NCEA PHYSICAL EDUCATION LEVEL 3
LEADERSHIP NCEA PHYSICAL EDUCATION LEVEL 3 AS3.8 (VERSION 1) EXAMINE CONTEMPORARY LEADERSHIP PRINCIPLES APPLIED IN PHYSICAL ACTIVITY CONTEXTS Introduction THOSE THAT DID THE COACHING LAST YEAR WILL HAVE HAD SOME EXPERIENCE WITH LEADERSHIP THEORY. WE WILL BE GROWING THIS KNOWLEDGE AND YOU WILL BE CRITICALLY EXAMINING SOME LEADERSHIP THEORY IN RELATION TO THE FORTHCOMMING EXPERIENCE WITH OUR YEAR 7 COHORT INTRODUCTION WHAT MAKES A GOOD LEADER (WHAT ARE SOME WORDS THAT YOU ASSOCIATE WITH LEADERSHIP)? IN A GIVEN SITUATION, HOW DO YOU KNOW WHO THE LEADERS ARE? WHO ARE SOME GREAT LEADERS THAT YOU KNOW? (PERSONALLY OR HISTORICALLY) LEADERSHIP STYLES LEWIN (1939) IDENTIFIED 3 MAJOR LEADERSHIP STYLES
AUTOCRATIC (OR AUTHORITARIAN) DEMOCRATIC (OR PARTICIPATIVE) LAISSEZ FAIRE (OR DELEGATIVE) AUTOCRATIC (OR AUTHORITARIAN)
AUTOCRATICLEADERKEEPS STRICT, CLOSE CONTROL OVER FOLLOWERS. EVERYTHING STRICTLY REGULATED DIRECT AND CLOSESUPERVISIONIS KEY IN MAINTAINING A SUCCESSFUL ENVIRONMENT AND STOPS UNPRODUCTIVITY. COMMUNICATION IS USUALLY ONE-WAY AND DOWNWARD. DISCUSSION IS CONTROLLED. EG : A POLICE OFFICER DIRECTING TRAFFIC, A TEACHER ORDERING A STUDENT TO DO HIS OR HER ASSIGNMENT, DEMOCRATIC (OR PARTICIPATIVE)
DEMOCRATICLEADERSHIP STYLECONSISTS OF THE LEADER SHARING THEDECISION-MAKINGABILITIES. THIS STYLE ENCOMPASSES DISCUSSION, DEBATE AND SHARING OF IDEAS AND ENCOURAGEMENT OF PEOPLE TO FEEL GOOD ABOUT THEIR INVOLVEMENT. ENCOMPASSES THE NOTION THAT EVERYONE SHOULD PLAY A PART IN GROUP'S DECISIONS. HOWEVER, STILL REQUIRES GUIDANCE AND CONTROL BY A SPECIFIC LEADER. THIS STYLE DEMANDS THE LEADER TO MAKE DECISIONS ON WHO SHOULD BE CALLED UPON WITHIN THE GROUP AND WHO IS GIVEN THE RIGHT TO PARTICIPATE IN, MAKE AND VOTE ON DECISIONS. LAISSEZ FAIRE (OR DELEGATIVE)
LEADER DELEGATES THE TASKS TO FOLLOWERS PROVIDING LITTLE OR NO DIRECTION NOTE: IF THE LEADER WITHDRAWS TOO MUCH FROM THEIR FOLLOWERS IT CAN SOMETIMES RESULT IN A LACK OF PRODUCTIVITY, COHESIVENESS, AND SATISFACTION. FOLLOWERS TO HAVE COMPLETE FREEDOM TO MAKE DECISIONS CONCERNING THE COMPLETION OF THEIR WORK. IT ALLOWS FOLLOWERS A HIGH DEGREE OF AUTONOMY ANDSELF-RULE, WHILE AT THE SAME TIME OFFERING GUIDANCE AND SUPPORT WHEN REQUESTED. THE LASSIEZ FAIRE LEADER USING GUIDED FREEDOM PROVIDES THE FOLLOWERS WITH ALL MATERIALS NECESSARY TO ACCOMPLISH THEIR GOALS, BUT DOES NOT DIRECTLY PARTICIPATE IN DECISION MAKING UNLESS THE FOLLOWERS REQUEST THEIR ASSISTANCE LAISSEZ FAIRE (OR DELEGATIVE)
