Leadership and Learning Analysis
According to John C. Maxwell, a leader is the person who recognizes the method, goes with the flow, and displays the method. By his quote, my views for leaders and learning changed. Earlier my views were that the leaders and learning were two different concepts, which are not connected to each other. Now after the research, my views on knowing, going, and showing are totally changed they are interrelated to each other. In this essay, the discussion has been made briefly about leaders and their learning. From discussion, it has been analysed that both the terms are interrelated to each other (Montavon, Braun, Krueger and Muller, 2013).
The leader captures the importance of being able to motivate others and being ready to do so. Effective leadership is established upon innovative ideas. Nevertheless, this would not take place unless those ideas can be communicated to others in a way that occupies them sufficient to act, as the leader requires them to act. The leader is the motivation or ideal and instructor of the action (Rivas & Sutter, 2011). Leadership is an attractive amalgamation of the individual characters and the capability to reflect and act as a leader, to be the individual who guides the actions of others for the good of all (Datta, Larmore and Piniganti, 2010).
Learning is the procedure for knowing new and innovative things or altering existing things, skill, nature, beliefs, or taste. Learning is the moderately permanent change in a person’s nature or skill due to experience (Montavon, Braun, Krueger and Muller, 2013). The time of the change is long-term rather than short-term. Learning is the procedure of taking in information, mix with what have experienced, and the change what they recognize and builds. The method shows the change in which an outcome of involvement occurs and upsurges the latent performance enhanced and upcoming learning. It includes the establishment of correct responses and fading wrong answers. It also involves new innovative data to the memory (Larsen, Butler and Roediger III, 2013).
As per my understanding earlier, I consider leaders and learning were two different aspects. My views on the concept of leaders and learning were very dissimilar from each other. According to the analysis, leaders are the one who manages all the tasks in the organization as well as motivates a group of people in knowing and doing work in an efficient manner so that it will add more value to the task performed by the employees (Hallinger, 2011).
Organizational Learning Theory
Therefore, leader is a combination of skill, knowledge, and idea that help in controlling single and individual person. On the other hand, learning is the process where we get new innovative things or modify existing things, behavior, value, ability, etc. Learning is a kind of change that takes place in a person’s life due to experience. It can be defined as the technique, which leads to the change in which a result occurs. Through learning, we can know the right answers and ignore the wrong answers (Novak, 2010).
From the research, it has been analyzed that leader and learning both are related to each other. Before doing the research, leaders and learning thought are two concepts, which were totally opposite to each other and are moving in the reverse direction. Nevertheless, after doing the research, I analysed that these two terms are interrelated to each other. That means to know, grow and show learning skills one must be a leader so that he/she can learn things as a leader (Marquardt, Banks, Cauwelier and Ng, 2011).
To be a leader with effectiveness and efficiency, a leader should have the learning experience which he can get from the surrounding and working in the present scenario. By learning new things, we experience and get skills day by day and this helps us develop good management skills to become a leader. By having more experience in learning we get leadership qualities automatically. On the contrary, a person with skills and assured character will lead the organization to achieve organizational goals (DuFour and DuFour, 2013).
Organizational Learning Theory categorizes three levels of learning which is there in the company: –
- Single loop learning: –
It contains a reaction loop when the policy is improved. This increase will be in response to an unexpected result.
- Double loop learning: –
Learning that outcomes in a change in concept – in – usage. The morals, policies, and expectations that rule action are changed to develop an effective environment.
- Deuteron Learning: –
In this learning, the new style of learning has been introduced to the leaders where the leaders get the improvisation in learning the new things. In this type of learning takes place in the elements like structural and behavioral form. Therefore “learning how to learn” is called as deuteron learning (DuFour and DuFour, 2013).
For management to add to learning results, it requires to be of a convinced type and approve too many proportions. Here are certain ideas I have found:
- In learning, leaders focus on the teaching he gets by his superior. Instead of getting any substitute for the organization and management projects. This is called as the instructional leader. This leadership is known from other names also, which include learning- adjusted leadership, leadership for learning, or leadership of teaching and learning(Noruzy et al., 2013).
- Leadership focuses on having the wide scope and emphasis on the learning and management. This can be only possible when it is not controlled and managed by the belief and fact. The distribution should be done for the higher and the central level leaders in the school and even to teachers also. Therefore, leaders and leadership make a greater participation in education and learning if it is seen as a process that can be advanced, common, and scattered.
- For leadership to be functioning in inspiring student knowledge it matters what do principles and any other school leaders will emphasis on with the instructional area.
- The greater the ranked position of the leader, the more the probability that belongings on teaching and learning will be unintended. Vice Versa is also right the lower the ranked position of the leader, the closer they are to the class, the more effects of instructional leadership (Rivas and Sutter, 2011).
Key Ideas for Management
To develop a knowing, going and showing in learning culture. This suggests a host of welfares for both the organization and the workers. Be dependable with performing a knowledge culture. Individual present in the association must be mandatory to comprehensive the teaching plans and policies that are performed. Individual people must be interested when they are ahead up new assistance and aids. We should motivate workers to give a response so that we can analyze the performance (Sugiharta and Sudarsana, 2017).
- Involvement of the person to whom the plans are made will helps in deciding the plans to proceed in teaching. This will give the clear picture that how the learner will be proceeding in the near future.
- Make the brochure process flexible so that new requests and understanding can be exposed as new entries are established.
- Modify learning at their highest level.
- Use community media to web learners.
