DSEP 7100 Leadership Powerpoint on Leadership.pdf

Connie L. Fulmer – A DSEP 7100 PowerPoint on Leadership

 Administration refers to the broadest perspective of organizational
responsibility.
 Administrators have responsibility for both doing things right and
doing the right thing.
 Administrators are expected to be effective managers and leaders.
 Administration is not leadership.

 Management refers to the efficient use of resources.
 Management has responsibility for doing things right.
 Management focuses on the nuts and bolts of making the organization work,
such as hiring, distributing resources, and enforcing policy and procedures
(Hanson, 1991).
 Management is about seeking order and stability (Northhouse, 1997, p. 8).
 Management relates to implementing plans, arranging resources, coordinating
effort, and generally seeing that things get done (Sergiovanni, 1991; Lewis &
Miles, 1990; Cunningham, 1982).
 Management is not leadership.

 Leadership refers to organizational direction and purpose.
 Leadership has responsibility for doing the right things.
 Leadership concentrates on vision, the direction an organization should
take. It draws others into the pursuit of the strategies goals (Hanson,
1991).
 Leadership is about seeking adaptive and constructive change
(Northouse, 2003).
 Leadership relates to vision, mission, purpose, direction, and
inspiration (Sergiovanni, 1991; Lewis & Miles, 1990; Cunningham,
1982).

Leadership is a process process whereby an individual influences a
group of individuals to achieve a common goal (Northouse, 2003).
Northhouse, P. G. (1997). Leadership: Theory and practice. Thousand Oaks, CA: Sage.
Leadership is authentic influence that creates value.
Cashman, K. (2008). Leadership from the inside out.

Educational Leadership: Giving purpose and direction for individual
and group processes; shaping a school culture and values; facilitating the
develop of a strategic plan and vision for the school; formulating goals
and planning change efforts with staff; and setting priorities for the school
in the context of community and district priorities and student and staff
needs (Matthew, 1994, p. 11).
Matthews, J. (1994, January). Analysis of seven frameworks of educational leadership.
Charlottesville, VA: National Policy Board for Educational Administration, 1-16.

Leadership: Leadership, by far the most studied aspect of administrative
behavior, is especially important because we have entered a time of
transition. Reform in education is a continuous process of improvement to
meet the needs of a dynamic society. Leadership in the "era of change"
requires the ability to envision an improved school and the spark to
energize and lead staff to bring it about. Improvement requires
perseverance, nurturance, and problem solving. Leaders must be
entrepreneurial in the sense that they empower employees to meet new
challenges (Cunningham & Cordeiro, 2000, p. 154).
Cunningham, W. G., & Cordeiro, P. A. (2002). Educational administration: A
problem-based approach. Needham Heights, MA: Allyn & Bacon.

 Classical Organizational Thought
People were fleshy parts of the organizational machine !
 Human Relations Movement
Happy Workers and Productive Workers !
 Behavior Science Approach
Workers are both happy and productive when they get to
participate in organizational decision making.

1. A Large Daily Task - which require a full day's effort to complete.
2. Standard Conditions - standard conditions and appliances.
3. High Pay for Success - increase were tied to performance.
4. Loss in Case of Failure - failure should be costly.
5. Expertise in large organizations - tasks should be made
more difficult so only a first-rate worker can complete the
tasks.

1. Time and Motion Studies
2. Division of Labor and Specialization
3. Standardization of Tasks
4. Unity of Command
5. Span of Control
6. Uniqueness of Function
7. Formal Organization

 Classical Organizational Thought
 Human Relations Movement
 Behavior Science Approach
Workers are both happy and productive when they get to
participate in organizational decision making.

1. Illumination Studies
2. Relay Assembly Test
3. Bank Wiring Room

Study lasted seven months and concluded in 1932 and found that:
1. Worker behavior did not conform to the job descriptions. (Informal structure took over,
norms, values, and sentiments that affected performance.
2. cliques formed both on and off the job.
3. informal norms .. too much work and you were a rate buster ... too little work and you
were chiseling .. and no squealing was the norm.
4. Arm binging to show displeasure.
5. Traded jobs
6. Restricted production

1. Economic incentive is not the only significant motivator. In fact, non-economic social sanctions omit the
effectiveness of economic incentives.
2. Workers respond to management as members of an informal group, not as individuals.
3. Production levels are limited more by the social norms of the informal organization than
by physiological capacities.
4. Specialization does not necessarily create the most efficient organization of the work group.
5. Workers use informal organization to protect themselves against arbitrary management decisions.
6. Informal social organizations interact with management.
7. A narrow span of control is not a prerequisite to effective supervision.
8. Informal leaders are often as important as formal supervisors.
9. Individuals are active human beings, not passive cogs in a machine.

