Project -MNGT220.docx

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Effective Leadership

MNGT220

Spring Semester 2015-2016

Proect

Leadership Profi!e" Statement and #ritica! $na!%sis

S&'mitted To(

Dr. Benish Chaudhry

S&'mitted )%(

St&dents Name St&dent

*+, N&m'er

St&dent

Section

Saeed Almansoori S0000000640 3

Awadh Almansoori 20132312 3

Khaled Alhajeri S0000000467 3

Table of Contents


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Leadership Profle.......................................................................................................3

Mahatma Gandhi - The Father o the Nation............................................................3

Leadership style...................................................................................................3

Leadership Qualities.............................................................................................5

Leadership impat................................................................................................!

Learnin" #utomes..............................................................................................!

Philosophy o Leadership $tatement..........................................................................%

&nalysis o a 'ritial Leadership (ssue in an )mirati or"ani*ation............................+2

La, o entrepreneurship......................................................................................+2

The Prolem....................................................................................................... +3

The $olution....................................................................................................... +3

eerenes................................................................................................................+5


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3

Leadership Prole

Mahatma Gandhi - The Father of the Nation

Leadership style

#n a /hole0 there is no partiular leadership stylethat an ully desrie Mahatma Gandhi. 1e sho/ed

dierent ualities in dierent settin"s0 For e4ample0

Gandhi /as a Transormational leader /hile he dealt

/ith the masses0 empo/ered them and motiated

them0 1e /as serant leader in the /ay he /or,ed

all his lie or the people0 sel6essly and /ith ull

dediation0 1e /as ollo/er entri in the sense that

he al/ays shared his ideas /ith his ollo/ers and had

a t/o /ay ommuniation /ith them. 1e inited

ritiism and /as reahale to them0 1e lead y e4ample y ein" the

han"e he /anted to rin". 1e frst pratied the ideals o protestin" throu"h

noniolene himsel and proed to the /orld that it is more eetie than

iolent means.

Gandhi /as an ethial harismati leader. 1e /as drien y a set o hi"h

moral alues and ode o ondut /hih he ollo/ed throu"hout his lie. 1e

had an internal lous o ontrol0 he inspired others /ith his ie/s and

onined them y reasonin"0 he enountered many roadlo,s on the path

to independene ut that did not stop him in f"htin" or reedom and in

spite o hain" a position o immense po/er0 his attitude to/ards lie and

moral priniples remained unhan"ed.

M7 Gandhi /as the ae o (ndian reedom stru""le and a preaher o

protestin" throu"h non-iolent means. The at that he /as ale to ore the

8ritish out o a ountry /hih they had ruled or 399 years /ithout usin" any

,ind o iolene spea,s olumes o his e4tra-ordinary leadership and the

people:s elie in his methods. Many other /orld leaders and intelletuals

li,e Martin Luther 7in"0 Nelson Mandela and &lert )instein /ere also

ollo/ers o his dotrines.

1is massie an ollo/in" /as a result o many ators0 one o them ein" his

sel6ess dediation to/ards the serie o humanity. i"ht rom his settin"

oot in &ria till the (ndependene o (ndia0 all throu"h his lie he ou"ht or

the etterment o the people. 1e ou"ht a"ainst raial disrimination in

&ria. 1e ou"ht a"ainst soial ineualities0 aste system and e4ploitation o

/omen in (ndia and /or,ed to/ards endin" the soial malaise o


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untouhaility and promotin" di"nity o laor.


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independene. 1e also sat on a ast to preent the lashes et/een 1indus

and Muslims. Thou"h he /as ale to rin" temporary peae0 this /as not

enou"h to stop the partition o (ndia and Pa,istan.

Leadership Qualities

Mahatma Gandhi /as a ery empo/erin" and @isionary leader. MahatmaGandhi /as an empo/erin" leader not only eause he empo/ered all

(ndians on a salt marh to orrupt the 8ritish eonomi system. $ine he /as

pioneer o $atya"raha0 he also inspired all (ndians to understand and learn

resistane throu"h non-iolent iil disoediene. Gandhi /as a isionary

leader. 1e "ae (ndians a ne/ spirit0 a sense o sel-respet and a eelin" o

pride in their iili*ation? he is somethin" more than a mere politiian. 1e is a

"reat statesman and a man o ision.

