LEADERSHIP IN ORGANISATIONS eadership approach is appropriate to change the quality of service for students at school

Greenwich University LEADERSHIP IN ORGANISATIONS Nguyen Tu Trinh GBD18379 Table of Contents Introduction Resources and Opportunities for change Leadership styles approach Conclusion Appendix Reference LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school Introduction Today, the development of social issues related to the comprehensive development needs of young people are hot topics In Vietnam, the issue of school psychology (in which stress) is one of the topics of interest to researchers, schools and parents Indicators have increased, symptoms of stress, and other psychophysiological disorders in the university student (Oxford Medical Publications, 1985) These problems have been seen by some as a mental health crisis that calls for solutions to resolve the demand of students (Acharya, Jin and Collins, 2018) According to some research demand for leisure services has increased in universities (Zurainan, Mat Nazir and Md Sabri, 2021) Student services are not simply to satisfy health concerns but also contribute to the quality of student's learning experiences and their academic success In addition to contributing to the reduction of dropout rates at universities and increasing diversity in student life, encouraging and establishing open methods for making informed decisions in the environment of learning (Usman and Syifa, 2021) According to the International Study of Experimental Educational Psychology by Abouserie in 1994, exams are the highest cause of student stress, too much to and study time and other factors A past study found that 77.6% and 10.4% of students fell into the category of moderate and severe stress indicating very high stress That greatly affects the development process of students (Alnahdi and Aftab, 2020) Therefore, today's universities always provide services to support healthy development and improve the stressful situations in the learning environment for students through workshops, talk shows, team building and Equally important is the space to relax at school Including the University of Greenwich Greenwich is one of the highly regarded universities in terms of facilities, always providing services to support the holistic development of students But in some comments from students here, it is not effective and has many limitations when used The results are shown in the Appendix Greenwich Danang is divided into two campuses, for the Ngo Quyen area, there is no connection and relaxation space, An Don campus has an area for students but has not yet brought results Both facilities have not addressed the factors related to relaxation For example, the level of use, the relaxation, the unclear usage regulations, and many other factors That leads to many conflicting opinions, negatively affecting the learning process LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school In this report, the services for students including the relaxation space at the school will be analyzed and solutions are given to improve the situation In addition, the report also points out the advantages and disadvantages of some resources, opportunities for change and influence among stakeholders Finally, some kind of leadership approach is appropriate to change the quality of service for students at school Vision for change Name Project: Inprice Space (9th floor) The construction and making decisions to change the relaxation area aim to put it to use more optimally and effectively That brings many benefits to stakeholders such as students, schools, families and many other stakeholders Students can develop comprehensively avoiding negative impacts in the learning process such as dropping out, depression and affecting learning results On the school side, this project helps the school improve the academic quality and morale of the students These helps increase the student experience, student engagement, brand value, trust and satisfaction of students and other stakeholders Stakeholder analysis Key stakeholders Stakeholder analysis is one of the critical research processes for the success of any project or activity The research and evaluation of the parties' interests serve as the foundation for leaders to establish the wishes of the stakeholders, allowing them to make strategic strategies to retain relationships, decrease risks and guarantee project goals are met (Goodpaster, 1991) LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school The stakeholder map 1/2 represents all stakeholders involved in the Inprice Space construction project If stakeholders are not satisfied, then the project is not completely successful In which, there will be related parties affected directly and indirectly The map shows two key core stakeholders the Student and the Administration (management) The reason for choosing two core stakeholders for this project Administration played an essential role in deciding to allow and proceed with the construction of Inspire Space Students are someone who directly experiences Inspire Space Interest and desire to use Inspire Space will determine the feasibility and benefits of building it Map 1/2 shows stakeholder priorities level Map 1/2 shows stakeholder priorities level This indicates that students are stakeholders with low power in decisions but high levels of interest because students are directly affected by all activities in the school This shows that students are stakeholders involved in all activities in the school, whether the project is successful or not based on the student's output Therefore, students are the ones who are strongly affected in this project Degtyarjova and Lapina (2018) analyze that students play the same role as a customer in developing and evaluating the quality of education in schools The effectiveness of Inprice Space success or failure depends in part on the output from students When students feel that an inspiring space brings them positive values, they will feel more comfortable and enjoy going to school, thereby bringing more value to both parties involved In addition, administration (management) will be a stakeholder influencing project construction decisions The school leader is the one who listens, executes project-building activities, and communicates directly with other stakeholders (Degtyarjova and Lapina, 2018) LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school Conflict of interest Conflicts of interest will occur when there is a change in the circumstances or state of the relationship in which the interaction between two parties revolves around the incompatible incident or issue between them (Davis, M and Snead, W.S., 1982) In this project, conflicts of interest and responsibilities of both parties are inevitable The results of the survey showed mixed opinions from students (Appendix) That shows that the results of using facilities to solve relaxation problems for students are not really effective In addition, reflecting that both stakeholders have not agreed on a common goal, leading to undesirable results Based on the extent and location of being affected, it causes a number of conflicts of interest for two stakeholders as follows: Firstly, the two sides have not reached a common goal leading to disagreements Administrators (managers) think that an area for students to rest, relax and connect is not important The school will try to minimize the cost of the project However, the construction of a relaxing space that does not meet the intended use creates a passive and boring campus On the student side, they need more than that, they need an area where they can relax, make connections or a place that can help them meet deadlines From there, students demand increased costs and provide the best support equipment Second, conflicts may arise between the school and the support staff The school takes advantage