 Classical Organizational Thought
 Human Relations Movement
 Behavior Science Approach
Workers are both happy and productive when they get to participate in
organizational decision making.

High Concern for Task, High Concern for People
1. Theory X, High Concern for Task, Douglas McGregor
2. Theory Y, High Concern for People, Douglas McGregor
Theory X Theory Y
1. People dislike and will avoid work if they can. 1. People find work as natural as play and prefer it to doing nothing.
2. People will shirk responsibility, are inherently 2. People are capable of self-direction and self-control; are naturally
lazy, lack creativity, and are unreliable, and creative and, strive for excellence and therefore will make personal
therefore a leader must coerce, direct, and commitments to shared organizational goals.
threaten them to make them work. 3. People seek and accept greater self-direction and new challenges and
3. People desire security, external direction, and new challenges and can be trusted with both authority and responsibility.
rigid structuring; resist change and avoid
responsibility; and have little ambition.

The New Managerial Grid – Blake & Mouton
Low to High Concern for People (Consideration)

LPC Contingency Model
1. The situation moderates the relationship between leader traits and effectiveness.
2. Based on a trait measure called the least preferred coworker (LPC) score.
3. HIGH LPC scores mean leaders are mostly concerned about relationships and tasks are secondary to the first.
4. LOW LPC scores mean leaders are motivated by achievement of task objectives and relationships are
important only after task objectives are being met.
5. The relationship between leader LPC score and effectiveness depends on a complex situational variable called
situational favorableness.
6. Favorableness is measured in terms of three aspects of the situation: (a) leader-member relations, (b)
position power (rewards and punishments), and (c) task structure in place.

LPC Contingency Model
L-M TASK POSITION EFFECTIVE
OCTANT RELATIONS STRUCTURE POWER LEADER
1 Good Structured Strong LOW LPC
2 Good Structured Weak LOW LPC
3 Good Unstructured Strong LOW LPC
4 Good Unstructured Weak HIGH LPC
5 Poor Structured Strong HIGH LPC
6 Poor Structured Weak HIGH LPC
7 Poor Unstructured Strong HIGH LPC
8 Poor Unstructured Weak LOW LPC

Theory Z, William Ouchi (Japanese Management)
Organizational Characteristic Core Value
1. Long-term employment 1. Organizational Commitment
2. Slower promotion rates 2. Career Orientation
3. Participative decision making 3. Cooperation and Teamwork
4. Individual responsibility for group decisions 4. Trust and Group Loyalty
5. Holistic orientation 5. Egalitarianism

Cultural Leadership – Schein; Deal & Kennedy; Gresso.
1. A focus on changes that positively influence what happens to students.
2. Collegiality, trust, integrity, and sufficient time for open, free-flowing communication.
3. An explicit, mutually shared, concrete vision of the ideal school.
4. A climate of mutual support, growth, and innovation.
5. A three- to seven-year prospective for improvement.
6. Face-to-face involvement of appropriate stakeholders.
7. Decisions based on values, interest, and expertise.
8. Continuous improvement that is incremental and systematic.
9. Staff development, character, and skill as the essential components to school improvement.
10. Cooperation among home, school, and community.
11. Empowerment and encouragement of staff to experiment, innovate, and share successes
12. Constant monitoring and feedback of results.
13. Central administrative support of individual school effects.
Gresso, W. G., & Gresso, D. W. (1993). Cultural leadership: The culture of excellent in education. Boston, MA: Allyn & Bacon.

