Teaching Education Students Disabilities

Teaching Education Students Disabilities Education Students Disabilities 2.1 The role played by teacher’s attitudes towards education of students with disabilities in the development of inclusive education. It is a well known fact that attitude of teachers affect the atmosphere of learning and influence whether students with limited abilities receive equal educational chances. This can be shown by looking at situations in different parts of the world. In Ghana for instance, the idea of education that is inclusive is aligned with the policy of increasing access, participation and retention of all students of school going age in education. Challenges exist in areas of access, quality education and retention especially for students with disabilities. This is attributed to lack of professional activities of development for teachers, limited resources and ineffective monitoring system provided to schools. Negative attitude and prejudice is the most critical of all barriers to free universal education especially for disabled students. Interestingly, some teachers still name the curses from gods as the cause of disabilities. (Agbenyega 2005) Beliefs about ethnicity, disability, concerns, ethnicity and attitude of teachers influence practice of all inclusive education, educational materials’ quality and instructions received by students. Many regular education teachers feel unprepared and scared to work with disabled learners and display anger, frustration and negative attitude towards education. They also believe it lowers academic standards. (Education Act, 1996) Teachers’ beliefs about inclusion suggest that they do not like teaching disabled students especially those who have sensory impairments as in regular classes. They prefer them being educated in special schools. Their defense is that with usual students too much time is not wasted in support and guidance. They are yet come to terms with the belief that mute and deaf students can receive education in regular schools. Teachers also believe that including disabled results in incompletion of syllabuses as they limit the amount of work that can be done in a term. They further believe that including disabled in regular classes affects the performance of their fellow students without disabilities. On this they claim that there must be consideration on placement of students with disabilities into regular schools as their placement disturbs academic performance and emotions and of other students who are not disabled. (Smith and Luckasson 1995) Teachers overwhelmingly believe that inclusive education is impossible unless their needs for specialist resources are addressed. Overall belief is that without sufficient support and resources, inclusive education is not possible and is doomed. The beliefs, negative attitude and concerns expressed by teachers may be explained due to lack of professional preparedness, available resources, sufficient orientation and specialist assistance. Initial professional knowledge and further training, human and material resources enhance teachers’ attitudes positively and affect their willingness make inclusion work (UNESCO 1994) 2.2 Teachers’ attitudes towards education of students with disabilities. A historical review. Estimates of global populations indicate that more children with disabilities live in developing third world countries than in industrialized countries. It has been suggested that integration in developing countries can be facilitated much more easily and successfully than in North America and Western European countries because there disabled students are already in the mainstream unlike in countries with a dual system of regular and special education. Recognizing that schools in developing countries have untrained teachers, large class sizes, transportation problems, lack of resources and facilities, the policy makers should consider the regular classroom as the mainstream model in facilitating inclusive education in poor countries.(UNESCO 1997, 1999) Educational researchers have historically taken varied positions which are varied regarding integration or inclusion. Those who support the programmatic model point to the academic and social gains of the students with disability as well as acceptance of diversity among fellow students and community members as benefits of inclusion. Opponents note concerns about lack of training, personnel and administrative support and the uncertainty of academic and social gains through adopting such models (Gartner, 1995; Whitaker, 2004). Research that has been carried out in most regions of the world on teachers mirrors the political agenda of these countries in focusing attention on the exclusion of children from educational opportunities (UNESCO 1994). Some countries have enacted legislation pertaining to integration of disabled students while some are just beginning the process of implementing these programs and policies. In overall, research seems to support the notion of a general culture of teaching in that teachers’ attitudes towards students with disabilities are consistent and similar irrespective of the different national cultures in which teaching takes place. A cross cultural study conducted on teachers’ attitudes in Haiti and the USA revealed that teachers had similar attitudes towards inclusion. (Thematic Group 9, 1996). Special Education in the United States has a long history that reflects many changes in attitudes towards disabled people. Special education was a established in the United States in the 1800’s with students who had demonstrated disabilities such as deafness, blindness, crippling conditions as well as idiotic and feeble-mindedness being taught in institutions. Many diverse groups have attributed this change to including parents, psychologists, educators, physicians, clergy, researchers and the disabled. (Smith and Luckkason, 1995) 2.2.1. Shaping the development curve: mainstreaming-integration and inclusion The right of students with disabilities to receive a free and appropriate education in the least restrictive environment is solidly rooted in the provisions of the United States constitution. Particularly, the guarantee of equal protection under the law granted to all citizens P.L.94-142 clearly required states to ensure that children with disabilities be educated with children who were not disabled and that other educational placements be considered only when the nature of the disability was such that education in regular classes with the use of supplementary aids and services could not be achieved satisfactorily. (.