...well as research on the characteristics of today’s instructors and students, all with implications for changes for the future of the discipline. 2.1 Economic Literacy One of the goals of economic education is fostering economic literacy among students, therefore, it is important to define economic literacy and relate this goal back to instructor’s style of teaching economics as well as what economic literacy means. One definition of economic literacy is the ability to go beyond classroom learning and to use economic concepts in one’s own life, even years after being in the classroom ( Salemi, 2005). 2.2 Economic Education Economics education involves the use of appropriate teaching methodology in the understanding of economics as a concept and facilitates the in-depth residual knowledge of the learners in order for them to contribute meaningfully to the growth and development of the society. Economics education involves imparting knowledge effectively by making use of learners centered approaches to promote learner self confidence in tackling economic problems (NOU,2012). 2.3 Present State of Economic Education There has been a great deal of research on economic education. Much of the research has focused on the effectiveness of economics courses, which in turn has engendered discussions on what the goal of economic education should be and how to achieve that goal, specifically what curriculum should be followed and what, if any, instructional techniques have the biggest...
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... | |TERM PROJECT: |THE SILICON VALLEY INSTITUTE CASE | | | | | To: |PROFESSOR John Wills | | | | | | | | Course: |GMS481, LEADERSHIP AND | | |ORGANIZATIONAL BEHAVIOR | | | | | | | | Date: |JUNE 2012 | | | | | ...
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...[pic] “A Comparison of the leadership styles among educators (teachers and instructors).” “A dissertation submitted to European University of Cyprus in partial fulfillment of the requirements for the degree of Bachelor in the Department of Business Administration of I. Gregoriou School of Business”. S P R I N G 2 0 0 9 | |IOANNIS GREGORIOU BUSINESS SCHOOL | | |AUTHORSHIP DECLARATION | | |BUS410 – SENIOR PROJECT | Nicosia, 28/04/09 1. Where we have consulted the published work of others this is always clearly attributed. 2. Where I have quoted from the work of others the source is always given. With the exception of such quotations this dissertation is entirely our own work. 3. We have acknowledged all main sources of help. 4. If our research follows on from previous work or is part of a larger collaborative research project we have made clear exactly what was done by others and what I have contributed myself. 5. We have read and understand the penalties associated with plagiarism. Name Signature Name Signature Name Signature ABSTRACT ________________________________________________________ A teacher performs many functions in the classroom...
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...1. | Question : | (TCO 2) Almost always listed as important for leadership success is/are ____. | | | Student Answer: | | Basic intelligence | | | | Clear and strong values | | | | High level of personal energy | | | | All of the above | | | | Training | | Instructor Explanation: | p. 16 | | | | Points Received: | 3 of 3 | | Comments: | | | | 2. | Question : | (TCO 2) Vince Lombardi had a _____ personality; his followers' goal was to be equal to their understanding of his ____. | | | Student Answer: | | Schizophrenic; needs | | | | Mercurial; orders | | | | Stoic; desires | | | | Charismatic; values and goals | | | | Difficult; deficiencies | | Instructor Explanation: | p. 27 | | | | Points Received: | 3 of 3 | | Comments: | | | | 3. | Question : | (TCO 2) Regarding the importance of enthusiasm for leadership effectiveness, _____ said, "Good work is never done in cold blood; heat is needed to forge anything. Every great achievement is the story of a flaming heart." | | | Student Answer: | | Martin Luther King | | | | George Patton | | | | Harry Truman | | | | Colin Powell | | | | Eleanor Roosevelt | | Instructor Explanation: | p. 31 | | | | Points Received: | 3 of 3 | | Comments: | | | | 4. | Question : | (TCO 2) ____, ____, and _____ are traits found in charismatic leaders. | | | Student Answer:...
