Toward Strategy Implementation Success: An Empirical Study of the Role of Senior-Level Leaders in the Nevada Gaming Industry

The study is an investigation of the relationship between effective leadership behavior and successful strategy implementation in the Nevada casino industry. The study\u27s findings mostly agree with earlier research on the concept of strategy implementation and reaffirm the role that strategic consensus plays in the strategy implementation process. The study also reinforces findings that frequent communication up and down the organization structure enhances strategic consensus through the fostering of shared attitudes and values. In addition, it reaffirms the concept that an organization which ties rewards to the success of the strategy employed is rewarded with higher levels of organizational performance and concludes that strategy implementation plans must be clearly developed, indicating particular tasks for individuals, with clear-cut time frames, and identifying the people responsible for task completion

Mapping communication management competencies for European practitioners ECOPSI an EU study

This paper and its findings suggest there is little organised life-long learning in public relations and communication management in Europe. Consequently senior communication practitioners believe there are major failings in the capabilities related to our profession which if not addressed will serve as significant challenges for European organisations over the next 10 years. Longitudinal research further suggests the role of practitioners is changing and they require many more competencies to be successful in their communication roles (Zerfass et al., 2007- 2013). These are some of the observations and conclusions drawn from and supported by an extensive review of theory and practice emerging from the ECOPSI Programme (European Communication Professional Skills and Innovation), which is the largest European Union funded project of its kind to report into strategic communication until now (Tench et al 2012, 2013a, 2013b). There are on-going gaps and deficiencies in the development of the individuals as well as broad variation in how practitioners identify needs and access appropriate interventions. This presents numerous opportunities for deeper and on-going professional training and development to build consistency and support good practice in moving away from a hands-on, learning on-the-job approach to more focused knowledge acquisition and development. The ECOPSI programme is a two-year research project exploring the competencies required by communication professionals in Europe. This innovative programme is a partnership of six leading European universities in communication research and education located in Germany, Netherlands, Slovenia, Spain, Turkey and the UK as well as the European Association of Communication Directors (EACD). The two-year programme is led by Leeds Metropolitan University and is the first and largest to be funded by the European Union. The study provides in-depth insights into the competencies needed for four communication roles through the Communication Role Matrix: internal communication, crisis communication, social media and chief communication officer (CCO). The Communication Role Matrix captures what it is a communication professional does and the requirement necessary to perform the role successfully by identifying the knowledge, skills (hard and soft) and personal attributes for each role (Tench et al 2013a). This paper: (1) analyses the construction and perceptions about the Communication Role Matrix; (2) highlights current contemporary issues faced by the industry; and (3) presents the transference of knowledge from ECOPSI to the professional field through the Portal (for) Advancing Communication Expertise (p4ace) along with a self-diagnostic tool aimed to engage practitioners in continued professional development

Preparing for Growth: Human Capital Innovations in Charter Public Schools

Examines charter management organizations' strategies for boosting the supply of effective leaders and teachers, including recruiting and retaining talent, growing in-house talent; extending their reach; and importing and fostering management talent

Lessons from Women Leaders: The Impact of Professional Development

Professional development is learner-centered, where the responsibility to engage in further educational experiences belongs to the individual and is a critical way to prepare for career advancement. In higher education, cisgender women do not hold the majority of chief student affairs officers (CSAO) positions, which is unexpected given their representation in entry and mid-level positions (Shea Gasser, 2014). This article reviews a grounded theory study conducted to better understand the phenomenon of professional development experiences of women CSAOs and how professional development impacts career ascension of women in student affairs

Nonprofit Leadership Development: A Model for Identifying and Growing Leaders Within the Nonprofit Sector

Offers step-by-step guidance on identifying future challenges, the core leadership competencies needed to meet them, and a pool of potential leaders; assessing their skills; and creating a tailored leadership development program with frequent feedback

Philanthropic Paths: An Exploratory Study of the Career Pathways of Professionals of Color in Philanthropy

This study, commissioned by the D5 Coalition, provides a nuanced picture of the career experiences of 43 philanthropic professionals of color ranging from Program Officers to CEOs working in an array of foundations. Through an exploration of the perceptions, analyses, and career histories of people of color working in the philanthropic sector, this study aims to advance the field's understanding of the following questions:What are the career pathways of people of color in philanthropy in terms of how they enter the field and advance to higher levels of seniority?What factors do philanthropic professionals of color view as posing the greatest barriers and contributors to career advancement in the sector?What is the perceived value of and challenges to achieving greater leadership diversity in foundations from the perspective of professionals of color in the field? While not generalizable to the broader population of people of color working in the sector, interviews conducted with these individuals surfaced a set of potentially common points of entry and career pathways among professionals of color in philanthropy, as well as the factors that helped shape those pathways

The role of professional development and learning in the early adoption of the New Zealand curriculum by schools.

This paper is set in the context of Phase One of the Ministry of Education Curriculum Implementation Exploratory Studies (CIES) project. The schools selected for this study were considered early adopters of the revised New Zealand Curriculum (NZC) (Ministry of Education, 2007). The paper provides theoretical insights and research evidence related to the role of professional development and learning in the early stages of implementation of the revised curriculum. A key finding common to most schools was the progressive development of a professional learning culture led by the principal that focused on pedagogy and student achievement prior to the introduction of the curriculum. The establishment of this culture involved processes that were task-oriented, reflective, consultative and collaborative. While there are strong parallels between the experiences of primary and secondary schools in the study, some important differences have also been noted

An Emerging Profession: The Higher Education Philanthropy Workforce

In 2012 HEFCE published a review of philanthropy in UK higher education that showed what tremendous success there has been in growing philanthropic support to universities in the last 10 years. The report concluded that if the current rate of acceleration in philanthropic income continues, UK universities will attract gifts worth £2 billion a year from some 640,000 donors by 2022.The report showed that investment in fundraising brings results whatever the size or type of university. If this success is to continue we must have a strong and growing group of educational fundraisers who are skilled in leading development teams and working with academics and institutional leaders. At the moment the pool of professional fundraisers working in UK higher education is too small. In this review of the fundraising workforce many of those interviewed expressed anxieties about the vulnerabilities that come from the growing, sometimes fierce, competition between universities to attract the best from this restricted supply. As a newly appointed vice-chancellor in 2006, wanting to invest in a fundraising programme, I became acutely aware of the difficulties of recruiting a well-qualified team. There seemed to be an unnecessary vulnerability to us all in the competition that we engaged in to attract the best fundraisers. The limited pool was leading to escalation in salaries and over-rapid career progression for fundraising staff across the UK.In order to attract more people to become educational fundraisers, there needs to be an attractive career structure and a shared understanding of the skills and knowledge-base required to be effective at different stages of that career. This is the issue that guided this second report. What should a career path in educational fundraising look like and how can we retain the best people

Strategic Planning: A Review of Grantee Practices

Provides an analysis of the strategic planning process of nonprofit organizations funded by the foundation, including the process of organizational change. Includes recommendations

Gateways to the Principalship: State Power to Improve the Quality of School Leaders

Examines weaknesses in state policies with respect to principal preparation program approval and licensure requirements and highlights leading states and lagging states in efforts to raise preparation and certification standards. Makes recommendations