Leadership and Leadership and CollaborationCollaboration

Copyright, 1996 © Dale Carnegie & Associates, Inc.

From individual to team-From individual to team-matemate

• Until now, we have Until now, we have been studying been studying curriculum curriculum development in development in terms of what you terms of what you as an individual as an individual could docould do

• Now, let’s move to a Now, let’s move to a collaborative rolecollaborative role

How big is a curriculum How big is a curriculum team?team?

• More than oneMore than one

• No more than 9 No more than 9 (McKeatchie, (McKeatchie, 1968)1968)

• Typically five or Typically five or seven in a school seven in a school settingsetting

The following slides will The following slides will show several types of show several types of leaders. But don’t forget leaders. But don’t forget “situational leadership.”“situational leadership.”

What leadership is:What leadership is:

Dwight Eisenhour said that “Leadership is the ability to get a man to do what you want him to do, when you want it done, in a way you want it done, because he wants to do it.” 1957.

Leadership StylesLeadership Styles

• ““Tells” LeadershipTells” Leadership

• ““Sells” LeadershipSells” Leadership

• ““Consults” LeadershipConsults” Leadership

• ““Joins” LeadershipJoins” Leadership

• ““Delegates” LeadershipDelegates” Leadership

““Tells” LeadershipTells” Leadership

• Seeks unquestioning obedienceSeeks unquestioning obedience

• Sometimes relies on fear, intimidationSometimes relies on fear, intimidation

• Gives ordersGives orders

• Relies heavily on authorityRelies heavily on authority

• Sets all goals and standardsSets all goals and standards

• Makes all decisions without consulting the Makes all decisions without consulting the groupgroup

““Sells” LeadershipSells” Leadership

• Work assignments are allotted to workersWork assignments are allotted to workers

• Assignments are sometimes arbitraryAssignments are sometimes arbitrary

• Tries to persuade the group to accept Tries to persuade the group to accept assignmentsassignments

• Seldom builds teamworkSeldom builds teamwork

• Does not motivate worker involvementDoes not motivate worker involvement

• Makes decisions without consulting the groupMakes decisions without consulting the group

““Consults” LeadershipConsults” Leadership

• Does not rely on authorityDoes not rely on authority

• Develops considerable worker loyaltyDevelops considerable worker loyalty

• Does not hesitate to delegateDoes not hesitate to delegate

• Will usually explain “why” a task is to be Will usually explain “why” a task is to be performed a certain wayperformed a certain way

• Takes time to inform his group what he Takes time to inform his group what he thinks may be a solutionthinks may be a solution

““Joins” LeadershipJoins” Leadership

• Builds teamwork by group involvementBuilds teamwork by group involvement

• Accepts suggestions from the work groupAccepts suggestions from the work group

• Treats each worker as an individualTreats each worker as an individual

• Helps workers believe their potentialHelps workers believe their potential

• Uses the decision of the groupUses the decision of the group

““Delegates” LeadershipDelegates” Leadership

• Turns the decision-making process over to Turns the decision-making process over to the groupthe group

• Accepts all group decisions that fit within Accepts all group decisions that fit within accepted parametersaccepted parameters

• Encourages subordinate participation in Encourages subordinate participation in many activitiesmany activities

• Stimulates creative thinking in employeesStimulates creative thinking in employees

Leadership RolesLeadership Roles

• Expert--sometimes the consultant is the source of Expert--sometimes the consultant is the source of knowledge or skill in one area. This is frequently knowledge or skill in one area. This is frequently the case in special education or in technology.the case in special education or in technology.

• Instructor--the consultant may take the role of Instructor--the consultant may take the role of instructing about an area of knowledgeinstructing about an area of knowledge

• Referrer--the referrer sends the client system to a Referrer--the referrer sends the client system to a source where it can find what it needs.source where it can find what it needs.

Leadership RolesLeadership Roles

• Linker--the linker provides a bridge to Linker--the linker provides a bridge to parties, to parts of a system, that need to parties, to parts of a system, that need to be in contactbe in contact

• Demonstrator--the demonstrator shows Demonstrator--the demonstrator shows the client system how something is done, the client system how something is done, but does not necessarily show him how to but does not necessarily show him how to do it for himself.do it for himself.

Leadership RolesLeadership Roles

• Modeler--the modeler provides an example of how to do, Modeler--the modeler provides an example of how to do, or be, something by evidencing it in his own behavior.or be, something by evidencing it in his own behavior.

• Advocate--there are times when a consultant can best Advocate--there are times when a consultant can best facilitate an intention by taking the role of advocate for facilitate an intention by taking the role of advocate for a goal, value, or strategy.a goal, value, or strategy.

• Confronter--there are times when the client system Confronter--there are times when the client system needs to be confronted with awareness of a discrepancyneeds to be confronted with awareness of a discrepancy

Leadership RolesLeadership Roles

• Counselor--the role of the counselor Counselor--the role of the counselor generally includes listening, acting as a generally includes listening, acting as a sounding board, and raising awareness of sounding board, and raising awareness of alternatives. Non-directive.alternatives. Non-directive.

• Advisor--the advisor role differs from the Advisor--the advisor role differs from the counselor role in being more directive about counselor role in being more directive about what the client might do and how to do it.what the client might do and how to do it.

Leader RolesLeader Roles

• Observer--the observer comments on the things Observer--the observer comments on the things that exist and how things are being done.that exist and how things are being done.

• Data collector--the data collector gathers Data collector--the data collector gathers information about what exists and how things are information about what exists and how things are being done.being done.

• Analyzer--the analyzer interprets the meaning of Analyzer--the analyzer interprets the meaning of data found in the system.data found in the system.

Leader RolesLeader Roles

• Diagnoser--the diagnoser uses analyses, Diagnoser--the diagnoser uses analyses, data, and observations in determining why data, and observations in determining why things happen the way they do in the things happen the way they do in the system.system.

• Designer--the designer develops action Designer--the designer develops action strategies, training programs, and strategies, training programs, and management models.management models.

Leader RolesLeader Roles

• Manager--the manager takes charge of Manager--the manager takes charge of the development process by ordering the development process by ordering events to achieve accountability.events to achieve accountability.

• Evaluator--the evaluator serves to feed Evaluator--the evaluator serves to feed back information that will make the back information that will make the system more effective in its task.system more effective in its task.

Blake and Mouton’s Blake and Mouton’s Managerial GridManagerial Grid

Floyd Hunter’s Power Floyd Hunter’s Power PyramidPyramid

All of those have some All of those have some place in leading place in leading

curriculum development curriculum development and revision . . . and revision . . .

But situational leaders are But situational leaders are what is needed in so what is needed in so

many cases . . . many cases . . .

• They give the team what they are They give the team what they are most expert at--whether it is in most expert at--whether it is in organizing, technology, special organizing, technology, special education, subject matter, or in education, subject matter, or in knowledge of the communityknowledge of the community

• They don’t insist on leading when their They don’t insist on leading when their talent is not called for at the momenttalent is not called for at the moment

A final thought . . . A final thought . . .

• ““Leadership position” is very nearly an Leadership position” is very nearly an oxymoronoxymoron

• You don’t have to be in some strange You don’t have to be in some strange position to leadposition to lead

• Leadership is a SERVICE.Leadership is a SERVICE.