The document provides an overview of the critical steps needed to turn around 14 under-performing schools in the Gauteng East District of South Africa. It outlines an 8-step process for planning that includes conducting a needs assessment, prioritizing needs, analyzing causes, setting goals, identifying goal-achieving activities, acquiring necessary resources, monitoring progress, and evaluating effectiveness. It also discusses tools for participatory decision-making and key knowledge, skills, and attitudes needed for school managers, focusing on managing oneself, one's team, and one's job.
The document outlines a turnaround strategy for Reigerpark Schools SRC 4 & 7. It discusses developing an annual plan focused on curriculum, improvement, and accountability. It provides details on conducting a needs assessment, prioritizing needs, analyzing causes, setting goals, and monitoring progress. Critical steps in planning are outlined, including an organogram and school calendar. The presentation emphasizes using data to identify needs and developing a curriculum alignment model to improve learner outcomes.
The document discusses strategies for developing project teams. It describes situational leadership theory and how the leadership style should adapt based on the team's stage of development. The five stages in Tuckman's model of team development are outlined as well as the typical behaviors, task focus, and morale at each stage. Leaders are advised to assess what stage their team is at and tailor their approach according to situational leadership, focusing on the needs of the team to guide them through the different stages to high performance.
This document discusses key concepts in food and beverage management. It defines management as the process of planning, organizing, coordinating, staffing, directing, controlling, and evaluating. The management process aims to achieve organizational objectives through allocating resources and solving problems. Several management tasks are also outlined, including defining goals and objectives, developing action plans, organizing work assignments, effective communication, delegation, scheduling, recruiting and hiring, measuring performance, and assessing training programs. Daily activities for managers are listed such as developing budgets, addressing problems, coordinating special events, revising job descriptions, supervising employees, controlling costs, and conducting performance reviews. Managers must work with both primary and secondary groups to provide hospitality to guests.
Man org session 14_org decision making_16th august 2012vivek_shaw
This document discusses organizational decision making. It begins by noting that while rational decision making models assume no constraints, in reality individuals and organizations are boundedly rational due to limited resources, cognitive abilities, and other factors. Decision making processes in organizations are further complicated by multiple objectives, actors with different interests, and interdependencies. The case of McDonnell Douglas DC-10's defective doors is presented to illustrate how organizational decisions can go wrong due to these complexities. Key lessons are the need for awareness of non-rational factors in decision making and giving consideration to alternative viewpoints and potential mistakes.
Agile Team Leadership The Art Of Letting Gofrancelorrain
Tamara Sulaiman Runyon has over 20 years of experience in business, software development management, and agile training and coaching. She is a Certified ScrumMaster Trainer and Certified Project Management Professional with experience presenting at agile conferences and publishing on topics related to agile project management.
The document discusses group problem solving and facilitation. It describes the problem solving/team building (PS/TB) approach, which is an iterative, participative process that gets results by solving problems. The PS/TB approach involves 7 steps: 1) headlining the problem, 2) providing background, 3) generating ideas, 4) selecting ideas, 5) getting benefits and concerns, 6) working critical concerns, and 7) getting an action plan and next steps. The document also discusses effective facilitation skills and the role of the facilitator in leading a group through the problem solving process.
This document defines key concepts related to learning and performance management. It discusses classical and operant conditioning, reinforcement and punishment strategies, goal setting, performance measurement, feedback, and attribution theory. Effective performance management involves defining goals, measuring performance, providing feedback, and improving performance over time through coaching.
The document outlines a turnaround strategy for Reigerpark Schools SRC 4 & 7. It discusses developing an annual plan focused on curriculum, improvement, and accountability. It provides details on conducting a needs assessment, prioritizing needs, analyzing causes, setting goals, and monitoring progress. Critical steps in planning are outlined, including an organogram and school calendar. The presentation emphasizes using data to identify needs and developing a curriculum alignment model to improve learner outcomes.
The document discusses strategies for developing project teams. It describes situational leadership theory and how the leadership style should adapt based on the team's stage of development. The five stages in Tuckman's model of team development are outlined as well as the typical behaviors, task focus, and morale at each stage. Leaders are advised to assess what stage their team is at and tailor their approach according to situational leadership, focusing on the needs of the team to guide them through the different stages to high performance.
This document discusses key concepts in food and beverage management. It defines management as the process of planning, organizing, coordinating, staffing, directing, controlling, and evaluating. The management process aims to achieve organizational objectives through allocating resources and solving problems. Several management tasks are also outlined, including defining goals and objectives, developing action plans, organizing work assignments, effective communication, delegation, scheduling, recruiting and hiring, measuring performance, and assessing training programs. Daily activities for managers are listed such as developing budgets, addressing problems, coordinating special events, revising job descriptions, supervising employees, controlling costs, and conducting performance reviews. Managers must work with both primary and secondary groups to provide hospitality to guests.
Man org session 14_org decision making_16th august 2012vivek_shaw
This document discusses organizational decision making. It begins by noting that while rational decision making models assume no constraints, in reality individuals and organizations are boundedly rational due to limited resources, cognitive abilities, and other factors. Decision making processes in organizations are further complicated by multiple objectives, actors with different interests, and interdependencies. The case of McDonnell Douglas DC-10's defective doors is presented to illustrate how organizational decisions can go wrong due to these complexities. Key lessons are the need for awareness of non-rational factors in decision making and giving consideration to alternative viewpoints and potential mistakes.
