Study Of The Leadership Of Adolf Hitler

Study Of The Leadership Of Adolf Hitler Adolf Hitler was born on 20th April 1889, in the small Austrian town of Braunau. When the World War I began in 1914, Hitler volunteered to join the German army. He was given a medal for bravery but he never had the chance to climb any rank. In 1920, Hitler joined the National Socialist German Workers Party, which was known as the Nazis. Hitler became leader of the Nazi party by using his great speaking ability. In the 1930s depression Germany had to pay an even greater debt, which was coming for the World War I. Hitler did not agreed to pay the debt and stated that the Jews and Communists were the cause for Germanys defeat in World War I. He ensured that his party was going to get rid of Jews and Communists and that he was going to reunite the German speaking part of Europe. In 1932, the Nazis party got about 40% in the elections and became the strongest party in Germany, so in 1933 Hitler was appointed as the Chancellor of Germany. Under Hitlers government, called the Third Reich, H itler used widespread propaganda to brainwash and manipulate the nation into accepting his theory about creating the perfect Aryan race. In 1939 when the World War II began, Hitler invaded into Poland in order to unify as he promised all German-speaking peoples. By this time extermination camps were being established throughout Germany, Poland, and Russia. When Hitlers plan did not worked out, he committed suicide on April 30,1945 [1]. 2. Leadership Traits 2.1 Charisma-Passion-Vision Hitlers charisma was the key to the whole success of National-Socialism, which he was supporting and wanted to pass through the people of Germany. Hitler obtained this charismatic altitude partially because of his political skills and appeal. The enabling factor, which was helping Hitler accomplishing almost every task he had, was his surprising clarity of vision. He had great ideas for Germany, to be bigger, better and purer than ever but also he was driven by his ego to take over the world, which was not as pure as he wanted Germany to be. Hitler was revealing his passion through his speeches. He knew that by arriving late at the meeting point would develop tension among the audience and make them expecting him. When he was arriving at the stage he was standing attention and was waiting for every one to stop talking so as to have total silence and then to start. His moves and gestures were so forceful. He was walking from side to side at the stage and he was gesturing with his hands and the tone of his voice was loud and passionate. He was sweating; his face was getting white, his eyes were bulged and his voice was full of emotion. He was shouting about the unfairnesss and prejudices done to Germany and he was making his audience to be full of hate and jealousy. So by the end of his speech the crowd was in a condition near to madness and was willing to do everything Hitler was implying. 2.2 Determination Hitlers determination and tremendous tenacity of purpose were two characteristics, which described him through his governance. He was a man who was striving for power and command. In order to have the power to be the commander of Germany and conquer the whole world, he managed to climb all the way up from being a simple soldier in the front line to become the chancellor of Germany and the commander of a enormous army. This fact indicates his great will and capability to meet his objectives and to achieve whatever he sought. 2.3 Integrity Despite the fact that Hitler was a great leader he had no sense of logical thinking. Hitlers lack of ethical reasoning and social intelligence goes back to his low self-awareness, empathy and interest in others. He was unethical in thoughts and actions, taking advantage of situations, which his followers were in, in the most vicious approach to reach his goals. By manipulating his army to put Jews into extermination camps, is the biggest example not only of his immoral and wicked character but also his twisted mind. 2.4 Confidence Hitler was greatly self-assured of his own abilities. His rise in the hierarchy scale, his influential speeches, the fact that he managed to get Germany back from the edge of economic disaster, the battles which he was making in crucial places or in critical time periods are facts which are showing the huge levels of confidence that Hitler had. 2.5 Sociability In terms of Hitlers management towards his secretaries and the people who worked with him closely, Hitler was, surprisingly enough, the more thoughtful boss. In fact, the fuehrer was adored by those who worked closest with him. His secretaries never became maddened by any kind of rudeness or lack of indulgence towards them. Hitler knew their names and birthdays, he was visiting them when they were ill, and they repaid him with lifetime loyalty, even after his crimes became generally known. 2.6 Intelligence Hitlers intelligence is indisputable. He managed to get Germany back from the edge of economic disaster and made them flourishing again, from a beaten country to a world power in just a few years. The fact that Hitler came from a front-line soldier to the fuehrer shows not only, as it was aforementioned, his great will and capability to meet his objectives but also his great mind sharpness since he was able to manipulate, even brainwashed a whole nation in order to do that. 3. Leadership Style 3.1 Task oriented Hitler was a high task oriented leader. He had clear vision and knowledge of the path for execute his strategy so he is the one who directed his people in an attempt to execute his vision. He wanted to monitor everything and retain control of every task, which was about to be executed. He never blamed himself for his failure but the other which in his case was Germany as a whole. 3.2 Relationship oriented In terms of Hitlers relationship orientation we can mention that he had really good interpersonal relations with those who worked closest with him. He knew personal details for them, fact which shows that he was interested in them and in their personal psychological health. He was visiting them when they were ill fact, which shows that he was interested about their physical health. So we can say that Hitler had good leader-member relations, his task orientation was high, and finally, his position power is strong, since he had all the authorities of the country. Consequently, Adolf Hitler appears to be a Task-Oriented Leader. 