American Military University Week 2 Leadership Styles and Employees Article Paper The final paper will be between 5 to 8 pages with 10 scholarly articles.

American Military University Week 2 Leadership Styles and Employees Article Paper The final paper will be between 5 to 8 pages with 10 scholarly articles. This does not include the title page, abstract or the reference page. This week you will submit your final paper in APA format and writing.

Instructions

Each week you have assembled a different part of your research paper (except for week 6). Please make sure that you read the comments and corrections and institute them into your final paper as needed. Note: The annotated bibliography paragraphs are not included in the paper. The references from the portfolio (as corrected) should be on the reference page of your final paper. The outline is NOT included in the paper. The outline is used to help you with the flow of your paper.

Remember that you will be using the same selected topic with all the assignments (except week 6) during the eight weeks of the course.

DETAILS:

1. You must have 10 scholarly articles that are within the last 10 years. Scholarly articles are peer reviewed and can be found via the APU/AMU library. You do not submit the annotated bibliography as part of the final paper. You do use properly formatted references for the reference page.

2. Follow the detailed outline that you submitted. Your detailed outline is to help you write the paper and to ensure all references are used. It is not included in the paper.

3. Make sure that your abstract is on a separate page immediately following the title page. The heading is Abstract not the title of the paper. If you do not understand what is to be included in an abstract read the abstracts from the articles you selected.

4. Utilize the APA Helps as necessary in the Resources area to help you present your research paper in APA format, which means that you need to write a Title Page, Abstract Page and References Page separate from the body of the text of the paper. Avoid unsupported statements whenever possible. In many cases, you will write a paragraph of text and insert a citation only once. When you use a direct quote, include the page number of the source, too. Some may ask why APA is so important. APA is the mode of communication of the written word in the research field. It is the due diligence of graduate management students to excel at APA.