Agile Team Leadership The Art Of Letting Gofrancelorrain
Tamara Sulaiman Runyon has over 20 years of experience in business, software development management, and agile training and coaching. She is a Certified ScrumMaster Trainer and Certified Project Management Professional with experience presenting at agile conferences and publishing on topics related to agile project management.
The document discusses group problem solving and facilitation. It describes the problem solving/team building (PS/TB) approach, which is an iterative, participative process that gets results by solving problems. The PS/TB approach involves 7 steps: 1) headlining the problem, 2) providing background, 3) generating ideas, 4) selecting ideas, 5) getting benefits and concerns, 6) working critical concerns, and 7) getting an action plan and next steps. The document also discusses effective facilitation skills and the role of the facilitator in leading a group through the problem solving process.
This document defines key concepts related to learning and performance management. It discusses classical and operant conditioning, reinforcement and punishment strategies, goal setting, performance measurement, feedback, and attribution theory. Effective performance management involves defining goals, measuring performance, providing feedback, and improving performance over time through coaching.
This document defines key concepts related to learning and performance management. It discusses classical and operant conditioning, reinforcement and punishment strategies, goal setting, performance measurement, feedback, and mentoring. The main points covered are how behavior is modified through experience using consequences, the characteristics of effective goals, measuring actual versus perceived performance, developing employees through feedback and coaching, and attributing causes of behavior.
This document provides an overview of Organizational Behavior by Stephen P. Robbins. It is the number one selling organizational behavior textbook used by over 700,000 students worldwide. The textbook covers individual behavior, group dynamics, and organizational systems using contributions from psychology, sociology, social psychology, anthropology, and political science. It aims to help managers develop people skills to improve organizational effectiveness by studying how individuals, groups and structure impact workplace behavior. Key challenges discussed include responding to globalization, managing diversity, improving quality and productivity, empowering employees, stimulating innovation and coping with constant change.
The document discusses managing organizational change and learning, including recognizing the need for change, diagnosing problems, selecting appropriate interventions, implementing changes through managing the transition and measuring results, and maintaining changes through establishing a learning organization and managing resistance to change. Key aspects of the change process include unfreezing old behaviors, moving to new behaviors, and refreezing the changes through reinforcement.
The document discusses key concepts in management including planning, organizing, leading, and controlling. It emphasizes that a manager is responsible for creating an environment where subordinates can work as a team. Effective managers exhibit communication skills, the ability to work with people, and competencies in areas like strategic action, self-management, and global awareness. The roles and responsibilities of managers vary depending on their level in the organization from top managers who set goals, to middle managers who implement plans, to first-line managers who direct daily operations.
Executive Development Consultants UK LLP provides executive coaching and leadership development services to individuals and organizations. Their services include individual and team coaching, board-level coaching for CEOs and directors, and coaching programs focused on leadership skills, promotion preparation, and navigating the first 100 days in a new role. EDC uses diagnostic tools like personality assessments and 360-degree feedback to inform customized coaching engagements and help clients improve performance. They have experience working with clients across various industries in both the public and private sectors.
This document discusses various topics related to communication and leadership. It defines communication as the transfer and understanding of meaning. It outlines four functions of communication: to control member behavior, foster motivation, provide emotional expression, and provide information to make decisions. It also discusses elements of the communication process like the sender, message, channel, and receiver. Regarding leadership, the document defines it as the ability to influence a group toward goals, distinguishing it from management which uses authority to obtain compliance. It also discusses various theories of leadership including trait, behavioral, situational, and contingency theories.
The document discusses training and development. It defines training as a learning process that involves acquiring knowledge and skills to enhance employee performance, while defining development as helping individuals handle future responsibilities with less emphasis on present duties. It then discusses the need for training, benefits of training for organizations and individuals, training concepts, and different training methods.
The document summarizes a conference on restorative leadership and organizational change. It discusses key questions around what organizational change looks like on different levels and the challenges, barriers, and how to develop restorative leadership styles. It emphasizes the importance of relationships in change processes and outlines 5 key steps to building a restorative organization including establishing a strategy, research and evaluation, self-evaluation, performance management, and an implementation plan. Finally, it provides contact information for the Hull Centre for Restorative Practice.
This document discusses the concept of a learning organization and its key components. It defines a learning organization as one where people continually expand their capacity to achieve desired results through new thinking and shared learning. The five main components of a learning organization are systems thinking, personal mastery, mental models, shared vision, and team learning. Assessment tools and techniques for learning organizations are also presented.
This document discusses various restorative justice and relationship building programs at a school including conferencing, circles, mediation, peer mediation, referral review, and relationship building training. It notes successes in some areas, ongoing needs like additional training, recruitment, and support. Implementing restorative practices more fully and building capacity district-wide is an ongoing goal.
Group facilitation: A framework for diagnosing, implementing and evaluating i...Sandhya Johnson
Lichtenberg J. & London M. (2008). Evaluating Group Interventions: A Framework for Diagnosing, Implementing, and Evaluating Group Interventions. Group Facilitation: A Research and Applications Journal (9)
Can we afford CSCL? And do we have the time? This document discusses three premises related to considering the affordances of CSCL: 1) Artifacts and our perception of them influence our behavior. 2) Behavior is determined by culture, material, and technology. 3) Education is always a combination of technological, social, and pedagogical affordances. It also examines how time impacts social awareness, trust, belonging and other factors in collaborative learning. Technological opportunities and constraints like platform features, synchronicity and bandwidth also shape the learning affordances. The document calls for analyzing the combination of educational, social and technological affordances to optimize CSCL environments and tools.
