CONFLICT DISCUSSION SPC 209
Please create at least 3 substantive posts.
First, describe a conflict situation that you have experienced and evaluate your reactions. (This can be a conflict with a family member, friend, coworker, acquaintance, etc …) Consider questions such as:
· Did you respond appropriately/civilly?
· What Conflict Management styles were used?
· How did the other person react and how did their reactions affect you?
· If you could, would you have changed anything about the situation and or your reactions?
· Was the outcome positive or negative?
· What did you learn (About yourself, the other person/people)?
· Has your communication behavior changed since this example?
· Please then also post substantive responses to at least 2 classmates' posts.
Please choose an example that is classroom appropriate. (One that you feel comfortable sharing with the class and that the class will feel comfortable reading.)
(800 - 1000 words)
The SPC 209 grading criteria explains expectations for discussion posts. It can be found under Course Materials/Content in the Introductory Materials module.
Strengths
Things your school does well. Aspects of your service that parents and pupils particularly like. Characteristics and/or activities that are unique to your school. Advantages of working in or using your school.
Weaknesses
Areas in which the school could be working much more effectively in, or things the school could be doing better. Things the school feels it lacks that it needs to have in order to improve.
Opportunities
Times, conditions, situations, resources, positions, external factors, people etc the school can use and take advantage of to improve its services.
Threats
External factors which could have a limiting effect on the school and its quality of services now or in the future.
SWOT ANALYSIS TEMPLATE
Craig Halls. MBA, LAT/ATC, CEES, Column Editor
The SWOT Analysis: Simple, yet Effective
Chadron B, Hazelbaker, ATC, CSCS, MPE • Gonzaga University
A ATHLETIC THERAPY companies look to review past performance
and move toward their future, a variety of analytical tools can be used
to help clear the muddled load of information. What information does
the company need to move forward? Is it a good time to expand? What
challenges lie ahead? A SWOT analysis can be an effective tool to gather
information and help the company determine its current situation and
develop a clear path to move forward,
SWOT is an acronym for the iriternal Strengths and Weaknesses of
a firm and the environmental Opportunities and Threats facing it,' The
SWOT analysis relies on the assumption that a firm's internal resources
(strengths and weaknesses) and external situation (opportunities and
threats) must match in order for it to develop an effective strategy,
Goodstein and colleagues^ present the SWOT analysis as a step of the
performance audit during the strategic planning for a company. In order
for ...
SWOT AnalysisA situation analysis is often referred to by the ac.docxmabelf3
SWOT Analysis
A situation analysis is often referred to by the acronym SWOT, which stands for strengths, weaknesses, opportunities, and threats.
SWOT Analysis
Essentially, a SWOT analysis is an examination of the internal and external factors that impact the organization and its strategies. The internal factors are strengths and weaknesses; the external factors are opportunities and threats. A SWOT analysis gives an organization a clear picture of the business situation in which it operates and helps it identify which strategies to pursue.
Internal Factors
Strengths and weaknesses include the resources and capabilities within the organization now. Since the company has the most control over internal factors, it can craft strategies and objectives to exploit strengths and address weaknesses. Examples of internal factors include the following:
· financial resources
· technical resources and capabilities
· human resources
· product lines
All of these are controlled by the organization. Competitive positioning can also be a strength or a weakness. While competitors’ strategies and tactics are external to the company, the company’s position relative to the competitors is something that it can control.
External Factors
External factors include opportunities and threats that are outside of the organization. These are factors that the company may be able influence—or at least anticipate—but not fully control. Examples of external factors include the following:
· technology innovations and changes
· competition
· economic trends
· government policies and legislation
· legal judgments
· social trends
While a company can control how it positions itself relative to the competition, it can’t control competitors’ actions or strategies.
Benefits of a SWOT Analysis
Encourages Realistic Planning
Imagine a growing company that is able to attract new customers more easily than the competition because it has a strong reputation and visible leader. These strengths should be considered and exploited in the strategy. Now imagine that the company also has a poor history of delivering on customer commitments. If this weakness is not addressed, it will not only make it difficult to retain customers but also likely damage the reputation of the company and its leader—which would eliminate key strengths. By conducting a situation analysis, the company is more likely to consider both of these factors in its planning.
Improves Ability to Forecast Future Events
What’s the worst thing that could happen to your business? Most organizations can answer this question because they have assessed the environment in which they operate. For instance, perhaps they know of pending legislation that might adversely affect them. Or perhaps they recognize legal risks, or unique challenges from past economic cycles. By considering threats and worst-case scenarios during the planning process, organizations can take steps to avoid them, or minimize the impact if they do they occur.
SWOT A.
Short Answer questions Part 11.What is the difference between.docxmaoanderton
Short Answer questions Part 1:
1.What is the difference between a database and a DBMS?
Would you consider a DBMS an intermediator between you and the database? Explain your answer.
2.Conduct a search and identify the popular DBMS used in business?
3.Conduct a search and identify an article that describes how databases are used to improve a business. Write a brief summary of the article and provide a link.
4.What is you major? How are databases used to improve the productivity of your particular major? Cite your sources used to answer this question.
5.What type of statements are used to CREATE Tables? DDL or DML?
6.What type of statements are used to INSERT Rows into a Table? DDL or DML?
7.What type of statements are used to UPDATE Rows in a Table? DDL or DML?
8.What type of statements are used to remove a table? DDL or DML?
9.What are some possible tables that you would include if you were building a University database?
10.Pick a table from question 9 and identify potential Columns that would be included in each table.
11.Are all Primary Keys also Candidate Keys? Explain.
12.What makes for a good Primary Key?
13.What are the main disadvantages of using composite Primary Kays?
14.Why do surrogate keys make great primary keys?
15.What is the purpose of a foreign key? Why are they needed in a relational database?
Short Answer Questions Part 1:
1. How does the Rule of One Theme relate to Normalization? Would you consider this part of, or all of the normalization process? Explain.
2.In your own words, describe a DELETE unintended consequence problem. Provide an example.
3.In your own words, describe an UPDATE unintended consequence problem. Provide an
example.
4.In your own words, describe an INSERT unintended consequence problem.
5.Describe an example of a Rule of One Instance problem. How would you fix this problem?
6.Consider A B. In this example, what is A (determinate or functionally dependent)? What is B
(determinate or functionally dependent)?
7.Consider ABDPC. If A B, D, P, C and P C, is this normalized to 3rd NF? If not, explain. In addition, how would you fix it?
8.Consider ABDPC. If ABDPC and BP, is this normalized to 3rd NF? If not, explain. In addition, how would you fix it?
9.Consider ABDPC. If ABDPC, is this normalized to 3rd NF? If not, explain. In addition, how would you fix it?
10. In your own words, what does the term, “every determinate must be a candidate key” mean?
SWOT Analysis
Click on the speaker symbol on each slide
To hear the presentation
Welcome to this session on SWOT analysis.
As part of this week’s discussion on strategic planning we will review the purpose, process and application of SWOT analysis.
1
What is SWOT Analysis
Stands for Strengths, Weaknesses, Opportunities and Threats
A tool to identify and summarize strengths, weaknesses, opportunities and threats of a strategic environment
Tool credited to Albert Humphrey, who led a research .
12 March 2015 Employee Benefit Plan Review■ Focus On … Pla.docxdrennanmicah
12 March 2015 Employee Benefit Plan Review
■ Focus On … Planning
T
imes are changing. Affordable Care
Act (ACA) compliance, an aging and
shrinking workforce, technology, and
medical and pharmaceutical advance-
ments are on a collision course that is chang-
ing the face of compensation and benefits. As
a result, senior leadership is relying on their
employee benefits professionals more than
ever to help them navigate and mitigate risk.
The secret weapon is deceptively simple: an
Employee Benefits Strategic Plan.
Employee Benefits
Strategic Plan
For some, “strategic planning” is a series
of formulaic meetings that result in a report
that ends up on a shelf, rarely referred to or
used until the next cycle. For a select few,
however, it is a crucial part of the organiza-
tion’s sustainability—a road map used to guide
decisions.
Organizational strategic planning sets pri-
orities and goals for the future. An Employee
Benefit Strategic Plan employs the same
approach but is specific to the total compensa-
tion approach of the organization. Simply put,
in an environment of consistently rising health-
care costs and shifting healthcare regulations,
it is essential for organizations to create long-
term strategies with short-term objectives and
have a quick-response review process in place.
The fiscal realities of increasing healthcare
costs mixed with ACA unknowns can impact
your organization’s financial performance in
several ways. It may drag down shareholder
value, become a drain on company perfor-
mance, or negatively impact the culture and
human capital within a business. Yet, with all
these negative impacts, most organizations still
do only a superficial short-term employee ben-
efits plan for themselves.
What constitutes a strategy and how do
we actually build a plan? A good definition of
strategy is “… choosing to perform different
activities that will provide a sustainable compet-
itive advantage.” It is a way of thinking about
the world and approaching business. Strategic
planning is a process to produce innovative and
creative ideas that serve as the core framework
for the organization and design its future.
By adopting a strategic employee benefit
planning process, organizations can make deci-
sions regarding their benefits with significantly
less stress for all involved.
How to Create a Strategic Plan
Most strategic planning models share a com-
mon discover/analyze/design/build/review struc-
ture. This process appears to be simple, but it
does have complex and powerful components
within each category.
First, confirm that the organization is ready.
Building a comprehensive plan requires com-
mitment from the top down.
Next, make sure all stakeholders are repre-
sented. In addition to the C-Suite and human
resources (HR), the committee should include
representatives of all major employee groups
and functions. It is not uncommon for a stra-
tegic planning committee to have 12 or.
SWOT AnalysisA situation analysis is often referred to by the ac.docxmabelf3
SWOT Analysis
A situation analysis is often referred to by the acronym SWOT, which stands for strengths, weaknesses, opportunities, and threats.
SWOT Analysis
Essentially, a SWOT analysis is an examination of the internal and external factors that impact the organization and its strategies. The internal factors are strengths and weaknesses; the external factors are opportunities and threats. A SWOT analysis gives an organization a clear picture of the business situation in which it operates and helps it identify which strategies to pursue.
Internal Factors
Strengths and weaknesses include the resources and capabilities within the organization now. Since the company has the most control over internal factors, it can craft strategies and objectives to exploit strengths and address weaknesses. Examples of internal factors include the following:
· financial resources
· technical resources and capabilities
· human resources
· product lines
All of these are controlled by the organization. Competitive positioning can also be a strength or a weakness. While competitors’ strategies and tactics are external to the company, the company’s position relative to the competitors is something that it can control.
External Factors
External factors include opportunities and threats that are outside of the organization. These are factors that the company may be able influence—or at least anticipate—but not fully control. Examples of external factors include the following:
· technology innovations and changes
· competition
· economic trends
· government policies and legislation
· legal judgments
· social trends
While a company can control how it positions itself relative to the competition, it can’t control competitors’ actions or strategies.
Benefits of a SWOT Analysis
Encourages Realistic Planning
Imagine a growing company that is able to attract new customers more easily than the competition because it has a strong reputation and visible leader. These strengths should be considered and exploited in the strategy. Now imagine that the company also has a poor history of delivering on customer commitments. If this weakness is not addressed, it will not only make it difficult to retain customers but also likely damage the reputation of the company and its leader—which would eliminate key strengths. By conducting a situation analysis, the company is more likely to consider both of these factors in its planning.
Improves Ability to Forecast Future Events
What’s the worst thing that could happen to your business? Most organizations can answer this question because they have assessed the environment in which they operate. For instance, perhaps they know of pending legislation that might adversely affect them. Or perhaps they recognize legal risks, or unique challenges from past economic cycles. By considering threats and worst-case scenarios during the planning process, organizations can take steps to avoid them, or minimize the impact if they do they occur.
SWOT A.
Short Answer questions Part 11.What is the difference between.docxmaoanderton
Short Answer questions Part 1:
1.What is the difference between a database and a DBMS?
Would you consider a DBMS an intermediator between you and the database? Explain your answer.
2.Conduct a search and identify the popular DBMS used in business?
3.Conduct a search and identify an article that describes how databases are used to improve a business. Write a brief summary of the article and provide a link.
4.What is you major? How are databases used to improve the productivity of your particular major? Cite your sources used to answer this question.
5.What type of statements are used to CREATE Tables? DDL or DML?
6.What type of statements are used to INSERT Rows into a Table? DDL or DML?
7.What type of statements are used to UPDATE Rows in a Table? DDL or DML?
8.What type of statements are used to remove a table? DDL or DML?
9.What are some possible tables that you would include if you were building a University database?
10.Pick a table from question 9 and identify potential Columns that would be included in each table.
11.Are all Primary Keys also Candidate Keys? Explain.
12.What makes for a good Primary Key?
13.What are the main disadvantages of using composite Primary Kays?
14.Why do surrogate keys make great primary keys?
15.What is the purpose of a foreign key? Why are they needed in a relational database?
Short Answer Questions Part 1:
1. How does the Rule of One Theme relate to Normalization? Would you consider this part of, or all of the normalization process? Explain.
2.In your own words, describe a DELETE unintended consequence problem. Provide an example.
3.In your own words, describe an UPDATE unintended consequence problem. Provide an
example.
4.In your own words, describe an INSERT unintended consequence problem.
5.Describe an example of a Rule of One Instance problem. How would you fix this problem?
6.Consider A B. In this example, what is A (determinate or functionally dependent)? What is B
(determinate or functionally dependent)?
7.Consider ABDPC. If A B, D, P, C and P C, is this normalized to 3rd NF? If not, explain. In addition, how would you fix it?
8.Consider ABDPC. If ABDPC and BP, is this normalized to 3rd NF? If not, explain. In addition, how would you fix it?
9.Consider ABDPC. If ABDPC, is this normalized to 3rd NF? If not, explain. In addition, how would you fix it?
10. In your own words, what does the term, “every determinate must be a candidate key” mean?
SWOT Analysis
Click on the speaker symbol on each slide
To hear the presentation
Welcome to this session on SWOT analysis.
As part of this week’s discussion on strategic planning we will review the purpose, process and application of SWOT analysis.
1
What is SWOT Analysis
Stands for Strengths, Weaknesses, Opportunities and Threats
A tool to identify and summarize strengths, weaknesses, opportunities and threats of a strategic environment
Tool credited to Albert Humphrey, who led a research .
12 March 2015 Employee Benefit Plan Review■ Focus On … Pla.docxdrennanmicah
12 March 2015 Employee Benefit Plan Review
■ Focus On … Planning
T
imes are changing. Affordable Care
Act (ACA) compliance, an aging and
shrinking workforce, technology, and
medical and pharmaceutical advance-
ments are on a collision course that is chang-
ing the face of compensation and benefits. As
a result, senior leadership is relying on their
employee benefits professionals more than
ever to help them navigate and mitigate risk.