3.3 Transformational Transformational leadership is a type of leadership style that leads to positive changes in those who follow. Transformational leaders are generally energetic, enthusiastic and passionate. Not only are these leaders concerned and involved in the process; they are also focused on helping every member of the group succeed as well[2]. Transformational leaders engage in intellectual stimulation and inspirational motivation. As far as intellectual stimulation is concerned, Hitler was visionary wanted for Germany to be the first power and for him to conquer the world. As far as inspirational motivation is concerned, Hitler strived to be different in order to become the great world leader and had the proper for him plans and tactics on how to achieve his goals. In order to have their country standing again to their feet Hitler appealed to the values and ethics of the German people. Despite the fact that the need for resurrection in Germanys economy was obvious we can say that Hitler instead of fulfilling his followers higher mental needs and aspirations he was fulfilling his own needs. He was a dominant, magnetic leader that would possibly fit the characterization of a pseudo-transformational leader, because a leader satisfys the needs of his followers and their well being but Hitler did not do that. 4. Strategy Adolf Hitler was a very good strategist. The main point of Hitlers strategy was the accumulation of Lebensraum (Living space) for the Germanic race [3]. Citing the Treaty of Versailles suffocating indemnities and exploiting the public nervousness of the 1930s economic lack of money, he declared that the German borders were too restricted to secure their suitable position in the geo-political world relations, and that he wanted regions similar to the (British and French) colonies to secure enough economic resources to assure Germanys position as a major power [4]. The planned strategy to realize these goals was a series of quite short wars, to defeat one opponent at a time, and thus securing more land step by step. These wars were to be intertwined with periods of peace when the German army could re-supply and amass force for the next war. As the time was passing by his strategy was based on paranoia and cruel logic. Despite that, his inland territory remained very strong and indisputable. Afterwards, he ordered a constant bombing in Britain despite the strategic costs and failures. In the final stages of the war, his actions and orders were getting more and more mad rather than any attempt to have a rational strategy. 5. Authentic Leadership In my opinion Adolf Hitler was not an authentic leader. That is because, firstly, he promised he would help revive Germany; however, he did not say that he would take over most of Europe doing so. Secondly, in order to be authentic one must has self-awareness, to know not only his strengthens but also his weaknesses, an ability that he lacked. And thirdly, the most of the times, his feeling for conquering Europe, be the winner and the Fuehrer was overshadowing his rational thinking, which at the end brought the fall of his empire. 6. Leadership Level: Kouzes and Pousner believe that effective leaders engage in five practices; model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart (1995). These practices and other leadership concepts provide a means of shaping a model leader. Understanding that effective leaders will also hold individual leadership traits, defining the term in a general sense is a challenge. For the purpose of our chapter, we will define effective leadership as the art of mobilizing others to want to struggle for shared aspirations (Kouzes Posner, 1995, p. 30)[5]. In my opinion, Hitler, is considered to be a level four, Effective leader, as he was able to maintain a helicopter view just before the end of the war. He was setting the directions and he was effectiveness and inspiration oriented. He was developing a high performance culture so as his army to be able to have the desired results. Although Hitler did had the professional will, a person who wants to conquer is not even close to personal humility, so he could never be at level five, Executive. 7. Action Logic Adolf Hitler follows the strategist action logic. In their analysis of action logics, Rooke and Torbert (2005) identify two characteristics of the strategist action logic. Firstly, strategists generate organizational and personal transformations and secondly, they exercise the power of mutual inquiry, alertness and vulnerability for both the short and long term. Additionally, a strategist is considered to be very effective as a transformational leader that is a pseudo-transformational leader in this case. Accordingly, Hitler focuses on building a long-term strategy that is first to revive Germany from its economic ruins and then to have the proper battle in order to have under his command all the Europe. Moreover, a large percentage of his attention lies on giving inspiring speeches to his people in order to keep them in tense and under his mental control. Another strength of Hitlers is his ability to climbing through the scales of hierarchy in his personal life, which in turn he transferred it to its leadership and managed to have Germany a major power in few years. 8. Evaluation Closing, in my opinion, we conclude that there is no alignment between Hitlers leadership style and the strategic needs of Germany. He exclusively focused on his own selfish goals for taking whole Europe under his control, instead of the needs of his people. He took things too personally overshadowing his rational thinking so he had intense rivalry with the rest of the world. Winning was so important for him that he would do anything to achieve it. These aspects of his character led him into madness and paranoia and at the end was the factor that took him down to the distraction.

