Chapter 11 Leadership(英文版)

Leadership is a multifaceted concept that encompasses a variety of skills and attributes.It is the process of influencing,motivating,and guiding individuals or a group of people towards achieving a common goal.Here are some key elements that can be discussed in an essay on leadership:1.Definition of Leadership:Begin by defining what leadership means.It can be described as the ability to direct and coordinate the efforts of others towards accomplishing a shared objective.2.Traits of a Good Leader:Discuss the characteristics that are commonly associated with effective leaders.These may include qualities such as integrity,vision,decisiveness, empathy,and the ability to inspire and motivate others.3.Leadership Styles:There are various leadership styles,such as autocratic,democratic, transformational,and transactional leadership.Each style has its own strengths and weaknesses and is suited to different situations.4.Importance of Communication:Effective communication is crucial for a leader.It involves not only expressing ideas clearly but also listening to the needs and concerns of team members.5.Decision Making:A leader must be adept at making decisions,often under pressure and with incomplete information.The ability to weigh options,consider risks,and make informed choices is a hallmark of strong leadership.6.Adaptability and Flexibility:In a constantly changing environment,leaders must be able to adapt to new situations and be flexible in their approach to problemsolving.7.Empowerment:Great leaders empower their team members by giving them the authority and responsibility to make decisions and contribute to the teams success.8.Ethical Considerations:Leadership involves ethical considerations,such as fairness, honesty,and accountability.Leaders must set an example and maintain high ethical standards.9.Cultural Intelligence:In a globalized world,leaders need to understand and respect cultural differences,which can impact how they lead diverse teams.10.Challenges of Leadership:Discuss the challenges that leaders face,such as managing conflict,dealing with resistance to change,and balancing the needs of the organizationwith the needs of individuals.11.Development of Leadership Skills:Explore how leadership skills can be developed through experience,education,and selfreflection.12.Case Studies:Use examples of leaders from history or current events to illustrate different aspects of leadership.Analyze their actions and the outcomes to provide realworld context to your discussion.13.The Future of Leadership:Consider how the concept of leadership might evolve with technological advancements,changes in the workplace,and shifts in societal values.14.Conclusion:Summarize the key points made in the essay and reflect on the importance of leadership in various contexts,from business to politics to social movements.When writing an essay on leadership,its important to provide specific examples and to analyze them critically.This will help to demonstrate a deep understanding of the topic and to engage the reader in the discussion.。

Good to Great “Why Some Companies Make the Leap... and Others Don’t"Harper Business, 2001, New York, NY.Review By-Swarup BoseTable of ContentsAbout the Author (3)Thesis (3)Chapter 1. Good is the Enemy of Great (4)Chapter 2.Level 5 Leadership (5)Chapter 3. First Who....Then what.. (6)Chapter 4. Confront the brutal facts (7)Chapter 5. Hedgehog Concept (9)Chapter 6. Cultural Discipline (10)Chapter 7. Technological Accelerators (11)Chapter 8. The Flywheel And the Doom Loop (12)Chapter 9. From Good To great To built to Last (14)Learnings from Good to great (15)Critique (16).About the Author :Jim Collins is a student and teacher of enduring great companies -- how they grow, how theyattain superior performance, and how good companies can become great companies. Havinginvested over a decade of research into the topic, Jim has co-authored three books, including theclassic Built to Last, a fixture on the Business Week bestseller list for s eliminated wastefulluxuries, like executive dining rooms, corporate jets, lavish vaca tion spots, etc., for the good ofthe co mpany - to other people, external factors, and good luck. All 11 of the featured companieshad this type of leadership, charactmulti-year research projects and works with executives fromthe private, public, and social sectors.Jim has served as a teacher to senior executives and CEOs at corporations that include: StarbucksCoffee, Merck, Patagonia, American General, W.L. Gore, and hundreds more. He has alsoworked with the non-corporate sector such as the Leadership Network of Churches, JohnsHopkins Medical School, the Boys & Girls Clubs of America and The Peter F. DruckerFoundation for Non-Profit Management. Jim invests a significant portion of his energy in large-scale research projects -- often five or moreyears in duration -- to develop fundamental insights and then translate those findings into books,articles and lectures. He uses his management laboratory to work directly with executives and todevelop practical tools for applying the concepts that flow from his research.In addition, Jim is an avid rock climber and has made free ascents of the West Face of El Capitanand the East Face of Washington Column in Yosemite Valley.Thesis :Collins and his team identified 11 companies that followed a pattern of "fifteen-year cumulativestock returns at or below the general stock market, punctuated by a transition point, thencumulative returns at least three times the market over the next fifteen years." Public companieswere selected because of the availability of comparable data. Fifteen-year segments were selectedto weed out the one-hit wonders and luck breaks. While these selection criteria exclude "neweconomy" companies, Collins contends that there is nothing new about the new economy, citingearlier technology innovations of electricity, the telephone, and the transistor.Having identified the companies that made the leap from Good To Great, Collins and his team setout to examine the transition point. What characteristics did the Good To Great companies havethat their industry counterparts did not? What didn't the Good To Great companies have?Collins maps out three stages, each with two key concepts. These six concepts are the heart ofGood To Great and he devotes a chapter to explaining each of them.