The Meta-Leadership Model for Crisis Leadership

2021 ◽  
Author(s):  
Eric J. McNulty ◽  
Leonard Marcus ◽  
Jennifer O. Grimes ◽  
Joseph Henderson ◽  
Richard Serino
Keyword(s):  
Full Range ◽  
Hierarchical Structures ◽  
Multidimensional Analysis ◽  
Three Dimensions ◽  
Crisis Leadership ◽  
Self Assessment ◽  
Control Approach ◽  
Shared Goal ◽  
Face Complex ◽  
And Control

Meta-leadership is a framework and practice method for broad, overarching leadership that meets the demands of modern organizations that have evolved beyond purely hierarchical structures and face complex crisis situations. The meta-leadership framework consists of three dimensions: the Person, or the characteristics and behaviors of the leader; the Situation, or the context in which the leader operates with its inherent challenges and contingencies; and Connectivity, the relationships and interconnections among the full range of stakeholders. Such an overarching model guides self-assessment by the leader, multidimensional analysis of the problem, and collective action to achieve a shared goal. It assists the leader in navigating complexity, understanding diverging perspectives, and recognizing opportunities to leverage overlapping interests as well as distinct capacities and capabilities among stakeholders in order to generate benefits for all. Using the dimensions as lenses for thinking and levers of action, the leader envisages and encourages cohesive efforts within the organization and encourages buy-in from potential external collaborators. Meta-leaders take a systemic view, exercising formal authority as well as influence well beyond that authority, leading “down” to subordinates; “up” to superiors; “across” to peers; and “beyond” to entities outside of the organization. Encompassed within each dimension are leadership techniques and tools for navigating the difficulties of competing interests, framing solution sets to influence the trajectory of events, and maintaining order amidst seeming chaos. The desired outcome is a “swarm,” where autonomous entities operate in swift synchrony to address threats and seize opportunities, overcoming the limitations and confounds of a “command-and-control” approach amidst the confusion of crises. This evidence-based framework has been envisioned and refined by both interdisciplinary research and the pragmatic experience of crisis leaders and organizational executives. While well suited to the intense environment of crises, meta-leadership has also proven useful in everyday leadership in situations involving diverse stakeholders facing a shared challenge.

scholarly journals An Analytical Perspective of the Reliability of Multi-Evaluation in Higher Education

Mathematics ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1223
Author(s):  
Antonio Rodríguez Fuentes ◽  
José Luis Gallego Ortega
Keyword(s):  
Selection Process ◽  
Self Assessment ◽  
Statistical Software ◽  
Self Evaluation ◽  
Participant Selection ◽  
Analytical Perspective ◽  
Second Year ◽  
The University ◽  
And Control ◽  
And Training

It is urgent to evaluate the rest of the renewed elements within the university didactic action, overcoming the hegemony of traditional methods in which the professor constitutes as the sole evaluator. If autonomous and cooperative group-based learning is encouraged, self-assessment and co-assessment must also be promoted, apart from the traditional lecturing and evaluation by others. The assessing competence of Teacher Training degree students (n = 175) was researched, started with stratified sampling (in the second and fourth years), following a participant selection process in each group. The compiled data were subject to descriptive, inferential, and correlation analysis by means of statistical software. The results pointed to low execution levels as for the self-evaluation (individual and group), although a certain progress was identified in the four year students compared to those in their second year of study. A better execution in evaluation was observed in all students regarding co-assessment (among different work groups in the classroom) and assessment by others (towards the professor). The use of all types of assessment is proposed, having a certain awareness and training regarding self-evaluation, and counting with a full supervision and control over it. All in all, the advantages of multiple and democratic assessment surpass the drawbacks derived from them.

scholarly journals Examination of Mother Characteristics Affecting The Maternal Gatekeeping

2021 ◽  
Vol 9 (22) ◽  
Keyword(s):  
Gender Roles ◽  
Attitude Scale ◽  
Daily Hassles ◽  
Hierarchical Regression ◽  
Role Perception ◽  
Self Assessment ◽  
Maternal Gatekeeping ◽  
Traditional Gender Roles ◽  
Child Relationship ◽  
And Control

