Leadership in Education

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

The Core of Leadership: Influence

The exercise of influence is the essence of leadership behavior
Leaders use influence as their primary tool to move the organization toward its goals, while managers in addition to influence, use tools such as compensation, employees feedback and evaluation

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
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Leadership qualities: Literature search

Lets say, I am interested in qualities leader posses and browse ERIC Thesaurus under Term related to Leadership qualities, I will find the following:

Administrative Qualifications Collegiality Leaders Leadership

Leadership Effectiveness Leadership Qualities Leadership Responsibility Leadership Training

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
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THE FIELD OF ORGANIZATIONAL BEHAVIOR

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

The field of OB seeks to replace intuitive explanation with systematic study

OB compasses the behavior of people in such diverse organizations as manufacturing and service firms; schools; hospitals; charitable organizations, and local, federal and state agencies OB is applied behavior science and as a result, built upon contribution from several behavioral disciplines Psychology is the science that seeks to measure, explain, and some times change the behavior of humans and other animals. Psychology focus on the individual Sociology study the social system in which individual fill their roles. Sociology studies people in relations to their fellow human beings

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

Study of Organizational Behavior

Sociology

Organization System
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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

Conflict Intraorganizational politics Power

The Nature of Educational Leadership

Educational Leadership involves Values, Morals and Ethics

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

The Nature of Educational Leadership in Organizations

The process of mobilizing, in conflict or in competition with others, Institutional, political, psychological and other resources so as to arouse and satisfy motives of followers Thus, a dynamic interactive relationship between members of a group and individual collectively acknowledged by the group as a leader Leadership is a group function: It occurs only when two or more people interact Leaders intentionally seek to influence the behavior of other people Thus, any concept of leadership deals with exercising influence on others through social interaction To understand Leadership, we must examine the nature and quality of social interactions involved

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The School: The Context for Leadership

The responsibilities of school leadership are best understood within Organizational context

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

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Effective leaders are judged by followers reaching their potential.

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

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The purposes of Leadership is to:

Create a supportive environment where people can thrive, grow, and live with peace with one another Promote harmony with nature and thereby provide sustainability for future generation Create communities of reciprocal care and shared responsibility- where every person matters and each persons welfare and dignity is respected and supported

All leaders must carefully examine their values and beliefs so they can act responsibly and ethically

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Leadership consists in providing information and new knowledge

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

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Distinguishing Management from Leadership No clear line separate the two, but Management is different from Leadership

Focus of the role:

Managers focus on the moment to moment organizational performance. Leaders think of the long- term goals of the organization Managers are primarily concerned with process, and Leaders are primarily concerned with substance The process versus substance distinction is useful in understanding the contrast between management and leadership Most Managers must also be good leaders and most leaders must be good managers Typically, Good leaders scarifies micromanagement of the bottom line in favor of macroscopic understanding of its enterprise, its associate and its strategic direction Leaders are less likely to be deemed Workaholic, or taskmaster by their associates
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Distinguishing between leaders and Managers..

They (Leaders) think longer term- beyond the days crisis, beyond the quarterly report, beyond the horizon In thinking about the unit they are heading, they grasp its relationships to longer realities, the larger organization they are a part, external to the organization, global trends They reach and influence constituents beyond their jurisdictions, beyond boundaries. Thomas Jefferson influenced people all over Europe. Gandhi influenced people all over the world. They put heavy emphasis on the intangibles of vision, values, motivation and understand intuitively leaders interaction They have the political skill to cope with conflicting requirements of multiple constituencies They think in Terms of renewal. The leader or Leader/manager seeks the revision of process and structure by ever changing reality

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The many kinds of Leaders

Leaders come in many forms, with many styles and diverse qualities There are quiet leaders and leaders you can hear in the next country Some find their strength in eloquence, some in judgment, some in courage The diversity is almost without limit: Churchill, the splendid eloquent old worrier Gandhi, the visionary and the shrewd mobilizer of the people Lenin, the coldly purposeful revolutionary All great leaders, but extraordinary diverse in personal attributes

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

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Approaches to understanding Leadership

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

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Leadership is an elusive characteristic that is easy to spot, but

difficult to define

What makes some one a good leader?

