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Chapter 5 pages 117 126 leadership
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ANTWUAN STINSONILP 510: Foundations of Instructional Leadership
ALABAMA STATE UNIVERSITY
DR. KING
Chapter 5: LeadershipPages 117-126
Educational Administration Concepts and Practices 6th Edition by Fred C. Lunenburg & Allan C. Ornstein
Intro Video
Dinner with Mary and WatsonSherlock Holmes meets Prof Moriaty
Overview: Section Organization
Leadership Styles
Classic LeadershipTraitBehavior
Contingency TheoriesBoss-centered leadershipSubordinate-centered leadershipClick here for Video
Page 117
Boss-Centered Leadership
Manager makes and announces decisions
Manager sells decision
Manager presents ideas and invites questions
Manager presents tentative decision subject to change
Manager presents problem, gets suggestions and makes decision
Manager defines limits and asks group to make decision
Manager permits subordinates to function within limits defined by superior
Use of Authority by the manager
Area of Freedom for Subordinates
Subordinate-Centered Leadership
Page 117
Leadership Behaviors
Telling – The leader identifies a problem, considers alternative solutions, choose, and then tells subordinates what they are to do.
Selling – The leader makes the decision but tries to persuade the group members to accept it. The leader points out how she has considered organizational goals and the interests of group members, and then states how the members will benefit.
Testing – The leader identifies a problems and proposes a tentative solution, asking for the reaction of those who will implement it, but making the final decision.
Page 117
Leadership Behaviors (cont.)
Consulting – The group members have a chance to influence the decision from the beginning. The leader presents a problem and relevant background information. The group is invited to increase the number of alternative actions to be considered.
Joining – The leader participates in the discussion as a member and agrees in advance to carry out whatever decision the group makes.
Page 117
Influences on the Leader
Forces in the Leader Value system: how strongly the leader feels that
individuals should have a share in making the decisions Confidence in the group members: leaders may have more
confidence in his own capabilities than group membersForces in the Category
Leaders may want to remember that each member is influenced by many personality variables and expectations
Forces in the Situation Do the members have the needed knowledge Does the complexity of the problem require special
experience or a one-person solution
Page 118
Influences on the Leader (cont.)
Long-run Objectives and Strategy Leaders work on daily problems, their choice of
leadership patterns by: Raising the level of member motivations Improving the quality of all decisions Developing teamwork and morale Furthering the individual development of members Increasing the readiness to accept change
Implications for Practice The Tannenbaum-Schmidt model makes intuitive sense
and can be used to identify alternative leadership behaviors
Page 118
Three-Dimensional Leadership Styles
Developed by William ReddinThe model (left) integrates the
concepts of leadership style with the situational demands of a specific environment.
Effective – when the style is appropriate to a given situation
Ineffective – when the style is inappropriate to a given situation
Page 119
He developed the first relatively simple method of measuring what he called “situational demands” – i.e. the things that dictate how a manager must operate to be most effective.
Reddin’s model was based on the two basic dimensions of leadership identified by the Ohio State studies. He called them Task-orientation and Relationships-orientation. However he introduced what he called a third dimension – Effectiveness. Effectiveness was what resulted when one used the right style of leadership for the particular situation.
Reddin identified four major leadership styles on the high effectiveness plane and four corresponding styles on the low effectiveness plane, effectiveness being where the leadership style matched the demands of the situation.
So a manager who demonstrated a high level of task-orientation and low relationships orientation where it was the style that was required was called a Benevolent Autocrat.
The real theoretical breakthrough with Reddin’s 3-D model was the idea that one could assess the situation and identify what behavior was most appropriate. His model relates the level of managerial effectiveness to the most appropriate use of each of these styles.
Effective Styles
Developer – A leader gives maximum concern to relationships and minimum concern to tasks. Leader has implicit trust in people and is concerned about them developing.
Executive – A leader gives great concern for both tasks and relationships. Leader is seen as a good motivator setting high standards, recognizing individual differences and using team management
Bureaucrat – A leader gives concern to both tasks and relationships. The leader is seen as conscientious and is interested mainly in rules and wants to maintain and control the situation by the rules
Benevolent Autocrat – A leader gives maximum concern to tasks and minimum concern to relationships. The leader is seen as knowing exactly what she wants and how to get it without causing resentment.
Page 120
Ineffective Styles
Missionary – A leader using this style gives maximum concern to people and relationships and minimum concern to tasks in a situation in which such behavior is inappropriate. The leader is seen as a “do-gooder” who values harmony as an end in itself.
Compromiser – A leader using this style gives a great deal of concern to both tasks and relationships in a situation that requires emphasis on only one or on neither. The leader is seen as a poor decision maker, easily affected by pressure.
Page 120
Ineffective Styles (cont.)
