This is a description of how I reflected on an event on the R&C 20111 course. It follows Gibbs model of reflection 1988)
Gibbs, G. (1988). Learning by Doing: a guide to teaching and learning methods. London: Further Education Unit,
This is a description of how I reflected on an event on the R&C 20111 course. It follows Gibbs model of reflection 1988)
Gibbs, G. (1988). Learning by Doing: a guide to teaching and learning methods. London: Further Education Unit,
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
ACED 9400 Assignment - Fall 2013
Article Reviewed:
Pew, Stephen. (2007). Andragogy and Pedagogy as
Foundational Theory for Student Motivation in Higher
Education. InSight : A Collection of Faculty Scholarship,
2, 14-25.
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
ACED 9400 Assignment - Fall 2013
Article Reviewed:
Pew, Stephen. (2007). Andragogy and Pedagogy as
Foundational Theory for Student Motivation in Higher
Education. InSight : A Collection of Faculty Scholarship,
2, 14-25.
The bill of lading is one of important document used in international sale of goods by sea. It’s a document of title, evidence of contract of carriage between the shipper and carrier. Also, it acts as a receipt for goods received. Anyhow, due to this paper base bill of lading has disadvantages such as slowly and delay, and high cost. Then, in 21st century, as new trend in international trade law,it arise electronic bill of lading which is sent and stored by a computer rather than on paper. It’s faster, more efficient. There are few difficulties when join with electronic bill of lading such as replacing the negotiability function of the paper bill of lading and the requirement of legislation which obstruct the use of electronic bill of lading.
There should be legal frame work, IT framework, and functional frame work to create genuine electronic bill of lading. This was internationally recognized bythe Convention on Contracts for the International Carriage of Goods Wholly or Partly by Sea 2008 also calls‘Rotterdam Rules’, and US gives legislative recognition for electronic bill of lading by Uniform Commercial Code. There are few gray areas for using electronic bill of lading, such as, flexibility, andrights and obligations of parties.
Considering Sri Lankan situation, even though it hasdiscussion for having electronic bill of lading for develop international trade, there was no nourished legal system to achieve that aim. Yet, in 2006 through the enacting No 19 of 2006 Electronic Transaction Act it was open the doors for electronic bill of lading. Now days, some companies are involve with electronic bill of lading and get its profits. Yet, most trades are not still involved for that, due to lack of legal frame work, and functional frame work.
This presentation will teach you on how to write a Reflection Paper. It also explains what kind of information teachers are expected for. More advice we present for you as well as in this article https://essay-academy.com/account/blog/how-to-write-a-reflection-paper
Post #1Robert Greenleaf (2008) has so many amazing incites that .docxharrisonhoward80223
Post #1
Robert Greenleaf (2008) has so many amazing incites that are practical. The foundation to his inspiration is to lead by example, merging finding a mindful direction and skills for redirecting group behaviors. I have been introduced to leaders whom believe they are applying fabulous leadership skills, however reality is that they do not listen or are they aware of their surroundings. The emotional needs of staff are completely overlooked as well as viewed like a checklist of strategic applications with zero applications. I have observed this multiple times within my office of engineers and architects contributing to protocols, facts and procedures. Greenleaf incorporates the need to set self aside, including egos to reflect history, empathy, optimum, listening and utilizing sensible language. According to Frick (2004) history indicates the importance of service to develop social values of connection and community in which leaders need to identify and relate in their roles.
As it was mentioned, the mindset and behaviors in which leaders need to perform for others to follow takes humility and humbleness, wish can be considered a weakness or wisdom depending on self and cultural. I have found that some individuals in leadership roles believe they know the formulas; however, every equation will have variables that alters the perspective, changing the order of operations in result the solution and answer. The ability to honor the variables will determine the wisdom of the leader; in return will formulate the skills of serving. This is a very difficult concept for many leaders to embrace and apply. For some, it is common since, but one may need to listen to understand the variable is them.
References
Frick, D. M. (2004). Robert K. Greenleaf : A Life of Servant Leadership. San Francisco, Calif: Berrett-Koehler Publishers.
