and Angela Duckworth say personal and attitudinal intangibles make the difference between who succeeds and. Control Your Destiny or Someone Else Will. Alembic Pharmaceuticals Limited Annual Report control your destiny or someone else will. - Noel M Tichy and Stanford Sherman. Workers who share their employer's goals don't need much supervision. • Control your destiny, or someone else will. • Face reality as it is, not as it was or as you.
|Language:||English, Spanish, French|
|Distribution:||Free* [*Registration Required]|
“Control your destiny or someone else will” – Jack Welch. You might have experienced this: when coming back to work after the holidays, there is already. Control Your Destiny or Someone Else Will (Collins Business Essentials) [Noel M . Tichy, Stratford Sherman] on dercliconthepo.tk *FREE* shipping on qualifying. Control Your Destiny Or Someone Else Will Collins. Business Essentials Wed, 13 Mar GMT (PDF). ORGANIZATIONAL.
Published on Aug 6, SlideShare Explore Search You. Submit Search. Successfully reported this slideshow. We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime. Upcoming SlideShare. Like this presentation? Why not share! An annual anal Embed Size px. Start on. Show related SlideShares at end.
WordPress Shortcode. Published in: Full Name Comment goes here.
Are you sure you want to Yes No. Be the first to like this. No Downloads. Views Total views. Actions Shares. Embeds 0 No embeds. No notes for slide. Book details Author: Gregson sets the tone in the Forward as he describes why leadership is difficult in career and technical education today. Programs preparing professionals have declined at research extensive and land grant universities, he says, and as a result so has research in the field and about its leadership.
Career and technical education programs in general continue to decline as public policy impetus seems to push such programs to the postsecondary level. Resources are shrinking at the same time demands are increasing. Understanding leadership in the field is sufficiently difficult, he points out, because CTE has many purposes and occurs at many different levels. Strategic Assessment of CTE There is nothing new about an institution, field, or organization being made problematic by shifting tides.
Business schools have faced challenges similar to those of CTE institutions of higher education Friga, New competitors such as private education firms, demographics that increase demand, and the advent of disruptive technologies that affect knowledge distribution are just three of the factors impacting management education as well as CTE.
Here, however, is the basic outline of his model, and how it might be applied to CTE. For our purposes let us consider CTE to be that group of higher educational institutions that produce secondary and post-secondary educators. Let us also assume, as Gregson points out, that the demand for CTE teachers is increasing and supply for now is limited. I like this model because it is a lens that can be applied to any type of sector — for-profit, not-for-profit, government organizations, or here, educational institutions.
Threat of New Entrants. High barriers to entry — passing the bar examination, certain types of regulation or government policy, as Book Review 65 examples - may limit competition to be among just a few, relatively friendly, competitors. Low barriers lead to cutthroat competition with many players. With a high demand for teachers and low supply new entrants should find entering the field appealing.
Current providers — institutes of higher education — may find other competitors, private educational institutions for example, entering into the field. If barriers to entry are lowered or made more accessible, say by modifying certification requirements or the introduction of new technology, new competitors will more easily emerge.
Bargaining Power of Suppliers.
When there are few or unique suppliers — those who sell to the organization — prices are more likely to be higher. When the organization can download from many suppliers prices are more likely to be lower. In this case, the suppliers are faculty or potential teachers. Price — in this case salaries, benefits, or the cost of other accommodations for teachers - rises.
Bargaining Power of downloaders. In this case downloaders are those who pay CTE higher educational institutions to produce teachers. downloaders here might be state or federal granting institutions or the potential teachers themselves. To the extent there are substitutes, in this case for CTE or for teaching careers, the power of downloaders increases because they have more choices.
Threat of Substitutes. Substitution occurs when one service or product takes the place of another when providing for the needs of a downloader. In the case of CTE, if potential teachers find more attractive opportunities than teaching or preparing for teaching they may turn to another occupation altogether. When downloaders, such as these teachers or funding agencies, have alternatives their ability to command concessions rises. Intensity of Rivalry Among Competing Firms.
Competition between existing companies may occur through the introduction of new products or services, price competition, marketing strategies, or improved service to customers. Leadership, in many cases, involves not only the character that Lewis, Clark, and Shackleton exhibited, but also the ability to assess the situation and to think strategically.
Every chapter of Leadership in Career and Technical Education provides compelling evidence that CTE leaders must be strategic in order to be successful over time. He provides compelling evidence that there will be a significant demand for CTE teacher preparation programs. Teacher shortages he says, however, are significant and the numbers of CTE teacher preparation programs have declined. Enrollment in these programs has also declined. Much of what he depicts involves rethinking CTE teacher preparation.
Gray makes clear that competition for teacher preparation programs will increase, and that the current model will not survive. William G. Camp and Courtney L. They then provide a proposed framework for the practice of CTE today.
Concluding that there have been no significant efforts to establish a CTE theoretical framework and that, indeed, one does not exist, they propose their own, with human capital theory as the fundamental theoretical premise and constructivism as the basis for pedagogy. They situate their framework in current educational and work requirements.
The leadership issue which Camp and Johnston seem to allude to but did not explicitly identify suggests a dearth of important thinkers in the field. Christopher J. Zirkle, Rebecca A. Parker, and N. The authors here make a compelling case that there will be a dire need for new laborers in the workforce now and in the future. After describing the difficulties facing CTE leaders, including domestic changes and federal laws, they propose a conceptual framework for CTE leadership programs, drawing upon the Interstate School Leaders Licensure Consortium ISLLC standards and what they call a career and technical education knowledge base.
They go on to detail the status of CTE-related leadership programs. Finally, they make recommendations for leadership development, including the need for CTE to develop national leadership development standards. Jerry R.