. The rest of the words are
lowercase (unless they are proper nouns).
Titles are placed into references without title case. So, write it here using proper case. The first word is title case
(for example, The not the). Any word after a colon or period is also title case. The rest of the words are
lowercase (unless they are proper nouns).
Titles are placed into references without title case. So, write it here using proper case. The first word is title case
(for example, The not the). Any word after a colon or period is also title case. The rest of the words are
lowercase (unless they are proper nouns).
Include the database, search engine, or location from which you found the article. This is good to keep track of in
case you are looking for it again and cannot recall how you accessed it; it will also help you with your literature
review where you list out all of the databases and search engines you used to find articles.
Include the live link to where you found the article or library permalink. While you typically will not use this in
your reference, it will be handy for you to use to refind the article if needed. If there is no DOI for the article but
it is available online, then, depending on the type of article, you might use the link in your reference. APA gives
guidance on the rules in their handbook. Having it here is helpful. Note that you do not put protected (that is,
secured by a password or log-in requirement) URLs in your references. Thus, Capella Library permalinks would
Use the currently approved method of properly writing a DOI as per the most up to date Capella adopted form
What course are you in where you found the article? Just list it here. This is helpful if you forget later and want
to remind yourself where you studied the particular article.
See the “Business Problem” formative for this. What is the problem statement in the article? What problem are
the authors investigating, researching, or studying?
Include the FINDINGS of the study! Do not simply copy the abstract here. That is plagiarism, and it will lead to
accidental or inadvertent (or purposeful!) academic dishonesty. Be sure to paraphrase using your own words in
this section. Get into this IMPORTANT habit now so that you can trust your content later that it will not create a
problem for you, if you use your words in your own writings.
Please review APA for their requirements on references. Write it correctly here and then you can use this to
quickly create reference lists for your work.
Get in the habit of keeping track of the search terms you use to find articles. Using Google Scholar linked to the
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schedule time with a Capella librarian to practice how to use the databases.
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explain how it was used here.
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you see errors? Give your own thoughts on whether you would trust the article to use it as the foundation of a
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You can copy and paste here. What were the research questions used in the study? Hypothesis are not required
unless you found them helpful or intriguing. Sometimes authors use propositions instead—you can use those
here if you find them helpful.
Who were the participants in the study?
How many participants were in the study?
Author(s) last
name, all initial(s)
Egfjord, K. F-H., &
Sund, K. J.
Publication date
2020
Title of article or chapter
Do you see what I see? How
differing perceptions of the
environment can hinder racical
business model innovation.
Book title
NA
Journal title
Technological Forecasting &
Social Change
Database
Elsevier
URL or Library permalink
https://www-sciencedirectcom.library.capella.edu/science/ar
ticle/pii/S0040162519310807
DOI
https://doi.org/10.1016/j.techfore.201 8400
9.119787
Course
Problem
Summary (what is it about?)
The problem studied was the failure of organizations to implement new
business models in a way that succeed.
The researchers decided to see
whether different departments
in an organization looked at and
implemented business model
innovation in the same way.
They wondered if cognitive
dissonance was at play. They
found that it was, in many
ways. Different department
members had varied ideas
about how business model
innovation could or should
happen, and this may be
causing problems in how new
model implementation occurs,
causing new implementations
to fail.
Reference list entry (APA 7th ed.)
Egfjord, K. F-H., & Sund, K. J. (2020). Do you
see what I see? How differing perceptions of
the environment can hinder radical business
model innovation. Technological Forecasting
& Social Change, 150 (SI). 1–10.
https://doi.org/10.1016/j.techfore.2019.119
787
Keyword search
Theory
Model
Framework
Analysis (strengths and
weaknesses compared to other
studies)
Method
Design
Research ?s
Population
Sample