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Title: Module Two: Leadership Skills School Self Development package for school managers


1
Module Two Leadership Skills School Self
Development package for school managers
  • Susan OShaughnessy
  • School Management Advisor

2
Module Two Leadership Skills
  • PurposeAll of the modules are designed to stand
    alone. The aim of the module is to provide a
    facilitator with materials which can be adapted
    for diverse audiences
  • Groups of school managers
  • A school community
  • Individual school managers
  • It is hoped that the module will assist schools
    in self-development and learning and that
    clusters of schools may get together to share
    ideas. The materials here may be adapted and
    used in a variety of situations and with
    different audiences. They provide a framework of
    activities which can be reduced or expanded upon.
    If they are used as they stand there is material
    for a five hour session.
  • The author believes in the value of
    participative approaches and many activities are
    included to involve people in the learning
    objectives. These activities are optional and the
    facilitator may wish to use these selectively
    depending on the audience.

3
The Specific Objectives of this module are
  • To understand the concept of Leadership and
    factors that contribute to good leadership.
  • To understand leadership styles and how to
    effectively use different styles in different
    situations.

4
Concepts of Leadership
Good Leaders are made not born In this
course it will be argued that good leaders are
made not born. It will be argued that good
leaders develop through a never ending process of
self- study, education, training and
experience. In order to develop this premise we
need first to have a shared definition of what
leadership is.
5
Leadership continued
  • Bass (1989 1990) theory of leadership states
    that there are three basic ways to explain how
    people become leaders. The first two explain the
    leadership development for a small number of
    people .
  • These theories are
  • Some personality traits may lead people
    naturally into leadership roles. This is Trait
    Theory.
  • A crisis or important event may cause a person
    to rise to the occasion , which brings out
    extraordinary leadership qualities in an ordinary
    person . This is the Great Events Theory.
  • People can choose to become leaders. People can
    learn leadership skills. This is the
    Transformational Leadership Theory.

6
Hays Study
  • A Hays study examined over 75 key components of
    employee satisfaction. They found that
  • Trust and confidence in top leadership was the
    single most reliable predictor of employee
    satisfaction in an organization.
  • Effective communication by leadership in three
    critical areas was the key to winning
    organizational trust and confidence
  1. Helping employees understand the companys
    overall business strategy.
  2. Helping employees understand how they
    contribute to achieving key business objectives.
  3. Sharing information with employees on both how
    the company is doing and how an employees own
    division is doing relative to strategic
    business objectives.

In a nutshell you must be trustworthy and you
have to be able to communicate a vision.
7
Be Know Do
  • Be a professional. Examples Be loyal to the
    organization, perform selfless service, take
    personal responsibility.
  • Be a professional who possesses good character
    traits . Examples Honesty competence, candor,
    commitment, integrity, courage,
    straightforwardness, imagination.
  • Know the four factors of leadership - follower,
    leader, communication, situation.
  • Know yourself. Examples strengths and
    weaknesses of your character, knowledge and
    skills.
  • Know human nature. Examples Human needs,
    emotions, and how people respond to stress.
  • Know your job. Examples be proficient and be
    able to train others in their tasks.
  • Know your organization. Examples where to go
    for help, its climate and culture, who the
    unofficial leaders are.
  • Do provide direction. Examples goal setting,
    problem solving, decision making, planning.
  • Do implement. Examples communicating,
    coordinating, supervising, evaluating.
  • Do motivate. Examples develop moral and esprit
    in the organization, train, coach, council.

8
The Four Factors of Leadership
Communicator You lead through two way
communication. Much of it is nonverbal. For
instance, when you set the example that
illustrates that you would not be asking them to
do anything you would not be willing to do
yourself. What and how you communicate either
builds or harms the relationship between you and
the employees.
Leadership
Follower Different people require different
styles of leadership. For example, a new person
requires more supervision than an experienced
employee. A person who lacks motivation requires
a different approach to one with a high degree of
motivation.
Leader You must have an honest understanding of
who you are, what you know, and what you can do.
It is the followers who will determine if a
leader is successful. If they do not trust or
lack confidence in their leader then they will be
uninspired.
Situation All are different. What you do in one
situation will not always work in another. You
must use your judgment to decide on the best
course of action and the leadership style needed
for each situation. Different schools at
different stages of development may require
different leadership styles.
9
School Environment
  • Every organization has a particular work
    environment, which dictates to a considerable
    degree how its leaders respond to problems and
    opportunities. This is brought about in part by
    its heritage of past leaders and its present
    leaders.
  • Goals, values and concepts
  • Leaders exert influence on the environment via
    three types of actions
  • The goals and performance standards they
    establish.
  • The values they establish for the
    organization.
  • The work and people concepts they establish.