(n (ndia0 Gandhi estalished the a,no/led"ment y leadin" throu"h

e4ample0 he estalished himsel as a slae o the people o (ndia0empo/erin" the "eneral puli. 1e made it his poliy to pratie /hat he

preahed0 een the small thin"s li,e spinnin" yarn to ma,e his lothes. 1e

resorted to simple and poor liin"0 =ust li,e millions in the ountry0 hene

people loo,ed at Gandhi as one o their o/n0 and they ould see their o/n

suerin"s in him.

Gandhi had already een reo"ni*ed throu"h his /or, and moements in

$outh &ria. People already had "reat honor and hopes rom him due to

/hat he had ahieed0 his non-iolent methods /ere also ery /ell respeted

/ithin the (ndian soiety. $ine he /as already isionary and empo/erin"0

Mahatma Gandhi /as a Transormational leader. 1e al/ays empo/ered his

ollo/ers to/ards suess? he "ae them hope /here there may e none.

#ne o the most outstandin" ualities o Gandhi /hih ma,es him a "reat

transormational leader o modern history /as his lon" term ision0 sel-

onfdene /hih /as perhaps pereied as someone /ho /as stuorn and

stron" priniples o ri"hteousness.

Leadership impact

1uman i"hts A The main reason or Gandhi:s protests and ampai"ns

a"ainst the 8ritish0 /ere to f"ht or the human ri"hts o the (ndians. Gandhi

stood up or the (ndians0 sine they /anted to eome an independent

ountry. 1is inspiration to help all these people ame ma=orly rom his years

spent in $outh &ria. hen he returned to (ndia0 he ound a similar

situation0 in /here the 8ritish had more po/er oer all (ndians0 and in some


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oasions0 made them do inhumane =os. Gandhi:s ations to alleiate

poerty around the ountry0 e4pand /omen ri"hts0 and ree (ndia rom the

8ritish0 /ere /hat rou"ht =ustie and airness to all (ndians: human ri"hts.

Peae A For Gandhi0 in order or a nation to hae peae0 iolene should e

eliminated0 and people should input =ustie. 1e did not see peae as anendin" point0 ut instead as a proess that /ould end the /ar in his ountry.

B1e enisioned noniolene as a /ay to ma,e a politial statementC. This

method /as his /ay o solin" issues amon" iti*ens0 and 8ritish. &nd he

had many moements to/ards (ndia:s independene0 and all o these /ere

deeloped in the asene o iolene.

Gandhi:s methods impated all (ndians to try to f"ht or their independene0

and althou"h the 8ritish didn:t a"ree /ith them0 these /ere still suessul.

$ine ater all0 they /ere /hat lead to the ountry:s independene.

Learning utcomes

Mahatma Gandhi throu"h his /or, and lie has inspired not only the people

o his time0 ut also the urrent "eneration and many more "enerations to

ome. There is somethin" to learn rom eery aet o his lie. From the point

o ie/ o the orporate /orld also there are many lessons that /e an learn.

(n usiness0 it:s ery important to understand the human psyholo"y li,e

Gandhi did. >hateer stru""le he started0 he too, his people into onfdene

and ensured that they ould identiy /ith it. 1e made eery sin"le person

reali*e the alue o his ontriution. This also demonstrates his ama*in"people s,ills and aility to empo/er and motiate them. (t is the people that

are re"arded as the i""est resoure o an or"ani*ation and inreasin"

numer o ompanies are reali*in" this at. The ous is no/ shitin" rom

=ust profts to/ards the interest o the arious sta,eholders and employees.

'ompanies should try to emulate suh onnet /ith their employees and

implement motiational pro"rams /hih /ould help in its sustainale "ro/th.

