-د./ أحمد روحى- كلية التربية جامعة الزقزيق Are you a Leader هل أنت قائد

‫قائد؟‬ ‫أنت‬ ‫هل‬
Are you a leader?
Dr. Ahmed Rawhy
Zagazig Uni.- Faculty of Education
Zagazig University
Faculty of Education
STEM Leadership Professional Diploma Program

‫أنت‬ ‫هل‬
‫قائد؟‬
Are you a leader?
‫د‬
/
‫روحى‬ ‫أحمد‬
‫كلية‬
‫التربية‬
-
‫جامعة‬

Are you a leader?
Dr. Ahmed Rawhy

‫قائد؟‬
Are you a
leader?

‫قائد؟‬
Are you a leader?
Dr. Ahmed Rawhy

Are you a leader?
Dr. Ahmed Rawhy
Zagazig Uni.- Faculty of
Education

‫و‬، ‫لحضراتكم‬ ‫األول‬ ‫االسم‬ ‫معرفة‬ ‫يسعدنا‬
....

‫التعارف‬
Participants
1
2
3

‫التوقعـــات‬
Expectations

‫األهداف‬
Objectives
‫يتمثل‬
‫العام‬ ‫الهدف‬
‫في‬
:
‫اكساب‬
‫كة‬ ِ
‫شار‬ُ‫م‬‫ال‬ ‫القيادات‬
‫بعض‬ ‫وتنمية‬ ،‫المعارف‬ ‫بعض‬
‫المهارات‬
‫والقادة‬ ‫القيادة‬ ‫بموضوع‬ ‫الخاصة‬ ،‫لديهم‬
:
‫المتنوعة‬ ‫واألساليب‬ ‫واألنماط‬ ،‫المفاهيم‬
.
،ً‫ا‬‫وإجرائي‬
‫أ‬ ‫على‬ ‫فعالة‬ ‫بصورة‬ ً‫ا‬‫قادر‬ ‫المشارك‬ ‫يكون‬ ‫أن‬ ‫ينبغى‬،‫اللقاء‬ ‫هذا‬ ‫بنهاية‬
‫ن‬
:
•
‫عرف‬ُ‫ي‬
‫بعض‬
‫والقيادة‬ ،‫باإلدارة‬ ‫المرتبطة‬ ‫المفاهيم‬
.
•
‫القائد‬ ‫مفهوم‬ ‫عرف‬ُ‫ي‬
.
•
‫والقائد‬ ‫المدير‬ ‫من‬ ‫كل‬ ‫سمات‬ ‫بين‬ ‫يقارن‬
.
•
‫والقادة‬ ‫للقيادة‬ ‫المتنوعة‬ ‫األساليب‬ ‫يميز‬
.
•
‫العملية‬ ‫حياته‬ ‫فى‬ ‫القيادة‬ ‫مبادئ‬ ‫يتبنى‬
.
•
،‫عام‬ ‫بشكل‬ ‫األخرين‬ ‫مع‬ ‫تعاملة‬ ‫أسلوب‬ ً‫ا‬‫إيجابي‬ ‫يعدل‬
‫خاص‬ ‫بشكل‬ ‫معه‬ ‫والعاملين‬
.

Objectives
The overall objective is to acquire and develop some of their knowledge and skills specific to the
subject of leadership and leaders: diverse concepts, styles and techniques.
Procedurally, by the end of this session, the participant should be effectively able to:
- Defines some concepts associated with management and leadership.
- Defines the concept of leader.
- Describe the differences between leadership and management
- Compares the traits of both the manager and the leader.
- Characterizes diverse styles of leadership and leaders.
- Adopts the principles of leadership in his working life.
- Positively modifies the way he deals with others in general,
And those working with him.

Objectives
By the end of this session, you should be able to
 define leadership concept
 describe the differences between leadership and
management
 identify and compare different leadership styles
 describe your leadership style and its impact on others
 describe your action plan for development as a leader
19

Objectives
‫ومهارات‬ ‫معارف‬ ‫بعض‬ ‫وتطوير‬ ‫اكتساب‬ ‫هو‬ ‫العام‬ ‫الهدف‬
،‫المشاركين‬
‫والقادة‬ ‫القيادة‬ ‫بموضوع‬ ‫الخاصة‬
:
‫مفاهي‬
‫م‬
‫و‬ ‫أساليب‬
‫وتقنيات‬ ‫أنماط‬
‫متنوعة‬
.
‫على‬ ‫فعال‬ ‫بشكل‬ ‫قادرا‬ ‫المشارك‬ ‫يكون‬ ‫أن‬ ‫يجب‬ ،‫الجلسة‬ ‫هذه‬ ‫نهاية‬ ‫بحلول‬ ،‫اإلجرائية‬ ‫الناحية‬ ‫من‬
:
-
‫والقيادة‬ ‫باإلدارة‬ ‫المرتبطة‬ ‫المفاهيم‬ ‫بعض‬ ‫تعريف‬
.
-
‫القائد‬ ‫مفهوم‬ ‫يحدد‬
.
-
‫واإلدارة‬ ‫القيادة‬ ‫بين‬ ‫االختالفات‬ ‫وصف‬
-
‫والقائد‬ ‫المدير‬ ‫من‬ ‫كل‬ ‫سمات‬ ‫بين‬ ‫يقارن‬
.
-
‫والقادة‬ ‫القيادة‬ ‫من‬ ‫متنوعة‬ ‫أنماط‬ ‫يميز‬
.
-
‫العملية‬ ‫حياته‬ ‫في‬ ‫القيادة‬ ‫مبادئ‬ ‫يتبنى‬
.
-
‫عام‬ ‫بشكل‬ ‫اآلخرين‬ ‫مع‬ ‫تعامله‬ ‫طريقة‬ ‫إيجابي‬ ‫بشكل‬ ‫يعدل‬
.

‫األعمال‬ ‫جدول‬
Agenda
‫األولى‬ ‫الجلسة‬
:
•
ً‫ال‬‫أو‬
:
‫القيادة‬ ‫مفهوم‬
•
ً‫ا‬‫ثاني‬
:
‫القائد؟‬ ‫هو‬ ‫من‬
•
ً‫ا‬‫ثالث‬
:
‫والقائد‬ ‫المدير‬ ‫بين‬ ‫الفوارق‬
‫الثانية‬ ‫الجلسة‬
:
‫رابعا‬
:
‫وللقائد‬ ‫للقيادة‬ ‫متنوعة‬ ‫اساليب‬
•
‫خاتمة‬
...

Agenda
First Session:
First: The concept of leadership
Second: Who is the leader?
Third: Differences between manager and leader
Second Session:
Fourth: Styles of leadership and leaders
Conclusion...

‫التدريب‬ ‫وأساليب‬ ‫طرق‬
Training methods
•
‫المحاضرة‬
.
•
‫الذهنى‬ ‫العصف‬
.
•
‫المناقشة‬ ‫مجموعة‬
.
•
‫العمل‬ ‫مجموعة‬
.
Lecture.
Brainstorming.
Discussion group.
Working Group.

‫اليوم‬ ‫قصة‬
TODAY STORY
•
‫مقدمة‬
...
•
:

:
‫القيادة‬ ‫مفهوم‬

:
‫القائد؟‬ ‫هو‬ ‫من‬

:
‫والقائد‬ ‫المدير‬ ‫من‬ ‫كل‬ ‫بين‬ ‫الفوارق‬

‫رابعا‬
:
‫للقيادة‬ ‫متنوعة‬ ‫أساليب‬
Introduction...
First Session:
First: The concept of leadership
Second: Who is the leader?
Third: Differences between the manager and the leader
Fourth: Various Leadership Styles

‫نشاط‬
(
1
:)
‫مناقشة‬
Discussion
‫من‬ ‫بكل‬ ‫المقصود‬ ‫ما‬
:
-
‫اإلدارة؟‬
-
‫القيادة؟‬
‫الوقت‬
( :
5
)
‫دقائق‬
.
What is the meaning of:
- Management?
- Leadership?
Time: (5) minutes

‫نشاط‬
(
2
:)
‫عمل‬ ‫مجموعة‬
Group Work
‫القائد؟‬ ‫هو‬ ‫من‬ ‫أو‬ ‫القائد؟‬ ‫ما‬
‫الوقت‬
:
(
10
)
‫دقائق‬
.
‫المناقشة‬
( :
2
)
‫دقيقة‬
.
• What is the leader? or Who is the leader?
• Time: (10) minutes.
• Discussion: (2) minutes.

• Think-pair-share:
• What are the differences between a manager and a
leader?
Think: 2 min.
Pair: 3 min.
Share: 5 min.
28
‫نشاط‬
(
3
:)
‫شارك‬ ،‫زاوج‬ ،‫ر‬ّ‫ك‬‫ف‬
Think-pair-share:
‫َّر‬‫ك‬َ‫ف‬
،
‫ز‬
‫ا‬
‫وج‬
،
‫شارك‬
:
‫ما‬
‫المدير‬ ‫بين‬ ‫الفوارق‬
‫والقائد‬
‫؟‬
َ‫ف‬
َّ‫ك‬
‫ر‬
:
2
‫دقيقة‬
‫ز‬
‫ا‬
‫وج‬
:
3
‫دقائق‬
.
‫شارك‬
:
5
‫دقائق‬
.

