As one of the teachers of Alicia National High School, I personally know Mrs. Rose Marie E. Diocares as a religious, responsible and hardworking person. She's working with her heart and mind which gain respect and humility from students and teachers alike. As her position goes up (being a classroom teacher of the school in 1994-2004), she still stays her feet on the ground and we, teachers, are not in doubt to approach her anytime because of her good attitude.
Evangeline I. Del Rosario
As the bookkeeper of ANHS, I'm very much priviledge to have a principal who works with me in the preparation of the school's financial documents. Ma'am Rose is generous in sharing her expertice especially in planning and budgetting resources. She treats financial matters with utmost honesty.
Marissa D. Cutamora
As a department head, I am honored to be under Ma'am Rose' supervision. She is patient in dealing with our shortcomings and in downloading to us her knowledge in leading our department.
Charlyann A. Buenavista
She's a kind of leader whom I look up to. Dedicated, intellegent, hardworking, honest, and above all God-fearing person. ANHS is very lucky to have her as a principal. "Jack of all trade" as I fondly called her. Name it and she can easily do it. If you ask her about math, science (note: all branches of science), history, English... sisiw lahat 'yan sa kanya! When it comes to Campus Journalism, she is my ever patient mentor. As a green horn school paper adviser, I have nothing to fear because I have a principal who is an award winning writer. She's always there to encourage, guide and help me with my work as adviser. She keeps on telling me I have the talent to write though I believe I couldn't. So, I tried and eventually learn to love writing. Thank you for believing in me Ma'am Rose!
Consolacion E. Diaz
My Lady Boss is an achiever, a woman of action. She has the drive and determination to finish projects and whatever improvements she wanted for the school. She sees to it that the rules and regulations of the school are well implemented and followed. She is strict but a dood leader and above all, she treats us fairly and well.
Edgar Salinas- Security Officer
Thursday, June 17, 2010
Unit Plan
Unit Author
First and Last Name
Rose Marie E. Diocares & Beverly Alcoriza
Author's E-mail Address
Rosled@yahoo.com.
School
Alicia National High School & San Antonio National High School
Course
Doctor of Education major in Educational Management
University
Universidad de Zamboanga-Ipil Campus
Ipili, Zamboanga Sibugay
Instructor Name(s):
Professor Nur N. Hussien
Unit Plan Title:
Researching World’s and Country’s Famous Scientists
Curriculum-Framing Questions
Essential Question
How do discoveries of scientists influence our lives today?
Unit Questions
How do some values help scientists carry out investigations successfully?
How much influence scientific attitudes have to individual student in conducting research studies?
Content Questions
Who are some world’s famous scientists and what are their contributions?
Who are some Philippines’ famous scientists and what are their contributions?
What are the specific attitudes possessed by the individual scientist mentioned?
What importance has these desirable qualities of scientists to students in decision making and problem solving?
Unit Summary:
The unit deals with the study of the lives of world’s famous scientists. It focuses on the specific scientific attitudes and values exhibited by individual scientist to figure out how they become successful in their work. Naming these scientists and researching their achievements will be done though activities. In the course of the discussion, the students can generalized that scientific attitudes and values are not a monopoly of any race, gender, age, or nation; anyone who wishes to be a scientist must develop these attitudes and values. Opportunities to use Encarta Encyclopedia, internet, Science books and other electronic and print resources, to apply the skills on computer and demonstrate creativity will also be experienced. At the end of the target period, each group creates a presentation using one of the following: Publisher, Power Point, Excel and Microsoft. When one group presents the report orally, the other groups will rate their output using a rubric. The teacher will also evaluate the output using a rubric.
Targeted State Frameworks/Content Standards/Benchmarks:
This unit covers the following BEC learning competencies in Science I
1.0 Students have to relate how science and technology affect one’s belief, practices,
and ways of thinking.
1.1 Give examples of science and technology activities and/or products
that affect their daily life.
