5 Empowering Resourceful Humans

Question 1

hard HRM is where people are seen as

Answer 1

resources for achieving organisational goals

Question 2

soft side of managing and encouraging…

Answer 2

the efficacy (competence, confidence and capacity for success) of resourcesul humans

Question 3

soft and hard HRM are not opposites to chose one of the other - they are…

Answer 3

complementary aspects of managing people that need to be woven together in order to satisfy both the needs of the organisation and the individual employee.

Question 4

the efficacy model (Oldroyd, 2004) of soft HRM relates to the expressive purposes of leading and managing.

Answer 4

the efficacy model (Oldroyd, 2004) of soft HRM relates to the expressive purposes of leading and managing.

Question 5

the efficacy model (WHO & WHEN?) of soft HRM concerns the nurture of…
(4 things)

Answer 5

the efficacy model (Oldroyd, 2004) of soft HRM concerns the nurture of:
 self 
 others 
 teams 
 organisational culture and learning

Question 6

The efficacy model (WHO & WHEN) is less concerned with performance and standards, more with emotions, relationships, motivation and values that underpin the work of transformational leaders in learning communities.

Answer 6

The efficacy model (Oldroyd, 2004) is less concerned with performance and standards, more with emotions, relationships, motivation and values that underpin the work of transformational leaders in learning communities.

Question 7

(Oldroyd, 2004)

Answer 7

the efficacy model (Oldroyd, 2004) of soft HRM relates to the expressive purposes of leading and managing.

Question 8

_________ rather than _________ may be the preferable term to use in relation to soft HRM because of the emphasis on values, motivation and emotions.

Answer 8

Leadership rather than management may be the preferable term to use in relation to soft HRM because of the emphasis on values, motivation and emotions.

Question 9

Where individuals possess the characteristics of efficacy or emotional intelligence, then they are more likely to demonstrate

Answer 9

Where individuals possess the characteristics of efficacy or emotional intelligence, then they are more likely to demonstrate professional efficacy working and learning both as individuals and in collaboration with colleagues.

Question 10

the efficacy model (???) of soft HRM concerns the nurture of 1/4:
 self – awareness and management of one’s inner thoughts and beliefs, motivation and associated behaviour

Answer 10

the efficacy model (Oldroyd, 2004) of soft HRM concerns the nurture of:
 self – awareness and management of one’s inner thoughts and beliefs, motivation and associated behaviour

Question 11

the efficacy model (???) of soft HRM concerns the nurture of 2/4:
 others –

Answer 11

the efficacy model (Oldroyd, 2004) of soft HRM concerns the nurture of:
 others – interpersonal relationships and communication

Question 12

the efficacy model (???) of soft HRM concerns the nurture of 3/4:
 teams –

Answer 12

the efficacy model (Oldroyd, 2004) of soft HRM concerns the nurture of:
 teams – development of collaborative synergy and creative problem-solving capacity

Question 13

the efficacy model (???) of soft HRM concerns the nurture of 4/4:
 organisational culture and learning –

Answer 13

the efficacy model (Oldroyd, 2004) of soft HRM concerns the nurture of:
 organisational culture and learning – making a satisfying and motivating place to work and learn.

Question 14

the efficacy model of soft HRM relates to the…

Answer 14

the efficacy model of soft HRM relates to the psychological and social side of managing educational organisations and staff - the “heart” as opposed to the “head”.

Question 15

the efficacy model of soft HRM step 1 =

Answer 15

personal efficacy

• self talk
• self-image and self-esteem
• behaviour and performance

Question 16

the efficacy model of soft HRM step 2 =

Answer 16

Individual and professional efficacy

• motivation job satisfaction and morale
• competent performance

Question 17

the efficacy model of soft HRM step 3 =

Answer 17

collegial professional efficacy

• collaborative teamwork
• organisational culture and learning

Question 18

the efficacy model of soft HRM (3 parts)

Answer 18

1. personal efficacy
2. Individual and professional efficacy
3. collegial professional efficacy

Question 19

James (????) describes educational institutions as ‘locales for high levels of difficult emotions, especially anxiety’.
Crawford (????) describes effective schools as emotionally coherent.

Answer 19

James (1999, p. 142) describes educational institutions as ‘locales for high levels of difficult emotions, especially anxiety’.
Crawford (2009) describes effective schools as emotionally coherent.

Question 20

feeding a positive self-talk cycle might be seen as the ___ HRM equivalent to ___________ ____________.

