The Cold War And The Soviet Union - 1039 Words

The Cold War lasted from 1947 to 1991. The Cold War was the wars of multiple threats and possible inflation of earth but ended with invasions and hostility from nations across the world. The Soviet Union and the United States and worked together to defeat their enemies in World War two, which ended with the nuclear bombings of Hiroshima and Nagasaki. The atomic bombing had left the hundreds of thousands dead as well as a new fear of the United States power. Since the United States and the Soviet Union had worked together both now contained the atom bomb blue prints, creating hostility between the two great nations. Thus, the deadly â€Å" arms race† had begun. No only was there fear of nuclear warfare but also fear of the development of†¦show more content†¦The United States fear of loosing their economic and political global power used nationalistic propaganda in order to place fear of the communist threat into the people. From this came several invasions, into North Vietnam, North Korea and Cuba. Also it changed American foreign policy and the sphere of political practice in the United States. One of the biggest foreign policy and organizations created was NATO (North Atlantic Treaty Organization). NATO was set in place to combat and contain the communist threat. The goal behind NATO was a collective defensive measure that consisted of 28 members in 1949. In essence the group promised to work together and put their military forces together if the enemy decided to attack. The power of NATOs strategies where not seen until the Korean War. Also, in retaliation to NATO , the communist formed the Warsaw Pact. The Warsaw Pact was in essence the same as NATO but instead consisted of communist powers such as the USSR. NATO brought the part of the world together under one name as well as opened the door to other foreign policies and ways of management such as containment. Containment was the military practice of used by the United States in order to respect opposing nations/ states. This policy was set in place in ensure communism stayed abroad and did not spread to any further nations or America. Containment was proposed by George Kennan, in hopes of preventing world war three by usually the

The Evolution of Religion - 1318 Words

INTRODUCTION In The Wizard of Oz (1939), Dorothy and her friends journey to the Emerald City in seek of Oz – the great and powerful wizard. Upon finally reaching him, Dorothy’s dog opens a curtain to reveal that the Wizard is merely an ordinary man speaking into a microphone while using various knobs and levers to create a smoke-and-mirrors effect. In many ways this story is similar to the creation and interpretation of religion by individuals within society. In the following pages I will discuss this metaphor, as well as Rudolf Otto and his theories on the creation of religion, Peter L. Berger’s theory of â€Å"the sacred canopy,† and finally the intermingling of these two theories in the evolution of religion. RUDOLF OTTO AND RELIGIOUS†¦show more content†¦This is the first of the three main aspects of Berger’s â€Å"Sacred Canopy.† â€Å"Externalization,† Berger says, â€Å"is the ongoing outpouring of human being into the world, both in the physical and the mental activity of men,† (4). Every time an individual externalizes himself upon the environment, it changes, thus creating a new set of choices to be made. This imposition of our decisions then leads to objectivation – the second aspect of the sacred canopy. According to Berger, â€Å"the humanly produced world becomes something ‘out there.’ It consists of objects, both material and non-material that are capable of resisting the desires of their producer. Once produced, this world cannot simply be wished away,† (9). In other words, objectivation occurs when the products of what we create impose themselves back upon us and take on a life of their own. Gender roles, for example, are objectivations and are different in varying societies. Berger explains that â€Å"society assigns to the individual not only a set of roles but a designated identity. In other words, the individual is not only expected to perform as husband, father or uncle, but to be a husband, a father, or an uncle† (14). The final aspect of Berger’s sacred canopy is internalization. Internalization is the acceptance of these objecti ve realities that society imposes upon us. In this step, our objectivations become part of who we are. This can be seen in variousShow MoreRelatedEssay on The Evolution of Religion880 Words   |  4 PagesThe Evolution of Religion Near the end of his novel, Darwins Dangerous Idea, Daniel Dennett questions religion and contends that it was an evolutionary process to keep humans entertained. He says they [religions] have kept Homo Sapiens civilized enough, for long enough, for us to have learned how to reflect more systematically and accurately on our position of the universe(519). Dennetts position is a controversial one, and it is difficult to argue because it is such an abstract subjectRead MoreThe Evolution of Religion Essay967 Words   |  4 PagesThe Evolution of Religion As long as humans have walked the Earth, we have sought out answers. Answers for questions like: Why are we here? Where do we go when we die? Where did we come from? and Whats that? How different people answered these questions is important to study because it shows us the spiritual side of human nature. Especially now, a time of conflict between Islam and Western Civilization, it is important to look back and trace the evolution of religion. To see whereRead MoreEvolution of Abrahamic Religions 1022 Words   |  5 PagesEvolution of Abrahamic Religions â€Å"Neither shall thy name any more be called Abram, but thy name shall be Abraham; for a father of many nations have I made thee.† Genesis 17:5. This is a direct excerpt from the king james Bible where God is renaming Abram to Abraham. 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We have the beginnings of a proof that there was a time or rather, I should say, a point in time where there was indeed nothing.Many creationists will argue that the universe is too ordered; the path of the planets (which meant wanderers, or greatRead MoreEvolution Of Religion Studies, Theories, And Criticisms By Tom Sjoblom1284 Words   |  6 PagesInitially, when examining the article, The Evolution of Religion Studies, Theories, Critiques by Tom Sjà ¶blom the author attempts to identify what various actions taken by prehistoric humans mean. Sjà ¶blom begins by explaining that humans are storytelling species and that this storytelling was extremely important to our cognitive evolution as well as the creation of symbolic and cultural behavior. This storytelling ability and cultural behavior he believes arises from, â€Å"a narrative mind which emerged

How Can Resourcing and Development Add Value to the Modern Workplace Free Essays

string(133) " The candidates who almost are fresh graduated, provide an energetic, intelligent and aggressive working style for the organization\." â€Å"How can Resourcing and Development add value to the modern workplace? † Table of content 1 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 1. We will write a custom essay sample on How Can Resourcing and Development Add Value to the Modern Workplace or any similar topic only for you Order Now 1 Company background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 1. 2 Purpose, Value and Principle†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 1. 3 Awards†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 4-5 1. 4 Proctor Gamble and Johnson Johnson’s industry status†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 2 Recruitment issues of P G†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ 6 2. Campus Talk recruitment method Added Value in workplace†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6-7 2. 2 Job Fair Internship recruitment method Added Value in workplace†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 7-8 3 Diversity issues of P G†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 3. 1 Gender Added Value in workplace.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9-11 3. 2 Culture Added Value in workplace†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12-13 4 Continuing Professional Development issues of P G†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 14 4. 1 Employee Development Added Value in workplace†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14-15 4. 2 Talent Development Added Value in workplace†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦15-17 5 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 18 6 Appendixes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 19 7 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 20-21 1 Introduction 1. 