LEADERSHIP Assignment Example | Topics and Well Written Essays - 3000 words

LEADERSHIP - Assignment Example My MBA classes serve as my first real exposure to leadership styles and interaction with people of different cultures. At first, things feel awkward but as I learned more about the principles of leadership and human interaction, I begin to feel more at ease with the group. Given my experience, the three leadership skills that brings a lot of meaning to my life at this point are the skills in active listening, communicate assertively and influencing. Active listening is a very important skill that every leader should learn in order to understand their subordinates better and address their issues and concerns in the most appropriate manner. As for assertive communication, I believe that this still is very important because we all need to deal with certain issues that need to be addressed in certain manners. Influencing others on the other hand is a crucial skill that leaders need to master in order inspire others to follow us. In evaluating my leadership skills using the PDJ and feedba ck from my ground and some classmates, I realized that I need to develop the skills in asserting myself and influencing others. II. Evaluation of Leadership Behavior According to Kotter (1990), leadership involve several factors including setting direction, aligning people, motivating people and creating a culture of leadership. Koontz and O’Donnell (1959) describe leadership as â€Å"influencing people to follow in the achievement of a common goal† while Tannenbaum, R. , Weschler, I.R., and Massarik, F. (1959) define leadership as â€Å"interpersonal influence exercised in a situation and directed, through the communication process, toward the attainment of a specialised goal or goals.† Based on the definitions given, it can be surmised that leadership involves a complex and comprehensive approach to a given situation in order to achieve the desired goals. Based on my experience, leading a group is a complex process and there are a lot of things that one needs to consider in order to inspire people and achieve good results. Leadership styles vary from one person to another and for a leader to be effective; he or she needs to adopt a leadership approach that he or she is comfortable with. In my case, I have a clear vision of the future and understand the importance of clearly defining my development path in order to achieve my goals. By creating a sort of mind map and putting into context the kind plans that I have in order to reach my goal, I am better able to charter my courses of action. For instance, in an activity where my team had to work over the holiday season, I was able to visualize what my team needs to do over the holidays in order to achieve our goals. By visualizing the future tasks of the group and communicating my vision through text messages and emails to the members of my group, I was able to convey the right message to my team mates. Yes, some of my team mates feel that there are things that I need to improve in terms of planning and communication (see Appendix 9) but I believe that given the time constraints that we had, I was able to carry-on the task at based on my vision. In evaluating my leadership behaviour using my Personal Development Journal (PDJ) and the feedback from my peers, I

Government's role in protecting the environment Essay

Government's role in protecting the environment - Essay Example Aviation gasoline (avgas), which is used to power aircraft have a high content of lead. This prompted the agency in 2008 to change concentration of lead emitted in the airports from 1.5 micrograms per cubic meter to 0.15 microgram per cubic meter. This is a regulation that EPA has been monitoring to make sure that airports are complying through FAA. FAA has also designed another program known as Voluntary Airport Low Emissions Program (VALE) that is supposed to make sure that all sources of airport ground emissions are reduced. The quality of the air is enhanced by this program as well as complying with Clean Air Act. VALE advocates for airport sponsors to use funds from Passenger Facility Charges (PFCs) and Airport Improvement Program (AIP), which can be used to finance electrifications of gate, purchasing vehicles with low emission and recharging and refueling stations. These are some of the relentless efforts that the government through agencies such as EPA and FAA use to make sure that the environment is

