Leadership and Change Essay Example | Topics and Well Written Essays - 3500 words

Leadership and Change - Essay Example From this discussion it is clear that  strong and effective leadership is the vital aspect of HRM required to manage the recent changes. Defining what makes a great leader is not a simple task. Leadership is an exceptionally complex phenomenon: the recent explosion of scholarly literature covering various aspects of leading and managing people is one logical outcome of this complexity. Despite huge amount of books and articles dedicated to the issue, there is still a great deal of ambiguity surrounding the true meaning of effective leadership in contemporary organizational environment.This study stresses that  absence of agreement between the scholars is partially due to different methods utilised to explore the phenomenon. partially due to varied purposes of defining leadership. and partially due to the variations in theoretical approaches. There are several major approaches in leadership studies: leadership as the focus of group processes, as personality attribute, as the art o f inducing compliance, as an exercise of influence, as a particular kind of act or behaviour, as a form of persuasion, as a power relationship, as an instrument of goal achievement, as an emerging effect of group interaction (`leadership exists when it is acknowledged or conferred by other members of the group), as a differentiated role, as the initiation or maintenance of role structure, or as some combination of all these approaches.  ... Despite huge amount of books and articles dedicated to the issue, there is still a great deal of ambiguity surrounding the true meaning of effective leadership in contemporary organizational environment. In psychology the phenomenon of leadership has traditionally been associated with in-group dynamics of social interactions. In any group, regardless of its size, members differ in their degree of social influence over one another: ... the person who exerts the most influence on the rest of the group thus affecting group beliefs and behaviour is usually addressed as leader'' (Hollander, 1985: 14). Although this definition of leadership allows the reader to grasp the essence of leadership, it is only one of the numerous of definitions that have been proposed in the existing literature (Northhouse, 2004). Absence of agreement between the scholars is partially due to different methods utilised to explore the phenomenon. partially due to varied purposes of defining leadership. and partially due to the variations in theoretical approaches. There are several major approaches in leadership studies: leadership as the focus of group processes, as personality attribute, as the art of inducing c ompliance, as an exercise of influence, as a particular kind of act or behaviour, as a form of persuasion, as a power relationship, as an instrument of goal achievement, as an emerging effect of group interaction (leadership exists when it is acknowledged or conferred by other members of the group), as a differentiated role, as the initiation or maintenance of role structure, or as some combination of all these approaches (Bass, 1990: 6-10). These various approaches may be a way of

Homo Religiosus by Karen Armstrong, p. 22-38 The Minds Eye by Oliver Essay

Homo Religiosus by Karen Armstrong, p. 22-38 The Minds Eye by Oliver Sacks, p. 303-317 - Essay Example According to Sacks, in a society where people lack mind’s eyes, they are likely to associate themselves with some events such as idol worshiping or despotism even if they have the physical eyes. These side effects prevent human beings from achieving a factual understanding of who they are. The idea that Sack presents in his article â€Å"The Mind’s Eye† is that trauma, in this case, blindness results to loss of â€Å"sensuous, intimate being at one with world† or loss of self (Sacks 313). Karen Armstrong of â€Å"Homo Religious† connects with Sack’s ideas that blindness trauma leads to loss of one’s self or sense (Armstrong 23). It is essential that, human beings acknowledge the dangers posed by blindness and if they persist, being victims of this, there will be no way for them to go back to a life, which has self-knowledge. Like Armstrong, Sack inveighs blindness trauma against â€Å"idol worship†. â€Å"Despotism† of sight and claims the â€Å"task† blindness trauma as reminding human beings of their other deeper perception modes as well as their mutuality (Armstrong 24). The two authors argue that a blind individual has a good sense of taste, feeling, touch, and he or she can write and speak as a â€Å"gift of the blind individuals†. Therefore being blind does not mean that one is unable to carry out duties done by other people since they have mind’s eyes (Armstrong 25). For instance, Lusseyran is able to feel, blend into one fundamental sense, has deep attentiveness, has slow and prehensile attention, and a sensuous and intimate being in the world where sight, with is flicking, quick, quality, and facile continually distracts people from. According to Sack, this concept is extremely close to an individual whose has â€Å"deep blindness† as considerably more than simple compensation other than a unique type of perception, a special and precious mode of being (Sacks 314). One essential question that people should put in mind is

Community College Perception Paper Essay Example | Topics and Well Written Essays - 500 words