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm) Disabled students are being included at every level of the education system as a result of efforts by all of those concerned about them, parents, advocates, teachers and administrators. The effect of inclusive education is being increasingly being evaluated by including children with disabilities in assessments of school performance. (Barlett and McLeod 1998) Much has been learned about the strategies that make inclusion work from the experience of others. School staff that focus on changes in the school as a whole-curricular, instructional strategies, instructional strategies and use of resources have been successful when given time for training, collaborative planning and opportunities to celebrate their achievements. (.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm) Disabled students require extra supports facilitated through personal assistance, class assistive technologies and related services in order to receive an appropriate education. Planning for studies should include the scheduling of supports at appropriate times in order for supports to be able to complement activities in classroom. Students who need assistance later in life benefit greatly from learning management support services early in life. (Marches 1998) The fact that students with disabilities are included in some schools is all the more remarkable given the vast numbers of barriers that exist from the federal government going down. In addition to the barriers faced by most students with disabilities minority students with disabilities face even greater barriers to inclusion. Of all the barriers to inclusion, the single greatest factor seems to be the system of financing special education. (.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm) The basic concept of inclusion and integration states that principles of equity, discrimination, social justice and human rights make it compulsory that students with special needs and disabilities should enjoy the same privileges as all other students in a regular school environment and to a broad, balanced and relevant curriculum (Knight 1999). It is believed that integration in the mainstream enables students with disabilities to benefit from the stimulation of mixing with relatively more able students and having the opportunity to observe higher models of social and academic behavior (Elkins 1998). The move towards integration began tentatively in a few countries as long ago as the late 1960s and early 1970s, but the trend became much more vigorous on an international scale in the 1980s and throughout the 1990s. A major factor influencing the rapid worldwide movement towards inclusion was the promulgation of the Salamanca statement and Framework for Action on Special Needs Education. This statement recommends among others, that all students with special needs should have full access to regular schools and be taught in schools using predominantly adaptable and child centered pedagogy. (UNESCO, 1994) For integration and inclusion to be successful, one clear condition is that teaching methods and curricula will need to change in order to accommodate the diversity of students to be included in the average classroom. The reforms proposed by most education commissions certainly suggest that all students would benefit from more student centered approaches in teaching and much greater flexibility in curriculum planning. This will certainly make it more feasible for students with special needs to receive an education geared to their abilities. (Ainscow, 1997) 2.2.2. Attitudes of regular school teachers’ vis-Ã  -vis of special school teachers. Inclusion of students with disabilities in the regular classroom has been met with a lot of resistance from regular education teachers who would be responsible for educating special needs students. This is because they lack in-service training to increase their skills. In-service presentations are most effective in improving attitudes. Regular classroom teachers are usually stereotypic and negative. (Befring, 1997) Regular school teachers believe that students with disabilities require special needs which cannot be provided in inclusive based regular classroom. They also believe that their professional knowledge and skills are inadequate to effectively teach students with disabilities in regular schools. (Sharma, 1999) Special school teachers usually have a positive attitude towards students with disabilities. This is because they are usually trained before service on how to handle students with disabilities. Their positive attitude about including and teaching students with disabilities in general education classroom is related to the levels of special education training and experience in working with students with disabilities. (Forlin and Hattie, 1996) 2.3 Teachers’ attitudes towards inclusive education of students with disabilities at different school levels. 