Effect Of Leadership Style On Employee Performance

In this study it comes under the observation that there is a big effect on employees through Leadership skills. These effective practices make stronger to organization and another aspect with this observation is to clearly justify the effect of styles in a different way like Democratic, autocratic, and participative style on employees for enhancing their performance. The main objective with great Guidance it was analyzed that obviously autocratic style has much effect on employee performance inside the organization. On other side the way of participative is quietly good for further efficiency raising up. This study is based on qualitative approach, whereas Secondary research is on prior behalf. The reason behind this study is to have further discussion widely on employees’ performance as the readers can get bunch of knowledge about it. In secondary research it will be added to putt data via reports general information magazines and general Journal. Making widely valuable to this article it came to know that there is greater impact of Leadership style on employees acts the roe of behavior and its performance. Democratic style is highly useful beneficial for employees at all times while the participation style is also beneficial for employee’s performance on a long-term duration Few further recommendations are under the discussion in this thesis.

Engaging Youth Voices To Create Supportive School Environments For Healthy Eating And Physical Activity

Background: The Students As LifeStyle Activists (SALSA) Program is an effective Australian peer-led leadership program offered to high schools. SALSA Youth Voices (SYV) is a novel extension of the SALSA program, providing SALSA Peer Leaders with an opportunity to further develop leadership skills, and to design and implement an intervention to promote healthy eating and physical activity within their school. The objectives of this study were to 1) measure the acceptability of the SYV program, 2) determine skills gained by peer leaders from participating in SYV, and 3) determine whether peer leaders successfully implemented a student-designed healthy eating/physical activity intervention. Methods: Schools which participated in the SALSA program in 2019 were invited to a Leadership Day workshop (Term 3) where SALSA Peer Leaders identified and planned an activity to promote healthy eating and/or physical activity at their school, and an Action Day (Term 4) where peer leaders presented their interventions to 100 health and education professionals. Peer leaders completed two brief online surveys at the end of the Leadership Day and upon registration at the Action Day. Results: Eighty-four peer leaders (aged 14–15 years) from seven high schools in western Sydney (mean Index of Community Socio-Educational Advantage (ICSEA) = 951) participated in SYV. Peer leaders reported their involvement with the SYV program as positive, with 68% rating it as “very valuable”. Skills gained by the peer leaders included teamwork (90%), communication (85%), leadership (77%) and confidence (65%). Peer leaders planned and devised interventions included installing water refill stations, improving school gyms, redesigning girls’ sports shorts, and other strategies to engage girls in physical activity. Most peer leaders reported their intervention was successfully implemented and sustainable in their school. Conclusions: SYV provides a unique leadership opportunity for students from socio-economically disadvantaged areas to be effective agents of change to create opportunities for students to participate in physical activity and improve healthy food options at school.

Understanding role conflict and role ambiguity of school principals in Nepal

In the context of developed countries, a lot of research has been done to uncover and identify the problems school leaders face in their work but little is known about the school leadership of underdeveloped countries. In a quest to discover contextual problems in terms of role conflict and role ambiguity of school leaders, this qualitative study tries to capture the experiences of principals in Nepal through in-depth interviews of six community school principals. The findings reveal that the major sources of role conflict and ambiguity for principals from Nepal are problematic power-sharing, low job autonomy, dual role conflict, limited professional development training, and lack of leadership knowledge. The study has several policy-level implications such as importance of hiring principals with proven leadership skills and increasing the leadership skills of current principals to ensure that they can tackle these challenges.

Interprofessional Education: Perception of Professors and Students of Nursing, Physiotherapy, and Medicine Courses

Background The problems for training in interprofessional education (IPE) of health professionals for this new century are systemic: limitation in competencies for teamwork, persistent stratification of gender relations in the status of health workers, a focused emphasis on technical skills, difficulty in analysis and understanding of broader problematic issues of the context, sporadic instead of continuous care, quantitative and qualitative imbalances in the professional labor market, and fragility in leadership skills to improve the performance of the health system. This study evaluated the perception of students and teachers of health area courses at a private university in São Paulo regarding interprofessional education. Methods A sociodemographic questionnaire to delineate the participants’ profile and the RIPLS questionnaire that assesses the attitudes and perceptions of students and professionals to determine their readiness for interprofessional learning were applied. RIPLS is proposed to measure the change in attitudes, the effects of different interventions, and the effectiveness of interventions in changing attitudes and perceptions. Results The main results were that training in Medicine and Nursing is easier for interprofessional education than that in Physiotherapy. By comparing the perception of the academic community regarding gender, we find that participating women are more available for teamwork and collaborative practices. Conclusion To improve the perception of students and teachers in collaborative practice, the need for a teacher training program on IPE principles and an early and more frequent insertion of IPE practices in the curricula of courses is evident.

Learning leadership in outdoor education: Effects of feedback

There is paucity of knowledge regarding learning outcomes from outdoor leadership training courses. The aim of this pilot study was to examine progress in perceived leadership skills after a six-month outdoor education course, and to examine the effect of systematic feedback from fellow students. Seventeen students were randomized into intervention and control groups and participated in six outdoor excursions during which they took leader roles. The intervention consisted of systematic use of feedback from fellow students. To assess the progress in students’ perceived outdoor leadership skills, the students answered a questionnaire covering four categories of leadership both before and after the course. Significant progress in perceived outdoor leadership was found for all students after the six-month course. Systematic feedback from fellow students did not seem to enhance students’ perceived outdoor leadership skills. The reasons could be that the feedback was not given in the actual situations or that the student feedback was not valued. Feedback from teachers and from nature (self-experience) were found to be important for strengthening perceived leadership skills.

Bridging Academic and Industry Skills via Digital Collaboration

As culturally responsive, social-emotional learning (SEL) competencies continue being essential skills in a 21st century workforce, both university and industry will continue placing greater focus on effective training for students and employees to strengthen workforce readiness. The following chapter introduces one example of how Polish Fulbright scholars prepared for a U.S. assignment through a digital training program, taken before participants departed their home country, as a way to support post arrival integration, safety, and success in the U.S. Compared to the control group, research findings from this phenomenological research study indicated that the four-week training program supported increases in self-awareness and self-management skills, social skills and cultural awareness, English communication skills, academic and professional readiness skills, and responsible decision-making skills in the treatment group. This study contributes one new strategy to strengthen internationalization efforts, global leadership skills, and cross-cultural relations.

Civic Engagement of Students

This article aims to figure out the impact of civic engagement of students in Bangladesh. Developed countries are well aware about the importance of civic engagement of the student community nowadays. Their educational system is already structured in a manner which encourages civic engagement in educational life. There are a lot of studies in developed countries regarding student participation in civic engagement. It is seen that the educational system and curriculum in Bangladesh does not incorporate civic engagement. However, there is some skill sharing institutions that has started engaging students in civic activities. Students are learning leadership skills, gaining practical knowledge besides academic, experiencing innovation and becoming responsible citizens of the country. This article focuses on some practical scenarios through which students were engaged with civic activities, which, in turn, positively affect the academic and non-academic achievements of the students in Bangladesh.