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...worked in such an environment was as an instructor for the U.S. Army in Arizona. I taught for four years as a contract instructor at the Human Intelligence Collector Course at Fort Huachuca, Arizona. The course was broken down into three detachments numbered One, Two, and Three. Each detachment was broken down into six smaller groups. Each group consisted of approximately six to eight contract instructors, a civilian group leader, and one to three military group leaders or assistant group leaders. Each group consisted of approximately four teaching teams of two to three contract instructors and the rest of the instructors were generally role players or assisted with grading reports. The purpose of each of the teaching teams was to present classes in order to teach the military students the essentials of becoming a Human Intelligence Collector. The breakdown within each detachment generally changed for every class cycle. Each class cycle lasted approximately 18 weeks, sometimes longer with holiday weekends, with about 2 weeks or less in between classes. During the break between classes, the upper management and the military leadership would review input by students and instructors to determine if the breakdowns need to be changed. As changes were made, instructors would almost always complain or start trouble because they do not want to be moved around. Eventually they will get accustomed to working with new teams and some instructors prefer to work with new teams to get a variety...
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...ORG300: Applying Leadership Principles Credit Hours: | 3 | Contact Hours: | This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 10-25 hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research. | Faculty Information Name: Phone: CSU-GC Email: Virtual Office Hours: Course Description and Outcomes This required first course for all majors provides an overview of leadership basics. In the context of studying at CSU-Global Campus, students will develop strategies for success in the online learning environment. The course engages students in discussion, exploration and application of leadership skills, principles and practices. Students will learn about the relationships and connections among leaders, individuals, and organizations. Topics include strategy, communication, motivation, power, organizational change, and workplace conflict. Additionally this course relates leadership skill to those skills needed to be a successful lifelong and online learner. Course Learning Outcomes 1. Describe social problems, the various perspectives on problems, and possible solutions. 2. Apply knowledge of a particular major or discipline to pressing...
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...In Leadership: Review Questions MAN5355-Managerial Assessment & Development-1 Individual Work; Week 4 Anthony Freeman Instructor: Jill Heaney 1. What is the difference between a theory and a model? 2. What contingency leadership variables are common to all of the theories? 3. How does the global economy relate to contingency leadership? 4. What are the two contingency leadership theory leadership styles? 5. Do the three situational favorableness factors of the contingency leadership model (see Exhibit 4.3 on page 118) fit in only one of the three variables (follower, Leader, situation) or all contingency leadership variables (see Exhibit 4.1 on page 113)? Explain. 6. What is the difference in the outcomes of the contingency leadership and the continuum leadership models and that of the path–goal model? 7. What are the three subordinate and environment situational factors of the path–goal model? 8. What are the path–goal theory leadership styles? 9. What are the normative leadership theory leadership styles? 10. What is the primary difference between the contingency leadership model and the other leadership models (leadership continuum, path–goal, and normative leadership)? 11. What are the three substitutes for leadership? 1. Which leadership style would Fiedler say Li Chang uses? 2. Using Exhibit 4.3 on page 118, Fiedler’s contingency leadership model, what situation and leadership style are appropriate for the production department and for...
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...Leadership Styles and Their Consequences D. D. Warrick University of Colorado This article discusses leadership style theories and offers an integration of the theories by describing the typical characteristics, philpsophy, skills, and consequences associated with each major style. Then an experimental exercise is offered that portrays the major styles and the productivity and satisfaction each i s likely to produce. Finally, a debriefing is presented that helps interpret the exercise and integrate the style theories with contingency theory. Importance of Leadership Style Few leaders understand the full significance of how influential their leadership style is on the performance and satisfaction of their employees. Leaders control both interpersonal and material rewards and punishments that often shape employee behavior and influence an employee’s performance, motivation, and attitude. They can affect an employee’s self-image and resulting potential in either a positive or negative way by being supportive, fair, and encouraging, or unsupportive, inconsistent, and critical. In addition, they can even affect an employee’s health and energy level by creating a stimulating work climate or one filled with tension and fear. The influence of a leader’s style reaches greater proportions as the effects on individuals begin to have a cumulative effect on group performance. There are no doubt variables other than a leader’s style that affect employee performance and satisfaction...
