Managerial Work,Organizational Perspectives,and the Training of Managers 1

Hultman, G. 1984. Managerial Work, Organizational Perspectives, and the Training of Managers. Scandinavian Journal of Educational Research 28, 199‐210. Managers are often looked upon as men of action with an ability to promote change, but research sometimes seems to reveal the opposite. The article addresses itself to the area of planned change and the training of managers. The phenomenon of leadership and leader competence is seen in a new light by means of a discussion about the growing knowledge from research on managerial work and perspectives of organizations. It is suggested that knowledge of the work and the behavior of managers and an awareness of different organizational perspectives can promote understanding about leadership.

     

Managerial Effectiveness for a New Millennium in the Global Higher Education Sector

With the global tertiary education environment undergoing some of the most rapid changes it has experienced since the 1980s, a technology-driven new millennium is requiring an unprecedented capacity for change on a number of fronts, one of these being the way managers manage. This article discusses some of the new realities facing tertiary education organizations, one of which is a realization that "knowledge capital" is the lifeline of an organization. It ultimately vests in the people whom successful organizations will lead, motivate, develop, and value in a manner sensitive to global trends of convergent social, cultural, and organizational change. This article suggests that the effective leadership of people will return as the touchstone for success, the technological age notwithstanding, and notes recent theory on increased reliance upon organizational integrity in the form of value-based policy and practice. This article draws on management and futurist theory to suggest some of the "flexibility imperatives" in managing the potentially different-looking work force of the future.     

Concentric collaboration: a model of leadership development for healthcare organizations

Drawing on their experience in a Midwest healthcare system, the authors propose a model of leadership development through action learning that embraces ‘concentric collaboration’ at its core. The present study suggests that the process of concentric collaboration can serve to strengthen the skills of the individual leader as well as foster collective leadership. Central to the model is the growth and development of the individual leader which extends outward to create connections with others, ultimately increasing the social capital necessary to effect organizational change. This work contributes to the leadership development literature by offering a comprehensive model that includes the process of individual growth as well as collective capacity, organizational factors that support or inhibit this process as well as implications for practice.     

Developmental action learning: Toward collaborative change

In this account of practice, the authors introduce a variant of classic action learning, called developmental action learning (DAL). The DAL model, derived from cognitive development theory, introduces conventional learning modules prior to the more intensive set experience. It also calls for facilitation designed to help participants, selected for their readiness to change, make the leap to deeper levels of personal and organizational development. The DAL approach is applied to a leadership development series among a group of high-level administrators within a university consortium. The case study gives promise to the use of developmental action learning to enhance collaborative leadership processes.     

Framework for Developing a Social Administration Concentration

Abstract

Alternative curriculum models for implementing social administration concentrations are useful in Schools of Social Work for selecting options from an array of alternatives. This article presents the conceptual design and framework for developing a concentration in social administration based on a curriculum model that pools knowledge between macro disciplines. Educational outcomes based on this curriculum model focus on training and educating social workers to become incisive, analytical thinkers, as well as skilled practitioners, who can lead, manage, collaborate, and create change in both organizational and community settings. Today's social administrators need to be prepared to assume strong leadership roles in communities and to advocate for social change.     

The Case for Women Mentoring Women

ABSTRACT

The authors argue that there will be a critical mass of women in leadership positions in kinesiology and across higher education for substantial gender-based mentoring to take place in the 21st century. First, the current state of women in higher education leadership, trends in mentoring, and the reasons it is important for women who have aspirations to advance in their careers are examined. The authors argue that it is important to have access to gender-based guidance and support that are critical to successful leadership into the future. The authors advocate for a focused, purposeful type of mentoring supported by relational-cultural theory and narrative practice. Men will continue to be important mentors for women, but the authors argue that, at the same time, women also need to have access to the perspectives of other women who have forged the way into higher education administration.     

