Some decisions may take many days, even weeks to be made, especially if the issue is contentious or affects the wellbeing of the group as whole. Integrating team members was more important for outstanding Maori leaders. This definition of leadership neatly encapsulates the consultative and communal nature of Maori leadership. Perhaps the most surprising aspect was the high degree of similarity of thinking among Maori and Pakeha followers when asked what was important for outstanding leadership.
This was especially so when compared with perceptions from respondents from other countries. Four out of five of the highest rated sub-dimensions were the same for both cultures. These were: being inspirational inspiring and motivating others on the basis of firmly held core values , being participative involving others in making and implementing decisions , being visionary imaginativeness in the ability to anticipate and be ready for future events, goal planning, and ability to motivate others to work hard and being performance orientated.
However, it is important to emphasise that the way people actually function and manifest these different cultural dimensions may be different. For example, although being inspirational was seen as desirable attribute for leadership by both Maori and Pakeha, it may not necessarily mean the same thing to Maori followers as it does to their Pakeha counterparts.
How can New Zealand managers provide leadership to better meet the needs of not just Maori or Pakeha, but the diverse range of cultures within New Zealand?
It is important that leaders are well prepared by taking the time to learn about other cultures. Robert Joss, dean of the Graduate School of Business at Stanford University in California, says cross-cultural understanding and good communication skills are important requirements for successful managers everywhere. Skip to main content.
Monday, 02 October Data were collected from 17, managers based in organisations. Twenty-seven hypotheses were tested in the study each linking culture to performance outcomes.
In all cultures team orientation and the communication of vision, values, and confidence in followers are reported to be highly effective leader behaviours. While some variation was found concerning participative leadership, the.
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Related Articles. The chief utilised their leadership skills to ensure their people thrived and benefited. Rangatiratanga is a complex, multi-faceted and context related concept.
As a value it is about mana, and of leadership personified. Pakanga - challenge or debate is the final characteristic. Te Momo also discusses the necessity to have a strong sense of identity and purpose kaupapa or vision and to set high standards for oneself and followers. Royal Tangaere notes individuals, relationships and learning are interconnected to everyone else. This results in increased agency, collaboration and shared decision making within the learning community. For kaiako, this provides opportunities to be professionally challenged and shifting power to include the wider community, key points noted by Clarkin-Phillips These all link strongly to the concept of whakamana empowerment and contribution within the early learning environment.
Ako - The concept of ako describes a teaching and learning relationship where the educator and student learn alongside one another.
It is grounded in the principle of reciprocity. Tamiti notes that ako can be seen to remove the issue of inequitable power relationships from the teaching and learning equation which can be a challenge in implementing a bicultural leadership model. The Ministry of Education notes settings that encourage children to set and assess their own goals are rich sites for learning p. When children are valued as rangatira in their own right they are empowered to take control and lead their own learning.
This approach is intended to foster more in-depth, meaningful learning for tamariki and kaiako. All things are born from her and nurtured by her including humankind. They were viewed as autonomous and capable - empowered. This is especially important in ECE with the large female populace and many in roles of respect and 'power'.
It is important that female kaiako feel empowered and that their rangatira potential is respected and nurtured. Historical Notions of leadership in mainstream early childhood education have traditionally been hierarchical. Perhaps due to the fact that traditional European perspectives have viewed leadership as a solitary practice, generally linked to those in management positions, practiced in isolation and based on one individual leading the way and holding the power.
As noted by Lochie , administration and management is not leadership. These communities worked together to create learning environments that met the individual educational requirements of their community.
The shared team ethos that most early childhood teams have always practiced on a daily basis, is also a good example of shared leadership. Individual teachers are able to share responsibilities based on strengths and areas of interest to ensure team objectives are met. A leader cannot meet educational outcomes for children in isolation therefore it makes sense that individuals are given opportunities to contribute and work collegially to achieve learning community educational goals.
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