Subjugation of Free

Subjugation of Freedom in One Flew over the Cuckoos Nest Essay The Subjugation of Freedom in One Flew Over the Cuckoo’s Nest Ken Kesey’s book, One Flew Over the Cuckoo’s Nest, is a multi-faceted work incorporating many thematic elements. One of the most easily addressable themes is that of freedom and its limitations placed upon the characters in the novel. Many types of freedoms are addressed ranging from the tangible and real to the perceived and implied. The setting primarily takes place in a mental hospital on a locked ward which limits the characters’ physical freedoms. The characters are constantly coerced and demeaned by the antagonist Ms. Ratched which limits their mental freedoms. Beneath all is a subtext of sexual repression which is constantly fought against by McMurphy. Individually, each of these subjugations might be tolerated given exclusions to the others, but together they weigh down the men to the point where their complete lack of freedom almost becomes a comfort. Mental hospitals are typically secure facilities intended to provide a place for patients, whose symptoms range from minor to severe, to be secured and not be a danger to the rest of society while treatment is applied. The manner in which the patients are described in the story indicates that they are not severe mental cases but are those who are unable to function in society at large due to idiosyncrasies and minor hang-ups, yet they are housed in a ward where they are kept under lock and key, their movement is restricted to one day-room, and their activities are on a strictly regulated time-table. Most of the men have given up their physical freedom voluntarily with the expectation of treatment, mental healing and the eventual release back into society. McMurphy, on the other hand, was committed by the state and his sentence depends on the opinion of the Big Nurse, though he doesn’t realize this right away. Nurse Ratched does not resort to physical touch herself and instead uses the three ward aides to perform her physical brutality for her. McMurphy’s eventual goal is to get the other men out of the ward as much as possible because they have become too accustom to it. To do so all at once would likely be too great a shock so McMurphy starts inside the hospital with simply moving the group to another day room. Gradually, they are able to spend more time out of the ward with activities like basketball and the pool. The culmination of their unconventional therapy is the fishing trip where the men re-learn what real life outside the hospital can be like. Nurse Ratched doesn’t resort to physicality with the patients. She much prefers mental control and the main focus for her efforts of control. She has become a master of subtlety and misdirection. Before McMurphy arrives she has the men eager and willing to tattle on each other for tiny rewards. This information is then used in group therapy sessions where the idea is that the men can rely on each other for strength and the group will help lift them up, grow stronger and heal. What actually happens is each man takes it in turn to be attacked by the others for their faults. This is all orchestrated masterfully by Nurse Ratched who has but to ask a few simple pointed questions to get the fire burning. When she isn’t using the men’s own minds against them she drugs them to keep their thoughts slow, to keep them unmotivated and to keep them calm. Also in her arsenal is the threat of maximum mental punishment through shock therapy and lobotomy. Her technique is so perfectly insidious that the men work their hardest to please her to the detriment of each other and ultimately their own selves. She is able to perpetually keep the men in a state where they believe they need her and the hospitals help. Sex is used in the novel as a representation of total freedom. Its exercise is almost always portrayed by McMurphy who, through his general demeanor and newness to the hospital, is the most free, sexually, of any of the men. He is so free, that it has gotten him into trouble as he only seems to be able to act on impulse. Society is not able to deal with his complete abandon and he is eventually punished for it by having a piece of his brain removed. The rest of the men are all repressed mostly due to some problem they’ve had with the women in their lives. In fact, it is their inability to deal with women that brought them to the hospital in the first place. Women are portrayed throughout the book as the root of all men’s problems. Nurse Ratched is the penultimate figure of sexual repression. She does not acknowledge her femininity but hides it successfully, but for her bosom, beneath her sterile, pressed uniform. She is cold toward the men offering no real compassion and serves only to aggravate the men’s issues with women in general. Her power is finally stripped from her, quite literally, when McMurphy rips open her uniform revealing her breasts, the symbol of femininity; she is a woman after all. Limiting or removing freedom boils down to control. Those who restrict freedoms wish to exercise control upon those whose freedoms have been infringed. In the story, the restriction of all freedoms is personified and executed by the â€Å"Big Nurse,† Ms. Ratched. She symbolizes all forms of repression and is the face of the societal machine, whose purpose is to remove individuality and replace self-restraint with group shame. The implication Kesey suggests is that when a person isn’t free to move, free to think, or free to love then they cannot be a valuable, functioning member of society. Works Cited Kesey, Ken. One Flew over the Cuckoos Nest, a Novel. New York: Viking, 1962. Print.

