These slides were prepared for a workshop with postgraduate Management students at Massey University, New Zealand. They focus on writing scholarly critique paragraphs, as part of the reflective journals for 152707 Leading and Organising Change.
These slides were prepared for students at Massey University, Albany in 2018. They focus on writing analytical paragraphs as part of a reflective journal.
These slides were prepared for Masters of Management students at Massey University, New Zealand. They focus on how to write a reflective journal for assignment 3 of Leading and Organising Change (152.707).
These slides were prepared for a writing workshop for postgraduate students writing a reflective journal based on their experiences of leadership for course 152707 at Massey University, Albany Campus, New Zealand.
These slides were prepared for students at Massey University, Albany in 2018. They focus on writing analytical paragraphs as part of a reflective journal.
These slides were prepared for Masters of Management students at Massey University, New Zealand. They focus on how to write a reflective journal for assignment 3 of Leading and Organising Change (152.707).
These slides were prepared for a writing workshop for postgraduate students writing a reflective journal based on their experiences of leadership for course 152707 at Massey University, Albany Campus, New Zealand.
This presentation was prepared for students at Massey University, New Zealand studying the paper: Introduction to Professional and Ethical Practice in different learning contexts.
2016 reflective writing for professional practiceMartin McMorrow
This presentation was prepared for postgraduate students at Massey Business School. It focuses on how to write reflective journal entries for professional practice.
This presentation was made for students in the Bachelor of Speech and Language Therapy programme at Massey University, New Zealand. It focuses on reflective writing in relation to clinical competency development.
This is a presentation explaining the process of writing reflective essays. It includes structuring the essay using a reflective model and suggestions for introductions and conclusions.
Describes and defines facilitative leadership, explains the Conditional Leadership Theory (style due to task, relationships AND favorability of conditions), discusses teams and experiential learning, and presents with practical exercise the six techniques to facilitative leadership: fundamentals, funneling, frontloading, freezing, focusing (solution vs. problem), and fortifying.
A session on using focus groups, mainly in a higher education research and evaluation setting. How can we decide whether to use a focus group vs interviews or surveys. What does a focus group look like etc
Due Finals weekContent 3-4 + cover and refrence page = 5-6.docxsagarlesley
Due Finals week
Content 3-4 + cover and refrence page = 5-6
· In text citation
INDIVIDUAL FINAL PAPER (100 points)
· 5-7 pages; including cover page and references page (abstract not necessary for this paper)
· APA Format - Double-spaced - appropriate headers - use in-text citations/references where necessary
· Sections to include:
· Introduction (this should introduce your paper - what the paper is going to tell the reader)
· Analysis of Organizational Behavior (this should include an analysis of the final presentation created with your group.
· Compelling Components - Things I Found Most Interesting
· Difficult Components - Things I Didn't Fully Understand
· How I May Utilize What I've Learned in my Career
Graded on the ability to describe and synthesize what you've learned throughout the course and how you might utilize this new knowledge in the business world. Grammar, spelling, and format (neatness) are taken into consideration.
Example: A 5 page paper with some grammatical and spelling errors with no more than answers to the questions and little synthesizing would result in a C letter grade. A 7-page paper, well formatted, well thought out, grammatically correct and a couple of solid in-text citations and references to support what you're saying would result in an A letter grade.
PLEASE COMPLETE THIS IN MS WORD - There will be a spot for you to hand it in within Blackboard.
1
Running head: THE Marriage of Finance and Organization
7
THE MARRIAGE OF FINANCE AND ORGANIZATION
The Marriage of Finance and Organization: A Reflection Paper
The Marriage of Finance and Organization: A Reflection Paper
When someone encounters the word organization, first comes to mind would probably be chart-boxes, arrows, and functions. A chart represents what organization is, and how it functions. My entire course in Organizational Behavior, however, has thought me how to understand and look beyond what is seen in a chart. This paper describes what I’ve learned in the entire term including the things that I find most interesting and the things I wish to be improved on. More importantly, I am going to share how the knowledge in organization behavior will help me in the practice of my major.
Analysis of Organizational Behavior
A shared goal is the purpose why organization exists. In achieving this goal, an organization uses different techniques or methods in achieving them. Not able to do so follows the failure of the goal. It also important to note that organizational behavior does not only explain what organization is, but also gives careful elaborations on how organization works and why some fail. In this course, the importance of every member of organization is realized; that an organization’s success is not just because of a single person but how harmonious a group is. Different leadership styles, ethical performance of responsibilities, and effective motivations are just some of the few ...
