| 1. |
- Hultman, Glenn, 1947-
(författare)
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Chefen som samuraj
- 1983
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Ingår i: Personal, människor och arbete : medlemstidning för SPF / Sveriges personaladministrativa förening. - 0348-5242. ; :1, s. 13-14
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 2. |
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| 3. |
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| 4. |
- Hultman, Glenn, 1947-
(författare)
-
Kan skolan förändras
- 1980
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Rapport (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Hultman, Glenn, 1947-
(författare)
-
Lärare skapar förväntningar
- 1983
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Ingår i: Östgöta Correspondenten. - 1104-0394. ; 83-09-13, s. 12-13
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 7. |
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| 8. |
- Hultman, Glenn, 1947-
(författare)
-
Organisationsutveckling genom ledarutbildning : en utvärdering av skolledarutbildningens första utbildningsomgångar
- 1981
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- School leader training in Sweden is meant to act as one of several forces to improve the functioning of the school, and to develop the function and the personality of the school leader. The training programme is compulsory, continues for two years and consists of three parts - course periods, home periods, and society oriented practical experience.In this investigation a distinction was made between a training programme focusing on the individual or the organization. These concepts were explored in an analysis of programme curriculum in relation to theory and research in the area of planned change and in a study of the degree of implementation of the programme.Data were obtained by means of a study of documentary material and a questionnaire study. The latter study was designed as theory-based evaluation and a new conceptof validity-prospective validity - was explored. The analysis of the curriculum showed that the programme could be looked upon as a normative-reeducative strategy for planned change. The questionnaire study showed that the training had not been carried out entirely according to the formulated intensions. This led to the conclusion that the training largely had been focusing on the individual, which should influence the schoolleader as an individual and his professional role, but to a lesser extent the development in his school. This prediction of future effects was in most cases supported by the school leaders' description of the short-term effects, by a financial report produced within the framework of the school leader training and by the analysis of research in the area of planned change.
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| 9. |
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| 10. |
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