Attributes of the ideal leader in higher or K-12 education Essay Example for Free

Attributes of the ideal leader in higher or K-12 education Essay Introduction The educational institution exists and cooperates in a network of dedicated, goal-oriented peers, in an environment of high expectations and immense collaboration. Communicating daily with adult education professionals and with students, a substantial background and specific competencies must be gained in this kind of practice. Faculty members are confronted with a fresh generation of students that live and study in a digital environment. They are challenged to convey persuasive learning milieus that are both instructionally evocative and thoroughly appealing to these digital students. Their job involves directing, guiding, or teaching adults. The online curriculum the knowledge and skills you need for working more effectively with adult learners and is designed for busy, working professionals. As the select few of these days higher educational institutions create and enhance their vision to meet the needs of the changing student population into the twenty-first century, the skills and attributes required are also changing. This paper attempts to provide an overview of the skills and attributes perceived as important in this changing environment. It is essential that the leaders and managers of our higher educational institutions welcome all their roles, contribute to the responsibility with the environment, and be acquainted with and incorporate change (Kincheloe, 1991). What makes a leader ideal? What specific qualities make an individual suited to handling responsibilities, various roles and demands that are expected in an institutional setting catered to adults and the like? What training development model should be used to train those seeking such positions in institutions of higher learning? Every now and then a decision maker in an establishment pre-determines a need for training but savoir-faire trainers constantly evaluate the analysis data before jumping on to settle on the training objectives. Why? This is because intuition-based training interventions frequently detect symptoms rather than root sources. On top of that training is never the key to all performance problems. Around 80% of performance obstacles are environment-connected. Developing occupation aptitudes will not advance these institutional issues (Yukl, 2002). Considerations should also include the personality type of the individual, the hopes and aspirations the person have within him/herself; and the type of institution that the individual is placed into-the subculture prevalent that influences the decision-making processes of all the people or constituents involve. All of which and more, are indispensable factors for consideration. Training, as most people assume about it, is concerned about developing particular skills. The function and relationship of preparation to the place of work is implied. Training dubbed as performance improvement has been the focus in instructional professional which includes solving performance problems to attain business results. Performance improvement covers skills training and considers other issues as well, such as does the organizational structure (decision making, supervision, feedback) sustain the workflow and are the environmental working situations (equipment, light, interruptions) suitable. The notion of performance improvement is frequently an easier sell to management and trainees than training for the reason that the emphasis moves from the person to overall performance of the organization. The ISD model, occasionally alternatively called Instructional Systems Development Model, consists of five phases, usually illustrated as analysis, objectives, design, delivery and evaluation. This training model is a methodical approach to managing human resources. Those who study and make use of that data in exclusive contexts are rightly described as professionals; in them lies the heart and soul of the profession. Abstract professional learning, on the other hand, can be infuriatingly difficult to classify. It expands past distinct responsibilities to embrace the combination of practice and insight. It requires rudiments of art as well as science. Transmitting abstract learning by means of instruction has parallel distinctiveness. Teaching in the professional education organization entails more than delivering subject matter. Good instruction is an art form in its own right. A first-class teacher can prevail over a poor curriculum, while a great curriculum will not replace with for a poor instructor. Industrial-age institutions look for routine and habit accomplished through standardized measures. Complex responsibilities are split into simple steps that are assigned to organizational positions to guarantee that employees are both interchangeable and effortlessly replaced. Bureaucratic hierarchies are likely to esteem proven evaluation of specific aspects of complex managerial tasks. In view of this, the picture of leadership is in reality changing as the image of organizations changes. Analysis ascertains those who require training and what skills or performance improvements are designated. Aims and goals set the restriction for the instructional outline and help attain the appropriate learning outcomes (Kincheloe, 1991). At the heart of any profession is a body of expertise and abstract knowledge that its members are expected to apply within its granted jurisdiction. Those who discover and utilize that knowledge in unique contexts are rightly described as professionals; in them lies the heart and soul of the profession. A good teacher can overcome a poor curriculum, while a great curriculum will not substitute for a poor teacher. In the industrial-age organizations seek routine and habit achieved through standardized procedures. Complex tasks are broken into simple steps that are assigned to organizational positions to ensure that employees are both interchangeable and easily replaced. Here are aspects of the systems analysis approach to education that are useful. There is nothing inherently harmful in developing competency lists, provided they are kept general in nature and viewed with the appropriate level of circumspection. Competency maps take