Module 1 - Case
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theories ...
This presentation was prepared for students at Massey University, New Zealand studying the paper: Introduction to Professional and Ethical Practice in different learning contexts.
2016 reflective writing for professional practiceMartin McMorrow
This presentation was prepared for postgraduate students at Massey Business School. It focuses on how to write reflective journal entries for professional practice.
This presentation was made for students in the Bachelor of Speech and Language Therapy programme at Massey University, New Zealand. It focuses on reflective writing in relation to clinical competency development.
This is a presentation explaining the process of writing reflective essays. It includes structuring the essay using a reflective model and suggestions for introductions and conclusions.
Describes and defines facilitative leadership, explains the Conditional Leadership Theory (style due to task, relationships AND favorability of conditions), discusses teams and experiential learning, and presents with practical exercise the six techniques to facilitative leadership: fundamentals, funneling, frontloading, freezing, focusing (solution vs. problem), and fortifying.
A session on using focus groups, mainly in a higher education research and evaluation setting. How can we decide whether to use a focus group vs interviews or surveys. What does a focus group look like etc
Due Finals weekContent 3-4 + cover and refrence page = 5-6.docxsagarlesley
Due Finals week
Content 3-4 + cover and refrence page = 5-6
· In text citation
INDIVIDUAL FINAL PAPER (100 points)
· 5-7 pages; including cover page and references page (abstract not necessary for this paper)
· APA Format - Double-spaced - appropriate headers - use in-text citations/references where necessary
· Sections to include:
· Introduction (this should introduce your paper - what the paper is going to tell the reader)
· Analysis of Organizational Behavior (this should include an analysis of the final presentation created with your group.
· Compelling Components - Things I Found Most Interesting
· Difficult Components - Things I Didn't Fully Understand
· How I May Utilize What I've Learned in my Career
Graded on the ability to describe and synthesize what you've learned throughout the course and how you might utilize this new knowledge in the business world. Grammar, spelling, and format (neatness) are taken into consideration.
Example: A 5 page paper with some grammatical and spelling errors with no more than answers to the questions and little synthesizing would result in a C letter grade. A 7-page paper, well formatted, well thought out, grammatically correct and a couple of solid in-text citations and references to support what you're saying would result in an A letter grade.
PLEASE COMPLETE THIS IN MS WORD - There will be a spot for you to hand it in within Blackboard.
1
Running head: THE Marriage of Finance and Organization
7
THE MARRIAGE OF FINANCE AND ORGANIZATION
The Marriage of Finance and Organization: A Reflection Paper
The Marriage of Finance and Organization: A Reflection Paper
When someone encounters the word organization, first comes to mind would probably be chart-boxes, arrows, and functions. A chart represents what organization is, and how it functions. My entire course in Organizational Behavior, however, has thought me how to understand and look beyond what is seen in a chart. This paper describes what I’ve learned in the entire term including the things that I find most interesting and the things I wish to be improved on. More importantly, I am going to share how the knowledge in organization behavior will help me in the practice of my major.
Analysis of Organizational Behavior
A shared goal is the purpose why organization exists. In achieving this goal, an organization uses different techniques or methods in achieving them. Not able to do so follows the failure of the goal. It also important to note that organizational behavior does not only explain what organization is, but also gives careful elaborations on how organization works and why some fail. In this course, the importance of every member of organization is realized; that an organization’s success is not just because of a single person but how harmonious a group is. Different leadership styles, ethical performance of responsibilities, and effective motivations are just some of the few ...
Module 1 - Case
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theories ...
Please use HeadingsTemplates provided below when responding to th.docxstilliegeorgiana
Please use Headings/Templates provided below when responding to the 2 Colleagues. Use APA citations and References
Read a selection of your colleagues’ postings.
Respond to two of your colleagues in one or more of the following ways:
· Sharing an insight you gained from reading your colleagues’ postings and exploring how you will apply this insight to your professional career and managerial practices.
· Based on details of a colleague’s analysis, sharing from your own observations or experiences related to the challenges of successfully leading a diverse group in a unified direction and offering lessons you learned from those observations or experiences.
