A model of school managerial control : the systematic analysis of managerial behaviors, processes, and indicators

The theoretical construct of control has been defined as necessary (Etzioni, 1965), ubiquitous (Vickers, 1967), and on-going (E. Langer, 1983). Empirical measures, however, have not adequately given meaning to this potent construct, especially within complex organizations such as schools. Four stages of theory-development and empirical testing of school building managerial control using principals and teachers working within the nation's fourth largest district are presented in this dissertation as follows: (1) a review and synthesis of social science theories of control across the literatures of organizational theory, political science, sociology, psychology, and philosophy; (2) a systematic analysis of school managerial activities performed at the building level within the context of curricular and instructional tasks; (3) the development of a survey questionnaire to measure school building managerial control; and (4) initial tests of construct validity including inter-item reliability statistics, principal components analyses, and multivariate tests of significance. The social science synthesis provided support of four managerial control processes: standards, information, assessment, and incentives. The systematic analysis of school managerial activities led to further categorization between structural frequency of behaviors and discretionary qualities of behaviors across each of the control processes and the curricular and instructional tasks. Teacher survey responses (N=486) reported a significant difference between these two dimensions of control, structural frequency and discretionary qualities, for standards, information, and assessments, but not for incentives. The descriptive model of school managerial control suggests that (1) teachers perceive structural and discretionary managerial behaviors under information and incentives more clearly than activities representing standards or assessments, (2) standards are primarily structural while assessments are primarily qualitative, (3) teacher satisfaction is most closely related to the equitable distribution of incentives, (4) each of the structural managerial behaviors has a qualitative effect on teachers, and that (5) certain qualities of managerial behaviors are perceived by teachers as distinctly discretionary, apart from school structure. The variables of teacher tenure and school effectiveness reported significant effects on school managerial control processes, while instructional levels (elementary, junior, and senior) and individual school differences were not found to be significant for the construct of school managerial control.

El coaching educativo, la videoconferencia sincrónica online y otras herramientas digitales aplicadas a la enseñanza a distancia:implementación por videoconferencia sincrónica de un curso online de introducción a proyectos de diseño

Esta tesis doctoral tiene su origen en el proyecto educativo online y offline Arte Casellas que se inició con el propósito de solucionar dos necesidades. La primera, ofrecer a los alumnos de bachillerato una formación que les capacitase para superar la prueba específica de acceso a los Estudios Superiores de Grado de Diseño y la segunda la superación de paradigmas educativos obsoletos estimulando el espíritu de emprendimiento e independencia económica de los docentes. El citado proyecto contaba con una página web en la que se estaban aplicando los conceptos básicos de marca personal y marketing educativo y se había comenzando a implementar, entre otros productos, un curso online impartido por videoconferencia sincrónica con el que se estaba enseñando dibujo técnico y artístico, creatividad e historia del diseño. Este curso se convirtió en el estudio de caso de esta tesis doctoral...

Marketing relacional assente no marketing interno: a influência das competências de coaching do líder nas respostas dos colaboradores

Liderar é muito mais do que ocupar um cargo. A liderança é a manifestação de uma determinada conduta perante os outros, uma conduta que leva a querer seguir o líder. Liderar diz respeito a definir direções, assegurar ações e cumprir objetivos ao mesmo tempo que se influencia e inspira o compromisso dos outros para se concretizar. Ainda que este conceito seja relativamente consensual, líderes há muitos e formas de liderar também. O estilo de liderança Coaching é um estilo que permite criar um elevado grau de empenhamento, confiança e inspiração nos seus seguidores, o que conduz a um desempenho que supera as expectativas. O líder coach é um potenciador, alguém verdadeiramente importante na dinâmica das equipas. Todavia, por se encontrar uma relativa escassez de dados empíricos relativos à eficácia desta abordagem, afigurou-se pertinente perceber em que medida o líder coach tem um papel determinante na manifestação de determinadas respostas atitudinais e comportamentais dos colaboradores, nomeadamente empenhamento afetivo, criatividade e orientação para o cliente. Foi realizado um estudo quantitativo com base nas perceções que 80 colaboradores de diferentes organizações tinham dos seus líderes e das suas próprias atitudes e comportamentos. Os resultados indicaram que as Competências de Coaching do líder explicam 45 % do empenhamento afetivo, 5 % da criatividade e 21 % da orientação para o cliente do colaborador. Deste estudo é possível inferir que as Competências de Coaching do líder são determinantes para as respostas atitudinais e comportamentais dos colaboradores, apresentando resultados positivos. A atuação do líder é preponderante no Marketing Interno, na conquista do cliente interno; como tal, assumindo que a estratégia de Marketing Relacional é construída do interior para o exterior da organização, a liderança Coaching poderá trazer benefícios.