• Level 5 Leadership• First Who... Then What• Confront the Brutal Facts• The Hedgehog Concept• A Culture of Discipline• Technology AcceleratorsCollins characterizes the Level 5 leader, as "a paradoxical blend of personal humility and professional will." The Level 5 leader is not the "corporate savior" or "turnaround expert". Mostof the CEOs of the Good To Great companies as they made the transition were company insiders.They were more concerned about what they could "build, create and contribute" than what theycould "get - fame, fortune, adulation, power, whatever". No Ken Lay of Enron or Al Dunlap ofScott Paper, the larger-than-life CEO, led a Good To Great company. This kind of executive is "concerned more with their own reputation for personal greatness" than they are with "setting the company up for success in the next generation".In this book, Jim Collins also challenges the notion that "people are your most important asset"and postulates instead that "the right people are." I don't know that I yet completely agree with his philosophy that it's more important to get the right people on the bus and then see where it goesthan it is to figure out where to go and get the right people on the bus who can get you there. However, he makes his point clearly and you can decide if you agree with him.This nearly 300-page book is packed with leading edge thinking, clear examples, and data to support the conclusions. It is a challenge to all business leaders to exhibit the discipline requiredto move their companies from Good To Great.Chapter 1: Good is the Enemy of GreatCollins and his assembled crew started their research using the companies that rank in the top 500in total annual sales. Then, by analyzing the returns they narrowed down the list to companiesthat experienced mediocrity for a period of time, but then changed course for the better and outperformed not just other companies in the same industry, but the overall market by several times. Other factors were also considered, until they finally had the list narrowed down to eleven “superstar” corporations: Abbott, Circuit City, Fannie Mae, Gillette, Kimberly- Clark, Kroger, Nucor, Phillip Morris, Pitney Bowes, Walgreens, and Wells Fargo. He then explored what goesinto a company’s transformation from mediocre to excellent. Based on hard evidence and volumes of data, the book author (Jim Collins) and his team uncovered timeless principles on how the good-to-great companies like produced sustained greatresults and achieved enduring greatness, evolving into companies that were indeed ‘Built to Last’.Good to Great is centers on a comparative analysis of eleven companies. Collins selects once-dull organizations, such as Kimberley Clark and Gillette that subsequently outperformed.The usual fault of such manuals is their obvious prescriptions. Of course successful firms keptclose to their customers and motivated employees. But unsuccessful firms didn’t fail because they rejected these objectives. They failed because they couldn’t achieve them. Collins penetrates these banalities because he questions the congratulatory self-description of winning businesses. For example, most of his eleven companies didn’t have visionary CEOs determined to turn the business round Few were aiming at the cover page of Fortune, most were consensus builders from inside the organization. Collins' research says the CEO's at the time companies become great aren't egotistical business leaders. Rather, they tend to be reserved people who channel their ego into building their companies. Collins is a little vague on exactly how you get other employees and key players tochannel their egos into building the company. The hope is that, if you select the right people, they'll do what's best for the company rather than for themselves.Finding something you can be passionate about is the other key. And, all employees must be passionate about the endeavor. Because most employees won't get jazzed about making the CEO and shareholders wealthy, a company should have a purpose beyond just making money. Collins says a company should have 'core values.'Collins says it doesn't matter what these 'core values' are, just that they exist. He says Philip Morris is happy to provide the strongest brand recognition of 'sinful' products. Maybe, they're rebelling against political correctness, or health, or whatever. If it works for them, it's cool. Fannie Mae, on the other hand, prides itself on providing mortgages to new, less-affluent homeowners and helping people buy homes. That sounds good, and is probably true, but it reads a little bit like a publicity statement.Chapter 2: Level 5 Leadership In this chapter Collins describes what he refers to as “level 5” leadership as explained in the table below. Every good-to-great company had “Level 5” leadership during pivotal transition years, where Level 1 is a Highly Capable Individual, Level 2 is a Contributing Team Member, Level 3 is the Competent Manager, Level 4 is an Effective Leader, and Level 5 is the Executive who builds enduring greatness through a paradoxical blend of personal humility and professional will. Level 5 leaders display a compelling modesty, are self-effacing and understated. In contrast, two thirds of the comparison companies had leaders with gargantuan personal egos that contributed to the demise or continued mediocrity of the company. Level 5 leaders are fanatically driven, infected with an incurable need to produce sustained results. They are resolved to do whatever it takes to make the company great, no matter how big or hard the decisions. One of the most damaging trends in recent history is the tendency (especially of boards of directors) to select dazzling, celebrity leaders and to de-select potential Level 5 leaders. Potential Level 5 leaders exist all around us, we just have to know what to look for. The research team was not looking for Level 5 leadership, but the data was overwhelming and convincing. The Level 5 discovery is an empirical, not ideological, finding.The 5th Level Leader – 5th Level Leaders have a combination of strong will and personal humility. The 5th Level Leader demonstrates an unwavering resolve and sets the standard for building great companies. In balance, he/she demonstrates a compelling modesty, relies on inspired standards and channels ambition into the company, and not into the self. The 5th Level Leader “looks in the mirror, not out the window” when focusing on responsibility and does just the opposite when apportioning credit for success of the company.When a leader’s energy is “in balance” they are driven neither by ego nor fear. They are moving at a speed that allows them to feel themselves, as well as those around them. They realize more than anyone else, that “the less you control, the more you can do”. Leadership greatness is about being a conduit of energy, not a single generator of it.Collins asked a critical question: Can 5th Level Leadership be taught? Well, yes and no. To the extent someone is gifted with these innate capabilities, they certainly have a head start. For any leader it is a matter of degree. It is about growing into the role of a 5th Level Leadership leader.It is interesting to note that most 5th Level Leaders did not live extravagant lifestyles. They had sound family and community