Mahatma Gandhi had a ision D(ndependeneE and a plan to ahiee that

ision Dsatya"rah and ahimsaE. 1e e4euted his plan eautiully y traellin"

aross the ountry and spreadin" his ie/. 1e made sure he made his pointthrou"h in the diretion he /anted and /as al/ays open to ueries and

ritiism. 1e al/ays had 2 /ay ommuniations /ith his audiene. This

sho/s his strate"y and plannin" s,ills /hih is also ery ruial rom

orporate ie/point. )ery ompany aspires to "ro/? they should hae a

/ell-defned tar"et omprehensie plan to ahiee that tar"et. They should


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also share this ision /ith their employees and not limit it to the /alls o the

oardroom.

&nother important learnin" /e an ta,e rom Gandhi is that o (nnoation.

The 8ritish had ruled (ndia or around 3 enturies at his time. There /ere

reolts preiously ut they had ailed to onert into a nation/idemoement. &t this moment Gandhi deised an entirely ne/ /ay o protest.

(nstead o su""ested people to lit "uns he as,ed them not to lit een their

hand in protest. This /as totally une4peted y the 8ritish and sent their

strate"y hay/ire. (n the rapidly han"in" mar,et senario0 (nnoation and

thin,in" out o the o4 is the ,ey or the surial o an or"ani*ation.

Philosophy of Leadership !tatementLeadership is an e4tremely important role or a person to assume. Ta,in" it

li"htly is dan"erous or more than a prinipal:s lielihood eause it is /orth

more than some =o. ltimately it is the potential impat thoseadministrators and teahers hae on a population /ho is more or less a

aptie audiene. 'hildren hae to "o to shool and /hen a shool has

inompetent leadership it /ill hae aderse0 and possily irreersile0

onseuenes or those hildren.


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hae deeloped throu"hout the lietime you hae had. #ne you hae

defned the alues you stand or then leadership /or,s to/ard the

ollaoration omponent o leadership. & leader:s aility to ollaorate is

diretly in6uened y the time spent re6etin" on your ailities0 deisions0

and perormane. e6etion leads to more eetie and eHient /ays o

solin" the prolems that leaders ae. Finally0 a leader needs to reali*e that

6e4iility and adaptaility is ital to maintain rediility /hen /or,in" /ith

the memers o a "rade leel0 shool0 and ommunity. Leadership is

emodied in many dierent /ays and perormed in many dierent /ays0 ut

the ,eys to a "reat leadership are alues0 ollaoratie mindset0 re6etion o

ideas and praties0 aountaility0 and modelin" ation.

'ommuniation is the most important omponent to e an eetie and

in6uential leader. 'ommuniation omes in many orms as a leader. There a

many /ays a person ommuniates /hat they are thin,in" or seein". Great

leaders use all methods o ommuniation to reah the people they are

responsile or. Leaders ommuniate throu"h their /ords and ations. The

i""est and most eetie /ay or a leader to ommuniate is throu"h their

ations. & person:s ations are the est /ay to "et to ,no/ another person.

>athin" the /ay they approah people and prolems an tell more aout

the alues a leader has than listenin" to the /ords they spea,. Throu"h

ommuniation a leader e4press e4petations or the ,ind o enironment

that is aeptale.

This point annot e made enou"h0 leaders must set the tone or the type o

enironment that they /ant eeryone to operate in. Great leaders estalish

open lines o ommuniation /here eeryone:s opinions and ideas are

alued. Not aeptin" /hat people put orth is a sure /ay to alienate them

and e4lude them rom helpin" the shool moe or/ard. People:s opinions

are only alued /hen they are ale to partiipate intelli"ently. & "reat leader

uses ommuniation y "ettin" the /hole "roup the inormation to ma,e

inormed and releant ontriutions to disussions. 'ommuniation must e

a t/o /ay street0 a plae /here people an partiipate and eel a part o the

proess.

