Showing papers on "Leadership development published in 1990"

The japanese meaning of work and small group activities in japanese industrial organizations

Abstract: Japan has modernized itself by using Western countries as its model of development. Japanese management is, however, not necessarily an imitation of European or American management. It is unique and deeply rooted in the tradition of Japanese society, which has nourished such practices as periodic recruitment of employees, life-time employment, seniority wage system and company unions. In this paper, the meaning of Japanese working Life. work motivation and values will be discussed first. This is followed by a review of Japanese manager-employee relations from the standpoint of the author's PM leadership theory. Finally, organizational development experience in the Nishitetsu Railroad Company and the Mitsubishi Shipyard will be presented to illustrate intervention schemes in solving accident and safety problems with special reference to leadership development and small group activities.

How are We Preparing Nurse Leaders?: A Study of Baccalaureate Curricula

Abstract: What is leadership? Is it different from management? If so, how is it different? This study was designed to achieve several purposes: to clarify the conceptual differences between leadership and management; to identify the leadership/management concept included in baccalaureate programs in nursing; and compare and contrast the program content with the conceptual definitions. A review of eight program components contained in the National League for Nursing Self-Study Reports of 10 accredited programs in the mid-Atlantic region was conducted to achieve these purposes. This analysis revealed that despite their conceptual differences, nursing faculty generally use leadership and management interchangeably, and the emphasis in most programs is on management training rather than leadership development.

Research in education management and policy : retrospect and prospect

Abstract: Part 1 Research issues: research on school/organizational effectiveness - the end of the beginning, David Reynolds institutional leadership - issues and challenges, Meredydd Hughes the management and development of staff, Ray Bolam managing learning, Brian Wilcox the management of resources - limited research effort on major issues, Bill Dennison. Part 2 Case studies: micropolitical processes - negotiating the implementation of change in schools, Hugh Busher managing computers as a resource in secondary schools, David Lancaster TVEI and wider implications of technology in education, Colin Morgan the audit commission and accountability, Pamela Young. Part 3 Research reports: primary school headship - a review of research, Alan Coulson preparing for the "new inset" - external agency intervention in the management of inservice training and staff development, Karen Evans leadership development in universities, Robin Middlehurst some implications for educational management of findings from the ILEA's junior school project, Pam Sammons and Louis Stoll. Part 4 Methodological issues: codification, classification and prescription in teachers' contracts, Patricia Leighton evaluating local management of schools - establishing a methodological framework, Rosalind Levacic gender and school management, Colin Riches policy making, unintended consequences and transformative change in education, Mike Smith. Part 5 Models: middle management in secondary schools - a research agenda, Peter Earley and Felicity Fletcher-Campbell coupled arrangements in split-site schools, Colin Jarvis school staff employment trends in the maintained sector - some agendas for research, Ron Stenning researching local management of schools - the case for multiple perspectives, Tim Simkins changes in assessment - issues in the management of learning, Harry Torrance secondary school headship - a review of research, Dick Weindling. Part 6 Overview perspectives: methodological dialogue, Sara Delamont and Michael Locke conclusions, Rene Saran and Vernon Trafford.

Leadership Training on the Bergen Fjord: A Case Study and Evaluation

Abstract: After working together in teams for a year, 24 Norwegian naval cadets participated in a 4-day exercise. Interpersonal ratings were collected before and after. Performance data were collected in the field. The ratings predicted leader and group effectiveness, and the exercise was shown to have substantial effects on team and leadership development.

Effective Leadership Development: Key Components

Abstract: Leadership development requires an action-oriented, training- developmental approach, according to this writer. Such a focus should embrace and emphasize components central to effective leadership, he says.

Leadership development in Queensland Christian Brothers schools

Abstract: This study was undertaken to address the issue of ensuring future quality leadership for Christian Brothers schools in Queensland. Three research questions were posed in order to focus the study. These questions were:1. What qualities are desirable in future leaders of Christian Brothers schools in Queensland?2. What framework is appropriate to promote the development of potential leaders in Queensland Christian Brothers schools?3. What outcomes create implications for the theory and practice of leadership development in Christian Brothers schools in Queensland?A two round modified Delphic probe was used with four groups of respondents from across Queensland. These were sampled from each of the following groups: (1) Clergy and Catholic education professionals. (2) Christian Brothers from the Province of St Francis Xavier which incorporates Queensland and the Northern Territory. (3) Teachers from each of the ten order owned or congregational colleges. (4) Parents from each of these ten schools.The qualities identified by the respondents were identified in the following order of priority:First: Personal faithSecond: Personal qualitiesThird: VisionFourth: Commitment to the Catholicity of the schoolFifth: Administrative competenceSixth: Commitment to the charism of Edmund RiceSeventh: Teaching competence.Based on this leadership profile and after reviewing the literature on leadership, a process or framework was devised to enable a ten year developmental programme to be devised. The first year, or the initial stage, of the model was then initiated. The key features of the process involved the conduct of leadership development programmes at the province and local level. These programmes were to be initiated at the province level following a S.T.R.A.T.E.G.I.C. P.L.A.N. for current and potential leaders as well as whole school communities. The stages of the S.T.R.A.T.E.G.I.C. P.L.A.N. were outlined as follows:S: Select all staff with a view to potential leadership.T: Target potential leaders.R: Renew their personal faith.A: Affirm their vision.T: Teach them the myths, the traditions, the stories.E Encourage their growth in skills development.O. Goal set to develop their personal pastoral plan.I: Individualise their learning.C Continually celebrate and challenge.P: Plan at province and local level.L: Local initiatives are most significant.A: Actively support evaluation and review of development.N: Negotiate the future with the stakeholders.Subsequent to the conclusion of the initial stage, a case study was conducted with a range of the conference participants. Following conference evaluations and the case study, recommendations for improvement to the process were made. Consistent with the organic nature of the study, there were a number of changes proposed for the leadership development programme to be made more effective. These were incorporated in a revised framework.The study provided three principal conclusions for leadership development in Christian Brothers schools. Those conclusions were: (i) Leadership development is interactive. This implies that all of the stakeholders need to be involved in leadership development. (ii) The qualities sought in leaders of Catholic schools are such as to enable the development of competencies to lead. (iii) Consistent with the development of the servant model of leadership, there are a number of identifiable factors which are necessary to ensure that quality leadership of effective schools in the Christian Brothers tradition can be maintained.A series of practical recommendations for implementation at the province and individual school community levels concludes the study.

