JOURNAL MEM209

Complete Name: ALFIE L. CAGAMPANG Date: ___________

Program & Year: MAED_EM , 2021 Rating _________

Course Description: System Analysis in Education Code: MEM 209

Time and Date: Wednesday/ 6:00 pm-8:00 pm

A SYNTHESIS ON MANAGEMENT: IT’S NATURE AND CONCEPT

Management is a set of activities (including planning and decision making,

organizing, leading, and controlling) directed at an organization's resources (human,
financial, physical, and information) with the aim of achieving organizational goals in
an efficient and effective manner. A manager is someone whose primary
responsibility is to carry out the management process within an organization.

The basic activities that comprise the management process are planning and
decision making (determining courses of action), organizing (coordinating activities
and resources), leading (motivating and managing people), and controlling
(monitoring and evaluating activities). These activities are not performed on a
systematic and predictable schedule.

Managers can be differentiated by level and by area. By level, we can identify

top, middle, and first-line managers. Kinds of managers by area include marketing,
financial, operations, human resource, administrative, and specialized managers.

Managers have ten basic roles to play: three interpersonal roles (figurehead,
leader, and liaison), three informational roles (monitor, disseminator, and
spokesperson), and four decisional roles (entrepreneur, disturbance handler,
resource allocator, and negotiator). Effective managers also tend to have technical,
interpersonal, conceptual, diagnostic, communication, decision making, and time
management skills. The manager's job is characterized by varied, unpredictable,
nonroutine, and fragmented work, often performed at a relentless pace. Managers
also receive a variety of intrinsic and extrinsic rewards.
 The effective practice of management requires a synthesis of science and art;
that is, a blend of rational objectivity and intuitive insight. Most managers attain their
skills and positions through a combination of education and experience.

Management processes are applicable in a wide variety of settings, including

profit-seeking organizations (large, small, and start-up businesses and international
businesses) and not-for-profit organizations (government organizations, educational
organizations, healthcare facilities, and nontraditional organizations).

Educational Leadership and Leadership in Schools

Educational leadership is a collaborate process that unites the talents and

forces of teachers, students and parents. The goal of educational leadership is to
improve the quality of education and the education system itself.

The primary purpose of educational leadership is to ensure academic success

through process, material and training improvements. This is mainly accomplished
through collaboration with different individuals, such as educators, parents, students,
public policy makers and the public. From a business perspective, educational
leadership is a form of academic management and quality control.

Key Qualities of Educational Leadership

1. Educational leadership creates a vision of academic success for all

students. This is important because there has always been a historical gap between
students on different socio-economical levels and high and low achieving students.

2. Educational leadership strives to maintain a safe and receptive learning

environment. That is, a healthy school environment is key to providing comfortable,
orderly and structured classrooms. 

3. Educational leadership delegates responsibility to others. This means that

teachers, parents and even students are empowered to take responsibility and
accept accountability. 

4. Instructional methods and curriculum content must be continually improved.

5. The field of education must borrow and adapt modern management tools,
processes and techniques.

According to the Association for Supervision and Curriculum

Development (ASCD), teachers are the foundation of educational leadership. They
not only manage students, but also act as leaders among their colleagues.
Specifically, teachers are resource providers that help students and other teachers
find online and community resources. They provide valuable classroom management
and teaching strategies to other teachers. They also provide educational leaders with
constructive feedback for curriculum improvements.

Every academic level has educational leadership career opportunities. For

example, this includes private kindergarten directors, public school principals and
university deans. Anyone interested in becoming an educational leader should have
on-hands teaching experience and a bachelor’s degree. A master’s degree in
educational leadership is available as a Master of Arts, Master of Science and
Master of Education. Coursework will include classes that cover law, finance,
professional development and strategic planning.

