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Name You Want Me to Call You Three M&Ms (color coded answers) Goal you Have for the Semester Red: Favorite hobbies Green: Favorite foods Yellow: Favorite movies Orange: Favorite places to travel Brown: Meaningful experience from the summer Blue: Wild card (interesting fact about you) INTRODUCTIONS
ED 276A Leadership Seminar September 11-12 Leaders and Power
When you think about the word power in relation to people, what first comes to mind? Take a moment and write down the first words that come to mind POWER
Linda Hill Assessing Individual Power and Influence
Distinguishes leaders and managers Need a balance between leadership and management within organizations (and ideally in leaders/managers as individuals) Often organizations over managed, under led Leadership and management are distinctive and complimentary Kotter: What Leaders Really Do
Developmentally appropriate mentoring and coaching
What makes leaders?
It is helpful to think about yourself along the dimensions of leadership and management. Which is dominant in you? Think about the head of your organization. Are they more one or the other, a good balance? Are there a couple of people who share the role? Personal Reflection: Leaders and Managers
Within your organization, is your power personal and/or positional? What qualities describe your power? Final Reflection
The most successful organizations will be “learning organizations.” Work must become more learningful. Peter Senge: The Fifth Discipline
Discipline: Developmental path for acquiring skills and knowledge
An approach or disposition towards knowledge construction and relationships, *NOT* best practices or emulating a model
Peter Senge’sFifth Discipline
5 Disciplines as Ensemble Personal Mastery Mental Models Building Shared Vision Team Learning Systems Thinking: 5th Discipline drives and unifies
Proficiency Taking a learning stance, commitment to own lifelong learning Deepening personal vision (self-knowing, clarity, authenticity) Reflective versus reactive (mindfulness) Rare Personal Mastery
Assumptions, values and beliefs that shape our understanding and perception of the world. “Filters” for knowledge construction that keep us from having new insights Dispositions for Inquiry Self-knowing and Reflectivity Learning to accept Disequilibrium and Uncertainty. Opening up to new thinking (think of Rogoff and Gonzalez-Mena’s work in ECE) Mental Models
Goals and values that are shared across an organization…not just the leaders United visions or “pictures” of the future, collective mission Commitment to the long term Not forced compliance Building Shared Vision
Starts with dialogue, “thinking together” Suspending assumptions and defenses, all become aware of what undermines learning Key is looking for a “larger picture” beyond any individual perspective Team Learning
We tend to focus on “snapshots” of isolated parts of a system (islands and silos) Seeing ourselves as part of a larger system “The whole”…connected versus separate Learning to think about consequences of our actions (or in-actions) Systems Thinking
Newer Theories: Emotional Intelligence (empathy) Trait theory helpful for leadership identification—emergence and appearance of leaders—but does not identify who will be effective as a leader Trait Theory (Who You Are)
Leader-member relations Task structure Position power Fiedler Contingency Model
Leaders relationships not all the same due to time, establishes a special group with some In-group and out-group categorized and relationships stable over time Based on personality characteristics and competence In group members higher performance ratings, lower turnover intentions, greater satisfaction with supervisors, and higher overall satisfaction Leader-Member Exchange Theory (Contingency)
Robbins and Judge, Chap 11 Leadership The Path-Goal Theory (Contingency) Environmental Contingency Factors
Motivate their followers by guiding them in the direction of the established goals by clarifying role and task requirements. Contingent Reward: Contracts exchange of rewards for effort, promises rewards for good performance, recognizes accomplishments. Management by Exception: (active) Watches and searches for deviations from rules and standards, takes correct action. Management by Exception: (passive) Intervenes only if standards are not met. Laissez-Faire: Abdicates responsibilities, avoids making decisions. Robbins and Judge, Chap. 11, Leadership Transactional Leaders
Idealized Influence: Provides vision and sense of mission, instills pride, gains respect and trust.
Inspirational Motivation:Communicates high expectations, uses symbols to focus efforts, expresses important purposes in simple ways.
Intellectual Stimulation: Promotes intelligence, rationality, and careful problem-solving.
Individualized Consideration: Gives personal attention, treats each employee individually, coaches, advises.
Robbins and Judge, Chap 11. Leadership Transformational Leaders
Full Range of Leadership Model Effective Transformational Active Passive Ineffective Transactional Idealized Influence Inspirational Motivation Intellectual Stimulation Individualized Consideration Contingent Reward Management by Exception Laissez-faire