Answer 20

feeding a positive self-talk cycle might be seen as the soft HRM equivalent to Performance Management.

Question 21

Personal qualities of emotional intelligence (Goleman ????) are the key to all three types of _____ and are the basis for resourceful performance in _____ and _________ life.

Answer 21

Personal qualities of emotional intelligence (Goleman 2005) are the key to all three types of efficacy and are the basis for resourceful performance in personal and professional life.

Question 22

Can enhance these personal qualities by:

Answer 22

role modelling, socialisation, develiomental activities, constructive feedback and providing an open organisational culture that encourages reflection and learning through metacognitions (thinkin about one’s thinking) and metacommunications (communication about communication).

Question 23

in hard HRM, performance management is based on

Answer 23

target-setting, monitoring and appraising performance and offering incentives and rewards for achieving desired results. This is externally managed and based largely on extrinsic rewards.

Question 24

(who&when?) links performance to peoples’ inner processes of thinking and believing and particularly their view of self.

Answer 24

Tice (1995) links performance to peoples’ inner processes of thinking and believing and particularly their view of self.

Question 25

The self-talk cycle offers a mechanism for what (who&when?) advocate – building people and their self-esteem, breathing the life force into the workplace. Personal and professional efficacy must start with the self-talk that constantly ‘programmes’ the ‘hard disc’ of the sub-conscious mind.

Answer 25

The self-talk cycle offers a mechanism for what Bhindi and Duigan (1997) advocate – building people and their self-esteem, breathing the life force into the workplace. Personal and professional efficacy must start with the self-talk that constantly ‘programmes’ the ‘hard disc’ of the sub-conscious mind.

Question 26

(Who&when?) links performance to peoples' inner processes of thinking and believing and particularly their view of self.

Answer 26

Tice (1995) links performance to peoples' inner processes of thinking and believing and particularly their view of self.

Question 27

personal efficacy is greater in people who are ___-_____ and choose to regulate ________ self-talk even in _______ circumstances.

Answer 27

personal efficacy is greater in people who are self-aware and choose to regulate negative self-talk even in difficult circumstances.

Question 28

Professional efficacy has many elements including levels of experience, skill and organisational support in relation to the tasks undertaken, but in terms of soft HRM the most important factor is perhaps ________. It underlies job satisfaction, morale, initiative and consequently how you perform or fulfil your professional role

Answer 28

Professional efficacy has many elements including levels of experience, skill and organisational support in relation to the tasks undertaken, but in terms of soft HRM the most important factor is perhaps motivation. It underlies job satisfaction, morale, initiative and consequently how you perform or fulfil your professional role

Question 29

Motivation is the complex individual drive to perform in order to achieve desired goals and to satisfy perceived needs. This depends on individual mentality, in particular... Evans (????)

Answer 29

Motivation is the complex individual drive to perform in order to achieve desired goals and to satisfy perceived needs. This depends on individual mentality, in particular self-image, self-esteem, goal-orientation and expectations, as well as on the work and broader environment Evans (2003)

Question 30

Job satisfaction is the state of mind resulting from... It depends on... Evans (????)

Answer 30

Job satisfaction is the state of mind resulting from present conditions and experiences in the workplace. It depends on how well the job fits the person as well as on each person’s assessment of whether they are being respected, treated fairly, managed competently and offered adequate support. Evans (2003)

Question 31

Morale is the degree to which an individual anticipates the possibility of achieving personal goals. Evans (????)

Answer 31

Morale is the degree to which an individual anticipates the possibility of achieving personal goals. Evans (2003)

Question 32

Initiative is... A major factor in countries that are in transition from central ‘dependency cultures’ to decentralised control is the need to encourage more initiative in both educational staff and students and pupils. Evans (????)

Answer 32

Initiative is the personal efficacy, energy, enthusiasm and imagination to start something new without being ordered to do so. A major factor in countries that are in transition from central ‘dependency cultures’ to decentralised control is the need to encourage more initiative in both educational staff and students and pupils. Evans (2003)

Question 33

Motivation underlies...

Answer 33

Motivation underlies job satisfaction, morale, initiative and consequently how you perform or fulfil your professional role

Question 34

Drawing on decades of research mainly conducted in North America, (WHO?) shows how important educational managers are in creating growth-enhancing environments that encourage extrinsic and intrinsic motivation of educational workers. Managing motivation calls for ________ __________, a concept you have considered already.