1 Company Background Founded in 1837, Procter Gamble (P G) was established by William Procter, a candle maker, and his brother-in- law, James Gamble, a soap maker, when they merged their small businesses. Now, P G is one of the largest consumer products companies in the world. These include beauty care, household care and Gillette products. PG Greater China business includes Mainland China, Hong Kong and Taiwan, which were established in 1988, 1987 and 1985 respectively. PG has operations in more than 80 countries, with more than 300 brands on market in 160 countries employing approximately 135,000 people. Their worldwide headquarters is in Cincinnati, Ohio, U. S. 1. 2 Purpose, Value and Principle Purpose unifies us in a common cause and growth strategy of improving more consumers’ lives in small but meaningful ways each day. It inspires PG people to make a positive contribution every day. They would provide branded products and professional services of superior quality and value that improve the lives of the world’s consumer now and for generations to come. As a result, consumers will reward them with leadership sales, profit and value creation, allowing P G people, shareholders, and the communities in which they live and work to prosper. Values reflect the behaviors that shape the tone of how they work with each other and with their partners. P G was focus on consumers, staffs, brands and what make P G’s unique. Management brings the values to life as they focus on improving the lives of the world consumers. PG is its people and the values by which their live. They attract and recruit the finest people in the world. They build an organization from within, promoting and rewarding people without regard to any difference unrelated to performance. They act on the conviction that the men and women of Procter Gamble will always be their most important asset. And Principles articulate PG’s unique approaches to conducting work every day and shows respect all individuals. As they agreed the interests of the Company and the individuals are inseparable. They are strategically focused in the work and promoted innovations as P G success. 1. 3 Awards They were honored to have focus on innovation recognized at the 2010 Edison Awards. A. G. Lafley, former Chairman and CEO, was also recognized with the Edison Achievement Award—one of just a handful of business CEOs to ever receive the honor. The award recognizes distinguished business executives who have made a significant and lasting contribution to innovation. In his remarks, A. G. hared the award with PG and external business partners, whose focus on consumer-centric, systematic innovation has helped PG bring innovative, life-improving products to consumers. â€Å"Innovation is more important now than ever,† said Caldicott. â€Å"The finalists we announced today are the moving parts in the engine of economic growth. They inspire people to think outside the box and improve the lives of peopl e around the world. 1. 4 P G and Johnson Johnson’s industry status PG is the largest consumer products company and building leading brands that is one of the fastest growing markets in the world. It registering strong business growth in the consumer product industry and PG’s China staff has grown rapidly. Besides, P ; G was the 22nd largest profitable company in amount profited of US$ 13,436 million launched by Fortune 500. On the other hand, their competitor – Johnson ; Johnson is the world’s sixth-largest consumer health company which operates in three segments through more than 250 operating companies located in some 60 countries and employing 114,000 employees. J ; J was the 32nd largest profitable company in amount profited of US$ 12,266 million. Recruitment issues of P ; G Recruitment means to estimate the available vacancies and to make suitable arrangements for their selection and appointment. Recruitment is understood as the process of searching for and obtaining applicants for the jobs, from among whom the right people can be selected. According to EDWIN FLIPPO, â€Å"Recruitment† is the process of searching for prospective employees and stimulating them to apply for jobs in the organization. † 2. 1 Campus recruitment method ; Added Value in workplace Apart from advertising method of recruitment, it available to employers and is widely used involves recruiting people directly from education institutions. P;G was successfully launched 1st of Campus Recruitment named â€Å"Corporate Elite Program† in Hong Kong in 2008. It is a program that hired from University top talents who are inspired to start their career in P;G, to gather together to experience an exclusive, meaningful ; fruitful recruitment journey. P ; G offer interactive platform for Elite students to make friends with P;G managers as well as among themselves. At the end of the journey, they will have the chance to get full time offer from P;G. The program mainly to target Sales ; Marketing students, apply for P ; G Pharmaceutical’s industry. Apart from Hong Kong ; Taiwan, P;G U. K. recruited around fifteen new staff members from over three thousand graduate applicants per year in the U. K. Regarding Campus Recruitment can be added value in P ; G, the organization will build up the company’ image in Consumer field. The candidates who almost are fresh graduated, provide an energetic, intelligent and aggressive working style for the organization. You read "How Can Resourcing and Development Add Value to the Modern Workplace" in category "Papers" Moreover, it benefit of innovative and imaginative thinking, strive for execution excellence, and breakthrough a typical work environment that recognizes and rewards high performing. Hence, P ; G were ranked first worldwide for the â€Å"Recruitment, Training ; Retention of the best staff† in the FMCG (Fast Moving Consumer Goods) industry by Fortune 500 Magazine. 2. 2 Job Fair and Internship recruitment method ; Added Value in workplace Job Fair and Internship recruitment also implement in P ; G Company. Job fairs are becoming a more common method of entry-level recruiting and initial screening. For P ; G recruiter, they offer an opportunity to reach potential candidates and collect their profile. P ; G offered much of opportunities in different kind of place and launched Job Fair for permanent and internship candidates, aimed target hiring for Customer Service staff in retail shop. The recruitment team short listed the candidates for the full time or internship program, the objective to organize of Career Fairs are to provide a platform where hiring talent staff work in Customer Service field in P ; G. Job Fair has the benefit of new skills, new talents and new experiences candidates who fulfill the job requirements in P ; G. An effective recruitment practice identify job applicants with the appropriate level of knowledges, skills, abilities, and other requirements needed for successful performance in a job or an organization. Internship recruitment was very popular and common for an employer implement, as it not only give a valuable chance to the candidates to learn in workplace and also can be benefit to the organization. Besides, they are offered various learning opportunities like training and on boarding programs throughout an internship to be able to easily adapt to business atmosphere and successfully complete the projects. During the program, internship would receive ongoing coaching and feedback. Internship for employers represent an opportunities to bring in bright ; energetic people, to pre-screen for the best and the brightest, and in cases of highly desirable graduates or programs, to attract good candidates before graduation. In addition, from an operational perspective, interns offer an opportunity to bring in short term staff to meet high demand periods, vacation backfilling, and for special projects. Acuff (1985) indicates that Recruitment at colleages and universities is seen as a major source of new employees in business, technical, professional, sales, administration, and other fields. Co-operation and internship programs sponsored by colleges and universities are seen by many organizations as being a particularly effective source of new employees. Some employers have also found a lower turnover rate among employees who have been recruited through such programs. 2 Diversity issues of P ; G Diversity means that the condition of having or being composed of differing elements, especially the inclusion of different types of people or different races of cultures in a group or organization. Diversity is not only diversity of ethnic background and gender, but also age, sexual orientation and work and life experience. Diversity is deeply rooted in P ; G’s Purpose, Values ; Principles. Through their commitment, P;G brings together individuals from different backgrounds, cultures, and thinking styles providing remarkably different talents, perspectives, life and career experiences. The mission of Diversity ; Inclusion at P;G is â€Å"Everyone Valued, Everyone Included, Everyone Performing at Their Peak†. 