Leadership Principal-Leadership Initiative A term paper submitted in partial fulfillment of the requirements for the degree of Doctor of Education (Ed.D.) in Leadership course ELSOL 830 Program Planning and Assessment- Dr. Gary Goff By Lawrence V. McCrobie, B.A., MMC. November 2016 University of the Cumberlands Chapter One: Introduction 1 Chapter Two: Literature Review 4 Andragogy Theory 4 Self-Concepts on the Theory 6 Experience with the Theory: 10 Learning Time Frame 11 Self-Direction Leadership and Learning 12 Transformative Learning Theory 13 Chapter Three: Analysis and Findings 15 The time to use Andragogy: 16 Strengths and Weaknesses of Andragogy Theory 17 Comparison between Leadership Initiative and Andragogy 18 Chapter Four: Conclusion 20 References 22  Chapter One Introduction Over the years, leadership and management have been comingled into a confusing doctrine, although in reality, the two terms differ, both in context and practice. My objective is to clearly draw a distinction between the two by focusing on leadership, and especially leadership initiative. Although leaders are managers, because they have the skills and know-how on the discourse, not all managers are leaders (Al-Safran, Brown, & Wiseman, 2014). Familiar as a term in most of the professions and firms, not only should leadership conceptualize solutions to problems, do so with limited options, but also be able to create a unifying blueprint for the achievement of long-term goals. With new information on how various organizations are implementing leadership into their secure systems, typically it meets with initial resistance. Research and data has demonstrated that every firm has a leader, with a role to create advanced strategies for steering the company toward better performance and production. As a discourse offered in schools, the techniques of leadership can be learned, though in reality, there are natural leaders (Al-Safran, Brown, & Wiseman, 2014). Aspects of leadership are present in many areas of the educational field, government institutions, Medicare, and small and large business enterprises. However, this paper will focus on the significant leadership initiatives in educational establishments. With the economy changing at an alarming rate, in recent times, opportunities for adults to attend lectures and learn have opened up (Dinham, 2004). However, a prerequisite is that students and instructors understand and come to terms with “Adult Learning Theories.” Leadership in education is a broad discipline that entails the creation of a better learning environment with the aim of encouraging and motivating groups of students, teachers, staff, even boards of directors, to achieve better results (Knowles, 1970). It should focus not only on the success of the students, but also to instill confidence, values, and commitment to the larger network of connected people. Moreover, it can foster more productive administrative, pedagogical, and socio-cultural conditions necessary for greater success (Marks & Printy, 2003). Adapting the hierarchy, a successful program allows participants to share their views on all matters concerning learning. Achievements and long-term goals depend as much on management skills as they do teaching expertise to motivate, inspire, and learn. Recent data and statistics show that learning systems have changed tremendously through globalization. In the twenty-first century, a democratic system allows students a voice. Additionally, they also have the responsibilities of leadership, creativity, and their own enterprise (Al-Safran, Brown, & Wiseman, 2014), integrating them into the curriculum. Over the course of history, changes have repeatedly posed challenges in leadership methodology in different industries; among those that have adapted and integrated new ideas most successfully has been the school system (Marks & Printy, 2003)—a direct product of stated goals, people willing to carry them out, convincing strategies, and the leadership being prepared to be held accountable for all decisions, right or wrong. Furthermore, not everyone possesses the qualities of originality, confidence, unifying abilities, servant-leader mentality, or intellect to be a leader (Dinham, 2005). With the study of different means and doctrines to promote effective leadership, and the development of various business advisory firms (Knowles, 1970), competition usually leads to the search for better means to improve performance. Better and more elegant ways to achieve it require more knowledge and applications of adult education theories—in addition to the need to educate young people and children, which the global economy dictates. With the competition the education system is experiencing from the private and public sectors (the latter being inferior, due to limited resources), the need never has been greater to focus on management, teachers, and important leadership techniques (Knowles, 1970), notably, adult learning and the means to adapt to the current changes in the system through self-directed and transformative learning. Leadership principals are the standards for rating and maintaining the balance of a discipline's norms. As applied in this instance, adult students are empowered to take responsibility for their actions. By contributing to outlining what is expected of them, more likely the adults’ initiative to accept the idea of late education, the commitment, and all the pros and cons that come along with the system (Marks & Printy, 2003), while aiding in the determination of the students’ expectations. In this paper, we