2.3.1. Pre school teachers’ attitudes and primary teachers’ attitude. Pre School teachers’ have negative attitudes towards children with disabilities. A lot of children who are emotionally disturbed possess deficient long-standing patterns of disruptive and deficient behavior. These children are particularly upsetting to teachers because they challenge the teachers’ role and threaten the order and composure of the classroom. Some of these children exhibit the feelings needed to get what they want that is manipulate others. These children are often able to identify weaknesses in the teacher and exploit them. (Carey, 1997) Majority of primary school teachers both female and male have negative attitudes towards the inclusion of students with abilities in regular classes. Children taught by teachers who show highly positive attitudes have significantly higher levels of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive attitudes. Primary school teachers are usually worried about the well being of students with special needs in the general education. It is usually hard for them to ensure that special children do not lose out in both academics and related skills as compared to other children in the class. (Carey, 1997) 2.3.2 Education administrators Demographic factors, training and experience does not have a statistically significant effect on administration attitudes towards inclusion. Administration programs that are good prepare administrators with stronger, more positive attitudes toward including students with disabilities. School counselors can take the lead in assessing school climate in relation to students with disabilities initiating interventions or advocating for change when appropriate. (Wilczenski, 1992) Some school administrators might possess slightly negative attitudes toward students with disabilities. The attitudes of school counselors are similar to if not more positive than those of other school personnel. Principals who have completed more training both (pre-service and in service) related to inclusion and special education have positive attitudes towards students with disabilities. It is claimed that the understanding of administrators on the Americans with Disabilities Act (ADA) is very limited and they have not taken any measure to ensure compliance to it. Negative attitudes have been indicated to be of the more significant barriers to successful integration of students with disabilities. (Wilczenski, 1992) 2.3.3. Secondary schools teachers’ attitudes These teachers have more positive attitudes compared to primary school teachers. Teachers’ expectations and beliefs are easier to change than their behaviors and emotions. High school teachers also have positive attitudes towards the use of the software because the software has the potential to improve student learning, increase student engagement, provide important study skills and improve student motivation through the novelty of using computers is social studies instruction. High school teachers cooperate more with each other when it comes to provision of assistance regarding disabled students. (Schumacher et al, 1997) Some people argue that in primary school inclusion develops well only for serious problems to emerge at the secondary level. These problems could be from the increase in subject specialization which makes it hard for inclusion to sail smoothly. This problem is made worse by the fact that the gap between special students and the rest increase with age. Secondary schools usually use the streaming model where students are grouped depending on their level of grasping knowledge. It is also difficult to make curriculum adaptations for heterogeneous students because secondary education is characterized by an excessively academic curriculum for a homogenous group of students. (Smith, D. Luckasson, R. 1995). 2.4 Influential factors of teachers attitudes 2.4.1 Student related factors One of the most important factors affecting teachers’ attitudes towards integration or inclusion is the type and severity of disabilities. Research revealed that irrespective of teaching experience, severity of disability shows an inverse relationship with positive attitudes such that as the perception of severity increase, teachers positive attitude decrease. (Forlin, et al 1996). A study done in fourteen nations discovered that teachers favor disabilities of certain types to be included in the regular school setting. Teachers are more disposed to accept students with mild disabilities than students with more severe disabilities particularly students with social maladjustments and emotional disturbance, due to a lack of training and support and large class sizes. (Leyser and Tapperndirf, 2001). 2.4.2 Teacher-related factors With regards to gender, reports showed that male teachers’ attitudes towards integration are more negative than female teachers. Other studies that examined teachers experience noted that teachers’ acceptance of integration is related to previous experience with children with disabilities. (Giangreco, 1997) Overall teaches’ contact and interactions with people with disabilities promote positive attitudes towards integration. Teachers’ with a higher education level are also more negative towards integration. The opposite is true in some cases. Teachers’ attitudes also appear to vary based on integration in-service training. The study reported positive teacher attitudes after in service training, while other studies found that staff development failed to improve teachers’ attitudes. (Stoler 1992) 2.4.3 Education environment-related factors a) Administrative and policy factors Factors related to administrative support have been linked to teachers’ commitment to integration. Teachers’ consider the presence of organizational support and resources as critical in forming positive attitudes towards integration. An additional component of positive attitude is related to class size. General educators report that reducing class size to 20 students would facilitate their integration effort (Pollard and Rojewski, 1993) b) Support factors Top-down educational initiatives can be rendered ineffective if the program is interrupted at the principle level or the teacher level. The attitude of special educators is determined by general educators. Furthermore most principals are critical of policy changes and their support of inclusion is viewed by teachers as being motivated by cost savings opportunities. (Whitaker 2004) If a country or state has