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Ramūnas Bagdonas. Peculiarity of management styles of medium level managers in Kaunas hotels and employers attitude to it. Master degree final work./ Supervisor doc.dr. R. Mikalauskas. Lithuanian Academy of Physical Education, Faculty of Sports Technologies and Tourism, Department of Recreation, Tourism and Sports Management. Kaunas, 2006 SUMMARY Setting background of scientific problem author notices that communication style of manager with employers, his work stile isn’t only personal but also social thing. From communication depends employer’s satisfaction of work, psychological background of collective and productivity of activity. Manager must know not only technique and technology but also people management and art background and its components: psychology, ethics, logic, etc. Manager should not only understand but also use this knowledge every day planning collective work and in interaction with employers. In other hand, we should analyze management stiles peculiarity, look at specific managers attributes. We also should analyze how managers recognize their role. Such information could give us understanding how management styles impacts to organization activity. Research object – Peculiarity of management styles. The aim of research – evaluate peculiarity management styles of medium level managers in Kaunas hotels and employers attitude to it. Research goals: 1. To take main theoretical organization management issues; 2. To analyze management styles classification... [to full text]

Do school principals use basic time-management practices as recommended in the literature, that are designed to help them focus on important tasks? Or do they allow the unrelenting pace of the job to dictate how they use their time? A systematic random sample of 400 United States principals representing the 27,000 members of the National Association of Elementary School Principals (NAESP) participated in this research project. Relationships between the frequency of use of the six categories of time- management practices (TMP)(contact practices, delegation practices, practices for managing meetings, interruptions, and establishing priorities) and eight (8) independent variables were examined. The independent variables were the principals' work- management styles, their degree of flexibility in using these five work-management styles, the complexity of their schools, their school types (public vs. private), their school levels (elementary vs. middle), their years of experience, gender, and the amount of training in time management they received. The principals with schools that housed some combination of grades PreK - 12, and who were members of NAESP were sent a 61-item survey. The overall analysis was a series of multiple regression equations with the dependent variables being the frequency of use of six categories of time-management practices and their total time-management practice (TMP) score. Training accounted for 4% of the variance in the total TMP scores and was the only independent variable that predicted the frequency of use of the six categories of time management. In the descriptive data, it was found that principals were more likely to use the Hopper Style (61.5%) of managing work than the other four work-management styles [Allergic to Details (20%), Perfectionist Plus (12.5%), Cliff Hangers (3%), and Fence Sitters (2.3%)] due to the nature of the job of being a principal. Flexibility was required in using all five work-management styles. Previous studies (Campbell & Williamson, 1991; Huffstutter & Smith, 1989; Hughes, 1989; Kmetz & Willower, 1991; Weldy, 1974), and this study support the need for principals to use those time-management practices that would reduce time wasters and help them have time to spend on important tasks. Principals used basic time-management practices for managing meetings (M=3.94, SD= .54), establishing priorities (M=3.92, SD= .81), and delegating (M=3.71, SD= .68). However, they continue to need training in some aspects of handling interruptions (M=3.19, SD= .63), scheduling contacts (M=3.08, SD=.61), and managing paperwork (M=3.05, SD=.57). / Ed. D.

This study sets out to investigate how conflict is managed at schools. The literature review clearly indicated the complexity of the management of conflict in school organisations. Schools, by virtue of being social organisations aiming at providing education services to learners, cannot thrive under conditions of dysfunctional conflict. However, it is also clear that not all conflict is bad and can be functional in school improvement and renewal. The most important aspect pertaining to conflict in schools, is that it must be managed. This actually implies that conflict has to be managed from its sources, apparent or potential and that, this must involve a process that ranges from conflict diagnosis to school organisational learning and effectiveness. This clearly relates to all types of conflict and includes, conflict resolution, prevention and management. The empirical study established that school principals largely used the dominating and avoiding styles of handling conflict. The variance between categories of responses indicated that conflict handling styles were used contingent on situational conditions. To this end, it was found that educators from big schools showed statistically significant differences with educators from small schools in so far as principals' conflict handling styles are concerned. Based on this finding and nothwistanding the results of the frequency analysis which generally indicated almost equal responses in terms of the agree and disagree responses, it was concluded that the dominating and avoidng styles, and to an extent, the compromising styles were used predominantly in the surveyed schools. The study thus recommends that peer group and needs-specific capacity building programmes for school principals should be initiated so as to expose principals to conflict management learning experiences from practice, and in relaxed atmospheres facilitated by peer coaching and mentoring. Keywords: conflict; conflict management; conflict management styles, conflict theories, conflict models; conflict resolution; organisational conflict / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