1.2 Discuss the importance of scientific values in decision making and
problem-solving in daily life
2.0 Appreciate the contributions of outstanding local and foreign scientists to
science and technology.
As an integration, it also meets the competencies in Edukasyon sa
Pagpapahalaga I & III
3.0 Nakagagawa ng makatotohanang pasya tungkol sa sariling mithiin sa buhay
3.1 Napahahalagahan ang sipag at tiyaga sa pagpapaunlad sa sarili.
3.2 Napatunayan ang impluwensya ng pagpapahalaga sa pag-unlad ng sarili at
bayan.
4.0 Napauunlad ang mga birtud at mga pagpapahalagang may kaugnayan sa paggawa
4.1 Napatutunayan na ang pagkamasigasig na may kalakip ng adhikain ay salik sa
pag-unlad.
4.1 Naipamamalas ang paghanga sa mga taong nagging matagumpay bunga ng
mabuting paggawa.
Student Objectives/Learning Outcomes:
At the end of the unit the students will be able to:
· Students will identify and recognize world’s famous scientists.
· Students will identify and apply scientific attitudes that help scientists carry out investigations successfully.
· Students will analyze how much influence scientific attitudes have to them individually in conducting research studies.
· Students will locate, evaluate, summarize, and paraphrase information from a variety of print and electronic resources.
· Students will create and effectively present a researched work.
· Students will evaluate peer presentations adeptly, using rubrics.
Student Multimedia/Publishing/Web Page Objectives
Students will learn and practice or master basic Word, Excel, Publisher and PowerPoint skills.
Students will become aware of social, ethical, and human issues concerning copyright laws and source citations.
Students will use Word, Publisher, Excel and PowerPoint to communicate effectively.
Students will practice using research tools and techniques to locate and assimilate information found using the Internet, Microsoft Encarta Encyclopedia, and other electronic resources.
Students will learn to troubleshoot common software problems.
Students will evaluate the validity of information found on Internet sites.
·
Procedures:
Day 1
Teacher introduces the unit by flashing cards with list of attitudes to be discussed in the lesson (i.e., curious, logical, rational, open-minded, intellectually honest, hardworking, persistent, critical thinker).
Teacher chooses students who will pick out a flashcard in each turn and have them make a skit to illustrate the attitude on his/her respective flashcard. This will ascertain if students know the meaning of a particular attitude in the flashcard.
Identified student will present a skit illustrating the attitude written in the card. He/She. may seek the help of their classmates to play out their skits.
Students will name the attitude presented in a particular skit.
Students will discuss the values/attitudes presented.
Students will derive a definition of the scientific attitudes/values learned.
Day 2
Teacher groups the class into four and distributes a biography of a scientist in each group with guide questions.
Students read the text by group and answer the questions.
3. Leaders of each group will present their responses to the class.
The whole class will identify the contributions of the scientists being studied and the specific values/attitudes possessed by the given scientists.
Teacher allows students to enumerate some scientists they know and determine the values they displayed in making their works successful.
Teacher group students into four for their output presentation. Their reports should focus on the achievements of their respective scientists and on how these achievements were made possible by their attitudes and values. Specific assignments are as follows:
Group 1 – Research on European Scientists. Present to the class the output using
Flyers.
Group 2 – Research on Filipino Scientists. Output will be presented using
Power Point.
Group 3 – Write a Letter of Gratitude to specific as scientist using Microsoft Word.
Group 4 – Interview a local scientist. Let him/her talk about his/her experience and
attitude as scientist. This will be presented in Newsletter.
Day 3
Students are given the time to work on their output. They will visit the computer
laboratory to surf in the internet to look for materials which they can use to
enhance their presentation.
Day 4
1. Students refine their multimedia presentation for the first five minutes of the
period.
2. Students present their work in class. When one group presents the report orally, the other groups will rate their output using a rubric. The teacher will also evaluate the output using a rubric to be presented in Excel.
