This document discusses the concept of followership, which refers to the role that individuals play as followers in organizations, teams, and groups. It describes followers as active participants in success or failure. The emergence of followership as a field is attributed to Robert Kelley, who identified four qualities of effective followers: self-management, commitment, competence, and courage. Kelley's model of follower behavior categorizes followers as sheep, yes people, survivors, alienated followers, or effective followers based on their level of independent, critical thinking and active involvement. Effective followers are characterized as active, independent thinkers who can work well with others and solve problems while still supporting organizational goals.
Leadership is Simple. Followership is a Challenge. Lehigh University Guest L...Joe Hessmiller
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Asked to give to talk on Leadership at Lehigh University for an upperclass Leadership course. Rather than focus on 'good leadership', talk focused on what it takes to be a good follower. Effective leaders need effective followers to be successful. Offered students some ideas on how to become leaders by showing that they understood what it takes to be an effective follower.
This document discusses followership and different followership styles. It defines followership as willingness to cooperate towards accomplishing individual or group goals, demonstrating teamwork, and building group cohesion. Effective followership is an excellent foundation for leadership. Followership styles discussed include conformist, passive, pragmatic, and exemplary. Conformist followers readily take orders but don't question. Passive followers look to leaders to think for them. Pragmatic followers go with the flow but don't do more than asked. Exemplary followers think critically and engage actively for the organization's benefit.
The document discusses the importance of followership. It argues that followership is not the opposite of leadership, but rather the reciprocal social process necessary to translate visions into results. It also asserts that great leaders were once great followers, starting first by following others before gaining leadership experience. The document suggests that to advance in one's career, one must move from being a follower on the right to a leader moving up.
Followership refers to the role that individuals play in supporting a leader within an organization, team, or group. Effective followers are described as enthusiastic, intelligent, ambitious, and self-reliant. Robert Kelley identified four main qualities of effective followers: self-management, commitment, competence, and courage. Kelley's model of follower behavior categorizes followers as sheep (passive and dependent), yes people (active but dependent), survivors (passive but independent), alienated followers (passive and independent), and effective followers (active and independent).
Barbara Kellerman is a lecturer at Harvard University's Kennedy School of Government who studies leadership and followership. She identifies five types of followers based on their level of engagement: Isolates, who are completely detached; Bystanders, who observe but do not participate; Participants, who are engaged in some way; Activists, who feel strongly about their leader and act accordingly; and Diehards, who are prepared to die for their cause or leader. Kellerman analyzes followers based on their rank or behavior relative to their leader. Her typology aims to understand different levels of follower engagement and the implications for leaders.
Leadership is guiding others towards collective action for the common good. There are two types of leadership: formal, based on position authority, and informal, based on respect from others. Followership is the process of being guided by a leader at work. Leadership theories include trait theory, behavioral theory, and contingency theory. Contingency theory proposes that leadership effectiveness depends on the environment and follower readiness. A leader's style should match follower readiness to be most effective.
This one-hour lesson plan is created by teacher Romà Mendoza for a 10th grade programming class. The objective is for students to learn about lists as a way to store complex data, building upon their previous lesson on variables. Students will be introduced to lists through an example, do warmup exercises individually and in pairs, and then answer questions to practice the concept. Each feature of lists will then be summarized by a different student, and homework will involve developing additional exercises and a mind map of what was learned.
This one-hour lesson plan is created by teacher Romà Mendoza for a 10th grade programming class. The objective is for students to learn about lists as a way to store complex data, building upon their previous lesson on variables. Students will be introduced to lists through an example, do warmup exercises individually and in pairs, and then answer questions to practice the concept. Each feature of lists will then be summarized by a different student, and homework will involve developing additional exercises and a mind map of what was learned.
2. /EVIP 3r - Presentació
Continguts
Bloc I
• La percepció visual
• La textura
• El color com a expressió
Bloc II
• La imatge
• La fotografia
Bloc III
• La geometria plana
• Perspectiva lineal
/Romà Mendoza - Dept. Dibuix - INS Joan Miró
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6. /EVIP 3r - Presentació
Materials
Material de l'alumne
•Regle graduat
•Cartabó
•Escaire
•Compà s
•Llapis HB, 2H i 3B.
•Pendrive (>4GB)
•Llapis de colors
•Colors
•Retoladors
•Paper dibuix tipus Basik Din-A4 (sense marges)
•Pintures
Material de treball
•Dossier de là mines
•Fulls blancs DIN-A4
•Cursos moodle a la intranet
/Romà Mendoza - Dept. Dibuix - INS Joan Miró
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7. /EVIP 3r - Presentació
Materials
Material de l'alumne
•Regle graduat
•Cartabó
•Escaire
•Compà s
•Llapis HB, 2H i 3B.
•Pendrive (>4GB)
•Llapis de colors
•Colors
•Retoladors
•Paper dibuix tipus Basik Din-A4 (sense marges)
•Pintures
Material de treball
•Dossier de là mines
•Fulls blancs DIN-A4
•Cursos moodle a la intranet
/Romà Mendoza - Dept. Dibuix - INS Joan Miró
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