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

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).

A peek behind the curtain: exploring coaching styles within the implementation and sustainment facilitation (ISF) strategy in the substance abuse treatment to HIV care study

Background The Grasha-Riechmann teaching styles, which includes three didactic and two prescriptive styles, have been shown to help enhance learning within educational settings. Although an adaption of the Grasha-Riechmann style classification has enabled coaching styles to be identified for use as part of quality improvement (QI) initiatives, research has not examined the styles actually utilized by coaches within a QI initiative or how the styles change overtime when the coach is guiding an organization through change implementation. Interactions between coaches and HIV service organization (HSO) staff participating in a large implementation research experiment called the Substance Abuse Treatment to HIV care (SAT2HIV) Project were evaluated to begin building an evidence base to address this gap in implementation research. Methods Implementation & Sustainment Facilitation (ISF) Strategy meetings (n = 137) between coaches and HSO staff were recorded and professionally transcribed. Thematic coding classifications were developed from the Grasha-Riechmann framework and applied to a purposively selected sample of transcripts (n = 66). Four coders independently coded transcripts using NVivo to facilitate text identification, organization, and retrieval for analysis. Coaching style use and changes across the three ISF phases were explored. Results Facilitator and formal authority were the two coaching styles predominately used. Facilitator sub-themes shifted from asking questions and providing support to supporting independent action over time. Coaches’ use of formal authority sub-styles shifted notably across time from setting expectations or ensuring preparation to offering affirmation or feedback about changes that the HSO’s were implementing. The use of the delegator or personal model coaching styles occurred infrequently. Conclusions The current research extends implementation research’s understanding of coaching. More specifically, findings indicate it is feasible to use the Grasha-Riechmann framework to qualitatively identify coaching styles utilized in a facilitation-based implementation strategy. More importantly, results provide insights into how different coaching styles were utilized to implement an evidence-based practice. Further research is needed to examine how coaching styles differ by organization, impact implementation fidelity, and influence both implementation outcomes and client outcomes. Trial registration ClinicalTrials.gov NCT02495402. Registered on July 6, 2015.

Assessing the Role of Leadership Mechanisms for Inter-agency Collaboration and Information Sharing Success in Indonesia

Previous studies have identified leadership as an essential factor influencing inter-agency collaboration and information sharing in government settings. This study argues that some unique characteristics of inter-agency information sharing (IIS) initiatives across different jurisdictions and levels of government call for particular types of leadership. Specifically, this study uses data from in-depth interviews with fifteen public officials in Indonesia to better understand the role of leadership in inter-agency collaboration and information sharing initiatives. Findings from the interviews support two leadership mechanisms influencing IIS in Indonesia: executive involvement and exercise of formal authority, whereas the role of informal leaders seems to be less important in this case. It seems that in some developing countries such as Indonesia, informal leaders are not as influential to the success of IIS initiatives as formal ones, due to the influence of organizational culture.

The Relationship between Iranian EFL Teachers’ Emotional Intelligence and their Teaching Style

The present study aimed to detect and compare the most preferred teaching styles by Iranian English teachers in public schools and private language institutes and investigate the possible relationship between EFL teachers’ teaching styles and aspects of their emotional intelligence. The participants were 100 EFL teachers from public schools and private language institutes in Iran, Shiraz. The Persian version of the Bar-On Emotional Quotient Inventory and Grasha’s Style Inventory (TSI) was used to measure the teachers’ emotional intelligence and teaching styles, respectively. Concerning teaching style preference, formal authority style for EFL teachers of schools and facilitator style for teachers of the private institute was the most preferred styles. In addition, the least preferred styles were ‘delegator’ and ‘formal authority’ styles for public school teachers and private institute teachers, respectively. Regarding emotional intelligence, the lowest mean scores were observed in the Stress Management dimension, and the highest was related to the General Mood dimension. Furthermore, ‘general mood’, as a dimension of emotional intelligence, was highly correlated with ‘formal authority’ and ‘expert style’, both of which were public school teachers’ preferred styles. Public School teachers were relatively weak at using ‘personal model’, ‘facilitator’, and ‘delegator’ teaching styles. Thus, it is recommended that they adapt themselves to these styles.

