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Table Of Contents

CONTINGENCY THEORY
SCHOOL CULTURE
COMPONENTS OF CULTURE
THE PROCESSES OF ORGANIZATIONAL BEHAVIOR
PERCEPTION
PERCEPTUAL DISTORTIONS
THE BEHAVIORAL PERSPECTIVE
MANAGERIAL ROLES THEORY
EARLY SITUATIONAL THEORIES
FREDERICK FIEDLER'S THEORY
CONTEMPORARY SITUATIONAL LEADERSHIP
PATH-GOAL THEORY
THE VROOM-YETTON MODEL
THE HERSEY-BLANCHARD MODEL
REFRAMING LEADERSHIP
TRANSFORMATIONAL LEADERSHIP
DEVELOPING AN EDUCATIONAL VISION
IMPLICATIONS FOR EDUCATION
MOTIVATING AND REWARDING INDIVIDUALS
NEED THEORIES
UTILIZATION OF NEEDS THEORIES
EQUITY THEORY
REINFORCEMENT THEORY
EXPECTANCY THEORY
GOAL-SETTING THEORY
REDESIGN OF WORK
CAREER LADDERS
REWARD SYSTEMS
MERIT PAY
EFFECTIVE COMMUNICATION
IMPROVING COMMUNICATION
THE ASSERTIVE COMMUNICATION STYLE
USING ACTIVE LISTENING TECHNIQUES
EXTERNAL COMMUNICATION
MATRIX DESIGN
INTERVIEWS
POWER DIFFERENCES
STRATEGIES FOR MANAGING CONFLICT
CONFLICT INTERVENTION ACTIVITIES
CONFLICT RESOLUTION PROCESSES
STRUCTURAL MECHANISMS
CULTURAL DIVERSITY
THE STRATEGIC PLANNING PROCESS
STRATEGIC PLANNING
COMPREHENSIVE STRATEGIC PLANNING
STRATEGIC PLANNING AND HUMAN AND MATERIAL RESOURCES
SYSTEMS PLANNING
MISSION ANALYSIS
FUNCTION ANALYSIS
TASK ANALYSIS
METHOD-MEANS ANALYSIS
SYSTEM ANALYSIS SUMMARY
PROBLEM RESOLUTION SUMMARY
EFFECTIVE DECISION MAKING
DECISION MAKERS
EFFECTIVE DECISIONS
THE DECISION TREE
ETHICAL DECISION MAKING
THE RATIONAL DECISION-MAKING PROCESS
ALTERNATIVE DECISION-MAKING MODELS
INDIVIDUAL VERSUS GROUP DECISION MAKING
TIME REQUIRED
RISKINESS OF DECISIONS
RECOGNIZING EXPERTISE
GROUPTHINK
CHOOSING GROUP DECISION MAKING
WAYS TO IMPROVE DECISION MAKING
POWER AND THE NEGOTIATIONS PROCESS
POWER IN THE ORGANIZATION
ETHICAL ISSUES
POWER AND DEPENDENCE
POWER AS EXCHANGE
PERSONALITY AND POWER
POWER RELATIONS
EMPOWERING OTHERS
SOURCES OF POWER
THE NEGOTIATION PROCESS
BARGAINING PARADIGMS
COLLABORATIVE BARGAINING
EFFECTIVE NEGOTIATION
PRE-NEGOTIATION PREPARATION
DEVELOPING A BARGAINING STRATEGY
THE BARGAINING PROCESS
CONTRACT ADMINISTRATION
THE CHANGE PROCESS
MODELS OF CHANGE
THE CLINICAL STRATEGY
THE GROWTH-CENTERED STRATEGY
EVALUATING CHANGE
INSTITUTIONALIZING CHANGE
LEADING WITH HEART
LEADERSHIP DEFINED
IT STARTS WITH TRUST AND SENSITIVITY (HEART)
TEAMWORK
EMPLOYEES AS VOLUNTEERS
THE VALUE OF HEROES
EMPLOYEE OWNERS
THE SIGNS OF HEARTLESSNESS
EDUCATIONAL ADMINISTRATION AS A MORAL SCIENCE
THE IGNATIAN VISION
IMPLICATIONS FOR ADMINISTRATION
SUMMARY
ORGANIZATIONAL DIAGNOSIS
THE DIAGNOSTIC CHECKLIST
THE HEART SMART ORGANIZATIONAL DIAGNOSIS MODEL
P. 1
Educational Administration: Leading with Mind and Heart

Educational Administration: Leading with Mind and Heart

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Published by RowmanLittlefield
Educational Administration: Leading with Mind and Heart, 2nd edition takes an organization-development approach to producing effective leadership. Picture yourself standing in the middle of a dense forest. Suppose you were asked to describe the characteristics of the forest; what types of trees are growing in the forest; how many acres of trees are there; where are the trees thriving; where are they not? Faced with this proposition, most people would not know where to start and "would not be able to see the forest for the trees."

Newly appointed school administrators often have these same feelings of confusion when faced with the prospect of having to assume a leadership role in a complex organization like a school or school system. Where does one start? An effective way to start would be to systematically examine the components that make up an organization. Such a system of organizational diagnosis and prescription will lead to a comprehensive and integrated analysis of the organization's strengths and weaknesses and point the way toward possible improvement. This book suggests such a sequential and systematic approach. Utilizing it effectively can produce dramatic and useful results.
Educational Administration: Leading with Mind and Heart, 2nd edition takes an organization-development approach to producing effective leadership. Picture yourself standing in the middle of a dense forest. Suppose you were asked to describe the characteristics of the forest; what types of trees are growing in the forest; how many acres of trees are there; where are the trees thriving; where are they not? Faced with this proposition, most people would not know where to start and "would not be able to see the forest for the trees."

Newly appointed school administrators often have these same feelings of confusion when faced with the prospect of having to assume a leadership role in a complex organization like a school or school system. Where does one start? An effective way to start would be to systematically examine the components that make up an organization. Such a system of organizational diagnosis and prescription will lead to a comprehensive and integrated analysis of the organization's strengths and weaknesses and point the way toward possible improvement. This book suggests such a sequential and systematic approach. Utilizing it effectively can produce dramatic and useful results.

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Publish date: Jan 1, 2005
Added to Scribd: Feb 11, 2013
Copyright:Traditional Copyright: All rights reservedISBN:9781461648772
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