TQM, Deming – Workers 15% -- System 85% of problems.
Leader provides: Employees are responsible for:
1. Core values 1. Improving themselves and the work process
2. Consistency of purpose in such a way that the outcomes of the
3. Information organization continuously improve.
4. Support
5. Training
6. Integration
7. Common Language Plan -> Do -> Study -> Act ->
8. Continuing Feedback Plan -> Do -> Study -> Act ->
9. Improved Systems
10. Alignment
11. Integrity
12. Time
13. Trust
14. Resources

TQM, Deming – Tools for Quality Improvement
Action Plan Force Field Analysis
Bock Diagram Graphs: Bar, Line, Pie
Brainstorming Histogram
Cause and Effect Analysis Interviewing
Checklist Pareto Diagram
Consensus Problem Selection Matrix
Control Charts Problem Statement Matrix
Cost Estimation Quality Indicators
Cultivating QIC Review Form
Customer Needs Analysis Requirements Solution Selection Matrix
Customer/Supplier Model Data Gathering Stratification
Fishbone Diagram Target and Goals
Flowchart Team Project Planning Worksheet

SYSTEMS 4 – Rensis Likert
System 1: Exploitative Authoritative – Management does not trust subordinates, who are not free to
discuss matters with supervisors and whose opinions are not sought in solving problems. Motivation comes from
fears, threats, occasional rewards. Communication comes down from higher management. Goals are ordered
from on high, were all decisions are made.
System 2: Benevolent Authoritative – Management and employees exist in a master-servant relationship.
There is some involvement of employees; more rewards than in system 1; slightly better communications up.
This is a paternalistic organization, not giving much latitude to employees to “do their thing.”
System 3: Consultative – Management controls things, but employees are consulted before solutions to
problems and decisions are made by management. Communication upward is better but is till cautious.
Unpleasant or unfavorable information is not offered freely. Employees feel they will perform some roles in
preliminary stages of decision making and policy setting but that their contributions may not always be taken
seriously.
System 4: Participative Group – Management trusts employees, regards them as working willingly toward
the achievement of organizational objectives. People are motivated by rewards and are involved at all levels in
discussing and deciding issues that are important to them. Communication is quite accurate and goes up, down,
and across. Goals are established with the participation of the people who will have to work to achieve them.

1 2 3 4
1. How much confidence and trust does management place in subordinates? Virtually None Some Substantial A great deal
2. How free do subordinates feel to talk to superiors about the job? Not very free Somewhat free Quite Free Very Free
3. How often are subordinates’ ideas sought and used constructively? Seldom Sometimes Often Frequently
4. Is predominant use made of (1) fear, (2) threats, (3) punishment, 1,2,3,4, & Some 3 4, some 3, 5 5,4, based
(4) rewards, (5) involvement? occasionally 4 on group
5. Where is responsibility felt for achieving organization’s goals? Mostly the top Top &Middle Most levels All levels
6. How much cooperative team work exists? Very Little Relatively Little Moderate Great deal
7. What is the usual direction of information flow? Downward Mostly down Down/Up All directions
8. How is downward communication accepted? Suspicion Some Suspicion Caution Receptively
9. How accurate is upward communication? Inaccurate Often inaccurate Somewhat Almost never
inaccurate inaccurate
10. How well do superiors know problems faced by subordinates? Not well Rather well Quite well Very Well
11. Are subordinates involved in decisions related to their work? Almost Never Occasionally Generally Fully
12. What does decision-making process contribute to motivation? Not much Relatively Little Some Substantial
13. How are organizational goals established? Orders Orders, some After discussion group action
invited comments orders
14. How much covert resistance to goals is present? Strong Moderate Some Little or
none
15. Is there an informal organization resisting the formal one? Yes Usually Sometimes No – same
goals
16.What are the cost, productivity, and other control data used for? Policing Reward Reward, some Self-guidance
Punishment Punishment self-guidance problem
solving

Conceptions of Leadership
• people Leadership (Bonsignore, 1997).
• super leadership (Manz, 1997).
• brave leadership (Peters, 1997).
• limitless leadership (Tice, 1997).
• visionary leadership (Nanus, 1992).
• strategic leadership (Hesselbein, 1997).
• credible leadership (Kouzes & Posner, 1993).
• quality leadership (Deming, 1997).
• creative leadership (Eisner, 1997).
• situation leadership (Hershey & Blanchard, 1988).
• emotional leadership (Bardwick, 1988).
• passionate leadership (Bell, 1997).
• inspirational leadership (Suters, 1997).
• authentic leadership (Shelton, 1997).