Critical Analysis of Langston Hughes’ “I, Too” Essay

Langston Hughes wrote the poem, â€Å"I, Too† in the midst of the Harlem Renaissance, a period of Black American history which brought to light unique views of the world through the eyes of a people who were often subjugated and downtrodden. Issues of racial prejudice were prevalent during the Harlem Renaissance and segregation a fact of life. In the poem, â€Å"I,Too,† Hughes brings attention to this subjugation by portraying the life of a black male servant. He puts forth his views of the treatment other people of his race have long had to endure through the masterful use of symbolism, irony and simple diction. There are many examples of symbolism in the poem, â€Å"I, Too†. America is used as a symbol to portray the concepts of equality, diversity, and perseverance. By reminding readers that the country allowed and condoned segregation of his race, Hughes points out that although this was a form subjugation, it could be overcome. Even though America was at fault, the country still provided opportunities for those who would dare to try harder, to grow stronger, to push past the embarrassment of being labeled differently. America could still hold hope for people of any race. As well, the use of the word â€Å"I† in both the poem’s title and throughout the verses, is a symbol. Hughes uses himself as the quintessential example of his Black American heritage in a way that provokes the reader to think about he, and his race, are perceived. In using the title, â€Å"I, Too†, Langston Hughes portrays himself as yet another symbol of a portion of the American population. Repetitive use of the word â€Å"they† refers to his employers, who are presumably White, and therefore symbolize the rest of American society (Hughes, in Madden, page #). Their treatment of him, such as making him eat in the kitchen, becomes the representation of the way Black Americans, in general, are treated. By using these personal terms, Hughes has managed to employ symbolism in a way that also connects him to others. Hughes also states â€Å"I, too, sing America† and here he is using irony, as such a thing is not really possible. The irony is that he praises America and its values while at the same time drawing attention to the way he is seen as somehow inferior to others because of the color of his skin. The ending lines, which include the phrase â€Å"they’ll†¦be ashamed† are also ironic (Hughes, in Madden, page #). The poem was written to highlight the fact that Black Americans have been treated as something to be ashamed of and Hughes denounces this fact, creating irony by stating the obvious. Read Also:  Critical Essay Topic Ideas This use of irony portrays Hughes’ condemnation of certain aspects of society. The easy diction of the poem belies its deeper meaning. Through the use of simple vocabulary and rather unusual syntax, Hughes delivers a powerful message in a manner that even a casual reader can understand. Short phrases easily roll of the tongue while breaking some of them up into odd lines makes the reader think about their meaning in a different, but directed, way. By adding breaks between such passages as â€Å"tomorrow† and â€Å"I’ll be at the table†, Hughes creatively draws attention to the fact that he, and his race, will be stronger, and richer, and more respected when the White people of America least expect it (Hughes, in Madden, page #). In this way, too, does Hughes bring the tense of the poem from present to future. Hughes is adept at using diction to define the tone and deepen the understanding of underlying themes in his poetry. Langston Hughes’ reputation as an important poet and author was based on works such as â€Å"I, Too† which state a profound issue in simple terms. By analyzing the usage of symbolism, irony, and the diction Hughes employs, the more important, underlying, concepts come to light. Hughes does this by reiterating the fundamental pride and love he retains for the country of America while subtly pointing out the way Black Americans are treated as hypocritical and unfair. America is a land founded on freedoms, and equality, diversity, and perseverance are the qualities which will allow all citizens, regardless of skin color, to reach their goals and realize their dreams.