Answer 34

Drawing on decades of research mainly conducted in North America, Owens shows how important educational managers are in creating growth-enhancing environments that encourage extrinsic and intrinsic motivation of educational workers. Managing motivation calls for situational leadership, a concept you have considered already.

Question 35

Owens’ summary uses the formula B = f (p·e) to mean that...

Answer 35

Owens’ summary uses the formula B = f (p·e) to mean that ‘motivation is a function of person and environment’.

Question 36

If the maintenance factors of reasonable salary and benefits do not satisfy the need for security, then the higher needs and motivating factors....

Answer 36

If the maintenance factors of reasonable salary and benefits do not satisfy the need for security, then the higher needs and motivating factors may remain unfulfilled.

Question 37

examples of institutional and personal factors that de-motivate:

Answer 37

 lack clarity about what you must do and to what standard (role ambiguity)  lack the skills to perform well (skills deficit)  are required to do things that clash with your beliefs and values (value conflict)  are short of time (role overload)  have other major obligations that take priority (role conflict)  feel bored and not challenged by your work (under-stimulation)  feel you are not learning and developing (excessive routine)  feel undervalued and unappreciated (ineffective ‘soft HRM’).

Question 38

Many of the institutional and personal factors that de-motivate can be addressed by...

Answer 38

Many of the institutional and personal factors that de-motivate can be addressed by improved hard and soft HRM within organisations

Question 39

In England, Stronach and Morris (????) used the term ‘_____ ______’ to describe the deluge of legislation since 1988 initiated by successive governments. One result of this weight of imposed new tasks is...

Answer 39

In England, Stronach and Morris (1994) used the term ‘policy hysteria’ to describe the deluge of legislation since 1988 initiated by successive governments. One result of this weight of imposed new tasks is lowered morale and considerable difficulty in recruiting and retaining teachers.

Question 40

The last three decades in ‘Western’ educational systems have seen the rise of:

Answer 40

The last three decades in ‘Western’ educational systems have seen the rise of:  demands for accountability and achievement of government-imposed targets  the development of an ‘audit culture’ applied to schools  increased school and departmental autonomy and added responsibility  competition in the educational market place and stronger parental demands  lifelong learning expectations for CPD  the application of new technologies to teaching  less compliant students and more social and psychological problems such as drugs, promiscuity, challenging behaviour  out of school hours learning for example, breakfast clubs; reading clubs; homework and study related activities; sport, arts and enrichment activities.

Question 41

Common difficulties of behavior to manage include... | In effect, these difficulties arise from failing to...

Answer 41

Common difficulties include under-performance, time wasting, absenteeism, inappropriate relations with colleagues and students, isolationism, ‘empire building’, and blocking or sabotaging change. In effect, these difficulties arise from failing to perform appropriately and to the standards expected.

Question 42

A skillful manager deals with _____ as well as _______________ of under-performance and attempts to __________ the member of staff concerned to understand both and commit to a solution that they feel is theirs and not just imposed as a threat. In order to enhance growth in colleagues, it is always useful to separate the behaviour and the person, focusing on the inadequate performance rather than on the personality involved.

Answer 42

A skillful manager deals with causes as well as consequences of under-performance and attempts to empower the member of staff concerned to understand both and commit to a solution that they feel is theirs and not just imposed as a threat. In order to enhance growth in colleagues, it is always useful to separate the behaviour and the person, focusing on the inadequate performance rather than on the personality involved.

Question 43

Coaching and mentoring to provide constructive feedback are also key skills in (Megginson and Clutterbuck, ????).

Answer 43

Coaching and mentoring to provide constructive feedback are also key skills in assisting under-performers and in providing professional support to all staff (Megginson and Clutterbuck, 2009).

Question 44

Megginson and Clutterbuck, 2009 | said on coaching and mentoring

Answer 44

Coaching and mentoring to provide constructive feedback are also key skills in assisting under-performers and in providing professional support to all staff (Megginson and Clutterbuck, 2009).

Question 45

One distinction between coaching and mentoring is that the latter... Both, however, use constructive feedback.

Answer 45

One distinction between coaching and mentoring is that the latter pays more attention to the social and psychological aspects of the beneficiary than coaching which focuses primarily on professional and technical skills. Both, however, use constructive feedback.

Question 46

Constructive feedback enhances... It is a key to maintaining morale, job satisfaction and motivation and also to encouraging initiative.

Answer 46

Constructive feedback enhances peoples’ self-talk, self-image and self-esteem in addition to encouraging higher levels of performance. It is a key to maintaining morale, job satisfaction and motivation and also to encouraging initiative.

