Running head The Psychological Impact of Diabetes on Adolescents .docx

Running head: The Psychological Impact of Diabetes on
Adolescents with Obesity and Overweight
The Psychological Impact of Diabetes on Adolescents with
Obesity and Overweight 4
Obesity and Overweight
By
Obesity and Overweight
Introduction
Diabetes is known to have a major psychological impact on
persons who are overweight or obese. Adolescents with
diabetes are at greater risk for emotional and behavioral
problems than the general population. These include anxiety,
depression, and suicidal ideation likely due their immature
emotional development. The psychological realm of diabetes
has not been studied in a larger dimension. This project

evaluates some of the critical aspects of psychological effect of
being overweight and obese on students with diabetes.
In recent years, the estimated number of adolescents
diagnosed with diabetes has been on the rise. This research
might enhance the current body of knowledge in the area. On
going review is required to analyze the degree and implication
of psychological comorbidities as well as identifying important
gaps for future research. There exists the need to identify and
evaluate whether the presence of diabetes complicates the
psychological problems related to overweight and obesity in
adolescents as this will improve nursing intervention and
general wellbeing of the student. Students who are obese and
overweight are more likely to have increased psychological
problems if they also have diabetes than their counterparts who
are only obese and overweight.
Background
The selected topic for the capstone project was based on
experiences encountered during a high school nursing
internship. The interaction with a lot of students who were
overweight and obese made one realize that most of them had
some aspect of depression. However, the depression seemed
more pronounced in students who had concomitant diabetes.
Thus, it became important to investigate whether diabetes
makes life more unbearable for high school students with
overweight and obesity problems by increasing psychological
problems and suicidal tendencies.
Clinical Problem Statement
Adolescents in high school are already emotionally
disadvantaged as they navigate their psychological
development. When their development is compounded by being
overweight, obese and concomitant diabetes, it complicates the
psychological terrain being navigated. As healthcare
professionals, in the school setting, it is important to improve
interventional care by responding appropriately to students with
psychological issues like negative self- image and other
depressive symptoms. The impact of diabetes on psychological

development of students with obesity should be investigated as
it carries high mortality rates. The presence of diabetes
complicates psychological problems related to overweight and
obesity in the adolescent population.
Purpose of the Change Proposal
The study can be the basis of recommending high-school-based
coping strategies. Indeed, it can inform whether to assess or
treat diabetic adolescents with obesity and overweight problems
similarly or differently from adolescents without diabetes. The
issue relates to nursing intervention and patient care. Nurses
learn by investigating possible outcomes while acting within
boundaries of practice (Black et al., 2015). Nurses can respond
appropriately to students with negative self-image due to being
overweight or obese. They can determine how diabetes affects
students with such problems, and try to lessen the negative
impact on self-image. They can encourage positive living, and
recommend activities, diet, pursuits, and associations that foster
a positive self-perception. They can keep contact with patients
and maintain a close, supportive relationship, and can also
recommend individualized coping strategies, alongside
physicians and psychologists.
Health agencies contracted to take care of the students will
benefit from the study. It will add to its knowledge base, new
information on how diabetes impacts high school students
already with overweight and obesity problems. High schools can
be different from other institutions where it provides services
due to a variety of factors such as bullying, availability of
coping strategies, and social cohesion.
PICOT Question
The PICOT question is as follows:
PICOT: In high school students (P), how does a diabetes disease
(I) compared with no diabetes disease (C) affect the positive
psychological state of students with overweight and obesity
problem (O) during a three-month period (T).
The (C) element, in the PICOT question is “nodiabetes disease"
while the outcome is “psychological state of students with

overweight and obesity problem.” Other probable or useful
outcomes of interest could be coping mechanisms, grades, and
relationship with other students and family members.
The PICOT solution is somewhat related to the evidence-based
mindset that is inclined to the redress of psychological problems
concurrently with medical treatment of physical conditions.
Often people become more ill when they have psychological
problems such as stress and anxiety. Healthy living often
comprises eating proper diet, engaging in physical exercise,
having social support, and cultivating a positive mindset.
Holistic development of an individual encompasses
psychological and physical development, and holistic treatment
is more effective than physical treatment alone. Observing how
diabetes impacts the psychological states of adolescents with
overweight and obesity issues can be the foundation for
designing holistic treatment programs.
Literature Search Strategy
The literature search focused on articles on diabetes and
treatment of diabetic adolescents, school-based treatments,
nurse-centered interventions on treatment of diabetes, the
assessment and management of overweight and obesity among
school-going adolescents. The articles chosen for literature
review in this study are not similar. Some are largely
descriptive and systematic reviews of different studies, while
others are reports of real studies. Thus, it is difficult to compare
the studies and the questions. The research questions for real
studies are evident, and it is vital to formulate the research
questions for the largely descriptive and systematic/analytic
reviews/studies. Since all studies focus on different issues that
were relevant to this study, such as training nurses to handle
adolescent patients, assessing the impact of obesity and
diabetes, and providing appropriate school-based interventions,
the studies more or less complement each other. Consequently,
comparisons of research questions, sample populations, or even
limitations of the studies may not be straightforward. It is vital
to only focus on the main research question for each study as

opposed to several research questions as there are in some
studies. The articles were published between 2015 and 2020,
and one article was published in 2014.
Evaluation of The Literature
A comparison of research questions for the study reveals
different questions which are self-explanatory. The research
question for the study by Black et al. (2015) is, what is the
impact of a research training program on clinicians' knowledge,
attitudes, and practices on evidence-based practice (EBP)? The
research question for the study by Bhupathiraju & Hu (2016) is,
what is the impact of obesity and diabetes on cardiovascular
populations? The research question for the study by Darling-
Hammond et al. (2019) is, how can a developmental systems
framework be used to establish learning opportunities that
promote children’s well-being, healthy development, and
transferable learning? The research question for the study by
Das et al. (2016) is, what are the most appropriate interventions
for adolescents with mental health illnesses, such as low self-
esteem, anxiety, depression, and suicidal tendencies? The four
research questions are for half of the articles used in the study.
The research questions for the other four studies chosen for this
project revolve around important competencies for health
promotion among adolescents in school context, the impact of
depression and diabetes-related distress on health status, the
emotional needs of people with diabetes, and the development
of a hospital-based child and adolescent overweight and obesity
treatment protocol which can then be transferred into a
community healthcare setting. Thus, various articles or authors
did not focus on similar issues. Still, they focused on issues that
are vital in the spectrum of health and wellness for diabetes
patients, competent care for patients in general, and training on
healthy living and development. Change or Nursing theory
The selected change theory is Everette Rogers’s change theory.
She modified Kurt Lewin’s theory, which involves three stages:
the unfreezing stage, the moving stage and the refreezing stage.
The stages more or less stand for selling the idea, implementing

