University of the Cumberlands Computer Science Essay

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University of the Cumberlands

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  1. Develop a 3-4 page (more is fine) mock chapter one to include the following expectations from the university:

Overview (1-2 well developed paragraphs)

  1. Background and problem statement (1-2 well developed paragraphs)

Purpose of the study (1 well developed paragraph)

Significance of the study (1 well developed paragraph)

Research Questions (numbered list)

Limitations of the Study (1 short paragraph)

  1. Assumptions (1 short paragraph)

Definitions (list)

Summary (1 well developed paragraph)

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Approaches Expectations Chapte 1 Overview Since the publication of the Reagan e a education epo t, A Nation at Risk, the United States has focused attention on education efo m (United States, 1983). This epo t used compelling language to desc ibe Ame ica’s schools as la gely inadequate and unable to meet global demands on education, the eby leaving Ame ica’s futu e in jeopa dy. Since that time school leade s have emb aced va ious education efo m movements such as No Child Left Behind and Eve y Student Succeeds Act (No Child Left Behind [NCLB], 2002, Eve y Student Succeeds Act [ESSA], 2008). Each with thei own measu es of standa dized testing, academic achievement, and school pe fo mance. Pe haps ove looked is the impo tance of school climate in the ove all school imp ovement p ocess. Cleveland and Sink (2018) p omote the notion that student pe spectives on school climate should be included in school imp ovement plans. Othe esea ches such as Zahid (2014), suggest school climate to be the numbe one conside ation fo student academic achievement. Dutta & Sahney (2016) esea ched the elationship between school climate and student achievement and suggested a positive co elation. School p incipals a e the leade s of thei building, shaping a compelling vision fo the futu e while p omoting safety, academic achievement, and a positive climate. Depending on the schools' size, the p incipal's job desc iption may include cu iculum, discipline, community elations, and fiscal esponsibilities. P incipals a e equi ed to balance the expectations of state, community, and dist ict leade s to p oduce the highest possible standa dized testing, pe sonnel, and school climate esults. These esponsibilities make them one of the most influential school imp ovement figu es. Background and problem statement Leade ship p actices utilized by p incipals a e vital to the quality of thei job pe fo mance. The influence of a p incipal extends to the pe ception of all inte nal and exte nal stakeholde s. With inc easing esea ch to suggest positive school climates could be an influential component of school imp ovement, p incipals should conside the extent to which inte nal stakeholde s such as the teaching faculty pe ceive thei influence ove school climate. The extent to which p incipals can influence school climate in A kansas’ schools is unknown. Purpose of the study The pu pose of this quantitative co elational esea ch was to investigate if and to what extent p incipal leade ship p actices co elate with school climate as pe ceived by teache s in the in u al and subu ban schools in A kansas. This study investigated the biva iate co elation between the teache s' pe ception of the school p incipal's leade ship p actices and the co esponding school's climate sco es. Twenty-fou schools a e included in the sample size f om six geog aphic egions of A kansas. In all, 626 teache s pa ticipated, answe ing su veys ega ding thei pe spective of 24 school p incipals and the co esponding school climates in A kansas. The leade ship p actices of the p incipal and the school climate we e the va iables fo this study. Significance of the study The extant esea ch on school climate in cultu e is limited. P incipals seeking to imp ove thei schools need guidance on how to p omote the best possible envi onment fo positive student outcomes. P omoting a positive school climate may p ove beneficial to inc easing student academic achievement. Unde standing the leade ship p actices as pe ceived that p omote a positive school climate will benefit p incipals seeking to imp ove thei schools. This study will ecommend leade ship p actices that may p omote a positive school climate fo ove all school imp ovement in u al and subu ban schools in A kansas. Research Questions RQ1: To what extent does the ove all index of p incipal’s leade ship p actices co elate with school climate as pe ceived by high school teache s in 24 u al and subu ban schools in A kansas? Limitations of the Study The scope of this study measu es the climates and leade ship behavio s of 24 schools and p incipals. Given that school climates can change