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Uses the Symbolic Framework from Bolman & Deal (2013) to look at educational settings. This slide presentation is based on section Part 5-The Symbolic Frame on pages 243-301. It was presented before a class of doctoral students in educational leadership.
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An exposition of the four 'frames' or perspectives by which to evaluate and understand modern organisations. Bolman & Deal suggested that a more comprehensive understanding of modern organisations could be gained by viewing them from structural, human resources, political and symbolic (cultural) frames. The unique features of each frame are identified in this slideshow.
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Uses the Symbolic Framework from Bolman & Deal (2013) to look at educational settings. This slide presentation is based on section Part 5-The Symbolic Frame on pages 243-301. It was presented before a class of doctoral students in educational leadership.
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An exposition of the four 'frames' or perspectives by which to evaluate and understand modern organisations. Bolman & Deal suggested that a more comprehensive understanding of modern organisations could be gained by viewing them from structural, human resources, political and symbolic (cultural) frames. The unique features of each frame are identified in this slideshow.
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Scanned by CamScanner Part IV Bringing Out the Best in Organizations and Yourself CHAPTER 8 Organizational Skills 8.1 Leadership and Organizational Culture 8.2 Leading an Effective Organizational Communication System 8.3 Ethics and Social Responsibility 8.4 Leadership and Organizational Politics Chapter Summary CHAPTER 9 Leading Change 9.1 The Nature of Organizational Change 9.2 Models of Change Processes 9.3 Leadership and the Management of Change 9.4 Additional Challenges Chapter Summary CHAPTER 10 Balancing Life as a Leader 10.1 Stress Management 10.2 Time Management 10.3 Work-Life Balance 10.4 Committing to Being a High-Impact Leader and Making a Difference Chapter Summary war82476_08_c08_243-284.indd 243 3/3/16 1:16 PM war82476_08_c08_243-284.indd 244 3/3/16 1:16 PM 8 Organizational Skills Monkeybusinessimages/iStock/Thinkstock Learning Objectives After reading this chapter, you should be able to: • Integrate leadership activities with organizational effectiveness criteria. • Recognize the role of organizational culture in achieving success. • Analyze organizational communication systems and learn how to lead them. • Understand ethical and socially responsible activities. • Adjust to and manage organizational politics as needed. war82476_08_c08_243-284.indd 245 3/3/16 1:16 PM Section 8.1 Leadership and Organizational Culture Introduction Seth Goldman could be described as a “thirsty” man. As a college student, he became frus- trated with the products available on the market to quench a person’s thirst. Some had too much sugar, some had too much water, and others had weak flavors. He shared his disillusion with his professor at the Yale School of Management, Barry Natebuff, in a class discussion about major soft drink products in 1988. In 1997, Goldman was playing with different beverage combinations when he became deter- mined to create a new product ideal for rehydrating and quenching thirst. He reconnected with Natebuff, who had recently traveled to India and discovered that many bottled tea prod- ucts were brewed from the dust and fannings left over from whole tea leaves that had been designated for other uses. The two joined forces and started brewing Honest Tea from whole leaves. After a successful start-up sale to Fresh Fields (Whole Foods Market), the company was launched. A strong, ethically driven culture has always been at the forefront of the firm’s oper- ation. The mission statement states: “Honest Tea seeks to create and promote great-tasting, healthier, organic beverages. We strive to grow our business with the same honesty and integ- rity we use to craft our products, with sustainability and great taste for all.” The mission represents more than words. The firm has been well known for seeking out sup- pliers of flavors and other items from impoverished areas, thereby helping low-income farm- ers, even in remote locations, build thriving businesses. Since .
