Qualities Of An Effective Leader And His Positive Impact On An Organization
Using any one or a combination of the theories and frameworks we have discussed in this course, write a paper analyzing one of the following leaders
It is very imperative to bring a change in the organization and only successful leaders can bring this change in their organization and their team - Qualities Of An Effective Leader And His Positive Impact On An Organization introduction. Effective leaders have always a positive impact on their organization’s business and culture through their efficient leading style to bring prominent changes. An effective leader is well aware of leadership concepts and practices.
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An effective leader honors his employee, give them credit on their hard work, learns from mistakes and try to change and overcome, never teases or criticizes his employee and try to develop a positive environment in which all work in a collaborative manner.
Qualities Of An Effective Leader And His Positive Impact On An Organization
A successful leader is always productive, he must think and behave as a leader for positive impact on employee, staff and organization. A leader is always aware of his strengths and weaknesses and keeps striving for his leadership role. The most important point is that before bringing any change in the organization and putting a positive impact on it, a leader must himself show by his deeds those positive attitudes and traits that he would like to implement in his organization.
An effective leader is always honest and trustworthy. He always deals honestly with others and develops trust with his employees and staff. He credits everyone. He admits their mistakes and tries to change and improve it rather than just blaming them for their errors. Honoring others is a very crucial point in his team leadership role. “Respect others if you want to be get respected,” is a key point in his team role. He is always the one who harmonizes his actions with his words.
An effective leader is always determined, persuasive and work for their best. It is well understood by them that there is always a room for improvement. Excellence is what they want to achieve and whatever they do. They have a strong desire to do their best and perform outstandingly. The workforce they create is organized, unified, disciplined, cooperative and very productive. They keep setting new standards and carve new ways to improve and bring change.
Effective leader always make others feel honored and valued. He does not use his power to devalue others, never make them feel bad for their mistakes, and never makes criticism. He brings changes only with optimistic thinking, positive attitude and words. He is always committed to help others.
Leader is always an example for his employee and p lays a role model for them. He tells others to do what he himself shows by his deeds. He is always a positive role model for others.
Leader always work for others and willing to serve them. Doing this he never feels inferior or secondary. Serving others gains respect. Helping out others gain their respect and admiration. Otherwise, employee will feel frustrated. Employees can’t be isolated and they should be helped and encouraged. Employees make the workforce of an organization; failing to motivate them and help them could result in failure of an organization on the whole. They are interconnected and help each other outside their specific roles rather than denying to assists if the task does not comply with their job description.
Leader always take interest in his staff members and always listen to them and their suggestions. He always motivates them to help and grow the organization. He is very tough but sincere in his dealings and this is what he expects from his employee. Employee should feel as an important part of their organization only then output will reach excellence. This is what effective leader aims at.
Abraham Lincoln As Effective Leader
Abraham Lincoln without any doubt was a successful leader of his time. His abilities and character are ‘rare to found’, which shaped United States in a new form for the benefit of its people. Lincoln was well aware of his leadership role on which his own fortune and nation’s fortune rested. He was portrayed as a national hero who worked for national good. He possessed qualities of unmatched leadership and some unparalleled traits to lead his nation. Lincoln gave his nation a loyal and honest treatment.
As an adolescent he had to work for his family in a farm and never had an opportunity to go to school but only for less than a year. But as he was very interested in reading and learning, his self-paced education made him more eminent than what he could have learned from a formal education. This shows how through his skills of learning and time management he was able to ride on a vehicle of success with outstanding talent.
Abraham Lincoln believed in equality, honoring and respecting everyone. He was against slavery and opposed it to end its existence in United States. About Lincoln and Roosevelt Pederson and Williams (2003) wrote, “They both identified with people as human beings and trusted them”.
His character can be analyzed to learn more about being a successful leader for an organization. He was practical illustration of what he wanted America to be. His honesty and integrity were two important qualities that led his influence on people. His ability of communication and to converse in a way to have a positive influence on a listener was remarkable. As it is well understood that no organization will ever get changed without its people being changed or bringing change in it. It is the people, employee, staff who collaboratively work and bring change. Hence, for bringing a change in an organization first its people should be ready to accept this change and move. Lincoln’s ability to advocate his vision and then reassuring it left constructive influence on his employee workforce.
