... | |1. Plant (PL) | |Advancing new ideas and strategies with special attention to major issues and looking for possible breaks in approach to the problem that the group is confronting.| | | |2. Resource Investigator (RI) | |Exploring and reporting on ideas, developments and resources outside the group, creating external contacts that may be useful to the team and conducting | |negotiations. | |3. Co-ordinator (CO) |...
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...transformational leadership (TL) and inventive behavior 2.4 | The measuring role of inventive climate among transformational leaderships (TL) and inventive behavior. 2.5 | The measuring role of effective commitment among transformational leaderships (TL) and inventive behavior. 2.6 | The measuring role of inventive climate among transformational leadership (TL) and staffs inventive behavior. 2.7 | Criticism Transformational leaderships (TL). 3.0 | Methodology. 3.1 | The background of the Samatel Company (STC). 3.1.1 | Political climate. 3.1.2 | Culture and Social climate. 3.1.3 | Financial and Economic climate. 3.2.1 | Nature of the research 3.2.2 | Data Collection. 4.0 | Discussion. 4.1 | Analysis the questionnaire of section (A). 4.2 | Analysis the questionnaire of section (B). 5.0 | Conclusion. 6.0 | Improving individual personality. 7.0 | References. 8.0 | Appendix 1 1.0. Introduction: According to Gumsluogu and IIsev, (2009) stated that, in an attempt to responsive and adaptive to doubtful, changing and competitive natures, corporations, essentially technology forced corporations, have to be extremely inventive and creative in sequence to continue a challenging improvement. In a lot of research (Kim and Mauborgne, 1999; Gumsluogu and IIsev, 2009) declared that, acutely novelty is the basis to achievement. Furthermore, (Oke, Walumbwa, and Munshi, 2009) added, it is reasoned to insert support and value to move forward of challengers...
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... Knitwear Manufacturing Niche Market The Group first niche was knitwear manufacturing after which they diversified into fashion and general merchandise retailing. Fenix identified every new niche market out of experience and knowledge gained from previous business opportunites. For instance, knowledge gained from working at a yarn manufacturing supplier enabled them them to move from trading imported Japanese yarn to Hong Kong knitted factories to expanding into knitwear manfacturing and setting up their own manufacturing company in Hong Kong. This venture was successful in the Japanese market due to increasing demand for high quality knitwear due to increased labor cost of local production. Fenix opened knitwear factories in South and Central China to minimize cost and improve their competitiveness by concentrating only on high quality knitwear due to increased price competition. This strategic move to China laid the foundation for the duo future development in knit wear manufaturing which earned them a value of US$ 100 million from producing nine millions units of knitwear per year. The company also exported to the US and developed relationships with European brand such as Armani and Maxmara. Fashion Retailing Niche Market Fenix first experience with brand retailing was in the early eighties when...
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...LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London...
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...CREATIVE DESIGN & CULTURAL FASHION IN NIGERIA Project: ESTABLISHMENT OF HIGH-END FASHION CENTRE FOR TRADITIONAL / CULTURAL ATTIRES FOR NIGERIAN PEOPLE (MALE & FEMALE / OLD & YOUNG) Prepared By IKPIMA, MFON EYIBIO Student ID: H00023735 MASTERS OF SCIENCE, INFORMATION SYSTEMS MANAGEMENT UNIVERSITY OF LIVERPOOL REVISION HISTORY | Revision | Description of Change | Author | Effective Date | Project 1 | Introduction & Table of Content | Mfon Ikpima | 22/03/2013 | Project 2 | Situation Analysis | Mfon Ikpima | 29/03/2013 | Project 3 | Strengths, Weaknesses, Opportunities, and Threat Analysis | Mfon Ikpima | 03/04/2013 | | Objectives & Issues | | | Project 4 | Product Strategy | Mfon Ikpima | 10/04/2013 | Project 5 | Marketing Strategy | Mfon Ikpima | 17/04/2013 | Project 6 | Distribution Strategy | Mfon Ikpima | 22/04/2013 | Project 7 | Action Programs | Mfon Ikpima | 28/04/2013 | ------------------------------------------------- Table of Content Page Revision History ………………………………………………………………. 1 Content Page ………………………………………………………………………. 2 1.0 Introduction ………………………………………………………………………. 4 2.0 Situation Analysis ……………………………………………………………… 5 (a) Market Description ……………………………………………………... 5 i. Segment 1: Geographic ...…………………………………………... 5 - 6 1. Description ……………………………………………………... 6 2. Expected % of Sales …………………………………………….. 6 3. What Consumers Want ……………………………………. 6 4. How Consumers...
