Leading and managing people in education:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Los Angeles [u.a.]
SAGE
2013
|
| Ausgabe: | 3. ed. |
| Schriftenreihe: | Educational leadership for social justice
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Previous edition: London: SAGE, 2005 Includes bibliographical references and index |
| Beschreibung: | XVI, 270 S. graph. Darst. |
| ISBN: | 9781446256510 9781446256527 |
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| 500 | |a Includes bibliographical references and index | ||
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
CONTENTS
LISTOF TABLESANDFIGURES PREFACE ABOUT THEAUTHORS
PART I SETTING THE SCENE
1 THE CONTEXT FOR LEADERSHIP AND MANAGEMENT INTRODUCTION
DECENTRALISATION AND SELF-MANAGEMENT CULTURE AND CONTEXT DIFFERENCES
WITHIN COUNTRIES
LEADING AND MANAGING PEOPLE CONCLUSION: DEVELOPING PEOPLE REFERENCES
2 MODELS OF EDUCATIONALLEADERSHIP INTRODUCTION CLASSIFYING MODELS OF
EDUCATIONALLEADERSHIP INSTRUCTIONALLEADERSHIP
MANAGERIALLEADERSHIP TRANSACTIONALLEADERSHIP TRANSFORMATIONALLEADERSHIP
PARTICIPATIVE LEADERSHIP
DISTRIBUTED LEADERSHIP MORALLEADERSHIP EMOTIONALLEADERSHIP POSTMODERN
LEADERSHIP
CONTINGENT LEADERSHIP IMPLICATIONS FOR LEADING AND MANAGING PEOPLE
REFERENCES
V
XII
XIII
XVII
3 3 S 6
8 9
10
10
13 13 14 IS
17 18 19 21 21 23 24 24 2S 26 28
IMAGE 2
VI LEADING AND MANAGING PEOPLE IN EDUCATION
3 LEADING AND MANAGING THE WHOLE WORKFORCE 32
INTRODUCTION 32
THE RECENT AND CURRENT CONTEXT 33
WHO ARE SUPPORT STAFF? 35
ORGANISATIONAL ISSUES IN THE LEADERSHIP AND MANAGEMENT OF SUPPORT STAFF
37
WHO SHOULD LEAD AND MANAGE SUPPORT STAFF? 37
TRAINING AND DEVELOPMENT 38
CAREER STRUCTURE AND DEVELOPMENT 39
LACK OF ACCESS TO PROFESSIONAL PRACTICES 40
ISSUES FOR LEADERS AND MANAGERS TO CONSIDER 42
CONSIDERING THE ROLE OF THE EMPLOYEE IN RELATION TO THE INSTITUTION S
KEY PURPOSE 42
SEEING THE WAY SUPPORT STAFF ARE UTILISED AS AN INDICATOR OF THE
ORGANISATION 43
BEING AWARE OF ETHICAL IMPLICATIONS 44
RECOGNISING THE SPECIAL ABILITIES OF SUPPORT STAFF 44
OFFERING LEADERSHIP AND MANAGEMENT OPPORTUNITIES TO SUPPORT STAFF 46
CONCLUSION 46
REFERENCES 47
PART 11 KEY CONCEPTS
4 ORGANISATIONAL CULTURES 53
