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Examine the concept of participatory leadership. Propose three ways to engage in participatory leadership. Evaluate three specific qualities of your leadership style. Examine why you feel comfortable with that approach to leadership. Create your own definition of effective teacher leadership. Propose three ways that effective teacher leadership can lead to positive change in your work environment. Analyze why it is difficult for schools to adopt each of these roles and provide one suggestion to facilitate the adoption of each role The Roles 1) The superintendent and district staff are committed to schoolhouse innovations that are aligned with the core business of schools, the beliefs and vision of the district, and achieving desired results. 2) The superintendent organizes and unifies the central office staff in a manner that is consistent with the beliefs, vision, core purpose of schools, and with achieving desired results. .

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Initial Question "Leadership" Please respond to the following: Examine the concept of participatory leadership. Propose three ways to engage in participatory leadership. Evaluate three specific qualities of your leadership style. Examine why you feel comfortable with that approach to leadership. Peer Response: Participatory Leadership practices help shape the future of education in terms of possibilities and opportunities. Participatory Leadership practices and theories help us reflect on the pitfalls of oppositional talking or debating and the creative power of true dialogue. There are many ways to engage in participatory leadership (Schlechty, 2009). First participatory leadership it enables us to work with large groups using relatively minimal resources and generate meaningful information to inform evaluation design and practice. It can bring tremendous strengths to our evaluation practices as it incorporates skills to engage groups and communities in an inspiring way around what to do with the current struggles of our educational system. Second engagement is team building through collaborative efforts. The leader guides his team to produce an enterprise that is a result of group accomplish (Schlechty, 2009). To do this, he must meld a mix of diverse workers with sometimes conflicting ideas and methods. Final way to engage in participatory leadership is by engaging with other by allowing the input of suggestions of others. Participatory leadership is not a goal. It is a strategy for achieving a goal efficient delivery of quality goods and services by unlocking the human capital within the organization (ARCHIVE, 1990). My leadership style is forever transforming to fit the needs of students, educators, and team members. Three qualities of my leadership style are a commitment, strategically focused, and, dependence on God. It is critically important that you be able to paint a vivid picture of where your group or organization is headed. In the end, you should use the vision to motivate and guide action. Make your vision a shared one with your group. I feel comfortable with my approach to leadership because it sets the tone and approach for my organization. Great leaders are aware of their own style and make the effort to learn how their style comes across to their team. They learn to flex their leadership style to individual team members so that they communicate and behave in ways that motivate and inspire. My leadership style stands forever transforming to fit the needs of students, educators, and team members. Initial Question 2 "Changes in Schools" Please respond to the following: From the e-Activity, select two of the eight roles that you believe to be the most challenging to adopt. Analyze why it is difficult for schools to adopt each of these roles and provide one suggestion to facilitate the adoption of each role. Create your own definition of effective teacher leadership. Propose three ways that effective tea ...

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Professional Development Plan Leadership as a vocation requires a commitment to professional excellence and integrity, which can be achieved through establishing habits of self-reflection, life-long learning, and professional development. The purpose of this assignment is for you to reflect on where you currently are in your leadership capabilities; define where you want to go; and specify goals, plans, and a timeframe for achieving your professional objectives. Your professional development plan will be composed of three parts: Vision, Goals/Objectives, and Plans. Vision: The ability to create, communicate, and compel vision is critical to inspiring and effective leadership. While ultimately many leaders are responsible for developing visions to guide complex organizations, effective leadership begins on a much more personal level—a vision of yourself as a leader. Who are you and who do you want to become in your field or sphere of influence? Once you are clear about that, you can then confidently establish how you will help others and your organization achieve their visions. Your leadership vision is based on a number of factors including your attitude, values, personal beliefs, guiding principles, and how you behave. It may also be influenced by theoretical, philosophical, or religious frameworks and the leadership traits, values, and behaviors of others. A leadership vision is also dynamic. No great leader ever "arrived." Those who have adopted leadership as their vocation can spend a lifetime in self-reflection in order to continue to learn and more effectively motivate and inspire others. Spend some time reflecting below on where you currently are in your leadership capabilities, what you have learned about leadership in the course, and how you want to develop and improve as you continue your leadership studies and move forward in your field. Review the document “Essential Leadership Competencies” for an overview of the scope of effective leadership capabilities. Reflection: Vision: Then, in 300-500 words, briefly articulate your vision for yourself as a leader 3-5 years from now. Where do you want to be? What kind of leader do you want to become? Goals/Objectives: After you have stated your vision, create five to eight leadership goals/objectives you will strive to meet in the next 3-5 years. Try to formulate at least one goal/objective related to the four major leadership competencies included in "Essential Leadership Competencies": self-leadership, leading others, leading an organization, and leadership as a vocation. Include a brief justification for each goal/objective to explain how it will help you achieve the qualities of professional excellence and integrity required of excellent leaders. Plan: Specify activities you will engage in to achieve your goals/objectives. You may find it helpful to research professional development activities in your field or organization to determine what resource.