examine the relationship between the adult learning theories and critical leadership initiatives to help the student be more conversant of the education system and able to benefit from it. Chapter Two Literature Review Tin that the fundamental purpose of this paper is to illustrate how major leadership initiatives have helped revolutionize adult learning, this review will focus on three different theories: (i) andragogy (ii), self-direct learning, and (iii), transformative methods. Understanding the relationship between them will help to determine the strengths and weaknesses of each discipline, and also point to suggestions for future strategies. Andragogy Theory History. The teaching of history is necessary to provide the millennial generation with a clear perspective. According to research, before the invention and implementation of andragogy (the means of educating adults), a monolithic teaching system devised by the Monks for children that originated between the seventh and twelfth centuries (Dinham, 2005). The Greeks later developed the system and termed it “pedagogy” from the words “paid” and “agogus,” meaning “child” and “the science of teaching,” respectively. Andragogy is derived from the Greek word for adult, “anere” combined again, as in pedagogy, with the derivation of “agogus.” It was a practice that continued till the beginning of World War II (Knowles, 1970). By the end of the war, several scholars ventured into the discourse to help advance the learning system. Through scientific study research, the discipline of adult educational theories, now known as andragogy, was devised. The first writings to bring attention to the subject appeared in the Journal of Adult Education from 1929 to 1948; the articles had various issues with existing pedagogy, finding that it oppressed adult student. Later, the information came to the attention of Cyril O. Houle, a scholar and author. Houle brilliantly performed an independent scientific study on the discourse (Knowles, 1970), culminating in his first book "Inquiring Mind" published in 1961 (University of Wisconsin Press). Houle’s theory targeted three objectives for adult learning. The book elaborated upon goal-oriented techniques—critical in leadership. According to Houle, it was fair to encourage adults to study and achieve their dreams but through practical means. Houle called for enhanced activity-oriented mechanisms to help diverse groups of adults broaden their interests and objectives towards learning, as well as staying informed and updated on current trends. Knowles already had stressed the importance of knowledge (Knowles, 1970). The book brought interest to many scholars at the time, but Allan Tough (one of Houle's students) made a breakthrough by advancing on Houle’s theory. According to his two articles, “Learning without a Teacher” and “Adults Learning Project,” published in 1967 and 1971, respectively (Knowles, 1970), the term Andragogy refers directly to adult initiative in education. Theory Assumptions. In utilizing art and science specifically to assist adult education, andragogy utilizes the following: (i) learning concepts (ii), the role of the students’ experience (iii), acceptance of the need to learn (iv), an introduction to the methodology. The theory's central tenet is to transform dependency into self-direction. To achieve it, teachers and educators must be involved, directly and indirectly to create strategies to help motivate and inspire, and develop the psychological responsibility to adapt to new ideas. Self-Concepts on the Theory Activist and scholar Malcolm Knowles’s Adult Learning theories demonstrated that learning starts during childhood and continues through to adulthood. The process is different because children depend on their parents or guardians for various necessities such as food, shelter, protection, and education. Adults, on the other hand, do not have such luxuries, because they spend most of their time accomplishing their obligations towards their own families and work (Knowles, 1970). Hence they learn only the compulsory subjects. Consequently, in adulthood, it is difficult to compensate. Knowles further believed that children have the duty to learn; as they grow, the changeover to implementing leadership and decision-making skills begins. Successful learning and application of these techniques, transforms them to adult decision-makers (Knowles, 1970). Along with handing over to adults the psychological authority to make the decisions, hey must accept responsibility for consequences, good and bad. They also need to understand that they will not be making all the decisions about implementing the education platform. Thus, although adults have their responsibilities, once in a school system, they need to defer to their teachers, no matter what age, to teach them to make crucial decisions for their learning mechanism and theories (Marks & Printy, 2003). In classroom environments, students need to follow the leadership initiatives and follow the instructions of the curriculum. Besides self-direction, teachers need to obey work ethics and treat the adults like regular students and set aside pre-judgment and bias (Dinham, 2005). Otherwise, learning is hampered if the environment lacks respect, spirit, and motivation for the student. According to current academic training and standards, adults are supposed to adapt and accept that the school system has changed. They should not in any way compare pedagogy to andragogy (Knowles, 1970). In case there is a comparison, or the two practices become introduced into