Case study Example | Topics and Well Written Essays - 500 words - 23

Case Study Example As is quiet evident from the given case study, before Michelle Rhee took over, either there were no mechanisms in place to measure and evaluate teacher performance or even if they existed, they were skewed in favor of the non performing teachers. Consequently, though 95 percent of the Washington, D.C. School System teachers were evaluated to be excellent, the fact was that the student test scores in the area happened to be one of the lowest in the nation. Besides, no teacher was ever fired for non-performance or lack of credentials. In that sense the achievement of Rhee lies in her initiative to link teacher performance to the on the ground results. The crux of any motivation theory is to link employee performance to output and to put the mechanisms in place, which are aimed at motivating the employees. The central assumption of the equity theory is that employee’s tend to expect a fair and just compensation for the contribution made by them (Caruth & Handlogten 43). Being true to this assumption, the teacher evaluation system contrived by Rhee happened to be just in its intent and spirit. The just credentials of the evaluation system are corroborated by the fact that it was contrived in the light of the compensation agreement agreed upon by the Washington Teachers Union (WTU). So there exists no excuse to consider the teacher evaluation system contrived by Rhee to be unjust, especially because it was initiated after accruing the consent of the associated teachers’ body. Besides, the intent of this evaluation program intended to evaluate the teacher performance and reward the performing teachers and penalize the non performing teachers. Which, arrangement could have been more equitable than this. The equity theory also states that not only the individuals are concerned about their own rewards and what the other colleagues get in comparison; they also expect a fair reward for their performance (Caruth & Handlogten

MGT506 - Strategic Leadership, Mod 4 SLP Essay Example | Topics and Well Written Essays - 750 words

MGT506 - Strategic Leadership, Mod 4 SLP - Essay Example Among the leadership styles employed may include; task oriented, relationship oriented, dictatorship, and transactional, transformational, charismatic, participative and bureaucratic style of leadership (Lussier & Achua, 2010). This study will focus on both task and relationship styles of leadership. Below is a survey results indicating task Verses Relationship leadership style of leadership Questions Never†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Always 1. Tells group members what they are supposed to do. 2. Sets standards for performance of the group. 3. Makes suggestion about how to solve the problem. 4. Makes his or her perspective clear to others 5. Develop a plan of actions for the group. 6. Defines roles responsibility for each member 7. Clarifies his or her own role within the group 8. Provides a plan for how the work is to be done 9. Provides criteria for what is expected of the group 10. Encourage group members to do high-quality work. 1 2 3 5 1 3 4 5 2 3 4 5 1 3 4 5 1 2 4 5 2 3 4 5 2 3 4 5 1 2 3 4 1 3 4 5 1 2 3 4 Total score for â€Å"A† orientation 4+2+1+2+3+1+1+5+2+3=26 =26 Scores Questions Never†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Always 11. Act friendly with members of the group. 12. Helps others feel comfortable the group. 13. Responds favorably to responses made by others. 14. Treats others fairly. 15. Behaves in a predictable manner towards group members. 16. Communicates effectively with group members. 17. Shows concern for well-being of others. 18. Shows flexibility in making decisions. 19. Disclose thoughts and feelings to group members. 20. Helps group members to get a long. 1 2 3 4 1 2 3 5 1 2 3 4 1 2 3 5 1 3 4 5 1 2 3 4 1 2 3 5 1 2 3 5 1 2 4 5 1 2 3 4 Total score for â€Å"B† orientation 5+4+5+4+2+5+4+4+3+5= = 41 Scores A =  Task  Orientation Scores: 26 B =  Relationship  Orientation Scores: 41 Scale 45-50  Ã‚  Ã‚  Very high range 40-44  High range 35-39 moderately high range 30-34 moderately low range 25 -29  Low range 10-24  Very low range Analysis Based on the above survey, the scores indicates that task oriented leadership stand at 26 score while relationship oriented leadership style stands at 41 score. This indicates that the scores for relationship oriented style were within a scale of 40-44 (high range) while on the other hand, the scores for task oriented leadership lies within a scale of 25-29 (low range). This means that the leaders of this organization utilized relationship focus type of leadership. Where, leaders help members of the organization to understand their roles by providing them with necessary support as well as organizing how task will be executed (Daft & Lane, 2008). This means that this type of leadership not only encourages integration but also collaboration among team members (Daft & Lane, 2008). Therefore, the above results will be utilized by the leaders of this organization to strike a balance between task and relationship in order to become more ef ficient and effective in their future leadership. This is because both task and relationship oriented leadership styles complement each other (Goethals, Sorenson & Burns, 2004). For example, employees feel motivated to execute organization goals when treated with care and concern (Goethals, Sorenson & Burns, 2004). This may further leads to an increase in productivity and efficiency within an organization (Bolden, Gosling, Marturano & Dennison, 2003). Therefore, leaders should focus on relationship oriented type of leadership