Transactional/Transformational Leadership
Transactional Leadership
• The leader defines needs, assigns clear tasks, rewarding congruent
behavior, and having a command-and control mentality.
• Followers are willing to trust the leader because they need to have
problems solved and they believe the leader can solve them.
Transformational Leadership
• The leader provides the mechanisms by which solutions are transferred
into subsequent practice by building the capacity of the individuals and the
group.
• The leader create the incentives for people to continuously improve their
practices and, thus those of the organization.
Burns J. M. (1978). Leadership. New York: Harper and Row.

Servant Leadership
Servant Leadership
• Conscious choice brings one to aspire to lead.
a. Do those served grow as people.
b. Do they, while being served, become healthier, wiser, freer, more
autonomous, more likely themselves to become servants:
c. What is the effect on the least privileged in society; will they benefit,
or at least, will they not be further deprived?
d. group.
• Servant leaders are chosen by the people with whom they work.
• Ability to lead with integrity depends on skills for withdrawal and action,
listening and persuasion, practical goal setting and intuitive prescience.
• The focus is on goals, success, learning, and assisting.
Greenleaf, R. K. 1970). The servant as leader. R.K. Greenleaf Center
for Servant Leadership.

… to promote reflection:
 making suggestions,
 giving feedback,
 modeling,
 using inquiry and soliciting
advice and opinions, and
 giving praise.
... to promote professional development:
 emphasizing the study of teaching and
learning.
 supporting collaboration efforts among
educators.
 developing coaching relationship among
educators.
 encouraging and supporting redesign of new
programs.
 applying the principles of adult learning,
growth, and development to all phases of
staff development; and,
 implementing action research to inform
instructional decision making.
Instructional Leadership
is talking with teachers …
Blase & Blase (1999). Principals’ instructional leadership and teacher development:
Teachers’ Perspectives. Educational Administration Quarterly, 35(3), 349-378.

How do you want
to operate in your
leadership role ?
What is the utility of these many
different conceptualizations of
leadership for you ?
What is effective
leadership ?
What is your
natural style of
leadership ?
Leadership

Leadership Behavior Continuum
1. Listening
2. Clarifying
3. Encouraging
4. Reflecting
5. Presenting
6. Problem Solving
7. Negotiating
8. Directing
9. Standardizing
10. Reinforcing
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2001). SuperVision and instructional leadership: A
developmental approach. Needham Heights, MA: Allyn & Bacon.

Leadership Effectiveness
Source: Adapted from Luft, J. (1970). Group processes: An introduction to group dynamics. New York: National Press Books

Distributed Leadership
 School leadership is best understood as a distributed practice, stretched over the
school’s social and situational contexts.
 The interdependence of the individual and the environment show how human activity as
distributed in the interactive web of actors, artifacts, and the situation is the
appropriate unit of analysis for studying practice of leadership.
 Cognition is distributed through the environments’ material and cultural artifacts and
through other people in collaborative efforts to complete complex tasks.
 Action is distributed across language, theories of action, and interpretive schema,
proving a “mediational means” that enable and transform intelligent social activity.
 By taking leadership practice in a school as the unit of analysis, rather than an
individual leader, our distributed theory of leadership focuses on how leadership practice
is distributed among both positional and informal leaders … and is grounded in activity not
position.
Spillane, J. P., Halverson, R., & Diamond, J. B. (2001, April). Investigating
school leadership practice: A distributed practice. Educational Researcher,
30(3), 23-28.

 Leadership functions (macro tasks and micro tasks) provide a framework for
analyzing practice that enable us to attend to the daily work of school leadership without
losing sight of the big picture.
Macro Tasks - Large scale organizational tasks:
Constructing and selling an instructional vision;
Building norms of trust, collaboration, and academic press;
Supporting teacher development;
Monitoring instruction and innovation.
Micro Tasks - Day to day work:
Creating opportunities for teachers to work together;
Creating in-service opportunities for teachers;
Classroom observations;
Distinguishing formative from summative observations;
 Pursuing a task centered approach, grounded in the functions of leadership within
the school, offers a means of accessing the distribution of leadership practice.
30(3), 23-28.