3. 1 Gender ; Added Value in workplace The Company employs over 100 thousand people of different nationalities spread between North America, Latin America, Europe, Middle East, Africa and Asia. Diversity (of gender, race, religion, culture) is one of most important P;G assets in achieving their mission to understand and serve consumers round the world. Almost a decade ago, P ; G business decided to address gender diversity and get closer to its consumers. They understood that female team members would enable them to better understand consumers, since household purchasing decisions are mostly overseen by women. According to P ; G Management report stated that 40% of P ; G Managers are women. Since then, the team has hired full-time female employees and has deployed diversity trainings to dispel cultural myths and address work life balance issues. P ; G believes that work-life balance is just as important as employee’s performance, days-off to â€Å"Work from Home† programmes, and special considerations for working mothers and family commitments. The company understands the need for balance of the employee’s work life. After all, full of happiness employees are more productive and have self-motivation which translates to success for all. A Strategic Approach Dr. R. Roosevelr Thomas, Jr. tates that â€Å"Globalization is transforming the very nature of our business relationship, decision-making processes, and interactions, making world class diversity management, more needed now than ever before. P;G continues to focus on diversity as a global strategy and expects its work force to become increasingly diverse, enabling employees to serve more of the w orld’s consumers. Global data on enrollment by gender is shown in the following table: Sourced by P ; G Sustainability Report 2010 In 2010, P;G’s solid progress in diversity and inclusion was recognized in many global and U. S. surveys. It includes Diversity Inc. of Top Companies for Diversity No. 18 in 2010, Top Global Diversity Companies No. 6 in 2010 and Working mother ofâ€Å"Working Mother Hall of Fame, 2005† for Top 10 Companies for Executive Women (2010 NAFE). Many awards were recognized gender diversity added value in P ; G. 3. 2 Culture ; Added Value in workplace Culture usually ‘refers to shared attitudes, beliefs and behaviours that individuals learn from the family and society in which they live’ (Gold et al. , 2010:435) In P ; G, one of the most important factors is culture. The most talented people want to work in a culture that is open, collaborative, and embraces change. Creating and sustaining such a culture is difficult, and they know they need to change and evolve the culture. They become more externally focused and need to be more agile, more flexible and faster, more innovative and more productive. Since A. G. Lafley became Chief Executive Officer in 2000, the leaders of P;G have worked hard to make innovation part of the daily routine and to establish an innovation culture. In that year, P ; G spent US$2. 1 billion on innovation, and received $76. billion in revenues. Benefit in getting more value from every investment in innovation culture. According to Diversity Management by Pamela Arnold who is President of American Institute for Managing Diversity, Inc stated that â€Å"This integration leads to a workplace environment that encourages creativity and innovation and motivates people to make a difference not only internally but also externall y communities. Together, P ; G represent around 140 nationalities. Their recruiting and development philosophy to â€Å"build from within† fosters a strong culture of trust and shared experiences. Their diversity, shared culture and unified purpose are the defining elements that enable P;G to touch lives and improve life every day. Usually P ; G want their international managers to be experienced and familiar with corporate culture as well as a solid understanding of the company’s core values. It is the responsibility of the manager to facilitate each employee to bring their own experiences to the table allowing for a collage of international ideas that help P;G products reach consumers on every continent. Another component of P;G’s business organization that fully utilizes each individual employee is the office orientation. P ; G represent that has actively and successfully taking on the challenge of globalization through international management. Many worked in P;G colleagues who gained lot opportunities to interact with colleagues from Hong Kong, Taiwan, China and even all overseas P ; G companies. Hong Kong and Taiwan’s Oral Care team is one of the most culturally diverse teams in P;G. Such diversity allows them to view things from different perspectives, and thus help them make better decisions based objective discussions. It is founded in P ; G that harnessing these differences will create a productive environment in which everyone feels valued, where their talents are being fully utilised and which organisational goals are met. According to Ms. Carole Yeung (General Manager of Global Offices of Diversity ; Ombuds, Chevron) said that â€Å"this effort is designed to strengthen our organizational capability and develop a talented global workforce that gets results†. It strongly proved that global cultural diversity was added value in workplace and Organizations reach their potential when everyone, individually and collectively, shares the best chance to succeed. Also, the important achievements are contributing directly to specific organizational values. P ; G acts on the conviction that the men and women of the organization will always be their most important asset. P;G is a very diverse organization which according to Diversity Inc Top 50 List awarded the Best Companies for Multicultural Females for Top 5 in 2009 and Companies for Diversity of Top 40 in 2010. Continuing Professional Development issues of P ; G Continuing Professional Development refers to the imparting of specific skills, abilities and knowledge to an employee. It is any attempt to improve current or future employee performance by increasing an employee’s ability to perform through learning, usually by changing the employee’s attitude or increasing their skills a nd knowledge. The fundamental aim of training is to help the organization achieve its purpose by adding value to its key resource for their employees who hired. Training means investing in the people to enable them to perform better and to empower them to make the best use of their natural abilities. 4. 1 Employee Development ; Added Value in workplace P;G are building on the knowledge by providing a best in class training programme that is both challenging and enriching. Half of the training is done on-the-job, while the other half will be delivered in active and engaging ways. Most of the employees are gain invaluable and practical knowledge that empowers the way they work. In addition to on-the-job experience, P ; G provides a wealth of technical, functional and leadership skills training. Some programs are offered at career milestones, such as when an employee first takes on responsibility for managing others or leading an organization. Other programs take managers out of the classroom and into retail stores or even into consumers’ homes. This process not only helps P;G people develop business skills but also deepens their commitment to touching and improving consumers’ lives that P;G’s enduring Purpose. P;G treat their employee as the Company’s most important asset and source of competitive advantage. The success depends entirely on the strength of their talent pipeline, which to build from within and manage with a disciplined process led by the CEO and the senior leadership team. Besides, approach to developing leaders at P;G is elegantly simple. They take the same rigorous and disciplined approach to developing leaders at P;G around the world in every business, in every region and at every level. Regarding leadership rewarded added value in P ; G which is recognized Hay Group’s Twenty Best Companies for Leadership by Bloomberg Business Week. Moreover, information provided by Human Resource Management Journal – Vol 8 No. 4. It clearly supports and agreeing with the view that CPD is important because of the changing nature of work and that it has benefits to the employer as well as the individual through enhancement of employability and career prospects. It was anticipated that job satisfaction and organizational commitment would be positively related to the value accorded to CPD. Appendix of table 1 (Value of CPD) should be indicated the respondents were in general favorably disposed towards CPD in workplace. 4. 