They serve in elementary, secondary, and postsecondary institutions as well as

early childhood education centers. School site leaders, directors, principals, and
assistant administrators are employed to work either as the sole educational leader
or in small teams. Typical positions for educational leaders in administrative settings
are:
• Principal
• Superintendent
• Academic dean
• Director
• Head of school
• Department chair
• Provost, or
• President

Educational leadership theories borrow from business management principles. In

the United States and other developed nations, leadership models from the business
world were adapted to fit the educational setting. Since schools and their
communities are diverse and change over time, theories regarding the role and
function of educational leaders have likewise been reformed and remodeled.

Researchers continue to investigate leadership in different educational settings.

One style of leadership isn't better than another. Each is more or less effective based
on the context of the setting in which a leader works. Environmental factors such as
size, school culture, staff, and personalities dictate the most suitable leadership
style.

5 Effective Leadership Styles in Education

1. Instructional leadership - involves the practice of planning, evaluation,

coordination and improvement of teaching and learning.

2. Transformational leadership - are able to influence school outcomes by outlining

high-performance expectations, developing people through individual support,
building productive relationships and providing instructional support.

3. Constructivist leadership - is about immersing teachers in a culture of learning

and enabling them to take risks. It’s not about dictating to teachers on how to deliver
instructions – it’s about educating teachers that we are all learners. 

4. Servant leadership - motivate and persuade their school community to fulfil their
long-standing vision. By engaging with teachers and students on what the school’s
future should look like, servant leaders can implement structural changes that keep
an eye on the bigger picture. Research shows that in the long-term servant
leadership creates a positive and productive school environment. 
5. Strategic leadership - is based on long-range planning. Through analysis,
evaluation and monitoring, strategic leaders assess current school performance and
take the necessary steps to improve future results. These leaders not only set the
direction of the school by having an organizational vision, they create frameworks,
set up interventions, allocate resources and maintain systems for reforms to take
place. 

Ten Qualities of a Good School Administrator

1. Leadership - is one of the most important skills that a school administrator

must possess due to the responsibilities that he must assume. The leader in
educational environments is responsible for promoting the work and
collaboration of all people related to learning: authorities, teachers,
administrative employees and parents.

2. Effective Communication - the ability to communicate assertively is one of

the keys to leadership in educational settings. The successful administrator
conveys his ideas clearly, honestly, and directly. His objective is to achieve
adequate harmony between the different people who collaborate on the same
project. Good communication skills are also related to good listening skills.
One of the most effective communication mediums for an administrator is
Qmanager. The responsive leader adequately channels the opinion and
perspective of the people who speak to him.

3. Generation of Commitment - The leader seeks the commitment of all

members of the school community, including parents and students. To
achieve the commitment and involvement of all the participants in a common
school project, the leader must have the ability to show openness and
receptivity. An educational administrator succeeds in generating his
educational community’s commitment when its different participants are
capable of working with autonomy and independence. Ongoing
communication and interaction are important to achieve the best results in
school community engagement.

4. Social Interaction - the leader represents the interests of a group or a

community. This representation implies the ability to constantly interact with
community members to learn about their motivations, ideas, and goals. The
successful educational leader is one who stays in contact with the community
he leads and who manages to make each of the members identify with a
common project.

5. Persuasion - Due to their work nature, persuasion is one of the most

important social skills for those who run or coordinate schools. The leader
who uses persuasion efficiently unifies criteria, channels efforts and leads his
team on a path of collaboration and working together.
 6. Empower Others - Successful leaders see greatness in others and work hard
to bring the greatness out of them. The decision of a leader results in school
growth. Every leader will tell you the role they played in making a school grow.

7. Assign More Tasks - strong leaders lead by example, with the zeal of getting
things done by themselves. It is important to assign some roles to other staff.
The benefits of assigning tasks include enabling their team to meet set goals,
better workload management and staff development. It will also make the
team produce great results.

8. Act Decisively - Great administrators dedicate time to understand the

problems they face and take strong, decisive action to solve such a problem.
9. Managing Risk - a good leader must weigh both costs and benefits when
making decisions. They have to consider both possibilities and prospective
outcomes of their decision. Successful administrators must look at both risks
and opportunities that affect their schools.