“For all the greatness of Presidents Lincoln and Roosevelt, they do not receive enough criticism for their involvement, or lack thereof, in the selection process for vice president, or for not preparing either man for the job that landed in their laps. Perhaps more so with Lincoln, one can argue that presidents were not much involved in their conventions and in vice presidential selections, but Lincoln was a precedent-setter in so many regards; also, as Long points out, Lincoln’s assistants at the convention made numerous requests for the President’s input–he offered no hints or guidance.” (Lechelt, 2005)
His earlier years of life in poverty and misery made him a strong man and he would reach down to every person to help lift him up. His superior character led him to gain trust of his people with honesty and integrity (Magennis). A true quality of leader is that he speaks truth even if he is incurring losses. This can gain other’s respect and trust. Lincoln was a man of truth and was always honest with others. His conversation was persuasive, mostly because it was based on truth (Magennis) and real facts rather than hypocrite and lies. Person who tells a lie can never gain trust of others. Lincoln hated falsehood dealings. This way he was able to convince others and made a change. His strong faith in God influenced his politics.
“Always bear in mind that your own resolution to succeed is more important than any other thing.”
– A. Lincoln, 1838
Myers (1991) suggested ways to invest and forster child development and its importance. He stresses that neglect to child care and development in the early years may distort his mental developmen along with other areas of development. If their motor skill development is neglected at this age it may have bad consequences in future.
However, recently such developmental programs have been made to let the child understand the key role of physical activity in his overall development (Wade, 2004). Wade stressed that movements will remarkably improves the development of child’s cognitive and motor skills. In the embryo the beginning structure of brain is neural groove. Then cerebral cortex develops with clear distinction between the two hemispheres. As neural groove closes on itself it develops into the motor cortex. The motor cortex is very important part of the brain and its development is enhanced with increased number of movements. As wade describes that “movements are the primary vehicle of discovery for the developing child.” It is mandatory that such programs should be implemented that would foster motor skill development in children.
Children can be helped with painting, puzzles, playdough, cutting, threading, and making blocks. Running, walking, kicking ball, throwing and catching ball, hopping, batting and similar type of games will help improve motor skills.
For a long time the motor activity in a child has been only stitched with the physical growth only. While the Wade (2004) is of the view that motor activities are much more than just an indication or display of the physical development. The motor activities of a child also represent his mental growth and development. The child used his physical activity of movement to display his thinking i.e. by moving towards what makes him curious or getting away from what scares him. The movement experiences and play of the child is a screen through which his cognitive or intellectual development can actually be monitored. Therefore, movement activities and play should be a part and a source of studying and analyzing the intellectual development of the child. “Performer factors which are most likely to affect the emergence of particular movement skills include body size and physical growth, strength relative to body weight, and the maturity of the nervous system.” (Wade, 2004)
As Benelli (1995) stresses that educators working with the young children should understand the process and elements affecting the development of the motor skills in the infants. “Teachers must be knowledgeable about basic fundamental skill acquisition in order to facilitate motor development. Additionally, skilled and sensitive observation of children as they make initial attempts at throwing, catching and other activities allows teachers to know when to intervene and what instruction to offer.” (Benelli, 1995)
Locomotion is a vital element in the child’s cognitive, perceptual, and social skills development. Therefore the whole process of how these skills are acquired and what affects them, need to be known. The development of the movement skills have to be analyzed by categorizing them in different stages according to the age frame in which they are normally displayed by the child. These skills come in the form of hierarchy, ascending from simple towards the complex the child grows. Any abnormality at any stage should be mentored as it would be an indication of the overall slow growth in the normal process. The other important element to know is the factors affecting the development- the environment of the child. The child needs to be assisted in his development stages by carefully choosing the environment that suits him. Size and attractiveness plays an important role in the case. And the size of the objects and their physical lookup needs to be carefully chosen for the fluent running of the acquisition-of-skills-process of the child.
