Leadership Event Case Study Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Leadership Event Case Study Essay
The journey to becoming a good leader is lengthy and it calls for patience, dedication, and readiness for learning. I should say I am such a person, it is my wish to be a good leader and so I am always devoted to learning new issues related to leadership (Ahmed and Bach 41). A week ago I requested my role model, professor Andrew to help me understand some leadership skills that may help me in my journey. It is following this that he gave me an appointment to meeting him last weekend at his home place starting from 9 am to learn more about leadership. This meeting was all fun such that the 5-hour session seemed like half an hour.
Well, my learning began as soon as I received the appointment because I had to know what to wear and how to groom. Meeting such a person was not that easy but I had to prepare myself adequately and be punctual (Ahmed and Bach 49). It is from this that I learned about punctuality when it comes to leadership. This is one of the leadership skills that any leader should embrace. Punctuality stems from time management (Ahmed and Bach 49). Learning how to manage your time properly helps one gain the skill of being punctual. I arrived at the professor’s place exactly 9 am. I was very cautious with time. This was my first skill to learn during this appointment.
My second skill to learn was from the guidance I received from my role model, Professor Andrew. He made me understand that a leader should be flexible (Ahmed and Bach 47). To elaborate this he used our appointment to elaborate this point. Well, he had many other things to do and get himself busty that day but following my request, he decided to adjust his schedule to fit me in. This was to show that a leader should be able to adjust his/her programme depending on the issue at hand (Ahmed and Bach 48). This was my second skill to learn during this meeting.
Next, Prof. Made me understand that leaders should have good communication skills (Ahmed and Bach 50). This was learned all through the 5 hours. Communicating with him for all this long helped me gain new insights on how to communicate with people of different levels. For example, I learned how to communicate with my seniors from the way I was communicating to him all through. I also learned how to communicate with people of a lower level from how the professor was talking to me. It is from this that I learnt a leader should be able to communicate fluently to different people regardless of their social status and level.
The next leadership skill to learn was that a leader should be respectful (Ahmed and Bach 50). My role model made me understand that respect is two-way traffic. That was to mean leaders should before anything else respect themselves first. It is from the respecting oneself that one can respect those he/ she is interacting with inn day-to-day activities of leadership. A leader can only maintain a good relationship with others depending on the way they treat and handle those around them. This should be applied regardless of the level and social class of the person (Ahmed and Bach 50). I could also relate what he was saying from his behavior with different people. He has always respected all people he deals with including students, his colleagues and his employees at his home. I learned that respect is a virtue everyone aspiring to be a leader should strive to have by all means.
Additionally, during this appointment, I learned that a leader should be responsible (Ahmed and Bach 48). A leader should be responsible enough to admit to his/her mistakes or failures instead of getting a blame game on others. I t is after accepting the mistakes that he/she can try and find a way to solve the problem caused or strive to improve the situation to avoid a repeat of the same incidence. This call for a leader should be able to reflect and open to feedback (Ahmed and Bach 49). A responsible leader means that he/she can admit and get solutions to any problem at hand.
I also learned that a leader should inspire those around him/her or any person he/she comes across in their daily life (Ahmed and Bach 51). This is because leaders interact with different people with different problems and who are seeking to get solutions to their challenges. A leader in such an environment is expected to persuade such a person to gather courage and believe that they can overcome all their challenges (Ahmed and Bach 51). A leader will only inspire others through living a good example that people can emulate or admire in them. For example, a leader should be able to solve problems such that when those around them get into a difficult situation, they can look up to them and get encouraged from the way such a leader handles a given situation.
In conclusion, my meeting with Professor Andrew helped me with my leadership journey. In this meeting, I learned that a leader should always be punctual to avoid being late for important appointments or meetings. The second skill was communication skills. That a leader should be able to communicate well with all the people around them regardless of the social class and level. I also learned that a leader should be respectful in his/ her talking, actions and relationship with others. Leaders should also be flexible enough to listen to other people in decision making. Lastly, I learned that a leader should be responsible and inspire others in all possible ways.
Al Dawood Ahmed and Christian Bach. Major Traits/Qualities of Leadership: 41-51.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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