3. Students print out their presentations and measure the angles and the length of the sides of
4. Students submit their multimedia presentation at the end of the period.
Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)
Each student must select a scientist and begin reading his/her biography before the unit begins. The unit will take 4 hours to complete.
Prerequisite Skills:
Keyboarding
Internet search techniques
Word processing knowledge
Excel processing knowledge
Publisher processing knowledge
Power Point processing knowledge
Printed Materials:
List of Famous International and local Scientists
Brochure
Newsletter
Flyer
List of Helpful Web Address
Supplies:
Bond paper, computer ink
Internet Resources:
Others:
Biography of Famous Scientists
Access to library and computer lab
Accommodations for Differentiated Instruction
Resource Student:
Students may work in groups. Teacher-designed PowerPoint, Web site, or newsletter templates may be used. Additional check-in dates and check-off forms may be required to monitor progress.
Gifted Student:
Students may go more in depth into a topic, comparing and contrasting two or more works of scientists and the attitudes they exhibited.
Student Assessment:
Students will evaluate projects using a rubric.
Teacher will evaluate projects using a rubric (final grade is averaged score)
Basic file management
Materials and Resources Required For Unit
Unit Author
First and Last Name
Rose Marie E. Diocares & Beverly Alcoriza
Author's E-mail Address
Rosled@yahoo.com.
School
Alicia National High School & San Antonio National High School
Course
Doctor of Education major in Educational Management
University
Universidad de Zamboanga-Ipil Campus
Ipili, Zamboanga Sibugay
Instructor Name(s):
Professor Nur N. Hussien
Unit Plan Title:
Researching World’s and Country’s Famous Scientists
Curriculum-Framing Questions
Essential Question
How do discoveries of scientists influence our lives today?
Unit Questions
How do some values help scientists carry out investigations successfully?
How much influence scientific attitudes have to individual student in conducting research studies?
Content Questions
Who are some world’s famous scientists and what are their contributions?
Who are some Philippines’ famous scientists and what are their contributions?
What are the specific attitudes possessed by the individual scientist mentioned?
What importance has these desirable qualities of scientists to students in decision making and problem solving?
Unit Summary:
The unit deals with the study of the lives of world’s famous scientists. It focuses on the specific scientific attitudes and values exhibited by individual scientist to figure out how they become successful in their work. Naming these scientists and researching their achievements will be done though activities. In the course of the discussion, the students can generalized that scientific attitudes and values are not a monopoly of any race, gender, age, or nation; anyone who wishes to be a scientist must develop these attitudes and values. Opportunities to use Encarta Encyclopedia, internet, Science books and other electronic and print resources, to apply the skills on computer and demonstrate creativity will also be experienced. At the end of the target period, each group creates a presentation using one of the following: Publisher, Power Point, Excel and Microsoft. When one group presents the report orally, the other groups will rate their output using a rubric. The teacher will also evaluate the output using a rubric.
Targeted State Frameworks/Content Standards/Benchmarks:
This unit covers the following BEC learning competencies in Science I
1.0 Students have to relate how science and technology affect one’s belief, practices,
and ways of thinking.
1.1 Give examples of science and technology activities and/or products
that affect their daily life.
1.2 Discuss the importance of scientific values in decision making and
problem-solving in daily life
2.0 Appreciate the contributions of outstanding local and foreign scientists to
science and technology.
As an integration, it also meets the competencies in Edukasyon sa
Pagpapahalaga I & III
3.0 Nakagagawa ng makatotohanang pasya tungkol sa sariling mithiin sa buhay
3.1 Napahahalagahan ang sipag at tiyaga sa pagpapaunlad sa sarili.
3.2 Napatunayan ang impluwensya ng pagpapahalaga sa pag-unlad ng sarili at
bayan.
4.0 Napauunlad ang mga birtud at mga pagpapahalagang may kaugnayan sa paggawa
4.1 Napatutunayan na ang pagkamasigasig na may kalakip ng adhikain ay salik sa
pag-unlad.
