Dissertations / Theses on the topic 'Leadership recruitment'

The main purpose of this study was to gain insight into the recruitment and retention strategies popularized due to the need to meet high-quality teacher demands. Additionally, recruitment and retention strategies identified by administrators and tenured teachers working in rural public schools of Missouri as effective were collected through a survey. Administrators, as well as tenured teachers currently on staff in rural public school districts of Missouri, were the population of this study. Among 286 administrators, 95 administrative participants and 33 tenured teachers completed the survey. The survey responses were compared to determine if the administrative point-of-view was similar to that of the teachers involved in the study. The results of the survey indicated commonalities between the strategies administrators and tenured teachers found effective. The top-three mentioned strategies by both administrators and tenured teachers were school culture/climate, administrative support, and small class size. Teachers also indicated the community, skilled coworkers, access to technology, and adequate facilities were important factors in the determination of where they work; all of these factors were deemed of marginal importance or not mentioned by administrators. Those involved in the hiring process should be aware of the factors most important to teachers and shift focus if possible. The community near schools could also be used as a strategy to attract quality teachers and retain them long-term.

The meaning of the word leadership is changing over time, and so is the role of the leader. Organisational labour is today required to be more self-governing as organisational tasks are moving towards a more flexible and independent nature. This requires a leadership able to inspire and motivate independent performance by acting as an inspirational mentor or coach (Bass and Riggio (2005). Those leaders and that style of leadership have many names, but in our research they are titled as Transformational and Charismatic leaders, as well as Super Leaders. Perhaps they are best described by using Vardiman et al (2006:97) own words: “the most effective leaders teach others to be effective leaders of themselves and others."

Identifying, selecting and recruiting the right leader are a competitive advantage and an important success factor (Fernández-Aráoz et al, 2009). The objective of this thesis is therefore to gain knowledge in the manners present when charismatic and inspirational leaders with the ability to lead others to lead themselves are identified, recruited and selected. We judge gaining understanding in how to identify, attract, select, recruit and keep leaders with this special leadership style as a vital knowledge in today’s highly competitive business world.

This thesis approaches leader recruitment from both an external and internal perspective by conveying dialogues with recruitment consultants as well as with a HR-manager. The thesis further raises the question whether the inspirational and charismatic leadership style is appropriate in all type of organisations and here focus on organisational culture as a key determinant when recruiting leaders.

This investigation focused on identifying model foundational strategies to assist Canton Public School District (CPSD) officials in recruiting new teachers, successfully hiring them, and then retaining them the district.

Located within the boundaries of the city of Canton, Mississippi, CSPD is geographically located in the central portion of the state. The district consists of 1 high school, 2 middle schools, 4 elementary schools and Canton Education Services Center.

CSPD is continually affected by an ever-increasing teacher shortage because new teachers tend to leave the district after they are hired. More than 50% of new teachers leave their teaching positions in the district’s schools within 5 years.

The investigation utilized published literature and other archival data (e.g., scholarly papers presented at conferences) accessible to the public in the form of books, chapters in published books, journal articles, and scholarly papers presented at learned societies and associations.

Two research questions guided the investigation. The first research question asked: What does the published literature and related archival data (e.g., available scholarly papers retrievable from sources such as colleges, universities, foundations, conferences, etc.) accessible to the public reveal about recruiting, hiring, and retaining teachers? Overall, the material collected and analyzed yielded abundant information. Much of the available information proved valuable because the material focused attention the “how-to-do-it” aspects of recruiting, hiring, and retaining quality new teachers.

The second research question asked: Will information gleamed from an analysis of the published literature and other archival data (e.g., unpublished scholarly papers) lead to the development of foundational strategies for assisting school district officials in recruiting, hiring, and retaining new teachers for CPSD? It was possible to develop a model holding potential for improving teacher recruitment, hiring, and retention at CPSD.

The model that was developed features seven foundational strategies that if implemented, hold potential for improving teacher recruitment, hiring, and retention at CPSD. The seven strategies are: (1) identify the vacancy and write the job description, (2) announce and advertise the teacher vacancy, (3) develop a customized application form, (4) paper screening process, (5) interviewing process, (6) salary and benefit package, and (7) induction and mentoring.