The similarities of leadership styles

The similarities of leadership styles Purpose of this study is to examine the similarities of Servant leadership, transformational and transactional theories and also examine the Contribution those theories make to the understanding of leadership. Introduction: Leadership has a major role in 21st century in all sectors. Here I am going to discuss about understanding of what leadership is, is there any similarities among three theorists on what fine or valuable leadership ought to be. Expectation, in the 21st Century leader should be moral, social and ethical responsible. What is leadership? Leadership is a process of influencing the people to obtain the desired goal. There are many authors giving different definition. Goleman (2000): A leaders singular job is to get results. House et al (2004): Leadership is the ability to motivate, influence and enable individuals To contribute to the objectives of organizations of which they are members. Stogdill (1974): Leadership is an influencing process aimed at goal achievement. Johns T (2008) says: A leader takes people where they want to go. A great leader takes people where they dont necessarily want to be, but ought to be.There are a number of types of leaders who adopt different leadership styles According to Richard Bolden (2004), Different leadership theories were revealed and classified.   And also only few leadership theories reached to people. They are: Great Man Trait Contingency Situational Behavioral Participative Management ( transactional leadership theory ) Relationship (transformation , servant and team leadership) Now I am going to discuss about transformational, transactional and servant leadership. Transformational leadership: James Macgregor Burns was the first person who forward concept of transforming Leadership. Burns (1978) states, Transforming leadership as a process where leaders and followers raise one another to higher levels of morality and motivation(p.20). Transforming leadership can answer in a relationship of mutual Stimulation and elevation that converts followers into leaders and may convert Leaders into moral agents(p. 4) and then bass b.m was developed the transformation leadership. Bass (1996), Transformational headship happens when a Leader encourage followers to share a vision, allowing them to achieve the vision, and providing the opportunity to develop their individual potential. covey (1992) says, The goal of transformational leadership is to transform people and organizations in a literal sense, to change them in mind and heart; enlarge vision, insight and understanding; clarify purposes; Make behavior congruent with beliefs, principles, or values; and bring about changes that are permanent, self-perpetuating, and momentum building(p.287).Transformational lea ders serve as role models, and also (Kelly, 2003) mentioning about how transformational leadership motivates its followers by following Maslows hierarchy. Transformational leader raise people from low levels of need (food, water, etc) to higher levels (self actualization). Components of transformational leadership: Four common Is are, 1. Idealized influence: Transformational leaders behave in ways that result in their being role models for their followers. The leaders are admired, respected, and trusted. 2.  Inspirational motivation. Transformational leaders act in ways that inspire and encourage those around them by providing sense able and challenge to their followers, work. Team spirit is aroused. The leader creates clearly communicated expectations that followers want to meet and also demonstrates commitment to goals and the shared vision. 3. Intellectual stimulation. Transformational leaders encourage their followers hard work to be inventive and new, modern by questing assumptions, reframing the troubles, and approaching mature situations in new or different ways. Creativity is encouraged. Followers are encouraged to try new approach and are not criticized because they differ from leaders idea. 4. Individualized consideration. Transformational leaders pay special focus to each individuals needs and to help them achieve their higher level needs. Trace over individual talents. Being a coacher and mentor to his followers and colleagues are developed to consecutively higher levels of potential. Source: (Kelly, 2003) Characteristics of transformational leader: According to (Tichy and Devanna, 1986), they have seven characteristics to inspire their followers to achieve beyond the expectation. 1. They visibly see themselves as change agents 2. They are brave 3. They believe in people 4. They are driven by a strong set of values 5 .They are life-long learners 6. They can cope with complexity, uncertainty and ambiguity 7. They are visionaries Example of successful transformation leadership: There are many leaders succeed in the way transformational leadership qualities. Mahatma Gandhi is Transformational leader representing charismatic qualities. Lou Gerstner is a transformational leader retired Chairman and CEO of IBM (1993 to 2002). He entered in IBM when it was in $8.1 billion loss in 1993 after recognizing the companys problem are wrong validation, only looking for results and values. IBM had become small-minded and nonflexible (Sheppard, 2002). Lou Gerstner entirely transformed organizational culture. For example, shut down infamous IBMs dress code to reproduce better the clothing of their customers (Sheppard, 2002). Another example for transformational leader is Lee Iacocca, who is accredited with saving the Chrysler Corporation (1980-1992). Chrysler Corporation when it was on the edge of bankruptcy. He taken responsibility and he set about transforming the principles to his contiguous subordinates. He began to restructure the corporations culture. Because a trans formational leader gives confidence to others to become transformational leaders, soon the whole organization was packed with successful leaders (Kelly, 2003). Transactional leadership: Transactional leadership emphasizes Social transaction or exchange between followers and a leader that involves involves a number of transactions based on reward. The transactional leader makes clear what he want, Performance expectations, goals, link between goals and rewards. The leader also watches followers performance And if any mistakes occurring towards the goal, the leader appear to correct (Burns 1978). In practice, these leaders use more closed and leading questions (Randell, 1997). Components of transactional leadership: (Bass Avolio, 1994) Contingent rewards: It refers to a prearranged agreement: If you do as we agreed then it specifies expectation and sets goals. Active management-by-exception : It refers to behavior where the leader is actively monitoring a follower: I am seeing to it that you (do not) the leader is strongly supervising and has specified corrective actions for mistakes. Passive management-by-exception: It occurs when the leader is passively monitoring a follower: If I happen to notice that you (did not) ; the leader takes corrective action in the case of mistakes if these are found out. All these behaviors work on the principles of expectancy of reward and fear of punishment, related to needs that are lower on Maslows hierarchy Characteristics of transactional