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...Ricardo Semler: A Revolutionary Model of Leadership TEACHING NOTE 04/2014-5982 This teaching note was written by William W. Maddux, Associate Professor of Organisational Behaviour at INSEAD, and Roderick I. Swaab, Assistant Professor of Organisational Behaviour at INSEAD, in conjunction with Betania Tanure, Professor of Organisational Behaviour at PUC / BTA, and case writer Elin Williams, as an aid to instructors in the classroom use of the case “Ricardo Semler: A Revolutionary Model of Leadership”. Financial support from INSEAD Alumni Fund is gratefully acknowledged. Instructors can register and login at cases.insead.edu to access instructor-only material supporting INSEAD case studies (e.g., videos, handouts, spreadsheets, links). Copyright © 2014 INSEAD COPIES MAY NOT BE MADE WITHOUT PERMISSION. NO PART OF THIS PUBLICATION MAY BE COPIED, STORED, TRANSMITTED, REPRODUCED OR DISTRIBUTED IN ANY FORM OR MEDIUM WHATSOEVER WITHOUT THE PERMISSION OF THE COPYRIGHT OWNER. This complimentary copy is for the authors’ use only. Copying or posting online is a copyright infringement. The Story The case follows the story of Brazilian business leader Ricardo Semler, who took the family marine-pump business to multi-national, multi-sector success. However, this is no typical business success story. First, Semler dramatically changed his own leadership style by relinquishing control and working less hard. Next, he set about transforming Semco, the company founded by...
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...Texas A&M University – Commerce Department of Engineering & Technology TMGT 595 – Applied Research in Engineering & Technology Descriptive Research Study & Final Manuscript Each student will select a research topic of their choice appropriate to their degree field (technology management, safety management, or management information systems). Research topics must be submitted and approved by the instructor. A research question will be formulated for the topic and a descriptive archival study will be conducted. A descriptive study does not seek to show causal effects rather it is used to establish what currently exists. Data collection is commonly performed with surveys, questionnaires, standardized tests, or other direct observation instruments. The time limitation within the course does not permit a full descriptive study to be conducted. Rather than developing instruments and collecting actual data (which should not be done), each student will utilize data and findings from related published studies to establish what currently exists for a given phenomenon. The study will culminate in the preparation of a research paper suitable for publication. Each student will investigate and identify a journal that would be appropriate for their research paper topic. Note: The paper does not have to actually be submitted for publication. ------------------------------------------------- Each assignment is to be a unique and individual project. Students...
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...GH 60620 LEADERSHIP: THEORY, DISCOVERY & APPLICATION Spring 2016, University of Notre Dame, Eck Institute for Global Health Master of Science in Global Health “Motivation and inspiration energize people, not by pushing them in the right direction as control mechanisms do but by satisfying basic human needs for achievement, a sense of belonging, recognition, self-esteem, a feeling of control over one's life, and the ability to live up to one's ideals. Such feelings touch us deeply and elicit a powerful response.” - John Kotter INSTRUCTOR Heidi Beidinger-Burnett, PhD, MPH Assistant Professor, Eck Institute for Global Health Office: 120 Brownson Hall Phone: 574.631.7636 Email: hbeiding@nd.edu CLASS TIME Fridays 10:30am – 12:00pm OFFICE HOURS Fridays 12:00pm – 1:00pm (after class) and by appointment COURSE STATUS Required, 1 credit, for Master of Science in Global Health REQUIRED TEXTS Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: For college students who want to make a difference. San Francisco, CA: Jossey-Bass. COURSE DESCRIPTION Leadership is the ability to create and communicate a shared vision for a changing future; champion solutions to organizational and community challenges; and energize commitment to goals. The purpose of this course is to support and encourage your development as a global health leader who is focused on the common good and purposeful change. We will explore and study the Relational...
