Principles of Leadership & Management
Notice bibliographique
Résumé
This textbook is an open educational resource (OER) that represents just one stage of many journeys begun by others. Building on what earlier writers have compiled, predominantly on management, the book expands its focus to leadership principles with additional material on gender, diversity, inclusion, and Indigenous leadership. It also includes a Canadian perspective. There are case studies to help provide real world knowledge and the development of critical thinking and problem solving capabilities, as well as exercises, assignments and reflection for students to analyze and expand their own leadership skills. The text is directed toward students studying leadership from the viewpoint of multiple disciplines. Like the study and development of leadership itself, it is not yet complete, nor is it likely to ever be. The words of education expert Amy Collier apply well to the path of leadership and to this text: “Not-yetness is not satisfying every condition, not fully understanding something, not check-listing everything, not tidying everything, not trying to solve every problem…but creating space for emergence to take us to new and unpredictable places, to help us better understand the problems we are trying to solve” (Collier, A., 2015, para. 3). \nThere is great debate on the difference between leaders and managers. Beginning in Chapter 2, you will begin to see the terms leader and manager intermingled throughout the text. For some, this may be an affront to leadership (or management) principles, but the fact remains that good managers are leaders. Read more to support this concept by professor and researcher Henry Mintzberg. This text has been created for a course called Managing Leaders and Leadership in graduate certificate programs at Fanshawe College, and the content is geared not only toward students who are or will become formal leaders (with titles bestowed by an organization), but to those readers who may never fill an official leadership role. We all show regular everyday leadership as we go about our day-to-day lives of working, socializing, parenting, etc. – whether we are aware of it or not. The text addresses myriad leadership concepts to empower the emergence of your own personal leadership, and to assist you in allowing others to do the same. I wish you well as your authentic leadership emerges, and as you enable that emergence in others. May you find joy in the journey – both personally and professionally.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».