The secret weapon is deceptively simple: an
Employee Benefits Strategic Plan.
Employee Benefits
Strategic Plan
For some, “strategic planning” is a series
of formulaic meetings that result in a report
that ends up on a shelf, rarely referred to or
used until the next cycle. For a select few,
however, it is a crucial part of the organiza-
tion’s sustainability—a road map used to guide
decisions.
Organizational strategic planning sets pri-
orities and goals for the future. An Employee
Benefit Strategic Plan employs the same
approach but is specific to the total compensa-
tion approach of the organization. Simply put,
in an environment of consistently rising health-
care costs and shifting healthcare regulations,
it is essential for organizations to create long-
term strategies with short-term objectives and
have a quick-response review process in place.
The fiscal realities of increasing healthcare
costs mixed with ACA unknowns can impact
your organization’s financial performance in
several ways. It may drag down shareholder
value, become a drain on company perfor-
mance, or negatively impact the culture and
human capital within a business. Yet, with all
these negative impacts, most organizations still
do only a superficial short-term employee ben-
efits plan for themselves.
What constitutes a strategy and how do
we actually build a plan? A good definition of
strategy is “… choosing to perform different
activities that will provide a sustainable compet-
itive advantage.” It is a way of thinking about
the world and approaching business. Strategic
planning is a process to produce innovative and
creative ideas that serve as the core framework
for the organization and design its future.
By adopting a strategic employee benefit
planning process, organizations can make deci-
sions regarding their benefits with significantly
less stress for all involved.
How to Create a Strategic Plan
Most strategic planning models share a com-
mon discover/analyze/design/build/review struc-
ture. This process appears to be simple, but it
does have complex and powerful components
within each category.
First, confirm that the organization is ready.
Building a comprehensive plan requires com-
mitment from the top down.
Next, make sure all stakeholders are repre-
sented. In addition to the C-Suite and human
resources (HR), the committee should include
representatives of all major employee groups
and functions. It is not uncommon for a stra-
tegic planning committee to have 12 or.
leadership resourceTen steps to carrying out a SWOT analysisChris Pear (1).docxestefana2345678
leadership resource
Ten steps to carrying out a SWOT analysis Chris Pearce offers a guide to help nursing leaders analyse their aotivities
A SWOT ANALYSIS is an effecrive way of identifying your strengths
and weaknesses, and of examining the opportunities and threats you
face. Carrying out an analysis using the SWOT framework will help
you and your team focus your activities on where you are strongest,
and where your greatest opportunities lie,
7 C0NSIDERTHE USES OF SWOT
This technique can be used in various situations includ-
ing business planning, team building and away days, as
well as when you review the work of your team, during change man-
agement processes and even in your personal career planning.
2 PREPARETHE GROUND
Draw a box on a flip chart or whiteboard, or even a
piece of paper, and divide it into four equal sections.
Each section should be labelled as follows: Strengths, Weaknesses,
Opportunities and Threats,
3 CONSIDER YOUR STRENGTHS
On your own, or with your group or team, decide what
your strengths are, what you do well and what other
people see as your strengths. Consider this from both your own point
of view and from the perspectives of the people with whom you work,
lie realistic, not modest. If you have difficulty with this, try listing your
characteristics. Some of these will probably be strengths.
4 CONSIDER YOUR WEAKNESSES
Ask yourself questions about, for example, what you
could improve about yourself, what you do badly or
what you should avoid. Consider these questions from different
points of view, as other people may perceive weaknesses in you that
you do not see. It is best to be realistic now, and to face unpleasant
truths about yourself as soon as possible.
5 CONSIDER YOUR OPPORTUNITIES
What opportunities are before you? Of what interest-
ing trends are you aware? Useful opportunities can arise
from changes in technology, government policy and social pattems,
or from within your organisation.
6 CONSIDERTHE THREATS
What obstacles confront you? Are the specifications of
your job, or the service you provide, changing? Is chang-
ing technology threatening your position?
7 USE INFORMATION: INTERNAL FACTORS
Strengths and weaknesses are intemal faaors. Once you
have gathered information on your strengths and weak-
nesses, and the opportunities and threats tbat you face, ask yourself
first how you can capitalise on your strengths and make greater use of
them in work situations. Strengths are the basis on whicb success can
be built, so include your strengths into your plans. But also analyse
your weaknesses and consider how you can remedy them. Draw up
an action plan based on this information,
8 USE INFORMATION; EXTERNAL FACTORS
Opportunities and threats are extemal factors. Opportun-
ities should be sought, recognised and grasped as they
arise, while threats must be acknowledged and steps must be taken
to deal with them.
9 USE SWOT IN CAREER PLANNING
You can construct your own SWOT analysis to help you
with your career .
ASB 100Spring 2019Writing Assignment 3In this assignme.docxrandymartin91030
ASB 100
Spring 2019
Writing Assignment 3
In this assignment, you must select a topic, condition, or problem related to ‘water, sanitation, and hygiene’ or climate change that you consider to be a global health priority. This priority needs to be specific rather than a general concept such as ‘climate change.’
After describing the issue and justifying why it is a priority, design a health intervention to address the issue. The intervention must include at least two components: an educational component (e.g. dealing with beliefs and behavior); and an infrastructure or policy component (for example new construction, policy to limit emissions, etc.). For each component, state what you would do as well, why and how your intervention would have an effect, and how you would measure success (e.g. increasing handwashing rates).
You are encouraged to use visuals to help explain your intervention or to provide examples of your interventions. If you use images from the internet, please provide the website where you found the image.
Make sure that you address the ‘who, what, where, when, and why’ issues in both your justification as well as your proposed intervention. For example, do you focus on areas that lack access to adequate sanitation versus places where the quality of services may be an issue? Do you focus on areas that are at highest risk of climate change impacts, or areas that contribute the most to greenhouse gases? Do you focus on urban or rural areas? For the educational component, do you provide ads on tv, billboards, or in schools? Do you focus on adults, teenagers, or children? Do you propose policy at the global or national level?
You must include at least one unique source for each section of the proposal (justification, education/behavior, infrastructure/policy). You may use the same author or institution for each section (such as the World Health Organization), but the documents must be unique for each part. Please make sure that you identify the source of any information you use by using in-text citations (e.g. the WHO (2016) states…), and well as identifying any direct quotations with quotation marks (“”).
Topic:
Justification: (approximately 200 words)
Educational / Behavioral Component: (approximately 300-400 words)
Infrastructure / Policy Component: (approximately 300-400 words)
Citations:
· Ulrich, D. & Smallwood, N. 2004. Capitalizing on capabilities. Harvard Business Review, 82(6):119-127 (C)
· Porter, M. E. (2001). The value chain and competitive advantage. Understanding business processes, Chapter 5, pp. 50-59. The reading is available online at the following link.
· https://books.google.com/books?hl=en&lr=&id=lNEl9R4MWawC&oi=fnd&pg=PT54&dq=porter+value+chain&ots=XCm72AmYMJ&sig=gYW0LThqprzbiDfB1NNnPxIEKA8#v=onepage&q=porter%20value%20chain&f=false
· Porter’s Value Chain Analysis: https://www.toolshero.com/management/value-chain-analysis-porter/
www.hbr.org
A R T I C L E
H B R S
P.
Running Head Talent Acquisition and ManagementTalent Acquisitio.docxtoltonkendal
Running Head: Talent Acquisition and Management
Talent Acquisition and Management
TALENT ACQUISTION AND MANAGEMENT
Name:
Instructor:
Course Title:
Date:
Talent Management Plan
For an organization, the employees are usually the most valuable asset. They therefore ought to be managed in a manner that encourages them to be more productive and more loyal to the organization. There are many means of managing talents and therefore most organizations often get up overwhelmed (Berger, 2010). A talent management system ensures that an organization has the necessary professionals with the required requirements for specific posts. This guarantees that an organization is able to meet their current as well as their future business objectives.
The first step in coming up with an effective talent management plan is to identify the goals of an organization as well as its drivers. Customer service is an integral aspect of any business as it is the image of an organization to its clientele. The organization’s talent management plan focuses on the strengthening of the customer service department. The organization has been focusing on coordinating the training of the customer service department and their competencies to ensure that they sufficiently support the functionality of the organization. The organization ensures that they identify the relevant courses that the department should undertake have been identified. On identification, the courses should be undertaken within a given timeframe (Berger, 2010). The courses should be done be the entire department as well as all the mangers in charge of customer support. The courses are sent to each individual through email and the relevant personnel are expected to give monthly feedback on the relevance and effectiveness of the programs. Similarly quarterly updates are provided by the managers on the rate of completion of the customer service scheduled courses by the staff.
Performance appraisal
The current performance appraisal requires that the supervisor gives to the employee undergoing the appraisal a form which they should fill and return it within the shortest time possible. Upon receipt of the form, the supervisor ought to fill the supervisor’s section and hand it back to the human resource manager. The appraisal is made up of two key sections, the personal competencies and the social competencies. In the personal competencies section, the appraisal focuses on self-motivation, self-regulation and self-awareness while on the social competencies section, it focuses more on social skills and empathy. The current performance appraisal is satisfactory but to make it even better, it should include an extra section that targets the performance of an employee’s key duties. This would require the employee to look at their job description as was required of them during recruitment or promotion. They would then rate themselves on how they have performed each of the duties that were assigned to th ...
Mktg305 Marketing Principles Group Project Assignment H.docxraju957290
Mktg305 Marketing Principles Group Project Assignment
How to SWOT
Identify the problems. Teaching cases are typified by the presentation of a problem,
or sometimes multiple problems, for the reader to systematically solve through the case
analysis process. After initially reading or skimming the case, you should read through
the case again for the purpose of determining what problems the main character
(principal) in the case is faced with solving.
Analyze the situation. After determining the problem faced in the case, you need to
analyze the situation surrounding the focal organization in the case. At the core of this
analysis is a SWOT analysis (SWOT is an acronym for strengths, weaknesses,
opportunities, and threats). Within the organization, what strengths and weaknesses
does the company have? Externally, or outside the organization, what opportunities
may be available to the organization and what threats could it face? If you are unfamiliar
with a SWOT analysis, you can find a wealth of resources on the topic through an
Internet search or at a library. Also note that other types of situational analysis
techniques may be available other than the SWOT analysis.
Generate potential solutions. The next step in the case analysis is the most creative
element, in which you generate a list of potential solutions to the problems faced in the
case. This is a brainstorming activity, although it is typical to narrow the list of potential
solutions to the two to four most reasonable options for solving the problem.
Evaluate potential solutions. After developing, and potentially narrowing, a list of
potential solutions, evaluate the advantages and disadvantages, or pros and cons, of
each. With each solution, what are its positive and negative characteristics and potential
consequences if implemented? Is the solution practical to implement? Effective
managers are able to analyze the virtues of each potential solution in the future, as well
as what pitfalls could occur.
Choose the optimal solution. The final step in the case analysis process is to choose
the best solution. Based on the advantages and disadvantages of the potential solutions
examined in the previous two steps of this process, which do you believe is the right
choice for the case principal and organization to take? Most important, you need to be
able to support and defend this choice. Be prepared to answer the question of why you
believe it’s the right choice and back up your choice with facts, data, or examples.
Potential Questions to Ask
A SWOT analysis will answer these questions:
What are the internal strengths and weakness of your company?
What are the external opportunities and threats in your industry and its
environment?
Can any weaknesses be converted to strengths? Any threats into opportunities?
How can your company take advantage of strengths and opportunities?
What strategic changes can your company im ...
Here describe the SWOT Analysis in the Strategic Management. A Complete package that covered all the related areas (such like SWOT advantages, disadvantages, application & Example)
Assignment 2 LASA 1 Business Unit Analysis Directions Cr.docxsherni1
Assignment 2: LASA 1
Business Unit Analysis
Directions: Create a Feasibility Study for Harley Davidson using the following outline:
Part I: Differentiation Strategies
The analysis of current strategy and competitor analysis you conducted last module impressed the senior vice president. She now needs you to delve into the brands and analyze them by conducting a business unit analysis and presenting your findings in a three-part PowerPoint presentation.
Research the Harley-Davidson (H-D) Web site for each brand, and review the annual report for relevant details of the size, scope, target market, services and amenities, and other salient points of differentiation. Include these details in Part I of your PowerPoint presentation.
From the research and analysis of the business units, identify:
· A description of each brand or business unit that provides a clear picture of the brand and its place in the overall portfolio of Harley-Davidson.
· The target market of each brand.
· How the brands are alike and how they differ.
· A preliminary analysis of any gaps that exist in the portfolio that might lead to opportunities to add to the brands.
· Your analysis of possible merger / acquisition / joint venture possibilities and what would be achieved or accomplished through the merger / acquisition / joint venture.
Part II: SWOT Analysis
Perform a SWOT analysis for Harley-Davidson and include this information in Part II of your PowerPoint presentation.
· Based on the internal analyses of the SWOT analysis; assess the functional areas, resources, capabilities, and strengths H-D possesses. Please be sure to cover the following functional areas in your assessment:
· Marketing: New product development, integrated marketing planning, marketing communications, and building customer loyalty.
· Operations: Quality, service, and consistent execution.
· Human Resources: Hiring, training, developing talent, and performance planning. Avoided law suits and bad PR due to its hiring practices. Is ethical in its HR practices.
· Executive Leadership: Industry knowledge and experience, vision about where the industry is heading, and strategy execution.
· Supply Chain Optimization: Strategic sourcing of input, vendor management, integrated IS, and joint forecasting with suppliers.
· Corporate Responsibility and Ethics: Concern for corporate citizenship and the environment. Present any potential ethical concerns as well.
· Safety and Quality: How the motorcycle industry is dealing with safety and quality issues.
Part III: Growth and Profitability Strategies
In addition, the executive board is interested in your ideas about bold strategies for the future. The strategies you recommend will have to contribute to growth and profitability, as outlined in the Annual Report.
You will want to pay special attention to exploring vertical integration, strategic alliances, and the internal growth of new brands entering new geographic markets, and/or ...
It is important to be aware of the followingMission sTatianaMajor22
It is important to be aware of the following:Mission statementVision statementGoals
These will allow you to manage and strategize to follow the company mission and vision and meet the goals.
Stakeholders – any individual or group that has a stake in the outcome of the company.Some examples:CustomersManagersEmployeesStockholdersCommunityCompetitors
WBS=Work Breakdown StructureIt is a deliverable oriented decomposition of a project into smaller components.It is similar to an organizational chart.
RAM=Responsibility Assignment MatrixThis is a chart that assigns various responsibilities to employees.It decreases confusion about job descriptions.It assists with communicating through the proper channels.
A risk analysis should be conducted on a regular basis and more frequently if conditions change.Some examples are:SWOT (Strenths, Weaknesses, Opportunities, and Threats)PEST (Political, Economical, Socio-economical, and Technology)
Once risks are identified, they should be addressed in a risk assessment plan.The plan should include:The risk.Response to risk.Potential chance the risk could occur.Potential cost of the risk occurs.
