Week 3 Discussion 2 Leadership Relations

A critical component of a leader’s success is their ability to develop effective relationships with their superiors, their co-workers, and their subordinates.  Propose and discuss at least three strategies a leader should adopt to enhance their relationships with superiors, co-workers and subordinates.  Discuss the importance of developing relationships within all levels of the organization.  

Recommended Resources 

Text

Warrick, D.D. (2016). Leadership: A high impact approach [Electronic version]. Retrieved from https://content.ashford.edu. 

References 

Bennis, W. G. (1989). On becoming a leader. Reading, MA: Addison-Wesley. 

Chaplin, J. P. (1974). Dictionary of psychology. New York, NY: Dell. 

Charan, R., Drotter, S., & Noel, J. (2001). The leadership pipeline: How to build the leadership-powered company. San Francisco, CA: Jossey-Bass. 

Collins, J. (2001). Good to great: Why some companies make the leap…and others don’t. New York, NY: Harper Business. 

Connelly, M. S., Gilbert, J. A., Zaccaro, S. J., Threlfall, K. V., Marks, M. A., & Mumford, M. D. (2000). Exploring the relationship of leadership skills and knowledge to leader performance. The Leadership Quarterly, 11(1), 65-86. doi:10.1016/S1048-9843(99)00043-0 

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Books. 

Hesselbein, F. (2002). Hesselbein on leadership. San Francisco, CA: Jossey-Bass. 

Kanter, R. M. (2004). Confidence: How winning streaks and losing streaks begin and end. New York, NY: Crown. 

Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11(1), 11-35. doi:10.1016/S1048-9843(99)00041-7 

Northouse, P. G. (2007). Leadership: Theory and practice (4th ed.). Thousand Oaks, CA: Sage.  

Article 

Carpenter, D. J., Fusfeld, A.R., & Gritzo, L.A. (2010). Leadership Skills and Styles. Research Technology Management, 53(6), 58-60. Retrieved from the ProQuest database 

Multimedia 

INTELECOM (Producer). Teamwork and morale (Links to an external site.)Links to an external site. [Video file]. Retrieved from http://searchcenter.intelecomonline.net:80/playClipDirect.aspx?id=4870EEC7664070BB9915C7C9656B6ED5A52ECC40AB62DCDA9996E89EE16E34BDC5FBF05E18EC6B5CD26FA2A7AAE9070BEA04A55595D8849B

 
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Analyze previous assignment(s) from other courses that address ethical issues

• In one or two (1-2) pages (excluding attached artifacts), complete the following:  • Analyze previous assignment(s) from other courses that address ethical issues related to the theme of your portfolio which is that online education will continue to have a tremendous impact on the learning process, pedagogy and how universities will begin teaching in the not-too-distant future. • . Reflect upon what you have learned throughout your coursework related to these ethical issues, and discuss the fundamental manner in which your ideas, values, beliefs, practices, and so on have or have not changed as a result. Discuss the way in which you demonstrate those changes in the assignment(s) / artifact(s) that you examined. Discuss implications of your reflection for future practice. Provide a rationale to support your response. • Attach one to three (1-3) pieces of your chosen previous assignment(s) as artifact(s) in your Optimal Resume e-Portfolio. Identify the ID and title (for example: EDU599 – Education Capstone) of the courses for which you had produced the assignment(s). Note: If you do not have an artifact, attach the description(s) of your chosen previous assignment(s). Artifacts do not count as part of the 1-2 page length requirement.

 
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similarities and differences between the subject matter approach and the disciplinary approach to curriculum

In Ornstein, Pajak, and Ornstein, Veronica Boix Mannsilla and Howard Gardner discuss the advantage of the disciplinary approach to curriculum and instruction over the more traditional subject centered approach. Today we are in the standards movement and as such teachers are required to teach the standards. Wiles and Bondi present a good discussion of standards and teaching those standards; however, as Wiles and Bondi point out, “how the curriculum is treated determines the ‘meaning’ of that curriculum” (2015, p. 151). Compare the subject centered and discipline centered approaches, evaluate the argument of Mannsilla and Gardner related to these two approaches, and discuss the advantages and disadvantages of each. Which approach, subject, or discipline do you see as working best within the standards movement of today? Why?

Assignment 2 Grading Criteria 

Maximum Points

Compared the similarities and differences between the subject matter approach and the disciplinary approach to curriculum. 7pts

Evaluated the argument of Mannsilla and Gardner for the use of the disciplinary approach. 8pts

Discussed the advantages and disadvantages of each approach. 7pts

Provided a well-supported rationale for the use of either the subject centered or disciplinary to developing curriculum for the standards movement. 10pts

Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. Utilized correct APA format for headings, margins, spacing, citations, etc. 4pts

Total: 36pts

 
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Organizing Classrooms or Groups

Module 3 Discussion

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Discussion: Organizing Classrooms or Groups

As the authors of your course text point out in Chapter 7, group sizes and ratios can have a profound impact on the quality of care in child development centers. At the same time, maintaining high-quality care is not simply a matter of instituting a low adult-child ratio. Overall group sizes and age make-ups, as well as the method used to organize these groups, also play a major role. To prepare for this Discussion, review the information about adult-child ratios and maximum group sizes proposed by the NAEYC and APHA/AAP in Table 7.1 in your course text. Then, review the adult-child ratios and maximum group sizes for state licensing of child development programs in your state (http://www.daycare.com/states.html). Reflect on the following:

  • How are your state’s standards different or similar to the NAEYC and/or APHA/AAP?
  • Which set of standards do you think is preferable?
  • What do you think is the ideal adult-child ratio and maximum group size for each age range?
  • With this is mind, how would you organize classrooms or groups at your child development center—mixed-age or looping? Explain why.

With these thoughts in mind, follow the instructions below to post your response to this Discussion topic.

By Day 3 of Week 5:
Post a description of how your state’s adult-child ratio and maximum group size standards compare to NAEYC and APHA/AAP standards as well as an explanation of which set of standards you find preferable. Then, identify what you consider to be the ideal adult-child ratio and maximum group size for each age range, explaining why. Finally, describe how you would organize classrooms or groups at your child development center (mixed-age or looping), providing a rationale for your choice.

By Day 7 of Week 6:
Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.

Respond to two or more of your colleagues’ postings in any of the following ways:

  • Build on something your colleague said.
  • Explain why and how you see things differently.
  • Ask a probing or clarifying question.
  • Share an insight from having read your colleague’s posting.
  • Offer and support an opinion.
  • Validate an idea with your own experience.
  • Expand on your colleague’s posting.
  • Ask for evidence that supports the posting.

Return to this Discussion in a few days to read the responses to your initial posting. Reflect on what you learned in this activity and/or insights you gained this week.

 
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