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The Key Recommendations For Developing An Effective Management And Leadership Programme - Free Essay Example

The purpose of the presentation is to present the key recommendations for developing an effective management and leadership programme. Make a presentation including bibliography/references which will show your source of information gathered. Details about the reliability of your information, why did you choose the source, and to what extent can you trust the source and why- e.g. a company report might be more upbeat about the situation of the company than an externally conducted analysis similarly. Similarly you might identify conflicting information from different newspapers on their political biases etc how did you get around this. Leadership and management have been amongst the most studied and controversial topics of the study of business and management for the last century.   The body of theory which has grown up around the subject reflects the change in thought on management theory and can be distilled into a framework which shows the evolution f the ideas of what makes a good leader and management, and by proxy of this one can define with reference to the theory the key skills which need to be developed in order to produce good leaders.   Broadly there have been a number of movements in the thought on leadership and management, beginning with the ‘great man approach, defined in a number of studies on the history of leadership and management studies as the belief that leaders are exceptional people born to great innate abilities, this reflects the early schoo l of militaristic styles of leadership, reflected in the organisation as a male dominated and hierarchical structures to business as a whole.   This data is drawn from two key studies, one a study of   the comparisons of more modern transformational leadership compared with previous styles, which allows one to assess the need for key innate personality traits, the other a modern study of an attempt to define a universal framework of leadership.   Both of these studies argue that a key part of the management and leadership of an organisation, despite the move from the great man approach, is still rooted in the idea of an inspirational character with innate abilities. These abilities have also been studied with some detail and indeed the evolutionary process in management thought moved from this point to study the traits that made an effective leader and manager.   The table shown below comes from an extensive study on the skills and traits of leaders, and is still used in th eory to define those skills advantageous to leaders and managers. Traits Adaptable to situations Alert to social environment Ambitious and achievement-orientated Assertive Cooperative Decisive Dependable Dominant (desire to influence others) Energetic (high activity level) Persistent Self-confident Tolerant of stress Willing to assume responsibility Skills Clever (intelligent) Conceptually skilled Creative Diplomatic and tactful Fluent in speaking Knowledgeable about group task Organised (administrative ability) Persuasive Socially skilled Leadership Skills and Traits (Stogdill, 1974) Therefore it can be argued with reference to the literature that the first steps in designing an effective leadership and management programme is to identify by aptitude and ability the kind of people who are going to make good leaders.   In the past it was thought that leadership was something that one was born to, but as will be seen the relationship to leadership of the personality is not as clear cut and much depends on the type of leadership one wishes to develop, and indeed the organisational factors. The movement away from the individual qualities of leadership began with the behavioral school, according to much of the literature the move is seen as a departure from the militaristic style of the study of management and leadership.   Theories of the subject include the now standard McGregors X and Y beliefs, shown below; Theory X managers believe that : †¢ The average human being has an inherent dislike of work and will avoid it if possible. †¢ Because of this human characteristic, most people must be coerced, controlled, directed, or threatened with punishment to get them to put forth adequate effort to achieve organizational objectives. †¢ The average human being prefers to be directed, wishes to avoid responsibility, has relatively little ambition, and wants security above all else. Theory Y managers believe that : †¢ The expenditure of physical and mental effort in work is as natural as play or rest, and the average human being, under proper conditions, learns not only to accept but to seek responsibility. †¢ People will exercise self-direction and self-control to achieve objectives to which they are committed. †¢ The capacity to exercise a relatively high level of imagination, ingenuity, and creativity in the solution of organizational problems is widely, not narrowly, distributed in the population, and the intellectual potentialities of the average human being are only partially utilized under the conditions of modern industrial life. Theory X and Y Managers (McGregor, 1960) And Blake and Moutons Managerial Grid, as depicted below; The Blake Mouton Managerial Grid (Blake Mouton, 1964) This move away from seeing the organization as more than a hierarchy with leaders at the top of the pile and workers as subservient to them is a dramatic change in management theory and suggests that in designing any effective leadership or management structure and training the type and classification of the organization and the people involved become central to the success.   