MARC details
| 000 -LEADER |
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| fixed length control field |
06693cam a2200253 a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
1882 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20200703111128.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
061117s2007 nyua b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780826490124 (pbk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0826490123 (pbk.) |
| 040 ## - CATALOGING SOURCE |
|---|
| Transcribing agency |
DLC |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
374.12 |
| Edition number |
22 |
| Item number |
J31 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Jameson, Jill. |
| 245 14 - TITLE STATEMENT |
|---|
| Title |
The utlimate FE leadership and management handbook / |
| Statement of responsibility, etc |
Jill Jameson and Ian McNay. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
New York : |
| Name of publisher, distributor, etc |
Continuum, |
| Date of publication, distribution, etc |
c2007. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xv, 278 p. |
| Other physical details |
ill. ; |
| Dimensions |
22 cm. |
| 490 0# - SERIES STATEMENT |
|---|
| Series statement |
Essential FE toolkit series |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Includes bibliographical references (p. [231]-254) and index. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Continuing education |
| Geographic subdivision |
Great Britain |
| General subdivision |
Administration. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Educational leadership |
| Geographic subdivision |
Great Britain. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
McNay, Ian. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Koha item type |
Books |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. The ultimate fe leadership and management handbook<br/>2. Contents<br/>3. Dedication<br/>4. Foreword<br/>5. This book will introduce senior and middle managers in fe to practical strategies to encourage successful, good quality leadership and management in further education institutions. It will introduce strategic and operational leadership and management theories underlying these approaches, their practical implementation in institutions, and place within further education in the uk. The book will help readers to understand important factors to take into consideration when planning for effective strategic and operational leadership and management of fe institutions. A ?how to? Guide to some key tasks for leader-managers is outlined to ensure a clear focus is maintained on learners, staff, high quality provision and good standards in leadership and management, while meeting inspectorate and external audit requirements. <br/>6. Introduction<br/>• what this book is about<br/>• what this book isn?t about<br/>• this book in the series - summing up the leadership and management series<br/>• overview of the chapters<br/>7. Section 1 - important factors in leadership and management in fe<br/>8. Chapter one: leading and managing fe institutions<br/>• the national leadership and management position in fe; the national audit<br/>• ?Leadership? Versus ?management? ? Differences and overlapping areas<br/>• ?Professionalism? Vs. ?Managerialism? ? Cultural issues and conflicts<br/>• going beyond performativity - process and systems-based perspectives<br/>• ?Eating the dinner not the menu? ? Creating values-based organisations<br/>• distributed, emotionally intelligent leadership and management<br/>• staff and student perceptions of leadership and management in fe<br/>9. Chapter two: leadership in fe <br/>• what is leadership?<br/>• what are the elements of good leadership? <br/>• perspectives on the way some outstanding leaders operate ? ?Just in time? Learning<br/>• paradox, trust and cynicism - ?greatness and goodness? In a post-heroic age<br/>• ?Quantum? Versus ?classic? Leadership ? Dealing with rapid change in fe<br/>• staff perceptions of leadership: diversity and authenticity<br/>10. Chapter three: management in fe<br/>• what is management?<br/>• what are the elements of good management?<br/>• business systems and solutions applied to education ? Lessons and dilemmas<br/>• organisational learning ? Closed and open systems<br/>• mapping current achievements with target goals for institutions<br/>• staff perceptions of management<br/>11. Chapter four: ?senior? Versus ?middle? Management roles<br/>• executive and senior management roles <br/>• middle management roles<br/>• line management roles and duties<br/>• functional management<br/>• ?Governance? Versus ?leadership and management? <br/>• links with national, regional and local leaders and managers<br/>12. Chapter five: problems with leadership and management<br/>• identifying destructive trends to overcome problems<br/>• spotting rotten managers and leaky leaders<br/>• failing colleges ? Scandals, messes and scapegoats<br/>• loss of staff in constant restructurings - amnesiac organisations<br/>• defeating bullies, outlasting ?mobbing? And blame cultures<br/>• healing anorexic and paranoiac institutions<br/>• creating holistic transformation through good leadership<br/>13. Section 2 - models of leadership in fe institutions<br/>14. Chapter six: formal and informal models of leadership<br/>• positional authority and formal hierarchical models<br/>• formal models - structural, systems, bureaucratic, rational models<br/>• early leadership models ? Trait, behavioural, situational theories<br/>• newer models ? Transformational, distributed, team, ambiguity theories<br/>• emerging models ? Servant leadership, creative and quantum leadership<br/>• informal models - collegial, shared, everyday leadership<br/>15. Chapter seven: links between theory and practice<br/>• pointing out the naked emperor ? ?Transformational? Theories discussed<br/>• the role of reflective practice ? Why intermittent navel-gazing can help<br/>• elements of effective leadership situations in practice ? Enigmas and answers<br/>• path-goal, transactional and leader-member exchange practices<br/>• identifying good leaders ? Assessment techniques for learning leadership<br/>16. Section 3 - models of management in fe institutions<br/>17. Chapter eight: managing for excellent high quality provision<br/>• attributes of excellent management<br/>• the role of strategic planning, finance, audit, quality assurance and governance<br/>• values-based ethical management<br/>• tools and techniques - 360§ feedback, 3 c?s and 7 p?s and ?guru? Models<br/>• inspections ? Measuring the difference between good and poor management<br/>18. Chapter nine: diversity and authenticity in management<br/>• intrinsic solutions ? Mapping skills to local goals and demands<br/>• developing authentic situation-specific management<br/>• recognising diversity, implementing policies for inclusion<br/>• the representation of women, black and ethnic minority groups, disabled staff<br/>• the authentic manager ? How to crack this nutty problem<br/>19. Section 4 - how to be a good leader-manager in fe<br/>20. Chapter ten: lessons from outstanding leader-managers<br/>• leadership and management suggestions from outstanding leaders in: <br/>• general fe colleges, sixth form education, adult, community, work-based and training organisations, prison education <br/>• the role of national agencies - the centre for excellence in leadership<br/>21. Chapter eleven: bringing out the leader-manager within you<br/>• developing situation-specific leadership and management skills<br/>• bringing out the leader-manager within you<br/>22. Chapter twelve: conclusion<br/>• summary of previous chapters<br/>• summary of leadership and management techniques<br/>• conclusion <br/>23. Acknowledgements<br/>24. References<br/>25. Appendix one: finding out more <br/> |