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Leadership, Culture, Communication, and Diversity3 Chapter 3 Outline 3.1 Leading and Influencing Organizational Culture Dimensions of Organizational Culture Different Types of Cultures 3.2 Competing Values Framework: A Cultural Perspective Adaptive Culture Clan Culture Achievement Culture Bureaucratic Culture Leading and Shaping Culture 3.3 Leadership and Strategic Communication The Communication Process Defined Newer Forms of Communication How to Use the Communication Process 3.4 Leaders as Champions of Strategic Communication Create an Open Climate for Dialogue Emphasize Strategic Topics Focus on the Customer Share Responsibility Give and Receive Feedback 3.5 Leadership Skills in Persuasion Four Steps of Persuasion Four Traps that lead to Persuasion Failure wei6626X_03_c03_p089-138.indd 89 8/5/11 8:45 AM CHAPTER 3Leadership, Culture, Communication, and Diversity The word culture can mean different things to different people: Perhaps it conjures up images of fine art, museums, and orchestras. Or perhaps it is the word you use to describe the shared patterns, behaviors, and artifacts of a country, region, or society. In fact, culture does have different “layers” that interact. For example, macrocultures include national, religious, ethnic, and occupational cultures that exist globally; organizational cultures exist in private, public, nonprofit, and government arenas; subcultures are found in occupational groups within organizations; and microcultures exist within occupations inside and outside organizations (Schein, 2010). In this chapter, we focus on organizational culture before examining how culture more generally—in terms of countries, nationalities, ethnicities, and so on—can have broad implications for leadership efficacy and success. While the first two chapters laid the foundation for understanding the nature of leadership, these final three chapters show how leaders influence and shape organizations to achieve goals through communication, strategy, and teamwork. We begin this discussion with organizational culture because it shares a mutually dependent relationship with these three dimensions: An organiza- tion’s culture affects how people communicate, how strategy is developed and imple- mented, and how people work in teams. Culture can also be defined in terms of these three dimensions. It is arguably the most important internal organizational dimension. This chapter will also cover what is perhaps the more common usage of culture—interna- tional cultures—and how different cultures and globalization present opportunities and challenges for leadership. Since organizational and national cultures are influenced by global trends—for example, technology innovations, mergers and acquisitions, influx of international workers, and a mix of diverse values—leaders and followers must be able to accommodate such changes in their organizations and teams. Understanding culture has a substantial payoff ...
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11 Effective Communication in Education Module Six: Small Group Communication (“Rich Subject Matter”) Objectives: Students will acquire knowledge regarding communication in groups, and be able to identify the characteristics of learning, growth, problem-solving and social groups (knowledge). Students will identity the roles they play in groups, develop their negotiation skills and strategies, and learn other productive ways of interacting in a group setting (skill). Students will understand how organizations hinder and facilitate social justice, and appreciate their roles in this process (dispositions). Key Concepts: Small group, small group culture, norm, procedural norms, social norms, task norms, groupthink, learning, growth and problem-solving groups, emotional labor, communicative labor, technologized discourse. Discussion: What procedural, social, task norms are evident in your school? What do these norms say about your school culture? How do they shape your organizational identity? Which norms would you be tempted to change, if you had the chance? Activities: Self-test: View the clip of 12 Angry Men at: http://www.moviesbox.us/drama/12-angry-men-1957.html" http://www.moviesbox.us/drama/12-angry-men-1957.html. What functional and dysfunctional roles are played by the jurors, especially Jack Lemon? View the clip of Groupthink at: http://video.yahoo.com/video/play?vid=1078489327&fr=yfp-t-471" http://video.yahoo.com/video/play?vid=1078489327&fr=yfp-t-471. Assignment(s) for Week Six: Using table 8.2, in Adler, p. 273-275, identify the functional and dysfunctional roles played by teachers in your last group meeting. What did the teachers or group members do so that you assigned these labels? What role(s) did you play, and do you generally play in groups? What evidence can you provide to support your claim about your roles in groups? How do these norms contribute to the effectiveness and ineffectiveness of your group? Readings: Adler, Chapter 8, The Nature of Groups Adler, and Chapter 13, Informative Speaking. Introduction to Module Six The study of group interactions is important facet of teacher socialization and the social construction of reality, because groups create definitions of the situation that are mutually binding, at least during the group interaction. A definition of the situation is a socially constructed understanding of the kind of interaction participants are having. The interactions between individuals, and then between groups create definitions and processes that eventually constitute the culture of the organization described in module eight. Recursive or repetitive interactions in organizations such as schools and businesses lead to the socialization of its members—members learn the formal and informal “norms, values and skills necessary for adopting a particular role and performing a particular function within the organization” (Cheney, 98). But as you probably know from your own experience, whate.
