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The Impact of Leadership and Change on Job Satisfaction, Team Effectiveness, Employee Engagement and Workplace Culture: An Organizational Improvement Plan
Get PDFThis Organizational Improvement Plan presents an actionable plan to the problem of low job satisfaction in the International Department of an Institute of Technology. The connections amongst leadership, workplace culture, employee engagement, and team effectiveness are explored with a view to implementing changes to leadership, employee engagement and team effectiveness that will foster a positive workplace environment with improved job satisfaction. Leaders and staff in the International Department are aware that some members systematically engage in behaviours that are anathema to the institution\u27s ethical principles. Consequently, this has resulted in a plethora of adverse outcomes such as lack of trust in leadership, team and employee disengagement, persistent staff absenteeism, and high staff turnover. In this context, this plan focuses on investigating the relationships amongst leaders and staff, workplace culture, job satisfaction, employee engagement and team effectiveness. The Improvement Plan is grounded within a combined human resource, transformational, servant leadership theoretical framework that places people first, examines conceptual similarities between the theories, and analyzes the contributions leadership can make to the process of change in the workplace. Models for change and intervention are discussed and applied in the design and implementation of this Improvement Plan. The outcome of this plan is a comprehensive leadership solution that will facilitate changes in leadership and workplace culture and which will lead to improved job satisfaction within the International Department
Aligning International Curriculum Standards and Practices with National Quality Assurance Frameworks
Get PDFThis Organizational Improvement Plan proposal will consider how the directors of our group of international schools can begin the work of aligning values, standards and practices to meet the needs of both the individual international schools and the nationalized quality assurance frameworks -- working with individual school principals in our home nation. The international school system provides alternatives to local and expatriate parents in an ever-increasing number of schools across the globe. As this number of international school increases, so too does the number of those schools which are required to align their international curriculum standards and practices with nationalized quality assurance requirements in their countries of operation. This often presents widely differing and sometimes divergent norms, values and expectations within a school environment. Taken from the perspective of the leadership of a large group of international schools, this paper explores the complexity of this issue. A cross-cultural perspective which is informed by the work of Hofstede (2011) will employ the action of Distributed Leadership (Gronn, 2002) and various change management drivers to consider how the directors of this large multinational organization can build the capacity and motivation of a group of principals to enact the changes required in each of their individual schools
Implementing Internationalization in Ontario in a Public-Private Partnership
Get PDFAbstract
The goal of Canada’s International Education Strategy: Harnessing our Knowledge Advantage to Drive Innovation and Prosperity (Global Affairs Canada, 2014) is to target the best and brightest international students to study in the country’s higher education institutions, mutually benefiting the student and the country’s economy. However, internationalization has created a new reality, with students graduating ill-equipped for the global society and a demand for approaches that embrace the complexities of diversity and changing environments (Dailey-Hebert & Dennis, 2015). Absent from the internationalization agenda are the considerations of impact on students and what they need in an organization’s culture to be most successful in their “abroad” learning. Evaluation of how internationalization is implemented is a gap and missing from the internationalization discourse is how faculty and staff can be equipped in their roles as implementers of internationalization. Change is needed in higher education institutions, and it requires leadership and an awareness of the organization’s culture and context. The Problem of Practice (POP) in this Organizational Improvement Plan (OIP) is the lack of an organizational culture focus in supporting international students in an Ontario higher education institution. Using the experience of a partnership between a public community college and a private for-profit college, this OIP will outline a proposal for a change plan for the public-private partnership to develop a culturally competent organizational culture. This OIP will also be framed by the distributed leadership approach, the organized anarchy perspective, and the competing values framework to understand the organization and facilitate the change.
Keywords: Competing Values Framework, Distributed Leadership, Internationalization, Organized Anarchy, Organizational Culture, Public-private Partnershi
Ch. 15 - In Search of Music Education and Jorgensen’s Neoclassicism
Get PDFIn her landmark book, In Search of Music Education (University of Illinois Press, 1997), Estelle R. Jorgensen lays the groundwork for the philosophy of music education, of which she is today’s foremost proponent. Decidedly not a “how-to” manual, her book poses difficult questions undergirding a systematic reflection on, first, the nature of education (Chapter 1); the nature of music (Chapter 2), and the dialectics and dialogics of music education (Chapter 3), reconciling the tensions and ambiguities when music and education are combined as an autonomous yet porous discipline. Jorgensen cites John Dewey, Paulo Freire, Maxine Greene, Susanne Langer, Israel Scheffler, and Alfred North Whitehead as her philosophical mentors, but it is Aristotle who is foundational to her analytic method. My chapter offers a close reading of In Search of Music Education within the parameters of its Hellenistic roots, specifically Jorgensen’s penchant for taxonomical structures, her embrace of Gaia as the hypothesis of universal interconnectedness, and her version of the ancients’ conception of mousikē technē, that is, the practice of music as aligned with the humanities. The chapter elaborates salient interrelationships between tenets of Greek aesthetic/poetic/cultural theory and Jorgensen’s attention to such contemporary educational values as interdisciplinarity and education for the common good