· Suggesting an alternate or modified approach to leading diverse groups towards success and illustrating why those might work better.
You are required to organize your response to your colleagues’ discussion posts using this template. These headings are mandatory! Put your thoughts under each heading.
Sharing an insight you gained from reading your colleagues' postings and exploring how you will apply this insight to your professional career and managerial practices.
Based on details of a colleague's analysis, sharing from your own observations or experiences related to the challenges of successfully leading a diverse group in a unified direction and offering lessons you learned from those observations or experiences.
Suggesting an alternate or modified approach to leading diverse groups towards success and illustrating why those might work better.
APA References
*1st Colleague to respond to:
An analysis of the barriers that prevented the group from leveraging their differences and creating innovative ideas.
The first obvious barrier in preventing this group from creating innovative ideas is lack of communication, followed by difficulty in creating an initial plan. Although these four employees were in fact thrown together with no apparent strategic thinking, as coworkers, it is their job to effectively work together to meet the goals laid out from their employer. It seems they have already started the project on the wrong foot and need to actively work together in order to be successful with this project.
Three suggested ways that their process could be improved, despite their different styles.
1. Establish a project roadmap and plan. “When there are no clearly defined goals for the team to achieve, the team members do not have a way of utilizing their individual talents and they have no way of pooling those talents toward achieving a common result” (Root, n.d.). In this step, the team should add necessary steps to “clarify the problem, generate ideas, develop solutions and implement the plan” (Puccio, n.d.).
2. Identify and use each team member’s knowledge, experience and ideas to the fullest. Although a variation in creative styles can lead to barriers as displayed here, it can also lead to success. Leveraging the different types of creative styles is to the team’s best interest for ...
Respond to 4 postings listed below, with at least in one or mormickietanger
Respond to
4 postings listed below
, with at least in one or more of the following ways:
• Ask a probing question, substantiated with additional background information, evidence or research.
• Share an insight from having read the postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from your own research
• Validate an idea with your own experience and additional research.
• Make suggestions based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on postings by providing additional insights or contrasting perspectives based on readings and evidence.
Posts should be at least 200 words
and require
some information from the text, academically reviewed paper, some significant commentary that requires knowledge of the subject matter, a web link to an article or other source
.
POST 1:
Networking: A key to successful Teamwork
A. Consider the different teams presented in your reading assignment. How do these teams manage their team boundaries? What are the trade-offs between internal cohesion and external ties within each type of team? support your discussion with at least two external sources.
Teams are of different types such as Virtual teams, Problem-solving teams, cross-functional teams, self- managed teams but every team has to maintain their own boundaries to function up to the mark.
What are boundaries
Boundaries are the limitations, plans which meant for reducing distraction from outside sources and to increase the teams focus on their roles and responsibilities. They could be simple rules which are a part of the teams’ principles.
How to set boundaries
· Members need to work individually along with their team leader. Everyone of them need to understand as to what make them deviate from their works. Make a list of the important activities relating to their group project for which the team is formed and make a schedule by prioritizing their work according to their importance.
· This will help them to have an understanding of how to manage their work. Set short term and long-term goals so as to be responsible for completing the tasks.
· Remember that the boundaries can be breached. It is not possible that they will stay in place forever, sometimes the members may knowingly or unknowingly cross their boundaries.
· The team has to communicate with the other teams or members as to what extent they have set the boundaries. It will help them to have necessary support from others and they will be less disturbing to them (Guanfeng, & Zhiyang, 2011).
Internal cohesion and External ties
Internal cohesion has a positive relationship with the external ties. The level of internal cohesion defines the level of support and cooperation the members have with each other. If the cohesion is more it will not affect the members to outsource other expertise and necessary resources. B ...
MODULE 1 CASE ASSIGNMENTManaging Individual BehaviorAssignment O.docxclairbycraft
MODULE 1 CASE ASSIGNMENT
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- to 6-page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theo ...
