Dissertation on management and leadership

Not only are teachers and students supposed to follow a certain method of teaching.

When a school runs an educational management system that is valuable, it is inheriting the principles, ethics and morals in a society. How education leadership impact researches and literature. Educational leadership mainly focuses on pedagogy stream, epistemology and human development.

The impact of education leadership on the path to success. Yukl , p. Coast Guard, Most of these definitions have a common core: getting people, usually within a formal or informal organization, to see a shared vision and getting them to work toward that shared vision. Covey , p. Gladwell is not, however, that far off the mark: we do know leadership when we see it. This is, perhaps, the fundamental self-evident truth about leadership. Gladwell p. The practices can be, however, defined.

Is a Theory of Leadership Necessary? That is to say, some leaders just seem to know how to do it. And, they may not even be able to put to words what they do or why they do it. For most of us, however, thinking about leadership and having a theory of leadership is necessary.


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This act of leadership does not come naturally. Bennis and Goldsmith , p. The challenge is to confront the barriers that stand in the way of our becoming better leaders.

Management

We assess our character so that we are doing what we do for the right reason; we grow our competencies so we can do the right thing. We need a theory of leadership so we can grow into the role Gracey, We also need a theory of leadership so we can grow those around us Covey, Leadership will die on the vine. Organizations define leadership and the competencies required for leadership. See, for example, U. Coast Guard, c.

But they do more than define; organizations teach people within the organization. The Arbinger Institute tells the tale of the Zagrum Company and a long-standing, senior management ritual: a day-long meeting with a particular senior vice president where leadership insights are shared and taught. To be an effective leader, the leader must create systems which will carry on after she is gone. This is a most important concept to understand.

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A variety of practices combine to form this notion of leadership. Practices can be learned; practices can be taught. Later, we will discuss the notion of conflict management as a component practice in leadership. What follows then is pure logic: conflict management is a leadership competency which can be taught. Leadership and Management: People and Things. The maintenance of these systems is, oddly, a function of management Mintzberg, ; Zalenznik, ; Kotter, ; Nohria and Berkley, ; Teal, Leadership is about people; management is about things, process, and systems.

Bennis and Goldsmith suggest management is However sliced, organizations, and the people within organizations, demand both leadership and management.

In order for effective leadership to survive within an organization — whether it is a complex and large organization like the Coast Guard, a small business, a religious organization such as a parish church, or a family — good leadership must be taught to each successive generation. Creating that system is a function of leadership; continuing that system is a function of management. We need both. Rational and Emotional Aspects of Leadership. As both management and leadership are needed within organizations, so also are rational and emotional aspects needed within leadership.

The ten commitments are behaviors, and within them are both behaviors fundamentally founded on rational behavior and behaviors fundamentally founded on emotional behavior. Kouzes and Posner p. What we see here is an understanding that leadership is about people; it is about relationships. Relationships exist between people, and they are fundamentally both rational and emotional. A relationship that is solely one or the other is doomed to fail, or worse, explode.

Effective leadership hinges on both the emotional and the rational, on both the right side and the left side of the brain. When Dr. King spoke on the steps of the Lincoln Memorial more than 40 years ago, he painted a word picture that presented in no uncertain terms a common vision for all Americans King, It was, and remains today, a heartfelt call. But Dr. King did more than evoke an emotional response; Dr. King used his words to paint a clear, rational picture.

And he did it in a studied manner, built upon more than 15 years of preaching in front of gatherings, large and small. The Learning of Leadership: Art or Science? For King, preaching, which is really what he was doing that hot August day in Washington, was both an art and a science. For most of us, when we refer to art in this sense, we mean it is something which is, while perhaps learned, is something for which we have an innate talent. A science, while we might have a talent for it, is something which is learned. Art happens; science is planned.

Art comes from the heart; science comes from the head. But, as Bennis and Goldsmith , Covey , Hacker and Wilson , and the contributors to Bennis, Spreitzer, and Cummings all suggest, leadership can be learned. What each of these authors suggests is that leadership For each of them, the process invariably involves learning about self before moving forward.

Leading self is the building-block category; all else builds on the competencies of accountability and responsibility, followership, self- awareness and learning, aligning values, health and well-being, personal conduct, and technical proficiency p. These are the competencies of leading self.

Character, as defined by Covey, is based on three things. The final building block of character is what Covey p.

List of 20 Organizational Leadership Dissertation Topics

Leaders must know themselves. A strong key, however, is that leadership is not about the leader. Leadership is not about greatness, in the sense that Greatness, as M. King, Jr. They propose three foundations to bring about excellence: development of the individual, which they distinguish along two routes: competence and character; democratic processes; and education as key p. Even with Gardner et al. This is the link between greatness and servant-attitude that King was referring to.

And, it reflects the link between leadership and a servant-attitude. Again, leadership is not about the leader; it is about those who follow the leader. And within the art of leadership, and within the science of leadership, good leaders know themselves, but focus on those around them. Leadership Development and Competency-Based Initiatives.