There are many factors that effect maternal gatekeeping, which is defined as the behaviors of mothers that encourage, control or discourage the father-child relationship. In this study, it is aimed to examine the mother characteristics that affect the gatekeeping behaviors of mothers who have children in early childhood. The sample of the study consists of 385 mothers with a mean age of 32.71 (S = 7.61). Participants completed the Maternal Gatekeeping Scale, Parental Self-Efficacy Scale, Gender Roles Attitude Scale, Semantic Differentation Scale-Myself as Mother, Perception Measurement for Father’s Role, Parenting Daily Hassles Scale and demographic information form. According to the results of the hierarchical regression analysis conducted separately for each gatekeeping behavior; mother's perception of paternal role, perception of father's competence and motherhood self-assessment predicted the encouragement dimension positively and discouragement dimension negatively. In addition, it was found that the traditional gender roles of the mother negatively predicted the encouragement, but positively predicted the control. Finally, it was found that daily difficulties experienced by the mother in raising a child positively predicted discouragement and control. It is thought that the results obtained from the study are important in terms of understanding the mother characteristics underlying maternal gatekeeping behaviors and being a guide for intervention programs. Keywords: Maternal gatekeeping, maternal self-assessment, traditional gender roles, paternity role perception, paternal competence

scholarly journals QUALITY IMPROVEMENT ON CERAMIC TILES PROUCTION PROCESS WITH SIX SIGMA METHOD (DMAIC) AT PT ARWANA CITRAMULIA

2018 ◽  
Vol 3 (2) ◽  
pp. 101
Author(s):  
Priskila Christine Rahayu ◽  
Vanesa Darvin
Keyword(s):  
Quality Improvement ◽  
Production Process ◽  
Six Sigma ◽  
Ceramic Tiles ◽  
Control Approach ◽  
Sigma Level ◽  
And Control

This study focused on quality improvement on ceramic tiles production process at PT Arwana Citramulia. This study used data defects for 12 months (May 2016 – April 2017) and only focus on one type of defect and it is chop corner. Six sigma with DMAIC (define, measure, analyze, improve, and control) approach was used to improve the process. Each step of DMAIC was conducted to carefully analyze and keep the process precisely. The ceramic tiles production process contains a number of 4375 products defects in million opportunities (DPMO), with sigma level of 4.13. In the improve step of DMAIC, FMEA form was used to propose some recommendations in order to improve the process, some of that that are provision of lubricant periodically by the operator, polishing on the surface of the liner to clean and clear, examination and maintenance periodically. Keyword : Quality, Six Sigma, DMAIC, Defects.

scholarly journals How Kindergarten Teachers Assess Their Own Professional Competencies

2021 ◽  
Vol 11 (12) ◽  
pp. 769
Author(s):  
Eva Pupíková ◽  
Dalibor Gonda ◽  
Kitti Páleníková ◽  
Janka Medová ◽  
Dana Kolárová ◽  
...  
Keyword(s):  
Classroom Management ◽  
Content Knowledge ◽  
Educational Needs ◽  
Kindergarten Teachers ◽  
Further Education ◽  
Three Dimensions ◽  
Self Assessment ◽  
Teaching Competencies ◽  
Four Dimensions

One of the requirements of Education 4.0 is that students and practitioners should be involved in the creation of the content of study plans. Therefore, in the present research we focused on identifying the further educational needs of kindergarten teachers. Teachers’ educational needs were divided into four dimensions: ‘content knowledge’, ‘diagnostic knowledge’, ‘didactical knowledge’, and ‘classroom management knowledge’. In parallel, we discovered how teachers assess the level of their own teaching competencies. Based on the obtained data, we identified that teachers have the greatest need for further education in the dimension of ‘diagnostic knowledge’ and that the need for their further education in this dimension did not depend on the length of practice. In the other three dimensions, a declining trend in teachers’ educational needs has been recorded with an increasing length of practice, declining significantly in three of the four dimensions examined. The study points to the need to create in-service courses for kindergarten teachers to deepen their ‘diagnostic knowledge’ and thus ensure the sustainability of the quality of pre-school education for children. Teachers‘ self-assessment of their own teaching competencies corresponds to their educational needs, which supports the relevance of the findings on the further educational needs of kindergarten teachers. This study aimed to obtain relevant data on which the improvement of the higher education of future kindergarten teachers might be based. At the same time, this would allow the analysis and tailoring of the content of professional development courses to the needs of in-service kindergarten teachers.

scholarly journals Vulnerability among European Youth: A Proposal for a Multidimensional Approach (2013–2017)

2021 ◽  
Vol 13 (16) ◽  
pp. 9252
Author(s):  
Álvaro Moro ◽  
Concepción Maiztegui-Oñate ◽  
Josu Solabarrieta
Keyword(s):  
Inclusive Education ◽  
Secondary Analysis ◽  
Cultural Dimensions ◽  
Multidimensional Analysis ◽  
Three Dimensions ◽  
Vulnerable Groups ◽  
Multidimensional Approach ◽  
Policy Debates ◽  
European Youth ◽  
Insight Into