policy friendly to students with disabilities then teachers are likely to have a positive attitude towards inclusive education. For example, the Zimbabwe education Act 1996, the Disabled Person Act 1996 and various Ministry of Education circulars (Education, Secretary’s Policy Circular No P36, 1990) require that all students, regardless of race, religion, gender, creed and disability, have access to basic or primary education. (Education Act, 1996). c) Other related factors Factors external to the school that affect the working conditions of teachers such as financial rewards, status in society and professional expectations have also been found to influence the teachers’ motivation and dedication. The grade level taught is such an external factor found that high school teachers displayed more positive attitudes towards integration than elementary school. Their results also showed there were more positive attitudes towards integration in high school teachers than in primary school. (Leyser et al 1994) Financial rewards; given that teachers spend up to fifty percent of their time providing instruction to individual students, it is imperative that they receive adequate and appropriate financial and professional development to ensure they are able to work effectively with students with special needs. Reference Agbenyega, J. S., Deppeler, J., Harvey, D. (2005).Attitudes Towards Inclusive Education in Africa Scale (ATIAS): An Instrument to measure teachers attitudes towards inclusive education for students with disabilities. Journal of Research and Development in Education, 5, pp. 1-15. http://www.coe.wayne.edu/wholeschooling/Journal_of_Whole_Schooling/articles/3-1%20Agbenyega.doc. Ainscow, M. (1997). Towards inclusive schooling. British Journal of Special Education, 24, 3-6. Bartlett, L., McLeod, S. (1998). Inclusion and the regular class teacher under the IDEA. Wests Education Law Reporter, 128(1), 1-14. Befring, E. (1997). The enrichment perspective: A special educational approach to and inclusive school. Remedial and Special Education, 18, 182-187. Boudah, D.J., Schumacher, J.B., Deshler, D.D. (1997). Collaborative instruction: Is it an effective option for inclusion in secondary classrooms? Learning Disabilities Quarterly, 20, 293-316. Carey, L. (1997). Inclusive training for pre-service teachers-from theory to best classroom practice. B.C. Journal of Special Education, 21, 52-58. Corbett, J. (2001). Teaching approaches, which support inclusive education: a connective pedagogy. British Journal of Special Education, 28(2), 55-59. Education Act. (1996). Harare, Zimbabwe: Government Printers. Education. Secretarys Policy Circular Number 36. (1990). Harare, Zimbabwe: Author. Elkins, J. (1998). The school context. In A. Ashman J. Elkins (Eds.), Educating children with special needs (3rd ed., pp. 67 – 101). Sydney: Prentice Hall. Forlin, C., Douglas, G., Hattie, J. (1996). Inclusive practices: Are the teachers accepting? International Journal of Disability, Development and Education, 43(2), 19-33. Giangreco, M.F. (1997). Key lessons learned about inclusive education: Summary of the 1996 Schonell Memorial Lecture. International Journal of Disability, Development and Education, 44, 193-206. Kling, B. (1997). Empowering teachers to use successful strategies. Teaching Exceptional Children, 30(2), 20-24. Knight, B. A. (1999). Towards inclusion of students with special educational needs in the regular classroom. Support for Learning, 14 (1), 3 – 7. Leyser, Y., Tappendorf, K. (2001). Are attitudes and practices regarding mainstreaming changing? A case of teachers in two rural school districts. Education, 121(4), 751-761. Leyser, Y. Kapperman, G, and Keller, R. (1994). Teacher attitudes toward mainstreaming: A cross-cultural study in six nations. European Journal of Special Needs Education. 9, 1-15. Lindsay, G. (2003). Inclusive education: a critical perspective. British Journal of Special Education, 30, 3-12. Lipsky, D. K., Gartner, A. (1996). Inclusion, school restructuring, and the remaking of the American society. Harvard Review, 66, 762-796. Marchesi, A. (1998). International perspectives on special education reform. European Journal of Special Needs Education. 13, 116-122. National Council on Disability. 1994. Inclusionary Education for Students with Disabilities: Keeping the Promise. Washington D.C. 20004-1107.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm OECD (Organization for Economic Co-operation and Development) (1999). Inclusive education at work: students with disabilities in mainstream schools. Paris: OECD Centre for Educational Research and Innovation. Pollard, R., Rojewski, J. (1993). An examination of problems associated with grading students with special needs. Journal of Instructional Psychology, 20(2), 154-162. Sharma, U. (1999) Integrated education in India: A historical perspective. Paper published in India- Australia Training and Capacity Building Project: Integrated Education for Children with Special Needs- A Training Manual, The University of Melbourne. Smith, D.D. Luckasson, R. (1995). Special education: Teaching in an age of challenge. Needham, MA: Allyn and Bacon. Stoler, R. D. (1992). Perceptions of regular education teachers toward inclusion of all handicapped students in their classrooms. The Clearing House, 66(1), 60-62. Thematic Group 9. (1996). Fostering cooperation between mainstreaming and special Education. Funen, Denmark: Modersmalets Trykkeri. UNESCO (1994). World conference on special needs education: Access and quality. (Final Report). Salamanca: Author UNESCO (1996). Inclusive schooling and community support programs. Paris: Author UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO. Wilczenski, F. L. (1992). Measuring attitude towards inclusive education. Psychology in the Schools, 29, 306-310. Whitaker, P. (2004). Fostering shared play and communication between mainstream peers and children with autism: approaches, outcomes and experiences. British Journal of Special Education, 31(4), 215-223.