relationships. They had healthy and long-term marriages. Most of them are highly spiritual people who have attributed much of their success to good-luck and God rather than personal greatness. These men and women were servant leaders, not self-serving ones.The five levels are as follows :Level 5 ExecutiveBuilds enduring greatness through a paradoxical blend of personal humility and professional will. Level 4Effective LeaderCatalyzes commitment to and vigorous pursuit of a clear and compelling vision, stimulating higher performance standards.Level 3Competent ManagerOrganizes people and resources towards the effective and efficient pursuit of predetermined objectives.Level 2Contributing Team MemberContributes individual capabilities to the achievement of group objectives and worked effectively with others in a group setting.Level 1Highly Capable IndividualMakes productive contributions through talent, knowledge skills, and good work habits.Humility + Will = Level 5Professional Will and Personal Humility creates superb results, a clear catalyst in the transition from good to great. Demonstrates a compelling modesty, shunning public adulation; never boastful. Demonstrates an unwavering resolve to do whatever must be done to produce the best long-term results, no matter how difficult. Acts with quiet, calm determination; relies principally on inspired standards, not inspiring charisma, to motivate. Sets the standard of building an enduring great company; will settle for nothing less. Channels ambition into the company, not the self; sets up successors for even greater success in the next generation. Looks into the mirror, not out the window, to apportion responsibility for poor results, never blaming other people, external factors, or bad luck. Looks out the window, not in the mirror, to apportion credit for the success of the company - to other people, external factors, and good luck.All 11 of the featured companies had this type of leadership, characterized by a CEO who displayed determination and a strong will to be the best, yet who also showed humility. These level 5 leaders eliminated wasteful luxuries, like executive dining rooms, corporate jets, lavish vacation spots, etc., for the good of the company. Also, when asked about the success of the company, they were quick to give complete credit to the other workers in the company, rather than themselves. Yet these CEOs rose above their peers. Collins dubs them "Level 5" managers. By this definition, each was humble to a fault and hid from the limelight. At the same time, though, all of them went to extraordinary lengths to make their companies great. For Darwin E. Smith of Kimberly-Clark, that required jettisoning the core business when he sold its paper mills. For George Cain at Abbott, it meant firing his own relatives. These leaders' ambition was "first and foremost for the company," writes Collins. They were "concerned with its success, rather than their own riches and personal renown." Chapter 3: First Who ... then WhatIt deals with confronting the facts of expertise and market know- how, and then assembling together a first- class team of dedicated workers and management to achieve goals. In these “goodto great” companies, they all shared several things in common. First and foremost, they were not afraid to admit that they lacked the necessary skills to succeed in certain markets. Instead of pretending to know everything, these companies brainstormed until they had a short list of what they knew they could do better than anyone else. They didn’t bother acquiring other companies, where they had no expertise, or trying to learn new skills, or anything like that. Instead, they focused in on what they were best at, then hired individuals who were skilled in the same area and who would be most likely to work relentlessly toward a goal. Collins' point is "...not just about assembling the right team - that's nothing new. The main pointis to first get the right people on the bus (and the wrong people off the bus) before you figure out where to drive it. The second key point is the degree of sheer rigor needed in people decisions in order to take a company from good to great.". Regarding people decisions he has the following to say:1. When in doubt, don't hire - keep looking. (Corollary: A company should limit its growthbased on its ability to attract enough of the right people.)2. When you know you need to make a people change, act. (Corollary: First be sure youdon't simply have someone in the wrong seat.)3. Put your best people on your biggest opportunities, not your biggest problems.(Corollary: If you sell off your problems, don't sell off your best people.)Good-to-great leaders understand three simple truths:If you begin with the “who,” rather than the “what,” you can more easily adapt to a changing world.If you have the right people on the bus, the problem of how to motivate and manage people largely goes away.If you have the wrong people, it doesn’t matter whether you discover the right direction—you still won’t have a great company. Great vision without great people isirrelevant.Chapter 4: Confront the Brutal FactsThis chapter deals with the Stockdale Paradox .Another defiance of conventionality is encapsulated in the so-called Stockdale paradox. Admiral Stockdale survived a long period of imprisonment in Vietnam. He had determination to survive, but claimed that it was ‘the optimists’ who failed to see it through. The Stockdale paradox contrasts those who focus with determinationon a realistic objective with the fantasists whose slogan is that if you can dream it, you can do it. Retrain faith that you will prevail in the end, regardless of the difficulties and at the same time confront the most brutal facts of your current reality, whatever they might be. It says:1. Lead with questions, not answers2. Engage in dialogue and debate, not coercion.3. Conduct autopsies, without blame.4. Build red flag mechanisms that turn information into information that cannot be ignored.Next, even before they had settled on a business plan, these CEOs surrounded themselves with smart, hard-working people who were not afraid to face their shortcomings and hurdles--the "brutal facts," as Collins puts it--but who had faith they would ultimately win. After settling on a course, the companies on the list never lost sight of what they did best, and they maintained tough standards for their people. New hires either fit right in--or were quickly ejected. Then, through perseverance and the careful use of technology, the enterprises lifted off. "The process resembles relentlessly pushing a giant heavy flywheel in one direction, turn upon turn, building momentum until a point of breakthrough, and beyond," Collins concludes. Good-to-Great companies maintain unwavering faith that they can and will prevail in the end, regardless