Through strategic planning workshops, Dr. Tramel helped the NASA Metal Engineering Division develop a strategic plan from the bottom up. She engaged technicians, engineers, and managers to identify their organization's vision, mission, values, goals, and action steps. By applying servant leadership principles and an inclusive process, the workshops addressed the needs of employees experiencing uncertainty from changes at NASA. The bottom-up approach built ownership of the strategic plan.
The Total Transformation Management Process (TTMP) is a comprehensive model that integrates six existing change management models into a single process for transforming organizations. [1] It incorporates concepts of working on the entire system and paying attention to the human side of change. [2] The TTMP involves six steps: evaluating need for change, defining the future state, describing the present state, planning and transitioning to the future state, managing the transition process, and using action research to monitor and improve the process. [3] Interventions occur at the individual, group, and organizational levels throughout the process.
The document provides information on developmental phases and interventions for organizations to progress from having an external locus of control to a more internalized locus of control. It outlines 12 phases of development with 3 sentences describing the focus and recommended interventions for each phase. The initial phases focus on disconnecting sources of dominance and empowering the organization. Later phases encourage developing a sense of personal control through activities, championing of internal locus of control, and self-development programs. The final phases aim to stabilize personal control and create champions to role model internalized locus of control.
This document defines delegation as appointing someone to act on one's behalf and sharing authority and responsibility. It discusses the importance of clearly defining tasks and giving those assigned tasks the authority to complete them. The document provides guidelines for effective delegation, including matching tasks to people's skills, providing support, and checking in. Delegation can lighten a teacher's workload and allow them to focus on more important tasks while developing others' skills. When done correctly, delegation benefits all involved.
The document provides an overview of a module on managing teaching and learning in schools. It discusses preparing to be a curriculum leader, the context of school leadership, using distributed leadership to improve teaching and learning, establishing a learning culture, developing management plans, and concluding remarks. It also includes details on class activities to define key terms and assess school functionality through a questionnaire and analysis of results.
This document defines key concepts related to learning and performance management. It discusses classical and operant conditioning, reinforcement and punishment strategies, goal setting, performance measurement, feedback, and mentoring. The main points covered are how behavior is modified through experience using consequences, the characteristics of effective goals, measuring actual versus perceived performance, developing employees through feedback and coaching, and attributing causes of behavior.
This document provides an overview of Organizational Behavior by Stephen P. Robbins. It is the number one selling organizational behavior textbook used by over 700,000 students worldwide. The textbook covers individual behavior, group dynamics, and organizational systems using contributions from psychology, sociology, social psychology, anthropology, and political science. It aims to help managers develop people skills to improve organizational effectiveness by studying how individuals, groups and structure impact workplace behavior. Key challenges discussed include responding to globalization, managing diversity, improving quality and productivity, empowering employees, stimulating innovation and coping with constant change.
The document discusses managing organizational change and learning, including recognizing the need for change, diagnosing problems, selecting appropriate interventions, implementing changes through managing the transition and measuring results, and maintaining changes through establishing a learning organization and managing resistance to change. Key aspects of the change process include unfreezing old behaviors, moving to new behaviors, and refreezing the changes through reinforcement.
The document discusses key concepts in management including planning, organizing, leading, and controlling. It emphasizes that a manager is responsible for creating an environment where subordinates can work as a team. Effective managers exhibit communication skills, the ability to work with people, and competencies in areas like strategic action, self-management, and global awareness. The roles and responsibilities of managers vary depending on their level in the organization from top managers who set goals, to middle managers who implement plans, to first-line managers who direct daily operations.
Executive Development Consultants UK LLP provides executive coaching and leadership development services to individuals and organizations. Their services include individual and team coaching, board-level coaching for CEOs and directors, and coaching programs focused on leadership skills, promotion preparation, and navigating the first 100 days in a new role. EDC uses diagnostic tools like personality assessments and 360-degree feedback to inform customized coaching engagements and help clients improve performance. They have experience working with clients across various industries in both the public and private sectors.
This document discusses various topics related to communication and leadership. It defines communication as the transfer and understanding of meaning. It outlines four functions of communication: to control member behavior, foster motivation, provide emotional expression, and provide information to make decisions. It also discusses elements of the communication process like the sender, message, channel, and receiver. Regarding leadership, the document defines it as the ability to influence a group toward goals, distinguishing it from management which uses authority to obtain compliance. It also discusses various theories of leadership including trait, behavioral, situational, and contingency theories.
The document discusses training and development. It defines training as a learning process that involves acquiring knowledge and skills to enhance employee performance, while defining development as helping individuals handle future responsibilities with less emphasis on present duties. It then discusses the need for training, benefits of training for organizations and individuals, training concepts, and different training methods.
The document summarizes a conference on restorative leadership and organizational change. It discusses key questions around what organizational change looks like on different levels and the challenges, barriers, and how to develop restorative leadership styles. It emphasizes the importance of relationships in change processes and outlines 5 key steps to building a restorative organization including establishing a strategy, research and evaluation, self-evaluation, performance management, and an implementation plan. Finally, it provides contact information for the Hull Centre for Restorative Practice.