new ideas, and abandoning old ideas. Rogers suggested that the
change process has five steps: awareness, interest, evaluation,
implementation, and adoption. Her theory is appropriate for
long-term change projects, and can be used to motivate
reluctant workers, who hear about the success story of fellow
workers who welcomed changed earlier. The theory that is ideal
for the proposed EBP is the Everett Rogers’s change theory
because the project is a long-term one, and also requires
collaboration and persuasion of stakeholders.
Proposed Implementation Plan with Outcome Measures
The development of diabetes has been associated with increased
incidences of overweight and obesity and this in turn has led to
increased psychological problems in adolescents. As this risk
increases, it becomes pertinent that healthcare workers identify
ways to manage disease progression to prevent deadly
complications. Identifying the psychological impacts of diabetes
on obese adolescents will warrant appropriate mental health
screening and counseling as needed (Styne et al, 2017). Thus,
obesity can be prevented by encouraging lifestyle modification
through physical training, dietary measures, weight loss and
most importantly peer support. The most important
implementation steps will revolve around mobilization and
assessment of students. The mobilization of stakeholders is
necessary and they need persuasion to accept and approve the
project, and provide some of the resources they can. Some
resources include space, computers, and papers. Project
approval also means allowing students to participate in the
study. Then, all students with overweight problems will be
psychologically assessed using psychological instruments and
with the help of licensed counselor. Nurses and the counselor
will agree on some rating scales. After assessment, the
professionals will present the data.
The expected outcome is that the presence of diabetes worsens
the psychological conditions of students with obesity and
overweight problems. The finding will be the basis of
recommending different treatment strategies for students with

overweight and obesity problems, compared to those whose
problems are complicated by diabetes. Some recommended
treatment strategies might have a psychological component or
involve multiple approaches.
Plan for Evaluating the Proposed Nursing Intervention
The evaluation of the impact of this project will be done by
determining whether health care professionals produce the
expected assessment and treatment results when they follow the
recommended procedures. That way, future implementation is
informed by study outcomes. It would be ideal for professionals
to know the reason for recommending specific assessment and
treatment strategies, and adopt the right attitudes to produce
credible outcomes. Some studies have revealed that some health
care professionals do not ascertain rigorous evidence-based
information (Harris, Garrubba, & Allen, 2015). Thus, this study
will provide guidelines for professionals to use and also specify
models of health care delivery. That way, implementation
becomes informed, strict, and accurate.
Potential Barriers to Plan Implementation
One major barrier might be the resistance from
staff/management. It is likely that the project’s enthusiasm will
dwindle with time, and it might appear as an unnecessary
project over time. Strategies for overcoming the barrier include
continuously training stakeholders, and making it imperative
that challenges related to uncontrollable infections will require
separation of infected and non-infected patients. The project
may also be hampered by a lack of funding. The school might
not provide additional funds to treat students beyond the
traditional nursing/medical interventions and the isolated
psychological interventions by the school counselor. It will be
vital to remind the management and other stakeholders to
continuously secure the wins made by the study.

References
Black, A. T., Balneaves, L. G., Garossino, C., Puyat, J. H., &
Qian, H. (2015). Promoting evidence-based practice through a
research training program for point-of-care clinicians. The
Journal of nursing administration, 45(1), 14–20.
https://doi.org/10.1097/NNA.0000000000000151
Bhupathiraju, S. N., & Hu, F. B. (2016). Epidemiology of
Obesity and Diabetes and Their Cardiovascular
Complications. Circulation research, 118(11), 1723–1735.
doi:10.1161/CIRCRESAHA.115.306825.
Darling-Hammond, L., Fook, L., Cook-Harvey, C., Barron, B.,
& Osher, D. (2019). Implications for educational practice of the
science of learning and development. Applied Developmental
Science. Retrieved
fromhttps://www.tandfonline.com/doi/full/10.1080/10888691.20
18.1537791
Das, J. K., Salam, R. A., Lassi, Z. S., Khan, M. N., Mahmood,
W., Patel, V., & Bhutta, Z. A. (2016). Interventions for
Adolescent Mental Health: An Overview of Systematic
Reviews. The Journal of adolescent health : official publication
of the Society for Adolescent Medicine, 59(4S), S49–S60.
https://doi.org/10.1016/j.jadohealth.2016.06.020
Gonzaga, Nathalia Costa, Araújo, Thelma Leite de, Cavalcante,
Tahissa Frota, Lima, Francisca Elisângela Teixeira, & Galvão,

Marli Teresinha Gimeniz. (2014). Nursing: promoting the health
of overweight children and adolescents in the school
context. Revista da Escola de Enfermagem da USP, 48(1), 153-
161.
Guo, H., Wang, X., Mao, T, Li, X., Wu, M, Chen, J. (2018).
How psychosocial outcomes impact on the self-reported health
status in type 2 diabetes patients: Findings from the Diabetes
Attitudes, Wishes and Needs (DAWN) study in eastern China.
PLoS ONE 13(1): e0190484.
https://doi.org/10.1371/journal.pone.0190484
Harris, C., Garrubba, M., & Allen, K. (2015). Development,
implementation and evaluation of an evidence-based program
for introduction of new health technologies and clinical
practices in a local healthcare setting. BMC Health Serv Res15
(575). https://doi.org/10.1186/s12913-015-1178-4.
Kalra, S., Jena, B. N., & Yeravdekar, R. (2018). Emotional and
Psychological Needs of People with Diabetes. Indian journal of
endocrinology and metabolism, 22(5), 696–704.
https://doi.org/10.4103/ijem.IJEM_579_17
Mollerup PM, Gamborg M, Trier C, Bøjsøe C, Nielsen TRH,
Baker JL, et al. (2017). A hospital-based child and adolescent
overweight and obesity treatment protocol transferred into a
community healthcare setting. PLoS ONE 12(3): e0173033.
https://doi.org/10.1371/journal.pone.0173033
Styne, D. M., Arslanian, S. A., Connor, E. L., Farooqi, I. S.,
Murad, M. H., Silverstein, J. H., & Yanovski, J. A. (2017).
Pediatric Obesity-Assessment, Treatment, and Prevention: An
Endocrine Society Clinical Practice Guideline. The Journal of
clinical endocrinology and metabolism, 102(3), 709–757.
https://doi.org/10.1210/jc.2016-2573