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...Intelligent Leadership, 2nd Edition Collection Overview What distinguishes great leaders from merely good ones? It’s not toughness, vision, or industry smarts. It’s their emotional intelligence—a potent combination of self-management and relationship skills. Studies strongly suggest that emotional intelligence plays a far greater role than IQ in determining leaders’ effectiveness, and thus their organizations’ success. To increase your emotional intelligence, start by understanding the skills that define it. Then learn how to flexibly interchange those skills to meet the needs of shifting circumstances. Finally, use mood contagion (a powerful neurological process) to create positive chemical connections between your and your followers’ brains. COPYRIGHT © 2008 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED. Featuring the work of Daniel Goleman, this HBR Article Collection shows you how to foster and spread the positive emotions that drive quantifiable business results in your firm. The Articles 3 Article Summary 4 What Makes a Leader? by Daniel Goleman Emotional intelligence comprises five self-management and relationship skills. Selfmanagement skills include 1) self-awareness—knowing your strengths, weaknesses, and emotions and their...
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...Change Management in Action Planning and implementing change in healthcare: a practical guide for managers and clinicians Nadia Gittins and Simon Standish HLSP Institute Why What hat If W How September 2010 Who About tHiS bookLet contentS This booklet is aimed at senior clinicians and healthcare managers who would like help in thinking through, planning and then implementing changes to their healthcare services locally. It provides practical assistance in a way that assumes no prior theoretical background to what is often called ‘change management’. Introduction The Why of change The What of change 3 5 8 10 14 16 17 the booklet is based on HLsP’s experience in supporting individuals and organisations in several countries including nigeria and Russia. Most recently, HLsP designed a successful change management programme conducted for over 400 Iraqi clinicians, administrators and policy makers during 2007-2009. the aim of this programme was to assist participants to become Agents of Change in re-establishing their healthcare system1. there is a wealth of tools and techniques to help with planning and achieving change. Based on HLsP’s experience, the team refined the approach and focused on the tools that really help clinicians to formulate, sell and negotiate their vision of change, and then to plan for successful implementation. the tools presented in this booklet are the ones that clinicians and managers participating in change management programmes...
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...Project Management Achieving Competitive Advantage Chapter One • Introduction: – Why Project Management? What is a Project • Two definitions of project: – A project is a unique venture with a beginning and end, conducted by people to meet established goals within parameters of cost, schedule, and quality – Projects are goal-oriented, involve the coordinated undertaking of interrelated activities, are of finite duration, and are all, to a degree, unique • Difference between process and project – Process refers to ongoing, day-to-day activities in which an organization engages while producing goods or services; process uses existing system, properties, and capabilities in a continuous, fairly repetitive manner – Projects take place outside the normal, process-oriented world of the firm What is a Project (con’t) • A project can be considered to be any series of activities or tasks that: – Have a specific objective to be completed within certain specifications – Have defined start and end date – Have funding limits – Consume human and nonhuman resources – Are multifunctional What is a Project (con’t) • Various elements of projects: – Projects are complex, one-time process: a project arises for a specific purpose or to meet a stated goal; they are complex because they typically require the coordinated inputs of numerous members of the organization – Projects are limited by budget, schedule, and resources: project work requires that members work with limited...
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...school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand in selecting. ...
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...decisions is recognized as an important issue in education, industry, and government. Recent research has identified a prescriptive model of problem solving, although there is less agreement as to appropriate techniques. Separate research on personality and cognitive styles has identified important individual differences in how people approach and solve problems and make decisions. This paper relates a model of the problem-solving process to Jung's theory of personality types (as measured by the MBTI) and identifies specific techniques to support individual differences. The recent transition to the information age has focused attention on the processes of problem solving and decision making and their improvement (e.g., Nickerson, Perkins, & Smith, 1985; Stice, 1987; Whimbey & Lochhead, 1982). In fact, Gagne (1974, 1984) considers the strategies used in these processes to be a primary outcome of modern education. Although there is increasing agreement regarding the prescriptive steps to be used in problem solving, there is less consensus on specific techniques to be employed at each step in the problem-solving/decision-making process. There is concurrent and parallel research on personality and cognitive styles that describes individuals' preferred patterns for approaching problems and...
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...2/3 probability that no one will be saved. Many people chose plan A, then another 2 plan is suggested Plan C: if adopted, 400 people will die Plan D: if adopted, 1/3 probability that no one will die, and 2/3 probability all people will die. When the identical problem with the same differently, more people will chose the risky plan D. options worded *This inconsistency is a preference reversal and reveals the framing effect. Almost any decision can be reframed as a gain or a loss relative to sth. Decision makers’ reference points for defining gain and loss are often arbitrary. -Overconfidence In the team, overconfidence leads people less to focus on their teammates’ strength, as opposed to their weaknesses and neglect the strength and weakness of members of competitor teams. -Confirmation bias It is a tendency for people to consider evidence that support their position, hypothesis or desire and disagree or discount evidence that against their belief. 3. Individual VS group decision making in demonstrable tasks -Demonstrable task It is a task that has an obvious, correct answer. Group performs better than independent individuals on a wide range of demonstrable task. And group who use a structured approach...