the learning system, there is a high chance of confusion; students might discrimination or oppression (Marks & Printy, 2003). It is preferable that adult education takes place in private locations to avoid any sense of an unfavorable perception by others. Understanding their expectations, adults are more likely to comprehend that it is their responsibility to create a timetable for their daily activities. With their experience gained over the years, once adults have accepted new approaches, they have the capabilities to cope and get the most out of the study sessions (Al-Safran, Brown, & Wiseman, 2014). Principal leadership starts with oneself. The student needs to learn and understand the basics of the training. Using their life experience to understand and determine the long-term and short-term goals of learning, acquiring new leadership techniques enables them to make better decisions to maximize the benefits. Implication of the Self-Concept: When students create a self-concept, it is easier to focus on how the environment will suit the learner. Most adult learners are usually uncomfortable in surroundings with youths and children, and hence they tend to need special attention. Principal leadership suggests that when training such students, the space that their instruction takes place needs to fit their personality. The decoration, painting, arrangement, and setup should be conducive to adult learning, to create a positive psychological approach to leading (Dinham, 2005), without portraying discrimination, inequity, or the possibility of an interpretation of oppression. How students behave and respond to their teachers can set the tone for environments that create more productive conditions. The practice of pedagogy never gave the adults a chance to learn; current methods have tapped previously unseen potential (Al-Safran, Brown, & Wiseman, 2014). Earlier practices were not democratic, because the management set the policies to be followed by the entire system. With the need to diagnose what adult students already know and understand, they are better channeled to learn new facts and ideas to their experience. It is essential that there is recognition of a supreme law of leadership to properly evaluate situations in which classes with students have different experiences to create a productive pattern for teaching. (Knowles, 1970). Good supervision needs consideration when setting up an adult education center. Not all adults are responsible when it comes to their education, some making assumptions, others living in denial. If not supervised well, adults pretend to know all, and usually stick to what makes them comfortable. With good supervision and leadership initiatives, there are enormous opportunities for students to adapt (Dinham, 2005). Success in this field of diagnosis depends on three different categories: (1) The need to create an evaluation model on speech, parenting, and competence (Marks & Printy, 2003). The information received from the analysis will help in grading the student, and the teacher will learn about their capabilities and address their weaknesses. (2) The minimizing of distraction from the learning process. Because adults spend most of their time taking care of their responsibilities, they have less time for recreational activities that will enhance spiritual, physical, and mental growth. Since age disables them from active sports, technology can help (Al-Safran, Brown, & Wiseman, 2014). Technology transforms familiar sports into virtual games. Brainstorming while playing is not uncommon. Providing entertainment and knowledge, it addresses both sides of the equation. (3) Establishing a focus on how to build a bridge from present to the students’ past and future expectations (Dinham, 2005). Most adult students get emotional when their future is depressing, and reduced prospects of success. By focusing on their powers of comprehension to understand that it is not too late, they can still achieve their dreams. Moreover, the discourse compels the teachers to remain innovative in their leadership and teaching role. It was found that most teachers who develop a standard routine usually lack the means to be creative and develop new ideologies into the practice (Dinham, 2005). An adult teacher needs to understand that most parents know most typical school activities. To create an active learning environment for adults requires the educator to focus upon new methods on catching their attention, while balancing theory and practice, because adults remember both handout notes and visual events. The process of learning needs evaluation; properly conducted demands that the lecturers focus their energy on evidence-based teaching mechanisms, which allows students to be responsible for their academic progress (Knowles, 1970). As teachers provide the outline of their courses, the student becomes compelled to do independent research and later, class discussions. A class leader can maintain the context. Combined, a better chance for individual and group growth is possible through sharing of ideas and resources. Experience with the Theory: Experience is the second assumption of the theory; research has demonstrated that adult learners are a group of grownups from different background and expertise, of age and past encounters play a large part. The new system creates a better opportunity for adults to relate their current and past experience to their learning. A good leadership initiative creates classroom setups and decor familiar to the history of those students who will occupy it (Dinham, 