Community College Perception Paper - Essay Example This allows them at least 2 years before they finally have to decide upon what direction they truly want to take in college. Aside from undecided students, community college also works well for those students who can only afford to study on a part time basis due to financial constraints. Sources indicate that students who do not have an impressive GPA can also benefit from attending a community college as these schools normally have to accept everybody who enrolls. They have some criteria that students must meet in order to enroll but these are not as rigid as those in a regular college. In fact, some community college students use the opportunity to increase their GPAs to an impressive level before applying at the 4 year university of their choice. Finally, a student may opt for a community college degree when he is interested in pursuing a career that may not necessarily require the completion of a 4 year course (Chen Grace â€Å"What is a Community College?). There is a misconception that the quality of education at a community college is substandard and anybody can enroll and pass without a problem. Hence the reason why community college students are often thought of as slackers and the schools as diploma mills. The quality of education at a community college is actually comparable to that of a regular college. The students must still do the work in order to make the grade and pass his classes. There is a reason behind the standard of education at a community college. Most of their graduates have a tendency to continue to a 4 year degree course at any of the regular colleges that have an â€Å"Academic Passport Program† agreement with the community college. Keeping the above information in mind, the reason behind the mission and purpose of a community college is very clear. Theirs is a college system that is open to admission of anyone who wishes to earn a college degree but

Fault Tolerance Paper Essay Example | Topics and Well Written Essays - 1750 words

Fault Tolerance Paper - Essay Example Understanding the different components as a part of shadowing and mirroring as well as how it can be used to assist in databases can provide individuals with more alternatives for building the database security needed while creating higher levels of fault tolerance. The need to examine the benefits and disadvantages of the mirroring system is also required. This provides an evolution toward the main approach of mirroring and shadowing for more advanced technology that is currently being built for end users. Several types of technologies are available and used for the shadowing and mirroring fault – tolerance system. Each of these can work together to provide complete functioning within the system while allowing the backup system created to work more efficiently. The first technology used is from physical aspects of the system. The mirroring built through a hardware system is placed into the main drive of the computer. This divides by a coupled multi – processor with modules that carry dual paths. The cross - section and double paths as a part of the mirroring then create a way for data to move from one component to another. These interface with dual ported controllers and a disc subsystem that allows the data controlled with where it goes and how the information can mirror. The storage then takes place in the disc subsystem to provide complete backup to the system. Newer physical properties built from remote servers are also available. These specific options allow end use rs to immediately back-up data through an online portal connected through a remote server. The information moves into a storage space by connecting from one network to the computer so one can save all applicable information. The main hardware of this system built into a server provides a hosting company who has larger backup space on

The use of spinal immobilisation in the prehospital environment An Essay

The use of spinal immobilisation in the prehospital environment An investigative study - Essay Example Findings such as continuous oozing, subcutaneous emphysema and especially expanding haematoma were initially missed. Current literature does not directly address the indications, benefit and risk concerning so-called immobilization for penetrating neck injuries. This is true for both journals and major trauma textbooks. Most authors simply recommend that all patients with such injuries should be immobilized, or merely state that such is the practice in their emergency department and pre-hospital trauma care. Even the manual of the ATLS does not make a distinction between blunt and penetrating neck trauma, generally stating that "any patient with a suspected spine injury must be immobilized above and below the suspected injury site until injury has been excluded by roentgenograms". In addition it stresses that "cervical spine injury requires continuous immobilization of the entire patient with a semi-rigid cervical collar, backboard, tape and straps before and during transfer to a definite-care facility". (Sauerland, 2004) In depth analysis of the text following these statements reveals that the au thor is referring only to casualties from blunt injury! Although there is no proven benefit of spin... Immobilization has been demonstrated to cause back and head pain, resulting in an increased number of radiographs required to clear the spine in the emergency department (ED). Rigid spine immobilization can also cause pressure-related tissue breakdown, restrict respirations, and, if used aggressively, actually cause spinal cord injury. (Jones, 2004) Importance of Spinal Immobilization ED studies have confirmed the ability of clinical criteria to reliably determine the need for spine radiographs, although the majority of these have addressed only the cervical spine. Stevens reported that only a small number of patients with cervical