elatively quickly and a e subject to facto s beyond the p incipals’ cont ol, the esults of this c oss-sectional study may only be app op iate fo implementation fo a sho t time afte wa ds. Assumptions This study assumes that the inst uments used will accu ately po t ay leade ship behavio s of school p incipals and p ope ly assess school climates. Responses eceived f om teache s a e believed to accu ately eflect thei supe vising p incipal and accu ately measu e the co esponding school climate. Definitions Principal. The head leade ship position in a school. P incipals manage the day-to-day school ope ations as well as manage discipline, cu iculum, and community engagement. School culture. The collective beliefs and no ms of a school. Summary School climate may be the missing link of past education efo ms. P incipals have the ability to influence the climate of thei espective schools. Resea ches have suggested a positive co elation between school climate and student achievement (Dutta & Sahney, 2016). P oviding school p incipals with best p actices to p omote a positive school climate may aide in ove all school imp ovement measu es. References Cleveland, R. E., & Sink, C. A. (2018). Student happiness, school climate, and school imp ovement plans. P ofessional School Counseling, 21(1) doi:http://dx.doi.o g/10.1177/2156759X18761898 Dutta, V. & Sahney, S. (2016), School leade ship and its impact on student achievement: The mediating ole of school climate and teache job satisfaction, Inte national Jou nal of Educational Management, 30(6), 941-958. https://doi.o g/10.1108/IJEM-12-2014-0170 Eve y Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015-2016). No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 101, Stat. 1425 (2002). United States. National Commission on Excellence in Education. (1983). A nation at isk : The impe ative fo educational efo m. Washington, D.C.: The National Commission on Excellence in Education. Zahid, G. (2014). Di ect and indi ect impact of pe ceived school climate upon student outcomes. Asian Social Science, 10(8), 90-102. http://dx.doi.o g/10.5539/ass.v10n8p90 Meets Expectations - HIGH Chapte 1 Int oduction Ove view With littl warning in March 2020, T nn ss Gov rnor Bill L ncourag d schools in th stat to clos for th r maind r of th 2019-2020 school y ar. Although T nn ss r op n d public schools for th 2020-2021 acad mic y ar, conc rns r main as COVID-19 inf ctions incr as . Th COVID-19 pand mic has dramatically chang d th way schools can saf ly op rat , and incr as d th d mands on schools and t ach rs. Th lack of a coh siv f d ral and stat r spons has l ft individual school districts att mpting to m t th n ds of t ach rs without ad quat r sourc s or funding. Each y ar T nn ss ducators compl t a T nn ss Educator Surv y (TES) which id ntifi s priority ar as for r s arch rs, l gislators, and school r form advocat s. On th 2020 TES, t ach rs indicat d pr -pand mic workloads almost id ntical to pr vious y ars (42% sp nding mor than 6 hours p r w k), but thos who r spond d aft r th pand mic r port d incr as d workloads (53% sp nding mor than 6 hours p r w k) (TDOE, 2020). Th 2020 TES clos d at th b ginning of May 2020 b for th full impact of managing in-p rson, distanc , hybrid, synchronous, and asynchronous l arning w r r aliz d by T nn ss ducators. In this p riod of xpand d xp ctations, th Prof ssional L arning Community (PLC) has b com int gral to th succ ss of classroom ducators b caus this structur mpow rs p opl to accomplish mor tog th r than what can b don as individuals (DuFour & Eak r, 1998). Th focus of this r s arch will b to id ntify if t ach r p rsp ctiv s r garding collaboration within th PLC has chang d b caus of th COVID-19 pand mic. Statement of the P oblem As of Nov mb r 2020, th T nn ss Stat L gislatur has not waiv d t ach r and school accountability m asur s, t ach r valuations, or stud nt standardiz d t sting for th 2020-2021 school y ar. School administrators and t ach rs continu to fac xpanding pr ssur to produc acad mic r sults r gardl ss of th instabiliti s cr at d by th COVID-19 pand mic. Educators ar stuck in a p rp tual cycl of accountability and growing d mands which disr gard th chall ng s facing schools right now. Sinc th T nn ss Stat L gislatur will not r conv n until January of 2021, any l gislativ action r sponding to th pand mic will fall short of b ing d fin d as “proactiv ” in mitigating t ach r workload or str ss ov r m asur s of accountability. School l ad rs must tak action to h lp th ir t ach rs r spond to incr as d workload by ncouraging collaboration within th PLC structur . Pu pose of the Study Th purpos of this study was to xamin th impact of th COVID-19 pand mic on t ach r p rsp ctiv s conc rning collaboration within th PLC. Sinc th f d ral and stat r spons has b n pitifully lacking in support of t ach rs, it is critical