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Onyett describes the work environment as a swamp and also as a system. Three of these criteria are germane to the current discussion. A high quality and effective leadership development program does three distinct things. It involves learning by doing, trying to bring about service improvement is central to the role of participants.

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It develops knowledge, skills and experience by working with people's day-to-day challenges and opportunities. It is outcome-focused, particularly on those positive outcomes that are meaningful to users and their supports. These measures could be grouped together into four groups, or cornerstones: Customer focus, stakeholder return and financial, processes, and organizational and individual learning, growth, and development Kaplan and Norton, We might today add another category: organizational and individual ethics and morals National Institute of Standards and Technology, Cheng, Dainty, and Moore , p.

Leadership Impact on the Bottom Line. The Hay Group n. Zenger, in Madsen and Gygi , p. They may be a wonderful human being, very ethical and honest Likewise, Reid and Hubbell write that organizational excellence is driven by a performance culture which is shaped by organizational leaders. Strategy and Organizational Performance.

Bonomo and Pasternak , p. Blazey , p. Leadership and Organizational Performance. They serve as role models by reinforcing and communicating the core values by their words and actions; words alone are not enough. Managing conflict is a key leadership activity. Lipman-Blumen provides a mental model which is certainly useful in looking at both leadership development and conflict management.

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Lipman-Blumen posits that as the world becomes more diverse and more connected, conflicts will be more inevitable. One of the relational behaviors is collaboration. This empathic listening, vital to conflict resolution Bolton, , p. What does Connective Leadership tell us which can provide a foundation or input to leadership development in the U. Coast Guard?

JENNIFER WILLIAMS, Ph.D.- The Minutiae of Management Kills Leadership

In many respects, the U. The Coast Guard is currently undergoing a radical shift along its most fundamental ideologies. For years, longer than anyone currently in the Coast Guard has served, the Coast Guard has had two divisions at the delivery of services level: operations and marine safety. These two stovepipes have provided services to the public in overlapping geographic areas, each with its own ideology and culture. Coast Guard, b provide Coast Guard personnel with a set of competencies which the service believes will ensure successful leadership during and beyond this time of change and uncertainty.

The 28 competencies are divided into four broad categories: leading self, leading others, leading performance and change, and leading the Coast Guard. Communication as leadership competency supporting conflict management. A key element in disputes and effective dispute resolution is communication. The transmission of message--or the non or incomplete transmission of message--is involved in every stage of dispute.

All human interaction--including disputes--is based on communication. Communication is fundamental in interpersonal relationships, corporate relationships, and community relationships. To successfully communicate, barriers which block effective message transmission must be torn down. Effective communication is also predicated on all parties seeking common understanding and limiting action based on emotion as much as possible. Communication plays a role in both the escalation of conflict and the resolution of conflict. Effective practitioners of conflict resolution As Schwarz , p.

Undergirding this quartet is the need to encode and decode the message. The sender is the person who is sending the message. They create the message, encode the message — perhaps into words — and then convey the message. The receiver is on the receiving end. They must receive the message and decode the message to ascertain the meaning of the message. The medium is what is used to transmit the message. For instance, I am using words, written English, to transmit a message to you, the reader. The medium is the written word.

Spoken words are a medium as are various non-verbals. Other mediums could be art, such as paintings or statues. The message is the fourth component of the quartet. The message is the information which the sender is attempting to transmit. For him, the action by the sender or the receiver is the form of communication; it takes both appropriate forms to have successful communication. In order for the sender to successfully communicate with the receiver, the message must be appropriately encoded, sent using the chosen medium, and decoded by the receiver.

Perhaps a different message will be seemingly received by the receiver mis-communication or As Carkhuff , p. The focus here is on interpersonal communication — communication generally face-to-face between two people or a small group of people. There are, of course, other types of communication including mass communication — communication using messages distributed to many people at one time, such as television and newspapers, in generally a one-way communication mode — and intrapersonal communication, our own self-talk and reflective communication.

Bolton , p. And, often, even if we send out such a message, it is not received. Barriers to communication seem to abound. Barriers to communication. Gordon as cited in Bolton, , p. Rogers as cited in Bolton, , p. Carkhuff places suspending judgment as a key in listening. Rees , p. Nichols and Stevens as cited in Bolton, , p. And common understanding cannot happen when the listeners are filtering the message through their own world-view. Tannen , p. Another barrier to communication is strong emotion. Often emotion enters into a communication cycle and neither the sender nor the listener is able to focus on message.

Patterson et al. Olsen and Braithwaite , p. These same violent communication behaviors are common behaviors of people experiencing interpersonal conflict Tezer, Violence can be tamed, however. True listening can help conquer interpersonal conflict. Communication Styles. Researchers and communications experts have identified a number of communication styles. Covey provides the five levels of listening, a set of communication styles. Tannen outlines communication styles of men and women. Lulofs and Cahn list a number of communication options. Davis outlines communication styles and behaviors that help build bridges between diverse peoples.

Kroeger purports that communication style is linked with personality type and outlines styles and their implications in the work setting. Recommendations for the incorporation of attention to self-esteem into leader performance management, leadership development, and one's personal leadership practice, as well as recommendations for future research, are provided.

Introduction

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