Clearly this is demonstrated by a body of literature on the subject of behavioral management, and it is easy to see why the move become more popular than traditional management as it follows a move in the philosophy of management as a whole.   The behavioral School I still important, but the consensus has been that it cannot explain everything in the leadership and management paradigm.   Modern thought has centered on a contingency paradigm, which begins from the point that there is no one way to manage or lead, and the correct style is contingent on the nature of the organization, the external needs of the business and society and the internal needs of the workers and management.  Ã‚   A number of models have been produced, from ones dealing with social enterprise and the public sector, of which this example from the National College for School Leadership is an example of the types of leadership they have identified; â€Å"†¢ Emergent leadership , when a teacher is beginning to take on management and leadership responsibilities and perhaps forms an aspiration to become a headteacher †¢ Established leadership , comprising assistant and deputy heads who are experienced leaders but who do not intend to pursue headship †¢ Entry to headship , including a teachers preparation for and induction into the senior post in a school †¢ Advanced leadership , the stage at which school leaders mature in their role, look to widen their experience, to refresh themselves and to update their skills †¢ Consultant leadership , when an able and experienced leader is ready to put something back into the profession by taking on training, mentoring, inspection or other responsibilities.† To frameworks developed for the professions especially in terms of ethical leadership and responsibilities, as this one from the Institute of Chartered Accountants in England and Wales; Fundamental Principle 1 – â€Å"Integrity† A member should behave with integrity in all professional and business relationships. Integrity implies not merely honesty but fair dealing and truthfulness. A members advice and work must be uncorrupted by self-interest and not be influenced by the interests of other parties. Fundamental Principle 2 – â€Å"Objectivity† A member should strive for objectivity in all professional and business judgements. Objectivity is the state of mind which has regard to all considerations relevant to the task in hand but no other. Fundamental Principle 3 – â€Å"Competence† A member should undertake professional work only where he has the necessary competence required to carry out that work, supplemented where necessary by appropriate assistance or consultation. Fundamental Principle 4 – â€Å"Performance† A member should carry out his professional work with due skill, care, diligence and expedition and with proper regard for the technical and professional standards expected of him as a member. Fundamental Principle 5 – â€Å"Courtesy† A member should conduct himself with courtesy and consideration towards all with whom he comes into contact during the course of performing his work. Through to the guidance and descriptions issued by the IMPM for its advanced leadership and management course; â€Å"The International Masters Program in Practicing Management is designed to be the Next Generation Masters Program, combining management development with management education. It is a degree program that focuses directly on the development of managers in their own contexts their jobs and their organizations. The IMPM is therefore deeper than conventional programs of management development and more applied than traditional degree programs. It was launched in March of 1996 to acclaim from participants and their companies alike, as well as from the international business press. â€Å"The IMPM seeks to break the mould of the functional silos so common in management education marketing, finance, organization behaviour, and so on. Instead, the Program is structured around managerial mindsets, one for each module. It opens in Lancaster with managing in general and the reflective mindset in particular. Then it moves to McGill, where attention turns to Managing Organizations and the analytic mindset. Bangalore follows with Managing Context, the worldly mindset. In Japan, it takes up Managing Relationships, the collaborative mindset. The Program closes at INSEAD with Managing Change, the action mindset. More