Essay on Leaders – Sample Essay
Essay on a Definition of Leadership: Excerpt
The pioneering work of Lewin, Moreno, and their followers has resulted in marked progress in the development of methods for studying leadership as a phenomenon of groups. However, comparable progress remains to be made in the development of methods for the study of leadership as an aspect of organization. Several factors appear to have operated as barriers to the development of scientific theory and method in this area. One is the lack of an adequate definition of leadership. A second is the fact that in much of the literature on leadership, the terms "group" and "organization" are used interchangeably or are defined in exactly the same terms.
Essay on Leadership: Excerpt
The Ohio State Leadership Studies are being conducted on the basis of these assumptions: (1) that group organization is a recognizable social phenomenon in our culture; (2) that as such it is a legitimate subject for scientific study; and (3) that the variables of organization can be isolated and defined so as to permit their scientific study. It is the purpose of the present paper to examine various concepts relevant to leadership and organization, and to develop a formulation of the problem which will suggest hypotheses that can be subjected to experimental test.
Leadership Essay: Excerpt
Leadership can be taught, as well as learned. Knute Rockne, in an autobiographical statement published posthumously, explains how he made quarterbacks and other football leaders by definitely creating special situations which fooled an aspiring Carideo time and again. By mistakes made in situations created by Rockne, an All-American quarterback was developed. The dominant role of social situations in influencing human behavior has been demonstrated. In their character studies, Hartshorne and May found that even honesty and dishonesty varied as the situations of given boys and girls in certain schools changed.
Essay on Educational Leaders: Full Text
Educational leaders in diverse settings must begin their leadership endeavor by understanding demographic influences on their environment. Many of the conflicting studies that examine the effects of demographic diversity result in a fragmented understanding of the processes of how group diversity impacts group performance. Diversity research often fails to link the processes of diversity and issues of organizational dilemmas. To provide a link between the two, it is essential for educational leaders to, not only understand the dynamics of group demography, but to understand how groups think and function.
Through an overview of cognitive processing theory and group demography research, Austin (1997), argues that cognitive theory, the processes through which individuals store and retrieve information, “offers a promising new research direction”(p. 2) for educational leadership development. Group demography research often describes numerous problems with inter-group conflict and reduced cohesion as diversity increases. Quite often, organizational managers approach diversity issues as problematic which require some solution. However, the cognitive processing framework approaches diversity as a strength rather than a weakness. A sensitivity to individual schema, understanding situations, and knowledge of environmental cues provides individuals with greater comfort zones that, in turn, produce greater group cohesiveness.
Special attention to individual levels of tolerance and environmental context provides optimal levels of growth and development. Specifically, Austin's cognitive processing theory approach toward group diversity maintains that the increase of group diversity actually increases group creativity (Austin, p. 2). This theory lessens many of the constraints that prevent growth, and enhances the quality of decision-making.
As a result, a cognitive processing approach allows for better assessment of situations and individuals because it focuses on the perceptions, behaviors and needs of individuals. By anticipating diverse opinions, disagreements, newness, and increased awareness of individual differences, leaders can increase group cognitive thresholds that produce better assessment of situations, innovative thinking, strategizing and overall highlights the potential benefits of diverse work settings.
Another effective leadership approach to diverse educational settings can entail studies used in teaching practices that address sociocultural identity. Approaches to understand sociocultural identity often examine meanings, implications and challenges of diverse learning environments. In doing so, educational leaders can produce greater group participation, increased feelings of individual acceptance and promotes more inclusive attitudes.
An investigative case study of graduate faculty members at the College of Education and Human Development at the University of Maine, Allan & Estler (2005) examined the faculty's exploration of sociocultural identity factors as an attempt to create a more inclusive curriculum. The study revealed factors that prevented the group's process of moving forward with a more inclusive approach to curriculum. Several of these factors included fears related to the examination of individual differences, the risks associated with acknowledging individual differences, the lack of making quality time to discuss such issues, the lack of rewards for engaging in such dialogue and unwillingness by faculty members to change curriculum (Allan & Estler, pp. 228-229).
As educational leaders, similar factors may be confronted in settings that become increasingly diverse, creating resistance by individuals that may not be ready for change. Leaders must learn to recognize and learn to work through these factors by acknowledging the concerns of all group members. Hence, the question arises, how do leaders lessen or minimize group members' feelings of insecurity such as fear and risk? The study suggests greater emphasis in multicultural competence and understanding the dynamics of sociopolitical power and identity. It demands for more reflection, focus, commitment and the impetus of a “common energy” (p. 230) for action. In addition, it calls for greater intellectual examination in numerous academic arenas (i.e., cultural studies, anthropology, literary criticism and critical studies) (Allan & Estler, p. 211). Essentially, the process of working in diverse settings begins with focusing on individuals' perceptions, beliefs and behaviors of individuals to sustain these efforts.
The concern for demographic changes in schools is causing educational researchers to reexamine the traditional approaches schools employ toward education. Many institutions are adopting transformational models that serve and promote the success of all participants:
Continuing with business as usual will mean failure and mediocrity for too many of our students, as the data related to racial, cultural, linguistic, and economic achievement gaps demonstrate (National Center for education Statistics, 2005). Rapidly changing demographics demand that we engage in a vigorous, on going, and systematic process of professional development to prepare all educators in the school to function effectively in a highly diverse environment (Howard, 2007, p. 2).