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North Carolina Standards for School Executives As Approved by the State Board of Education December 2006 and July 2011 Revised May 2, 2013 EDUCATOR EFFECTIVENESS DIVISION www.ncpublicschools.org/educatoreffectiveness North CaroliNa StaNdardS for SChool ExECutivES A New Vision of School Leadership Public education’s changed mission dictates the need for a new type of school leader – an executive instead of an administrator. No longer are school leaders just maintaining the status quo by managing complex operations, but just like their colleagues in business, they must be able to create schools as organizations that can learn and change quickly if they are to improve performance. Schools need executives who are adept at creating systems for change and at building relationships with and across staff that not only tap into the collective knowledge and insight they possess but powerful relationships that also stir their passions for their work with children. Out of these relationships the executive must create among staff a common shared understanding for the purpose of the work of the school, its values that direct its action, and commitment and ownership of a set of beliefs and goals that focus everyone’s decision-making. The staff’s common understanding of the school’s identity empowers them to seek and build powerful alliances and partnerships with students, parents and community stakeholders in order to enhance their ability to produce increased student achievement. The successful work of the new executive will only be realized in the creation of a culture in which leadership is distributed and encouraged with teachers, which consists of open, honest communication, which is focused on the use of data, teamwork, research-based best practices, and which uses modern tools to drive ethical and principled, goal-oriented action. This culture of disciplined thought and action is rooted in the ability of the relationships among all stakeholders to build a trusting, transparent environment that reduces all stakeholders’ sense of vulnerability as they address the challenges of transformational change. Philosophical Foundations of the Standards The standards are predicated on the following beliefs: • Today schools must have proactive school executives who possess a great sense of urgency. • The goal of school leadership is to transform schools so that large-scale, sustainable, continuous improvement becomes built in to their mode of operation. • The moral purpose of school leadership is to create schools in which all students learn, the gap between high and low performance is greatly diminished and what students learn will prepare them for success in their futures, not ours. • Leadership is not a position or a person. It is a practice that must be embedded in all job roles at all levels of the school district. • The work of leadership is about working with, for and throu ...

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Examine current international OB issues that challenge organizational leaders to resolve critical issues involving cross-cultural communication, negotiation, leadership, motivation, decision-making, among others. (1) identify the key organizational behavior issues facing management, (2) what impact the international environment has on these issues, (3) strategies management should use to overcome these issues, (4) how these strategies will impact the overall organizational operations, and (5) identify the potential costs and risks to the organizations of implementing the newly developed strategies. Offer a set of recommendations, which must be derived from both data and theory. Teams must include aspects of global leadership, global motivation and global team-management in their work. APA format, Times New Roman (12), 20-25 pages, No plagiarism. .

Examine current international OB issues that challenge organizat.docx

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Executive Program Practical Connection Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate- level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment. Executive Program Practical Connection Assignment At UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and kn.

Executive Program Practical Connection Assignment .docx

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Executive Program Practical Connection Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment. .

Executive Program Practical Connection Assignment Component .docx

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Executive Program Group Project Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.   Criteria Excellent Satisfactory Less than Satisfactory Not Completed Log Completion 4 points Food logs are complete with detailed food/beverage items 3 points Food logs are complete but lack some detail on food/beverage items (3 pts) 2 points Food logs are complete are missing substantial detail on food/beverage items 0 points Student did not complete this component of the project. / 4 Por.