Benelli (1995) stresses that both physical activity and motor development are strong interdependent. “Failure to achieve fundamental motor skills can have long-term negative effects on children, as the lack of these skills may prevent children from joining in group games and other sports throughout the school years and into adulthood (Poest, Williams, Witt & Atwood, 1989).”
In addition, teacher’s presence and constant guidance to students is very important. A teacher supervises all the kids during motor training program. “The children gain additional practice time and the teacher has many opportunities to observe and give feedback or further instruction. Verbal feedback allows children to know if they are performing the skill correctly. Such teacher attention can be invaluable encouragement for children having difficulty.” (Benelli, 1995)
As suggested by Benelli (1995) visual assistance is an important motor skill activity. During infancy and childhood their optic nerve is under development so the color of the ball and its speed and height must be considered while throwing and catching game. “Using a bright, colorful ball will help a child track its flight. Yarn balls, balloons, scarves and beach balls are ideal for beginning catching activities because they are soft and easily caught. Additionally, a throw consistent in speed and height will increase the children’s chances for a successful catch, which is important for their continued interest in the activity. Teaching children the proper way to catch is important. “ (Benelli, 1995) In such kind of throwing and striking activities visual aids can help a lot child understand his position. “Success, rather than accuracy, is more important at the beginning stages. Verbal cues are important, as well. Tell the child to step, turn towards the target and throw hard.” (Benelli, 1995)
In addition, other activities like jumping, hopping, spatial awareness, balance activities can improve their motor skills. Physical fitness is of utmost importance for child development. “Movement, even within the confinement of a classroom, will do much for improving children’s stamina. Such activities could be as basic as practicing locomotor skills or as complex as navigating an obstacle course. These locomotor skills (walking, running, jumping, hopping, sliding, galloping, skipping and leaping) need to be practiced forward and backward. Keep practice fun, allowing children to enjoy movement for the sheer pleasure of it.” (Benelli, 1995)
An integrated program is developed to attain full developmental advantages. Meyers (2001) suggest that the delays in child’s mental development can be detected by primary health activities. Enhancement of motor skills will improve their attention at studies and at home. When motor development programs are implemented in addition to other programs their synergistic advantages are much better. Improving their motor skills will enhance their learning process. They are better prepared physically, emotionally and mentally. As schools final outcome is child’s education and his understanding, the more we’ll put our efforts to improve their skills the more it will improve the quality of education.
Varous researches have shown that grades in schools depends on how much physically active a child is. Child’s phyisical activitiy, playful games and movements improves their overall development. His phyisical development is associated with the adequate nutrition and healthy body. According to Frost (1997), play is as important as other basic needs in child development. It sharpens motor skills of a child and let him better understand his own being. It promotes better interaction of a child with his environment. In a way, child thrives and gets opportunities to explore his surroundings. Educators who fail to recognize the crucial role of perceptual motor development usually ignore implementing such training programs for child development. “’Play promotes social development (Shure, 1981; Ladd and Mize, 1983) and motor development (Gabbard, 1979; Myers, 1985). Play provides opportunities to learn social roles and rules as well as a socially shared system of symbols, including language (Vygotsky, 1962, 1978; Yeatman and Reifel, 1992). Not only is play associated with the development of specific motor skills but biologists conclude that “the vigorous movements of play help in the maturation of muscle tissue …(Angier, 1992).’” (Frost, 1997)
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Report on Motor Skill Development. Center for Early Education and Development http://education.umn.edu/CEED/publications/earlyreport/winter92.htm
Wade, M.G. (2004) Motor Skills, Play and Child Development: An Introduction. Retrieved http://education.umn.edu/CEED/publications/earlyreport/winter92.htm
Wiese-Bjornstal, D. (2004) Developing Mind and Body: Psychological and Social Development Through Physical Activity and Sport. Center for Early Education and Development http://education.umn.edu/CEED/publications/earlyreport/winter92.htm
Magennis, M. Abraham Lincoln Ð Basic lifeline and his failures. Retrieved from World Wide Web: http://www.wiprogram.org/leadership/yl02_research_papers/old_papers/ABRAHAM_LINCOLN.htm