This document discusses the concept of a learning organization and its key components. It defines a learning organization as one where people continually expand their capacity to achieve desired results through new thinking and shared learning. The five main components of a learning organization are systems thinking, personal mastery, mental models, shared vision, and team learning. Assessment tools and techniques for learning organizations are also presented.
This document discusses various restorative justice and relationship building programs at a school including conferencing, circles, mediation, peer mediation, referral review, and relationship building training. It notes successes in some areas, ongoing needs like additional training, recruitment, and support. Implementing restorative practices more fully and building capacity district-wide is an ongoing goal.
Group facilitation: A framework for diagnosing, implementing and evaluating i...Sandhya Johnson
Lichtenberg J. & London M. (2008). Evaluating Group Interventions: A Framework for Diagnosing, Implementing, and Evaluating Group Interventions. Group Facilitation: A Research and Applications Journal (9)
Can we afford CSCL? And do we have the time? This document discusses three premises related to considering the affordances of CSCL: 1) Artifacts and our perception of them influence our behavior. 2) Behavior is determined by culture, material, and technology. 3) Education is always a combination of technological, social, and pedagogical affordances. It also examines how time impacts social awareness, trust, belonging and other factors in collaborative learning. Technological opportunities and constraints like platform features, synchronicity and bandwidth also shape the learning affordances. The document calls for analyzing the combination of educational, social and technological affordances to optimize CSCL environments and tools.
Through strategic planning workshops, Dr. Tramel helped the NASA Metal Engineering Division develop a strategic plan from the bottom up. She engaged technicians, engineers, and managers to identify their organization's vision, mission, values, goals, and action steps. By applying servant leadership principles and an inclusive process, the workshops addressed the needs of employees experiencing uncertainty from changes at NASA. The bottom-up approach built ownership of the strategic plan.
The Total Transformation Management Process (TTMP) is a comprehensive model that integrates six existing change management models into a single process for transforming organizations. [1] It incorporates concepts of working on the entire system and paying attention to the human side of change. [2] The TTMP involves six steps: evaluating need for change, defining the future state, describing the present state, planning and transitioning to the future state, managing the transition process, and using action research to monitor and improve the process. [3] Interventions occur at the individual, group, and organizational levels throughout the process.
The document provides information on developmental phases and interventions for organizations to progress from having an external locus of control to a more internalized locus of control. It outlines 12 phases of development with 3 sentences describing the focus and recommended interventions for each phase. The initial phases focus on disconnecting sources of dominance and empowering the organization. Later phases encourage developing a sense of personal control through activities, championing of internal locus of control, and self-development programs. The final phases aim to stabilize personal control and create champions to role model internalized locus of control.
This document defines delegation as appointing someone to act on one's behalf and sharing authority and responsibility. It discusses the importance of clearly defining tasks and giving those assigned tasks the authority to complete them. The document provides guidelines for effective delegation, including matching tasks to people's skills, providing support, and checking in. Delegation can lighten a teacher's workload and allow them to focus on more important tasks while developing others' skills. When done correctly, delegation benefits all involved.
The document provides an overview of a module on managing teaching and learning in schools. It discusses preparing to be a curriculum leader, the context of school leadership, using distributed leadership to improve teaching and learning, establishing a learning culture, developing management plans, and concluding remarks. It also includes details on class activities to define key terms and assess school functionality through a questionnaire and analysis of results.
This document provides an overview and table of contents for a study guide on the module "Leadership and Management of Learning". It discusses key topics including:
1) The relationship between effective teaching/learning and managing the internal school environment.
2) The six main areas of school management: staff, learners, finances, facilities, community relationships, and administration.
3) Ensuring tasks are executed effectively through planning, policy, decision making and controlling resources like time, staff, finances and facilities.
4) Creating harmonious relationships with staff, learners and parents through leadership, motivation and communication skills.
The document summarizes a presentation on school functionality given by Dr. Muavia Gallie. It discusses factors that contribute to dysfunctional schools versus functional schools. Key factors included leadership, vision/aims, decision making, relationships, and time spent on teaching/learning. School readiness components like attendance, planning, and support materials were also examined. Traditional versus innovative approaches to improving school functionality were presented.
The document discusses a new technology that can analyze brain activity to determine what a person is seeing or imagining through the use of electroencephalography (EEG) and machine learning algorithms. Researchers were able to decode EEG signals related to different visual categories like faces, objects, and scenes and could predict with high accuracy what images a person was viewing or imagining based solely on their brain activity patterns. This new technology could have applications for helping disabled individuals communicate and also provides insights into how the brain processes and represents visual information.
The document summarizes a presentation given by Dr. Muavia Gallie on institutional management and governance in education during times of crisis in South Africa. The presentation covers: 1) awareness of the state of education in SA based on international test scores; 2) the importance of human capital beyond just schools; 3) education being people-intensive; 4) the biggest untruth about SA education; 5) compliance being an insufficient level of performance; 6) the difference between institutional management and governance. Charts and data from TIMSS, SACMEQ, and SA test scores over time provide evidence for areas needing improvement.
TUT EDU420 - Session 2 - Module orientation and Education as a ProfessionEducation Moving Up Cc.
The document provides an orientation for an education management module at Tshwane University of Technology. It introduces the presenter, Dr. Muavia Gallie, and outlines the module's six themes, assignments, tests, and grading requirements. The first theme is on education as a profession, covering the history of teacher professional councils in South Africa, the South African Council for Educators (SACE) Act, and the core pillars and functions of SACE, including teacher registration and disciplinary procedures.