2 Talent Development ; Added Value in workplace Talent consists of those individuals who can make a difference to organizational performance, either through their immediate contribution or in the longer term by demonstrating the highest levels of potential. Additionally, Talent Development means the systematic attraction, identification, development, engagement, retention and deployment of those individuals with high potential who are of particular value to an organization. In P;G, Talent Development is a never-ending priority. They develop talent primarily from within the organization, and they are one of the few companies that are committed to that approach. P ; G creates opportunities for careers in workplace, not just a job. One way they do this is by managing P;G talent development globally. Starting at mid-levels of management and higher, to enable career development and growth across businesses and geographies. Eventually, identify talent early and groom people through a series of varied and enriching assignments that will prepare them for future roles. The CEO and Vice Chairs meet monthly to plan senior management assignments. Business presidents meet as a talent-development team once per quarter. And the Board of Directors reviews P;G’s talent pipeline once a year. P ; G was delighted to be awarded the Asian Human Capital Award 2010. This recognition is an endorsement of what P ; G has leading to best talent retention was developed to meet this critical organizational need in a climate of contemporary human resource challenges. Ulrich (2008) defines talent in a general sense as comprising â€Å"Competence, commitment and Contribution†, stressing the need to ensure all three. Talent strategy and the HR practices associated with it should attract, retain, motivate and develop the particular kind of talent an organization needs in ways that build commitment, ensure competence, and result in a contribution that the business finds valuable and that the individuals regards as personally meaningful. According to Boudreau and Ramstad (2005) and Dave Ulrich (2008) stated that Effectiveness which requires HR practices that will ensure that key talent is fully capable, motivated and is supported in having the opportunity to apply their talent appropriately and effectively in their work. Efficiency requires identifying the most cost-efficient methods of investing in â€Å"talent†, an important consideration to ensure a careful focus on delivery of talent management plans. 4 Conclusion The consumer product goods industry is a highly competitive industry, the conclusion is that while P ; G is an established home consume product goods competitor, the greatest competitive threat is Johnson ; Johnson because of its continued expansion into numerous product categories. P ; G’s intent is to offer professional sustainable development, recruitment and diversity activities in the workplace. Clearly, P ; G is not only the larger brand and the category leader but it is also the more efficient and productive company. In contrast, P ; G lack of direct marketing strategies for its product. Their threats showed competitor entry into the home consumer product goods market. It recommended P ; G has access to a greater number of markets and product co-branding opportunities because of its size and volume of sales. Besides, recommended to focus and develop talent marketing staff. It purposed bring P ; G open to expand through organic growth by establishing another brand category that is targeted specifically at the international market. (Word count: 3,343) 6 Appendixes Table 1 – Value of CPD Questions| Strongly disagree| Disagree| Neither agree nor disagree| Agree| Strongly agree| CPD can enhance employability and career prospects| 0| 5| 12| 56| 27| CPD has benefits to my employer / organization| 2| 1| 9| 56| 32| CPD is important because of the hanging nature of work| 0| 2| 7| 50| 41| CPD is not just another chore – it has significant benefits for me| 0| 5| 19| 60| 16| CPD will improve my job and career prospects| 2| 9| 22| 51| 16| CPD will improve my job performance| 0| 4| 13| 66| 17| Engaging in CPD activities has a motivating effect on me| 1| 8| 31| 46| 14| It’s worth making an effort on CPD because of the beneficial outcomes| 0| 5| 22| 58| 15| There are rewards for cont inuing my professional development| 2| 13| 25| 50| 10| 5 References Carole Yeung (2011) â€Å"Vision of the future diversity leaders†, Journal Debra Tone (2010) â€Å"Knowledge Advisors Wins CLO Award for Procter and Gamble Sales Training Measurement Strategy†, Press Release Eugene Sadler-Smith and Beryl Badger, University of Plymouth Business School â€Å"The HR Practitioner’s perspective on continuing professional development†, Human Resource Management Journal, Vol 8 No. 4 Harrison. R (2009) Learning and Development. CIPD Kathryn Komsa (2010) â€Å"Achieving Gender Balance in the Workplace Goes Beyond the Workplace†, Profiles in Diversity Journal of November / December 2010 Pamela Arnold (2010), â€Å"Diversity Management: Connecting the Diversity ABCs and the Generational X, Y and Zs in the Workplace†, Profiles in Diversity journal of November / December 2010 R. Bruce Dodge and Mary McKeough, â€Å"Internship and the Nova Scotia Government experience†, Journal Stephen Taylor (2008) People Resourcing. CIPD (p. 213-252) Victor M. Catano, Willi H. Wiesher, Rick D. Hackett, Caura L. Methor, â€Å"Recruitment and selection in Canada†, Nelson Series in Human Resources Management http://hk. pg. com/ http://www. pg. com/en_US/downloads/sustainability/reports/PG_2010_Sustainabilit How to cite How Can Resourcing and Development Add Value to the Modern Workplace, Papers

Teacher Leadership and its connection to Distributed Leadership

Question: What is teacher leadership? Distributed leadership and teacher leadership. Impact of teacher leadership on students learning. What is the future of teacher leadership? Reflection from Kazakhstan. Answer: In last two decades, the literature on educational leadership has focused on analysis of the best practices of school leadership. Usually, school leadership can be associated with the principal or head of school. All main decisions are presumably performed by the head teachers. The head teachers are not only associated with authority and decision making but also with planning budget and organizing school life. Traditional notions of leadership, focused on the role of the head teacher or principal have been evolved, and there has been shift from habitual form of school leadership to another form of teacher leadership. There are many other forms of school leadership such as transformational leadership,distributed leadership, transactional leadership, transformational leadership, managerial leadership and instructional leadership. Teacher leadership can be considered as an approach of distributed leadership. Teacher leadership implies empowering teachers to expand their influence beyond the classroom and certainly outside the school. Teacher leadership stimulates emergence of excellent teachers which leads to positive changes at schools.As York and Barne (2004) stated the teacher leadership can be seen as one of the ways of achieving educational improvement. Teacher leadership challenges the hierarchical organizational structure within educational organizations and leads to beneficial effects for teachers and students (Katzenmeyer Moller, 2011 ). Although there is lack of research on teacher leadership it has been widely discussed and investigated in the past two decades. Teacher leadership considered as a milestone in developing and maintaining of successful educational establishments. There is more responsibility on schools to equip the students with good quality skills. Teacher leadership implies that the teachers can make decisions and contribute to the schools life. As Aliakbari and Sadeghi (2014) cited Spillane et al. (2004) the heroic model of school leadership moved towards distributed leadership and allows to share responsibility among the teachers.The more emphasis is more on what can be done to improve educational process rather than on who is leading. This implies that there has been shift from individual leadership of head teachers towards distributed leadership in order to share responsibility among teachers. Moreover ,distributed leadership develops leadership skills and improves organizational environment (ibid).This concurs with Barth (2001) who stated that head teachers should be more focused on hero making rather than being heroes themselves. Nevertheless, the head teachers need to create an environment for supporting teacher leadership and inspire the teachers to endow to school effectiveness. Teacher leadership can be seen not only as sharing leadership with senior managers but also as an opportunity to accomplish their initial goals to provide good quality education.As Frost (2008) states teacher leaders are tend to influence surrounding environment. Lieberman, Saxl and Miles (2007) claim that head teachers