scholarly journals Leading Change without Formal Authority: The ICC model for the 21st century

2021 ◽  
Vol 8 (11) ◽  
pp. 335-351
Author(s):  
Homa Freeman ◽  
Lisa Barnes ◽  
Warrick Long

Change seems to be a constant feature of the 21st century workplace. Successful organisations embrace change and make sure the personnel are valued, and that they remain engaged and motivated. Employers do not require to formally be in charge of a group of people to be called leader, but demonstrating leadership is an important feature for employees at every level of an organization. Women face a diverse range of difficulties in today’s workplace, and therefore this study aims to focus on the phenomenon of leading change without formal authority and develop a model for women to bring about change within their working climate. This conceptual research aims to identify novel connections between the concepts of leadership and feminism and in consideration of the features of the 21st century workplace. Reviewing the relevant literature particularly around the leadership qualities (drive, motivation, honesty, self-confidence, cognitive ability, and knowledge of the business) this study proposes dedication, political skill and sincerity as qualities of leadership without formal authority. Since, male and female personalities appear to be different in a number of aspects, the basic five personality qualities (known as the Big Five) are reviewed: neuroticism, extraversion, openness, agreeableness, and conscientiousness. Reviewing models of change as well as females’ qualities, this study suggests a model for leading change without formal authority including Identifying gaps, Connecting with emotions, and Committing to change (ICC model).

2019 ◽  
Author(s):  
Flavia Vieira da Silva Do Amparo ◽  
Esther Zanelli Miranda

Diversos são os estudos e textos que abordam as funções da literatura na formação do homem, tais como Antonio Candido (2004), Tzvetan Todorov (2009) e Harold Bloom (2001). O objetivo deste artigo é convergir algumas das conclusões propostas por esses estudos com propostas no campo da educação para próximo século como as feitas por Edgar Faure (no relatório Aprender a ser, 1973) e Jacques Delors (em seu prefácio ao relatório para a UNESCO, 1998); e a pesquisa desenvolvida por Daniel Santos et ali. (2017) sobre competências socioemocionais. Os estudos no campo educacional apontam para a importância de uma formação integral de cada pessoa: Faure no âmbito da integração entre os conteúdos próprios da escola com a vida, Delors na exposição das tensões que se apresentam aos estudantes de hoje e Santos ao trazer à educação o conceito das cinco dimensões da personalidade (Big five) estabelecidos por psicólogos. Ao tratar da capacidade humanizadora da literatura e dos aspectos apontados como necessários para a educação no século XXI, procura-se demonstrar que a formação literária durante o ciclo básico, período de formação essencial no desenvolvimento, pode ser um caminho possível para superar tensões educacionais atuais e auxiliar no processo de amadurecimento socioemocional de cada pessoa. 


Assessment ◽  
1996 ◽  
Vol 3 (2) ◽  
pp. 115-131 ◽  
Author(s):  
Larry C. Bernard ◽  
Steven Hutchison ◽  
Alexander Lavin ◽  
Pamela Pennington

Six personality measures used in health psychology; the NEO Five-Factor Inventory (NEO-FFI) criterion measures of stress, self-reported health status, and coping; and a measure of social desirability were administered to samples of college students and adult community volunteers ( N = 589) in a series of four confirmatory and exploratory factor analytic studies. The hypothesis that the six independently developed personality measures of ego-strength, hardiness, self-esteem, self-efficacy, optimism, and maladjustment would share common variance and that a hierarchical factor model with a single, higher-order Health Proneness factor loading two lower-order factors—Self-Confidence and Adjustment—would account for the covariance in these measures was tested against single and three-factor models and confirmed. The factor model was examined with respect to general personality as represented in the “Big Five” Model. Adjustment was related negatively to NEO-FFI Neuroticism and positively to NEO-FFI Conscientiousness and Agreeableness, whereas Self-Confidence was related to NEO-FFI Extraversion. None of these relationships is extensive, nor does any one account for more than 40% of the variance. Evidence of the validity of Self-Confidence and Adjustment was found in their moderate relationships to measures of stress, health status, and coping, and in their weak relationships to social desirability and negative affectivity.