THIS IS AN EFFECTIVE STYLE TO USE WHEN: FOLLOWERS ARE HIGHLY SKILLED, EXPERIENCED, AND EDUCATED. FOLLOWERS HAVE PRIDE IN THEIR WORK AND THE DRIVE TO DO IT SUCCESSFULLY ON THEIR OWN. OUTSIDE EXPERTS, SUCH AS STAFF SPECIALISTS OR CONSULTANTS ARE BEING USED. FOLLOWERS ARE TRUSTWORTHY AND EXPERIENCED. THIS STYLE SHOULD NOT BE USED WHEN: FOLLOWERS FEEL INSECURE AT THE UNAVAILABILITY OF A LEADER. THE LEADER CANNOT OR WILL NOT PROVIDE REGULAR FEEDBACK TO THEIR FOLLOWERS LEADERSHIP THEORIES THERE ARE A NUMBER OF CONTEMPORARY LEADERSHIP THEORIES THAT WE WILL BE REVIEWING TRANSACTIONAL LEADERSHIP TRANSFORMATIONAL LEADERSHIP COLLABORATIVE LEADERSHIP SITUATIONAL LEADERSHIP ETHICAL LEADERSHIP WHEN YOU BOIL IT DOWN, CONTEMPORARY LEADERSHIP SEEMS TO A MATTER OF ALIGNING PEOPLE TOWARD COMMON GOALS AND EMPOWERING THEM TO TAKE THE ACTIONS NEEDED TO REACH THEM. SHERMAN, 1995 TRANSACTIONAL LEADERSHIP
ALSO KNOWN AS MANAGERIAL LEADERSHIP, FOCUSES ON THE ROLE OF SUPERVISION, ORGANIZATION, AND GROUP PERFORMANCE; A STYLE OF LEADERSHIP IN WHICH THE LEADER PROMOTES COMPLIANCE THROUGH BOTH REWARDS AND PUNISHMENTS. LEADERS USING THE TRANSACTIONAL APPROACH ARE NOT LOOKING TO CHANGE THE FUTURE, THEY ARE LOOKING TO MERELY KEEP THINGS THE SAME. THESE LEADERS PAY ATTENTION TO FOLLOWERS' WORK IN ORDER TO FIND FAULTS AND DEVIATIONS. THIS TYPE IS EFFECTIVE IN CRISIS AND EMERGENCY SITUATIONS, AS WELL AS WHEN PROJECTS NEED TO BE CARRIED OUT IN A SPECIFIC FASHION. TRANSFORMATIONAL LEADERSHIP
ENHANCES THE MOTIVATION, MORALE, AND PERFORMANCE OF FOLLOWER CONNECTS THE FOLLOWER'S SENSE OF IDENTITY AND SELF TO THE PROJECT AND THE COLLECTIVE IDENTITY OF THE ORGANIZATION; BEING A ROLE MODEL FOR FOLLOWERS THAT INSPIRES THEM AND MAKES THEM INTERESTED; CHALLENGING FOLLOWERS TO TAKE GREATER OWNERSHIP FOR THEIR WORK, AND UNDERSTANDING THE STRENGTHS AND WEAKNESSES OF FOLLOWERS, SO THE LEADER CAN ALIGN FOLLOWERS WITH TASKS THAT ENHANCE THEIR PERFORMANCE. TRANSACTIONAL TRANSFORMATIONAL LEADERSHIP IS RESPONSIVE