5/04/2020
Diana_2020 1
ORG30002 -Leadership Practice and Skills
Topic: Moral Leadership
Prepared by: Dr. Diana Rajendran
Ethics and
Leadership
What are your views on the following?
▪ Ethics lies at the heart of leadership
▪ Leadership is a neutral concept that can involve
objectives and strategies that are independent of
ethical considerations
▪ Stakeholders in the same organisation are likely to
have quite different objectives and notions of what is
ethical
▪ Decisions are as simple as choosing between entirely
ethical and entirely unethical alternatives
▪ Leaders are expected to set a moral example to
others that becomes the model for an entire group
or organisation
[email protected]
2
Buddhist Ethics

▪ Buddhist ethics (based on the Four Noble Truths of the
Buddha)
- Key assumptions to understand the
Buddhist view:
o Annica (impermanence)
o Dukkha (suffering/difficulties)
o Anatta (no self)
o Karma (action and reaction)
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3
Ethics, Morals and
Values
▪ Ethics
▪ The study of moral obligations
▪ The study of separating right from wrong
▪ Ethics are the standards of right and wrong that influence
behavior
▪ Morals
▪ An individual’s determination of what is right or wrong

▪ Influenced by a person’s values
▪ Values
▪ Connected to ethics because ethics become the vehicle
for converting ethics into action
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4
Moral
Leadership
today
▪ The ethical climate in business
▪ Setting the ethical tone by leaders
▪ Acting like a moral leader
[email protected]
5
Factors
Contributing
to Ethical
Differences
▪ Leader Moral Identity
▪ Level of Greed & Materialism

▪ Rationalization and Implied Permission
▪ Level of Moral Development
▪ Pre-conventional
▪ Conventional
▪ Post-conventional
▪ Sense of Entitlement
▪ Situational and contextual influences
▪ Person’s Character
▪ Motivated Blindness
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6
5/04/2020
Diana_2020 2
Robert Kegan - In over our heads: the mental demands of
modern life
(Harvard University Press, 1995)
▪ Is flexible – in thinking and communicating. Shows
adaptability in problem solving and is an agile
learner. Able to understand and respond to dynamic and
complex problems.

▪ Is self-aware and has digested their own experience.
Understands their own values (and their own
weaknesses).
▪ Is socially aware and has a strong sense of social
responsibility. Understands others’ values and how
they affect their behaviour and emotions in different situations,
especially in conflicts and choices.
▪ Has a broad range of mental models for analyzing problems.
▪ Is an exceptionally good listener. Can hear between the words:
what’s not being said; what important
point is being distorted by anger or distress? They can
recognize when they don’t understand
something.
▪ Has an independent mind.
▪ Copes with disappointments and makes tough decisions under
pressure and in conditions of
uncertainty.
▪ Explains issues clearly; can persuade and support others by
explaining how to follow a path of action.
Uses appropriate language, stories and examples.
▪ Can think systemically and strategically. Anticipates second
order effects, feedback and impact of

history; looks into the future across multiple horizons; stands
outside issues and is mindful.
▪ Has an ability to engage is inter-systems thinking. Has the
ability to make systems of thought the
objective of their own thinking and is able to create new
systems and approaches. Most ethical
paradoxes – like efficiency versus ethics – are set up by two
different systems of reasoning colliding.
Ethical leadership requires the ability to see a new way of
relating these systems.
Source: Wood(2009) Ethical Leadership Framework.
[email protected]
7
Personal attributes
of an ethical
leader
Ethical
Leadership
Behaviors
Ethics is at the center of leadership because the goal
of a rational leader is to merge the interests of all
parties so that everyone benefits and the

organization prospers
▪ Be Honest and Trustworthy and Have Integrity in
Dealing with Others
▪ Pay Attention to All Stakeholders
▪ Build Community
▪ Respect the Individual
▪ Accomplish Silent Victories
[email protected]
8
Creating an
Ethical
Organizational
Culture
▪ Providing Strategic Leadership
▪ Creating a Pleasant Workforce
▪ Conducting an Environmental Audit
▪ Helping Build a Sustainable Environment
▪ Engaging in Philanthropy
▪ Working with Suppliers to Improve Working Conditions
▪ Establishing Written Codes of Ethical Conduct

▪ Developing Formal Mechanisms for Dealing with Ethical
Problems
▪ Accepting Whistleblowers
▪ Providing Training in Ethics and Social Responsibility
▪ Placing Company Interests over Personal Interests
[email protected]
9
Fostering an
Ethical Work
Environment
▪ Some of the tools available include:
▪ Code of Ethics.
▪ Must be supported by the corporate culture.
▪ Ethics Committees.
▪ An ethics ombudsperson is a single person entrusted with the
responsibility of acting as the organization’s conscience.
▪ Training and Education.
▪ Aligns member behaviors with the organization’s values.
▪ Disclosure Mechanisms.

▪ Whistle blowing is employee disclosure of illegal or unethical
practices on the part of the organization.
Authentic
Leadership
Personality profile of the authentic leader
▪ Holds themselves to a higher standard.
▪ Has an self-examining quality.
▪ Driven by a strong value system.
▪ Character provides a moral compass.
▪ Courage allows them to speak out to right wrongs, admit and
own
up to mistakes.
How authentic leaders influence follower behavior and attitudes
▪ Emphasize transparency.
▪ Increase follower organizational citizenship.
▪ Increase job satisfaction and retention.
▪ Followers know what is expected.
▪ There are high levels of identification with the leader.
Individual and
contextual

influences on
Ethical Leadership
[source: Brown & Treviino:2006: 596]
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12
5/04/2020
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Authentic
Leadership?
▪ Authentic leadership incorporates transformational leadership
and
ethical leadership (Avolio et al. 2004)
▪ Authentic leaders demonstrate high consistency between
values
and behaviours (Michie & Gooty 2005)
▪ Being true to yourself (George 2003)
▪ Authentic leaders have “a passion for their purpose, practice
their
values consistently, and lead with their hearts as well as their
heads