10
Goals, values and concepts
  • Successful schools have leaders who set high
    standards and goals across the entire spectrum.
  • Values reflect the concern the organization has
    for its staff, pupils, parents and surrounding
    community. These values define the manner in how
    the school will be conducted.
  • Concepts define the taught curriculum and other
    areas of study offered by the school and the
    methods and processes for conducting teaching and
    learning.
  • These goals, values and concepts make up the
    schools personality or how the school is
    observed by both outsiders and insiders.

11
Culture and Climate
A schools climate is directly related to the
leadership and management style of the leader,
based on the values, attributes, skills and
actions, as well as the priorities of the leader.
The behavior of the leader is the most important
factor that impacts the climate. On the other
hand the culture is a long term, complex,
phenomena. Culture represents the shared
expectations and self- image of the organization.
The mature values that create tradition or the
way we do things here. Things are done
differently in every organization. The collective
vision and common folklore that define the
institution are a reflection of culture.
Individual leaders cannot easily create or change
a culture because culture is part of the
organization.
12
Leadership Models
Leadership models help us to understand what
makes leaders act the way they do. The ideal is
not to lock yourself in to a type of behavior
discussed in the model but to realize that every
situation calls for a different approach or
behavior to be taken. Two models follow The
Four Framework Approach and The Managerial
Grid. The Four Framework Approach In this
approach Bolman and Deal (1991) suggest that
leaders display leadership behaviors in one of
four different types of frameworks Structural,
Human, Resource, Political, or Symbolic. The
style can either be effective or ineffective,
depending upon the chosen behavior in certain
situations.
13
The Four Framework Approach
3
1
Structural Framework In an effective leadership
situation, the leader is a social architect whose
leadership style is analysis and design. While in
an ineffective leadership situation, the leader
is a petty tyrant whose leadership style is
details. Structural Leaders focus on structure,
strategy, environment, implementation,
experimentation, and adaptation.
Political Framework In an effective leadership
situation, the leader is an advocate, whose
leadership style coalition and building. While in
an ineffective leadership situation, the leader
is a hustler, whose leadership style is
manipulation. Political leaders clarify what they
want and what they can get. They assess the
distribution of power and interests and they
build linkages to other stakeholders. They use
persuasion first and then use negotiation and
coercion only if necessary.
2
4
Human Resource Framework In an effective
leadership situation, the leader is a catalyst
whose leadership style is support, advocate and
empower. In an ineffective leadership situation
the style is abdication. Human resource leaders
believe in people and communicate that belief.
They are visible and accessible. They empower,
increase participation, support, share
information, and move decision making down into
the organization.
Symbolic Framework In an effective leadership
situation, the leader is a prophet, whose
leadership style is inspiration. While in an
ineffective leadership situation, the leader is a
fanatic or fool, whose leadership style is smoke
and mirrors. Symbolic leaders view organizations
as a stage or theatre to play certain roles. They
discover and communicate a vision.
14
The Four Framework Approach continued
This model suggests that leaders can be put into
one of these four categories and there are times
when one approach is appropriate and times when
it would not be. Any one of these approaches
alone would not be adequate. We should strive to
be aware of all four approaches and use
selectively for example, during a major
organizational change, a structural leadership
style may be more effective than a visionary
leadership style. While during a period when
strong growth is needed, the visionary approach
may be better. We also need to understand
ourselves as each of us tends to have a preferred
approach.
15
The Managerial Grid
  • The Blake and Mouton Managerial Grid (1985) uses
    two axis
  • Concern for People is plotted using the
    vertical axis
  • Concern for Task is along the horizontal axis
  • They both have a range of 0 to 9. The notion that
    just two dimensions can describe a managerial
    behavior has the attraction of simplicity. These
    two dimensions can be drawn as a graph or grid.