Greenleaf, R. K. (2008). The servant as leader. Westfield, IN: The Greenleaf Center for Servant Leadership.
Post #2
Why isn’t Servant Leadership a theory or formula for leadership success but a mindset – a way of being as a leader.
Servant leadership needs to come from a core set of beliefs or faith. One must be transformed from within for this to be a true experience. This is not a theory of leadership that you can fake it until you make it. It is a philosophy or way of life. Even for leaders in a spiritual environment such as a church or a temple, this is not a given. A life of servant leadership is sacrificial. This is not easily accomplished if it does not come from an authentic place. One will only be able to demonstrate the traits and characteristics of a servant leader for a finite time if it is not originating from a true spirit of and core of humility. While servant leadership is a known leadership style and may be widely studied, it is not widely seen because it must come from a unique leader. As someone who has been behind the scenes in church leadership for decades, in a place where most wo.
SMART Goal Worksheet
Today’s Date
Target Date
Start Date
Date Achieved
Goal
Specific: What exactly will be accomplished?
Measurable: How will you know when the goal is reached?
Attainable: Are the resources available to reach the goal? If not how will they be obtained?
Role-Related: Is this goal hitting the correct audience?
Time-Bound: When will the goal be achieved?
MORALIZED LEADERSHIP: THE
CONSTRUCTION AND CONSEQUENCES OF
ETHICAL LEADER PERCEPTIONS
RYAN FEHR
University of Washington, Seattle
KAI CHI (SAM) YAM
National University of Singapore
CAROLYN DANG
University of New Mexico
In this article we examine the construction and consequences of ethical leader
perceptions. First, we introduce moralization as the primary process through which
followers come to view their leaders as ethical. Second, we use moral foundations
theory to illustrate the types of leader behavior that followers are most likely to
moralize. Third, we identify motivations to maintain moral self-regard and a moral
reputation as two distinct pathways through which moralization influences follower
behavior. Finally, we show how the values that underlie leaders’ moralized behavior
(e.g., compassion, loyalty) determine the specific types of follower behavior that
emerge (e.g., prosocial behavior, pro-organizational behavior).
History is replete with examples of leaders
who are renowned for their positions of moral1
authority—for their status as paragons of virtue
and goodness and for their ability to motivate
their followers to do good deeds. Martin Luther
King, Jr., worked for equal rights and inspired
his followers to fight for justice, while Mahatma
Gandhi emphasized compassion for the less for-
tunate. Winston Churchill is widely renowned
for demonstrating and inspiring loyalty to the
British Crown, while Mother Theresa is particu-
larly well-known for her emphasis on the sanc-
tity of body and spirit (Frimer, Biesanz, Walker,
& MacKinlay, 2013). Many CEOs, such as James
Burke of Johnson & Johnson, are admired for
their care and compassion, while others, such as
Whole Foods CEO John Mackey, are admired for
their focus on purity. Regardless of the actions
for which these leaders are most renowned (e.g.,
actions that reflect justice, compassion, loyalty,
or purity), all of them have demonstrated an
ability to leverage morality as a means of gar-
nering commitment to a cause, tapping into
their followers’ moral beliefs and conveying
what it takes to be moral in a given place and at
a given point in time.
In contrast to these canonical yet divergent
examples of ethical leaders, the organizational
sciences paint a comparatively narrow view of
what it means to be an ethical leader. Scholars
have cultivated a notion of ethical leaders as
the embodiment of justice and compassion, fa-
cilitating prosocial behavior and fair treatment
by showing their followers that this behavior is
expected and rewarded (Bass, 2008; Brown &
Treviño, 2006; Eisenbeiss, 2012). At t.
1 Week 3 – The impact of personal and cultural VannaJoy20
1
Week 3 – The impact of personal and cultural
values in educational contexts
TOPIC GOALS
Explore personal and cultural values in education for educators and
students
2
1. Introduction
“Great people have great values and great ethics.”
(Jeffrey Gitomer, 1993)
2. Educators Personal and Cultural Values
Our values as educators play a significant role to how we portray ourselves
in action, what we do and what we say. Most of the times you find educators
asking themselves the same question. What kind of an educator am I? Educators
always need to justify themselves through their teaching practices and that can
only be done when we reflect on what we do and why we teach in a particular
way. That involves the values of any educator to be questioned.