5. Make sure to check the Turnitin report and fix your paper for any issues with quotes and potential plagiarism.

6. Please remember this is an academic paper and 3rd person is required. APA Checklist
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Sections of an APA paper: title page, abstract (might be optional – check with instructor), text of paper and reference page.
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Running head is PERMANENT and aligned left margin on same line as page number (page number is flush right margin).
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Reads: Running head: Portion of title no longer than12 words in length and contain no abbreviations.
All letters of title are capitalized. Example: Running head: LEARNING STYLES (title page only)
o Title page is always page 1. Thereafter, the title appears on each page in the header with only page numbers changing).
Example: LEARNING STYLES .
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Center on page: Title of paper typed in upper & lower letters, followed by name, followed by American Public University.
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Begin paper by centering title at the top of page two (unless there is an Abstract or Table of Contents – number these first). The
title is uppercase and lowercase letters and located directly under the 1” margin.
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Double space entire paper/Use 1 inch margin/Text is to be left aligned.
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Use 12 point font/ New Times Roman/black ink.
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Same font throughout with the exception of italicizing: (1) key term to emphasize (2) titles of books, periodicals, films, videos,
TV shows and microfilm publications (there are more in-depth examples in APA Manual section 4.21).
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Numbers: 0-9 are written out while 10 and above are written as numbers (Exceptions: numbers expressing approximate lengths
of time written as words ex: 1 hr 30 min; 12:30 a.m.; about 3 months ago).
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Punctuation when ending a Quote: If quotation is at the end of a sentence, close quote with quotation marks, cite the source in
parentheses, and end with a period or other punctuation outside the final parenthesis.
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Avoid using “etc.” at the end of a list or exclamation point unless it is part of the quotation.
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Ampersand: If the citation is in parentheses, use the ampersand (‘&’) instead of the word “and” in text of paper. Always use
ampersand (&) in tables, captions and on reference page.
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Capitalize first letter following a colon if clause is a complete sentence.
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Use complete sentences and avoid slang. Use Spell Checker and proofread paper.
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First sentence of a paragraph must be indented (with the exception of the Abstract).
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Do not use contractions (it’s = it is; won’t = will not).
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Always spell out acronym on first use. Example: APU = American Public University.
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Direct Quotes: must give page number. If no page numbers available, cite paragraph number using abbreviation para. (para. 4).
If no page or paragraph numbers, cite heading and paragraph number where information found: (Discussion section, para. 2).
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Spell out all authors’ first time reference is cited. Use et al. in further references (ex: Smith et al., 2009) (Exception: Six or more
authors use et al. first time).
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Quotes over 40 words must be indented and page number cited. Do not use quotation marks.
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The reference page is the last page (unless appendix). Insert page break at end of text preventing distortion when edits are made.
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Title of page: References (centered on page directly under the 1” margin). Do not underling, italicize or make bold.
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Cite references in text of paper and include sources on reference page. PLEASE NOTE: Wikis (like Wikipedia) cannot guarantee
the verifiability or expertise of entries, therefore, are not considered scholarly sources. DO NOT USE WIKIPEDIA AS A SOURCE.
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References are in alphabetical order by author(s) last name on the reference page; list last name, then first and middle initial (if
applicable) only. If no author is provided, use the first character of the title.
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When citing a book on the reference page, capitalize the first word of the title only (with the exception of proper names). Also,
italicize the name of the book.
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Capitalize the FIRST word, the word after a colon, and all proper names in the title of books and articles.
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Italicize the name of books, journals, and magazines, but do NOT italicize the name of the article.
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Do not use the words Volume or Vol., Issue or Iss,. or Pages, p. or pp. on reference page.
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The name of the journal and volume number are italicized. Pay attention to punctuation.
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Remove hyperlink. When the web addresses turn blue and get underlined, right click them and “remove hyperlink”.
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Citing a source within a source (secondary sources) example: In-text—Bennett (as cited in Rudman, 1999) defined…
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Reference list: Rudman, R. (1999). Human resources management in New Zealand. (3 rd ed.). Auckland, N.Z.:Addison Wesley
Longman
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Citing references on reference page: use the hanging indent. Highlight the citations and press Ctrl T automatically formats.
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For electronic references, give the DOI, if assigned. DOI’s always begin with the number 10. Database names are no longer
needed. If no DOI assigned, provide the URL of the journal or book publisher.
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Search for a DOI: Go to a free DOI lookup http://www.crossref.org/guestquery/ or
http://www.crossref.org/SimpleTextQuery/
Verifying a DOI: CrossRef.org and type in DOI (e.g., 10.1037/a0015859)
Use 3rd person point of view (unless opinion paper) avoiding pronouns such as I, we, my, our (1st person) and you, yours, your,
us, we (2ndperson). Deal with facts, thus, providing citations within paper and reference page. Focus on subject; not feelings