Leadership is not limited to ein" a "eneral0 ')# o a ma=or orporation0 or a

prinipal. 8ein" a leader an e at any leel o any =o or position a person

fnds themseles in. The person in a position o leadership must0 to orro/ a


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Gree, phrase0 B,no/ youC. 7no/in" /hat you eliee is the frst step and the

seond understands /hy you eliee those thin"s. Jou hae /restled and

/or,ed out the /hy so that it eomes the ore o /ho you are. @alues /ill

han"e oer time and an e ased on the situations or prolems that are

enountered. 1o/eer0 ho/ you treat people0 your inte"rity0 ho/ you ollo/-

throu"h0 personal onitions0 and your approah to situations are

essentially the ode o ondut you use on a daily asis. Jour harater

omes out o you /hen you are put to the test0 it:s =ust a matter o /ill it spill

out or shineK Those alues you hae inorporated are the dierene in

re"ards to /hat people /ill see in you.

Treatin" people the ri"ht /ay means to sho/ them respet and ein" a "ood

listener. $teen 'oey said. . . B$ee, to understand0 not to e understood.C.

& "reat leader is one /ho does =ust that. ( the leader desires to e the one

/hom eeryone loo,s to or diretion the leader must "ain the trust o the

people he or she is leadin". Gainin" trust omes do/n to treat people the

ri"ht /ay eery time. (t does not mean that eah person "ets /hateer they

/ant or their /ay? instead0 they "et the thin"s that /ill ma,e them

suessul in the shool. The leader oneys the messa"e Byou and your

opinion and ideas are important to meC in the /ords and ations they use as

they interat /ith the people under and around them. This messa"e omes

throu"h deelopin" a uality ear or listenin". sin" tehniues o "ood

listenin" and tryin" to see rom the other person:s perspetie /ill help the

other person e"in to trust /hat the leader does and says. (n a /ord a "reat

leader is a serant leader. oert Greenlea oined the seemin"lyontraditin" term serant leadership: to desrie a uniue approah to

leadership. )ssentially you put people frst in all aspets0 rom listenin" to

their onerns to "ro/in" them as people. This serant leadership is ,ey in

the deelopment o trust and trust is an indiator o "reat leadership.

(nte"rity and ollo/ throu"h are t/o harateristis o "reat leadership that

instills onfdene and trust in the aility o the leader. Many people an

promise to ulfll an oli"ation0 ut sadly the /orld is ull o tal,ers /ho say

one thin" and do another. & "reat leader holds him or her to a hi"her

standard /hen they deal /ith people.


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to spea, and /hen to thin, aout an issue or onern. They are delierate

and areul aout /hat they say eause a "reat leader0 /ith inte"rity0

,no/s that he or she /ill hae to ollo/ throu"h.

Great leadership is e4hiited mainly throu"h ollaoration /ith the people in

a shool. The shool year /ill inole many deisions0 many pro=ets0 andmany diretions. 1ain" one person ma,e all the deisions is an outdated

mode o leadership or shool and other priate enterprises. & est pratie

style is transormational leadership /hih uses a onsensus style deision

ma,in" proess .Great leaders "et others inoled in order or them to uy in

to the diretion o the or"ani*ation. 'onsensus does not mean a unanimous

deision in order or pro"ress to happen. ather0 the ma=ority o people

deide /here they /ant to "o and then fnd /ays to ma,e it happen. The

leader "ies eeryone an opportunity to "ie their input in the deision and

then moes or/ard /hen eeryone "ets the issue larifed. This method o

shared0 team-uildin" leadership is ho/ "reat leaders ener"i*e and motiate

the /hole "roup. )eryone ,no/s that they /ill hae input and an ma,e a

dierene in the deisions.

&ountaility0 the /ay the leader ta,es responsiility or /hat happens on

his or her /ath0 is a ,ey part o the oundation to "reat leadership. Passin"

the u, or lamin" the people under the leader is a sure fre /ay to alienate

the people /ho /ill ma,e or rea, them. This aountaility is oten the frst

step to/ards re6etion. 8ein" responsile should lead a person to thin,in"

aout /hat happened and /hy it happened. & leader also needs to pauseand re6et aout /here they are "oin"0 ho/ thin"s are pro"ressin"0 and ho/

to improe /hen aed /ith uture issues. The re6etion proess is ital to

ma,in" a "reat leader eause issues and situations are onstantly

han"in". & leader must e 6e4ile and adaptale in order to pro"ress

to/ards the mission and ision. e6etion ensures that ontinual

improement /ill e on"oin" and that the leader /ill not "ro/ sta"nant0 or

eome ineetie in their position.