Scheduling can be a daunting task.It may be helpful to create a formal scheduling system to help manage the day to day schedule as well as overtime, sick time, vacation time, etc.Scheduling should be conducted with the budget in mind.
In larger organizations, a communication plan may be appropriate.This details:The frequency of communication with each stakeholder.The medium that will be used to communicate.The response time for returning communications.
Hale, Judith. (2007). The Performance Consultant's Fieldbook: Tools and Techniques for Improving Organizations and People (Essential Knowledge Resource). 2 ed. Washington D.C.: Pfeiffer.
The Assignment (2-3 pages):
· Identify the social problem
· Explain rational for selecting social problem
· Describe state and federal policies that impact the social problem
· Identify specific methods to address the social problems
· Explain how the agency and student can advocate to change the social problem
Week 4 Discussion 1
Influence Decision-Makers
If an organization considers its employees to be human assets, training and development represents an ongoing investment in these assets and one of the most significant investments an organization can make. Training involves employees acquiring knowledge and learning skills that they will be able to use immediately; employee development involves learning that will aid the organization and employee later in the employee’s career. Many organizations use the term learning rather than training to emphasize the point that the activities engaged in as part of this developmental process are broad based and involve much more than straightforward acquisition of manual or technical skills. Learning implies ongoing development and continuously adding to employees ‘skills and knowledge to meet the challenges the organization faces ...
Explain in your own words why it is important to read a statistical .docxAlleneMcclendon878
Explain in your own words why it is important to read a statistical study carefully. Can you think of circumstance where it might be okay to misrepresent data?
Video Reflection 12 -
Do you think it is possible to create a study where there really is no bias sampling done? How would you manage to create one?
Video Reflection 13 -
What are your thoughts on statistics being misrepresented/ how does it make you feel? Why do you think the statistic are often presented in this way?
.
Explain how Matthew editedchanged Marks Gospel for each of the fol.docxAlleneMcclendon878
Explain how Matthew edited/changed Mark's Gospel for each of the following passages, and what reasons would he have had for doing that? What in Mk’s version was Mt trying to avoid – i.e., why he might have viewed Mk’s material as misleading, incorrect, or problematic? How did those changes contribute to Matthew’s overall message? How did that link up with other parts of Mt’s message?
Use both the following two sets of passages to support your claim, making use ONLY of the resources below, the Bible, textbooks and Module resources.
1. How did Matthew edit/change Mark 6:45-52 to produce Matthew 14:22-33 – and why?
2. How did Matthew edit/change Mark 9:2-10 to produce Matthew 17:1-13 – and why?
The paper should 350-750 words in length, double-spaced, and using MLA formatting for reference citations and bibliography. Submit the completed assignment to the appropriate Dropbox by
no later than Sunday 11:59 PM Eastern.
Resources for this paper:
See the ebook via SLU library:
New Testament History and Literature
by Martin (2012), pp. 83-88,105-108.
See the ebook via SLU library:
The Gospels
by Barton and Muddiman (2010), p. 53,56-57,102,109.
.
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leadership resourceTen steps to carrying out a SWOT analysisChris Pear (1).docxestefana2345678
leadership resource
Ten steps to carrying out a SWOT analysis Chris Pearce offers a guide to help nursing leaders analyse their aotivities
A SWOT ANALYSIS is an effecrive way of identifying your strengths
and weaknesses, and of examining the opportunities and threats you
face. Carrying out an analysis using the SWOT framework will help
you and your team focus your activities on where you are strongest,
and where your greatest opportunities lie,
7 C0NSIDERTHE USES OF SWOT
This technique can be used in various situations includ-
ing business planning, team building and away days, as
well as when you review the work of your team, during change man-
agement processes and even in your personal career planning.
2 PREPARETHE GROUND
Draw a box on a flip chart or whiteboard, or even a
piece of paper, and divide it into four equal sections.
Each section should be labelled as follows: Strengths, Weaknesses,
Opportunities and Threats,
3 CONSIDER YOUR STRENGTHS
On your own, or with your group or team, decide what
your strengths are, what you do well and what other
people see as your strengths. Consider this from both your own point
of view and from the perspectives of the people with whom you work,
lie realistic, not modest. If you have difficulty with this, try listing your
characteristics. Some of these will probably be strengths.
4 CONSIDER YOUR WEAKNESSES
Ask yourself questions about, for example, what you
could improve about yourself, what you do badly or
what you should avoid. Consider these questions from different
points of view, as other people may perceive weaknesses in you that
you do not see. It is best to be realistic now, and to face unpleasant
truths about yourself as soon as possible.
5 CONSIDER YOUR OPPORTUNITIES
What opportunities are before you? Of what interest-
ing trends are you aware? Useful opportunities can arise
from changes in technology, government policy and social pattems,
or from within your organisation.
6 CONSIDERTHE THREATS
What obstacles confront you? Are the specifications of
your job, or the service you provide, changing? Is chang-
ing technology threatening your position?
7 USE INFORMATION: INTERNAL FACTORS
Strengths and weaknesses are intemal faaors. Once you
have gathered information on your strengths and weak-
nesses, and the opportunities and threats tbat you face, ask yourself
first how you can capitalise on your strengths and make greater use of
them in work situations. Strengths are the basis on whicb success can
be built, so include your strengths into your plans. But also analyse
your weaknesses and consider how you can remedy them. Draw up
an action plan based on this information,
8 USE INFORMATION; EXTERNAL FACTORS
Opportunities and threats are extemal factors. Opportun-
ities should be sought, recognised and grasped as they
arise, while threats must be acknowledged and steps must be taken
to deal with them.
9 USE SWOT IN CAREER PLANNING
You can construct your own SWOT analysis to help you
with your career .
ASB 100Spring 2019Writing Assignment 3In this assignme.docxrandymartin91030
ASB 100
Spring 2019
Writing Assignment 3
In this assignment, you must select a topic, condition, or problem related to ‘water, sanitation, and hygiene’ or climate change that you consider to be a global health priority. This priority needs to be specific rather than a general concept such as ‘climate change.’
After describing the issue and justifying why it is a priority, design a health intervention to address the issue. The intervention must include at least two components: an educational component (e.g. dealing with beliefs and behavior); and an infrastructure or policy component (for example new construction, policy to limit emissions, etc.). For each component, state what you would do as well, why and how your intervention would have an effect, and how you would measure success (e.g. increasing handwashing rates).
You are encouraged to use visuals to help explain your intervention or to provide examples of your interventions. If you use images from the internet, please provide the website where you found the image.
Make sure that you address the ‘who, what, where, when, and why’ issues in both your justification as well as your proposed intervention. For example, do you focus on areas that lack access to adequate sanitation versus places where the quality of services may be an issue? Do you focus on areas that are at highest risk of climate change impacts, or areas that contribute the most to greenhouse gases? Do you focus on urban or rural areas? For the educational component, do you provide ads on tv, billboards, or in schools? Do you focus on adults, teenagers, or children? Do you propose policy at the global or national level?
You must include at least one unique source for each section of the proposal (justification, education/behavior, infrastructure/policy). You may use the same author or institution for each section (such as the World Health Organization), but the documents must be unique for each part. Please make sure that you identify the source of any information you use by using in-text citations (e.g. the WHO (2016) states…), and well as identifying any direct quotations with quotation marks (“”).
Topic:
Justification: (approximately 200 words)
Educational / Behavioral Component: (approximately 300-400 words)
Infrastructure / Policy Component: (approximately 300-400 words)
Citations:
· Ulrich, D. & Smallwood, N. 2004. Capitalizing on capabilities. Harvard Business Review, 82(6):119-127 (C)
· Porter, M. E. (2001). The value chain and competitive advantage. Understanding business processes, Chapter 5, pp. 50-59. The reading is available online at the following link.
· https://books.google.com/books?hl=en&lr=&id=lNEl9R4MWawC&oi=fnd&pg=PT54&dq=porter+value+chain&ots=XCm72AmYMJ&sig=gYW0LThqprzbiDfB1NNnPxIEKA8#v=onepage&q=porter%20value%20chain&f=false
· Porter’s Value Chain Analysis: https://www.toolshero.com/management/value-chain-analysis-porter/
www.hbr.org
A R T I C L E
H B R S
P.
Running Head Talent Acquisition and ManagementTalent Acquisitio.docxtoltonkendal
Running Head: Talent Acquisition and Management
Talent Acquisition and Management
TALENT ACQUISTION AND MANAGEMENT
Name:
Instructor:
Course Title:
Date:
Talent Management Plan
For an organization, the employees are usually the most valuable asset. They therefore ought to be managed in a manner that encourages them to be more productive and more loyal to the organization. There are many means of managing talents and therefore most organizations often get up overwhelmed (Berger, 2010). A talent management system ensures that an organization has the necessary professionals with the required requirements for specific posts. This guarantees that an organization is able to meet their current as well as their future business objectives.
The first step in coming up with an effective talent management plan is to identify the goals of an organization as well as its drivers. Customer service is an integral aspect of any business as it is the image of an organization to its clientele. The organization’s talent management plan focuses on the strengthening of the customer service department. The organization has been focusing on coordinating the training of the customer service department and their competencies to ensure that they sufficiently support the functionality of the organization. The organization ensures that they identify the relevant courses that the department should undertake have been identified. On identification, the courses should be undertaken within a given timeframe (Berger, 2010). The courses should be done be the entire department as well as all the mangers in charge of customer support. The courses are sent to each individual through email and the relevant personnel are expected to give monthly feedback on the relevance and effectiveness of the programs. Similarly quarterly updates are provided by the managers on the rate of completion of the customer service scheduled courses by the staff.
Performance appraisal
The current performance appraisal requires that the supervisor gives to the employee undergoing the appraisal a form which they should fill and return it within the shortest time possible. Upon receipt of the form, the supervisor ought to fill the supervisor’s section and hand it back to the human resource manager. The appraisal is made up of two key sections, the personal competencies and the social competencies. In the personal competencies section, the appraisal focuses on self-motivation, self-regulation and self-awareness while on the social competencies section, it focuses more on social skills and empathy. The current performance appraisal is satisfactory but to make it even better, it should include an extra section that targets the performance of an employee’s key duties. This would require the employee to look at their job description as was required of them during recruitment or promotion. They would then rate themselves on how they have performed each of the duties that were assigned to th ...
Mktg305 Marketing Principles Group Project Assignment H.docxraju957290
Mktg305 Marketing Principles Group Project Assignment
How to SWOT
Identify the problems. Teaching cases are typified by the presentation of a problem,
or sometimes multiple problems, for the reader to systematically solve through the case
analysis process. After initially reading or skimming the case, you should read through
the case again for the purpose of determining what problems the main character
(principal) in the case is faced with solving.
Analyze the situation. After determining the problem faced in the case, you need to
analyze the situation surrounding the focal organization in the case. At the core of this
analysis is a SWOT analysis (SWOT is an acronym for strengths, weaknesses,
opportunities, and threats). Within the organization, what strengths and weaknesses
does the company have? Externally, or outside the organization, what opportunities
may be available to the organization and what threats could it face? If you are unfamiliar
with a SWOT analysis, you can find a wealth of resources on the topic through an
Internet search or at a library. Also note that other types of situational analysis
techniques may be available other than the SWOT analysis.
Generate potential solutions. The next step in the case analysis is the most creative
element, in which you generate a list of potential solutions to the problems faced in the
case. This is a brainstorming activity, although it is typical to narrow the list of potential
solutions to the two to four most reasonable options for solving the problem.
Evaluate potential solutions. After developing, and potentially narrowing, a list of
potential solutions, evaluate the advantages and disadvantages, or pros and cons, of
each. With each solution, what are its positive and negative characteristics and potential
consequences if implemented? Is the solution practical to implement? Effective
managers are able to analyze the virtues of each potential solution in the future, as well
as what pitfalls could occur.
Choose the optimal solution. The final step in the case analysis process is to choose
the best solution. Based on the advantages and disadvantages of the potential solutions
examined in the previous two steps of this process, which do you believe is the right
choice for the case principal and organization to take? Most important, you need to be
able to support and defend this choice. Be prepared to answer the question of why you
believe it’s the right choice and back up your choice with facts, data, or examples.
Potential Questions to Ask
A SWOT analysis will answer these questions:
What are the internal strengths and weakness of your company?
What are the external opportunities and threats in your industry and its
environment?
Can any weaknesses be converted to strengths? Any threats into opportunities?
How can your company take advantage of strengths and opportunities?
What strategic changes can your company im ...
Here describe the SWOT Analysis in the Strategic Management. A Complete package that covered all the related areas (such like SWOT advantages, disadvantages, application & Example)
Assignment 2 LASA 1 Business Unit Analysis Directions Cr.docxsherni1
Assignment 2: LASA 1
Business Unit Analysis
Directions: Create a Feasibility Study for Harley Davidson using the following outline:
Part I: Differentiation Strategies
The analysis of current strategy and competitor analysis you conducted last module impressed the senior vice president. She now needs you to delve into the brands and analyze them by conducting a business unit analysis and presenting your findings in a three-part PowerPoint presentation.
Research the Harley-Davidson (H-D) Web site for each brand, and review the annual report for relevant details of the size, scope, target market, services and amenities, and other salient points of differentiation. Include these details in Part I of your PowerPoint presentation.
From the research and analysis of the business units, identify:
· A description of each brand or business unit that provides a clear picture of the brand and its place in the overall portfolio of Harley-Davidson.
· The target market of each brand.
· How the brands are alike and how they differ.
· A preliminary analysis of any gaps that exist in the portfolio that might lead to opportunities to add to the brands.
· Your analysis of possible merger / acquisition / joint venture possibilities and what would be achieved or accomplished through the merger / acquisition / joint venture.
Part II: SWOT Analysis
Perform a SWOT analysis for Harley-Davidson and include this information in Part II of your PowerPoint presentation.
· Based on the internal analyses of the SWOT analysis; assess the functional areas, resources, capabilities, and strengths H-D possesses. Please be sure to cover the following functional areas in your assessment:
· Marketing: New product development, integrated marketing planning, marketing communications, and building customer loyalty.
· Operations: Quality, service, and consistent execution.
· Human Resources: Hiring, training, developing talent, and performance planning. Avoided law suits and bad PR due to its hiring practices. Is ethical in its HR practices.
· Executive Leadership: Industry knowledge and experience, vision about where the industry is heading, and strategy execution.
· Supply Chain Optimization: Strategic sourcing of input, vendor management, integrated IS, and joint forecasting with suppliers.
· Corporate Responsibility and Ethics: Concern for corporate citizenship and the environment. Present any potential ethical concerns as well.
· Safety and Quality: How the motorcycle industry is dealing with safety and quality issues.