… establish long-term, meaningful relationships … have self-
discipline … get results” (George et al. 2007)
▪ Authentic leaders are self-aware and possess an awareness of
others … include the team virtues of ethics, trust and respect for
others (Lloyd-Walker & Walker 2011)
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13
Leading with
Courage
▪ Courage is the mental and moral strength to engage in,
persevere through, and withstand danger, difficulty, or fear
▪ Courage is accepting responsibility and pushing beyond
the comfort zone
▪ Courage often means nonconformity
▪ Courage means asking for what you want and saying what
you think?
Finding Personal Courage to Exhibit Moral Leadership?
▪ Acting like a moral leader requires personal courage
▪ Believing in higher purpose
▪ Drawing on strength from others

▪ Harness frustration and anger
▪ Courageous leaders do not act recklessly
▪ Courageous leaders remind people of value driven leadership
[email protected]
14
Spiritual
leadership/Value based
leadership
o Values and spirituality are increasingly used in the
workplaces of today
o Spirituality focuses on how leaders and followers tap
into their basic values to transform organisations by
creating a vision based on deeply held values
related to making a difference, and implementing a
caring and altruistic culture that supports that
vision(Fry, 2003)
o For example, ‘Integrity’ is an important value – see
also Steven Covey’s Principle- centered leadership
(1991)

o Research evidences indicate that attention to moral
issues leads to moral behaviour (Reynolds, 2008),
and ethical leadership creates a trickle down effect
in organisations (Mayer et al, 2008, also see
Nahavandi, 2012)
[email protected]
15
Case Study: Sugarloaf
Reservoir, Yarra Valley
AU$750m
➢ Authentic leadership effective for:
▪ complex projects involving multiple stakeholders
▪ projects with an ethical impact
▪ on environmental sustainability
▪ on society
▪ https://v isitya rravalley.c om.a u/sugarloa f-reservoir-park
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Cynefin
Framework

[email protected]
17
[email protected]
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Similarities with and differences between Ethical, Spiritual,
Authentic and
Transformational theories of leadership (Brown & Traviino,
2006:598)
Similarities with Ethical Leadership Differences from Ethical
Leadership
Authentic - Concern for others (Altruism)
- Ethical decision-making
- Integrity
- Role Modelling
- Ethical leaders emphasize moral management (more
transactional) and “other” awareness
- Ethical Decision Making
- Authentic leaders emphasize authenticity and self-
awareness
Spiritual - Concern for others (Altruism)
- Integrity
- Role Modelling
- Ethical leaders emphasize moral management
- Spiritual leaders emphasize visioning, hope/faith; work

as vocation
Transformational - Concern for others (Altruism)
- Ethical decision-making
- Integrity
- Role Modelling
- Ethical leaders emphasize ethical standards, and moral
management
- Transformational leaders emphasize vision, values, and
intellectual stimulation
https://visityarravalley.com.au/sugarloaf-reservoir-park
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Challenges
Confronting
Emerging Leaders
▪ What is the purpose of my leadership? Do I really want to
devote my talents to
business?
▪ How can I find a job where I can make a real difference?
▪ Do I have to check my values at the office door?

▪ Is it possible to have a meaningful career and a successful
family life? Is it worth it to
work so hard?
▪ How can I stay true to my values when there are so many
pressures to compromise?
▪ How do I balance the conflicting needs of my customers and
my employees with the
requirement to make the bottom-line numbers?
▪ Can I develop close relationships with my subordinates and
still achieve my objectives?
▪ Do I have a responsibility to our society, for the environment,
for global sustainability,
for gap between rich and poor? What can I do [intergenerational
collaboration]?
[Source: Bennis W., 2003, Authentic Leadership: Rediscovering
the Secrets to Creating
Value, p.6]
[email protected]
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[email protected]
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Reflections:
Key principles of ethical/moral leadership include having

honesty and
integrity, paying attention to all stakeholders, building
community, and
respecting every individual with respect, fairness and dignity
Do you believe everyone has the same capability to become a
servant
leader; or are some leaders by their nature more inclined to be
servant
leaders than others?
4/1/20
1
Servant Leadership
Professor Sen Sendjaya
Week 4 – Sem 1 2020
1
AGENDA 1. The nature, definition, and
impact of servant leadership
2. The six dimensions of
servant leadership
3. Case study: Southwest
Airlines

2
A RECENT SYSTEMATIC REVIEW OF SL
(EVA, ROBIN, SENDJAYA, LIDEN, & DIERENDONCK, 2019)
• 285 articles over 20 years (1998–
2018), 100 of which appeared in
the last 4 years
• 16 measures of servant leadership
• Antecedents, moderators,
mediators, outcomes (individual,
team, organisation)
3
3
Servant leadership is . . .
1) an other-oriented approach to
leadership
2) manifested through one-on-one
prioritizing of follower individual
needs and interests,
3) and outward reorienting of their
concern for self towards concern
for others within the organization
and the larger community.
Motive
Mode

Mindset
4
THE TRANSFORMING INFLUENCE OF SERVANT LEADERS
5
Working under your current leader,
have you developed and grow n as a person and as an em
ployee?
ON E
FOLLOW ER
Intellectually
Socially
Spiritually Em otionally
5
THE DEEP TRANSFORMING EFFECTS
• How I use my talents to
benefit me in every single
possible way
6
• How I understand myself
well enough to discover
the best way to use my
gifts to serve others

6
4/1/20
2
0 5 10 15 20 25 30
Co mm itm en t to the Org an is a ti o n
Emp l oy ee Sati sfa cti on
Inte n ti o n to Sta y
Org Citi ze n sh ip Beh a vi o urs
In-ro l e Pe rform an ce
Tea m Pe rform an c e
Firm Perfo rma nc e
Se rva nt L ea de rs hi p Tran s fo rma tio n al Le a de rsh i p
EMPIRICAL EVIDENCES FOR SERVANT LEADERSHIP
(MEASURED IN % OF ADDITIONAL VARIANCE)
S o u rce: Lid en et a l., 2 0 0 8 ; Peterso n , G a lvin , & La n g
e, 2 0 1 2 ; S ch a u b ro eck et a l., 2 0 1 1 ; S ch n eid er & G
eo rg e, 2 0 1 1 ; S en d ja ya et a l., 2 0 1 7 )
7