The 6e4iility and adaptaility o a leader is ,ey /hen dealin" /ith

ollaoratie situations. & "reat leader is someone /ho is onfdent in thepeople around him or her. That onfdene is displayed /hen distriutin" the

tas,s o mana"ement and pro"ress to suordinates. & leader /ho

understands his or her role is /illin" to allo/ others to hae ertain leels o

ontrol in order to aomplish the mission. Puttin" people in har"e o

pro=ets or aspets o the or"ani*ation is another orm o 6e4iility. This

dele"ation o authority plaes the =ud"ment omponent o leadership in the


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spotli"ht. 8ein" ale to pi, ompetent people or assi"nments sho/s the

leel o trust and onfdene the leader has in the people around him or her.

& leader /ho has a transormational style /ill aomplish muh durin" their

tenure eause it empo/ers the people around them to e reatie and

e4ponentially more eetie at their tas,s. Great leaders reali*e one o the

i" ,eys to leadership is "iin" a/ay po/er in order to e eetie.

Prolem-solin" is a lar"e piee o the leadership pie. Great leaders are frst

prolem-solers. >hen hallen"es present themseles leaders e"in a

proess o reahin" a solution to the prolem. This proess is a omination

many o the traits that ma,e a "reat leader. They use the enironment they

hae estalished to empo/er the others around them and inole them in

the proess. )nounterin" the many dierent ,inds o prolems reuires

thin,in" outside o the o4 and a /illin"ness to e 6e4ile in their thin,in".

&eptin" the ideas o others and proidin" them the enironment to reah

onlusions that dier rom the leader:s onlusion is ollaoratie in nature.

Good prolem-solin" leaders use ollaoration to empo/er others and

deelop them into prolem-solin" team memers.

)mpo/erin" the people around me to improe themseles and our

shool /ould e the ma=or thrust o my leadership philosophy. The most

en=oyment a teaher /ho is teahin" eause o allin" an "et is /hen a

student "ets that Bah-haC moment. They understand /hat /e hae een

disussin" in lass and fnally onnet the dots o that understandin" /ith

aomplishment. 8etter the people around me is one o the ore alues that (hae. ( do not desire to e in har"e o eerythin" and preer people to /or,

out solutions that ma,e sense to them and are /or,ale. )n"a"in" the

teahers in my uildin" /ould e my hi"hest priority. Gettin" them to reah

onsensus and moe to/ard a planned /ith eeryody:s fn"erprints on it

/ould e a ommon pratie in my administration. There are too many "reat

ideas 6oatin" around in shools or me to ompletely i"nore. (t /ould e a

serious mista,e to thin, ( am the end all o reatie and eetie thou"ht.

Listenin" to others is another ,ey or me as an administrator. Teahers hae

ideas and opinions that should e thro/n out there to see ho/ they oune.

Parents are another ,ey omponent to suessul shools and mye4petation /ould e to "et them inoled in the deision proess. The

students also represent an important part o the ulture at the shool. They

are the reason /e do /hat /e do. The older the a"e "roup the more input

should e soliited rom them. Ma,in" them a part o the onersation at the

middle and hi"h shool leels eeds their need to e seen as adults. &s the

leader o the shool ( /ant them to ome to us /ith ideas and "ie us /ays


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to improe the shool. 8uy-in is not limited to the people /ho "et paid at the

shool. $tudents and parents are essential to my role as the leader. Great

leadership utili*es all omponents o the shool to emphasi*e the most

important aspet o the shoolA the students: opportunities to learn.

Great leadership is a rare and diHult thin" to ome y in today:s

shools. The diHulty is primarily a result o ousin" on aspets o the

shool that miss point o eduation. >e ous on money0 home lie0 la, o

resoures0 and other important-yet unimportant- prolems. The ous o a

"reat leader is the relationships that are uilt throu"h a =oint eort to

ahiee a ommon "oal. >hen serant-hearted administrators put into the

ulture o their shool the idea that learnin" must ta,e plae and it is the

proess o ho/ the student "ets there0 not /hat they "ot or a "rade0 then

shools oerome those diHulties. Leadership is more the aility to

ommuniate a mutual respet and a loe or the people you are in har"e

o. >hen people ,no/ you respet and are or them they /ill run throu"h a

ri, /all to aomplish /hat eeryone has deided is important to the

mission.