Part III: Growth and Profitability Strategies
In addition, the executive board is interested in your ideas about bold strategies for the future. The strategies you recommend will have to contribute to growth and profitability, as outlined in the Annual Report.
You will want to pay special attention to exploring vertical integration, strategic alliances, and the internal growth of new brands entering new geographic markets, and/or ...
It is important to be aware of the followingMission sTatianaMajor22
It is important to be aware of the following:Mission statementVision statementGoals
These will allow you to manage and strategize to follow the company mission and vision and meet the goals.
Stakeholders – any individual or group that has a stake in the outcome of the company.Some examples:CustomersManagersEmployeesStockholdersCommunityCompetitors
WBS=Work Breakdown StructureIt is a deliverable oriented decomposition of a project into smaller components.It is similar to an organizational chart.
RAM=Responsibility Assignment MatrixThis is a chart that assigns various responsibilities to employees.It decreases confusion about job descriptions.It assists with communicating through the proper channels.
A risk analysis should be conducted on a regular basis and more frequently if conditions change.Some examples are:SWOT (Strenths, Weaknesses, Opportunities, and Threats)PEST (Political, Economical, Socio-economical, and Technology)
Once risks are identified, they should be addressed in a risk assessment plan.The plan should include:The risk.Response to risk.Potential chance the risk could occur.Potential cost of the risk occurs.
Scheduling can be a daunting task.It may be helpful to create a formal scheduling system to help manage the day to day schedule as well as overtime, sick time, vacation time, etc.Scheduling should be conducted with the budget in mind.
In larger organizations, a communication plan may be appropriate.This details:The frequency of communication with each stakeholder.The medium that will be used to communicate.The response time for returning communications.
Hale, Judith. (2007). The Performance Consultant's Fieldbook: Tools and Techniques for Improving Organizations and People (Essential Knowledge Resource). 2 ed. Washington D.C.: Pfeiffer.
The Assignment (2-3 pages):
· Identify the social problem
· Explain rational for selecting social problem
· Describe state and federal policies that impact the social problem
· Identify specific methods to address the social problems
· Explain how the agency and student can advocate to change the social problem
Week 4 Discussion 1
Influence Decision-Makers
If an organization considers its employees to be human assets, training and development represents an ongoing investment in these assets and one of the most significant investments an organization can make. Training involves employees acquiring knowledge and learning skills that they will be able to use immediately; employee development involves learning that will aid the organization and employee later in the employee’s career. Many organizations use the term learning rather than training to emphasize the point that the activities engaged in as part of this developmental process are broad based and involve much more than straightforward acquisition of manual or technical skills. Learning implies ongoing development and continuously adding to employees ‘skills and knowledge to meet the challenges the organization faces ...
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1. How did Matthew edit/change Mark 6:45-52 to produce Matthew 14:22-33 – and why?
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The paper should 350-750 words in length, double-spaced, and using MLA formatting for reference citations and bibliography. Submit the completed assignment to the appropriate Dropbox by
no later than Sunday 11:59 PM Eastern.
Resources for this paper:
See the ebook via SLU library:
New Testament History and Literature
by Martin (2012), pp. 83-88,105-108.
See the ebook via SLU library:
The Gospels
by Barton and Muddiman (2010), p. 53,56-57,102,109.
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A.Construct
a hypothesis
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B.Design
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List Control variable
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D.
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data
set
and figure
Create a graph that clearly conveys to the reader what your experiment is about.
F.Interpretation
Give an interpretation of the possible meaning of your data. (although this isn’t conclusive since we are not doing statistics) . Does it align with your hypothesis?
G.Self-critique
and follow-up questions:
Why might your conclusion be wrong, what other questions do you have.
.
Expand your website plan.Select at least three interactive fea.docxAlleneMcclendon878
Expand
your website plan.
Select
at least three interactive features that could be added to your site.
Identify
the following:
What purpose would each feature serve for your site and its visitors?
How would you construct these features?
Note
: The form created in the next individual activity, "Individual: Refine and Finalize Website" can be included as one of the interactive features.
.
Exercise 7 Use el pronombre y la forma correcta del verbo._.docxAlleneMcclendon878
Exercise 7: Use el pronombre y la forma correcta del verbo.
____________________________
gustar faltar quedar molestar
encantar fascinar interesar
____________________________
1. A mi ______ __________ la poesía romántica.
2. A nosotros ______ ________ estudiar lenguas extranjeras.
3. A las muchachas ______ _______ la música de Julio Iglesias.
4. A Juan y a Ramón ______ ___________ practicar los deportes.
5. A ti no _____ _________ el café.
6. A la profesora no ______ ________ preparar los exámenes.
7. Al consejero _____ ____________ los estudiantes.
8. A los atletas ____ ___________ el gimnasio.
9. Tenemos $500 y pagamos $350 por la matricula. ___ ___________ $150.
10. A los doctores ____ ________ la medicina.
11. A nosotros ____ ________ las pizzas.
12. A ellos ____ __________ la violencia.
13. En la Argentina bailan mucho. A ellos ____ ______ el tango.
14. Nosotros deseamos buscar el vocabulario. ____ __________ un diccionario.
15. Uds. desean llamar a los amigos. ____ ________ un teléfono.
16. A los estudiantes ________ ________ las vacaciones.
17. A mí ________ _________ los actores.
18. A Ud. _________ ____________ solamente diez dólares.
19. A Alberto y a Juan _______ ____________ el béisbol.
20. A ti _______ ____________ trabajar.
21. A Marisa _____ _____________ la música popular.
22. Nosotros terminamos una clase de español y ahora, _________ _______ dos clases
de español.
.
Exercise 21-8 (Part Level Submission)The following facts pertain.docxAlleneMcclendon878
Exercise 21-8 (Part Level Submission)
The following facts pertain to a noncancelable lease agreement between Windsor Leasing Company and Sheridan Company, a lessee.
Inception date:
May 1, 2017
Annual lease payment due at the beginning of
each year, beginning with May 1, 2017
$21,737.01
Bargain-purchase option price at end of lease term
$3,800
Lease term
5
years
Economic life of leased equipment
10
years
Lessor’s cost
$68,000
Fair value of asset at May 1, 2017
$93,000
Lessor’s implicit rate
10
%
Lessee’s incremental borrowing rate
10
%
The collectibility of the lease payments is reasonably predictable, and there are no important uncertainties surrounding the costs yet to be incurred by the lessor. The lessee assumes responsibility for all executory costs.
Click here to view factor tables
(c)
Your answer is partially correct. Try again.
Prepare a lease amortization schedule for Sheridan Company for the 5-year lease term.
(Round present value factor calculations to 5 decimal places, e.g. 1.25125 and Round answers to 2 decimal places, e.g. 15.25.)
SHERIDAN COMPANY (Lessee)
Lease Amortization Schedule
Date
Annual Lease Payment Plus
BPO
Interest on
Liability
Reduction of Lease
Liability
Lease Liability
5/1/17
$
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record depreciation.)
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record interest.)
1/1/18
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record second payament.)
Question 27
Pearl Corporation manufactures replicators. On January 1, 2017, it leased to Althaus Company a replicator that had cost $100,000 to manufacture. The lease agreement covers the 5-year useful life of the replicator and requires 5 equal annual rentals of $40,200 payable each January 1, beginning January 1, 2017. An interest rate of 12% is implicit in the lease agreement. Collectibility of the rentals is reasonably assured, and there are no important uncertainties concerning costs.
Prepare Pearl’s January 1, 2017, journal entries.
(Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Round present value factor calculations to 5 decimal places, e.g. 1.25124 and the final answer to 0 decimal places e.g. 58,971
.
)
Click here to view factor tables
Date
Account Titles and Explanation
Debit
Credit
January 1, 2017
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record the lease.)
January 1, 2017
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record cost.)
January 1, 2017
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record first lease payment.)
6 years ago
16.01.2017
8
Report Issue
Answer
(
0
)
Bids
(
0
)
other Questions
(
10
)
what can i bring to class that symbolizes growth and change
calculate it.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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!
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
CONFLICT DISCUSSION SPC 209Please create at least 3 substantive
1. CONFLICT DISCUSSION SPC 209
Please create at least 3 substantive posts.
First, describe a conflict situation that you have experienced
and evaluate your reactions. (This can be a conflict with a
family member, friend, coworker, acquaintance, etc …)
Consider questions such as:
· Did you respond appropriately/civilly?
· What Conflict Management styles were used?
· How did the other person react and how did their reactions
affect you?
· If you could, would you have changed anything about the
situation and or your reactions?
· Was the outcome positive or negative?
· What did you learn (About yourself, the other person/people)?
· Has your communication behavior changed since this
example?
· Please then also post substantive responses to at least 2
classmates' posts.
Please choose an example that is classroom appropriate. (One
that you feel comfortable sharing with the class and that the
class will feel comfortable reading.)
(800 - 1000 words)
The SPC 209 grading criteria explains expectations for
discussion posts. It can be found under Course
Materials/Content in the Introductory Materials module.
Strengths
Things your school does well. Aspects of your service that
parents and pupils particularly like. Characteristics and/or
activities that are unique to your school. Advantages of
working in or using your school.
Weaknesses
2. Areas in which the school could be working much more
effectively in, or things the school could be doing better.
Things the school feels it lacks that it needs to have in order to
improve.
Opportunities
Times, conditions, situations, resources, positions, external
factors, people etc the school can use and take advantage of to
improve its services.
Threats
External factors which could have a limiting effect on the
school and its quality of services now or in the future.
3. SWOT ANALYSIS TEMPLATE
Craig Halls. MBA, LAT/ATC, CEES, Column Editor
The SWOT Analysis: Simple, yet Effective
Chadron B, Hazelbaker, ATC, CSCS, MPE • Gonzaga
University
A ATHLETIC THERAPY companies look to review past
performance
4. and move toward their future, a variety of analytical tools can
be used
to help clear the muddled load of information. What information
does
the company need to move forward? Is it a good time to
expand? What
challenges lie ahead? A SWOT analysis can be an effective tool
to gather
information and help the company determine its current
situation and
develop a clear path to move forward,
SWOT is an acronym for the iriternal Strengths and Weaknesses
of
a firm and the environmental Opportunities and Threats facing
it,' The
SWOT analysis relies on the assumption that a firm's internal
resources
(strengths and weaknesses) and external situation (opportunities
and
threats) must match in order for it to develop an effective
strategy,
Goodstein and colleagues^ present the SWOT analysis as a step
of the
performance audit during the strategic planning for a company.
In order
for the company to know its current status, managers need to be
aware
of what is occurring internally and externally to effectively
plan, manage,
and lead the business in the most effective and efficient manner,
Strenqths
Identifying a company's internal strengths is the first important
step of
5. the SWOT analysis, A strength is a resource advantage relative
to competi-
tors and the needs of the markets that a firm serves or expects to
serve,'
It might appear to be simple or intuitive to recognize the
strengths of a
therapy setting, but it is easy for the picture to become cluttered
with
competitive drives and self-criticism. How often is the focus on
promoting
what is going well in the company versus what needs to be
improved?
Strengths need to be identified to help managers identify areas
that
are working, along with those that are not. Strengths need to be
pro-
moted (internally) and can be used as positive building points.
Promote
strengths and continue to build on them. Quite simply, do more
of what
is already being done well.
Weaknesses
A weakness is a limitation or deficiency in one or more
resources or com-
petencies relative to competitors that impedes a firm's effective
perfor-
mance,' Oftentimes, a true analysis ofthe weaknesses in an
organization
(D Z006 Human Kinetio - A H 11(6), pp, 53-55
ATHLETIC THERAPY TODAY NOVEMBER 2 0 0 6 1 5 3
6. is difficult. Employees fear honest discussions about
weaknesses because these are typically viewed as
negatives. Some employees connect the negatives
personally with their positions, and these individuals
feel they are viewed as failures. This might be especially
true in the athletic therapy setting, which is built on
the treatment and rehabilitation of competitive and
highly motivated clients.
Weakness does not mean failure. By truly and hon-
estly identifying the weaknesses in an organization or
section of a company, managers can create plans to
manage, control, change, or address the weak areas.
If patients come into a clinic for an initial evaluation,
but few return for follow-up care, somewhere along the
line there is a weakness that needs to be addressed.
Perhaps the athletic therapists are not communicat-
ing to the patient or office staff the need for follow -up
visits. Once this weakness has been identified the
manager can work with the athletic therapists and
office staff to improve communication, thus increas-
ing return visits.
Opportunities
A company does not work simply within the walls of
the office. There are numerous outside pressures that
exist. With this in mind, one can conduct a SWOT
analysis that not only includes the internal strengths
and weaknesses but also will be used to examine the
external opportunities and threats. These steps exam-
ine the current business environment and attempt to
predict the future in terms of competition, key trends,
technology, staff availability, state and federal health-
7. care regulations, and community economic issues.
An opportunity is a major favorable situation in
a firm's environment,' Opportunities are the areas
where the business can provide needed services in the
larger community. One example is the opportunity to
grow. Economic growth in an area seemingly unrelated
to athletic therapy services might produce external
opportunities for a company to grow. For example, if a
high-tech company moves to town, creating new jobs
and economic growth, an athletic therapy company
might reap the benefits by simply having more poten-
tial patients or clients. The athletic therapy provider in
the area might be ready for growth through new insur-
ance contracts, a therapy contract for worker injuries,
or even by opening a new clinic near the high-tech
company to provide services the employees can easily
access around their work schedules.
Threats
Identifying threats can help managers plan and better
handle problems that arise, A threat is a major unfavor-
able situation in a firm's environment,' Threats can
be broadly based and difficult to identify but can be
thought of in terms of "what if" in strategy-planning
sessions.
The human resources department might look at
threats to hiring qualified staff. If there is a shortage
of experienced sports-medicine professionals, how will
the clinic respond if required to hire somebody within a
short time frame? One suggestion is to develop "pool"
or "on-call" staff, but even then a back-up plan needs
to be in place.
8. Threats can be treated as opportunities for change
and growth. As challenges arise, a plan should be
developed to address those challenges in a way that
the company not only survives them but also grows
and prospers.
Conclusion
Figure 1 illustrates how a SWOT analysis can be
used to assist in strategic planning. Cell 1 is the most
favorable, whereas Cell IV is least desirable, T^ble 1
summarizes the key components of each cell,'
The SWOT analysis provides an ideal framework
for managers because it is a simple yet accurate por-
trayal of the firm. The best situation for a firm is to
maximize strengths and opportunities while attempt-
ing to minimize weaknesses and threats. The SWOT
analysis is an important tool as managers in both large
and small athletic therapy companies look to analyze
their current operations while at the same time plan
for the future.