INTERACTION EFFECTS OF SL AND FORMALISATION
(SENDJAYA ET AL., 2017)
8
A MULTILEVEL STUDY OF SL AND TEAM INNOVATION &
EMPLOYEE CREATIVITY
(Yoshida et al., 2014)
9
ANECDOTAL EVIDENCES
10
1. Would you work for
Zappos? Why or why
not?
2. Write a paragraph
detailing the type of
leaders that would fit
to lead Zappos.
11
Tony Hsieh
CEO, Zappos
11
SL STUDIES IN APPROX. 40 COUNTRIES
12
https://www.youtube.com/watch%3Fv=5mknIg_Abfw

4/1/20
3
NOMOLOGICAL NETWORK OF SL
13
Objections to Servant leadership
14
Too airy-fairy to
be useful
Too long to take
effect in short term
Too radical to be
implementable
Too oxymoronic to be
understandable
Too religious to
be relevant
14
Service Orientation (VS)
Authenticity Focus (AS)
Relational Em phasis (CR)

M oral Courage (RM )
Spiritual M otivation (TS)
Profound Change (TI)
THE SIX DIMENSIONS OF SERVANT LEADERSHIP
15
THE SLBS-6 (Sendjaya et al., 2017)
16
17
17
18

“Pity the leader caught
between unloving critics
and uncritical lovers”
Professor John Gardner
18
4/1/20
4
For only when a ruler has learned to listen closely to the
people’s hearts,
hearing their feelings uncommunicated, pains unexpressed,
and complaints not spoken of, can he hope to inspire confidence
in his people,
understand something is wrong, and meet the true needs of his
citizens.
(Kim and Mauborgne, 1992, p. 124)
19
20
• The implicit cognitive
process used to justify
your decisions or
actions
• Engaging others in

moral discussions,
challenging
assumptions
Moral Reasoning
• Based on the moral
reasoning, engaging in
verbal or non-verbal
behaviours
• Ensure that both the
ends they seek and the
means they employ can
be morally legitimized,
thoughtfully reasoned
and ethically justified
Moral Actions
20
Spirituality
Calling
M eaning
-fulness
Intercon
nected-
ness

4
M ihály Csíkszentm ihályi
Professor
Clarem ont Graduate University
”Being completely involved in an
activity for its own sake. The ego
falls away. Time flies. Every action,
movement, and thought follows
inevitably from the previous one,
like playing jazz. Your whole being
is involved, and you're using your
skills to the utmost."
21
I Do
You
Watch
We Chat
I Do
You Help
We Chat
You do
I Help

We Chat
You do
I Watch
We Chat
You do
Someone
Else
Watches
Role Modelling
22
22
Southwest Airlines
23
23
SOUTHWEST AIRLINES
1971 TODAY
• Airplanes 3 700
• Daily flights 12 3600
• Employees 198 46,000

• 49 yrs consecutive profitability
• 0 involuntary layoffs
24
“We are in the customer service business. We just happen to fly
airplanes”
Colleen Barrett, President Em eritus of Southw est Airlines
24
4/1/20
5
SOUTHWEST AIRLINES
25
25
Train people well enough so they can leave.
Treat people well enough so they don’t want to
Richard Branson
26
27
3/25/20

1
Leadership Trajectories
WEEK 3 – ORG30002
PROFESSOR SEN SENDJAYA
1
LEARNING OBJECTIVES
• Examine the elements of leadership
development.
• Evaluate the importance of early life
experiences and crucible events in
the leadership development
process.
• Investigate your own leadership
development and its reflection
points
2
2
SIX MAJOR CONTEMPORARY LEADERSHIP THEORIES
Servant Leadership
Holistic and altruistic approach to leadership that is
characterized by the leader’s
central focus on followers’ needs and development.
Ethical Leadership
A moral person who is altruistic, fair, and trustworthy and a

moral manager who
encourages employees to act in a moral way.
Authentic Leadership
Are either through crucible (leadership-shaping) events; life
experiences; or self-
awareness. It is the matching between the inner psyche of the
leader and their outer
actions.
Transformational Leadership
Individualized consideration of others needs; Intellection
Stimulation by challenging
the status quo; and Inspirational motivation through a
compelling vision.
Charismatic Leadership
Compel followers to achieve their vision for the organization
with their larger than life
personality.
Paternalistic Leadership
A leadership practice where the leader acts as a father figure
who takes change
and cares for his employees.
3
LEADER DEVELOPMENT
The expansion of a person’s capacity to be effective
in leadership roles and processes (Day & Dragoni, 2015, p. 134)
4
Leadership Development Research:

Key Points
One’s behavior, personality, and skills are more malleable at a
young age
than adulthood (Murphy & Johnson, 2011)
Meta-analysis of leadership development interventions shows,
with
corrected attenuation, a significant difference in effect size on
younger (<
22 y.o; corrected d=.683) versus older (> 45 y.o; corrected d=
.56) sample.
Leader development is like learning a new language;
you can do it in adulthood, but it’s easier to do it at a young age
(Avolio &
Vogelfesang, 2001)
5
Birth Order &
Leadership
6
Siblings often have different personalities,
and their places in the birth order may be
partially responsible.
First-born kids tend to be leaders, like
CEOS and founders, and are more likely to
achieve traditional success.
Middle-born children often embody a mix
of the traits of older and younger siblings,
and they're very relationship-focused.

Last-born individuals are used to fighting
for attention and respect and aren't afraid
to break the rules and redefine success.
6
3/25/20
2
F ig . 1 . A life s p a n a p p ro a c h to le a d e r d e v e lo p
m e n t.
THE BENEFITS OF A LONG-LENS APPROACH TO LEADER
DEVELOPMENT:
UNDERSTANDING THE SEEDS OF LEADERSHIP (MURPHY
& JOHNSON, 2011)
7
Parenting
Style, Rule
Breaking &
Leadership
(Avolio, Rotundo, &
Walumbwa, 2009)
8
8
What is your
earliest

memory?
9
Parenting and Leadership
(Sinclair, 2006)
“Leaders often emerged out of difficult childhoods. Exacting
or neglectful parents created loners who could tolerate not
being popular, and often had visions and ideas that looked
implausible to other people. Popularity doesn’t matter for
these people – they’ve learned how to live without it, instead
becoming self-reliant and thick-skinned
The point is not that certain childhoods create leaders, but that
all childhoods shape people’s appetites for, and vulnerabilities
around, leadership.
We bring appetites, desires, and neuroses to our career
aspirations and to the way we operate at work. Whether it’s a
desire for attention, to achieve, to control, to belong, for
approval or to be loved – even to assert our existence against
the stark fact of mortality – the source is background and the
family.”
10
10
Parental undermining
• Verbal abuse is more likely (and readily) transmitted
between generations than are physical forms of abuse
(Ney, 1987).
• Given the psychological parallels between parent–child
and subordinate-supervisor relationships (Game, 2008),

