Followership

Followership is a process where an individual accepts the influence of another to accomplish a common goal. There are many typologies of followership including the following: Zaleznik Typology, Kelly Typology, Chaleff Typology, Kellerman Typology, and others. Select two typologies to contrast and compare. Include follower dimensions of importance, as well as the impact to leaders. Which typology do you think is, or will be, most useful in your current work or future work environment, and why?

Sample Answer

Time and again, in all workplaces and social settings, the crucial element of leadership is the leader. The organizational management and accomplishment of set goals relies immensely on the ability of a leader to organize his followers towards a certain objective. However, without followers, a leader or leadership become an ideal mental construct. Followers are at the epicenter of any leadership since through them set goals can be attained. In this essay, I will posit the very dimensions of followership and provide a clear or rather their detailed significance to the organizations, workplace, or any social arrangements and their impacts on the respective leaders therein


As somebody who has endured different study halls with educators who all instruct with various styles, I have been had mindful of the effect a specific training style can have on myself and my individual colleagues. While a powerful strategy is drawing in and healthy, an incapable is the exact inverse taking into consideration evaluations and understudies' perspectives on school to endure. Since I have been straightforwardly influenced by the strategies instructors use, I have decided to look into the most ideal strategy to successfully pass on data to an assemblage of people. Systems regularly found in study halls that I mean to investigate are bunch work, address, flipped homeroom, and innovation. I will likewise explore distinctive learning types, for example, visual, sound-related, and sensation, and dissect how they identify with the adequacy of educating procedures. In the wake of assessing the two sides to every technique, I will decide the best one to be utilized in the study hall. I trust that through my exploration, I just as those perusing my paper will pick up information on various techniques within reach and those in the division of instruction profit by a paper concentrated on approaches to better a study hall.

The primary technique for educating is bunch work in which understudies are separated into groups and trained to finish different assignments with the people in their gathering. Understudies are either part into bunches by the educator or permitted to pick their accomplices. The size of each gathering commonly compares with the size of the class. Understudies might be approached to finish different assignments together or detail an exchange gathering to expound on the exercise. The strategy for bunch work presents numerous advantages for the educator just as the members. In addition to the fact that it benefits the understudies scholastically, it enables them to develop socially as their presentation to different understudies is expanded. At the point when the people are matched in gatherings, some might be pushed out of their usual range of familiarity and compelled to examine study hall subjects with understudies they may have generally never collaborated with. Gathering work furnishes understudies with social abilities they may not understand they are picking up. Due to being in bunches taking a shot at assignments, the understudies become the educator to different understudies who may not comprehend the idea. As people who are on the equivalent instructive level, one understudy may figure out how to clarify the material in a language different understudies can all the more likely appreciate (Forslund). Hearing material from another source can be a distinct advantage in the realm of learning, for having something clarified even the smallest piece diverse may enable an understudy to make an association and handle the material. Shared work in the study hall benefits the two gatherings, for the one showing the material increases a far and away superior comprehension and the one being instructed is allowed a chance to become familiar with the material in another manner. Any inquiries the understudies may have would first be able to be taken to their individual schoolmates and if not adequate, the instructor can get included. Gathering work likewise reduces a few weights from the instructor. As the understudies in bunches are teaming up and critical thinking together, the educator might be strolling around the room prepared to help when required. In the occasion an understudy has an inquiry that necessary an answer from a higher power, the educator would then be able to help the whole gathering rather than the single understudy. A typical subject found in the study hall is educators addressing a similar inquiry consistently for a few unique understudies. The gathering work model reductions the measure of inquiries taken legitimately to the teacher for the understudies have a chance to ask others previously.