Author(s):  
Ismail Hussein Amzat

In the fast-paced field of education, change in school settings has reached its momentum and the debate on who is supposed to lead the change in school settings has been intensified. Leading change in a 21st century school engages the school principal, teachers, students, the community, and the government. In driving the change, a learner's achievement should be the ultimate goal for every school leader, since learning is the core business of every educational institution. Beyond the school community, parents and people in the community have a major role to play in their child's education, success of implementing change in school, as well as government providing sponsorship/strategic support to facilitate teaching and learning. In light of this collaboration in making schools better, this research has chosen qualitative methods to explore teacher's understanding in Northern State Malaysia of the role of school principals, teachers, students, the community, and the government in leading change in 21st century school settings.


2020 ◽  
pp. 136787792097212
Author(s):  
Diego Labra

Could you truly understand contemporary Argentine culture without considering the local appropriation of The Simpsons? In this article, we argue that mass culture has been a blind spot of Argentine social sciences and humanities because of the particular development of local cultural studies. In order to articulate a critique and build upon it, we will review relevant literature, identify promising current research, and offer an outline on how to rethink the problem of production, circulation and consumption of culture in 21st-century Argentina and beyond.


2021 ◽  
Vol 13 (1) ◽  
pp. 1-19
Author(s):  
Muh Syauqi Malik ◽  
Tutut Hilda Rahma ◽  
Vifta Agnia Utami

One of the government's policies in education in the 21st century is the enactment of educational autonomy. This policy needs to be accompanied by a change of leadership in the education unit. The leadership qualities of the head of the madrasah will determine whether the madrasah achieves its expected goals or not. The purpose of this research is to analyze outstanding leadership in the 21st century, which includes the characteristics, style, nature, requirements, quality, and competence that a madrasah head must possess. This research was conducted at SDN 5 Cileungsir, Ranch Subdistrict, Ciamis Regency, in March 2020. This research used a library study approach. The data used in this research is secondary data, as the techniques carried out are collecting various credible sources from books, written documents, and articles taken from quality national and international online journals and have been accredited. All references that the author provides in this article aim to inform the reader of the tips and requirements to be an ideal and competent leader in the 21st century, especially leaders in schools. All descriptions are equipped with explanations and examples of events that are often encountered in the field to be understood easily. Based on the research results, it can be concluded that a leader must display exemplary behavior in the madrasah he leads. The behavior of the head of the madrasah must reflect the high spirit of work and should be an example or role model for all people in madrasahs. The ideal educational leader of the 21st century is an innovative leader, a leader who can innovate, has managerial skills and technical skills, and is highly dedicated to what he leads.  Managerial expertise is needed for leaders to handle the complexities of educational institutions, and educational leadership skills are needed to obtain innovative leaders in leading educational institutions to conform to a 21st-century education. He must have the vision, mission, willingness, and commitment to make changes, progress, understand processes, and create innovations and solutions. Besides, a leader must also have expertise and quality. Thus, if a leader can realize all these components, then the madrasah under its management can innovate better under the demands of education in the 21st century and per the objectives to be achieved.


At present, there are three streams of Tahfiz Science School (TSS) in Malaysia, namely TSS wholly owned by the federal government, private, and private-state. Therefore, each TSS provider will implement its own Islamic education model. The objective of the study was to assess the impact of TSS education on students’ self-efficacy, self-confidence, and leadership qualities. Overall, the findings of the survey carried out revealed that students have high self-efficacy, self-confidence, and leadership. Nevertheless, there is a difference in self-efficacy among the different types of TSS. Such differences in the quality of students are partly due to differences in quality of teachers, curriculum, financial resources, and facilities and infrastructure of the TSS. These differences also reflect that there is no uniform tahfiz science education (including curricula). Therefore, a uniform education policy of TSS is necessary to sustain the quality of tahfiz science students and provide Islamic technocrats for the labour force.


