Leadership: Learning Skills, Value-Added Component Analysis Report

This report, contributed by a student, examines leadership skills, learning, and value-added components within a leadership context. The first part focuses on the student's reflections on learning skills sessions, highlighting the importance of reflection, critical thinking, and emotional connection with t...Read More

Running head: LEADERSHIP
Leadership
Name of the Student:
Name of the University:
Author Note:

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Answer 1
The review of Learning Skills focuses particularly on what the learner has learnt
during their learning skills sessions. The lesson is highly important as it gives the professor a
critical look on what understanding and knowledge the learners have gained in general. It
also assists in focusing on the key concepts as well as ideas, the changes in the perception of
the learners and of their own-selves. In addition to this, the lessons have been introduced as
well as discussed throughout their course. It also provides the students with assistance in
checking whether they value the learning or not. The skills are enough to use in their daily
lives. The lessons particularly focus on the key ideas and concepts which are being discussed
all throughout the course (Kolb, 2014). I have learned many new things during the class
presentations, which is important for my future.
Firstly, it helped me in being able to think, stop as well as reflect about all the things
which are important. Reflecting and reviewing helps in retaining the things which I have
learned and also it assists in increasing the awareness of what has happened. There is always
a room for improvement. It is important that each and every individual think why and how
they can improve themselves. May be, this subject has taught me a lot, but I have to find
better ways of how I can learn more about it and improve myself. Secondly, in my opinion, I
feel that these kinds of reflections helps in evaluating on what needs more improvement and
what went well (Wlodkowski & Ginsberg, 2017). Thirdly, I have learned how to get
personally connected with the materials that are provided during the presentation sessions.
According to me, it is highly important to get emotionally connected with the new
information with the previously acquired experiences and knowledge.
I have partially accomplished the day’s learning outcomes because of the following
reasons:

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 The collection of the information and its nature was a bit hard to grab in the first
place. In addition to this, the overall procedure was a bit difficult, to some extent. I
have accomplished the points but partially, because of the nature of the presentations.
The presentations were lengthy and at times, the lecture classes became a bit boring.
In my opinion, presentations must be short and crisp and easily understandable. Long
and descriptive presentations take time to complete and listeners may lose their
attention while adapting the lessons (Cornish & Jenkins, 2012).
 The time that was allotted to take notes was a bit less. The professor could have given
sometime for the students to take notes of the lessons. However, the goal is not to get
the learners look through the presentations, but also keep a note of those sessions.
Whatever is remembered are the clearest and the most valid picture of the learners.
The communication loop can be easily used in this portion of the learning lessons as
the visual. The professor can begin the lesson by explaining the goals, objectives as
well as the overall purpose of the education (Redfield, 2012).
 The key concepts as well as visuals could have been utilized as the staircase and the
communication procedure of this lesson. In my opinion, reflecting as well as
evaluating is one of the most important skills and standards which adults need to do in
order to ensure that their life goals get improved or enhanced. The learning skills
writing activities and reviewing helped in retaining the knowledge as well as
experiences of the learners. In addition to this, it also gave an overview of how the
skills affect an individual’s daily life and education (Dana & Yendol-Hoppey, 2014).
In order to move in the direction of Grade A, it is important to adopt a positive mental
attitude. When a student is receiving poor grades frequently, he/she may start feeling defeated
or depressed. He/she might feel like giving up. However, the first step on the road of
improving grades is to turn off the negativity switch. The student needs to adopt a positive

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attitude about the situation, if he/she is willing to improve his/her academic grades. The
grades are not what the students should aim for, but they must have a positive attitude about
doing something great. Instead of thinking, ‘I am a failure’, the students must start thinking,
‘I will achieve better than this’. The students must start working on their areas of
improvement. They need to work out on their targeted areas, before drawing up an action
plan (Brophy, 2013).
It is better to keep a check on their previous grades and their patterns. Now, he/she
needs to think about the specific reasons why the grades are lower. In addition to this, if there
are any external factors, the students must work on it and identify the improvement areas.
Taking notes of the professor’s lecture is a great way of adapting his/her style and in turn,
will help the student achieve good results. Moreover, talking and communicating with the
professors is a great way of drawing up an action plan, in order to improve the grades.
Furthermore, the students must ask their professor on why they need to improve and on
which areas they need to concentrate the most. Paying more attention in the class as well as
asking questions is a great way of acquiring knowledge. Therefore, a student must start
organizing his/her life in order to yield better outcomes (Daloz, 2012).
Answer 2
In order to develop a value added component for the Leadership Integration Project, it
is important to keep certain things in mind. The fundamental rule is that the succession
management plan must be flexible in nature and oriented towards the personal developmental
activities. It should not be a rigid list of the high potential plans and activities. By compiling
both the leadership development as well as succession planning, the individuals will be able
to develop certain skills and abilities. It is not just about gaining educational achievements,