detail is given about each of these mindsets by Mintzberg and Gosling (2003): †¢ The reflective mindset refers to â€Å"managing self† – developing the ability to reflect and make meaning – a form of emotional intelligence. †¢ The analytic mindset refers to â€Å"managing organisations† – developing the ability to analyse and synthesise not only the hard data, but also the soft – â€Å"to appreciate scores and crowds while never losing sight of the ball†. †¢ The worldly mindset refers to â€Å"managing contexts† – to appreciate cultural and local differences and similarities and respond accordingly. †¢ The collaborative mindset refers to â€Å"managing relationships† – developing partnerships and networks; working with people – managing â€Å"relationships† not â€Å"people†. †¢ The action mindset refers to â€Å"managing movement† [or â€Å"change and continuity†, or â€Å"mobilization†] – managing change without losing track of continuity. It is argued that the good manager/leader must master and integrate each of these mindsets and so offers a more cognitive and reflective approach to management development than more traditional behaviour and skills-based programmes.† In conclusion the recommendation of this presentation is to consider three areas of design.   Firstly to consider the criteria for considering an applicants needs and suitability, reflecting the traits, in relation to the needs and requirements of the organization, reflecting the contingency of the organization and society. Secondly to look closely at the needs of the organization, especially at the needs of subordinates and the overall strategic direction of the organization, which reflects both behavioral and the specific needs of the organization in relation with the external environment.   Lastly To examine the type of leadership needed, with specific reference to the examples from the public, private and professional examples given above, which show that the ideal leadership and management style is very specific to the sector in which the organization is based. References Blake, R.R. and J.S. Mouton (1964) The managerial grid. Houston TX: Gulf. Gronn, P. (1995) Greatness Re-visited: The current obsession with transformational leadership. Leading and Managing 1(1), 14-27. Gosling, J. and Mintzberg, H. (2003) Mindsets for Managers. Working paper, Centre for Leadership Studies. Hamlin. R. (2002) Towards a Universalistic Model of Leadership: a comparative study of British and American empirically derived criteria of managerial and leadership effectiveness. Working paper WP005/02, University of Wolverhampton. McGregor, D. (1960) The Human Side of Enterprise. New York: McGraw Hill. Stogdill, R. (1974) Handbook of Leadership (1st Ed.). New York: Free Press. Gronn, P. (1995) Greatness Re-visited: The current obsession with transformational leadership. Leading and Managing 1(1), 14-27. Hamlin. R. (2002) Towards a Universalistic Model of Leadership: a comparative study of British and American empirically derived criteria of managerial and leaders hip effectiveness. Working paper WP005/02, University of Wolverhampton Gosling, J. and Mintzberg, H. (2003) Mindsets for Managers. Working paper, Centre for Leadership Studies. Gosling, J. and Mintzberg, H. (2003) Mindsets for Managers. Working paper, Centre for Leadership Studies National College for School Leadership Leadership Development Framework. Source: https://www.ncsl.org.uk/index.cfm?pageid=ldf Institute of Chartered Accountants in England and Wales Ethical Principles for Members. Source: https://www.icaew.co.uk International Masters in Practising Management, available from www.impm.org, retrieved on 18/4/10

The Salinger s `` The Catcher Of The Rye `` And A...

Have you ever read a novel in which a character is talked about often but never appears or appears but for a brief moment? At times you may think nothing of that character, you could assume they add nothing to the context of the novel and are placed to fill up a couple pages, but on the contrary. In some works of literature a character who does not appear at all can have a significance presence. In J.D Salinger’s novel â€Å" The Catcher in the Rye†Holden the main character’s brother, Allie never appears but is mentioned multiple times. The lack of Allies presence is vital to the key aspects of Salinger’s novel. Often this lack of presence from a character is done on purpose. It can be done to signify something, make the novel multi dimensional or to enhance the writing. Ally’s absence affects the main character, the theme of the book, and a development of characters. Allie’s lack of appearance greatly affects Holden’s actions throug hout novel. This absence is due to his death at the early age of 11. The major loss of his innocent red-headed brother was enough to break Holden at the tender age of 13. When Allie’s death occurred the loss of Holden s sanity soon followed. â€Å"I was only thirteen, and they were going to have me psychoanalyzed and all, because I broke all the windows in the garage. I don t blame them. I really don t.