9
Concern for People
0
9
Concern for Task
16
Four Leader Types
  • Most people fall somewhere near the middle of the
    two axis. But by going to the extremes, that is
    people who score on the far end of the scales, we
    come up with four types of leaders
  • Authoritarian
  • Team Leader
  • Country Club
  • Impoverished

17
Four Leader Types continued
Authoritarian (high task, low relationship) Peopl
e who get this rating are very much task oriented
and hard on their workers (autocratic). There is
little or no allowance for cooperation or
collaboration. Heavily task orientated people
display these characteristics they are very
strong on schedules they expect people to do
what they are told without question or debate
when something goes wrong they tend to focus on
who is to blame rather than concentrate on
exactly what is wrong and how to prevent it they
are intolerant of what they see as dissent (it
may be just someones creativity), so it is
difficult for others to contribute or
develop. Team Leader (high task, high
relationship) This type of person leads by
positive example and endeavors to foster a team
environment in which all team members can reach
their highest potential, both as team members and
as people. They encourage the team to reach team
goals as effectively as possible , while also
working tirelessly to strengthen the bonds among
the various members. They normally form and lead
some of the most productive teams.
18
Four Leader Types continued
Country Club Leader (low task, high
relationship) This person uses predominantly
reward power to discipline and to encourage the
team to accomplish its goals. Conversely, they
are almost incapable of employing the more
punitive coercive and legitimate powers. This
inability results from fear that using such
powers could jeopardize relationships with other
team members. Impoverished Leader ( low task,
low relationship) A leader who uses a delegate
and disappear management style. Since they are
not committed to either task accomplishment or
maintenance, they essentially allow their team to
do whatever it wishes and prefer to detach
themselves from the team process by allowing the
team to suffer from a series of power struggles.
19
Four Leader Types continued
The most desirable place for a leader to be along
the two axis at most times would be 9 on task and
9 on people. The Team Leader. However,
certain situations may call for one of the other
three to be used at times, for example, being an
authoritarian leader to instill a sense of
discipline in an unmotivated worker.
20
Leadership and Human Behaviour
  • As a leader you must be able to motivate your
    colleagues and understand them. To understand and
    motivate people, you must know human nature.
  • Human nature is the common qualities of all
    human beings. People behave according to certain
    principles of human nature. These principles
    govern our behavior.

21
Maslows Hierarchy of Needs
Human needs are an important part of human
nature. Values, beliefs, and customs differ from
country to country and group to group, but all
people have similar needs. As a leader you must
understand these needs because they are powerful
motivators. Abraham Maslow felt that the basic
human needs were arranged in a hierarchical
order. He based his theory on healthy, creative
people who used all their talents, potential and
capabilities. There are two major groups of
human needs basic needs and meta needs.
22
Basic Needs Meta Needs
Basic needs are physiological, such as food,
water, and sleep and psychological, such as
affection, security, and self esteem, These basic
needs are also called deficiency needs because if
they are not met by an individual, then that
person will strive to make up the deficiency.
The higher needs are called meta needs or growth
needs. These include justice, goodness, beauty,
order, unity, etc. Basic needs take priority over
these growth needs. People who lack food or water
cannot attend to justice or beauty.
23
Maslows Hierarchy of Needs
Self-transcendence a level that emphasizes
visionary intuition, altruism, and unity
consciousness. Self- actualization you know
exactly who you are, where you are going and what
you want to accomplish. A state of
well-being. Aesthetic at peace, more curious
about inner workings of all. Cognitive
learning for learning alone, contribute
knowledge. Esteem feeling of moving up in
world, recognition, few doubts about
self. Belongingness and love- belong to a group,
close friends to confide with. Safety- feel free
from immediate danger. Physiological food,
water, shelter, sex.
24
Maslows Theory
  • Maslow posited that people want and are forever
    striving to meet various goals. Because the lower
    level needs are more immediate and urgent, if
    they are not satisfied they come into play as the
    source and direction of a persons goal.
  • A need higher in a hierarchy will become a
    motive of behavior as long as the needs below it
    have been satisfied. Unsatisfied lower needs will
    dominate unsatisfied higher needs and must be
    satisfied before the person can climb up the
    hierarchy.
  • Knowing where a person is on the scale aids in
    determining an effective motivator.

25
Maslows Theory
  • It should be noted that almost no one stays in
    one particular hierarchy for an extended period.
    We constantly strive to move up, while at the
    same time forces outside our control try to push
    us down. Our goal as leaders should perhaps be to
    support our colleagues in obtaining skills and
    knowledge that will push them up the hierarchy
    permanently. It should also be remembered that
    people who have their basic needs met become much
    better workers.
  • They are able to concentrate on fulfilling the
    visions put to them instead of consistently
    worrying about how to make ends meet.
  • In Maslows model the ultimate goal of life is
    self- actualization. This is almost never fully
    attained but rather is something we strive
    towards.
  • Maslow later theorized that this level does not
    stop, it goes on to self- transcendence, which
    carries us to the spiritual level. This level
    recognizes the human need for ethics, creativity,
    compassion, and spirituality.

