The continuing evolution of command theory

The articles and the e book chapters chosen identify varying management perspectives, dynamics, and leader follower characteristics in the educational contexts. Kellerman in "what every head needs to know about followers" suggests that "every leader has at least one follower" and good followers make educated decisions about their market leaders and what they espouse. Based on their judgments about the leaders, they take appropriate activities. This information was chosen because of its insightfulness of innovator follower relationships, and how tightly these can be linked with the early child years contexts

Hard (2006), in "Horizontal violence in early child years education and attention" (ECEC) explores the relationship between the authority in ECEC, and the internal and exterior factors inhibiting control development of early on childhood professionals. This post also has an insight into the lack of leadership, and complexities between the management and authority within the early youth field.

Rodd (2006) identifies the need for the first childhood profession to be more active in up skilling early on childhood professionals with command skills. Rodd strains the value of management development by stating "It is necessary to nurture and educate leaders within the first childhood profession and also to empower the early child years field from grass roots up". Rodd also claim that early childhood professionals need to see themselves as leaders and take the problems in facilitating high quality early childhood services for children and the family members. Leadership in early on childhood is an insightful book which gives a field specific knowledge and knowledge of what is command within the first childhood framework.

Critical summaries and application

The typology of the 'leader follower" relationship suggested by Kellerman allows the market leaders to identify, to determine, and appreciate the variations of their enthusiasts. Kellerman (2007) uses leader follower proposal as the defining factor and identifies five types of enthusiasts: enthusiasts who are completely detached as "isolates"; "bystanders" as free riders, "participants" who are prepared to make a direct effect by some degree of involvement, "activists" who are extremely much involved in what's happening; and "diehards" who are incredibly much involved that "they are willing to decrease with the ship or put the captain overboard". Perhaps this is very much indeed true in early youth contexts where figuring out people who would fit into any one of the categories is straightforward to find. Although Kellerman's focus on leaders having to know the fans can have positive impact on leadership success, maybe it's recommended that the enthusiasts too need to know their market leaders and their expectation in becoming effective group participants. Warren Bennis cited in Dubrin, Dalglish, Miller (2006) claim that a key role of the followers is to collaborate with their leaders to accomplish organisational goals through team work: a fresh kind of alliance between your leaders and the led (pp. 472-473)

Hard (2006), identifies having less knowledge of what leadership is at the early childhood field, and areas that until lately, leadership had not been widely researched in early child years education and care and attention. Regarding to Hard(2006), , authority includes influencing people, situations and role responsibilities and romantic relationships specific to each framework within which they operate. Control also requires getting together with the needs of people, and controlling the resources and vitality in a profitable manner. Hard also suggests that: "management and command are interrelated ideas and an obvious separation is not necessarily possible or desirable". Management positions often do integrate some leadership skills however; most often leadership in early childhood requires management duties. Hard suggest possibly the essence of the term leadership articulates the notion of creating positive change in organisations.

Rodd (2006), identifies that the "development of leadership skills continues to be a essential and critical challenge for early childhood experts" in providing culturally and socially responsive early child years contexts for young children and their own families. Rodd unpicks the authority in early childhood contexts and encapsulates the uniqueness of each early childhood setting and how it creates it difficult to specifically establish control broadly and entirely. According to Rodd, expanding associations and teamwork seems to be enhancing affective leaders within the early childhood settings. Trust, sharing cooperation and empowerment are believed to be contributing factors in expanding leadership in early on childhood options. Rodd also explores who the leaders are in the first childhood contexts; functions of market leaders in the early childhood field and a great many other factors unique and significant to early childhood contexts. A significant point created by Rodd includes the need for early years as a child professional to obtain leadership dispositions as they are required to execute and ensure Regulatory and Quality Confidence expectations within the first childhood contexts. This involves all early child years educators to have an understanding of essentials of control skills specific to the first child years field. Another important point Rodd makes is the fact that leadership skills are to be necessary and similarly important as the curriculum knowledge pursued by the first childhood practitioners.

Reviewing leadership theories and literature provides an understanding that previous leadership theories lack the importance and the applicability to the first childhood contexts. Early on youth contexts are mainly occupied and managed by women and frequently the management and authority entails joint and distributed leadership methods and characteristics distinctively preferred by women. Women often wish for intimacy, overall flexibility, individualised organisational strategies and techniques, and the ethos of cooperation and collective success for everyone within the environment (Rodd, 2006, Dubrin, Dalglish, Miller2006). Early childhood leadership focuses on influencing people rather than using ability and expert. These characteristics are seen as more best suited, and perhaps unique to the early child years field (Rodd, 2006)

Looking from Keller's (2007) point of view, it is important for leaders to know who they are leading and their dreams, in becoming better leaders. The relationship between leaders and the individuals they are simply leading is not solo sided rather than all followers will be the same. Followers like market leaders too, act after individual self interests, and therefore, shouldn't be treated as you. Although the followers may lack authority like their leaders, they possess electricity and impact to make change happen.

Perhaps it would be beneficial to look at educational authority from another type of point of view. Looking from Senge (1990) and Argris and Schon (1996) and other learning organisation perspectives, educational control requires leaders to generate an environment where the people have the chance to engage in meaningful dialogues to reflect, expose also to test and improve mental models in achieving better organisational effects for all involved.

Leading educational contexts therefore requires leaders to be able to manage and to lead the most effective property of the company which is it's "people". People's skills and knowledge: the knowledge economy, is the value of the organisation. People are not merely the cogwheels of machines nowadays, and they are seen as energetic participants who contribute to the organisational goals and final results through participative and distributive management. The implication of the knowledge economy appears to be that it requires the professionals and the market leaders to take the leadership stance where they are really to define and offer the purpose and value for the duties assigned. Professionals need to focus on nurturing and in expanding skills of the work push and inspire positive results for the individuals, the organisation, and the community within which they operate (Dubrin, Dalglish, Miller 2006). Peter Drucker expresses: "The most valuable assets of your 20th-century company were its production equipment. The most valuable asset of the 21st-century organization, whether business or non-business, will be its experienced workers and their output. " (Drucker 1999) [URL].

As mentioned previously, the goal of an early years as a child service is to provide quality care and attention and education for small children. Developing management for reflective practice and change is an integral role for the early childhood professionals. Change is regular and is one of the few uncertainties in everyone's life (Ebbeck & Waniganayake, 2003). In early childhood contexts, reflective practice allows individuals: to adapt; respond to problems and issues; to be flexible; to question traditional or set up procedures; to question individual practices; also to question ideas or methods to be able to build up new understandings, and then to apply them. it is important for the leaders to remember that the activities and varieties of a leader, relationships, values and values influence people they lead and regulate how they react to the leader. Command in early youth also involves changing the mind packages and giving an answer to change required by both internal and exterior constraints. (Rodd, 2006). Effective change is the capability to adjust to the changing circumstances. The planning for and execution of the change is one of the major troubles that face the early childhood leaders (Saracho, 1992). The four frameworks: Structural, Symbolic, Human Resources and Political Structures, as detailed by Bowman and Package (2008) encourage market leaders to look at situations differently and to effectively manage change.

Traditional leadership ideas have given multiple lenses to view varying areas of management and authority characteristics people use in several situations and companies. It has added to the understanding of management and leadership perspectives, the tasks and the responsibilities of leaders, and have the ability to apply theoretical knowledge properly in achieving better results in educational contexts. Theoretical understanding enables the market leaders to utilize it sensibly as a guiding element in methods to management and authority within the educational contexts.

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