need to provide effective teacher support in order to bring changes. Thus, it can be clearly seen that teacher leadership best succeeds if a schools leadership establishes and cultivates an environment for it. This paper aims to understand a variety of definitions of teacher leadership by reviewing the literature on the topic, and to comprehend the benefits of teacher leadership at schools. In particular I intend to assume how teacher leadership manifest at schools and how it can link to improving student outcomes. The assignment then liaises these ideas to the context of Kazakhstan and inquires the challenges of developing teacher leadership in a system that remains highly centralized. The paper starts with defining the term teacher leadership and also collates the notion of teacher leadership with that of distributed leadership. The assignment discusses the advantages of teacher leadership, and especially the ways in which teacher leadership can improve the student outcomes. However, it is can be problematic due to lack of literature from Kazakhstani experience. Though this assignment sets out some of the barriers to developing teacher leadership, and then relates these to the experience in Kazakhstan. Definition of Teacher Leadership Although teacher leadership has become popular last two decades and can be considered as a relatively recent phenomenon ,it can be defined in different ways.Some educational researchers relate teacher leadership to its influence to school improvement (Katzenmeyer Moller,2001; York-Barr Duke, 2004). Others define teacher leadership as an approach of distributed leadership (Grant,2006).While Barth (2001) describes teacher leadership as an indirect way of improving student performance, others indicate the importance of school leadership.As Katzenmeyer and Moller (2002) stated the teachers have potentiality to utilize new type of school leadership which can contribute to school improvement. A study of teacher leadership starts with the challenge of the contending definitions of teacher leadership. The manifestations have collateral qualities as well as some crucial differences among them. It can be seen that the term teacher leadership implies sharing responsibility with head teachers. One might argue that teachers are initially leaders in their classrooms, but, perhaps surprisingly, there is not a general unanimity on it. Moreover, it can be argued that teacher leadership can be represented by teacher mentors or heads of departments. So this can be questioned by asking: Is it another form of distributed leadership? As Harris (2008 ) stated distributed leadership is generally perceived as a form of leadership that is distributed among people in an organization. Teacher leadership seems to be perceived as just a form of distributed leadership. According to Muijs and Harris (2003) teacher leadership can be associated with agency and authorization as well.This resonates with theory of distributed leadership.Thus it demonstrates that teacher leadership interpretation can be varied by educational researchers. As Crowther et al. states teacher leadership can contribute positively to schools life and enhances the community life.Similarly, York-Barr and Duke (2004) cited by Lai and Chung (2014) suggested that teacher leadership as about influencing on peers,students and bringing positive changes in teaching and learning. Contrary, Gronn (2008) referred to teacher leadership as a supplement to distributed leadership arguing that this type of hybrid leadership can not be practical. Although teacher leadership has different manifestations it can be defined as a chance for teachers to practice this type of school leadership at educational organizations and to grow from there. This paper now moves to investigate how teacher leadership develops at school organizations Teacher leadership can be manifested either in formal or informal structure. For instance, teacher leaders can function as principal or head of department; union representative or mentor teachers. Furthermore, an experienced teacher can share her/his best practices with colleagues and support novice teachers For example ,in my school teacher leadership was manifested at all levels. The head teacher and head departments shared responsibilities with grade level chairs and mentors .Although, one might argue that it was just sharing or delegating responsibility in order to lessen senior managers work. The most challenging teacher leadership can be for those who holds middle manager position and have small level of power but too much work. In order to maintain the leadership skills for middle managers the head teachers need to support them by giving an opportunity to expand their responsibility. With this kind of support teacher leaders can define themselves as valuable leaders and foster school improvement. This section will scrutinize the leadership practices within distributed leadership and teacher leadership. Furthermore will explore how former can be linked to latter, and what are the similarities and differences in them. As Grant (2006) stated teacher leadership coincides with the principle of distributed leadership. The concept of distributed leadership lies in sustaining and developing school improvement, similarly the teacher leadership aims to improve students learning .Harris (2003) argues that teacher leadership can be seen as an agency which is distributed within educational establishments. It was considered that distributed leadership implies teachers working in teams and taking responsibilities within the organizations. Distributed leadership can be seen as complementing the idea of teacher leadership by promoting teacher leaders not only to engage with each other but also to participate in decision making. Moreover, the concept of teacher leaders working together would b e beneficial in an era of educational reforms and changes. Particularly, in Kazakhstan the idea of teacher leadership and distributed leadership would be essential in order to implement new curriculum content and methodologies ( ,2016).According to Hatcher (2005) distributed leadership implies participation of a wider group of staff and bringing people with different skills and experiences together in order to implement change. Distributed leadership emerged due to requirements of modern society and substituted leader-centred forms of leadership.Distributed leadership can be manifested as sharing power within schools and giving opportunity participate in solving educational issues (Harris, 2013).This resonates with teacher leadership concept where all the teachers are seen as leaders and power shared among them (Harris,2003,p 317).Teacher leadership and distributed leadership both imply that teachers are encouraged to collaborate and have the same vision. Moreover, school leadership is no longer leadership of individuals and distributed perspective has become widely utilized. The current debate about teacher leadership resonates with interesting viewpoint in Gronns paper (2000, p318) that distributing tasks implies mitigation in the distinctions between followers and leaders. What is more, leaders and followers can be recognized as co-workers in doing tasks.(ibid,324). According to Muijs, Chapman and Armstrong (2013,p 768), teacher leadership is subcategory of distributed leadership .They argue that teacher leadership is identified as a set of actions which are practised collaboratively and closely related to the concept of distributed leadership. Likewise, distributed leadership teacher leadership resonates with collaborative leadership . However, teacher leadership broader and narrower than distributed leadership and limited by in classroom leadership (ibid,2013) Teacher leadership has the same principles as distributed leadership :empowerment and agency(Muijs and Harris,2003,p439) What is more important ,distributing leadership can increase teachers self-esteem and work satisfaction, which will lead to higher levels of performance due to higher inspiration (Muijs and Harris,2003,p441).Similarly, teachers might feel that the experience of leading can increase their confidence in their own skills, and stimulated them to inspire, lead and encourage other teachers (ibid). According to Harris and Muijs (2003) the distributed model of teacher leadership might imply school improvement and change, due to culture where people have shared vision and work together. According to Harris and Townsend, in schools, where teachers are given the opportunity to lead, a great deal can be achieved for the benefit of schools and young people (2007, p175).Moreover, findings from study conducted by Day show that effective leaders might influence students learning indirectly by facilitating leadership capacity for teachers which combines principles of distributed and teacher leadership (2013, p9). Likewise, Mascall et al (2008) argue