The document summarizes the ACE School Leadership programme for training principals in South Africa. It discusses the origin and core activities of the ACE program, as well as the various modules offered to help develop leadership competencies. Concerns are raised about the appropriateness of the program given the low success rates in South African schools and need for support beyond just developing individual skills. External factors like policies, social issues, and resources available to schools must also be considered.
The document discusses management concepts including supervision, coaching, and leadership. It covers the nature of management and why organizations need managers to achieve goals and help people work together. The main skill areas for assisting others are described as management, leadership, and coaching. The management process is outlined as planning, organizing, leading, and controlling. Effectiveness versus efficiency in management is discussed. Key aspects of organizing, leading, and controlling are defined.
The document discusses the key concepts of business management and planning. It covers 1) the meaning of management and principles, 2) planning as a primary function of management, and 3) an overview of the planning process which involves setting objectives and developing different types of plans.
The document discusses various aspects of marketing planning. It defines planning as deciding in advance what to do, how to do it, and who will do it. The key steps in planning are establishing objectives and premises, choosing alternative courses of action, formulating derivative plans, securing cooperation, and following up on appraisals. Proper planning helps manage uncertainty, improve focus, coordination, and effectiveness. Types of plans include long-term vs short-term, formal vs informal, proactive vs reactive, and strategic vs operational. Controlling involves monitoring performance, comparing to standards, and taking corrective actions if needed. Management by objectives (MBO) is also discussed as a process involving setting employee objectives, monitoring progress, evaluating performance
Diagnosing behavioral problems and perceptionEui Jung Hwang
1. Diagnosing behavioral problems in organizations involves identifying expected versus actual behaviors to determine the "behavioral gap" and potential causes such as motivation, skills, resources, or role expectations.
2. Perception is the process of understanding one's environment through sensory information and prior experiences, and is subject to selective factors like attention and motivation.
3. Theories of intelligence include general cognitive ability, primary mental abilities, multiple intelligences accounting for different skills, and triarchic theories emphasizing analytical, creative, and practical abilities.
This document discusses organizational management and provides an overview of key concepts. It begins with a list of topics to be covered in the program, including organizational functions, decision making, healthcare systems, human resource management, and financing. It then asks why organizational management needs to be studied and lists reasons such as motivating people, operating technical systems, renewing the organization, and planning for the future. The rest of the document delves into definitions and principles of organizations, management functions and roles, organizational culture and environment, and approaches to management in different situations.
This document discusses aligning assessments with student learning through a three step process. Step 1 involves analyzing a school's culture of data use and building assessment literacy. Step 2 examines an assessment program's purpose, utilization, alignment and accountability. Beliefs about assessing learning are also reflected upon. Step 3 looks at improvement plans and actions to ensure they reflect a shared assessment vision and prioritize addressing gaps. Ongoing dialogue questions are provided to sustain progress in using data to support student growth.
The document discusses various management skills that are important for managers to develop at different levels, from basic skills like planning and organizing to more advanced skills like self-management, leadership, and time management. It outlines the pyramid of management skills and explains how skills build on each other towards success. Effective managers must master all levels of skills to develop their team and themselves.
The document discusses enhancing coaching skills through strategic performance management. It proposes implementing a coaching culture to help managers link organizational strategy to employee performance and engagement. Four implementation options for a coaching workshop are provided: 1) a standard 2-day workshop, 1B) a modified 3-day workshop with video feedback, 2) building in-house facilitation skills, and 3) using learning styles as an ongoing methodology for managers. The options would be preceded by an organizational diagnosis and supported by an effectiveness check after 6 months.
Appreciative Governance: Engagement and Innovation Throughout The Organization4Good.org
Boards of Directors and Executive Management committees come to mind whenever we mention organizational governance. This premise that those at the top are the only ones “governing” has less and less face validity. Wherever people work together, they make choices which influence the organizations direction, choices that set standards of relationship, behavior and accountability and choices that shape fulfillment of the organizations purpose. In other words, they govern. Why not then engage them in governance processes that support sustainable value for all?
Appreciative Governance is such a process. Appreciative Governance (AG) refers to governance structures, practices, and processes that increase the organization’s capacity for innovation, engagement and productivity by systematically engaging more of the system's strengths.
This interactive webinar will explore this new form of governance and invite participants to consider the life-giving structures and processes which would enhance their organization’s capacity to work together in positive, dynamic, and generative ways that enact their purpose.
The document discusses leadership development and the LMI Total Leader program. It provides an overview of LMI's vision, mission and purpose to develop leaders and organizations to their full potential. It then summarizes LMI's offering which includes a needs assessment, aligning goals, selecting the best development plan, implementing it, and measuring results. Finally, it outlines the Total Leader solution and its four key elements: personal productivity, personal leadership, strategic leadership, and motivational leadership.
Assessment Program Alignment: Making Essential Connections Between Assessment...NWEA
Presented by Mark Kessler at the Arizona Assessment Summit.
This session introduces a processes to assist educators in building data literacy district-wide. Aligning the use of current school and district assessments and understanding the interrelationships of assessment, curriculum, and instruction are emphasized. Participants collaborate in establishing priorities for assessment practices and appropriate use of resulting data.