Executive Program Group Project Assignment Component Profi.docx

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Executive Practical Connection Activity it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career. Assignment: Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study. Requirements: · Provide a 500 word (or 2 pages double spaced) minimum reflection. · Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited. · Share a personal connection that identifies specific knowledge and theories from this course. · Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment. · You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace. MY ROLE: BIGDATA/KAFKA ADMIN Need Plagiarism report for this Assignement. ****Directions Choose from one of the following tweets and answer the 4 questions, Include at least one scholarly source***** The link is included in each tweet for more information. 1. Identify a healthcare issue within your community and explain the issue to your class colleagues. (You may use the same issue you identified in Week 2, but please expand your responses to address this week's focus). 2. Describe the type of healthcare policy you would advocate for in an effort to change this issue. 3. What type of campaign would you need to launch in order to gather a network of support? 4. Compose a Tweet that describes what you have shared with your class colleagues. Remember, Twitter only allows for 140 characters so you will need to be concise. 1. NR708HealthPol Retweeted Tara Heagele, PhD, RN, PCCN, EMT@TaraHeagele #NurseTwitter Hurricane season starts today! Helping Vulnerable People Before Disasters Strike | Campaign for Action https://campaignforaction.org/helping-vulnerable-people-before-disasters-strike/#.XtUB00-UAZ4.twitter … Helping Vulnerable People Before Disasters Strike | Campaign for Action Floods, tornadoes, heat waves, blizzards, earthquakes, and hurricanes threaten the health and well-being of millions of people each year campaignforaction.org 13h · · 2. NR708HealthPol Retweeted Diana Mason@djmasonrn By @AmyAnderso.

Executive Practical Connection Activityit is a priority that stu.docx

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Executive FunctionThe Search for an Integrated AccountMari.docx

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Executive Compensation and Incentives Martin J. Conyon* Executive Overview The objective of a properly designed executive compensation package is to attract, retain, and motivate CEOs and senior management. The standard economic approach for understanding executive pay is the principal-agent model. This paper documents the changes in executive pay and incentives in U.S. firms between 1993 and 2003. We consider reasons for these transformations, including agency theory, changes in the managerial labor markets, shifts in firm strategy, and theories concerning managerial power. We show that boards and compensation committees have become more independent over time. In addition, we demonstrate that compensation committees containing affiliated directors do not set greater pay or fewer incentives. Introduction E xecutive compensation is a complex and con- troversial subject. For many years, academics, policymakers, and the media have drawn attention to the high levels of pay awarded to U.S. chief executive officers (CEOs), questioning whether they are consistent with shareholder interests.1 Some academics have further argued that flaws in CEO pay arrangements and deviations from shareholders’ interests are widespread and considerable.2 For example, Lucian Bebchuk and Jesse Fried provide a lucid account of the managerial power view and accompanying evidence.3 Marianne Bertrand and Sendhil Mullainathan too provide an analysis of the ‘skimming view’ of CEO pay.4 In contrast, John Core et al. present an economic contracting approach to executive pay and incentives, assessing whether CEOs receive inefficient pay without performance.5 In this paper, we show what has happened to CEO pay in the United States. We do not claim to distinguish between the contracting and managerial power views of executive pay. Instead, we document the pattern of executive pay and incentives in the United States, investigating whether this pattern is consistent with economic theory. The Context: Who Sets Executive Pay? B efore examining the empirical evidence presented in this paper, it is important to consider the pay-setting process and who sets executive pay. The standard economic theory of executive compensation is the principal-agent model.6 The theory maintains that firms seek to design the most efficient compensation packages possible in order to attract, retain, and motivate CEOs, executives, and managers.7 In the agency model, shareholders set pay. In practice, however, the compensation com- mittee of the board determines pay on behalf of shareholders. A principal (shareholder) designs a contract and makes an offer to an agent (CEO/ manager). Executive compensation ameliorates a moral hazard problem (i.e., manager opportunism) arising from low firm ownership. By using stock options, restricted stock, and long-term contracts, shareholders motivate the CEO to maximize firm value. In other words, shareholders try to design optimal compensation packages .