10. Priority Management - to save time and energy wasted on unimportant

tasks, it is advisable to get priorities right. The better an administrator can
prioritize tasks, the easier will the task will be accomplished.

Leadership & Management

Leadership and management are often considered synonymous, yet they have
different definitions. We have to understand that leadership is an essential part of effective
management. Leadership is the ability to influence or guide people within an organization
or business. Effective leaders know how to motivate and inspire their team. While in a
leadership role, you need to set a good example for others and define the expectations of
your company or department. Management is the ability to control or deal with people and
processes. Those in management roles can effective delegate work and ensure
employees are meeting their goals and expectations. Leadership differs from
management in a sense that:

a. While managers lay down the structure and delegates authority and
responsibility, leaders provides direction by developing the organizational
vision and communicating it to the employees and inspiring them to achieve it.
b. While management includes focus on planning, organizing, staffing, directing
and controlling; leadership is mainly a part of directing function of
management. Leaders focus on listening, building relationships, teamwork,
inspiring, motivating and persuading the followers.
c. While a leader gets his authority from his followers, a manager gets his
authority by virtue of his position in the organization.
d. While managers follow the organization’s policies and procedure, the leaders
follow their own instinct.
e. Management is more of science as the managers are exact, planned,
standard, logical and more of mind. Leadership, on the other hand, is an art.
 In an organization, if the managers are required, then leaders are a
must/essential.
f. While management deals with the technical dimension in an organization or
the job content; leadership deals with the people aspect in an organization.
g. While management measures/evaluates people by their name, past records,
present performance; leadership sees and evaluates individuals as having
potential for things that can’t be measured, i.e., it deals with future and the
performance of people if their potential is fully extracted.
h. If management is reactive, leadership is proactive.
i. Management is based more on written communication, while leadership is
based more on verbal communication.

Scenario Planning & Intuition

Scenario planning, scenario thinking, scenario analysis, scenario prediction

and the scenario method all describe a strategic planning method that some
organizations use to make flexible long-term plans. It is in large part an adaptation
and generalization of classic methods used by military intelligence.

In the most common application of the method, analysts generate simulation

games for policy makers. The method combines known facts, such as
demographics, geography and mineral reserves, with military, political, and industrial
information, and key driving forces identified by considering social, technical,
economic, environmental, and political ("STEEP") trends.

In business applications, the emphasis on understanding the behavior of

opponents has been reduced while more attention is now paid to changes in the
natural environment. At Royal Dutch Shell for example, scenario planning has been
described as changing mindsets about the exogenous part of the world prior to
formulating specific strategies.

Scenario planning may involve aspects of systems thinking, specifically the

recognition that many factors may combine in complex ways to create sometimes
surprising futures (due to non-linear feedback loops). The method also allows the
inclusion of factors that are difficult to formalize, such as novel insights about the
future, deep shifts in values, and unprecedented regulations or inventions. Systems
thinking used in conjunction with scenario planning leads to plausible scenario
storylines because the causal relationship between factors can be demonstrated.
These cases, in which scenario planning is integrated with a systems thinking
approach to scenario development, are sometimes referred to as "dynamic
scenarios".

Critics of using a subjective and heuristic methodology to deal with uncertainty

and complexity argue that the technique has not been examined rigorously, nor
influenced sufficiently by scientific evidence. They caution against using such
methods to "predict" based on what can be described as arbitrary themes and
"forecasting techniques".

A challenge and a strength of scenario-building is that "predictors are part of

the social context about which they are trying to make a prediction and may
influence that context in the process". As a consequence, societal predictions can
become self-destructing. For example, a scenario in which a large percentage of a
population will become HIV infected based on existing trends may cause more
people to avoid risky behavior and thus reduce the HIV infection rate, invalidating the
forecast (which might have remained correct if it had not been publicly known). Or, a
prediction that cybersecurity will become a major issue may cause organizations to
implement more security cybersecurity measures, thus limiting the issue.