spine injury escaped capture using clinical clearance criteria in the ED. Although the ED use of clinical spine clearance protocols has been reported, the validity of using a similar protocol in the EMS setting has not been fully addressed. The goal of prehospital management of SCI is to reduce neurological deficit and to prevent any additional loss of neurological function. (March, 2002) Therefore, prehospital management at the scene should include a rapid primary evaluation of the patient, resuscitation of vital functions (airway, breathing, circulation; the "ABCs"), a more detailed secondary assessment, and finally definitive care (including transport and admission to a trauma centre). Moreover, after arrival at the scene, it is impo rtant to "read" the scene and to appreciate the mechanism of injury in order to identify the potential for SCI. Prehospital management in general and the management of the airway and ventilation in particular should include immobilisation of the spine in suspicious cases to reduce the risk of a secondary SCI. (Hoffman, 2000) Cardiovascular

Becoming a Business Accountant Essay Example for Free

Becoming a Business Accountant Essay Business Accountant help to ensure that the country’s firms are run efficiently, its taxes are paid on time and its public records stay accurate. Accountants offer a wide variety of business and accounting services. Some of these services are: public, management and government accounting. Their main tasks are preparing, analyzing, and verifying financial documents in order to provide information to clients. Many accountants are required to have a lot of skill and knowledge. Most accountant work in an office, however those that are self-employed may be able to do part of their work at home. Accountants who are employed by public accounting firms and government agencies sometime have to travel often to perform audit at branches of their firm, clients’ places of business, or government facilities. Usually accountants work about a 40-hour week, but most work longer especially if they are self-employed and have many clients. Most accountant position requires at least a bachelor’s degree in accounting or a related field. Beginning accounting positions in the Federal Government requires 4 years of college including 24 semester hour in accounting or an equal amount of education and experience. Also practical knowledge of computers and their applications in accounting is a good thing to have for job seekers in accounting field. People who want a career in accounting should have a skill in mathematics and be able to analyze, compare, and interpret facts and figures quickly. They must be able to communicate the results of their work to clients.

Organizational Culture And Leadership Styles Education Essay

Organizational Culture And Leadership Styles Education Essay Human learning in the 21st century will be as different from human learning in the 20th century as the micro-chip and neural networks are from the valve. (Lepani,1994, p. 3). In this century the scope and pace of change seem to be accelerating in all areas of human existence. We have to move with it or ahead of it if we are not to be left behind. Academic institutions are feeling this tidal wave of change in ways that have left many educators consciously or otherwise confused, exhausted and disillusioned. (Deal, 1990, p.131) Change can be seen as evolutionary and dynamic with an emphasis on continuous learning and adaptation (Dixon, 1994; Fullan, 1991; Fullan and Miles, 1992). The challenge for academic institutions is to adopt change strategies that provide internal stability while moving ahead. This challenge may be able to be met in education and elsewhere by focusing on a change strategy where learning comes to be seen as the single most important resource for organizational re newal in the postmodern age (Hargreaves, 1995). The nations that lead the world into the next century will be those who can shift from being knowledge transformational bodies to those that will have the capacity to possess, renew and utilize knowledge successfully. The major issue that confronts educators is whether or not we can transform education and create academic institutions that can successfully prepare our nations students for life. This process calls for leadership at all levels, a good school culture and personal commitment of those who are responsible for these institutions. They must take the time to seriously consider the kinds of changes that are needed. They have to address the needs of students and teachers and then a fundamental transformation of education could happen. There are many routes for organizational development through change, which can be used to improve an organizations quality. Learning organization models provide one administrative method that can be used to provide direction for organizational achievement for both public and private organizations (Makasarnont, 1997). As Hoy and Miskel (2001) state, academic institutions are service organizations that are committed to teaching and learning. The academic institutions functions as a learning organization in order to continue to improve performance and build capacity to manage change (Corcoran and Goertz, 1995) in an environment where academic institutions are becoming increasingly borderless. Conceptualizing academic institutions as learning organizations is appropriate, given the new challenges of a fast-changing world. To be relevant in a knowledge society, new skills, capabilities and knowledge are required. The focus of each academic institution should therefore fall on the enhancement of individual commitments to continuous learning