Paris, the Trojan Prince

Before there was a celebrity named Paris or a city of lights sharing the name, there was another famous Paris connected with the most famous war in history. Paris (Alexandros/Alexander) was the son of King Priam of Troy and Queen Hecuba. Hecuba had a dream about the great trouble her unborn child would cause, so when Paris was born, instead of raising him, she ordered him exposed on Mt. Ida. Normally exposure of an infant meant death, but Paris was lucky. He was suckled by a she-bear, then raised to adulthood by a shepherd. Discord, in an act worthy of her name, gave a golden apple to the most beautiful goddess, but neglected to name her. She left that choice to the goddesses, but they couldnt decide among themselves. When they couldnt prevail upon Zeus to decide who was most beautiful, they turned to Paris. The 3 goddesses vying for the honor were Athena, Hera, and Aphrodite. Each goddess offered something of great value as a bribe to make Paris name her as the most beautiful. Paris might have made his choice based on looks, but he chose the ​beauty goddess Aphrodite for her bribe. She rewarded him by making the most beautiful mortal, Helen, wife of Menelaus, fall in love with him. Paris then abducted Helen and took her to Troy, thereby starting the Trojan War. Death of Paris In the war, Paris (Achilles killer) was fatally wounded by one of Hercules arrows. Ptolemy Hephaestion (Ptolemaeus Chennus) says Menelaus killed Paris.

Describe and Evaluate Any Two Theories in Developmental...

Describe and evaluate any two theories in developmental psychology. By Aimee Kaur This paper will focus on two theories in moral development within developmental Psychology. There are three components to our morality; these are emotional, cognitive and behavioural. Shaffer (1993) described morals as a â€Å"set of principles or ideals that help the individual to distinguish right from wrong and to act on this decision† In his book The Moral Judgement of the Child (1932), Piaget states that all morality consists in a system of rules. Piaget believed that children develop morality through a series of stages and conducted an experiment using marbles with children. He found younger children just accepted the rules of the game and didn’t†¦show more content†¦Kohlberg theory was sequential. He believed you could not move from one stage to another without passing through each stage in order. He used the Heinz dilemma (The moral dilemma of whether a man should steal medicine for his dying wife) to show how his theory worked. One of the disadvantages of Kohlbergs theory is that it insinuates that people can place their own moral principles and beliefs above the laws of the society. Also Kohlberg’s theory did not take into account cross culture differences. Criticism comes mainly from Gilligan (1982) who believed that the theory was male bias (androcentric) and that the participants were being judged on male reasoning and behavior. Also women approach moral dilemmas from an ‘ethics of care’ approach rather than an ‘ethics of judgment’ which males tend to. Another criticism is that people respond to real life dilemmas differently than they would to a hypothetical situation, they would tend to go for a more pleasing result or approach than in real life. Psychologist Albert Bandura (1961) conducted an experiment studying children’s behaviour through Social Learning Theory, observational learning or modelling; He did this using a ‘BoBo doll’. The children were taken into a room with either an adult male or adult female role model and shown the bobo doll. The role model would then show aggression to the doll by punching it or knocking it down. Then the children were allowed to play with the doll. Bandura foundShow MoreRelatedPsychology : The Nurture Theory And The Nature Theory1498 Words   |  6 PagesIn developmental psychology, attachment describes an affectional bond between an infant and its caregiver. An infant who is attached to its caregiver will want to maintain proximity to him/her, will experience distress upon separation and will use the caregiver as a secure base. This paper will discuss two theories in developmental psychology: The nurture theory and the nature theory. 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From the beginning, psychology has been tested and bombarded with a tremendousRead MoreHnc Social Care Essay4439 Words   |  18 PagesOctober 2012 ASSIGNMENT 1 Unit Title: Social Care Theory for Practice Unit No: DH3K 34 |Unit No. |Unit Title |Outcomes | | | | | |DH3K 34 |Social Care Theory for Practice |(01) Explain how social care values and principlesRead MoreKohlberg s Theory Of The Development Of Moral Judgement1693 Words   |  7 Pagesâ€Å"Critically Evaluate Kohlberg’s Theory of the Development of Moral Judgement† Lawrence Kohlberg (1927-1987) further developed the works of Piaget (1896-1980) on moral development. 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So I ask the question,  «Ã‚  Which current theory of intelligence is most comprehensive and most relevant to education today?  Ã‚ » When I first started researching the topic, I became more or less convinced that Gardner’s Multiple intelligences theory was most comprehensive and most relevant to educa tion today, becauseRead MoreHealth and Social Care4535 Words   |  19 PagesChurchill College Topics: Psychology for Health amp; Social Care Practice (Unit 15) BTEC Higher National Diploma (HND) in Health amp; Social Care QCF Level 4 [A study of Psychology in Health amp; Social Care] By: Shah Shamima Begum To: Suzanne Lutchmun ID: LCC-20123434 Group A 1.1 Compare different psychological theories of lifespan dependent Answer to the question no 1.1 Developmental theories provide a set of guiding principles and concepts that describe and explain human development

