The Nature of Leadership Part 1 and 2

8/11/2019 The Nature of Leadership Part 1 and 2

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The Nature of Leadership

Part 1

A Conversation About Theories InformingEffective Leadership


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Developed from the Contents ofReginald Leon Greens

Practicing the Art of Leadership: AProblem-based Approach to

Implementing the ISLLC Standards

Chapter 2


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The Study of Leadership

What is it that a leader adds to a group to makeit effective?

What can a leader do to help improve theperformance of followers?


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The Theoretical Base

The behavior of professionals is guidedby a solid theoretical base.


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Theory

A body of organized and testedknowledge

A statement that explains somephenomena in a systematic way


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Theory

A set of interrelated constructs thatprovide a systematic view of phenomena,

explaining the relations among variables,and predicting probable outcomes


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Ways of Studying Leadership

Traits

Behavior

Contingency

Situational


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Some Major TheoriesInforming Leadership

Organizational Theories

Leadership Theories

Motivational Theories

Contemporary Theories


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Classical Human Relations

Social Systems

Open Systems


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Leadership Theories

Theory X Theory Y

Trait Theories

Behavior Theories


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Leadership Theories

Contingency Theories

Transformational and Charismatic Theories

Self Leadership Theories


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Maslows Hierarchy of Needs

Herzbergs Two-Factor Theory


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Houses Path-Goal Theory

Expectancy Theory

Equity Theory


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Major Leadership Processes


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Major Leadership Processes Leadership

Decision Making

Communication

Conflict Management

Change


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Informing Leadership


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Classical Organizational Theory

Division of Labor Span of Control

Formal Rules

Goal Definition

Extrinsic Rewards

Hierarchy


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Beliefs of the Classical Theorists

Bureaucratic Structure Organizational Control

Scientific Management

Efficient Behavior

Disciplined Behavior


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Classical Organizational Theory

Organizational thought:

Scientific ManagementFrederick Taylor

Administrative ManagementHenri Fayol

The Bureaucratic structureMax Weber


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Management of Work and Worker

Frederick W. Taylor, the Father of ScientificManagement

1800s


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Taylors Four Principles ofScientific Management

Scientific Job Analysis

Selection of Personnel

Management Cooperation

Functional Supervision


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Key Principles

Identify the one best way of doing ajob

Develop workers to function in thatmanner


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Administrative Management

Henri Fayol1920


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Management FunctionsStructuring the Organization

Henri Fayols Management Functions: Planning

Organizing

Commanding Coordinating

Controlling


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Management Principles

Henri Fayols Management Principles: Division of work

Authority

Discipline Unity of command

Unity of direction


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Henri Fayols Management Principles: Subordination of individual interest

Remuneration

Centralization Scalar chain

Stability of personnel


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Henri Fayols Management Principles: Esprit de corps

Order

Equity Initiative


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Webers Bureaucratic Structure

Hierarchical structure Division of labor

Control by rules

Impersonal relationships

Career orientation


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Assistant

Superintendent

Organizational Structure

Assistant

Superintendent

Director Director Director Director Director

Principal Principal Principal Principal Principal Principal


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A Summary of Classical Theory

Classical organizational theorists soughtto identify and describe a set of fixedprinciples (rules) that would establish thebasis for management.


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Classic theorists believed that anapplication of the bureaucratic structureand processes of organizational controlwould promote rational, efficient, and

disciplined behavior, making possible theachievement of well-defined goals.


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Efficiency is achieved by arrangingpositions within an organizationaccording to hierarchy and jurisdictionand by placing power at the top of a

clear chain of command.


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Scientific procedures are used todetermine the best way of performing atask, and then rules are written thatrequire workers to perform in a

prescribed manner. Experts are hired fordefined roles and are grouped accordingto task specialization.


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Principles of Classical Theoryin Todays Schools

Hierarchy

Unit of Command

Span of Control


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The Classical School Leader

Goes by the book.

Runs a tight ship.

Insists on disciplined obedience to policy.


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Believes in the chain of command.