Programmed and Non- Programmed Decision

Programmed decisions are those that are repeated over time and for
which an existing set of rules can be developed to guide the process. These
decisions might simple, or they could be fairly complex, but the criteria that go into
making the decision are all known or can at least be estimated with a reasonable
degree of accuracy. Those features of programmed decisions can be absent in
case of non-programmed decision. For example, a group of farmers is producing
thousand tons of rice in the market is a programmed decision, as it can be made
in accordance with the set procedure but a decision to produce only hundred tons
of rice in the market because the farmlands are in droughts is a non-programmed
decision.

In non-programmed decisions, decisions are novel, unstructured

decisions that are generally based on criteria that are not well-defined. With non-
programmed decisions, information is more likely to be ambiguous or incomplete,
and the decision maker may need to exercise some thoughtful judgment and
creative thinking to reach a good solution. These are also sometimes referred to
as non-routine decisions or as high-involvement decisions because they require
greater involvement and thought on the part of the decision maker.

Participative Employee Involvement and Open Book Management

Participative (or participatory) management, there is an employee involvement

in the decision making, encourages the involvement of stakeholders at all levels of
an organization in the analysis of problems, development of strategies, and
implementation of solutions. Employees are invited to share their ideas and
understanding to contribute in the decision-making process of the firm by
participating in activities such as setting goals, determining work schedules, and
making suggestions. Other forms of participative management include increasing
the responsibility of employees (job enrichment); forming self-managed teams,
quality circles, or quality-of-work-life committees; and soliciting survey feedback.
Participative management, however, involves more than allowing employees to
take part in making decisions. It also involves management treating the ideas and
suggestions of employees with consideration and respect. The most extensive form
of participative management is direct employee ownership of a company.

In Open-book management (OBM), there is a practiced of transparency by

sharing financial information with employees. This includes financial education for
the employees and showing them how their production influences the finances. It is
 an easy-to-learn and fun management system intended to be a discipline that is
developed over time, rather than being a one-time fix.

4 Different Types of Leadership Styles:

1. Autocratic or Authoritarian leadership

An autocratic leader centralizes power and decision-making in himself. He gives

orders, assigns tasks and duties without consulting the employees. The leader
takes full authority and assumes full responsibility.
Autocratic leadership is negative, based on threats and punishment.
Subordinates act as he directs. He neither cares for their opinions nor permits them
to influence the decision. He believes that because of his authority he alone can
decide what is best in a given situation.

2. Democratic or Participative leadership

Participative or democratic leaders decentralize authority. It is characterized

by consultation with the subordinates and their participation in the formulation of
plans and policies. He encourages participation in decision-making. He leads the
subordinates mainly through persuasion and example rather than fear and force.
Sometimes the leader serves as a moderator of the ideas and suggestions from his
group. McGregor labels this style as Theory Y.

3. The Laissez-faire or Free-rein leadership

The laissez-faire or non-interfering type of leader passes on the responsibility

for decision-making to his subordinates and takes a minimum of initiative in
administration. He gives no direction and allows the group to establish its own goals
and work out its own problems. The leader plays only a minor role. His idea is that
each member of the group when left to himself will put forth his best effort and the
maximum results can be achieved in this way. The leader acts as an umpire. But as
no direction or control is exercised over the people, the organization is likely to
flounder.

4. Paternalistic leadership

Under this management style the leader assumes that his function is fatherly
or paternal. Paternalism means papa knows best. The relationship between the
leader and his group is the same as the relationship between the head of the family
and the members of the family. The leader guides and protects his subordinates as
members of his family.
 The best leadership style for me is the democratic or participative leadership. I
choose this style because the manager can also ask on the ideas from his/her
subordinates if needed. As a team there should have cooperation and sharing of
ideas for the benefits of the company.

