Change Management
Part One
From the article Nine Characteristics of High Performing School, I learned that characteristically, high performing schools are complex and have a close relationship. If schools wish to improve their performances, the improvement teams ought to direct their focus on every student and employ a cyclical learning process where considerations, actions, and reflections are paramount. I also learned that individuals who wish to improve school performing make decisions on the most critical issues such as increasing the student’s learning making, establishing and implementing reforms, monitoring their effectiveness, adjusting, and reflecting on the practices periodically (Shannon et al. 2007). Thus, the nine characteristics of higher-performing schools require people to narrow down the gap between what is believed to facilitate higher performance to what the teachers are doing towards achieving this.
The best characteristics that best exemplify quality education are effective school leadership, focused professional development, frequent monitoring in learning and teaching, and high standards and expectations for all students.
I selected each of the above characteristics because they tend to work with the notion that many countries have about education. Many stats regard education as their top priority; however, very few of them stand by such claims. Having good leadership in schools will ensure that the staff is up to the required standard of the school, and the value placed on the education system in the school is worth convincing students to perform better. Good leadership will hire qualified staff and train then further to align with the set standard of the school. They will decide what is essential in increasing student learning and make necessary reforms and implementations to ensure higher performance (Shannon et al. 2007). Teachers foster and impart knowledge into students; therefore, the quality of expertise hired is equivalent to the expected outcomes. Thus, professionalism and expertise are vital. Qualified personnel substitute every item and step into action thus improving the general performance in schools.
My selection might be different from the choices of my classmates due to differences in philosophical values, attitudes, beliefs, and practices. Since we are all in the contemporary world and school systems, each of us might be trying to associate knowledge acquisition with humanistic values. Therefore, some of my classmates have the notion for the schools’ policy to suit students, follow social changes by stimulating the learning environment and involving families and communities in school activities. The differences arise from our diversified backgrounds as well. Classmates from deprived environments and poorly performing require collaborative working conditions, communication, and family/community involvement in school activities to foster higher performance.
Part two
Clear focus and effective leadership are essential in organizational settings. For an organization to succeed, it must have effective leadership in place. Leaders are essential in communicating the company’s message, delegate duties to the staff as well as motivating the employees. The styles of leadership in an organization depend on the type of leader present. Situational leadership styles require the leaders to act and operate according to the needs and requirements of the employees through support, to coach and directing then to perform according to the set goals and objectives. Situational style of leadership can help in addressing the deficiency in effective leadership since situational leaders motivate their employees through support, retention, and coaching, which increases productivity in the long run.
Most of my classmates have selected the situational leadership style. It’s the advantages outweighs the disadvantages. Motivating employees is vital since it creates a peaceful working environment and morale among the employees. Furthermore, situational leadership requires the leaders to be hands-off with the employees and during demonstrations. This increases employee awareness about the needs of their manager and the company. Hence the employees work towards achieving the same. Motivation and employee retention increase productivity, which is a bonus point to a situational leader (Shannon et al. 2007). It is good to note that employee turnover is expensive since more funds will be incurred in new staff recruitment, hire, and training. However, it focuses on immediate needs instead of the long-term requirements of employees. It also makes it hard for leaders to define maturity since it is based on the level of skills of the manger.
In bureaucratic leadership, employees follow the rules and stipulations from their seniors. This type of leadership removes favoritism, centralizes duties, increases creativity, and predictable to employees. However, it is challenging for higher productivity and does not offer freedom to employees in terms of creativity.
Implementing changes to enhance a clear focus and effective leadership in an organization requires leaders to be an example to the employees and staff, goal-oriented, confident, and courage/assertiveness. A bright focused and effective leadership requires the leader to research, reduce, clarify, repeat the practices, and monitor the activities of a given organization. This enhances the definition of an effective leader and also helps the leader to have a clear focus on the organization’s set objectives and goals (Shannon et al. 2007). According to Stephen Covey, first things must come first; thus, implementing the above steps will enhance the characteristics like clear focus and effective leadership in organizations.
References
Shannon, G. S., & Bylsma, P. (2007). Nine characteristics of high-performing schools: A research-based resource for schools and districts to assist with improving student learning. Washington Office of Superintendent of Public Instruction.