UNV 104 21st Century Skills – Communication and Information Literacy Essay

UNV 104 21^st Century Skills – Communication and Information Literacy Essay

UNV 104 21^st Century Skills – Communication and Information Literacy Essay

Three important qualities an effective leader must possess are emotional intelligence, being a servant, and excellent communication skills. Leaders must be able to empathize with their followers in order to understand and relate to them. They must also be able to detach from the situation emotionally, in order to make sound decisions that may be unpopular or difficult. Finally, leaders must have excellent communication skills in order to articulate their vision and motivate their followers. An effective leader is a combination of skills and ability to influence others in different settings or backgrounds.  A leader must be able to detach from a give situation to be able to analyze from a distance, this gives them some objectivity when dealing with people of different personalities. A successful leader should strive for emotional intelligence, being a servant, and excellent communication skills.

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Emotional Intelligence

Emotional intelligence is a critical skill to have a moderate level of, in order to be an effective leader. To be effective, leaders need to be able to understand their own emotions and the emotions of those around them. They need to be able to regulate their own emotions, respond effectively to the emotions of others, and create a positive emotional environment (Issah, 2018). Emotional intelligence skills are essential for both personal and professional success. Leaders who are emotionally intelligent are better able to manage stress, make better decisions, build relationships, and motivate others.

One of the five elements of emotional intelligence is self-awareness. By knowing values, personality, needs, and habits and emotions, and how they affect ones actions and the actions of others, leaders will be better to manage stress, improve decisions, and ultimately lead others to do the same (Issah, 2018). This is an example of leading by example and setting the culture. Self-awareness is key to developing the other four elements of emotional intelligence; it is about understanding one’s own emotions and how they impact behavior. When a leader has self-awareness, they can better manage reactions in difficult situations and stay in control during challenging conversations.

As a leader being self-aware actively reflect on how others perceive their words and actions and how others perceive their words and actions to change their approaches so they can lead their peers more effectively. Self-awareness leads to personal control and growth that helps leaders use their strengths to guide the team to the best outcomes (Issah, 2018). It is a critical skill in many work places, which have effective leaders. Leaders who are emotionally intelligent are better able to understand their own emotions and moods, as well as the emotions and moods of the people around them. This understanding allows them to be more effective in their interactions with others and better able to manage change. Self-awareness is also important for leaders because it allows them to stay grounded in reality. When a leader has a high degree of self-awareness, they are less likely to get caught up in their own ego and instead can stay focused on the task at hand. They are also more likely to be open to feedback and willing to learn from their peers.

Servant Leadership

Servant Leadership is a leadership philosophy built on the belief that the most effective leaders strive to serve others, rather than taking power or control. Many leaders claim to practice servant leadership, but few actually walk the talk. True servant leaders are rare. They genuinely care about the people they lead and are committed to helping them grow and succeed (Yadav & Lata, 2019). They view themselves as teachers and mentors, not just bosses. And they put the good of the group above their own personal agenda.

This is a leadership that focuses on ethics before personal gain. The magnum opus of Robert Greenleaf, servant leadership argues that the most effective leaders are servants of their people. Servant leaders get results for their organization through whole-hearted attention to their followers and followers’ needs. Servant Leadership is a term coined by Robert Greenleaf in his 1970 essay titled “The Servant as Leader” (Decker & Cangemi, 2018). The concept has been expanded upon by subsequent authors, and there is no one clear, concise definition of it. However, in general, Servant Leadership refers to a leader who puts the needs of others before their own and who works to empower those around them.

Servant leadership puts an emphasis on collaboration, trust, empathy and ethics. The leader should be a servant first, leading from a desire to better serve others and not to attain more power. The idea is if the leader focuses on the needs and desires of followers, followers will reciprocate through increased teamwork, deeper engagement, and better performance (Decker & Cangemi, 2018). Servant leaders genuinely care about the people they lead and are committed to helping them grow and succeed. They view themselves as teachers and mentors, not just bosses. In addition, they put the good of the group above their own personal agenda.

Clear Communication

Clear communication entails transparency of what is expected from peers or team as part of the overall success; it is important that everyone is on the same page and knows what is expected from them in order for the team to be successful. Transparency from leadership is essential. Leaders should be open and honest with their team, and they should provide clear direction so that everyone understands the vision and knows what they need to do to help achieve it.

Clear communication skills help leaders to define the goals of team members clearly. It also helps understand team members’ goals and desires. Leaders who can communicate effectively can help team members understand the goals they are trying to achieve (Yadav & Lata, 2019). When everyone is on the same page, it is easier to work together towards a common goal. Clear communication also helps to build trust within a team. When team members know that they can rely on each other to relay accurate information, it reduces the chances of miscommunication and conflict. Ultimately, this leads to a more cohesive and productive team environment.