2005). Securing individual stability through familiarity aids in adapting to new ideas. Implication: Andragogy discourse states that experience in adults is a powerful tool that teachers should utilize to advantage. In comparison to adults, whose experiences depend on their geographical location and age, children tend to experience most of the same activities at the same time. Good leadership initiatives can aid greatly in teaching adults, and can consist of more of fieldwork, practice, group discussions, community therapy, and development (Al-Safran, Brown, & Wiseman, 2014), and the early identification and analysis of behavioral changes of the student, so remedies can be offered, if needed. Such students need to be exposed to an ideal global practice through forums, community meetings, and workshops (Knowles, 1970) to enable them mix with their peers share ideas and enhance their way forward in attaining education. Learning Time Frame Adult learning is a complicated process because it involves a lot of responsibility and decision-making, while also making a livelihood. Employment in an organization comes with a period of being on probation to learn the systems and how the company works. Either they learn out of necessity, or risk losing their jobs (Dinham, 2005). Initially, adults focus only on the essentials; after a while, they will require advancing their education to improve their opportunities within the company, or to seek better employment. Because adults have limited time to exploit their options in the education platforms, first, their access to the system and availability of resources needs to be considered. Grownups’ resources and experience are directly tied to their jobs; to acquire more information and knowledge they need to put in additional effort. After initially being hired, new employees require orientation of the system and its organization (Knowles, 1970). Directions usually take place on the first day of reporting, and include the policies governing the company, getting acquainted with the employees, and especially, management and other executives. Without understanding their duties and the function of their departmental to the organization, the process of having been shown them might not be enough. Within any group are individuals with different personalities and experience backgrounds—various age groups, gender, and marital status—which can strengthen the discourse, but also act as a limitation (Knowles, 1970). The effective adult teacher needs to consider all these factors to minimize the chance of discrimination, racism, and oppression. Self-Direction Leadership and Learning Research has demonstrated that identification of one’s capabilities allows one to know what is achievable; such self-direction toward attainable goals has elevated the practice of andragogy. Success promotes increased focus upon one’s inherent abilities, commitment to the long term, and capacity to adapt to new systems. Self-direction enables the individual development of spirit, effort, and leadership (Knowles, 1970). The spirit, as a complicated part of self-direction, deals with students’ beliefs in their capabilities, while propelling them to seek for better and more approaches to deal with their difficulties—creating room for passion, vision, and leadership skills (Al-Safran, Brown, & Wiseman, 2014). Such efforts create a situation in which dropping out or discontinuing studies is no longer an option. Instead, the adult student looks only for solutions to challenges. Promoting trust, and caring relationships between the parties enhances their active participation. Learners with a common goal are usually active in class sessions. Positive attitudes through asking questions in active class sessions, adult students are more inclined to follow the teacher's instructions and recommendations (Knowles, 1970). Respecting each other’s ideas, when clarity is needed, students find it through an orderly manner by providing evidence to back up their claims. While trying to limit mistakes, when they occur, there must be room for forgiveness. Creating community-based projects, too, offers the opportunity for growth among the group members by raising awareness of what the platform needs, and how positive results might be attained. Learning, as a group effort, benefits the students’ and teachers’ involvement. (Marks & Printy, 2003) And certainly, the relationship-based system has a significant influence on adults by building confidence and trust among themselves, as well as taking responsibility for their duties and academic tasks. Transformative Learning Theory The transformative theory is one of the most used principles for a decade. With the increase in the number of students and also an elevating interest among adults to further their education, learners needed information on how to go about the entire process. Jack Merizow, a known scholar, and author created and designed the roots of the Transformative Learning Theory. About learning as a process, it helps individuals justify their beliefs, norms, values and morals through assumptions (Marks & Printy, 2003). Also, the method is a success because its roots come from a scientific study on women with the interest of learning after World War Two. The theory also depends on reflection and conscious. To elaborate, adult learning is all about thoughts and the conscious. Since reflection is part of transformative learning, then educators need to consider and add its platform in education. Adults respond positively towards familiar surroundings and teaching methods because