The Importance Of Improving Leadership Strategies

In the Introduction of How Children Succeed, the author Paul Tough presents the notion that future success is dependent on a variety of factors, rather than a common singularity. He encounters this proposition during his time at a pre-kindergarten and kindergarten program called Tools of the Mind. According to Tough, the program asserts on the following, by which he writes, “rubric self-regulation, will do more to lead to positives outcomes for their students … than the traditional menu of pre-academic skills” (Tough xii). In comparison to other programs, Tools of the Mind emphasizes on the development of behavioral or self regulated skill-sets. Puzzled by his findings and deviation from his understanding that success is largely tied to the

Educational Psychology Review. Vol.12 (1). Retrieved from http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/tollefson00.pdf Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning.

An increase in patient acuities, readmissions, and requirement for patient satisfaction among other issues has created a greater need for more registered nurses in the hospital setting. Quality and safe patient care is a direct correlation to the number of staff. With the demand of nurses on the rise, some health care institutions have not readjusted the nurse-patient ratios and the result is decreased patient satisfaction, increased mortality/morbidity in patients, more health care associated infection, and decreased employee satisfaction; leading to burnout and decreased staff

26-28). For a successful classroom it lists three features that the writers characterize as such. First is to promote self-discipline, second is to begin with academic learning time, and lastly is to promote academic achievement (2005, p. 26). In the classrooms where those three features happen Cope, Stahan, Hundley, & Faircloth show that not only did that student get better in subjects and testing, but also helped that student grow as a

Eisenberg (2010) defines effortful control as “the efficiency of executive attention-including the ability to inhibit a dominant response and/or activate a subdominant response, to plan, and to detect errors”. Eisenberg argues that effortful control is indirectly related to academic success through motivation. Eisenberg goes on to state that children with high effortful control are more likely to behave in productive, pro-social ways and they are more socially competent. This increased motivation is hypothesized to lead to higher academic achievement. Metacognitive perspective enhances self- regulation of students thereby enabling them to have behavioral responses that aid in academic performance. For example, when at home: parents engage their children in mathematics activities like ordering numbered ice cubes from the refrigerator, and as such enhancing the self-regulatory skills of their children. With regards to this subject, the “ability to work by themselves and stay on task without direct teacher intervention or supervision” has been proposed as essential to successfully transitioning from elementary to middle school (Eisenber, 2010). Subsequently, middle

Ignacio Estrada once said, “If a child can’t learn the way we teach, may we should teach the way we learn” (Waters 2015). It is crucial for teachers to shape their methods based on how their students learn best. In society today, we make rash assumptions that shape how a student is able to learn for the rest of their lives. For example, we diagnose children with learning and developmental disorders so early that they struggle to overcome their natural tendencies. Instead of continuing to make these rash assumptions, society should be examining new ways in which people learn. Over time, humans change and our learning methods need to keep up with the growth. Children in this generation are facing different challenges than previous generations. This change in society calls for teachers who are passionate about educating the youth. Learning about the Constructivist, Developmental, Social, and Behaviorist Learning Theories as future educators is crucial to our teaching methods. We must understand how students learn in order to provide for their needs as learners. These theories will continue to shape our learners each and every day. Effective teachers will effectively implement these learning theories into their classrooms in order to promote success and achievement for their students.

Students’ beliefs about their academic capabilities play an essential role in their motivation to achieve, and their belief in their efficacy to exert control over their own learning and to master academic activities are determinants of their level of motivation and academic accomplishments (Zimmerman, 2000; Bandura, 1993). Students with a weak self-efficacy belief are less willing to learn, have difficulty focusing on instructional tasks and have little desire to overcome tasks that present difficulties. Students with high self-efficacy beliefs are more likely to participate readily, work harder, demonstrate resilience in the face of adversity and achieve at a higher level (Margolis et al., 2004).

Heward discusses how this is time-consuming for teachers and may mean they have to alter their teaching methods. Although, this might be frustrating to teachers, Heward asserts that not defining academic objectives and measuring behavioral excesses or deficiencies is bad practice. Fifth, in order to learn, students must be internally motivated. To undermine this notion, Heward argues that it is not good practice for teachers to expect students who do not have the skills needed for success to be intrinsically motivated. Such students are going to need some form of positive reinforcement. Sixth, a teacher's main objective should be to increase student's self-esteem. It worth noting that high self-esteem is usually results from high achievement in school. In addition, if teachers follow this notion, they may not want to provide error correction for students in order to not lower their self-esteem. In fact, Heward notes this lessens their academic