- To provide a flexible valuation(Bonk and Graham, 2012)
- Allow the initiator to contextualize thoughts, evidence, and new judgments.
- To give many funds and allow the learner to learn important procedures and information
- Examine and investigate the whole procedure in order to get the correct feedback.
- Improper exercise on the modern science
- Inspire learners in communal knowledge (Novak, 2010).
- Differentiate between material, evidence and ability accomplishment and deep learning.
- Differentiate between the importance of unplanned knowledge and that the person allows in their routine rather than modifying it.
- The individual should have reliability and faith towards learner.
- Be on the topmost of the matter area so you can be a reserve.
- An individual can able to mark and develop the difference between the block of education and learning (Bonk and Graham, 2012).
From the analysis, it has been analysed that the learners should get rid of the terms like teach and teacher. They should start thinking in some other direction like being a leader and learner both at the same time. This will develop their belonging, image in the surroundings, and become a learning leader. This will continuously change the importance of the teacher and the focus will shift towards the teacher-centered to learner-centered concepts. Therefore, from the analysis, it has been analysed that the thoughts are analyzed the person call teaching is actually foremost and the wide competences are same or not. If not then there is a need to have the leading people ion the organization for administration (Novak, 2010).
For companies to study and adjust, their workers should also study and adjust. Leaders inspire education and knowledge through a diversity of relations. This will be done with direct information and peers relation in the organization. The improvement in relations and peoples can be done by inspiring and allow separate learning. Leaders can admit to the diverse beginner or learner viewpoints that can able to construct favorable circumstances. This will motivate the companies in enhancing their performance and organisations can be to achieve its organizational goals (Walumbwa et al., 2011). From the analysis, it has been analysed that the intelligent leaders are great players who recognized thought and want to approve a resilient grade of suggestion, which is similar to the learned likeness. This should be implemented in whole organizations as directed by the top level in the company. As the part of this, they kept this they kept time for the image, with some set-aside diary time for personal reflection, while others that they had faced during their contribution to the programme (Novak, 2010).
Collectively these expansions need consultants to answer compliantly to multifaceted, changing information without increasing the risk of failing susceptible children and their families. They also want leaders to do more with less, to build local capacity and deploy that capacity to work on compound difficulties. It is found in the study that the leaders of all the amenities want to be ingenious leaders. Ingenious leaders include having the skill to access both, broaden one’s source- base and select, and relate the superlative mixture of funds to address the type of task confronted. To reach this study accepted, various significant actions that ingenious leader embraces. Each of them is reinforced by a variety of education and knowledge areas, skills, and qualities (Walumbwa et al., 2011).
Innovative and Intelligent Leadership
Conclusion
From all discussion made above in the essay, I have concluded that earlier my view on leaders and learning were different from the newest views on both the concept. Before doing the essay, I think leaders and learning were dissimilar and diverse concepts from each other. The leader is the person who manages all the plans or activities in the company as well as encourages individual. In addition, at the end of the research, I had come to know that leader and learning are interrelated to each other with knowing, going and showing according to Maxwell. A leader helps in getting a learning experience of how to manage the organization as well as coordination between managers and subordinates and workers and subordinates. Therefore automatically, by having greater experience of learning we get leadership qualities.
References
Bonk, C. J. and Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. New Jersey: John Wiley & Sons.
Datta, A. K., Larmore, L. L. and Piniganti, H. (2010, September). Self-stabilizing leader election in dynamic networks. In Symposium on Self-Stabilizing Systems (pp. 35-49). Springer, Berlin, Heidelberg.
Dufour, R. and DuFour, R. (2013). Learning by doing: A Handbook for Professional Learning Communities at Work TM. Indiana: Solution Tree Press.
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of educational administration, 49(2), 125-142.
Larsen, D. P., Butler, A. C. and Roediger III, H. L. (2013). Comparative effects of test?enhanced learning and self?explanation on long?term retention. Medical Education, 47(7), 674-682.
Marquardt, M. J., Banks, S., Cauwelier, P. and Ng, C. S. (2011). Optimizing the power of action learning: Real-time strategies for developing leaders, building teams and transforming organizations. Australia: Hachette UK.
Montavon, G., Braun, M. L., Krueger, T. and Muller, K. R. (2013). Analyzing local structure in kernel-based learning: Explanation, complexity, and reliability assessment. IEEE Signal Processing Magazine, 30(4), 62-74.
Noruzy, A., Dalfard, V. M., Azhdari, B., Nazari-Shirkouhi, S. and Rezazadeh, A. (2013). Relations between transformational leadership, organizational learning, knowledge management, organizational innovation, and organizational performance: an empirical investigation of manufacturing firms. The International Journal of Advanced Manufacturing Technology, 64(5-8), 1073-1085.
Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Oxon: Routledge.
Rivas, M. F. and Sutter, M. (2011). The benefits of voluntary leadership in experimental public goods games. Economics Letters, 112(2), 176-178.
Sugiharta, I. P. S. O. and Sudarsana, I. K. (2017). Hypnotic Learning Characteristics On Sisya Brahmakunta Community In Denpasar. Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies, 1(2), 132-145.
Walumbwa, F. O., Mayer, D. M., Wang, P., Wang, H., Workman, K. and Christensen, A. L. (2011). Linking ethical leadership to employee performance: The roles of leader-member exchange, self-efficacy, and organizational identification. Organizational Behavior and Human Decision Processes, 115(2), 204-213.
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