of the difficulties, and at the same time have the discipline to confront the most brutal facts of their current reality – whatever that might be.All good-to-great companies began the process of finding a path to greatness by confronting the brutal facts of their current reality. When a company starts with an honest and diligent effort to determine the truth of its situation, the right decisions often become self-evident. Good decisions are impossible without an honest confrontation of the brutal facts.Why Kroger Beat A&PThe Great Atlantic and Pacific Tea Company (also known as A&P) had the perfect business model for the first half of the twentieth century, when two world wars and an economic depression imposed frugality upon Americans: cheap, plentiful groceries sold in utilitarian stores. However, in the more affluent second half of the century, Americans began demanding bigger stores, more choices, fresh baked goods, fresh flowers, banking services and so forth. They wanted superstores that offered almost everything under one roof. To f ace the brutal facts about the mismatch between its past model and the changing world, A&P opened a new store called Golden Key, where it could experiment with new methods and models and learn what customers wanted. It sold no A&P-branded products, experimented with new departments, and began to evolve toward the more modern superstore. A&P began to discover the answer to the questions of why it was losing market share and what it could do about it. But A&P executives didn’t like the answers they got, so they closed the store, rather than diverge from their ages-old business ideas. Meanwhile, the Kroger grocery chain also conducted experiments and, by 1970, discovered the inescapable truth that the old-model grocery store was going to become extinct. Rather than ignore the brutal truth, as A&P did, the company acted on it, eliminating, changing, or replacing every single store that did not fit the new realities. It went block-by-block, city-by-city, state-by- state, until it had rebuilt its entire system. By 1999, it was the number one grocery chain in America.Let the Truth Be HeardOne of the primary tasks in taking a company from good to great is to create a culture wherein people have a tremendous opportunity to be heard and, ultimately, for the truth to be likewise heard. To accomplish this, you must engage in four basic practices:Lead with questions, not answers.Leading from good to great does not mean coming up with the answers and motivating everyone to follow your messianic vision. It means having the humility to grasp the fact that you do not yet understand enough to have the answers, and then to ask questions that will lead to the best possible insights.Engage in dialogue and debate, not coercion.All good-to-great companies have a penchant for intense debates, discussions and healthy conflict. Dialogue is not used as a sham process to let people “have their say” so they can buy into a predetermined decision; rather, it is used to engage people in the search for the best answers.Conduct autopsies, without blame.Good-to-great leaders must take an honest look at decisions his or her company makes, rather than simply assigning blame for the outcomes of those decisions. These “autopsies” go a long way toward establishing understanding and learning, creating a climate where the truth is heard.Build red flag mechanisms that turn information into information that cannot be ignored.Good-to-great companies have no better access to information than any other company; they simply give their people and customers ample opportunities to provide unfiltered information and insight that can act as an early warning for potentially deeper problems. Chapter 5 : The Hedgehog ConceptIt talks about the triumph of understanding over bravado -- requires a deep understanding of three intersecting circles translated into a simple, crystalline concept -- the hedgehog concept.and it’s the basis for much of the book. This concept involves reflecting on three important questions that all businesses should ask:1. What are you deeply passionate about?2. What drives your economic engine? and3. What you can be best in the world at ?At what you can be best in the world. This standard goes far beyond core competence — just because you possess a core competence doesn’t necessarily mean you are the best in the world at that competence. Conversely, what you can be best in the world at might not even be something in which you are currently engaged. The Hedgehog Concept is not a goal or strategy to be the best at something; it is an understanding of what you can be the best at and, almost equally important, what you cannot be the best at.What drives your economic engine? To get insight into the drivers of your economic engine, search for the one denominator (profit per x, for example, or cash flow per x) that has the single greatest impact. If you could pick one and only one ratio to systematically increase over time to make a greater impact, what would that ratio be? This denominator can be subtle, sometimes even unobvious. The key is to use the denominator to gain understanding and insight into your economic model.What you are deeply passionate about. Good-to-great companies did not pick a course of action, then encourage their people to become passionate about their direction. Rather, those companies decided to do only those things that they could get passionate about. They recognized that passion cannot be manufactured, nor can it be the end result of a motivation effort. You can only discover what ignites your passion and the passions of those around you.These three questions are placed within overlapping circles. The area where the three overlap is the area where a corporation should aim to reach, to ensure the most output and the greatest efficiency..A hedgehog concept is not a goal to be the best, a strategy to be the best, an intention to be the best, a plan to be the best. It is an understanding of what you can be the best at.If you could pick one and only one ratio - profix per x (or in the social sector, cash flow per x) - to systematically increase over time, what x would have the greatest and most sustainable impact on your economic engine?The core of the book emphasizes what Collins refers to as a 'hedgehog' strategy that is necessary to achieve greatness. Collins says great companies are like hedgehogs in that they stick to what they know and can do well. Collins says when a fox attacks a hedgehog the hedgehog curls into a prickly ball and the attacking fox must leave it alone. Then, the fox runs around and tries another point of attack and never learns. The hedgehogs only need to do one thing that works well and consistently. In short, after much research and writing, Collins finds the key to business success is functioning