After reading pages 23 through 42 the organizational leadership strategies and practices that have become clearer to me, is having the ability to implement and maintain organizational leadership internally and externally by focusing on sustainability learning, which continues spreading positive outcomes regardless of leadership changes over time. Also, practices in which student learning directly engages our students regularly within the classrooms will continue improving and expanding education throughout our schools. In other words, educators need to focus on centralizing knowledge. As leaders, we should focus merely on sustainability and not how to improve student test scores. I agree with the sustainable strategy where we focus on learning,

A coach’s leadership style can have a dramatic influence on the outcome of the coaching process. A democratic leader coach promotes autonomy and growth in individuals when cooperation and coordination is necessary (Marquis & Huston, 2012). Mutual decision-making and effective communication are the hallmarks of this leadership style and will be beneficial to Molly as she learns her new roles. A leadership style that is too strict (authoritarian) or too relaxed (laissez-faire) would not suit Molly’s learning needs (Marquis & Huston, 2012). Molly requires a supportive, yet structured environment in which to become comfortable and to learn as much as possible.

Psychologist Albert Bandura has defined self-efficacy as one 's belief in one 's ability to succeed in specific situations or accomplish a task. One 's sense of self-efficacy can play a major role in how one approaches goals, tasks, and challenges (Bandura, Albert 1995). Self-Efficacy and Self-esteem are a lot alike in regards to an individual’s belief in their ability to succeed at a task. Self-esteem plays a big role in determining how an individual performs in the classroom. Individuals with high self-esteem do better in school as opposed to their peers with low self-esteem who do not perform as well. Individuals with high self-esteem have a high locus of control and utilize healthy coping strategies. In contrast, individuals with low self-esteem have a low locus of control depend on unhealthy coping strategies, such as self-handicapping. Students with an internal locus of control obtain higher test scores and credit their academic success to internal factors as oppose to those with an external locus of control who more often blame or credit the concept of luck or fate. Students with an external locus of control believe that no matter how much they study, if they are meant to pass a test they will. Self-handicapping refers to a performance-debilitating characteristic, which has been consistently associated with negative outcomes which in student populations such as academic under achievement and poor psychological adjustment. Research suggests that locus of control is

Our company has been in business for more than ten years now. As an organization, we have had our fair share of success and obstacles, but all in all success has had the bigger share. In all the cases, we have increased our efforts to specialize in our respective field and take it to an entirely new level (Hood, 2007). There was a time when our company had few resources, and we had to opt for improvising and using the available resources to get us going. The following year we were able to get enough resources, and we got back to our feet (Ifezuo, 2011). During this period, there was war prevailing in our country. Availability of resources became scarce due to the war. The limit of resources started to decline the economy of our country and most companies stated recycling as a method of finding resources (Marshall, 2010).

The Army defines leadership as, “influencing people by providing purpose, direction, and motivation, while operating to accomplish the mission and improve the organization” (FM-6001-100). Over the past year and a half while attending NMMI I have had the opportunity to observe various types of leadership styles both effective and ineffective. Today I will be sharing my experiences and observations in regards to leadership while attending this institution of higher learning. The majority of my observations will come from two separate organization that I am currently a member of, they are the SROTC program and the Corps of Cadets. In order to prevent digression or biased thoughts I will be utilizing three of the six principles of the Mission Command philosophy along with a crucial concept of the Army Profession. These principles will include building cohesive teams through mutual trust, creating shared understanding, providing a clear commanders intent and Honor. In addition, I will also include my input and offer possible solutions, various leadership flaws that surround these two organizations. George Santana once said, “Those who cannot remember the past are condemned to repeat it”. No one is perfect, one of the reasons the ARMY is able to succeed in complex environments is because it constantly analyzes its strengths and weaknesses.

The aim of this report is to use key elements of the management development cycle to evaluate critically the claim that the effectiveness of leadership and management development is dependent on the organisational strategy. In this case, the report provides a clear discourse on the reasons the effectiveness of leadership and management development must be aligned to organisational strategy.

Society benefits from effective leadership. However, effective leadership is not inherent to most people and requires development. As Ross Perot states “Lead and inspire people…Inventories can be managed but people must be lead” (Anderson, 2013). Exceptional leadership goes beyond a role of power. James Hunter writes in his successful book The Servant, that leadership is influence and all people are capable of leadership by the influence that they transmit into the world (2012). The role of doctoral prepared nurse practitioners extends beyond the confine of employee. The expanse of the nurse practitioner role includes leadership within the clinical, community, and national setting. As Hunter proclaims, everyone is a leader, including nurses. Therefore, it is imperative that nurses are the exceptional leaders that society benefits from.