Barnard's "acceptance theory" of authority suggests that authority is granted by subordinates to leaders who are able to influence and motivate them to achieve organizational goals. This theory is especially relevant in complex and dynamic environments, such as the military or emergency response teams, where subordinates must trust and follow their leaders in high-pressure situations.
In order for a formal or System I-style of leadership to be effective, several conditions must be met. First, the leader must have a clear and well-defined role within the organization, with specific responsibilities and authority. Second, the leader must be able to communicate effectively with subordinates and establish a strong sense of trust and respect. Third, the leader must be able to adapt to changing circumstances and make decisions quickly and decisively.
In situations where authority should be equal to responsibility, such as in a democratic society or in a workplace with strong employee empowerment, a more collaborative and participatory leadership style may be more effective. This System II-style of leadership involves actively engaging subordinates in decision-making processes and encouraging them to take ownership of their work and responsibilities.
An example of where Barnard's acceptance theory works especially well is in the military, where subordinates must trust and follow their leaders in high-stress situations. In this context, a strong and authoritative leader who can motivate and inspire their team is essential for success.
In contrast, a System II-style of leadership may be more effective in a workplace where employees are highly skilled and knowledgeable, and where their input and ideas are valued. By encouraging collaboration and participation, a System II leader can tap into the collective knowledge and expertise of their team to make more informed decisions and drive innovation.
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Using the engineering stress versus engineering strain curve shown below, the maximum load that can be sustained by a cylindrical specimen having an original diameter of 10 mm is closest to: Engineering stress, o (MPa) wwpoppo 0.01 0.05 2.02 0.2 0.06 0.13 0.14 0.15 0.17 0.16 0.19 EO Engineering strain, O 35 kN 450 kN 45 kN 5.7 kN
The maximum load that can be sustained by the cylindrical specimen having an original diameter of 10 mm is closest to 14.9 kN. So, the answer is 14.9 kN.
To determine the maximum load that can be sustained by the cylindrical specimen, we need to find the point on the stress-strain curve where the stress starts to decrease. This point is known as the ultimate tensile strength (UTS).
From the given stress-strain curve, we can see that the stress starts to decrease at a strain value of approximately 0.16. At this point, the engineering stress is approximately 0.19 MPa.
To calculate the maximum load that can be sustained by the cylindrical specimen, we can use the following equation:
σ = F/A
where σ is the stress, F is the force applied, and A is the original cross-sectional area of the specimen.
Assuming that the specimen is under axial tension, we can use the original diameter of 10 mm to calculate the cross-sectional area:
A = π/4 * d^2 = π/4 * (10 mm)^2 = 78.54 mm^2
Substituting the values, we get:
0.19 MPa = F/78.54 mm^2
Solving for F, we get:
F = 14.9 kN (approximately).
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According to Gentile, diversification is necessary for the later stages of learning open skills because one must be able to quickly adapt to the changing regulatory conditions of the skill. true or false?
The statement "According to Gentile, diversification is necessary for the later stages of learning open skills because one must be able to quickly adapt to the changing regulatory conditions of the skill" is true.
In the context of skill acquisition, open skills are those that require an individual to adapt and respond to a dynamic and unpredictable environment. As a learner progresses and becomes more proficient, diversification becomes crucial to enable them to effectively deal with various situations and changing regulatory conditions. By diversifying their skills, learners become more flexible and adaptable, enhancing their overall performance in open skills. Therefore, Gentile's assertion highlights the importance of diversification in the later stages of learning open skills.
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