Leadership in Education-1
Leadership in Education-1
Leadership in Education-1
Leadership is the ability to influence through communication the activities of others , individually or as a group, toward the accomplishment of worthwhile, meaningful and challenging goals One cannot be a leader unless there are people (co-workers, followers) to be led Leadership involves the application of influence skills. The use of skills has a purpose; to accomplish goals To bring about influence, so important goals are achieved The influence is brought about not only directly through authority or motivation, but also indirectly through role modeling Employees generally have higher expectations of leaders as models or exemplars of the organization 1
Influence strategies
Reason- Using facts and data to develop logically sound argument Friendliness-Using supportiveness, praise, and the creation of goodwill Coalition-Mobilizing others in the organization Bargaining- Negotiating through the use of benefits and favors Assertiveness-Using a direct and forceful approach Higher Authority-Gaining the support of higher level in the hierarchy to add weight to the request Sanctions- Using rewards and punishment
2
Prestige
If the term Prestige is of interest to me, I begin to wonder if Leaders posses some sort of Prestige, I browse the ERIC Thesaurus under Term Prestige, I will find the following: Awards Professional Recognition Careers Reputation Caste Selective Colleges Leadership Qualities Social Status Popularity Status Need Prestige
3
Organization is a social unit or human grouping deliberately constructed and reconstructed to achieve specific objectives An organization is a consciously coordinated social unit, composed of two or more people, that functions on a relatively continuous basis to achieve a common goal or a set of goals The define purpose of any organization is shaped to a large degree by the organizational framework, or structure that determine its context ORGANIZATIONAL BEHAVIOR (OB) is the systematic study of the action and attitudes that people exhibit within organizations
Sociology
It focuses on the influence of people on one another
Anthropology is the study of societies to learn about human beings and their activities Political Science is significant to the understanding of behavior in organizations. Political Science is the study of behavior of individuals and groups within a political environment
Behavioral Science
Learning Motivation Personality
Contribution
Unit of analysis
Output
Psychology
Emotions Training Individual decision making Leadership Effectiveness Job Satisfaction Performance appraisal Attitude measurement Job design Work stress Group Dynamics Work Teams Communications Status Power Conflict Formal Organization Theory Organizational technology Organizational Change Organizational Culture
Individual Individual
Group
Sociology
Organization System
7
Group Behavioral change Attitude Change communication Group Decision making Group Processes Comparative Values Study of Organizational Behavior
Social Psychology
Organization System
Comparative Attitudes Anthropology Cross cultural analysis Organizational Culture Organizational Environment
Political Science
The purposes of education in the 21st century are to reflect the changing context of educational organizations Educational Administrators will have to create communities of reciprocal caring and responsibility Creation of such Communities can be accomplished only if educational leaders are authentic and truly human Educational Administrators should believe in, value, and committed to the ideal of common good, and the right of every student to a quality education, and development of a caring school community A school administrator is and educational leader who promotes the success of all students by acting with integrity, fairness and in an ethical manner
10
Leaders emerge to guide organization and together fulfill a purpose. Leaders are in service to organizations, to individual who comprise the organization and to the clients that organization serve. Three metaphors of organizational Context: School as Machine: Exhibit many qualities reflective of scientific management era. Leaders of such schools attempt to control power and knowledge and manage the organization, so that order, predictability and tradition are maintained. A tendency to manage rather than lead and becomes outdated and obsolete School as Organism: Exhibit growth and adaptive qualities. Human needs are acknowledged and met while growth is facilitated
School as Brains: Learning organizations, characterized as thinking/learning models, reflect the brain metaphor. Principals are facilitators who enable the free flow of communication and exchange of ideas
11
Consequently Education Leaders must model a range of behavior, including: Creating and communicating a core set of beliefs and values, while understanding and meeting short term goals Building bridges among people and their ideas, and assisting people in discovering their creative potentials Challenging traditional ideas, assumptions and structures Embracing ambiguity and applauding serendipity Reflecting on current activities and events Seeking new perspectives in their lives Engaging in life long learning
12
All leaders must carefully examine their values and beliefs so they can act responsibly and ethically
13
Maintaining interactions Creating new alignments Connecting people Continuously improving and learning Assessing Results Sustaining capacity, and Institutionalizing improvement
Leaders should encourage collaboration within the school, the district and state
14
Distinguishing Management from Leadership No clear line separate the two, but Management is different from Leadership
16
We should give young people a sense of the many kinds of leaders and styles of leadership, and encourage them to move toward those models that are right for them
17
Leadership has been one of the most studied topics in management, yet the conclusion reached are contradictory, exaggerated and controversial The three main approaches at the center of the debate surrounding leadership are as follows: Trait theory of Leadership attributes performances among employees to the individual characteristics (traits) of Leaders (physical, personality, mental) Behavior theory of Leadership attributes performance differences to the behavior and style of leaders
Contingency theory of Leadership The leaders behavior and style in combination with situational factors are the key reasons for performance differences
18
21
Basic functions
Management operates through various functions, often classified as planning, organizing, staffing, leading/directing, controlling/monitoring and motivation. Planning: Deciding what needs to happen in the future (today, next week, next month, next year, over the next five years, etc.) and generating plans for action. Organizing: (Implementation) pattern of relationships among workers, making optimum use of the resources required to enable the successful carrying out of plans. Staffing: Job analysis, recruitment and hiring for appropriate jobs.
