分布式领导:缘起、概念与实施

分布式领导是近年来兴起的一个概念,自提出以来受到极大关注。分布式领导理论是组织思考的根本改变,它将领导定义为学校所有人的责任,而不仅仅是校长等少数人的行为。分布式领导致力于在组织成员中分享领导职能,建立清晰的愿景和目标,提升组织成员的领导能力,同时考虑到学校组织结构和管理体制、绩效责任制度以及学校文化等因素的配合。     

开发教师领导力的实践探索

由于我国特有的组织结构、文化特色、领导观念等诸多因素的影响,教师领导力的开发遭遇如下障碍：地方教育行政部门的影响;科层式的学校内部组织结构;校长“权力”观念的制约;消极竞争的教师文化;教师时间、精力的有限性;教师的不自信、缺乏经验。为此,从“可为”出发,校长应转变教育观念;创建教职员工普遍认同的价值观和清晰、明确的愿景;形成有利于学习、共享、信任的组织文化;不断创造平台,从多元渠道促进教师领导力的开发;激励机制的完善,让教师的努力“很值得”;变革日常教学管理制度,给教师一定的资源支持。     

Distributed Leadership

Stories of leadership successes follow a familiar structure: A charismatic leader, often the CEO or school principal, takes over a struggling school, establishing new goals and expectations and challenging business as usual within the organization. This leader creates new organizational routines and structures that with time transform the school's culture, contributing in turn to greater teacher satisfaction, higher teacher expectations for students, and improved student achievement.     

渐变调适:理解与实践教育中分布式领导的关键

分布式领导因强调"领导并非集中在居于正式职位上的个体"而为越来越多的研究者、政策制定者和实践者所接纳。本文认为,应该采用一种渐变调适的视角对其加以理解。分布式领导是一个从正式领导向非正式领导不断卷入的渐变过程,需要重新理解正式领导及组织架构在分布式领导实践中的作用;分布式领导实践须与学校实际情境结合,根据学校发展对领导力的需求和组织成员的准备状态进行调适。     

公共危机管理组织结构：创新而非摒弃

由于危机管理的前瞻性和紧急性,公共危机管理组织必须具备极强的信息处理功能。包括高效的信息搜集功能、上行沟通功能和将决策付诸执行的下行沟通功能。功能的履行必须以合理的组织结构为基础。从信息沟通的视角进行分析,可以发现现行公共危机管理组织结构设置的不足之处并提升危机管理能力。     

领导集体情商：组织情商的关键

情商理论与组织行为理论的交叉产生了“组织情商”学说,组织情商是个体情商概念的拓展,在一个组织中,领导班子集体能否建立高效合作的团队,能否有效地利用群体的智能的机制,是组织形成核心竞争力的人事基础,是组织取得成功的关键。因此,领导集体情商是组织情商的关键之所在,在新的历史条件下,提高组织情商,必须首先提高领导集体情商。     

国外分布式学校领导探微

国外将分布式学校领导概括为权力分布、能力分布、影响分布、目标和愿景分布以及责任分布等五个实践要素。分布式学校领导往往通过组织形式执行,组织结构与组织文化是决定其成功与否的重要条件。笔者基于上述分析,对未来研究提出了三点展望,为后续学者提供一些理论参考。     

Contextualizing distributed leadership in higher education

This case study of development in a technical university situates distributed leadership in higher education in an organizational perspective. Analysis of documentation from development programs and interviews with 10 faculty members showed that leadership practices were related to different institutional logics prominent in four key activities in this specific university: education, research, formal organization and boundary-spanning cross-scientific environments. A shared understanding of these logics was accompanied with a reported increase in organizational understanding and leadership awareness that helped establish collaboration and sensemaking. Furthermore, we show that the theory of logic multiplicity provides a way to analyze previously neglected aspects of power, tensions, context and the practical relevance of the concept of distributed leadership.     

远程开放教育组织文化的研究

组织文化代表了一个组织内部各种由员工所认同及接受的信念、期望、理想、价值观、态度、行为、思想方法、办事准则等。远程开放教育组织文化是指远程办学机构在长期的实践活动中所形成的,并为系统成员普遍认可和遵循的具有远程特色的包括价值观、信念等内涵的观念体系、行为规范。研究远程开放教育组织文化的目的,加强远程教育组织文化的内涵建设,统一和发扬远程教育的组织文化,以利于远程教育组织的稳步发展。本研究采用文献研究、历史研究、比较研究等方法。从远程教育办学理念研究组织文化特征、从远程教育发展历程研究开放文化、从远程教育系统结构研究科层文化。从中得出组织文化与远程教育的关系、影响和发展规律等基本结论。针对广播电视大学远程教育组织提出文化建设的一些建议,以改善远程教育的管理和环境,共享、传承、发展新的组织文化。     

教师转型:组织承诺与组织支持的共同作用

对转型发展典型高校X学院5名教师的扎根研究发现,教师转型是个体因素与组织因素良性互动的结果:教师出于对学校新办学理念、定位、目标等的认同和信任,形成较高组织承诺;在较高组织承诺推动或(和)组织支持拉动下,这些教师开启转型探索之路;在组织承诺支撑下,转型教师经过探索取得了一定转型效果,获得(更多的)组织支持,进而使转型向...     