Women in the Israeli Army Essays - 1382 Words

Women have always played a very integral role in the Israel Defence Forces (IDF), since its inception in 1948 shortly after the declaration of the State of Israel. The IDF is regarded as one of the most well trained armed forces in the world thanks in part to the progressive changes in the military with regards to equality for women. Historically, at the ground roots of the IDF, women were held back from combat and served mostly in a variety of support duties under the command of Chen (Women’s Army Corps). These support duties were extremely important to the functioning of the IDF, but did not satisfy those women who wanted a more active front line role. The aftermath of the Yom Kippur war in 1973 initiated a great change in military†¦show more content†¦If the daughters of Israel are absent from the army, then the character of the Yishuv (Jewish Community in Israel) will be distorted† â€Å"Israel Defence Forces - The Beginning, Women in the Early IDF†. A female unit that was responsible for all the women who served for the country was created. This unit was called Chen which is the Hebrew acronym for The Women’s Army Corps. They took care of all the women’s needs, and supplied them with jobs in the immigrant neighbourhoods of Israel. They also served in many support positions such as signal operators, drivers, cooks, medical assistants, educators, and administrators. Ben-Gurion’s vision of equality did not prove to be true as women were restricted from active combat roles in the IDF. One of the main reasons women were not allowed to participate in active combat was for fear of being captured as a prisoner of war. The reality that women soldiers would become victims of rape and sexual molestation if captured was far greater than it was for men. Also, the very strict Military Laws developed at the beginning of the IDF clearly restricted women from participating in any combat situations. 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Artillery Ww1 Free Essays

