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BUS660 Criteria of Leader Effectiveness Sample Paper

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This is for an Ashford University graduate course, BUS660 Contemporary Issues in Organizational Leadership. Text is:

Hughes, R. L., Ginnett, R. C., & Curphy, G. J. (2015). Leadership: Enhancing the lessons of experience (8th ed.). New York: McGraw-Hill Irwin.

The instructor uses TurnItIn religiously so the paper must be an original.

Evaluating effectiveness

Criteria of Leader Effectiveness Sample Paper

Name

Institutional Affiliation

Professor

Date

Teachers can be evaluated for effectiveness based on two general criterions: Practice and products.

  1. Teacher practice

Teacher practice accounts for about 80 percent of the total overall evaluation. Trained principals and supervisors are used to carry out the assessments by observing the teachers about three times a year. Each observation sessions is followed by meetings between the teacher and the observer in order to give back important feedback to the teacher. Teachers must be thoroughly trained on the evaluation procedures to be used in evaluating their effectiveness. Observers must also be trained on the various instruments to employ in teacher evaluation (Hughes, Ginnett, & Curphy, 2015).

  • Instructional indicators – teacher instructional indicators are assessed based on the following.
  • Does the teacher establish instructional objectives while delivering content to students?
  • Does the teacher relate objectives to student experiences?
  • Level of learner involvement.
  • Demonstration of desired skills to students.
  • Delivery of content using a variety of techniques.
  • The teacher guides practice of newly acquired skills among learners.
  • Establishment of closure at the end of the lesson.
  • The teacher is able to monitor the progress of students.

 

  • Management indicators – teacher management indicators include the following:
  • Lesson preparation – the teacher should thoroughly prepare for the lesson depending on the long-term and short-term objectives.
  • Discipline – the teacher should nature positive behavior and be able to contain negative behavior among students.
  • Time consciousness – the teacher should be able to use more time on content delivery than on non-instructional routines.

 

  1. Products

In products, the observers are interested in analyzing the student achievement and teacher product indicators.

  • Achievement indicators
  • Mastery of content – students should be able to demonstrate an understanding of the outlined objectives through tests and assignments.
  • Teacher product indicators
  • Teacher should have a record indicating the progress of each student.
  • The teacher should be able to prepare lesson plans which help in achieving stated objectives
  • The teacher should be able to grade students fairly.

Evaluating effectiveness of an assistant coach

An assistant coach can be evaluated using three approaches: coaching skills, community engagement and individual professional achievement record.

  1. Coaching skills
  • Instructional achievement – includes areas such as:
  • The team’s competitiveness
  • Ability to maintain professional relationships with the students.
  • A focus on students’ academic success.
  • Teaching of important life skills such as conflict resolution.
  • A focus on emotional, social and physical well-being of students.
  • Program administration – the assistant coach should demonstrate skills in the following areas:
  • Careful management of allocated budget.
  • Proper scheduling of various activities.
  • Compliance with rules and regulations of relevant bodies and maintaining proper documentation.
  • Establishing good rapport with key individuals who support the program.
  • Excellent recruitment decisions
  1. Community engagement – the assistant coach should be able to establish links with important individuals even outside the school.
  2. Professional achievement
  • Recognitions and rewards.
  • The assistant coach should be a member of professional organizations.
  • Having participated in seminars, workshops and clinics.

Evaluating effectiveness of a minister

Effectiveness of a church minister may be evaluated in a number of ways. The effectiveness of a minister may be evaluated in terms of being empathetic, ability to promote spiritual wholeness, appealing to the emotions of people, and warning people when they error. A good minister should have a good mastery of the scriptures so that he can translate the same to people. A good minister should also be able to avoid unholy influences and lead an exemplary life. The effectiveness of a minister can also be evaluated in terms of hard work. Church ministers should demonstrate to students the fruits of hard work and encourage them to endure difficulties.

Ministers should also demonstrate healthy leadership qualities to students. Ministers should be strong leaders and avoid having dictatorship qualities. The effectiveness of a church minister is also evaluated in terms of change among the congregation. Ministers should be able to inspire change in the lives of the followers. The minister should be able to turn individuals’ lives from the negative side to the positive side. For instance, he should be able to inspire students to engage in charitable acts. Ministers should be able to unite the various factions of the church for example volunteers and the church members. In delivering the sermon, a minister is evaluated in terms of ability to use a variety of skills to keep the congregation lively.

Ethical issues or challenges associated with prioritization

In prioritization, people often encounter a number of challenges. Prioritization is often difficult due to limited resources. It is therefore difficult to implement all the needs at any time. During prioritization, an individual is encountered with a large number of requirements. It becomes a challenge to prioritize large number of requirements since all are competing for time and attention which leads to confusion. Changing priorities is also a challenge in prioritization. Often, the priorities of the various requirements may change causing issues as new priorities emerge with time. During prioritization, various stakeholder interests may conflict as they try to influence their control. For instance, various stakeholders may prioritize requirements based on their personal interests rather than the overall good. According to Davis (2003), wrong prioritization can result to serious financial consequences.

The extent to which there are unique or similar criteria across different roles and the extent to which the criteria are measurable

There are a number of unique criteria in evaluating the effectiveness of a teacher, an assistant coach and a minister. A teacher is expected to maintain records of students grade which is unique in the profession. A church minister may not keep records on the life of each individual, and similar to an assistant coach. Teachers grade their students individually, but a minister’s effectiveness cannot be evaluated in terms of grading. Also, an assistant coach selects preferred players while in the other leadership roles, the leaders cannot select persons.

There are a number of similar criteria in evaluating the effectiveness of a teacher, an assistant coach and a minister. A teacher’s effectiveness is evaluated in terms of the products, or the learners’ mastery of the content. Similarly, an assistant coach is evaluated in terms of the products, or the team’s competitiveness in terms of winning. A minister is also evaluated on the same basis, often on the basis of the number of individuals he influences. In all the roles, the leaders are expected to maintain control and discipline of their subjects. A teacher is expected to plan their lessons just like an assistant coach should schedule activities. Ministers are also evaluated in terms of their preparations for sermon. Teachers are evaluated in terms of their ability to demonstrate desired skills to students just like in an assistant coach and a church minister.

 

References

Davis, A. M. (2003). The Art of Requirements Triage. Computer, 36(3): 42-49

Hughes, R. L., Ginnett, R. C., & Curphy, G. J. (2015). Leadership: Enhancing the lessons of        experience (8th ed.). New York, NY: McGraw-Hill Irwin.

 

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