4.1 Naipamamalas ang paghanga sa mga taong nagging matagumpay bunga ng
mabuting paggawa.
Student Objectives/Learning Outcomes:
At the end of the unit the students will be able to:
· Students will identify and recognize world’s famous scientists.
· Students will identify and apply scientific attitudes that help scientists carry out investigations successfully.
· Students will analyze how much influence scientific attitudes have to them individually in conducting research studies.
· Students will locate, evaluate, summarize, and paraphrase information from a variety of print and electronic resources.
· Students will create and effectively present a researched work.
· Students will evaluate peer presentations adeptly, using rubrics.
Student Multimedia/Publishing/Web Page Objectives
Students will learn and practice or master basic Word, Excel, Publisher and PowerPoint skills.
Students will become aware of social, ethical, and human issues concerning copyright laws and source citations.
Students will use Word, Publisher, Excel and PowerPoint to communicate effectively.
Students will practice using research tools and techniques to locate and assimilate information found using the Internet, Microsoft Encarta Encyclopedia, and other electronic resources.
Students will learn to troubleshoot common software problems.
Students will evaluate the validity of information found on Internet sites.
·
Procedures:
Day 1
Teacher introduces the unit by flashing cards with list of attitudes to be discussed in the lesson (i.e., curious, logical, rational, open-minded, intellectually honest, hardworking, persistent, critical thinker).
Teacher chooses students who will pick out a flashcard in each turn and have them make a skit to illustrate the attitude on his/her respective flashcard. This will ascertain if students know the meaning of a particular attitude in the flashcard.
Identified student will present a skit illustrating the attitude written in the card. He/She. may seek the help of their classmates to play out their skits.
Students will name the attitude presented in a particular skit.
Students will discuss the values/attitudes presented.
Students will derive a definition of the scientific attitudes/values learned.
Day 2
Teacher groups the class into four and distributes a biography of a scientist in each group with guide questions.
Students read the text by group and answer the questions.
3. Leaders of each group will present their responses to the class.
The whole class will identify the contributions of the scientists being studied and the specific values/attitudes possessed by the given scientists.
Teacher allows students to enumerate some scientists they know and determine the values they displayed in making their works successful.
Teacher group students into four for their output presentation. Their reports should focus on the achievements of their respective scientists and on how these achievements were made possible by their attitudes and values. Specific assignments are as follows:
Group 1 – Research on European Scientists. Present to the class the output using
Flyers.
Group 2 – Research on Filipino Scientists. Output will be presented using
Power Point.
Group 3 – Write a Letter of Gratitude to specific as scientist using Microsoft Word.
Group 4 – Interview a local scientist. Let him/her talk about his/her experience and
attitude as scientist. This will be presented in Newsletter.
Day 3
Students are given the time to work on their output. They will visit the computer
laboratory to surf in the internet to look for materials which they can use to
enhance their presentation.
Day 4
1. Students refine their multimedia presentation for the first five minutes of the
period.
2. Students present their work in class. When one group presents the report orally, the other groups will rate their output using a rubric. The teacher will also evaluate the output using a rubric to be presented in Excel.
3. Students print out their presentations and measure the angles and the length of the sides of
4. Students submit their multimedia presentation at the end of the period.
Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)
Each student must select a scientist and begin reading his/her biography before the unit begins. The unit will take 4 hours to complete.
Prerequisite Skills:
Keyboarding
Internet search techniques
Word processing knowledge
Excel processing knowledge
Publisher processing knowledge
Power Point processing knowledge
Printed Materials:
List of Famous International and local Scientists
Brochure
Newsletter
Flyer
List of Helpful Web Address
Supplies:
Bond paper, computer ink
Internet Resources:
Others:
Biography of Famous Scientists
Access to library and computer lab
Accommodations for Differentiated Instruction
Resource Student:
Students may work in groups. Teacher-designed PowerPoint, Web site, or newsletter templates may be used. Additional check-in dates and check-off forms may be required to monitor progress.