On Sunday, June 28, 1914, in Sarajevo, Bosnia, an 18-year-old Serbian named Gavrilo Princip, shot and killed Archduke Francis Ferdinand and his wife Duchess Sophie while they were driving in a convertible. Princip belonged to a secret terror society, called the Black Hand, that wanted to unite Bosnia with Serbia, and rid itself of Austrian rule. The assassination led to the first World War. We will write a custom essay sample on Artillery Ww1 or any similar topic only for you Order Now This terrible conflict lasted over 4 years, involved over 30 nations, and claimed more than 20,000,000 lives, both military and civilian. It cost billions of dollars, destroyed Europe, and crumbled empires. The biggest cause of death in the war was artillery fire, which accounted for 60% of all deaths on the western front. In the rocky landscape of the desert (where artillery was more effective) they caused almost 75% of all deaths. The Battle of Verdun started on the 21st of February, 1916. In the battle, artillery was used to barrage the enemy lines and force retreat. The Germans were armed with FK16’s (77 mm field artillery) and Morser 10’s (210 mm heavy howitzer’s). While the French retaliated with canon de 75 M1897’s (75 mm field artillery), canon de 155 C M1915 (155 mm field howitzer), and Mortier de 280 M1914 Schneider’s (280 mm siege howitzer). The battle of Verdun was the longest of the entire war and stole countless lives on both sides. The Germans lost 100,000 soldiers, while the French buried close to 165,000 brave men after the battle had come to a close. In total, the battle produced 714,231 casualties. The picture above was taken on February 21,1916, in Verdun, France during the first engagement of the battle. The French had just received a German bombardment to their front most trench. Soon after this picture was taken, the French were forced to retreat, for the Germans had superior man power and artillery count. In the picture, a man sits next to a place where an Artillery shell has detonated inside the trench killing many soldiers. When a shell hits it is unanticipated; a blur of mud and metal. A shell can be anywhere between the size of a man’s arm to his entire body. Imagine that dropping out of the sky loaded with tons of explosives. The scariest thing about them was they could hit anywhere at anytime. This picture is meant to show the brutality of artillery warfare. The angle of the man lying in the mud is depicted gruesomely, and the look on the soldier’s face behind him begs the question â€Å"Why am I here? † Pictures just like this were taken throughout the war and clearly show how much blood was spilled and how many young brave souls were lost. The Battle of Verdun ended with no clear victor on December 13, 1916. The German general said his goal was to â€Å"bleed the French army white. † Indeed he did, but not before suffering 435,000 casualties. A picture is worth a thousand words, but was this conflict worth millions of lives? How to cite Artillery Ww1, Papers

HENRY V Essay Example For Students

HENRY V Essay A monologue from the play by William ShakespeareKING: The mercy that was quick in us but late,By your own counsel is suppressed and killed. You must not dare for shame to talk of mercy;For your own reasons turn into your bosomsAs dogs upon their masters, worrying you.See you, my princes and my noble peers,These English monsters! My Lord of Cambridge hereYou know how apt our love was to accordTo furnish him with all appertinentsBelonging to his honor; and this manHath, for a few light crowns, lightly conspiredAnd sworn unto the practices of FranceTo kill us here in Hampton; to the whichThis knight, no less for bounty bound to usThan Cambridge is, hath likewise sworn. But O,What shall I say to thee, Lord Scroop, thou cruel,Ingrateful, savage, and inhuman creature?Thou that didst bear the key of all my counsels,That knewst the very bottom of my soul,That almost mightst have coined me into gold,Wouldst thou have practiced on me for thy use?May it be possible that foreign hireCould out of thee extract one spark of evilThat might annoy my finger? Tis so strangeThat, though the truth of it stands off as grossAs black and white, my eye will scarcely see it.Treason and murder ever kept together,As two yoke-devils sworn to eithers purpose,Working so grossly in a natural causeThat admiration did not whoop at them;But thou, gainst all proportion, didst bring inWonder to wait on treason and on murder;And whatsoever cunning fiend it wasThat wrought upon thee so preposterouslyHath got the voice in hell for excellence. All other devils that suggest by treasonsDo botch and bungle up damnationWith patches, colors, and with forms being fetchedFrom glistring semblances of piety;But he that tempered thee bade thee stand up,Gave thee no instance why thou shouldst do treason,Unless to dub thee with the name of traitor.If that same demon that hath gulled thee thusShould with his lion gait walk the whole world,He might return to vasty Tartar backAnd tell the legions, I can never winA soul so easy as that Englishmans.O, how hast thou with jealousy infectedThe sweetness of affiance! Show men dutiful?Why, so didst thou. Seem they grave and learned?Why, so didst thou. Come they of noble family?Why, so didst thou. Seem they religious?Why, so didst thou. Or are they spare in diet,Free from gross passion or of mirth or anger,Constant in spirit, not swerving with the blood,Garnished and decked in modest complement,Not working with the eye without the ear,And but in purged judgment trusting neither?Such and so finely bolted didst thou seem;And thus thy fall hath left a kind of blotTo mark the full-fraught man and best induedWith some suspicion. I will weep for thee;For this revolt of thine, methinks, is likeAnother fall of man. Their faults are open.Arrest them to the answer of the law;And God acquit them of their practices!