these locations assist in boosting their memory and sense of recognition (Al-Safran, Brown, & Wiseman, 2014). In addition, the theory makes the mind and other external parts of the body part of the learning system, allowing students to concentrate. Also, there is the influence of emotions when making leadership decisions; teachers are prominent people who should not make judgment through emotions because of the critical reflection of the past events (Al-Safran, Brown, & Wiseman, 2104). But it is their duty to understand and acknowledge the behavior patterns of the students. By doing so, they have the upper hand in creating a better and friendlier program for the adult learners. Transformative learning also brings in the use of technology to help in the creation of better means of educating adults with more responsibilities and less time to attend lectures. The platform has e learning that is used worldwide by most parents because of its convenience and advantages. It has a platform that students can access at any time of the day and night and access their assignments and also notes. Moreover, it has online streaming classes that prove to be useful for students who learn at home or work (Marks & Printy, 2003). The principals of the method only require the adult student to possess electronic devices like computers and the Internet. Chapter Three Analysis and Findings Principal leadership and Andragogy analysis assist in understanding how and when to apply the method in adult learning. When using the method, the instructors need to determine whether it will be through the direct and indirect means. In short, the instructor needs to know when to apply unknown and known concepts (Dinham, 2005). When introducing an unknown concept to the students, the instructor needs to use a direct means of issuing instruction and guidelines n class. The efficient method needs to address all the relevant sections of the course and also educate the students on the importance of the process to assist in the motivation of the students (Dinham, 2005). Learning needs a structure that is familiar to the students especially when the discourse is unknown. When creating such a design the instructor needs to focus on the background of the adult learners and it should address the topic in simple and direct terms. Also, the students need to have a clear understanding of what, why, when, and how they are learning the discourse. Moreover, its analysis comes to terms with the fact that the students have total control over the learning environments because it all depends on the element of self-direct. The system also takes the responsibility to design a structure that encourages individual student and group leadership growth. The structure is usable in several setups like isolated and shared geographical locations that favor learning (Dinham, 2005). A good example is an analysis of computer programming learning that depends on the memorizing code, but the resources are limited. To exploit the method, there is the need to focus on an appropriate way that enhances memory stimulation and student growth. According to research the process requires the student to be in a significant environment that promotes self-directness hence creating an opportunity for the students to develop interpersonal and intrapersonal leadership dimensions. These elements are the key determinants of growth and development among the students and the instructors. Also, it is a thoughtful consideration to applying MacGregor’s X and Y theory of management. The X and Y theory focus on the practice-based involvement of the students toward the learning method (Dinham, 2004). With such support from the system and environment, the student tends to learn adequate skills from the instructor and fellow colleagues for a duration of time, based on their experiences. The time to use Andragogy: Leadership initiatives can be applied to several firms with different discourses, notably, in community-based programs having the opportunity for students to build social skills. Such locations have better management and strategies to create independent learning programs to cope with the current education trends. The system outline is as follows: Type of learning Memory stimulation process – Apply the skills Relationship studies – Generic skills operation Learning Mechanism Teacher and student-centered method Education Focus Interdisciplinary Topic Domain Problems Group Learning Individual to pairs and then to groups. Interactive Learning Support learning Cognitive Learning Emotional Learning Strengths and Weaknesses of Andragogy Theory Strengths: Andragogy is an open system that encourages independence among students; it also promotes self-direction among students. The two factors have created a platform that offers most students the means to choose or create a learning environment that enhances their growth and environment (Knowles, 1970). Performance analysis of the adults’ life experience allows the system to be tailored to them. As a result, they learn what is necessary. Being applicable to a wide range of educations systems, this approach to adult learning is a major, practical-based method that helps grown-ups advance their skills, share necessary information among themselves and with their instructors (Knowles, 1970). Being second to none, it is because designing the leadership principals initiatives depends on the student's know-how and experience towards the discourse. Weaknesses: A questionable factor of the theory is regard to the environments in which it attempts to make