Executive Compensation and IncentivesMartin J. ConyonEx.docx

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Executing the Strategy Learning Objectives After reading this chapter, you should be able to: • Distinguish good operational plans from weak ones. • Detail the value of tracking progress on all operational plans. • Discuss why emergent strategies occur and how they might affect an organization’s current strategy. • Implement the ten basic steps of a generic strategic formulation process. • Manage, improve, and evaluate an existing strategic management process. Chapter 9 Neil Webb/Ikon Images/Getty Images spa81202_09_c09.indd 247 1/16/14 10:08 AM CHAPTER 9Section 9.1 Managing Operational Plans Implementing a strategy (see Figure 1.1) in the real world is not a leisurely swim across a calm pond on a sunny day, but rather like crossing from one bank of a raging river to the other, encountering hidden eddies, fog, driving rain, lightning, and riptides along the way. While it is not impossible to reach the other bank (the goal), the task often becomes one of overcoming obstacles and making constant adjustments without losing sight of the goal. Implementation is like that. Even the most brilliant strategy is worthless if it cannot be implemented. This chapter focuses on strategy execution and its difficulties. Part of the chapter is devoted to assessing, improving, and managing the strategy formulation process itself. 9.1 Managing Operational Plans The process for obtaining board approval of operational plans is covered in this chapter. Exactly what is it that gets approved? An operational plan is a document that specifies the projects or tasks that must be accomplished to achieve particular operational objectives. Many of these plans will contain activities that are ongoing. Some will include plans for enhanced or new services. Details specified in operational plans include the names of those who will be involved and the individual responsible for each one, what equipment will be needed, when each will start and end, and the estimated costs for each activity. Given the level of detail required, it should come as no surprise that an operational plan for a large functional unit, such as the nursing department in a hospital, can run to many pages, as there are lots of activities to be detailed. Operational plans for small HSOs such as physi- cian clinics and community health centers may be just a few pages long unless new strategic initiatives are to be undertaken. It takes contributions from everyone who will be involved in that HSO’s operations to create such plans. They will make sure that continuing current operations are included in the plans, which is easily done. What adds a level of com- plexity and difficulty is incorporating additional tasks demanded by a change in strategy. Consider the following scenarios, which illustrate the difficulty in creating operational plans that involve more than simply repeating what was done the previous year: Javier Larrea/age fotostock/Getty Ima.

Executing the StrategyLearning ObjectivesAfter reading.docx

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Executing Strategies in a Global Environment: Examining the Case of Federal Express 5-7 pages Requirements: 1. An al yz e Fe d era l E x pre ss ’ s v a lu e cr e atio n f r ont i e r , a n d deter m in e w h i ch o f th e f ou r bu i l d i ngb l oc k s o f c o m pet i t i v e a d v a nta g e t h e co m pa n y n eed s i n orde r t o con t i n u e t o m a i n t a i n a b o v e-a v er a g e pro f ita b i l i t y . Provi d ea ra ti o n aletosup p orttheresponse. 2. Deter m i n e th e m a i n aspe ct o f produc t d i ff erent i atio n a n d capac i t y c o ntr o l t h a t Fe d era l E x pre s s c oul d us e i n or d e r t o m a i n t a i n a n ed g eo v e r i tsr i v a l s .J u st i f y t h er e sp on se. 3. A ss es s th e e f f i c i en c y o f Federa l E x pre ss ’ s c ur r en t bu s i ne ss m odel , a n d reco m m en d o n e (1 ) ne w bu s i n es s -leve l stra t e g y t h a t gi v e s t h e co m pa n ya co m p et i t i ve a dvant a g e ove r it s r i v a l s. P r o v i d earat i o n ale f o rthereco m m enda ti on. 4. E x a m in e th e m anne r i n wh i c h overa l l g l o b a l co m pet i t i o n m a y i m pa ct th e n e w bu s i ne ss strate g y tha t y o u re c o m m ende d i n Que s t i o n 3 . Next , su g ge st on e (1 ) si g n i f i c an t w a y t ha t Feder a l E x pre s s m a y c on f r on t i ts g l ob a lc o m pet it i o n .

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