‘Throughout our teaching careers we think and behave in certain ways and
believe in certain things, such as how far our teaching can be called ‘educational’,
about what we can offer children and what our capabilities are. What we do, think,
and feel about teaching constitute our sense of professional identity. We can
reveal and communicate this identity when we address and articulate an answer
to the question’ (Ghaye, 2011).
3
If we reflect on these descriptions of practice, we give
ourselves the chance to learn from our experiences of
teaching. This can help to move our practice forward.
(Ghaye, 2011)
‘While a case could be made that there are some universally accepted
values, values in education are culturally bound. No aspect of curriculum is taught
in a cultural void, and the relationship of values education to cultural context
throws up particular challenges in attempting an international study’ (Stephenson,
1998).
Educators usually do not stay in an unchanged set of values as they develop
more practice and experience the reflection on these shifts and changes happen
depending on the setting and context they work in. To be called a professional
implies that educators need to reflect on their teaching constantly and be
responsive to what is happening around them. ‘A teacher’s values should be
derived from the nature of what constitutes effective and ethical practice. To
reach this position, we have to understand and question the purposes of education’
(Ghaye, 2011)
4
Cultural values on the other hand are the particular concepts of interest of
each individual when asked about their beliefs, personality, values and identity.
That way you can distinguish their cultural views and behaviours in their personal
lives which then reflect in their practices as well. This also reflects specific
characteristics and certain practices on a larger nationwide scale that constitutes
each educational context. However, ‘Individuals are expected to cultivate and
express their own preferences, feelings, ideas, and abilities. Schwartz (1994)
distinguishes two types of auto ...
Prior to beginning work on this discussion, read the articles Ethi.docxstilliegeorgiana
Prior to beginning work on this discussion, read the articles Ethical Leaders: An Essay About Being in Love (See Below)and Impact of Ethics on Leadership Standards, (see below) and watch Challenger: The Untold Story Part 7 of 10 (Links to an external site.).
Share what ethical situations came up in the video. Explain how the leader’s decision impacted the results of the Challenger’s mission. What ethical values did you take away from this video that you can apply in your own leadership?
Ethical Leaders: An Essay About Being in Love
flames M. Kouzes Barry Z. Posner
ABSTRACT. What it means to be an ethical leader is the focus of this paper. Leadership is more than an affair of the head, but fundamentally also one of the heart. Leaders are in love. Four esselltial and practical considerations are pres- ented for discovering, developing, and using this perspective.
What does it mean to be ethical? What does it mean to be a leader? What does it mean to be an ethical leader? Is it possible to be an unethical leader? These are just some of the questions that arise when thinking about the topic "ethical leadership." Ethical leadership has been seen as a process both of inquiry - asking questions about what is right and what is wrong - and a mode of conduct - setting an example for others about the rightness or wrongness of particular actions (Guy, 1990). Ethical leadership, as a way of thinking, says Enderle (1987), aims at two goals: to clarify and make explicit the ethical dimension of decisions and to formulate and justify ethical principles. From a similar applied ethics perspective, Nielsen (1990) proposes the idea of dialogic leadership as a process of elevating outcomes to a higher ethical plane (beyond merely win-win decisions). Leaders, as observed by Bennis and Nanus (1985), set the moral tone: "The leader is responsible for the set of ethics or norms that govern the behavior of people in the organization." Ethics and leadership may just go hand-in-hand (Hitt, 1990).
James M. Kouzes is President of The Tom Peters Group~Learning Systems (Palo Alto, CA) and Barry Z. Posner is Associate Dean (Academic Programs) and Professor of Management, Santa Clara University (Santa Clara, CA). They have written The Leader- ship Challenge: How to Get Extraordinary Things Done in Organizations (]ossey-Bass, 1987) and are currently explor- ing what people look for in leaders and the essence of effective working relationships.