that distributed leadership does not influence student achievement directly. On the other hand, York Barr and Duke (2004) stated that there is less but still evidence that distributed leadership has a direct impact on student outcomes. According to Harris (2004), leadership is about supporting schools to sustain success. As Bush (2013, p543) states distributed leadership has become the normatively preferred leadership model in the 21st century .The incentives for promoting distributed leadership emerge from the understanding that principals and senior managers are often overburdened with loads of responsibility (ibid,2013). Distributed leadership is about sharing responsibility between formal and informal leaders .Power should be distributed among individuals and facilitated by leaders. (Spillane and Louis 2002).Distributed understanding of leadership can nurture the development of social trust, and can facilitate the development of professional communities (ibid, p96). Distributed leadership resonates with teacher leadership in making the best from human resources within the schools. Distributed leadership helps to create environment, where people have conditions to work and learn together (Harris,2005) ).Distributed leadership and teacher leadership are focused on people collaborating with each other, which will lead to their knowledge increase and improvements in practice. Consequently, both types of leadership can develop skills, expertise through team work. Another point was posited by Woods et al, (2004, p441) that distributed leadership highlights leadership as an emergent property of a group networking of interacting individuals .Similarly, teacher leadership can be fostered by being involved in discussions with other teacher leaders (Harris and Mujis , 2006).Interacting with other teachers ,discussing problems and sharing opinions how to improve these problems help to improve leadership skills.. As Woods et al (2004) state distributed leadership resonates with collegiality. Furthermore, distributed leadership can be perceived as an emergent property of people who work as a team. Distributed leadership means expansion of boundaries of leadership and sharing expertise across the teachers. Hence, If teachers expertise brought together it is possible to forge a dynamic which represents more than the sum of the individual contributors. Initiatives may be inaugurated by those with relevant skills in a particular context, but others will then, within a mutually trusting and supportive culture, adopt, adapt and improve them (ibid, 2004, p442). Distributed leadership was explored by scholars in relation to teachers, however there are other people who might be involved into distributed leadership. For example, Fuller (2013) applied concept of distributed leadership to the context of the leadership engagement of children, young people and parents in six school-based extended services. She posited that distributed leadership cannot be effective itself without engagement of professionals and common values such as commitment, shared policymaking and support. For these reasons which were mentioned above, then, teacher leadership and distributed leadership can be understood as an emergent phenomenon which linked to each other in three points. Firstly, incorporating the actions of people with focus on instructional change process. Secondly both types of leadership imply distribution of leadership by individuals and their agency can be facilitated by many leaders. Thirdly, teacher leadership and distributed leadership means independence, trust, involvement in decision making and sharing expertise (Harris,2003).Teacher leadership is about giving teachers power to bring about change, so next section explores power in terms of teacher leadership. Teacher leadership and formal roles of leadership Based on findings from the study conducted in US Angelle and DeHart (2011) posited that teachers can experience lack of leadership capacity if they do not hold any title. Moreover, there is a possibility that the head teacher can develop too nigh relationships with senior and middle managers only and might limit leadership of others. Also this might lead to isolation of head teacher and senior managers .Thus, the head teachers need to create an environment where every teachers should be able to lead and take part in decision making.Furthemore, the head teacher should take into account the qualities of teachers and share school leadership with those who can promote the spirit of shared leadership with the colleagues. Teacher leadership and informal roles of leadership. Teacher leadership can be also represented by working with parents of students ,working with students in the classroom ,organizing leisure time for students. Moreover there is another manifestation of teacher leadership when the teacher leaders collaborate with colleagues and spread their best practices. This kind of teacher leadership appears to develop naturally in professional learning communities, where the most experienced share ideas with others. From my personal experience of attending professional courses I can assume that there are always few energetic teachers who teach others and inspire them to work productively. Teacher leadership also aims to benefit students and improve learning by initiating mentoring, coaching, collaborating and discussing. One might argue that work in the classrooms is not part of leadership .Moreover, taking leadership roles might be considered as just a supplement to teaching (Barth,2001). However, the teacher leaders do help their school to improve by constantly sharing their expertise.According to Harris (2008) teachers can design professional learning communities and bring together individuals with sets of skills which will lead to sustainable improvement of educational organization. Thus, when teachers use their skills and bring changes in schools life they are informal teacher leaders. Most of them do not hold administrative position but practice leadership due to their vision and target for success. Although informal teacher leadership emerges and brings changes in schools culture there are challenges that may obstruct informal teacher leadership .Firstly, the lack of support and financial incentive; secondly, the colleagues might not accept informal teacher leaders and the latter might experience resentment ;finally, the informal teacher leaders can contest or confront formal teacher leaders. However, teacher leaders who take risks and make decision to become leaders need to be encouraged by head teacher (Angelle and DeHart,2011). In order to promote effective teacher leadership the head teacher needs to support and create appropriate school environment .The head teachers should create a new profession of well-educated teachers, prepared to assume new power and responsibilities in redesigning schools for the 21st century(Acker-Hocevar and Touchton,2011,p240). The most forehanded head teachers provide wherewithal for teacher leaders in order to help to accomplish what they want. According to Lee (1991) the head teachers need to support teacher leaders vision and develop their empowerment. However, some head teachers may guard their authority and have bias towards teacher leadership (Barth,2011).This concurs with Harris (2003) who stated that head teachers might be cautious about sharing power with other teacher and let them go out of head teachers control. Impact of Teacher Leadership on students learning Effective teacher leader ship makes a huge positive impact on students learning. There can be no conflicts or difference of opinion on that front. History bears the witness of the fact that teacher leadership is of significance in promoting the learning process of the children (Alexanfreu and Swaffeild 2012). Teacher leadership is not the only pre requirement for the efficient learning of the students. The other school related factors also have an impact on the student learning. The impact of teacher leadership is the most in schools when the learning requirements of the students are most critical. Teachers have different ways in which they aim to enhance the ways of teaching and learning. However, no matter how different they are in their approaches, their motivation behind their actions is all the same- to improve the process of student learning. Successful teacher leadership is critical to the students learning. The impact of teacher leadership on students learning is directly proportional to the challenges that they are faced with while delivering their responsibilities as a teacher. Studies have shown small but noteworthy effects of teacher leadership on the performance of students in schools (Bangs and Macbeth 2012). Kazakhstans literacy rate is 99.83 percent, which is the reflection of the brilliant teacher leadership models that are exercised in the educational institutions