Leadership Theories

1. The great man theory – this theory of leadership states that excellent leaders are
born, not developed. A popular concept in the 19th century, this theory states that
leadership is an inherent quality. This type of leader often possesses the natural
attributes of intelligence, courage, confidence, intuition and charm, among others. 
2. The trait theory – this theory of leadership states that certain natural qualities tend to
create good leaders. Having certain qualities does not necessarily mean someone has
strong leadership skills, however. Some leaders may be excellent listeners or
communicators, but not every listener or communicator makes an excellent leader. 
3. The behavioral theory – this theory of leadership focuses on how a person’s
environment, not natural abilities, forms him or her into a leader. One of the key
concepts of behavioral theory is conditioning. Conditioning states that a person will be
more likely to act or lead in a certain style as a result of environmental responses to
behavior.
4. The transactional theory or management theory – this theory of leadership, also called
"the management theory," studies leadership as a system of rewards and penalties. It
views effective leadership as results-focused and hierarchical. Transactional leaders
prioritize order and structure over creativity. 
5. The transformational theory or relationship theory – this theory of leadership, also
called "the relationship theory," studies effective leadership as the result of a positive
relationship between leaders and team members. Transformational leaders motivate
and inspire through their enthusiasm and passion. They are a model for their teams,
and they hold themselves to the same standard they expect of others.
6. The situational theory – this theory of leadership does not relate to a certain type of
leader or claim that any one style is best. Instead, situational theory argues that the
best kind of leader is one who is able to adapt her style based on the situation. They
may respond to a situation by commanding, coaching, persuading, participating,
delegating or however they think is necessary. Situational leaders are defined by their
flexibility.

If given a chance to be an educational leader, I will apply those theories by

being passionate about what I do and who I lead. I will live to learn as a leader and
be courageous and listen to those who I lead. Through this, i can be able to handle
my position efficiently and effectively in managing school.

Few Ways to Measure and Evaluate Employee Performance Data:

Graphic rating scales. A typical graphic scale uses sequential numbers, such as 1
to 5, or 1 to 10, to rate an employee’s relative performance in specific areas. Scales
are often used to rate behavioral elements, such as "understands job tasks" or
"participates in decision-making." Or they could note the frequency an employee
performs a certain task or behavior, such as “always,” “frequently,” “occasionally,” or
“never” coming to work on time. You can adapt scales to your business needs.
360-degree feedback. This well-named system considers the feedback, opinions
and assessments of an employee’s performance from the circle of people in the
company with whom they work. It can include co-workers, supervisors and others.
As you evaluate the input from many sources, you can note positive and negative
similarities and trends. You can also identify areas that may need additional
measurements and support.

Self-Evaluation. Asking an employee to evaluate her own performance can be very

effective. Often, employees may be more critical of their performance than you might
be. You can use a form that requires multiple-choice answers, essay-type answers,
or a combination of the two. Comparing a self-evaluation to your own objective
appraisal can be helpful in finding similarities and discrepancies along with a richer
understanding of employee’s performance. It can generate conversations that can be
beneficial to employee development.

Management by Objectives (MBO). Also known as “management by results,” this

is a process whereby employees and managers form objectives together. They
jointly determine individual objectives, how they align with company goals, and how
performance will be measured and evaluated. MBO gives employees a clear
understanding of what’s expected and allows them to participate in the process,
which may foster better communication and increase motivation.

Checklists. Using a simple “yes-no” checklist is a quick and easy way to identify
employees that have deficiencies in various performance areas. It will also identify
those that need additional training and knowledge to become more efficient.

Internationalization or Globalization of Education

The positive aspects of internationalization include improved academic

quality, internationally oriented students and staff, and national and international
citizenship for students and staff from underdeveloped countries. For developed
countries, revenue generation and brain gain are potential benefits.
Globalization enhances the student's ability to acquire and utilize knowledge.
Globalization enhances the ability of learners to access, assess, adopt, and apply
knowledge, to think independently to exercise appropriate judgment and to
collaborate with others to make sense of new situations.

In the Department of Education, they have adopted this modern era with the
use of technology. It is very important nowadays that every student has the ability to
use technology that is very useful in their studies. Technology can help students
by making learning more engaging and collaborative. Rather than memorizing facts,
students learn by doing and through critical thinking. This could be as simple as
taking an interactive quiz in class or participating in tech-enabled group discussions.