Gifted Student:
Students may go more in depth into a topic, comparing and contrasting two or more works of scientists and the attitudes they exhibited.
Student Assessment:
Students will evaluate projects using a rubric.
Teacher will evaluate projects using a rubric (final grade is averaged score)
Basic file management
Materials and Resources Required For Unit
From the Principal’s Desk
From the Principal’s Desk
(Published in Alicia NHS School Paper ‘The Image’ on March 2009)
RETURN OF INVESTMENT
Life is an investment.
The Bible says, “What you sow, you reap:. If you saw tardiness, absenteeism, malingering, vandalism, littering, loitering, dishonesty, disrespect and other offenses in school, you will reap demerit, suspension or even expulsion. On the broader perspective, if you sow sin, you will reap trouble and destruction. On the other hand, if you will invest diligence, dedication, commitment, honesty, kindness, helpfulness, integrity and other good deeds, you will receive rewards of recognition, respect, and appreciation, plus the joy of good conscience and a sense of God’s blessings and favor.
You are an investment.
Your parents have lovingly invested in you. They sweat, shed tears, toil, and spend sleepless nights just to give you the food that you eat, the clothes that you wear, the kind of education that is best for you and even the luxuries of life to keep you abreast with this present era.
Your teachers have greatly invested in you.
They competently prepare and deliver the appropriate lesson of the day. They shape your mind with concepts and facts to make you wiser and more able to cope with the real world outside school. They painfully discipline you even to the point that you hate them just to make you responsible and obedient citizen.
The political leaders and community have financially invested in you.
They supported the Department of Education through construction of school buildings along with all the facilities and equipment needed to give you the quality of education you deserve.
How did you return the investment? Knowing how the people around you work hard for your own good should motivate you to gladly consider making these sacrifices rich in dividends.
Investment is a choice.
Our lives are not made by the dreams we dream but by the choices we make. One choice can produce lifelong consequences, for good or bad. Every choice we make creates a ripple effect on our lives as well as on the lives of others. The choices we have made throughout life determine where we are and what we are becoming.
So, make excellent choices those that can give big returns of investment. Pursue education rather than engaging in temporary income generating activities. There are more to life than making your time idle. Think what you can build rather than what you can destroy, of what you can share rather than what you can get.
How is that return of investment measured?
- By living to bring comfort to the parents, honor to the school, contribution to the community, pride to oneself, glory and praise to God Almighty.
MAY WE’LL ALL BECOME GOOD STEWARDS OF GOD’S ABUNDANT RESOURCES!
(Published in Alicia NHS School Paper ‘The Image’ on March 2009)
RETURN OF INVESTMENT
Life is an investment.
The Bible says, “What you sow, you reap:. If you saw tardiness, absenteeism, malingering, vandalism, littering, loitering, dishonesty, disrespect and other offenses in school, you will reap demerit, suspension or even expulsion. On the broader perspective, if you sow sin, you will reap trouble and destruction. On the other hand, if you will invest diligence, dedication, commitment, honesty, kindness, helpfulness, integrity and other good deeds, you will receive rewards of recognition, respect, and appreciation, plus the joy of good conscience and a sense of God’s blessings and favor.
You are an investment.
Your parents have lovingly invested in you. They sweat, shed tears, toil, and spend sleepless nights just to give you the food that you eat, the clothes that you wear, the kind of education that is best for you and even the luxuries of life to keep you abreast with this present era.
Your teachers have greatly invested in you.
They competently prepare and deliver the appropriate lesson of the day. They shape your mind with concepts and facts to make you wiser and more able to cope with the real world outside school. They painfully discipline you even to the point that you hate them just to make you responsible and obedient citizen.
The political leaders and community have financially invested in you.
They supported the Department of Education through construction of school buildings along with all the facilities and equipment needed to give you the quality of education you deserve.
How did you return the investment? Knowing how the people around you work hard for your own good should motivate you to gladly consider making these sacrifices rich in dividends.