Six Community College Presidents: Organizational Pressures,Change Processes and Approaches to Leadership

A total of six Maryland community college presidents were guided through conversations to identify the organizational challenges and uncertainties that have forced organizational changes in their respective colleges. Another thrust of the research was to discover what organizational change processes these presidents have implemented to overcome the challenges and to describe what leadership approaches they have used to lead change. Seven challenges, two general change process categories consisting of 12 different steps, and three leadership approaches emerged using a qualitative ethnomethodological research technique. The presidents' definitions of leadership and its essence, along with their leadership development experiences, are also presented.     

Research leadership as entrepreneurial organizing for research

The paper discusses research leadership in public universities under change and the role of entrepreneurial strategies in research. Research leadership function today in situations where the New Public Management movement one the one hand have introduced management by accountability and control in the university while on the other hand open boundaries to other knowledge organizations, arenas and networks, and creation of resources are becoming more important than ever. Hence, an entrepreneurial strategy is more important than traditional managerial skills in order to produce new knowledge centres. By analysing two cases on the construction of new research groups, we will introduce new perspectives on research leadership, where dilemmas, uncertainty and complex relations to other managerial systems in the universities are in the forefront. The paper presents an important contribution to the understanding of a special form of creating new knowledge production in the university by means of organizational entrepreneurship.     

The influence of leadership behavior and organizational commitment on organizational readiness for change in a higher learning institution

Many factors contribute to the effectiveness in implementing organizational change. However, many change effort fail due to several factors such as lack of commitment, style of leadership, and emotional distress of the employees who have to implement the change. This study was intended to determine the influence of leadership behavior and organizational commitment on organizational readiness for change in a higher learning institution. It was based on a conceptual framework that combined part of an adapted model from organizational development and change theory. A total of 169 academic staff from the main and branch campuses UiTM throughout Malaysia were selected based on stage and cluster sampling to participate in this study. The result shows that there is a significant relationship between organizational commitment and leadership behavior on organizational readiness for change. The findings also revealed that 36.5% of the variance in readiness for change is explained by organizational commitment and transactional leadership behavior. In determining the role of the organization commitment as a moderating variable, the result of the study indicates significant moderating effect of affective commitment on the relationship between transformational leadership behavior and organizational readiness for change. This study implied that building organizational commitment as well as developing transformational and transactional leadership behavior could contribute to formulation of organizational readiness for change and subsequently lead to the success of a change program.     

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.     

A theory-to-practice leadership learning arrangement in a university context

Higher education institutions are increasingly recognizing the importance of organizational change as they face complex challenges. Leadership learning has been identified as an important way of supporting change management. We describe a leadership learning arrangement that arose in the context of two of the authors needing to learn how to become effective university chairpersons of departments. This involved the other author, an expert in educational leadership as a theory broker, who brought theory to the learning arrangement and mediated it. We wish to show how the learning arrangement supports the theory-to-practice connection and personal authoring of leadership for all involved.     

Examining organizational learning in schools: The role of psychological safety, experimentation, and leadership that reinforces learning

This study draws upon theory and methods from the field of organizational behavior to examine organizational learning (OL) in the context of a large urban US school district. We build upon prior literature on OL from the field of organizational behavior to introduce and validate three subscales that assess key dimensions of organizational learning that build upon and extend prior education research: psychological safety, experimentation, and leadership that reinforces learning. Data from 941 teachers across 60 schools in this urban district suggest that organizational learning is an underlying condition which is expressed by teacher perceptions of subfactors of psychological safety, experimentation, and leadership that reinforces learning. Implications for adopting the conceptual framework and methods employed in this research for studying organizational learning and school change are discussed.     

Leadership and change in schools: personal reflections over the last 30 years

The two fields of leadership studies and school change have increasingly converged over the last 30 years. This paper reviews the origins of the intersection, and the development of research themes in three areas: The role of leaders in shaping and using organizational culture, the agency of teachers in the change process, and the importance of leadership in knowledge use. The conclusion suggests some arenas for further research, and areas of policy application.     