‫نشاط‬
(
4
:)
‫عمل‬ ‫مجموعة‬
Group Work
‫لديك‬ ‫المفضل‬ ‫القيادي‬ ‫األسلوب‬ ‫ما‬
(
‫بك‬ ‫الخاص‬
)
‫؟‬
‫الوقت‬
:
(
10
)
‫دقائق‬
.
‫المناقشة‬
( :
2
)
‫دقيقة‬
.
• What’s your leadership style?
• Time: (10) minutes.
• Discussion: (2) minutes.

•
:

Reflection time
33
What is Leadership?

‫اآلخري‬ ‫على‬ ‫التأثير‬ ‫على‬ ‫القدرة‬ ‫هي‬ ‫القيادة‬
‫من‬ ‫ن‬
‫اإللهام‬ ‫خالل‬
‫و‬ ،
‫التالعب‬ ‫ليس‬
‫المناورة‬ ‫أو‬
.

•
‫ترتبط‬ ‫ما‬ ‫غالبا‬
‫باألشخاص‬ ‫القيادة‬
(
‫الناس‬
(
‫ترتبط‬ ‫بينما‬ ،
‫باألشياء‬ ‫اإلدارة‬
.
•
‫يلى‬ ‫بما‬ ‫القيادة‬ ‫تقوم‬
:
‫ال‬ ‫ع‬ُ‫ق‬ َ‫و‬َ‫ت‬ ،‫تعاونية‬ ‫بصورة‬ ‫األهداف‬ ‫وضع‬
،‫مشاكل‬
‫المهن‬ ‫بناء‬ ‫في‬ ‫المساعدة‬ ،‫واإلبداع‬ ‫التجديد‬ ‫تيسير‬
(
‫المهنى‬ ‫المسار‬
)
‫و‬
‫ليس‬
‫النا‬ ‫تحفيز‬ ،‫التحول‬ ‫قيادة‬ ،‫النفسى‬ ‫األمان‬ ‫وضمان‬ ‫تأمين‬ ،‫الوظائف‬
،‫س‬
‫الذ‬ ‫التقييم‬ ،‫األخرين‬ ‫وتنمية‬ ‫تدريب‬ ،‫واإلرشاد‬ ‫التدريب‬ ،‫التوجيه‬
‫اتي‬
‫الض‬ ‫نقاط‬ ‫تحويل‬ ،‫لألخرين‬ ‫وإيصالها‬ ‫الرؤية‬ ‫توضيح‬ ،‫والتحسين‬
‫الى‬ ‫عف‬
‫الثقة‬ ‫بناء‬ ،‫الفريق‬ ‫أعضاء‬ ‫ورغبة‬ ‫إرادة‬ ‫وضمان‬ ‫تأمين‬ ،‫قوة‬ ‫جوانب‬
‫والمساءلة‬ ‫المسؤولية‬ ‫ل‬ُ‫م‬َ‫ح‬‫ت‬ ،‫واستدامتها‬
/
‫الفري‬ ‫حماية‬ ،‫المحاسبية‬
‫من‬ ‫ق‬
‫الصع‬ ‫األوقات‬ ‫أثناء‬ ‫األشخاص‬ ‫ْم‬‫ع‬َ‫د‬ ،‫بالنجاح‬ ‫االحتفال‬ ،‫التهديدات‬
‫تحديد‬ ،‫بة‬
‫الفريق‬ ‫تمثيل‬ ،‫يصل‬ ‫ما‬ ‫إدارة‬ ،‫النمو‬ ‫ص‬َ‫ر‬ُ‫ف‬
(
‫النيابة‬
/
‫عن‬ ‫الوكالة‬
‫ة‬
)
‫حل‬ ،
‫النزاع‬
/
‫الصراع‬
.
•
‫يلي‬ ‫بما‬ ‫اإلدارة‬ ‫تقوم‬
:
‫الرقاب‬ ،‫وخارجه‬ ‫الفريق‬ ‫داخل‬ ‫االتصال‬ ‫تسهيل‬
‫على‬ ‫ة‬
،‫المناسبة‬ ‫األدوات‬ ‫توفير‬ ،‫وإدارتها‬ ‫المخاطر‬ ‫تحديد‬ ،‫والتنفيذ‬ ‫األداء‬
‫تحديد‬
‫وت‬ ‫ضمان‬ ،‫الوظيفية‬ ‫والدرجات‬ ‫األجور‬ ‫جداول‬ ،‫التغيير‬ ‫إدارة‬ ،‫القيود‬
‫أمين‬
‫التكاليف‬ ‫في‬ ‫التحكم‬ ،‫والسالمة‬ ‫الصحة‬
(
‫ضبطها‬
)
‫االمت‬ ‫من‬ ‫التحقق‬ ،
‫ثال‬
/
‫وضمانه‬ ‫االلتزام‬
(
‫والرقابة‬ ‫والتنظيم‬ ‫السياسة‬
)
،‫االجتماعات‬ ‫رئاسة‬ ،
‫توظيف‬
‫تخطيط‬ ،‫العمال‬
‫الفعاليات‬
/
‫ال‬ ،‫التقارير‬ ‫وكتابة‬ ‫وإعداد‬ ‫القياس‬ ،‫األحداث‬
‫تخطيط‬
‫المشكالت‬ ‫حل‬ ،‫األولويات‬ ‫وترتيب‬ ‫وتحديد‬
. 38
‫والقيادة‬ ‫اإلدارة‬

What is Leadership?
• Leadership is the ability to influence, motivate, and enable
others to contribute to the effectiveness and success of the
organizations of which they are members. Robert House (2004)
• Leadership is the ability to influence a group toward the
achievement of a vision or set of goals. Robbins & Judge (2008)
• Leadership is the process by which a person exerts influence
over others and inspires, motivates and directs their activities
to achieve group or organizational goals.
39

‫القيادة؟‬ ‫ما‬
What is Leadership?
•
‫م‬ ‫وتمكينهم‬ ‫وتحفيزهم‬ ‫اآلخرين‬ ‫على‬ ‫التأثير‬ ‫على‬ ‫القدرة‬ ‫هي‬ ‫القيادة‬
‫ن‬
‫فيها‬ ‫أعضاء‬ ‫هم‬ ‫التي‬ ‫المنظمات‬ ‫ونجاح‬ ‫فعالية‬ ‫في‬ ‫المساهمة‬
.
(Robert House, 2004)
•
‫أو‬ ‫رؤية‬ ‫تحقيق‬ ‫نحو‬ ‫مجموعة‬ ‫على‬ ‫التأثير‬ ‫على‬ ‫القدرة‬ ‫هي‬ ‫القيادة‬
‫األهداف‬ ‫من‬ ‫مجموعة‬
.
(Robbins & Judge ,2008)
•
‫اآلخرين‬ ‫على‬ ‫التأثير‬ ‫الشخص‬ ‫بها‬ ‫يمارس‬ ‫التي‬ ‫العملية‬ ‫هي‬ ‫القيادة‬
،
‫ويلهم‬
‫أنشطته‬ ‫ويوجه‬ ‫ويحفز‬
‫م؛‬
‫المنظمة‬ ‫أو‬ ‫المجموعة‬ ‫أهداف‬ ‫لتحقيق‬
.
40

What is Leadership?
• Leadership is ” influence nothing more, nothing less". John C
Maxwell. (Leadership is Exerting influence)
• Leadership is the process of influencing people and providing
an environment for them to achieve team or organizational
objectives.
41
Influence
+
Follower
ship
+
Vision
=
Leadership

What is Leadership?
•
‫هي‬ ‫القيادة‬
"
‫أقل‬ ‫وال‬ ‫أكثر‬ ‫ال‬ ‫التأثير‬
."
(
John C Maxwell
)
.
(
‫أنها‬ ‫أي‬
‫ممارسة‬
‫النفوذ‬
)
•
‫أهداف‬ ‫لتحقيق‬ ‫لهم‬ ‫بيئة‬ ‫وتوفير‬ ‫الناس‬ ‫على‬ ‫التأثير‬ ‫عملية‬ ‫هي‬ ‫القيادة‬
‫الفريق‬
‫المنظمة‬ ‫أو‬
.
42
Influence
+
Follower
ship
+
Vision
=
Leadership

What is Leadership
43

What is a
Leader? Who is
a leader?
• A leader is a person who has a vision, a
drive and a commitment to achieve that
vision, and the skills to make it happen.
• A Leader is an individual who can exert
influence over other people to help
achieve group or organizational goals.
• A leader is a person who motivates and
influences a group of people towards the
achievement of a goal.
• A leader is a person committed to goal.
• A leader is a person committed to meet
expectations of the followers such as
Belonging, Enthusiasm, Value and
appreciation
49