within the intersection of three circles. The first circle represents an endeavor atwhich your company has the potential to be the best in the world. The second circle represents what your company can feel passionate about. The third circle represents a measure of profitability that can drive your economic success. You must choose to do something that's profitable and know how to focus upon that profitability.To find the circles, Collins makes the excellent point that you must begin with the right people. Collins emphasizes that the people must come before you decide exactly how your company will achieve success. We learn that in great companies there is often heated debate about what's best for the company. The culture of great companies is open in the sense that the truth will be heard. That's very different from debating for the sake of protecting private turf and self-aggrandizement.Chapter 6 : Cultural DisciplineThis chapter deals with the importance of discipline. It talks about building a culture full of self-disciplined people who take disciplined action, fanatically consistent with the three circles, the hedgehog concept. freedom and responsibility within a framework -- build a consistent system with clear constraints, but give people freedom and responsibility within the framework of that system. It advises to hire self-disciplined people who don't need to be managed, and to manage the system, not the people.Discipline means fanatical adherence to the Hedgehog Concept and the willingness to shun opportunities that fall outside the three circles. The findings here might surprise some people. First of all, the management teams of the best companies are not strict disciplinarians. Discipline is stressed, but it comes from hiring employees who are already disciplined and ready to motivate themselves to achieve. Bureaucratic culture arises to compensate for incompetence and lack of discipline, which arise from having the wrong people on the bug in the first placeHaving a disciplined culture is the opposite of having a controlled one. There is no need for hierarchy, bureaucracy, or excessive control. Sustained great results depend upon building a culture full of self-disciplined people who take disciplined action fanatically consistent with the three circles of the Hedgehog Concept. This is in contrast to the typical ways in which many companies (particularly start-ups) conduct themselves when responding to growth and success. As these companies grow, they tend to sacrifice the creativity, energy and vision that made them successful in favor of hierarchical, bureaucratic structures and strictures — thus killing the entrepreneurial spirit as they create order. Exciting companies thus transform themselves into ordinary companies, and mediocrity begins to grow in earnest. Indeed, bureaucratic cultures arise to compensate for incompetence and lack of discipline, which arise from having the wrong people on the bus in the first place. Most companies build their bureaucratic rules to man-age a small percentage of the wrong people, which in turn drives away the right people. This self-perpetuating problem can be avoided by creating a culture of discipline.Action StepsTo create a culture of discipline, you must:Build a culture around the idea of freedom and responsibility, within a framework.Good-to-great companies built a consistent system with clear constraints, but they also gave people freedom and responsibility within the framework of that system. They hired self-disciplined people who didn’t need to be managed, and then managed the system, not the people. They also had the discipline of thought, to confront the brutal facts of reality and still maintain faith that they were on the track to greatness. Finally, they took disciplined actions that kept them on that track.。

The Ohio State UniversitySchool of Educational Policy and LeadershipED P & L: 886 (4 Credits)Summer2003—Room 166Educational Administration Leadership Seminar:Educational Leadership, Organizational Dynamics, & School Culture1.InstructorProfessor: Wayne K. Hoy WayneHoy@Phone: 292-4672fax: 292-7900Office: Ramseyer 116Hours: Tues, Wed, Thurs. by appointment /whoy Secretary: Diane Baugher (247-6924)2. Description/RationaleThis course is designed for Master of Arts and/or licensure students concentrating their studies in K-4 educational administration. It examines conceptual foundations of educational administration with the aim of using theory and research to solve the problems of practice. The focus of this course is on the school as a social system with emphasis on motivation, school culture, organizational climate, shared decision making, and leadership. The class will include discussion, analysis of cases, examination of your own experiences in schools, and the application of theory to practice. Our goal is to go beyond simply participating in these activities and use your experiences together with relevant theory and research to expand your understanding of school organizations, motivation, decision making, and leadership. In particular, we will deal with the following set of guiding questions:Guiding Questions•What is the nature of the culture and climate of your school? How do you measure school climate? How do you improve it?•What are the basic principles of motivation? How do you use them to motivate students and teachers?•How can principals empower teachers? When and how should you involve teachers in important school decisions?•How can theories of leadership, participative management, motivation, and school culture be used to solve administrative problems of practice?Toward this end, students will learn the appropriate knowledge, dispositions, and performances, comprising the integrated Educational Leadership Constituent Council (ELCC) and the Interstate School Leaders Licensure Consortium for:ISLLC Standard 2.1—Promote Positive School Climate(Candidates assess school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socioeconomic) of the school community to improve school programs and culture.)ISLLC Standard 3.1— Manage the organization(Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision-making with attention to indicators of equity, effectiveness, and efficiency.)3. Relationship to other CoursesThe Master of Arts and/or licensure program for Educational Administration includes a series of 11 required courses in administrative dynamics, as well as four 4-hour leadership seminars. This course is one of the leadership seminars. The Master of Arts and/or licensure program for Educational Administration is the only one in the university offering courses for licensure for the school superintendent and principal. All courses in the program are specific to school settings.4. Student Outcomes: Knowledge, Dispositions, and PerformancesThis course addresses the knowledge, dispositions, and performances found in Standards 2 and 3 of the Standards for Advanced Programs for Educational Leaders: Specifically, students will:•Have the knowledge and ability to promote the success of students by promoting a positive school climate.