References: Anon (2007) “Change Management” (Accessed on October 24th 2010) Armenakis‚ A A and Harris‚ S G (2001) ‘Crafting a change message to create transformational readiness’‚ Journal of Organisational Change Management 15:2 pp169-183 Carnall‚ Colin (2010) “Managing change in Organization” (accessed on October 23rd 2010) Day‚ G.S Kirkpatrick‚ D‚ (2001) Managing Change Effectively‚ Butterworth Heinemann
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educational systems of Nigeria‚ with particular focus on the lack of responsive and appropriate supervision in the educational sub-sector. The reform efforts in education have not been yielding appropriate result because many of them are mere political rhetoric without necessary supervision and follow up actions. Nigeria therefore need to re-arrange her priorities and values by providing adequate funding and supervision for a healthy teaching/learning process in educational institutions in Nigeria so as to
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I am grateful to have the opportunity for our department for having a supervision course for us especially in our profession. I haven’t heard about any other supervision courses in a speech program unless I am not knowledgeable about them. I was excited about the course in the beginning of the fall semester because I knew one-day I wanted to take a leadership role in whatever setting I am partake. These courses were helpful especially if deciding be in a leadership position such as area managers
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his employees went along with it (Krames‚ 2002). The paradigm of transformational leadership is useful in analysing how he was able to accomplish this (Dubrin‚ Dalglish & Miller‚ 2006). It is also useful in identifying the personal characteristics‚ the leader and follower values and the situational factors that contributed to his success. This paper will analyse Welch’s leadership of GE using the framework of transformational leadership. Conclusions will be drawn regarding Welch’s leader behaviour
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its values to the self-concept of followers (p. 150) In Transformational Leadership‚ authors Bass and Riggio described: "Transformational leaders...are those who stimulate and inspire followers to both achieve extraordinary outcomes and‚ in the process‚ develop their own leadership capacity." This plays a major role in school systems today. While educational leaders wear many "hats" they can sometimes be stretched too thin. "Transformational leaders help followers grow and develop into leaders by
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IMPACT OF SCHOOL-BASED SUPERVISION ON THE QUALITY OF EDUCATION: A CASE STUDY OF SOME SELECTED PUBLIC SCHOOLS IN THE GOMOA WEST DISTRICT 1.0 INTRODUCTION Education undoubtedly is a key element in national development and its importance and quality can never be downplayed. Consequently‚ a developing country like Ghana cannot be oblivious of this statement of fact. It is in this vain that Ghana has since independence made significant strides in its educational system by way of the introduction
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New Jersey State Intensive Supervision Program. On April 02‚ 2013‚ by the directives of Professor John M. Paitakes‚ PhD‚ Mr. Jim Paul an officer of the New Jersey Intensive Supervision Program‚ and a former subordinate of Dr. Paitakes for so many years during their Probation careers was our guest speaker who lectured our Criminal Justice 2618AA Class of Community Supervision‚ on ISP. Mr. Jim Paul‚ an Officer of the New Jersey State Intensive Supervision Program (ISP)‚ presentations
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4I Model for Transformational Leadership In 1985‚ the industrial psychologist Bernard Bass identified and wrote about four basic elements that underlie transformational leadership which is known as 4I model: 1. Idealized Influence(II) 2. Inspirational Motivation (IM) 3. Intellectual Stimulation (IS) 4. Individualized Consideration (IC) Idealized Influence (II) Transformational leaders play-act as role models and exhibit a magnetic personality that shape others to want to become more like the leader
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Multicultural Issues in Supervision Ethical supervision must consider the ways in which diversity factors can influence the process. In addition to course work‚ supervisors need a framework to approach differences in culture‚ race‚ gender‚ socioeconomic status‚ religion‚ and other variables pertaining to clients being seen by trainees (Falender & Shafranske‚ 2004). The ACA’s (2005) code of ethics dealing with supervision states that “Counseling supervisors are aware of and address the role of diversity
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6 BUILDING DIVERSITY COMPETENCE IN SUPERVISION Notwithstanding that it is a core component of psychology training‚ diversity is one of the most neglected areas in supervision training and research. The majority of attention to diversity has been devoted to culture— just one particular aspect—rather than to the broader construct. Diversity includes culture in all its aspects‚ as well as socioeconomic status‚ race‚ religion‚ disabilities or ableness‚ age‚ gender‚ and sexual orientation‚ all of
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