on a wide variety of forms. The competencies might be called knowledge areas, skills, attributes, attitudes, components, tasks, traits, or simply competencies. Once identified, numbered, and listed, they are usually broken down into sub-components, which are also numbered, so they might be associated with the broader competency area or cluster of competencies. The mapping aspect comes into play when the competency areas are charted to training and educational objectives and events, and then ultimately to desired leadership behaviors. Competency mapping is chiefly appealing to analytically oriented decision makers. Advocates for aptitude and competency mapping stress that one can utilize a metric to determine the relative accomplishment of an individual competency that will predict success in associated leadership behaviors. Advocates refer to competency mapping as adaptive because the list and the educational experiences that match the competencies can continually be revised. Advocacy of competency mapping seems to be spreading. Its aim is to advance a blueprint, map, or matrix of desired skills, knowledge, attributes, and attitudes at various levels of the organization. The map is then used to direct recruiting, hiring, and training assessment. Competency mapping has gained a following in the human resources community and fashioned a cottage industry of business consultants and sellers who profess expertise in its application At the heart of list-based methods like competency mapping is a supposition that specific qualities such as motives, values, and skills can be acknowledged and reproduced through training and education, resulting in effectively led organizations. The roots of this approach lies in trait theories of leadership that correspond with Taylorism. Education scholars Joe F. Donaldson and Paul Jay Edelson have noted that â€Å"trait theory was developed in the first part of the twentieth century and took a psychological approach to specifying the personality traits of effective leaders. Although research has shown no relationship between individual traits and effectiveness, this approach still finds modern expression† (Donaldson Edelson, 2000). The trait approach has largely been supplanted by more sophisticated frameworks, yet leader competency mapping is proof positive that despite its dubious foundation the approach endures. Noted leadership author and scholar Gary Yukl has observed: â€Å"Early leadership theories attributed managerial success to extraordinary abilities such as tireless energy, penetrating intuition, uncanny foresight, and irresistible persuasive powers. Hundreds of studies were conducted during the 1930s and 1940s to discover these elusive qualities, but this massive research effort failed to find any traits that would guarantee leadership success. One reason for the failure was a lack of attention to intervening variables in the causal chain that could explain how traits could affect a delayed outcome such as group performance or leader advancement† (Yukl, 2004). Peter Northouse, author of Leadership: Theory and Practice observed the revival of an all-encompassing skills-based model of leadership distinguished by a map for how to reach efficient leadership in organizations (Porthouse, 2004). He recommended that the classification of specific skills which can be improved by training has an intuitive appeal: â€Å"When leadership is framed as a set of skills, it becomes a process that people can study and practice to become better at their jobs† (Northouse, 2004). He also suggests that although the skills-based approach claims not to be a trait model, it includes individual attributes that look a great deal like traits. The act of leadership is also an exercise of moral reasoning. In their book Unmasking Administrative Evil, Guy Adams and Danny Balfour caution against elevating the scientific-analytical mindset higher than all other forms of rationality. Even as the rise of â€Å"technical rationality led inevitably to specialized, expert knowledge, the very life blood of the professional,† it also â€Å"spawned unintended consequences in the areas of morals and ethics as the science-based technical rationality undermined normative judgments and relegated ethical considerations to afterthoughts† (Balfour, 2004). Distinguished scholar Ronald Heifetz on the other hand, developed a definition of leadership that takes values into account. He maintains that we should look at leadership as more than a means to organizational effectiveness. Efficiency means getting achievable decisions that execute the goals of the organization. â€Å"This definition has the benefit of being generally applicable, but it provides no real guide to determine the nature or formation of those goals. † (Heifetz, 1994). Heifetz went on to say that values such as â€Å"liberty, equality, human welfare, justice, and community† are inculcated with first-rate leaders (Heifetz, 1994). It is a necessity then, the infusion of these principles into the leader and from the leader into the organization. Reference: 1. Joe L. Kincheloe, Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment (New York: Falmer Press, 1991), p. 77. 2. Draft US Army HR System Project Plan, Fort Leavenworth, Kans. , 21 January 2004. 3. Joe F.Donaldson and Paul Jay Edelson, â€Å"From Functionalism to Postmodernism in Adult Education Leadership,† in Handbook of Adult and Continuing Education, ed. Arthur L. Wilson and Elisabeth R. Hayes (San Francisco: Jossey-Bass, 2000), p. 193. 4. Gary Yukl, Leadership in Organization (5th ed. ; Upper Saddle River, N. J. : Prentice Hall, 2002). 5. Peter G. Northouse, Leadership Theory and Practice (Thousand Oaks, Calif. : Sage, 2004), pp. 35-52. 8. Guy B. Adams and Danny L. Balfour, Unmasking Administrative Evil (Armonk, N.Y. : M. E. Sharpe, 2004), pp. 31-36. 9. Ronald A. Heifetz, Leadership Without Easy Answers (Cambridge, Mass. : Harvard Univ. Press, 1994), pp. 21-22. 10. R. L. Shaw and Dennis N. T. Perkins, in Tara J. Fenwick, â€Å"Putting Meaning into Workplace Learning,† in Handbook of Adult and Continuing Education, ed. Arthur L. Wilson and Elisabeth R. Hayes (San Francisco: Jossey-Bass, 2000), p. 296. 11. James G. March, A Primer on Decision Making, How Decisions Happen (New York: The Free Press, 1994), pp. 96-97.