to giv districts and schools actionabl ways to support th ir staff without adding additional burd n or str ss. Sinc th PLC is common throughout schools, districts, and stat s, it provid s an xisting structur to m asur and xamin th rol of collaboration for t ach rs r sponding to th COVID-19 pand mic. Significance of the Study In mod rn ducation history, th PLC has a long-standing history of addr ssing chall ng s facing ducators to improv stud nt outcom s from th No Child L ft B hind (NCLB) and Rac to th Top ducation r forms. School l ad rs must utiliz th xisting PLC collaborativ structur to addr ss incr as d t ach r workloads r sulting from th COVID-19 pand mic. T ach r shortag s and burnout conc rn d r s arch rs b for , and incr as d d mands r lat d to pand mic t aching will xac rbat th s conc rns. Resea ch Questions For th purpos of this r s arch study, th focus will conc rn th following r s arch qu stions: 1. Has th COVID-19 pand mic chang d t ach r p rsp ctiv s on Prof ssional L arning Communiti s and collaboration? 2. If so, how can school administrators xpand upon this chang d p rsp ctiv as a transformational mom nt for incr as d collaboration? Limitations of the Study Th COVID-19 pand mic may influ nc participation l v ls in surv ys and int rvi ws. School cal ndars and mod s of instructional d liv ry continu to b fluid as school districts att mpt to r spond to th spr ad of COVID-19 within th ir communiti s. Unc rtainty about th r maind r of th 2020-2021 school y ar cr at s possibl futur limitations d p nding on th progr ssion of th pand mic in closing schools or transitioning stud nts to a hybrid or onlin structur . T ach rs who ar ov rwork d or str ss d may not prioritiz surv y or int rvi w participation in r lation to oth r work duti s. Assumptions Within th r s arch, participants will tak a surv y asking t ach rs to answ r th sam s t of qu stions bas d on pr -COVID-19 r coll ction (2019-2020 school y ar b for March 2020 school closur ) and during COVID-19 xp ri nc s (post-March 2020 school closur and 20202021 school y ar). Th r s arch r assum s t ach rs will b abl to r m mb r accurat ly to b for COVID-19 and will not allow hindsight bias to cloud thos r coll ctions. Th r s arch r also assum s t ach rs will b hon st and forthcoming conc rning th ir p rc ptions without allowing ducational “group-think” and “toxic positivity” cultur to influ nc or sil nc th ir voic . By cr ating a surv y outsid district r sourc s and conducting individual int rvi ws, th r s arch r has att mpt d to limit l gitimat t ach r f ars conc rning district or school r taliation. Definitions Th following d finitions ar provid d to xplain words and phras s commonly us d throughout th study: ● COVID-19 pand mic: an ongoing global h alth m rg ncy, as d fin d by th World H alth Organization, caus d by s v r acut r spiratory syndrom coronavirus 2 (SARSCoV-2) (Yu n,Y , Fung, Chan, & Jin, 2020) ● Prof ssional L arning Community (PLC): ducators working collaborativ ly in ongoing proc ss s of coll ctiv inquiry to improv stud nt achi v m nt (DuFour, DuFour, & Eak r, 2008) ● Collaboration: proc ss in which p opl work tog th r, int rd p nd ntly, to improv r sults (Dufour, 2004) Summa y This chapt r provid d an introduction to th r s arch study, common d finitions, and th pr ssing natur of xamining th impact of th COVID-19 pand mic on t ach r p rc ption of PLCs and collaboration. Inst ad of focusing on th n gativ impacts of th pand mic, th r s arch r hop s th COVID-19 pand mic will facilitat transformational chang in t ach rs' approach to collaboration. Chapt r 2’s will pr s nt a r vi w of th lit ratur stablishing th importanc of th PLC as an ducational r form ffort and th rol of collaboration within that proc ss. Refe ences DuFour, R., & Eak r, R. (1998). Prof ssional l arning communiti s at work: B st practic s for nhancing stud nt achi v m nt. Association for Sup rvision and Curriculum D v lopm nt. DuFour, R. (2004). What is a "prof ssional l arning community?" Educational L ad rship, 61(8), 6-11 DuFour, R., DuFour, R. B., & Eak r, R. E. (2008). R visiting prof ssional l arning communiti s at work: N w insights for improving schools. Bloomington, IN: Solution Tr . T nn ss D partm nt of Education (TDOE). (2020). T nn ss A r port from th T nn ss ducator surv y 2020 ov rvi w: D partm nt of Education. https://www.tn.gov/cont nt/dam/tn/ ducation/data/2020-surv y/Combin d_Bri fs.pdf Yu n, K.S., Y , Z.W., Fung, S.Y., Chan, C.P., & Jin, D.Y. (2020). SARS-CoV-2 and COVID-19: Th most important r s arch qu stions. Cell Bi sci. 10:40. R tri v d S pt mb r 19, 2020. doi:10.1186/s13578-020-00404-4 Meets Expectations - LOW Overview Ameri an s hools began during the early olonial period. Tea hers at that time required no training to tea h. By the mid-1800s, s hools began to evolve, and formal training for tea hers started. Formal training