Resources for additional information regarding
the SWOT analysis are located in the references cited
at the conclusion of this article, as well as in the fol-
lowing:
• http://www,mindtools,com/pages/article/newTMC_
05,htm#business
• http://www,quintcareers,com/SWOT_Analysis,html
(This provides an individual assessment through a
SWOT analysis,)
• Performing a SWOT Analysis (checklist), published
9. by Chartered Management Institute
• Bradford RW, Duncan PJ, T
̂ rcy B, Simplified Strategic
Planning: A No Nonsense Guide for Busy People Who
5 4 1 NOVEMBER 2 0 0 6 ATHLETIC THERAPY TODAY
Critical
internal
weaknesses
Numerous
environmental
opportunities
Cell 3:
Supports a
turnaround-
oriented
strategy
Cell 4:
Supports a
defensive
strategy
C e l l l :
Supports an
aggressive
strategy
Substantial
internal
strengths
10. Cell 2:
Supports a
diversification
strategy
Major
environmental
threats
figure I SWOT-analysis diagram,'
TABLE 1. KEY COMPONENTS OF THE CELLS IN THE
SWOT ANALYSIS
Cell Strategy
Growth-oriented strategy. There are several opportunities and
numerous strengths that encourage pursuit of those
opportunities.
Focus on strong resources and competencies to build long-term
opportunities in more favorable product markets.
Attempt to eiimihate iriternal weaknesses so as to more
effectively pursue the market opportunity.
Immediate strategies need to be implemented that reduce or
redirect involvement in the products or markets
examined through the SWOT analysis.
Want Results Fast. Worcester, Mass: Chandler House
Press; 2000,
Column Editor's Note
11. This article by Mr, Hazelbaker comes at an interesting
time as HealthSouth recently announced plans to sell
their outpatient therapy clinics,' It will be interesting to
see what, if any, effect this will have on athletic trainers
and their employment in therapy settings. As evident
throughout this article, the SWOT analysis serves as
an exceilent tool for athletic trainers who might seize
the opportunity to explore a career in the outpatient
rehabilitation setting, I
References
1. PearceJA, Robinson RB Jr. Strategic Management:
Formulation, Imple-
mentation, and Control. 7th ed. New York, NY: Irwin McGraw-
Hill;
2000.
2. Goodstein L, Nolan T, Pfeiffer JW. Applied Strategic
Planning: How
to Develop a Plan That Really Works. New York, NY: McGraw
Hill;
i993.
3. HealthSouth. Press releases page. Available at:
http://www.healthsouth.
com/medinfo/home/app/frame?2 =
article.Jsp,0,081406_repositioning.
Accessed August 20, 2006.
Chadron Hazelbaker has worked for 8 years in outpatient
physical
therapy clinics in the inland Northwest in patient care and
manage-
ment. He is currently completing his PhD in leadership studies
12. at
Gonzaga University.
ATHLETIC THERAPY TODAY NOVEMBER 2 0 0 6 1 5 5
Journal of Leadership Education DOI: 1012806/V16/I2/R1
APR 2017 RESEARCH
1
Leadership Educator Journeys:
Expanding a Model of Leadership Educator Professional
Identity
Development
Corey Seemiller, Ph.D.
Wright State University
Kerry L. Priest, Ph.D.
Kansas State University
Abstract
There is a great deal of literature on leadership education best-
13. practices (e.g., curricular
considerations, teaching strategies, assessment of learning).
Yet, to be a leadership educator is
more than having knowledge or expertise of content and
pedagogy. Perceptions, experiences,
and values of leadership educators comprise a professional
identity that is reflective of not only
what leadership educators do, but also who they are and how
they view themselves within the
profession. This qualitative study builds on Seemiller and
Priest’s (2015) Leadership Educator
Professional Identity Development (LEPID) conceptual model
by analyzing stories from
participants of a professional leadership educator development
experience. Leadership educators’
identity development reflected a consistent and linear
progression through the identity spaces
outlined in the LEPID model, and further can be viewed through
three distinct dimensional
lenses (experiential, cognitive, and emotional experiences).
Additionally, leadership educator
identities were shaped by a particular set of ongoing influences
and critical incidents; the most
prevalent incident was related to feelings of inadequacy in
leadership expertise and competence.
Findings from this study can inform educational programs and
professional associations in
efforts to train and develop leadership educators.
Introduction
Leadership education is considered a sub-field within
Leadership Studies, which is the
14. study of pedagogical practices that facilitate leadership learning
(Andenoro et al., 2013). The
term “leadership educator” may include a wide range of
academic disciplines and professional
practice, for example teachers (primary, secondary, and
postsecondary), community educators,
coaches, trainers, consultants, and student affairs professionals
(“About ALE,” n.d.; “LEMIG,”
n.d.). A common element across roles and contexts is a
commitment to the development of
leadership capacity of individuals, groups, organizations, and
society.
Within leadership education literature, the educator is often the
intended audience, rather
than the subject of research. As a result, educators themselves
have become the “hidden who” in
contemporary leadership education scholarship (Seemiller &
Priest, 2015, p. 132). However,
there is a small body of descriptive research exploring
leadership educator demographics
(Jenkins & Owen, 2016; Jenkins, 2012; Owen, 2012). Recently,
Jenkins and Owen (2016) asked
Journal of Leadership Education DOI: 1012806/V16/I2/R1
APR 2017 RESEARCH
2
the question, “Who teaches leadership?” to offer an emerging
picture of those engaged in
15. leadership education (p. 99). Comparing demographic data
across both curricular and co-
curricular contexts, their findings suggest there is a need to
better understand the “multiple roles
and identities of leadership educators” (Jenkins & Owen, 2016,
p. 99).
Beauchamp and Thomas (2009) assert that professional identity
can be used as an
analytic lens through which to examine influences on teaching
beliefs and practices, and the
ways educators explain or make sense of their professional
lives. In this qualitative study, we
used Seemiller and Priest’s (2015) Leadership Educator
Professional Identity (LEPID) model as
the lens to explore leadership educators’ identities as reflected
through stories of their
professional journeys. Two primary research questions guided
the study:
1. What do leadership educators experience within spaces of
leadership educator
professional identity development?
2. What factors affect one’s leadership educator identity?
Literature Review
Usage of the term identity often varies in conceptual meaning
and theoretical role
(Stryker & Burke, 2000). Broadly, identity is defined as one’s
16. “self-concept,” or the dynamic,
multifaceted, multidimensional cognitive representations that
one holds of his or her self
(Markus & Wurf, 1987). Identity also refers to identification
with social categories, groups, or
relationships (Stets & Burke, 2000) or in association to
multiple, specific roles (Stryker & Burke,
2000). Additionally, identity is considered a representation of
shared language, conventions,
codes, and values within a person’s socially, historically, and
culturally situated experience (Cote
& Levine, 2002).
Identity has also been addressed within the leadership literature.
Day, Harrison and
Halpin (2009) define a leader identity as “a sub-identity that an
individual holds regarding his or
her role as leader” (p. 183). However, this self-view is not only
related to formal leadership roles,
but also “how an individual comes to think of oneself as a
leader” (p. 183). The process of
developing a leader identity was the focus of Komives, Owen,
Longerbeam, Mainella, &
Osteen’s (2005; 2006) grounded theory study and resulting
Leadership Identity Development
Model (LID). The LID model illustrates developmental
influences on college students’ changing
view of self in relation to others that shapes their broadening
view of leadership (2006). Komives
et al. (2005) suggest that understanding the process of
leadership identity development is “central
to designing leadership programs and teaching leadership” (p.
594).
17. Given the importance of identity development in leadership
education processes, this
paper turns the focus from the student to the educator in order
to understand how individuals
come to think of themselves as leadership educators. Because
the construct of leadership
educator identity is not widely discussed in leadership studies
literature, we looked to the
similarly situated field of teacher education for insight into
what professional educator identity
is, and how professional educator identity is developed.
Leadership educators are similarly
situated to teachers in terms of job function; thus, teacher
identity development studies can be
useful and informative in their application to understanding
leadership educator professional
Journal of Leadership Education DOI: 1012806/V16/I2/R1
APR 2017 RESEARCH
3
identity. Beijaard, Meijer, and Verloop’s (2004) review of
studies on teacher identity highlights
a scholarly focus on the development of professional identity,
characteristics of identity, and
stories that (re)present professional identity. Across the
research, they identified four common
features that help to define teacher professional identity: (1) a
dynamic, life-long learning
process of interpretation and re-interpretation of experiences,
18. (2) that implies both person and
context, (3) consists of multiple sub-identities, (4) and involves
agency; that is, teachers are
active in the process of their professional development
(Beijaard et al., 2004).
Professional identity is more than taking on a teaching role or
educator position; it is how
one sees and names him or herself (self-perception), and is
recognized and regarded by others
(legitimization) (Danielwicz, 2001; Sutherland, Howard, &
Markauskaite, 2010). For example, a
person may identify as an aspiring teacher early in their career
and then after gaining experience,
identify as a practicing teacher (Danielwicz, 2001). Professional
identity serves as “a framework
for teachers to construct their own ideas of ‘how to be,’ ‘how to
act,’ and ‘how to understand
their work and their place in society’” (Sachs, 2005, p. 15). Yet,
these identity constructions are
“deeply connected to the communities in which they learn to
teach and to their interactions with
colleagues, students and families as they engage in learning
pedagogical practice” (Schultz &
Ravich, 2013, p. 37). Lave and Wenger (1991) and Wenger
(1998) conceptualize professional
identity development as a process of “becoming” within various
communities of practice.
Membership in a community of practice provides a set of
relationships and standards of practice
that define competence or expertise, and participation in those
relationships and practices
legitimizes and propels one’s trajectory of membership within
the community (1998).
19. Conceptual Framework. Our study positions the field of
leadership education broadly
as a community of practice, and assumes that participants are
situated as members of multiple
sub-communities within and outside of leadership education
(e.g., professional associations,
organizations, universities). Thus, their stories of experience
offer insight into relationships and
practices that have shaped their own process of “becoming.”
Seemiller and Priest’s (2015)
LEPID Model (Table 1) provides a conceptual framework to
explore leadership educators’
professional identity and serves as the lens by which to examine
stories of the professional
journeys of leadership educators.
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Table 1.
Leadership Educator Professional Identity Development Model
Identity Spaces
(Seemiller & Priest, 2015)
Identity Space Definition Examples
Exploration The space in which an individual
explores if, and to what extent,
20. he or she might take on the
professional identity of
leadership educator.
Participating in professional development
to learn about leadership, reading
leadership literature, volunteering to assist
with leadership education experiences in
addition to a main job role, and
networking with leadership educators to
learn more about and connect with the
profession
Experimentation The space in which one tries on
parts, or all, of the leadership
educator identity.
Taking on a formal leadership educator
role, getting an advanced degree that
prepares one for the field of leadership
education
Validation The space in which one
identifies as a leadership
educator, yet engages in self-
validation and/or seeks
validation from others to
maintain or enhance professional
identity.
Presenting at conferences, writing articles,
or heading up a campus based leadership
initiative
Confirmation The space in which one guides
less seasoned professionals in
21. developing their leadership
educator identities.
Contributing literature to the field, taking
on senior professionals roles, serving on
editorial boards or reviewing proposals,
serving on dissertation/thesis committees,
teaching other leadership educators, or
speaking at conferences
The model also highlights influences that may impact how one
moves and occupies identity
spaces. Influences are ongoing factors that persist throughout an
extended period of time and are
not single events. Table 2 provides a description of these
influences.
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Table 2.
Leadership Educator Professional Identity Development Model
22. Influences
(Seemiller & Priest, 2015)
Type Description
Personal Identities Personal identities, especially salient ones,
including those related to race,
class, gender, religion, sexual orientation, ability, etc.
Personal Agency
Personal agency (self-efficacy, confidence, or beliefs in one’s
ability to
succeed) as a leadership educator.
Perceptions of a
Leadership Educator
Acting in accordance with one’s own definition of leadership
educator.
Expertise
Expertise in leadership subject matter.
Community of
Practice
Networks of peers who provide support, guidance, collaboration
to others
in or entering the field.
Socialization Learning the values, norms, and culture of the
23. profession in order to act
in alignment with professional expectations.
Context Campus culture, hierarchies, reporting lines, funding
and staffing
structures, and leadership.
In addition to ongoing influences, critical incidents can play a
role in leadership educator identity
development. Critical incidents are “key events in an
individual’s life … around which pivotal
decisions revolve” (Sikes, Measor, & Woods, 1985, p. 58).
Critical incidents may elicit internal
questions that either confirm or challenge one’s leadership
educator identity. Table 3 outlines
each type of critical incident and associated internal questions.
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Table 3.
Leadership Educator Professional Identity Development Model
Critical Incidents
(Seemiller & Priest, 2015)
Type Internal Question
Commitment Does this identity suit me?
24. Congruence Do my values match those of the identity?
Credibility Do others believe I should have this identity?
Competence Do I have the knowledge to execute this identity?
Conflict Do people outside my professional identity legitimize
my identity?
Methods
The assumptions of contemporary perspectives of identity (e.g.,
Rodgers & Scott, 2008)
align with an interpretive inquiry paradigm: our realities are
constructed through social
interactions that are historically, politically, and culturally
situated, and the understanding of
reality is constructed through human perception and
interpretation (Lincoln, Lynham, & Guba,
2011). As researchers, we acknowledge that we are
simultaneously experiencing our own
professional leadership educator identity journeys along wi th
the participants. Our perceptions of
ourselves, beliefs about leadership, and experiences as
professionals in the field of leadership
education have informed the study design, and also our
interpretation and representation of the
research.
Data Collection. The study participants were attendees of a
25. national professional
development symposium for student affairs and faculty
leadership educators. The symposium
consisted of presentations, group discussions, activities, and a
personal narratives project, which
was the focus of this study. On the first day of the symposium,
the symposium co-chair (also a
lead investigator and author of the study), introduced the
personal narratives project, which
involved writing and sharing a story about paradigm shifting “a-
ha moments” and/or experiences
that have shaped participants’ leadership educator identities.
The co-chair shared a personal
leadership journey story to set the tone for what was expected.
Participants were given 2.5 days
to write a story that when read aloud would equal about five
minutes in length. On the third day,
participants shared and reflected on their final stories with a
small group of their peers.
Participants were not invited to participate in the study until
after they had completed the entire
activity to allow for authentic and pressure-free involvement.
Those who consented to the study
shared either their typed or handwritten stories with the co-
chair. Photocopied stories were
transcribed into text documents; all stories were then uploaded
to NVivo for analysis. Individual
stories ranged from two to four pages of single spaced text.
Twenty-two of the 48 participants at the symposium consented
to participate in the study.