The document discusses the challenges of transitions in leadership roles. It notes that leaders often get trapped in the shift of expectations from a technical/functional role to managerial and executive roles that require more leadership, strategy, and managing others. Successful navigation of transitions requires self-awareness, a learning mindset, support systems, and personal practices to build resilience. Key dangers to transitions include a lack of these factors.
The document discusses performance consulting, which seeks to develop holistic strategies to improve performance through changes in measurement, education, staffing, and tools. Performance consulting can be divided into organizational development, professional development, and personal coaching. It is needed due to challenges like globalization and rapid change that demand broader skills from managers, leaders, and workers. As a result, human resources staff must become performance consultants who improve individual, team, departmental, and organizational performance through expertise, tools, and skills. The role of consultants is to partner with clients to define needs, develop responses, and implement and measure actions for performance improvement.
This document discusses concepts of leadership and supervision. It provides definitions of leadership from various authors that commonly describe it as influencing others towards achieving goals or objectives. Key principles of leadership discussed include self-improvement, technical proficiency, responsibility, utilizing capabilities, timely decisions, setting example, and caring for employees. Supervision is defined as overseeing and guiding employees' work. The roles of a supervisor include issuing instructions, planning work, motivating staff, and providing feedback. Differences between leadership and supervision are that leaders focus more on strategic direction and growth while supervisors focus on daily tasks and compliance.
This document provides an overview of an introductory management course. It outlines the course structure including 3 lecturers over 12-13 weeks, with 2 CA tests worth 40% and a final exam worth 60%. Key topics covered include management, organizations, functions of management, and managerial roles and skills. Management is defined as getting work done through others and involves planning, organizing, leading, and controlling. Managers perform various interpersonal, informational, and decisional roles. Managerial skills include technical, human, and conceptual skills.
The document outlines expectations and systems for effective coaching. It discusses participant expectations, desired outcomes, definitions of coaching roles, and systems to support coaching including developing a coach network, understanding team dynamics, establishing meeting foundations, integrating initiatives, and using a continuum for decision making.
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We firmly believe Hard Skills alone are not sufficient enough to enhance business success. Aligned with high performance organizational culture and given the right direction, Soft Skills is the best recipe for business success.
Leading questions: Leading Answers: Sue Leather & Andy Hockley IATEFL 2013Sue Leather
What qualities and skills do educational leaders need? How can these skills best be developed online? This interactive presentation looks at the development of an online course in leadership and teamwork for project managers and other leaders. It analyses the decisions we took in identifying the key competences, in devising a teaching/learning approach, and in combining the two.
The document discusses organizational effectiveness and managerial effectiveness. It covers topics like the criteria for measuring organizational effectiveness including goal approach, behavioral approach, and strategic constituencies approach. It also discusses factors that influence organizational effectiveness like strategy, technology, people, and structure. When discussing managerial effectiveness, it examines individual characteristics, managerial job dimensions, and organizational results. It analyzes approaches like the managerial grid and roles of the person, the process, and the product in managerial effectiveness. Current practices for developing and measuring managerial effectiveness in industries and governments are also outlined.
A brief presentation about Annual Performance Management. Performance Appraisal cycle, how to set objective, how to give constructive feedback, and finally feedback Dos and Don'ts
Similar to GDE GE UPS Project 5 Nov 2009 SRC Annual Planning And Organogram (20)
The document outlines the structure and content of a Business Studies exam for Grade 12 consisting of 10 questions across 5 topics, with 300 total marks. It shows the breakdown of marks for 2 exam papers from 2020 and the minimum marks needed to pass. Prior years' exam papers from 2015 to 2019 are also listed. The presenter is thanked at the end.
This document discusses how poverty affects children's academic performance and what schools can do to help. It describes the nature of poverty, outlining different types such as situational, generational, urban and rural poverty. It discusses the effects of poverty on children, including emotional, social, health and cognitive challenges. Children living in poverty often face unstable home environments with fewer resources and opportunities for enrichment compared to wealthier children. The document proposes that schools can help mitigate these challenges through appropriate strategies and support.
High-Performing in High-Poverty schools - The School of Excellence Methodolog...Education Moving Up Cc.
This document summarizes a presentation on teaching in high-poverty schools. It discusses six types of poverty and provides study questions for each chapter of the book "Teaching with Poverty in Mind". The types of poverty are absolute, relative, situational, generational, rural, and urban poverty. The study questions guide reflection on how poverty affects student behavior and learning, the mindset needed for change, school-wide and classroom success factors, and instructional strategies. More than 60% of South African children experience multidimensional poverty, with the highest rates in rural areas, among orphans, and Black African children.
Dr. Muavia Gallie, the director of SiSopen, gave a presentation on using multiple choice questions and heutagogy to transform data into intelligence in education. SiSopen is a school intelligence system that uses open-source technology to help schools design excellence by moving beyond just data to gain intelligence from data. The presentation discussed using MCQs to support student-led or heutagogical learning and provided links to the SiSopen website and blog on open technology in education for further information.
Facilitating the school turnaround methodology, being in process with multiple schools, to ensure that we develop Schools of Excellence, especially in schools located in poor and marginalised communities.