26
Characteristics of Self- Actualising People
  • Have better perceptions of reality and are
    comfortable with it
  • Accept themselves and their own natures
  • They lack artificiality
  • They focus on problems outside themselves and
    eternal questions
  • They like privacy and tend to be detached
  • Rely on their own development and continued
    growth
  • Appreciate the basic pleasures of life
  • Have a deep feeling of kinship with others
  • Are deeply democratic
  • Have strong ethical and moral standards
  • Are original and inventive

27
Herzbergs Hygiene Motivational Factors
  • Herzberg developed a list of factors which are
    closely related to Maslows except he related his
    more closely to the world of work.
  • Dissatisfiers
  • Working conditions
  • Policies and administrative practices
  • Salary and benefits
  • Supervision
  • Status
  • Job security
  • Fellow workers
  • Personal life

28
Herzbergs Hygiene Motivational Factors
  • Satisfiers
  • Recognition
  • Achievement
  • Advancement
  • Growth
  • Responsibility
  • Job challenge
  • Herzberg felt that the factors in the first list
    needed to be met before the factors in the
    second list could be used to stimulate that
    person.
  • He coined the term job enrichment to describe
    the process of redesigning work in order to build
    in motivators.

29
Theory X and Theory Y
  • Douglas McGreagor developed a philosophical view
    of humankind
  • with his Theory X and Theory Y.
  • These are two opposing perceptions about how
    people view human behavior.
  • People have an inherent dislike and will avoid
    it whenever possible
  • People must be coerced, controlled, directed,
    or threatened in order to get them to achieve the
    educational objectives
  • People prefer to be directed, do not want
    responsibility, and have little or no ambition
  • People seek security above all else

Theory X
30
Theory X and Theory Y
  • Work is as natural as rest and play
  • People will exercise self- direction if they
    are committed to the objectives( they are not
    lazy)
  • Commitment to objectives is a function of the
    rewards associated with their achievement
  • People learn to accept and seek responsibility
  • Creativity, ingenuity, and imagination are
    widely distributed among the population. People
    are capable of using these abilities to solve an
    organizational problem.
  • People have potential
  • With theory X assumptions, the leaders role is
    to coerce and control employees. With theory Y
    the leaders role is to develop the potential of
    others and help them to release that potential
    towards common goals.

Theory Y
31
Kierseys Temperament Sorter
  • David Keirsey and Marilyn Bates based their
    work on the Myers- Briggs- Type- Indicator (
    MBTI- which is based on the work of Carl Jung.)
  • There are four temperaments or characters that
    our personality is based on.
  • Although we have the capacity for all four
    temperaments, we typically develop a basic
    attitude or predisposition for one of them. They
    are described with the names of Greek gods of
    mythology, with whom they share preferences and
    behaviors

32
Kierseys Temperament Sorter continued
Dionysian (Artisan)
This temperament seeks freedom, values
spontaneity, and resists being constrained or
obligated. They do things because the process of
doing them is pleasing, regardless of the goal or
outcome.They are action driven, here-and-now, and
thrive on situations requiring immediate
response. They are optimists who are not easily
controlled. They are the ultimate trouble
shooters and negotiators. They tend to dislike
bosses, policies and procedures. People with
this temperament have strong affiliation needs, a
sense of duty, are keepers of traditions, get
satisfaction from giving, and have a strong work
ethic. They want recognition and appreciation
when they feel it is merited but they will not
ask for it. They are pessimists who elicit
conformity to group norms. They like making clear
cut decisions and will follow established
organizational protocol without question.
Epithean (Guardian)
33
Kierseys Temperament Sorter continued
Promethian (Rationalist)
This type of person understands, predicts,
explains and harnesses phenomena. They value
competence in themselves and others, thrive on
challenges, and strive to control situations.
They are most self- critical of all and
consistently set higher goals of perfection. They
are almost never satisfied with accomplishments
and are embarrassed by praise. They are
imaginative, analytical, and like to build
systems for the future. They will create sweeping
changes if they see the need. An Apollonian
sets extraordinary goals. They strive to be real
and are always in the process of becoming.
Everything has to be imbued with meaning.They are
hard workers if a task is felt to be worthwhile,
and are tireless in pursuit of a cause. Can be a
gadfly in pursuing one goal after another. They
prefer the big picture rather than details and
are focused on ideas rather than tasks. They are
interested in people and relationships.
Apollonian (Idealist)
34
Appendix
  • Appendix 1 Digicon Game
  • Appendix 2 Culture and Climate activity
  • Appendix 3 - Deals Four Framework Approach
  • Appendix 4 - The Leadership Matrix
  • Appendix 5 - Maslows Hierarchy of need for
    ordering activity
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