For the purpose of analysis, each participant was classified as
one of four participant types based
26. Journal of Leadership Education DOI: 1012806/V16/I2/R1
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on a certain set of criteria. New professionals (NP) included
those with 0 to 2 years of
professional experience in leadership, whereas emerging
professionals (EP) included 3-7 years of
experience and seasoned professionals (SP) included more than
7 years of experience. Career
professional (CP) was a special classification for those who had
more than 10 years of
experience and a record of publications and/or extensive
professional involvement. Because we
included the criteria of publishing and/or professional
involvement, not all participants with
more than 10 years of experience were classified as career
professionals and thus were deemed
seasoned professionals. To confirm the appropriate
classification for each participant, we used
information provided in LinkedIn and/or institutional bios. In
addition to their professional
classifications, each participant was assigned a number for
analysis and reporting (e.g. NP3
references New Professional 3, a specific individual).
Participant information is outlined in Table
4.
Table 4.
Participant Information
27. Participant Type Criteria Number
New Professional (NP) 0-2 years experience 6
Emerging Professional (EP) 3-7 years experience 7
Seasoned Professional (SP) More than 7 years experience 4
Career Professional (CP) More than 10 years experience;
publication
record and/or professional involvement
5
Because participants’ stories reflected entire careers to date, we
opted not to use information
such as their current institution and geographic region for
analysis. It is likely that over the
course of their careers, participants worked at a variety of
institutions and lived in multiple
geographic areas.
Data Analysis. Deductive content analysis (Cho & Lee, 2014;
Klenke, 2008) was
utilized to examine and categorize these stories through the
LEPID model. We used a variety of
collaborative analytical tools to prepare for and conduct coding,
including note-taking,
questioning, and drawing from personal experience to explore
possibilities of meaning (Corbin
& Strauss, 2008). Each researcher conducted initial coding on
one story using an a priori coding
28. schematic informed by the themes within the LEPID model.
Codes are listed in Table 5. At the
same time, we remained open to emergent codes as one aim of
this study was to clarify and/or
expand the LEPID model. Next, an NVivo query of interrater
agreement was used as a basis for
discussing codes and establishing interpretive convergence
(Saldaña, 2009).
The remaining stories were coded using a constant comparative
approach (Glaser &
Strauss, 1967), comparing data within each story and comparing
codes and emerging themes
across stories. Two additional codes emerged from the data: the
Pre-Exploration space, which
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included any leadership experiences prior to becoming a
leadership educator and Opportunity as
an Influence, which included opportunities to enter the
professional field of leadership education
(also noted in Table 5). We used interpretive and reflexive
memoing, as well as peer debriefing
(Corbin & Strauss, 2008) to ensure a trustworthy process
(Lincoln & Guba, 1985), and thus
expanding on the initial LEPID model.
29. Table 5.
Coding Scheme
Identity Spaces Critical Incidents Influences
*Pre-Exploration
Exploration
Experimentation
Validation
Confirmation
Commitment
Congruence
Credibility
Competence
Conflict
Personal Identities
Personal Agency
Perceptions of Leadership Educator
Expertise
Community of Practice
Socialization
Context
*Opportunity
*Emergent Codes
Each story element from all 22 stories was coded by participant
type to analyze for themes as a
way to make meaning of who occupies particular identity
spaces. Quotations from 18 of the 22
30. stories are utilized to provide evidence of the findings in each
theme as well as highlight
participants’ own words describing their identity journeys.
Results
The analysis yielded three main findings, or themes: (1)
Previous leadership experience
plays a role in shaping leadership educator identities, (2) spaces
of identity are multi-faceted and
complex, and (3) (a) ongoing influences and (b) short-term
critical incidents impact leadership
educator identity development.
Theme 1: Pre-Exploration Leadership Experience. All 22
participants noted their
former leader experiences laid the groundwork for entering into
leadership education as a
profession. SP3 exemplifies this by saying, “Because of my
career path (military) I focused on
practice long before I ever tried to teach.” Leader experiences
differed dramatically from holding
a significant leader role to not getting a desired leader role.
Participants discussed how their
leader experiences shaped who they are and what they believe
as leadership educators, resulting
in their desire to create open access to leader experiences for
students, correct mistakes they
made as leaders, and give to students the opportunities they had
or wished they had. These
experiences are reflective of an emergent Pre-Exploration space
in the LEPID model, which
appears to be foundational for the participants before even
31. becoming a leadership educator.
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Theme 2: Complexity of Spaces of Identity. The identity spaces
from the conceptual
LEPID model were confirmed through the study; however, these
spaces appear to include
multiple dimensions that were not identified in the original
model. The dimensions include:
• Experiential: What do I do in each space? Participants’
administrative, operational, and
applied experiences;
• Cognitive: What do I know in each space? Participants’
perceptions around the concept
of leadership; and
• Emotional: How do I feel in each space? Participants’ feelings
about being a leadership
educator.
In the following section, we use participant quotes to illustrate
how these dimensions emerged
within each of the identity spaces.
Exploration Space. Exploration is the space in which an
32. individual explores if, and to
what extent, he or she might take on the professional identity of
leadership educator.
Experiential. In the Exploration space, two types of experiential
experiences
stood out that helped new leadership educators explore the
profession. The first was
having other leadership educators who inspired, motivated,
encouraged, and even urged
them into the profession. EP3 reflected on entering the field by
saying, “After some soul
searching and mentor conversations, I had an eureka moment! I
could ‘help students,’
just like all of my mentors and professors helped me.”
Second, exposure to leadership literature helped those exploring
leadership education as a
profession. CP4 reflected on the profound impact of discovering
theories early in their career in
saying:
With a grounding in the relational leadership model and the 5
practices, I began to
breathe more deeply. Burns. Bass. Hersey & Blanchard.
Greenleaf. So many others. And
then the point of no return: Wheatley, Rost and Heifetz. In
quick succession I found my
room in my new home.
Cognitive. The cognitive dimension demonstrates the evolving
perception of
33. leadership. Those who are “new” appeared to search for black
and white leadership
answers, whereas those embedded deeply in the field appeared
more okay with the ever-
changing nature of leadership and an absence of an agreed-upon
professional definition.
Two new professionals commented on their desire to know more
or have more answers
about leadership. NP6 said, “Some days I get incredibly
frustrated by the concept of
leadership education, especially on days when I feel like I have
more questions about
leadership than certain answers.” And, NP2 said, “As a
leadership educator I have a
kindergarten vocabulary and I still find that I learn as much
from my students, and they
learn as much from each other, as they learn from me.”
Emotional. Feelings emerged for many when entering the field
of leadership
education. These centered on being unsure about their career
choice and seeing if the
experience aligned with who they were and what they wanted.
NP5 noted, “I decided to
apply for a graduate teaching assistantship. I was interested in
teaching; I wasn’t sure if it
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34. was my passion, but it was something I enjoyed, and perhaps
something I would pursue
as a career if it felt right.”
Experimentation Space. Experimentation is the space in which
one tries on parts, or all,
of the leadership educator identity.
Experiential. The experiential dimension of the Experimentation
space was
mostly focused around trying out a new leadership job, which
SP1 wrote was “exciting
and little scary at the same time” upon entering the field. There
were a number of
leadership educators who came into the field, left for another
career path, and then
returned. Others had a lengthy career in another occupation and
came into their
leadership educator roles later in their careers, and still others
who were in their first
professional leadership jobs right out of a graduate program at
the time they were writing
these stories.
Cognitive. The Experimentation space was filled with comments
from
participants not questioning what leadership was and seeking
answers like those in the
Exploration space, but acknowledging how difficult it might be
to get clear-cut answers
35. about leadership. Many did not define leadership specifically.
EP4 noted that leadership
is “messy,” and EP6 believes that leadership is not “one size
fits all.”
Emotional. Stories in the Experimentation space reflected how
participants felt
about being a leadership educator. Many stories centered on
being able to identify as a
leadership educator after having previously done leadership
development in other roles.
So, it was not a matter of engaging in leadership education for
the first time, but
knowingly taking on a formal leadership educator role. EP6
noted:
This journey is just beginning for me, but I want to start to add
to the literature and
research, empirically and quantitatively, what I have
experienced throughout my
leadership journey and what I have witnessed with many student
experiences on a yearly
basis at the college campuses I have worked at.
Validation Space. Validation is the space in which one
identifies as a leadership
educator, yet engages in self-validation and/or seeks validation
from others to maintain or
enhance professional identity.
Experiential. Those in the Validation space highlighted
experiences with
36. conferred leadership. SP2 wrote about an experience in
confirmation in saying:
One of my most profound moments when it occurred to me that
I am a leader, and a
leader who is getting noticed by others, was when
[Organization] reached out, asking me
to serve as the Regional Coordinator for the largest region in
the association.
Cognitive. Comments related to leadership in the Validation
space, whether by
participants who occupied the space at the time of writing their
stories or those who
reflected on being in this space at one point in their careers,
reflected direct language
from current models and theories, as if they had put forth what
they had memorized from
the literature. They used words such as contextual, inclusive,
empowering, process-
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oriented, and less positional to describe leadership. These terms
are prevalent among a
variety of contemporary leadership models, such as the
Relational Leadership Model
(Komives, Lucas, & McMahon, 2013) and Emotionally
Intelligent Leadership
37. (Shankman, Allen, & Haber-Curran, 2015).
Emotional. The emotional dimension was prevalent with
seasoned professionals
in the Validation space who contemplated their feeling or belief
that they were truly
leadership educators. SP4 shared a view of self-validation in
saying, “[I need] to accept
that I don’t have it all figured out while still realizing that I can
provide information of
value.” Validation also came from others, as EP4 pointed out,
“They [faculty members]
were persistent, and I started to think of myself as an academic,
or at least as someone
who had the potential to become one.” However, some
participants questioned what
validation as a leadership educator might mean for them. For
example, EP3 said:
It took me a while to become comfortable with labeling myself
as a leadership educator –
I just have hesitations. Leadership educator as an identity
inherently assigns me with
authority, a position, and I would rather like to think I am a
person, along for the ride, to
learn from other while also imparting my wisdom.
Confirmation Space. Confirmation is the space in which more
seasoned professionals
guide less seasoned professionals in confirming their leadership
educator identities.
Experiential. Many career professionals and some seasoned
professionals
38. discussed publishing, professional involvement, and about how
they had connections to
prominent leadership scholars.
Cognitive. Both seasoned and career professionals shared views
of leadership as
far more complex than those in other spaces. Instead of just
saying leadership was
complex, they offered thoughts that reflected complexity. CP1
noted wanting to eliminate
the words “leader” and “follower”, while SP3 highlighted the
view that leadership can be
both good or bad and that leadership definitions should focus on
“inherent good vs. evil
(wickedness, depravity, etc.).”
Emotional. Some career professionals also discussed their own
sense of self in
which they had accepted who they were as professionals. CP1
commented about “feeling
comfortable in my own skin,” whereas CP2 noted being at a
place to “forgive myself for
past leadership failings.” And CP4 noted that their leadership
identity journey consisted
of “finding my own way.” These individuals did not make
reference to conferring others
but about what it felt like to finally arrive as a leadership
educator.
Theme 3a: Influences on Identity Development. Influences are
39. ongoing factors that
play a role in one’s leadership educator identity development.
For many participants, influences
were not singular events, but perspectives, experiences, and
external factors that continued over
time. The LEPID model outlined seven influences on one’s
professional identity including
personal identities, personal agency, context, socialization,
community of practice, perceptions
of a leadership educator, and expertise (Seemiller & Pr iest,
2015). Data from this study revealed
an additional category of influence, opportunity, indicative of
opportunities to participate in
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roles, experiences, and positions related to leadership
education. Although leadership educators
discussed all eight influences, the three prominent influences
included expertise, opportunity,
and community of practice.
Expertise. First, many participants felt they did not have enough
expertise to be a
leadership educator, reflecting more than just a one-time
incident in which a leadership educator
would not be able to adequately answer a question in a
40. particular situation. The lack of expertise
is reflective of a deeper issue: the absence of training and
preparation to adequately engage in
leadership education as a profession. Not only did many
participants feel they lacked training,
they also did not know what they did not know, including where
to find information. EP4
exemplified this feeling:
And when I'd talk to colleagues about their experiences ... They
seemed to have this
unending knowledge that I was unaware of. Where should I find
resources? Where could
I find the time to become as knowledgeable as my colleagues
seemed to be?
Another issue related to expertise is the seemingly never-ending
cycle of knowledge.
Once a participant would feel armed with content, he or she
would realize that there was so much
more to know. NP3 said, “It is the classic case of the more you
know, the more you actually
realize you don’t know.” EP7 added that every time they tried
to learn more about leadership,
they would become "an expert once again, of a wide breadth of
leadership knowledge but soon
came to realize it was lacking depth.”
The leadership educators who were deemed as campus experts
by others felt the pressure
to be the institutional leadership authority, even if they did not
believe they had the expertise.
41. EP3 wrote, “I was the only person on a campus of 2,000
students doing leadership programs for
‘10 hours’ a week with no leadership knowledge.” And EP4
added:
People referred to me as the "expert" on campus ... When in
reality I was the person with
limited leadership experience and some opportunities for
professional development in the
area ... I had limited experience, while everyone else had none.
In short, I was the best-
case scenario in an already bleak leadership picture.
Opportunity. Another ongoing influence that impacted
individuals’ leadership educator
journeys was simply an opportunity to be a leadership educator.
Although opportunity may
appear to be a critical incident (for example, a job opened,
someone took it, and that person was
now a leadership educator), many did not experience
opportunity in such a linear or defined way.
Opportunity was described more as ongoing experiences in
which educators veered down
different career paths to eventually get to their present position
or role. This was evident when
participants indicated that they did not initially set out to be
leadership educators. There were
alternate paths or opportunities that presented themselves to
these individuals; and for personal
and/or professional reasons, they went down a new career path.
SP3 noted, “Becoming a
leadership educator was never an explicit end goal.”
42. Participants described their professional journeys as fluid.
Rather than a moment of
calling, their path to becoming a leadership educator grew over
time. NP4 said:
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I know there was not one moment when I actively chose to
become a leadership educator
or a student affairs professional or to do leadership work. I
can’t tell you about the
weather that day, or who was with me, or the revelatory
thoughts that accompanied this
professional and personal declaration.
Some participants discussed seeking out opportunities to do
leadership education, often by
holding other jobs in student affairs and then volunteering to
staff leadership events. Having
volunteered at leadership events, some individuals liked the
leadership work better than their
“real jobs” and moved over to more prominent roles in
leadership education. CP3 indicated:
Because we always needed extra staff at retreats, I assisted with
them in my free time. It
gave me more opportunities to learn how to be a more effective
43. leader and think about
how to teach skills and concepts to other.
Community of Practice. The data confirmed that the presence of
a community of
practice was influential to the participants’ leadership educator
identity journeys. Peers, both on
and off campus, were identified as providing a network of
support, being especially true for
seasoned and career professionals who discussed specifically
the value of having mentors at the
onset of their careers. CP3 discussed the importance of
mentorship in saying:
I worked with two women who both were/are awesome mentors
and had a great influence
on me … They both made certain to introduce me to others in
the field of student affairs
and, particularly, to those doing leadership education. These
women are still my mentors
to this day.
