Analysis of a Scenario On Leadership Skills
Leadership skills details
Leadership skills entail a greater understanding of the requirements, as well as characteristics that the particular role of leadership entails. This includes understanding one’s needs, understanding the needs of other participants to make it easier to plan the programs, creating trust, in addition to building confidence within the group. Leadership skills also entail good communication capabilities, where the leader must listen to others carefully. The leader should also win the attention of the people whenever speaking to them, speak clearly and slowly, and allow others to ask questions (Gredler, 2009). Planning is equally a necessity, as it considers all the tasks and resources available and attempts to attain a perfect balance in their allocation. Leaders must be excellent evaluators when measuring the group’s performance. They should also be good teachers with the ability to increase the knowledge, attitude, and the general skills of the followers.
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Developmental/learning theories and how they interrelate
Behaviorism as a learning theory is closely connected to leadership skills through its emphasis on leadership is a quality that is learned, rather than a quality that is innate (Gredler, 2009). In essence, any leader can learn and acquire better communication skills, wide-scale planning capability, better evaluation skills, and better teaching abilities. According to the behaviorists, people are capable of learning new behaviors and skills, provided the right condition is created to sustain the learning process.
In the same aspect, cognitivism as a learning theory interrelates with leadership skills through learning. However, cognitivism emphasizes more about learning being influenced by internal capabilities (Gredler, 2009). In essence, acquiring leadership skills, such as planning, communication, evaluation, and teaching, does not necessarily involve simple behavior changes. Instead, the individual must be capable of internalizing these skills, such that they form part of his conviction forever.
The humanism theory of learning, on the other hand, argues that intentionality and value are the two critical aspects that influence learning (Gredler, 2009). Thus, unlike the behaviorism theory, the humanism theory suggests that learning only takes place after specific conditions are available. Humanists believe that knowledge is a process that takes place over time; thus, knowledge cannot be evaluated by looking at certain behaviors only. Therefore, individuals can attain leadership skills over time, as they learn and intentionally ascribe meaning and value to the skills. For instance, a leader must first determine the value of good communication skills, before he can find the need to learn and enhance the development of the skills for continued use and application in his leadership role.
Improvements by applying other theories
Integrating the techniques that characterize the design-based research theory with any of the above learning theories would help to improve the assumptions already made (Du, Yang, Xu, Zhang, & Yang, 2012). While the behaviorists insist that learning, as a process, needs to take place within specific conditions, they fail to highlight the specific conditions suggested. The design-based research, in this case, goes further to apply hypothetical design principles in helping to give plausible solutions. It does not only mention the condition for learning, but it also goes ahead to design the appropriate environment and comes up with theories of learning.
The assumptions contained in the 21st Century Skills, as a theory of learning, equally offer improvements to the other learning theories, such as humanism and cognitivism. It acknowledges the fact that modernity has created the need for new and more refined skills, such as digital literacy and other innovation skills, which are necessary for a leader to master (Leer & Ivanov, 2013). Technology has helped in making life easier using devices like computers, where individuals can learn widely and process their work faster.
Effect of Technology and the Information Age on Learning Theories
Both technology and the information age have a significant influence on the various learning theories in general. Firstly, the Internet, through its worldwide connectivity, has resulted in a world in which knowledge is vastly available to almost anybody. Presently, anybody can access knowledge free of charge, which makes learning an easier thing to achieve. However, the vast availability of knowledge at almost zero costs is threatening, especially to individuals who are employed purposely to offer teaching services. It would appear difficult for anyone to see any reason to pay a teacher when the same information would be obtained free of charge (Wan, Fang, & Neufeld, 2007).
Secondly, despite the Internet resource containing vast information, it is likened to an untamed jungle when individuals want to learn. While the Internet is full of valuable information that can sustain learning, its integrity as a learning resource is also watered down. Anybody can easily publish information that might not necessarily be factual on the Internet. A learner could find it difficult to distinguish such information from the authentic ones.
Thirdly, technology has created distance learning. New study opportunities have emerged through distance education, such that learners do not necessarily require availing themselves physically in classrooms (Wan et al., 2007). Instead, learners can conduct their studies at their convenient time, including at the comfort of their houses or offices. This flexibility has become suitable, given the challenging schedules that people have. It has helped people to balance work and other chores.
How Leadership Intersects with Learning Disability in School-age Children
Leadership is crucial in motivating school-age children in their efforts to acquire knowledge. A leader is capable of motivating others by helping them understand how an existing challenge can be overcome. Thus, as a leader, a teacher needs to develop skills that can help school-age children who have learning disabilities not to give up on their goals. Leadership skills entail an appropriate evaluation of capabilities, where a teacher needs to assess the progress of a learner and determine the appropriate techniques that can be used to enable the learner to succeed in his learning ambition (Kalargyrou, Pescosolido, & Kalargiros, 2012).
Leadership is similarly crucial when it comes to developing appropriate plans to help learners who have learning disabilities. A teacher with good leadership skills will evaluate a learning disability in school-age children and design an appropriate learning schedule to help the children undergo effective learning. This entails crafting suitable syllabuses and designing kits for use in enhancing the learning process. Most importantly, children with learning disabilities require someone who can communicate with them effectively and understand them, as well (Curcic, 2011). Teachers must develop this important leadership capability, where they need to devise the correct language to use when communicating with the learners. For instance, slowly talking will enable the learners to comprehend the message. Teachers should also allow the learners to give their feedback, especially through encouraging them to ask questions to determine the extent to which the learning has taken place (Curcic, 2011).
Curcic, S. (2011). Addressing the needs of students with learning disabilities during their interaction with the web. Multicultural Education & Technology Journal, 5(2), 151-170.
Du, J., Yang, Y., Xu, L., Zhang, S., & Yang, F. (2012). Research on the alternatives in a strategic environmental assessment based on the extension theory. Environmental Monitoring and Assessment, 184(9), 5807-19.
Gredler, M. E. (2009). Learning and instruction: Theory into practice (6th ed). Upper Saddle River, NJ: Merrill Pearson.
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Kalargyrou, V., Pescosolido, A. T., & Kalargiros, E. A. (2012). Leadership skills in management education. Academy of Educational Leadership Journal, 16(4), 39-63.
Leer, R., & Ivanov, S. (2013). Rethinking the future of learning: The possibilities and limitations of technology in education in the 21st century. International Journal of Organizational Innovation (Online), 5(4), 14-20.
Wan, Z., Fang, Y., & Neufeld, D. J. (2007). The role of information technology in technology-mediated learning: A review of the past for the future. Journal of Information Systems Education, 18(2), 183-192.