Leading/directing: Determining what needs to be done in a situation and getting people to do it.
22
Basic functions
Controlling/monitoring: Checking progress against plans. Motivation: Motivation is also a kind of basic function of management, because without motivation, employees cannot work effectively. If motivation does not take place in an organization, then employees may not contribute to the other functions (which are usually set by top-level management).
Basic roles Interpersonal: roles that involve coordination and interaction with employees. Informational: roles that involve handling, sharing, and analyzing information. Decisional: roles that require decision-making.
23
Management skills
Political: used to build a power base and establish connections. Conceptual: used to analyze complex situations. Interpersonal: used to communicate, motivate, mentor and delegate. Diagnostic: the ability to visualize most appropriate response to a situation .
24
26
being
A person gains competency through education, training, experience, or natural abilities. The competency is an observable and measurable knowledge and skills. The knowledge and skills must distinguish between superior performers (or exemplary performance) and other performers. Since its initial conception, attitudes, traits, or personalities have also played a major role in competencies, even though they are not normally thought of as being observable and measurable
27
Leadership Competencies..
Administrators are expected to be Effective Leaders and Efficient Managers Success in Administration depends on ones overall Leadership ability Leadership competencies are leadership skills and behaviors that contribute to superior performance By using competency based approach to leadership, organizations can better identify and develop their next generation of leaders By looking at an individuals current competencies and comparing those to the skills necessary to fill a leadership position, organizations can make informed decision in hiring, developing and promoting leaders
28
Leadership Competencies
Successful leadership is the ability to lead others to behave as the manager intended Effective Leadership results in managers intentions being realized as well as the need of the employee being satisfied
29
Leadership Competencies
Solving problems and making decisions
The competency of Decision Making might include the following behavioral indicators: Dealing with difficult decisions: Able to connect information together in order to diagnose problem. Determines root cause to fully resolve issue Sensitive to the needs of others when dealing with divisive issues. Commits to a course of action: Can make decisions quickly when necessary. Seeks the correct answer and understands the impact that the decision could have on other organization issues. Dealing with difficult decisions: Avoids making decisions and often waits for others to make the decision. Does not take responsibility for wrong or ineffective decisions.
30
Leadership Competencies
Creative Problem Solving
Identifies and collects information relevant to the problem. Uses brainstorming techniques to create a variety of choices. Selects the best course of action by identifying all the alternatives and then makes a logical assumption Interpersonal Skills Treats others with respect, trust, and dignity. Works well with others by being considerate of the needs and feelings of each individual. Promotes a productive culture by valuing individuals and their contributions
31
Leadership Competencies
Manage Client Relationships
Works effectively with both internal and external customers. Gathers and analyzes customer feedback to assist in decision making.
Self-Direction
Establishes goals, deliverables, timelines, and budgets with little or no motivation from superiors (self-motivation rather than passive acceptance). Assembles and leads teams to achieve established goals within deadlines
32
33
Leadership Competencies
Financial
Does not waste resources. Looks for methods to improve processes that have a positive impact on the bottom line.
Business Acumen
Reacts positively to key developments in area of expertise that may affect our business. Leads process improvement programs in all major systems falling under area of control.
34
Leadership Competencies
These are the skills needed to drive the organization onto the cutting edge of new technologies. Leadership Competencies form the basic structure that separates leaders from bosses. These skills create the walls and interiors of the pyramid. Without them, a leader is just a hollow windbag, or as Scott Adams of Dilbert fame best characterizes it, "a pointy-head boss. Leadership Abilities Displays attributes that make people glad to follow. Provides a feeling of trust. Rallies the troops and builds morale when the going gets tough.