Employment Laws and Regulation Essay -- Business Law

Introduction The American employment laws are designed to foster human dignity and in the process provide employees with various tangible benefits. It is therefore expected for employees to be on the forefront in supporting and adhering to them. Likewise if an organization applies effectively these laws, it can benefit massively from dynamic, healthy, motivated, and productive employees. It therefore goes without saying that managers, just like employees, should promote these laws and thus ensures the organization conforms to them. Generally these laws govern the workplace actions of employers and employees. It ensures a fruitful and legally conducive environment and relationship exists between these two parties, and within employees themselves. Violating them cannot only put the organization effectiveness on jeopardy or defying employee employment at risk, but also it can lead to serious legal repercussion (Yamada, 2008). Re-emphasizing on specific employment related laws is of paramount importance considering Pomodoro Ltd recently subsumed Thompson snack. Such restructuring might affect directly employment positions of various employees. As such, keen interest should be paid on laws relating to wage and salaries, and unemployment compensation. In addition, the organization is composed of both international and local employees. It is therefore natural that the workforce would be largely diversified. Ensuring that laws encouraging diversity are adhered to and consequently eliminating any chance of discrimination and harassment should be a priority. Wage and Salary Fair Labor standards Acts (FLSA) is among the regulations that protect the compensation rights of the employees. This regulation covers non-expert employees by... ...1994). The Worker Adjustment and Retraining Notification Act: Effect on Notice Provision. Industrial and Labor Relation Review, 47 (4), 650-662. Guerin, L., & DelPo, A. (2007). Create your own Employee Handbook: Legal Practical Guide (3rd ed.). Berkeley, CA: Nolo. HG Legal Directories.org. (2012). Employment Discrimination Law. Retrieved from http://www.hg.org/employment-discrimination-law.html. Mashaw, J. L. (1996). Unemployment Compensation: Continuity, Change, and the Prospects for Reform, University of Michigan Journal of law Reforms, 29, 1-24. Ross, S. C. (2011). How on Earth Can You Possibly â€Å"File† An Oral Complaint?: An analysis of the Boundaries  § 215 (A) (3) of the Fail Labor Standard Act. St John Law Review, 84, 1543-1567. Yamada, D. C. (2008). Human Dignity and American Employment Law. University of Richmond Law Review, 43, 523-569.