leadership: according to Marcbowles (2003), They setting a clear goal. They create targets for each individual and the team They spot performance gaps. They wont trust their followers, they monitor their performance. They take corrective actions when necessary. They gaining promise to performance and tasks through pay, reward, appreciation and honor. Example of successful transactional leadership: Transactional leadership is mostly follow by managers and CEO in many organizations in 21st century. Ezine (2010) mentioning about Steve Jobs chairman and CEO Apple inc.he got award best CEO OF 2009 by TIMES. He is the famous transactional leader. Steve Jobs was famous for his down to world and job oriented nature of his leadership in apple computer. http://ezinearticles.com/?Leadership-StylesTransactional-Leadershipid=4262945 Servant leadership: Servant leadership sights a leader as a servant. Servant leadership was developed by green leaf in 1970, he said that The servant-leader is servant first. It begins with the natural emotion or feelings that one wants to serve, to serve first. Then mindful choice brings one to aspire to lead. Such a person is sharply different from one who is Leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions. (Greenleaf et al, 1998). Katzenbach and Smith (1993) highlights The importance of leaders knowing when to follow The importance of the leader acting as supportive person to their followers to achieve task rather than just directing. They propose that the leader should ask questions rather than giving answers; provide opportunities for others to lead them; Components of servant leadership: According to (Laub, 1999) cited in (Smith et al, 2004), Servant leadership has six distinct components: Respecting people Rising people Building society Displaying legitimacy offering leadership shared leadership Characteristics of servant leadership: They Serve others needs before their needs They believe in people They are very simple and caring personalities They Provide opportunities to learn and grow They create Strong interpersonal relationships divide power and release control divide status and promote others Example of Successful servant leadership: Maxwell j (2007) add the new law in The 21 Irrefutable Laws of Leadership Leaders Add Value by Serving Others, he described about serving others ,can make huge values(profit) in the organization. Adding Profits by Adding Value Costcos CEO, Jim Sinegal, believes the success of Costco comes from treating his employees well. Transactional versus Transformational leadership: According to Bass (1985) transactional leader motivates subordinates by exchanging rewards for services provided. Transactional Leader mainly focused on goal. Leader has been gaining promise to performance and goals through pay, reward, recognition and praise. Transformational leaders, on the other hand, motivate subordinates to perform beyond expectations.. Bass argued that such performance cannot be achieved through transactional leadership alone. A Comparison of Transactional and Transformational Leadership: Leithwood and Jantzi (2000) end that transactional leader more generally apply teleological principles (teleology is the study of goals, ends and purposes.) Where as transformational leaders deploy deontological ethics. Servant Leadership versus Transactional Leadership: Servant leadership and transactional leadership are evident in a number of ways. Servant leaders emphasize activities that fans of well-being, while transactional leaders focus on the activities of routine maintenance and resource allocation followers of monitoring and management to achieve organizational goals. Contrary to the chief servants who influence followers through personal development and empowerment, the transactional leader influences followers through the use of rewards, sanctions, and formal authority and position to induce behavior consistent. According to Blanchard and Johnson (1985), transactional leaders create strong expectations about the behavior of employees, as well as clear guidance on employees receive rewards for meeting the expectations of transactional leader.Li Thus, leaders use transactional contingent reward behavior to implement transactions with followers to achieve work goals (Bass, 1985). Servant Leadership versus Transactional Leadership: According to the stone and his colleague point of view servant leadership and transformational leadership, both models incorporate characteristics such as value, vision, power, molding, belief, honesty, and designation (Stone et al., 2003).Transformational leadership and servant leadership have similar qualities such as individualized appreciation and consideration of followers. A Comparative Model: Servant and Transformational Leadership The Servant Leader model, the leaders motivation to lead occurs from a fundamental attitude of social equality. The servant leaders system believes that He or she is no better than those headed. The All associates of the organization have equal privileges to vision, value, and information. The leaders role is to make easy the appearance of a community within the organization. According to (Laub, 1999), the key inventiveness for Servant leadership is importance of people, rising people, structuring community, displaying legitimacy and sharing management. Possible impacts of these drivers could be: higher capable people, more moral people, better negotiator, well-built interpersonal relationships, establishment of shared visions, and clear tasks. It is discussed here that these results in combination with the leader initiatives that produce them to form a spiritual generative culture. Transformational leader model, the key initiatives for the transformational leader is II or charisma behavior, IM, IS and IC. These Components lead to: role modeling, high moral standards, caring about others needs requirements, communication of hope, shared visions, innovations, risk taking, and quizzical of practices and systems. Servant leadership tends to develop a more fixed method to the exterior environment than transformational leadership. The transformational leaders motivation is aimed at for more toward achieving targets for the organization, which will reveal on his/her capabilities, and the success of these leaders is calculated by the level to which they acquire organizational rewards. The Servant leaders motivation is mainly focus on its follower the personal growth, thus the servant leaders achievement is calculated by the level to which the follower moves on the way to self actualization. Source: smith .B et al( 2004) CONCLUSION: leadership is attitude not a role. Leadership in Leadership, It seems, is increasingly becoming the universal remedy of the 21st Century and its emphasis is turning towards the moral, social and ethical responsibilities of leaders. Transformational leadership is suitable for dynamic organization and servant leadership suitable for static organization such as church, non-profit organization, non-government organization. Most of leader using transactional leadership theory while they using transformational leadership. There is nothing as practical as a good theory (Lewin, 1935). So Todays leaders need to be skilled in change management to adopt in any situation CHRISTINA OSBORNE (2008).

