Henry Ford, one of the most prominent entrepreneurs in the history of America and the founder of Ford motor company once said, Obstacles are those frightful things that you see when you take your eyes off your goal. The presence of obstacles or problems in life gives us an opportunity to re-assess our situations and make the appropriate remedies. Ford was cognizant of the role of problems in improving oneself. The ability to reflect on ones progress and make the necessary adjustments can only be achieved if problems exist. For any leadership position, the existence of problems must be viewed as an opportunity to gather momentum and surge forward better prepared than earlier. For educators, it is important to understand how problems impact the learning cycle and develop further strategies of gaining something after a problematic learning experience. But while problems are considered integral to any success story, it is prudent that people steer clear of all manner of problems that can be avoided. In fact, the best way to resolve a problem is to circumvent it.
Profit comes as a result of facing problems
Evans, in his discourse on effective leadership, notes that while everyone is keen to reap on the benefits of leadership, very few are eager to take part in the challenges faced. He mentions that any gain or profit for that matter is preceded by effort. Several hurdles are faced along the way but the profits are quite enjoyable. Essentially, Hodgson & White confirms that for one to achieve, a lot of hurdles and problems are along the way and should be overcome. These problems are to help steer individuals to success. Any effort should expect problems along the way; however, what defines the success is the ability to overcome such problems.
Problems offer individuals a chance to widen his or her thinking. Further, the ability to face obstacles emboldens one to face subsequent challenges with a lot of witticism. Transition through problems gives individuals new perceptions to issues, it presents an opportunity to refocus and pursue the goals further and overcome the problems. Therefore, rather than viewing these obstacles as negative in the pursuance of goals, it is important to view them as opportunities to think afresh for a new strategy of handling things. It is only when one toil through his or her problems that one develops the mettle to overcome them.
Challenges of education
The education cycle is synonymous with several hurdles. The learning process is never linear at all; it is laced with several problems and challenges that have to be overcome if success is to be guaranteed. Shah & Kruglanski remark that problems are integral composites of education and learning that cannot be ignored. It is important for the learners and educators to discover and comprehend that it is impossible to go through any learning process without meeting these challenges. But regardless of the challenges, a sure gain lies ahead.
A deeper understanding of the significance of problems and obstacles in life will enable the teachers to motivate their learners. Any teacher or instructor for that matter is well aware of the immense challenges that the students undergo in through their learning curve. For instructors, the knowledge of the system will enable them to develop very important motivational strategies for the learners as a way of ensuring that the challenges are viewed positively and that coping mechanisms are embraced by the learners to help overcome these challenges. Moreover, through the knowledge of the problems faced in education, educators themselves should be able to learn how to devise the right instructional methodologies to deal with the children who are problematic in their learning continuum. Therefore, problems during the learning process should be viewed as an opportunity to alter the instructional methodology of the learners and adopt a meaningful learning methodology. Conclusively, it is thus admissible that the precept that profit comes as a result of problem applies to both the learners and the educators. Conceptualising the extent to which problems can be used to devise better strategies of improving education and the learning experience as a whole is thus important if true success is to be realised.
Avoidance preferable to solution
Avoiding problems essentially entails putting in place measures that will be able to insulate oneself from any form of problem. Avoiding a problem spares an individual the effort of trying to find solutions for the problem. While not all problems can be avoided, Shah & Kruglanski mention that if there is a possibility of drawing a firewall between oneself and problems of any kind, then it is necessary other than facing them and trying to find solutions later. Based on the common maxim that prevention is better than cure, conventional wisdom dictates that instead of taking the longer route of trying to find solutions to a specific problem, it is relevant for individuals to device ways through which they may never find themselves in these problems. One way of overcoming problems, is to be able to evade them and not go the full throttle of trying to find solutions to them after encountering them.
All educators must be cognizant of the contribution of problems to self improvement and the need to go through problems to harness ones synergy towards better achievement. But while all these indicate the positive attributes of problems, it should not be lost on educators that problems must be avoided at all costs as well. It is important to appreciate the relevance of challenges in the learning curve but it is also crucial to disclose that the best way to solving problems is evading them.
One of the challenges that the education sector face today is a feeble resource foundation. Most educational establishments have a significant deficit of resources that hamper their operations. Based on this deficiency, it is important that all the available resources are channelled towards a course that yields to optimal benefits. Avoiding problems is a very strategic method of ensuring frugality in resource management. Dick discloses that prevention or avoidance of these problems spares the educators and even the earners the headache of spending more resources (time and money) in solving the problem. A problem avoided is a resource saved. The experience of overcoming hurdles, while beneficial ultimately, is an experience that consumes time and even money. For an educator, it is more sensible if the experience of solving a problem is avoided due to the pecuniary and emotional costs that it does to both the learners and the tutors. Therefore, the education sector finds the assertion that the best way to solve a problem is never to have it in the first place quite meaningful.
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Course of actions in ethical situations
Ethical problems, according to Hodgson & White, require ethical solutions. Dealing with problems that arise due to absence of firm ethical principles requires leaders to give a framework through which ethical principles can be imparted to the learners. Learners must be able to take a personal responsibility for their misdemeanour and this can only be effected through an elaborate educational framework. Through teaching these principles, it is impossible to inculcate a culture of responsibility and fidelity to the established rules so that learners for instance, would not want to cheat in their exams not because they are scared of the ensuing repercussions, but because of the fact that it has been ingrained within them that academic dishonesty deprives one of his honour and dignity.
A leader of integrated character needs to seek for solutions that are long term to the problems that are faced and not temporal solutions. Therefore, to propose practical course of actions of preventing unethical conducts or behaviours for that matter, requires the leader to envisage the implications of the proposal in the future. In this regard, the inclusion of ethical studies in the students curricular for instance, will endow them with the knowledge about being personally responsible for ones actions not as a way of avoiding the consequences of those actions, but as a way of understanding that such actions are not acceptable at all.
Dick discloses that there is need to investigate the origin of a character in a bid to address such characters, for instance, unethical issues such as academic dishonesty could be due to a student unprepared for exams. For a leader, there is need to get deeper into the origin of the character rather than addressing the symptoms. Education seems to be the foundation of all remedial strategies for any unethical character. Through education, one not only discovers the rationale behind an action, but also provides a long lasting solution to the problem. Shepard corroborates this assertion by admitting that while unethical behaviours must not be condoned at all, certain characters are responses to deep seated problems that should be addressed.