Considers himself/herself to have ultimateauthority and responsibility over everything inthe school.

Focuses on tasks and gives little attention to theindividual or groups in the school.


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Places great emphasis on formalorganizational structure.

Views people as fitting into the structure.


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The Nature of Leadership

Part 2

A Conversation About Theories InformingEffective Leadership


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Developed from the Contents ofReginald Leon Greens

Practicing the Art of Leadership: A Problem-based Approach to Implementingthe ISLLC Standards

Chapter 2


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Human Relations Theory

A focus on the needs of the workers1920s-1930s


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The Hawthorne Studies

From these studies came the idea thatworker output was affected by numerousvariables.


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Variables The manner in which workers were

treated

How they felt about their work

How they felt about coworkers and theirbosses

What happened outside of work


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The attention the workers received in theexperiment, rather than the varied workconditions, caused them to work harder.


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Consideration had to be given to the worker

and the norms of the work group to whichhe/she belonged.


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A Summary of Human RelationsTheory

Individuals are involved in the work.

There is a team orientation.

Individuals are mentored.


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A Summary of Human RelationsTheory

There is a commitment.

Consideration is given to morale.

There is a focus on participation,cohesion, and consensus building.


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The School Leader with a HumanRelations Perspective

Is aware of the norms of groups in theschoolhouse.

Is considerate of the social needs of

individuals.


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The School Leader with a HumanRelations Perspective

Seeks the ideas of individuals regardingwork issues.

Takes into consideration the feelings andattitudes of individuals.


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Social Systems Theory

1930-1975


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A System

A system is a set of interrelated elementsthat functions as a unit for a specificpurpose.

These elements interact with theenvironment almost as a living creaturedoes.


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Parts of the Basic Social System

Inputs

Transformation Process

Outputs

Feedback

Environment


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Inputs

The human, material, financial, or informationresources used to produce a product or service


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Transformation Process

The interaction between and among the parts


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Outputs

The products and/or services produced


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Feedback

Information concerning the outputs or thetransformation process of the organization that

influence decision making and the selection ofinputs during the next cycle


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Environment

The area surrounding the organizationincluding the social, political, and

economic forces that impinge on theorganization


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Social Interaction in Organizations

Individual Behavior

Group Behavior

Formal Behavior

Informal Behavior


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Social Interaction in Organizations

The focus is on the whole, parts, and therelationships among the parts.

All parts of the system are interdependentand subject to influence by any other part.


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The School Leader with a SocialSystems Perspective

Involves the faculty in work decisions.

Pays attention to the faculty to keepthem happy.

Seeks to work with the faculty to keepthem from resisting change.


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The School Leader with aSocial Systems Perspective

Considers the content of the job, as wellas the leadership process.

Pays attention to the climate of theorganization.


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Assists the individual in careerdevelopment.

Considers the whole person as he/sheadapts to the work environment.


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Encourages individuals to assume someresponsibility for the development oftheir own careers.


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The Importance of LeadershipBehavior

Leadership behavior is guided by:

Standards of Practice.

Best Practice.


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Key Factors for EducationalLeaders

Explain Behavior

Predict Behavior


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Open Systems Theory

1950s


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Open Systems Theory

The organization trades with its environment


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Open Systems Theory

From the environment, the organizationreceives:

Human and material resources.

Values.

Community expectations. Societal demands.


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Open Systems Theory

The organization transforms them

through a process (Instructional) andexports the products (Graduates) backinto the environment with value added.


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References

Barth, R. (1990). Improving schools from within.

San Francisco: Jossey-Bass. Fullan, M. (1999). Change forces: The sequel.

New York: Falmer Press. Greenberg, J. (1996). Managing behavior in

organizations.Upper Saddle River, NJ:Prentice Hall.

Senge, P. (1990). The fifth discipline: The art and practiceof the learning organization.New York: Doubleday. Sergiovanni, T. J. (1995). The principalship: A

reflective perspective.Boston: Allyn & Bacon.

Documents

The Nature of Leadership Part 1 and 2