You will be required to write 200–250-word replies to at least 3 of your classmates’ threads. In your replies, expand on the discussion by analyzing and building upon the thread and incorporating at least 1 scholarly reference in each reply. Integration of Scripture is encouraged, but is not required. Assertions must be supported by in-text references in current APA format. Use first person and single-spaced formatting and indent new paragraphs. Your threads and replies must be well written, well organized, and focused. Zarod Capers Forum 3 COLLAPSE Forum 3 Which of the different skills addressed by Jacobs et al. and Corey et al described and demonstrated different leadership skills during this week’s reading? As I reflect on my own leadership style, I ask myself which of the skills described in this week’s reading will be easy and which will be difficult to incorporate into my own leadership style. I will say my biggest opportunities for growth will be active listening and mini -lecturing and information giving, as it reflects my own leadership style (Jacobs, Schimmel, Masson, & Harvill, 2016). Based on my DISC assessment (personality test) I am a very expressive, meaning I enjoy voicing my opinion (Carbonell, 2011). Sometimes that can get in the way of allowing others to share while I actively listen. Mini — lecturing will be an issue as well, because my strong Alpha may take over the group. However, my dominate and inspiring personality trait allows me to master use of voice, identifying allies and modeling and self-disclosure. This is true as it relates to my leadership style, because people recognize my seemingly natural leadership skills. I stand out because of my confidence and optimism. I am sought after to take charge and make things happen. I am often viewed as a successful person because of my ability to direct and influence others. (Carbonell, p137, 2011). As a person grows as a leader they will evolve and use different styles over time. Obedience, power, and status can impact the leaders and members of a group. Power and status can affect how a member interacts with the leader. The way a member views their leader will determine the skills needed, as discussed in Jacob’s books. Being obedient and disciplined also plays a part in the success of the group. The leader must maintain order, so that the group functions in a way that everyone benefits from it. References Carbonell, M. How To Solve The People Puzzle. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/MBS1878948/ Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling: Strategies and skills. Second reply: Isa Connelly Group Leadership Skills COLLAPSE As I read the assigned readings this week, I made the determination that I am mainly a transactional leader. I can see some emerging skills within myself in regards to transformational skills, but more experience and training is needed (Forsyth, 2019). A transactional leader is skilled in recognizing achievements, providing direction and feedback for the group, defining expectations, negotiating for resources, supervising, and intervening when appropriate (Jacobs, Schimmel, Masson, & Harvill, 2016). I have some work to do as I focus on improving my group leading skills to that of a transformational level. Some difficulties include challenging members with high standards as I attempt to inspire others. This is a difficult aspect for me as I am so used to just barely keeping my head above water and I have the tendency to project that feeling as we attempt to accomplish tasks as a group. I enjoy engaging with people on an individual level (a characteristic of an ideal transformational leader) but I feel I lack the energy necessary to develop and coach people beyond that (Forsyth, 2019). In the readings, we learn optimal attributes for an effective group leader. Some skills that come easy to me include active listening, clarification and questioning, linking, mini-lecturing, tone-setting, encouraging/ supporting and modeling/ self-disclosure (Jacobs, Schimmel, Masson, & Harvill, 2016). Personally, I find it very enjoyable to identify even the smallest improvements and victories and encourage those around me. In a group setting, I enjoy reading the body language of the members in an effort to further the conversation and set an affable tone. Digging down to the heart of the matter is fun for me, a hobby of sorts, and clarifying the main issue comes easily to me. We have all been blessed with gifts from God and I believe, at this stage in my life, I should be able to identify a few of those gifts. Some skills that are not a natural thing for me and need continued sharpening include the skill of reflecting, summarizing, identifying allies, and developing a keener sense of multicultural understanding. In reference to reflecting, I just plain forget to do it. I like to move forward and reflection happens in my mind, but my lips forget to voice it. Reflection is extremely important in order to keep the entire group on the same page while also allowing the individual member to feel that he/ she is being understood accurately (Jacobs, Schimmel, Masson, & Harvill, 2016). Summarizing is in the same vein as reflection as specific details are pulled from the speaker’s points in an effort to focus the group on the same raised concern. This does not come easily for me on the outside of my brain- but it is happening inside- I just forget to voice it and give the credit to the speaker. I tend to see the issue and run with it, all by myself. It would be an exercise in cohesion if I could learn to voice the great points made by group members and give them the credit for allowing the group to dig deeper. Multicultural competence is, I believe, an ever changing skill which will always need revisiting and continued education. We can always know more than we do about the cultures, taboos, and acceptable norms for all of God’s children. Just acknowledging the fact that the group is inherently different from one another while at the same time being inherently similar as children of God- bound together in love and a desire to understand, a group can build upon that foundation and become ultimately effective. Forsyth, D. (2019). Group dynamics (7th ed.). Cengage Learning Inc,. Boston, MA. Jacobs, E., Schimmel, C., Masson, R., Harvill, R. (2016). Group counseling: Skills and strategies (8th ed.). Cengage Learning, Boston, MA. Third reply: Rosalind Hilkey Leading Group Sessions COLLAPSE Groups are known to prosper with a positive leadership influence. In general, people prefer to be led than to be leaderless, which leads to promoting the group-level process that evaluates members who have inherent characteristics of either task or relationship-motivated leadership skills (Forsyth, 2019). The emergence of leaders can be determined by identifying traits in an individual that are likely suitable to move the group forward towards common goals. Traits such as expertise, mental and emotional intelligence, creativity, conscientiousness, organized, self-controlled, achievement-oriented, and comfort or willingness to speak are common and desirable leadership competencies (Forsyth, 2019). Sometimes leaders are moved forward by a group simply due to unchallenged bias such as the way someone looks. The implicit leadership theory (ILT) states that individuals in groups may be unaware of what drives their actions towards or away from leadership candidates. Group members are more likely to be acting upon preconceived ideas of leadership qualities that are believed to produce successful outcomes for the issue at hand (Forsyth, 2019). I have a democratic relationship-motivated leadership style stemming from my personality that presents confidently and relies on emotional intelligence when navigating and motivating groups. I use keen perception to link member commonalities while managing tone, energy, and pace (Jacobs et al., 2106). Active listening, using reflection and clarification, encouraging, and relaying pertinent information are observable skills needed for leading a group. More subtle skills such as the use of the eyes, tone of voice, energy, and self-disclosure as a means of modeling are powerful group influencers initiated by the leader (Jacobs et al., 2106). The most effortless group skills based on my leadership style promote a connection between members and the leader, so it is no surprise that the most challenging skill is in confronting, which identifies the error of an individual’s action causes isolation rather than promoting inclusion. Although I do not have a problem confronting people one on one, I have yet to learn how to confront in a group setting effectively. A democratic relationship-motivated leadership style promotes an agreed-upon “obedience” to leadership direction allotted by the groups endorsing power and status given to their leader(s). Of course, not all groups function well in this format, particularly when goals are mandated, such as in the case of an anger management learning group. The democratic group likely relies on referent leadership power based on mutual respect, but a more structured approach is likely needed with resistant participants (Forsyth, 2019). A court-appointed group leader would demonstrate a legitimate expert power stance to provide the structure needed to engage resistant group members. A hierarchical structure is likely to evoke more obedience; therefore, a court-appointed group leader would demonstrate status by exhibiting behaviors that signal deference and submissiveness (Forsyth, 2019). References Forsyth, D. R. (2019). Group dynamics (7th ed.). Boston, MA: Cengage. ISBN: 97811337408851. Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling: Strategies and skills (8th ed.). Boston, MA: Cengage. ISBN: 9781305087309.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.