IMELDA L. QUIJANO
SDS 214-Human Resource Management
UZ Graduate School-Ipil Class
Question:
Review the Organizational Structure of DepED Zamboanga Sibugay Province
Briefly describe the function of each.
One of the most challenging tasks of an organization are the people who
perform its work. As it grows, however, there is generally more work, people are
needed to perform various tasks. Through this division of work, individuals can
become specialists at a specific job. Because there are several people often in
different locations working toward a common objective, “there must be a plan
showing how the work must be organized. The plan for the systematic
arrangement of work is the organization structure. It is comprised of
functions, relationships, responsibilities, authorities, and communications of
individuals within each department.”
The Organizational structure of DepED Zamboanga Sibugay Province
Division can be classified into the following structures: General Management,
Human Resource Management and Personnel Management.
General Management is concerned with the leadership and management
of the whole organization. It carries out its direction in a more specific objective
being designed in order to clearly achieve its goal. The objective encompasses
the values, strategies, philosophies, and the relation of the organization to its
external environment and to a broader community. It focuses on the functions of
the units/departments, within an organization, closely following the organization’s
customs and bureaucratic procedures. This structure clearly defined lines of
authority for all levels of management. It includes the following; Schools Division
Superintendent (SDS), Assistant Schools Division Superintendent (ASDS),
Planning Officer, Budget Officer, and the Administrative Officer.
In order for the organization to have an adequate and constant supply of
skilled employees, the role of Human Resource Management as a structure
within the organization is vital. Generally, Human Resource Management is a
staff function. It tends to be an integral part of overall company function and is
broader in scope. It is responsible for managing a workforce as one of the
primary resources that contributes to the success of an organization. The HRMO
as illustrated in the organization structure of Zamboanga Sibugay Province
Division belongs to this structure.
Personnel Management as part of the emerging growth of an
organization, though, in some respect being interrelated with Human resource
management differs in terms of its philosophy. It is more administrative in nature,
dealing with the discipline of hiring and developing employees, complying with
employment law, and handling related tasks. This includes offices within the fiber
of the organization such as; Promotional Staff, Medical, District Supply,
Elementary and High Schools Principals and the teachers.
ORGANIZATIONAL STRUCTURE
OF
ZAMBOANGA SIBUGAY PROVINCE DIVISION
TRANSCRIPT DESCRIPTION OF THE THREE MAIN STRUCTURES OF THE ORGANIZATION NAMELY: GENERAL MANAGEMENT, HUMAN RESOURCE MANAGEMENT AND PERSONNEL MANAGEMENT
Prepared by:
IMELDA L. QUIJANO
Masterand
SUBMITTED TO:
DR. MARICEL S. GARCIA
Professor
IMELDA L. QUIJANO
Masterand
UZ- Graduate Studies, Ipil Class
Guided Refection on Leadership Lab Outcome
A. Reflection on Leadership
It is difficult to concisely define leadership because leading and leadership
in theory and practice is complex and multidimensional. Stated another way, I
believe the leaders, so with the followers have an obligation to do what is right,
work collaboratively and cooperatively with others to resolve problems and find
solutions and help others focus on “keeping the main thing the main thing”. When
my team group presented our topic on the styles of leadership, I have observed
that all of us save time in our preparation since all of us in the group are directed
to the same goal on leading the so-called right leadership with regards to three
styles. I realized that what ever style should a leader employ it should also be
directed to his commitments for the success of the group or team.My leadership
commitments are building trust; moral purpose; shared decision making and
responsibility; understanding and accepting change as a process ( when we
decided the last minutes on what topic to discuss on how to start our
presentation) finding meaning and joy with the group and activity; respecting
opinions the suggestions of the other members and building meaningful
relationships. I believe of the relationships with everyone that will determine the
success or failure of any leadership effort. On the other hand, trust with the other
members of the group to also solicit opinions/suggestions from them in order to
carry-out shared decision-making successfully, it seems to me that it would be
difficult for any leader to develop a sense of shared responsibility.
Reflection on Participation
Open communication, support system and feed backing on the task to be
done are essential on how we are doing as a team. As I reflect, realizing the
need to listen to others while they are talking and to point out what help and what
not help for the group is a shared-decision making among members of the group.
I feel the beauty of freedom of participation by engaging ideas relative to our
topics and is indeed elated when all the objectives are being synchronized to the
same purpose. When I reflect on these important considerations, that we had as
a group, I realized that relationship began to develop, it is amazing how quickly
those relationships began to have a positive impact on the way ideas among
ourselves in agreeing what should be presented based on our personal
experiences as a teacher, and as a member of the community to where our own
station/ school belongs. It is this kind of “emotional intelligence” that is critical in
working with people and creating a culture of collaboration. Generally, I
experienced a mutual respect, a deep sense of trust, and a willingness to work
as a team.
C. Final Reflection
As I reflect on my own beliefs about leadership and the indicators that
make-up a good leader. I was excited to apply how I grasped the concept of
leadership and used it so well in my classroom managerial skills and in my
dealings with the parents or external stakeholders and to my colleagues. I am in
agreement the interpretation of the concept of leadership styles with regard to my
own values about my relations with the people around me. As a person I value
so much on trust, adaptability and acceptance. My leadership style is one in
which I seek. Respecting the opinion of others in a changing and complex
environment, specially in a school setting.
REFLECTION ON ANTICIPATION IN SPECIAL SCHOOL ACTIVITIES AND EVENTS, AND IN THE SCHOOL’S CO-CURRICULAR AND EXTRA-CURRIUCLAR PROGRAM/ACTIVITIES
Prepared by:
IMELDA L. QUIJANO
Masterand
SUBMITTED TO:
DR. MARICEL S. GARCIA
Professor
Preparing Classroom Tests
Teacher-made tests are frequently the major basis for evaluating
students’ progress in school. Although the specific purpose of the test and
intended use of the outcomes vary among schools and teachers, tests play an
important part in the life of the students and teachers. Teachers are expected to
write their own classroom tests. Most of these tests will be subject-related, will
focus on a specific domain of learning, and will assess whether a subject has
been mastered and when it is time to move on to a new area. One useful
procedure to ascertain is to gauge how much the student has learned and how
well he performed in the content area is by administering test.