WORKS WITHIN THE ORGANIZATIONAL CULTURE EMPLOYEES ACHIEVE OBJECTIVES THROUGH REWARDS AND PUNISHMENTS SET BY LEADER MOTIVATES FOLLOWERS BY APPEALING TO THEIR OWN SELF INTEREST MANAGEMENT-BY-EXCEPTION: MAINTAIN THE STATUS QUO; STRESS CORRECT ACTIONS TO IMPROVE PERFORMANCE. LEADERSHIP IS PROACTIVE WORKS TO CHANGE THE ORGANIZATIONAL CULTURE BY IMPLEMENTING NEW IDEAS EMPLOYEES ACHIEVE OBJECTIVES THROUGH HIGHER IDEALS AND MORAL VALUES MOTIVATES FOLLOWERS BY ENCOURAGING THEM TO PUT GROUP INTERESTS FIRST INDIVIDUALIZED CONSIDERATION: EACH BEHAVIOR IS DIRECTED TO EACH INDIVIDUAL TO EXPRESS CONSIDERATION AND SUPPORT. INTELLECTUAL STIMULATION: PROMOTE CREATIVE AND INNOVATIVE IDEAS TO SOLVE PROBLEMS.[ TRANSACTIONAL VS TRANSFORMATIONAL LEADERS
CHARACTERISTICS OF TRANSACTIONAL AND TRANSFORMATIONAL LEADERS TRANSACTIONAL LEADERS CONTINGENT REWARD: CONTRACTS EXCHANGE OF REWARDS FOR EFFORT, PROMISES REWARDS FOR GOOD PERFORMANCE, RECOGNIZES ACCOMPLISHMENT MANAGEMENT BY EXCEPTION (ACTIVE): WATCHES AND SEARCHES FOR DEVIATIONS FROM RULES AND STANDARDS, TAKES CORRECTIVE ACTION. MANAGEMENT BY EXCEPTION (PASSIVE): INTERVENES ONLY IF STANDARDS ARE NOT MET LAISSEZ FAIRE: ABDICATES RESPONSIBILITIES, AVOIDS MAKING DECISIONS TRANSFORMATIONAL LEADERS CHARISMA : PROVIDES VISION AND SENSE OF MISSION, INSTILLS PRIDE, GAINS RESPECT TRUST. INSPIRATION: COMMUNICATES HIGH EXPECTATIONS, USES SYMBOLS TO FOCUS EFFORTS, EXPRESSES IMPORTANT PURPOSES IN SIMPLE WAYS. INTELLECTUAL STIMULATIONS: PROMOTES INTELLIGENCE, RATIONALITY, AND CAREFUL PROBLEM SOLVING. INDIVIDUALIZED CONSIDERATION: GIVES PERSONAL ATTENTION, TREATS EACH EMPLOYEE INDIVIDUALLY, COACHES, ADVISES. COLLABORATIVE LEADERSHIP
HANK RUBIN HAS WRITTEN A COLLABORATION IS A PURPOSEFUL RELATIONSHIP IN WHICH ALL PARTIES STRATEGICALLY CHOOSE TO COOPERATE IN ORDER TO ACCOMPLISH A SHARED OUTCOME. COLLABORATIVE LEADERSHIP SKILLS BECAUSE COLLABORATIVE INTERACTION IS CHALLENGING, IT TAKES SPECIAL SKILLS TO SHEPHERD A GROUP THROUGH THIS METHOD OF LEADERSHIP.COLLABORATIVE LEADERSHIP IS APPARENT IN THOSE WHO INSPIRE COMMITMENT AND ACTION, LEAD AS A PEER PROBLEM SOLVER, BUILD BROAD BASED INVOLVEMENT, AND SUSTAIN HOPE AND PARTICIPATION.IT IS CLOSELY LINKED WITH TRANSFORMATIONAL LEADERSHIP AS EVERYONE HAS TO BE DRIVEN TO THE GROUPS GOAL. MADELEINE CARTER (US DEPT OF JUSTICE), DEFINES FIVE QUALITIES OF A COLLABORATIVE LEADER: WILLINGNESS TO TAKE RISKS EAGER LISTENERS PASSION FOR THE