applications. Adult learning depends on the system for development and growth, experience and readiness to learn always being factors leading to the limitations of the exercise. Because most adults in the class have different backgrounds, experience, age, and sex, it is difficult for an instructor to create a training guideline without consulting the students at the specific time. Therefore, when designing and implementing the theory, there is less information to back up its origin (Dinham, 2005). Lack of sufficient proof towards one of the most conventional approaches to adult learning has created a lot of questions to the practitioners, worldwide (Knowles, 1970). In that the evidence and its design are unpredictable, instructors can adapt any system to help achieve the aim of the doctrine, which results in an unstable curriculum. Possible Recommendations: Since the system embraces independent structures, there is a need to create a unified and standard method. The idea behind the claim is to build a system that can accommodate students from different areas, not only to create the opportunity for late application and class attendance, but also to bring unity into a system that can be developed by several institutes and communities, while treating the students as one, despite their different backgrounds and experiences (Knowles, 1970). Moreover, since the system is self-directing, there need to be better policies to enable the instructor to perform his or her duties (Knowles, 1970). Hence, reforms will help in defining the role of both the adult student and teacher. In creating mutual respect between the parties, the learners realize that they cannot challenge their teacher without a solid case to do so. Comparison between Leadership Initiative and Andragogy Leadership initiatives and andragogy were developed to offer better strategies for the creation and deployment of adult educational outlines. The two systems promote leadership, development, and growth. Both of them have policies that govern their practice to enable self-discovery, willingness, and development, and growth (Knowles, 1970). Over the years, the systems have proved to be very influential in decision-making relative to protecting individual beliefs while questioning the norms. However, leadership initiatives contradict andragogy by having a path and structure that the student follows to be successful. Leadership skills and andragogy can, however, be adaptable, respectively; however, to implement the theories and strategies requires a suitable platform (Marks & Printy, 2003). Through various organizations to help educate students, the structures of leadership initiatives are uniform. On the other hand, andragogy has no uniformity; it uses the leadership skills of the instructor and learners’ experience to create an independent platform. Chapter Four Conclusion Leadership initiatives have enhanced of newly introduced techniques in the worlds of education and business. Because most of the skills promoted by such methods apply to daily activities, instructors can create more relevant policies and teaching outlines. Various methods have been demonstrated by research to assist in the advancement of leadership initiatives through supporting the larger discourse, such as transformative principles, self-directed study, and the specialization of andragogy. In turn, self-concept, available educational resources, and friendly environments—assumptions of adult learning theories—guide the instructor. Andragogy theory also sets policies; to use them the instructor needs to consider the following factors: While planning the outline the instructor needs to involve the students. Students’ experience should form the backbone of the structure; failing to take these factors into consideration can result in traits of unintended discrimination and oppression. The system is trying to eradicate inequality. Aside from course outlines, environmental conditions need to be considered. They can be either on a personal or group level, which will dictate the requirements for individual training or classes. The physical surroundings should be deigned to enhance self-reflection and motivation. Both leadership initiatives and andragogy have various pros and cons, though most of the disadvantages are decision oriented. Most of the cons, common to any weak and inconsistent system, depend on the instructors’ ability to develop an ideal approach towards the discourse. By choosing to use the adults’ experience to draft the outline, the system can stabilize sufficiently to be implemented in several class sessions. With the disadvantage of limited time for these students to learn, the process will continue until the adult retires. Adults are motivated to study, either, to upgrade their knowledge, or to advance in their job opportunities. References Al-Safran, E., Brown, D., & Wiseman, A., “The effect of principal’s leadership style on school environment and outcome,” Research in Higher Education Journal, 22 (February 2014): 1-19. Dinham, S., “Principal leadership for outstanding educational outcomes,” Journal of Educational Administration, 43, 4 (2005): 338-357. Knowles, M. S., THE MODERN PRACTICE OF ADULT EDUCATION, From Pedagogy to Andragogy (Cambridge, UK: Cambridge Adult Education, 1970). Marks, H. M., & Printy, S. M.. “Principal Leadership and School Performance: An Integration of Transformational and Instructional Leadership,” Educational Administration Quarterly, 39, 3 (August 2003): 370-397. McCrobie Letter of Inquiry McCrobie Leadership Principal-Leadership Initiative iii