Question 47

The reasoning behind teamwork is that it creates

Answer 47

The reasoning behind teamwork is that it creates synergy (the whole is greater than the sum of the parts) that leads to better overall performance and more creative solutions to problems. Collaboration is a key characteristic of an effective team It requires emotional intelligence and a deeper form of interpersonal relationships than simply co-operation in groups.

Question 48

without individual and personal efficacy the high performing team and the professional learning community...

Answer 48

without individual and personal efficacy the high performing team and the professional learning community would not be viable.

Question 49

‘Hard’ collaboration (focused on tasks) | Involves shared:

Answer 49

``` ‘Hard’ collaboration (focused on tasks) Involves shared:  goals  resources  work tasks  problem solving  pressure  outcomes ```

Question 50

‘Soft’ collaboration (focused on relationships) | Involves shared:

Answer 50

``` ‘Soft’ collaboration (focused on relationships) Involves shared:  commitment  surrender of autonomy  feelings  uncertainty  support  trust ```

Question 51

``` Teams PERFORM: P E R F O R M -adapted from Blanchard Parisi-Carew and Carew, 2009 ```

Answer 51

P-urpose: common, clear goals and strategies E-mpower: collective sense of power, mutual support R-elationships: open, honest, warm, accepting, differences valued F-lexibility: shared leadership, adaptability O-ptimal: product high quality output, creative problem solving R-ecognition: appreciation of individuals M-orale: confidence, pride, cohesion, team spirit -adapted from Blanchard Parisi-Carew and Carew, 2009

Question 52

To be effective, team leaders need to be able to:

Answer 52

To be effective, team leaders need to be able to:  diagnose the patterns and dynamics of the team (who talks to/influences who)  stimulate creative conflict and resolve destructive conflicts  share decision making and delegate responsibilities in order to empower and satisfy team members  adapt to changing circumstances shifting focus from task to persons when appropriate  solve problems creatively and collaboratively  create a climate of norms, expectations and opportunities for continuing professional development (CPD)  maintain a focus on goals, high quality and performance through a process of continuing review of assumptions, processes and outcomes.

Question 53

organisational culture encompasses

Answer 53

organisational culture encompasses prevailing values, norms and ways of behaving in organisations

Question 54

organisational learning is the collective making of meaning for understanding and improving organisational life

Answer 54

organisational learning is the collective making of meaning for understanding and improving organisational life

Question 55

Both organisational culture, and organisational learning are affected by

Answer 55

Both organisational culture, and organisational learning are affected by the emotional dynamics of individuals and groups.

Question 56

_________ and __________ emotions clearly align with high efficacy. ___________, ________ and _________ emotions are likely to inhibit personal, professional and organisational performance and learning.

Answer 56

Approach and achievement emotions clearly align with high efficacy. Deterrence, withdrawal and antagonistic emotions are likely to inhibit personal, professional and organisational performance and learning.

Question 57

What effect do approach emotions (interest, hope, joyful, anticipation) have on organisational learning? (who, when?)

Answer 57

Encourage exploration, development and motivate people to reach their goals Scherer and Tran, 2003

Question 58

What effect do achievement emotions (relief, pride, satisfaction, contentment, joy) have on organisational Learning?

Answer 58

Reinforce achievement, are responses to meeting challenges successfully, but could also encourage self-deception and complacency Scherer and Tran, 2003

Question 59

What effect do deterrence emotions (anxiety, fear, distress, pessimism) have on organisational learning? (who, when?)

Answer 59

Warn of imminent danger or negative consequences based on past experiences, may prevent further development; block exploration and inhibit learning Scherer and Tran, 2003

Question 60

What effect do withdrawal emotions (sadness, resignation, shame, guilt) have on organisational learning? (who, when?)

Answer 60

Encourage adjustment after an uncontrollable loss or the discovery of personal shortcomings requiring self-improvement; may lead to loss of energy or may motivate learning and action for self-improvement Scherer and Tran, 2003

Question 61

What effect do antagonistic emotions (irritation, anger, hate, aggression) have on organisational learning? (who, when?)

Answer 61

Offer strong motivation to overcome obstacles and to assert individual or organisational interest and status; may lead to self-assertion becoming aim in itself and to conflict that damages normal relations Scherer and Tran, 2003

Question 62

what is the driving force behind the efficacy model of soft HRM?

Answer 62

Leadership

Question 63

transactional leadership – more readily associated with the strategic purposes of ‘_______, ___________ and _______’,

Answer 63

transactional leadership – more readily associated with the strategic purposes of ‘efficiency, effectiveness and performance’,

Question 64

