Posted: March 2nd, 2022

E‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍xamine: Trait, Skills, Behavioral, Situational, and Path-goal approaches/theories of leadership

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E‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍xamine: Trait, Skills, Behavioral, Situational, and Path-goal approaches/theories of leadership Prepare a presentation note as if you were a leadership instructor. You are to prepare it so you will be able to teach a lesson to a class. Using the five approaches/theories of (Trait, Skills, Behavioral, Situational, and Path-goal), document what the approach or theory is based on, how it is different than the others, and when it is best used. Consider the strengths and weaknesses of each one. Give examples of when each theory would work best. For example, consider different positions like a construction plant manager or a school principal or a nurse. What approach would work best for different positions? Incorporate that into your lesson. Your goal is to have your audience (students) understand the five approaches and when to use them. You should make it professional and interesting. Do not copy definitions from ‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍the book. Use your own words to get your students to understand the different aspects of the theories. Use the notes for the five approaches/theories, approximately 350 words for each one. Format: Please see the attached templates for helpful hints to a good paper. skip the title page. Introducton – Include a short introduction of your agenda/topics. (150 -200 words) Main body use bullet point for each of the 5 approaches/theories. Each theory should have about 350 words. Do not include any quotes in your notes. (1750 words) Reference Page – Include at least two outside sources in addition to your textbook and other course articles on a separate reference page. Use references with authors, not websites. All references must have citations within your presentation. Wikipedia is not an acceptable reference. Proof read your work well to ensure spelling/grammar/punctuation and sentence structure are in good order‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍.

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