These mentoring relationships contributed to a sense of
belonging in the field and influenced
participants’ perspectives of themselves and on professional
practice. CP1 recalled how a mentor
ignited passion: “[My mentor] helped me to turn my begrudging
yes to teach leadership to a
passion for leadership development and teaching leadership. I
am forever indebted to him.”
Finally, mentoring was not just seen as being helped by those
with more experience. Mentoring
was a way to ensure the sustainability of the profession and
44. professional development. SP1 put it
as “I’m sort of intimidated by those who have been studying
leadership for years but also
inspired to walk in their footsteps.”
Theme 3b: Critical Incidents in Identity Development. Critical
incidents also play a
role in the identity development journeys of leadership
educators. Although there were some
instances of critical incidents that were positive and led to the
support or confirmation of
participants as leadership educators, overwhelmingly their
stories reflected incidents that
challenged them to re-think if they should be in the profession
at all. Participants identified
examples of all types of critical incidents from the LEPID
model, however incidents related to
competence were overwhelmingly the most prevalent.
Competence. By far, the primary critical incident participants
identified was a fear of
being found out – that their students and/or colleagues would
discover or realize that they were
not competent to be in leadership education (whether that was
true or not). Many of the examples
related to competence were reflective of critical incidents that
had not yet occurred; rather, the
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leadership educators feared they might occur. Participants made
reference to the fear and anxiety
of being found out to be a fraud. The feeling of incompetence
was apparent especially with less
seasoned professionals as evidenced by comments such as EP1
saying, “I … suffered a bit from
imposter syndrome. Always waiting on someone to call me out
because I wasn't actually a
leadership person.” NP5 wrote, “I am supposed to be a ‘master’
of this thing we call leadership,
so I better fake it till I make it, I suppose!” And EP4 shared,
“When would they figure out that I
was an impostor? When would they figure out that I didn't have
all of the answers, and
sometimes didn't understand where others were getting theirs?”
When more seasoned leadership
educators reflected back on their journeys, they also pointed out
the feelings of incompetence
they had as newer professionals. CP1 noted, “What in the world
did I know about leadership that
gave me the ‘authority’ to be teaching this stuff?”
Discussion
In pursuit of our research questions of (1) What do leadership
educators experience
within spaces of leadership educator professional identity
development?, and (2) What factors
affect one’s leadership educator identity?, we were able to
examine and confirm an existing
46. professional identity development model for leadership
educators (LEPID model). Yet, what
emerged was far more complex and robust than initially
envisioned. Through qualitative
analysis, we uncovered additional components of leadership
educator identity, resulting in a
more holistic understanding of identity spaces and discernment
about the impact of experiences
on one’s professional identity development.
Role of Leader in Leadership Educator. Not one leadership
educator commented on
their professional journey without reflecting on their prior
leadership experience. Most discussed
the impact of holding a leadership role or being conferred by
others as a leader, while some also
described failing as a leader. These leadership experiences
served as a foundation to their
identities as leadership educators. Our findings suggest a need
to further explore the relationship
between leader identity development and leadership education
professional identity
development. The leadership educator role is unique, as other
types of educators may not readily
shape their professional identities around the content area they
teach, such as a math teacher also
identifying as a mathematician. Understanding the intersection
between leader identity and
leadership educator professional identity is critical in the sense
that leadership educators’
experiences as a leader may affect how they view and teach
leadership.
Complexity of Identity Spaces. One of the study’s initial aims
47. involved the application
of the LEPID model to stories shared by leadership educators
about their professional journeys to
discern the extent of the model’s accuracy. We found that the
lived experiences of the
participants reflected the proposed spaces of identity
development, and the findings
demonstrated a need to add complexity, resulting in three
dimensions that define each space.
Table 6 includes the updated LEPID model that incorporates
dimensionality into identity spaces.
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Table 6.
Updated Leadership Educator Professional Identity
Development Model
Identity Space Definition Experiential:
What do I do?
Emotional:
How do I feel?
Cognitive:
What do I know?
Exploration:
48. Will it fit for
me?
The space in
which an
individual
explores if,
and to what
extent, he or
she might take
on the
professional
identity of
leadership
educator.
Participating in
professional
development to learn
about leadership,
reading leadership
literature,
volunteering to assist
with leadership
education experiences
in addition to a main
job role, and
networking with
leadership educators
to learn more about
and connect with the
profession.
Feeling unsure
about
leadership
49. education as a
career,
questioning
whether
leadership
education
could be a
passion.
Searching for black
and white answers
about what leadership
is, trying to clarify an
understanding of the
ever-changing nature
of leadership and an
absence of an agreed-
upon professional
definition.
Experimentatio
n: Does it fit for
me?
The space in
which one
tries on parts,
or all, of the
leadership
educator
identity.
Taking on a formal
leadership educator
role, getting an
advanced degree that
50. prepares one for the
field of leadership
education.
Naming one’s
own
professional
identity as a
leadership
educator,
especially for
those having
done
leadership
education
without calling
it leadership
education.
Acknowledging how
difficult it might be to
get clear-cut answers
about what leadership
is.
Validation: Do
others think it
fits?
The space in
which one
identifies as a
leadership
educator, yet
engages in
self-validation
51. and/or seeks
validation
Presenting at
conferences, writing
articles, or heading
up a campus based
leadership initiative.
Contemplating
the feeling or
belief that one
is truly a
leadership
educator,
engaging in
behaviors of
self-validation
Using existing models
and theories to come to
an understanding of
what leadership is.
Journal of Leadership Education DOI: 1012806/V16/I2/R1
APR 2017 RESEARCH
16
from others to
maintain or
enhance
52. professional
identity.
or seeking
validation
from others to
confirm one’s
leadership
educator
identity.
Confirmation:
How do I
validate others?
The space in
which one
guides less
seasoned
professionals
in developing
their
leadership
educator
identities.
Contributing
literature to the field,
taking on senior
professional roles,
serving on editorial
boards or reviewing
proposals, serving on
dissertation/thesis
committees, teaching
other leadership
53. educators, or
speaking at
conferences.
Feeling a sense
of self-
acceptance as
a leadership
educator and
passing that to
others.
Offering views and
perspectives of
leadership that reflect
complex thinking
about leadership.
The complexity of spaces provides a robust framework with
which to better understand
elements of leadership educator professional identity
development and anticipate professional
development needs of both individual educators and the broader
leadership education community
of practice. Battey and Franke (2008) point out that professional
identity informs both the skills
one seeks to develop and ultimately informs professional
practice. By helping leadership
educators understand the identity development process and the
spaces they occupy, they may be
able to better make meaning of their professional identities. It
can be validating to put a name on
an experience and realize that one is not alone in thinking or
54. feeling certain ways throughout the
professional journey.
There is also an underlying assumption that moving toward the
Confirmation space could
lead to more complex thinking, effective practice, and a greater
feeling of self-worth as a
professional as evidenced by the seasoned and career
professionals in this study occupying the
Confirmation space. New and emerging professionals may
benefit from seeking out experiences
that advance their professional perspectives and intentionally
move them on a trajectory towards
the Confirmation space.
Process for Identity Development. There are four identity
spaces of the LEPID model,
each with three dimensions. The complexity of identity
challenges the notion that there is a direct
route for identity development and that somehow one always
brings their whole self from space
to space. It is possible that leadership educators could occupy
different dimensions and spaces of
professional identity simultaneously. For example, an educator
may be advanced in terms of
content knowledge about leadership (Cognitive dimension for
the Validation space) but novice in
Journal of Leadership Education DOI: 1012806/V16/I2/R1
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55. 17
terms of holding a role of leadership educator (Experiential
dimension for the Experimentation
space).
Despite the fluidity that can be present across spaces and
dimensions, many participants’
stories in this study demonstrated alignment by occupying all
dimensions of the same identity
space at the same time based on their professional experience.
For example, most new
professionals’ stories reflected the Experiential, Cognitive, and
Emotional dimensions associated
with the Exploration space, whereas more seasoned
professionals reflected all three dimensions
associated with the Validation and Confirmation spaces. Our
findings indicate that leadership
educator identity development is likely a multi-dimensional
linear process in which one moves
from Exploration to Confirmation. This relatively linear
projection can be informative for
institutions, organizations, and associations in creating
professional development opportunities
that help advance new and emerging leadership educators
through the identity spaces.
Lack of Training and Expertise. Expertise is implicit to one’s
professional identity
(Kogan, 2000). Given that both expertise as an ongoing
influence and competence as a critical
incident were discussed among participants more than any other
56. component related to
professional identity, it appears that many of these educators
have not felt prepared or
knowledgeable enough to teach students to be effective leaders.
Nearly all participants pointed
out that they received little to no training in leadership
education, yet were thrust into a role in
which they had to serve as leadership educators, especially
early in their careers. Many suffered
from the imposter syndrome (Clance & Imes, 1978), and
approached their roles in a “fake it till
you make it” manner. But, under that facade, they feared being
found out by colleagues,
students, or administrators that they were somehow not
qualified to be teaching leadership. The
fear of being found out only added to their already existent
internal questioning of their ability to
effectively teach leadership to begin with. Although fear and
doubt can be part of the
professional developmental process, it is critical to help
leadership educators move beyond their
fear to develop the competence and confidence that can
contribute to both effective teaching and
advancing in their professional identity development. Expertise
has been linked to higher quality
level of explaining information and clarifying
misinterpretations of content with students
(Beijaard, Verloop, & Vermunt, 2000), greater confidence to
execute identity related tasks
(Seemiller & Priest, 2015), and a greater connection to the
profession (Kogan, 2000).
Some strategies for enhancing expertise and competence include
(1) increasing access to
57. resources such as lesson plans, curriculum, and best practices,
(2) providing training in both
leadership content and high-impact practices and pedagogy for
leadership development, and (3)
fostering connections with other professionals for networking
and idea sharing.
Mentoring as Vital to Identity Development. The importance of
mentors in the
professional lives of leadership educators was also highlighted
by the findings. Mentors included
former faculty members, colleagues, as well as more established
professionals in the field. The
seasoned and career professionals connected mentorship with
what propelled them, guided them,
and supported them in their careers. This finding is not
surprising, as mentoring can provide
great benefits for those being mentored such as increasing one’s
capacity to face new challenges
and increasing one’s effectiveness (Holloway, 2001) and
proficiency (Kilburg & Hockett, 2007;
Watson, 2006). Yet, finding a mentor can be a complex and
challenging process, especially
Journal of Leadership Education DOI: 1012806/V16/I2/R1
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18
being the only leadership educator on a campus or not being
connected to seasoned or career
professionals from other institutions. Rather than relying on an
58. organic mentorship process to
hopefully emerge, offering formal mentoring programs through
professional associations can
expand access to mentors and help foster connections. In
addition, hosting role-specific
communities of practice (e.g., a community solely for online
academic educators, student affairs
professionals, or corporate trainers) can help leadership
educators make meaningful connections
with others who do similar work.
Limitations
Because we sought to confirm Seemiller and Priest’s (2015)
LEPID model, we used an a
priori coding scheme. Although we remained open to emergent
data (as demonstrated in Table
6), we encourage others to engage in research using the LEPID
model so as to have an external
and comparative understanding of its accuracy. Second, the
methodology was qualitative in
nature and involved extensive storytelling. Using qualitative
data provided depth in
understanding participants’ experiences, but also required
utilizing subjectivity in interpreting
and assigning elements of stories to pre-existing components of
the LEPID model. Finally, the
sample size was small and included professionals who sought
out a professional development
experience. It is assumed that the participants represented
voices of engaged and connected
educators with a motivation to develop. This may have excluded
perspective of individuals who
59. are unsure in their career selection, or do not have access to or
interest in professional
development.
Future Research
Based on the findings, we suggest areas of future research.
First, leadership educators are
balancing multiple identities, so leadership educator
professional identity is likely one of many
other personal and professional identities. Better understanding
of intersecting identities may
offer insight into structures of support or barriers to
advancement as a professional leadership
educator. Second, professionals are likely navigating the
balance between public identities and
private identities. Who they let others see or believe they are
may very well be different than
how they see themselves. Future research could unveil
intersections in how leadership educators
see themselves and how they portray themselves to others.
Third, the current study showcased participants’ past or current
occupation of identity
spaces, but not movement between spaces. To better understand
how leadership educator identity
development works, it will be critical to further examine the
transition between spaces and how
educators move from space to space. Finally, utilizing
additional methodologies to study
leadership educator identity is recommended to further explore
60. these topics. Analysis of
participants’ stories provided a foundation for the exploration
of the LEPID model; however,
using other qualitative or quantitative methodologies could be
useful in expanding upon the
research.
Journal of Leadership Education DOI: 1012806/V16/I2/R1
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19
Conclusion
Our findings support and enhance Seemiller and Priest’s (2015)
LEPID model.
Understanding leadership educator professional identity has
benefits for leadership educators,
their students, and the field of leadership education.
Professional associations, institutions, and
organizations can develop more communities of practice that
engage and support new
professionals, create more opportunities for resource sharing,
build formalized professional
mentoring programs, and offer more professional development
opportunities that help move
leadership educators through the spaces and dimensions of the
LEPID model. Developing the
capacity of leadership educators, especially new and emerging
leadership educators, may not
61. only assist in their individual professional identity development
but could also result in
developing more confident, competent, and effective leadership
educators for the profession as a
whole.
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Author Biographies
Dr. Corey Seemiller ([email protected]) is a faculty member in
Organizational
Leadership at Wright State University. She has served as the co-
chair for the National
Leadership Symposium and the co-chair for the Leadership
Education Academy. Dr. Seemiller is
the author of The Student Leadership Competencies Guidebook
and Generation Z Goes to
College.
Dr. Kerry Priest ([email protected]) is an Assistant Professor in
the Mary Lynn and
Warren Staley School of Leadership Studies at Kansas State
University. Her scholarship
explores the intersections of leadership development and
engaged teaching and learning in higher
education, with a particular interest in identity development,
70. leadership pedagogies/high-impact
educational practices, and critical perspectives.