of Kazakhstan. Student learning depends upon a lot of factors other than the kind of leadership style the teachers adopt, which includes the size of the class, the instructional patterns of the teachers, student-grouping activities, and the extent to which the performance of the students are monitored by the teachers ( Barry and Hess 2013). The teachers participation in the decision making process of children and healthy relationship of the teacher with the students parents are critical determinants of a successful student learning. If the teachers perform their duties as an efficient leader, the performance gap between the students of Kazakhstan will decrease substantially and the problem of low student achievement will be solved. It will result in more motivated students who have enough confidence to achieve what they want to. Effective teacher leadership will make positive impact on their knowledge which will eventually lead to the student performing exceptionally well in academic as well as the non- academic spheres (Coggins and McGovern 2013). The cultures that are prevalent in a family are the primary factors that explain the differences in a students performance. An efficient teacher will try to understand the socio-cultural background of the students and will try to implement the teaching methods accordingly. Successful teacher leadership also includes creating good rapport with the parents and families of the students of Kazakhstan. If a teacher is considerate towards the guardians of the students, it will create an impression that the teacher is cooperative and is concerned about the over all well being of the students (Chang 2015). A teacher needs to study how schools and homes interconnect with each other and with the environment around them, and how their leadership skills can increase the capacity of such interconnections, which are important for student learning. The teacher should strive to build emotional bonds with the students so that they can ward off any kind of insecurities thus helping them become self-re liant citizens of today who can deal with any kind of adverse situations with ease and confidence. The primary goal of effective teacher leadership is to commit themselves to help the students so that they achieve their goals. An efficient teacher cares about the happiness of the students, their well being inside the school premises and beyond (Frost 2012). True teacher leadership is when the teacher invest themselves in the students and creates a positive image in the eyes of its students which not only creates a favorable atmosphere in the classroom but also fosters the relationship of the students with the teachers and makes them feel good about themselves. Teacher leadership embodies reaching out to the students and connecting with them that helps in building trust which is important for the students to feel free enough to participate in the learning process and pay heed to the encouragement and advice that is being offered by the teacher (Gonzales and Lmabert 2014). This also motivates them to ask any questions that they have relating to academics or any query that they think needs to be resolved. If a student thinks that a teacher is taking interest in him and is concerned about his happiness and prosperity, it will create a strong feeling of self assurance in him believing that the teacher has faith in the student (Gordon et al. 2014). This is specifically true in the case of younger students, who are away from their parents and scared with all the noise and commotion in the classroom, an effective teacher leadership ensures that the students feel secure and comforted in their presence. Effectual teacher leadership is when a teacher makes it apparent that he or she cares about the student. Rewarding the students for their achievements is an important component of teacher leadership. If a student performs well in academics or any extracurricular activities or even displays a good moral conduct, it is imperative for the teachers to recognize their good work and encourage them to continue with the good work in future. If there is no acknowledgement for their accomplishments, the students might get discouraged or lose their motivation for working hard in the times to come (Frost 2012). The educational reform systems of Kazakhstan embody that that the teacher leaders build personal rapport with the students. If the teacher is successful in creating an emotional bond with the students, he or she will no longer be just a professional teacher in the eyes of the student, but also a friend and a guide. Such a gesture will positively impact the students in more ways than one. The students will feel more confident about them, and will come straight to the teacher if they face any kind of issues (Chang 2015). A potent teacher leader can make a long lasting impression on the students if they carry out their responsibilities as a teacher in the best way possible. It is important to note that the responsibilities of a teacher leader are not limited to the decent performances of the students in the academic realm. The impact of teacher leadership on students goes much beyond the concrete walls of a classroom. It is also important to note that academic test scores are not absolute indicators of the quality of teacher leadership. According to Stanford (2012), value added ratings are better indicators for the improvement in students performance. The value added approach measures the short-term as well as the long term impact in a students performance that includes his success in academic as well as personal dimensions. According to a study conducted by the Ministry of education, Kazakhstan it is observed that Value added teachers are more successful in educating their students in all the possible realms. The survey which was conducted to explore the study revealed that the students in Kazakhstan who are taught by the VA teachers, are more likely to pursue higher education, earn decent salaries and save more for the post retirement phases of their lives. The impact of an efficient teacher leadership in a students learning is monumental. The study has also revealed that the effect of an efficient teacher leader in financial terms (Coggins and McGovern 2013). The study predicted that if a teacher works relentlessly towards the performance of the students, it would generate earnings for a lifetime, which is more than worth of $230000 for an average classroom in Kazakhstan. The variations in teacher effectiveness are wide ranged. This means that some teachers are exceptionally good at making their students learn while others are not as good. There can be cases when the progression of a students learning is fast in a badly organized school and a student studying in a well-known organized school can perform badly. This all is dependent on the quality of teaching and not the school in which the student is studying. Students who are under the guidance of well-trained teachers make progresses at the academic as well as the extracurricular levels irrespective of their past performances. The scenario van be opposite if the teacher is not experienced and does not know the intricacies of the learning processes. A good and effective teacher minimizes the offsets of hailing from a low socio-cultural and economic background (Huffman et al. 2014). If the children coming from such backgrounds are blessed with an understanding and considerate teacher, the gap in achievements between the affluent students who have all the facilities in the world and the deprived children can disappear. The effects of effective teacher leadership are long lasting on the students. They are bound to progress not only until the time he or she is under the guidance of the teacher but also when the student goes out of the academic institution in to the real world. Thus, the significance of good teacher leadership should not be underestimated. It plays a huge role in a students life helping him achieve all that he wants in life. Future of teacher leadership To ensure a stable future of teacher leadership, an effective groundwork to train the teachers is highly called for. To foster the principles of teacher leadership in professionals, knowledge about the role of mentors, their responsibilities, and the needs of the children should be prevalent in the minds of the teachers in Kazakhstan (Hairon et al. 2015). The pathways for leadership are to be considered to make sure that the students exceed in the long run. The difference between the training and skills required by the teachers and the administrators of the academic institutions need to be identified. Teacher leadership does not mean removing efficient teachers from their respective classroom and transferring them into the administrative departments. Different training programs are needed for the administrators and the teachers. It is often observed in