Chapter 6Our Coherence Framework is simplexity.” Simplexity is .docxmccormicknadine86
Chapter 6
Our Coherence Framework is “simplexity.” Simplexity is not a real word, but it is a valuable concept. Simplexity means that you take a difficult problem and identify a small number of key factors (about four to six)—this is the simple part. And then you make these factors gel under the reality of action with its pressures, politics, and personalities in the situation—this is the complex part. In the case of our framework, there are only four big chunks and their interrelationships. Not only are these components dynamic but they also get refined over time in the setting in which you work. You have to focus on the right things, but you also must learn as you go. One of our favorite insights came from a retired CEO from a very successful company who, when asked about the most important thing he has learned about leadership, responded by say- ing, “It is more important to be right at the end of the meeting than the most important thing he has learned about leadership, responded by saying- ing, “It is more important to be right at the end of the meeting than the beginning” (David Cote, Honeywell, nyti.ms/1chUHqp). He was using this as a metaphor for a good change process: leaders influence the group, but they also learn from it. In fact, joint learning is what happens in effective change processes. If you are right at the beginning of the meeting, you are right only in your mind. If you are right at the notional end of the meeting, it means that you have processed the ideas with the group. McKinsey & Company conducted a study of leaders in the social sector (education et al.) and opened their report with these words: “chronic underinvestment [in leadership development] is placing increasing demands on social sector leaders” (Callanan, Gardner, Mendonca, & Scott, 2014). Their conclusions are right in our wheelhouse. In the survey of 200 social sector leaders, participants rated four critical attributes: balancing innovation with implementation, building executive teams, collaborating, and manag- ing outcomes. Survey respondents found themselves and their peers to be deficient in all four domains. In one table, they show the priorities—ability to innovate and implement, ability to surround selves with talented teams, collaboration, and ability to manage to outcomes—in terms of how respon- dents rated themselves and rated their peers as strong in the given domain. Both sets of scores were low—all below 40 percent. Collaboration, for example, was rated as 24 percent (self-rating) and 24 percent (rating of their peers). So the top capabilities are in short supply. Leaders build coherence when they combine the four components of our Coherence Framework with meeting the varied needs of the complex organizations they lead. Coherence making is a forever job because people come and go, and the situational dynamics are always in flux. They actively develop lateral and vertical connections so that the collaborative culture is deepened and drives dee ...
OverviewWrite a minimum of two pages in which you analyze how an.docxkarlhennesey
Overview
Write a minimum of two pages in which you analyze how an organization can use ground rules and dialogue to grow as a learning organization.
The team learning discipline helps a team sustain and reinforce its learning, and increases the capacity to act synergistically and learn how to learn. Dialogue is a fundamental skill in the discipline of team learning, and is essential to the effective practice of the other learning disciplines. Dialogue makes meaningful, shared vision building possible. It makes systemic insight possible by facilitating reflection and inquiry in work groups. Consequently, it is important to understand the value and nature of dialogue, and how it differs from other forms of conversation.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Apply change management interventions.
. Define and compare debate, discussion, and dialogue.
. Analyze the value of dialogue in helping teams learn and change.
. Describe the ground rules required to reach conversational level in a dialogue.
. Analyze learning related to designing an effective dialogue session.
. Analyze the ease or difficulty of conversing in a team dialogue session, including the dangers and obstacles.
Context
Learning teams develop ground rules for truth telling, time usage, decision-making processes, and domains; to create a safe conversational environment that allows a team to take risks, make mistakes, forgive, and recover. This assessment provides you an opportunity to analyze the elements of skillful dialogue in a learning team, increasing the ability to problem solve, create new knowledge, deliberate, and build relationships with other teams and customers.
Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
· Review The Ladder of Inference multimedia piece in the Resources. Consider the meaning of this concept and your experience using it. What suggestions do you have for self-improvement when using it next time? How might the ladder of inference apply to communication within an organization? How might it diminish effectiveness in terms of organizational learning? Can dialogue play a useful role? If so, how?
· Consider how dialogue can allow ostensibly conflicting allegiances or differences (for example, unionized labor and management) while allowing an organization to learn as a common entity.
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Multimedia
Click the links provided below to view the following multimedia pieces:
· Planning Change | Tra ...
Writing findings & discussion chapters for qualitative theses.pdfMartin McMorrow
This presentation was designed for postgraduate students at the University of Notre Dame Australia. It provides advice on how to write findings and discussion chapters for theses based on qualitative research.
This presentation is intended for students of the Bachelor of Nursing at the University of Notre Dame Australia. It focuses on the first two assessments in NURS 1018: an annotated bibliography and a report.
