University of the Cordilleras Graduate School ED MGMT 511 Human Behavior in Organizations Prof.

Joy Lumabas-Tio Mondays, 5:30-9:30 PM Assignment No. 6A 1. A myth is defined as fiction or half truth. Select any 2 of the leadership myths in the context of an educational institution. What behavioral problems in followers or subordinates would arise by practicing or following this leadership myth identified? I came from a small university in the province and there I was able to observe how the teachers as followers and the administrators as leaders interacted especially in terms of planning, decision-making and implementation of policies in the school. That is why I have selected these two myths: (1) leaders have the most authority (which stems out to other myths like 'respect comes from having a title,' 'personal authority should automatically confer employee deference,' and 'positional power supersedes personal power,' amongst other things) and (2) strategy gets created at the top and implemented at the bottom. Both of these two myths are poisonous to the organization especially in the educational context where professionals do not only reside in but also students. Here are some behavioral problems that may arise among followers/subordinates by practicing the two leadership myth: Blind followership--because he/she is the leader, we have to follow and we can't do anything about it. This may perhaps be the common behavior in the schools. The experience and title of the leader is rather intimidating and the followers tend to follow And that is why there is also a perpetual deference to authority. Fear and avoidance behaviors--we must not 'rock the boat'. Since the leaders seem to intimidate most of the followers, the followers start to develop fear that is why if in the first time of committing a mistake they were really reprimanded, they will be more cautious the second time and they will think that failing or preventing mistakes is the best way to be praised. Also, out of fear and avoidance, the little mention of controversial topics and little or no expressed conflict result and even the lack of curiosity and an unwillingness to experiment (leaders' ideas are far more important and thus will be more creative and effective than mine) and conversations tend to become formal. And, this is the reason why some of the teacher develops factions in the faculty and they start to gossip or back bite the leaders for their character flaws. Devaluing ideas and input of others--In terms of planning and decisionmaking, when the strategies tend to get created at the top, many teachers would think that their ideas are not good or mediocre. Teachers develop a poor morale (I am just a

follower and what else can I do but follow?) and there is little passion and enthusiasm (the leader is always in the limelight and it seems to stay that way) And since, there is little interaction, the leader will sense that the followers don't have much problem with the leadership and in turn when they are given tasks, they do what they are asked to do (I can't suggest, I can't react and I can't make an impact; what else to do but to follow?). Some of them even will think that being given tasks is a burden. 2. What leadership style would be appropriate in dealing with teachers with attitude problems, low commitment, and low concern for the school? Justify your answer with any of the leadership theories. The most appropriate leadership style would be Situational Leadership Theory (SLT) and Path-Goal Theory. Attitude problems, low commitment and low concern are examples of misbehaviors and this requires that a leader should encourage them or help them develop a willingness to work. SLT "acknowledged the importance of followers and builds on the logic that can compensate for their limited ability and motivation." In terms of the behaviors stated above, we can assume that the teachers may have high readiness level wherein they are able and unwilling to do a task. So, the solution to this is that the leader must use a supportive and participative style which brings us to the next theory which is Path-Goal Theory. As mentioned, for teachers who have these behaviors, we make use of supportive and participative leadership styles. For supportive leadership, the leader provides high consideration for those who do not want authority but have high abilities. These types of people who needs support may have in internal locus believing that they are in control of their life, politically or socially active and are more achievement oriented that is why they tend to have conflict with their supervisors. So, they should be given structured tasks which may not be too intimidating to them and are doable. For participative leadership, on the other hand, the leader should include the followers in the decisionmaking so that they may feel that their ideas matter to the organization and this even encourages willingness to work.