The ways and means by which a leader views governance and performs to achieve the set objectives and goals depict what compliments leadership. Understanding the various leadership styles is of importance to ensure the delivery of services is effective and efficient. The aspect of leadership involves the persuasion of an individual or a group of people to drive their mission and vision. The following is an account of how I ever exhibited my leadership skills and abilities.
I first came into governance during my learning at the University. I exhibited my leadership in the Young Christian Students (YCS) organization and acted as the association's project leader. The association was mainly composed of Catholic students, teachers and the entire school fraternity. A project leader was tasked with coming up with profit-oriented projects for the organization. I exhibited my leadership coordinating students in performing various projects that were my main set objectives. I worked towards fostering teamwork and ensuring projects were formulated and implemented during the set time deadlines.
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I was trying to achieve finances for the organization and make it the best compared to other Universities. The finances were to be attained by engaging students in social work within the internal and external campus environment. My first internal social work project was to convince the school administration to let the YCS members participate in farming activities, which would result in payments. The school administration gave me the go-ahead, where I effectively managed and supervised various farming activities. Being an Agricultural student, I began by mobilizing students to weed out unwanted vegetation existing around the school farms. The school had machetes and slashers, which I handed to the members and the exercise begun. In this, I was using the available resources to accomplish the set goal.
When the team cleared all the unwanted vegetation, the farm manager gave the school administration feedback on the outcome. The outcome was excellent, and the school administration paid the YCS awesomely for the excellent work done. My role as a project leader was based on my intelligence to understand and embrace my foster progress skills. I achieved my role of bringing in finances to the organization, which made my team proud of my determination and resilience. I worked on instilling confidence in the members by advising them nothing was impossible as long as one is in a healthy state.
I influenced others by making them believe in themselves, which saw me as the most outstanding university fraternity leader. The influence extended not only on campus but in my home town. I developed projects, most of which were profit-oriented and led by example to my community. My impact as a result of my actions was the peaceful co-existence between people and the spirit of teamwork and hard work. Being responsible, polite, transparent and accountable helped me positively affect the members of my community. My projects were served as an example of what individuals need to do to try and start any challenging task that seems impossible. Creating a positive attitude and setting realizable goals and objectives is the way to lead from the front. Leaders should always have the will of the people at heart and always consider doing activities not for themselves but the community's good.
Question 2
Many student veterans face multiple challenges attending school after post-military service. They are mostly 10 to 20 years older than students in the classroom. They also struggle with physical disabilities and have unique challenges when furthering their education. The worst part of their challenge is when it comes to technology in the classroom. They are required to incorporate classroom concepts in their daily lives, and the largest part is that their daily lives revolve around technology. Students in the current era must utilize technological tools such as laptops, tablets, smartphones and many more. For students 'veterans, they have limited skills in these technological advancements in the classroom.
The main problem for student veterans is that they are not technology savvy. They do not understand the unique technologies currently used in their classrooms and are also important in the workplace. Competing with peers will be the greatest challenge due to constant technological innovations that were not available in their areas.
The main problem for the challenge is that student veterans have limited perceived effectiveness of technology and different social dynamics. The technology involves complexity in each field. It requires intense support, learning consistency and associated budgets, which can be inherently disruptive to student veterans. Technology is linked with other social dynamics such as privacy, footprint and many more. All these skills are a major challenge to student veterans because they cannot catch up with colleagues in the classroom.
Additionally, forming friendships and relationships at school is difficult because they are 10 to 20 years older than other students. Their experiences are also far apart as compared to other students. To capture concepts in the field of technology requires group discussion, teamwork and diligence. All these requirements can be frustrating for them. For instance, they should learn how to play beer pong, check on Instagram posts and keep with the latest fashion trends to align with other regular students.
Another major challenge is isolation. Student veterans have spent many years in real work and cannot relate to young peers` concerns. They are also struggling with family, school and work. It makes it hard to learn concepts in technology because it requires the most time. The technology field needs utmost dedication to learning because there is multiple complicated mathematics, making it hard for students exhausted.
However, they are solutions that will assist students’ veterans learn conductively in school. There is a need to educating faculty, teachers and learners on the experiences of veterans. They should learn how to treat them well and offer them the services they require to learn. It is no doubt that they will be slow, but with time and sufficient assistance, they will catch up with other students' pace. The school should also enhance access to health and wellness programs to eliminate mental health challenges among students’ veterans. Support services should also be available to facilitate adjustment of veterans and improve connection with other learners. Above all, they should implement classes outside the main curriculum developed to assist students’ veteran population.