soon be ame a ollege edu ation and then morphed into a ertifi ation pro ess. Today, thousands of individuals earn their ertifi ation to tea h in publi s hools. Though this ertifi ation varies from state to state, all of them require a preparation program. Although these programs must meet high standards and expe tations, individuals who omplete the programs still begin their areers as novi e tea hers (Carr, 2013). To assist these novi e tea hers in developing their skills, s hools implement a multitude of professional learning models. Those models in lude professional learning seminars and mentoring. In re ent years, s hools and s hool systems have moved to ombine these two methods by employing instru tional oa hes to support all tea hers' growth and development. It is not yet known whether instru tional oa hes have a signifi ant impa t on new tea hers. ackground and Problem Statement In the early 2000s, s hools and s hool systems began employing instru tional oa hes (Fierle, 2020). The oa hes work losely with tea hers to monitor their instru tional pra ti es, re ord tea her pra ti es, and provide onstru tive feedba k (Reeves, 2010). This support model fo uses on job-embedded professional learning while walking edu ators down the path of development and growth. As this role be omes more prominent in s hools, exploring its impa t on first-year tea hers is needed. Purpose of Study The study aims to determine the impa t of instru tional oa hes/tea her leaders on the growth and development of first-year tea hers. The study also sought to determine the differen e in the growth of tea hers who re eived instru tional oa hing ompared to a group of tea hers who do not re eive instru tional oa hing. The study also sought to identify tea her per eptions of the impa t of their work with an instru tional oa h. Significance of Study High levels of student a hievement are the ore work for all s hools. To improve student a hievement, s hools must in rease the apa ity of its tea hers. Continual professional growth is imperative for all s hools and tea hers. Professional development for first-year tea hers is espe ially important. S hools and s hool systems must employ a highly effe tive method for supporting these new to the profession tea hers' growth. This study sought to determine if instru tional oa hes/tea her leaders impa t first-year tea her growth ompared to other methods. Be ause s hools have limited resour es, it is imperative to determine the most impa tful and effe tive system for growth and development to help tea hers learn and grow. Research Questions 1. How do Instru tional Coa hes/Tea her Leaders impa t the performan e of first-year tea hers? 2. How do tea hers who re eive instru tional oa h support per eive Limitations of the Study Parti ipants in this study were volunteers. The resear her relied on the tea hers' and prin ipals' honesty and willingness to parti ipate through interviews, pre-assessments, and post- assessments. As prin ipals and tea hers provided assessment data, it was important that s oring be honest and genuinely refle t their beliefs on performan e. Additionally, the resear her did not observe or assess the quality of the instru tional oa h support provided to the first-year tea her. A varian e in the amount and quality of the help supplied to the first-year tea hers may be evident. Additionally, there may be a varian e in the amount and type of support provided to the tea hers who did not re eive instru tional oa h support. Assumptions In this study, it was assumed that prin ipal and tea her responses in the assessments and interviews were honest and refle ted the per eived performan e on the given indi ators. Additionally, it was assumed that first-year tea her supports were typi al for both groups (those who did not re eive instru tional oa h/tea her leader support and those who did re eive support). The study attempted to determine the impa t on first-year tea hers ompared to typi al supports for first-year tea hers. Definitions ● First-Year Tea her: Tea her who is entering into their first year as a tea her ● Instru tional Coa h: Someone whose hief responsibility is to support the growth and development of tea hers. Summary Tea hers are the most signifi ant indi ator of student a hievement (Hanushek & Woessmann, 2010). Developing tea hers, therefore, is a atalyst for improving student a hievement. As tea hers enter the profession, the need for support and professional growth is riti al. Many s hools have moved to employ instru tional oa hes as a method of support for tea hers. This study sought to find whether that support (instru tional oa hes) has an impa t on first-year tea hers. References Carr, D. (2013). The Effe ts of Tea her Preparation Programs on Novi e Tea hers Regarding Classroom Management, A ademi Preparation, Time Management, and Self-Effi a y (November 