What is a
Leader? Who is
a leader?
‫القائد؟‬ ‫هو‬ ‫ما‬
•
‫ا‬
‫لقائد‬
‫ودافع‬ ‫رؤية‬ ‫لديه‬ ‫الذي‬ ‫الشخص‬ ‫هو‬
‫الالزم‬ ‫والمهارات‬ ‫الرؤية‬ ‫تلك‬ ‫لتحقيق‬ ‫والتزام‬
‫ة‬
‫ذلك‬ ‫لتحقيق‬
.
•
‫القائد‬
‫على‬ ‫التأثير‬ ‫ممارسة‬ ‫يمكنه‬ ‫فرد‬ ‫هو‬
‫المجموع‬ ‫أهداف‬ ‫تحقيق‬ ‫في‬ ‫للمساعدة‬ ‫اآلخرين‬
‫ة‬
.
•
‫القائد‬
‫على‬ ‫ويؤثر‬ ‫يحفز‬ ‫الذي‬ ‫الشخص‬ ‫هو‬
‫الهدف‬ ‫تحقيق‬ ‫نحو‬ ‫الناس‬ ‫من‬ ‫مجموعة‬
.
•
‫القائد‬
‫بالهدف‬ ‫ملتزم‬ ‫شخص‬ ‫هو‬
.
•
‫القائد‬
‫األ‬ ‫توقعات‬ ‫بتلبية‬ ‫ملتزم‬ ‫شخص‬ ‫هو‬
‫تباع‬
‫والتقدير‬ ،‫والقيمة‬ ،‫والحماس‬ ،‫االنتماء‬ ‫مثل‬
.
50

What is a
Leader? Who is
a leader?
•
‫ا‬
‫لقائد‬
‫ودافع‬ ‫رؤية‬ ‫لديه‬ ‫الذي‬ ‫الشخص‬ ‫هو‬
‫الالزم‬ ‫والمهارات‬ ‫الرؤية‬ ‫تلك‬ ‫لتحقيق‬ ‫والتزام‬
‫ة‬
‫ذلك‬ ‫لتحقيق‬
.
•
‫القائد‬
‫على‬ ‫التأثير‬ ‫ممارسة‬ ‫يمكنه‬ ‫فرد‬ ‫هو‬
‫المجموع‬ ‫أهداف‬ ‫تحقيق‬ ‫في‬ ‫للمساعدة‬ ‫اآلخرين‬
‫ة‬
.
•
‫القائد‬
‫على‬ ‫ويؤثر‬ ‫يحفز‬ ‫الذي‬ ‫الشخص‬ ‫هو‬
‫الهدف‬ ‫تحقيق‬ ‫نحو‬ ‫الناس‬ ‫من‬ ‫مجموعة‬
.
•
‫القائد‬
‫بالهدف‬ ‫ملتزم‬ ‫شخص‬ ‫هو‬
.
•
‫القائد‬
‫األ‬ ‫توقعات‬ ‫بتلبية‬ ‫ملتزم‬ ‫شخص‬ ‫هو‬
‫تباع‬
‫والتقدير‬ ،‫والقيمة‬ ،‫والحماس‬ ،‫االنتماء‬ ‫مثل‬
.
51

What is a Leader? Who is a leader?
• A leader is a person who has a vision, a drive and a commitment to
achieve that vision, and the skills to make it happen.
• A Leader is an individual who can exert influence over other people
to help achieve group or organizational goals.
• A leader is a person who motivates and influences a group of people
towards the achievement of a goal.
• A leader is a person committed to goal.
• A leader is a person committed to meet expectations of the
followers such as Belonging, Enthusiasm, Value and appreciation
52

What is a Leader? Who is a leader?
• A leader is Someone: :‫شخص‬ ‫هو‬
• who inspires me ‫ني‬ُ‫م‬ِ‫له‬ُ‫ي‬
• takes an interest in me َّ‫ي‬‫ب‬ ‫يهتم‬
• works with me ‫معي‬ ‫عمل‬َ‫ي‬
• works with the team ‫الفريق‬ ‫مع‬ ‫عمل‬َ‫ي‬
• shares a common goal ‫يتشارك‬
/
‫مشترك‬ ‫هدف‬ ‫يتشاطر‬
53

What is a Leader?
Who is a leader?
• A leader is Someone: :‫شخص‬ ‫هو‬
• who inspires me ‫ني‬ُ‫م‬ِ‫له‬ُ‫ي‬
• takes an interest in me َّ‫ي‬‫ب‬ ‫يهتم‬
• works with me ‫معي‬ ‫عمل‬َ‫ي‬
• works with the team ‫الفريق‬ ‫مع‬ ‫عمل‬َ‫ي‬
• shares a common goal ‫يتشارك‬
/
‫مشترك‬ ‫هدف‬ ‫يتشاطر‬
•
"
‫القيادة‬
‫أفضل‬ ‫ليصبحوا‬ ‫الناس‬ ‫إلمكانات‬ ‫العنان‬ ‫تطلق‬
"
Bill Bradley
.
•
‫ليحلمو‬ ‫اآلخرين‬ ‫تلهم‬ ‫أفعالك‬ ‫كانت‬ ‫إذا‬
‫ن‬
،‫أكثر‬
‫وي‬
‫تعلم‬
‫ون‬
،‫المزيد‬
‫وي‬
‫فعل‬
‫ون‬
‫أكثر‬
‫و‬
‫وأكبر‬ ‫أفضل‬ ‫يصبحون‬
‫؛‬
‫ف‬
‫قائد‬ ‫أنت‬
.
54

What is a
Leader? Wo
is a leader?
Leadership Quotes:
55
‫أس‬ ‫إلى‬ ‫سحبهم‬ ‫وليس‬ ،‫اآلخرين‬ ‫رفع‬ ‫طريق‬ ‫عن‬ ‫القادة‬ ‫ينمو‬
‫فل‬
.
‫تزدهر‬ ‫وشاهدها‬ ‫حكمتك‬ ‫انشر‬
.

What is a Leader?
Wo is a leader?
56
‫في‬ ‫األفضل‬ ‫هم‬ ‫ليسوا‬ ‫العظام‬ ‫القادة‬
‫كل‬
‫شيء‬
.
‫األفضل‬ ‫األفراد‬ ‫يجدون‬ ‫هم‬ ‫إنما‬
‫ويشكل‬ ،‫المختلفة‬ ‫األشياء‬ ‫عمل‬ ‫في‬
‫ون‬
‫عمل‬ ‫فريق‬ ‫جميعا‬ ‫بهم‬
‫وليس‬ ،‫اآلخرين‬ ‫رفع‬ ‫طريق‬ ‫عن‬ ‫القادة‬ ‫ينمو‬
‫أسفل‬ ‫إلى‬ ‫سحبهم‬
.
‫تزد‬ ‫وشاهدها‬ ‫حكمتك‬ ‫انشر‬
‫هر‬
.

What is a
Leader?
Wo is a
leader?
‫طريق‬ ‫عن‬ ‫القادة‬ ‫ينمو‬
‫وليس‬ ، ‫اآلخرين‬ ‫رفع‬
‫أسفل‬ ‫إلى‬ ‫سحبهم‬
.
‫انش‬
‫ر‬
‫تزدهر‬ ‫وشاهدها‬ ‫حكمتك‬
.
57

What is a
Leader? Wo
is a leader?
58

What is a Leader? Wo is a leader?
59
A person
motivates & influences
a group of
People(Subordinates)
to achieve goals

Leadership Quotes:
• “Leadership is unlocking people’s potential to become better”.
Bill Bradley.
• If your actions inspire others to dream more, Learn more, do
more and become more; You are A leader.
• Engaging with your team is an important part of the leader’s
role in gaining respect. You must earn respect!
60

‫القيادة‬ ‫اقتباسات‬
Leadership Quotes
:
"
‫أفضل‬ ‫ليصبحوا‬ ‫الناس‬ ‫إلمكانات‬ ‫العنان‬ ‫تطلق‬
."
‫برادل‬ ‫بيل‬
‫ي‬
.
‫ليحلمو‬ ‫اآلخرين‬ ‫تلهم‬ ‫أفعالك‬ ‫كانت‬ ‫إذا‬
‫ن‬
،‫أكثر‬
‫وي‬
‫تعلم‬
‫ون‬
، ‫المزيد‬
‫وي‬
‫ف‬
‫عل‬
‫ون‬
‫أكثر‬
‫و‬
‫وأكبر‬ ‫أفضل‬ ‫يصبحون‬
‫؛‬
‫ف‬
‫قائد‬ ‫أنت‬
.
‫االحترام‬ ‫كسب‬ ‫في‬ ‫القائد‬ ‫دور‬ ‫من‬ ‫مهما‬ ‫جزءا‬ ‫فريقك‬ ‫مع‬ ‫االنخراط‬ ‫يعد‬
.
‫يج‬
‫ب‬
‫االحترام‬ ‫تكسب‬ ‫أن‬
!
61

Leadership Quotes:
• Leaders are individuals who exert influence to help meet group
goals
– Formal
– Informal
• Leader effectiveness is the extent to which a leader does help.
• In Fiedler’s Contingency Theory of Leadership: Leadership
effectiveness determined by: The characteristic of individuals
and the situations in which they find themselves.
62