!n this essay we want to expiore yet another dimension of ethical leadership which comes out of our continuing studies of peop!e's personal best leadership experiences (Kouzes and Posner, 1987). In addition, rather than taking a particular philosophi- cal approach, which others who are really better qualified than we are have done, we want to offer some practical suggestions for being an_ ethical leader - which emanates not so much from the head as it does from the heart.
"Love 'era and lead 'era"
On September 4, 1986, the Mili ...
PersonalityLeadership LinkageThere is a link between an individ.docxmattjtoni51554
Personality/Leadership Linkage
There is a link between an individual’s personality and the leadership style with which individuals are most comfortable and therefore more likely to use. The connection between personality and leadership style has been well noted by several researchers and leadership specialists (Bass, 2000, 2008; Pillai, Schriesheim, & Williams, 1999; de Charon, 2003).
It is important to understand your natural leadership style…so you can capitalize on your natural leadership strengths (or be aware of and address your natural weaknesses) for your career development, self-fulfillment and success at the workplace.
Journal of Leadership Education Volume 8, Issue 2 – Fall 2009 114
The 16 personality types created by Myers and Briggs (Myers & McCaulley, 1985) and adapted by Keirsey and Bates (1984) are a combination of:
EI (extroversion or introversion)
EI are ways in which people gather energy. E types are people who recharge when they are around people. I types are those who need solitude to re-energize.
SN (sensing or intuition)
S types are those who thrive on facts and Ns are those who tend to make decisions based on hunches.
TF (thinking or feeling)
T types are logical and objective in the decisions they make and Fs are more subjective and take things personally.
PJ (perceiving or judging).
Ps like to keep their options open and Js prefer deadlines.
No type is better than the other. They are all just ways in which we interact with the world and make decisions. Understanding these differences can, however, provide insights.
Being a Leader
Everyone, at some time in life, is asked to be a leader, whether to lead a classroom discussion, coach a children’s soccer team, or direct a fund-raising campaign. Many situations require leadership. A leader may have a high profile (e.g., an elected public official) or a low profile (e.g., a volunteer leader in Big Brothers Big Sisters), but in every situation there are leadership demands placed on the individual who is the leader.
Being a leader is challenging, exciting, and rewarding, and carries with it many responsibilities. This chapter discusses different ways of looking at leadership and their impacts on what it means to be a leader.
DEFINING LEADERSHIP
At the outset, it is important to address a basic question: What is leadership? Scholars who study leadership have struggled with this question for many decades and have written a great deal about the nature of leadership (Antonakis, Cianciolo, & Sternberg, 2004; Bass, 1990; Conger & Riggio, 2007). In leadership literature, more than 100 different definitions of leadership have been identified (Rost, 1991). Despite these many definitions, a number of concepts are recognized by most people as accurately reflecting what it is to be a leader.
INTRODUCTION TO LEADERSHIP
Leadership has long intrigued humankind and has been the topic of extensive literature for centuries. The earliest writings include philosophies of leade.
· If we accept the fact that we may need to focus more on teaching.docxalinainglis
· If we accept the fact that we may need to focus more on teaching civic responsibility, how can this work with both "policies and people" in the school where you become principal?
In order to increase the focus on teaching civic responsibility, policy must be in place supporting this goal. A school leader must be willing to invest time and funds into planning, training, and implementing curriculum that emphasizes civics. Staff members may have different levels of interest, understanding, and comfort when it comes to incorporating civic responsibility into their teaching, so providing professional development in this area would be critical. The strategic plan for integrating civic responsibility and the expectations for each teacher’s involvement should be clearly communicated. In addition to establishing these policies regarding civics education, the school leader and teachers must work to model civic responsibility. In addition to sharing his or her vision for increased focus on civics with the school staff, the school leader should work to share his or her vision with school board members, other district personnel including the superintendent, and the greater community. Lastly, school leaders need to support their staff as they take risks and work to develop and implement new activities, discussions, and projects centered around teaching civic responsibility.
· How will you lead your staff in this part of the curriculum?