Critical analysis on Huckleberry Finn :: essays research papers

[A]nd as we struck into town and up through the middle of it--it was as much as half-after eight, then--here comes a raging rush of people, with torches, and an awful whooping and yelling, and banging tin pans and blowing horns; and we jumped to one side to let them go by; and as they went by, I see they had the king and the dike astraddle of a rail--that is I knowed it was the king and the duke, thought was all over tar and Feathers, and didn’t look like nothing in the world that was human--just looking like a couple of monstrous big soldier-plumes. Well, it made me sick to see it; and I was sorry for them poor pitiful rascals, it seemed like I couldn’t never feel any hardness against them any more in the world. It was a dreadful thing to see. Human beings can be awful cruel to one another. In the above passage from The Adventures of Huckleberry Finn, by Mark Twain, Tom and Huck walk through the middle of a town and see two con artists (the king and duke) who they had encountered earlier in their adventures. The king and duke have been captured and are being carried "astraddle of a rail" (369), which websters.com defines as being â€Å"on or above and extending onto both sides,† covered with tar and feathers through the town. The above passage displays why Huck disagrees with the public mistreatment and humiliation of others. According to the online encyclopedic website, www.wikipedia.org, tarring and feathering was a typical punishment used to enforce justice, with roots dating back to as early as 1191 with Richard I of England. The goal of tarring and feathering was to hurt and humiliate a person enough so that they would leave town and not cause any more mischief. Hot tar was poured onto a criminal while he was immobilized, then feathers were either thrown onto the criminal from buckets or the criminal was thrown into a pile of feathers and rolled around. The criminal was then taken to the edge of town and released in the hopes of him never returning. The feathers would stick to the tar for days making the person's sentence clear to the public. Tarring and feathering was eventually abandoned because it did nothing to rehabilitate the criminal. Huck tells his readers that after the king and duke are tarred and feathered that they look ".

Reaction Paper of World Economic Forum Essay

Child labor refers to the employment of children at regular and sustained labor. This practice is considered exploitative by many international organizations and is illegal in many countries. Child labor was employed to varying extents through most of history, but entered public dispute with the advent of universal schooling, with changes in working conditions during the industrial revolution, and with the emergence of the concepts of workers’ and children’s rights. This definition is from the Wikipedia. Why does this exist? To whom will be the blame be given? Is it the parents, who raised their children to work, or the children themselves who decided to work to overcome hunger and thirst for survival? Is it the government that has to be responsible to this or this is all because of the inevitable poverty we are now experiencing today? For me, I have to blame all because in each problem of the society we encounter, it is not always that it is only a problem of one but rather it is a problem of all. We tend to forget that the ones affected to this kind of problem are also of our kind, Filipinos. We should always remember this statement, â€Å"One for all, and all for one.† I have mentioned above that are the parents to blame for this kind of problem. I say yes, a big yes for me. Why? It is simply because the parents are the first people that the child may know and they are the one who nurtures the child. Moreover, the parents are the one responsible if ever their children have nothing to eat and wear for everyday living. The parents in the society are expected to provide all their children needs for the bore them not to be slaves in the family. The parents are expected to give the right to education for their children to earn knowledge and not send them to factories that would bring them sickness just to earn money. But now, all the expected things turned out wrong. Some parents even do not mind if their children are already at the streets asking alms, some are into drugs, and some engage to crimes such as robbery and prostitution. If I were the parent, I had rather just send them to DSWD and see them eating and playing than watching them earn a living at the young age. I do not say that putting the child to DSWD is another irresponsible act the parent had made but it will be the best alternative answer to the problem. Are the children also to blame? I can say that the children have also something to deal with this. Even if the child is only four years old and has no sense of maturity yet, the child has something to play with this. Sometimes, it is the children’s decision to work for their families. They are working not because they want to eat, but rather gave the money to their parents, hoping that this money results to something that is good for their stomachs. In some cases, the children also are the ones that decide to leave the family because they see that the family cannot give the happiness they are asking for. So, the children have no choice but to leave independently and find their own living. The worst is that the children may engage into crimes such as killing, stealing, and prostitution. This is really happening in the society today. I can share an experience of one of our maids of our family. I admit that we hired her at her minority age. She was only 15 when she entered our home. After months of working in our house, we had already given her our trust. One day, we invited her to come into our lola’s house for the fiesta. She agreed to come rather than staying at home alone, and we wanted her to come because maybe she will be stealing anything from the house without our knowledge. We cannot give all our trust to a certain person right? Anyways, we had the time to go to the beach. The tide was so low that the sea was very far from the shore. Our maid never knew that the water was shallow. The dived and end up with bleeding wounds in her face. We immediately went home to cure her wounds. When we went home to back in Tacloban, she was not feeling easy. I think that the scars in her face made her actions limited and a little bit more conservative. After 3 days after the said incident, she left our house without any permission. We immediately reported this to her parents. Time passed but still no news was heard. We have now a new maid but of legal age. Years passed, and suddenly our roads had crossed each other. I have seen her near the seawall in the city but the thing that stunned me most is that she was already carry with her a child. This story is just one example of what can happen to children in our society. Is the government part of the problem? I’ll answer this question with a yes again. The government is expected to implement laws for this and make sure that these laws are nationwide followed. The government should play as the provider of the needs that the households cannot provide. It is sometimes reasonable that the government cannot provide them all but at least they will show that they are concerned to this problem. I can see that some policemen maltreat these children. Better if we just leave them alone and just catch them if they are now doing beyond the limitations. I’m disappointed to those government officials who did not do an effective action to eradicate this problem in our society. I am not an anti-government individual but I guess this is reality. Man is a power-seeker according to Thomas Hobbes so man really has the tendency to retain his power when he is in power and the outcome is that the poor will always be poor. Lastly, the poverty we are facing is the best reason why the children are into this action. Poverty is the reason why the parents cannot send their children to school, where the children are expected to learn and to socialize with our children. Poverty is also the main reason why the parents cannot provide the quality of happiness each child is longing for. The conception of poverty because of overpopulation is quite wrong. It some points it is true that this overpopulation can affect the way of living in a family but what now for China that contribute a big fraction to the world’s population. China is a big country in both economy and population. If China can make a difference why cannot we? As a conclusion, I am really against to this kind of problem in the society and besides who are happy watching children working not for themselves but to others. I am really thankful to my parents that I was raised efficiently, providing me anything that could bring to a better outcome. Time will come that I will be a parent. I am hoping that somehow there will be changes in our society that is concerned to this problem. It is still not the end for this. The solution is just there. All are aiming that this can be totally eradicated in the future.