Leadership Quotes
:
‫القادة‬
‫المجموعة‬ ‫أهداف‬ ‫تحقيق‬ ‫في‬ ‫للمساعدة‬ ‫التأثير‬ ‫يمارسون‬ ‫الذين‬ ‫األفراد‬ ‫هم‬
‫سواء‬
‫بشكل‬
:
‫رسمي‬
‫أو‬ ،
‫رسمي‬ ‫غير‬
.
‫تتمثل‬
‫القائد‬ ‫فعالية‬
‫المدى‬ ‫في‬
‫فيه‬ ‫يقدم‬ ‫الذي‬
‫القائد‬
‫لألخرين‬ ‫المساعدة‬
.
‫في‬
‫إطار‬
‫نظرية‬
‫للطوارئ‬ ‫فيدلر‬
‫للقيادة‬
Fiedler’s Contingency Theory of
Leadership
:
‫فإن‬
ُ‫ت‬ ‫القيادة‬ ‫فعالية‬
ِ‫د‬‫ح‬
ُ‫د‬
‫ها‬
:
‫خصائص‬
‫األفراد‬
‫و‬
‫المواقف‬
‫أنفس‬ ‫يجدون‬ ‫التي‬
‫فيها‬ ‫هم‬
.
63

Leadership Quotes:
• Path-Goal Theory describes how leaders can motivate their
followers to achieve group and organizational goals and the
kinds of behaviors leaders can engage in to motivate followers.
According this theory, there are four types of behaviors:
- Directive behavior - Supportive behavior
- Participative behavior - Achievement-oriented behavior
64

Leadership Quotes
:
‫نظرية‬ ‫تصف‬
‫والهدف‬ ‫المسار‬
Path-Goal Theory
‫أتباعهم‬ ‫تحفيز‬ ‫للقادة‬ ‫يمكن‬ ‫كيف‬
‫؛‬
‫التنظيمية‬ ‫واألهداف‬ ‫المجموعة‬ ‫أهداف‬ ‫لتحقيق‬
،
‫للقادة‬ ‫يمكن‬ ‫التي‬ ‫السلوكيات‬ ‫وأنواع‬
‫األتباع‬ ‫لتحفيز‬ ‫فيها‬ ‫االنخراط‬
.
ً‫ا‬‫وفق‬
‫هناك‬ ،‫النظرية‬ ‫لهذه‬
‫السلوكيات‬ ‫من‬ ‫أنواع‬ ‫أربعة‬
:
-
‫السلوك‬
‫التوجيهي‬
Directive behavior
-
‫السلوك‬
‫الداعم‬
Supportive behavior
-
‫السلوك‬
‫التشاركي‬
Participative behavior
-
‫السلوك‬
‫اإلنجاز‬ ‫نحو‬ ‫الموجه‬
Achievement-oriented behavior
65

• Leadership Quotes:
66
‘Without followers
Napoleon was just
a man with a hat’
"
‫نابليون‬ ‫كان‬ ‫أتباع‬ ‫بدون‬
‫قبعة‬ ‫يرتدي‬ ‫رجل‬ ‫مجرد‬
"

• Leadership Quotes:
67
You
‫أنت‬
The
Task
‫المهمة‬
/
‫العمل‬
The
Individual
‫الفرد‬
Wo is a
leader?

• Think-pair-share:
leader? Are all managers leaders?
Think: 2 min.
Pair: 3 min.
Share: 5 min.
68
‫نشاط‬
(
3
:)
‫شارك‬ ،‫زاوج‬ ،‫ّر‬‫ك‬‫ف‬
Think-pair-share:
‫َّر‬‫ك‬َ‫ف‬
،
‫ز‬
‫ا‬
‫وج‬
،
‫شارك‬
:
‫ما‬
‫والقائ‬ ‫المدير‬ ‫بين‬ ‫الفوارق‬
‫د‬
‫؟‬
‫و‬
‫قادة؟‬ ‫المديرين‬ ‫جميع‬ ‫هل‬
َ‫ف‬
َّ‫ك‬
‫ر‬
:
2
‫دقيقة‬
‫ز‬
‫ا‬
‫وج‬
:
3
‫دقائق‬
.
‫شارك‬
:
5
‫دقائق‬
.

Leader or Manager?
‫مدير؟‬ ‫أم‬ ‫قائد‬
 What are the differences? Are all managers leaders?
 A manager is appointed to a position and has the possibility of
developing leadership skills and of being recognised as a leader.
 A leader is recognised by the people around hem as someone who
provides leadership for them in a particular situation whatever their
official role is.

‫الفرق‬ ‫ما‬
‫والقائد‬ ‫المدير‬ ‫بين‬
‫؟‬
‫و‬
‫قادة؟‬ ‫المديرين‬ ‫جميع‬ ‫هل‬

‫تعيين‬ ‫يتم‬
‫بال‬
‫مدير‬
‫تطوير‬ ‫إمكانية‬ ‫ولديه‬ ‫منصب‬ ‫في‬
‫القيادية‬
‫كقائد‬ ‫به‬ ‫واالعتراف‬
.

‫االعتراف‬ ‫يتم‬
‫بالقائد‬
‫حوله‬ ‫من‬ ‫األشخاص‬ ‫قبل‬ ‫من‬
‫يوفر‬ ‫كشخص‬
‫مهما‬ ‫معين‬ ‫موقف‬ ‫في‬ ‫لهم‬ ‫القيادة‬
‫الرسمي‬ ‫دورهم‬ ‫كان‬
.

Managers Versus Leaders
leader?
70

leader?
• These listed differences are based off general usage of the two terms in a business context
and are not specific to any industry, organization, or type of team.
1. Managers are not necessarily responsible for the vision and goals of a
team.
2. Leaders tend to make individual plans rather than implementing those
given to them.
3. Managers are more reactive, leaders are proactive
4. Leaders are required to problem solve, managers report problems or use
set solutions.
5. Managers choose the best strategy to use, leaders create new business
strategies. 71

‫القادة‬ ‫مقابل‬ ‫المدراء‬
•
‫والقائد؟‬ ‫المدير‬ ‫بين‬ ‫االختالفات‬ ‫هي‬ ‫ما‬
•
‫خاص‬ ‫وليست‬ ‫األعمال‬ ‫سياق‬ ‫في‬ ‫للمصطلحين‬ ‫العام‬ ‫االستخدام‬ ‫إلى‬ ‫المدرجة‬ ‫االختالفات‬ ‫هذه‬ ‫تستند‬
‫بأي‬ ‫ة‬
‫الفريق‬ ‫من‬ ‫نوع‬ ‫أو‬ ‫مؤسسة‬ ‫أو‬ ‫صناعة‬
.
•
‫المديرون‬
‫الفريق‬ ‫وأهداف‬ ‫رؤية‬ ‫عن‬ ‫مسؤولين‬ ‫بالضرورة‬ ‫ليسوا‬
.
•
‫يميل‬
‫القادة‬
‫لهم‬ ‫الممنوحة‬ ‫تلك‬ ‫تنفيذ‬ ‫من‬ ‫بدال‬ ‫فردية‬ ‫خطط‬ ‫وضع‬ ‫إلى‬
.
•
‫و‬ ،‫تفاعال‬ ‫أكثر‬
‫القادة‬
‫استباقيون‬
.
•
‫من‬ ‫يطلب‬
‫القادة‬
َ‫ب‬‫وي‬ ،‫المشكالت‬ ‫حل‬
ِ‫ل‬
ُ‫غ‬
‫ا‬ ‫الحلول‬ ‫يستخدمون‬ ‫أو‬ ‫المشكالت‬ ‫عن‬
‫لمحددة‬
.
•
‫يختار‬
‫ويقوم‬ ، ‫الستخدامها‬ ‫استراتيجية‬ ‫أفضل‬
‫القادة‬
‫استراتيجيات‬ ‫بإنشاء‬
‫جديدة‬ ‫عمل‬
.
•
‫القادة‬
‫المجاالت‬ ‫من‬ ‫العديد‬ ‫في‬ ‫دراية‬ ‫على‬
.
‫يتخصص‬
‫اثنين‬ ‫أو‬ ‫واحد‬ ‫في‬
.
72

Distinction between Managers and Leaders
Managers
• Managers establish and implement
procedures to ensure smooth
functioning.
• Managers accept the status quo.
- Do things right.
• Managers ask how & when.
Leaders
• Leaders look to the future and chart
the course for the organization.
• Leaders challenge the status quo.
- Do right things.
• Leaders ask what & why.
76

Distinction between Managers and Leaders
‫القائد‬
Leaders
•
‫يتطلع‬
‫القادة‬
‫ويرس‬ ‫المستقبل‬ ‫إلى‬
‫مون‬
‫المنظمة‬ ‫مسار‬
.
•
‫الراهن‬ ‫الوضع‬ ‫القادة‬ ‫يتحدى‬
.
-
‫الصحيحة‬ ‫األشياء‬ ‫افعل‬
.
•
‫ولماذا‬ ‫ماذا‬ ‫القادة‬ ‫يسأل‬
.
‫المدير‬
Manager
•
‫يضع‬
‫إجراءات‬ ‫وينفذون‬
‫السلس‬ ‫األداء‬ ‫لضمان‬
.
•
‫الراهن‬ ‫الوضع‬ ‫المديرون‬ ‫يقبل‬
.
-
‫صحيح‬ ‫بشكل‬ ‫األشياء‬ ‫افعل‬
.
•
‫ومتى‬ ‫كيف‬ ‫المديرون‬ ‫يسأل‬
.
77