Towards a model for exploring the relationship between managerial decision problems and decision support opportunities

The organisational decision making environment is complex, and decision makers must deal with uncertainty and ambiguity on a continuous basis. Managing and handling decision problems and implementing a solution, requires an understanding of the complexity of the decision domain to the point where the problem and its complexity, as well as the requirements for supporting decision makers, can be described. Research in the Decision Support Systems domain has been extensive over the last thirty years with an emphasis on the development of further technology and better applications on the one hand, and on the other hand, a social approach focusing on understanding what decision making is about and how developers and users should interact. This research project considers a combined approach that endeavours to understand the thinking behind managers’ decision making, as well as their informational and decisional guidance and decision support requirements. This research utilises a cognitive framework, developed in 1985 by Humphreys and Berkeley that juxtaposes the mental processes and ideas of decision problem definition and problem solution that are developed in tandem through cognitive refinement of the problem, based on the analysis and judgement of the decision maker. The framework facilitates the separation of what is essentially a continuous process, into five distinct levels of abstraction of manager’s thinking, and suggests a structure for the underlying cognitive activities. Alter (2004) argues that decision support provides a richer basis than decision support systems, in both practice and research. The constituent literature on decision support, especially in regard to modern high profile systems, including Business Intelligence and Business analytics, can give the impression that all ‘smart’ organisations utilise decision support and data analytics capabilities for all of their key decision making activities. However this empirical investigation indicates a very different reality.

The Relationship Between Coaching Behaviours and Sport Anxiety in Athletes

Previous research has identified the relationship between athlete sport anxiety and various sport outcomes (e.g., performance and dropout). For the majority of athletes involved in sport, the coach is an influential element of the competitive experience. Two hundred and twenty-eight athletes from 15 sports, completed the Sport Anxiety Scale (SAS) and the Coaching Behavior Scale for Sport (CBS-S). The predictive ability of athletes' perceived frequency of seven coaching behaviours (physical training, mental preparation, goal setting, technical skills, competition strategies, personal rapport and negative personal rapport) on four forms of sport anxiety (total anxiety, somatic anxiety, concentration disruption and worry) was examined. Results indicate that negative personal rapport was a significant predictor of all measured forms of sport anxiety while competition strategies was a significant predictor for total anxiety, concentration disruption, and worry. Other behaviours were not significant. The findings suggest that negative rapport between coach and athlete is an important contributor to athlete anxiety. In addition, behaviours that the coach demonstrates relative to competition can be influential in reducing athlete anxiety.

Towards a Definition of Excellence in Sport Coaching

In this paper,we propose different definitions of coaching excellence based on two principles. First,the application of coaching skill,as in any other domain of excellence,is context-dependent. Second, excellent coaches are knowledgeable and constantly assemble mental models that enable them to meet their athletes' needs and to effectively manage the central duties of coaching - organization, training, and competition. Four categories of coaches and corresponding definitions are proposed based on the characteristics of athletes and the developmentally-appropriate sport contexts: 1) participation coaches for children, 2) participation coaches for teens and adults, 3) performance coaches for young adolescents, 4) performance coaches for older adolescents and adults.