Teachers need to know how students do certain tasks, not just how
well they perform those tasks. For example, in helping a student develop
reading comprehension, the teacher needs to know if the student has the
background knowledge to read various social studies or science texts or whether
the student has had experiences to read specific stories with understanding. The
problem may be lack of vocabulary knowledge or the student may not have
established thinking strategies such as prediction and visualization that will help
him to comprehend a story.Test scores provide information about how well a
student has performed, but the score does not tell the teacher how the student
arrived at the answers. It is important to know how well students perform, but the
most important information for the teacher concerns the things a student does, or
does not do, to comprehend.
Reflection on Classroom Test Preparation
Sitting at the bench of the old datiles tree in our backyard, humming at
stance in giving myself a break for memorizing all the blah…blahs… of the eight
subjects a week before the examination day seemed to me an eternity. All had
happened once upon a time to a high schooler like me.
I remember then, I was a good test taker. While all my classmates were
busy being overcome by test anxiety and forgetting they had crammed into their
heads the night before, I was being focused and super “cool” and looking for any
advantage I could get. I figured that all was fair in love, war and taking a test. I
had studied hard, outlined all my notes and all the chapters that would be
covered; and tried to figure out what the teacher thought was important enough
to ask about on the test. But I also had some ideas about what kind of clues to
look for on the test itself. Back then, I was working on intuition, but today, as a
teacher I am building tests for my students, I have tried to specify what all those
clues I used to use were so that I can give them to my students. Sometimes, I am
frustrated especially when what I had planned were not mean to happen. Seeing
myself as a high schooler would mean hardwork, perseverance, effort, discipline,
dedication and commitment. Abound in synergies in order to achieve high scores
from all my tests. Most of my high school teachers were giving a hundred items
(which means great bulk of ideas to memorize and to study). I would complain on
why they gave us long test and blurted out that it’s just fine for them because
they are our teachers and that they don’t study but are only giving test to us.
Nonetheless, my proposition was not answered not until my college professor,
Dr. Bashiruddin Ajihil told us in a Natural Science class that he was hurt and
that test just don’t happen ( an incident when a classmate of mine had
cheated). I did not understand his words not until I become one. He’s right, now
that I am already a teacher I always see to it that detailed planning goes into the
development of my test. And that there should be the so-called sacredness
of the test ( I believe I am deeply rooted for this kind of orientation which
I’ve got from the previous catholic school where I taught). All my testpapers
are sealed in a long brown envelop which I’d fashioned with colored scotch tapes
on its edges and that the students could just have them when they get hold of
their testpapers.
One good thing which I always emphasized to my students during
examination is on reminding them never to cheat, because if they are then it’s
just like killing me for a week since my test preparation and formulation would eat
my time for almost a week too! Now, I realized that tests don’t just happen
overnight. I always see to it that in the preparation of my classroom tests I need
to ponder on some important questions which are vital in every test construction.
My responses may vary in every grading period on considerations such as: the
knowledge, skills and attitudes that I want to measure from my students; the
provoking thoughts on whether or not I clearly defined my instructional objectives
in terms of my students behaviors and lesson content; wonderment on the
preparation of table of specification; the length of the test and its difficulty,
Whether the questions are a little bit tricky or obvious; by ascertaining whether
most of the questions are being asked in the critical or high level art of
questioning; and of course one important consideration is of the discrimination
level of my tests items. Sometimes, I am on the verge on asking why should
examinations be given for the grading period and on why I need to ascertain
some considerations when most of the students are just taking them for a
gratitude of a passing scale anyway. But I realized, I am now a teacher, no
longer a student. I need to understand that I have to assess my students’
success in a rewarding, meaningful way.
You may or may not be in agreement with me that too often, testing never
gets beyond seeing what a student can remember from reading, discussions,
and or class activities. At hand, I believe effective teachers use their goals to
select curricula that is a vehicle for meeting those goals, instructional strategies
to drive the vehicle, and skills in testing that match the actions used in the goal
statements. I realized that serious test preparations entail a Herculean task, so
that, when students study hard during examination and earn good scores it just
worth the effort. Now, that I am already a teacher, I understand what the words of
Professor Ajihil were, when he told us that he was hurt because somebody had
cheated and that when my high school teachers gave us long tests I think they
had never made test us to make us suffer but they gave out their effort, creativity
and energy in the preparation of the test. On second thought, good test don’t just
happen!
Anticipation in Special School Activities and Events, and in the School’s
Co- Curricular and Extra-Curricular Program
In the academe extra-curricular and co-curricular activities are recognized
as a valued component of teaching, the learning environment and the profession.
Extra-curricular activities are activities performed by students that fall outside the
realm of the normal curriculum of school. It exists at all levels of education. On
the other hand, co-curricular activities are effective channels for students to
develop their cognitive as well as affective competencies.
Such activities are generally voluntary as opposed to mandatory, non-
paying, tend to be athletics, social and philanthropic as opposed to scholastic
and involve others of the same age In the school setting, students often organize
clubs such as: ENGLISH: Shakespearean, Forensics Guild, Drama Club, Delta
Chi (Debate Club), ORA-DEC, Literary Circle Buddies; Creative Writers' Guild
(CWG); FILIPINO: Tinig, Pluma; SAFIL; SCIENCE: Science Club, Project Earth,
Science Training Program (STP); MATH: Math Club; PEHM: Sports Club, Pep
Squad, Dance Club, Glee Club, Music Ensemble; THE: Culinary Arts and Crafts,
Computer Club, Art Club; SOCIAL STUDIES: Kampil (Kamalayang Pilipino) Club;
Kalahi or Kabayani Club. These activities are directed under faculty sponsorship;
although student-lead initiatives- such as independent newspapers/campus
journalism are common.
Today, both private and public high schools offer a comprehensive array
of extra-curricular and co-curricular activities to compliment the curriculum.
These activities may have some aspects that are outside the normal school day
but are mainly curricular activities that happen during normal class time.
REFLECTION:
With the arrays of activities during the day and some other preparations to
prepare for the students presentations seemed to perfectly clad my thought. But
seeing our students in that whole day affair on January, 29, 2010 while tagging
their parents around and while making our way to the open stage gave me a sort
of consolation. The content of the year’s celebration is, “A Magic World in
English”, with the panorama of a dramatic scenario of Disneyland . Wow! I have
never gone to Disneyland but through movies and literature, and through the
effort of my co-adviser and the English Club Officers we were able to capture the
real arena of what Disneyland is in a holistic way. The morning program started
with a kicked-off of Search for Best “in Literary Character”. The representative of
each section who looked very dignified in their gowns and prince attire in their
production number with the captivating Disneyland musical seemed to bring me
to the world of Disneyland characters. The highlight which is the Search for the
Best “in Literary Character” was featured with the array of characters famous
lines and appearances on movies such as : Harry Potter and Hermione;
Monsieur and Madam Loisel; Tinkerbell and Prince; Maria Makiling and Ordinary
Man; Beauty and the Beast; Little Mermaid and Prince; Romeo and Juliet;
Cinderella and Prince; and Helen of Troy and Paris
extracted from the Filipino literature, Afro-Asian literature, American Literature
and to the World Anthology. The morning session concluded with the awarding of
major and special awards.
