Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Your Definition of Leadership Assignment
Activity
Hackmann and Wageman (2007) pose five questions based on the earlier readings.
They argue that there no generally accepted definitions of leadership, no dominant
methods for studying leadership, and little agreement on strategies for developing
leadership.
The 1 st
question posed is “not do leaders make a difference, but under what conditions
does leadership matter?” Yet, the authors note that the reason the debate between
leader-centric and situational effects has not been resolved is that debate should really
be focused on those circumstances where leader actions are consequential to system
performance as compared to those circumstances where the actions make no
difference.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
select one of the five questions and attempt to answer it. Present outcome.
Follow-up
Under what conditions does leadership matter?
Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,
and comment on how your views have changed as a result of the class discussion.
Whole Task Objectives Follow-up
Are you able to relate the concept of conditions in leadership to that of critical and
creative thinking?
27.2 Objective
Explore how leader’s personal attributes interact with situational properties to shape
outcomes.
Whole Task Objective
Describe the role of critical and creative thinking related to social interactions.
Activity
The 2 nd
question posed is “not what are the traits of leaders, but how do leaders’
personal attributes interact with situational properties to shape outcomes?” The
authors argue that it is the interaction between traits and situations that is of
consequence.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
select one of the five questions and attempt to answer it. Present outcome.
Follow-up
How do leaders’ personal attributes interact with situational properties to shape
outcomes?
Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,
and comment on how your views have changed as a result of the class discussion.
Whole Task Objectives Follow-up
Are you able to relate the concept of personal attributes and situational properties in
leadership to that of critical and creative thinking?
27.3 Objective
Explore good and bad leadership as qualitatively different phenomena.
Whole Task Objective
Describe the role of critical and creative thinking related to social interactions.
Activity
The 3 rd
question posed is “not do there exist common dimensions on which all leaders
can be arrayed, but are good and poor leadership qualitatively different phenomena?”
The authors suggest that research be focused on good and bad leadership relative to
average leadership or no leadership in order to better distinguish attributes that may
be separate and unique to good and bad leadership.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
select one of the five questions and attempt to answer it. Present outcome.
Follow-up
How are good and bad leadership qualitatively different phenomena?
Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,
and comment on how your views have changed as a result of the class discussion.
Whole Task Objectives Follow-up
Are you able to relate the concept of good and bad leadership to that of critical and
creative thinking?
27.4 Objective
Explore the reframing of models to consider all members as leaders and followers.
Whole Task Objective
Describe the role of critical and creative thinking related to social interactions.
Activity
The 4 th
question posed is “not how do leaders and followers differ, but how can
leadership models be reframed so they treat all system members as both leaders and
followers?” The authors argue for a functional approach to leadership where the
distinction between leader and follower becomes blurred through shared leadership.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
select one of the five questions and attempt to answer it. Present outcome.
Follow-up
How are all members both leaders and followers?
Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,
and comment on how your views have changed as a result of the class discussion.
Whole Task Objectives Follow-up
Are you able to relate the concept of reframing of leadership to that of critical and
creative thinking?
27.5 Objective
Explore how leaders can be assisted to learn.
Whole Task Objective
Describe the role of critical and creative thinking related to social interactions.
Activity
The 5th question posed is “not what should be taught in leadership courses, but how
can leaders be helped to learn?” Leaders should be motivated to foster their own
continuous learning and thus requires an emotional maturity for dealing with one’s
own and others anxieties.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
select one of the five questions and attempt to answer it. Present outcome.
Follow-up
How can leaders be assisted to learn?
Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,
and comment on how your views have changed as a result of the class discussion.
Whole Task Objectives Follow-up
Are you able to relate the concept of helping leaders to learn to that of critical and
creative thinking?
References
Avolio, B. J. (2007). Promoting more integrative strategies for leadership theory-
building. American Psychologist, 62, 25–33.
Bennis, W. G., & Thomas, R. J. (2002). Geeks & geezers: How era, values, and defining
moments shape leaders. Boston, Massachusetts: Harvard Business School Press.
Dash, D. P. (2005). Logic of leadership research: A reflective review of Geeks & Geezers
by Bennis and Thomas. Journal of Research Practice, (1), Article R1. Retrieved March
8, 2009 from http://jrp.icaap.org/index.php/jrp/article/view/2/4
Hackmann, R. J., & Wageman R. (2007). Asking the right questions about leadership.
American Psychologist, 62, 43-47.
Sternberg, R. J. (2007). A systems model of leadership: WICS. American Psychologist,
62, 34–42
Vroom, V. H., & Jago, A. G. (2007). The role of the situation in leadership. American
Psychologist, 62, 17–24.
Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62,
6–16.
http://jrp.icaap.org/index.php/jrp/article/view/2/4
28.1 Objective
Identify steps in finding a mentor.
The objective is the learning intent of this session. As you read this objective and
participate in the activities that follow, attempt to relate this objective to the current
activity and the broader concept presented as the Whole Task Objective. The Whole
Task Objective typically span three sessions with each of the three sessions
contributing to your overall understanding of the Whole Task Objective.
Whole Task Objective
Describe the role of mentorship and effective learning.
Relevancy
Fagenson (1989) states that mentored individuals reported having more satisfaction,
career mobility/opportunity, recognition and a higher promotion rate than non-
mentored individuals.
True heroism is remarkably sober, very undramatic. It is not the urge to surpass all at whatever cost, but the urge to serve others at whatever cost. — Arthur Ashe
Pretest
What is your perception of a mentor?
Given your perceptions, how would you go about finding a mentor?
Activity
Nichols (2002) states that mentoring is the belief that individuals may best learn
through observing, doing, commenting and questioning, rather than by simply
listening. As such, mentoring can be a process of educating an individual through the
concept of a role model and can serve as an excellent tool for professional learning
both for the mentor and the mentee through systematic critical reflection. This
reflection occurs by encouraging individuals to examine their practices and reappraise
values, theories and aspirations.
Galbraith (2003) indicates there are two types of mentoring, informal and formal
(sponsored mentoring). Informal mentoring is a relationship that occurs that is
unplanned for the purpose of professional, personal, and psychological growth.
Informal mentoring seems to be a meaningful qualitative experience. Formal or
sponsored mentoring, on the other hand, is an intentional process that is typically the
result of a planned mentoring program. Formal mentoring is designed to reach a
variety of specific goals and purposes, defined by the setting in which it operates.
The essence of mentoring is based on the idea of one-on-one teaching. The dynamics
of mentorship typically include sharing control and the creation of opportunities for
common learning. The mentorship may involve pursuing explorations based on a
learner’s questions or understanding into new areas of academic exploration in a
manner that may potentially question faculty authority and the claims to knowledge
upon which that authority rests. A learner is encouraged to participate in learning and
obtaining the new skills necessary to work independently. Mentors try to model the
very kind of learning they hope their learners will continue to pursue, the ideal of
lifelong learning (Chen, Fortunato, Mandell, Oaks & RyanMann, 2001).
According to Galbraith (2000), the process of mentorship, in sponsored college
mentorship, can be considered as four phases. The initial phase, typically occurring in
the freshman year, is the period in which the relationship is formed through an
organized process or through efforts to promote oneself through diligent work and
opportunities for shadowing. The second phase, or cultivation phase, might occur
during the sophomore and junior years, or even longer. During this phase, the positive
expectations that emerged during the initiation phase are continually examined. The
third phase, during or soon after a student’s senior year, is a time when the learner
experiences new independence and feelings of loss. The fourth phase is one of
redefinition where both the parties recognize that a shift in developmental tasks has
occurred and that the previous mentorship process is no longer needed.
Dealing with mentorship can be a complex process for those unfamiliar with the
process. First is that learners must make their own way, and second is that mentors
must be prepared to face complex issues and to understand that their efforts may not
pay off quickly or perhaps ever (Crutcher, 2007).
Follow-up
What is a mentor?
How would you go about finding a mentor?
Whole Task Objectives Follow-up
Are you able to relate the concept of mentoring to that of mentorship and effective
learning?
Toolbox Mentorship
Objective 28.2
Indentify steps to mentor your family to include spirituality.
Whole Task Objective
Describe the role of mentorship and effective learning.
Your life is not a problem to be solved, but a gift to be opened. –Wayne Muller
Relevancy
31
How Events in Your Life Impacted Your Spiritual Beliefs
“The Great Mystery” and that this awareness helps them cope with the adversities that
confront them (Lee and Waters, 2003; Levin, 2001; Pardini, Plante, Sherman & Stump,
2000). Kass (2000) suggests that spirituality is not about attending a religious service
or how often, but a connection with “something greater than ourselves”.
Yesterday is gone, tomorrow has not yet come. We have only today. Let us begin. –Mother Teresa
Consider your own spiritual beliefs. Were you raised in a specific religious belief?
Explain.
How have events in your life impacted your spiritual beliefs?
Considering the viewing the video, Randy Pausch – The Last Lecture reprised, http://
www.youtube.com/watch?v=BODHsU3hDo4
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify ways to promote resiliency skills in the family.
What can you do to strengthen your children’s spiritual beliefs?