by creation of an enabling enterpreutionial culture and transformational leaders for the development and growth of academic institutions as Learning Organizations. Teachers have to be awake to these changes and must try to improve their skills all the time. They cannot stop their learning simply because they have graduated from school or the university and have been employed; if they would like to be successful, they must grow. They have to keep on learning from their experiences, environment, or their organization. As Lassey (1998) shows successful people are people who learn. Without learning, there is no improvement; and without improv ement the institutions stagnate. The institutions should be places where participants continually expand their capacities to create and to achieve. If academic institutions are to be effective learning organizations, they must find ways to create structures that continuously support teaching and learning and enhance organizational adaptation. Therefore the learning organization is the important thing that an administrator has to create in her/his school in order to give leaders, teachers and students an opportunity for learning continuously, based on the belief that the more people learn, the better they can perform when they go on in life. Need for the Study Many academic institutions are struggling to meet the requirements for academic performance. In this study academic institutions is narrowed down to only schools, as they are base in the description of an academic institution. Despite numerous promising initiatives from the government to promote student success in schools, overall gains in student performance have been disappointing. Some commentators have suggested that nothing less than a fundamental redesign of the educational system will begin to address the hurdles faced by students in succeeding at school (Boyd Shouse, 1997). Coleman (1997) noted that the highly bureaucratic nature of Government schools stifles creative problem solving and blocks receptivity to large-scale and transformative system reform. He described schools as administratively driven organizations with long feedback loops from the top of the organization (for example, the principal) to component subsystems (for example, teachers and students). Coleman consi dered schools with decentralized authority structures and norms of accountability and social support, which he labels as output-driven organizations, as having more promise than ones with traditional bureaucratic forms for increasing teacher and student performance. With growing concerns about the ability of the public education system to respond to the needs of students (Orfield et al., 2004), many voices in the school reform movement have discussed the need for schools to operate as learning organizations, which addresses the importance of faculty and staff working together to solve problems through networking and team learning (Senge et al., 2000). The degree to which schools function as learning organizations may not only influence the willingness of school employees to embrace new innovations for promoting student achievement, but also their personal well-being, their sense of efficacy in working with students, their work satisfaction, and their evaluation of the school as a hi gh-performing organization. A burgeoning number of empirical investigations offer support for these types of positive effects from schools functioning as learning organizations (Lick, 2006; Orthner et al., 2006). I believe that understanding schools as learning organizations offers the potential to unlock the creative and dynamic processes that schools require to undergo fundamental and significant change initiatives. Only then do we believe that schools will begin to address the challenges they face in educating children and youths and in closing the significant gaps in educational achievement and life success. The phenomenon known as the learning organisations has during the past three decades been discussed widely in the literature (Khadra Rawabdeh, 2006; Moilanen, 2001, 2005; Hawkins, 1991; Watkins Marsick, 1993; Senge, 1990; Pedler, Burgoyne Boydell, 1991). Unfortunately, the concept of the learning organization remains abstract and elusive for many school level practitioners, which reflects, in part, a strong leaning toward a constructivist approach in the study of organizational learning. School personnel also have relatively few tools available to examine this aspect of their schools, and assessment is the first step in the evidence-based practice planning sequence. During the past century much has been learned about how the brain works and how students learn. We have also learned that how schools can be organized in what that can enhance the quality of learning that students experience and we know a great deal about the kinds of conditions that are necessary for change to occur. The issue in Indian Educational system is to find a way to create the conditions that will encourage the learning organization concept which is needed to transform Indian academic organizations. What is also clear is that leadership is a critical component of the transformation of education. However, the kind of leadership that is needed is fundamentally different than what has traditionally been the case. Leaders must be able to transform their academic institutions. This has been widely discussed the literature (Jones Rudd, 2007; Reed, 2006; Bartling Bartlett, 2005; CASEL, 2006; Bamburg, 1997; West, 1999; Telford, 1996; Barnett, Marsh Carven, 2003; Stander Rothman n, 2009) and hence the inclusion of this as a variable in this study. As small schools become more autonomous, they