Lavada Walden Ppt (Leadership) Ch 4
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Lavada Walden Ppt (Leadership) Ch 4

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The Art of Educational Leadership by Dr. Fenwick W. English - Lavada Walden and William Allan Kritsonis, PhD - PPT. Dr. Kritsonis' class. ...

The Art of Educational Leadership by Dr. Fenwick W. English - Lavada Walden and William Allan Kritsonis, PhD - PPT. Dr. Kritsonis' class.


In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”

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Lavada Walden Ppt (Leadership) Ch 4 Lavada Walden Ppt (Leadership) Ch 4 Presentation Transcript

  • Chapter 4 (Dr. Fenwick W. English) Individual Human Agency and Principles of Action Lavada Moore Walden William Allan Kritsonis, PhD
    • “ The inescapable dilemma of every leader is the gap between deeply held personal beliefs concerning right and wrong, good and evil, and the requirements of working in environments in which these principles become muddled in a messy world.”
    • Fenwick W. English
  • Overview
    • Weberian principle of action
    • Gardner Cognitive Model of Leadership
    • The moral leader
    • The pragmatic leader
    • The wounded leader
    • “… leaders are fragile instruments. As in classical tragedy, their very virtues often contain the seeds of failures and disasters; and self-knowledge is not generally their strongest suit.”
    • Carnes Lord (2003 )
  • Weberian Principle of Action
    • Humans can become real and knowable by examining their actions
    • Four types of action
  • Type 1 : Zweckrationalitat
    • Instrumental leadership; traditional educational leadership decision making in which an administrator anticipates the costs and benefits of reaching a desired set of goals
  • Type 2: Wertrationalitat
    • Decision is approached and engaged to attain an ethical, aesthetic, moral, or religious ideal or principle
  • Type 3: Affectual
    • based purely on the emotional response to a situation
  • Type 4: Traditional
    • “Ingrained habitation” - A decision made from following past practices irrespective of whether the reason for it is apparent
  • The Moment of Leadership
    • “ The first thing a leader does is situate himself in a public discourse, and construct a narrative relating what has been done previously to what he proposes to do in the moment at hand. The basic parameters of the politics of leadership is set here….” Scott Skowronek
  • The Good Ole Days –
    • Leaders must always look forward
    • Advice in ancient times
      • Oracles or seers
      • Oracle of Delphi
      • Rely on core of personal values in
      • present time
    Consulting the Oracle of Dephi
  • The Gardner Cognitive Model of Leadership
    • Leaders traffic in stories or narratives
    • Followers create leaders
      • Followers search for leaders
      • Leadership is an artful and purposive construct of a voice and a message that resonates with the people
      • Followers are the doers
  • Gardner continued
    • Leaders give voice, make sense of, and interpret and rationalize what followers are perceiving and feeling
    • A common group or subgroup confront, or are surrounded by conditions, hardships, or deprivations
    • Continued interaction with negativity creates a shared sense of community
  • Gardner continued
    • This creates situation in which leaders rise up and give voice to their emotions or privations
    • Charisma – magnetic personality; the greatest revolutionary force
    • Leaders emerge to meet the needs of the followers facing similar circumstances
    • Follower opinions create a “movement”
  • Gardner continued
    • Leaders compete for followers by engaging in stories or narratives – Ex: Civil Rights Movement
    • “ Born leaders” and “born followers”
    • Followers seek social structure, hierarchy, or purpose
    • Followers seek leaders to help make sense of what may often appear overwhelming
    • Followers require a sense of identity and mission
    • Followers need assurance that their privations are not in vain
  • Gardner continued
    • Leaders tell “identity stories”- give answers to questions asked when confronting uncertainty and ambiguity
    • Stories contain symbols, signs, and metaphors that the followers already know and understand
    • Simple
  • Gardner continued
    • Leaders must embody the beliefs they espouse
    • “When leaders ask their constituents to die for a certain cause, the leaders must appear credible. Leaders must convincingly embody the stories they tell to their audience.”
    • Weber: “leadership legitimacy of those leaders who have attracted followers last only so long as the belief in its charismatic inspiration remains.”
    • Charisma is contradictory to requirements of organization routinization, which is retained by stability; rules of office with predictable relationships
    • Not everyone with authority is a leader
  • Moral Discourse
    • Written and spoken communication
    • The character of modern leadership reveals itself fully only from a vantage point beyond itself
    • Some leaders and followers see their values as fixed to standards they believe extend through time, are universal = Plato perspective
    • Others swayed by possibilities within immediate political or social contexts = Sophists
  • Who the Leader Is
    • Decisions comprised of two levels
    • 1. Nature of the decision itself
    • 2. Ideas, perceptions, assumptions, and values
    And what is important
    • Leaders should have some idea of the medium in which potential actions move in their heads, their hearts, and the language and culture that defines what they think and how they feel and perceive the outside world.
    • Potential decisions rest on perceptions and judgments; value system
    • Morality does not dissolve all disputes
    • “Common good” – focus for leader in deciding competing values
    • School law relies on constitutional interpretation – Whose common good?
  • Sophists Perspective
    • pursuit of truth must be taken without regard to moral values - we cannot know in advance what the truth will turn out to be
    • “ common good” = many temporary arrangements worked out between conflicted elements in society
    • Protagorian leader – Abraham Lincoln
  • Plato’s Perspective
    • “common good” – based on enduring and permanent values based on disciplined thinking
    • Ideal for the unchanging lies at the core of Christian theology
    • Ex: William Lloyd Garrison - abolitionists
    • One of the first task of leadership is to maintain organizational unity
    • Leaders must observe the laws that govern his or her office
      • Laws often unjust and unfair
      • Leaders who are working to change laws must ignore or break them in protest
      • If a leader belongs to an organization that supports unjust laws, s(he) may be forced to forfeit membership or have their cause compromised
  • The Wounded Leader
    • Leadership roles often do not support, confirm, or resonate with the psychic needs of the person who become a leader
    • The gap between the demand of the organizational role and the requirements for “dramatic effectiveness” may cause a leader to become lost and is put in a position in which her moral compass has become confused or points to a false position
    • The healing process for a wounded leader begins with permitting herself to tell her own story
    • Wounding is not the sign of an inept leader
    • - comes with territory of leadership
    • - not “if”, but “when”
    • - what do you do about it
  • The Wounding Process
    • Time to engage in critical self-reflection and growth
    • Opportunity to recast public image
    • Time to rethink how you can work day to day within the value system in which you believe and reset your moral compass
    • “ Know thyself”