Deserter – A leader using this style gives minimum concern to tasks and relationships in a situation where such behavior is inappropriate. The leader is seen as uninvolved and passive
Autocrat – A leader using this style gives minimum concern to tasks and minimum concern to relationships in a situation in which such behavior is inappropriate. The leader is seen as having no confidence in others, as unpleasant, and as interested only in the immediate job
Page 120
Implication for Practice
Reddin’s model incorporates three theoretical bases discussed previously, namely leader traits and behaviors, groups, and situational factors. Reddin’s model has not been the object of much empirical research. Instead it has become a popular technique for use in training administrators in numerous organizational contexts.
His model is a 64-item questionnaireReddin’s approach makes participants cognizant of
various leadership styles that can be adapted to various situations.
Page 120
Another well-known and useful framework for analyzing leadership behavior is Paul Hersey and Kenneth Blanchard’s situational leadership theory. It is an extension of Tannenbaum and Schmidt’s leadership continuum, Blake and Mouton’s managerial grid, and Reddin’s three-dimensional leadership styles. Following the lead of the earlier Ohio State leadership studies, and like the three-dimensional frameworks, situational leadership theory identifies two key leadership behaviors: task behavior and relationship behavior
Situational Leadership Styles
Page 120
Task Behavior – The leader engages in one way communication by explaining that each subordinate is to do, as well as when, where, and how tasks are to be performed.
Relationship Behavior – The leader engages in two-way communication by providing socio-emotional support, “psychological strokes,” and “facilitating behaviors.
Page 120
Situational Factor: Readiness of Followers
Taking the lead from Fiedler’s contingency factors, Hersey and Blanchard incorporated the readiness of followers as a key situational variable in their model. Hersey and Blanchard see two types of readiness as particularly important: willingness and ability.
Willingness is a combination of the varying degrees of confidence, commitment, and motivation. Any one of these variables can be prepotent; that is, a person may be completely committed to the job, quality and the organization.
Ability is determined by the amount of knowledge, experience, and demonstrated skill the follower brings to the task.
Page 120
Leadership StylesThe key for leadership effectiveness in Hersey and Blanchard’s model is to match the situation with the appropriate leadership style. Four basic leadership styles are in the model: telling, selling, participating, and delegating.
Telling Style –this is a high-task, low-relationship style and is effective when subordinates are low in motivation and ability.Selling Style - this is a high-task, high relationship style and is effective when subordinates have adequate motivation but low ability.Participating Style –this is a low-task, low-relationship style and is effective when subordinates have adequate ability but low motivation.Delegating Style - this is a low-task, low-relationship style and is effective when subordinates are very high in ability and motivation.
Page 121
The Hersey-Situational Leadership Model, 2006
Page 121
High Relationship and Low Task
High Task and High Relationship
Low Relationship and Low Task
High Task and Low Relationship
Parti
cipat
ing
Selling
TellingDeleg
atin
g
Low Task Behavior High
Directive Behavior
HIGH MODERATE LOWR4 R3 R2 R1
Able and Confident and Willing
Able but Insecure or Unwilling
Unable but Confident or Willing
Unable and Insecure or Unwilling
Performance ReadinessSituational Leadership
Influence Behaviors
Administrative Advice 5-2
Applying Situational LeadershipTelling Style – Give specific instructions and supervise staff members closely. This leadership style is primarily for first year teachers who need a lot of instruction and supervision.
Selling Style – Explain decisions and solicit suggestions from followers but continue to direct tasks. This leadership style works especially well with non-tenured teachers, who are in their second or third year on the job. They’re gaining confidence and competence, but they’re still getting their feet on the ground.
Participating Style – Make decisions together with staff members and support their efforts toward performing tasks. The leadership style works with highly creative teachers. Applying this style can take the form of supporting teachers when they come up with excellent ideas and helping them to bring those ideas to fruition.
Delegating Style – Turn over decisions and responsibility for implementing them to the staff members. This leadership style works with people who go above and beyond their instructions.
Page 122
Implications to Practice
The Hersey – Situational Leadership Model is useful because it builds on other explanations of leadership that emphasize the role of task and relationship behaviors.
As a result, it is widely used for leadership training and development in a wide variety of organizational things.
School administrators can benefit from this model by attempting to diagnose the readiness of followers before choosing the right leadership style.
Until recently, there was almost no empirical research evidence to support the validity of the Hersey-Blanchard model. However, one study in a school setting provides partial support for this model.
Page 122
Implications for Practice
The study consist of Elementary school principals from one large urban school district who received training using the Hersey and Blanchard’s framework. Pretests and posttests were administered to the principal and a sample of their teachers before and after training to determine the effects of training on principals’ leadership effectiveness and style range.
The study found that principals were perceived as more effective three years after training than before training. However, no significant changes or differences were found in principals'’ effectiveness immediately after or before training, nor were the principals leadership style range.
