This document provides an overview of effective communication in educational leadership. It begins with definitions of education management and leadership, distinguishing the two. Leadership is defined as involving social influence to structure groups, while management focuses more on maintaining operations. The document then discusses theories and concepts of communication, as well as the link between effective leadership and communication. The aim is to examine how successful leaders effectively communicate and analyze whether these methods apply universally or are context dependent. Limitations include not presenting new research and focusing primarily on developed countries.
This document provides an overview of leadership theories including trait theory, behavioral theory, and contingency theory. Trait theory from the 1930s-1940s proposed that leaders are born with certain traits. Behavioral theories from the 1940s-1950s like the Ohio State and Michigan studies examined how leaders behave. Contingency theory suggests that leadership effectiveness depends on situational factors like the task, followers, and environment. Specific theories discussed include Fiedler's contingency model, Hersey-Blanchard's situational leadership, and the path-goal theory.
The document discusses several theories of leadership including:
1) Trait theories which examine personality characteristics and traits of leaders.
2) Situational theories which argue that effective leadership depends on characteristics of the leader, followers, and aspects of the situation.
3) Contingency theories which propose that the most effective leadership style depends on situational factors such as the task, the followers, and aspects of the organization.
This document discusses various theories and approaches to leadership, including:
1. It defines leadership as the process of influencing people to achieve group goals willingly.
2. It discusses the trait theory of leadership which proposes that leaders are born with certain traits that make them suited for leadership like self-confidence and ambition.
3. It describes Blake and Mouton's managerial grid which analyzes leadership styles based on the dimensions of concern for people and concern for production.
Leadership Theory An Historical Context1guestf1d7d3
The document discusses the history and evolution of leadership theories from the 1940s to present. It covers early trait theories that posited certain innate traits determine leaders, behavioral theories that leadership can be learned/taught, and situational/contingency theories that the situation determines the leader. More recent theories discussed include transformational leadership that inspires followers and transactional leadership focused on rewards/punishments. The document also contrasts leadership with management and their different focuses.
The document discusses leadership trait theory from the early 1900s. It aimed to identify distinguishing traits of great leaders. However, research found no definitive traits and failed to consider how traits interact with situations. Later studies showed that both personality and situations determine leadership. While traits provide some understanding, the approach is limited and not useful for leadership development as traits cannot be easily changed.
This document discusses various concepts and theories related to leadership. It defines leadership as the ability to influence others and motivate them towards common goals. Several leadership styles are described, including autocratic, democratic, and laissez-faire. Trait theory suggests leaders are born with certain qualities, while behavioural theory believes leadership can be learned. Contingency theory proposes that the most effective leadership style depends on internal and external situational factors. Fiedler's contingency model and the path-goal theory are contingency theories discussed in the document.
This document provides an overview and comparison of two leadership theories: trait theory and behavioral theory. Trait theory believes that leaders are born with innate qualities and traits, while behavioral theory posits that leadership is learned through role modeling and experiences. The document outlines the key aspects of each theory, such as trait theory focusing on identifying patterns within individuals and behavioral theory emphasizing that leadership skills can be acquired. Both theories are then compared, noting their differing views on whether leadership is innate or learned.
This document discusses various leadership styles and concepts, including:
- Charismatic leadership, which influences followers through supernatural gifts and attractive powers. It has two types: visionary and crisis-based.
- Transactional leadership, where the leader helps followers achieve goals through contingent rewards and management by exception.
- Transformational leadership, which inspires followers to achieve more through vision, changes to mission/operations, and human resource management.
- Lean leadership focuses on influence, example-setting, knowledge, engagement, and building systems to empower people without waste. The key skills for lean leaders are people skills, conceptual skills, and technical skills.
This document provides an overview of leadership theories including trait theory, behavioral theory, and contingency theory. Trait theory from the 1930s-1940s proposed that leaders are born with certain traits. Behavioral theories from the 1940s-1950s like the Ohio State and Michigan studies examined how leaders behave. Contingency theory suggests that leadership effectiveness depends on situational factors like the task, followers, and environment. Specific theories discussed include Fiedler's contingency model, Hersey-Blanchard's situational leadership, and the path-goal theory.
The document discusses several theories of leadership including:
1) Trait theories which examine personality characteristics and traits of leaders.
2) Situational theories which argue that effective leadership depends on characteristics of the leader, followers, and aspects of the situation.
3) Contingency theories which propose that the most effective leadership style depends on situational factors such as the task, the followers, and aspects of the organization.
This document discusses various theories and approaches to leadership, including:
1. It defines leadership as the process of influencing people to achieve group goals willingly.
2. It discusses the trait theory of leadership which proposes that leaders are born with certain traits that make them suited for leadership like self-confidence and ambition.
3. It describes Blake and Mouton's managerial grid which analyzes leadership styles based on the dimensions of concern for people and concern for production.