Follow-up
Can you see how life events can strengthen your spiritual beliefs?
How committed are you to improving your spiritual practices?
Talk with your partner or a close friend about their spiritual practices and what they
gain from these practices.
Spend some time each day contemplating your own sense of spirituality.
In this life we cannot do great things. We can only do small things with great love. –Mother Teresa
Whole Task Objectives Follow-up
Are you able to relate the concept of spirituality to that of mentorship and effective
learning?
Toolbox Spiritual Beliefs
References
Brodsky, A.E. (1999). “Making It”: The Components and Process of Resilience Among
Urban, African-American Single Mothers. American Journal of Orthopsychiatry. 69 (2),
148-160.
Brooks, R.B and Goldstein, S. (2003). Nurturing Resilience in Our Children: Answers to
the Most Important Parenting Questions. Chicago: Contemporary Books.
Brooks, R.B. (1994). Children At Risk: Fostering Resilience and Hope. American
Journal of Orthopsychiatry, 64 (4), 545-553.
Chen, J. R., Fortunato, M. V., Mandell, A., Oaks, S., and RyanMann, D. (2001).
Reconceptualizing the faculty role: Alternative models. In Smith, B. L. and McCann, J.,
(Eds.). Reinventing Ourselves, Interdisciplinary Education, Collaborative Learning,
and Experimentation in Higher Education. Anker Publishing: Bolton.
Cole, K.A., Clarks, J.A., and Gable, S. Promoting Family Strengths. In Henderson, N.
(Ed.) (2007). Resiliency In Action. Ojai, California: Resiliency In Action Press. 199-201.
Crutcher, B. N, (2007). Mentoring across cultures. Academe, v93 n4 p44-48.
Drew, L.M. and Silberstein, M. (2007). Grandparents’ psychological well-being after
loss of contact with their grandchildren. Journal of Family Psychology. 21(3), 372-379.
Fagenson, E. A. (1989). The mentor advantage: Perceived career/job experiences of
protégés versus non-protégés. Journal of Organizational Behavior, 10(4), 309-320.
Galbraith, M. W. (2000). Tomorrow’s Professor Msg.#224 The Roles And Phases Of
Mentorship. Retrieved April 11, 2009, from http://cgi.stanford.edu/~dept-ctl/cgi-
bin/tomprof/posting.php?ID=224
Galbraith, M. W. (2003). Mentoring Toward Self-Directedness. Retrieved April 11, 2009,
from http://imet.csus.edu/imet10/285/docs/self_directedness.pdf
Kass, J. (2000). “Building a Resilient Worldview through Spirituality”. Spirituality and
Resilience Assessment Packet. Version 4.2.
Lee, S.S. & Waters, C. (2003). Impact of stressful life experiences and of spiritual well-
being on trauma survivors. Journal of Prevention and Intervention in the Community,
26(1), 39-47.
Levin, J. (2001). God, faith, and health: Exploring the spirituality-healing connection.
Toronto, ON: John Wiley and Sons Inc.
Nicholls, G. (2002). The Theory and Practice of Teaching, Jarvis, P. Ed. Stylus
Publishing: Sterling VA.
http://imet.csus.edu/imet10/285/docs/self_directedness.pdf
http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=224
http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=224
Randy Pausch – The Last Lecture reprised [Video]. (2009). Retrieved June 23, 2009,
from http://www.youtube.com/watch?v=BODHsU3hDo4
Pardini, D.A., Plante, T.G., Sherman, A & Stump, J.E., (2000). Religious faith and
spirituality in substance abuse recovery: Determining mental health benefits. Journal
of Substance Abuse Treament, 19, 347-354.
Walsh, F. (1996). The Concept of Family Resilience: Crisis and Challenge. Family
Process. 35 (3), 261-281.
29.1 Objective
Describe how to think creatively.
Whole Task Objective
Describe the role of mentorship and effective learning.
Relevancy
What is creativity? Is it something that I need or can even develop?
There is nothing in a caterpillar that tells you it’s going to be a butterfly. –Buckminster Fuller
Prior Learning
Alice was surprised to meet a unicorn in the land behind the looking-glass. But, having
met the unicorn, she agreed to believe in it. We believe in creativity for much the same
reason, because we see it in practice. In the abstract, creativity can seem as impossible
as unicorns (Boden, 2004, p. 40).
Pretest
Can you see how life events can strengthen your spiritual beliefs?
Explain?
Activity
Boden (2004) states creativity is the ability to come up with ideas or artifacts that are
new, surprising, and valuable where ideas refer to concepts and theories, and artifacts
refer to physical objects. Distinction may be made between creativity that produces a
valuable idea that is new to the person (P-creativity) who comes up with it, and
creativity that has been produced for the first time in history (H-creativity).