Page 122
Other Contemporary Perspectives
Modernist theories in leadership were traditionally dominated by masculine incorporation and lacked feminine presence in development of language.
Page 123
Synergistic Leadership Theory
Synergistic Leadership Theory (SLT), developed by Irby and colleagues, seeks to explicate the need for a postmodernist leadership theory by providing an alternative to, and not a replacement for, traditional theories. The SLT includes issues concerning diversity and the inclusion of the female voice in the theory. In a tetrahedron model, the theory uses four factors to demonstrate aspects not only of the leadership but it effects on various institutions and positions. The factors are 1) beliefs, attitudes, and values; 2) leadership behavior; 3) external forces; and 4) organizational structure.
Page 123
Synergistic Leadership Theory
Factor 1: Beliefs, Attitudes, and Values – beliefs, attitudes, and values are depicted as dichotomous, as an individual or group would either adhere or not adhere to specific beliefs, attitudes, or values at a certain point in time.
Factor 2: Leadership Behavior- derives directly from the literature on male and female leadership behaviors and is depicted as a range of behaviors from autocratic to nurturer.
Factor 3: External Forces – influences outside the control of the organization or leader that interact with them and that inherently embody a set of beliefs, attitudes, and values.
Factor 4: Organizational Structure-refers to characteristics of the organizations and how they operate.
Implications for Practice – The synergistic leadership theory provides a framework for describing interactions and dynamic tensions among beliefs, attitudes, and values.
Page 123
Beliefs, Attitudes, ValuesImportance of professional growth
Openness to change/diversityAdherence to traditionCollegial trust/Support
Importance of character, ethics, integrity
Importance of programs for at-risk/gifted students
Role of teachers/learnersPurpose of school
Role of teachers/administratorsImportance of employee well-being
Leadership Behavior
AutocraticDelegator
CollaboratorCommunicatorTask-oriented
Risk-takerRelationalNurturer
ControllerStabilizerIntuitive
External Forces
Perceptions/expectations of
Supervisor/colleagues
Perceptions/expectations of
communityLocal, state and
nationalRegulations Resources Location
Culture of community
Socio-economic status
Language/ethnic groups
Political/special interest groups
Organizational StructureRotates leadership, use expertise of members , not rank, has consensually
derived goals, values members, rewards professional development, relies on informal communication, disperses power, promotes
Community, promotes nurturing and caring, promotes empowerment, has many rules, has separate tasks and roles maintains a tall hierarchy and
initiates few changes Page 124
Leader-Member Exchange Theory
Focuses on a dyad, the relationship between a leader and each subordinate
Each relationship differs
centered on the interactions between a leader and subordinates
TheVerticalDyad
VerticalDyads
Page 124
LMXTwo kinds of relationships that each follower falls
into based on how well they work with the leader and how well the leader works with them. Personality and other personal characteristics are also related to this process.
In groups – based on expanded and negotiated role responsibilities. Followers go far beyond their formal job description, and the leader in turn does more for these followers.
Out group – based on the formal employment contract. Followers are not interested in taking on new and different job responsibilities.
Page 125
Leader Member Exchange
S Subordinate
In-GroupOut-Group
Leader
SS
S
S S
S
S
S S
S
S
S
In-Group more information, influence, confidence & concern from Leader more dependable, highly involved & communicative than out-groupOut-Group less compatible with leader usually just come to work, do their job & go home
Page 125
How does LMX theory work?
Best understood within the Leadership Making Model (Graen & Uhl-Bien, 1995) Leader forms special relationships with all subordinates early Leader should offer each subordinate an opportunity for new
roles/responsibilities in a non-contractual exchange Leader should nurture high-quality exchanges with all
subordinates
Rather than concentrating on differences, leader focuses on ways to build trust & respect with all subordinates – resulting in entire work group becoming an in-group
Out-group are supervised narrowly by an implicit contract
Page 125
In Group Out-Group
Enjoy the benefits of job latitude
Have higher productivity, job satisfaction, motivation, and collegial relationships
Less employee turnover More positive performance
evaluations, higher frequency of promotions, greater organizational commitment, more desirable work assignments, and better job attitudes
Do what they must and little beyond
They are considered hired-hands
They are influenced by legitimate authority rather than true leadership
Support is provided due to the mandated duty
How does LMX theory work?Page 125
Reciprocal Influence TheoryCertain leaders behaviors cause subordinate
behaviorsThe leader may be fearful of reactions from
subordinatesThe subordinates may exert more control on
the leader than the leader on the subordinate
Page 126
Strengths
LMX theory validates our experience of how people within organizations relate to each other and the leader
LMX theory is the only leadership approach that makes the dyadic relationship the centerpiece of the leadership process
LMX theory directs our attention to the importance of communication in leadership
Solid research foundation on how the practice of LMX theory is related to positive organizational outcomes
Page 126
Discussion