In leading my staff in this part of the curriculum, I would work to secure professional development related to civic responsibility, as this is not an area that I have expertise in, and work as a staff to develop our vision and implementation goals. I would also provide examples such as the work of the exemplar schools described in the article in integrating civic responsibility across all content areas, implementing service-learning programs, and creating partnerships between the school and community. I would also work within PLTs to develop ways that civic responsibility could be incorporated within their curriculum and remind them that they have my support as they embark on this endea
Required Resources
Text
Baack, D. (2017). Organizational behavior (2nd ed.). Retrieved from https://ashford.content.edu
· Chapter 8: Leadership
Articles
Austen, B. (2012, July 23). The story of Steve Jobs: An inspiration or a cautionary tale? (Links to an external site.)Links to an external site.Wired. Retrieved fom http://www.wired.com/2012/07/ff_stevejobs/all/
Charan, R. (2006). Home Depot’s blueprint for culture change. Harvard Business Review. 84(4), 60-70. Retrieved from EBSCOhost database
Grow, B., Foust, D., Thornton, E., Farzad, R., McGregor, J., & Zegal, S. (2007). Out at home depot (Links to an external site.)Links to an external site.. Business Week.
Retrieved from http://www.businessweek.com/stories/2007-01-14/out-at-home-depot
Stark, A. (1993). What's the matter with business ethics? Harvard Business Review, 71(3), 38-48. .
Similar to Anna_Marie_Garrett_Final_Reflection_Paper_Week_8 (19)
· If we accept the fact that we may need to focus more on teaching.docx
Anna_Marie_Garrett_Final_Reflection_Paper_Week_8
1. Running Head: FINAL REFLECTION PAPER 1
Final Reflection Paper
Anna Marie Garrett
EDDC 615 - The Ethical Educator
Concordia University – Portland
2. FINAL REFLECTION PAPER 2
The application of ethics is important in everyday life, but the application of ethics is
even more important in leadership. We have seen the effects that unethical leaders have had on
our society. As was pointed out by Palmer (2004),
Today we live in a blizzard of another sort. … It swirls within us as fear and frenzy,
greed and deceit, and indifference to the suffering of others. We all know stories of
people who have wandered off into this madness and been separated from their own
souls, losing their moral bearings and even their mortal lives: they make headlines
because they take so many innocents down with them (p. 1).
Due to this fact and my strong feelings about social justice and gender equality, it becomes very
important that I apply ethics to my leadership.
In relation to my feeling akin to Rule Consequentialism and Feminist Spiritualism I feel
that I can relate to the leadership styles of Servant Leadership and Transformational Leadership.
Chittister (1998) tells us, “Humility, the principles imply, has something to do with our
relationship to God, our openness to people, our expectations in life, and our attitudes towards
others” (p. 98). In Servant Leadership,
A servant-leader focuses primarily on the growth and well-being of people and the
communities to which they belong. … The servant-leader shares power, puts the needs of
others first and helps people develop and perform as highly as possible (Greenleaf Center
for Servant Leadership, n.d., para. 4).
In Transformational Leadership,
Transformational leaders motivate and inspire people by helping group members see the
importance and higher good of the task. These leaders are focused on the performance of
3. FINAL REFLECTION PAPER 3
group members, but also want each person to fulfill his or her potential. Leaders with
this style often have high ethical and moral standards (Cherry, 2015, para. 13).
Just as it is a professor’s duty to help guide their students to truth and excellence, to treat others
with respect, and through words and actions to teach those around them to treat others with
respect (Markie, 1994), I feel that good leaders are ethically bound to treat their followers with
respect and to guide them to the truth and excellence of their full potential.
In this manner the leader will be growing and moving closer to their full potential of self-
actualization. (See Figure 1) Through Servant Leadership and Transformational Leadership, I
feel that the person leading is living Micah 6:8 (New Revised Standard Version) “Oh man, what
does the Lord require of you, but to do justice, love kindness, and walk humbly with your God.”
They are in effect practicing Borgmann’s (2006) civility that is part of behaving decently with
one another. This includes treating all those around you with respect regardless of their station
in life (Garrett, 2015, pp. 2 - 3).