Think about three strong leaders that you know, what makes them good leaders? Do they posses common characteristics? Now think about three strong managers that you know. what makes them good managers? How are they different from leaders? A good analogy to keep in mind when comparing Management to Leadership is: Managers climb the corporate ladder, leaders make sure the ladder is leaning against the right wall Managers are people who do things right and leaders are people who do the right thing Elusive: vague, indefinable, hard to pin down
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The Five Levels of Leadership

Level 5: Executive: Builds enduring greatness through a paradoxical blend of personal humility and professional well. HUMALITY + WILL = LEVEL5 They are: modest and willful, humble and fearless Level 4: Effective Leader: Catalyzes commitment to and vigorous pursuit of a clear and compelling vision, stimulating higher performance standards Level 3:Competent Manager: Organizes people and resources toward the effective and efficient pursuit of predetermined objectives Level 2: Contributing Team Member: Contributes individual capabilities to the achievements of group objectives and works effectively with others in group setting Level 1:Highly Capable individual: Make productive contribution through talent, knowledge, skills, and good work habits
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The Nature of Managerial works

Managers mange things (Finance, inventories and programs) not people Management in all business and organizational activities is the act of getting people together to accomplish desired goals and objectives using available resources efficiently and effectively. Management comprises planning, organizing, staffing, leading or directing, and controlling an organization (a group of one or more people or entities) or effort for the purpose of accomplishing a goal

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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.

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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.

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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 .

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Management and Leadership: Basic Function of Management:

Planning, Organization, Command, Coordination, and Control 1. Division of work: The principal of specialization and efficiency 2. Authority and Responsibility: The right to give orders and the power to exact obedience 3. Discipline: Essential for smooth running of business 4. Unity of command: An employee receive order from superior only 5.Unity of direction: one head and one plan for activities with the same objectives 6. Subordination of individual interests to general interests 7. Remuneration of Personnel: Compensation should be fair 8. Centralization: Essential to the organization and its natural consequence of organizing 9. Scalar Chains: The chain of superiors ranging from the ultimate authority to the lowest rank
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Basic Function of Management: Planning, Organization,

Command, Coordination, and Control 10. Order: The organization should provide an orderly place for every individual 11. Equity: Equity and sense of justice pervade the organization 12. Stability of Tenure of Personnel: Time needed for employee to adopt to work and perform efficiently 13. Initiative: At all level of organization ladder zeal and energy are augmented by Initiative 14. Team work: The need for team work and the maintenance of interpersonal relationships

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Leadership Competencies can be thought of as the state or quality of

well qualified to perform a task.

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

Attributes > Competencies > Performance Outcomes

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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

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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

Leading the organization:

Managing change (Planned change, Spontaneous change, Evolutionary change) Managing politics and influencing others Taking risks and innovation Setting Vision and strategy Managing the work Enhancing business skills and knowledge Understanding and Navigating the organization

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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.
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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

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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

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Leadership Competencies Flexibility

Willingness to change to meet organizational needs. Challenges established norms and make hard, but correct decisions. Adapts to stressful situations. Build appropriate relationships Networks with peers and associates to build a support base. Builds constructive and supportive relationships Professionalism Sets the example. Stays current in terms of professional development. Contributes to and promotes the development of the profession through active participation in the community.

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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.

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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.

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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.

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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.

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Leadership Competencies

Implement Employee Involvement Strategies

Develops ownership by bringing employees in on the decision making and planning process. Provides the means to enable employee success, while maintaining the well-being of the organization. Develops processes to engage employees in achieving the objectives of the organization. Empower employees by giving them the authority to get things accomplished in the most efficient and timely manner.