Chinua Achebes Arrow of God Essay -- Chinua Achebe Arrow of God

Chinua Achebe's Arrow of God Chinua Achebe's Arrow of God is set in the 1920's, before secularism became dominant. It begins with the image of a mask, when he tells his son not to carve the mask of a god for the white man. The mask is a symbol of change. The whole world is changing, and the people who do not change will not survive. The old priest, Ezeulu, desires change, but he cannot do it. He cannot force himself to leave the old ways behind and adopt the new ways. Thus, he sends one of his sons to learn from the white man. He cannot do it himself. This novel shows the life and death of an Igbo priest in a battle between traditional tribal religion and missionary Christianity. The ways in which this confrontation is played out also repeat. A Christian church is set up in a traditional village. The Christians have two attitudes regarding traditional religion. John Goodcountry's enthusiasm inspires Oduche, the Christian son of Chief Priest Ezeulu, to capture the sacred python. Goodcountry is opposed by Moses Unachukwu, who may be open to both cultures out of pragmatic motives, since he appreciates the religious and economic power of the white man, and he hopes to profit from that power. Ezeulu has mixed feelings. He sends Oduche to the missionaries in order to gain access to their wisdom, but he fears the aggressiveness of the new religion. However, his devotion to his god, Ulu, is unquestionable, as is seen in his participation in the New Yam festival. Ezeulu, the main character of the novel, is sincere when he refuses to obey Winterbottom's summons to Okperi because such behavior does not befit his sacred role. Ezeulu stands up for what he believes is right, as his god reveals it to him, even when there is no profit in it for himself. He even loses much by saying the truth. Thus, he is like a saint. Ezeulu has a negative side too. He wonders if he is merely the tool of Ulu. Does he have any personal power, himself? Could he refuse to authorize the New Yam Harvest Festival? At the other extreme, he has bad dreams about being dishonored together with his god. As the story proceeds, Ezeulu feels more and more alienated from his community. They do not support him, and they do not even admit that he was right when they get bad effects from their headstrong actions. They go against Ezeulu's advice, and things go bad... ...orld of change, the old priest is not flexible enough to adapt, so he is swept aside. The story of the old priest is actually the story of all his people in all the six villages. They forget their religion, and they accept the religion of their conquerors. Ezeulu forgets first, and then the people forget. The people created the god Ulu when they united the six villages to form Umuaro. Ezeulu wrestles with the people on behalf of the god Ulu, since he forgets that Ulu was made to serve the people. They were not made to serve Ulu. The priest fails to understand his relationship to the god and the community. He is supposed to serve the community, but he is trying to force them to serve his god. This is the source of his downfall. When Ezeulu is released from prison, it is raining, and he feels like it is healing and restoring him. But his pride will make him do the wrong thing again. He has suffered, and now he wants revenge, but he will only destroy himself and those he loves. He sees that others suffer because of their own actions, but he does not take responsibility for his own suffering. He just goes insane. Bibliography: Arrow of God, by Chinua Achebe