Leadership Theory An Historical Context1guestf1d7d3
The document discusses the history and evolution of leadership theories from the 1940s to present. It covers early trait theories that posited certain innate traits determine leaders, behavioral theories that leadership can be learned/taught, and situational/contingency theories that the situation determines the leader. More recent theories discussed include transformational leadership that inspires followers and transactional leadership focused on rewards/punishments. The document also contrasts leadership with management and their different focuses.
The document discusses leadership trait theory from the early 1900s. It aimed to identify distinguishing traits of great leaders. However, research found no definitive traits and failed to consider how traits interact with situations. Later studies showed that both personality and situations determine leadership. While traits provide some understanding, the approach is limited and not useful for leadership development as traits cannot be easily changed.
This document discusses various concepts and theories related to leadership. It defines leadership as the ability to influence others and motivate them towards common goals. Several leadership styles are described, including autocratic, democratic, and laissez-faire. Trait theory suggests leaders are born with certain qualities, while behavioural theory believes leadership can be learned. Contingency theory proposes that the most effective leadership style depends on internal and external situational factors. Fiedler's contingency model and the path-goal theory are contingency theories discussed in the document.
This document provides an overview and comparison of two leadership theories: trait theory and behavioral theory. Trait theory believes that leaders are born with innate qualities and traits, while behavioral theory posits that leadership is learned through role modeling and experiences. The document outlines the key aspects of each theory, such as trait theory focusing on identifying patterns within individuals and behavioral theory emphasizing that leadership skills can be acquired. Both theories are then compared, noting their differing views on whether leadership is innate or learned.
This document discusses various leadership styles and concepts, including:
- Charismatic leadership, which influences followers through supernatural gifts and attractive powers. It has two types: visionary and crisis-based.
- Transactional leadership, where the leader helps followers achieve goals through contingent rewards and management by exception.
- Transformational leadership, which inspires followers to achieve more through vision, changes to mission/operations, and human resource management.
- Lean leadership focuses on influence, example-setting, knowledge, engagement, and building systems to empower people without waste. The key skills for lean leaders are people skills, conceptual skills, and technical skills.
This document provides an overview of leadership concepts discussed in Chapter 12. It discusses leadership as an interactive process rather than traits, situational leadership which focuses on flexible behaviors, and successful leadership being dependent on follower maturity and willingness. Transactional leaders focus on rewards and punishment, while transformational leaders appeal to higher needs and ideals. Relationships are central to leadership success. Feminine and masculine leadership styles are discussed, as well as leadership through service, responsibility, change agency, social responsibility, and passion.
Anti-corruption and Judiciary Excellence: The Role of Transformational Leader...Francis George
Anti-corruption and Judiciary Excellence: The Role of Transformational Leadership. How Transformational Leadership contributes to combating Corruption and enhancing Judicial Excellence.
The document discusses trends in leadership thought over time. It begins with early theories that focused on heroic or trait-based leadership. Later theories examined leadership styles and contingency approaches. Current approaches emphasize transformational and distributed leadership. The document traces how leadership theories have evolved from focusing on great individuals to emphasizing relational and collaborative approaches.
The document discusses the personality traits and leadership styles of an effective leader. It identifies key traits such as physical appearance, vision, intelligence, communication skills, objectivity, responsibility, confidence, empathy and being people-oriented. It then describes several leadership styles including autocratic, bureaucratic, democratic, laissez-faire, transactional and transformational. Transformational leadership is highlighted as often being the most effective style in business as it inspires high productivity and engagement from team members.
The document provides an overview of several leadership theories including:
1. Great Man Theory which assumes that great leaders are born, not made.
2. Trait Theory which focuses on inherent traits and skills that make an effective leader.
3. Behavioral Theory which looks at observable behaviors of successful leaders and assumes leadership can be learned.
4. Contingency Theories examine how leadership style depends on situational factors like follower readiness and ability.
The summary highlights some of the key assumptions, descriptions, and discussions around these influential leadership theories.
This document summarizes a research paper on current theories, research, and future directions in leadership. It discusses several prominent leadership theories including authentic leadership, cognitive leadership, complexity leadership theory, new-genre leadership, shared leadership, leader-member exchange theory, e-leadership, leadership and followership, spirituality and leadership, and cross-cultural leadership. For each theory, it provides an overview and discusses important future research directions. The document also outlines the methodologies used in leadership research such as library research, interviews, and participant observation.
TRADITIONAL MODELS FOR UNDERSTANDING LEADERSHIPEdz Gapuz
The document discusses traditional models for understanding leadership, including trait, behavioral, situational, and contingency approaches. It describes early theories that focused on leaders' traits but shifted to behavioral studies examining leadership as an observable process. The Michigan studies explored patterns of effective leadership behaviors. Situational leadership models emphasized that the most appropriate leadership style depends on characteristics of the situation. Vroom's decision tree approach proposed that the degree of subordinate participation in decision making should match the demands of the situation.
This document outlines a leadership curriculum presented by Dr. Ashraf M. Diaa. The curriculum would benefit professional juniors, seniors, first and second line managers, and organizations. The course outlines include topics such as defining leadership, leadership theories, leadership styles, and the scopes of leadership. Key leadership theories discussed are trait theory, behavioral theory, contingency theory, cognitive resource theory, and situational leadership theory. The document provides details on each topic, with the goal of helping participants acquire leadership strategies and skills.
