Practical Connection Assignment At UC It Is A Priority ✓ Solved

Practical Connection Assignment At UC, it is a priority that

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.

Requirements: Provide a 500 word (or 2 pages double spaced) minimum reflection. Use of 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. You should NOT provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.

Paper For Above Instructions

The concept of servant leadership is increasingly prominent in today's workplaces and forms a critical part of ethical leadership principles in business and professional practices. In reflecting on the knowledge, skills, and theories acquired from this course, I have developed a deeper understanding of how these principles can be applied in my work environment at a community-oriented nonprofit organization focused on youth development. This paper explores the practical application of course knowledge in a real-work context, specifically regarding my role as a program coordinator.

Throughout the course, I learned about critical leadership theories, focusing on servant leadership and ethical decision-making. Servant leadership is predicated upon the philosophy that true leaders prioritize serving others, fostering a supportive environment that empowers team members. According to Greenleaf (1970), the servant-leader is one who is first a servant, focusing on the growth and well-being of people and the communities to which they belong. This approach contrasts with traditional leadership models that prioritize hierarchical power dynamics.

In my role as program coordinator, I utilize servant leadership principles by actively engaging with team members, listening to their needs, and fostering a collaborative atmosphere. For instance, during our recent community outreach program aimed at underprivileged youth, I recognized the diverse strengths and perspectives within our team. By delegating responsibilities based on each member's unique skills, we not only enhanced team morale but also improved program efficacy. Research supports this assertion, demonstrating that organizations practicing servant leadership experience higher employee satisfaction and retention rates (Liden et al., 2014).

Another significant theory discussed in the course was that of ethical decision-making frameworks. Ethical theories such as consequentialism and deontology provide structured ways to approach moral dilemmas in the workplace. In one instance, our organization faced a dilemma regarding the allocation of limited resources amidst increasing community needs. By applying the principles of ethical decision-making, as discussed in the course, I facilitated a team meeting to evaluate potential outcomes based on the needs assessment we had conducted previously. This collaborative approach ensured transparency and fairness in our decisions, ultimately leading us to prioritize programs that had the most significant impact on vulnerable populations.

The knowledge obtained in this course has also deepened my understanding of social responsibility and the role it plays in our organization’s framework. Social responsibility not only pertains to ethical practices within the organization but also extends to the broader community context. I have advocated for the incorporation of regular community feedback sessions, allowing us to align our initiatives with community needs, thus demonstrating accountability and responsiveness. This application of course theories reflects the importance of integrating community perspectives into organizational practices and highlights the necessity for organizations to serve as active contributors to societal improvement (Carroll, 1999).

Moreover, I have observed that our use of research and evaluations, taught in this course, can significantly enhance our programming's effectiveness. For example, leveraging data analytics to assess program outcomes has allowed us to refine our strategies and improve resource allocation. This practical application of research aligns with course objectives that emphasize the importance of linking theory to practice. Furthermore, it resonates with a critical aspect covered in the course – the value of continuous assessment and iteration in service programs (Kirkpatrick, 1996).

In conclusion, the course has provided me with essential tools and frameworks that I actively utilize in my position as a program coordinator. By applying principles of servant leadership and ethical decision-making, along with an understanding of social responsibility and research methodologies, I can navigate the complexities of my role more effectively. These theories are not merely academic; they have practical implications that I observe in my work daily. Moving forward, I aim to continue integrating course teachings into my practice, influencing not only my professional development but also contributing positively to the communities we serve.

References

• Carroll, A. B. (1999). Corporate social responsibility: Evolution of a definitional construct. Business & Society, 38(3), 268-295.
• Greenleaf, R. K. (1970). The Servant as Leader. Center for Applied Studies.
• Kirkpatrick, D. L. (1996). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
• Liden, R. C., Wayne, S. J., Zhou, J., & Henderson, D. (2014). Servant leadership: Development and construct validation. Journal of Management, 40(3), 795-825.
• Northouse, P. G. (2018). Leadership: Theory and practice. Sage publications.
• Robinson, S. P., & Judge, T. A. (2019). Organizational Behavior. Pearson.
• Schneider, B., & Barbera, K. M. (2014). The Oxford handbook of organizational climate and culture. Oxford University Press.
• Walumbwa, F. O., Luthans, F., & Spencer, B. N. (2005). Transformational leadership and team processes: Mediating role of collective efficacy and metacognitive feedback. The Journal of Organizational Behavior, 26(6), 797-812.
• Yukl, G. A. (2013). Leadership in organizations. Pearson.
• Zenger, J. H., & Folkman, J. (2002). The extraordinary leader: Turning good managers into great leaders. McGraw-Hill.