Fluent Essays

Hello, I have attached the instructions and rubric. See attachments and the three selected articles article1.pdf article2.pdf article3.pdf week_1___instructions___apa_writing_exercise___12_2019_1_.docx Unformatted Attachment Preview International Journal of Global Business, 12(1), 1-6, June 2019 1 Leadership Forward Bob W. Cook Argosy University, USA bobwcook1@aol.com Abstract This article discusses the emerging factors of leadership expectations for continued forward thinking research in the field of leadership and what organizations can expect for emerging global leaders of the future. Both, the existing and emerging factors assist organizations in preparing for the future in operating with forward thinking leaders with the important factors of strategic thinking, networking, teamwork, superior communications and moving forward organizations in today’s global business environment. Keywords: Strategic leadership, teamwork, networking, superior communications, forward thinking. Leadership Forward Most executives today rose through the ranks at a time when leadership was defined as the ability to take charge, solve problems, rally the troops and ride off into the sunset, which means acquiring your next higher job. For the most part, you were expected to act like the lone ranger. However, for the 21st century, we can no longer think this way. The world has become too complex for anyone to know it all. Our most significant problems, which are the ones facing our organizations as it confronts change management to change leadership, and to face significant challenges in order to provide the leadership that is necessary to run an organization, whether business, government, or educational, we must change our leadership style – we are now living in a global society and must think Leadership Forward. The leader who expects to discover the Holy Grail that will save their company is on the wrong quest. If the problems leaders face could be International Journal of Global Business, 12(1), 1-6, June 2019 2 easily addressed, it is likely that someone lower in the organization would have already done so (Cook, 2019). Control is only possible with machinery, whereas, control is not possible with human subjects. Leading now is more critical than ever and we must think to lead forward. If you were on the Lone Ranger Leadership myth, the fact that we have been rewarded earlier on in our careers for controlling events and outcomes, which has enticed us to think that we can do the impossible. However, after much study and research in the field of change management and change leadership, etc., when executives accept that they can neither singularly solve, nor control the most critical issues and problems facing organizations of the 21st century, we make a transition from change management to change leadership and we start to think lead forward. While very similar to that of our “thinking/learning system capacity range” wisdom, insight, common sense, perspective, analysis, processing and memory the demand of leadership changes as one rises to the executive level within an organization, the demand of leadership at the executive levels are dramatically different than what it takes to lead earlier in one’s career, as I have experienced first-hand. Most people get their first supervisory job based on their level of technical expertise (that of memory, analysis, technical know-how, and processing). They are given problems to solve and do so quite well. Table 1 depicts that the leadership of the 21st century must go beyond those skills; they must think leadership forward (Nahavandi, 2015). International Journal of Global Business, 12(1), 1-6, June 2019 3 Table 1 Leadership skills at the Executive, Middle, and Lower Level Higher level Middle level Lower level Strategic leadership Team management Technical skills (leadership) Executives Wisdom Insight Middle managers Supervisors Common sense Perspective Memory Processing Cook, B., 2019 As we rise through the leadership ranks, whether business, education, or government, rising up the functional hierarchy, other skills become much more critical. At the midlevel the ability to build teams and to manage systems gain importance. At the most critical senior level, the strategic level, technical and internal team leadership is still necessary, but is far from sufficient. Understanding the external environment, thinking strategically, crafting both a short and long-term vison, being political savvy, and influencing others are paramount for your leadership career success as you think of Leadership Forward. As leaders, if we over focus on our technical expertise and build only internal teams at this level, it can create organizational failure, personal failure, and derail a promising career. Success at the strategic leadership level requires us to draw on the skills that got us there. This means acquiring a new set of strengths and leaving some “old skills” behind as we think leadership forward (Bennis, Sample, & Asghar, 2015). Throughout the leadership journey, it is with emphasis that you are expected to achieve such goals as becoming more personally effective, try various learning methods, increase personal effectiveness, sharpen presentation skills, put people at ease, engage your active listening skills, learn listening and interpersonal skills, become more comfortable with coaching, mentoring, International Journal of Global Business, 12(1), 1-6, June 2019 4 delegating skills, learning how to involve the whole person, motivating others and self, well defined and clear articulation, become more effective with executive competencies, improve our ability to be a member of a team of equals, and to learn how to stretch yourself in learning how not to be a leader of the past. These skills for leadership may be challenging, but become more critical for the global leader, the leader forward. Most executives have a difficult time achieving the ultimate success of each of the skills. Some leaders have a daily struggle with some, if not all these skills at any given time. It is very important to critically achieve all these skills as soon as possible in order to sustain your leadership career over time. Leadership Occurs Throughout Relationships There is no leader if there is no follower, therefore leadership is a social act. As such, it requires a strong set of social skills. This is true in relation to those below the leaders in any organizational hierarchy. It is perhaps even truer as pointed out earlier, where I am demonstrating that leaders can only succeed if they can build lasting strong relationships with peers and superiors