Leadership Types Transformational, Transactional and Charismatic

Leadership Types Transformational, Transactional and Charismatic Leadership is a progressive process whereby a person (the leader) influences other people’s behavior and organizes people coherently and cohesively to attain a specific objective. Leadership comes in different forms; therefore, this document will focus on the three types, that is, transformational, transactional, and charismatic and their differences.Advertising We will write a custom essay sample on Leadership Types: Transformational, Transactional and Charismatic specifically for you for only $16.05 $11/page Learn More Transformational leadership In transformational leadership, a leader raises the team’s emotions and encourages them to work beyond the organization’s set goals. Transformational leadership re-energizes his team to become stronger in achieving the set goals. In this style, change or transformation takes center stage; the leader aims for change or the transformation of the entire organization or subject. Moreover, in trans formational leadership, the leader supports his or her subject in various capacities thus motivating them. Transactional leadership On the other hand, a transactional leader is more effort-reward oriented. In this style, the subjects are motivated by punishments and benefits. Moreover, there is a clear chain of command, whereby the junior staffs report to their seniors. A transactional leader approaches his or her team in a way that they must obey him or her fully, since the firm pays the members for their hard work and obedience. Charismatic leadership In charismatic leadership, charm and personality takes center stage. Leaders using this style do not exhibit elements of authority. The subjects become followers of their role models or their figure of admiration (leader). Leaders in this style use their charisma and persuasion abilities to gain more followers, as well as fame. Conclusion There are various types of leadership styles used by various leaders in guiding their subjects. These leadership styles include charismatic, transactional, and transformational. They differ significantly in their application.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Effective groups and teams Every group must undergo a development process. The development process consists of various stages that lead to maturity stage. Using a team formed in various organizations such as the management team as our group, this document will analyze the development stages experienced by the group. Stages of group development The foremost phase of group development is â€Å"forming.† It entails the coming together of individuals having a common purpose. Therefore, in relation to the management team, this is whereby managers come together and form a group with the common purpose of governing the organization. After the forming process, the subsequent phase is â€Å"storming.† In this stage, there are excessive conflicts about their purposes or goal, since team member attempt to understand each other. I a management team, the managers often disagree on some of their objectives and strategies, due to their diverse thoughts. The third stage is â€Å"norming† whereby team member develops a healthy working relationship. At this stage, they seem to understand each other very well. Therefore, in a management team, managers seem to have an excellent relationship and work together with the common goal of reaching their various objectives. They often seem to understand each other very well. The fourth phase is â€Å"performing.† At this stage, every member of the groups performs their role with the sole aim of reaching their target. Linking this with a management group, managers often work with the sole aim of meeting organizational goals. The final phase is â€Å"termination.† At this phase, group members have met their goal thus do not have any reason for existence. Therefore, in a management team, members of the management team often have completed their mission of governing their organization. Since they do not have a reason for existence, they terminate the group’s existence. Conclusion Every group has various development stages. Every formed group must undergo these stages before meeting their goals. This also includes any management group of a firm. These stages are divided into five stages, the last one being termination, which occurs after the accomplishment of the desired goals.Advertising We will write a custom essay sample on Leadership Types: Transformational, Transactional and Charismatic specifically for you for only $16.05 $11/page Learn More

Map Skills Thematic Unit Plan for First Grade

Map Skills Thematic Unit Plan for First Grade The theme of this unit is map skills. The unit is based on this theme and will focus on cardinal directions and a variety of maps. After each activity, you will find how you can assess the students learning. Materials Concept webCardinal directionsStudent JournalPlace-mat of neighborhoodMe on the Map by Joan SweenyClayFranklins Neighborhood by Paulette BourgeoisTown map worksheetArt suppliesSalt mapsTreasure box Objective Throughout this unit, the students will partake in whole group, small group, and individual activities. Each student will participate in varied activities that incorporate language arts, social studies, mathematics, and science. The students will also keep a journal where they will write with creative spelling, draw, and answer questions. Activity One: Introduction to Unit Time: 30 min. As an introduction to this unit, have the whole class participate in filling in a concept web about maps. While the students are filling in the web, show them examples of different kinds of maps. Then introduce them to cardinal directions. Have an N, S, E, and W placed appropriately on the walls of the classroom. To make sure all of the students comprehend correctly have the students stand up and face north, south, and so on. Once they understand, then have students identify an object in the classroom by using a series of directional clues to aid the students to identify a mystery object. Next, divide the students into pairs and have one child guide their partner to an object using the directional clues. For example, take four giant steps east, now take three tiny steps north. (Social Studies/Geography, Body-Kinesthetic, Interpersonal) Assessment - Have students draw where the north, south, east, and west locations are in their journal. Activity Two: Cardinal Directions Time: 25 min. To reinforce cardinal directions, have the students play Simon Says using the terms north, south, east, and west (which is labeled on the classroom walls). Then, hand each student a laminated placemat of a neighborhood. Use cardinal directions to direct the students to find a particular spot on the map. (Social Studies/Geography, Body-Kinesthetic, Intrapersonal) Assessment/Homework: - Have students map out the route they traveled to and from school. Encourage them to look for landmarks and say if they made a right turn and went east or west. Activity Three: Map Key Time: 30-40 min. Read the story Franklins Neighborhood by Paulette Bourgeois. Discuss the places Franklin went to and the map key and symbols on the map. Then hand out a map of a town worksheet where students must circle important landmarks. For example, circle the police station in blue, the fire station in red, and the school in green. Review cardinal directions and have students tell you where specific things are located on the map. (Social Studies/Geography, Mathematics, Literature, Logical-Mathematical, Interpersonal, Visual-Spatial) Assessment - Groups students together and have them share their maps by asking Find ____ on my map. Then have students draw a picture of their favorite place from the book in their journal. Activity Four: Mapping my World Time: 30 min. Read the story Me on the Map by Joan Sweeny. Then give each student a ball of clay. Have students roll one small ball which will represent themselves. Then have them add to that ball, which will represent their bedroom. Have them continue adding clay so each piece will represent something in their world. For example, the first ball represents me, then my room, my home, my neighborhood, my community, my state and finally my world. When the students are finished, have them cut the ball of clay in half so they can see how they are just a small piece in the world. Social Studies/Geography, Art, Literature, Visual-Spatial, Interpersonal) Activity Five: Body Maps Time 30 min. For this activity, the students will make body maps. To get started, divide students into groups of two. Have them take turns tracing one anothers bodies. When they are finished, have each student label their body map with N, S, E, and W. When they have finished labeling, they can color in their bodies and draw their facial features. (Social Studies/Geography, Art, Visual-Spatial, Body-Kinesthetic) Assessment - You will be able to assess students by determining if they labeled their body map correctly. Activity Six: Salt Maps Time:30-40 min. Students will make a salt map of their state. First, have students try to identify their state on the United States map. Next, have students create a salt map of their home state. (Social Studies/Geography, Art, Visual-Spatial, Body-Kinesthetic) Assessment - Place four laminated cards shaped like different states in the learning center. The students job is to choose which shaped card is their state. Culminating Activity: Treasure Hunt Time: 20 min. Have students put their map skills to use! Hide a treasure box somewhere in the classroom. Divide students into small groups and give each group a different treasure map that leads to the hidden box. When all of the groups have arrived at the treasure, open the box and distribute the treasure inside. Social Studies/Geography, Body-Kinesthetic, Interpersonal) Assessment - After the treasure hunt, gather the students together and discuss how each group used their map to get to the treasure.