From the descriptions of these two types/styles of leadership, I imagine these leaders
would agree with Bonhoeffer (1955) when he says,
But when all this has been said it is still necessary really to examine what is the will of
God, what is rightful in a given situation, what course is truly pleasing to God; for, after
Figure 1: Maslow’s Hierarchy of Needs
(lenrosen4, 2011)
4. FINAL REFLECTION PAPER 4
all, there have to be concrete life and action. Intelligence, discernment, attentive
observation of the given facts, all these now come into lively operation, all will be
embraced and pervaded by prayer (p. 43).
When they hold to this, they are acting in ethical and morally upright ways, which not only helps
to make them better leaders, but also helps them grow as individuals.
As a college professor, a piece of being a good leader is being up to date on what theories
and knowledge is currently accepted as truth and excellence in the field. This is tied to the
professor’s responsibility of scholarship. As part of this scholarship, through their own inquiry
into what is currently being debated in their field, and their commitment to the type of research
that is related to that field of study, professors present the results of their scholarship, the results
of research, and their own theories to make advancements in their field, before their peers for
professional review through publications and presentations at professional conferences (Garrett,
2015, p. 13). If we are in charge of graduate students, especially doctoral students, we are to be a
role model for them of what it means to be engaged in academic scholarship within our field of
study. The Inquiry-based Learning model can be useful at this level of study to guide students’
first experiences of academic scholarship (Ekline, 2004). In Inquiry-based Learning,
A complex process is involved when individuals attempt to convert information and data
into useful knowledge. Useful application of inquiry learning involves several factors: a
context for questions, a framework for questions, a focus for questions, and different
levels of questions. Well-designed inquiry learning produces knowledge formation that
can be widely applied (Ekline, 2004, para. 6).
5. FINAL REFLECTION PAPER 5
Helping our students through the appropriate research methods for our field and creating their
own understanding of the currently held truth and excellence for themselves is an important part
of our leadership as professors.
Thus through the styles of Servant Leadership and Transformational Leadership, I will be
able to enact social justice and gender equality in light of Women’s Spirituality and Rule Based
Consequentialism in my vocation and calling as a professor on the collegiate level. As long as I
remember the humility that Chittister (1998) tells us about while I hold true to all of these pieces
that will make up my leadership style, I will be living an ethical and morally upright life where I
will be able to avoid the unethical blizzard that Palmer (2004) warns us about.
6. FINAL REFLECTION PAPER 6
References
BBC. (2014). BBC - Ethics - Introduction to ethics: Consequentialism. Retrieved from
http://www.bbc.co.uk/ethics/introduction/consequentialism_1.shtml
Bonhoeffer, D. (1955). Ethics. (N. H. Smith, Trans.) New York, NY: Touchstone.
Borgmann, A. (2006). Real American ethics:Taking responsibility for our country. Chicago: The
University of Chicago Press.
Cherry, K. (2015). Leadership Theories: The 8 Major Leadership Theories. Retrieved from
about.com: about education:
http://psychology.about.com/od/leadership/p/leadtheories.htm
Chittister, J. (1998). Heart of Flesh: A Feminist Spirituality for Women and Men. Grand Rapids,
MI: Wm. B. Eerdmans Publishing Company.
Ekline, J. (2004). Workshop: Inquiry-based Learning. Retrieved from thirteen ed online:
Concept to Classroom: http://www.thirteen.org/edonline/concept2class/inquiry/
Garrett, A. M. (2015, April 18). Final Form Personal Ethics Statement. Portland, OR.
Greenleaf Center for Servant Leadership. (n.d.). What is Servantleadership? Retrieved from
https://greenleaf.org/what-is-servant-leadership/
lenrosen4. (2011, October 7). Maslow’s Hierarchy of Needs. Retrieved from
www.21stcentech.com: http://www.21stcentech.com/wp-
content/uploads/2011/10/maslow.jpg
7. FINAL REFLECTION PAPER 7
Markie, P. (1994). Professor's Duties: Ethical Issues in College Teaching. Lanham, MD:
Rowman & Littlefield Publishers, Inc.
Palmer, P. (2004). A hidden wholeness: The journey toward an undivided life. San Fransisco,
CA: Jossey-Bass.