‫القادة‬ ‫مقابل‬ ‫المدراء‬
‫القائد‬
Leaders
•
‫االعتراف‬ ‫يتم‬
‫بالقائد‬
‫م‬ ‫األشخاص‬ ‫قبل‬ ‫من‬
‫ن‬
‫حوله‬
‫يوفر‬ ‫كشخص‬
‫موقف‬ ‫في‬ ‫لهم‬ ‫القيادة‬
‫مهما‬ ‫معين‬
‫الرسمي‬ ‫دورهم‬ ‫كان‬
.
•
‫يتطلع‬
‫القادة‬
‫م‬ ‫ويرسمون‬ ‫المستقبل‬ ‫إلى‬
‫سار‬
‫المنظمة‬
.
•
‫الراهن‬ ‫الوضع‬ ‫القادة‬ ‫يتحدى‬
.
-
‫الصحيحة‬ ‫األشياء‬ ‫افعل‬
.
•
‫ولماذا‬ ‫ماذا‬ ‫القادة‬ ‫يسأل‬
‫؟‬
‫المدير‬
Manager
•
‫تعيين‬ ‫يتم‬
‫ال‬
‫مدير‬
‫إمك‬ ‫ولديه‬ ‫منصب‬ ‫في‬
‫انية‬
‫تطوير‬
‫القيادية‬
‫به‬ ‫واالعتراف‬
‫كقائد‬
.
•
‫يضع‬
‫لضمان‬ ‫إجراءات‬ ‫وينفذون‬
‫السلس‬ ‫األداء‬
.
•
‫الراهن‬ ‫الوضع‬ ‫المديرون‬ ‫يقبل‬
.
-
‫صحيح‬ ‫بشكل‬ ‫األشياء‬ ‫افعل‬
.
•
‫ومتى‬ ‫كيف‬ ‫المديرون‬ ‫يسأل‬
‫؟‬
78

•
‫يكون‬ ‫ما‬ ‫غالبا‬
‫األشخاص‬ ‫على‬ ‫ومركزا‬ ‫هتما‬ُ‫م‬ ‫القائد‬
(
‫النا‬
‫س‬
(
،
‫المدير‬ ‫بينما‬
‫األ‬ ‫أو‬ ‫العمليات‬ ‫على‬ ‫ركزا‬ُ‫م‬‫و‬ ‫هتما‬ُ‫م‬ ‫يكون‬
‫نشطة‬
.
•
‫يلي‬ ‫بما‬ ‫القائد‬ ‫يقوم‬
:
‫منص‬ ‫أو‬ ‫وظيفيا‬ ‫دورا‬ ‫يتطلب‬ ‫ال‬
‫با‬
،
‫لهم‬ُ‫ي‬
،‫الفريق‬ ‫أعضاء‬ ‫ن‬ِ‫ك‬‫م‬ُ‫ي‬ ،‫العالقات‬ ‫يبنى‬ ،‫حفز‬ُ‫ي‬‫و‬
‫د‬ِ‫ش‬‫ر‬ُ‫ي‬‫و‬ ‫وجه‬ُ‫ي‬
‫والتجديد‬ ‫االبداع‬ ‫شجع‬ُ‫ي‬ ،‫الموهبة‬ ‫وينمى‬ ‫م‬ِِّ‫ل‬‫ع‬ُ‫ي‬‫و‬
‫ثقافة‬ ‫يبنى‬ ،
‫والتغيير‬ ‫الرؤية‬ ‫يقود‬ ،‫الفريق‬
.
•
‫يلي‬ ‫بما‬ ‫المدير‬ ‫يقوم‬
:
‫ومنصب‬ ‫به‬ ‫منوط‬ ‫وظيفى‬ ‫دور‬ ‫له‬
،‫إداري‬
‫واأل‬ ‫العمليات‬ ‫على‬ ‫شرف‬ُ‫ي‬ ،‫خطط‬ُ‫ي‬‫و‬ ‫م‬ِِّ‫نظ‬ُ‫ي‬
،‫نشطة‬
‫وال‬ ‫الميزانيات‬ ‫في‬ ‫يتحكم‬ ،‫المهام‬ ‫إتمام‬ ‫ؤمن‬ُ‫ي‬‫و‬ ‫يضمن‬
،‫نفقات‬
‫االست‬ ‫ذ‬ِ‫ف‬‫ن‬ُ‫ي‬ ،‫الموارد‬ ‫دير‬ُ‫ي‬ ،‫السياسات‬ ‫ض‬ ِ
‫فر‬َ‫ي‬
‫راتيجيات‬
.
•
‫يلي‬ ‫بما‬ ‫القيام‬ ‫في‬ ‫والمدير‬ ‫القائد‬ ‫يشترك‬
:
‫أهد‬ ‫ضع‬َ‫و‬
‫افا‬
‫العمل‬ ،‫التغيير‬ ‫مع‬ ‫ف‬ُّ‫ي‬‫ك‬َ‫ت‬‫ال‬ ،‫المشكالت‬ ‫حل‬ ،‫واضحة‬
،‫بنزاهة‬
‫القرارات‬ ‫صناعة‬ ،‫الصراعات‬ ‫حل‬
.
‫والمدير‬ ‫القائد‬

Which Leadership style Are You?
What’s your leadership style?
86

Which Leadership
style Are You?
What’s your
leadership style?

89
 Your style is your
perception – your reality!

‫تصورك‬ ‫هو‬ ‫أسلوبك‬
–
‫هو‬
‫واقعك‬
!
 It may not be what others
see!

‫اآلخرون‬ ‫يراه‬ ‫ما‬ ‫يكون‬ ‫ال‬ ‫قد‬
!

90
 Your style is your
perception – your reality!

‫تصورك‬ ‫هو‬ ‫أسلوبك‬
–
‫هو‬
‫واقعك‬
!
 It may not be what others
see!

‫اآلخرون‬ ‫يراه‬ ‫ما‬ ‫يكون‬ ‫ال‬ ‫قد‬
!

91

What is a situational leader?
‫الظرفي‬ ‫القائد‬ ‫هو‬ ‫ما‬
/
‫الموقفى؟‬
A leader who changes their style depending on the PERSON
they are working with AND the SITUATION/TASK.
‫على‬ ‫اعتمادا‬ ‫أسلوبه‬ ‫يغير‬ ‫قائد‬
‫الشخص‬
‫معه‬ ‫يعمل‬ ‫الذي‬
،
‫و‬
‫الموقف‬
/
‫المهم‬
‫ة‬
.
(Ken Blanchard and Paul Hersey – 1968)
(
‫هيرسي‬ ‫وبول‬ ‫بالنشارد‬ ‫كين‬
-
1968
)

(
)
‫؟‬

‫الظرفي‬ ‫القائد‬ ‫هو‬ ‫ما‬
/
‫الموقفى؟‬
What is a situational leader?
‫على‬ ‫اعتمادا‬ ‫أسلوبه‬ ‫يغير‬ ‫قائد‬
‫الشخص‬
PERSON
‫معه‬ ‫يعمل‬ ‫الذي‬
،
‫و‬
‫الموقف‬
/
‫المهمة‬
SITUATION/TASK
.
(Ken Blanchard and Paul Hersey – 1968)

ً‫ا‬‫ظرفي‬ ‫قائدا‬ ‫أصبح‬ ‫كيف‬
/
‫؟‬ً‫ا‬‫في‬ِ‫ق‬‫و‬َ‫م‬
‫مهارات‬ ‫ثالث‬ ‫تطوير‬
:
1
–
‫المرونة‬
FLEXIBILITY
:
َ‫ت‬
َ‫ع‬
‫ل‬
‫ال‬ ‫أساليب‬ ‫من‬ ‫متنوعة‬ ‫مجموعة‬ ‫استخدام‬ ‫كيفية‬ ‫م‬
‫قيادة‬
.
2
-
‫التشخيص‬
(
‫الذاتي‬ ‫الوعي‬
DIAGNOSIS(Self-aware
:
َ‫ع‬َ‫ت‬
‫ل‬
‫احت‬ ‫تشخيص‬ ‫كيفية‬ ‫م‬
‫ياجات‬
‫معهم‬ ‫تعمل‬ ‫الذين‬ ‫األشخاص‬
.
3
-
‫الشراكة‬
PARTNERING
:
َ‫ع‬َ‫ت‬
‫ل‬
‫ال‬ ‫أسلوب‬ ‫على‬ ‫األشخاص‬ ‫مع‬ ‫االتفاق‬ ‫كيفية‬ ‫م‬
‫الذي‬ ‫قيادة‬
‫منك‬ ‫يحتاجونه‬
.

How do I become a Situational Leader?
‫ظرفيا‬ ‫قائدا‬ ‫أصبح‬ ‫كيف‬
/
‫؟‬‫فيا‬ِ‫ق‬‫و‬َ‫م‬
Develop Three Skills:
1. FLEXIBILITY – Learn to use a variety of leadership styles.
2. DIAGNOSIS(Self-aware) – Learn to diagnose the needs of the people
you work with.
3. PARTNERING – Learn how to come to agreement with the people on
the leadership style they need from you.
‫مهارات‬ ‫ثالث‬ ‫تطوير‬
1
-
-
‫القيادة‬ ‫أساليب‬ ‫من‬ ‫متنوعة‬ ‫مجموعة‬ ‫استخدام‬ ‫كيفية‬ ‫تعلم‬
.
2
-
(
‫الذاتي‬ ‫الوعي‬
)
-
‫تع‬ ‫الذين‬ ‫األشخاص‬ ‫احتياجات‬ ‫تشخيص‬ ‫كيفية‬ ‫تعلم‬
‫معهم‬ ‫مل‬
.
3
-
‫الشراكة‬
-
‫م‬ ‫يحتاجونه‬ ‫الذي‬ ‫القيادة‬ ‫أسلوب‬ ‫على‬ ‫األشخاص‬ ‫مع‬ ‫االتفاق‬ ‫كيفية‬ ‫تعلم‬
‫نك‬
.

