Wassmiah is a leader in a local hospital and works well in the environment. The hospital’s environment is characterized by well-defined individual roles where each employee knows what is expected of him or her. Employee conflicts are minimized as everyone understands his or her responsibility, and the coordination of all activities leads to goal attainment. There is no duplication of work. Wassmiah encourages people to perform well and rewards positive behavior to boost productivity. Most goals Wassmiah sets are short-term, making them easier to fulfill, less intimidating to achieve, and as a result, employees are interested in obtaining the various rewards. When a problem arises, Wassmiah directs the employees in what to do and is quick to point out if the employee does not deliver results. However, Wassmiah suspects that employees are not working when there is no supervision.
What style of leadership is most likely described in this case and why have you reached that conclusion? What are the advantages of this type of leadership and what examples from the case support your position? What are the disadvantages of this type of leadership and what examples from the case support your position? What are the implications for employee motivation with this type of leadership? What other styles of leadership might be complementary to that described in the case and why?
Write an essay that includes an introduction paragraph, the essay’s body, and a conclusion paragraph to address the assignment’s guide questions. Do not address the questions using a question-and-answer format.
Your well-written paper should meet the following requirements:
Be 4-5 pages in length, which does not include the title and reference pages, which are never a part of the content minimum requirements.
APA style guidelines.
Support your submission with course material concepts, principles. and theories from the textbook and at least two current, scholarly, peer-reviewed journal articles. Current articles are published in the last five years.
Expressions of the human experience instruction course alludes to a perplexing arrangement of exercises and exercises that stretch out during and outside school hours. These exercises have their place in school without being completely coordinated into the educational program. Expressions Education enables understudies to create abilities in public activity. It is a control that energizes inventiveness and broadening. This learning enables access to culture so as to find and work to figure out how to see, and break down workmanship preparations. All through this session, we investigated the Ontario Arts Curriculum Framework (Grades 1-8). This carries us to the introduction of a learning situation of this order with a joining of social investigations and French to make our work increasingly alive and persuading for Grade 4 understudies. Understudies at this degree of instruction have as of now completely investigated the field of visual expressions particularly the system of displaying. The controls will anyway be less troublesome and not unusual. It should likewise be said that they are well ready to do research utilizing the PC instrument. My cover is a venture that welcomes the understudy to be both onlooker and creator. This undertaking offers numerous open doors for the sake of entertainment investigations. It is important to design misuse, research and generation exercises around culture. As indicated by the social investigations educational program 'the social personality of the understudy is molded by different family, social and ethnocultural components' (2004: 18). Through the blend in schools, understudies are called '... to manufacture a personality of receptiveness to assorted variety' (2008: 19), however this would possibly be conceivable in the event that they find out about the sources of the way of life of others . Why the African veil? In any human culture, the veil has never been disregarded when we allude to culture. Regardless of whether at conventional exhibitions or celebrations, the veil has its place and assumes a significant job. The support of civic establishments or Africa, is the landmass that is extremely acclaimed for its way of life by and large and its specialty specifically. The veil is an extremely aesthetic item as a result of its split character and the decent variety of its structures and styles. This learning situation, "My Mask to Me" manages workmanship in African culture. Toward the finish of this situation, understudies will be flawlessly ready to make an African veil while understanding its cause. This situation is invigorating for understudies since they should continually utilize their thinking aptitudes and they find another measurement in the individuals they thought they knew well (their companions, network individuals, school staff). As the content unfurls, understudies are relied upon to encounter many group encounters, from the historical backdrop of the African veil and its symbolization, to the generation of their own cover. En route, they will counsel the proposed sites or their decision identified with the way of life of the African veil. This exercise will be offered to understudies during the long stretch of February which is none other than the period of festivity of dark history. With the homerooms wearing the official Black Month notices, it is significant for understudies to see a few parts of African history. This situation is intended for quick use during the long stretch of February. A reference section contains a progression of valuable records that will make it simpler for educators: understudy cards, perception graphs, letter to guardians, pictograms, developmental appraisals. The vital adjustments for understudies in trouble and a few advancement exercises make it conceivable to qualify this separated instructing situation I. Worldwide errand I-1 Table of focused abilities Target class: fourth year of essential Task Title: My veil Span of the task: 150 min disciplines Creative training French Social investigations Zones Visual expressions Composing - Oral correspondence Canada and the world Directed aptitudes - Critical investigation and energy