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Essay: Various concepts of leadership, learning and decision making

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  • Published: 15 September 2019*
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  • Words: 919 (approx)
  • Number of pages: 4 (approx)

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Week 2
In the world of leadership, getting to do the right thing encompasses what is there to be done for success. However, one can end up doing what he/she thinks is right in the line of duty but in reality, it is wrong. Management entails learning and understanding the right options to undertake in decision making. Crucial and beneficial facts have to be lied done analytically for spearing of a project. The quote “We are too busy doing things right to learn about doing the right things” of Rogers et al portrays the reality of the practitioners’ on the ground on the individualized decisions they make and follow blindly without seeking a well-designed managerial path to take. Their argument of being right confuse activities they take with the desired accomplishment.
Learning is basic in the planning of evaluation and monitoring. Demystification of theory and Re-mystification of Practice are key to improvement. They both relate in the championing of improvement through analytical and organizational learning (Rodgers, 2008). When uncertainty is experienced in the organizational development, the managerial team is engulfed by a state of confusion that needs to be acted upon. They all tackle the agency of incorporating succinct methodologies and expertise in practice for improvement (Rodgers, 2008).
Participating in work gives one exposure to handle tasks in different degree of professionalism. In my own work experience, people have been able to gain new insights through a common understanding of what needs to be done and what is right in the line of duty. Through the incorporation of teamwork, continuous learning and feedback are some of the main channels of individual improvement and gaining insights (Bamberger, Rugh & Mabry, 2011). Examining and evaluating other people’s success has contributed to correcting errors made during execution of duties. However, time management which is key to every work area creates drawbacks towards the achievement of the set goals thus the need for further examination.
Week 5
The articles of Patton, Rogers, and Langlois pertaining program evaluation and development raises few questions. First, how integrity and management do has for the success of a given project. Second, how does the evaluation process affect goal achievement of the projected programs in an organization? Lastly, the prolific path that needs to be undertaken by evaluators to handle simple, complicated and complex problems in their practice. Rogers describe simple, complicated and complex problems in a more comprehensive way to bring into the people’s attention the difference they all carry. The various fields, there is always one of the simplest programs to handle which practitioners overlook at times. According to Rogers (2008), the best way to weigh a problem is by how many conflicts you are facing in its execution. I have not encountered any program that is simple or complicated or complex. However, all the three problems were interlocked and critical analysis of the program was the key to success.
Recursive causality concept portrays how the outcomes of a program evaluation are in linear progression and succession. On the other hand, the concept of emergency outlines the occurring of issues within the evaluation process which are result oriented rather than experience gained (Langlois, Blanchet-Cohen & Beer, 2013). These two concepts incorporated changes within the evaluation through keeping evidence and tracking of events that keep on changing for further implementation initiative.
Developmental evaluation differs from formative and summative evaluation in that developmental evaluation is based in understanding the effectiveness of a program by supporting the social innovations brought about by the program decision makers while formative and summative evaluation entails making efficacy judgment of a program during its stages of development (Patton, Michael Quinn, 1994). Developmental evaluation is essential in strengthening peacebuilding and conflict evaluation through accountability and initiative monitoring in all sectors of work. However, it can be politically interfered with thus posing a challenge to the evaluators, donors as well as the program managers.
Week 6
Engaging youth in democratic development is a credible idea strategized to directly involve young people in developing the country. The purpose of the evaluation of the Youth Democratic Development proposal is to change the manner in which youth relate with political leaders and the government to promote democracy and peace and prevention of election -related violence. The main stakeholders of the evaluation are the youths and the authorities who actively participate in creating a democratic country free from violence. Consequently, the media coordinates the activities of the two stakeholders by acting as a bridge to reach many people in the community.
The core objectives of the program lie between educating the youths about the principles and practices of democracy and creating a safe forum engagement of youth constituents in policy and developmental strategies dialogue of country A. Consequently, there are various lines of inquiry for each objective. Some of the inquiries include why do people need to vote? Why do we need to build peace and have an election -related violence free country? Can a bad ruling government change and interact with the youths practically engaging them in the development of democracy? Creation of future peaceful and democratic society can be achieved through youth civic engagement in decision- making process in the government.

References

Bamberger, M., Rugh, J., & Mabry, L. (2011). RealWorld evaluation: Working under budget, time, data, and political constraints. sage.
Langlois, M., Blanchet-Cohen, N., & Beer, T. (2013). Art of the nudge for developmental evaluators 1.pdf The Canadian Journal of Program Evaluation, 27(2), 39-59.
Patton, Michael Quinn (1994) Developmental Evaluation , Evaluation Practice, 15(3), 311-319.
Rodgers, P. (2008). Using programme theory to evaluate complicated and complex aspects of interventions . Sage Publications, 14(1), 29-48. doi: 10.1177/1356389007084674.

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