In the afternoon, the students were seen on stage. Since it was a
maximum participation activity so the students really cropped their talents on
stage as their parents witnessed them. While watching my students’
performance, I was able to see the beauty of each child. As I ponder, it brought
me at the stance of my high school and college days. Pretty well, the cramming,
the yelling and all the wacky feelings burst with excitements and being attuned
with mixed-emotions are totally the same experiences which I have had
experienced before. Oh! Will it be a dilemma or a tantalizing sense of talents
tailored favorably for the students’ performance on stage? I was troubling while
waiting for the students to appear on stage. Having glimpsed at the backstage
seemed to be a busy market for their costumes and other paraphernalia while
still others were rehearsing while waiting for the emcees to call their sections.
The same scenario has brought my senses when I first delivered my declamatory
piece where I won the first prize with great exultation and pride. This is exactly
what I like, to speak before a crowd and to give what it takes from me. I could not
imagined how I performed my soliloquy piece onstage in my college days. The
magic of sensing the twenty-five (25) centavo put on my sole while delivering the
lines, as they’ve said it will help release nervousness and tension was the funny
side of it. Yeah, sort of panic, behind the scene awkward revelations of rehearses
and practices would absolutely tickled my laughing bone. What about the
coaching experience in my previous extemporaneous, speech choir and oration
expose’? I would simply say, leave it to the expert for even the expert would also
experience some weird rituals of reducing and releasing tensions, right? Very
well indeed, doing their part is not doing their best as I reckoned. I told them in
their previous practices that even if the preparations were not meant for
competition but for a matter of presentation only it still goes with the verbiage
“attaining the best” than just plainly “doing the best”. When talents and
performances are being showcased on stage it does not compliment the clamor
of “for the sake presentation only” but by discovering what best can each one of
us could give in for the success of the activity. As a teacher I believe the best
discovery that I could get is to discover the giftedness that each one of my
student has achieved. As I sat in the corner, holding and grasping my breath for
my students’ performance (specifically referring to those students who are under
with me in my English class), it came to my consciousness that, I am now
teaching life to my students.. You know the wonderful feelings of joy and
fulfillment when it ceased the pain and subdued the temperament of worries to all
that had happened during their previous practices? I knew it well that after having
heard of the long awarded ceremony of sermon ( of course far from being a holy
one) as it roared in the air while my students caught an eye to my cold stern face,
then I perfectly enumerated their mistakes and failures in their practices seemed
to them an eternity. Now, after all the sermons, I just concluded that it just worth
the effort. Truly, it was a wonderful feeling to wear a smile on our faces when we
begin to see our students giving-out their best in all their presentations; while at
the same time seeing beautiful bright smiles also on the faces of their parents
ring happiness in the heart. As Wayne Dyer stresses, “ Once you see a child’s
self-image begin to improve, you will see significant gains in achievement areas,
but even more important, you will see a child who is beginning to enjoy life more.”
Now, I understand that a student needs more than just subject matter. It is not
enough to teach them the agreement of subject-verb but more than anything else
to teach them life when they are outside the four corners of the classroom.
Learning through teaching is just learning by its content but learning the art of
teaching is learning more than what the content is all about. When we teach our
students with discipline, we are sure that we’re leading them to the right path
where they could use discipline in whatever activities that they are expected to
attend to in the future. It is just like when we teach our students to read and he
does mumble or prattle, a great pride and elation is felt beyond the very core of
our heart. There is a feeling of fulfillment and a joy of accomplishment. Looking
back on what my students had done in order to carry-out the activity successfully
is a manifestation of learning the art of teaching through the anticipation of extra-
curricular and co-curricular activities. Gone where the days when students are
kept and confined in the four corners of the
classroom. Students are now becoming actively engage and participating in most
of the interactive activities that can help them grow. Whatever are the activities
being offered outside the classroom setting are giving them the notion of giving-
out themselves to be directly involved. For some reason, schools now a days in
both private and public schools have seen the importance of seeing the
giftedness and uniqueness of each child and that this uniqueness is evident in
learning more than the content of the subject.
Although, during curricular activities students are completely off-tack in
their academic engaged time, this could be alleviated by having them scheduled
on activity days, an example is after school hours ( in the afternoon, evening, or
on weekends).
Both the quality and quantity of academic time ( as well as curricular time)
are considered to be important in improving the outcomes of student learning
although quantity is easier to agree upon and measure. All things being equal,
students of teachers who provide more academic engaged time and curricular
time learn more than students of teachers who provide relatively less.
REFLECTION ON ANTICIPATION IN SPECIAL SCHOOL ACTIVITIES AND EVENTS, AND IN THE SCHOOL’S CO-CURRICULAR AND EXTRA-CURRICULAR PROGRAM/ACTIVITIES
REFLECTION ON SCHOOL IMPROVEMENT PLAN (SIP): A COLLABORATIVE AND RESOURCE NETWORKING AMONG THE SCHOOL ADMINISTRATOR, FACULTY, STUDENTS AND STAKEHOLDERS
Prepared by:
IMELDA L. QUIJANO
Masterand
SUBMITTED TO:
DR. MARICEL S. GARCIA
Professor
INTRODUCTION:
The role of the School Principal has evolved dramatically over the last
decade. He was viewed as an instructional leader who focused on four key
elements of reform. First, principals, as instructional leaders, were supposed to
be responsible for defining the mission of the school and setting school goals.
Second, principals were to manage what is called the education
production function: coordinating the curriculum, promoting quality instruction,
conducting clinical supervision and teacher evaluation/appraisal, aligning
instructional materials with curriculum goals, allocating and protecting
instructional time, and monitoring the student progress. Third, principals were to
promote an academic learning climate by establishing positive high expectations
and standards for student behavior and for traditionally-defined academically
achievement, maintaining high visibility, and providing incentives for teachers
and students. They were also supposed to promote and manage professional
development efforts that often were isolated from instructional practice.