A Literature Review of Transformational Leadership “Organization Climate †Employee Performance” Essay

Abstract The literature review attempts to examine transformational leadership impact addressing organizational change and performance. Based on the concept and theory do the attributes and skills provide the tools for leaders to motivate and influence follower’s verses the traditional leading through power and authority. The history of transformational leadership style has now been tested and defined for over thirty years. The literature review sampling crosses many organizations from the non for profit, governmental, private business, paramilitary, corporations and healthcare. Furthermore, the difference in style from transactional leadership (situational leading) to transformational leadership, along with addressing the cultural and climate of the organizations which challenge leaders to find a method to motivate and inspire their followers. As the leaders navigate the changing landscape within the organization what characteristics and traits are parts of the make-up a good and effe ctive leader. The paper will conclude that the research and review of the literature supports transformational leadership will motivate, inspire and create an innovative environment to meet today’s organization and employee trust to follow their leader. As the topic of leadership begins with many studies and opinions on what type of leadership motivates and inspires an organization and its employees working towards a common goal for the betterment of each other which generally points to transformational leadership. Therefore, the search and review of numerous articles and studies confirms that transformational leadership has an edge as a successful leadership style and concept to meet the challenges addressing morale and performance. Furthermore, transactional leadership has a psychological component through its approach developing relationships as a key factor instead of leading by authority and power  while responding to the situation. Before moving on to the literature review and findings I found an interesting article titled â€Å"Traits of leadership† (Jerabek, S., & Day, J., Danny. (2009) to focus on what is a good leader and â€Å"For this article, the authors qualify a good leader as one who can effectively lead a group of individuals with a specific goal. The personality of the leader, coupled with an ability to accomplish the mission, prove critical for success of the organization. Leaders also have personality characteristics that promote and develop others, such as overall awareness, empowerment of others, and personal integrity. The lack or overabundance of a leader’s characteristics can affect any organization. Leaders exhibit various styles of leadership that mature and change throughout their careers.† ( FBI Law Enforcement Bulletin, 78(11), pg.20.) As the review approaches to address the question many organizations do not understand management verses leadership I thought this article provided a good foundation on what is a good leader which assisted with focusing on the topic of transformational leadership. So what is transformational leadership which began as transforming leadership within the political area in 1978 by James Macgregor Burns through his research on political leaders? â€Å"The initial concept of transformational leadership was provided by Burns in his research about political leaders. According to Burns, transformational leadership is a process in which leaders and followers promote each other to higher levels of morality and motivation. Transformational leaders help their followers to look at old problems via a new perspective. They stimulate their followers to attempt higher than usual levels. Transformational leaders inspire their followers to think more than their own aims and interests and to focus on greater team, organizational, national and global objectives. By providing future perspective, such leaders influence over their followers in a manner that they assume that perspective as their own aim and show high efforts to achieve it. These leaders are able to move the organization toward the ideal perspective by coordinating the employees and integrating all system components [1].† (Jandaghi, G., Matin, H. Z., & Farjami, A.) (2009). The research began in 1978 and in 1985 Bernard M. Bass extended Burns work  and focused on the psychological aspect of transformational leadership as it inspire and motivated followers. As the researched evolved into the nineties the impact on organizational culture and innovation was being examined. Since this type of leadership concept was more people oriented and relationship building within the organization the question about performance and success was beginning to be studies in the 2000’s. Furthermore, what is the impact to the changing culture within organizations relating to innovation and the rapid changes in technology, globalization and the high demand for new products and services? â€Å"As it is obvious from the term associated with this type of leadership, transformational leaders, look doe transforming and changing, which is necessary for innovation. Although leadership is an important factor in the life of every organization, â€Å"yet few studies have empirically examined the link between this factor and innovation at the organizational level (Jung et al., 2003:p.525)†. (Mokhber, M., Ismail, W. K. b. W., & Vakilbashi, A.) (2011) Australian Journal of Basic & Applied Sciences, 5(6), p.504). Does this type of leadership style favor any gender type since the concept has more of the softer approach to leadership verses the hard line authoritarian and power type approach? There was one reference in the research which referred to a phenomenon termed the glass cliff where the woman’s attributes are a better fit during an organizational crisis such as poor performance. So a lesson learned as part of this research about gender still focuses on characteristics, attributes and corporate stereotyping type of bias. However, if this information is carried forward beyond the stereotype corporate male dominate leaders these research findings could validate why transformational leadership