Investment is a choice.
Our lives are not made by the dreams we dream but by the choices we make. One choice can produce lifelong consequences, for good or bad. Every choice we make creates a ripple effect on our lives as well as on the lives of others. The choices we have made throughout life determine where we are and what we are becoming.
So, make excellent choices those that can give big returns of investment. Pursue education rather than engaging in temporary income generating activities. There are more to life than making your time idle. Think what you can build rather than what you can destroy, of what you can share rather than what you can get.
How is that return of investment measured?
- By living to bring comfort to the parents, honor to the school, contribution to the community, pride to oneself, glory and praise to God Almighty.
MAY WE’LL ALL BECOME GOOD STEWARDS OF GOD’S ABUNDANT RESOURCES!
349 Final Examination
UNIVERSIDAD DE ZAMBOANGA
Ipil, Zamboanga Sibugay
Name: ROSEMARIE E. DIOCARES Summer 2010
Course: ED.D.
349 Final Examination
Answers:
1. When working at a job, it is important to be a "team player." A team player works well with the other people on the job. Employers like when their employees get along and still get the job done. There are many things to be considered in order to judge an applicant as a good team player. When working with others, he must be willing to compromise. He must think of ways to solve problem and do not demand that his ideas be used. He should show loyalty to his team (socialized power); has strong attachment or connection (affiliation); be committed to the team's growth and improvement with high drive for achievement or accomplishment; think of ways to help his team meet its goals; find a way to work in different conditions; adapt to change in his work setting and be responsible and accept new ways of doing his job (personalized power). For more details, he should be responsible (If he is asked to do something, he’ll do it. If he needs to be somewhere for the team, whether it is a meeting or to support the team at an event, he’ll be there and be on time). He should listen to other team members without trying to guess what they are saying or judging them. He should be supportive (compliment other members of the team when they have worked hard or overcome a challenge). He should communicate effectively. He should be flexible (even if he has always done it one way, he’ll be willing to try another way. Finally, he should contribute. He should be willing to take on responsibilities and share the workload. If he does these things, he will be a better team member and would likely be hired for the job.
2. Albert Einstein said: “Try not to become a man of success but a man of value”. Indeed, to be concerned with character and be controlled by God’s Spirit will produce in a person the characteristic of love, joy, peace, longsuffering, kindness, goodness, faithfulness, gentleness and self-control (Galatians 5:22-23). With these, any person, wherever he/she is working will surely contribute to the success of the organization. These are the kind of people who are committed, accountable, and work for improvement. Given the right organizational vision, they can work harmoniously with people for better productivity.
Recently, organizations give emphasis to workplace values. Even the Department of Education is crafting its own core values along with almost all schools in the country to provide access for the attainment of the goals and objectives of the organization. Values are long-lasting beliefs about what is important in a variety of situations. It guides everyone to good decisions and actions. Another recent trend is the enhanced application of ethical values in the workplace. These moral principles determine whether actions are right or wrong and outcomes are good or bad. So, with good personal values possessed by persons in the organization coupled with the organizational values/ethics, everyone can be assured of following the strategic direction towards the attainment of the organizations’ vision and mission.
3. An organization is a group of people who work interdependently toward some purpose. It has a structured pattern of interaction, coordinated tasks and has common objectives. An Organizational Memory System (OMS) on the other hand functions to provide a means by which knowledge from the past is brought to bear on present activities, thus resulting in increased levels of effectiveness for the organization. An OMS uses functions from systems for knowledge management, quality management, enterprise content management, workflow, groupware, document management, retrieval and research, and provides a collaborative environment which is already running in some intranets of some organizations. In future it will be greater than more organization to support supply chain management and information logistics.
The statement ‘without employees, an organization has no organizational memory’ is faulty because an organization like a school usually has employees and how can there be organizational memory when no personnel has to be managed?