•Demonstrate an ability to collect, analyze, and use data to make decisions to improve the climate and culture of the school.•Demonstrate a mindful approach to decision making based upon the application of relevant theory and research.•Have the knowledge and ability to promote the success of all students by managing the organization in a way that produces a safe, efficient, and effective learningenvironment.•Reflect on their on leadership style and its strengths and weaknesses.•Participate in problem-based learning activities within which students demonstrate respect for the rights of others and engage in honest, collegial interactions.•Demonstrate the ability to use contemporary motivation principles to improve the performance of teachers and students.•Demonstrate the inclusion of others in a participate model of leadership that promotes student learning and teacher productivity.•Produce entries for an administrative portfolio that document knowledge, skills, and dispositions associated with the preceding objectives.5. Off-Campus Field ExperiencesAll students are required to do a culture analysis of their school by collecting data from school members. This is a major project that will require a minimum of 12 hours (p. 12).6. DiversityThrough the use of case studies that describe contemporary problems within actual schools, students will have opportunities to acquire and apply knowledge, dispositions, and performances necessary to assess school culture, to implement context-appropriate strategies, to demonstrate leadership, and to show sensitivity and fairness to all. These strategies seek to capitalize on the diversity (e.g., population, language, disability, gender, race, socioeconomic) of the school social system in order to improve the school learning environment.Statement of Student Rights“Any student with a documented disability who may require special accommodations should self-identify to the instructor as early in the quarter as possible to receive effective and timely accommodations.” If students in the class desire any accommodations to make the course learning experiences more accessible or valuable, please contact the instructor.7. TechnologyStudents will engage in a systematic study of the climate and culture of schools using descriptive instruments to construct profile of schools. The analyses will include the use of statistical analyses of actual data using SPSS or other scoring and statistical programs. Power-point presentations will be used to summarize, analyze, and interpret the data. Moreover, students will use the internet to find appropriate instruments to map the climate and culture of their school. Students will be given opportunities use technology to enhance their productivity and professional practice (e.g. database decision making, power point presentation, statistical analyses, etc.)8. Topical OutlineJuly 28Course Overview—Historical PerspectiveJuly 30School as Social System and MotivationJuly 31Culture & ClimateAug 4LeadershipAug 6Decision Making: Optimizing and Satisficing & ExamAug 7Decision Making: Muddling and ScanningAug 11Decision Making: Garbage, Politics, and SynthesisAug 13Case analysis and begin Shared Decision MakingAug 14Shared Decision Making—Final Project DueAug 18Shared Decision MakingAug 19Final Exam Due*********************************************************************Class ScheduleJuly 28, 2003--CLASS 11. Introductions2. Course overview3. Historical Foundations & Systems FrameworkASSIGNMENT for July 30, 20031. Read Chapters 1 & 4 in Hoy & Miskel2. Motivation is discussed in terms of needs, goals, & beliefs.Be sure you study carefully one motivation theory from each perspective.3. Select your favorite motivational perspective. Why?4. Read case, “Motivational Challenge,” and be ready to analyze and discuss it.SUGGESTED READINGSBandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Goddard, R. D., Hoy, W. K.,& Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-508Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall.Herzberg, F. (1982). The managerial choice: To be efficient and to be human (Rev. ed.). Salt Lake City, UT: Olympus.Maslow, A. ( 1973). Motivation and personality. New York: Harper & Row,Schunk, D. H. (2000). Coming to terms with motivation constructs. Contemporary Educational Pyschology,25, 116-119.Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.Vroom, V. H. (1964). Work and motivation. New York: Wiley.****************************************************************************************************************************************** July 30, 2003--CLASS 21.Discuss the nature of motivation•Need Theories•Goal & Attribution Theories•Attribution Theory•Efficacy Theories•Job Redesign•Synthesis—Best Ideas2. Case Analysis—Motivational ChallengeASSIGNMENT for July 31, 20031.Read and study Chapter 5—Culture and Climate in H&M2.Be able to define and distinguish between culture and climate. Be prepared todescribe the culture of your school. Select one climate perspective and study itcarefully.3.Sketch the culture of your school—p.212.4.Be prepared to analyze and discuss “Surprise at St. Clair Middle School” foundon pp. 212-213.SUGGESTED READINGSBolman, L. G., & Deal, T. E. (1997). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass.Hoffman, J, et al. (1994) “Building a culture of trust,” Journal of School Leadership, 4, 484-501.Hoy, W. K. & Clover, S. (1986). " Elementary school climate: A revision of the OCDQ," Educational Administration Quarterly, 22, 93-110.Hoy, W. K., Tarter, C. J., & Kottkamp, R. (1991) Open schools, healthy schools: Measuring organizational climate. Beverly Hills: Sage.Hoy, W. K. & Sabo, D. (1998). Quality middle schools. Thousand Oaks, CA: Corwin. Schein, E. H. (1999). The Corporate Culture. San Francisco: Jossey-Bass.Schein, E. H. (1992). Organizational culture and leadership. (2nd Ed) San Francisco: Jossey-Bass.Ouchi, W. (1981). Theory Z. Reading, MA: Addison-Wesley.