College radio as coaching professional. Analysis of the relationship between the degrees and Spanish university radio

College radio is subject to constant transformation. The rise of information and communications technologies has allowed its development and modernization as well as the proliferation of new professional profiles. This research aims to analyze the connection of the Spanish university stations with the relevant qualifications. To do this, we use a comparative methodology based on examination of descriptors and specific principal subjects of degrees such as Audiovisual Communication and Journalism, although we will be using other degrees that are acquiring more responsibilities in a radio station, such as the degree in Information and Documentation. In conclusion, structural weaknesses in the university environment are observed, but future possibilities are detected as well: A college radio station is a place of convergence between the training of students from different degrees and reality itself, a versatile medium that provides the relevance of being the first professional contact of college students with the labor market.

PROFESSIONAL LIABILITY OF AMATEURS: THE CONTEXT OF SPORTS COACHING

The developing intersection between the law of negligence and sports coaching in the UK provides a profoundly distinctive context, as compared to that of the more traditional learned professions, in which to critically examine the issue of professional liability. More specifically, detailed consideration of the Bolam test in the context of sports coaching, where the majority of coaches are volunteers, reinforces the Bolam doctrine as a control mechanism designed to protect both claimants and defendants alike. Importantly, a fuller analysis of related jurisprudence, even in instances where defendant coaches lack a formal qualification, and/or may not have engaged in considered and reasoned decision-making, reveals the potential for the Bolam test to operate as a quasi-defence, thereby safeguarding coaches from negligence liability. Nonetheless, in discharging this heightened standard of care incumbent upon them, coaches must ensure that the coaching practices adopted are regular, approved, and capable of withstanding robust and logical scrutiny. Ultimately, this article’s analysis of the principles of professional liability, in the specific circumstances of sports coaching, should prove to be of appreciably wider interest and utility for practitioners specialising in personal injury law.

Sports coaching and the law of negligence: implications for coaching practice

The ordinary principles of the law of negligence are applicable in the context of sport, including claims brought against volunteer and professional coaches. Adopting the perspective of the coach, this article intends to raise awareness of the emerging intersection between the law of negligence and sports coaching, by utilising an interdisciplinary analysis designed to better safeguard and reassure coaches mindful of legal liability. Detailed scrutiny of two cases concerning alleged negligent coaching, with complementary discussion of some of the ethical dilemmas facing modern coaches, reinforces the legal duty and obligation of all coaches to adopt objectively reasonable and justifiable coaching practices when interacting with athletes. Problematically, since research suggests that some coaching practice may be underpinned by “entrenched legitimacy” and “uncritical inertia”, it is argued that coach education and training should place a greater emphasis on developing a coach’s awareness and understanding of the evolving legal context in which they discharge the duty of care incumbent upon them.