children with undermining parents are more likely to be
abusive supervisors (Kiewitz, 2012)
• Parents' psychological, emotional and verbal abuse
(e.g., blaming, insulting and swearing) has damaging
effects on their children (Hoglund & Nicholas,
1995),e.g.,
• higher levels of sham e,
• overt and covert hostility,
• expressed and unexpressed anger
• Difficulties form ing and m aintaining relationships as
adults
11
The Infamous Five’s ‘Special Education’
to power and domination
12
Pol Pot’s parents sent him to live with
an older brother and his wife, who
adopted him when he was six, so his
relationship with his parents was
distant or resentful at best.
Adolf Hitler’s father, who died when
he was eight, drank heavily and was
brutally violent toward his family. Mussolini’s father drank too
much, womanised, and was
intermittently employed.

Mai Zedong hated his father for
beating him and his brothers and for
shaming him in front of others, and
constantly bucked his authority
L udw ig, 2002 as cited in P rice, 2005, p.68
Joseph Stalin’s father, w ho
periodically beat him and his m other,
was a violent alcoholic and was
eventually killed in a braw l w hen
Stalin was eleven years old
12
3/25/20
3
The hand that rocks the
cradle rules the world.
13
13
LEADERSHIP TASKS AND SKILLS FOR YOUTH (MURPHY,
2011)
A ge range N ew leadership tasks and skills
Preschool years
(ages 2–5)

■ Influencing others
■ Getting others to like you
■ Communicating wishes
■ Increased need for emotional intelligence in interactions with
others (reading the emotions of others, and delaying
gratification)
Elementary school
(ages 6–11)
■ Coordinating others in teams
■ Early school leadership tasks (e.g., classroom monitor, or
teacher's helper)
■ Fundraising (e.g., selling candy, etc.)
■ Public speaking to express ideas
■ Increased need for social intelligence in interactions with
others (understanding social situations and acting
appropriately)
Middle school–early adolescence
(ages 12–14)
■ Coordinating teams for fundraising or student projects
■ Self management (e.g., goal setting, self-observation &
evaluation)
■ Serving in elected office and other student government
activities
■ Public speaking as a leader to gain support for a cause
High school–late adolescence
(ages 15–19)
■ Organizing complex projects
■ Motivating team members
■ Organizational skills required by after school or summer jobs

■ Working with others to complete a work product in after
school or summer jobs
College–young adulthood
(ages 19–22)
■ Establishing grassroots organizations
■ Complex supervisory skills required during internships
■ Serving as a leader with multiple constituents
14The tasks important at an earlier age are still appropriate at
older ages. The tasks listed for older ages are those more
unique to that developmental stage.
14
Leadership
Developmental
Readiness
(Avolio & Hannah,
2008)
15
16 Competencies of Leadership
W hat leadership ability, if outstanding, would have the most
significant impact on your
productivity or effectiveness?
16
LEADERSHIP SKILLS STRATAPLEX
(MUMFORD ET AL, 2007)

17
LEADERSHIP SKILL REQUIREMENTS (MUMFORD ET AL,
2007)
18
3/25/20
4
GOOGLE’S PROJECT OXYGEN (2009, 2018)
19
The 70-20-10 Model for
Leadership Development
(Lombardo & Eichinger, 1982)
Why is this oft-quoted model not
the best model?
20
Two Forms of
Development
(Day, 2000)
Leader Development
• Focuses on an
individual’s human
capital

• Presumes that
developing an
individual’s leadership
KSAs à more effective
leadership.
Leadership Development
• Focuses on the
development of social
capital.
• Specifically, building the
mutual commitments
and interpersonal
relationships are
necessary for leading-
following processes to
unfold effectively within
a given social context.
21
Developmental Challenges
(DeRue and Wellman, 2009)
22
Two Opposing Trends
23
Past
Present Future

Leader
Follower Context
Being
Knowing Doing
Servant Leadership Development Triangle
(Sendjaya, 2015)
24
3/25/20
5
The Role-based
Learning
Approach
Leaders-Followers-Context
• As leaders à their decisions/actions or
indecisions/ inactions have consequences to
organisational stakeholders
• As followers à think independently and voice
their opinions strategically to their direct
leaders
• As organisational architects, they learn how
context shape leaders, and how they can
shape the organisational cultures and policies

conducive to the cultivation of ethical,
inclusive, and sustainable work climate
25
The Holistic
Approach
Knowing-Doing-Being
• Knowing refers to cognitive mastery of a
subject or a field and sense-making capacity of
complex reality.
• Doing is focused on the leaders’ task-oriented
(e.g., strategic thinking) and people-oriented
(e.g., conflict resolution) abilities.
• Being concerns with the motive behind a
particular decision or action, an accumulation
of which in turn shapes a leader’s character
26
The
Developmental
Approach
A three-step journey of self-discovery
• Past: Going back into their early
developmental years to understand
and redeem past
• Future: Going forward to consider
one’s vision of an ideal future

• Present: Going inward to examine
their functional rather than
professed beliefs
27
True leaders create
meaning out of difficult
events or relationships
and acquire new insights,
skills and qualities of
mind or character that
make it possible to leap
to a new, higher level.
One of the most reliable
indicators and predictors of
true leadership is an
individual’s ability to find
meaning in negative
events and to learn from
even the most trying
circumstances.
Meaning Making
28
• An intense, transformative experience through which
an individual comes to a new or an altered sense of
identity.
• A point of deep self-reflection that forced people to
question who they were and what mattered to them.