This document provides an overview of four major leadership theories:
1. Trait theory examines characteristics and traits that distinguish successful leaders. Core traits identified include achievement drive, self-confidence, and emotional maturity.
2. Contingency theory proposes that leadership effectiveness depends on properties of the situation. Fiedler's contingency theory matches leadership styles to situational control.
3. Zeitgeist theory views leaders as products of the social conditions and spirit of their time, rather than driving forces themselves.
4. Path-goal theory focuses on how leaders motivate followers by clarifying paths to goals and addressing needs. Structuring and consideration behaviors are effective depending on task clarity.
1. Trait theory was one of the earliest approaches to leadership and proposed that effective leaders possess certain innate qualities and traits.
2. Later theories shifted to examining leadership as behaviors and styles. Theories looked at types of leadership behaviors and how the situation influences which styles are most effective.
3. Contemporary leadership theories include functional theory, which focuses on specific leader behaviors that contribute to group effectiveness, and transformational leadership theory, which motivates followers to achieve higher performance levels.
This document provides an overview of several leadership theories including:
- Great Man Theory and Trait Theory, which propose that leaders are born with certain innate traits.
- Behavioral Theories such as the Ohio State Studies and Michigan Studies, which focus on identifying specific leadership behaviors.
- Contingency Theories like Fiedler's Contingency Model and Cognitive Resource Theory, which emphasize that leadership effectiveness depends on matching leadership style to situational factors.
- Situational Theories like Hersey and Blanchard's Situational Leadership Theory, which propose that leadership style should vary based on the "readiness" level of followers.
This document provides an overview of leadership, including definitions, approaches to studying leadership, and characteristics of leaders. It distinguishes leadership from management, noting that leadership involves influencing others toward goals while management focuses on compliance. Four main approaches to studying leadership are discussed: power-influence, behavior, trait, and situational. Key leadership traits identified include drive, ambition, confidence, influence over others, and ability to structure interactions. The document also examines various leadership theories and models.
This document discusses various theories and approaches to leadership. It covers:
- Definitions of leadership as influencing others toward goals and as a reciprocal, people-focused activity distinct from management.
- Behavioral theories including Ohio State studies on task-oriented and people-oriented behaviors, and Michigan studies on employee-centered vs job-centered leaders.
- Contingency theories like Fiedler's that link leadership style to situational factors, and situational leadership linking style to follower readiness.
- Transformational leadership that inspires change by recognizing followers' needs and questioning the status quo.
The document describes a group of workers clearing a road through dense jungle on a remote island under the direction of leaders. The leaders efficiently organize the labour and monitor progress and resource allocation, maintaining excellent progress. However, one day someone climbs a tree and sees the larger context, shouting "Wrong Way!" to indicate the group may be headed in the incorrect direction despite appearing busy and making progress under the current approach.
This document discusses leadership styles and interpersonal trust in organizational settings. It aims to study different leadership styles using the Multifactor Leadership Questionnaire and understand their relationship with interpersonal trust among employees, as measured by an Interpersonal Trust Scale. Specifically, it seeks to understand how leadership style impacts employee trust and how choosing the right style for a given situation can increase trust within an organization.
The document discusses various theories and styles of leadership. It covers trait theory, behavioral theories including Ohio State studies and University of Michigan studies, contingency theories like Fiedler model and situational leadership, and transformational leadership. It also outlines different leadership styles such as autocratic, democratic, laissez-faire, paternalistic, personal, impersonal, functional, and charismatic. Additionally, it discusses Likert's leadership styles and styles presented in path-goal theory.
The document discusses effective workplace leadership. It provides summaries of several studies on leadership, including their purpose, description of frameworks, research methods, results, and implications. Key points addressed include the importance of clear communication of goals and objectives, understanding employees as individuals, and boosting their self-esteem to motivate high performance. Effective leaders are described as having a strong sense of self, being able to influence others, and delegating tasks clearly.
· If we accept the fact that we may need to focus more on teaching.docxalinainglis
· If we accept the fact that we may need to focus more on teaching civic responsibility, how can this work with both "policies and people" in the school where you become principal?
In order to increase the focus on teaching civic responsibility, policy must be in place supporting this goal. A school leader must be willing to invest time and funds into planning, training, and implementing curriculum that emphasizes civics. Staff members may have different levels of interest, understanding, and comfort when it comes to incorporating civic responsibility into their teaching, so providing professional development in this area would be critical. The strategic plan for integrating civic responsibility and the expectations for each teacher’s involvement should be clearly communicated. In addition to establishing these policies regarding civics education, the school leader and teachers must work to model civic responsibility. In addition to sharing his or her vision for increased focus on civics with the school staff, the school leader should work to share his or her vision with school board members, other district personnel including the superintendent, and the greater community. Lastly, school leaders need to support their staff as they take risks and work to develop and implement new activities, discussions, and projects centered around teaching civic responsibility.