 Effective communication skills also help foster an open and good rapport between leaders and their teams, which increases productivity and efficiency. Transparency of what the mutual goals or overarching guidelines for the individuals to see the why behind the words. In order to ensure clear communication, leaders should make sure that they are well-prepared before giving instructions, use simple and direct language, and avoid using jargon or technical terms that may be unfamiliar to team members (Decker & Cangemi, 2018). They should also be patient when answering questions, and take the time to make sure everyone understands what is being asked and what is expected of them.

Conclusion

There are qualifications of good leadership and bad leadership, and there are also qualifications of great leadership. The best part is that leadership skills can be learned and achieved and great strides towards being a great leader. The definition of leadership is the behavior of an individual when he is directing the activities of a group with a focus on a main goal.  It is the process of influencing the organized group towards this goal achievement, as well as providing direction to collective efforts to achieve the objective.

References

Decker, P. J., & Cangemi, J. P. (2018). Emotionally intelligent leaders and self-actualizing behaviors: any relationship?. IFE PsychologIA: An International Journal, 26(2), 27-30. https://hdl.handle.net/10520/EJC-119bbb7dac

Issah, M. (2018). Change leadership: The role of emotional intelligence. Sage Open, 8(3), 2158244018800910. https://doi.org/10.1177/2158244018800910

Yadav, R., & Lata, P. (2019). Role of emotional intelligence in effective leadership. International Journal on Leadership, 7(2), 27-32. https://d1wqtxts1xzle7.cloudfront.net/66056285/Role_of_Emotional_Intelligence_in_Effective_Leadership-with-cover-page-

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Assessment Description
Now that you have written the outline for your essay, it is time to write the first draft.

Review the attached “Writing a Five-Paragraph Essay” resource to help guide you through the structure of a five-paragraph essay.
Review the media piece The Writing Process to help you prepare your first draft.
Review your outline feedback from your instructor to help you prepare your first draft.
Write the first draft of your five-paragraph expository essay, which should be 750-1,000 words.
Review the First Draft Rubric to help you make sure all elements are present in your essay. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Review the attached “Essay Checklist” to help you review and make sure your essay includes the following:
An introductory paragraph with a thesis statement.
Three body or supporting paragraphs.
A concluding paragraph.
In-text citations and a reference page. (Remember to reference and cite any supporting information you are taking from your articles-if it is not your original thought, there needs to be a citation and reference.)
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

Submit the completed First Draft to LopesWrite and review your report BEFORE submitting to your instructor. Access the additional instructions on how to understand your report in your resources.

Rubric Criteria

Collapse All Rubric CriteriaCollapse All

Selects an Appropriate Topic and Explains the Topic Using Researched Factual Information

25 points

Criteria Description

Selects an Appropriate Topic and Explains the Topic Using Researched Factual Information

5. Target

25 points

Selects an appropriate topic and explains the topic using researched, factual information, uses at least three peer-reviewed resources (one peer-reviewed article per supporting paragraph) to support subtopics and provides in-text citations and references.

4. Acceptable

21.25 points

Selects an appropriate topic and explains the topic using researched, factual information and uses at least two peer-reviewed articles with in-text citations and references.

3. Approaching

18.75 points

Selects an appropriate topic, explains the topic using somewhat vague information, and uses researched and factual information from at least two articles to support each body paragraph with in-text citations and references.

2. Insufficient

16.25 points

Selects an appropriate topic. Essay does not appropriately use factual information and research to support body paragraphs.

1. Unsatisfactory

0 points

Does not select an appropriate topic and does not explain the topic using researched, factual information.

Word Count

5 points

Criteria Description

Word Count

5. Target

5 points

Body of essay is written within the word count range.

4. Acceptable

4.25 points

Body of essay is over or under the word count by 50 words or less.

3. Approaching

3.75 points

Body of essay is more than 50 but less than 100 words over or under the word count.

2. Insufficient

3.25 points

Body of essay is more than 100 words over or under the word count.

1. Unsatisfactory

0 points

Word count is less than half the minimum or more than double the maximum.

Thesis Development and Purpose

25 points

Criteria Description

Thesis Development and Purpose

5. Target

25 points

Thesis and/or main claim are comprehensive; contained within the thesis lists the three subtopic areas that will be discussed within the body paragraphs of the paper. Thesis statement makes the purpose of the paper clear.

4. Acceptable

21.25 points

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive, reflective of the arguments, and appropriate to the purpose.

3. Approaching

18.75 points

Thesis and/or main claim are apparent and appropriate to purpose.

2. Insufficient

16.25 points

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

1. Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

Introductory Paragraph

5 points

Criteria Description

Introductory Paragraph

5. Target

5 points

Introduction expertly begins with a hook sentence, introduces topic, and ends with a thesis statement. Introduction is comprehensive and insightful with Important details.

4. Acceptable

4.25 points

Introduction clearly begins with a hook sentence, introduces topic, and ends with a thesis statement. Introduction is strong with important details.

3. Approaching

3.75 points

Introduction adequately begins with a hook sentence, introduces topic, and ends with a thesis statement. Introduction is limited and lacks important details.

2. Insufficient

3.25 points

Introduction inadequately begins with a hook sentence, introduces topic, and ends with a thesis statement.