about the subject. The use of 3rd person retains a formal tone: Academic writing is more formal than casual conversation.
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Cite all references in paper AND on reference page. If listed on reference page MUST have cited within paper.
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No retrieval dates or database name needed on reference page.
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Examples: (Not to scale)
References
Assembly of the minds. (2008, April 28). Mind and Body, 77(2), 526-528. doi:
10.1057/1024- 1027.29.4.123
Fenchel, J. (2009, October). Diving into the 21st century technology. School Talk, 15(1), 3-5.
Gelb, M. (2003). Discover your genius: How to think like history’s ten most revolutionary
minds. doi: 10.1045/2457-8953-85.2.452.
McKee, A., & Krueger, B. (2004). Learning multimedia principles. Journal of Multimedia
Technology, 21(4), 223-333. doi: 10.1234/5432-8989-34.8.456.
Rasmusen, A. J. (2008). Technology today . British Journal of Multimedia, 96(1), 171-177.
Stielow, F. J. (2003). Building digital archives. New York, NY: Neal-Shuman.
What’s your learning style. (2009). Retrieved from http://people.usd.edu/~bwjames/tut/learningstyle/
Running Head: STYLES OF LEADERSHIP IN YOUR ORGANIZATION
Styles of Leadership in Your Organization
American Public University
STYLES OF LEADERSHIP AND YOUR ORGANIZATION
2
Introduction
The topic I have chosen to research is the styles of leadership in your organization. The
title of the article I have chosen for this research is titled “Leadership Styles and Employees’
Motivation: Perspective from an Emerging Economy”. This research article uses quantitative
research to explore the intriguing question of the most pragmatic leadership styles and its
potential impact on employees’ motivation. (Fiaz, Su & Ikram, 2017). The title of this article is
appropriate for the focus of study in that it deals solely with the affect that leadership styles have
on an organization. This article seeks to find how using different leadership styles can have
specific impacts to the employee’s motivation.
Problem
The problem in this article is to find out what impact different leaderships styles have on
the employees’ level of motivation in their organization. The problem in this article has
theoretical rationale. This study would lean more towards autocratic and laissez-faire style and
would be inconsistent with the results of the democratic leadership style. The problem suggested
in this study is exceedingly significant due to the study offering broader policy implications to
strength institutions by establishing democratic leadership styles. (Fiaz et al, 2017) A literature is
included that describes the effects of leadership overall in an organization and also how different
forms of leadership results in different end results in an organization. The literature review
briefly covers the areas of an organization that can fail due to poor leadership and then gives
some history to the leadership style conversation that was started in 1945. It is relevant to the
overall article in that it gives some background to the issues being addressed throughout the
article and whereas this article focuses solely on the effects of leadership with relation to the
STYLES OF LEADERSHIP AND YOUR ORGANIZATION
3
motivation of the employees, the literature review goes into detail about the other aspect that are
affected by leadership styles in an organization.
Research Method
The research method that was used in this study was survey questionnaires. The
instrument used in this study was the closed ended Multifactor Leadership Questionnaire to
collect the data obtained. The survey used a sample of 110 employees from the same company,
among the employees surveyed were managers in the company who were higher ranking and
middle level managers but the data was done with proportionate numbers from both levels. This
particular company was selected for this research due to the fact that they were having some
issues that cause the stake holders to be concerned, in getting to the route of the problem
assessing the motivation behind the employees seemed to be a fair analysis to find whether the
concerns for the stake holders resulted from lack of motivation from the employees. The
research method used were both qualitative and quantitative in that surveys were done to assess
the quality but that data compiled from the surveys was then converted into numerical data and
charts to quantify the data.
Hypothesis
The clearly stated hypotheses that were formulated for this study were that individually
autocratic, democratic and laissez-faire leadership styles would all have a significant impact on
employee’s motivation. There were no probable sources of error that could influence the results
of this study. The quantitative techniques used to analyze this data was a reliability statistics test,
descriptive statistics, model summary, analysis of variance, and actual hypothesis testing. These
techniques that were used to analyze the data compiled from the surveys in this research were
STYLES OF LEADERSHIP AND YOUR ORGANIZATION
4
appropriate for this study. They were able to provide concise data that provided answers to the
hypotheses presented for this research problem.
Summary
The results of this study are not presented clearly. The hypotheses presented were for
each three leadership style to be proven to have a significant impact on the employees
motivation. Based on the results of the study the Democratic leadership did not have a significant
positive impact on the employee’s motivation. Although coming to this conclusion leaves out
whether this particular leadership had a significant negative impact. All we know is that from
each result there was either a significant positive or negative impact or there was no positive or
negative impact. This result leaves out a portion of the problem which could in turn result in the
hypotheses for this study to be true. The limitations of this study were that enough research
should have been provided to give us an answer to both positive and negative impacts so that the
hypothesis to this study can be properly assessed.
Conclusion
The conclusion is clearly presented. It states that the findings for this research are context
specific but that the findings match the theoretical rationale presented in the beginning of the
article. It is stated that the study has broader practical implications for researchers and
academicians to better understand the role and nature of leadership styles and their impact on
motivation of employees. The conclusion feels that the results produced from this study could
help leaders understand the deeper meaning behind how they treat their employees and the
outcomes of their actions for the overall betterment of the organization. The results in the
conclusion can be applied to the human resource field in that, individuals in the human resource
field work to find solutions to improve the organizations they work for. They take many different
STYLES OF LEADERSHIP AND YOUR ORGANIZATION
actions to improve the culture of the organizations and surveying employees is one way to do
this.
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STYLES OF LEADERSHIP AND YOUR ORGANIZATION
References
Fiaz, M., Su, Q., Ikram, A., & Saqib, A. (2017). LEADERSHIP STYLES AND EMPLOYEES’