Examining the impact of gender leadership differences on organisational change management outcomes in Nigeria, Africa was one of the main aims of this study. Existing literature reports that only one third (30 per cent) of change programmes in organisations meet the desired outcomes, thereby leaving 70 per cent of organisational change programmes failing to achieve anticipated expectations. Some scholars (e.g., Paton and Dempster, 2002) report that the gendered aspect of organisational change management has been largely ignored, and may be one of the contributing factors to organisational change programmes not meeting desired outcomes. Given the increasing rate of change implementations in organisations and the reported failure rate, this study reviews the current trends, strategies and approaches adopted by change leaders. Furthermore, it examines men and women’s differences in their approach to organisational change management in Nigeria, and the impact that this might have on organisational change management outcomes. This research was undertaken in order to identify and recommend strategies that will assist with successfully managing change programmes in organisations. Qualitative research methods through the use of 40 semi-structured interviews were conducted in five organisations (one federal medical health centre, two banking organisations and two government parastatal/ministries). Analytical tools including inductive content analysis, descriptive data analysis, thematic template and cross-case analysis were used to analyse the obtained data. The results show that there may be some differences in the way that men and women approach and manage change scenarios in organisations, which may have some potential impacts on OCM outcomes. However, certain factors appear to affect the observed leadership behaviour and adopted styles. Firstly, leaders’ behaviour and choice of leadership style is influenced by national and sector culture, therefore some of the leaders are unable to adopt their preferred way of approaching and managing the implemented changes as they have to conform to organisational set principles in managing the change programmes. Secondly, the results further show that leaders’ leadership behaviour and style is influenced by the gender and behaviour of the followers. Thirdly, gender leadership differences emerge as a result of leaders’ age and personality, and not necessarily because of their gender or sex. In summary, both men and women may bring intrinsic benefits to the management of organisational change programmes, and these may have a significant and positive impact on the outcome of organisational change programmes. This is based on the perspective of the larger sample of this study’s respondents and some existing views in the literature. This study suggests a gender-inclusive methodology developed from the empirical findings of this study and existing literature, which provides comprehensive guideline on how organisational change programmes can be approached and managed from a more gender-inclusive perspective. The results from the present study raise many interesting issues for both the academic community and practising managers and agents. This is the first study of its kind that has looked at the impact of gender leadership differences on organisational change management outcome in developing countries like Nigeria.

This study sets out to investigate how conflict is managed at schools. The literature review clearly indicated the complexity of the management of conflict in school organisations. Schools, by virtue of being social organisations aiming at providing education services to learners, cannot thrive under conditions of dysfunctional conflict. However, it is also clear that not all conflict is bad and can be functional in school improvement and renewal. The most important aspect pertaining to conflict in schools, is that it must be managed. This actually implies that conflict has to be managed from its sources, apparent or potential and that, this must involve a process that ranges from conflict diagnosis to school organisational learning and effectiveness. This clearly relates to all types of conflict and includes, conflict resolution, prevention and management. The empirical study established that school principals largely used the dominating and avoiding styles of handling conflict. The variance between categories of responses indicated that conflict handling styles were used contingent on situational conditions. To this end, it was found that educators from big schools showed statistically significant differences with educators from small schools in so far as principals' conflict handling styles are concerned. Based on this finding and nothwistanding the results of the frequency analysis which generally indicated almost equal responses in terms of the agree and disagree responses, it was concluded that the dominating and avoidng styles, and to an extent, the compromising styles were used predominantly in the surveyed schools. The study thus recommends that peer group and needs-specific capacity building programmes for school principals should be initiated so as to expose principals to conflict management learning experiences from practice, and in relaxed atmospheres facilitated by peer coaching and mentoring. Keywords: conflict; conflict management; conflict management styles, conflict theories, conflict models; conflict resolution; organisational conflict / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

The Millennial Generation is a young generation now required to effectively and efficiently navigate the cultural diversity that they encounter in various group settings throughout the United States. Research has examined conflict management styles and intercultural sensitivity, but few studies have investigated these two concepts specifically within the Millennial Generation. The purpose of this study is to fill the gap that exists in the current literature through an examination of the relationship between intercultural sensitivity and conflict management styles within the Millennial Generation in a hypothetical intercultural group setting. The results from 221 participants indicate that positive and negative relationships exist among the dimensions of intercultural sensitivity and conflict management styles, Millennials show a preference for conflict management styles that reflect a concern for self, and Millennials report high Interaction Confidence and low Respect for Cultural Difference. Limitations and directions for future research are also discussed.

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Teacher absenteeism is a huge concern both internationally and nationally. If it is not well-managed the resulting consequences can be disastrous for schools and most important, the students. While there have been many studies regarding the reasons teachers get absent and the impact this has on student achievement, there is very little information available on the actual management practises of teacher absenteeism, especially in independent, primary schools. Therefore my study will focus on how teacher absenteeism is managed in independent, primary schools in Midrand, Gauteng Province. The purpose of this study is to investigate and procure a basis for understanding how teacher absenteeism is managed in independent, primary schools in South Africa, and in doing so, deliver a perspective into the effective and gainful management thereof. My study made use of a qualitative, case study approach. Numerous data collection techniques like interviews, document analysis and observations were utilised to produce the following results: School managers play a pivotal role in managing teacher absenteeism. The climate and culture they create within the school environment is fundamental to the manner in which teacher absenteeism is managed. If school managers adopt a strong stance against offending teachers and the immediate penalties are opposed, as well as, rewarding the teachers who work in a committed manner and a key component of this is for teachers to attend school regularly and on time, then that specific school will experience low levels of teacher absenteeism. Independent schools in particular exert enormous pressure on their teachers to perform at their best due to parents paying a high amount in school fees and due to the fact that independent schools have direct control over their teachers’ salaries, the teachers feel compelled to fall in line with the schools’ expectations. As a result of my study, these strategies now become available to the schools that experience high rates of teacher absenteeism. / Dissertation (MEd)--University of Pretoria, 2017. / Education Management and Policy Studies / MEd / Unrestricted

As German organisations expand their businesses into China, the potential risks associated with a lack of fit in management styles among International Joint Venture (IJV) partner-firms have become increasingly obvious to academic researchers, human resource professionals and partner-firm managers themselves. The general consensus among researchers and practitioners is that cultural differences in management styles are a major deterrent to the success of IJVs. Limited research has been undertaken to specifically examine and identify how partner-firm managers can overcome this barrier in Sino-German IJVs.