This study examines methods and barriers to minority leadership recruitment in healthcare organizations. Minorities are underrepresented in healthcare organizations at the executive level, even though staff and patient demographics are becoming increasingly diverse. This disparity in minority representation presents the potential for staff and patient needs, interests, and values to be overlooked by senior management and the strategies, policies, and programs they implement. This study conducted interviews with human resources personnel at healthcare organizations identified as top performers to determine whether their organizations engaged in minority recruitment methods, what methods were successful, and what barriers existed to recruitment of minorities. These results were compared to survey data compiled by the Institute for Diversity in Health Management. The results show significant room for improvement in the implementation of comprehensive methods to recruit minority senior management, with significant variation among organizations in the amount and type of methods to recruit minority executives. These findings lead to the conclusion that more pressure needs to be placed on healthcare organizations to identify best practices in minority recruitment and implement these in formal, comprehensive human resources activities related to recruitment, retention, and professional development.

Despite the Civil Rights Act of 1964, which protects equal employment opportunity for all, and other California legislation to increase faculty diversity, the disparity between the demographics of California’s community college student population and the makeup of the faculty is striking. Specifically, underrepresented minority (URM) students who represent the largest student population at 49%, yet only 22% of faculty are URM. In 1992 the California legislature adopted regulations that allow community colleges to establish Faculty Diversity Internship Programs (FDIP), to “promote inclusive efforts to locate and attract qualified graduate students who are members of monitored groups identified by gender, ethnicity, and disability.” Despite being passed over 20 years ago, less than half of community colleges have implemented FDIPs. This study used a program evaluation to examine two FDIPs sites. The program evaluation revealed four benefits of participating in FDIP 1) mentorship, 2) teaching experience, 3) professional development, and 3) networking and collaboration opportunities. Barriers and challenges included 1) mentor matching, 2) mentor training, 3) class assignment, and 4) FDIP Coordinator transition. Finally, the program evaluation revealed that although the FDIP does not have a significant impact on increasing faculty diversity, it does have a significant impact on preparing faculty to serve in a diverse community college. The study provides evidence and recommendations for implementing FDIPs as a strategy to increase faculty diversity.

Nonprofit agencies rely on continued support from volunteers, many who are 65 years of age or older, to provide aid and services to local community. However, community nonprofits have experienced a recent decline in volunteerism over the last six years. With the number of adults age 65 and over expected to double by 2060 in the United States, this twofold population could address the decline in volunteerism for nonprofit agencies.

The purpose of this qualitative phenomenological research was to explore and identify factors that influence motivation, recruitment and retention of volunteers age 65 and over. The study aimed to enhance understanding of how these adults make decisions regarding volunteer work, how they learned of the opportunity, what inspired them to volunteer, and what makes them committed to a particular organization. The study was specific to the nonprofit sector, focusing on individuals who volunteer at a charitable, religious, or health care organization in Southern California. The Existence, Relatedness, and Growth Theory was utilized to explain volunteer motivation and retention. Data were collected from 24 participants, age 65 and over, who volunteered a minimum of 12 times in a one year period. The study consisted of semi-structured interviews that were audio recorded, transcribed, and analyzed for common themes.

Major findings from the study included 5 major themes that can affect volunteer motivation, recruitment and retention in adults age 65 and over: (a) health benefits, (b) relatedness or connectedness, (c) meaning-purpose, (d) pro-social righteousness, and (e) personal involvement. Understanding these themes can provide considerable insight to volunteer mangers to help develop effective recruiting and retention strategies, designed specifically for the older-adult population, to increase volunteering in agencies throughout the United States.

Recent changes surrounding the profession of pharmacy resulted in a growing number of new pharmacy programs as well as expansion of existing class sizes. This extreme growth, coupled with changes to accreditation standards which require volunteer licensed pharmacists to supervise student interns for a minimum of thirty percent of the Doctor of Pharmacy curriculum, have created a great burden amongst higher education administrators to meet these requirements, specifically in terms of recruiting, training, and retaining a qualified and committed pool of preceptors.