CAUSE OPTIMISTIC ABOUT THE FUTURE ABLE TO SHARE KNOWLEDGE, POWER AND CREDIT SITUATIONS WHERE COLLABORATIVE LEADERSHIP CURRENTLY EXISTS GLOBALSUPPLY CHAINS ON-LINE COLLABORATION LINUX,WIKIPEDIAETC. POLITICAL COLLABORATION TO TACKLE GLOBAL ISSUES SUCH AS THECREDIT CRUNCH,CLIMATE CHANGEAND TERRORISM CHARITY AND FUND RAISING ORGANISATIONS Situational Leadership
THE UNDERPINNING OF THE SITUATIONAL LEADERSHIP THEORY IS THAT THERE IS NO SINGLE "BEST" STYLE OF LEADERSHIP. EFFECTIVE LEADERSHIP IS TASK-RELEVANT, AND THE MOST SUCCESSFUL LEADERS ARE THOSE THAT ADAPT THEIR LEADERSHIP STYLE TO THE MATURITY ("WILLINGNESS, ABILITYAND EDUCATION/EXPERIENCE OF A GROUP FOR THE TASK") OF THE GROUP. EFFECTIVE LEADERSHIP VARIES, NOT ONLY WITH THE GROUP BUT ALSO DEPENDS ON THE TASK TO BE DONE. THE HERSEY-BLANCHARD SITUATIONAL LEADERSHIP MODEL RESTS ON TWO CONCEPTS;LEADERSHIP STYLEAND THE GROUP'S MATURITY LEVEL. THEY CATEGORIZED ALL LEADERSHIP STYLES INTO FOURBEHAVIORTYPES, WHICH THEY NAMED S1 TO S4: S1: TELLING- IS CHARACTERIZED BY ONE-WAY COMMUNICATION IN WHICH THE LEADER DEFINES THE ROLES OF THE INDIVIDUAL OR GROUP AND PROVIDES THE WHAT, HOW, WHY, WHEN AND WHERE TO DO THE TASK; (SIMILAR TO AUTOCRATIC) S2: SELLING- WHILE THE LEADER IS STILL PROVIDING THE DIRECTION, HE OR SHE IS NOW USING TWO-WAY COMMUNICATION AND PROVIDING THE SOCIO-EMOTIONAL SUPPORT THAT WILL ALLOW THE GROUP BEING INFLUENCED TO BUY INTO THE PROCESS; (PERSUASIVE) S3: PARTICIPATING- THIS IS HOW SHARED DECISION-MAKING ABOUT ASPECTS OF HOW THE TASK IS ACCOMPLISHED (SIMILAR TO DEMOCRATIC) S4: DELEGATING- THE LEADER IS STILL INVOLVED IN DECISIONS; HOWEVER, THE PROCESS AND RESPONSIBILITY HAS BEEN PASSED TO THE INDIVIDUAL OR GROUP. THE LEADER STAYS INVOLVED TO MONITOR PROGRESS (SIMILAR TO LASSIEZ FAIRE) OF THESE, NO ONE STYLE IS CONSIDERED OPTIMAL FOR ALL LEADERS TO USE ALL THE TIME. EFFECTIVE LEADERS NEED TO BE FLEXIBLE, AND MUST ADAPT THEMSELVES ACCORDING TO THE SITUATION. MATURITY LEVELS ETHICAL LEADERSHIP IS LEADERSHIP THAT IS INVOLVED IN LEADING IN A MANNER THAT RESPECTS THE RIGHTS ANDDIGNITYOF OTHERS ETHICAL LEADERS ARE: PEOPLE-ORIENTED AWARE OF HOW THEIR DECISIONS IMPACT OTHERS USE THEIRSOCIAL POWERTO SERVE THE GREATER GOOD INSTEAD OFSELF-SERVINGINTERESTS. ABLE TO MOTIVATE FOLLOWERS TO PUT THE NEEDS OR INTERESTS OF THE GROUP AHEAD OF THEIR OWN CHARISMATIC LEADERSHIP