These slides were prepared for a workshop for teachers at King George V & Ellaine Bernacchi School in Kiribati. The presenter was Martin McMorrow, who was an English language advisor at the school in 2019 under the auspices of VSA (Volunteer Service Abroad), New Zealand.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. You will learn how to:
• Summarise and quote from management literature
• Organise your notes under topics which are relevant
to your leadership experiences
• Use these notes to write a scholarly critique of
leadership experiences
Learning outcomes
4. Suggested structure for each vignette
Story of leadership experience (1 paragraph)
workshops 1 & 2
Analysis of leadership experience (1 paragraph)
workshop 3
Scholarly critique of leadership experience (1
paragraph)
workshop 4 (this one!)
5. I was Training Manager of an organisation in London. There were 10 trainers in
my team. I developed a new assessment system, based on 10 different criteria
that trainees had to achieve. For each criterion, they received 0, 1, or 2 points
– adding up to a maximum of 20. Any student who received 12 points or more
out of 20 passed. I piloted this new system myself with a group of trainees and
it worked like a dream. I made a few minor improvements and then presented
the improved system to the other trainers, expecting them to adopt it
immediately and enthusiastically. Instead, they complained that they found the
new system confusing and time-consuming and continued to assess the
trainees in their own way. I felt frustrated and disappointed that they couldn’t
see the obvious logic of the new system and that I was powerless to make
them. I resigned soon afterwards. If this was management, I decided I wanted
nothing more to do with it.
Example vignette: Paragraph 1 (Story of Leadership Experience)
6. It was clear to me at the time that this was not a successful attempt at change
leadership. But back then, my response was to personalise the failure in terms of
my own shortcomings and those of my colleagues. What I did not have was a clear
concept of leadership roles and methods or a framework for leading changes
(citation). In retrospect, my story seems very much focused on myself as the
originator and implementer of the whole process of change. It makes me wonder if I
was a leader at all, given that I had no followers. My resulting frustration with the
lack of power over my team members led to my resignation. It begs the question:
Can one be a leader without power? Indeed, if not from the leader, where can the
power be found to drive forward the difficult process of change?
Example vignette: Paragraph 2 (Analysis of Leadership Experience)
7. My assumption that a leader’s role was to drive forward change has been widely
shared in Management (citation). According to this view, my main error was an
operational one: a failure to create, a “guiding coalition” (citation) of colleagues
committed to the change. This coalition-building strategy might also have addressed
the powerlessness which I experienced in proposing my change. However, I have
become increasingly uncomfortable with this ‘operational’ model of change leadership.
My failure, it now seems to me, was more of an ethical than an operational one: it was
not a lack of leadership, but a lack of followership. Unknowingly, I had a narcissistic
concept of leadership (citation), in which the rest of my team were seen as tools to
implement a change I had determined. With a greater sense of followership, I might
have focused instead on empowering the team to decide what the problem was and
how to address it, limiting my role to helping my colleagues work in unison towards
common, agreed goals. In retrospect, I see my problem not as a lack of power, but as
my inability to see the power which was already there; distributed among my team
members, rather than concentrated in myself.
Example vignette: Paragraph 3 (Scholarly Critique of Leadership Experience)
9. You’ll see a question on the screen and then, a
few moments later, a photo of somewhere
on the campus, together with four options.
For example:
Where can you sit down on
these colourful chairs?
10. You need to select the correct answer by pressing the
appropriate square on your smartphone or tablet.
You’ll receive points not only for correct answers
but also according to the speed of your selection.
11. • Open kahoot.it
in your browser
• Enter the game pin
which I will show
you in a minute
• Enter your nickname
(and you will see it
appear on the public
screen)
To join the quiz you need to:
17. You’ll see some short texts about leadership.
Read each example and discuss with your partner, is it:
Copied from a Management text
or
Summarised in my own words
18. One approach to change leadership identifies four key
principles: maximise stakeholder participation; strengthen
relationships; build task-focused teams; ensure that decision-
making is inclusive (Axelrod, 2000).
1. widen the circle of involvement
2. connect people to each other
3. create communities for action
4. embrace democracy
Question 2
ANSWER: Copied from a Management text
My Summary
19. Question 3
• A unified face to customers
• Faster internal decision-making
• Reduced costs through shared resources
• The development of more innovative products
Through effective collaboration, teams can make decisions
more efficiently, use organisational resources more cost-
effectively, develop products more creatively and speak to
clients with one voice (Weiss & Hughes, 2013).