What’s your leadership style
FLEXIBILITY: Different Strokes For Different Folks
:
‫الضغطات‬
‫المختلفة‬
‫أجل‬ ‫من‬
‫مختلفون‬ ‫أشخاص‬
DIAGNOSIS: When I Slow Down, I Go Faster.
Assessing an individual’s development needs on a specific goal or task before you
act is the key to being a situational leader!
:
‫عندما‬
ُ‫أ‬
‫بطئ‬
،
‫أذهب‬
‫أسرع‬
.
‫قا‬ ‫لكونك‬ ‫المفتاح‬ ‫هو‬ ‫تتصرف‬ ‫أن‬ ‫قبل‬ ‫محددة‬ ‫مهمة‬ ‫أو‬ ‫هدف‬ ‫بشأن‬ ‫الفرد‬ ‫تطوير‬ ‫احتياجات‬ ‫تقييم‬ ‫إن‬
‫ظرفيا‬ ‫ئدا‬
!
PARTNERING: Can’t start using concepts without telling anybody!
Situational Leadership is not Something you do to people but Something you do
with people.
‫شخص‬ ‫أي‬ ‫إخبار‬ ‫دون‬ ‫المفاهيم‬ ‫استخدام‬ ‫في‬ ‫البدء‬ ‫يمكن‬ ‫ال‬
!
‫الظرفية‬ ‫القيادة‬
‫ليست‬
‫للناس‬ ‫تفعله‬ ‫شيء‬
،
‫لكن‬
‫الناس‬ ‫مع‬ ‫تفعله‬ ‫شيء‬
95

(
)
‫؟‬
‫للقيادة‬ ‫أساسية‬ ‫أساليب‬ ‫أربعة‬
Four Basic Leadership Styles
S1
-
‫التوجيه‬
Directing
:
‫توجيها‬ ‫القائد‬ ‫يقدم‬
‫محددا‬
،
‫كثب‬ ‫عن‬ ‫ويراقب‬
‫المهم‬ ‫إنجاز‬
‫ة‬
.
S2
-
‫التدريب‬
‫واإلرشاد‬
Coaching
:
‫المهم‬ ‫إنجاز‬ ‫ومراقبة‬ ‫توجيه‬ ‫في‬ ‫القائد‬ ‫يستمر‬
‫ة‬
‫التقدم‬ ‫ويدعم‬ ‫االقتراحات‬ ‫ويطلب‬ ‫القرارات‬ ‫أيضا‬ ‫يشرح‬ ‫ولكنه‬ ،‫كثب‬ ‫عن‬
.
S3
-
‫الدعم‬
Supporting
:
‫يسهل‬
‫ويشجع‬
‫الناس‬ ‫القائد‬
،
‫جهود‬ ‫ويدعم‬
‫هم‬
‫إنجاز‬ ‫نحو‬
‫المهام‬
،
،‫إليهم‬ ‫ويستمع‬
‫القرار‬ ‫صنع‬ ‫مسؤولية‬ ‫معهم‬ ‫ويتقاسم‬
S4
-
‫التفويض‬
Delegating
:
‫إل‬ ‫المشكالت‬ ‫وحل‬ ‫القرار‬ ‫صنع‬ ‫مسؤولية‬ ‫القائد‬ ‫يسلم‬
‫ى‬
‫الناس‬
.

Start with Flexibility ‫بالمرونة‬ ‫ابدأ‬
 Four Basic Leadership Styles
 S1 – Directing – The leader provides specific direction and
closely monitors task accomplishment.
 S2 – Coaching – The leader continues to direct and closely
monitor task accomplishment, but also explains decisions,
solicits suggestions and supports progress

S1
-
‫التوجيه‬
-
‫كثب‬ ‫عن‬ ‫ويراقب‬ ‫محددا‬ ‫توجيها‬ ‫القائد‬ ‫يقدم‬
‫المهمة‬ ‫إنجاز‬
.

S2
-
-
‫ول‬ ،‫كثب‬ ‫عن‬ ‫المهمة‬ ‫إنجاز‬ ‫ومراقبة‬ ‫توجيه‬ ‫في‬ ‫القائد‬ ‫يستمر‬
‫كنه‬
‫التقدم‬ ‫ويدعم‬ ‫االقتراحات‬ ‫ويطلب‬ ‫القرارات‬ ‫أيضا‬ ‫يشرح‬

Four Basic Leadership Styles
‫تابع‬
:
 S3 – Supporting – The leader facilitates and supports
people's efforts toward task accomplishment and
shares responsibility for decision-making with them.
 S4 – Delegating – The leader turns over responsibility
for decision-making and problem-solving to people.

S3
-
‫الدعم‬
-
‫ويتقا‬ ‫المهام‬ ‫إنجاز‬ ‫نحو‬ ‫الناس‬ ‫جهود‬ ‫ويدعم‬ ‫القائد‬ ‫يسهل‬
‫سم‬
‫معهم‬ ‫القرار‬ ‫صنع‬ ‫مسؤولية‬
.

S4
-
‫التفويض‬
-
‫المشكال‬ ‫وحل‬ ‫القرار‬ ‫صنع‬ ‫مسؤولية‬ ‫القائد‬ ‫يسلم‬
‫إلى‬ ‫ت‬
‫الناس‬
.

Directive and Supportive Behavior
Directive Behavior involves clearly
telling people what to do, how to do
it, when to do it and then closely
monitoring their performance.
•STRUCTURE
•ORGANIZE
•TEACH
•SUPERVISE
ONE-WAY COMMUNICATION
Supportive Behavior involves
listening to people, providing
support and encouragement for
their efforts, and then facilitating
their involvement in problem-
solving and decision-making.
•PRAISE
•LISTEN
•ASK FOR INPUT
•EXPLAIN
•FACILITATE
TWO-WAY COMMUNICATION

Directive and Supportive Behavior
‫والداعم‬ ‫التوجيهي‬ ‫السلوك‬
‫يتضمن‬
‫الداعم‬ ‫السلوك‬
:
‫الدعم‬ ‫وتقديم‬ ،‫الناس‬ ‫إلى‬ ‫االستماع‬
‫مشاركت‬ ‫تسهيل‬ ‫ثم‬ ، ‫لجهودهم‬ ‫والتشجيع‬
‫هم‬
‫القرارات‬ ‫واتخاذ‬ ‫المشكالت‬ ‫حل‬ ‫في‬
.
‫مدح‬
PRAISE
‫استم‬
‫ا‬
‫ع‬
LISTEN
‫المدخالت‬ ‫اطلب‬
ASK FOR INPUT
‫شرح‬
EXPLAIN
‫تيسير‬
FACILITATE
‫االتجاه‬ ‫ثنائي‬ ‫اتصال‬
TWO-WAY COMMUNICATION
‫يتضمن‬
‫التوجيهي‬ ‫السلوك‬
:
‫علي‬ ‫يجب‬ ‫بما‬ ‫بوضوح‬ ‫األشخاص‬ ‫إخبار‬
‫هم‬
‫ي‬ ‫ومتى‬ ، ‫بذلك‬ ‫القيام‬ ‫وكيفية‬ ، ‫فعله‬
‫فعلون‬
‫كثب‬ ‫عن‬ ‫أدائهم‬ ‫مراقبة‬ ‫ثم‬ ، ‫ذلك‬
.
‫هيكل‬
STRUCTURE
‫ت‬
‫نظم‬
ORGANIZE
‫تدريس‬
TEACH
‫إ‬
‫شر‬
‫ا‬
‫ف‬
SUPERVISE
‫االتجاه‬ ‫أحادي‬ ‫اتصال‬
ONE-WAY COMMUNICATION

Leadership Styles and Directive and
Supportive Behavior
High Supportive and
Low Directive Behavior
S3
SUPPORTING
High Directive and
High Supportive Behavior
S2
COACHING
Low Supportive and
S4
DELEGATING
High Directive and
Low Supportive Behavior
S1
DIRECTING

‫و‬ ‫القيادة‬ ‫أساليب‬
‫والداعم‬ ‫التوجيهي‬ ‫السلوك‬
Leadership Styles
and Directive and Supportive Behavior
High Supportive and
‫سلوك‬
‫مرتفع‬ ‫داعم‬
‫و‬
‫منخفض‬ ‫توجيهي‬
S3
SUPPORTING
‫ال‬
‫دعم‬
High Directive and
High Supportive Behavior
‫سلوك‬
‫توجيه‬
‫ى‬
‫مرتفع‬
‫و‬
‫داعم‬
‫مرتفع‬
S2
COACHING
‫واإلرشاد‬
Low Supportive and
‫داعم‬ ‫سلوك‬
‫و‬ ‫منخفض‬
‫منخفض‬ ‫توجيهي‬
S4
DELEGATING
‫ال‬
‫تفويض‬
High Directive and
Low Supportive Behavior
‫سلوك‬
‫توجيه‬
‫ى‬
‫و‬ ‫عالي‬
‫منخفض‬ ‫داعم‬
S1
DIRECTING
‫ال‬
‫توجيه‬

 What about Skill and Will for you as a Leader and for your
followers?
‘Skill’ - Competence
 The knowledge and skills the individual brings to the task/role
 May have come from education/training over a period of time
 Could be based on experience – which may be transferable – for example –
ability to plan, to organise, to solve problems and to communicate well
‘Will’ - Commitment
 The level of the individual’s motivation
 Their confidence – do they trust their own ability to carry out a task?
 Their enthusiasm
103

(
)
‫؟‬

‫المهارة‬ ‫عن‬ ‫ماذا‬
Skill
‫واإلرادة‬
Will
‫وألتباعك؟‬ ‫كقائد‬ ‫لك‬ ‫بالنسبة‬

"
‫المهارة‬
"
-
‫الكفاءة‬
‘Skill’ – Competence

‫المهمة‬ ‫إلى‬ ‫الفرد‬ ‫يجلبها‬ ‫التي‬ ‫والمهارات‬ ‫المعرفة‬
/
‫الدور‬
.