35
Leadership Competencies
Visioning Process Applies effort to increase productiveness in areas needing the most improvement. Creates and set goals (visions). Senses the environment by using personal sway to influence subordinates and peers. Gain commitment by influencing team to set objectives and buy in on the process. Reinforces change by embracing it (prevents relapse into prior state). Create and Lead Teams Develops high-performance teams by establishing a spirit of cooperation and cohesion for achieving goals. Quickly takes teams out of the storming and norming phases and into the performing phase.
36
Leadership Competencies
Foster Conflict Resolutions (win-win) Effectively handles disagreements and conflicts. Settles disputes by focusing on solving the problems, without offending egos. Provides support and expertise to other leaders with respect to managing people. Evaluates the feasibility of alternative dispute resolution mechanisms. Project Management Tracks critical steps in projects to ensure they are completed on time. Identifies and reacts to the outside forces that might influence or alter the organization's goals. Establishes a course-of-action to accomplish a specific goal. Identifies, evaluates, and implements measurement systems for current and future projects.
37
Leadership Competencies
38
Leadership Competencies
Coach and Train Peers and Subordinates Recognizes that learning happens at every opportunity (treats mistakes as a learning event). Develops future leaders by being involved in the company mentoring program. Provides performance feedback, coaching, and career development to teams and individuals to maximize their probability of success. Ensure leadership at every level by coaching employees to ensure the right things happen. Ensures performance feedback is an integral part of the dayto-day activities.
39
40
Leadership Competencies
Leading others: Leadership is purposeful. The shared goals becomes a common enterprise because they are developed together Communicating effectively (able to express a vision and sense of mission) Developing others (Develop teachers and staff to be able to do what needs to be done) Valuing diversity and differences (Create a culture of positive shared values) Building and maintaining Relationships (Motivate and inspire people to want to do what needs to be done) Managing effective team and work groups (Group support for Objectives and team members ability to work together in solving problems)
41
42
43
44
45
Rapid Design Uses prototypes for to quickly create and deliver learning packages. Consulting Determine stakeholder's needs. Negotiate a solution. Ensure solution fulfills a business and/or organization requirement. Instruction Plan and prepare for instruction Engage learners though out entire instruction. Demonstrate effective presentation and facilitation skills. Provide clarification and feedback. Provide retention and transfer of newly learned skills and knowledge.
46
47
48
49
System 4. (Participative Group). Management trusts employees, regards them as working willingly toward achieving organizational objectives People are motivated by rewards and are involved in all level of discussion and decision important to them Communication is quite accurate and goes up, down, and across. Goals are established with the participation of the people who will have to work to achieve them The participatory style is associated with effective performance
50
Visionary: inspired by articulating a heartfelt, shared goals; routinely give performance feedback and suggestions for improvement of that goal Coaching: take people aside for a talk to learn their personal aspiration; routinely give performance feedback in those terms and stretches assignments to move toward those goals Democratic: Knows when to listen and ask for input; gets buy-in and draws on what others know to make better decisions Affiliative: Realizes that having fun together is not a waste of time, but build emotional capital and harmony Pacesetting: Leads by hard driving example and expects others to meet the same pace and high performance standards; trends to Fs not As Commanding: Gives orders and demand immediate compliance; tends to be coercive
51
Leadership is the process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task
Intelligent Leadership style: A leaders habitual style of interacting can either energize or demotivate people trait theories still: focus on a small set of individual attributes such as Big Five personality traits, to the neglect of cognitive abilities, motives, values, social skills, expertise, and problem-solving skills; fail to consider patterns or integrations of multiple attributes; do not distinguish between those leader attributes that are generally not malleable over time and those that are shaped by, and bound to, situational influences; do not consider how stable leader attributes account for the behavioral diversity necessary for effective leadership.
52
Leadership styles.
Strategic Leadership Transactional Leadership Visionary Leaders Charismatic Leadership Team Design Leadership Servant Leadership (Customer service leadership) Instructional leadership Entrepreneurial Leadership (Balanced Leadership)
53
Islamic Leadership
Leadership Role from Islamic Perspective The Morale base of Islamic Leadership Coaching as Tarbiyyah and self development Multiple Frame in Islamic Leadership
54
Motivation Decision Making Communication Knowledge and Change Managing Anger and Stress Managing Anger Managing Stress Self Help Intervention to manage stress
55
Emotional Intelligence in Human Development Emotional Intelligence in Educational Development Multiple forms of Intelligence Decision Making process
56
57