In TESDA, they are producing skilled individuals which is very in demand

around the world. TESDA must adopt new equipment and introduce it to their
learners to prepare their domestic or international career in the future. This is to
provide quality skilled workforce.
 In CHED, it is very important that every student who will be graduated from
their bachelor’s degree are equipped and ready to conquer the world. CHED are
producing quality graduates from different fields. As education serves as
foundational to global stability, the development of multicultural awareness from an
early age may integrate ideologies sourced from various societies in order to arrive
at well-balanced conclusions regarding issues that surround the world as a whole.
Globalization and education then come to affect one another through mutual goals of
preparing young people for successful futures during which their nations will grow
increasingly connected.

REFLECTIONS

I learned that good and effective management is vital to the dynamics of a

forward moving society. This is true in all organizations, including business and
government. Society could function with ineffective managers and management to
some extent but not to its optimum. 'Good' management can map out a path to
success whereas poor management may lead to failure and possible collapse. By
considering the roles of a successful manager we can learn that they are carried out
continually in society and it is in fact managers that implement them. French
managerial scholar Henri Fayol identified the roles of a successful manager. The
"process approach" identifies these. It states that managers perform four main roles,
those of planning, organizing, leading and controlling (Robbins, Coulter, 2003).
Every management decision is a result of the application of one or more of these
roles. Without a manager to plan, organize, lead and control an organization, what
would be the effect on society? Considering a manager's fulfillment of these basic
four roles and the impact these have on society will provide us with an understanding
that, as Henry Mintzberg stated, "No job is more vital to society than that of the
manager."

One of the most important activities is to understand how people should

behave in organizations. I learned that the n a t u r e o f m a n a g e m e n t i s
m a i n l y p o w e r , i n f l u e n c e a n d o f c o u r s e , leadership. Managing has been
essential to ensure coordination of every people’s effort; whether it’s for a
group work project or for a larger society. And as society has to come to
rely increasingly on group effort, many are being performed in large tasks and
the rising importance of skills a n d e x p e r t i s e r e q u i r e d t o a c h i e v e
r o l e s i n v o l v i n g l e a d e r s h i p responsibilities. I’ve also learned about
how being an effective leader involve working with other people’s goals and
motivations, which you can also learn from other people. Leadership leads you
to listen to others to understand them.

Management uses resources to accomplish results; leadership motivates

people to achieve objectives. Managing is impersonal and can be demeaning. It
presumes that those being managed don't have ideas and feelings and must be told
what to do and how to do it. Management is appropriate for handling inanimate
objects or routine jobs. However, people like to be motivated to accomplish more
challenging tasks, and they do not like being herded and directed as if they were so
many cattle.

Most of us sought development careers because we like to do creative and

challenging things. We also like to see the results of our labors, particularly when our
goals work the way we intended. As a leader, you will probably have to manage at
least some routine work. That is the only way to consistently produce truly superior
results.

One principal distinction between leaders and managers is that managers

direct people to obey their orders while leaders lead them. So, leadership is intensely
personal. It is not something that you can order and it is not something that you can
measure, evaluate, and test. It is a property like loyalty or trust. It cannot be bought
or inherited. It must be earned, and earned through long and often painful
experience. It can, however, be lost in an instant. All you need to do is to stop
behaving like a leader. Then your followers will stop following. They may continue to
obey you, but you will soon sense that you no longer have their loyalty and trust. You
can only tell if you are a leader by what happens: you are leading and they are
following their leader.

What sets leaders apart from everyone else is that they have followers, and
what attracts followers is a challenging and rewarding goal. It is impossible to be an
effective leader without being committed to a cause that animates you and motivates
your followers. Your energy and drive then come from your personal commitment to
accomplish this objective.

This can't be just any goal—it must be something that you feel strongly about
and will strive to accomplish. You must be sufficiently committed to this goal so that
you can exhort your organization to achieve it, in spite of all obstacles. While
development projects can have this character, that is not always the case. But, as
we shall see, it is usually possible to excite creative people about the challenges and
rewards of producing something entirely new and original.