† Holden says. When Holden found out Allie died he didn t cry and morn the way I believe his parents and Phoebe did. He morned throughShow MoreRelatedTheme Of The Catcher In The Rye976 Words   |  4 Pagesnovel The Catcher in the Rye by J.D. Salinger there are several different themes portrayed that widely relate to current issues of teenagers and adults alike. While reading the novel several different themes were revealed creating a deep and meaningful story line. Three themes viewed within the novel are; the phoniness of the adult world, alienation as a form of self -protection, and the painfulness of growing up. Each of these themes have large significance in character and plot development throughoutRead MoreJ.b. Salinger s A Perfect Day For Bananafish 1714 Words   |  7 PagesMatthew Silbernagel Ms. Clark English III 30 November 2015 J.D. Salinger her was born in New York City in 1919. He wrote in the post war time period where writers wrote mostly about aesthetic or social rather than political problems. J.D. Salinger is the son of a Jewish father and a Christian mother. After enrollment at both NYU and Columbia University he devoted himself to writing and by 1940 he had published some short stories. But his career as a writer was interrupted by World War IIRead MoreJ.b. Salinger s The Catcher s The Rye 1319 Words   |  6 PagesJ.D. Salinger’s Use of Symbolism in The Catcher in the Rye J.D. Salinger is well known for his works. His most famous being The Catcher in the Rye. Two other of his famous works include Nine stories and Franny and Zooey. J.D Salinger is also well known for his sense of humor that he includes inside of his books. The Catcher in the Rye has become an essential work to be studied in academic literature and its course of study. This book entails many uses of symbolism throughout theRead MoreAnalysis Of Salinger s The Catcher Rye 1074 Words   |  5 PagesJournal Responses Salinger’s The Catcher in the Rye has been pronounced a literary classic for its atypical portrayal of adolescence, to effectively convey the protagonist’s alienation and confusion. The introduction of The Catcher in the Rye is underpinned by disorder and confusion through a stream-of-consciousness narration, which digresses from one subject to another. Consequently, Holden’s multitudinous thoughts and feelings appear to lack a cohesive pattern. Additionally, Holden’s prevalentRead MoreThe Catcher Of The Rye By F. D. Salinger1795 Words   |  8 Pages During the 1950’s, literature underwent a tremendous change in structure as well as philosophy. J. D. Salinger’s book The Catcher in the Rye helped contribute to this revolution by highlighting new philosophies in literature. This is evident in pre-1950 writing as well as the changes that persisted through the remaining part of the decade, especially in the writing style popularized during the Great Depression. The Catcher in the Rye also contributed to a change in conflict. This conflict startedRead MoreCharacter Development Of Holden Caulfield1105 Words   |  5 PagesRushil Asudani Mr. Bazinet ENG3UN 11 July 2015 Character Development of Holden Caulfield Change is an essential component in the continued success of the human race and thus important in the development of society. As such, society expects people to constantly change and adapt. Readers typically expect to see the development of characters throughout novels, or other pieces of literature. In the novel, â€Å"The Catcher in the Rye†, J. D. Salinger deviates from the normal progression followed by mostRead MoreThe Catcher Of The Rye, By F. D. Salinger1795 Words   |  8 Pages During the 1950’s, literature underwent a tremendous change in structure as well as philosophy. J. D. Salinger’s book The Catcher in the Rye helped contribute to this revolution by highlighting new philosophies in literature. This is evident in pre-1950 writing as well as the changes that persisted through the remaining part of the decade, especially in the writing style popularized during the Great Depression. The Catcher in the Rye also contributed to a change in conflict. This conflict startedRead MoreText Response: the Catcher in the Rye1379 Words   |  6 PagesText Response: The Catcher in the Rye The novel, The Catcher in he Rye, written by J.D. Salinger was set in the late 1940 - early 1950s in New York. This novel explores the themes of loneliness, relationships and deception though the use of literary devices. Many symbols are used to enhance our understanding of the novel; such as Holden Caulfield s red hunting hat, the museum of Natural History, the ducks in Central Park Lagoon and the carousel. The author gives us an insight into the life ofRead MorePsychoanalysis of Holden Caulfield1173 Words   |  5 Pagesunconscious elements in a human mind by bringing fears to the conscious mind. According to Sigmund Freud, â€Å"The unconscious silently directs the thoughts and behavior of the individual† (Freud 95). Holden Caulfield, the main character in J.D Salinger’s novel, The Catcher in the Rye, is sixteen years old and does not act his own age for he is stuck in his own private world, filled with pain and suffering. In the novel, Holden can be observed through a psychoanalytical view, which provides the reader aRead MoreAnalysis Of One Flew Over The Cuckoo s Nest 1750 Words   |  7 Pagesward as he is â€Å"too far gone† to be healed. Holden Caulfield from The Catcher in the Rye, written by J.D Salinger is a lying, rebellious teenager sent away by his parents to a private school as they are unable to handle Holden’s behaviour. It is evident both experience alienation as their stories progress and actions taken, however the individuals present in their lives motivate changes in the outcomes of these dynamic characters. Firstly, the prominent motif in One Flew Over the Cuckoo’s Nest