*********************************************************************************************************************************************July 31, 2003--CLASS 31.The nature of school culture.2.The nature of school climate.3.The Organizational Health Inventory (OHI).4.Discussion of your school culture.5.Discussion of “Surprise at St. Clair Middle School.”ASSIGNMENT for August 4, 20031.Read Chapter 11, Leadership in Schools, in H&M.2.What is leadership?3.Trait and behavioral perspectives on leadership.4.Contingency theories of leadership.5.Transformational leadership.SUGGESTED READINGSBass, B. M. (1990). Bass and Stogdill's handbook of leadership (3rd ed.). New York: Free Press.Bass, B. M., & Avolio, B. J. (Eds.) (1994), Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage.Fiedler, F. E. & Garcia, J. E. (1987). New approaches to effective leadership. New York Wiley.Hersey, P., Blanchard, K. H., & Johnson, D. E. (1996). Management of organizational behavior: Utilizing human resources, (7th ed.). Englewood Cliffs, NJ: Prentice-Hall.Murphy, J., & Louis, S. K. (1999). Handbook of educational research on educational administration, (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall, especially chapter 7 by Heck and Hallinger.Sergiovanni, Thomas. (1992). Moral leadership. San Francisco: Jossey- Bass.******************************************************************************************************************************************** August 4, 2003--CLASS 41.The nature of leadership.2.Trait and behavioral approaches.3.Situational and contingency approaches.4.Transformational leadership.5.Determining and changing your own leadership style: strengths and weaknesses. ASSIGNMENT for August 6, 20031.Study for your mid-term examination.2. Review Chapters 1, 4, 5, and 11—School as a social system, motivation, climate,culture, and leadership.3.Read and study Chapters 1 and 2 in Hoy & Tarter.4.Be prepared to compare and contrast optimizing and satisficing.5.Review the case--"The Teachers Council," and it solution strategy.6.Be prepared to discuss and analyze the "Controversial Speaker."SUGGESTED READINGSEtzioni, A. (1992). Normative-affective factors: Toward a new decision-making model. In Mary Zey (ed.). Decision making: alternatives to rational choice models. Newbury Park, CA: Sage. 89-111.Gigerinzer, G., Todd, P. M., & ABC Group (1999). Simple heuristics that make us smart. New York: Oxford University Press.Janis, I. L., & Mann, L. (1977). Decision making: The psychological analysis of conflict, choice, and commitment. New York: Free Press.Plous, S. (1993). The psychology of judgment and decision making. New York: McGraw-Hill. Simon, H. A. (1997).Administrative behavior (4th edition), New York, Free Press.Simon, H. A. (1993). Decision making: Rational, nonrational, and irrational. Educational Administration Quarterly, 29, 329-411.Willower, D. J., & Licatta, J. (1997). Values and valuation in the practice of educational administration. Thousand Oaks: Corwin.*******************************************************************August 6, 2003--CLASS 51.Review satisficing model.pare and contrast muddling and mixed scanning models.3.Discuss, The Teachers Council and its solution strategy.4.Case Analysis—Controversial Speaker [p. 34]5.Examination—last hour of classASSIGNMENT for August 7, 20031.Review Optimizing and Satisficing—Chapter 22.Read chapter 3--Muddling and Scanning—in Hoy & Tarter (AdministratorsSolving the Problems of Practice).3.Analyze—Crisis in Marshall Creek [p. 55]—be prepared.SUGGESTED READINGSEtzioni, A. (1989). Humble decision making. Harvard Business Review, 67, 122-126. Etzioni, A. (1986). Mixed scanning revisited. Public Administration Review, 67, 122-126. Gigerenzer, G. (2000). Adaptive thinking: Rationality in the real world. New York: Oxford University Press.Gigerenzer, G., Todd, P. M., & ABC Research Group (1999). Simple heuristics that make us smart. New York: Oxford University Press.Kahneman, D. K., & Tversky, A. (1996). On the reality of cognitive illusions.Psychological Review, 103, 582-591.Lindblom, C. E. (1959). The science of muddling through. Public Administrative Review, 19, 79-99.Lindblom, C. E. (1965). The intelligence of democracy: Decision making through mutual adjustment. New York: The Free Press.Lindblom, C. E. (1980). The policy-making process (2nd ed.). Englewood Cliffs: Prentice Hall.Zey, M. (ed.) (1992). Decision making: alternatives to rational choice models.Newbury Park, CA: Sage.********************************************************************August 7, 2003—CLASS 61.Review decision-making modelspare and contrast--Muddling and Scanning Models3.Discuss case-Conflict at Christmas4.Case Analysis—Crisis in Marshall Creek [p. 54].ASSIGNMENT for August 11, 20031.Read chapter 4—Garbage and Politics—in Hoy and Tarter2.Study & Analyze—Politics at River [p. 77]—be prepared.3.Read chapter 5—Using the Best Model [pp.83-94] andread Case 5.3SUGGESTED READINGSCohen, M. D., & March, J. G. (1974). Leadership and ambiguity. New York: McGraw-Hill.Cohen, M. D., March, J. G., & Olsen, J. P. (1972). A garbage can model of organizational choice. Administrative Science Quarterly, 17, 1-25.Klein, G. (1998). Sources of power: How people make decisions. Cambridge, MA: MIT Press.March, J. G. (1988). Decisions and organizations. Oxford; Blackwell.March, J. G. (1994). A primer on decision making. New York: Free Press. Mintzberg, H. (1983). Power in and around organizations. Englewood Cliffs, NJ: Prentice Hall.*******************************************************************August 11, 2003--CLASS 7pare and analyze the Garbage Can and Political Models.2.Discuss Divided Loyalties3.Discuss—Using the Best Model—A Synthesis4.What is your favorite decision-making model? Why?5.When is it appropriate to use a different model?6.Case Analysis: Politics at River Grove—Be Prepared.ASSIGNMENT for August 13, 20031.Read Case 5.12—Kinky Hair, select the appropriate model, develop astrategy, and be prepared to discuss the case.2.Read chapters 6 and 7 on shared decision making.3.Learn the Simplified Model and be ready to use it.That is, commit it to memory and be ready to apply it.SUGGESTED READINGSAlluto, J. A., & Belasco, J. A. (1973). Patterns of teacher participation in school system decision making. Educational Administration Quarterly, 9, 27-41.Etzioni, A. (1988). The moral dimension: Toward a new economics. New York: Free Press.Gilovich, T. (1991). How we know what isn’t so: The fallibility of human reason in everyday life. New York: Free Press.Miner, J. B. (1988). Organizational behavior: Performance and productivity. New York: Random House.Vroom V. H., & Jago, A. G. (1988). The new leadership: Managing participation in organizations. Englewood Cliffs, NJ: Prentice-Hall.Zey, M. (ed.) (1992). Decision making: Alternatives to rational choice models.Newbury Park, CA: Sage.