style works best during a crisis because of the female attribute of relationship building. As part of this review it is important to look at this type of research of gender differences and their psychological phenomenon of transformational leadership. There is something to learn from the glass cliff research of (Bruckmà ¼ller, S., & Branscombe, N. R.) (2010) as stated, â€Å"If men have maneuvered the organization into trouble, appointing a female leader will appear as one way to achieve the transformation needed to turn things around (see Ryan & Haslam, 2007 for a related discussion). (British Journal of  Social Psychology, 49(3), p. 435). One word of importance within the above sentence which is transformation indicates the value of glass cliff research not because of the bias or gender issue but the attributes to be successful during an organizational crisis which mirrors one of the attributes needed to be an effective transformational leader†¦a small validation. The review discussed many issues as they relate to organizational challenges and the impact of leadership styles when motivating and inspiring followers to perform, become innovative and improve climate within the organization or group. As discussed during the research from 1978 to 2012 the change in the workplace and employee expectations from their employer or the leaders. How transformation is delivered was addressed and the factors which are identified with lower morale and reduce performance. (Bunker, K., Wakefield, M., Jaehnigen, O., & Stefl, B.) (2006). â€Å"Change initiatives typically derail because the ball is dropped on the people side. Perfectly good strategies and change initiatives stall or fail when employees become stuck in some phase of the emotional transition. Leaders who fail to connect around these natural emotions generally struggle to gain sufficient buy-in from employees and thereby undermine their progress toward new goals. Instead of a loyal, productive, a nd enthusiastic workforce, executives and managers end up leading employees who are insecure, fearful, and skeptical. (Transformation delivered. T+d, 60(3), p.26.) The movement within organizational change to recruit and retain good talent was and added benefit identified with effective leaders and as stated to be an effective leader your followers need to be motivated and inspired. So this was another positive component the research found why transformational leadership is part of performance of an organization and its employees. (Bunker, k. et al.) â€Å"For leaders to effectively harness and maintain the talent and commitment needed to benefit from organizational change, they must: Examine their behaviors and emotions tied to change and transition. This begins the process of operating from a place of authenticity as a leader. Establish and protect trust. Without trust and honesty, authenticity and credibility suffer, which undermines solid change initiatives or management decisions. Find a balance between structural leadership and  people leadership. By learning the important competencies for leading in times of change and transition, lea ders have a new perspective from which to operate. (Transformation delivered. T+d, 60(3), p. 30). This article is an overview of the transition plan to transform the United States Postal Service which began in 2002. Each study relating to organizational change and leadership concept supports the transformational leadership style. As stated within this article transformational leadership. .(Jandaghi, G., Matin, H. Z., & Farjami, A.) (2009). â€Å"The effective role of managers and leaders in radical changes and transformations is unavoidable in the organizations. Leadership and management are not identical. To influence over others, management is depended on formal power while leadership is resulted from a social influence process. Leaders make cultures and their fundamental role is affecting others. In other words, transformational leaders try to make changes that increase organizational efficacy and performance. These are changes that cause higher aim and expectations to the organization. (Comparing transformational leadership in successful and unsuccessful companies. International Journal of Social Sciences, 4(3), p. 212). Furthermore, does this concept and theory carry over to multi-agency and crisis management which is more traditionally authoritative management style however, there is a movement of change in leadership style called Interwoven Leadership which combines features such as task skills, interpersonal skills, stakeholder awareness and personal qualities of commanders and their teams. This type of leadership has some of the same attributes as transformational leadership when referring to interpersonal skills. (Borodzicz, E & Devitt, K) â€Å"For an interwoven method to be embedded effectively, it must be supported by the wider organizational culture in normality and incorporated into organizational training at many levels. This may raise challenges of ethos as well as practicality. As with all cultural shifts, these value changes take a long time to truly embed within an organization, and some Gold leaders may continue to be wedded to the ‘hard skill’ approaches that may have served them well in their careers. (Interwoven leadership: The missing link in multi-agency major incident  response. Journal of Contingencies & Crisis Management, 16(4), p. 214) In addition, the following comment supports the research defining leadership moving towards the need for interpersonal skills to be an effective leader. (Jandaghi, G., et. al.) (2009) â€Å"The effective role of managers and leaders in radical changes and transformations is unavoidable in the organizations. Leadership and management are not identical. To influence over others, management is depended on formal power while leadership is resulted from a social influence process. Leaders make cultures and their fundamental role is affecting others. In other words, transformational leaders try to make changes that increase organizational efficacy and performance. These are changes that cause higher aim and expectations to the organization. (International Journal of Social Sciences, 4(3), p. 211) Now another