Behavior Change Project

The goal of this course is to allow students to realize the value of leadership as it applies in the relevance of group interplay, community service, and styles available in literature. This then encourages the formulation of responsiveness in the ability to become effective in planning, setting goals, and promoting application in each setting accordingly. Such capacity can then build the necessary skills and expertise in handling specific tasks and address problematic situations in a given scenario. Action Plan

To achieve this process, specific activities and programs are to be implemented within the p of 16 weeks. Under each period, specific objectives and goals is highlighted according to the principle discussed. Here, it may entail the following activities (1) formalized instruction, (2) group activities, (3) immersion, (4) reaction papers, (5) reporting, (6) responding to specific scenarios, and (7) responses to threads. These different activities in turn shall be delegated each week to determine the ability to relate corresponding principles involved in leadership towards real life applications.

Alongside these, specific rubrics for grading and measurement of competency shall be elaborated to determine how students utilize the information gathered in their personal lives. Weekly Assessment: Part One – what is leadership? To determine how students grasp the concept of leadership, they are expected to provide their individual responses towards how they see it being applied in different realms. By allowing them to point out its relevance within their family, community, and school, it can help show their understanding of the term and relate it in their current environment.

Weekly Assessment: Part Two – leadership styles Under this specific objective, students then need to answer the specific thread wherein they show their two most apparent leadership style and what they feel can best supplement their interests as a future professional in the workplace. Allowing this to occur can then give better means of responding to their capabilities and look forward on how they can achieve the necessary skills and principles for growth and development. Weekly Assessment: Part Three – leadership and planning

Here, specific collaboration with the members of the class are necessary wherein they are required to submit their proposal for their immersion to a specific group/organization during weeks 9-12. These can then outline what each member plans to do and conduct preliminary research on how this endeavor can supplement their leadership capabilities individually. At the same time, they can be involved in seeking strategies that can reinforce their decision making skills accordingly. Weekly Assessment: Part Four – Setting Goals and Objectives

Assessing individual competency in this approach requires both the submission of the group project related to immersion to a specific group/organization and that of a response paper that highlights the value of the readings. This can then justify important precepts related to identifying goals (group immersion). At the same time, it can also infuse better means of looking into the perspectives of students in their capacity to differentiate long term and short term goals. Weekly Assessment: Part Five – leadership and implementation

In measuring student capabilities and responsiveness to these issues, they are expected to submit their group proposals for approval and comments in what they plan to do give their goals and objectives in immersion. Here, they are also expected to partake in group activities wherein they are expected to contribute towards addressing specific scenarios and promote better means of applying and implementing leadership in each category. Likewise, students are also expected to point out new means of how implementation is necessary in a response paper over a specific reading.

Weekly Assessment: Part Six – leadership and the school community The application of this principle corresponds to the identifying common trends and problems within the educational community and how leadership can help. To measure students’ comprehension over this topic, they are asked to engage in the threads and point out what measures can leadership provide over given issues. Similarly, they are also asked to take part in the instruction wherein recitation points are given towards identifying specific issues related to educational problems and then identifying what leadership strategy/style best fits into the category.

Weekly Assessment: Part Seven– leadership and ethical issues To determine the ability of students to utilize information according to these dynamics, they are asked to provide specific information concerning ethics. Here, they will act as both raters and reporters to determine how much they understood specific ethical issues in different environments and how it relates to the process of leadership. After this, students are also expected to submit a reaction paper over what they had learned this week and how it applies to their perspective both as a leader and follower.

Weekly Assessment: Part Eight – leadership and group dynamics Under this specific topic, students are then expected to submit specific responses in the group activity established and the constraints that hinder their ability to function effectively. At the same time, students also need to answer the thread wherein they shall be given specific scenarios and argue concerning the role and value of group dynamics in furthering leadership capabilities. Weekly Assessment: Part Nine – Immersion 1 This week, students are required to submit their responses in their different associations with a specific organization or group.

Here, they first highlight the successes and challenges they had faced in the process. At the same time, they are also expected to point out what goals were they able to accomplish and what needs to be furthered accordingly. Weekly Assessment: Part Ten – Immersion 2 Another response paper shall be submitted this week alongside a proposal of an alternative plan based on the scenario and environment they are in. Here, they are expected to formulate what necessary means are essential to promote better means of handling specific issues.

Similarly, their views concerning its relevance may also be asked for participants to consider in writing these plan and report. Weekly Assessment: Part Eleven – Immersion 3 The third week shall comprise of submitting a reflection paper whether or not specific changes have been made and if they were successful in addressing the problems and hurdles of the organization. At the same time, students are also expected to respond to the threads and share their experiences and how leadership was able to further their means to apply their specific objectives and goals.

This can then help provide the final portfolio project due in part twelve of the course. Weekly Assessment: Part Twelve – Immersion 4 and Analysis This section deals with the creation of a portfolio to be submitted to the instructor wherein thoughts and inputs concerning their participation in the organization. Here, they are expected to provide feedbacks in their own leadership plan and how it complemented their specific goals and objectives. Moreover, there is also a need for students to reflect on the overall immersion and justify whether or not they had changed considerably during this process.

Weekly Assessment: Part Thirteen – Leadership and Globalization This specific tenet requires student to address specific responses in the online thread to promote address ideas taught in class. Here, it tries to provide better means for incorporating principles of leadership as it relates to globalization and interdependence. Likewise, it also gives students the means to expand their understanding of leadership in both the individual and global perspective. Weekly Assessment: Part Fourteen – Leadership and My Chosen Career

Given the different perspectives concerning leadership, students are now expected to utilize their understanding by submitting a research paper of what leadership can provide in their chosen career. Here, they need to point out specific responsibilities and roles in their profession. At the same time, they also need to explore areas on how it can be developed with their specific skill sets and experiences related to their field. Weekly Assessment: Part Fifteen – Overall Inputs in the Course

The last part before the examinations would be for students to submit a paper reflecting their positive and negative experiences in the course. Here, they are expected to be truthful about their inputs and how it presents itself in particular activities and programs. Likewise, it also tries to address new means of identifying common goals related to their development and growth. By doing this, it can help educators realize if their short and long term goals are facilitated by these activities accordingly and whether or not they suffice in building appreciation among students.

Conclusion The overall facilitation of this course corresponds to the ability of infusing leadership skills to students and allows each one to associate it with today’s current trends. By tackling different principles that addresses the personal, community, and professional leadership scenarios, students are given the opportunity to become responsive to these changes and promote means to address issues, hurdles, and challenges in each one.

One success of this program is the ability to utilize leadership both in its relationship with associated disciplines and via specific environments. By allowing students to respond to each one using different activities and coursework, they are able to maintain a firm grasp and appreciation of the concepts related. This can then help utilize means to incorporate and maintain effectiveness in their ability to become responsive to these changes accordingly. At the same time, it also helps students bring about appropriate behavior and handling specific issues.

By highlighting specific challenges related to practice, they are able to correlate theories and principles to that of actual scenarios that are happening. Such dynamics then infuses better means for collaborating and handling issues effectively and with ease. In addition, the process of undertaking programs via planning, goal-setting and application also remains crucial in determining leadership objectives as it relates to one’s personal objectives and goals in life.