Four School Leadership Teams Define Their Roles Within Organizational and Political Structures to Improve Student Learning

A shift in educational policy and practice is to involve teachers in school reform. Many reform programs require school leadership teams for involving teachers, yet few studies have examined how teachers take up such new roles and responsibilities. Using the dual conceptual lenses of open-systems and micropolitics, we investigate how four middle school teams engaged with their colleagues to construct an identity, assume leadership roles, and situate themselves in their schools. We argue that the influence of training enabled teams to assume four roles: communicators, staff developers, problem-solvers, and leaders of change. The findings suggest that teams and educational leaders need to recognize the influence that existing organizational structures have on teams and the actions they are able to take. The results also indicate that knowledge of the organizational structure as well as micropolitical dynamics can serve as leverage points for constructing their roles and initiating change.     

项目制下高职场域的组织学习、能力生成与组织变革

高校毕业生的就业压力随着高等教育的扩张而增大,提升高职生的就业竞争力就需要改变其人力资本构成和人力资本积累的方式,同时也需要改变高职院校师资队伍的人力资本构成,改变并积累高职院校培养特定规格毕业生的能力。2006年,我国高职教育场域启动以培养模式改革为核心的示范校建设项目。本文考察了示范校的建设过程,认为组织学习是高职院校新能力生成与组织变革的重要机制,但该机制的作用效果受到高职院校领导与组织管理体制、资源获得与激励机制、既有知识和可能获得的知识等因素的影响,并指出项目制虽能促进组织学习,也会产生学习陷阱,影响场域内的知识创新。     

学校领导的新进展：从教学领导到转型领导

学校领导的研究已有100余年的历史,20世纪80年代后出现了两种占主导地位的领导范式:教学领导和转型领导。前者强调自上而下的控制;后者强调自下至上的参与式改革,是一种分享式的领导范式。教学领导凭借管理与控制组织成员导向既定的目标;转型领导则通过提升组织成员的期望值来憧憬、创造未来。鉴于两者的优点与不足,未来的领导范式将是两者的有机整合。     

Connecting administrative and professional perspective in the era of accountability

This paper will explore how to connect the administrative and professional perspectives in the era of accountability. Conflicting school accountability perspectives come from the contradiction between managerialism and professionalism. This inconsistency in accountability may have shifted the teaching profession’s role toward supervisory leadership and acquiescing or resisting professionalism. In order to balance the conflicts and issues, administrators need to consider high-quality professional development, facilitating self-producing practices, building organizational learning, and distributing and sharing responsibility and leadership. Also professionals need to rescue from individualism to collaboration and team, advocate authentic pedagogy as critical and reflective practitioners, become data generator and talker for the best practice and the successful policy implementation, and act as an active leader. Such connection enables administrators to enter into the classroom and professionals to open their classrooms toward the external world in search of authentic pedagogy and accountability through deliberative discourse.     

Reflections on Leadership: Theory,Experience, and Practice

This article, which was delivered as the Thirty-Sixth Annual Dudley Allen Sargent lecture at the 2017 conference of the National Association for Kinesiology in Higher Education (NAKHE), discusses transformational leadership theory as an effective approach to inspiring subordinates and creating a culture that results in a shared vision and common approach to a positive organizational future. Contrasting a transformational versus transactional approach, it uses both published papers and leadership reflections from many of NAKHE’s most successful emerging and experienced professionals to provide suggestions on leadership methods that can be incorporated to facilitate transformative change.     

提升干部领导力的思索

21世纪是知识经济时代,经济全球化的日益发展,使组织的内外环境发生了重大变化,对于新时期的领导干部的领导力提出了更高的要求,教练型领导力正是在这样的背景下提出的。基于教练型领导理论的分析,指出我国领导干部在提升领导力上存在的三个困境：思想困境、态度困境和学习力困境,从而提出我国新时期领导干部提升教练型领导力的可行性路径：尊重成员的主体性地位,积极营造和谐的人际关系;注重对下属的引导,实施积极的激励措施;组织结构扁平化,提升有效沟通力。