Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.

Respond to two or more of your colleagues’ postings in any of the following ways:

Propose an alternative viewpoint to your colleagues stance on how different roles at different levels apply different leadership strategies.
Share an insight or experience that demonstrates your colleagues stance on how leadership can influence change.
Note a similarity or difference to your posting.

How could an administrator or other leader working with faculty and staff like those in the audio program do a better job of addressing their differing perspectives?

Faculty and staff must learn to work together because they all share a common goal of guaranteeing students experience a successful college environment (needed to have a successful career). As an administrator or leader, it is important to engage in open dialogue with faculty and staff, moreover, encourage them to engage in open dialogue amongst each other. The administrator can set a side time and a place for this dialogue, this way administrators, faculty and staff have better understandings of opinions, issues and/or ideas. By administrators engaging in dialogue with their staff and faculty, it exhibits inclusiveness; faculty and staff see and feel that there is value to their input.  It also engages the administrator to listen; as described, listening can help build a better solution and plan of action, that is understood, relevant, owned, and achievable (Scott, 2009). Administrators are the role models to their faculty, staff, and the students as well, so its essential that as role models, administrators foster and model the expectations of the university (Scott, 2009). Student learning is a constant change and because of experience, knowledge and skills, administrators can help by teaching staff to identify gaps in their proficiency and implement new learning strategies (Scott, 2009). Administrators teaching and collaborating with their faculty and staff gives opportunities for colleagues to share successful learning strategies and practices, which promotes a positive working and learning environment (Scott, 2009). As a result, the common goal is achieved; students are experiencing a successful college atmosphere guiding them to a successful career.

What leadership challenges have you faced in your work environment? Are these similar to or different from those highlighted in the readings and audio program? What leadership skills appear to be necessary in higher education institutions?

As an adjunct instructor, I am not on campus as many hours as full-time staff and faculty and my leaders. Because of this there are times when there is a lot of miscommunication about the curriculum.  Majority of adjunct instructors teach what they and how they want as long as course objectives are being taught, understood and applied within the lecture/lesson plan. This was never an issue, but as we transitioned into a larger technical college, offering multiple schedules (mornings, days, evenings, fast-track, traditional, hybrid), students, other instructors, and administrators began to notice that although objectives were being met, the curriculum was different for each instructor. Each program (HVAC, Diesel, Auto, Welding, etc.) has a set of courses and trainings along with textbooks; Adjunct instructors are given a copy of these books to utilize the book in their lecture. For example, as a general education instructor I mainly teach math so I and other general ed. Instructors have copies of each programs math book, so it is presumed that since we all are basing our lectures off the same math book and are teaching the same courses at times, that the curriculum would be very similar if not the same. This was leaving students, instructors, and administrators confused.
As a higher education institution that promotes college for the real world (meaning not the traditional college student) it is important that are students see that instructors and administrators are consistent and united in preparing them for their future career (Western Technical College, 2020). Communication, modeling and teaching from administrators will help with this.

How do you see people in these roles employing leadership strategies to effect change in the institution?

As a part of leadership, administrators held a meeting to discuss strategies and ideas in resolving the curriculum issue. After listening, together faculty, staff and administrators decided to implement master course curriculums.  Administrators modeled expectations of a master curriculum course and assigned each instructor to create the master course curriculum for a specific course using teaching and learning strategies from other instructors who have taught the course. Once completed, other instructors and administrators reviewed each course, made changes if needed, and now the master course curriculums are used by every instructor. As a result, all courses are consistent and students, instructors, and administrators are not confused.

Are there common leadership strategies or qualities you can identify in the readings, in the audio program, and in the position announcements you found for the Application Assignment?
Similar qualities and strategies found in this weeks resources are, advising, mentoring, and supervising instructors, staff, and students. Also, assist in the development of programs, departments, and curriculums along with modeling instructional practices to increase student learning and performance. Overall, provide leadership and support to the universitys undergraduate and graduate programs alongside faculty, staff, and its student body.

Do people in different roles or at different levels within the institution use different leadership strategies? How?

Although, administrators, faculty and staff all share a common goal, I do believe that leadership strategies differ in roles and levels. In a higher education institution, there are several departments such as, registration, students affairs, business center, financial aid office, library, tutoring center, advising office, etc., also each degree program has its own set of small departments, meaning that in order for all of these departments to help contribute to the achievement of the  main goal they must achieve their own small goals. For example, in the advising department, students are helped in deciding what degree they desire to pursue and are informed on what is needed to pursue it, so if the advising center does not achieve the goal helping the student decide, then this affects the registration department, retention rate, and the main goal of providing that student with a successful college experience.

References

Scott, M. F. (2009). Chapter 5: Leadership Capacity for Turnaround. In M. F. Scott, Turnaround Leadership for Higher Education. San Francisco: Jossey Bass.

Western Technical College. (2020, October 7). Home. Retrieved from Western Tech: https://www.westerntech.edu/

need reference from states
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good body and strong conclusion with reference.

check the file i post item that must be use  in your writing

this seperate 
small respond  to Dr. Pill Many people at lower levels of organizations do not have authority, and therefore do not view themselves as leaders.  Can persons display leadership qualities in any position, even if they do not have power and authority?
this is seperate put this below the reference