4. Team building is a continuous process. More so, if there are new entrants in the team. Common work experiences would generate better communication and understanding. Common values and beliefs would also reduce conflicts and differentiation in the workplace. If 50% of the employees are new to the team, there are stages of team development which the team will pass through. One is storming, second is norming and third is performing. Motivation is vital in storming stage. Since the new entrants have skills and knowledge to perform the task, they only need to work cooperatively with the old members of the team. Strategies shall be employed to create lesser conflict, faster team development, better satisfaction of members and high work performance. In the norming stage, informal rules and expectations of the team has to be established to regulate member behaviors. Norms are being developed through the initial team experiences, critical events in team’s history, and the experiences/values members bring to the team. Moreover, team norms need to be changed when the need arises. In this case, it is necessary to present the already set up norms by the old members (the preferred norms), discuss counter-productive norms, reward behaviors representing desired norms or disband new members with dysfunctional norms. The third stage is the ‘performing’. It is important to make individual performance more visible to minimize social loafing. At this stage, employee motivation and job enrichment for the new members shall be implemented.
5. Leadership is defined as the ability to influence, motivate, and enable others to contribute toward the effectiveness of the organizations of which they are members. If problem arises in leadership as indicated in the given situation, there is indeed a need for the enhancement of leadership development program.
As a consultant, I would suggest Path-Goal Theory. This is a leadership theory that focuses on the need for leaders to make rewards contingent on the accomplishment of objectives and to aid group members in attaining rewards by clarifying the paths to goals and removing obstacles to performance. According to the goal-path theory there are four primary styles of leadership: 1. Directive Leadership: The leader explains the performance goal and provides specific rules and regulations to guide subordinates toward achieving it. 2. Supportive Leadership: The leader displays personal concern for subordinates. This includes being friendly to subordinates and sensitive to their needs. 3. Achievement-oriented Leadership: The leader emphasizes the achievement of difficult tasks and the importance of excellent performance and simultaneously displays confidence that subordinates will perform well. 4. Participative Leadership: The leader consults with subordinates about work, task goals, and paths to resolve goals. This leadership style involves sharing information as well as consulting with subordinates before making decisions.
Another model is the Transformational Leadership. This leadership leads in changing the organization to fit the environment. It creates the Vision, Mission, Goals and Objectives and provides trategic direction in the attainment of these VMG. It is committed to achieve the vision. The leader lives by modeling. This type yields higher employee satisfaction, performance, organization citizenship and creativity. This model is widely used nowadays.
Ipil, Zamboanga Sibugay
Name: ROSEMARIE E. DIOCARES Summer 2010
Course: ED.D.
349 Final Examination
Answers:
1. When working at a job, it is important to be a "team player." A team player works well with the other people on the job. Employers like when their employees get along and still get the job done. There are many things to be considered in order to judge an applicant as a good team player. When working with others, he must be willing to compromise. He must think of ways to solve problem and do not demand that his ideas be used. He should show loyalty to his team (socialized power); has strong attachment or connection (affiliation); be committed to the team's growth and improvement with high drive for achievement or accomplishment; think of ways to help his team meet its goals; find a way to work in different conditions; adapt to change in his work setting and be responsible and accept new ways of doing his job (personalized power). For more details, he should be responsible (If he is asked to do something, he’ll do it. If he needs to be somewhere for the team, whether it is a meeting or to support the team at an event, he’ll be there and be on time). He should listen to other team members without trying to guess what they are saying or judging them. He should be supportive (compliment other members of the team when they have worked hard or overcome a challenge). He should communicate effectively. He should be flexible (even if he has always done it one way, he’ll be willing to try another way. Finally, he should contribute. He should be willing to take on responsibilities and share the workload. If he does these things, he will be a better team member and would likely be hired for the job.
2. Albert Einstein said: “Try not to become a man of success but a man of value”. Indeed, to be concerned with character and be controlled by God’s Spirit will produce in a person the characteristic of love, joy, peace, longsuffering, kindness, goodness, faithfulness, gentleness and self-control (Galatians 5:22-23). With these, any person, wherever he/she is working will surely contribute to the success of the organization. These are the kind of people who are committed, accountable, and work for improvement. Given the right organizational vision, they can work harmoniously with people for better productivity.
