Personal leadership style is (Democratic, Participative Leadership) based on the self-assessment from the MindTools website: (https://www.mindtools.com/pages/article/leadership-style-quiz.htm).
For this assignment, complete the required Goleman reading “Attached”. Develop an understanding of your leadership style (Democratic Leadership)
Goleman, D. (2000, March-April). Leadership that gets results. Harvard Business Review. Retrieved from http://www.powerelectronics.ac.uk/documents/leadership-that-gets-results.pdf
Based on your experiences, current readings, work experience, education, and use of self-assessment instruments, describe what you think your personal leadership styles are. Include the following in your response:
- Develop an understanding of your leadership style(s).
- What is/are your style(s) and give an example of when you have applied your leadership style(s)?
- In what ways will this/these style(s) help you achieve your goals?
- Evaluate yourself relative to emotional intelligence (Goleman article) and explain how you will expand your emotional intelligence.
- What areas of leadership styles may be shortcomings and how will you improve your leadership?
olitical, economic and social influences have not however been the only factors responsible for changing policy in education. Technological changes may also have demanded revision to educational policy, and in particular to curriculum priorities and teaching styles. With ever emerging new technologies changing partners of everyday life, then education cannot remain oblivious to these changes. Governments have been quick to invest large amounts of money in the teaching of Information Communication Technology (ICT) in schools and lifelong learning programmes. The introduction of new educational policies should primarily be to address personal and academic development and ultimately provide a more equitable education system for all. However, the Department for Education and Skills (DfES) (2006) stated that the impact of educational services not always able to meet individual needs’ has over the years disproportionately affected particularly groups of BME young people, which is recognised in the Every Child Matters (ECM) consultation paper, as it asserts that: ‘…teenagers from some BME groups face greater challenges than others in growing up’ (Youth Matters: Green Paper. 2005:13). The impact of poor service delivery to BME young people is compounded by the fact that minority ethnic population is over represented in almost all measures of social exclusion (ODPM, 2003) and their poor socio-economic position is closely associated with low educational attainment. This in turn impacts on their prospects to gain employment which in turn often results in being drawn into a life of crime. African Caribbean young men in particular are over represented at every stage of the criminal justice system (Graham in Sallah and Howson, 2007, p 176). One could argue that in fact the education system has systematically ensured that Black young people do not succeed (Richardson, 2006). This is not surprising as it has also been acknowledged that the British education system has also failed or lowered the aspirations of the poor and or White working class people (Sewell, 1997). This is particularly important in that, poor achievers are most obvious amongst the poor and disadvantaged. For example, high socio-economic groups appear to have better information on, and understanding of school performance, via league tables (West and Pennell, 1999). Whether parents act on this information, choosing for their children to attend the best schools, then there is a clear tension between strategies to raise standards and policies to reduce inequality. Socio-economic background also relates to school quality and pupil performance via peer groups. For example, attending a school with very few children from lower socio-economic groups is highly beneficial academically speaking (Feinstein, 2003). If parental choice leads to greater socio-economic segregation across schools, such peer group effects may further reinforce social exclusion. The motivation behind the introduction of the market reforms was to raise standards and achievement, rather than issues related to inequality. The evidence on the impact of these reforms on children’s achievement is minimal, however, empirical evidence from the USA (Chubb and Moe, 1990) is supportive of the view that decentralised schooling syste>GET ANSWER