both inside and outside their organization. It is common wisdom that executives derail more often because of poor relationships than that of poor technical skills (Hoey, J. Kelly 2017). In a research study, executives were surveyed to identify what they thought are critical leadership skills, Table 2, for the future. It is a global phenomenon that organizations are experiencing shortages in forward thinking leaders. Many forward-thinking leaders are now beginning to identify leaders to move their organizations to the future. The survey revealed that relationship skills predominated; comprising of the many skills leaders prefer themselves (Hoey, J. Kelly 2017). International Journal of Global Business, 12(1), 1-6, June 2019 5 Table 2: Important skills for leaders SKILL Adaptability Building a successful team Communications Decision making Building positive relationships Managing the job Problem solving Building trust Coaching Maintaining a positive disposition Cook, B., 2019 RANK 1 2 3 4 5 6 7 8 9 10 Building effective relationships requires emotional stability, self-awareness of one’s own needs, to empathize with another, and to demonstrate compassion and sensitivity in the face of obstacles. Both good and great leaders face obstacles and overcome challenges daily. To many leaders these factors sound like “touchy-feely,” factors, and not hardnosed, research-based skills that top business schools have taught for generations to top executives. However, over the last century, the significant importance for anyone to succeed as a dynamic, global leader in organizations for both business and educational leaders must be forward thinking (Rioux, & Bernthal, 1999). As indicated relationships are now paramount for leadership of the future; followers are seeking trust in their leaders in today’s global economy where followers are seeking transparent, open and inclusive communications. So, the organizations of tomorrow are seeking outstanding communication – both verbal and written; a leader that can speak with ease, build trust, leverage their teams and improve business outcomes. Forward thinking leaders are seeking employees with International Journal of Global Business, 12(1), 1-6, June 2019 6 superior communication skills – both orally and in writing, build trust among the team quickly, the ability to develop their employees, emotional intelligence and a leader driven to excel. Conclusion The emerging factors of leadership expectations for continued forward thinking leaders in the field of research leadership and what organizations can expect for emerging leaders of the future is significantly complex and dynamic. Both, the existing and emerging factors assist organization prepare for the future in an effort to operate efficient and efficient with forward thinking leaders with the important factors of strategic thinking, networking, adaptability, building successful teams, communications, decision making, building positive relationships, managing the job, problem solving, building trust, coaching, maintaining a positive disposition, teamwork, superior communications and moving forward organizations in today’s global business environment. References Bennis, W., & Sample, S., & Asghar, R., (2015). The Art and Adventure of Leadership: Understanding Failure, Resilience and Success: Wiley Cook, B., (2019), Leadership Forward. Hoey, J. Kelly (2017), Build Your Dream Network. Tarcher Perigree Nahavandi, A., (2015). Art and Science of Leadership: Pearson Rioux, S., & Bernthal, P. (1999). Succession management survey report. Pittsburgh, PA: Development Dimensions International. Copyright of International Journal of Global Business is the property of Global Strategic Management, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holders express written permission. However, users may print, download, or email articles for individual use. Vol.11(3), pp. 20-28, April 2019 DOI: 10.5897/IJEAPS2019.0591 Article Number: F0BD4A260781 ISSN 2141-6656 Copyright © 2019 Author(s) retain the copyright of this article http://www.academicjournals.org/IJEAPS International Journal of Educational Administration and Policy Studies Full Length Research Paper Strategic leadership factors of school administrators influencing the effectiveness of small- sized schools Torsak Singphen*, Piangkhae Poopayang, Sunan Siphai and Prayoon Charoensuk Department of Educational Administration, Faculty of Education, Chaiyaphum Rajabhat University, Chaiyaphum, Thailand. Received 22 January, 2019; Accepted 28 March, 2019 This research is aimed to study the direct, indirect and total influence of strategic leadership factors of school administrators influencing the effectiveness of small-sized schools. The samples were 1,396 administrators of small-sized schools under the primary educational service area office, the Basic Education Commission in the academic year 2017. The population was 15,999 small-sized school administrators who are administrating in small-sized schools under the primary educational service area office of the Basic Education Commission of Thailand. The research was conducted in the same academic year. It was found that Setting Organizational Direction (SETTD) had direct influence, an indirect influence, and a total influence on the effectiveness of most small-sized schools. In addition, strategy formulation (STRAT) had an indirect influence higher than the strategy implementation with the influence value of 0.044. The strategic control and evaluation (EVALU) had a direct influence and a total influence on the effectiveness of small-sized school with the influence value of 0.046. The model for developing the strategic leadership of school administrators of small-sized schools was obtained. Key words: strategic leadership factors, effectiveness of school, small-sized school. INTRODUCTION Basic educational institute is considered the most important foundation of the Ministry of Education of Thailand under Thai Government state’s basic education system. It is an important unit of compulsory and basic education because there is a close relationship with the community as it is the organizer of teaching and learning activities for youth development in the country under the National Education Act B.E. 2542 (1999) and amended No. 2 Act B.E. 2545 (2002). In the academic year 2014, there were 30,922 educational institutions under the Office of the Basic Education Commission. Also, there were 15,599 educational institutions with Thai students of lower than 120 people, accounting of 51.71\% of all schools from 77 provinces of Thailand (Policy and Planning Division of Thailand, OBEC, 2015). Having many small-sized schools has affected the efficiency and effectiveness of educational management due to the lack of budget support from the government sector, community support and teachers in terms of both quantity and qualified teachers. Many small-sized schools are located in remote areas where infrastructure systems are not accessible. Some places *Corresponding author. E-mail: K_torsak@hotmail.co.th. Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Singphen et al. are in the areas with a lot social and cultural differences or multicultural society. Some schools are located in the area under the conflict of ideas. Therefore, there is complexity in the quality of education management system, which is considered as the problem of national education management for smallsized schools. Based on the data from the Office for National Education Standards and Quality Assessment, which summarized the results of the third external quality assessment of schools in the basic education levels of a period of 4 years (2011 to 2015), more than 9,000 smallsized schools were not certified with the educational standards, most of which were small- sized schools located outside the city under the Office of Basic Education Commission (Office of National Education Standards and Quality Assessment, 2016). The problems and the importance mentioned earlier have been considered a crisis in the educational quality of smallsized schools at the effectiveness level from the past to the present. The major problem of small-sized schools in Thailand may be associated with inequality in education management compared to medium-sized schools, and large-sized schools in Thailand. The inequality in this case refers to financial supports from communities (according to the aforementioned small-sized location details), inadequacy of both quantity and pedagogical qualification of teachers (there are not enough teachers who specialize in teaching some subjects which they are assigned by the administrators to teach. Due to being allocated teachers from the Ministry of Education, the number of teachers must be consistent with the number of students. In other words, when the number of students is low, the amount of teachers is small also), and inadequacy of basic infrastructure (related to the school’s location) and the budget allocated (because the Ministry of Education allocates budget for small schools according to the number of students actually studying which students in small schools have small numbers). Therefore, it is the duty of small-sized school administrators to properly manage the school under these challenging circumstances. However, according to the results of the small-sized school competition in Thailand in 2015, there were 656 small-sized schools that won best practice awards. Moreover, those schools were the models for other small-sized schools in management, community participation, effective educational innovations, and the quality of school administrators (OBEC, 2015). According to Day and Sammons (2013), it could be inferred that one of the main factors is the result of the leadership management of small-sized school administrators that lead the organizations to the goals at the effectiveness level of educational institutes. This corresponds to educators’ views stating that leadership of school administrators is one of the key elements that will lead the organizations to the success and the goals 21 of the organization. There is a saying that the success or failure of school administration depends largely on the leadership of the organization’s leaders (Meador, 2013; Crawford, 2003; Sarrattana, 2014). Schools are similar to organizations, school administrators are the same as the organization leaders. Leadership, therefore, is very important to the success of the organization because it is the factor that makes the organization lively and able to survive. In addition, leadership helps to develop the organization in a new direction that is the direction that the organization needs to move towards (Bennis and Nanus, 1985). Davies and Davies (2004), states that school administrators are required to focus on strategies. Strategic leaders must be able to drive school strategy. Strategic leadership is a theory that describes processes of the organization’s direction setting, creating and implementing strategies into practice to achieve the objectives of the organization (Sarrattana, 2014). Sarrattana (2014) claimed that those who apply strategic leadership must keep up with changes in internal and external situations, anticipate the future of the organization in the long term, and develop strategies to aim for a desirable future. Also, he claimed the ones who adopt strategic leadership in organization’s administration should be able to control and evaluate the strategy which is an activity that must be carried out continuously to ensure that the organization’s strategy is in line with the set goals which can indicate progress or provide feedback to the management (Hunt and Osborn, 2000). According to the previous research, it could be found that there are four major factors which relate to strategic leadership that the organization leaders expressed with the clear action which as scholars have given the same viewpoint. Those factors includes; Strategic direction setting (Dess and Miller, 1993; Dubrin, 1998; Bateman and Snell, 1999; Ireland and Hitt, 1999; Schermerhorn, 1999; Hunt a n d Osborn, 2000; Nahavandi a n d Malekzadeh, 2000; Hinterhuber and Friedrich, 2002; Robbins and Coulter, 2005; Ireland and Michael, 2005; Gill, 2006; Dubrin, 2006; Hitt, 2010, strategic setting (Nahavandi a n d Malekzadeh, 2000; Robbins a n d Coulter, 2005; Gill, 2006; Hitt et al., 2007), strategic implementation (Dess and Miller, 1993; Bateman and Snell, 1999; Schermerhorn, 1999; Hunt and Osborn, 2000; Hinterhuber and Friedrich, 2002; Gill, 2006), strategic evaluation and control (Ireland and Hitt, 1999; Schermerhorn, 1999; Hunt and Osborn, 2000; Robbins a n d Coulter, 2005; Ireland and Michael, 2005; Hitt, 2010). The four major factors of the strategic leadership of the organization leaders are the model of factors that influence the effectiveness of the organization (as the research results of Jyoti and Sharma, 2011; Tang et al., 2013). The research found that factors determining organizational direction influence organizational effectiveness. According to Sorooshian et al. (2010) and 22 Int. J. Educ. Admin. Pol. Stud. Nair et al. (2010), it was found that strategic implementation influences the organization’s effectiveness. According to Zheng et al. (2010), ... Purchase answer to see full attachment