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...Leadership & the Human Condition: Necessity or Luxury? MB 520 Self Leadership Abstract For many leaders, as they lead others, they cannot neglect the element of the human condition. Human condition is a phrase often used with respect, the generality of situations humans encounter in interacting with each other and the world. The human condition is composed of all human experiences (i.e. key events, characteristics, situations, etc.) which also can relate to the biological, social, intelligent, realistic, self-aware, responsible, and meaningful being to the existence of human survival. The question is, however, when leaders include the human condition in their leading, is it a luxury or necessity? This can be answered by examining the myths, leadership styles, curiosity, different personalities, and delving deeply into the leader’s self. Keywords: human condition, being, biological, social, intelligent, realistic, self-awareness, responsible, meaningful, luxury, necessity, myths, styles, curiosity Leadership & the Human Condition: Necessity or Luxury? Leaders cannot exclude the element of human condition when leading. Human condition is the generality of situations that humans face in interacting with each other and the world. Human condition is sum of all human experiences and relates different types of beings (i.e. biological, self-aware, realistic, etc.) to the existence of human survival. Is leading by including the human condition a luxury or necessity? By...
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...Managerial Assessment and Development-1 Bonita Hargrett Individual Assignment Unit #4 Contingency Leadership Theories Everest University Instructor: Jill Heaney November 11, 2014 Introduction In this assignment we were asked to read chapter #4 and Complete Review Questions 1-11 on page 138, and also answer question 1- 6 page 139-140 about Case on W. L. Gore. These answers will come from the finding I learn while reading this chapter about Individuals leadership traits or skills are lacking, characteristics of the subordinate, task, and organization can replace the need for a leader or neutralize the leader’s behavior. Plus the different personality traits that is needed and found in a great leader-Managers exchange and fellowship and how manager can be unethical with some followers and still be a team with people being faithful to their leader because of their relationship with them. Contingency Leadership Theories Review Questions 1-11 on page 138 1. What is the difference between a theory and a model? A model is the structure of a theory, so one is how you find the other, because the model is a short summary of the theory. 2. What contingency leadership variables are common to all of the theories? Situation, Leaders and Followers 3. How does the global economy relate to contingency leadership? Contingency leadership adjusts to any environment and culture, allowing the leader to deal with different situation...
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...Parker’s Learning Styles Profile After completing the Parker’s Learning Style assessment I learned important details about my personal style of learning. Upon completion of the 39 question assessment I was immediately provided with various numbers of charts and pie graphs that were completely specific to my interpersonal communication skills, leadership management skills, and modalities. The information provided further detail on how I retain information. Interpersonal Communication The interpersonal communication component of Parker’s Learning Styles Profile, is broken down into three major sections that show a person’s ability to perform a specific task to a their satisfactory level of skill(Parker & Parker, 2007). The three major sections are data, things, and people. According to Parker, data is the compilation and the interpretation of factual material (Parker & Parker, 2007). The thing section deals with one’s psychomotor skills which include things like typing, writing, and running. The last section of the interpersonal communication component is the people. The people section focuses on how an individual interacts on a daily basis. As I reviewed my scores I realized how much they reflect who I am,...
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...A Two Day Adventure Therapy Programme for Disadvantaged Youth For the purpose of this assignment I have chosen to work with disadvantaged or disaffected youth from a programme in Dublin called Bradog Regional Youth Service. There are 10 participants aged between 13-18 years of age of mixed gender and ethnic backgrounds. Participants will take part in an intense two day adventure programme, focusing on developing these individuals with skills that will aid there development. The programme will be facilitated by outdoor adventure instructors and psychologists. The programme will consist of two sessions each day. Each session will involve and activity which will indirectly address development issues for adolescents. Through facilitation methods commonly used in adventure therapy the sessions will be reviewed and the relevant learning shall be drawn from the experience. All food and equipment will be provided by the centre. I have first-hand knowledge and experience with working with disadvantaged youth in an outdoor education centre in Ireland and will be drawing on my own experience when designing this programme. I will first outline the issues that arise that are general to the entire programme. Then I will move on to cover the specific details of the programme. Possible problems with the group There are many problems that can arise when people are put into groups. There may be people that are just focused on themselves and find it hard to relate to others, or even...
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