Finally, principals were to develop a strong culture at the school that
included a safe and orderly work environment, opportunities for meaningful
student involvement, strong staff collaboration and cohesion, additional outside
resources in support of the school goals, and stronger links between the home
and the school. In short, the tendency during this era was to place the burden for
improvement upon the principal as the individual sole strong instructional leader
in an organization.
Recent studies have shown that the role may no longer be appropriate for
contemporary schools. In synthesizing this, it points to dramatic changes in the
work environment including a turbulent policy environment, an overwhelming
scale and pace of change, and a new view of teacher and stakeholders
involvement and expertise.
REFLECTION:
A School Manager/Principal has always been the most important factor in
the development of the school. Planning is one of his/her pivotal tasks and in
carrying out the plan is equally important. However, pursuant to the new law on
decentralization as embodied in R.A. 9155, a school manager is not anymore the
sole source of a plan. Effective planning requires the participation of other
stakeholders.
The School Improvement Plan (SIP) of MOnching National High School
for S.Y. 2010-2013 was developed through the concerted effort of the school
head, teacher representative, Barangay LGU Representative, PTA
representative and Student Government Organization (SGO) representative. It
portrays the school profile, the community profile, the situational analysis of the
school’s performance, instructional materials, personnel profile, physical facilities
and school management system.
Our group which is called the School Planning Team (SPT) made use of
reliable data from Municipal Planning and Development Office, Barangay
Record, School EMIS, previous SIP, BEIS Performance Indicators and school
reports. It was a tedious task for us to acquire the accumulated data, though
when viewed historically, progression in terms of developments are also the
bases of our information/updates. These reports data were made ready during
the Phase 1 SIP Seminar Workshop, but what are we going to do with these
data? “Well you are expected to face a bloody revolution this time”, a statement
given by one of the facilitators may seemed exaggerated, I sighed not until I’ve
got to embark into it. The real task of SIP Phase II Seminar Workshop had its
kicked-off in Diplahan Bamboo Food Court which is located adjacent to the
swimming pool and the birds eye view panoramic view of the ricefields facing the
façade of the food court.
When we started the session, the identification of the CORE VALUES to
be embedded in the school’s vision-mission statements, I started to count on lofty
ideals which would sound high-fallutin and far reaching. But it was the exact
opposite. The task of identifying core values alone in order to realize the school’s
vision-mission don’t happen from the impressive words to use but from the
definition of the need of the school. It was an appreciative feeling to work with my
school head, student and to our stakeholders in realizing the vision-mission
collaboratively. Mind bugging or nerve cracking as they’ve said started to cause
me a headache in that one day formulation of vision-mission alone with all our six
heads working together. I felt a bit disconsolate during the night (that was after
the session) when we’re informed that the rest of the three days to come will only
be attended by the Principal and the Best Teacher, that means only two heads
will be working together and they’ve announced that the combat will happen on
the days left.
The second day was the planning of the SIP. I was disgruntled at first. I
was not really interested in developing a school improvement plan. I have been
through to similar exercises in shared decision making before, and that’s exactly
what I was-exercises. I’ve never had any orientation to developing SIP for the
school except for SBM planning and School Governing Council conduct of
resolutions, although, my previous attendance in seminar workshops had gotten
orientation from Annual Improvement Plan (AIP) which is a springboard to SIP. I
may have authored the AIP but honestly, I never had an in-depth understanding
about SIP not until I was immersed to it in the workshop. We were repeatedly told
that the overall feature of SIP is to reflect a positive impact on learning.
Along with almost all kinds of data and reports of the school put me in the ]
height of decreasing my adrenalin that fast, so, as to cause also burden in mind
which lead to headache. The analgesic is a good alternative and the most
prescribed stress stabs and memo plus being purchased in the drugstore along
the road became salable to us (whew, I’ve spent that much huh!).
In reality all the 4-days tasks were heavy but because of the expertise of
the facilitators, everything was presented in a smooth and more direct style. In
describing the week with topics on SIP Vision-Mission, Sip Planning, Goal-Chart,
Stream Analysis, Core Competencies and the Force Field Analysis, I should say
that everything was a complete success. And there’s a spark of happiness while
looking in the different outputs displayed on the walls. I am pretty sure that all the
outputs displayed there will all help us to take ownership in school improvement
in order to make some progress which necessitates analytical and professional
skills. It became a learning experience for everyone-administrators, teachers,
students and the stakeholders. Although, we only have with us the students and
the stakeholders during the first day, all were involved and all were grateful of
having attended the workshop. All I know is that, the results have been very
positive.
Considering the school’s noble dream, there is a need for all concerns to
join hands in the honest and diligent implementation of the SIP since it serves as
the blueprint through which all actions shall be based upon in order to attain the
desired result-the holistic molding of the learners making them productive
citizens of the community in particular and the country in general.
Indeed, when empowerment is successfully practiced everyone is
committed to shared goals and practices. With the realization of SIP Phase II
Development, I am now certain that there is a need for us to tell our stakeholders
what to do, or how to do it, but I believe that sometimes we all have ideas that
need to be proposed, sometimes unilaterally.
QUESTIONS:
1. a) Secure a job description and a job specification from a private
organization and from a government agency. Critique each. Write on
top of the job description and job specification the name, type, size
and age of the organization.
Name of the Organization: MONCHING NATIONAL HIGH SCHOOL
Type of the Organization: Public Secondary School
Size of the Organization: 14 Teaching and Non-Teaching Staff
Age of the Organization: 10 years
Position Description:
Organization: Department of Education Public School
The mission of Monching National High School
educational services; competent learners; active participation of stakeholders
and an agent of transformational school of change.
a budget of Php ___________. (depending on the needs of the school)
Position:
Specific responsibilities include:
1. Provides leadership in the formulation and implementation of policies,
plans, programs and projects to carry out the objectives of education for
secondary schools adopted to the needs of the community;
2. Prepares the school program, assignment of teachers as well as testing
schedules. Makes available to teachers, students and other school
employees the needed instructional materials and supplies;
3. Prepares the school budget proposals and work for adequate financing of
the school, prepares programs of expenditures based on the approved
budget;
4. Leads in curriculum development and determines what electives, and
vocational courses the school can offer to its students;
5. Plans and organizes the co-curricular activities of teachers and students;
6.
7. Sees to it that the school is provided with proper health and medical
facilities, and supervises the maintenance and up-keep of school plant
facilities;
8. Evaluates and rates performance of teachers and recommends promotion
of teachers and employees;
9. Organizes the guidance program of the school;
10.