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Running head: discussion Board 4 1 discussion Board 4 6Discussion Board 4: Chapter 10 Question Discussion Board 4: Chapter 10 Question· Chapter 10: Do you think it is possible for an outsider to accurately discern about the underlying cultural values of an organization by analyzing symbols, ceremonies, dress, or other observable aspects of culture in comparison to an insider with several years of work experience? Select a percentage (e.g., 10%, 70%, etc.) and explain your reasoning. In 1980s, an American management professor named Edgar Schein developed an organizational culture model to define and reveal organizational culture as a powerful force in an organization (Hogan & Coote, 2014). Schein (1995) considered organizational culture as a set of assumptions that are a social force in a company. This social force is largely unseen yet extremely powerful (Hogan & Coote, 2014). Daft (2016) describes culture as a “set of values, norms, guiding beliefs, and understandings that is shared by members of an organization and taught to new members as the correct way to think, feel, and behave (p. 386). Organizational culture is the intangible, informal, social behavior of the organization. Organizational culture is reflected in the image, inner dealings, and interactions with outside organizations and customers, and expectations. Although employees may come from different social backgrounds and have different education and experience levels, the organizational culture binds and shapes the organization. It is the written and unwritten rules and the shared attitudes, beliefs, customs of the employees and impacts the efficiency and performance of the organization. Organizational culture is evident in the following ways: (1) the ways the organization conducts its business, treats its employees, customers, and the wider community, (2) the extent to which freedom is allowed in decision making, developing new ideas, and personal expression, (3) how power and information flow through its hierarchy, and (4) how committed employees are towards collective objectives. (“Organizational Culture,” 2018, para. 1) Organizational culture significantly influences innovation, change, effectiveness, and, ultimately company success. Organizational culture is viewed at two levels: observable and underlying. The observable level are the visible, surface elements of the organization. At this level, external parties are able to view the symbols, ceremonies, stories, behaviors, dress, and physical setting of the organization (Daft, 2016). At the observable level, behavior patterns and outward manifestations of culture can be seen and heard. Artifacts, logos, slogans are typically used by organizations to portray to company’s values to the external public. At the unseen, underlying level of organizational culture, the deeper values, assumptions, attitudes, beliefs, and feelings of the organizational members are unconsciously at work defining the culture (D.
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This assignment is a 4-5 page journal (really an essay) in which you analyze an organization that you participated in. It can be an organization that you have mentioned earlier, but not the one that you and your Group are researching now. It's an organization about which you have personal knowledge and experience. It's a "reflective" assignment, and does not necessarily require new research. You will rely on your recollection, and you will interpret (re-visit, review and re-interpret) the organization and its four processes -- and its response to an issue, using the frames model to organize your findings and support your conclusions. What was a problem or issue that this organization experienced? How do concepts and frames provided by Bolman and Deal enable a deeper understanding of what happened? Did any reframing occur? If not, why not? Looking back, speculate on what might have enabled better outcomes for the organization. Could a better understanding or application of the four frames or perspectives made a difference? This is a high value (15%) assignment. The Essay Rubric will be used to evaluate this assignment. The Four Frames Only in the last half century have social scientists devoted much time or attention to developing ideas about how organizations work, how they should work, or why they often fail. In the social sciences, several major schools of thought have evolved. Each has its own concepts and assumptions, espousing a particular view of how to bring social collectives under control. Each tradition claims a scientific foundation. But a theory can easily become a theology that preaches a single, parochial scripture. Modern managers must sort through a cacophony of voices and visions for help. Sifting through competing voices is one of our goals in writing this book. We are not searching for the one best way. Rather, we consolidate major schools of organizational thought into a comprehensive framework encompassing four perspectives. Our goal is usable knowledge. We have sought ideas powerful enough to capture the subtlety and complexity of life in organizations yet simple enough to be useful. Our distillation has drawn much from the social sciences — particularly sociology, psychology, political science, and anthropology. Thousands of managers and scores of organizations have helped us sift through social science research to identify ideas that work in practice. We have sorted insights from both research and practice into four major frames — structural, human resource, political, and symbolic (Bolman and Deal, 1984). Each is used by academics and practitioners alike and found on the shelves of libraries and bookstores. Four Frames: As Near as Your Local Bookstore Imagine a harried executive browsing in the management section of her local bookseller on a brisk winter day in 2008. She worries about her company ’ s flagging performance and fears that her job might soon disappear. She spots the black - on - white spine ...