create new identities and establish unique school cultures. It is also believed that the schools culture is inextricably linked to classroom culture. Many researchers have explored the challenges of building school culture (Silver, 2003; Zilwa, 2007; Ferreira Hill, 2008; Niemann Kotzà ©, 2006; Thomas Willcoxson, 1998; Raywid, 2001;). The researches explore various approaches to the issue of organizational culture, including techniques from the business world, the connection to physical spaces, and the use of traditions (Berg Wilderom, 2004; Fard.et.al, 2007;). A schools culture includes the obvious elements of schedules, curriculum, demographics, and policies, as well as the social interactions that occur within those structures and give a school its look and feel as friendly, elite, competitive, inclusive, and so on. Just as culture is critical to understanding the dynamics behind any thriving community, organization, or business, t he daily realities and deep structure of school life hold the key to educational success. Reforms that strive for educational excellence are likely to fail unless they are meaningfully linked to the schools unique culture and hence the inclusion of this variable in this study. Teachers play an important role in the success of any school. The personal commitment of the teacher has a very strong influence in the smooth functioning of the school and the school to develop into a learning organization. Personal commitment could be commitment for ones own development and commitment for the development of the school and students. Research on commitment has generally focused on either the antecedents or the consequences of commitment. Early studies of commitment explored the antecedents of commitment and found four general antecedents, namely: personal characteristics, job characteristics, work experiences, and role-related characteristics (Mathieu and Hamel 1989; Mowday, Porter and Steers 1982). Some of the earlier studies also explored the role played by demographic variables on commitment. The demographic variables found to have influence on commitment are: age (Mathieu and Zajac 1990), organizational tenure (Mathieu and Hamel 1989), position tenure (Gregersen and Black 1992), and education (DeCotiis and Summers 1987). Furthermore, Glisson and Durick (1988) identified skill variety and role ambiguity as predictors of satisfaction and leadership, and the age of the organization as predictor of commitment. The impact of commitment on organizational level outcomes has also been explored in a number of studies. However, it is the consequence of affective commitment which is more often studied in the literature. This is because high levels of affective commitment are shown to be related to a number of positive behavioral level outcomes and job attitudes (Hislop 2003; Cooper-Hakim and Viswesvaran 2005). Further Organizational commitment and professional commitment of teachers in schools have been researched on (Sood Anand, 2009; Karakus Aslan, 2009; Weber, 1990; Coladarci, 1992; Menep. I, 2010; Iqbal, 2010; Borgei. et.al, 2010;). Although the study of commitment has been advanced from a range of theoretical perspectives, it is interesting to note that very few attempts have been made by researchers to work on personal commitment. The belief is that an understanding of the relationship between leadership, culture and commitment is necessary. As a teacher educator I think that personal com mitment of teachers is very important in transforming schools into a learning organization and no researches have been done in this area, hence the inclusion of the variable in this study. Conceptual Framework Schools as Learning Organization To present a theoretical framework in which the school as learning organization can be grounded, the study is using The learning disciplines (Senge et al., 1996:4). According to Peter Senge (1990: 3) learning organizations are: à ¢Ã¢â€š ¬Ã‚ ¦organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. While all people have the capacity to learn, the structures in which they have to function are often not conducive to reflection and engagement. Furthermore, people may lack the tools and guiding ideas to make sense of the situations they face. Organizations that are continually expanding their capacity to create their future require a fundamental shift of mind among their members.  For Peter Senge, real learning gets to the heart of what it is to be human. We become able to re -create ourselves. This applies to both individuals and organizations. Thus, for a learning organization it is not enough to survive. Survival learning or what is more often termed adaptive learning is important indeed it is necessary. But for a learning organization, adaptive learning must be joined by generative learning, learning that enhances our capacity to create (Senge 1990:14). The dimension that distinguishes learning from more traditional organizations is the mastery of certain basic disciplines or component technologies. The five that Peter Senge identifies are said to be converging to innovate learning organizations. They are: Systems thinking, Personal mastery, Mental models, Building shared vision Team learning Personal mastery According to Senge et al. (1996:194) the term mastery evolved from the medieval French, maitre, which meant someone who was exceptionally proficient and skilled a master of a craft. Maitre as it is used today means the capacity, not only to produce results, but also to master the principles that underpin the way an individual produces those results. Mastery is a commitment to be the best in whatever is done (Secretan, 1997:54). Educators who strive to become