11. Maintains good public relations with students, teachers, local officials and the public at large; and
12.
13. Conducts in-service education program for the teachers and other school employees.
QUALIFICATIONS:
The Principal will have at least hold a school as School Head for at least
six (6) months of professional experience, including managing the finance and
administration.. S/he will have experience creating and driving the analytic
framework for planning and managing organizational change in a highly
educative organization.
The Principal will have the following experience and attributes:
- Master’s degree of at least 18 units or a complete Master’s and Ph.D
Degree holder in Educational Management.
- Excellent people skills, with experience collaborating in a multi-
disciplinary, diverse, and dynamic team.
- Demonstrated experience in financial management and accounting,
ideally in the education sector.
- Experience should include trainings, accomplishments, and resource
development.
- Demonstrated resourcefulness in setting priorities, proposing new ways of
creating efficiencies, in people and education.
- Proven effectiveness leading professionals in teaching.
- .
- Flexible and a self-starter; able to multi-task while also being highly detail-
oriented.
Name of the Organization: MARCELO SPINOLA SCHOOL
Type of the Organization: Private Secondary Catholic School
Size of the Organization: 34 Teaching and Non-Teaching Staff
Age of the Organization: 15 years
Position Description:
Organization Affiliation: Private Secondary Catholic Schools Association
A Secondary Catholic School
This role description recognizes the demands of the current School Principal
in a catholic school and subsequent appointment of the Provincial Superior of the
Congregation of the Handmaids of the Divine Heart- Spinola Sisters upon the
recommendation of the Board of Trustees. The principal is required to carry out the
duties of a school principal on the leadership group, as set out in such regulations
and to share in the corporate leadership and management of the school, including
responsibility for the progress, well-being, care and behaviour of all the learners at
the school. She does this without hindering the duties and functions of the Directress
and of the Administrative Council.
In addition she is required to undertake the responsibilities and duties
specified below as a principal of the school. She must earn her Master’s Degree or
Ph.D and its equivalent. She must be a Catholic by religion (preferably an active lay
person). She must understand by faith the catholic church doctrines and the
teaching of catholic education in fulfilling the church mission.
Role Purpose
· To be responsible Principal to the governing body for the efficient overall
leadership and management of the school, maintaining its distinctive Catholic
ethos and living-out its motto “Servir es Reinar”, “To serve is to Reign”..
· To act for the Directress in her absence and undertake the role and
responsibilities in the day to day management of the school.
· To share with the Directress and other Teachers the overall responsibility for the
strategic direction and development of the school.
· To have overall responsibility for the welfare, well-being and continuing
professional development of all staff at the school.
· To have overall responsibility for the welfare, well-being care, pastoral support
and guidance of all students in accordance with the dignity of each child.
Accountable to: Secondary Catholic School
Accountable for:
a) Co-ordination of the pastoral work of the school’s key stage.
b) Attainment Coordinators in their roles as pastoral leaders.
c) Co-ordination of the pastoral work of form tutors and other pastoral works/
activities. (e.g. school catechism, Barkada ni Hesus, Lay partners in church
activities)
d) Professional development coordinators
e) Administrative staff associated with the school’s pastoral systems.
f) Line management responsibility for identified academic heads of department.
Key Responsibilities:
The Principal will have the overall responsibility for well-being, care and
support of all members of the school community. This will involve an oversight of
the well-being and professional development of all staff at the school and the
overall responsibility for the pastoral care, guidance and support of every learner
in forming their hearts and minds. The key role will be to ensure that the school’s
pastoral systems seek to ensure that each and every learner can make the very
best progress, relative to age, ability and level of vulnerability. In fulfilling this
role the principal-holder will:-
- have overall responsibility and provide strategic leadership for the school
pastoral policies, programmes and procedures, ensuring that they promote the
spiritual, moral, personal, social and academic growth and progress of all
learners, including those who are most vulnerable placing more concern on the
development of the heart and mind of the learners.
- Assists pastoral team of Campus Minister, Head of Inclusion, Academic
Co- coordinators, and other pastoral staff in promoting the further development of
the school and its policies and programmes for pastoral care, guidance and
support.
- have overall responsibility for the welfare and well-being of all learners at
the school, in accordance with the dignity of each child”, with particular reference
to the needs of those who are poor in heart and mind.
- be responsible for overseeing the welfare and well-being of all members of
staff at the school.
- undertake the role of staff development coordinator
- provide strategic leadership for the development of the school’s policy and
the coordination of its programmes for continuing professional development of all
staff in order to further improve the school.
- provide strategic leadership for the school policy and procedures for
safeguarding
- have an oversight of school policy of the behaviors of the learners.
The Role of the Secondary Catholic School
- Implementing the Aims of the
Catholic School
The Principal shares with the teaching staff and non-teaching staff,
and the Handmaids of the Divine Heart Sisters (Spinola Sisters)responsibility for
implementing the aims of the Catholic Secondary School
understanding and support for the Catholic purposes and identity of the school
among the staff, and promote its development in the light of this understanding. She
should be fully aware of the vision and mission of the school in seeking to implement
the Church's mission in Catholic Education.
2. Maintaining an Overall Perspective
In addition to her specific duties the principal has to aim to develop an overall
perspective concerning the Catholic school community as a whole.
This relates to:
2.1 building the school community as part of the Church;
2.2 the school's vision, mission and direction for future development;
2.3 ensuring continuity in Catholic education for pupils as they move from
the primary school, through the years of their secondary education and beyond;
2.4 addressing the distinct needs of staff, students, Handmaids of the
Divine Heart Sisters (Spinola Sisters) and parents;
2.5 contributing to the maintenance of the ethos and distinctive Catholic
nature of Marcelo Spinola School
3. Pupil Welfare
To share in the corporate responsibility for the well-being, welfare and
behaviour of all students/learners by keeping the dignity of each child as children of
God.
4 School Community
To share in the corporate responsibility for the maintenance of good
relationships within the community of Marcelo Spinola School
5 Learning and Teaching
To share in the corporate responsibility for the organization and delivery of
the school curriculum in such a way as to meet the learning needs of each and
every individual student.
6 School Policy and Implementation
To share in the collective responsibility for the overall well being, leadership,
management and direction of the school. To establish and maintain suitable
structures, systems and procedures for the realization of the Vision and mission,
aims and goals of the school, and the implementation of school policies and
programmes, supporting throughout its Christian ethos and values.
CRITIQUING:
DepED Monching National High School
Specification on Principalship:
· The roles identified in the government principalship are somewhat broad
in nature; there are functions definitions which are not clear and they need
further interpretation of the principal in the performance of his/her duties.