This document contains a presentation by Dr. Muavia Gallie on school turnaround. It discusses moving from dysfunctionality by design under apartheid to excellence by design. It highlights strategies like setting individualized learner targets and plans, focusing on learning over opinions, and allocating 170 days per year to teaching and learning with extended time. Target setting is identified as key, with learners and teachers having quantifiable annual targets to work towards. 170 days of teaching time per year is cited as best practice, originating from CAPS policy documents. Differentiation of time based on learner needs is also discussed.
This document outlines an approach to school excellence through intentional design of school systems and processes. It discusses 12 topics that characterize a school focused on excellence versus one experiencing chaos. Some of the key points include having daily lesson plans that are 50-60 minutes long and include 15-20 minutes of classwork, allocating 170 days for teaching and learning, conducting risk analysis on learners to provide early intervention, and including digital teaching time to support self-directed learning. The approach aims to move schools away from seeing failure as normal and toward the goal of 100% learner success.
Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.
Dr. Muavia Gallie presented on school turnaround strategies. The presentation discussed moving schools from dysfunctionality by design under apartheid to excellence by design. It outlined eight components for school readiness, 50 operational systems, and 60 quality systems that schools need to implement excellence. The presentation also compared school improvement to school turnaround, noting that turnaround requires redefinition, modification or substitution of approaches and tasks. Finally, it provided examples of implementing excellence by design at Zwelethemba High School, including setting targets for learners and teachers, allocating 170 days for teaching and learning, including transitional time in the timetable, and extending the school day to maximize learning time.
ATKV - Back to basics - From underperforming schools to institutions of excel...Education Moving Up Cc.
The document provides information about a presentation given by Dr. Muavia Gallie on school turnaround. It discusses taking underperforming schools and making them institutions of excellence. It provides the presenter's credentials and organizations, as well as websites for additional information. Graphs and figures are shown on topics like the virtuous circle of inclusive growth and development, and the varying role of redistribution in reducing inequality.
TeachSA 2016 cohort - The Why, What, How and When of school turnaround method...Education Moving Up Cc.
This document provides an overview of school turnaround methodology presented by Dr. Muavia Gallie. It discusses the need for school turnaround due to poor education outcomes in South Africa. Only 1 in 100 students who enter school will complete tertiary education. The document outlines the difference between school improvement and school turnaround, with turnaround requiring deeper change. It then presents frameworks and principles for school turnaround methodology, including 5 domains with 20 frameworks addressing various areas like beliefs, knowledge, processes, implementation and monitoring/evaluation. The methodology follows 5 phases and includes tools like a school turnaround planning framework and the STP problem-solving approach.
An alternative way of managing and leading schools in communities that are not seeing success for all learners, due to contextual (poverty-stricken) issues.
Dr. Muavia Gallie presented on school turnaround methodology. Key points included:
- South Africa's education system is inefficient, with only 1 in 100 students completing tertiary education. Student dropout rates are very high.
- The presentation defined the differences between school improvement and school turnaround, with turnaround requiring deeper change like redefinition of approaches and goals.
- A school turnaround methodology was presented involving 5 phases to transform underperforming schools to excellence through principles, frameworks and operational systems.
This document outlines a presentation on school turnaround and target setting. It details 17 portals or levels for setting targets, from the funder level down to the individual learner level. At each level, key performance data is displayed, such as average subject scores over time. Targets are then set to show areas for improvement and growth goals at each analysis level within the school system.
This document outlines a school turnaround methodology presented by Dr. Muavia Gallie. It discusses key principles of school turnaround including ownership, planning, curriculum management, and sustainability. The methodology involves 5 phases and includes self-assessment of 8 school readiness components to rate a school's performance from under-performing to excellent. The readiness components cover areas like attendance, teacher/learner information, annual planning, timetabling, teaching schedules, organizational structure, and instructional support materials. Schools conduct quarterly self-assessments and workshops to improve their ratings by focusing on 3 components, including the weakest, per quarter with confirmation from change agents. The methodology aims to turn under-performing schools into academic champions through
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...Education Moving Up Cc.
Clarifying the legislative, professional, social justice, monitoring and evaluation, and support and development roles and responsibilities of heads of departments
Constructing of Lesson plan; legislative requirements of CAPS; teaching lesson based on days or periods; weighting or pace setters; teaching and learning methods; assessment plans for teachers and learners; data bank of questions for examination purpose
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
GDE GE UPS Project 5 Nov 2009 SRC Annual Planning And Organogram
1. Turning around 14 Under-
Performing Schools in Gauteng
East District
Presenters: Dr Muavia Gallie (PhD) & Mr Faruk Hoosain
3 November 2009
Joint Session 5
1
Content
1. Introduction;
2. Annual (Year) Planning
(Curriculum, Improvement,
Accountability);
3. Organogram;
4. Conclusion.
2
1
2. Critical Steps in Planning
1. Needs Assessment (What does the data tell us our needs are?)
2. Prioritising Needs (Which of these identified needs are of greatest
concern - 2-3 needs?)
3. Cause Analysis (What factors caused these needs of greatest concern
to occur?)
4. Setting Goals (What is our goal in addressing each of these needs and
when will we reach these goals?)
5. Goal Achieving Activities (What steps will we take to reach our goals
and who will oversee each step?)
6. Resource (What resources will we need to reach our goals?)
7. Monitoring (What methods will we use to ensure each step is
completed?)