about imaginative creations - Application of the masterful creation process Capacities of idea - Use of data preparing abilities Correspondence - Expression and association of thoughts and data Learning and comprehension - Knowledge of the components under investigation. Capacities of idea - Use of arranging abilities. Correspondence - Communicating thoughts and data, orally, recorded as a hard copy and outwardly, for explicit purposes and for explicit spectators. - Use of shows and wording under examination. desires - express sentiments, thoughts and gratefulness for different aesthetic preparations, his own, those of his colleagues and those of specialists, utilizing straightforward however reasonable terms - Produce an assortment of two-and three-dimensional works by applying the procedures learned and by summarily following the means of the imaginative procedure. - Plan your composition ventures utilizing methodologies and pre-composing apparatuses. - Produce different messages, with or without trade, contingent upon the correspondence circumstance. populaces - Explain and comprehend the segments of the way of life and the working of the gatherings Learning content - Choose a work and legitimize its inclination by alluding to the key components, its experience and individual interests (clarify its inclination for a cover) - Explain the thoughts and feelings evoked in different masterful creations. - Use, alone or in gatherings, diverse pre-composing systems to deliver writings Produce different language acts. - Speaking precipitously in a formal or casual setting: from collaboration, to arranging, the executives, acknowledgment and typification Gathering character network portrayal - List things identified with the movement - Demonstrate inspirational frames of mind towards one's commitments and name the imperatives that are forced on the movement. - Explain how a veil can speak to a gathering of individuals - Use jargon fitting to the subject under examination. I-2 Teaching Approaches and Learning Strategies So as to make progress for whatever number understudies as could reasonably be expected, the educator should consider the diverse learning styles of the understudies and change his/her showing style as needs be. For this exercise, the accompanying methodologies and systems ought to be supported so as to make ideal understudy progress: Instructing approaches The task work • Allows understudies the opportunity to convey what needs be through innovativeness; • offers spot to independence and obligation; • Keeps pace with the understudy's pace. The joining of materials • Presents an all the more genuine setting of day by day life; • enables you to return to thoughts learned in different subjects; • persuades the understudy more, offers significance to his learning. The helpful methodology • Gives the educator the job of "facilitator" in the trade; • advances self-sufficiency, as understudies gain proficiency with the ideas of association and anticipating their own; • empowers understudy focused as opposed to instructor focused learning. Learning Strategies Research work • Helps to keep the understudy's consideration on the substance being examined; • Helps understudies acquire data and urges them to discover answers without continually experiencing the instructor. The venture • Motivates the understudy's inspiration by the solid importance of his learning; • advances the improvement of intellectual and metacognitive methodologies. Oral addressing • During introductions, "open" oral addressing permits understudies exhibiting a verbal learning style to explain their introduction. It is vital and significant for the instructor to think about the desires for the educational plan, the present year of study and the requirements of understudies in trouble. These three components will prompt a decent decision for the choices that best address the issues of understudies in trouble. I-3 Project outline Instructive goals * Learn progressively about workmanship objects from French-speaking African nations * Do an examination and work with Tics. Last creation * Creation of an African veil and introduction of its perfect work of art. Principle discipline * Artistic instruction Optional controls * French and Social Studies Innovations utilized * Computer and word handling programming First exercise: excursion to African craftsmanship Second exercise: my cover The motivation behind this exercise is to get understudies to make a blurb utilizing the web as the sole establishment of research. Acknowledgment of a distinct notice of a workmanship object (cover). Physical association Required material Action 1: Preparing for the excursion * A guide of Africa * Copies of the poll * Lead pencils * Corbeil of the envelopes  Movement 2: The publication * Computer outfitted with web * Printer * Word processor Instructive gadget For Activity 1, understudies sit at their work areas and the work is done exclusively. For Activity 2, the understudies are in the PC room and the work is done in a dyad. Groundwork action Creation Movement 1 (30 min) Trigger (5 min) The educator will: * acquaint understudies with the reason for the task * Then demonstrate to them the video  about African workmanship. Learning past (25 min) For check of understudies' earlier information of Africa, the educator should: * Distribute the poll (Appendix 2) to the understudies; * indicate that it is an occupation to be done exclusively; * answer the inquiries utilizing his lead pencil in the wake of taking consideration to stamp his name on the worksheet; * enable 15 minutes to answer the survey; * Take 10 minutes to give answers to questions. The amendment is aggregate. * then structure gatherings of two; * clarify that in the envelope is the name of the nation of their next action. * welcome a part from each gathering to pick an envelope. Essential action Action 2 (45 min) So as to create a lovely blurb, the understudies for this movement will work with the PC apparatus. They will utilize the web to discover pertinent and fascinating data for their blurb. This movement happens in a PC room. The work is done in a dyad. The educator will: * Have stude>GET ANSWER