· Roles are not very elaborative according to its functions.
·
· There are some responsibilities which are not clear regarding especially
on activities required in the job being filled.
· There might occurs arbitrary interpretations of responsibilities content and
limitations of the roles.
· Its roles are limited into a smaller scope of functions which is only set to
ten (10) enumerated responsibilities. This sounds ideal when preparing the
format so as to prevent a manual like operation job description.
Marcelo Spinola School
· The catholic ethos on work roles, responsibilities and coordinated
activities are very specific and clear.
· Job description and Job specification seem to be very long and wordy.
·
· There are too many tasks to be considered.
· Roles are somewhat hard and difficult to do in its first reading or on its first
glimpse. .
· The presentation is very detailed and highly structured.
·
· Too many roles and responsibilities to face and to do in the real job
setting.
1b. Ask their respective Human Resources Department managers/directors
regarding their experiences on their preparation and utilization.
COMMON RESPONSES OF BOTH HUMAN RESOURCE DEPARTMENT
MANAGERS:
- They are directed because they have clear ideas regarding the activities
and responsibilities required in the job being filled.
- They can easily spot prospective applicant, those are the pool of available
people who have the skills to fill open positions.
- Applicants usually offered what they have because of the qualifications
and requirements instituted in a job description and job specification.
- Employees’ jobs are more structured to ensure necessary activities, duties
and responsibilities.
- It is a great help for them to measure job performance.
- It ease the way to clarify their expectations from their
employees/staff/personnel.
- It helps them spot reference points for training and development areas.
- They are assured that the right people are in the right jobs to help fulfill the
organization’s vision-mission/ objectives and goals.
UNCOMMON RESPONSES OF BOTH RESOURCE DEPARTMENT
MANAGERS;
Government HRDM:
- Absenteeism is rampant, which means if they are absent from work, they
are unable to carry-out the function.
- Relational environment is a problem which causes the usual problems on
communication gap, lack of motivation to perform the duties and responsibilities,
and it even affects coordinated activities.
- Attitude toward work is not very impressive when not being supervised or
are likely left behind when not being monitored.
- Close coordination is sometimes a deterrent factor because of some
urgent meetings or some scheduled seminars and trainings developments.
Private HRDM/Directress:
- There are instances, that if people with the appropriate skills are not
available, they may have to be recruited from competing private school by having
doubled the salary they are to receive.
- Presenteeism is manifested, even if the teacher or administrator staff is ill
s/he still working. The attitude may be positive but as per observation made the
result is also negative because when they are tired or sick they are not likely to
be as productive as they can be.
- Minimal job problems are met, jobs coordination are controllable and well
coordinated.
- Attitude towards work is positive although, there are instances when the
HRDM/Directress faces some problems on job performances but it could be
handled.
2. Interview any Human Resource Department Manager of an
organization that does not have any job description, job specification, job
design and job evaluation. Have there been any problems arising due to
their absence? If so, let him discuss these problems and how the Human
Resource Department and line managers have handled these problems.
QUESTIONS and ANSWERS:
Interviewers : Imelda L. Quijano and Elvie Dela Cruz
Interviewee : Mrs. Jocelyn Briones (HRDM/Proprietor/ Gen. Manager)
Name of the Organization : FULLERLIFE DIRECT SELLING COMPANY
Type of the Organization : Direct Selling and Networking Business Enterprise
Size of the Organization : 14 Staff (Stationed and Branch Employees/ including
agency paid security guards and janitor)
Interviewers : Do you prepare job description, job specification, job design and
job evaluation when hiring staff/ employees?
Interviewee : No, because we supposed that when we hire we know what
qualifications we are looking for and we presumed that the
applicant knows also the type and nature of job that s/he is
applying.
Interviewers: Do you identify what type and range of qualifications you are
looking for in recruiting staff in your business?
Interviewee : Yes. Right now we have two (2) line managers and two (2)
secretaries for Zamboanga City
have those important staff in the collection, purchase and
distribution departments excluding the security guards and the
janitor. The hiring would also be noted to the extend of
experiences and qualifications that the applicant has.
Interviewers : Do you consider the criteria for the decision on how many and
who to place on the job?
Interviewee : Yes, as depicted in your previous question. Actually, now that our
operation is extending because of networking, we hire when there
is an automatic vacancy. When the applicant meets the
requirements and qualifications for the job as reflected in his/her
application letter and biodata we consider his/her application for the
said job.
Interviewers : Do you conduct interview during the recruitment? How long should
the interview takes place?
Interviewee : Yes. Sometimes 20-30 minutes. It depends.
Interviewers : Do the employees depend on the nature of the job?
Interviewee : As for my experience, it is yes.
Interviewers : As you deal with your employees everyday are there problems
which you have encountered?
Interviewee : Yes, of course.
Interviewers : Can you cite/ enumerate them all?
Interviewee : Okay…
- In terms of work attitude most likely the exact opposite when they are
- hired or accepted already, and as they work with other staff they turn out
- to be something different to what was expected!
In most cases, though, there is only a few of us working in this business,
overlapping of functions is likely experience. Although, they were oriented what
to do they tend not to follow or they tend to decide which they think is good
without proper coordination and communication from the head down to the
person in contact with. An example of this is in the preparation of the orders to be
asked from the main office in Zamboanga City
would sometimes directly instruct our stationed secretary to do the order in
and line manager of Zamboanga City
General Manager, or being the first one to decide on transactions like this.
- There are behavioral set problems and problems on discipline issues on
the job performance.
- Functions areas are sometimes the common problem. The staff
sometimes failed to get the exact communication as instructed from the General
Manager to the line manager then to those assigned in their areas. Sometimes
the orders are not made when not being told and the attitude of passing from one
line employee to the other is likely experience; thus, miscommunication arises.
Interviewers : Are there ways which you have done as the General Manager in
order to address these problems?
Interviewee : Yes. We already have talked about it. Actually, once consideration
is on giving intrinsic and extrinsic motivation to the employees.
Strategies are also considered. But, there is one good realization
that we need to see by now, that is to be very acumen in the
selection process during the recruitment and interview. I am indeed
thankful of you because now I see the need to really prepare job
description and job specification since our business is growing.