· How will you lead your staff in this part of the curriculum?
In leading my staff in this part of the curriculum, I would work to secure professional development related to civic responsibility, as this is not an area that I have expertise in, and work as a staff to develop our vision and implementation goals. I would also provide examples such as the work of the exemplar schools described in the article in integrating civic responsibility across all content areas, implementing service-learning programs, and creating partnerships between the school and community. I would also work within PLTs to develop ways that civic responsibility could be incorporated within their curriculum and remind them that they have my support as they embark on this endea
Required Resources
Text
Baack, D. (2017). Organizational behavior (2nd ed.). Retrieved from https://ashford.content.edu
· Chapter 8: Leadership
Articles
Austen, B. (2012, July 23). The story of Steve Jobs: An inspiration or a cautionary tale? (Links to an external site.)Links to an external site.Wired. Retrieved fom http://www.wired.com/2012/07/ff_stevejobs/all/
Charan, R. (2006). Home Depot’s blueprint for culture change. Harvard Business Review. 84(4), 60-70. Retrieved from EBSCOhost database
Grow, B., Foust, D., Thornton, E., Farzad, R., McGregor, J., & Zegal, S. (2007). Out at home depot (Links to an external site.)Links to an external site.. Business Week.
Retrieved from http://www.businessweek.com/stories/2007-01-14/out-at-home-depot
Stark, A. (1993). What's the matter with business ethics? Harvard Business Review, 71(3), 38-48. .
This document provides an overview of leadership concepts discussed in Chapter 12. It discusses leadership as an interactive process rather than traits, situational leadership which focuses on flexible behaviors, and successful leadership being dependent on follower maturity and willingness. Transactional leaders focus on rewards and punishment, while transformational leaders appeal to higher needs and ideals. Relationships are central to leadership success. Feminine and masculine leadership styles are discussed, as well as leadership through service, responsibility, change agency, social responsibility, and passion.
Anti-corruption and Judiciary Excellence: The Role of Transformational Leader...Francis George
Anti-corruption and Judiciary Excellence: The Role of Transformational Leadership. How Transformational Leadership contributes to combating Corruption and enhancing Judicial Excellence.
The document discusses trends in leadership thought over time. It begins with early theories that focused on heroic or trait-based leadership. Later theories examined leadership styles and contingency approaches. Current approaches emphasize transformational and distributed leadership. The document traces how leadership theories have evolved from focusing on great individuals to emphasizing relational and collaborative approaches.
The document discusses the personality traits and leadership styles of an effective leader. It identifies key traits such as physical appearance, vision, intelligence, communication skills, objectivity, responsibility, confidence, empathy and being people-oriented. It then describes several leadership styles including autocratic, bureaucratic, democratic, laissez-faire, transactional and transformational. Transformational leadership is highlighted as often being the most effective style in business as it inspires high productivity and engagement from team members.
The document provides an overview of several leadership theories including:
1. Great Man Theory which assumes that great leaders are born, not made.
2. Trait Theory which focuses on inherent traits and skills that make an effective leader.
3. Behavioral Theory which looks at observable behaviors of successful leaders and assumes leadership can be learned.
4. Contingency Theories examine how leadership style depends on situational factors like follower readiness and ability.
The summary highlights some of the key assumptions, descriptions, and discussions around these influential leadership theories.
This document summarizes a research paper on current theories, research, and future directions in leadership. It discusses several prominent leadership theories including authentic leadership, cognitive leadership, complexity leadership theory, new-genre leadership, shared leadership, leader-member exchange theory, e-leadership, leadership and followership, spirituality and leadership, and cross-cultural leadership. For each theory, it provides an overview and discusses important future research directions. The document also outlines the methodologies used in leadership research such as library research, interviews, and participant observation.
TRADITIONAL MODELS FOR UNDERSTANDING LEADERSHIPEdz Gapuz
The document discusses traditional models for understanding leadership, including trait, behavioral, situational, and contingency approaches. It describes early theories that focused on leaders' traits but shifted to behavioral studies examining leadership as an observable process. The Michigan studies explored patterns of effective leadership behaviors. Situational leadership models emphasized that the most appropriate leadership style depends on characteristics of the situation. Vroom's decision tree approach proposed that the degree of subordinate participation in decision making should match the demands of the situation.
This document outlines a leadership curriculum presented by Dr. Ashraf M. Diaa. The curriculum would benefit professional juniors, seniors, first and second line managers, and organizations. The course outlines include topics such as defining leadership, leadership theories, leadership styles, and the scopes of leadership. Key leadership theories discussed are trait theory, behavioral theory, contingency theory, cognitive resource theory, and situational leadership theory. The document provides details on each topic, with the goal of helping participants acquire leadership strategies and skills.
This document provides an overview of four major leadership theories:
1. Trait theory examines characteristics and traits that distinguish successful leaders. Core traits identified include achievement drive, self-confidence, and emotional maturity.
2. Contingency theory proposes that leadership effectiveness depends on properties of the situation. Fiedler's contingency theory matches leadership styles to situational control.