‫التعليم‬ ‫من‬ ‫أتت‬ ‫قد‬ ‫تكون‬ ‫قد‬
/
‫الزمن‬ ‫من‬ ‫فترة‬ ‫مدى‬ ‫على‬ ‫التدريب‬
.

‫الخبرة‬ ‫إلى‬ ‫تستند‬ ‫أن‬ ‫يمكن‬
-
‫للنقل‬ ‫قابلة‬ ‫تكون‬ ‫قد‬ ‫والتي‬
-
‫المثال‬ ‫سبيل‬ ‫على‬
-
‫التخطي‬ ‫على‬ ‫القدرة‬
‫وحل‬ ‫والتنظيم‬ ‫ط‬
‫جيد‬ ‫بشكل‬ ‫والتواصل‬ ‫المشكالت‬
.

"
‫اإلرادة‬
"
–
‫االلتزام‬
‘Will’ – Commitment

‫الفرد‬ ‫دافع‬ ‫مستوى‬
.

‫ثقتهم‬
-
‫مهمة؟‬ ‫تنفيذ‬ ‫على‬ ‫قدرتهم‬ ‫في‬ ‫يثقون‬ ‫هل‬

‫حماسهم‬
.
104

Assessing ‘Skill and Will’
High ‘Skill’ High ‘Will’
Moderate ‘Skill’
Variable ‘Will’
Low/some ‘Skill’ Low
‘Will’
Low ‘Skill’ High ‘Will’
• Confident
• Expert
• Consistent
• Cautious
• Bored
• Capable
• Discouraged
• Confused
• Overwhelmed
• New
• Inexperienced
• Enthusiastic

Assessing ‘Skill and Will’
‫تقييم‬
"
‫واإلرادة‬ ‫المهارة‬
"
High ‘Skill’ High ‘Will’
"
‫مهارة‬
"
‫عالية‬
"
‫إرادة‬
"
‫عالية‬
Moderate ‘Skill’ Variable
‘Will’ ‫معتدل‬
"
"
‫متغير‬
"
"
Low/some ‘Skill’ Low ‘Will’
‫منخفضة‬
/
‫بعض‬
"
"
‫منخفضة‬
"
"
Low ‘Skill’ High ‘Will’
‫منخفضة‬
"
‫مهارة‬
"
‫عالية‬
"
"
• Confident ‫واثق‬
• Expert ‫خبير‬
• Consistent ‫متسق‬
• Cautious ‫حذر‬
• Bored ‫ضجر‬
• Capable ‫قدير‬
• Discouraged ُ‫م‬
َ‫ب‬‫ح‬
‫ط‬
• Confused ‫حائر‬
• Overwhelmed ‫مغمور‬
• New ‫جديد‬
• Inexperienced ‫عديم‬
‫الخبرة‬
• Enthusiastic ‫متحمس‬

• Adapting: No-one has it all. It’s a matter of fit.
• True situational leadership involves calibration of behaviour
to fit a given situation
•
‫ف‬‫التكي‬
:
‫شيء‬ ‫كل‬ ‫لديه‬ ‫أحد‬ ‫ال‬
.
‫مالءمة‬ ‫مسألة‬ ‫إنها‬
.
•
‫معين‬ ‫موقفا‬ ‫لتناسب‬ ‫السلوك‬ ‫معايرة‬ ‫الحقيقية‬ ‫الظرفية‬ ‫القيادة‬ ‫تتضمن‬
‫ا‬
.
Relax its Only Uncertainty – Hodgson and White 2001 ‫االسترخاء‬
‫فقط‬ ‫هو‬
‫اليقين‬ ‫عدم‬ ‫حالة‬
• Matching: So, you know your preferred style- how will you
match it?
•
‫طابقة‬ُ‫م‬‫ال‬
:
‫المفضل‬ ‫أسلوبك‬ ‫تعرف‬ ‫أنت‬ ،‫لذا‬
-
‫ستطابقه؟‬ ‫كيف‬
107

Matching ‫ال‬
‫م‬
‫طابقه‬
 So, you know your preferred style- how will you match it?
SUPPORTING COACHING
DELEGATING DIRECTING
HIGH
HIGH
LOW
LOW
Supportive
Behaviour
Directive Behaviour
Moderate Skill
Variable Will Low/Some Skill
Low Will
High Skill
High Will
Low Skill
High Will

‫ال‬
‫م‬
‫طابقه‬
Matching
 So, you know your preferred style – how will you match it?

‫المفضل‬ ‫أسلوبك‬ ‫تعرف‬ ‫أنت‬ ،‫لذا‬
-
‫ستطابقه؟‬ ‫كيف‬
SUPPORTING COACHING
DELEGATING DIRECTING
HIGH
‫مرتفع‬
HIGH ‫مرتفع‬
LOW
‫من‬
‫خفض‬
LOW ‫منخفض‬
Supportive
Behaviour
‫داعم‬ ‫سلوك‬
Directive Behaviour ‫توجيهي‬ ‫سلوك‬
Moderate Skill
Variable Will
‫معتدلة‬ ‫مهارة‬
‫إ‬
‫متغيرة‬ ‫رادة‬
Low/Some Skill
Low Will
‫منخفضة‬
/
‫المهارات‬ ‫بعض‬
‫منخفضة‬ ‫إرادة‬
High Skill
High Will
‫عالية‬ ‫مهارة‬
‫عالية‬ ‫إرادة‬
Low Skill
High Will
‫منخفضة‬ ‫مهارة‬
‫عالية‬ ‫إرادة‬

(
)
‫؟‬
‫أسرار‬
‫ثالثة‬
‫واحدة‬ ‫دقيقة‬ ‫إلدارة‬
One Minute Management
‫تجعل‬
‫بالحياة‬ ‫ينبض‬ ‫الظرفية‬ ‫القيادة‬ ‫مفهوم‬
•
‫األهداف‬ ‫تحديد‬
‫في‬
‫واحدة‬ ‫دقيقة‬ ‫مدة‬
One Minute Goal Setting
-
‫تحلي‬ ‫على‬ ‫المدير‬ ‫وتساعد‬ ‫الصحيح‬ ‫االتجاه‬ ‫في‬ ‫األداء‬ ‫األهداف‬ ‫تبدأ‬
‫كفاءة‬ ‫ل‬
‫والتزامه‬ ‫الشخص‬
(
‫التطوير‬ ‫مستوى‬
)
‫جيد‬ ‫ألداء‬
.
•
‫واحدة‬ ‫دقيقة‬ ‫مدح‬
One Minute Praising
-
‫في‬ ‫التحسينات‬ ‫الثناء‬ ‫يعزز‬
‫ت‬ ‫قيادته‬ ‫أسلوب‬ ‫بتغيير‬ ‫للمدير‬ ‫ويسمح‬ ‫األفراد‬ ‫تطوير‬ ‫مستوى‬
‫دريجيا‬
.
•
‫واحدة‬ ‫دقيقة‬ ‫لمدة‬ ‫التوبيخ‬
One Minute Reprimands
-
‫التوبيخ‬ ‫يوقف‬
‫أس‬ ‫تعديل‬ ‫إلى‬ ‫المدير‬ ‫يحتاج‬ ‫قد‬ ‫المواقف‬ ‫بعض‬ ‫وفي‬ ‫الضعيف‬ ‫األداء‬
‫لوب‬
.

The three Secrets of One Minute Management make the
concept of Situational Leadership come alive
‫أسرار‬
‫ثالثة‬
‫الظرفية‬ ‫القيادة‬ ‫مفهوم‬ ‫تجعل‬ ‫واحدة‬ ‫دقيقة‬ ‫إلدارة‬
‫بالحياة‬ ‫ينبض‬
• One Minute Goal Setting – Goals start
performance in the right direction and help a
manager to analyze a person’s competence and
commitment (development level) to perform
well.
•
‫األهداف‬ ‫تحديد‬
‫في‬
‫واحدة‬ ‫دقيقة‬ ‫مدة‬
-
‫في‬ ‫األداء‬ ‫األهداف‬ ‫تبدأ‬
‫الشخ‬ ‫كفاءة‬ ‫تحليل‬ ‫على‬ ‫المدير‬ ‫وتساعد‬ ‫الصحيح‬ ‫االتجاه‬
‫ص‬
‫والتزامه‬
(
‫التطوير‬ ‫مستوى‬
)
‫جيد‬ ‫ألداء‬
.