Renewing professional organizations and action learning

This account concerns the renewal of established professional organizations though action learning. In order to revitalize one national organization, an executive group of leaders committed to co-leading and co-learning through a friendly, computer-supported governance structure. Manifestations of our work together were an accelerated decision-making process and creation of interdependent committees (e.g., research committee, policy committee). Keys to the innovative learning described are peer learning supported by turn taking of the executive leaders and synchronous learning buoyed by asynchronous communications technology. We awakened to the reality that if our organization was to grow, as executive leaders we had to manage our own teaching and learning and tap one another's expertise. We also learned that while face-to-face meetings and annual conferences foster goal attainment, collaboration and camaraderie, they limit the momentum necessary for organizational revival in a rapidly changing world. Organizational capacity is developing quickly as the leaders experiment with action learning interventions that are raising the overall caliber of this professional association.     

新型农村合作经济组织发展的法律困境与对策研究

大力发展新型农村合作经济组织对于提高农民的组织化程度、促进农业产业化发展及深化农村经济体制改革意义重大。针对当前新型农村合作经济组织发展所面临的法律困境,应从完善农村合作经济组织法律体系、明确界定农村合作经济组织的法律地位及规范农村合作经济组织的内部治理结构三方面加以破解。     

Paradigm development and leadership style of university department chairpersons

This article develops and tests the argument that leadership behavior in organizations can best be understood within a contingency technology-environment model. The major premise of this model is that one of the most influential intervening factors between organizational performance and leadership behavior is either the technology that the organization utilizes or the environment with which the organization interacts. Building upon this premise and the work of Kuhn (1970), four hypotheses are tested concerning the relationship between the effectiveness of natural science and social science departments in American universities using factor analysis. The data supports the conclusion that differential leadership styles are predictable in different scientific fields.     

新课程与学校组织变革

新课程是当前学校组织变革的主要驱动力。新课程对学校组织的工作任务、教职工、组织结构、教育技术四个变量提出了变革要求。为了应对新课程的挑战,学校组织变革应采取如下策略:建立扁平化的组织结构;使学校成为学习型组织;确立校本管理模式;变革学校领导方式;建立新型的合作教学文化;倡导行动研究。     

The application of Gestalt to organizational interventions in universities

Abstract

This paper will outline the Gestalt cycle, (Perls, 1947) used as the basis for modelling the process of Gestalt therapy and counselling. Then we will go on to describe how it (Gestalt) can be used as a way of understanding organizational processes and culture. For staff developers to be effective in influencing the organizations in which they work they have to be able to make appropriate interventions. The necessary skills and attributes required of a staff developer operating in a Gestalt role will be discussed. Gestalt offers one model that can help the staff developer decide what interventions are appropriate when and why.

The paper will then move on to look at what happens if an organization gets stuck at any point in the Gestalt cycle and what this will feel like for employees and students. We will then offer intervention strategies for moving the organization on round the cycle.

Finally we will draw some general conclusions about how staff developers have a key role in helping universities cope, manage and adapt in these times of rapid change in Higher Education.     

LEAD at lunch: inquiry,learning, and action

This account of practice discusses the author's experience in facilitating a small group of managers in health care over lunchtime utilizing an action learning approach. This was part of a larger leadership development initiative which took place in the organization and the intention was to create a more intimate, informal and safe setting whereby the group could further delve into the collaborative learning process, explore issues around leadership, garner feedback about the formal programming, gain insight into larger organizational issues, and perhaps develop strategies for change. Outcomes achieved include better meeting management, revision of an organizational communication forum, the development of a training program for performance management, as well as plans for more collaboration with upper administration and the development of a mentoring program. In summary, this venue created a supportive space whereby all aspects of a problem could be explored and resolutions could be formulated and acted upon.     

学校分布式领导概念新思维与领导力实践体系的集成

分布式领导是教育管理中一个新兴的领导学研究领域。面对复杂多变的学校环境,分布式领导是优化组织决策、促进教师员工参与管理的重要领导模式。因此,当学校处于变革发展的条件下,面临加倍动荡的环境时,必须用新的思维整合分布式领导概念,将领导者、追随者和情境放在一起理解。以形成更有效的学校组织结构和流程。     

知识型员工组织认同的特殊性及其培育研究

随着知识经济的发展,知识型员工对企业的生存和发展发挥日益重要的作用,如何吸引、挽留和激励知识型员工已经成为企业人力资源管理的重要内容。组织认同是个体与组织保持一致并归属于组织的一种认知,通过提升知识型员工的组织认同将显著提高知识型员工的忠诚度和敬业度,减少企业因知识型员工流失而造成的损失。根据目前知识型员工管理现状,文章以知识型员工组织认同为切入点,归纳知识型员工高专业认同而低组织认同的特殊性,分析造成知识型员工组织认同特殊性的知识型员工个性特征、工作特征和需求特征,并在此基础上提出培育知识型员工组织认同的有效途径,旨在指导企业知识型员工管理实践。     

企业组织结构变革对研究开发人员的激励作用

企业的组织结构应与研究开发人员的个性特征和需求相适应，因为这样可以对研究开发人员产生激励作用，否则，就应按照组织结构发展的趋势进行变革。组织结构通过改变自身构成要素的方式来改善激励环境，调整激励信号的方向、内容与强度，从而增加激励作用的强度，提高研发人员技术创新的积极性。