MODERN SPORT COACHING AND THE LAW: IMPLICATIONS FOR COACH EDUCATION

Introduction
The intersection between the law of negligence and sport coaching in the UK is a developing area (Partington, 2014; Kevan, 2005). Crucially, since the law of negligence may be regarded as generally similar everywhere (Magnus, 2006), with the predominance of volunteer coaches in the UK reflective of the majority of countries in the world (Duffy et al., 2011), a detailed scrutiny of this relationship from the perspective of the coach uncovers important implications for coach education beyond this jurisdiction.  
Argumentation
Fulfilment of the legal duty of discharging reasonable care may be regarded as consistent with the ethical obligation not to expose athletes to unreasonable risks of injury (Mitten, 2013). More specifically, any ‘profession’ requiring ‘special skill or competence’ (Bolam v Friern Hospital Management Committee [1957] 1 WLR 582), including the coaching of sport (e.g., Davenport v Farrow [2010] EWHC 550), requires a higher standard of care to be displayed than would be expected of the ordinary reasonable person (Lunney & Oliphant, 2013; Jones & Dugdale, 2010). For instance, volunteer coaches with no formal qualifications (e.g., Fowles v Bedfordshire County Council [1996] ELR 51) would be judged by this benchmark of professional liability (Powell & Stewart, 2012). Further, as the principles of coaching are constantly assessed and revised (Cassidy et al., 2009; Taylor & Garratt, 2010), so too is the legal standard of care required of coaches (Powell & Stewart, 2012). Problematically, ethical concerns may include coaches being unwilling to increase knowledge, abusive treatment of players and incompetence/inexperience (Haney et al., 1998). These factors accentuate coaches’ exposure to civil liability.
Implications
It is imperative that coaches have an awareness of this emerging intersection and develop a ‘proactive risk assessment lens’ (Hartley, 2010). In addition to supporting the professionalisation of sport coaching, coach education/CPD focused on the legal and ethical aspects of coaching (Duffy et al., 2011; Telfer, 2010; Haney et al., 1998) would enhance the safety and welfare of performers, safeguard coaches from litigation risk, and potentially improve all levels of coaching (Partington, 2014). Interestingly, there is evidence to suggest a demand from coaches for more training on health and safety issues, including risk management and (ir)responsible coaching (Stirling et al., 2012). Accordingly, critical examination of the issue of negligent coaching would inform coach education by: enabling the modelling and sharing of best practice; unpacking important ethical concerns; and, further informing the classification of coaching as a ‘profession’.

Managerial skills required by innovative and technology-based firms

This paper aims to investigate the Business Administration professional profile specifically required to manage innovative and high technology-based companies. It is a qualitative study outlined by an exploratory-descriptive research, supported by questionnaires and interviews addressed to a sample of executives of technology-based companies, located in São Paulo metropolitan region, Brazil. Accordingly, modular innovation arises from the existence of an architectural knowledge improved in association with the conceptually destroyed knowledge's component, meaning that architectural innovation arises from an improvement in the knowledge of the parties allied to the architectural knowledge's destruction. Results show that managers see innovation as one essential pillar for competitiveness and commonly associate innovation with team expertise related with the structure for this purpose. However, to instill innovation as an organizational discipline, it is necessary to redesign organizational processes, namely those considered critical to innovate. The company must revise its management model aiming to emphasize innovative behavior, which means readiness to respond to external environment change's requirements. Moreover, once it is necessary to change the manager's mindset about innovation, higher education institutions also have to adapt their Business Administration courses according to both changes, essentially concerning a more dynamic and more diffuse business environment in comparison to their curricular contents. The institutional pragmatism generates professionals who reach the job market with a historical and non-managerial overview on innovation. Nevertheless, results highlight that attitude is more appreciated than knowledge, or business management skills, what makes managerial behavior a key element in the innovation process in technology-based firms.

Why Workplace Coaching Research Needs Greater Scientific Rigour: a Systematic Review and Recommendations for Future Research

To address a significant gap in the workplace coaching literature, we provide an up-to-date, comprehensive review of the literature in order to inform researchers, practitioners and organizations of the current state of play in workplace coaching research. In our review, we apply a systematic assessment of methodological rigour of the extant workplace coaching literature in order to gain insights into the link between rigour and research outcomes. Our review is fully inclusive and therefore includes both quantitative and qualitative studies of workplace coaching including coaching provided by supervisors. We explore the potential antecedents, moderators and mediators impacting on coaching outcomes, such as the coachee and coach profile and coaching intervention variables. Informed by our systematic review and methodological assessment, specific recommendations will be made to guide future research in the field of workplace coaching effectiveness and theoretical development.

Integrating a Career Coaching Approach Within a Preparing for Placement Module in Order to Enhance Student Employability

The UFHRD Programme and Qualification Activities Committee awards an annual prize for the best contribution to the UFHRD Teaching & Learning Resource bank. Our teaching and learning resource is an overview of the placement module, including career coaching, that was created to enhance student employability.