Becoming an Effective Leader Essay Example for Free

Becoming an Effective Leader Essay My job title is Training Co-ordinator for an organisation called Lifeskills Centres, I assess in the following areas; business administration, customer service, management, delivering level 2 and 3 and also any supporting key skills needed. I am responsible for my caseload of learners; their progress, learning and achievement of the qualification. I must cater each programme to suit the needs of the individual learner, I do this by setting each new starter off on initial assessments so that I can see what level they are currently at which will help me decide which course is the most suitable and which approach will be the most beneficial for the learner. I am also responsible for creating strong professional relationships with the learners new employers and maintaining relationships with existing employers this is for two reasons so they would recommend us to other employers so we gain a good reputation and so that they will want to use Lifeskills as a training provider for all of their staff and will not use a different organisation as it is a competitive market. I also advertise vacancies for our employers who have had good experiences in the past with apprentices and would like to recruit a new one. I agree with the employer all of the details to go on to the advert and interview all of the candidates and trial period the suitable ones for a week before sending them to the employer themselves to interview and then make the final decision. Within my role I use a number of different leadership styles in different situations and with different people in order to progress and achieve what needs to be achieved for example; I use the leadership style autocratic when I come to the end of the programme and I tell my learners what I want and what needs to be done and how it needs to be done, this is when the learners are short of time if they are leaving the organisation and don’t have much time to complete and it works the best when they want to achieve and are highly motivated. I have used the leadership style democratic when I had a group of learners in one particular placement where I was finding it hard to make them progress as they wouldn’t complete any work unless I was there  with them and they had no motivation towards the qualification. I discussed with the learners my concerns and asked how they thought we could move forward and they suggested one to one meetings, I informed the learners that this would be too time consuming and that I could afford to have a morning or afternoon out of the month for me to come in to the organisation and support them and motivate them to complete the knowledge questions, technical certificate and key skills side of the qualification. The learners confirmed that this was an effective method and I informed them that I will observe them twice a month but they do not have to complete any written tasks for me between observation as it will be done on the one morning / afternoon per month. I used this leadership style so that they felt they were included and to help me gain more respect from them and I do not think that it came across as a weakness from myself I think it showed that I was honest and realised that there was something not right and then discussed and implemented a solution. Lastly the leadership style I use not very often but I do still use is delegative which is where I let the learners make their own decisions on how they can progress through their qualification. I usually use this style when a learner has progressed from a level 2 qualification with myself on to a level 3 so they know the way the programme works and we have a comfortable relationship I also allow some level 3 learners to reference their own work in to their files. Application of emotional intelligence in shaping performance I employ the two aspects of emotional intelligence when dealing with learners and colleagues at all times as I must first understand myself and my goals, intentions, responses and behaviour and understand others and their feelings to be able to manage my learners and their progress. I empathise with learners and use the understanding of their emotions to motivate them and inspire them to complete their work. I am aware of my own feelings and emotions and control these to make sure that I do not behave in a way that is unacceptable towards learners or colleagues, I may not have to say anything to communicate how I am feeling as it can be portrayed in my body language and facial expressions which is also something that I have to control. Based on Goleman’s theory to be an effective leader I must be aware  of my own feelings and emotions and manage these to make sure that my emotions do not show in my behaviour if they are unacceptable. I must motivate myself which I do by meeting appraisal and review targets and setting myself my own goals to achieve. I must also manage other peoples emotions I do this by building a relationship with my learners and getting to know what they like and what annoys them so I can recognise this and stop it from becoming an issue where possible, it also makes the learners feel valued and that I care about the way they feel. It is also stated in Maslows Hieracy of needs that to work to your full ability and progress in your job and grow as a person you must have the following; Be in a healthy state, feel safe, feel like you belong somewhere and have some form of social life (friends, family, relationships) and have self esteem before you are able to grow personally. I must make sure that I show all learners that I care about each of them as an individual and that there progress and growth means a lot to me. I think an area that I personally have to work on is when I worry and panic about things for example we were mock inspected and I felt very anxious about it, I must make sure that this feeling does not come across to learners or employers and that the rest of my work doesn’t suffer from it. I also try to understand and manage the employers I deal with emotional intelligence as I want to build a relationship with them and trust so I make sure that I empathise with them and try not to do anything possible which may annoy them for example if I can see that an employer is very busy instead of updating them after the appointment with their learner I will ask if they would like an update via email as I can see they are really busy and then they can decide how they would like the feedback. Setting direction and gaining commitment I communicate and set direction for my learners by visiting them fortnightly, observing them work, showing them what each observation will cover or link in with, giving them feedback on their performance and setting them targets for the next appointment. I provide ongoing support via email and over the telephone to learners when I am at work but not at an appointment with them and review their progress and set targets formally at their ten week reviews which gives them clear direction and motivation to meet the targets they  agree by the next review. I provide support and tutorials to learners for the whole of the technical certificate and functional skills they complete and also offer training on the telephone, prioritising techniques and assertiveness skills as I have noticed that this is an area for development that employers ask for and the learners too. I also motivate and gain commitment from learners and try and persuade new employers to take on new learners by using myself as a role model example, as I began my career by completing an administration level 2 apprenticeship and have completed enough qualifications and worked my way up to becoming a Training Co-ordinator. I communicate and set direction and motivate employers by keeping them up to date with the learner’s progress and exactly what I have been doing with the learner after each visit where possible and including them in the qualification by asking for witness statements and also asking them to participate in the learner’s reviews. With my colleagues I communicate direction in standardisation meetings where we share best practise on how to cover and assess certain units that we may find difficult or what we have found that works very well. I try to motivate my colleagues by being hardworking and genuinely enthusiastic about my learners achieving and my job .