KEY CHARACTERISTICS OF CHARISMATIC LEADERS SELF CONFIDENCE- THEY HAVE COMPLETE CONFIDENCE IN THEIR JUDGMENT AND ABILITY. A VISION- THIS IS AN IDEALIZED GOAL THAT PROPOSES A FUTURE BETTER THAN THE STATUS QUO. THE GREATER THE DISPARITY BETWEEN IDEALIZED GOAL AND THE STATUS QUO, THE MORE LIKELY THAT FOLLOWERS WILL ATTRIBUTE EXTRAORDINARY VISION TO THE LEADER. ABILITY TO ARTICULATE THE VISION- THEY ARE ABLE TO CLARIFY AND STATE THE VISION IN TERMS THAT ARE UNDERSTANDABLE TO OTHERS. THIS ARTICULATION DEMONSTRATES AN UNDERSTANDING OF THE FOLLOWERS NEEDS AND, HENCE ACTS AS A MOTIVATING FORCE. STRONG CONVICTIONS ABOUT VISION- CHARISMATIC LEADERS ARE PERCEIVED AS BEING STRONGLY COMMITTED, AND WILLING TO TAKE ON HIGH PERSONAL RISK, INCUR HIGH COSTS, AND ENGAGE IN SELF-SACRIFICE TO ACHIEVE THEIR VISION. BEHAVIOR THAT IS OUT OF THE ORDINARY- THOSE WITH CHARISMA ENGAGE IN BEHAVIOR THAT IS PERCEIVED AS BEING NOVEL, UNCONVENTIONAL, AND COUNTER TO NORMS. WHEN SUCCESSFUL , THESE BEHAVIORS EVOKE SURPRISE AND ADMIRATION IN FOLLOWERS. PERCEIVED AS BEING A CHANGE AGENT- CHARISMATIC LEADERS ARE PERCEIVED AS AGENTS OF RADICAL CHANGE RATHER THAN AS CARETAKERS OF THE STATUS QUO. ENVIRONMENTAL SENSITIVITY- THESE LEADERS ARE ABLE TO MAKE REALISTIC ASSESSMENTS OF THE ENVIRONMENTAL CONSTRAINTS AND RESOURCES NEEDED TO BRING ABOUT CHANGE. ASSESSMENT STRUCTURE INTRODUCTION
WHAT PEOPLE SAY ABOUT CONTEMPORARY LEADERSHIP STRATEGIES WHAT STRATEGIES ARE YOU GOING TO EMPLOY THROUGH YOUR SESSIONS. BACKGROUND INFORMATION ON THESE. EXACTLY WHAT THEY ARE AND SOME OF THE THINKING AROUND THESE LESSONS AND CONSEQUENT EVALUATIONS (5) IN YOUR REPORT YOU MIGHT: EXPLAIN IN DETAIL THE LEADERSHIP PRINCIPLES THAT YOU USED, AND WHY YOU USED THEM AND HOW EFFECTIVE THEY WERE REFLECT ON HOW YOUR EXPERIENCES MATCHED OR WERE DIFFERENT FROM WHAT YOUR RESEARCH LED YOU TO EXPECT CONSIDER THE ADVANTAGES AND DISADVANTAGES OF THE PRINCIPLES YOU USED QUESTION AND CHALLENGE THE LEADERSHIP PRINCIPLES THAT YOU USED WHEN TAKING PART IN EXPERIENCES MAKE PERSONAL JUDGEMENTS BASED ON THE EVIDENCE FROM RESEARCH AND YOUR EXPERIENCES IN YOUR ROLE AS A PAL CONSIDER WHICH PRINCIPLES YOU WOULD OR WOULD NOT USE IN THE FUTURE, AND GIVE REASONS FOR THIS. IN ESSENCE THIS IS WHAT WE HAVE TO DO..