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"nalysis of a Critical Leadership #ssue in an $mirati

organi%ation

Lac& of entrepreneurship

The &):s uture ould e seerely aeted i youn" )miratis ail to lie up to

hallen"es

La, o entrepreneurial spirit amon" the youn" &) nationals ould aetthe uture o the &) and deprie its uture "enerations o the deelopments

o the last our deades. (t is reatin" a lose-lose situation in /hih the

)miratis are at ris, o losin" identity in their o/n ountry0

The youn" &) nationals are ein" trained to eome employees rather

than entrepreneurs. &t home and at lassroom all they are aout is

e4ams and "rades. They are part o a system that does not enoura"e them

to sell anythin" or do anythin" unonentional0 other than loo,in" or =os

herein lies the prolem0

The Problem

#ne o the ,ey issues is the aundane o /ealth0 easy aess to modern

liestyle0 latest "ad"ets.

The omortale liestyle is a hindrane or entrepreneurship. Perhaps it has

eome too omortale or &) iti*ens.

&ordin" to the >orld )onomi Forum0 the re"ion needs to reate %5

million =os y 2929 a =ump o more than ;9 per ent oer the numer o

=os in 29++ =ust to ,eep employment lose to urrent leels.

The ,ey to aeleratin" =o reation /ill e osterin" a usiness enironment

in /hih entrepreneurs an easily start ne/ ompanies0 spread innoation

and spur eonomi atiity in "eneral. To do so0 poliy-ma,ers and usiness

leaders must frst identiy /hat motiates people to start usinesses.


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They must then understand the elements o a healthy entrepreneurial

eosystem and identiy /hih o those elements are la,in" or immature

inludin" an entrepreneurial ulture0 re"ulatory rame/or,0 inrastruture0

euity inestors0 fnanin" or small and medium-si*ed enterprises0 and

ormal eduation in entrepreneurship.

The onseuenes o not doin" so ould e more seere than a missed

opportunity and slo/ "ro/th. The re"ion may lose its most promisin" youths

to emi"ration0 and soial unrest is al/ays a dan"er /hen lar"e numers o

youn" people la, opportunities

The !olution

The ountry needs to plan its uture rom a demo"raphi perspetie.

&) need to plan and map the uture. Future lies in the people not in the

"ad"ets0 ast ars o the omortale liestyle that /e are proidin" them

/ith. They need to plan human deelopment at the ederal leel and start

implementin" them that /ill reate usiness leaders and entrepreneurs and

not =o-see,ers.

For that0 they need to reate a proper 1uman


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ne/ entures0 lead enterprises o the uture0 and to estalish a ne/

momentum or "ro/th that our /orld so ritially needs

The )mirati population in the &) is aout 990999 or =ust et/een +2-+5

per ent dependin" on /hih population statistis is ein" ta,en into

onsideration.

(n asolute numers0 /e /ill neer e ale to math the e4patriates that

/ay0 the &) is a uniue ountry een i /e aelerate the irth rate o the

)miratis. The eonomi "ro/th o this ountry /ill outpae the irth rate o

the )miratis that /e mi"ht not e ale to ath up /ith. 1o/eer0 i /e

reate entrepreneurs0 /e /ill e ale to at least oer etter eonomi alue.

)ntrepreneurship is a ar ry in a soiety /here youn" national "raduates are

still stru""lin" to fnd =os /hen there is no shorta"e o /or,. This thro/s

resh li"hts on the ountry:s oerall eduation system that perhaps do notempo/er the youn" )miratis enou"h to eome usiness leaders.

(n other /ords0 there is ,no/led"e and s,ill "ap that do not help turn the

youn" national "raduates into entrepreneurs unless they trael aroad to

attain a orei"n de"ree.