*************************************************************************************************************************************** August 13, 2003--CLASS 81.Discuss the Kinky Hair Case2.Discuss the comprehensive model—limitations?3.Explain and discuss the simplified model.pare and contrast the two models.5.Apply the simplified model:• The Computer Purchasing Problem• The Curriculum Dilemma• Teacher Tardiness [p. 168]ASSIGNMENT for August 14, 20031.Read and be prepared to discuss Case 5.9—Zero Tolerance Policy.2.Read and study the simplified model of shared decision making.pare and contrast the two models of shared decision making.4.Read Cases 8.2-8.5 and be prepared to analyze them.5.Finish your Final Project.SUGGESTED READINGSBacharach, S. B., Bamberger, P., Conley, S. C., & Bauer, S. (1990). The dimensionality of decision participation in educational organizations: Thevalue of multi-domain educative approach,” Educational AdministrationQuarterly, 26, 126-167.Hoy, W. K., & Tarter, C. J. (1993). “A normative model of shared decision making,”Journal of Educational Administration, 4-19.Hoy, W. K., & Tartar, C . J. (1993). “Crafting strategies, not contriving solutions: A response to Downey and Knight's observations on shared decision making,”Canadian Administration, 32, 1-6.Hoy, W. K., & Tarter, C. J. (1992). “Collaborative decision making: Empowering teachers,” Canadian Administration, 32, 1-9.Tarter, C. J. & Hoy, W. K. (1998). “Toward a contingency theory of decision making,” Journal of Educational Administration, 36, 212-228.*************************************************************************************************************************************** August 14, 2003--CLASS 91.Discuss the “Zero Tolerance” Case.2.Review Simplified Model.3.Apply simplified model to Cases 10.2-10.5.4.FINAL PROJECT is DUE.ASSIGNMENT for August 18, 20031.Review the Simplified Model.2.Apply model to Cases 10.6-10.10.3.FINAL EXAMINATION—CASE ANALYSIS******************************************************************** August 18, 2003—CLASS 101.Review and apply the Simplified Model of Shared Decision Making.2.Final ExaminationAugust 19, 2002—Final Exam DueThe Case Analysis is due by 5:00 p.m. in Ramseyer 116.******************************************************************** 9. Evaluation and GradingGrading ScaleA 94-100%A- 90-93%B+ 87-89% B 84-86%B- 80-83%C+ 77-79%C 74-76%C- 70-73%D+ 69-72% D 66-68 %E Below 66%Determination of Final GradeExam 34 %Case Analysis 33 %Final Exam33%Your course grade will be determined based upon:1. Exam: 34% of grade –August 6A quiz on the major concepts: Multiple Choice Test2. Final Exam--Case Analysis: 33%-- Due August 19•Read an actual case describing a school or school district with an administrative problem.•Then select the decision-making model that you will use to analyze the case—for example, satisficing, mixed scanning, muddling, or some combination.•Describe in some detail the model (s) and the underlying assumptions. Why are you selecting this conceptual perspective? Be sure that you have fully explained the theoretical model you propose to use.•Then use the model (s) to analyze the case.•Develop a solution strategy for the case. Be sure that you do a comprehensive analysis of the case. Develop a realistic strategy to deal with the problem. Try to anticipate any negativeconsequences of your action plan. Be sure to consider both the short-term and long-termaspects of the problem and your plan.3. Final Project & Field Experience--Climate and Culture Analysis: 33%--Due August 14 Describe the conceptual perspective (e. g. The Health of a School, The Openness of Climate, The Pupil Control Orientation of the School, etc.) that you find most useful to examine the climate of schools.•Define and develop the concepts and how they are related, that is, explain the perspective thoroughly. What do you like about this theoretical perspective and why do you find ituseful? What advantages and disadvantages does this framework have for examining school climate?•Select an instrument to measure the climate of your school (e.g. OHI, OCDQ, PCI).•Then administer the instrument to 5 or 6 teachers in your school who are agreeable.•Then interview each teacher to get at the shared values of the school, its culture.•Keep both the school and the respondents anonymous.•Next score the instrument and develop a climate profile for the school as a chart or graph.Then explain what the figure means in words. Compare and contrast your school with anaverage school. How representative do you think the results are for your school? Would your principal agree?•Based on your interviews and knowledge of the school, describe the school’s culture in terms of its shared values. Compare the two perspectives: Climate (behavior) and Culture (values).•Use the results and analyze the strengths and weaknesses of your school climate and culture.•Develop a plan to improve the climate and culture of your school to be implemented in the next year. Provide a step-by-step description of your plan. Make sure it is realistic.•How does your plan capitalize on the diversity of the school to improve?•How would you then assess the effectiveness of your plan? Make sure you speak to the things that are necessary to improve the climate and culture of your school.10. Texts and BibliographyRequired:Hoy, W. K. & Miskel, C. G., (2001). Educational administration: Theory, research, and practice [6th edition]. New York: McGraw-Hill.Hoy, W. K. & Tarter, C. J., (2004). Administrators solving the problems of practice: Concepts, cases, and consequences. [6th edition]. Allyn & Bacon.BibliographySee suggested readings for each session above.。

东盟经贸概况复习范围Chapter 1 General Introduction to Southeast Asia(1) In Southeast Asia, the largest, also the most populous country isIndonesia.(2) The country with the smallest area in Southeast Asia is Singapore. (4) The Mekong River is not only the biggest river in Southeast Asia butalso one of the most important international rivers in the world. (5) Vietnam and Laos adopted the people’s congress system andcommunist leadership.(6) The world’s three major barns are Siam, Yangon and Saigon.(7) Indonesia is the largest petroleum producing country in SoutheastAsia and the largest natural gas export country.(8) Laos is the only country without coastline in Southeast Asia.(9) Brunei, with the most petroleum and natural gas per capita, has beenanother rich nation in Southeast Asia.(10) Myanmar, Laos, Thailand and Cambodia, the four countries inSoutheast Asia believe in Buddhism.其中(1)(2)(8)(9)为填空题，(5)(6)(10)为选择题，(4)(7)为判断题。

乔治卡林自我介绍中英对照乔治卡林，一位富有经验的企业家，拥有多年的管理经验。

在过去的十年中，他一直担任公司的首席执行官，成功地将公司带入了一个新的发展阶段。

以下是乔治卡林的自我介绍。

英文版：My name is George Carlin, an experienced entrepreneur with years of management experience. Over the past decade, I have served as the CEO of a company, successfully leading it into a new phase of development. Here is my self-introduction.中文版：我叫乔治卡林，是一位富有经验的企业家，拥有多年的管理经验。

在过去的十年中，我一直担任公司的首席执行官，成功地将公司带入了一个新的发展阶段。

以下是我的自我介绍。

经验丰富的企业家 (Experienced Entrepreneur)英文版：As an experienced entrepreneur, I have faced numerous challenges and achieved significant success in the business world. Throughout my career, I have been involved in various industries, including technology, finance, andretail. I have led teams, developed strategies, and implemented innovative solutions to drive growth and profitability.中文版：作为一位经验丰富的企业家，我在商界面临了许多挑战并取得了显著的成功。