ANSWER: Copied from a Management text
My Summary
20. Question 4
Which of these is an effective way of summarising ideas from a Management
article?
• Close the original text while you write your notes.
• Keep all technical words; change all non-technical words.
• Keep as much of the original text as you can without plagiarising.
• Explain the text to a friend and ask them to write a summary of the ideas you told
them.
ANSWER
Close the original text while you write your notes.
21. Extra question
Is this sentence copied from a Management text or summarised in my
own words?
Leaders and followers are both following the invisible leader – the common
purpose.
ANSWER: Copied from a Management text
22. Because this is a short (and famous) phrase, it might be worth quoting
it, rather than summarising it in your own words. Here is an example:
A common misconception about the leadership is that it consists in giving clear
and persuasive orders to followers. This concept of leadership is narrow in scope
and inconsistent with a democratic ethos. Within democratic organisations, in
which individuals are empowered, rather than subjugated, effective leadership
aims, instead, to ensure that everyone – including leaders themselves –
understands and contributes to shared goals. In this way, as Parker Follett
explained, “Leaders and followers are both following the invisible leader – the
common purpose” (1987, p. 55).
23. Research & Note-Taking Suggestions
Identify leadership topics which are relevant to your three
stories.
Find concepts, theories and research findings related to this
topic in Management books (using Discover) and journal articles
(using Business Source Complete database).
Only copy the text if the original language is special (e.g. an
authoritative definition of an important concept). Keep
quotations short and include the page number it came from.
24. For effective note-taking, try to remember the main point in
your head. Look away from the screen or book as you do
this. Then make notes as much as possible in your own
words. If you are not sure, you can look back at the source
to double-check if your summary notes are accurate.
Organise your notes and quotes under relevant topic
headings (sometimes they’ll fit under more than one
heading).
26. The two leadership topics I chose to discuss in
relation to my first story were:
• The process of leading change
• Leadership power
You’ll see three of the notes I made: Which topic
do they fit under?
Questions 5, 6, & 7
27. Question 5
The need for careful planning is shown by the fact that up
to 80% of change initiatives fail (Appelbaum, Habashy,
Malo, & Shafiq, 2012).
ANSWER
PROCESS
28. Question 6
A narcissistic leadership style is one in which followers
are seen as extension of the leader instead of as
individuals with their own needs and potential (Higgs,
2013).
ANSWER
POWER
29. Question 7
Leaders cannot work in moral isolation: “if it’s unethical or
immoral, it is not leadership” (Burns, 2003, p. 48).
ANSWER
POWER
31. Question 8
How many citations were included in this
example paragraph of scholarly critique
based on my leadership story (shown on the
next slide)?
32. My assumption that I needed to show leadership in order to achieve change is one
which has been widely shared in Management. In fact, the ability to drive forward
necessary organisational change has been seen as the primary function of
leadership, as the leader first defines a future vision, aligns followers with that vision
and provides them with the necessary inspiration for the change to be achieved.
According to this view, my main error was an operational one: a failure to create, a
‘guiding coalition’ in which my main aim at the early stage would be to widen the
circle of colleagues committed to the change. This coalition-building strategy might
also have addressed the powerlessness which I experienced in proposing my
change. My approach had relied on the effectiveness of my claim to expert or
referent power, which I sought to exercise through a display of logic, expertise and
example. The legitimacy of my claim might have been reinforced by showing respect
for the opinions of my team at an early stage, since research has shown that
followers who feel respected by their leader(s) are more likely to be open to their
influence.
33. My assumption that I needed to show leadership in order to achieve change is one which has been
widely shared in Management. In fact, the ability to drive forward necessary organisational change
has been seen as the primary function of leadership, as the leader first defines a future vision, aligns
followers with that vision and provides them with the necessary inspiration for the change to be
achieved (citation). According to this view, my main error was an operational one: a failure to create,
a ‘guiding coalition’ (citation) in which my main aim at the early stage would be to widen the circle of
colleagues committed to the change. This coalition-building strategy might also have addressed the
powerlessness which I experienced in proposing my change. My approach had relied on the
effectiveness of my claim to expert or referent power (citation), which I sought to exercise through a
display of logic, expertise and example. The legitimacy of my claim might have been reinforced by
showing respect for the opinions of my team at an early stage, since research has shown that
followers who feel respected by their leader(s) are more likely to be open to their influence (citation).
