Function and leadership
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Function and leadership

KLAIPĖDOS BUSINESS AND TECHNOLOGY COLLEGE

KRETINGA DEPARTMENT

LEADER‘S FUNCTIONS

REFERATAS

Viktorija Ščiukaitė PV 3-1-2 gr.

Adviser: K. Griciūtė

Kretinga,

2006 m.

Contents

Principles of Leadership 3

Leadership and Leaders: the Direct Approach 3

Defining Leadership Objectively 3

The Leadership Curriculum 4

Leadership Can be Learned 5

The Focus is on the Learner 6

The Leader’s Function 7

What the Leader Must Know 8

Can a Group Have Several Leaders? 8

Principles of Leadership

This section describes why leaders exist and what knowledge, skills, and abilities are important to manage learning. We know, to begin, that leaders exist because man is a social creature. The leader in our society is responsible for the essential tasks in the collections of groups that make up civilization.

In most traditional or conventional training events, because of a lack of systematic programming, most of the emphasis is focused on attempts to change people’s perception. Little time is usually allocated for practice and even less to measure changes in performance during the training situation. The White Stag method puts a strong emphasis on individual and group participation and practice long to ensure sufficient habit-formation during the training situation. We also systematically evaluate the participants, staff, and the overall program. We take a direct approach to leadership development.

Leadership and Leaders: the Direct Approach



Final campfire in the dining hall area.

The leader is the central person who guides the group toward it’s goal. No single trait has been found which separates leaders from non-leaders; nonetheless, leaders usually have more drive and determination and probably a greater concentration of positive qualities than non-leaders.

Research over many years, some of which formed the basis for the original conceptualization of the White Stag program, has revealed that leaders commonly share a definite set of skills, or competencies. We do not believe in „born leaders;“ we believe the leadership is a skill, ability, or competency that can be acquired. In White Stag, our functional definition of competence is: knowledge, understanding, way of thinking, skills and disposition. Our program is designed to affect all of these qualities.

The idea of born-leaders has become outdated. The founder of White Stag, Bela Banathy, in his research for his Master’s thesis on leadership, compiled a list of over 80 behaviours that authorities in the field described as „leadership.“ The key notion here is that these behaviours are skills that can be learned.

For many years, leadership in traditional Boy Scout of America junior leader training programs was referred to only indirectly, by example and inference.

White Stag does not depend on happenstance or luck for leadership training to take place. This „indirect“ way of training for leadership is what the White Stag method challenges and transforms into a „direct approach“. The skills of leadership are specifically described.

Defining Leadership Objectively

The direct approach is oriented toward a specific leadership behaviour which is clearly and objectively defined. The elements of leadership behaviour are isolated as specific learnings which are systematically programmed into a long-term developmental process.

The direct approach ensures that appropriate and sufficient time is given the development of leadership skills, to bring about the desired change in behaviour and to achieve leadership competence.

The SECOND concept is that, rather than being some nebulous characteristic which one has to be born with, leadership can be defined as a set of competencies which can be learned. Some eighty aspects of knowledge, skills, and attitudes have been taken into account in our research which have been clustered into competencies. To sum it up. an understanding of the concepts described here has helped us to bring into focus that the acquisition of leadership competencies should occur by plan and design, rather than by accident. Although leaders may emerge – as they do today – as by-products of group processes, this is neither an economical nor an effective way of developing leadership. Based on the concepts described above, in our experimental program:

Specific competencies of leadership–relevant to Scouting–have been identified…

The Leadership Curriculum



Scouts cool off after a strenuous day of hiking.

Banathy condensed his 80 descriptors into eleven competencies that now comprise the curriculum of White Stag Leadership Development. Much research has been done since then to supplement, amend, and above all, keep the knowledge base current.

The eleven competencies are part of the overall leadership development design. The framework of competencies provides a consistent reference base for all members as they gain increased knowledge. Instead of learning greater and greater numbers of competencies, members reach higher „plateaus“ of knowledge within the existing schema. The objectives within each competency will eventually be so discrete that selective groups of objectives may be chosen by the manager of learning that reflect exactly the needs of the learners.

Knowledge of or the ability to manage the learning of any or several of these competencies does not a leader make. What makes a leader is the degree to which the competency is an integral
characteristic of an individual and the degree to which it influences the individual’s behaviour (and by inference, his values).

A competency of primary significance is communication, or „Getting and Giving Information.“ Nothing else can happen until communication, on one or more levels, has been established. Identification of and with group norms and group goals leads to the maintenance of group membership; the ability to call on group members’ knowledge, skills and abilities insures that the task can be tackled. „Knowing the Needs and Characteristics of the Group,“ and „Knowing and Using Group Resources“ are the next most important.

The need among program participants for them to learn more about these competencies is made plain to them in a number of ways. Specific learning activities are conceived and executed that draw their attention to the group dynamic and the role of leadership among them.

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