( thin, &) need to oerhaul the e4istin" eduation system and "ear it to

ensure that the students are hallen"ed to /or,0 ta,e up assi"nments lin,ed

to our soiety and enironment and push them to ome up /ith solutions.

they need to plae "reater emphasis on entrepreneurial ulture /ithin the

eduation system so that /e reeie our air share o the entrepreneurs

amon" the +50999 or so "raduates that ome out o the hi"her olle"es and

uniersities eery year.

Lo/ "ro/th0 lo""ed laor mar,ets and a mismath et/een eduation and

/or, are deep-rooted issues that pla"ue eery M)N& ountry:s eonomy and

ontinue to threaten the staility o the re"ion. Goernments loo,in" or

ui, /ins should e loo,in" to puli-priate partnerships that inlude

youn" people.

)ntrepreneurship is the pursuit o opportunity eyond resoures ontrolled0

aordin" to Proessor 1o/ard $teenson0 o 1arard 8usiness $hool.

sually0 entrepreneurs deelop usiness around ulfllin" soial and

eonomi needs o a ommunity.


16/17

+!

(n order to understand those needs0 an entrepreneur has to fnd the need

"ap as /ell as solution or /hih0 one has to hae a stron" insi"ht into

one:s soiety.

The &ra >orld /hih has een ertile edro, o entrepreneurs is

urrently in dire need o a ne/ entrepreneurship reolution. This is more soin the &)0 /here youn" "raduates are ein" "roomed to eome =o-

see,ers.

The oreathers did not hae a =o. They had to do eerythin" rom srath

uild eerythin" on their o/n. They had to f"ht the odds the harsh

limati onditions0 harsh reality in an inertile "round /here irtually

nothin" "ro/s.

)en drin,in" /ater /as diHult to "et. That:s /hy they had to soure ood

rom the sea fshin" and pearl diin" that helped many to lie andsurie.

They /ere real f"hters0 entrepreneurs and they reersed the onditions or

us made it so omortale that our hildren hae started to ta,e

eerythin" or "ranted and lost that instint. >e need to rin" that *eal a,

and instill in their system. The modern and ost liestyle mi"ht eome a

prolem.

'eferences

• O'hampions o 1uman i"hts - Mahatma Gandhi.O Jouth or 1uman

i"hts. N.p.0 n.d. >e. 3+ Marh 29+!.

httpA///.youthorhumanri"hts.or"oies-or-human-

ri"htshampionsmahatma-"andhi.htmlR.

• O'iil ri"hts moement in $outh &ria D+I3+I+;E.O Mohandas

Gandhi. N.p.0 Fe. 29+3. >e. 3+ Marh 29+!.

httpAmohandas"adhi.alterista.or"lo"iil-ri"hts-moement-in-

south-aria-+I3-+I+;R.


17/17

+%

• Gupta0 &shim. OGandhi0 an )4emplary Leader.O Pratial Mana"ement.

N.p.0 I e. 3+ Marh 29+!. httpA///.pratial-

mana"ement.omLeadershipGandhi-&n-)4emplary-Leader.htmlR.

• Moore0 7arl. OT/o Lessons From (ndiaSs Greatest Leader -

Gandhi.O Fores. N.p.0 22 &u". 29++. >e3+ Marh 29+!.

httpA///.ores.omsites,arlmoore29++9222-lessons-rom-

indias"reatest-leader-"andhi2R.

• OTransormational Leadership.O The Pahamama &lliane. N.p.0 n.d.

>e. 3+ Marh 29+!. httpA///.pahamama.or"transormational-

leadershipR.

• &nthony0 7. D2992E. )duational leadership philosophy. etrieed rom

httpA///.msu.eduanthon3LeadershipU29Philosophy.htm

• Filson0 8. D299!E. 'haraterA (s it neessary in leadershipK. 'lassroomhandout0 May0 29+9.

• Gorton0 . V &lston0 W. &. D299IE. $hool leadership and administration0

th edition. Ne/ Jor,A MGra/-1ill.

• 7ul,arni0 &. Dn.d.E. Leadership types and styles. etrieed rom

httpA///.u**le.omartilesleadership-types-and-styles.html

• Lash/ay0 L. D2992E

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