Pedagogika ◽  
2015 ◽  
Vol 117 (1) ◽  
pp. 118-132
Author(s):  
Asta Rauduvaitė ◽  
Živilė Virganavičienė

On the basis of scientific literature analysis it can be stated that at pre-primary age leadership is fostered developing children’s self-confidence, initiative, communication with adults, empathy, curiosity, leading of activities and play, activity, self-regulation and self-control, creativity, generating of ideas, which may be expressed in musical activities as well. Therefore, applying musical activities, expression of various features may be encouraged, their synthesis and variations may be achieved to enable a child to experience the nurtured qualities and to develop them. The results of the research on expression of leadership qualities of pre-primary children in musical activities showed that children’s leadership qualities are expressed in singing most frequently. Expression of leadership in other activities such as listening to music, playing and rhythmisation, improvisation and creation, is not so suggestive. Expression of leadership qualities in all activities should be encouraged, whereas during singing activities, all the distinguished leadership qualities were noticed: communicating with adults, generating of ideas, leading of activities and play, initiative, activity, empathy, creativity, curiosity, sensitivity, self-regulation and self-control. The analysis of children’s opinion about leadership qualities revealed that: 1) distribution of favorable musical activities is predetermined by child’s wish to involve in a certain activity and its attractiveness. Therefore, the role of a teacher is important presenting these activities in an attractive way and making attempts to strengthen learners’ interested in them; 2) children like to rally other children for activities but involve in them to a different extent. Some of them seek to lead, others generate ideas and show initiative to rally other children but they later assume the role of a collaborator and do not lead activities. Moreover, a number of children experience a negative influence of their peers, when they are not invited to engage in play, i.e., they lose self-confidence or engage in play only as an observer.


2021 ◽  
Vol 5 (1) ◽  
pp. 205
Author(s):  
Kusno Kusno ◽  
Eka Setyaningsih

This research is motivated by demands for mastery of 21st-century skills as a form of educational reform in the 4.0 era. This study aims to explore the understanding and skills of the prospective mathematic teacher in the development of the student e-worksheet as a form of teacher skills in the 21st-century. A total of 27 math teacher candidates in Banyumas Regency, Central Java, Indonesia, who took part in training teaching material development, was formed into 9 Groups (G) and was given the task to develop student e- worksheet of mathematics of junior high school. Data were collected through observation, interviews, self-reflection, open questionnaires, and portfolios and analyzed using content analysis procedures by reading carefully to understand relevant themes. The coding and labeling are then carried out to find the meanings associated with the research objectives and theoretical framework. This study's results indicate that self-regulated learning of prospective mathematics education teachers in the development of student e-worksheet can encourage motivation to learn, self-confidence, experience, and determination to become professional teachers in the 21st century. From this study, an understanding and skill of the century 21can be explored from self-regulated learning during the development of student e- worksheet, namely collaboration and communication skills, problem-solving, creativity and imagination, innovation, and novelty, literacy, and leadership.


Author(s):  
Brizeida R. Hernández-Sánchez ◽  
Jose C. Sánchez-García ◽  
Alexander Ward

Entrepreneurship as a research topic has been approached from different disciplines. After justifying the importance of its study, we define it as a process of discovery, assessment, and exploitation of opportunities. As part of this process, it also becomes important to study the person behind these actions. In fact, the personality approach is one of the most classic approaches in the study of entrepreneurship, albeit at same time one of the most controversial. This chapter summarizes relevant literature on personality traits and entrepreneurship, and differences are also established between broad traits (e.g., Big Five) and more specific traits (e.g., Opportunity Recognition or Locus of Control). Due to space constraints, this chapter does not do justice to all the existing developments that have analyzed the relationship between personality traits and entrepreneurship; however, it also includes a section dedicated to cognitive ability as a line of work that can complement the trait-based approach. The authors finalize this chapter with conclusions from the selected literature.


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