Recently, organizations give emphasis to workplace values. Even the Department of Education is crafting its own core values along with almost all schools in the country to provide access for the attainment of the goals and objectives of the organization. Values are long-lasting beliefs about what is important in a variety of situations. It guides everyone to good decisions and actions. Another recent trend is the enhanced application of ethical values in the workplace. These moral principles determine whether actions are right or wrong and outcomes are good or bad. So, with good personal values possessed by persons in the organization coupled with the organizational values/ethics, everyone can be assured of following the strategic direction towards the attainment of the organizations’ vision and mission.
3. An organization is a group of people who work interdependently toward some purpose. It has a structured pattern of interaction, coordinated tasks and has common objectives. An Organizational Memory System (OMS) on the other hand functions to provide a means by which knowledge from the past is brought to bear on present activities, thus resulting in increased levels of effectiveness for the organization. An OMS uses functions from systems for knowledge management, quality management, enterprise content management, workflow, groupware, document management, retrieval and research, and provides a collaborative environment which is already running in some intranets of some organizations. In future it will be greater than more organization to support supply chain management and information logistics.
The statement ‘without employees, an organization has no organizational memory’ is faulty because an organization like a school usually has employees and how can there be organizational memory when no personnel has to be managed?
4. Team building is a continuous process. More so, if there are new entrants in the team. Common work experiences would generate better communication and understanding. Common values and beliefs would also reduce conflicts and differentiation in the workplace. If 50% of the employees are new to the team, there are stages of team development which the team will pass through. One is storming, second is norming and third is performing. Motivation is vital in storming stage. Since the new entrants have skills and knowledge to perform the task, they only need to work cooperatively with the old members of the team. Strategies shall be employed to create lesser conflict, faster team development, better satisfaction of members and high work performance. In the norming stage, informal rules and expectations of the team has to be established to regulate member behaviors. Norms are being developed through the initial team experiences, critical events in team’s history, and the experiences/values members bring to the team. Moreover, team norms need to be changed when the need arises. In this case, it is necessary to present the already set up norms by the old members (the preferred norms), discuss counter-productive norms, reward behaviors representing desired norms or disband new members with dysfunctional norms. The third stage is the ‘performing’. It is important to make individual performance more visible to minimize social loafing. At this stage, employee motivation and job enrichment for the new members shall be implemented.
5. Leadership is defined as the ability to influence, motivate, and enable others to contribute toward the effectiveness of the organizations of which they are members. If problem arises in leadership as indicated in the given situation, there is indeed a need for the enhancement of leadership development program.
As a consultant, I would suggest Path-Goal Theory. This is a leadership theory that focuses on the need for leaders to make rewards contingent on the accomplishment of objectives and to aid group members in attaining rewards by clarifying the paths to goals and removing obstacles to performance. According to the goal-path theory there are four primary styles of leadership: 1. Directive Leadership: The leader explains the performance goal and provides specific rules and regulations to guide subordinates toward achieving it. 2. Supportive Leadership: The leader displays personal concern for subordinates. This includes being friendly to subordinates and sensitive to their needs. 3. Achievement-oriented Leadership: The leader emphasizes the achievement of difficult tasks and the importance of excellent performance and simultaneously displays confidence that subordinates will perform well. 4. Participative Leadership: The leader consults with subordinates about work, task goals, and paths to resolve goals. This leadership style involves sharing information as well as consulting with subordinates before making decisions.
Another model is the Transformational Leadership. This leadership leads in changing the organization to fit the environment. It creates the Vision, Mission, Goals and Objectives and provides trategic direction in the attainment of these VMG. It is committed to achieve the vision. The leader lives by modeling. This type yields higher employee satisfaction, performance, organization citizenship and creativity. This model is widely used nowadays.
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