EXPLAIN IN DETAIL THE LEADERSHIP PRINCIPLES THAT YOU USED, AND WHY YOU USED THEM AND HOW EFFECTIVE THEY WERE REFLECT ON HOW YOUR EXPERIENCES MATCHED OR WERE DIFFERENT FROM WHAT YOUR RESEARCH LED YOU TO EXPECT CONSIDER THE ADVANTAGES AND DISADVANTAGES OF THE PRINCIPLES YOU USED QUESTION AND CHALLENGE THE LEADERSHIP PRINCIPLES THAT YOU USED WHEN TAKING PART IN EXPERIENCES MAKE PERSONAL JUDGEMENTS BASED ON THE EVIDENCE FROM RESEARCH AND YOUR EXPERIENCES IN YOUR ROLE AS A PAL CONSIDER WHICH PRINCIPLES YOU WOULD OR WOULD NOT USE IN THE FUTURE, AND GIVE REASONS FOR THIS. FIRSTLY.. IDENTIFY AND DESCRIBE THE LEADERSHIP PRINCIPLES THAT YOU USED DISTRIBUTED LEADERSHIP EVALUATION.docx I BELIEVE IT IS ALWAYS GOOD TO FIND A QUOTE ABOUT THE LEADERSHIP STYLE..AN EXAMPLE TRANSFORMATIONAL LEADERS ARE OFTEN SEEN AS PEOPLE WHO ARE OFTEN ABLE TO TRANSMIT THEIR OWN INTENTIONS TO ANOTHER THROUGH THEIR PASSIONATE BELIEFS IN THE CHANGE THEY ARE SETTING OUT TO MAKE YOU HAVE TO ENABLE AND EMPOWER PEOPLE TO MAKE DECISIONS INDEPENDENT OF YOU. AS I HAVE LEARNED, EACH PERSON ON A TEAM IS AN EXTENSION OF YOUR LEADERSHIP: IF THEY FEEL EMPOWERED BY YOU THEY WILL MAGNIFY YOUR POWER TO LEADTOM RIDGE (2009) WALL STREET JOURNAL. SITUATIONAL LEADERSHIP IS CERTAINLY A VERY GENERAL STYLE, APPLICABLE TO MANY DIFFERENT ORGANISATIONS. MATURITY OF THE SUBORDINATE AND THE STYLE OF TELLING, PERSUADING, PARTICIPATING AND DELEGATING GO HAND IN HAND AND AN EFFECTIVE LEADER WILL WITNESS WHEN AND WHERE TO IMPLEMENT THESE STRATEGIC COMPONENTS.. ONCE YOU HAVE GIVEN THE DESCRIPTION YOU THEN HAVE TO LINK IT TO YOUR SPECIFIC SESSIONS
DURING OUR SECOND SESSION WE ATTEMPTED TO IMPLEMENT TRANSFORMATIONAL CHARACTERISTICS INTO OUR LESSON AND AS A DIRECT RESULT, OBVIOUS POSITIVES AND NEGATIVES AROSE. OUR FIRST ACTION WAS TO SPLIT THE GROUP INTO TEAMS. IMMEDIATELY THIS PRODUCED A SENSE OF COMPETITION AND THE RESULT OF EITHER A WIN OR LOOSE SITUATION BECAME A REALISTIC THOUGHT IN THEIR HEADS IMMEDIATELY EACH TEAM STARTED SAYING THAT THEY WERE GOING TO WIN WHICH GAVE THE GROUP THE IMMEDIATE ASPIRATION TO IMPROVE (2NDLESSON PLAN EVALUATION) ANOTHER EXAMPLEWE UTILISED THE ASPECT OF MOTIVATION HUGELY IN OUR SECOND LESSON; BY USING THE TRANSACTIONAL CHARACTERISTIC OF PUNISHMENT AND REWARD. WE ENCOURAGED SUCCESS WITHIN THE GOUP . THE REWARDS WERE A GREAT INCENTIVE TO PERFORM BETTER IN THE FUTURE AND THIS WAS COMMENTED ON BY SEVERAL TEAM MEMBERS WHO WERE HEARD TO SAYLETS TO THE PRACTICE BETTER SO WE CAN GET MORE REWARDS (3RD LESSON PLAN EVALUATION) THIS MEANT THAT WE HAD A GROUP OF HIGHLY MOTIVATED STUDENTS WHO WERE GAINING SUCCESS AND WERE STARTING TO PERFORM BETTER AS A RESULT. I SUCCESSFULLY MOTIVATED THEM THROUGH MAKING THEM FEEL GOOD ABOUT THE WORK THAT THEY WERE COMPLETING-POSITIVE INTRINSIC FEEDBACK WITHIN THE KIDS WAS PROBABLY A HUGE CONTRIBUTING FACTOR TO THEIR SUCCESS AND ENJOYMENT WITHIN THE LESSON I WAS CONSTANTLY ALLOWING THEM TO TAKE GREATER OWNERSHIP FOR THEIR WORK. .I GAVE THEM SOTHING TO ASPIRE TOTHROUGH ROLE MODELING AND A MOTIVATED ATTITUDE GIVE SPECIFIC EXAMPLES FROM THE LESSONS.TELL THE READER WHAT HAPPENED