transformational leadership – focusing on the human dimension of ‘____, ______ communities and ______ leadership’ (Gold et al., ????).

Answer 64

transformational leadership – focusing on the human dimension of ‘values, learning communities and shared leadership’ (Gold et al., 2003).

Question 65

transformational leadership ‘is _______ or _____ throughout the school’ and ‘focuses on the people involved – ________ between them, in particular – and requires an approach that seeks to transform staff feelings, attitudes and beliefs’ (Gold, et al., ????)

Answer 65

transformational leadership ‘is dispersed or shared throughout the school’ and ‘focuses on the people involved – relationships between them, in particular – and requires an approach that seeks to transform staff feelings, attitudes and beliefs’ (Gold, et al., 2003, p. 128)

Question 66

‘teacher-centred leadership’ as: | Evans, ????

Answer 66

‘teacher-centred leadership’ as: … a service provided by leaders to those who are being led. It takes its name from a child-centred approach to teaching and proposes that leaders and managers have as much responsibility towards the staff whom they lead and manage as they do towards the pupils and students within their institution, and that this responsibility extends as far as endeavouring to meet as many individual needs as possible, within the confines imposed by having to consider more corporate needs. (Evans, 2003)

Question 67

Leadership for learning practice involves the sharing of leadership which: structures _____ participation in developing the school as a learning community Macbeath, ????

Answer 67

Leadership for learning practice involves the sharing of leadership which: structures support participation in developing the school as a learning community Macbeath, 2009

Question 68

Leadership for learning practice involves the sharing of leadership which: shared leadership is ________ in the day to day flow of activities of the school Macbeath, ????

Answer 68

Leadership for learning practice involves the sharing of leadership which: shared leadership is symbolised in the day to day flow of activities of the school Macbeath, 2009

Question 69

Leadership for learning practice involves the sharing of leadership which: everyone is __________ to take the ____ as appropriate to task and context Macbeath, ????

Answer 69

Leadership for learning practice involves the sharing of leadership which: everyone is encouraged to take the lead as appropriate to task and context Macbeath, 2009

Question 70

Leadership for learning practice involves the sharing of leadership which: the __________ and expertise of staff, students and parents are _____ upon as resources Macbeath, ????

Answer 70

Leadership for learning practice involves the sharing of leadership which: the experience and expertise of staff, students and parents are drawn upon as resources Macbeath, 2009

Question 71

Leadership for learning practice involves the sharing of leadership which: ___________ patterns of work and activity across boundaries of subject, role and status are valued and promoted. Macbeath, ????

Answer 71

Leadership for learning practice involves the sharing of leadership which: collaborative patterns of work and activity across boundaries of subject, role and status are valued and promoted. Macbeath, 2009

Question 72

In particular, _______, ______ and _____ conditions external to education systems can place great constraints on pursuing currently favoured prescriptions of good practice.

Answer 72

In particular, economic, political and social conditions external to education systems can place great constraints on pursuing currently favoured prescriptions of good practice.

Question 73

Waterhouse and Dempster conclude that, despite contextual differences, there is a _______ _____ to the principles of practice that they advocate when linking leadership and learning.

Answer 73

Waterhouse and Dempster conclude that, despite contextual differences, there is a generic quality to the principles of practice that they advocate when linking leadership and learning.

Question 74

‘transformation’ takes ____ and does not produce the easily ________ ‘results’.

Answer 74

‘transformation’ takes time and does not produce the easily measurable ‘results’.

Question 75

Wallace, Fertig and Schneller (????) call ‘policy pathos’, the almost inevitable gap between....

Answer 75

Wallace, Fertig and Schneller (2006) call ‘policy pathos’, the almost inevitable gap between intention and what actually happens in managing complex educational change.

Question 76

____________ leadership, ________ and emotional intelligence are key ideas that underlie understanding and action in managing self, others, teams and influencing organisational _______ and _______.

Answer 76

Transformational leadership, motivation and emotional intelligence are key ideas that underlie understanding and action in managing self, others, teams and influencing organisational culture and learning.

Question 77

Releasing the ______ of people at all levels of education to use their _______ and commitment for educating the young is a ____ moral purpose that distinguishes __________ and ________ in education from that in other fields.

Answer 77

Releasing the potential of people at all levels of education to use their initiative and commitment for educating the young is a high moral purpose that distinguishes leadership and management in education from that in other fields.