The purpose of this study was to identify what strategies the American Association of Colleges of Pharmacy Experiential Education Section members utilize to recruit, train, retain, and acknowledge volunteer pharmacist preceptors. The following research questions were answered in this study: 1) What are the strategies utilized by American Association of Colleges of Pharmacy (AACP) schools to: a) recruit, b) train, c) retain, and d) acknowledge volunteer pharmacist preceptors? 2) What are some of the practices associated with ways AACP Experiential Education Section members handle the supply and demand issues associated with training future pharmacists? 3) What are the characteristics of respondents in terms of institutional demographics (geographic location, three- versus four-year programs, private versus public, class size, teaching or research focus, etc.)?

An extensive review and report of the literature (AACP, 2004; AAMC, 2008; ACPE, 2007; ACPE 2011; Bandura, 1977; Brown, 2010; Cotter, 2010; Dewey, 1938; Dziedzic, 2010; Freire, 1970; James, 1907; Kolb, 1984; Knowles, 2005; Lewin, 1951; Lillibridge, 2007; NABP, 2012; Rogers, 1961; Zlatic, 2001) preceded design of the survey instrument utilized in the study. Experiential education theoretical frameworks highlighted adult learning theories which showed how hands-on, learning in real world settings promoted meaningful learning experiences. The history of pharmacy education, changes in the profession, and updated accreditation guidelines, including standards which required increased intern hours to be completed under the supervision of a licensed pharmacist preceptor emphasized the necessity for a strong group of volunteer preceptors to successfully fulfill the needs of the Pharm.D. curriculum. Additional literature (ACCP, 2012; Bird, Duong, Hagemann, Burton, Britton, & St. Cyr, 2012; Bock, Duong, & Williams, 2008; Brown, Barner, & Shepherd, 2004; DiFrancesco, 2011; Flaherty, 2011; Hill & Kirkwood, 2005; McDonough & Bennett, 2006; Mersfelder & Bonthillier, 2012; O'Neil & Berdine, 2007; Popovich, Katz, & Peverly, 2010; Rodis, Legg & Casper, 2009; Yorra, 2012) highlighted how such practice opportunities benefited students, preceptors, and positively impacted patient care. Coupled with the positives of such experiences were the realities of the challenges to recruitment, training, and retention faced by higher education administrators. Barriers (Assemi et al., 2011; Cerulli & Briceland, 2004; Crill, 2009; Duncan-Hewitt, 2005; Gulseth et al., 2006; Karimi et al., 2011; Lee et al., 2006; Lillibridge, 2007; Marrs & Rackham, 2010; Marriott et al., 2006; McBane & Karr, 2012; McKauge & Coombes, 2005; Medina, 2008; Reid et al., 2007; Scarvell & Stone, 2010; Snyder et al., 2010; Sonthisombat, 2008; Talley, 2006; Verstraten et al., 2006; Warren & Denham, 2010; Wuller, 2008; Zarembski et al., 2004) to effective precepting listed in the literature included lack of training, insufficient resources and personnel, lack of confidence, workload and time stressors, handling difficult students, and balancing resident, clinician, and student roles. Practices in related fields of international pharmacy, nursing, and medicine provided studies of best practices in regards to preceptor recruitment, training, acknowledgement, and retention.

This study utilized a survey design methodology with thirteen quantitative survey items as well as eight open-ended commentaries allowing for qualitative analysis to address the research questions. Active members of the American Association of Colleges of Pharmacy Experiential Education Section were voluntarily surveyed and 233 participants answered using online survey collection in the summer of 2013. Data was analyzed and reported in descriptive statistics. Results identified current strategies utilized by Doctor of Pharmacy programs who are members of the American Association of Colleges of Pharmacy Experiential Education Special Interest Group to recruit, train, retain, and acknowledge volunteer pharmacist preceptors. Additionally, the study provided information related to the practices associated with supply and demand issues associated with training future pharmacists.

