LEVEL OF AWARENESS OF SUCCESSION PLANNING AND MANAGEMENT PRACTICES AMONG EDUCATIONAL LEADERS AT GULF COLLEGE, OMAN
Gako-hitzak:
succession planning, management practices, communicate expectations, organization assessment and alignment, talent training and development, process evaluationLaburpena
The study aimed to determine the level of awareness of succession planning and management practices of educational managers at Gulf College, Oman. Specifically, it sought to establish the significant relationship of the respondents’ personal profiles and their level of awareness in succession planning and management practices. This study employed the descriptive-evaluative method. The respondents were the educational leaders (deputy deans, head of faculty, program leaders, coordinators and centre managers, lecturers). Statistical procedures were used to analyse the quantitative data such as Frequency and Percentage Distributions and Weighted mean and Computed r. The results show that in terms of talent training and development and process evaluation as against the respondents’ profile, the result showed that only the respondents’ age has a significant relationship in terms of succession planning and management practices. The levels of awareness of the respondents as regards to succession planning and management practices in terms of communicate expectations and organization assessment and alignment must be strengthened, since they have a verbal interpretation of aware. Likewise, the level of awareness of the respondents as regards to succession planning and management practices in terms of talent training and development as well as process evaluation have marked less aware, this implies that although educational leaders have some knowledge in succession planning and management practices, their involvement is limited. Hence, implementation is not actualized. In order to keep abreast with the challenging academic set ups educational leaders, particularly the top and middle managers should provide an open avenue in succession planning and practices specifically in communicate expectations, organization and assessment, talent and training development programs, and process evaluation. An apprenticeship programs must be provided for incoming educational leaders or managers.
Erreferentziak
A. Books:
Blanchard, K. (2004). The Secrets What Leaders Know -- and Do The Strategies, Skills, and Knowledge Leaders at every Level Need to Succeed. San Francisco, CA: Bernell-Koehler Publishers, Inc.
Brooks, D and Brooks, L. (2005). 10 Secrets of Successful Leaders. Two Penn Plaza, New York: McGraw-Hill.
Byham, W.C., et.al. (2002). Grow your Own Leaders: How to Identify, Develop, and Retain Leadership Talent, Acceleration Pools: A New Method of Succession Management. Prentice-Hall, Inc. Upper Saddle River.
Collins, J. (2001). Good to great: Why some companies make the leap and others don’t.
New York: HarperCollins.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. CA: Sage. Thousand Oaks,
Fulmer, R. M., & Conger, J. A. (2004).Growing your company’s leaders: How great organizations use succession management to sustain competitive advantage. New York: AMACOM.
Fulmer, R. M., & Goldsmith, M. (2001). The Leadership Investment: How the world’s
Best Organizations Gain Strategic Advantage through Leadership Development. New
York: AMACOM.
Noe, R. A. (2008). Employee Training and Development. (4th Edition). New York: McGrawHill.
Ouchi, W.G. (1981). Theory Z: How American Companies Can Meet the Japanese Challenge. New York: Avon Books.
Pierre, J. L., Newstrom, J.N. (2011). Leaders and The Leadership Process, Readings, self- assessment and Applications. (6th edition).New York: McGraw-Hill Companies.
B. Journals
Shamsuddin, A. (2012). Leadership Management as an Integral Part of Succession Planning in HEIs: A Malaysian Perspective International Journal of Business and Social Science Vol. 3 No. 3; February 2012 retrieved January 22, 2013 from http://search.proquest.com/docview/918783896
Spendlove, M. (2007). Competencies for effective leadership in higher education. The International Journal of Educational Management 21. 5 (2007): 407-417 retrieved September 18, 2012 from http://search.proquest.com/doc view/678899865
C. Online Articles
Bartridge, T.(2005) Why is Succession Planning Important, retrieved from http://www.ameinfo.com/5976.html, on June 25, 2008.
Caldwell, A.C. (2007). Elements of Effective Succession Planning: A working Paper for the UCEDDs Silver Spring, MD: Association of University Centers on Disabilities retrieved from http://www.aucd.org/docs/ucedd/add_ta053007/si October 12, 2012
Fulmer, R. Choosing Tomorrow’s Leaders Today retrieved from http://humanresources150.com, August 2, 2007
Gonzalez, C. (2010). Leadership, Diversity, and Succession Planning in Academia retrieved from http://cshe.berkeley,edu/publications/docs/ROPS October 25, 2012
Christie, D. (2005). Learning To Grow Our Own: A study of Succession Planning at Douglas College.
Coward, L.W. (2012). A Quantitative Study: Administrative Leader’s Perception of Succession Planning and Management Practices within Community Colleges. University of Texas
Erasmus, L. (2009). The Effectiveness of Succession Planning in SARS Enforcement Port Elizabeth. Nelson Mandela Metropolitan University.
Groves, K. S. (2006). Integrating Leadership Development and Succession Planning Best Practices. California, USA.
Molina, G. L. (2008). Leadership Reconsidered: A mixed Methods of Developing Future Leaders in the Community College. Capella University.
Richards, C. L. (2009). A New Paradigm: Strategies for Succession Planning in Higher Education. Capella University.