INTRODUCTION: DEFINING CULTURE 53
SOCIETAL CULTURE 54
CENTRAL FEATURES OF ORGANISATIONAL CULTURE 56
DEVELOPING A CULTURE OF LEARNING IN SOUTH MRICA 59
LEADERSHIP AND CULTURE 60
LIMITATIONS OF ORGANISATIONAL CULTURE 62
CONCLUSION: PEOPLE AND CULTURE 64
REFERENCES 65
5 ORGANISATIONAL STRUCTURES AND ROLES 68
INTRODUCTION: THE NATURE AND PURPOSE OF ORGANISATIONAL STRUCTURE 68
STRUCTURES AND HIERARCHY 69
THE DETERMINANTS OF STRUCTURE 71
STRUCTURES AND ORGANISATIONAL THEORY 72
BUREAUCRACY 72
COLLEGIALITY 73
DISTRIBUTED LEADERSHIP 74
MICROPOLITICS 75
SUBJECTIVE MODELS 76
IMAGE 3
CONTENTS VII
AMBIGUITY 76
CULTURE 77
LEADERSHIP AND MANAGEMENT ROLES 77
ROLE CONFLICT AND AMBIGUITY 79
CONCLUSION: LINKING STRUCTURE AND ROLES 81
REFERENCES 82
6 LEADING AND MANAGING FOR DIVERSITY 86
INTRODUCTION 86
FROM EQUAL OPPORTUNITIES TO DIVERSITY 86
LIMITATIONS OF EQUAL OPPORTUNITIES 86
DIVERSITY 88
BENEFITS OF A FOCUS ON DIVERSITY 89
THE BUSINESS CASE 89
COHESION 89
PROBLEMS WITH A FOCUS ON DIVERSITY 90
DISCREPANCY BETWEEN POLICY AND PRACTICE 90
DIVERSITY AS AN ISSUE FOR MANAGEMENT 90
SIGNIFICANCE OF DIVERSITY IN EDUCATIONAL ORGANISATIONS 91
SOME ISSUES FOR EDUCATIONALLEADERSHIP 92
UNDERSTANDING CONTEXT: NATIONAL LEVEL 92
UNDERSTANDING CONTEXT: INTERNATIONAL LEVEL 93
BUILDING A FOCUS ON DIVERSITY 95
REFLECTIONS FOR EDUCATIONALLEADERSHIP AND MANAGEMENT 98
CONCLUSION 100
REFERENCES 100
7 MOTIVATION AND JOB SATISFACTION 104
INTRODUCTION 104
DEFINING THE TERMS 105
MOTIVATION 105
MORALE 106
FACTORS INFLUENCING MOTIVATION AND JOB SATISFACTION 107
FACTORS AFFECTING THE INFLUENCE OF LEADERS 108
PRESCRIBED CURRICULUM 109
CENTRALIST CONTROL 109
STATUS OF EDUCATIONAL STAFF IN SOCIETY 110
EXTERNAL CONTROL OVER INCENTIVES 111
IMPORTANCE OF LEADERSHIP AT INSTITUTIONALLEVEL 112
MOTIVATIONAL STRATEGIES AT INSTITUTIONALLEVEL 113
RECOGNISING THE IMPORTANCE OF INDIVIDUALITY IN MOTIVATION 113
PROVIDING OPPORTUNITIES FOR RELEVANT PROFESSIONAL DEVELOPMENT 116
PROVIDING INDIVIDUALS AND TEAMS WITH A SENSE OF DIRECTION 117
GIVING AS MUCH RECOGNITION AS POSSIBLE 117
ALLOWING AS MUCH EMPLOYEE OWNERSHIP OF WORK AS POSSIBLE 118
IMAGE 4
VIII LEADING AND MANAGING PEOPLE IN EDUCATION
WHAT KIND OF LEADERSHIP IS BEST FOR MOTIVATING STAFF?