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...Organization as machine – this imagery from our industrial past continues to cast a long shadow over the way we think about management today. It isn’t the only deeply-held and rarely examined notion that affects how organizations are run. Managers still assume that stability is the normal state of affairs and change is the unusual state (a point I particularly challenge in The End of Competitive Advantage). Organizations still emphasize exploitation of existing advantages, driving a short-term orientation that many bemoan. (Short-term thinking has been charged with no less than a chronic decline in innovation capability by Clayton Christensen who termed it “the Capitalist’s Dilemma.”) Corporations continue to focus too narrowly on shareholders, with terrible consequences – even at great companies like IBM.But even as these old ideas remain in use (and indeed, are still taught), management as it is practiced by the most thoughtful executives evolves. Building on ideas from my colleague Ian MacMillan, I’d propose that we’ve seen three “ages” of management since the industrial revolution, with each putting the emphasis on a different theme: execution, expertise, and empathy.Prior to the industrial revolution, of course, there wasn’t much “management” at all – meaning, anyone other than the owner of an enterprise handling tasks such as coordination, planning, controlling, rewarding, and resource allocation. Beyond a few kinds of organization – the church, the military, a smattering...
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...team will gather data within an organizational unit, diagnose the challenges the unit is facing, and prescribe action steps the unit can take to overcome these challenges and realize new opportunities. The process of carrying out the FAP is both challenging and rewarding. You will gain valuable knowledge and experience as you work with your team, gather and analyze data to gain an understanding of the roots of the unit’s management dynamics and tensions, and propose a course of action to enhance the unit’s effectiveness. Each year, the FAP reports and presentations are incisive, constructive, and fascinating. I look forward to talking with you about your FAP over the course of the semester and to reading about and hearing your team’s FAP findings and recommendations. CONTENTS 1. Introduction to the Field Application Project 2. Timetable / Project Requirements 3. Choosing a Site 4. Gaining Access 5. Working in Your Study Group 6. General Principles and Guidelines for Data Collection 7. Strengths and Weaknesses of Different Data-Gathering Approaches a. Archival Data b. Interviews c. “Shadowing” Job Incumbents d. Focus Group Interviews e. Surveys 8. Analyzing the Data You Collect For Your FAP 9. Writing Your FAP Report 10. Tips on FAP Presentation 11. A Look Beyond the FAP Presentation 12. Appendix: Sample Survey Reminder Email and Survey Items You Can...
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...THE LEADERSHIP TRAINING ACTIVITY BOOK 50 Exercises for Building Effective Leaders LOIS B. HART, Ed.D. CHARLOTTE S. WAISMAN, Ph.D. AMACOM AMERICAN MANAGEMENT ASSOCIATION New York | Atlanta | Brussels Chicago | Mexico City | San Francisco Shanghai | Tokyo | Toronto | Washington, D. C. Special discounts on bulk quantities of AMACOM books are available to corporations, professional associations, and other organizations. For details, contact Special Sales Department, AMACOM, a division of American Management Association, 1601 Broadway, New York, NY 10019. Tel.: 212-903-8316. Fax: 212-903-8083. Web site: www.amacombooks.org This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the publisher is not engaged in rendering legal, accounting, or other professional service. If legal advice or other expert assistance is required, the services of a competent professional person should be sought. Library of Congress Cataloging-in-Publication Data Hart, Lois Borland. The leadership training activity book / Lois B. Hart, Charlotte S. Waisman ; foreword by James M. Kouzes. p. cm. Includes index. ISBN 0-8144-7262-1 1. Leadership—Study and teaching—Activity programs. I. Waisman, Charlotte S. II. Title. HD57.7.H383 2005 658.4′092—dc22 2004019036 © 2005 by Lois B. Hart and Charlotte S. Waisman All rights reserved. Printed in the United States of America...
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...Organizational Change: Motivation, Communication, and Leadership Effectiveness Ann Gilley, Jerry W. Gilley and Heather S. McMillan rganizational leadership behaviors have a Research indicates that numerous variables have an impact on a leader’s direct influence on actions in the work eneffectiveness. This study explores the vironment that enable change (Drucker, behaviors associated with leadership 1999; Gilley, 2005; Howkins, 2001). Leaders may funceffectiveness in driving change. The tion as change agents—those individuals responsible findings confirm previous research that identifies change effectiveness skills, for change strategy and implementation (Kanter, Stein, while isolating the specific leader be& Jick, 1992)—by creating a vision, identifying the need haviors deemed most valuable to imfor change, and implementing the change itself. plementing change: motivation and Organizations remain competitive when they supcommunication. port and implement continuous and transformational change (Cohen, 1999). As a result, organizational change has been the subject of much research. Many have sought to explain the fundamentals of change, how to manage change, and why change is so difficult to achieve. In spite of numerous theories, models, and multistep approaches, organizational leaders lack a clear understanding of, or ability to engage, the steps necessary to implement change successfully (Armenakis & Harris, 2002). Research suggests that the problem is limited understanding of change implementation...
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