masters of their craft are often those who would be described as being committed to their work in their respective schools. According to Zecha (1994:6) and Kushman (1992:6), there are two types of educator commitment, namely organizational commitment and commitment to student learning which are effective ingredients for transforming schools into learning organisations. Mental models Research by Senge et al. (1996:235-236) indicates that mental models are subjective images, deeply ingrained assumptions, generalizations and stories that people carry in their minds about themselves, other people, institutions and events that take place in the world. These mental maps act as a filtering system for our judgments and influence how we take actions based on these judgments. If these mental maps or models are not questioned they could become blockages to change. To succeed in transforming schools into learning organizations it is important that individual educators learn how to unearth their internal pictures (subjective images) of the world and bring these to the surface and critically scrutinize them. This can be done if meaningful conversations are encouraged in the school, where educators expose their own thinking patterns and also listen to other colleagues. These conversations can influence individuals to shift their thinking patterns and see the other side of the story. Shared vision A shared vision is an all-encompassing world view which provides focus for an individual and the team concerning what is to be learnt and what is to be valued (Bierema Berdish, 1996:6). This shared vision answers the question: What will success look like? This question acts as a motivating force for sustained action to achieve individual and school goals. It is a guiding image of success formed in terms of a contribution to the school. According to Johnson and Johnson (1994:9) a shared vision creates a basic sense of sink or swim together among the members of the school. A powerful vision binds educators to mutual commitments through collaboration to achieve individual and school goals. Team learning The discipline of team learning starts with dialogue, which is the capacity of members of a team to suspend their assumptions and enter into a genuine thinking together. According to Senge et al., 1996:352), team learning is the discipline that has to do with learning about alignment. Alignment means functioning as a whole or in a cohesive group committed to a common purpose. This alignment is achieved through sustained dialogue that may result in knowledge sharing and recognizing interdependencies among team members (Murgatroyd Morgan, 1993:73). The discipline of dialogue involves learning how to recognize the patterns of interaction in teams that undermine learning. The patterns of defensiveness are often deeply ingrained in how a team operates. Therefore, the impact of team learning is the establishment of shared values, vision, mission, and core strategies to achieve individual and school goals. The fifth discipline, systems thinking, incorporates the other four learning discipl ines. Systems thinking Systems thinking is based on system dynamics; it is highly conceptual and provides ways of understanding practical school issues. It looks at systems in terms of particular types of cycles and it includes explicit system modeling of complex issues. The discipline of systems thinking teaches that in any social phenomenon it is important to look at the whole picture. In systems thinking the school is looked at as a system that is interconnected to different parts of life that intersect and influence each other. These interrelated parts are bound together in such a way that they become coherent to one another (French Bell, 1995:93). The components of a school include learners, educators, context, student learning processes and any identifiable component that affects learning. Therefore, the essence of systems thinking lies in a shift of mind to one that sees:à ¢Ã¢â€š ¬Ã‚ ¢ interrelationships rather than linear cause-effect chains; and à ¢Ã¢â€š ¬Ã‚ ¢ processes of change rather than sn ap shots. The discipline of systems thinking starts with understanding the concept of feedback: that is how actions can reinforce or counteract (balance) each other. In trying to build effective learning environments, educators have to learn to see the deeper patterns and interrelationships of change. Leadership Leadership is a described as being one of social sciences most examined phenomena (Antonakis, Cianciolo, Sternberg, 2004). Shoemaker (1998) suggested that leadership is difficult to characterize as the field is punctured by inconclusive definitions as to the role and function of leadership. The latest chapter in the almost 100 year history of leadership research is dominated by the development of transformational leadership theory embodied in the Full Range of Leadership Model (Antonakis, et al., 2004; Bass, 1998). This approach to leadership focuses on the charismatic and affective elements of leadership. Northouse (2004) described transformational leadership as a process that changes and transforms individuals. It is concerned with emotions, values, ethics, standards, and long-term goals, and includes assessing followers motives, satisfying their needs, and treating them as full human beings (p. 169). Furthermore, as Bass (1985) advocated, by engaging in transformational leadershi p behaviors a leader transforms followers. In reality this means that followers are changed from being self-centered individuals to being committed members of a group, they are then able to perform at levels far beyond what normally might have been expected (Antonakis, et