3. Zeitgeist theory views leaders as products of the social conditions and spirit of their time, rather than driving forces themselves.
4. Path-goal theory focuses on how leaders motivate followers by clarifying paths to goals and addressing needs. Structuring and consideration behaviors are effective depending on task clarity.
1. Trait theory was one of the earliest approaches to leadership and proposed that effective leaders possess certain innate qualities and traits.
2. Later theories shifted to examining leadership as behaviors and styles. Theories looked at types of leadership behaviors and how the situation influences which styles are most effective.
3. Contemporary leadership theories include functional theory, which focuses on specific leader behaviors that contribute to group effectiveness, and transformational leadership theory, which motivates followers to achieve higher performance levels.
This document provides an overview of several leadership theories including:
- Great Man Theory and Trait Theory, which propose that leaders are born with certain innate traits.
- Behavioral Theories such as the Ohio State Studies and Michigan Studies, which focus on identifying specific leadership behaviors.
- Contingency Theories like Fiedler's Contingency Model and Cognitive Resource Theory, which emphasize that leadership effectiveness depends on matching leadership style to situational factors.
- Situational Theories like Hersey and Blanchard's Situational Leadership Theory, which propose that leadership style should vary based on the "readiness" level of followers.
This document provides an overview of leadership, including definitions, approaches to studying leadership, and characteristics of leaders. It distinguishes leadership from management, noting that leadership involves influencing others toward goals while management focuses on compliance. Four main approaches to studying leadership are discussed: power-influence, behavior, trait, and situational. Key leadership traits identified include drive, ambition, confidence, influence over others, and ability to structure interactions. The document also examines various leadership theories and models.
This document discusses various theories and approaches to leadership. It covers:
- Definitions of leadership as influencing others toward goals and as a reciprocal, people-focused activity distinct from management.
- Behavioral theories including Ohio State studies on task-oriented and people-oriented behaviors, and Michigan studies on employee-centered vs job-centered leaders.
- Contingency theories like Fiedler's that link leadership style to situational factors, and situational leadership linking style to follower readiness.
- Transformational leadership that inspires change by recognizing followers' needs and questioning the status quo.
The document describes a group of workers clearing a road through dense jungle on a remote island under the direction of leaders. The leaders efficiently organize the labour and monitor progress and resource allocation, maintaining excellent progress. However, one day someone climbs a tree and sees the larger context, shouting "Wrong Way!" to indicate the group may be headed in the incorrect direction despite appearing busy and making progress under the current approach.
This document discusses leadership styles and interpersonal trust in organizational settings. It aims to study different leadership styles using the Multifactor Leadership Questionnaire and understand their relationship with interpersonal trust among employees, as measured by an Interpersonal Trust Scale. Specifically, it seeks to understand how leadership style impacts employee trust and how choosing the right style for a given situation can increase trust within an organization.
The document discusses various theories and styles of leadership. It covers trait theory, behavioral theories including Ohio State studies and University of Michigan studies, contingency theories like Fiedler model and situational leadership, and transformational leadership. It also outlines different leadership styles such as autocratic, democratic, laissez-faire, paternalistic, personal, impersonal, functional, and charismatic. Additionally, it discusses Likert's leadership styles and styles presented in path-goal theory.
The document discusses effective workplace leadership. It provides summaries of several studies on leadership, including their purpose, description of frameworks, research methods, results, and implications. Key points addressed include the importance of clear communication of goals and objectives, understanding employees as individuals, and boosting their self-esteem to motivate high performance. Effective leaders are described as having a strong sense of self, being able to influence others, and delegating tasks clearly.
· If we accept the fact that we may need to focus more on teaching.docxalinainglis
· If we accept the fact that we may need to focus more on teaching civic responsibility, how can this work with both "policies and people" in the school where you become principal?
In order to increase the focus on teaching civic responsibility, policy must be in place supporting this goal. A school leader must be willing to invest time and funds into planning, training, and implementing curriculum that emphasizes civics. Staff members may have different levels of interest, understanding, and comfort when it comes to incorporating civic responsibility into their teaching, so providing professional development in this area would be critical. The strategic plan for integrating civic responsibility and the expectations for each teacher’s involvement should be clearly communicated. In addition to establishing these policies regarding civics education, the school leader and teachers must work to model civic responsibility. In addition to sharing his or her vision for increased focus on civics with the school staff, the school leader should work to share his or her vision with school board members, other district personnel including the superintendent, and the greater community. Lastly, school leaders need to support their staff as they take risks and work to develop and implement new activities, discussions, and projects centered around teaching civic responsibility.
· How will you lead your staff in this part of the curriculum?