ASSIGNMENT ON HUMAN RESOURCE JOB DESCRIPTIONS AND JOB SPECIFICATION: HRDMs INTERVIEWS, ANSWERS and RESPONSES
Prepared by:
IMELDA L. QUIJANO
Masterand
SUBMITTED TO:
DR. MARICEL S. GARCIA
Professor
MY PERSONAL PHILOSOPHY OF LEADERSHIP
The personal nature and roots of leadership leads first to a blunt truth: not
everyone can. Despite the popularity of technical notions of leadership most of us
believe that good leaders have the “right stuff”, the right personal qualities to
lead, and that these like savvy or charisma to some extent innate; we either have
what it takes or we don’t. But this view is not just folk wisdom, experience and
research confirm that leadership requires a definite aptitude (Drucker,1986 p.
189) In addition all of us have basic philosophies of leading. Although, few
leaders pause to spell out their philosophies explicitly “their deep assumptions
influence almost everything they do” (Badaracco and Ellsworth p.7)
Sergiovanni echoes this view when he speaks of an administrator’s “known and
unknown theories of practice… bundles of beliefs and assumptions about how
school and school systems work, authority, leadership, the purposes of
schooling, the role of competition, the nature of human, and other issues and
concerns.”
There may be many routes to accomplishing that uncovering of
wisdom. Thus far I have concentrated on leadership overarching concerns and
underlying beliefs. Clarifying one’s philosophy does not automatically make one
savvy any more than charismatic. But it does wonderfully enrich one’s ability to
decisions and solve problems. The philosophy which is so important
in each of us, as William James said,” is not a technical matter.
I am used to hearing teachers and principals confirm the non-technical nature of
their philosophy. Their stories are often quite wonderful, providing fascinating
glimpses into the personal roots of leadership. One such account was an
experience which I am glad I am part of. I prefer to begin this way: In 2003, I first
met Sr. Jesnen C. Porras, the Directress/Principal of Marcelo
High School in Ipil. The school is being manned by the Congregation of the
Handmaids of the Divine Heart . New to the catholic way of education I was
culture shocked. My teaching career was spent much to the principals who sees
school as a place where everyone grows at their own pace through rich
opportunities and the freedom to explore, not through pressure to produce, with
few rules and requirements. It was a threat on my part to seek comfort to a
principal who has a strong belief on challenge. One who values professionalism,
personal dignity, self-discipline and perseverance. Everyone knew in the school
that we should work hard in order to gain success because success comes from
striving. There be no weekends if it calls for a greater opportunity to be in school.
Nighttime as per experience in my four years was often considered as day time
work. No extra pay for overtime which was experienced very often. From there, I
started to embrace the motto of Blessed Marcelo Spinola, “ to serve is to reign”
(Servir es Reinar). As Aristotle said, “Excellence is not an act, but a habit.” Sr.
Jesnen leads the school with a firm hand on the dignity of each child in a way to
develop their mind and their heart. She engages also in aspects of curriculum,
assessment, and staff development which are again inclined and directed to the
school’s philosophy and ideario.
Last 2006, we pushed our restructuring up a big notch. We adopted the
Jagna Bohol Foundation curriculum which features the following: peer-teaching;
activity sheets in all subject areas; students independent pacing on learning
activities; 15-20 minutes synthesis of the lessons ; 1 day MAPEH schedule in a
week and the use of portfolios for all the students’ outputs. We converted the
schedules, so we could really start implementing an integrated curriculum and in-
depth teaching. Although, some had opposed, but thanks to a special agreement
to all of us teachers and we successfully pushed the curriculum. We start
collaborating with each other, though, we work like maniac and it wasn’t all happy
but we are all happier when we’ve made much progress. At some points, some
faculty find Sr. Jes, “manipulating, elitist and controlling”, but she enjoys wide
support, because her commitments are so clear, because she holds herself as
firmly as she holds others to them with the embodiment of the school’s pursuit of
excellence. Most of us educators share a heartfelt commitment to our students
and to the development of their full potentials, but differ in our emphasis. We may
stress the importance of opportunity, fairness, diversity and community and are
likely to believe that “all children can learn”. On the other hand, we may
emphasize goals, challenges, responsibility and striving by bringing out the best
in students by measuring them against high benchmarks.
“What do I stand for?” is an excellent point of departure for exploring my
own philosophy of schooling and school leadership, but there are three questions
I have found to be useful:
- How do I define my role as a leader? Am I at heart a mover, someone
who redesigns and reshapes, who tolerates-even enjoys-the friction that change
can cause? or Am I a maintainer, someone who prefers to keep things running
smoothly, who may occasionally modify or enhance things but who is by nature
more inclined to accept things as they are? It may be confusing, but with my
philosophy and temperament, I think, I am more drawn in one direction than the
other.
- What inspire the best in me? Is my performance enhanced when an
activity shapes the work, or is it best when I be given wide latitude? Should I be
free to work as individual artisan, or should I be linked in close collaborative
groups? These questions will lead on the discussion of Theory X and Theory Y.
Theory X holds that people are basically lazy and unambitious, that they need
and want to be led, managers must direct and control their work. Theory Y holds
that people can be relied upon to show motivation, self control and self-direction
provided that essential human needs for safety, interdependence, and status
influence preference, each individual school leader will have a primary
predisposition.
- What are my strengths? I believe an excellent way to clarify my basic
philosophy is to identify my particular skills and abilities and the parts of my role
that are most rewarding. A tremendous amount of leadership training and school
improvement work concentrates on correcting defects. Indeed, ruminating about
problems and trying to overcome them consumes vast quantities of time and
energy. But a person trying to discover her/ his core beliefs and values does far
better to start with his/her strengths, the parts of himself/herself that she feels
best about in the exercise of his/her profession. It is there that the essence of
what matter to him/her is to be hugely satisfying. I love to see principals and
teachers as they describe where in there work they feel most competent and
alive; their faces light up, their enthusiasm is infectious. “When I think about
what I love about my work and what I do best, it’s helping students learn
important lessons about life,” said Prof. Emir Estaño of Ateneo de Zamboanga
University, our CMF Facilitator during our Colloquium seminar held in ADZU in
2000. I can see in him the joy of teaching life to his students .
There are a range of related inquiries that can help a leader flesh out the
details of his personal leadership landscape. I am invited to the
kind of practice that Sr. Jes and Prof. Estaño have which is rooted in deep
values and strong beliefs, no matter how different their philosophies.
I realize that whether I wanted to be Sr. Jesnen or Prof. Estaño, being
the best leader that you can be is corollary to establishing great
commitment, that is “nurturing my students to a healthy growth in mind and in
heart.” Wordsworth could have had the teacher in mind when he wrote of the
poet as “A man endued with more lively sensibility, more enthusiasm and
tenderness, who has a greater knowledge of human nature and a more
comprehensive soul”. I feel it’s sacred and it’s also something I really know I can
do.
