Personnel Success Model For Effective Leader-Follower Relationship
ELAD543 M4
2. List 3 ways the Personnel Success Model (Sorenson & Goldsmith, 2009, p.80) and the Principled Personnel Model for Effective Leader-Follower Relationships (p. 51) depend on the principal being an effective communicator.
• Developing a Shared Vision: When a principal fosters respectful, trusting, and honest relationships with the staff, as noted in the Principled Personnel Model for Effective Leader-Follower Relationships, the principal will acquire knowledge regarding the personal skills and personal visions of the staff; hence, will be able to work collaboratively to develop a shared vision for the school. By doing this, the principal is using communication regarding people’s personal vision and skills to overlap with the school’s …show more content…
“Building relationships develops a foundation for effectively leading others,” (Maxwell, 2013, p. 85). When an educational leader attends professional development with the faculty, it sends a message that life-long learning is valued and models leading by example. An effective leader could conduct a book study that will encourage differentiated instruction; therefore, influencing and motivating staff, which is a responsibility of the Leader-Follower Relationship, as well as improving the Personnel Success Zone by building talents within the …show more content…
Using ‘self-talk’ helped me.
6. Describe a time you witnessed a leader lie to or purposely mislead personnel.
The Director of Curriculum asked for teacher volunteers to lead a Social Studies/ Language Arts Pilot for a year. The committee met and he asked us to rework our schedules as we saw fit to teacher SS within our 120 minute Language Arts block. During the course of the pilot we met and discussed obstacles and positive aspects of the pilot. We also questioned, on several occasions, the purpose of the pilot. It was explained that we were considering departmentalizing grades 4 and 5 and wanted to see if teachers felt the content of both subjects could be taught within the 120 minute block. We were confused by the answer because we had been using SS content to teach Language Arts skills and blended the 2 content areas, not segregate them. We asked for clarification- should we blend or try to separate within the time block? Again when we questioned it, we were not given a direct answer. After the study, when we concluded that both subjects could be taught within 120 minutes, we found out that he was going to decrease our LA time block to 90 minutes. We felt misled. Why couldn’t he be
2. List 3 ways the Personnel Success Model (Sorenson & Goldsmith, 2009, p.80) and the Principled Personnel Model for Effective Leader-Follower Relationships (p. 51) depend on the principal being an effective communicator.
• Developing a Shared Vision: When a principal fosters respectful, trusting, and honest relationships with the staff, as noted in the Principled Personnel Model for Effective Leader-Follower Relationships, the principal will acquire knowledge regarding the personal skills and personal visions of the staff; hence, will be able to work collaboratively to develop a shared vision for the school. By doing this, the principal is using communication regarding people’s personal vision and skills to overlap with the school’s …show more content…
“Building relationships develops a foundation for effectively leading others,” (Maxwell, 2013, p. 85). When an educational leader attends professional development with the faculty, it sends a message that life-long learning is valued and models leading by example. An effective leader could conduct a book study that will encourage differentiated instruction; therefore, influencing and motivating staff, which is a responsibility of the Leader-Follower Relationship, as well as improving the Personnel Success Zone by building talents within the …show more content…
Using ‘self-talk’ helped me.
6. Describe a time you witnessed a leader lie to or purposely mislead personnel.
The Director of Curriculum asked for teacher volunteers to lead a Social Studies/ Language Arts Pilot for a year. The committee met and he asked us to rework our schedules as we saw fit to teacher SS within our 120 minute Language Arts block. During the course of the pilot we met and discussed obstacles and positive aspects of the pilot. We also questioned, on several occasions, the purpose of the pilot. It was explained that we were considering departmentalizing grades 4 and 5 and wanted to see if teachers felt the content of both subjects could be taught within the 120 minute block. We were confused by the answer because we had been using SS content to teach Language Arts skills and blended the 2 content areas, not segregate them. We asked for clarification- should we blend or try to separate within the time block? Again when we questioned it, we were not given a direct answer. After the study, when we concluded that both subjects could be taught within 120 minutes, we found out that he was going to decrease our LA time block to 90 minutes. We felt misled. Why couldn’t he be