CONCLUSION REFERENCES
119 119 120
8 LEADING AND MANAGING THROUGH TEAMS 124
INTRODUCTION: THE RATIONALE FOR TEAMS 124
THE COMPOSITION OF LEADERSHIP AND MANAGEMENT TEAMS 126
DEVELOPING EFFECTIVE TEAMS 128
TEAM DEVELOPMENT AND LEARNING 132
TEAMWORK IN ACTION: CO-PRINCIPALSHIP IN NEW ZEALAND 134
TEAMWORK IN ACTION: HIGH PERFORMING LEADERS HIP TEAMS IN ENGLAND 135
ADVANTAGES OF TEAMWORK 137
DISADVANTAGES OF TEAMWORK 138
CONCLUSION 139
REFERENCES 140
PART III KEY PROCESSES
9 RECRUITMENT AND SELECTION 145
INTRODUCTION 145
STRATEGIE CONTEXT 146
RECRUITMENT AND SELECTION IN DIFFERENT CONTEXTS 147
LABOUR MARKET 149
LEGISLATION 149
LOCAL CONDITIONS 149
EFFECTIVENESS IN RECRUITMENT 150
THE RECRUITMENT PROCESS 151
WHO SHOULD BE INVOLVED? 153
FACTORS AFFECTING SELECTION MANAGEMENT ISS
QUALITY OF APPLICANTS ISS
QUALITY OF SELECTORS ISS
ISSUES FOR SELECTORS ISS
EFFECTIVE MANAGEMENT OF SELECTION 157
PERSONNEL 158
CRITERIA AND WEIGHTING 158
INSTRUMENTS FOR ASSESSING CANDIDATES 158
MATCHING 160
MONITORING THE EFFECTIVENESS OF RECRUITMENT AND SELECTION PROCESSES 161
CONCLUSION 161
REFERENCES 162
10 INDUCTION AND RETENTION INTRODUCTION LINKS BETWEEN INDUCTION AND
RETENTION
165 165 166
IMAGE 5
CONTENTS IX
WHAT IS INDUCTION? 167
SOCIALISATION 167
ACHIEVING COMPETENT PERFORMANCE 168
UNDERSTANDING ORGANISATION CULTURE 169
WHOM IS INDUCTION FOR? 169
WHAT IS INVOLVED IN EFFECTIVE INDUCTION? 170
INDUCTION PROGRAMMES 170
EMPHASISING THE IMPORTANCE OF INDUCTION 171
EFFECTIVENESS IN INDUCTION 172
THE IMPORTANCE OF RETENTION OF STAFF 174
CAREER CYCLES 175
RETENTION AT A NATIONAL LEVEL 178
RETENTION DURING PERIODS OF SHORTAGE 179
GOLDEN HANDCUFFS 179
INTERNAL PROMOTIONS 180
OTHER STRATEGIES 180
RETAINING TEMPORARY AND PART-TIME STAFF 181
RETENTION: LONG-TERM STRATEGIES 182
OFFERING HIGH-QUALITY PROFESSIONAL DEVELOPMENT 182
DEVELOPING A POSITIVE CULTURE 182
CONCLUSION 184
REFERENCES 184
11 MENTORING AND COACHING 187
INTRODUCTION: WHAT DO WE ME AN BY MENTORING? 187
MENTORING AND COACHING 188
MENTORING IN PRACTICE 191
STUDENT MENTORING IN HONG KONG 192
MENTORING FOR SCHOOLLEADERS IN SOUTH AFRICA 193
MENTORING FOR ASPIRING PRINCIPALS IN SINGAPORE 195
MENTORING FOR SCHOOLLEADERS IN THE USA 195
MENTORING AND COACHING WITHIN NCSL PROGRAMMES IN ENGLAND 196 THE
BENEFITS OF MENTORING 197
BENEFITS FOR MENTEES 198
BENEFITS FOR MENTORS 199
BENEFITS FOR SCHOOLS AND THE EDUCATION SYSTEM 199
LIMITATIONS OF MENTORING 200
CONCLUSION: TOWARDS A MODEL OF MENTORING 201
REFERENCES 202
12 LEADING AND MANAGING FOR PERFORMANCE INTRODUCTION WHAT IS MEANT BY
PERFORMANCE MANAGEMENT?