The three Secrets of One Minute Management make the
concept of Situational Leadership come alive
‫تابع‬
:
‫أسرار‬
‫ثالثة‬
‫بالحياة‬ ‫ينبض‬ ‫الظرفية‬ ‫القيادة‬ ‫مفهوم‬ ‫تجعل‬ ‫واحدة‬ ‫دقيقة‬ ‫إلدارة‬
• One Minute Praisings – Praisings foster improvements in the
development level of individuals and permits a manager to
gradually change their leadership style.
• ‫واحدة‬ ‫دقيقة‬ ‫مدح‬
-
‫للمدير‬ ‫ويسمح‬ ‫األفراد‬ ‫تطوير‬ ‫مستوى‬ ‫في‬ ‫التحسينات‬ ‫الثناء‬ ‫يعزز‬
‫تدريجيا‬ ‫قيادته‬ ‫أسلوب‬ ‫بتغيير‬
.
• One Minute Reprimands – Reprimands stop poor performance
and in certain situations the manager may need to adjust
leadership style.
‫واحدة‬ ‫دقيقة‬ ‫لمدة‬ ‫التوبيخ‬
-
‫المواقف‬ ‫بعض‬ ‫وفي‬ ‫الضعيف‬ ‫األداء‬ ‫التوبيخ‬ ‫يوقف‬
‫يحتاج‬ ‫قد‬
‫القيادة‬ ‫أسلوب‬ ‫تعديل‬ ‫إلى‬ ‫المدير‬
.

Transformational Leadership
Leader
Follower
Has charisma
Is motivated
to perform
Is aware of need
for growth
Is aware of task
importance
is intellectually
stimulating
engages in
developmental
consideration

Transformational Leadership
‫التحويلية‬ ‫القيادة‬
Leader ‫القائد‬
Follower ‫التابع‬
Has charisma
‫كاريزما‬ ‫ذو‬
Is motivated to perform
‫لألداء‬ ‫الدافع‬ ‫لديه‬
Is aware of need for growth
‫النمو‬ ‫إلى‬ ‫الحاجة‬ ‫يدرك‬
Is aware of task importance
‫المهمة‬ ‫بأهمية‬ ‫علم‬ ‫على‬
is intellectually
Stimulating
‫فكريا‬ ‫حفز‬ُ‫ي‬
engages in developmental
Consideration
‫في‬ ‫يشارك‬
‫االعتبارات‬
‫اإلنمائية‬

Characteristics of Transformational Leadership
‫التحويلية‬ ‫القيادة‬ ‫خصائص‬

‫النهائية‬ ‫النتائج‬ ‫نحو‬ ‫الموجهين‬ ‫القادة‬ ‫مع‬ ‫التكيف‬
Adapting to Bottom Line Results Oriented Leaders
 Adapting to Bottom Line Results
Oriented Leaders:
• Project confidence with your
recommendations.
• Employ strong advocacy for your position.
• Speak candidly, but tactfully.
• Don’t take blunt or candid feedback
personally.
•
‫ا‬
‫النهائي‬ ‫النتائج‬ ‫نحو‬ ‫الموجهين‬ ‫القادة‬ ‫مع‬ ‫لتكيف‬
‫ة‬
:
.1
‫توصياتك‬ ‫مع‬ ‫المشروع‬ ‫في‬ ‫الثقة‬
.
.2
‫لموقفك‬ ‫قوية‬ ‫مناصرة‬ ‫استخدم‬
.
.3
‫بلباقة‬ ‫ولكن‬ ، ‫بصراحة‬ ‫تحدث‬
.
.4
‫محمل‬ ‫على‬ ‫الصريحة‬ ‫أو‬ ‫الحادة‬ ‫الفعل‬ ‫ردود‬ ‫تأخذ‬ ‫ال‬
‫شخصي‬
.
116

Are you a leader?
121
‫حصلة‬ُ‫م‬‫و‬ ‫نتيجة‬ ‫هي‬
‫لل‬
‫ثقة‬

Are you a leader?
• Over to You!
122

Wrapping up
• What is Leadership?
• Who is a Leader?
• Distinction between managers and leaders.
• Which Leadership style Are You?
• Are you a leader?
123

ً‫ا‬‫خامس‬
:
‫خاتمة‬

Any Question
‫استفسار؟‬ ‫أو‬ ،‫إضافة‬ ‫من‬ ‫هل‬
125

‫ملخص‬
:
:
‫القائد؟‬ ‫من‬
:
‫والقادة‬ ‫المديرين‬ ‫بين‬ ‫الفوارق‬
‫رابعا‬
:
‫القيادي‬ ‫أسلوبك‬
126
Wrapping up

Learning Moment
‫اللقاء‬ ‫هذا‬ ‫فى‬ ‫استفدت‬
...
127
‫خروج‬ ‫تذكرة‬
Exit TICKET

‫على‬
‫هذا‬
‫الوقت‬
‫الثمين‬
‫من‬
‫حياتكم‬
‫أرق‬ ‫مع‬
‫األمنيات‬
‫الطيبة‬
...
‫د‬
/
‫أ‬
‫حمد‬
‫روحى‬
•
‫فى‬
‫الختام‬
...

Contemporary Theories of Leadership and their
Application in Education
Dr. Ahmed Rawhy
Zagazig University

Zagazig University
Course Information
Course Name: Contemporary Theories in Leadership and their Pedagogical
Implications
Code: Ed.Adm. 131
Credits: 3 Cr.H. (2T – 2P)
Third Semester (Summer)
Instructor Information
Dr. Ahmed Rawhy
Email: amrawhy@yahoo.com
Office location: Faculty of Education-Zagazig
Office Hours: ________________________
130

Course Description
“ Culture eats strategy for breakfast”. -Peter Drucker
This course aims to provide the aspiring STEM School leader with the fundamental
concepts of current theories and models in the field of leadership, generally, and in
leading educational institutions specifically.
The course aims to help prospective principals of STEM schools to understand the
intellectual and conceptual framework of contemporary leadership theories and to
apply those theories to lead their school toward continuous improvement of
teaching and learning.
Therefore, this course includes topics such as current and innovative theories of
leadership, assessing and developing leadership skills, leadership challenges in this
era of rapid changes, increasing skills necessary for leadership roles in educational
institutions, and collaborative leadership.
131

Big Ideas Explored in this Course
• The conceptual framework of contemporary theories of leadership of STEM
• Schools.
• The most important contemporary theories of leadership for STEM schools.
• The application of these theories for the success of STEM Schools.
• The most important leadership styles appropriate for STEM schools.
• Challenges facing the application of contemporary theories in STEM schools
and how to overcome them.
• Data-informed decision-making and continuous improvement.
• The role of relationships, trust, and well-being in the development of a healthy
and effective organizational culture.
• Implementation theory and research.
132

Course Learning Outcomes
By the end of this course, students will be able to:
 Define leadership .
 Articulate the frameworks underlying prominent contemporary
theories of leadership and their relevance to STEM schools .
 Demonstrate an integrated awareness of leadership theory and
its link to the practice of leadership in STEM Schools .
 Propose appropriate leadership styles and approaches through
evaluation of dynamic leadership situations and organizational
contexts .
 Identify the various pathways and tools through which leaders
are able to influence others toward shared goals
133

Course Learning Outcomes
 Analyze how different cultural and structural contexts within educational
organizations can impact efforts to lead .
 Articulate the role of effective leadership in developing a shared organizational
strategy .
 Critically evaluate complex ideas, concepts and issues relating to leadership.
 Develop practical, ethically-informed leadership skills that can be applied in a
range of situations .
 Develop a model for how to lead school improvement initiatives through
actions grounded in relevant research and best practices .
 Reflect on personal leadership styles and skills with the end goal of improving
their leadership skills.
134

Outcomes by Assessment Chart
Learning Outcomes Course requirement that will be used to assess
student’s achievements
Reflect on personal leadership styles and skills toward
the end goal of improving their leadership skills.
Leadership analysis and self-improvement plan.
Understand the applications of contemporary theories
of leadership to STEM schools.
Theory meets practice project and paper.
Determine the appropriate leadership styles relevant
for STEM school.
Oral report on an educational leadership theories and
Theory meets practice project and paper.
Acquire a knowledge base of leadership theories which
undergird the practice of educational leadership.
Leadership theories and action paper.
Develop an understanding of how theories can be
applied in school leadership action.
Leadership theories and action paper and Theory meets
practice project and paper.
Increase their understanding of how to lead school
improvement initiatives through actions grounded in
relevant research and best practices.
Leadership theories and action paper and Leading
change interview and paper.
135

Conceptualizing Leadership
136
• What about your leadership concept?....
Please ,use Conceptualizing Leadership Questionnaire to identify how you view leadership.
• Use this Questionnaire again with other colleagues….
• Your assignments for this session(1):
1.1 Case study. pp.48-49
1.2 CLQ .pp.50-52
1.3 O. exercise pp.53-54
1.4 Reflection&.. pp.55-56
• Your readings :pp.25-40 & p.46
Have fun..
Thank you…

-د./ أحمد روحى- كلية التربية جامعة الزقزيق Are you a Leader هل أنت قائد

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