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but also leadership skills and abilities. Leadership development helps in delivering greater
results and outcomes (Goetsch & Davis, 2014).
The values of leadership are the guiding principles in the lives of every individual. It
occurs within the context of the core values. Furthermore, having qualities of leadership helps
in facilitating as well as guiding others to make positive differences and contribute to the
larger good. The values of leadership help in activating the learning of the core values and
also give an idea of how it can be developed as well as activated. By laying focus on the
individuals value and belief and also building a positive understanding, results in developing
a problem solving activity among the students. The most important value which can be
applied to the Leadership Integrated Project is group projects, in order to generate a team
building capacity among the team members (Goleman, 2017).
Team building helps in giving a powerful boost for the effectiveness and spirit of any
group. It is important for the leaders to set a tone along with an inspiring theme. A well
designed as well as delivered team can help in building team programs, which in turn will
lead to a better understanding, stronger motivation and clearer alignment. In addition to this,
organizing events on team building is a bigger responsibility, which the educational leaders
must undertake. Using internal communications will get everybody ready as well as
interested for the team events. Professors must conduct lessons on team building activities
and give group projects to the students. Team building values can help in yielding better
outcomes before deadline (Erkutlu, 2012).
Some students may face issues in cooperating with each and every member of the
team. Some may prefer working alone and excelling in that. However, team building lessons
help in generating a strong bonding or connection between the members of the team. At
times, the foundational values of a team are a bit challenging to detect. For instance; if any

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one member of the team is performing and the others are not, it may lead to the failure of the
overall team. The performance of the one member will not be considered in such cases.
Therefore, it is the duty of the professors to give proper education and trainings on building
up the level of team performances (Boies, Fiset & Gill, 2015).
In addition to this, the students must have proper knowledge on the benefits and
drawbacks of team work. The benefits of working in a team generally include increased
efficiency, mutual support and the ability to focus on the given task. Most of the educational
institutions give team or group projects in order to test the students’ abilities to work or
perform in a team. There are several benefits of working in a team. Firstly, it yields better
outcomes. Teamwork leads to better academic outcomes because it assists the team in
bringing or introducing new resources in order to bear the challenges. Moreover, there is
particularly more oversight to reduce the risks of poor contributions of the individuals (Wang,
Waldman & Zhang, 2014).
Furthermore, a good team consists of diversified members. At the time, when these
members apply their different skills and knowledge to the same task, it becomes more
effective as well as efficient, that when one person works on the given task. In addition to
this, when a team works well together, by maintaining peace and harmony, they accomplish
more than what an individual achieve alone. This helps in saving time, resources as well as
the members develop a competitive nature against other teams. Moreover, when the teams
work together, they become supportive towards others and develop a mutual support among
themselves. Mutual support helps in encouraging as well as motivating the members in
achieving their goals and objectives (Dyer & Dyer, 2013).
In order to achieve these benefits the individual members must work well together.
They must be able to put the thoughts together for not their own accomplishments, but for the

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benefit of the team. In addition to this, team work helps in fostering learning and creativity by
blending complementary strengths. Working together will let the individuals build on the
talents of their team mates. Each time the individuals see their co-members utilize a different
working procedure or approach; others may get a chance to improve or adjust their methods
in accordance with that. Furthermore, this particular method of team work will enable the
team mates to build strong bonds or connections with their co-members. Trusting the team
members will also provide a feeling of security or safety, which will in turn allow the
concepts or ideas to emerge (Hoch & Kozlowski, 2014). Therefore, team work can be
considered as a value added component for the Leadership Integration Project.

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References
Boies, K., Fiset, J., & Gill, H. (2015). Communication and trust are key: Unlocking the
relationship between leadership and team performance and creativity. The Leadership
Quarterly, 26(6), 1080-1094.
Brophy, J. E. (2013). Motivating students to learn. Routledge.
Cornish, L., & Jenkins, K. A. (2012). Encouraging teacher development through embedding
reflective practice in assessment. Asia-Pacific Journal of Teacher Education, 40(2),
159-170.
Daloz, L. A. (2012). Mentor: guiding the journey of adult learners (with new foreword,
introduction, and afterword). John Wiley & Sons.
Dana, N. F., & Yendol-Hoppey, D. (2014). The reflective educator's guide to classroom
research: Learning to teach and teaching to learn through practitioner inquiry. Corwin
Press.
Dyer, W. G., & Dyer, J. H. (2013). Team building: Proven strategies for improving team
performance. John Wiley & Sons.
Erkutlu, H. (2012). The impact of organizational culture on the relationship between shared
leadership and team proactivity. Team Performance Management: An International
Journal, 18(1/2), 102-119.
Goetsch, D. L., & Davis, S. B. (2014). Quality management for organizational excellence.
Upper Saddle River, NJ: pearson.
Goleman, D. (2017). Leadership That Gets Results (Harvard Business Review Classics).
Harvard Business Press.

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Hoch, J. E., & Kozlowski, S. W. (2014). Leading virtual teams: Hierarchical leadership,
structural supports, and shared team leadership. Journal of applied psychology, 99(3),
390.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and
development. FT press.
Redfield, R. J. (2012). “Why do we have to learn this stuff?”—a new genetics for 21st
century students. PLoS biology, 10(7), e1001356.
Wang, D., Waldman, D. A., & Zhang, Z. (2014). A meta-analysis of shared leadership and
team effectiveness. Journal of applied psychology, 99(2), 181.
Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A
comprehensive guide for teaching all adults. John Wiley & Sons.