Belle Technologies Essay Example | Topics and Well Written Essays - 750 words

Belle Technologies - Essay Example The engineers were also irritated with his obsessive ness with perfection even when it was not required like the diction, fonts etc. of written documents. All this worked against him and despite being the most loyal employee of the company; he did not receive good appraisals from his subordinates and was finally demoted. A: Hersey and Blanchard would never say that Derek is leading the newly hired engineers properly because the approach they believe in and the approach Derek applied was totally different. Though Derek expected greatness from his new recruits he purposely maintained a distance from them because he believed that its better if they learn on their own. Whereas Hersey and Blanchard thought that the recruits are in the R1 stage and the leader should use the telling style of leadership and take time out as much as possible to tell them what to do and give specific directions on how to proceed and complete the work satisfactorily. A: Hersey and Blanchard would not agree with Derek's leadership of the experienced engineers. Derek believed in supervising them in every step of their work. According to him he checked with them as much as six times a day to see whether everything is going well or not. This naturally irritated the engineers a lot. On the other hand Hersey and Blanchard believed that at this stage the experienced workers should be allowed to work on their own as much as possible and give them advice and suggestions when they really require it. This way they will feel that they are worthy enough to be trusted completely. Q.4 Now that they have a new manager, Sinha, how do you think the new engineers ought to be led Your recommendations A: The new manager Sinha should follow Hersey and Blanchard's approach of leadership. He should understand that the new recruits are fresh out of college and would require time, encouragement and guidance to understand work. They are in the R1 stage, which is the telling stage from the leadership point of view. Therefore Sinha should not wait for them to ask questions, as they might be skeptical and conscious that whether they are asking the right questions or not. So Sinha should resort to one-way communication and keep directing them from time to time about what is required and also, guide them on how to go about it. Q.5 Now that they have a new manager, Olin, how do you think the experienced engineers ought to be led Your recommendations A: The experienced engineers should be left alone. With experience they have become experts in their fields and they very well know how to do their work. Unnecessary interference will irritate them and they might even gossip on their leader's back. All this might affect the leadership position of the leader negatively. Therefore advice should be given when really required. They must be led by thrusting complete trust on their abilities. The leader should always be available to them and should not be too task centered. The leader should create a more participating and friendly atmosphere to successfully lead this group.

Teaching techniques. Differentiated Process, Product, and Content Assignment

Teaching techniques. Differentiated Process, Product, and Content - Assignment Example Students are then encouraged to develop critical thinking skills by looking at writings and other forms of media that influence them today, and compare that to the time of the Founding Fathers as well. All of the objectives stated in the lesson are clearly explained to the students from the outset, and the main assessment related directly back to aforementioned learning goals. Because of the varied types of writing in existence during the time the Constitution was being written, and the plethora of different messages we receive today, this particular lesson and topic provides multiple opportunities to introduce differentiated instruction into the classroom. Based upon student interest, the instructor can tailor make various videos, multi-media, technology, and print based options for the students to learn the necessary concepts for this unit. Each of these strategies would fit the stated learning outcomes (that each student will understand the influence that others have on our way of thinking) and can be aligned to cover differentiated access, product, and content. Differentiated Process, Product, and Content In considering how to apply differentiation to this lesson, it is important that teachers remember that their role is to match the interest level of each student with the mode of instruction and assessment. For this particular unit, the teacher will need to consider the types of media that most influence each student in the class. This can include taking a learning inventory, or simply through observation, but the bottom line is that the instructor needs to bring the curriculum alive to the students. Implementing the differentiation process for this unit will enable each student in the class to understand the lesson objectives, presented in the form of source documents, in their own unique manner. In so doing, it is possible for teachers to differentiate the content, process, and product for their students (Sousa & Tomlinson, 2011). The differentiation of content refers to the change that occurs in the material as it is being taught and learned by each individual student in the class. As example of this for this particular lesson would be if the classroom objective is for all students in the classroom to be able to identify the reasons why source documents influence our thinking and way of life. In order to accomplish this task, some students may choose to focus on the original writings of the day, while other may choose to use modern day media to illustrate a real life example that is relevant today. The differentiation process actually refers to the way in which each student in the class accesses the material. One study, for example, may explore various writings contained an in actual historical text, while others may choose to review video representations of the same material. This process continues with the differentiation of product, which most commonly refers to the way in which a student demonstrates what he or she has actuall y learned. For this unit, that will take place via the individual or group products that are presented at the conclusion of the lesson. One group or individual might choose to present a skit, for example, while other will choose to demonstrate their findings via a PowerPoint. When implementing the differentiated process, the sky is truly the limit. Conclusion As teachers decide to differentiate their lessons, they must take into account the readiness, interest, and learning profile of each individual student in the class. In this case, readiness most commonly ref