Page 259 - DMGT106_MANAGING_HUMAN_ELEMENTS_AT_WORK

Unit 11: Individuals and Self-Management

multi-levels. Parallel to these, the analysis of quantitative data of 1,183 teachers in 169 Notes
work groups of 63 primary schools also supported that the practices of the multi-level
self-management cycles may promise enhanced performance at the school, group, and
individual levels. In particular, the present study has addressed two inconclusive and
problematic relationships of practicing self-management in school to students’ outcome
and school effectiveness in extant literature. It has established statistically the relationships
of the practicing the school self-management cycle to organizational effectiveness and
students’ academic achievement. Thus, the proposed multi-level framework of
self-management in school had demonstrated a high degree of robustness for
understanding and facilitating multi-level self-management in school.
To put things together, it is believed that the present study has extended the knowledge
of the phenomenon of self-management in school closer to its true meaning by
(1) focusing on self-management at the school, the group and the individual levels;
(2) exploring the possible relationships among the practice of self-management in school
and various performance indicators of school at multi-levels; (3) establishing the
importance of maintaining a high degree of congruence in the effective practice of
self-management across three levels. Given these, the author suggests that the framework
has implications for research and practice. The possible implications are discussed in the
light of research, theory development, management practice, teacher development and
policy development. It is hoped that the framework could have significant contributions
to the development of the knowledge base of ongoing school-based management reforms
in both local and international contexts.
Questions:
1. Explain the multi-level self-management in school.
2. Discuss the developing and directing stage for individual level school management.

Self Assessment

Multiple choice questions:
5. Abilities can be classified into ............ and physical abilities and different task requires
different level of the two.

(a) mental (b) economical
(c) technical (d) none of these
6. ………………. is the process of observing behaviour and then determining its cause
based on individual’s personality or situation.
(a) Extraversion (b) Agreeableness
(c) Conscientiousness (d) Attribution
7. ……… is the process of selecting only the information that supports our pre-existing
belief system, thereby eliminating the discomforting information.
(a) Goal setting (b) Self-monitoring
(c) Self-evaluation (d) Selective perception

8. ................. is the basic cognitive process that transforms sensory stimuli into meaningful
information.
(a) Perception (b) Economical

(c) Technical (d) None of these

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