Analysis of Raleghs Nature, that washed her hands in milk Essay

Analysis of Ralegh's "Nature, that washed her hands in milk" Nature, that washed her hands in milk† can be divided structurally into two halves; the first three stanzas constitute the first half, and the last three stanzas make up the second half. Each stanza in the first half corresponds to a stanza in the second half. The first stanza describes the temperament of Nature, who is, above all, creative. This first stanza of the first half corresponds to stanza four, the first stanza in the second half of the poem. Stanza four divulges the nature of Time, who, unlike Nature, is ultimately a destroyer. Time is introduced as the enemy of Nature, and Ralegh points out that not only does Nature â€Å"despise† Time, she has good reason for it (l. 19). Time humiliates her: he â€Å"rudely gives her love the lie,/Makes Hope a fool, and Sorrow wise† (20-21). The parallel between the temperaments of Nature and Time is continued in stanzas two and five. Stanza two describes the mistress that Nature makes for Love. This mistress, who is made of â€Å"snow and silk† instead of earth, has features that are easily broken (3). Each external feature is individually fragile: her eyes are made of light, which cannot even be touched, her breath is as delicate as a violet, and she has â€Å"lips of jelly† (7-8). Her demeanor is unreliable, as well; it is made â€Å"Only of wantonness and wit† (12). It is no surprise that all of the delicate beauty Nature creates in stanza two is destroyed by Time in stanza five. Time â€Å"dims, discolors, and destroys† the creation of Nature, feature by feature (25-26). Stanzas three and six complete the parallel. In the third stanza, the mistress is made, but in her is â€Å"a heart of stone† (15). Ralegh points out that her charm o... ...s known to outlast flesh once a body has died. Time spoils the insides of the mistress, as well; he â€Å"doth dull each lively wit,/And dries all wantonness with it† (29-30). The poet’s preservation of the order of creation and demolition helps to present Time as a methodical destructive force. Time is in no hurry to get rid of the mistress or beauty, but he certainly will perform his task to completion. Careful word choices and syntax aid Ralegh’s depiction of Time, as well. Reading â€Å"Nature, that washed her hands in milk† feels like a lesson and a story at the same time because the syntax is short and to the point. Each stanza ends with a rhyming couplet, giving a self-contained feeling to each phrase, which lends to the aphoristic feel of the poem. Both Ralegh’s plain style and his use of parallel structure serve as vehicles to convey the meaning of his poem.