Findings of this study are useful for those involved in academia in the health professions, specifically higher education administrators looking to fulfill accreditation guidelines for experiential education in a Doctor of Pharmacy curriculum. Conclusions and recommendations revealed opportunity for growth and development in the areas of experiential education especially as related to preceptor recruitment, training, retention, and acknowledgement, as well as for future research.

Nos observations montrent que le recrutement de groupe est lié à une forte motivation de certaines ouvrières à exploiter une source de nourriture découverte. Lorsqu’elles recrutent un groupe, elles passent peu de temps à l’intérieur du nid mais effectuent un taux élevé de contacts avec leurs congénères, principalement à l’entrée du nid, avant de repartir en direction de la nourriture, suivie par le peloton de fourrageuses. Durant le trajet, si une trajectoire rectiligne et une faible vitesse de déplacement favorisent la probabilité des recrutées d’atteindre la source, la perte de recrutées n’entraîne cependant aucune modification du comportement de la meneuse. Enfin, un suivi individualisé des fourrageuses au cours du recrutement montre que la probabilité d’être observée en tant que leader est répartie de manière homogène entre les individus découvrant la source de nourriture, sans influence du nombre de trajets qu’elles ont déjà effectués.

Par ailleurs, nous avons étudié l’influence des leaders sur les choix collectifs de la colonie. Les leaders modulent les caractéristiques du recrutement -­-fréquence des groupes, tailles des groupes-­- en fonction des caractéristiques de la source exploitée. Grâce à un modèle multi-­-agents, nous avons démontré que cette modulation du recrutement permet à la colonie entière de focaliser son effort d’affourragement sur la nourriture la plus avantageuse lorsque plusieurs sources sont disponibles dans l’environnement. Enfin, nous avons développé un modèle mathématique décrivant le couplage du recrutement de groupe et du dépôt d’une piste chimique. Grâce à l’étude des états stationnaires de ce modèle, nous avons démontré que la présence des leaders est un élément indispensable à l’initiation de l’exploitation collective d’une ressource chez T. caespitum. Ainsi, les leaders de groupe permettent d’atteindre plus aisément un nombre seuil d’ouvrières à la source qui soit suffisant pour permettre l’émergence d’une piste chimique commune assurant à elle seule un recrutement de masse. Les résultats de cette thèse placent dans une nouvelle perspective notre vision des phénomènes de leadership chez les insectes sociaux. A l’échelle individuelle, ils mettent en évidence le statut temporaire de ces leaders chez Tetramorium caespitum basé sur leur propre motivation et les conditions locales du recrutement ;à l’échelle collective, ils soulignent le rôle complémentaire et facilitateur des leaders qui vont permettre l’émergence de structures auto-­- organisées impliquant l’ensemble de la fourmilière.
Doctorat en Sciences
info:eu-repo/semantics/nonPublished

ABSTRACT

The purpose of this c-level essay shall try to illustrate how a good leader is formed. We have investigated what influences leadership style, personal characteristics or individual competence have when recruiting a new manager. This study has been carried out with comparative applications because we wanted to study the similarities and differences between the Unemployment Office, the Social Insurance Office and the Social Welfare Administration.

We have used a qualitative method in interviews both with employers as well as the from the trade union representative’s perspective. Part of our results indicates that the trade union representatives and the employers are not always unanimous and do not request equivalent characteristics and knowledge at recruitment. We have also found certain differences in the recruitment process between the organisations despite the fact that they are all politically governed and have many organisational similarities. We do not claim any empirical generalisations about our results as we have studied only one municipality. Our conclusions establish how certain key factors relate to recruitment of mangers just in this municipality and in these organisations. The results, however, indicates the prominence of some key factors that might be of general importance.

One of the most important result that we found in this study was that the trade union representatives had more similar opinions with each other than those they had with their respective organisations. Furthermore it became obvious from the study that great significance was given to inter-personal relationships when recruiting a new middle manager. The most significant resemblance between the three organisations was that they requested a management style that inclined towards democratic values.