• A defining moment that compels people to
examine their values, question their assumptions,
hone their judgment.
29
Defining a Crucible (Bennis & Thomas, 2002)
29
There are 4 major types of crucibles
(Bennis & Thomas, 2002)
M entoring Relationship
Enforced Reflection: e.g. M ilitary Boot Cam p
Insertion into Foreign Territory: e.g. Overseas Secondm ent
Disruption or Loss: e.g. Death
30
3/25/20
6
A case in point: Daniel Vasella
(George, Sims, McLean, & Mayer, 2007: 132-133)
31
Daniel VasellaDaniel Vasella

31 32
3/12/20
1
CLASSICAL & MODERN
THEORIES OF LEADERSHIP
WEEK 2 – PROFESSOR SEN SENDJAYA
1
AGENDA
Week 2_ORG30002_S1 2020
1. Learn about key classical
thoughts on leadership
2. Understand the trait,
behavioral, and
situational theories of
leadership
3. Discuss examples and
applications of the key
theories in the
organisational context
2
SOCRATES (469-399 BC)

MGX3991: Leadership Practices and Principles
'An unexam ined life is not worth living’
Leaders’ m ain duty is to educate others. Leaders
should challenge their values and contrast
belief systems.
Instead of tyrannical or democratic leader,
people leaders who should govern are those with
the greatest knowledge, abilities and virtues,
and a deep knowledge of themselves.
3
3
LEADERSHIP IS
NOT ABOUT
HAVING ALL
THE ANSWERS.
IT’S ABOUT
ASKING THE
RIGHT
QUESTIONS.
4
MGX3991: Leadership Practices and Principles
Questions for probing:
• clarification,
• assumptions,
• reasons and evidence,
• viewpoints and perspectives

• and implications
4
PLATO (423 – 347 BC)
5
The ideal leader of the ideal state is
the philosopher king (Bass, 1995).
Focus on intellect and wisdom.
Leaders should be selected and
educated.
5
PLATO’S PHILOSOPHER KING
6
Socrates thought that “there might be a
reform of the State if only one change was
made, which is not a slight or easy one.”
What was that? he was asked.
When “philosophers are kings, or the kings
and princes of this world have the spirit
and power of philosophy, and political
greatness and wisdom meet in one.”
Plato’s Republic
6
3/12/20

2
LAO TZU (6TH – 4TH CENTURY BC)
7
Knowing others is intelligence;
knowing yourself is true wisdom.
Mastering others is strength;
mastering yourself is true power.
A leader is best when people barely
know he exists, when his work is done,
his aim fulfilled, they will say,
‘we did it ourselves’.
7
LAO TZU (6TH – 4TH CENTURY BC)
8
“There is nothing softer and weaker than
water, and yet there is nothing better for
attacking hard and strong things.
For this reason there is no substitute for
it. All the world knows that the weak
overcomes the strong and the soft
overcomes the hard”
8
SUN TZU (544 – 496 BC)

Know thy self, know thy enemy.
A thousand battles, a thousand victories.
Regard your soldiers as your children, and they
will follow you into the deepest valleys. Look on
them as your own beloved sons and they will
stand by you even unto death.
Keep your friends close, and your enemies
closer.
9
THE TRAIT THEORY
Week 2_ORG30002_S1 2020
Traits are defined as the distinguishing personal characteristics
of a
leader, such as in intelligence, values, self-confidence, and
appearance
(Daft, 1999)
A variety of individual attributes, including personality,
temperament,
needs, motives, and values (Yukl, 1998)
The trait perspective maintains the view that leaders have
distinct,
innate qualities and characteristics that non-leaders do not.
10
THERE ARE
66

LEADERSHIP
THEORY DOMAINS
(Dinh et al., 2014)
11
THREE CLASSIC LEADERSHIP THEORIES
Week 2_ORG30002_S1 2020
Trait
Behavioural
Situational
12
3/12/20
3
IDENTIFY MOST IMPORTANT LEADERSHIP TRAITS
Week 2_ORG30002_S1 2020
What makes a
great leader?
13
APPLICATION: POST-WW1 GERMANY
Week 2_ORG30002_S1 2020

Energetic Lazy
Bright
Dull
In
te
lli
g
en
ce
Vitality
Bright and
Energetic
Field Commander
Dull and Energetic
Frontline Soldier
Bright and Lazy
Staff Officer
Dull and Lazy
Left alone or fired
14
TOP 10 TRAITS OF ADMIRED LEADERS
Week 2_ORG30002_S1 2020

88% Honest
71% Forward-looking
66% Competent
65% Inspiring
47% Intelligent
42% Fair-minded
40% Broad-minded
35% Supportive
20% Caring
34% Straightforward
33% Dependable
15
STODGILL’S (1974) KEY TRAITS
Week 2_ORG30002_S1 2020
• Adaptable to Situations
• Alert to social
environment
• Ambitious
• Achievement oriented
• Assertive
• Cooperative
• Decisive
• Dependable
• Dominant
• Energetic
• Persistent
• Self-confident
• Tolerant of stress
• Willing to assume higher

responsibility
• Clever (intelligent)
• Conceptually skilled
• Creative
• Diplomatic and tactful
• Fluent in speaking
• Knowledgeable about
group task
• Organized (admin ability)
• Persuasive
• Socially skilled W hat kind of traits does your leader have?
“A person does
not become
a leader by
virtue of the
possession
of some
combination of
traits”
16
BEHAVIOURAL THEORIES
Week 2_ORG30002_S1 2020
Effective leaders are
those who display
certain behaviours.

People-Oriented Task-Oriented
Consideration Initiating Structure
Employee-Centered Job-Centered
Concern for People Concern for Production
17
MANAGERIAL GRIT MODEL
Week 2_ORG30002_S1 2020
High
High
Low
Low
Concern for Production
C
on
ce
rn
fo
r
P
eo
pl

e
1,9
C ountry C lub M anagem ent
Thoughtful attention to the
needs of people for satisfying
relationships leads to a com -
fortable, friendly organization
atm osphere and w ork tem po.
Im poverished M anagem ent
E xertion of m inim um effort
to get required w ork done
is appropriate to sustain
organization m em bership.
1,1
9,9
Team M anagem ent
W ork accom plishm ent is from
com m itted people; interdependence
through a “com m on stake” in
O rganization; purpose leads to
relationships of trust and respect.
5,5
M iddle-of-the-R oad M anagem ent
A dequate organization perform ance is
possible through balancing the necessity
to get out w ork w ith m aintaining m orale of
people at a satisfactory level.
A uthority-C om pliance
E fficiency in operations results
from arranging conditions of
w ork in such a w ay that hum an

elem ents interfere to a m inim um
degree. 9,1
Source: The Leadership Grid Figure from Robert R. Blake and
Anne Adams McCanse, Leadership Dilemmas-Grid
Solution
s (Houston: Gulf, 1991), 29.
18
3/12/20
4
THREE GENERATIONS OF LEADERS @MICROSOFT
Week 2_ORG30002_S1 2020
19
SITUATIONAL THEORIES

Week 2_ORG30002_S1 2020
Without racial tension in the United States, would Martin
Luther King, Jr. have remained an obscure minister in the
South? (Crawthorn, 1996)
20
HERSEY & BLANCHARD’S SITUATIONAL LEADERSHIP
THEORY
Week 2_ORG30002_S1 2020
21
JACK WELCH
22
Which leadership traits did Jack Welch most
exemplify when he was the CEO of GE?
Do you think he is a great leader,
or simply a smart manager? Why?