8. Evaluation (How will we measure the effectiveness of our actions?)
3
Ladder of participation
Action BY being Collective Decided
in control: invite Action or by
opinion of others Co-Learning ourselves
Action WITH partners: working
with others to set priorities and Co-operation
course of action
Action FOR/ WITH being
consulted: others analyse and Consultation
decide course of action
Action FOR being informed of
set tasks: others set the Compliance
agenda and direct the process
Action ON being Co-option Decided
manipulated: no Coercion by
real input or power Consumption others
4
2
3. Direction finder
Looking downwards - Looking upwards -
Managing the staff in order Managing the department
to maximise their in order to achieve
performance both as organisational commitment
individuals and collectively and goals
Looking backwards - Looking inwards -
Monitoring progress with Role of Managing yourself by
appropriate control reviewing your
systems, to ensure the the performance to ensure that
goals are met and that the
team learns from its
Principal your leadership makes a
positive contribution to the
mistakes goals
Looking outwards - Looking forwards -
Managing the parents, Planning in order to ensure
learners, stakeholders to that the team sets realistic
ensure the learner targets, and obtains
achievements meet their appropriate resources to
expectations achieve those targets 5
Knowledge Skills Attitudes for Managers
Knowledge Skills Attitudes
Managing Own strengths Saying no Self-discipline
Yourself Own weaknesses Ability to plan Drive and enthusiasm
Self-imposed Ability to take decisions Tact and diplomacy
constraints Ability to deal with many problems at once Wanting to get things
Ability to prioritise done
Managing People in general Communication (listening, interpreting, Caring and
Your Team People as individuals informing, briefing) sympathetic
Laws, policies, etc. Motivating (enthusing, supporting, counselling, Loyalty to staff and
persuading) organisation
Training and Developing (coaching, delegating) Approachable
Selecting (interviewing Flexibility and
adaptability
Managing Task aims Foresight and planning Balance between
Your Job Resource needs Sense of judgement and evaluation people and task
Organisation policies Problem-solving ability Commitment
and systems Assessing priorities questioning
External suppliers and Skills in control
services
6
Adapted from Geddes M., Hastings C., and Briner W. (1993), Project leadership, Gower .
3
4. Behavioural skills model
Sheppard 1999
ASSERTIVE Empowering RESPONSIVE
ng
Fa uas
Pe
eni
c tu io
rs
L is t
al n
Stating
Expectations Openness
Push my Pull your
Agenda Agenda
Ignore/
Give away
Dismiss Ho
k
ta c
ld b
At
ack
AGGRESSIVE Disempowering PASSIVE
7
Using language to convince
• To communicate with influence it is vitally important to use Visually:
language with engage the hearts and minds of your listener. •I get the picture;
•I see what you mean;
• Skilled communicators use language which creates a climate
•I can see it clearly now;
of trust. •It’s clear to me;
• Analysis show that effective communicators have an ability to •Show me again.
adapt their language to match the language of the person to Auditory:
whom they speak. •That sounds good;
• Your speech is an expression of the way you think and the •I hear you;
values you hold. •I’m pleased you said that;
•Tell me again;
• Everyone has specific means by which he/she becomes
•It rings a bell.
convinced.
Feelings:
• Part of what convinces is the channel through which they •That feels right;
receive information and which they interpret and associate •It made an impact on me;
with it. •I was really moved;
• We interpret and associate in several ways: •That’s sad;
•I know how you feel.
• We all have the ability to interpret and associate in these ways, however most of us
use one way more predominantly than another.
• By listening to others it is easy to detect which method a person chooses most8and
to match your language to it.
4
9. YP - Including weekends 1
17
YP - Including weekends 2
18
9
10. YP - Per event
19
National and Provincial District
Components of Curriculum
Management Plan
School HoD
20
10
11. Curriculum Alignment Model
Taught
Written
Tested
21
Curriculum Development Cycle
Curriculum Instructional Assessment
Management Management Management
Plan Plan Plan
Do District School Teacher
M&E Provincial District HoD
22
11
12. SIP Strands
23
School Profile - Baseline Assessment
Context Inputs Processes Outputs Outcomes
1. Socio-economic 1. Learner participation 1. Learner educator 1. Learner graduation 1. Transition to post-
status of community rates ratio rates by gender, age, secondary institutions
2. Proportion of single 2. Learner enrolments 2. Class size length of time to 2. Integration of
parent families 3. Average funding per distribution complete learners into the
3. Employment rate of learner 3. Learner promotion/ 2. Parent satisfaction labour market
community 4. Proportion of retention rates 3. Learner satisfaction 3. Employer opinions of
4. Social factors learners with special 4. Learner mobility 4. Learner performance graduates of
5. Ethnic and language needs rates in key tests and vocational education
exams programmes
distribution 5. Learner attendance 5. Subject offerings
rates 6. Instructional 4. Scholarships and
6. Number of teaching approaches and awards
personnel resources 5. Changes in learner
7. Number of support 7. Participation in promotion/ retention
rates
personnel extra-curriculum
8. Number of teacher activities 6. Changes in learner
assistance 8. School safety performance in key
tests and exams
9. School-based fund 9. Community-school
raising relationships
10. Parent involvement 10. Early school
leavers
11. Teacher retention
rates 24
12
15. Organogram 4
29
Accountability vs Support & Development
Accountability Support and
Development
District Officials
Principal
Deputy Principal
Head of
Department
P1 Teacher
Learners
30
15
16. Conclusion
• Voice of the UPS team members;
• Voice of the participants in the project;
• Voice of the District officials.
Thanks you!
31
16