factor was discovered in the research of the literature which one was the impact of the baby-boomer retirement phase which might leave a deficiency in the leadership roles. However, the research showed more optimism to this concern and myth. (Johnson, J.) (Spring 2009) â€Å"Among the concerns over baby boom retirements is that of a workforce leadership drain. The age demographics of CEOs presented here, based on census data, suggest that a leadership deï ¬ cit in the nonproï ¬ t sector may not be as imminent as in the government sector but that it looms closer than in the for-proï ¬ t sector. (Nonprofit Management & Leadership, 19(3), p. 300) Wisdom is an unique attribute identified in the review of literature titled Developing You. (McCullough, C.) (2007). â€Å"Wisdom. As Jim Collins’s research demonstrates, Level 5 leaders have this very deep inner perspective. Wisdom is not developed via a checklist. It is developed over the reflective journey of a lifetime. (Developing You, p. 67) This supports the research which highlights most transformational leaders have more experience to truly be effective and develop trust from the follower’s overtime. The research did address the difference of transactional leaders and transformational leaders and the discussion was obvious in today’s challenging times the transformational leader is the right fit â€Å"According to Fulwiler, there are transactional leaders and transformational leaders. Transactional leaders  operate in command-and-control mode. They focus on costs and financial goals, and have a quid pro quo relationship with workers. â€Å"This will get you average,† Fulwiler added. On the other hand, transformational leaders operate in a collaborative mode. They lead by example, encourage employee involvement and team building, and genuinely care about worker Wellness. â€Å"This is the key to productivity and high-performance work systems,† Fulwiler said. â€Å"This leads to above-average outcomes.† (The Power of Transformational Leadership) (2013), Professional Safety, 58(1), 19-19.) Another factor addressed in the literature was the relationship of training and development to transformational leadership and the research displayed a positive outcome as stated, â€Å"The results have important implications for those aiming to implement organizational-level interventions to improve employee well-being. Although cross-sectional, our study raises the possibility that training leaders to exhibit certain behaviors might also change working conditions of subordinates. Rather than implementing wide-ranging organizational changes for a large number of employees, these results suggest that training their superiors might have a similar impact (e.g. training managers in transformational leadership behaviors might bring about involved followers who perceive their jobs as meaningful and experience high levels of inï ¬â€šuence). Training staff at managerial levels might prove to be both more cost-effective and easy to control than implementing wide-ranging organizational changes. (Nielson, et al., Journal of Advanced Nursing, 63(5), p. 473 ) Another viewpoint which supports training transformational leaders will improve performance as stated,. â€Å"Speciï ¬ cally, the ï ¬ nding that transformational leadership was positively associated with relational identiï ¬ cation with the supervisor, which, in turn, was related to self-efï ¬ cacy, and consequently performance, suggests training leaders to be more transformational may provide important and useful returns on investment in terms of follower development. Such training initiatives have been shown to be related to increased levels of commitment, motivation, satisfaction, and performance among followers (Barling, Weber, & Kelloway, 1996; Dvir et al., 2002). (Walumbwa, F.O. & Hartwell, C. A., Journal of Occupational & Organizational Psychology, 84(1), p. 167) Furthermore, this research which was stated in the above article confirmed  the research relating to the 1985 (Bass) theory that transformational leadership does have an impact on performance. Moreover, it is supported by the following information and research. (Zhu, W., Sosik, J. J., Riggio, R. E., & Yang, B). (2012). â€Å"As indicated by several researchers (e.g., Bass & Riggio, 2006; Sosik & Jung, 2010), empowerment is a crucial process that defines transformational leadership and illustrates why it is effective in building follower organizational identification and performance. Followers’ identification with the organization may be extremely important for their work attitudes, such as organizational commitment, and for other work performance measures, associated with excellence in the contemporary global marketplace. (Journal of Behavioral & Applied Management, 13(3), p. 208) Conclusion: Supported by research, theory and sampling of managers, leaders, employees and stakeholders relating to organizational change, performance and leadership the conclusion is transformational leadership style or concept has the skills and attributes to motivate and inspire followers. Therefore, the organizational climate is conducive to innovation and healthy work environment to address the ever changing workplace while improving organization’s capacities to compete in the challenging business environment. References Bruckmà ¼ller, S., & Branscombe, N. R. (2010). The glass cliff: When and why women are selected as leaders in crisis contexts. British Journal of Social Psychology, 49(3), 433-451. doi: 10. 1348/0 14466609X466594 Bunker, K., Wakefield, M., Jaehnigen, O., & Stefl, B. (2006). Transformation delivered. T+d, 60(3), 26-30. Retrieved from http://ezproxy.lewisu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=20607564&site=ehost-live&scope=site Devitt, K. R., & Borodzicz, E. P. (2008). Interwoven leadership: The missing link in multi-agency major incident response. Journal of Contingencies & Crisis Management, 16(4), 208-216. doi: 10.1111/j.1468-5973.2008.00551.x Jandaghi, G., Matin, H. Z., & Farjami, A. (2009). Comparing transformational leadership in successful and unsuccessful companies. International Journal

Autism Spectrum Disorder ( Asd ) Essay - 2229 Words

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