Principles and Practices of Effective Leadership - D2- D8 Essay

Principles and Practices of Effective Leadership - D2- D8 - Essay Example This therefore means that this organization setting, the holistic process has been affected because the chain of communication between the various departments is broken down and ineffective. In brief there is no clear communication channel. To resolve this problem guided by the systems theory of organization, leaders can cultivate their emotional intelligence and behavior change that energizes and motivates the workers to change. This may include aspects such as developing better personal relationships between the workers by giving them collective tasks to perform as a general way of engaging and also participating holistically in the leadership of the organization (Bryman, 2011). References Bryman, A. (2011). The SAGE handbook of leadership. London: SAGE. Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge (4th Ed.). San Francisco, CA: Jossey-Bass. How great leader performs and what they do when in leadership all depends on the ability to overcome obstacles through their behavior and response to the internal and external forces which are entirely dependent on their emotional capabilities. The fundamental factors pertaining to the power of emotional intelligence that defines the quality of a leader are grouped into categories which are self awareness, self management, social awareness, relationship management, conflict resolution and decision making skills (Goleman, et all, 2007). The core strengths of these categories are the aspects that are inward looking which are self awareness, self management, and conflict resolution. This is so because when a leader is able to communicate and manage him or herself appropriately from within, it means that the leader will respond to externalities effectively and appropriately. The externalities here are social awareness and relationship management, which constitute of organization, profession, country, city or the world in real life. The latter therefore becomes an emotional effective leader because from withi n himself or herself he/she uses the inward looking aspects within the outward looking aspects (externalities) in decision making and reasoning (Hughes et all,2005). It is true that through one’s lifetime he/she gets to encounter new experiences and challenges that contribute to mold one as an effective or ineffective leader. This makes it crucial for leaders to take a bold step towards understanding and learning the power of emotions, especially the inward looking aspect, in controlling their daily experiences as this is what directs their judgment and decision making. References Goleman, D., Boyatzis, R. E., & McKee, A. (2007). Cram101 textbook outlines to accompany: primal leadership : learning to lead with emotional intelligence, 1st ed.. Moorpark, Calif.: Academic Internet Publishers. Hughes, M. M., Patterson, L. B., & Terrell, J. B. (2005). Emotional intelligence in action: training and coaching activities for leaders and managers. San Francisco: Pfeiffer. Rewards are h onors or benefits given to workers for motivational purposes. They are grouped into extrinsic and intrinsic rewards. Extrinsic rewards are basically financial tangible rewards given to employees such as bonuses, pay rise and benefits. Intrinsic rewards on the other hand are the psychological rewards given to employees for performing a commendable job. The rewards can be positively used to make employees enthusiastic and appreciated, building

Professional literature relating to gifted learners Research Paper

Professional literature relating to gifted learners - Research Paper Example This paper analyses the characteristics and behavior of a gifted child with Attention Deficit Hyperactive Disorder. Exceptional is an all-inclusive term and it is used to describe a person whose behavioral, intellectual and physical performance differs significantly from what is normal (typical), either lower or higher. The individuals described as exceptional comprise those with extraordinary disabilities (such as intellectual disabilities or learning disabilities) and extraordinary abilities (such as talents and gifts). Individuals, who are exceptional, whether disabled or gifted, benefit from individualized accommodations, support, or assistance in community and school settings (Drew, Egan and Hardman, 2010). Gifted students learn how to create personal identities, deal with independence, create interpersonal relationship that is warm and loving, deal with independence, and discover romantic relationships. There is need for them to identify and create their attitudes, belief systems, personalities, and personal values. Majority of the students possessing exceptionalities are culturally diverse and they face complex limitations, challenges, and issues. The existence of multiple intelligences within the classroom setting may be challenging for majority of the teachers. For example, an athlete possessing great physical capabilities in sports may lack mental capability to perform well in academics in school (Vang, 2010). Some of the students are gifted in one area while experiencing adverse learning encounter in another area. An example is a student who can verbalize well but cannot write anything down. The student may not be capable of recording his or her thoughts due to writing-related di sability. Another example is a dyslexic gifted student who is not able to decode or read words. Despite his high intelligence, the student