2013) [Do toral Dissertation]. Liberty University. Fierle, D. E. (2020). Instru tional Coa hing for Tea her Growth: A Phenomenologi al Study of Instru tional Coa hing as a Capa ity-building Lever for Strengthening Tea her Pra ti e in Publi Middle S hools (28025640) [Do toral dissertation, Point Park University]. Proquest. Reeves, D. B. (2010). Transforming professional development into student results (1st ed.). ASCD. Exceeds Expectations Coaching-Based Approach to Leadership 1 Overview The emergence, global adoption, and ever-accelerating development of internet-based technologies have facilitated a level of interconnectedness in global markets that many people would have never imagined as little as thirty years ago. The internet has provided an ease of access to information that is merging businesses markets, and cultures as well. With the everaccelerating rate of development in technology, combined with increasingly dynamic markets responding to social and cultural influences, business leaders are facing unprecedented challenges to create organizational cultures that are nimble and responsive to these market forces. To this end, organizations are reconsidering traditional forms of training and have made considerable investments in executive coaching initiatives. “Concerns arise when organizational forms of training, such as traditional methods of training become obsolete and less effective at equipping executives to respond rapidly to change. This concern is especially important because executives have less time than before in history to prove themselves in a fast-paced, global, and environmentally challenging world” (Lord, 2010, p. 4). As a result, organizations have been exploring new approaches to leadership including, a coachingbased approach to leadership. A review of the literature on the influence and effectiveness of a coaching-based reflects a rich discussion of important considerations. These research considerations include: Exploring the delayed effects of learning associated with a coaching-based approach to leadership (Spence, et al., 2019), How coaching-based leadership is implemented in effective project management practices (Berg, M., Karlsen, J. 2019), The perceived benefits of implementing a coaching-based style of leadership (Elidas, A., 2016), comparative research that evaluates the effectiveness of executive coaching as assessed to traditional forms of training, as well as research into the efficacy of coaching itself (Grant, 2013). Yet there exists is a gap in the research literature concerning the effectiveness of a coaching-based approach to leadership in the Coaching-Based Approach to Leadership 2 professional development of senior managers regarding their job satisfaction in addition to succession planning and organizational performance during periods of transitions in leadership. Background and problem statement It is important to note that traditional forms of training are more generic, standardized, and less specific whereas, executive coaching is personally tailored to the particular needs of the executive. However, although there is a great deal of discussion, analysis, and investment into coaching initiatives to improve skills and decision-making capabilities of executives, since the beginning of the 21st Century alone there have been several widely reported scandals that brought down executives for criminal ethical violations. The collapse of Enron, Arthur Andersen, and WorldCom highlight this point. The trend of CEO departures, some controversial and others not, has continued. “Chief executives are leaving in record numbers this year, with more than 1,332 stepping aside in the period from January through the end of October” (Atkinson, 2019, p.1). This point is reiterated by Mike Davies, Director of Global Corporate Affairs for PricewaterhouseCoopers (PwC), as he writes “CEO turnover is at a record high and the successors of following long-serving CEO’s are struggling” (2018, p. 1). Several factors are influencing this wave of resignations that include age, early retirement, and controversy to name but a few. This situation represents a problem for leaders and organizations: Establishing an organizational culture that is focused on achieving goals as well as the professional development of senior managers in the context of a carefully considered succession plan. This failure has resulted in a lack of stability and organizational performance for many companies when they need they need it most, during leadership transitions. This problem is exemplified by the poor leadership performance of Jeffery Immelt and the loss of valuation at General Electric (GE) after the legendary organizational growth and success of GE under the leadership of Jack Welch. Purpose of the study Coaching-Based Approach to Leadership 3 For this study, a coaching-based leader is an