In leading my staff in this part of the curriculum, I would work to secure professional development related to civic responsibility, as this is not an area that I have expertise in, and work as a staff to develop our vision and implementation goals. I would also provide examples such as the work of the exemplar schools described in the article in integrating civic responsibility across all content areas, implementing service-learning programs, and creating partnerships between the school and community. I would also work within PLTs to develop ways that civic responsibility could be incorporated within their curriculum and remind them that they have my support as they embark on this endea
Required Resources
Text
Baack, D. (2017). Organizational behavior (2nd ed.). Retrieved from https://ashford.content.edu
· Chapter 8: Leadership
Articles
Austen, B. (2012, July 23). The story of Steve Jobs: An inspiration or a cautionary tale? (Links to an external site.)Links to an external site.Wired. Retrieved fom http://www.wired.com/2012/07/ff_stevejobs/all/
Charan, R. (2006). Home Depot’s blueprint for culture change. Harvard Business Review. 84(4), 60-70. Retrieved from EBSCOhost database
Grow, B., Foust, D., Thornton, E., Farzad, R., McGregor, J., & Zegal, S. (2007). Out at home depot (Links to an external site.)Links to an external site.. Business Week.
Retrieved from http://www.businessweek.com/stories/2007-01-14/out-at-home-depot
Stark, A. (1993). What's the matter with business ethics? Harvard Business Review, 71(3), 38-48. .
This document discusses theories of educational leadership and management. It begins by explaining the importance of effective school leadership and outlines some key models of leadership, including managerial, transformational, and instructional leadership. It then provides a more in-depth overview of these three models, describing their main approaches and critiques. The document examines how these theories have been applied in different contexts like South Africa, and discusses some of the challenges in realizing the goals of transformational leadership.
This document discusses educational leadership and management theory. It begins by explaining that there is great interest in educational leadership currently because it is widely believed to make a significant difference in school and student outcomes. Effective leadership is needed for schools to provide high quality education. The document then examines different theories and models of educational leadership and management, assessing evidence of their relative effectiveness. It distinguishes between leadership, which is linked to change and vision, and management, which is focused on maintaining current systems. Overall, the document provides an overview of major theories of educational leadership and how they can help school principals approach problems and daily tasks.
The document discusses educational leadership and management theory. It begins by explaining the widespread belief that school leadership quality significantly impacts student outcomes, and that effective principals and managers are needed to provide high-quality education. It then examines various theories and models of educational leadership and management, including managerial, transformational, and transactional approaches. The document argues that while effective management is important, transformational leadership is essential for autonomous schools undergoing change to achieve organizational commitment and higher performance from teachers and students.
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Challenges in leading and managing people in educational institutions are worthwhile indicators that require constant checks and adjustments. These verifications are necessary because humans are complex beings and whose thinking faculties are not fixed and often guided by situational and environmental factors. Consequently, they must have divergent views which may pose unpredictable problems to administrators. Only very smart and ardent leaders maybe quick to detect, withstand and overcome such inevitables. The need for such challenges to be identified and controlled before they galvanize subordinates into negative behavioral tendencies cannot be under-estimated. This paper therefore examined possible challenges which may manifest as impediments or hindrances to the effective leading and managing of people in educational institutions in Cameroon. A number of challenges were examined and discussed in the paper. Suggestions for ways of checking and controlling the challenges have been made to serve as a reservoir of checks and guides for school administrators and leaders. The paper cautions school managers to be tactful and apply modern charismatic approaches in the control, directing of staff and managing of their institutions.
Ethical Aspects of Conceptual Leadership PracticesRandall Noggle
This document outlines the author's leadership development plan, which includes their personal mission statement, leadership style, and concepts of communication, empowerment, leadership in diversity, leading change, and vision statement. The author's mission is to create an environment where students feel welcome and motivated. They plan to utilize a combination of transformational and charismatic leadership styles focused on engagement and meeting student needs. Key aspects of the plan include open communication, empowering students, embracing diversity, and adapting to change. The overall goal is to develop a responsible leadership approach in their future career in education.
3In the previous chapter, we reviewed how theorists’ view .docxtamicawaysmith
This document summarizes a chapter on relational leadership. It discusses how leadership is understood as a complex process involving relationships. A relational leadership model is presented that focuses on five key components: being purposeful, inclusive, empowering, ethical, and process-oriented. The chapter emphasizes that leadership is a collaborative process where developing a shared vision and purpose among members is important. It also discusses how the knowing-being-doing framework relates to leadership development.
This document discusses the contributions of personal development to leadership. It summarizes Bass's theory of leadership, which states there are three ways people become leaders: through traits, by rising to meet crisis situations, or through learning leadership skills. It also outlines four factors of leadership: the leader, followers, communication, and situations. The document argues that personal development is important for leadership as the attributes a leader should "be, know, and do" require continuous self-improvement. Personal development helps leaders understand themselves and their followers to adapt their leadership style for different situations.
THE WORKING OUTLINEPsychological and Physiological Impact of S.docxpelise1
THE WORKING OUTLINE
Psychological and Physiological Impact of Social Media
Attention material: How will you gain your audience's interest in this topic?
Introduction of topic: Social Media has become a part of our everyday lives, but what impact does it have on you truly.
Thesis statement:
The popularity of social media has created a society based on unrealistic expectations which cause self-harm to an individual’s mental health, physical appearance, and personal interactions.