REFERENCES:
- Bolman, L.G., and Deal, T.E.: Reframing Organizations.
San Francisco
- Badaracco, J.L., and Ellsworth, R. Leadership and the Quest for Integrity.
Boston :Harvard Business School
- Drucker, P. F. The Practice of Management:
New York
- Fullan,M., Wl. Stiegelbauer, S. The New Meaning of Educational Change.
New York
- Sergiovanni, T.J. The Principalship: A Reflective Practice Perspective.
Boston
- Sergiovanni, T.J. Moral Leadership: Getting to the Heart of School Reform.
San Francisco
- www.ext.nodak.edu/leader.htm
COMPARATIVE ARTICLE REVIEW OF LEADERSHIP STYLES IN THE EDUCATIONAL SYSTEM
The burgeoning attention to leadership has produced countless articles over the past decade. Scientific research, theories, and approaches and broad-based leadership talked about the phenomenon of leadership which has interested humankind for millennia. This so-called “leaders of leaders”, which are widely discussed in business notion on management creates the condition for leadership to flourish in the educational systems.
Never before has leadership in education been more critical for school systems. Concerns about the performance of schools have mounted, while at the same time we are beginning to appreciate the complexities of bringing about school reform. When systems are complex and when the tendencies for such systems are toward overload and fragmentation, the need for leadership to forge synergy and coherence is paramount.
We are beginning to realize that the answer do not lie in the locating leaders as saviors. They are few in number and their contributions do not have lasting effects. Compounding this problem is unfavorable—too little turnover combined with lack of attention to cultivating the next generation of leaders. The result is shortage of qualified leaders at all levels in the educational system.
Many of works written by experts in management or business are responsible for theories and practices that are successful in business and were then applied to schools. As many survivors of top –down reform can attest, not all of these movements were embraced or worked the miracles on school systems. However, when talking about leadership in schools, they must be included. Total Quality Management (TQM), which surged from business to the schools in the 1980s, would now be called a fad by many educators. However, the roots and vocabulary of today’s pressing reforms—accountability, shared decision making, and the focus on leadership as an invaluable part of school change can all be tracked back to Total Quality Management (TQM).
Whether one believes that business and schools are similar or that the mantras of the latest management guru can be applied successfully to school based problems, the legacy of these non-educators in schools cannot be denied.
The good news is that strong theoretical and practices work has been underway over the past decade which has laid the groundwork for the resurgence of leadership. While it is true that leaders come in many forms, with many styles and diverse qualities yet the diversity is almost without limit. In the Philippine setting about leaders and history, Marcos, the splendidly eloquent and shrewd mobilize president marked the downfall of leadership in an era of dictatorship which united Filipinos from the thirst of freedom; Rizal the genius, romantic and the visionary fighter of freedom for us Filipinos; consider just the limited category of military leadership, Andres Bonifacio, was a self-effacing, low-keyed KKK leader with super judgment and a limitless capacity to inspire trust. Gen. Emilio Aguinaldo, was a brilliant strategist young general of the Commonwealth Period, a far-sighted man and flamboyant to his fingertips when he led the other soldiers and Katipuneros in the battlefield in Bataan . All were great leaders, but extra ordinarily diverse in personal attributes and in portraying leadership styles. Thus, when we enter the twenty-first century we recognize the centrality of educational leadership for the success of the school system. We have mapped out all much of the territory, including broadening the concept of leadership, and we have put in place higher standards of leadership and have begun to establish programs and leadership academics designed to prepare and sustain leaders.
The fact that there are many kinds of leaders has implications for leadership education. Most of those seeking to develop young potential leaders have in mind one ideal model that is inevitably constricting. We may encounter a sense of the many kinds of leaders and styles of leadership, and encourage ourselves to move forward those models that are right for us.
SCHOOL SETTING STUDIES ON LEADERSHIP STYLES
THE OHIO STATE AND UNIVERSITY OF MICHIGAN
Early researchers thought leadership style was a “zero-sum” game. The more task-oriented a manager, the less relationship-oriented he or she could be. Subsequent research was undertaken to determine which of these two leadership styles produces the most effective group of performance.
At Ohio State University
Leadership expectations differ globally as well, even in the military. In 1956, the Egyptian Army was routed by the much smaller Israeli Army even though the Egyptians were better equipped and far better positioned geographically. An analysis of the confrontation revealed that the Israeli army was built on what might be called Theory Y values. Soldiers were treated and taught to treat others humanely, hierarchy played a great reduced role, cross-communications flourished, coordination was high, and intra-organizational rivalries were at minimum. Because all were working for the end goals, the job of the right command was leadership, not direction.
Researchers at the University of Michigan Michigan
One conclusion from the Ohio State and Michigan
ARTICLE ON LEADERSHIP STYLE-BUSINESS SETTING
Some aspects of the movement toward quality are in concert with the employee-centered leadership style. For example, under Total Quality Management (TQM) managers’ priorities are re-ordered. Their decision making and functions contract while their roles as coaches expand. As the distinction between “those who think” and “those that do” is blurred, the job itself becomes les specialized both horizontally and vertically. For instance, shop-floor teams become involved with teams from other departments and units in communication and coordination of work.
Researchers have found that even the best quality programs are bound to fail if employees are not involved. At Associated Company Inc., a Wichita , Kansas
Though, there was a period of trial and error in establishing employee commitment, the scrap and network rates declined quickly to 0.25 percent, and employee turnover decreased sharply. Specific goals were set, rewards such as dinners, movie tickets, and savings bonds were used to reinforce behavior, and continuous feedback on group progress was provided corrections could be made. Eventually the groups became committed to quality. Management attitude was important, too: The company treated its people as human resources to be valued rather than merely as a source of labor costs to be minimized. A high level of commitment and motivation led to overall increased quality and the ability to stay on course for long-term goals.
SOURCE:
Bernard M. Bass, Stogdill’s Handbook of Leadership: A Survey of Theory and Research, 3rd ed. (New York: Free Press, 1990), p.7 For a thorough review of recent theory, see Gary Yuki, “ Managerial Leadership: A Review of Theory and Research, “Journal of Management 15, no.2 (2004): 251-89.
Stoner, James, A.F. et.al (1995). Prenticehall Inc., Upper Saddle River , New Jersey 07458
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