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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