The Future of Engineering Education in Canada

Abstract: A study is currently underway to ensure that Canadian engineers are suitably educated to meet the challenges arising from the knowledge explosion, globalization, increased competition, and concerns related to the impact of technology on society and the environment. Although the study is still incomplete, the author concludes that it will be necessary to: (i) improve the school preparation of engineering students by enhancing, in particular, the awareness of teachers regarding engineering, (ii) increase the formal requirements of the baccalaureate degree by strengthening the emphasis on design, unstructured problem solving, complementary studies and leadership development, (iii) ensure that universities place creative professional engineering practice on par with engineering research, (iv) require a majority of academic staff teaching engineering science and engineering design to be experienced with advanced industrial practice, (v) improve the support for graduate students, engineering research and engineering design, (vi) partially fund the training of junior engineers and continuing education programs through tax-remission.

Marketing and Membership

Abstract: Membership organizations offer marketing opportunities for all CPAs--from the managing partner to the most junior associate. Firms can develop policies that encourage staff and partners to participate in order to learn and demonstrate management skills while making worthwhile contributions to the community. For most firms, personal contacts are second only to referrals from existing clients as sources of new business. SELECTING ORGANIZATIONS CPAs should select organizations that interest them because those who participate purely for marketing purposes likely will be disappointed. Since membership is time-consuming, the organization should not be one that's particularly active during the busy season. Members should be approximately the CPAs age and at similar career levels, because relationships are easier to initiate and maintain between people at aboud the same career level and within a 10-year age range of each other. Other members of these organizations are most likely marketing prospects. If the firm has no clients from an organization, the membership list will reveal whether it is an untapped resource or of little use for marketing purposes. Budgeting for membership should include not only yearly dues and expenses but also the cost of attending meetings during the workday or when travel is required. To support organization membership, firms should offer financial assistance for dues and meeting fees and allow time during the business day for meetings. They should have policies on the types of organizations to join. For example, some firms don't support political parties, while others make involvement in them a high priority. Role models, such as partners who are good marketers, can invite less experienced staff members to events and demonstrate specific techniques and approaches. A strategy session before the event can outline marketing objectives and a debriefing can determine follow-up activities. WHAT ROLE TO PLAY There are various levels of participation open to members, depending on the time and effort they want to invest. * Member only. CPAs first should attend as many events as possible to determine if membership is appropriate and to build credibility. New members are rarely appointed to significant leadership positions, so an organization must be cultivated before it provides opportunities for marketing and leadership development. Relatively new members can invite clients or prospects to meetings. The cost is nominal and, by boosting attendance and helping to recruit new members, the member gains recognition and consideration for more responsible roles. * Committee member. Committee service helps develop relationships and often is required for leadership positions. CPAs should volunteer for assignments that demonstrate their personal and professional strengths and make a significant contribution. Since most members don't volunteer, those who will be noticed. * Chairperson. This role offers higher visibility, which builds personal and firm name recognition. To become a candidate, volunteer to prepare reports to the board of directors, conduct programs during meetings, issue press releases and sponsor committee meetings in your firm's offices. * Officer or board member. These positions allow interaction with highly placed leaders inside and outside the organization. This helps develop leadership and marketing skills and can create photo and press opportunities that enhance both the organization's--and the CPA's--reputation. Remember that there are also risks to being a joiner. People equate performance within an organization to performance on the job. If a member arrives late and leaves early, it gives the impression he or she is already too busy with existing clients. Because many organizations require a large commitment of time and resources, firms should recognize both the benefits and the obligations of membership. …

Facilitating growth and leadership development at small colleges through the interactive approach to strategic planning

Abstract: This article provides an overview of how the interactive approach to strategic planning can facilitate long-range development of colleges with enrollments of 2500 students or less. Presented is a detailed description of how to conduct environmental and competitor analyses, how to develop an organizational mission statement and institutional goals, and the evolution of leadership through the strategic planning process.