Hyper-Management: Neoliberal Expansions of Purpose and Leadership

Recent decades have witnessed a discursive expansion of calls for abstract and charismatic management beyond the systematic administration of concrete settings—hyper-management. A first dimension of hyper-management is the lionization of individuals and organizations as empowered purposive actors, embodied in celebrations of vision, innovation, and entrepreneurship. A second dimension is the intended unification of empowered internal and external actors and their diverse purposes, manifest in calls for leadership qualities beyond formal authority such as communication, collaboration, and inspiration. The changes are broad and cultural, cutting across countries and social sectors, and are often decoupled from realistic practice. Thus they are better accounted for by a neo-institutional perspective than by theories emphasizing particular functions and interests. Hyper-management is generated by a culture of global neoliberalism and the ideologies of empowered individual and organizational actorhood that flow from it. During the global hegemony of neoliberal culture, hyper-management has become institutionalized in contemporary education programs, consulting arrangements, and exaggerated managerial status and income. But, given its cultural bases, current and future resistance to neoliberal globalization may undercut it.

Perbandingan Dewan Perwakilan Daerah (DPD RI) dengan Negara Lain

The basic idea of the establishment of DPD is the desire to better accommodate regional aspirations and also give a major role to the region in the political decision-making process for matters relating to the region. In the document of Strategic Plan (Renstra) of the House of Regional representatives (DPD) period 2015-2019 mention that the main objective of DPD RI is the realization of DPD RI as one of the State institutions that play an active role and maintain a balance in the state authority in the field of legislative, through the optimization of the implementation of the parliamentary function. The problem formulation in this journal is how to increase the status of DPD in establishing and strengthening the political representation in Indonesia and how to setup the authority of the Regional Representative Council (DPD) Republik Indonesia (RI) when compared with other countries. The discussion in this journal is the change of UUD 1945 to change the system of representatives in the state of Indonesia that previously did not reveal the actual representation. With the presence of the DPD, in the Indonesian representative system, the DPR is supported and should be strengthened by the DPD. With such conditions, the DPD institution has a very high legitimacy, which should have a high formal authority anyway, but in reality the formal authority is very low. The arrangement of the authority of DPD must be done through the Fifth Amendment UUD 1945. This is necessary for the DPD to have a constitutional certainty, so it will guarantee the continuity of the performance of DPD in the present and future. This arrangement is done by considering two things: first, Dpdas the same representative institution with the House of Representatives, should be engaged optimally in the process of making political decisions nationally. Secondly, the Fifth Amendment of the UUD 1945 is intended to assert the DPD as an institution that holds the authority to form legislation; Has a function of legislation; budget function; and surveillance functions; Then to change the articles that have been debilitating the DPD, namely related to the authority to file a RUU, discussing the RUU and also give the last consideration, this change is also done so that the DPD can then supervise with the giving of the right to ask questions, the right to ask for information and the right of a questionnaire and DPD RI through its tools (honorary body) in charge of implementing the code, is expected to always evaluate and revise the rules of DPD RI that is deemed to be no So ideally, do a comparison of the code of ethics with other countries, in order to minimize the misuse of budgets, duties and authorities.

The Influence of Formal Authority and Delegator Teaching Style on Students’ Enjoyment In The Business Studies Subject

The purpose of this study was to examine the teacher’s teaching style and students’ attitude towards the business studies subject. The samples were 189 upper six students who took business studies subject. This study used the survey method. Descriptive and inferential statistics used were Pearson correlations. The study found that the personal model teaching style was the preferred teaching style. Students’ attitude towards the business studies subject was at a moderate level. Correlation analysis revealed a significant positive relationship between teachers’ teaching style and students’ attitude toward business studies subject. The results of Pearson’s correlation test found that two types of teaching styles that were formal authority and delegator style had a significant relationship with the sub-constructs of attitude namely enjoyment.