Boden (2004) noting the work of Poincare and Hadamard, suggests four phases of
creativity.
methods, but often producing no apparent success.
other activities but fruitful concepts are being formed.
conscious process.
solving as the conceptual insights are itemized and tested.
Sherfield, Montgomery, and Moody (2008) suggest the following characteristics as
being common with creative thinkers: compassion, courage, truth, dreams, risk
taking, innovation, competition, individuality, thinking, curiosity, and perseverance.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
apply creative thinking steps to address a topic. Present results.
Follow-up
What is creativity?
What did you learn from the TAPPS creative and critical thinking?
How would develop your creativity?
Whole Task Objectives Follow-up
Are you able to relate the concept of creativity to that of mentorship and effective
learning?
Toolbox Creative thinking
29.2 Objective
Develop a personal process to use critical and creative thinking.
Whole Task Objective
Describe the role of mentorship and effective learning.
Prior Learning
Critical thinking can be defined as a purposeful and reflective judgment of whether we
should accept, reject, or suspend judgment about a claim and the degree of
confidence with which we accept or reject it (Wikipedia contributors, 2009).
Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep. — Scott Adams
Pretest
What is the difference between critical and creative thinking?
Activity
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
apply creative and critical thinking steps to address a topic. Present results.
Follow-up
What did you learn from the TAPPS creative and critical thinking?
Can critical thinking and creative thinking be linked in a useful manner?
Whole Task Objectives Follow-up
Are you able to relate the concepts of critical and creative thinking to that of
mentorship and effective learning?
Toolbox Creative thinking Critical thinking
References
Boden, M. A. (2004). The creative mind: myths and mechanisms (2 nd
Ed). Routledge.
Critical thinking. (2009, March 26). In Wikipedia, The Free Encyclopedia. Retrieved
16:46, March 29, 2009, from http://en.wikipedia.org/w/index.php?
title=Critical_thinking&oldid=279852224
Sherfield, R., Montgomery, R., & Moody, P. (2008) Cornerstone: Discovering Your
Potential, Learning Actively and Living Well. Upper Saddle River, NJ: Prentice Hall.
http://en.wikipedia.org/w/index.php?title=Critical_thinking&oldid=279852224
http://en.wikipedia.org/w/index.php?title=Critical_thinking&oldid=279852224
30.1 Objective
Explore the personal impact of the leadership project.
Whole Task Objective
Describe the role of mentorship and effective learning.
Relevancy
The resiliency skills were intended to be very functional, but reflective, when dealing
with stressful situations. The teaching and learning provided baselines and avenues
for scholarship and reflection. The Leadership readings and project were intended to
be explorative, to cause critical thinking, and moreover be reflective. How do these
come together?
Leadership and learning are indispensable to each other. — John Fitzgerald Kennedy
Prior Learning
Recall that leadership, resiliency, and teaching and learning rely heavily upon
identifying your personal values and your ability to interact and communicate with
others. Leaders display resilient attitudes and behaviors that do not include attributes
such as always being right, always having the answers, or always having to have our
own way. They do include an ability to empathize, to have compassion, to accept that
we cannot know everything, and, that as a team, we can face life’s struggles with
dignity the further learn from them.
Pretest
Do you feel you can demonstrate an understanding and application of the five
practices as they relate to leadership?
Do you feel you can demonstrate an understanding and application of resiliency
skills?
Do you feel you can demonstrate an understanding and application of the practices
for improving learning and mentoring?
Activity
According to Kouzes and Posner (2009) despite differences in people’s individual
stories, their Personal-Best Leadership Experiences revealed similar patterns of
behavior.
o Model the Way. Leaders establish principles concerning the way people should
be treated and the way goals should be pursued.
o Inspire a Shared Vision. Leaders envision the future, creating a unique image of
what the organization can become.
o Challenge the Process. Leaders look for innovative ways to improve the
organization and potentially take risks and they accept the inevitable
disappointments as learning opportunities.
o Enable Others to Act. Leaders foster collaboration and strengthen others,
making each person feel capable and powerful.
o Encourage the Heart. Accomplishing extraordinary things in organizations
leaders recognize contributions that individuals make and share in the rewards
of their efforts.
You have reflected upon the following questions. How do you see resiliency emerging
as an important aspect of leadership? How do you see skills related to learning and
teaching as important aspect of leadership?
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
attempt to answer the questions of the relationship of resiliency and learning and
teaching as they relate to leadership.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Your Definition of Leadership Assignment |
Your Definition of Leadership Assignment