al., 2004, p.175). The model of transformational leadership includes a continuum of transformational, transactional, and laissez-faire forms of leadership. Each form characterizes aspects of the dynamic process of interaction between leader and follower but identifies certain patterns and features to distinguish transformational leadership from transactional and laissez-faire styles (Avolio, 1999). The transformational leader pays particular attention to others needs, which, in turn, raises followers levels of motivation (Avolio, 1999; Bass, 1998). Furthermore, a leader of this type encourages others to reach their full potential while also adopting a strong ethical characteristic. Whereas, transactional leaders, approach followers with an eye to exchanging one thing for another (Burns, 1978, p. 4), with the leaders use of either reward or punishment contingent on the followers completion or non-completion of assigned tasks. Laissez-faire leadership involves indifference and avoidance as a leader with this profile will avoid making decisions, abdicate responsibilities, divert attention from hard choices, and will talk about getting down to work, but never really does (Bass, 1998, p. 148). Senge proposes that in learning organizations the leaders new work should include a commitment to: being the organizations architect; providing stewardship; and being a teacher. For schools to become learning organizations, the schools leader(s) must accept responsibility for creating conditions that promote and enhance that learning. Principals must create opportunities for teachers to acquire information about what is occurring in the school and engage them in finding solutions to the problems that occur. A fundamental difference between the old view of leadership and that proposed by Senge is that the leader has a responsibility to create opportunities for teachers to learn about current research and apply that research in their classrooms in an environment that promotes learning. Perhaps most important of all, principals need to create a climate that promotes risk taking and eliminates the fear of failure. If these things can be done successfully schools will then possess the capacity to develop a shared vision about what needs to be done and engage in the kinds of activities that are needed to make their shared vision a reality. Organizational Culture Organizational culture has been defined from various perspectives (Carroll and Nafukho, 2006; Popper and Lipshitz, 1995; Shien, 1990; Alvesson, 2002; Cook and Yanow, 1993; Adler and Jelinek, 1996; Argris, 1999). According to Marguardt (2002), culture is an organizations values, beliefs, practices, rituals and customs. The culture of a learning organization habitually learns and works to integrate processes in all organization functions. In effect, the learning organizations culture is constantly evolving and travels along an infinite continuum in a harmonious learning environment. Ultimately, the goal is an exchange of useful knowledge leading to innovation, and improved learning public organizations. The various terms used in the context of organizational culture are: values, ethics, beliefs, ethos, climate, environmental culture. Ethics refers to normative aspects to what is socially desirable. Values, beliefs: attitudes and norms are interrelated. Interaction between beliefs and values results in attitude formation and then produces norms. Values and benefits are the core, while attitudes are the next layer, followed by the norms or behavior. Then these get institutionalized, or when they accumulate and integrate we have social phenomena. The eight important values relevant to institution building are openness, confrontation, trust, authenticity, pro-action, autonomy, collaboration and experimentation. Openness: openness can be defined as a spontaneous expression of feeling and thoughts, and the sharing of these without defensiveness. Openness is in both directions, receiving and giving. Both these may relate to ideas (including suggestions, feedback (including criticism), and feelings. For example, openness means receiving without reservation, and taking steps to encourage more feedbacks and suggestions from customers, colleagues and others. Similarly, it means giving without hesitation, ideas, information, feedback, feelings, etc. openness may also mean spatial openness, in terms of accessibility. Confrontation: confrontation can be defined as facing rather than shying away from problems. It also implies deeper analysis of interpersonal problems. All this involves taking up challenges. Trust: trust is not used in the moral sense. It is reflected in maintaining the confidentiality of information shared by others, and in not misusing it. It is also reflected in a sense of a assurance that others will help, when such help is needed and will honor mutual commitments and obligations. Trust is also reflected in accepting what another person says at face value, and not searching for ulterior motives. Trust is an extremely important ingredient in the institution building processes. Authenticity: authenticity is the congruence between what one feels, says and does. It is reflected in owning up ones mistakes, and in unreserved sharing of feelings. Authenticity is closer to openness. The outcome of authenticity in an organization is reduced distortion in communication. Pro-action: pro-action means taking initiative, preplanning and taking preventive action, and calculating the payoffs of an alternative course before taking action. The term pro-act can be contrasted with the term react. Pro-activity gives initiative to the person to start a new process or set a new pattern