the schools of Kazakhstan who come towards teacher leadership as the primary step to acquire the position of an administrator (Harris 2012). However, the real task is to produce excellent teachers who are exceptional at their jobs. Teacher leaders often face obstacles in their journey by the other professionals in the academic system. Unfortunately, the teachers often seem to be their own enemies when it comes to solving the problems related to teacher leadership. They either do not it or refuse to accept it. Unpredictable consequences and poor decisions result from a system, which is totally driven by the productions and costs. When the virtues of learning and teaching is viewed from the lens of business models, the future of the students are at stake. An academic institution in Kazakhstan cannot afford to ruin the future of its students by focusing only on the profits and loss facet of the educational system (Lee and Wheeler 2014). The goals should always revolve around the betterment of the students in all the facets of their life be it academic, professional or personal. If the teacher leaders have a clear idea about the impact of efficient teacher leadership on the students, the climate and culture of the school, they will not feel hesitant about any obstacles that might come in their way of success. If the teacher leaders are sure about all the decisions they make, there is no stopping them. They are bound to reach great heights of achievement and make a positive impact on the life of students. Collaborative leadership is the key to effective leadership imperative for creating the right environment in academic institutions. There are certain questions, which the teacher leaders need to ask themselves on introspection. These questions include whether teacher leadership can only take place in the right culture and climate, and if the development of teacher leaders is dependent on a progressive team of administrators and teachers. A teacher leader should be okay if there are people who criticize their way of working (Levenson 2014). The leader will need to work with the best team who are sure of their responsibilities and are concerned about nothing else but the students betterment as well as the reputation of the academic institution for which they are working. The style of the te achers leadership will probably look different in every school setting of Kazakhstan. The instructions given to the leaders should be different according to their virtues and capabilities like customized instructions are given to the students (Nudrat and Akhtar 2014).Redefining the outlines of school leadership will simplify the responsibilities to be carried out by the teacher leaders. If the definition of an ideal teacher leader is made clear to the faculty working in an academic institution, more and more people would want to assume the role of a teacher leader. This would provide a framework for an efficient teacher leadership model. In a world, which is changing dynamically, the education system also needs to be modified according to the needs and wants of the students. The teacher leaders should also adapt themselves to the changing environment so that they can better understand any issue related to the the student or the working of the educational institution. The professionalism standards need to be set for the teacher leader to exhibit the highest level of performance while carrying out his responsibilities. The lack of a proper framework is bound to hinder the growth of the students. thus the teacher leader needs to be aware of the standards that need to be defined if they want to reach their goals as efficient and inspirational leaders (Moller and Pankake 2013).To attain such a goal, training is the only solution which, if underestimated or ignores, will come in the way of the leaders to acquire what they want to in their professional field. The process by which a professional becomes a teacher leader is d ependent on many varied factors. Sometimes it is encouraged, sometimes it is organic, and sometimes it is led strategically. There are teacher leaders who can create effective classroom space for the teachers to inspire growth and potential. It is not possible for the teachers to wait for their instructions from the leaders every time and hence they should be taught to create separate and individual paths towards teacher leadership. The teachers should not be at the receiving end of policy and decisions that are formulated by the higher authorities. They should be encouraged to participate in the process with equal zeal and responsibilities. There are schools in Kazakhstan where the teachers feel helpless and ill equipped in situations where the polices are concerned. Involving them in the process will ensure better understanding of the issues and it will also help the teachers in respecting and following these policies (Snoek et al. 2014). Politics should be kept miles away from the educational system as it can eat up the whole framework like termites. The administration can be well kept by making the right decisions and at the right time. The administrators need to appreciate the teachers for their achievements, which will encourage them to keep up with their good work in the future. Appreciation and acknowledgement are like investments, which possibly cannot go wrong if done at appropriate occasions (Tubin 2015). Kazakhstans educational system needs to be reformed in certain facets where the requirements of effective teacher leadership are concerned, lest the framework is dynamic and effective which is reflected in the countrys literacy rate. Conclusion This research work has been conducted in the context of rapidly changing policy environment and the climate of reform. It has been found that teaching is recognized as a crucial profession in Kazakhstan for long years. However teachers taking part in leadership activity is not a common topic of discussion in the country. From various research works, it has been found that, discussion and interest about teaching leadership is increasing rapidly. These literatures help to analysis the best practices related with teacher leadership. In case of school leadership, it has been found that most of the critical decisions are taken by the principle of a school. It has been found that teacher leadership is a part of distributed leadership approach. It stimulates the emergence of excellent teachers. Their exceptional skills of leadership lead to positive change within an educational organization. The concept of teacher leadership became famous in last two decades. It has been found that teacher leadership has high influence on improvement of a school or any educational institution. In the teacher leadership style, teachers are given empowerment to take decisions without any interruption. It has been found that teacher leadership is closely related with distributed leadership approach. After reviewing various research works related with teacher leadership in Kazakhstan, it has been found that it is a big challenge to develop teacher leadership in Kazakhstans education system, as it is highly centralized. It has been found that teacher leadership can be applied at all levels of a school. The principle or head teacher share their roles and responsibilities with other seniors teachers, so that a daily operation of a school can be conducted in a right manner. However, there are various debates have been developed related with role and responsibility sharing. In a school, the management needs to develop an environment where every teacher can take part in the decision making process. The principle also needs to recognize the leadership capability of leaders in a school and share school leadership with those who can bring change within the organization. There are both formal and informal approaches in which teacher leadership can be conducted. In formal approach of teacher leadership, official post and responsibilities are given to teachers to lead change in the educational institution. On the other hand in informal approach of teacher leadership can be developed by working parents of the students. Organizing leisure time with students and working with students in the classroom. It has been found by the educational reform systems of Kazakhstan that the teachers need to build personal understanding with the students. If teachers are able to develop emotional bond with the students, they will no longer be just a professional teacher in the eyes of the student. They can act like advisors for those students. This approach will develop various positive outcomes for students. Effective leadership capability of teachers can motivate students and make them confident. Moreover, it has been found that Value added teacher leadership is more successful to educate their students in all the possible realms. 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