En intervjustudie genomfördes på ett urval av åtta kadetter, studerande på Försvarshögskolans taktiskt-operativa officersprogram. Kadetterna hade alla en gemensam bakgrund från grundutbildningen likväl som från en internationell insats. Den semistrukturerade intervjun syftade till att finna de faktorer vilka påverkade dem att söka internationell tjänst och officersutbildning. Resultatet av studien visade att det var en mängd motivationsfaktorer vilka samverkade för att de intervjuade skulle söka internationell tjänst och sedan officersutbildningen. Motivationsfaktorerna kunde delas in i två kategorier, nödvändiga motivationsfaktorer och engagerande motivationsfaktorer. De nödvändiga motivationsfaktorerna måste alla vara uppfyllda för att individen skall vilja åka på internationell tjänst eller genomföra officersutbildning. Dessa faktorer bygger i huvudsak på tillit till egna, kollegornas och förbandets förmågor samt på familjens acceptans. Om en av de nödvändiga motivationsfaktorerna inte är uppfyllda spelar det ingen roll om de engagerande faktorerna finns där, beslutet att genomföra ovanstående blir sannolikt inte av. De engagerande motivationsfaktorerna krävs däremot för att ett beslut om genomförande skall fattas. Dessa engagerande motivationsfaktorer är däremot oberoende av varandra och kan verka var och en för sig eller tillsammans. Nämnda motivationsfaktorer består av förbandsanda, kamratskap och personlig utveckling. Försvarsmakten kan påverka samtliga motivationsfaktorer. För att denna påverkan skall var möjlig krävs det välutbildade och yrkesskickliga officerare vilka minst har de nödvändiga motivationsfaktorerna tillfredställda. En adekvat officersutbildning och förebilder inom officerskåren, på alla nivåer samt ett genomtänkt anhörigstöd utgör grundförutsättningar för detta.

A field survey has been made on a selected group of cadets, studying on the Swedish Defence College officers training program. All of the cadets had a common military background, both from basic training as from military service abroad. The purpose of the survey was to find the motivation factors which led to the cadet’s choice to serve in the abroad service and thereafter commence officers’ training school. The result of the essay showed that there were a number of motivation factors which worked together. The motivation factors could be separated into two categories, necessary motivation factors and committed motivation factors. The necessary motivation factors has to be satisfied in order to get the will to apply for abroad service or to commence officers training. These factors consists mainly of the factors, trust - regarding own skills, trust - concerning the skills of your colleagues, officers and your unit, and on the cadets family’s acceptance. The committed motivation factors consists mainly of three factors, personal development, companionship and discipline/fighting spirit. The committed motivation factors has to be satisfied in order to make the decision to serve in the abroad service and to commence the officer’s training school. However, it is enough if only one of these factors are satisfied to make the decision. The Swedish armed forces are able to influence all of these factors. In order to make this possible the officers has to be well trained and have excellent skills in the military trade. They also need to have the necessary motivation factors satisfied. An adequate officers training, role models within the body of officers on all levels and an adequate support to the families of the soldiers and officers are basic factors in order to achieve this.

This case study was designed to explore policies that were in place to attract, recruit, and retain qualified faculty for 4 community colleges in Sierra Leone. The research was necessitated by the apparent inability of Sierra Leone educators to train and retain faculty possessing the required academic credentials. The research questions were designed to address the policies and strategies used to attract and recruit faculty, better prepare faculty, improve the quality of classroom instruction, and retain qualified faculty at community colleges. The literature review yielded results about the benefits of community colleges in developing countries, thus reinforcing the need for qualified faculty. Case study methodology and open-ended interviews with 12 purposely selected participants were used to ensure trustworthiness and reveal the essential characteristics of how community colleges in Sierra Leone may succeed in faculty attraction, recruitment, and retention. Participants reported that word of mouth solicitation was the primary method for faculty recruitment, and that the top challenge faced by these institutions was fiscal constraints. Although findings from this study are specific to 4 institutions, they may serve as a guide for qualified faculty retention at all community colleges in Sierra Leone, and hopefully bring about social change by improving academic excellence throughout the country.