1. Unsatisfactory

0 points

Introduction omits beginning with a hook sentence, introduces topic, and ends with a thesis statement.

Body Paragraph 1

5 points

Criteria Description

Body Paragraph 1

5. Target

5 points

Paragraph builds logically on subtopic identified in thesis statement. Paragraph exhibits coherence, and cohesiveness with other paragraphs. Topic sentence and concluding remarks are appropriate to purpose. All instructor feedback from previous assignments is incorporated.

4. Acceptable

4.25 points

Paragraph builds logically on subtopic identified in thesis statement. Paragraph exhibits coherence, and cohesiveness with other paragraphs. Topic sentence and concluding remarks are appropriate to purpose. Most instructor feedback from previous assignments is incorporated.

3. Approaching

3.75 points

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to the thesis statement. Does not fully apply instructor feedback from previous assignments.

2. Insufficient

3.25 points

Paragraph may lack logical progression of ideas, unity, coherence, and/or cohesiveness with the thesis statement. Some degree of organization is evident. Does not apply instructor feedback from previous assignments.

1. Unsatisfactory

0 points

Paragraph consistently lacks coherence to thesis. No apparent connections between paragraph and the rest of the paper are established. Topic sentence is inappropriate to purpose and scope. Organization is disjointed.

Body Paragraph 2

5 points

Criteria Description

Body Paragraph 2

5. Target

5 points

Paragraph builds logically on subtopic identified in thesis statement. Paragraph exhibits coherence, and cohesiveness with other paragraphs. Topic sentence and concluding remarks are appropriate to purpose. All instructor feedback from previous assignments is incorporated.

4. Acceptable

4.25 points

Paragraph builds logically on subtopic identified in thesis statement. Paragraph exhibits coherence, and cohesiveness with other paragraphs. Topic sentence and concluding remarks are appropriate to purpose. Most instructor feedback from previous assignments is incorporated.

3. Approaching

3.75 points

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to the thesis statement. Does not fully apply instructor feedback from previous assignments.

2. Insufficient

3.25 points

Paragraph may lack logical progression of ideas, unity, coherence, and/or cohesiveness with the thesis statement. Some degree of organization is evident. Does not apply instructor feedback from previous assignments.

1. Unsatisfactory

0 points

Paragraph consistently lacks coherence to thesis. No apparent connections between paragraph and the rest of the paper are established. Topic sentence is inappropriate to purpose and scope. Organization is disjointed.

Body Paragraph 3

5 points

Criteria Description

Body Paragraph 3

5. Target

5 points

Paragraph builds logically on subtopic identified in thesis statement. Paragraph exhibits coherence, and cohesiveness with other paragraphs. Topic sentence and concluding remarks are appropriate to purpose. All instructor feedback from previous assignments is incorporated.

4. Acceptable

4.25 points

Paragraph builds logically on subtopic identified in thesis statement. Paragraph exhibits coherence, and cohesiveness with other paragraphs. Topic sentence and concluding remarks are appropriate to purpose. Most instructor feedback from previous assignments is incorporated.

3. Approaching

3.75 points

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to the thesis statement. Does not fully apply instructor feedback from previous assignments.

2. Insufficient

3.25 points

Paragraph may lack logical progression of ideas, unity, coherence, and/or cohesiveness with the thesis statement. Some degree of organization is evident. Does not apply instructor feedback from previous assignments.

1. Unsatisfactory

0 points

Paragraph consistently lacks coherence to thesis. No apparent connections between paragraph and the rest of the paper are established. Topic sentence is inappropriate to purpose and scope. Organization is disjointed.

Conclusion

5 points

Criteria Description

Conclusion

5. Target

5 points

Expertly provides conclusion which restates the thesis in different words. Conclusion details are comprehensive and insightful.

4. Acceptable

4.25 points

Clearly provides conclusion which restates the thesis in different words. Conclusion details are strong, showing sound analysis.

3. Approaching

3.75 points

Adequately provides conclusion which restates the thesis in different words. Conclusion details are somewhat limited

2. Insufficient

3.25 points

Inadequately provides conclusion which restates the thesis in different words.

1. Unsatisfactory

0 points

Omits conclusion which restates the thesis in different words.

Mechanics of Writing

5 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Target

5 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

4. Acceptable

4.25 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

3. Approaching

3.75 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

2. Insufficient

3.25 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

1. Unsatisfactory

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

Paper Format

5 points

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

5. Target

5 points

All format elements are correct.

4. Acceptable

4.25 points

Appropriate template is fully used; There are virtually no errors in formatting style.

3. Approaching

3.75 points

Appropriate template is used, and formatting is correct, although some minor errors may be present.

2. Insufficient

3.25 points

Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

1. Unsatisfactory

0 points

Appropriate template is not used appropriately or documentation format is rarely followed correctly.

Citations and References

10 points

Criteria Description

Citations and References: In-text citations and references are in APA Style

5. Target

10 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Acceptable

8.5 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Approaching

7.5 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Insufficient

6.5 points

Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.

Total100 points