Place citations immediately after the information they support
ANSWER
FOUR
35. My assumption that I needed to show leadership in order to achieve
change is one which has been widely shared in Management. In
fact, the ability to drive forward necessary organisational
change has been seen as the primary function of leadership, as
the leader first defines a future vision, aligns followers with that
vision and provides them with the necessary inspiration for the
change to be achieved (citation). According to this view, my
main error was an operational one: a failure to create a “guiding
coalition” (citation) in which my main aim at the early stage would
be to widen the circle of colleagues committed to the change. My
approach had relied on the effectiveness of my claim to expert or
referent power (citation), which I sought to exercise through a
display of logic, expertise and example.
36. Scholarly critique of experience ‘flip-flops’ between theory and experience.
ANSWER
THEORY
My assumption that I needed to show leadership in order to achieve change is one which has
been widely shared in Management. In fact, the ability to drive forward necessary
organisational change has been seen as the primary function of leadership, as the leader
first defines a future vision, aligns followers with that vision and provides them with the
necessary inspiration for the change to be achieved (citation). According to this view, my
main error was an operational one: a failure to create a “guiding coalition” (citation) in which
my main aim at the early stage would be to widen the circle of colleagues committed to the change.
My approach had relied on the effectiveness of my claim to expert or referent power (citation),
which I sought to exercise through a display of logic, expertise and example.
37. SUGGESTINGS FOR USING THEORY
The focus of the third paragraph (scholarly critique) should be
on what you learnt about leadership from the experience in
your story.
Use leadership theories as a lens to look through as you
examine your earlier experience from the perspective of
someone who has learnt about leadership.
Explain how certain concepts or findings made you revise your
earlier understanding of what happened.
40. Hedging shows that you understand the difference between theory and fact;
a lot of hedging signals to the reader that you don’t necessarily agree with
the theory you are using and prepares the reader for a counter-argument.
ANSWER
HEDGING
My assumption that I needed to show leadership in order to achieve change is one which has
been widely shared in Management. In fact, the ability to drive forward necessary organisational
change has been seen as the primary function of leadership, as the leader first defines a future
vision, aligns followers with that vision and provides them with the necessary inspiration for the
change to be achieved (citation). According to this view, my main error was an operational one:
a failure to create, a ‘guiding coalition’ (citation) in which my main aim at the early stage would be
to widen the circle of colleagues committed to the change. This coalition-building strategy might
also have addressed the powerlessness which I experienced in proposing my change.
41. Question 11
What do the phrases highlighted in white on
the next slide indicate?
42. ANSWER
A NEW UNDERSTANDING OF PAST
EXPERIENCE
However, I have become increasingly uncomfortable with this ‘operational’ model of change
leadership. If ‘creating a coalition’ is reduced to a tactical stage in a change process which has, in
reality, been determined from above, it seems to me both morally and practically impoverished; and
as XXX (citation) points out, “if it’s unethical or immoral, it is not leadership”. My failure, it now
seems to me, was more of an ethical than an operational one: it was not a lack of leadership, but a
lack of followership. Unknowingly, I had what XXX (citation) describes as a narcissistic concept of
leadership, in which the rest of my team were seen, essentially, as extensions of myself, functioning
only to implement a change I had set in motion ….
43. Question 12
What is the main purpose of the parallel
structures highlighted in white on the next
slide?
44. ANSWER
THEY CONTRAST MY ORIGINAL UNDERSTANDING OF THE
EXPERIENCE WITH MY CURRENT UNDERSTANDING
(INFORMED BY CRITICAL READING OF THEORY)
My failure, it now seems to me, was more of an ethical than an operational one: it was not a lack
of leadership, but a lack of followership. Unknowingly, I had what XXX (citation) describes as a
narcissistic concept of leadership, in which the rest of my team were seen, essentially, as extensions
of myself, functioning only to implement a change I had set in motion. My problem was not a lack of
power, but the inability to see the power which was already there; distributed among my team
members, rather than concentrated in myself. My attempt to impose my change may actually have
inhibited the power of my team to develop their own change.
45. SUMMARY
• understanding of Management theories
• ability to view experience through the lens of
Management theories
• learning about yourself through reflection
• learning about the value and / or limitations of
Management theories
Effective scholarly critique of leadership experience provides
evidence of your: