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Training School Principals as Talent Developers: An International
Perspective focuses on how to prepare school principals to lead
their schools by training and supporting teachers in their craft.
The main goal of schools is improving teaching and learning in
order to maximize students' potential to be college ready and
career ready. Principals play significant role in improving the
instructions which improves students' learning. In order to do so,
we need inspiring principals to be talent developers. The book is
comprised of chapters written by faculty and researchers from
various countries and offers multiple perspectives on training and
developing principals to be talent developers. In the ten chapters
of this edited book, we wanted to address the perspectives of "who
is the role model of a principal, what are the qualities needed to
make a good principal and what are the challenges that the talent
developer principals encounter to achieve their goals. We also
wanted to broaden the lens by addressing these perspectives in the
United States and globally.
Talent management (TM) and talent development (TD) are of the most
important areas of focus for organizational leaders and scholars
around the world (Machado, 2015). Geographic boundaries have become
increasingly permeable, with talent considerations being a key
factor in the decision of where organizations locate their
operations (Farndale, Scullion, & Sparrow, 2010). These changes
in global market conditions have lead organizations to develop
robust global talent management and development strategies that
help organizations attract and retain the best talent (Nilsson
& Ellstroem, 2012). Still, most international TM and TD
initiatives can be described as ad hoc, non-strategic, or based on
exported models from the West (Machado, 2015). From an operational
perspective, although there is a surge in research on TM and TD
practices across different regions, most of what we know about
these topics is based on government and practitioners' reports.
Nowadays, organizations are operating in diverse environments
catalyzed by globalization, economic openness, and governmental
smart visions and practical policies. Governments and organizations
alike, are aspiring to become talent magnet destination, attracting
expatriates from all over the world. The question we try to answer
in this book is whether entities are able to continue their growth
through current TM and TD practices or whether a more strategic
approach is needed in order to address the current TM and TD
challenges and to meet the needs of individuals, organizations, and
governments. In particular, in this book we provide different
perspectives of current status of TM and TD practices in select
countries across the world. Our aim is to provide scholars and
practitioners interested in the topic with a better understanding
of TM and TD practices, and an overview of factors that affect
these practices. Once we understand the different challenges,
practitioners and leaders can use TM and TD as a source of power,
or a strategy, that can lead people and organizations into success.
Talent management (TM) and talent development (TD) are of the most
important areas of focus for organizational leaders and scholars
around the world (Machado, 2015). Geographic boundaries have become
increasingly permeable, with talent considerations being a key
factor in the decision of where organizations locate their
operations (Farndale, Scullion, & Sparrow, 2010). These changes
in global market conditions have lead organizations to develop
robust global talent management and development strategies that
help organizations attract and retain the best talent (Nilsson
& Ellstroem, 2012). Still, most international TM and TD
initiatives can be described as ad hoc, non-strategic, or based on
exported models from the West (Machado, 2015). From an operational
perspective, although there is a surge in research on TM and TD
practices across different regions, most of what we know about
these topics is based on government and practitioners' reports.
Nowadays, organizations are operating in diverse environments
catalyzed by globalization, economic openness, and governmental
smart visions and practical policies. Governments and organizations
alike, are aspiring to become talent magnet destination, attracting
expatriates from all over the world. The question we try to answer
in this book is whether entities are able to continue their growth
through current TM and TD practices or whether a more strategic
approach is needed in order to address the current TM and TD
challenges and to meet the needs of individuals, organizations, and
governments. In particular, in this book we provide different
perspectives of current status of TM and TD practices in select
countries across the world. Our aim is to provide scholars and
practitioners interested in the topic with a better understanding
of TM and TD practices, and an overview of factors that affect
these practices. Once we understand the different challenges,
practitioners and leaders can use TM and TD as a source of power,
or a strategy, that can lead people and organizations into success.
Talent has been identified as the only differentiator for an
organization's, nations' or any region's success in this uncertain,
complex, competitive and global environment. Ulrich (2008) defined
talent as the equation of 3Cs: Talent = Competence x Commitment x
Contribution. Malaeb and Chanaron (2010, p. 2), noted "Competence
means that employees have the skills and abilities today and in the
future for required business results. ... Commitment means that
employees are involved and engaged ... while Contribution means
that employees find personal abundance at occupation ..." While
Ulrich (2008) observed that commitment focused on meaning and
identity and other restraints that tap employee's heart. This book
is unique in many ways, which makes it extraordinary. First, unlike
other books that have examined issues of change facing the global
economy no book has examined the issue of talent development from
the perspective of special interest groups including management
international students, women refugees, refugees, non?governmental
organizations, for profit, for benefit and nonprofit organizations.
Thus, talent development world over has become one of the most
important issues when it comes to developing human resources
especially through education and training. The book presents
pertinent research and practice on talent development management
and argues that the term talent development broadly refers to
management and development of high performing and high potential
individuals in society required to carry out critical
organizational and society roles aimed at improving human
development. The contributors of the book chapters include
individuals actively involved in research, teaching and practice in
higher education and in business and industry. The chapters are
based on empirical data, including review of relevant literature.
The book also recognizes that talent development is more than just
crisis management and includes best talent management practices,
shared governance, meaningful reforms, strategic planning,
transparency and accountability, social justice and respect for
human life and the need to develop humane organizations and humane
communities. The contributions take cognizance of the fact that
talent development as a concept is facing fundamental changes in
the global knowledge economy, and especially with political changes
taking place world over. Contributors also take cognizance of the
fact that one important source of change in society has been the
accelerating speed of scientific and technological advancement
driven by the power of the Internet hence the need to develop
talent for the 21st century and beyond. The book is basically an
academic book for use by undergraduates and graduate students at
universities, for?profit, for?benefit, and non?profit
organizations, policy makers and formulators in ministries of
Education; supra national organizations, foreign organizations
multilateral organizations, non?governmental organizations,
community based organizations as well as development stakeholders,
and community organizers.
Talent has been identified as the only differentiator for an
organization's, nations' or any region's success in this uncertain,
complex, competitive and global environment. Ulrich (2008) defined
talent as the equation of 3Cs: Talent = Competence x Commitment x
Contribution. Malaeb and Chanaron (2010, p. 2), noted "Competence
means that employees have the skills and abilities today and in the
future for required business results. ... Commitment means that
employees are involved and engaged ... while Contribution means
that employees find personal abundance at occupation ..." While
Ulrich (2008) observed that commitment focused on meaning and
identity and other restraints that tap employee's heart. This book
is unique in many ways, which makes it extraordinary. First, unlike
other books that have examined issues of change facing the global
economy no book has examined the issue of talent development from
the perspective of special interest groups including management
international students, women refugees, refugees, non?governmental
organizations, for profit, for benefit and nonprofit organizations.
Thus, talent development world over has become one of the most
important issues when it comes to developing human resources
especially through education and training. The book presents
pertinent research and practice on talent development management
and argues that the term talent development broadly refers to
management and development of high performing and high potential
individuals in society required to carry out critical
organizational and society roles aimed at improving human
development. The contributors of the book chapters include
individuals actively involved in research, teaching and practice in
higher education and in business and industry. The chapters are
based on empirical data, including review of relevant literature.
The book also recognizes that talent development is more than just
crisis management and includes best talent management practices,
shared governance, meaningful reforms, strategic planning,
transparency and accountability, social justice and respect for
human life and the need to develop humane organizations and humane
communities. The contributions take cognizance of the fact that
talent development as a concept is facing fundamental changes in
the global knowledge economy, and especially with political changes
taking place world over. Contributors also take cognizance of the
fact that one important source of change in society has been the
accelerating speed of scientific and technological advancement
driven by the power of the Internet hence the need to develop
talent for the 21st century and beyond. The book is basically an
academic book for use by undergraduates and graduate students at
universities, for?profit, for?benefit, and non?profit
organizations, policy makers and formulators in ministries of
Education; supra national organizations, foreign organizations
multilateral organizations, non?governmental organizations,
community based organizations as well as development stakeholders,
and community organizers.
While universities world over are undergoing reforms and change, in
the case of African universities as illustrated in this book, the
reforms and changes are profound and can best be described as
transformative. This book is unique in many ways, which makes it
extraordinary. First, unlike other books that have examined issues
on higher education in Africa from externalist positions, the
contributors to this book are scholars who have been educated, are
currently teaching in African universities or have taught in
African universities. The book specifically focuses on
transformations in the governance of African universities and its
implications on equity, entrepreneurship, innovation, quality
assurance, information and communication technologies (ICTs), and
reform issues in higher education in Africa. The book presents
pertinent research on governance in African universities in an
experiential and empirical manner. The contributors of the book
chapters include individuals actively involved in teaching,
researching and governance of higher education institutions in
Africa. The chapters are based on empirical data, including review
of relevant literature. The book also recognizes that university
governance is more than just crisis in financial or economic
issues, but includes best management practices, shared governance,
meaningful reforms, strategic planning, consultation, transparency
and accountability, client (students, lecturers, parents and the
public) satisfaction, as well as the role of the university in
development. The contributions take cognizance of the fact that
governance as a concept is facing fundamental changes in the
context of global knowledge economy, and African local conditions.
Contributors also take cognizance of the fact that one important
source of change in Africa has been the accelerating speed of
scientific and technological advancement in learning at
universities where lifelong learning programs, adult learning
programs, distance and online learning are relatively new. The
chapters are also sensitive to new changes in gender,
demographical, technological, education reforms, social and
economic transformations in the governance of African universities.
The book is basically an academic book for use by undergraduates
and graduate students at universities, policy makers and
formulators in African ministries of Education; supra national
organizations, foreign organizations working in Africa, NGOs and
CBOs as well as development stakeholders, and community organizers.
While universities world over are undergoing reforms and change, in
the case of African universities as illustrated in this book, the
reforms and changes are profound and can best be described as
transformative. This book is unique in many ways, which makes it
extraordinary. First, unlike other books that have examined issues
on higher education in Africa from externalist positions, the
contributors to this book are scholars who have been educated, are
currently teaching in African universities or have taught in
African universities. The book specifically focuses on
transformations in the governance of African universities and its
implications on equity, entrepreneurship, innovation, quality
assurance, information and communication technologies (ICTs), and
reform issues in higher education in Africa. The book presents
pertinent research on governance in African universities in an
experiential and empirical manner. The contributors of the book
chapters include individuals actively involved in teaching,
researching and governance of higher education institutions in
Africa. The chapters are based on empirical data, including review
of relevant literature. The book also recognizes that university
governance is more than just crisis in financial or economic
issues, but includes best management practices, shared governance,
meaningful reforms, strategic planning, consultation, transparency
and accountability, client (students, lecturers, parents and the
public) satisfaction, as well as the role of the university in
development. The contributions take cognizance of the fact that
governance as a concept is facing fundamental changes in the
context of global knowledge economy, and African local conditions.
Contributors also take cognizance of the fact that one important
source of change in Africa has been the accelerating speed of
scientific and technological advancement in learning at
universities where lifelong learning programs, adult learning
programs, distance and online learning are relatively new. The
chapters are also sensitive to new changes in gender,
demographical, technological, education reforms, social and
economic transformations in the governance of African universities.
The book is basically an academic book for use by undergraduates
and graduate students at universities, policy makers and
formulators in African ministries of Education; supra national
organizations, foreign organizations working in Africa, NGOs and
CBOs as well as development stakeholders, and community organizers.
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