MOTIVATION: PERSPECTIVE FROM AN EMERGING ECONOMY. The Journal of
Developing Areas, 51(4), 143-156. Retrieved from https://search-proquestcom.ezproxy1.apus.edu/docview/1917823225?accountid=8289
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American Journal of Pharmaceutical Education 2018; 82 (6) Article 6886.
COMMENTARY
Adapting Leadership Styles to Reflect Generational Differences in
the Academy
Cynthia J. Boyle, PharmD, BSPharm,a Michael Gonyeau, PharmD, MEd, BSPharm,b Schwanda K.
Flowers, PharmD,c Philip Hritcko, PharmD,d Reza Taheri, PharmD, MBA,e Sunil Prabhu, PhD, BPharmf
a
University of Maryland School of Pharmacy, Baltimore, Maryland
Northeastern University, School of Pharmacy, Boston, Massachusetts
c
University of Arkansas for Medical Sciences, College of Pharmacy, Little Rock, Arkansas
d
University of Connecticut, School of Pharmacy, Storrs, Connecticut
e
West Coast University, School of Pharmacy, Los Angeles, California
f
Western University of Health Sciences, College of Pharmacy, Pomona, California
b
Submitted November 20, 2017; accepted February 6, 2018; published August 2018.
The topic of adapting one’s leadership style is controversial and can generate great debate. When one
considers adapting one’s leadership style, the question of authenticity often bubbles to the surface. This
is even more compelling in the context of generational differences in our society and workforce. How
can faculty members be effective if they refuse to adapt their leadership style to students’ learning
styles and generational characteristics? Leadership development is an ongoing focus for the American
Association of Colleges of Pharmacy (AACP) to prepare faculty for roles as future leaders in higher
education while a major redistribution of generations is occurring within the workforce. These generations are molded by many factors, including the economy, significant events, technology, and education. As experienced leaders, we affirm that one’s leadership styles must be honed over time and
adapted to reflect generational differences in academic pharmacy among colleagues, students, alumni,
and stakeholders, including patients. Current and future leaders need further education and development so that their awareness of generational characteristics prepares them to adapt their leadership
styles to more effectively engage and lead people of any generation.
Keywords: leadership, style, academic, pharmacy, generations
Sessa and colleagues’ multi-generational survey found
that while all generations valued honesty, knowledge
about core organizational functions, listening, and developing others, millennials valued focus and optimism more
than older generations, and delegation and big picture
orientation less.4 Warner and Sandberg state this differently as seasons.5 The Silent Generation or Traditionalists
(winter/reap) are motivated by recognition and symbols,
but boomers (autumn/harvest) appreciate recognition and
status. Gen Xers (summer/till) are motivated by personal
feedback and variety, while millennials (spring/sow) prefer intellectual challenges and a personal and public
chance to develop. Generational dynamics are complex.
BACKGROUND
The long-forecast and biggest demographic shift in
our lifetimes has arrived: the millennials have become the
largest generation in the United States labor force.1 Generations represent roughly 20 year increments among the
population. The Pew Research Center defines generations
as the Greatest Generation (before 1928), Silent Generation (born 1928-1945), baby boomers (born 1946-1964),
Gen Xers (born 1965-1980), and millennials (born 1981
to 1997).1 At any one time, roughly three generations are
in the workforce, and this has implications for pharmacy
faculty and graduates.
According to Carstensen’s theory of socio-emotional
selectivity, younger people are more likely to focus on
broad and future-oriented goals, whereas older people
tend to focus more on current or shorter-term goals.2,3
Leadership Styles Must Differ to Reflect Generational
Differences in Academic Pharmacy
Leadership styles must differ to reflect generational
differences in the academy. But what is the best way to rally
colleagues to one’s purpose, to handle problems and obstacles that inevitably arise? How do one’s own ideas and
experiences differ from those that one leads? According
Corresponding Author: Cynthia J. Boyle, University of
Maryland School of Pharmacy, 20 N Pine St., Baltimore, MD
21201. Tel: 410-706-5834. E-mail: cynthia.boyle@rx.
umaryland.edu
641
American Journal of Pharmaceutical Education 2018; 82 (6) Article 6886.
to George’s model of authentic leadership, if we hope to be
flexible and authentic leaders, we must advocate for pursuing purpose, practicing solid values, leading with heart,
and demonstrating self-discipline.6 In every situation, one
should always be prepared to adapt his/her leadership style
based on the context of the situation and the people one is
leading. It is not inauthentic to adapt leadership styles; it is
smart and strategic.
So what? Why is this important to academic pharmacy? Academic pharmacy consists of several generations
in significant numbers. Based on AACP institutional data,
baby boomers represent 33% of the membership, Gen Xers
46%, and millennials 18% and growing. People may harbor
the common misconception that most faculty are baby
boomers and students are millennials. Given the long educational preparation of faculty, some faculty members are
stepping into their first academic appointment as millennials or even Gen Xers. Generational groups are one of
many group identities that shape who we are in the world.5
Counter-arguments were established when the authors representing Cohort 5 of AACP’s Academic Leadership Fellows Program (ALFP), were coached on debate
skills to debate members of the 2016-2017 Cohort 13 at
the 2017 Interim Meeting.7,8 The pro statement is supported in this commentary, while the con viewpoint is
published in a separate article. The pro debaters anticipated arguments about inauthenticity when leadership
styles are adapted. The inter-related aspects of adapting
leadership styles and learning generational attributes are
supported in terms of influence, strength, and change in
pharmacy education.
and meaning to promote impact. A problem solver focuses on concrete results and the value of experience from
a top-down and take-charge approach, and the solution
finder, described as modest and humble, affirms the contributions of colleagues and shared results. From these descriptions, one can understand that baby boomers who were
exposed to male leaders, often with military backgrounds,
might gravitate toward a problem solver style. A millennial, who experiences “multi-careerism” also known as the
gig economy or “sidepreneurism” and promotes social advocacy in products and services purchased, could adopt
a modern missionary leadership style or the solution finder
style.11 Leadership and leadership styles can be learned so
that the entrepreneurial leader can adapt to missionary or
solution finder attributes in a given context.
A leadership style substantially differs from a leadership trait, which is expressed as a distinguishing characteristic …
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