The notion of vulnerability has acquired an important role in social policy debates. Therefore, the identification of vulnerable groups and their conditions is particularly important for the orientation of public policies and risk reduction. This article aims to offer a broad vision of the situation of European youth (15–29) using three dimensions of vulnerability (personal, economic and socio-cultural dimensions). To do so, we developed a multidimensional approach combining a system of indicators (N = 33) to contrast the evolution of the aforementioned dimensions among the European countries. Based on secondary analysis of quantitative data on European member states, we compared the evolution during two moments in time. The first period examined was 2012–2014, after the global financial crises but prior to the implementation of Youth Guarantee, whereas the second was the period which allowed for an examination of the latest updated data available (2017). Our results confirm territorial imbalances that affect the lives of European youth and their future opportunities. Northern countries led this scenario combining an inclusive education system with supportive labor market policies offering more opportunities to overcome risks. Although this multidimensional analysis is exploratory, its findings provide preliminary insight into the configuration of the dimensions of vulnerability in European youth.

scholarly journals Formation of the Culture of Working with Information in the Conditions of Distance Learning During the Covid-19 Pandemic

2021 ◽  
pp. 318-333
Author(s):  
Oleksandra Markiv
Keyword(s):  
Distance Learning ◽  
Average Rate ◽  
Evaluation Criteria ◽  
Main Task ◽  
Organizational Model ◽  
Self Assessment ◽  
Formative Stage ◽  
Before And After ◽  
Kyiv Polytechnic Institute ◽  
And Control

The main purpose of the study predetermines the main issue of the article: to show the importance of formation of a culture of working with information among students during distance learning, which means the ability to evaluate, perceive information, prevent manipulation, distinguish truth from falsehood. The main task is to assess the existing and desired level of this competence, to develop an organizational model of its formation which consists of the following components: goals and objectives, pedagogical conditions and evaluation criteria. The model was implemented simultaneously at the Drahomanov National Pedagogical University and National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” by teachers of humanities in experimental and control groups (16 people) in three stages: ascertaining, formative and final. A questionnaire and a self-assessment map of the formation of the culture of working with information were developed for the ascertaining stage; purposeful work with students was conducted (special tasks, discussion conversations, discussions) at the formative stage the results before and after the experiment were compared at the final stage in particular. Positive dynamics in the experimental group was noted, the average rate of formation increased. The proposed evaluation criteria – motivational, cognitive and activity ones have demonstrated practical value. It is advisable to recommend their use at other faculties. It is concluded that the organizational model is effective. The prospect of the study is the scientific substantiation of the implementation of the model among a wider range of students and the development of a distance specialized course.

scholarly journals Olfactory evaluation in hospitalised and self-isolated patients with COVID-19: a single-centre experience on 55 cases

2021 ◽  
pp. postgradmedj-2021-140315
Author(s):  
Maja Klarendic ◽  
Eva Zupanic ◽  
Mateja Zalaznik ◽  
Dejan Georgiev ◽  
Janez Tomazic ◽  
...  
Keyword(s):  
Subjective Assessment ◽  
Acute Onset ◽  
Control Group ◽  
Common Symptom ◽  
Self Assessment ◽  
Olfactory Loss ◽  
Hospitalised Patients ◽  
Olfactory Impairment ◽  
And Control ◽  
Smell Loss

BackgroundSmell loss is a common symptom of COVID-19 infection. Majority of the studies that evaluated olfactory impairment in COVID-19 used questionnaires (subjective smell evaluations) and did not compare the results with objective or semiobjective measures of smell. We performed smell testing in hospitalised and self-isolated patients with COVID-19 and control participants.MethodsFifty-five COVID-19 and 44 control participants underwent smell testing, using Burghart Sniffin’ Sticks ‘Screening 12 Test’. Participants also rated their smelling capability on the numerical scale. Differences between groups and correlation between smell loss and time from acute onset of symptoms were tested, as well as correlation between results of smell test and subjective assessment of smell.ResultsHospitalised patients with COVID-19 correctly determined 6.5/12 odorants compared with 10/12 in the self-isolated and 11/12 in the control group (p<0.001). Hyposmia or anosmia were present in 87.5% of hospitalised and 29.0% of self-isolated patients (p<0.001). The correlation between subjective self-assessment and results of smell testing was non-significant in both groups of patients with COVID-19, while there was a moderate positive correlation (p=0.001, Spearman’s correlation coefficient=0.499) in control participants.ConclusionContrary to some previous reports suggesting that the presence of olfactory loss may predict milder course of disease, our study found that a vast majority of hospitalised patients with COVID-19 had prominent olfactory impairment. The absence of correlation between self-rated and objective smell evaluation in patients with COVID-19 indicates that subjective smell assessment is unreliable.

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