On Top of the World :: English Literature Essays

On Top of the World This winter wonderland called Austria is full of small villages surrounded by snow capped mountains that look like someone has come along with some icing sugar and generously topped each one. Mountain after Mountain clustered together, with pine trees placed here and there that are dappled with snow. A real life picture post card with chocolate box wooden houses and roof tops covered in crisp clean snow. Pretty balconies with people sat enjoying a glass or two of the local Gluevine which tastes of hot red wine with a hint on cinnamon that warms your very soul. People sat inside the houses in front of raging log fires cosily wrapped in thick warm blankets with a huge mug of hot chocolate covered with a generous topping of grated chocolate. Going up the mountain in the lift with the mountains leering over you like a huge dragon ready to pounce and the tiny houses below getting smaller and smaller as they disappear, passing through fluffy white cotton wool like clouds you must remember to hold on tight as the lift comes to a sudden abrupt jolt just before it reaches its destination at nearly the top of the mountain. Walking around up here, high above the madness of the world below you find peace within yourself, you feel you are catching up on lost time spent rushing around at home. Stopping and taking a moment to close my eyes and breath in the fresh clean spring like air then slowly opening them to the wonder of the view around me I feel I’m making the most of life. Standing here with a whimsical look on my face, life feels magnificent, and it feels good to be alive watching the children playing in the snow with glowing red tipped noses and rosy cheeks there smiles telling a story of happiness and freedom to just be children unrestricted by the rules of the world below. Adults free of the troubles of everyday life with huge smiles enjoying the local culinary specialities like large bowls of hot delicious soup with great chunks of fresh bread. How wrong I was to feel so daunted at the thought of my first winter holiday being on top of an artic slushy snow laden mountain freezing to death for a whole week didn’t exactly fill me with excitement and wonder. Before me is the most incredible view I’ve ever seen, I always believed that good old Blighty was the prettiest place on earth with its countryside of rolling hills and lush green landscape.