of behavior. Pro-activity involves unusual behavior. In this sense pro-activity means freeing oneself from, and taking action beyond immediate concerns. A person showing pro-activity functions at all the three levels of feeling, thinking and action. Autonomy: Autonomy is using and giving freedom to plan and act in ones own sphere. It means respecting and encouraging individual and role autonomy. It develops mutual respect and is likely to result in willingness to take on responsibility, individual initiative, better succession planning. The main indicator of autonomy is effective delegation in organization and reduction in references made to senior people for approval of planned actions. Collaboration: Collaboration is giving help to, and asking for help from, others. It means working together (individuals and groups to solve problems and team spirit. The outcome of collaboration includes timely help, team work, sharing of experiences, improved communication and improved resource sharing. Experimenting: Experimenting means using and encouraging innovative approaches to solve problems, using feedbacks for improving, taking a fresh look at things and encouraging creativity. Personal Commitment Mowday, Steers and Porter (1979, p. 226), defined commitment as the relative strength of an individuals identification with, and involvement in a particular organization. Although many definitions of commitment have been presented since the seminal work of Mowday et al. (1979), it is the conception of Meyer and Allen (1991), which identifies three distinctive dimensions affective, normative, and continuance that has been the cornerstone of extant theorizing in the area of commitment (Herrbach, 2006). Mowday, Porter and Steers (1982) Model Commitment (Attitudinal Commitment), to an organization involves three components: (a) a strong belief in and acceptance of organizational goals and values, (b) a willingness to exert considerable effort on behalf of the organization, and (c) a strong desire to maintain membership in the organization (Mowday et al., 1982). Research on organizational commitment has been examined primarily in relation to labour turnover (Ferris Aranya, 1983; Hom, Katerberg Hulin, 1979; Huselid Day, 1991; Mowday, Steers Porter, 1979; OReilly Caldwell, 1980; Wiener Vardi, 1980; Steers, 1977; Stumpf Hartman, 1984). Meyer and Allen (1997) Model Meyer and Allen (1997) view organizational commitment as a three component concept. The three components in their model are Affective, Continuous, and Normative. The affective commitment describes the emotional attachment an individual has with the organization, their identification with the goals and values of the organization and the level of their involvement (Zanagro, 2001). Affective commitment is taken as a construct closely related to identification (Bergami Bagozzi, 2000). Continuance commitment is based on the cost that an employee associates with leaving the organizations, such as reduction in pay, pension, benefits, or facilities (Herbiniak Alluto, 1972). Normative commitment is associated with employees feelings of obligation to continue employment due to the work culture and other socially accepted norms (Weiner Gechman, 1977). The less common approach to viewing commitment is in terms of obligation. Of the three components least is known about the development of norm ative commitment (Meyer Allen, 1997). The three dimensions highlight commitment from the perspectives of attachment, obligation, and necessity respectively. From the above conceptual framework, a model is drawn for better understanding. Organizational Culture Openness Confrontation Trust Authenticity Proaction Autonomy Collaboration Experimentation Leadership Transformational Transactional Laissez-Faire Personal Commitment Own Development Student Institutional Development Learning Organization Personal Mastery Mental Models Shared Vision Team Learning Systems Thinking Review of Literature Schools as Learning Organization Bowen et.al., 2007-Assessing the Functioning of Schools as Learning Organizations: Using data from the population of employees in 11 middle schools in North Carolina and building on an earlier analysis, this study examines the reliability and validity of a new assessment tool for assessing schools as learning organizations: the School Success Profile Learning Organization. The results align with the conceptual model that informed the development of the measure, including support for the two hypothesized learning organization components: actions and sentiments. Kelleher Michael, 2007 Learning Organization: The author designed a model for a learning organization: The model of the learning organization, with its three dimensional approach, proposes strategies within the domains of individual, team and organizational learning. He concluded by saying if lifelong learning is to become a reality, it will become increasingly important to ensure that strategies and actions support the development of learning organizations. If overlooked, the world of work could well be that area of peoples lives where learning is not explicit, supported and developed. Moloi K.C..et al., 2006 Educators perceptions of the school as a learning organization in the Vanderbijlpark-North District, South Africa: This article outlines the principal findings of research that sought to provide a comprehensive understanding of schools as learning organizations in the Vanderbijl Park-North District of the Gauteng province of South Africa. The quantitative research methodology used was of major importance in obtaining data that were grounded largely on the theoretical framework of learning organizations as wel