individual who is engaging, authentic, and collaborative. A coaching-based leader is an individual who empowers team members with assignments while ensuring they feel supported acting on their responsibilities. In this regard, and as a response to this failure of current approaches to leadership, this strategy of inquiry plans to evaluate the effectiveness and efficacy of a coaching-based approach to leadership in terms of better preparing the professional development of employees. The intent is to a longitudinal study to explore the current organizational culture of the participating organization through observations performed in conjunction with the use of open-ended interviews of leadership, senior managers, and employees. These interviews and observations will be conducted pre-and post-exposure to a coaching-based leadership training program delivered by an external provider. The observations will provide context to understand the perspectives of participants during interviews, the provider will provide objective feedback from training exercises, and nine (9) months of follow-up interviews and observations will allow for the analysis of the participant's perspectives and experience, as well as the overall performance of the organization. As a result, the purpose of this study is to establish an effective and reliable model for effective leadership in dynamic market conditions and preparing organizations for the succession of leadership. Significance of the study The significance of the study is both qualitative and quantitative. The cost to an organization to recruit, screen, train, and integrate new hires is expensive and getting more so every day. The expenses associated with employee turnover put a draw on the operational performance of an organization and distract it from focusing on its core mission and goals. Additionally, there is no shortage of conversations in research journals and corporate board rooms discussing employee engagement. This researcher believes that employee engagement is best measured as a function of organizational citizenship behavior (OCB) which is, “The discretionary Coaching-Based Approach to Leadership 4 behavior that is not part of an employee’s formal job requirements and contributes to the psychological and social environment of the workplace” (Robbins, Judge, 2018, p. 14). The research on coaching-based leadership can assist in the development of a model of best practices to improve employee job satisfaction, enhance employee retention by reducing the loss of talent and experience, and improve operational efficiencies for organizations facing dynamic markets and/or transitions in leadership. Research Questions 1) Can a coaching-based approach to leadership enhance employee engagement as a measurement of organizational citizenship? 2) Can a coaching-based approach to leadership reduce the loss of talent and experience as a measurement of employee retention? 3) Can a coaching-based approach to leadership increase organizational performance? 4) Can a coaching-based approach to leadership assist with the development of succession planning and improve a new leader’s opportunity for success. Limitations of the Study There are several limitations to this study that need to be addressed openly from the outset. This study is limited in time and resources and will only involve a single publicly traded, U.S.based multinational corporation with 1,000 employees, or more. Given the unique and individual nature of organizational cultures across groups of organizations in similar industries, this will limit the scope and application of research assumptions and/or findings. A longitudinal study of several organizations within similar industries would provide for a richer, more diverse data set, and a wider application of findings and/or assumptions. Coaching-Based Approach to Leadership 5 Assumptions The researcher assumes that this strategy of inquiry will establish that a coaching-based approach to leadership is not currently present in the organizational culture of the participating organization. The researcher assumes the participating organization is experiencing a moderate-tohigh rate of employee turnover driven by low job satisfaction and characterized by a lack of employee engagement. The researcher further assumes that exposure, and commitment, to the implementation of a coaching-based approach to leadership will lead to improved job satisfaction among employees leading to higher levels of organizational citizenship and improved organizational performance. Definitions Employee Engagement: An individual that believes in the values, and personally identifies with, the mission of the organization. Traditional Training: Group-oriented and pedagogical structure. Delivered in a classroom environment or online and content is generalized. Executive Coaching: One-on-On