Humans and the Environment Essay

Japan is an isolated nation covered with mountains, which means little land for agriculture. They went to the sea, and found fish, which was graciously delicious. They also farmed rice where there was land for farming, as well as other vegetables such as water bamboo, and lotus root. During the middle ages, the largest numbers of people in Japan were farmers and fishermen. Their way of life was often hard. Farmers’ crops perished in storms, drought, and floods. Fishermen risked their lives to go out on their small boats in rough seas. Both farmers and fishermen worked hard and had to pay heavy taxes to the nobles, who owned their land. As to China, they were a river civilization. In china the landscape was covered with loess, which is fine yellow dirt. During floods, loess would often clog irrigation ditches. Then they began to build dikes, so they could control the water flow. It was a semiarid region. The crop-fallow rotation was practiced by the Chinese in farming. Crop rotation avoids a decrease in soil fertility, because growing the same crop repeatedly in the same place eventually rids the soil of various nutrients. The fallow was primarily for storing moisture, rather than a fertility restoring device as in shifting cultivation. Then they began rice farming. The rice field would be flooded, and each plant would be planted by hand in the soft soil of the field. Since there wasn’t much animal manure, farmers usually used human feces to fertilize their fields. Their fertilizing allowed them to use the fields year after year, without the need to allow it to lay fallow. This type of rice farming was booming in China, resulting in the population also rising. Japan and China were both similar in using their environments, because they both herded animals. They also grew rice along their coasts. China had a better way of growing rice, but they pretty much only grew rice. China had irrigation ditches, but, were flooded from the loess. They also built dikes to control how much water would fill the fields. They also did the crop-fallow rotation. Japan went to river mouths to the deltas and rich plains to grow crops, which flourished their trading because they grew a lot of rice and vegetables. China grew and used silkworms to make silk. China then took the silk from the silkworms and made it into things such as blankets, towels, clothing, and other things. They obviously traded these all. The way Japan used their environment helps us understand a current issue or event today, because Japan still flourishes from the use of river mouths and flood plains to grow crops. The way china used their environment helps us understand that they were invaded a long time ago and needed protection, so they built a huge wall. The Great Wall of China is used today, not for protection, but for mainly show now. Tourists from around the world come to see the great wall. China also had its share of mistakes. In my opinion, they could have farmed other things than rice. Sure, it gave them a lot of publicity from their technique, but they could have had a lot more if they grew other crops. They could also use animal manure, even the little that they had. Which leads to grazing more animals.

The Effects of Media on Body Image and Body Dissatisfaction.

The current study looked to find out whether there were higher numbers of unrealistic adverts in relation to body image in the media than realistic. Also, whether or not there were a higher number of unrealistic adverts in female media in relation to body image than in male media. This was carried out by looking at a number of adverts in different male and female health magazines and scoring the amount of unrealistic or realistic adverts found. The results found that there was no significant difference between the amounts of unrealistic/ realistic adverts on body image in the female magazines compared to the male magazines. On the other hand, the results showed a significant difference between the amount of unrealistic images shown in the†¦show more content†¦The liking and the consumption of red peppers was assessed before and after the experiment. The results showed that the mere exposure based group significantly increased both liking and consumption in contrast to the co ntrol group. Therefore suggesting that the mere exposure theory can cause a person to like a certain stimuli more after repeated exposure. [3] Another study looked at the effects of media images on television and the effects it has on female’s perception of their body image. In this study, the participants were asked how many hours of television they watched a day, then how many of these programmes were ones with characters in that have ‘perfect’ physiques, such as 90210 etc. then the bmi of each participant was taken and was compared with how much television they watched and how much of this television contained media of body images. The results in this study suggested that the media did have an impact on body dissatisfaction. Adolescent girls based their ideal body images on characters on the television that have the ‘perfect skinny’ body image. When the participants questioned their body image after the exposure, it made them feel worse about themselves and strive to have the ‘perfect’ body image. [4] There also seems to be a lot more media in relation to the ‘perfect’ female body image compared to the male body image. Also, a lot more females seem to be known for having eating disorders in the media than males. One study showedShow MoreRelatedThe Effect Of Social Media On Body Image Dissatisfaction2556 Words   |  11 Pagessocial media, self-esteem, diet and sex have on Body Image Dissatisfaction. BSc Psychology, Full-Time, Year 2. Advance Research Methods In Psychology Module: 1PSY501 The influence the social media, self-esteem, diet and sex have on body image dissatisfaction. ABSTRACT The influence the social media, self-esteem, diet and sex have on body image dissatisfaction was investigated using a multiple regression method. 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