 Enacting leadership tasks is often distributed across multiple leaders: principals,
assistant principals, curriculum specialists, reading or title I teachers, and classroom
teachers.
 Leadership Tools: Rather than treating material artifacts, tools, (e.g. curricular
frameworks, teacher observation protocols) and organizational structures as backdrop for
leaders’ practice, we see them as defining components of that practice.
 Organizational Arrangements: From a distributed perspective these are constitutive of
leadership practice not simply ancillary (egg crate notion of schools).
 Just as a leadership perspective that focuses on individual capacity is insufficient for
understanding practice, instruction is best understood as constituted in the interaction of
teacher, students, and materials – the instructional unit is a function of the interaction
among elements of the instructional unit and not the solve province of any single element.
Spillane, J. P., Halverson, R., & Diamond, J. B. (2001, April). Investigating school
leadership practice: A distributed practice. Educational Researcher, 30(3),
23-28.

Distributed Leadership Summary
 Leadership is not simply a function of an individual leaders’ ability, skill, charisma, and
cognition … other school leaders and followers matter.
 The situation of the leaders practice (material artifacts, tools, language) are constituting
elements or leadership practice, not just an appendage.
 Leadership practice emerges (both thinking and acting) emerges in and through the
interaction of leaders, followers, and situations.
 If expertise is distributed, then the school, rather than the individual leader may be
the most appropriate unit for thinking about the development of leadership expertise.
30(3), 23-28.

 ACTORS: Leadership is often distributed across multiple leaders: principals, assistant
principals, curriculum specialists, reading or title I teachers, and classroom teachers, ITC
specialists, and others.
 TOOLS & ARTIFACTS: Rather than treating material artifacts, tools, (e.g. curricular
frameworks, teacher observation protocols) and organizational structures as backdrop for
leaders’ practice, we see them as defining components of that practice.
 GOALS: The intentions of the individual or learning group. The focus of purposeful
activity and learning.
 RULES: These criteria under which the community of practice tend to operate or the
cultural view of the work of the group. They are created, modified, and policed by the
group.

Distributed Leadership Framework
ACTORS
GOALS
TASKS (Macro-Micro)
RULES
TOOLS- ARTIFACTS

Connie L. Fulmer – An EDLI PowerPoint on Leadership
Actors
ACTORS
GOALS
TASKS
(Macro-Micro)
RULES
TOOLS
ARTIFACTS
Students
Instructors
Parents
Principal
Instructional Coaches
Organizations
Communities
Others

Goals
ACTORS
GOALS
TASKS
(Macro-Micro)
RULES
TOOLS
ARTIFACTS
What kind of goals?
Informal Learning
Casual Learning
Formal Learning
Academic Learning
Interpersonal Learning
Others …

Tools-Artifacts
ACTORS
GOALS
TASKS
(Macro-Micro)
RULES
TOOLS
ARTIFACTS
Computer
Texts
Software
Protocols
Policies
Funding Streams
Others

Rules
ACTORS
GOALS
TASKS
(Macro-Micro)
RULES
TOOLS
ARTIFACTS
Schedules
Promotion
Evaluation Processes
Vision Based
Motivational to students and instructors
Well Designed
Ethical
Other

Tasks
(Macro-Micro)
ACTORS
GOALS
TASKS
(Macro-Micro)
RULES
TOOLS
ARTIFACTS
Vision Building – [Related Micro Tasks]
Strategic Planning – [Related Micro Tasks]
Implementation – [Related Micro Tasks]
Assessment/Evaluation – [Related Micro Tasks]
Renewal – [Related Micro Tasks]

Actors
Subjects or Collective
(S)
Tasks
(Micro & Macro)
Division of Labor
(DoL)
Elements of a Distributed-Leadership Practice
Artifacts & Tools
Instruments
(I)
Actions
Objective, Purpose
or Intention
(O)
Interactions
Rules of Acceptable
Culture Practice
(R)
Community of
Practice (CoP)
Figure 1. A distributive-leadership practice (D-LP) framework: Elements of a distributed-
leadership practice that result in a community of practice. .

 Connie L. Fulmer
 (303) 816-0780
 Connie.Fulmer@ucdenver.edu

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