At UC It Is A Priority That Students Are Provided Wit 325542

At UC It Is A Priority That Students Are Provided With Strong Educati

At UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.

Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.

Use proper APA formatting and citations. If supporting evidence from outside resources is used, those must be properly cited. Share a personal connection that identifies specific knowledge and theories from this course. Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment. Do not provide an overview of the assignments assigned in the course; instead, focus on how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.

Paper For Above instruction

The integration of leadership theories and ethical decision-making frameworks from this course has significantly influenced my approach to my current role in educational administration. Throughout the course, I gained insights into transformational leadership and ethical decision-making models, which I have begun to apply practically in my responsibilities, especially in fostering a collaborative and inclusive environment within my institution.

Transformational leadership, which emphasizes inspiring and motivating colleagues and students towards shared goals, resonated deeply with me. I have started implementing strategies that promote open communication, encourage innovation, and recognize individual contributions. For instance, during faculty meetings, I emphasize shared vision and empowerment, aligning with Burns’ (1978) transformational leadership theory, which underscores the importance of inspiring followers to achieve more than they thought possible.

Furthermore, the course explored ethical decision-making models such as the Ethical Decision-Making Framework by Kidder (2005), which involves recognizing ethical issues, considering alternatives, and evaluating consequences. Applying this model has helped me navigate complex situations where policies or interpersonal conflicts arose. For example, when addressing a dispute between staff members regarding resource allocation, I employed these steps to ensure a fair and transparent process, thereby fostering trust and maintaining a positive organizational culture.

Additionally, the concept of servant leadership, discussed extensively in the course, has influenced my approach to supporting my team. By prioritizing the needs of others and promoting growth, I have started to implement practices that empower staff and students. For instance, offering professional development opportunities tailored to individual goals and providing mentorship has not only improved team cohesion but also contributed to a more ethical and value-driven organizational climate.

Looking ahead, I see these theories being essential as I advance into higher administrative roles. Ethical decision-making will be critical when confronting budget constraints and policy changes, ensuring that decisions uphold integrity and fairness. Transformational leadership will continue to motivate staff to embrace change and pursue excellence, aligning with my long-term goal of fostering a culture of continuous improvement and ethical responsibility.

In conclusion, the knowledge and skills from this course have practical applications in my current role, enhancing my leadership capacity through ethical awareness and transformational strategies. The connection between theory and practice underpins my commitment to servant leadership, ethical integrity, and fostering a positive organizational environment that aligns with the core values promoted at UC.

References

• Burns, J. M. (1978). Leadership. Harper & Row.
• Kidder, R. M. (2005). How good people make tough choices: Resolving the dilemmas of ethical living. HarperOne.
• Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). Sage Publications.
• Spears, L. C. (2002). Trust: The foundation of servant leadership. In L. C. Spears (Ed.), Focus on leadership: Servant leadership for the 21st century (pp. 17-24). John Wiley & Sons.
• Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Lawrence Erlbaum Associates.
• Ciulla, J. B. (2004). Ethics and leadership effectiveness. In J. F. Glenn (Ed.), The philosophy of leadership (pp. 65-90). University of Notre Dame Press.
• Yukl, G. (2013). Leadership in organizations (8th ed.). Pearson.
• Grint, K. (2005). Problems, problems, problems: The social construction of leadership. Human Relations, 58(11), 1467–1494.
• Resick, C. J., Hanges, P. J., Dickson, M. W., & Mitchelson, J. K. (2006). Ethical leadership: A framing perspective. The Leadership Quarterly, 17(6), 502-522.
• Schwarz, R. (2012). Ethical leadership: A review and research agenda. Journal of Business Ethics, 105(3), 317-339.