MY FAVORITE PART OF THE LESSON WAS WATCHING OUR TWO SELECTED STUDENTS RUN THE WARM-UP DRILL. THEY STOOD UP, TOOK CONTROL AND TRIED TO INFORM THE OTHERS WHAT TO DO. THERE WERE QUITE A FEW MESSY TIMES BUT THE OVERALL THEORY WAS THERE FOR EVERYONE TO SEE ANOTHER SLIGHT DRAWBACK WAS THAT THE STUDENTS SEEMED TO DRIFT OFF TOWARDS THE END OF THE LESSON.MAYBE BECAUSE OF THE LACK OF FORMAL STRUCTURE LED TO THAT RESULT I HAD MORE TIME TO WORK WITH INDIVIDUALS THAN WORRY ABOUT THE GROUP AS A WHOLE IN MY OPINION AND I BELIEVE. I CANNOT STRESS THIS ENOUGH
THE ASPECT I BELIEVE WAS MOST SUCCESSFUL ABOUT THIS STYLE WAS.. I FEEL LIKE THE STUDENTS THOROUGHLY ENJOYED THIS LESSON AND THE MIX OF LEADERSHIP STYLES..STUDENT A INFORMED ME THAT.. I BELIEVE THIS LEADERSHIP STYLE WENT AS WELL AS COULD BE EXPECTED IN THAT. I THINK I MADE SOME EFFECTIVE LEADERSHIP CHOICES THROUGHOUT THE COURSE; HOWEVER, I ALSO KNOW THAT SOME OF MY CHOICES AND ACTIONS WERE QUESTIONABLE. CONSIDER THE ADVANTAGES AND DISADVANTAGES OF THE PRINCIPLES YOU USED
ONCE YOU HAVEEXPLAINED IN DETAIL THE LEADERSHIP PRINCIPLES THAT YOU USED, AND WHY YOU USED THEM AND HOW EFFECTIVE THEY WEREWE CAN NOW LOOK TO ADD REFLECT ON HOW YOUR EXPERIENCES MATCHED OR WERE DIFFERENT FROM WHAT YOUR RESEARCH LED YOU TO EXPECT CONSIDER THE ADVANTAGES AND DISADVANTAGES OF THE PRINCIPLES YOU USED QUESTION AND CHALLENGE THE LEADERSHIP PRINCIPLES THAT YOU USED WHEN TAKING PART IN EXPERIENCES I WOULD ALSO LIKE TO SEE SOMEWHERE IN YOUR CRITICAL REFLECTION REFERENCE TO.
C:\Users\hosea\Documents\LEVEL 3 NCEA\Qualities.docx THE SCHOOLING STRUCTURE YOU HAVE BEEN IN.THE LEADERSHIP SYLES USED THERE. IS THERE ANY RELATIONSHIP TO WHAT WE ARE TRYING TO ACHIEVE. CAN YOU SEE THESE TYPES OF LEADERSHIPS STYLES BEING USED IN SPORT. USE EXAMPLESIF YOU CAN FIND THEM(WOULD THEY BE MORE EFFECTIVE IN THE CORPORATE WORLD) WHAT STYLE DO YOU BELIEVE HAS BEEN USED ON YOU IN THE PASTEVEN THOUGH YOU WERE NOT AWARE OF IT DID YOUR EXPERIENCES REFLECT WHAT YOU HAD READ? EXAMPLESQUOTE SOMEONE DO YOU BELIVE THAT CONTEMPORARY IS BETTER THAN TRADITIONAL METHODS? WHY?....BACK UP WITH EXAMPLES. DO YOU HAVE CONCERNS FOR EDUCATION IF THESE ARE THE STYLES BIENG ADOPTED IF I WERE ASKED TO DO THIS TYPE OF THING AGAIN. REMEMBERBACK UP SOME THINGS WITH SPECIFIC EXAMPLES. LOOK AT THE POSITIVES AND NEGATIVES