Organizational Preview: A sentence that captures the various elements presented in the paper in the order they appear.
BODY PARAGRAPH I
I. First main point- Social media on mental health
A. Another time point, a different story: one year effects of a social media intervention on the attitudes of young people towards mental health issues
Livingston, James D ; Cianfrone, Michelle ; Korf-Uzan, Kimberley ; Coniglio, Connie
Social psychiatry and psychiatric epidemiology, June 2014, Vol.49(6), pp.985-90
https://link-springer-com.proxygw.wrlc.org/content/pdf/10.1007/s00127-013-0815-7.pdf
B. Parental Control of the Time Preadolescents Spend on Social Media: Links with Preadolescents' Social Media Appearance Comparisons and Mental Health
Fardouly, Jasmine ; Magson, Natasha R ; Johnco, Carly J ; Oar, Ella L ; Rapee, Ronald M
Journal of youth and adolescence, July 2018, Vol.47(7), pp.1456-1468
https://link-springer-com.proxygw.wrlc.org/content/pdf/10.1007/s10964-018-0870-1.pdf
II. Second main point - Social media on physical appearance.
A. Broadening the Scope of Social Media Effect Research on Body Image Concerns
Prieler, Michael ; Choi, Jounghwa
Sex Roles, Dec 2014, Vol.71(11-12), pp.378-388
https://link-springer-com.proxygw.wrlc.org/content/pdf/10.1007/s11199-014-0406-4.pdf
B. Act 2: Extending Theory on Social Media and Body Image Concerns.(Report)(Author abstract)
Perloff, Richard M.
Sex Roles: A Journal of Research, 2014, Vol.71(11-12), p.414(5)
https://link-springer-com.proxygw.wrlc.org/content/pdf/10.1007/s11199-014-0433-1.pdf
Body Paragraph III
III. Third main point- Social media on social interactions
A. How patients’ use of social media impacts their interactions with healthcare professionals
Benetoli, A. ; Chen, T.F. ; Aslani, P.
https://ac-els-cdn-com.proxygw.wrlc.org/S0738399117305293/1-s2.0-S0738399117305293-main.pdf?_tid=9cc2bd7f-d5f2-49d7-b7aa-920b9d90e7b5&acdnat=1548979945_2249016def072a123b3175152b3e818cPatient Education and Counseling, March 2018, Vol.101(3), pp.439-444
B. ARTICLE
Consequences of cyberbullying behaviour in working life
Muhonen, Tuija ; Jönsson, Sandra ; Bäckström, Martin
International Journal of Workplace Health Management, 2017, Vol.10(5), pp.376-390
https://search-proquest-com.proxygw.wrlc.org/docview/1940282298?accountid=11243&rfr_id=info%3Axri%2Fsid%3Aprimo
Conclusion
Restate thesis
The popularity of social media has created a society based on unrealistic expectations which cause self-harm to an individual’s mental h.
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docxroushhsiu
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general ...
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docxaudeleypearl
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general.
Personal Leadership Portrait MPA5002 ChristiReibleU9A1Christi Reible
This document provides a personal leadership portrait of the author. It discusses key leadership characteristics including communication skills, adaptability, and procrastination. The author analyzes their strengths in contingency leadership and communication, and developmental needs in procrastination and scholarly writing. The summary effectively outlines the author's self-assessment and areas for continued growth. Overall, the document presents a well-rounded analysis of the author's leadership style and abilities.
1. Given the description of the leadership situation facing the aiTatianaMajor22
1. Given the description of the leadership situation facing the airplane crash survivors described in Chapter 1, how would leader–member exchange, the normative decision model, the Situational Leadership model, the contingency model, and the path–goal theory prescribe that a leader should act?
2. Can leaders be flexible in how they interact with others? Do you believe leaders can change their behavior? Their personalities?
3. Think of a leadership situation with which you are familiar. Apply each of the theories in this chapter to the situation. Which theory best fits the interaction of the leader, followers, and situation in your example? Does any theory allow you to predict a likely or preferred outcome for a current challenge?
Contingency Theories of LeadershipIntroduction
If we were to provide an extremely short summary of the book to this point, we would say leadership is a process that involves aspects of the leader, the followers, and the situation. In Part 1 we discussed the process aspects, while Part 2 was devoted to the leader. Part 3 focused on the followers, and in the previous chapter we discussed the situational components of leadership. You may have also noted that while we attempted to focus exclusively on the component of interest for each section, there were often overlapping areas in our leader–follower–situation (L-F-S) model. The overlap is genuine, and our attempts to segregate the concepts were done merely for simplicity.
It is also important to note that in adopting our L-F-S model, we deliberately followed a tradition in scientific theory development known as parsimony. A model that is parsimonious is one with the greatest explanatory power while using the fewest predictor variables as possible. We have chosen what we believe are the three most powerful predictor variables: the leader, the followers, and the situation.