In spite of the fact that gathering work has focal points, its imperfections presently can't seem to be totally worked out. Because of an absence of comprehension by the instructors of how to effectively execute bunch work into the homeroom, the time spent in bunch work is diminishing as individual work builds (Mannion). Educators are as yet endeavoring to locate the most ideal route conceivable to utilize bunch work to improve their study hall, yet at the same time have far to go. Gathering work has been known to make teachers feel an absence of power over their own study hall. This will probably prompt a riotous study hall, a circumstance that is not exactly profitable. What's more, bunch work presents challenges when the educator needs to review the assignments from the aggregate gathering. "The significant worry in assessing bunch work is the manner by which to represent singular commitment distinction" (Gillies and Ashman 2003)/(Bo). On the off chance that the gatherings are scattered around the room or even meet outside of the assigned class time, the educator has little method for realizing who contributed what to the task. The educator is then given hindrances in the reviewing procedure. They can either give the gathering a similar review or utilize a friend assessment framework to factor into singular evaluations. The two alternatives have defects for if the educator gives the gathering one aggregate evaluation, the understudies who neglected to take an interest get kudos for their lacking endeavors and the understudies who met the necessities don't get the affirmation their work merits. In the event that the educator decides to utilize a companion assessment framework they run into the issue of understudies deceptively surveying their gathering individuals whether it be sure or negative. A companion assessment gives the instructor understanding into the commitments made by every understudy except inadequately and erroneously mirrors the real work done by every part. From the outside glancing in, bunch work appears to be anything but difficult to oversee and easy to utilize, however for an educator it presents numerous challenges making it hard for bunch work to remain pertinent among study halls.

Another method for displaying data is the talk technique which comprises of the educator showing a thing or two to the class, leaving the understudies answerable for taking notes over the data themselves. In spite of the fact that talks may appear to be antiquated, there is something to be said about an instructing technique that can withstand the trial of time. Not exclusively is the talk technique dependable, it is adaptable and adaptable and can be retouched to fit to serve various subjects. This proven method has been around for ages and keeps on being utilized as a reinforcement plan at any rate. One favorable position to the talk technique is every understudy can get a similar data. Instead of gathering work where understudies are accepting data and answers from their companions, a talk based study hall guarantees every understudy in on a level playing field when they leave the homeroom. At the point when this system is utilized, the instructor is responsible for the study hall taking into account a restricted measure of tumult and disarray. The educator has the opportunity of including data they consider significant and barring all else. Since the educator ordinarily makes the tests over the course, they will incorporate material that will be useful to breezing through the assessment. Talks additionally represent the advantage of having the option to exhibit a lot of data to a lot of individuals. This strategy will in general work best in huge colleges where classes meet in assembly rooms and the understudy to instructor proportion is high.

Despite the fact that points of interest might be available, no strategy is great and talk also has its defeats. Lynell Burk, a teacher with experience crossing from the kindergarten to graduate school levels, composed a book titled They Snooze, You Lose: The Educator's Guide to Successful Presentations. In her book she talks about how "nobody can sit-and-get for over 10 minutes without at any rate 2 minutes of accomplishing something different. Regardless of how captivating the talking head, the clock is ticking… " (Piehler). At the point when educators decide to utilize the talk strategy, they are given the test of keeping the understudies' consideration for the term of the exercise. As per Burk's examination, if understudies are given ten minutes of data, incidentally a cerebrum break is expected to take into consideration the understudies to get ready for more data traveled their direction. Burk recommends executing video clasps, pictures, and cooperation inquiries to soothe the crowd of data over-burden. Another issue with a talk based encouraging strategy is the nature of the instructors introduction. On the off chance that the instructor talks from a platform and does not have any type of visual introduction, they will effortlessly lose the consideration of even the most mindful understudies. On the off chance that the PowerPoint introduction has an excessive number of words per slide understudies will feel overpowered and block out all data. "Research has reliably upheld and exhibited that understudies adapt better in the event that they are effectively associated with the instructive substance they are being educated" (Bhalli). A talk may appear to be innocuous and a protected method to display data, however on the off chance that the understudies are not being locked in at all, addressing should be an act of futility. While a talk appears to be a work of art and dependable technique, it is starting to become obsolete and another age is entering the homeroom.

Another strategy for educating is the flipped homeroom where the understudies become liable for getting ready for the exercise and showing themselves the educational plan before coming to class. The flipped study hall was made as a "methods for giving competitors who missed class because of going to athletic rivalries with an elective methods for getting class content" (Hawks). Not exclusively do university competitors profit by this strategy, yet the individuals who are out of class habitually for different reasons. The instructor may furnish understudies with different recordings to watch, pages from the course book to peruse, and notes to take. The entirety of this must be finished in the prior hours class in light of the fact that in class time is to be utilized for talking about what was found out with dynamic study hall exercises. The flipped homeroom is a genuinely new model and has demonstrated to be successful when utilized. After an examination was led trying the advantages of a flipped homeroom, understudy reactions were recorded and assessed. One understudy shared that they increased "self-managed learning"