22
https://www.youtube.com/watch%3Fv=rADedqrVqSI
3/4/20
1
ORG30002 LEADERSHIP PRACTICE & SKILLS
Week 1 – Introduction to Leadership
Professor Sen Sendjaya
1
Acknowledgement
of Country
On behalf of those present I acknowledge the
Wurundjeri people of the Kulin Nation who are
the traditional custodians of the land on which

we now m eet. I pay m y respect to their Elders:
past, present and em erging.
I also pay m y respect to all Aboriginal and
Torres Strait Islander people of Australia and
hope that the path towards reconciliation
continues to be shared and em braced.
2
AGENDA
Week 1_ORG30002_S1 2020
1. Welcome and Introduction
2. Unit Assessments
3. Intro to Leadership
(definition, elements,
nature, leadership &
innovation)
3

CARLY FIORINA
form er President & CEO , H P
Stanford University, June 17, 2001
“The Process of Distillation:
G etting to the Essence of Things”
Week 1_ORG30002_S1 2020
“The rigor of the distillation process, the
exercise of refinem ent, that's where the real
learning happened.
Through the years, I've used it again and
again – the m ental exercise of synthesis
and distillation and getting to the very
heart of things.
W hen you graduate from here, you exit with
thousands of pages of personal text on
which are inscribed beliefs and values
shaped by years of education, fam ily
interactions, relationships, experiences. And
buried within those thousands of pages is

your personal truth, your essence.”
4
DO YOU KNOW THESE LEADERS?
Week 1_ORG30002_S1 2020
5
LEADERSHIP IS AN ELUSIVE CONCEPT
Week 1_ORG30002_S1 2020
• An ‘omnipresent’ theme that occurs in
almost any form of human studies
• The subject of an extraordinary amount
of scientific studies
• 8,000 studies cited by 1990
• 17,800 articles between 1986-1996
• One of the most observed and least
understood phenomena on earth

6
3/4/20
2
FIRST LEADERSHIP ‘STUDY’ (ca. 3000 B.C.)
Week 1_ORG30002_S1 2020
7
THERE ARE
66
LEADERSHIP
THEORY DOMAINS
(Dinh et al., 2014)
8
THE BLIND LEADING THE BLIND?

Week 1_ORG30002_S1 2020
9
HOW DO YOU DEFINE LEADERSHIP?
Week 1_ORG30002_S1 2020
10
DEFINING LEADERSHIP
Week 1_ORG30002_S1 2020
Leadership is an influence
relationship among leaders
and followers who intend real
changes that reflect their
mutual purposes
(Rost, 1993, p. 102)
Leaders Intention
Followers

Influence
Situational
factors
Shared
purpose
LEADERSHIP
11
ARE LEADERS BORN OR MADE?
Week 1_ORG30002_S1 2020
12
3/4/20
3
NATURE OR NURTURE?

Week 1_ORG30002_S1 2020
• Genes account for 31% of the
variation observed in the sample
subject; environmental
differences 69% (Arvey et al.,
2006; 2007)
• Genetic influences were weaker
for those individuals raised in
more enriched environments
when young (Zhang et al., 2009)
13
MANY ORGANISATIONS ARE
OVER-MANAGED AND UNDER-LED
(W arren Bennis)
Week 1_ORG30002_S1 2020
14

WHICH ONE IS MOST ACCURATE?
L M
M
L
L M
L
M
1.
4.
3.
2.
Week 1_ORG30002_S1 2020
15

SHORT-TERM VS. LONG-TERM
Week 1_ORG30002_S1 2020
• Setting targets for immediate
future (next year or month)
• Establishing detailed steps for
those targets
• Allocating resources to
accomplish them
The final outcomes are
targets, which are designed to
produce orderly results
• Developing a vision of the
distant future
• Setting strategies for
producing the changes
needed to achieve that vision
The final outcomes are visions

and strategies which are
designed to produce changes
Planning & Budgeting Setting Direction
16
ORGANISE VS. EMPOWER
Week 1_ORG30002_S1 2020
• Creating an organisational
structure
• Staffing the jobs with
qualified individuals
• Delegating responsibility
for carrying out the plan
• Articulating the new direction to
those who can create coalitions
• Getting people to believe the
message and enlist support

• Empowering people at all levels
to initiate actions consistent with
the vision
Organising and Staffing Aligning People
17
CONTROLLING VS. INSPIRING
Week 1_ORG30002_S1 2020
• Monitoring results
• Identifying deviations
• Planning and organizing to
solve the problem
The final aim is to make the
processes fail-safe, fool-
proof, and risk-free
• Keeping people moving in the

right direction
• Ensuring people have the energy
to overcome obstacles
• Satisfying basic human needs for
achievement, a sense of
belonging, recognition, self-
esteem, etc.
The final aim is to excite people
to contribute to the vision
Controlling & Problem Solving Motivating & Inspiring
18
3/4/20
4
MANAGEMENT VS. LEADERSHIP IN A NUTSHELL

Week 1_ORG30002_S1 2020
Do things right
Are primarily interested in
efficiency
Maintain
Focus on systems and structure
Rely on control and rules
Emphasize tactics and systems
Ask how and when
Focus on the present as is
Focus on the bottom line
Avoid risks as problems
Work within their box
• Do the right thing
• Are primarily interested in
effectiveness
• Innovative at the macro level
• Focus on investing in people
• Rely on trust and inspiration
• Emphasize core values and
shared goals

• Ask what and why
• Focus on the future that will be
• Focus on the horizon
• Take risks as opportunities
• Work within and beyond comfort
zone
19
Leading in the Disruptive Economy
Week 1_ORG30002_S1 2020
20
Leadership is NOT about control,
it’s about influence
Week 1_ORG30002_S1 2020
21

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