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Week 5_ replies Suzette Wrote: Organizational Culture includes a wide variety of actions, behaviors, meanings and symbols within the organization. The culture consists of the language that is used within the organization such as the titles of job descriptions. It includes how their messages are communicated to employees and their clients. It includes the organizations artifacts which is the style/décor of the organization. The culture also includes any ceremonies or rituals. It includes the values, the ethics and moral codes that is expected from employees. The culture is the idea and essence that is to be portrayed to the community. The culture is what the organization represents. “Cultures have tacit beliefs and values at their foundation” (Anderson, 2017. Pg. 302). Cultures also include the management style of the company such as the clan style, the adhocracy, the hierarchy, or the market type. My organizations culture is a hierarchy type where “Tradition and formality are dominant values. The emphasis is on stability, rules, and efficient processes” (Anderson, 2017. Pg. 301). Reference: Anderson, D.L. (2017). Organization development: The process of leading organizational change (4th Edition). Thousand Oaks, CA: Sage Publications. Shanelle Wrote: According to the article “Basic overview of Organizational” Organizational culture is the personality of the organization. Culture is comprised of the assumptions, values, norms and tangible signs (artifacts) of organization members and their behaviors. Members of an organization soon come to sense the particular culture of an organization. Culture is one of those terms that's difficult to express distinctly, but everyone knows it when they sense it. Elements of organizational culture listed in Chapter 12 that describe my organizational culture are language choices. Language choices sometimes can be hidden in the agency values, ethical beliefs and preferences. However, this culture can create a lot of assumptions and misguided communication. When the culture values, ethics and moral codes are compromise it violates the organization code of conduct. McNamara, Cater (2019)Basic overview of Organizational. Retrieved from: https://managementhelp.org/organizations/culture.htm Phillips, Jean & Gully, Stan (2015) Strategic Staffing. Pennsylvania:Pearson ...
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Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
Thiyagu K
Numerical on HEV
Application orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
RamjanShidvankar
Students will get the knowledge of the following- meaning of the pricing, its importance, objectives, methods of pricing, factors affecting the price of products, An overview of DPCO (Drug Price Control Order) and NPPA (National Pharmaceutical Pricing Authority)
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptx
VishalSingh1417
This presentation was provided by William Mattingly of the Smithsonian Institution, during the fourth segment of the NISO training series "AI & Prompt Design." Session Four: Structured Data and Assistants, was held on April 25, 2024.
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
National Information Standards Organization (NISO)
In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Chris Hunter
How Bosna and Herzegovina prepares for CBAM
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Admir Softic
Basic Civil Engineering notes first year Notes Building notes Selection of site for Building Layout of a Building What is Burjis, Mutam Building Bye laws Basic Concept of sunlight ventilation in building National Building Code of India Set back or building line Types of Buildings Floor Space Index (F.S.I) Institutional Vs Educational Building Components & function Sills, Lintels, Cantilever Doors, Windows and Ventilators Types of Foundation AND THEIR USES Plinth Area Shallow and Deep Foundation Super Built-up & carpet area Floor Area Ratio (F.A.R) RCC Reinforced Cement Concrete RCC VS PCC
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Denish Jangid
My CV as of the end of April 2024
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
agholdier
ICT Role in 21st Century Education & its Challenges •This presentation gives an overall view of education in 21st century and how it is facilitated by the integration of ICT. •It also gives a detailed explanation of the challenges faced in ICT-based education and further elaborates the strategies that can help in overcoming the challenges.
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
AreebaZafar22
Students will get the knowledge of : - meaning of marketing channel - channel design, channel members - selection of appropriate channel, channel conflicts - physical distribution management and its importance
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptx
VishalSingh1417
Mehran University Newsletter is a Quarterly Publication from Public Relations Office
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University of Engineering & Technology, Jamshoro
This presentation was provided by William Mattingly of the Smithsonian Institution, during the third segment of the NISO training series "AI & Prompt Design." Session Three: Beginning Conversations, was held on April 18, 2024.
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
National Information Standards Organization (NISO)
In this webinar, members learned the ABCs of keeping books for a nonprofit organization. Some of the key takeaways were: - What is accounting and how does it work? - How do you read a financial statement? - What are the three things that nonprofits are required to track? -And more
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
TechSoup
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
Maestría en Comunicación Digital Interactiva - UNR
process recording format
PROCESS RECORDING FORMAT.docx
PROCESS RECORDING FORMAT.docx
PoojaSen20
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microwave assisted reaction. General introduction
microwave assisted reaction. General introduction
Maksud Ahmed
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Seal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptx
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
Application orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptx
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Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptx
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
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Código Creativo y Arte de Software | Unidad 1
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PROCESS RECORDING FORMAT.docx
microwave assisted reaction. General introduction
microwave assisted reaction. General introduction
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