of experienced and strong human resources to manage and operate the project That aims to minimize the costs incurred However, taking advantage of human resources will cause some conflicts of interest The workload may increase and support staff will have disagreement and dissatisfaction with the decision from the school Solutions to solve conflicts After analyzing the conflict aspects, Transformational and Participatory Leadership styles are the two leadership styles that will be applied in this project Stakeholders have not reached an agreement between the student's wishes and the school's goals Therefore, this method aims to listen to and connect the consensus on the common goal of both stakeholders The school plans and lists specific and clear budgets for designs that meet standards but still ensure quality Besides, calling for financial resources from other stakeholders is also one of the ways to resolve conflicts Conflicts between the school and support staff will be resolved by providing compensation policies suitable for the amount of work Alternatively, a transactional leadership style can be applied that encourages and motivates, and offers reward policies that encourage employees to achieve results LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school Resources and Opportunities for change Resources School resources are all the elements and means that the school uses to realize its goals and projects Resources are the strength of an organization (Rubel, M., 2019) For Greenwich, a team of young and experienced employees will be a strong point The departments are highly appreciated such as Student Affairs, and Personal Development Especially, they have a connection with students, accessing feedback from students Therefore, the use of young and experienced resource power to manage a relaxing but not boring space is fully potential In addition, space and facilities are available but need to be supplemented and provided more to complete the project to the maximum in accordance with the purpose of the space Reasonably exploiting available resources will help reduce costs for this project Moreover, Greenwich has a wide range of clubs with many outstanding activities that increase attraction and support Opportunities The opportunity for this project to be mentioned is the needs of the students The results mentioned in the Appendix show a high level of desire to use Currently, Greenwich does not have a relaxing room for students to relax, so the construction will make students feel comfortable and satisfied The adequate provision of facilities helps students to develop to their fullest and stimulates creativity Besides, the school increases brand value and attracts investors and new students In addition, the area around the school does not have space to help students come in the middle of the day, students will feel inconvenient in the move That helps the project get support from students Barriers Possible barriers in this project are analyzed based on internal and external factors The internal barrier mentioned in the project is limited funding because to build a project, it needs to go through many other stakeholders that need to be brought up to high levels for proposals The external barrier is to renegotiate with the building owner because the 9th-floor space is owned by the building owner, so it is necessary to bring out the benefits of negotiation between the two parties when deciding to lease Solutions to solve barriers To balance and remove barriers, it is necessary to have a specific and clear plan for each barrier For internal barriers, it is necessary to develop a clear plan including resources and costs installation so that stakeholders, at the senior level can visualize the costs, personnel and benefits for the company project this time For external barriers, specifically the owner of the building The school needs to negotiate and LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school offer the benefits to them For example, the school applies problem-solving methods so that all parties get what they want, namely the Win-Win method According to this principle, the participants in negotiations with each other will respect and accept the principle of "win-win" Leadership styles approach Leadership approach Based on the barriers and conflicts analyzed above The two leadership styles applied in this project are transformational leadership and participatory leadership (Barbara S Gordon, 1988) The reasons that these two leadership styles are proposed in the project First, when adopting a participatory leadership style, students feel heard and contribute ideas Students have connections, promote creativity and minimize negative impacts That promptly meets the aspirations of supporting development in the school environment Second, the University of Greenwich can attract new ideas and contributions to future decisions That helps students be more active and creative in the process of contributing and promoting their full abilities and forte Issues are resolved quickly to help students get acquainted with the international environment in Vietnam in the best way That enhances quality assessment and student satisfaction Finally, the important purpose of applying these two styles is to agree on the common goal and listen to feedback from both stakeholders This helps leaders identify good and bad ideas to come up with better options for both stakeholders For students, apply a participatory leadership style by listening, discussing and calling to attract many students to contribute ideas to achieve high results Then analyze and evaluate the ideas that bring the best results for students On the contrary, apply a transformational leadership style to the school by changing and orienting stakeholders, unifying a common goal Next is to exchange and contribute ideas to make the best decisions to achieve the plan in the future (short term and long term) One of the prime examples of adopting a transformative leadership style is Oprah Winfrey, who was dubbed the "queen of all media" through the popular Oprah Winfrey show and became the first billionaire in North America She connects with people from all walks of life, inspiring and motivating people to change for the better Besides, well-known names have successfully applied transformational leadership such as Condoleezza Rice (Former 20th U.S National Security Advisor), H Ross Perot (Electric Data Systems), Reed Hastings (Netflix) and many other leaders (FutureofWorking, 2022) The people who apply a successful participative leadership style are Henry Ford and Tim Cook (Apple CEO) LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school Conclusion The article also gives evidence showing that stress has a negative impact on students In addition, the report identifies key stakeholders and outlines possible conflicts of interest After analyzing the above barriers and contradictions, two leadership styles are suitable to apply to persuade stakeholders to improve and change the relaxing space for students The two leadership styles adopted yield many positives but have some limitations that can be controlled The report also shows that the appropriate leadership style depends not only on the leader but also on the current situation Adopting the right leadership style will bring many benefits to reducing conflict Appendix LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school Reference Oxford medical publications (1985) Concise medical 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LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school 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LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school LEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.schoolLEADERSHIP.IN.ORGANISATIONS.eadership.approach.is.appropriate.to.change.the.quality.of.service.for.students.at.school