Getting Ready For Marriage By Jim Burns And Doug Fields

Marriage is a bond made between two people that is hoped to last a lifetime; however, in recent times this bond is becoming broken due to the increase number of divorce. An important way to not become a statistic of divorce is to receive counseling or to read a self-help book like, â€Å"Getting Ready for Marriage† written by Jim Burns and Doug Fields. These resources allow married couples to develop the vital skills needed to push through the trials and tribulations that can occur during marriage. The completion of reading â€Å"Getting Ready for Marriage† will decrease the likelihood of a marriage ending by divorce dramatically. Before getting married it is important to plan one’s life after the ceremony as mentioned in the book. In correspondence Burns and Doug explains planning as dissecting one’s relationship during the courtship or engagement phase. It’s important to evaluate the relationship in order to find red flags before it is time to mak e a commitment. Red flags are things that someone should put into consideration before marriage to help figure out if they are marrying the right person for them. Some examples of red flags is addiction, abuse, unfaithfulness, etc. One important way to find a red flag is by talking to someone who mutually knows the relationship and asking their opinion about the relationship. Hopefully, their opinion will not be biased due to their situation if it appears to be ask another person. Next, is to look at oneself as a whole. For example oneShow MoreRelatedManagement Course: Mba−10 General Management215330 Words   |  862 PagesOrganizations Change Text Cohen †¢ Effective Behavior in Organizations, Seventh Edition 14. Initiating Change 174 174 Text iii Cases 221 221 225 The Consolidated Life Case: Caught Between Corporate Cultures Who’s in Charge? (The)(Jim)(Davis)(Case) Morin−Jarrell †¢ Driving Shareholder Value I. Valuation 229 229 253 279 1. The Value−Based Management Framework: An Overview 2. Why Value Value? 4. The Value Manager Harvard Business Review Finance Articles Eclipse of the PublicRead MoreCrossing the Chasm76808 Words   |  308 PagesHigh-Tech Marketing Enlightenment PART II Crossing the Chasm 3 The D-Day Analogy v vi Contents 4 Target the Point of Attack 5 Assemble the Invasion Force 6 Define the Battle 7 Launch the Invasion CONCLUSION Getting Beyond the Chasm About the Author Credits About the Publisher Front Cover Preface to the Revised Edition â€Å"Obiwan Kenobi,† says Sir Alec Guinness in the original Star Wars movie— â€Å"Now there’s a name I haven’t heard for a long, long timeRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesManagement Roles 6 †¢ Management Skills 8 †¢ Effective versus Successful Managerial Activities 8 †¢ A Review of the Manager’s Job 9 Enter Organizational Behavior 10 Complementing Intuition with Systematic Study 11 Disciplines That Contribute to the OB Field 13 Psychology 14 †¢ Social Psychology 14 †¢ Sociology 14 †¢ Anthropology 14 There Are Few Absolutes in OB 14 Challenges and Opportunities for OB 15 Responding to Economic Pressures 15 †¢ Responding to Globalization 16 †¢ Managing Workforce Diversity 18Read MoreProject Mgmt296381 Words   |  1186 Pagesexercise, case, and example in the text is drawn from a real-world project. Special thanks to managers who graciously shared their current project as ideas for exer cises, subjects for cases, and examples for the text. Shlomo Cohen, John A. Drexler, Jim Moran, John Sloan, Pat Taylor, and John Wold, whose work is printed, are gratefully acknowledged. Special gratitude is due Robert Breitbarth of Interact Management, who shared invaluable insights on prioritizing projects. University students and managersRead MoreExploring Corporate Strategy - Case164366 Words   |  658 Pagesbranded prescription drugs require strong RD and global sales and marketing infrastructure. Generics companies focus on speed to market and manufacturing cost leadership. Biotechs need to create and defend intellectual property in specialised research ï ¬ elds, attract funding and make successful deals. Branded OTC drugs demand direct-to-consumer marketing capability. Because of the different skills and cost structures involved, multinationals which own generics, OTC and vaccine businesses usually operate