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1
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Vol. 12, No. 3 Fall 2015 AASA
Journal of Scholarship and Practice
Fall 2015/Volume 12, No. 3
Table of Contents
73. Editors
Christopher H. Tienken, Seton Hall University
Ken Mitchell, Manhattanville College
Associate Editors
Barbara Dean, AASA, The School Superintendents Association
Kevin Majewski, Seton Hall University
Editorial Review Board
Albert T. Azinger, Illinois State University
Sidney Brown, Auburn University, Montgomery
Gina Cinotti, Netcog Public Schools, New Jersey
Brad Colwell, Bowling Green University
Sandra Chistolini, Universita`degli Studi Roma Tre, Rome
Michael Cohen, Denver Public Schools
Betty Cox, University of Tennessee, Martin
Theodore B. Creighton, Virginia Polytechnic Institute and State
University
Gene Davis, Idaho State University, Emeritus
John Decman, University of Houston, Clear Lake
David Dunaway, University of North Carolina, Charlotte
74. Daniel Gutmore, Seton Hall University
Gregory Hauser, Roosevelt University, Chicago
Jane Irons, Lamar University
Thomas Jandris, Concordia University, Chicago
Zach Kelehear, University of South Carolina
Theodore J. Kowalski, University of Dayton
Nelson Maylone, Eastern Michigan University
Robert S. McCord, University of Nevada, Las Vegas
Barbara McKeon, Broome Street Academy Charter High School,
New York, NY
Sue Mutchler, Texas Women's University
Margaret Orr, Bank Street College
David J. Parks, Virginia Polytechnic Institute and State
University
George E. Pawlas, University of Central Florida
Dereck H. Rhoads, Beaufort County School District
Paul M. Terry, University of South Florida
Thomas C. Valesky, Florida Gulf Coast University
Published by
75. AASA, The School Superintendents Association
1615 Duke Street
Alexandria, VA 22314
Available at www.aasa.org/jsp.aspx
ISSN 1931-6569
http://www.aasa.org/jsp.aspx
3
_____________________________________________________
_________________________
Vol. 12, No. 3 Fall 2015 AASA
Journal of Scholarship and Practice
Sponsorship and Appreciation
The AASA Journal of Scholarship and Practice would like to
76. thank AASA, The School
Superintendents Association, in particular the AASA Leadership
Development Office, for its ongoing
sponsorship of the Journal.
We also offer special thanks to Christopher Tienken, Seton Hall
University, and Kenneth Mitchell,
Manhattanville College, for their efforts in selecting and editing
the articles that comprise this
professional education journal.
The unique relationship between research and practice is
appreciated, recognizing the mutual benefit to
those educators who conduct the research and seek out
evidence-based practice and those educators
whose responsibility it is to carry out the mission of school
districts in the education of children.
Without the support of AASA, Christopher Tienken and
Kenneth Mitchell, the AASA Journal of
Scholarship and Practice would not be possible.
78. Faculty Associate
Department of Education Leadership, Management and Policy
Seton Hall University
South Orange, NJ
Abstract
There has been both a historic and continuing interest in the
preparation process for school
administrators (principals and vice principals). Much of the
literature has been critical of how school
administrators are prepared (Achilles, 1991; Hale and Moorman,
2003; Levine, 2005; Hallinger and
Lu, 2013). Although the length of time from graduation to
hiring was explored, little attention has
been paid to the satisfaction of graduates from principal
preparation and the number of years that
transpired from graduation to job placement. An unknown
outcome in the literature on principal
preparation programs is the impact of satisfaction in relation to
the length of time in securing an
administrative position. This article attempts to provide some
79. insight into the relationship.
Key Words
principal preparation, career satisfaction
5
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Vol. 12, No. 3 Fall 2015 AASA
Journal of Scholarship and Practice
Introduction
There has been both a historic and continuing
interest in the preparation process for school
administrators (principals and vice principals).
80. Much of the literature has been critical of how
school administrators are prepared (Achilles,
1991; Hale and Moorman, 2003; Levine, 2005;
Hallinger and Lu, 2013). In instances where the
process has been identified as positive, it has
been characterized as an outlier under the
definition of “exemplary programs” (Orr and
Orpanos, 2011; Taylor, Pelleties, Kelly,
Trimble, Todd and Ruiz, 2014).
An interesting phenomenon of the
preparation process that has not been examined
is the elapsed time from being prepared to
become a school administrator and satisfaction
with the preparation process. Unlike many
other professions, being prepared does not
necessarily result in securing a position.
Gahungu (2008), studying an Illinois
81. preparation program, noted that, from 1995 to
2005, of the 503 students graduated from the
program, only 168 of the certified candidates
had held administrative positions in public
schools by 2007. Bathon and Black (2010)
found in their study of Indiana principal
placement that 59% of all graduates find
employment as either principals or assistant
principals (soon after graduation).
Although the length of time from
graduation to hiring has been explored, little
attention has been paid to the satisfaction of
graduates from principal preparation and the
number of years that transpired from
graduation to job placement. An unknown
outcome in the literature on principal
preparation programs is the impact of
satisfaction in relation to the length of time in
82. securing an administrative position.
Literature Review
For the last twenty-five years, there has been
the realization that effective principals are an
important variable in school improvement
(Spillane, 2003).
In spite of that assertion, until relatively
recently little attention has been paid to the
preparation process and how schools of
educational administration have designed their
preparation programs (Achilles, 2004; Hale and
Morman, 2003; Levine, 2005). The focus has
been directed at four aspects of that process;
licensure, certification and accreditation,
principal preparation and professional
development (Beck and Murphy, 1996).
There has also been a concern that
83. preparation programs are too theoretical and
not grounded in administrative and leadership
reality (Murphy, 1992).
Another study identified several major
concerns: the admission process for prospective
students with some among the lowest standards
in the nation; the lack of clarity of purpose; the
absence of systematic self- assessment; the
absence of a coherent curriculum; a poorly
equipped professorate; a lack of attention paid
to clinical education and mentorship; research
that is detached from practice; and insufficient
funding (Levine, 2005). These areas are
similar to the observations of Achilles (1991);
Hale and Moorman,(2003) and Elmore (2000)
who added to the litany of concerns, the lack of
an agreed - upon knowledge base to guide the
84. preparation of school administrators.
6
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Vol. 12, No. 3 Fall 2015 AASA
Journal of Scholarship and Practice
On a parallel and connected path, there
has emerged a more substantive research base
regarding effective leadership practices related
to the principal.
One of the more compelling works is
that of Waters, Marzano and McNulty (2003)
who examined thirty years of research on the
effects of leadership on student achievement. In
their meta-analysis they identified two primary
85. variables that determine whether or not
leadership will have a positive or negative
impact on achievement: the focus of change or
whether there is a focus on improving practices
directly related to student achievement with an
understanding by the leader of the magnitude or
order of the change. They further identified 21
leadership responsibilities and associated
practices connected to student achievement and
organized them into a taxonomy of four types
of knowledge: experiential knowledge
(knowing why it is important), declarative
(knowing what to do), procedural (knowing
how) and contextual (knowing when).
Another theme has been to review
what principal preparation programs are doing
in response to the external criticism. Hallinger
86. and Lu (2013) found that the influence of
business practices has become more
pronounced with specific alignment to the role
of case studies and mentoring programs.
Peck and Reitzug (2012) identified
three management concepts that tend to
permeate many preparation program designs:
management by objectives, total quality
management, and turnaround restructuring.
There has also been greater focus on field
experiences and a direct connection to
authentic inquiry (Perez, Uline, Johnson,
James-Ward, and Basom, 2010). Providing
more direct in- school experiences, where
prospective candidates could apply the skills
and concepts learned in a classroom setting,
became a pivotal focus.
87. Recently there has been an attempt to
connect the role of the principal and their
preparation to student outcomes (Orr and
Orphonos, 2011; Donmoyer, Donmoyer and
Galloway, 2012)). Although much of the work
was focused on so-called "exemplary
programs" and the results were mixed, the fact
that there is now an attempt to determine if
there is a connection to student outcomes and
principal behaviors in connection with their
preparation program is a significant shift in the
direction of focus on principal preparation
programs.
There has also emerged a collective sense
that principal leadership is distributed and its
foundation rests on a base of expertise rather
than hierarchical authority (Camburn, Rowan,
and Taylor, 2003; Kochan and Reed, 2005).
88. Leadership is viewed from the vantage point of
interdependence and operates within both a
vertical and horizontal continuum depending on
the context organizational circumstances. The
implications of the new insights emerging
regarding leadership are that the profession is
nearing the foundation level for agreement on
what constitutes a knowledge base for the
preparation of school level administrators and
the potential for a unifying approach to that
process (Brown and Flanary, 2004).
Although much has been written about
principal preparation, it has focused on
satisfaction as determined by graduates or those
who retrospectively evaluate their programs
once they acquire an administrative position.
Other thematic areas are what programs are
89. doing to "better" prepare their candidates.
There has also been an attempt to connect
preparation to student outcomes. Missing from
the analysis is the relationship between the
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length of time that elapses from exiting a
preparation program and acquiring an
administrative position and satisfaction by
graduates with the preparation process. An
unknown outcome in the literature on principal
preparation programs is the impact of
satisfaction and length of time in securing an
90. administrative position.
The Study
To determine if there was a relationship
between satisfaction with principal preparation
programs and the number of years that elapsed
from completing a preparation program and
securing an administrative position, a
structured questionnaire was developed and
sent to 1,583 principals in a northeastern state.
The list was from a database developed
by the state education agency and was current
for the school year 2014. The survey consisted
of a limited number (3) of questions asking
respondents to rate their satisfaction with their
leadership preparation program using a 5 point
Likert rating scale with 5 indicating
exceptionally prepared and 1 not prepared at
all. Respondents were asked to indicate the
91. length of time that elapsed from receiving their
degree and receiving an administrative
appointment with choices ranging from
immediately on graduation to more than five
years later. Respondents were also asked to
indicate the institution or program granting
them the degree. Two hundred sixty-seven
principals responded to the survey representing
fifty-seven universities and colleges providing
principal preparation programs.
The Results
Although 267 principals responded, the
response rate represents only 16% of the
population. Caution needs to be taken in the
conclusions that are drawn, given the low
return rate. Two hundred and sixty-seven is a
number that allows statistical analysis but may
represent a population that is not representative
92. of the study group. To determine the
significance of the relationship between
satisfaction and the number of years elapsing
between completion of a preparation program
and receiving a principal position, Spearman
rho (r) was applied to the tabulated results.
There are many cases where
dependency between two variables can be
observed but where the distribution is unknown
(Yamane, 1967; Creswell, 2012).
Nonparametric correlation coefficients provide
the ability to determine statistical significance
in such instances and, therefore, Spearman rho
(r) was the appropriate application. The
outcome revealed a .181 statistical significance
between satisfaction and appointment to an
administrative position either immediately on
93. graduating or 1 to 2 years later. The outcome is
statistically significant but relatively weak in its
strength.
Discussion
This study reveals a connection with
satisfaction with the preparation process and
the number of years it took actually to receive
an administrative position.
The sooner an administrative position
was secured, the greater the satisfaction.
Although caution is needed in generalizing
beyond the scope of this study, there are
implications for both future research and the
designs of principal preparation programs. In
terms of future research, a much wider survey
of graduates of principal preparation programs
would indicate the broader significance of time
as a variable in program satisfaction.
94. More importantly there is a policy issue
that needs to be addressed immediately. If there
are significant gaps between preparation and
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administrative placement and graduates feel
less prepared, as a result, what can programs do
to address the issue? The response to this
question includes both ethical and social
responsibility implications.
Principal preparation programs within
this context need to go beyond just preparation
95. and graduation but meet the social
responsibility to address their graduate’s needs.
One possible solution is to allow all
graduates to attend any classes they feel a need
to attend as a refresher in developing skills
introduced in previous classroom settings.
These ‘refreshers’ should be at no cost to the
students but become a part of the social, ethical
and professional responsibility of the program
provider. The idea of “no cost” is not the
financial burden it may appear to be. The
refresher could be offered when existing
classes are in session. Students who need to be
refreshed sit in on the classes and participate in
the scope and demand for their specific needs.
A second programmatic response would
be to schedule low cost or no cost seminars in
96. areas that improve the management and
leadership skills of graduates and keep them up
to date on the research on best practices.
These seminars could be scheduled on
weekends to allow maximum participation.
Another implication of the study is the need to
provide counseling and support to graduates as
they enter the administrative marketplace. It is
not enough to merely graduate students but to
also facilitate the employment process.
Author Biography
Daniel Gutmore is a faculty associate at Seton Hall University.
He was a teacher and practicing school
and central office administrator for over 30 years, all in an
urban school setting. His areas of interest
are organizational theory, supervision of instruction, ethical
decision making and principal preparation
97. process. E-mail: [email protected]
mailto:[email protected]
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Research Article
_____________________________________________________
_______________
Principal Concerns and Superintendent Support During Teacher
Evaluation Changes
Mary Lynne Derrington, EdD
Assistant Professor
Department of Educational Leadership and Policy Studies
University of Tennessee
Knoxville, TN
John W. Campbell, PhD
104. Director of Curriculum and Instruction
Alcoa City Schools
Alcoa, TN
Abstract
Teacher evaluation is a major reform initiative in public
education’s high accountability policy
environment. Principals’ effective implementation of this high-
stakes reform is challenged by time
management, policy coherence, communication with teachers,
district support, and staff development
imperatives. Effective implementation requires moving beyond
time and management concerns
towards collaborative leadership with supervisors. Although
teacher evaluation policies are often state
initiated, local level superintendents and district leaders must
understand principals’ challenges to
provide useful guidance and support.
Based on a three-year study of a southeastern state’s Race to the
Top driven implementation of
105. redesigned teacher evaluation policies, this article examines
principals’ concerns and need for support
plus superintendent strategies for addressing gaps that state and
federal policymakers may leave during
such mandated reform. The Stages of Concern framework from
the Concerns-Based Adoption Model
(CBAM) was used to examine principals’ concerns and
superintendents’ support. Lessons learned and
implications for superintendents are described.
Key Words
teacher evaluation, leadership, CBAM
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Principals, Reform of Teacher
106. Evaluation, and Need for Support
Implementing a new and more rigorous teacher
evaluation system presents new challenges to a
principal’s already complex job, particularly in
states and districts with redesigned
accountability policy mandates. Juggling
multiple demands and expectations (Honig and
Hatch, 2004; Leithwood, Strauss, & Anderson,
2007) principals are responsible for interpreting
and implementing policy designed from afar
and making it applicable, relevant, and
effective for their teachers (Datnow, Hubbard,
& Mehan, 2002; McLaughlin, 1987; Park &
Datnow, 2009; Spillane, Diamond, Burch,
Hallett, Loyiso, & Zoltners, 2002).
Consequently, principals are the critical link for
successful policy implementation (Datnow et
al., 2002). However, they require support as
they learn the details of new, more complex
107. policies and more demanding accountability
driven expectations.
This article, based on a longitudinal
study (Derrington & Campbell, 2015),
describes principals’ concerns during the
implementation of a new reform-driven teacher
evaluation policy. After years of infrequent
teacher evaluation and generally meaningless
consequences, principals were required to
quickly learn and implement a demanding,
high-stakes evaluation process. This study’s
results also describes superintendent supportive
actions in response to principals’ concerns
during teacher evaluation implementation.
New Evaluation Policies
In 2010, the state discussed in this article
received approximately one-half billion federal