PURPOSES AND PERCEPTIONS OF PUR POSE ACCOUNTABILITY DEVELOPMENT
204 204 205 206
206 207
IMAGE 6
X LEADING AND MANAGING PEOPLEIN EDUCATION
CONTROL 207
BASIC PURPOSES 208
THE IMPORTANCE OF CONTEXT FOR PERFORMANCE MANAGEMENT 209
PROBLEMS ASSOCIATED WITH ASSESSING PERFORMANCE OF EDUCATIONAL STAFF 210
IMPLEMENTATION 210
DIFFICULTY OF MEASURING OUTCOMES 210
THE ISSUE OF REWARDS 211
MANAGING PERFORMANCE AT INDIVIDUAL SITE LEVEL 213
FEATURES OF PERFORMANCE MANAGEMENT SCHEMES 214
WHAT DATA SHOULD BE COLLECTED? 214
FROM WHAT SOURCES SHOULD DATA BE COLLECTED? 214
HOW SHOULD DATA BE COLLECTED? 215
DISCUSSION BETWEEN MANAGER AND EMPLOYEE 216
DEALING WITH UNDERPERFORMANCE 216
ISSUES FACING LEADERS AND MANAGERS IN MANAGING PERFORMANCE 217
PRINCIPLES FOR DEVELOPING EFFECTIVE MANAGING OF PERFORMANCE 217
CONCLUSION 219
REFERENCES 219
13 ORGANISATIONALLEARNING AND PROFESSIONAL DEVELOPMNENT 223
INTRODUCTION 223
A FOCUS ON LEARNING 223
FEATURES OF A LEARNING SCHOOL OR COLLEGE 225
STAFF PROFESSIONAL DEVELOPMENT 228
EFFECTIVENESS IN PROFESSIONAL DEVELOPMENT 228
RECOGNISING WHAT IS INVOLVED IN EFFECTIVE ADULT LEARNING 228
ENSURING RELEVANCE TO THE INSTITUTIONAL CONTEXT 229
RECOGNISING HOW PROFESSIONAL DEVELOPMENT OCCURS 230
THE ROLE OF LEADERS AND MANAGERS 232
BEING ROLE MODELS AS LEARNERS 232
HAVING AWARENESS AND ANALYSIS OF THE SPECIFIC 232
RECOGNISING THE IMPORTANCE OF ALL STAFF AS INDIVIDUALLEARNERS 233 BEING
AWARE OF THE DIFFERENT LEARNING STYLES OF PEOPLE 233
ACTIVELY ENCOURAGING LEARNING BY ALL STAFF 233
BUILDING AN EMPHASIS ON LEARNING INTO ALLLEADERSHIP AND MANAGEMENT
PROCESSES 234
ENCOURAGING A COLLABORATIVE APPROACH TO LEARNING 235
DEVELOPING A CULTURE OF ENQUIRY AND REFLECTION 235
ASSESSING THE EFFECTIVENESS OF STAFF LEARNING AND CPD 236
CONCLUSION 238
REFERENCES 238
IMAGE 7
CONTENTS XI
14 SUCCESSION PLANNING AND LEADERSHIP DEVELOPMENT 242
INTRODUCTION 242
WHAT DO WE MEAN BY SUCCESSION PLANNING? 242
SUCCESSION PLANNING IN ENGLAND 244
THE SCALE AND NATURE OF THE SUCCESSION PROBLEM 244
RECRUITMENT 245
LEADERSHIP DEVELOPMENT 245
NEW MODELS OF LEADERSHIP 246
DIVERSITY ISSUES 247
THE IMPORTANCE OF LEADERSHIP DEVELOPMENT 248
TOWARDS CUSTOMISED LEADERSHIP DEVELOPMENT 249
THE CURRICULUM FOR LEADERSHIP DEVELOPMENT 250
LEADERSHIP DEVELOPMENT PROCESSES 251
THE IMPACT OF LEADERSHIP AND MANAGEMENT DEVELOPMENT 251
LEADERSHIP DEVELOPMENT AND SUCCESSION PLANNING IN SOUTH MRKA 252 THE
SCALE AND NATURE OF THE SUCCESSION PROBLEM 253
RECRUITMENT 253
LEADERSHIP DEVELOPMENT 253
DIVERSITY ISSUES 255
CONCLUSION 256
NOTES 257
REFERENCES 258
AUTHORINDEX 261
SUBJECT INDEX 267
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| title | Leading and managing people in education |
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| title_exact_search | Leading and managing people in education |
| title_full | Leading and managing people in education Tony Bush and David Middlewood |
| title_fullStr | Leading and managing people in education Tony Bush and David Middlewood |
| title_full_unstemmed | Leading and managing people in education Tony Bush and David Middlewood |
| title_short | Leading and managing people in education |
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| topic | Educational leadership School personnel management Schulverwaltung (DE-588)4053588-5 gnd Hochschulverwaltung (DE-588)4072563-7 gnd Führung (DE-588)4018776-7 gnd |
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