collaboration and andragogical structure. Collaboration is specifically focused on meeting the individual needs of the executive. Coaching-based Leadership: Group-oriented, but with an andragogical individual focus. This leadership approach is characterized by a leader who is committed to the on-going professional development team members and their involvement in the stability and success of the organization through proper succession planning. Summary Coaching-Based Approach to Leadership 6 Coaching-based leadership is an emerging approach with a growing and diverse research base of knowledge. However given the recent emergence of this approach to leadership, the research has yet to develop an established set of interrelated associations and correlations as found in studies in other approaches that have been more fully researched. However, it is the position of this researcher that a coaching-based approach to leadership not only improves organizational performance and citizenship behavior, but it is also the sign of a confident and responsible leader working to leave a legacy of on-going development, success, and stability long after they have left the organization. References Coaching-Based Approach to Leadership 7 Atkinson, C. (2019). Why have more than 1,300 CEOs left their post in the past year? NBC News. https://www.nbcnews.com/business/business-news/why-have-more-1-000-ceos-left-theirpost-past-n1076201 Berg, M., Karlsen, J., (2016). A Study of Coaching Leadership Style Practice in Projects. Management Research Review, vol. 39, no. 9, pp. 1122-1142. https://www.researchgate.net/profile/Jan_Karlsen2/publication/308271302_A_study_of_co aching_leadership_style_practice_in_projects/links/58b3f0de92851cf7ae91e3fc/A-studyof-coaching-leadership-style-practice-in-projects.pdf Daviers, M. (2019). CEO Turnover at Record High. PricewaterhouseCoopers. https://www.pwc.com/gx/en/news-room/press-releases/2019/ceo-turnover-record-high.html Eliadis, A. (2016). Coaching as a Leadership Style: The Perceived Benefits of a Leader Adopting a Coach-Approach Leadership Style. University of Texas at Dallas. https://www.researchgate.net/publication/311950055_Coaching_as_a_Leadership_Style_T he_perceived_Benefits_of_a_Leader_Adopting_a_Coach_Approach_Leadership_Style Grant, A. (2013). The Efficacy of Coaching. The University of Sydney. https://www.researchgate.net/publication/300845383_The_Efficacy_of_Coaching Lord, E. (2010). A Quantitative Study on Executive Coaching from a Learning Transfer Perspective. University of Phoenix. https://researchportal.coachfederation.org/MediaStream/PartialView?documentId=539 Robbins, S., Judge, T. (2018). Essentials of Organizational Leadership. Pearson. Rothschild, M. (2020). A Conspiracy about Mass CEO Resignations is Ignoring the Obvious. DailyDot. https://www.dailydot.com/debug/ceos-resigning-conspiracy-theory/ Coaching-Based Approach to Leadership 8 Spence, G., Stout-Rostron, S., Gloshoff, B., & Van Reenen, M. (2019). Exploring the Delayed Effects of Leadership Coaching: A Pilot Study. COACHING: An International Journal of Theory, Research, and Practice. https://doi.org/10.1080/17521882.2019.1574308
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Data Science Techniques
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Data science stems from the field of knowledge and it’s associated with data analysis.
Data science is one of the effective approaches to risk assessment in an organization because of
its authenticity, security, and originality. The MDS (Modern Data Science) focuses on
comprehensive understanding. It encompasses processing, studying, and retrieving significant
insights from a specific sort of information (Sarker et al., 2020). Although the process and the
word have been in existence for many years, it was initially a section of popular computer
science. However, it has advanced as an independent field of study. Many individuals have
shown much interest in it because it comprises many amazing career opportunities and uses. One
of the most profound uses of Data Science knowledge is cyber security. Some people might
doubt the knowledge of Data Science in improving the state of cyber security but it’s a vital
security step in the modern world.
Background And Problem Statement
Giant organizations like Yahoo, Sony, and Anthem Inc. heavily depend on machine
learning and big data system to effectively process and store large data amounts. Data-centric
products and services are also popular in small organizations. Unfortunately, hackers are always
on high alert to trace and compromise valuable data (Tewari, 2020). Thus, it’s always essential to
have a security design in place to avoid unexpected loss of data. Some of the common algorithms
and security technologies are not secure through default; he...


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