Applying Leadership Theories Essay

According to Wikipedia, leadership has been described as â€Å"a process of social influence or persuasion by which one person can enlist the aid and support of others in the accomplishment of a common task†. Studies of leadership have produced theories involving traits, situational interaction, function, behavior, power, vision, values, charisma, and intelligence, among others. (http://en.wikipedia.org/wiki/Leadership). There are various leadership theories that have been created that encompass how a leader relates to others within and outside of the educational organization. There a six that were specifically proposed by Martin, Wright, and Danzig (2003) that are appropriate when describing educational leaders. They are Directive, Participative, Collaborative, Coaching, Affiliative, and Laissez-Faire. A leader can possess all of these styles depending on the current situation. For example, a leader can use a Directive Approach when dealing with low assessment scores especially when being pressured from his or her superiors, when deadlines are not being met, or when a teacher or staff has neglected their duties. But also display a Participative or Collaborative style by taking input from others. The leadership style that is displayed can have a negative and positive influence on the school community and the organization. It is very important to understand the styles indivially and in detail to know which ones are more and less effective in your environment. The school where I currently work just received a new principal, but prior to her there was Principal R, who had inherited her position as the leader because her entire career was built at the school. She started off her teaching career there, three years later was advanced to Reading Coach, and then was assigned as Vice Principal. The Superintendent, formal principal, and others felt that she was the best fit for the job because of her years spent there and her experience as Vice Principal. Prior to her receiving the role of prinicpal, we were excelling in reading, writing, and mathematics. The principal prior to Principal R had moved us from a failing grade of an â€Å"F† to an excelling grade of an â€Å"A†. Principal R indeed knew the ends and outs of the school because she was trained and mentored by our previous principal, Principal P. Not knowing that once the school was completely turned over to Principal R, we will be on a descending trip to failure. Principal R took a Directive approach, very similar to the Autocratic Leadership Style. By her having experience, she insisted on doing it all herself even though she had an administration team which consisted of a vice principal, reading and math coach, and an ESE liaison. She felt that the ultimate decision in any situation should be hers regardless of whom or what it affected. Research states, that Autocratic Leaders often maintain authority by force, intimidations, threats, rewards, punishment, or position (http://ctb.ku.edu/en/tablecontents/sub_section_main_1122.aspx). If you challenged Principal R in any way, regardless of how simple or how large the issue may have been your evaluation would be affected. Principal R used this role for her own personal gains. Principal R had built many personal relationships prior to her taking on the leadership role, those relationships were soon affected when she became principal. Favoritism became a common word around the school. Things that we thought we would never get away with, was done often by the people in Principal R’s circle. This leadership style brought a negative image to the school. The morale went down and teacher’s lost their drive for teaching. Our school grade went from an â€Å"A† to a â€Å"C†, then to a â€Å"B† to an â€Å"F†. Principal R was transferred to another school where we hope her style would change for the benefit of the vision of the school. While under the leader of Principal R, we also had Vice Principal E, who was a very sweet person with more than 16 years of experience in the education field. Our school was labeled for having struggling readers which put more accountability upon the teachers. Regardless of what issues the st udents had years prior or even home structure that affected their abilities to read, we were held accountable for them if they were below average or even failing. Vice Principal E shared many strategies with us that were very beneficial to our students. Her education specialty was ESE and autism; we were able to use those same strategies to assist our students. Vice Principal E displayed a Coaching Leadership style also very similar to an Instructional Leadership style. Her main concern was teaching and learning and assist us in relaying information in a way that the students comprehended. Instructional leadership focuses on modeling, monitoring, professional dialogue and discussion (Bush, 2002). She mentored us on what routes we should use to assist our students. She increased our confidence and also our test scores. When the results came in and we seen how much gains our grade level had shown, Vice Principal E took no credit, even though it was all because of her. She remained in the mentor role and assisted us in anything we may have needed. Vice Principal E was surplused to another school due to budget issues and was missed dearly when she departed. We are currently under the leadership of Principal K, which is the true reason why I am pursing my master’s degree. Principal K is a new principal, but has 12 years experience as a vice principal in secondary education. Principal K is a true leader that models and motivates others to accomplish goals, while at the same time encouraging others to work toward their own professional goals. Principal K, came ready to work but with little knowledge of what direction to start. Principal K created groups of those teachers and staff, whom prior had experience at the school to assist her with understanding the vision and desegregating the data. Once Principal K understood the vision and the direction of where the school should be headed, she quickly took the Collaborative approach, also known as the Democratic Leadership style. She involved the faculty, staff, and stakeholders in the decision making process. Even though the final decision would be ultimately made by Principal K, she allowed everyone to be a part of the process. She allowed them to have the sense of belonging of being a part of the team. She encourages participation, values our opinions, group discussions, and motivates us to become leaders as well. Principal K’s leadership style provides direction and guidance. She states often that even though her title is principal her job description is to work for us and whatever we need to give the students a quality education, she will make sure it is provided. Overall, leadership styles is the manner and approach of providing direction, creating visions, implementing and acting on plans, and motivating people to excel beyond their comfort zone. Leaders styles will vary based on situations. A leader does not strictly lean toward one style, however one may seem to be dominate over another, but it all depends on the situation at hand. My goal is to use the styles that are most effective and meant to strengthen the performance of the teacher, staff and students and also the styles that will bring improvement on student achievement. References . http://ctb.ku.edu/en/tablecontents/sub_section_main_1122.aspx http://www.leadership-with-you.com/directive-leadership.html Bush, Tony 2003. Theories of Educational Management, 3rd edn. London: Sage.