The Importance of Trust - Free Essay Example

Sample details Pages: 2 Words: 585 Downloads: 10 Date added: 2019/04/01 Category Society Essay Level High school Tags: Truth Essay Did you like this example? It was a relaxing and lazy sort of day. The air was still, the leaves were hardly rustling, and nothing much seemed to be happening. It was the sort of day that something leads to mischief. Don’t waste time! Our writers will create an original "The Importance of Trust" essay for you Create order Inside my brother and I were sitting around, not doing anything in particular. My brother, who was in first grade, had recently started playing soccer and was sitting on the couch holding his soccer ball. He had been outside practicing kicks, so he came inside to take a break. I was sitting in a chair reading a book and thinking about what to do next. Neither of my parents were home, so my brother and I were alone. I know, I said. Lets go play a board game. No, he said. I dont really feel like playing a board game and besides theyre not really that fun. Well, okay, I said thinking.Maybe we could go outside and ride our bikes. He thought about it and said, No, we just did that yesterday. I began to get irritated and impatient with my brother. My gosh! I exclaimed. You dont want to do anything at all. You just want to sit there and hug your soccer ball. Thats not true! he protested. But Ill tell you something. I bet you I can dribble this ball past you. He was pretty good at dribbling, but so was I. We faced each other and the ball was on the floor between us. He moved the ball forward with his foot, but then trying to trick me out of position, he gave the ball a sharp kick. It almost worked, but I tried to block the ball and it bounced off of my knee. The soccer ball bounced off the wall, right into my moms favorite flower vase. The vase fell to the floor with a loud crash. A few minutes later as we started cleaning up the glass we listened in horror as the garage door screeched open. We looked at each other and then at the broken vase with blank faces, not knowing what to do. My brother hid the ball behind a desk and we went back and sat down as if nothing had happened. Hey guys, my mom said. It wasnt long before she noticed the broken vase. My vase! she exclaimed. What happened? she said looking at us. We just stared at each other as we began to tell a lie. We dont know what happened. We didnt touch it at all, he said. Yeah, it must have just fell of the table, I added. After that, the lies just continued to get bigger and bigger. How could it just fall of the desk? she asked questioningly. She didnt seem to look convinced by what we were saying, but she said, Okay, and began to clean up the mess. It was hard to see how sad our mom looked while picking up the pieces of the broken vase and the guilt was starting to build up. Mom, were really sorry about the lamp I said. Im not worried about the lamp, we can always get a new one. What Im worried about is that maybe my children, who Ive always trusted, arent telling me the truth. And trust is not something that you can just put back together again, she said. My brother and I started talking all at once, It didnt just fall off the desk, we were playing soccer and accidentally knocked it over, we said.