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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.
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Leadership Competencies Leaders concentrate on:

Strategic vision and about the direction the organization should go, and the leaders non coercive skills in drawing subordinates into the active pursuit of the strategic view Leading the Self: To lead is to understand the dynamics of the change process Demonstrating Ethics and Integrity Displaying drive and purpose Exhibiting leadership stature Increasing your capacity to learn Managing yourself Increasing self awareness Developing adaptability

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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)

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The Essential of Educational Leadership

Power and Influence (The concept of power, influence and control are frequently used interchangeably) The classic definition of power is the ability to get others to do what you want them to do Power can also be defined as any force that results in behavior that would not have occurred if force was not present Power may Coercive (based on fair of death, maiming, starvation, imprisonment or other significant personal injury or loss), or Based non threatening persuasion or suggestion Controlling access to information, instrumentation and resources is also power Legitimate power is based on peoples perceptions of the leaders right or authority to make them do things because of his or her role or position in the organization

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Variety of Individual Power

Reward Power is the power given to managers that attain administrative power over a range of rewards (such as raises and promotions). Employees who work for managers desire the reward from the manager and will be influenced by receiving it as a result of work performance Expert power is attained by the manager due to his or her own talents such as skills, knowledge, abilities, or previous experience. A manager who has this power within the organization may be a very valuable and important manager in the company Charisma Power: A manager who has charisma will have a positive influence on workers and create the opportunity for interpersonal influence

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Managerial traits and skills:

People Relationship skills: the more skill the managers have in relating to the groups and individuals, the more effective they can be Strategic planning abilities: Define goals and objectives and think clearly about the future Basic communication: Express oneself effectively both orally and in written form Communicate plans and activities in a manner that supports strategies for employee involvement Actively listen to others

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Leading Change in School Organization

Adult Learning Understand and appreciate the diverse experiences of learners. Facilitate self-directed and help with the informal learning of others. Instructional Design Use the Instructional Design (ISD) model: Conduct needs assessment and analyze for performance needs. Design for maximum performance. Development material by fleshing out design. Deliver (implement) learning package. Evaluate using formative and summative methods throughout entire process.

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Leading Change in School Organization

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.

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Traditional Leadership Theories

The complex process of Leadership enables people to realize their full potential and that of the organization
Traits Skills Style Situation, Contingencies Path Goal Social Exchange

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New Paradigms of Leadership Theories

Transformational Leadership Shared Team Leadership Distributed Leadership Feminist Theory Moral Leadership Social Justice Leadership Substitutes Multicultural Leadership and Diversity

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Leadership styles and Leaders

The four types of Leadership styles are as follows: System 1. (Exploitative Authoritative). Management does not subordinates, who are not free to discuss issues with supervisor and whose opinion are not sought in solving a problem Motivation comes from fear, threats, occasional rewards, Communication Comes down fro m higher management Goals are ordered from high where all decisions are made System 2. (Benevolent Authoritative). Management and Employees exist in a Master Servant relationship Some involvement of employees, more rewards than in system 1 Slightly better communication up Not giving much latitude to employees to do their own things

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Leadership styles and Leaders

System 3. (Consultative). Management controls things, but employees are consulted before solutions to problems and decisions are made by management Unpleasant or unfavorable information is not offered freely Employees feel they will perform some roles in decision making, but Their contribution may not always be taken seriously

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
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Leadership styles and Leaders

Six Common Leadership Styles

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

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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

Leadership is "organizing a group of people to achieve a common goal"

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.
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Leadership styles.
Strategic Leadership Transactional Leadership Visionary Leaders Charismatic Leadership Team Design Leadership Servant Leadership (Customer service leadership) Instructional leadership Entrepreneurial Leadership (Balanced Leadership)

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Islamic Leadership
Leadership Role from Islamic Perspective The Morale base of Islamic Leadership Coaching as Tarbiyyah and self development Multiple Frame in Islamic Leadership

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Functional Administrative Process of Educational Leadership

Motivation Decision Making Communication Knowledge and Change Managing Anger and Stress Managing Anger Managing Stress Self Help Intervention to manage stress

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Emotional Intelligence and Educational Leadership

Emotional Intelligence in Human Development Emotional Intelligence in Educational Development Multiple forms of Intelligence Decision Making process

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The Competencies of Emotional Intelligence

Self Awareness with regard to emotions Emotional Expression Commitment Creativity Resilience Optimism Compassion Interpersonal Connections Personal Power and Integrity Emotional Regulations

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