But readers should recognize that the L-F-S model by no means encompasses all the potential variables or outcomes in understanding leadership. A study by Dinh and colleagues highlights this complexity. First, they report how much the leadership field has developed in recent decades. In their research, they identified a total of 66 different leadership theory domains. But even more important, they report that
no unified theory of leadership currently exists. Leadership theory emphasizes many outcomes, from how leaders are perceived to how leaders affect unit performance; it involves actions of group members as well as those of formal leaders; it has been applied to levels that include events, individuals, dyads, groups, organizations, and political systems; it has focused on immediate and delayed effects; and it often incorporates contextual differences. Thus, it is not surprising that leadership involves 66 different theoretical domains and a wide variety of methodological approaches.1
547
But for this text, we will stick with just three: the leader, the followers, and the situation.
It is safe to ...
This document discusses contingency management as a treatment for substance abuse issues. While contingency management has shown short-term effectiveness, more research is needed to demonstrate long-term benefits and sustained results. Relapse is a particular issue for treatments like smoking addiction. Developing schemes to combat relapse and create more effective intervention programs is important. Contingency management is also not as well known as other addiction treatments, so increasing public awareness of it could help more substance users seek treatment. Providing alternative rewards beyond just money or vouchers, like meals or employment assistance, may also help treatment centers while potentially being more cost effective than other addiction treatment options in the long run.
Effective Leadership And The Leadership EssayStacey Cruz
This document discusses effective leadership and Nelson Mandela's leadership as portrayed in the film "Invictus". It analyzes Mandela's leadership qualities that helped unite South Africa after the end of apartheid. These include inviting the captain of the South African rugby team to demonstrate unity across racial divides and using the team's pursuit of the Rugby World Cup to inspire determination among the people. The document then examines scenes from the film that portray Mandela's leadership style and his implementation of different leadership theories to achieve his goals.
Examination of Modern LeadershipModule 1 Leadership History, F.docxcravennichole326
Examination of Modern Leadership
Module 1: Leadership: History, Fundamentals, and the Modern Context
Module 1 content establishes the context for the entire course dedicated to the examination of modern and postmodern leadership. The introduction of critical theory and its use in ORG561 provides a framework for investigation. The context of social, economic, political, and technological environments informs an exploration of modern and postmodern leadership approaches. Emphasis on leader self-awareness sets the stage for reflection, introspection, and personal leadership development.
Learning Outcomes
1. Compare and contrast historical leadership concepts against modern and postmodern organization needs.
2. Analyze leadership approaches using a critical framework.
3. Construct a personal leadership biography.
For Your Success & Readings
A key to success in ORG561 is to start early, build, reflect, reinforce, build, reflect, and reinforce.
Begin each week’s study by reading and comprehending the learning outcomes. Learning outcomes are always revealed in assignments, discussions, and lectures. Likewise, learning outcomes are reflected in rubrics, which are used as objective measures for scoring and grading. Establish the learning outcomes as your checklist for success.
In Module 1 criticaltheory is introduced through the readings, lecture, discussion, and Critical Thinking Assignment. The critical approach provides new frameworks on which to research leadership. You may not be familiar with critical inquiry, so seize the opportunity to advance your analytic skills. You are expected to use one or more critical frames in each module of this course. Take the time this week to fully understand the reasoning and context of critical theory.
Studying the history of leadership requires reading publications from earlier eras. Notice that some of the required and recommended readings for Module 1 are not current publications, but these contribute to understanding the earlier periods of organization and leadership study.
Postmodern leadership literature expounds on the notion that self-awareness is a critical component required to lead. In ORG561, the thread of self-examination is woven throughout the course. You will have opportunities to move beyond reflection to develop a better understanding of personal assumptions and biases, skills and competencies, and professional development plans, all related to leadership. Embrace the opportunity!
Required
· Introduction and Chapters 1 & 2 in Leadership: A Critical Text
· Axley, S. R. (1990). The practical qualities of effective leaders. Industrial Management, 32(5), 29-31.
· Brocato, B., Jelen, J., Schmidt, T., & Gold, S. (2011). Leadership conceptual ambiguities.Journal of Leadership Studies, 5(1), 35-50. doi:10.1002/jls.20203
· Gandolfi, F., & Stone, S. (2016). Clarifying leadership: High-impact leaders in a time of leadership crisis. Revista De Management Comparat International, 17(3), 212-224.
· Blom, M. .
Respond to...The trait approach and behavioral approach are ve.docxwilfredoa1
Respond to...
The trait approach and behavioral approach are very similar yet very different ideas. The trait approach focuses on traits. “These might include mental characteristics such as intelligence, integrity, confidence, and other personality characteristics; physical characteristics such as strength or stamina, social characteristics including the ability to influence others and sociability, and communication skills such as empathy plus talent in the area of public speaking.” (Warrick, 2016, 3.2). While the behavioral approach focuses on the behaviors of the individual. Some behaviors and traits do have some correlations where a trait might turn into a behavior, so that is one similarity. “The main similarity is that both approaches emphasize that there are identifiable actions that any leader must be capable of doing in any given situation” (Johnson, 2019). Both approaches are approaches, that have the same idea of trying to get the same goal. At the same time, the main difference is that they are two different things. A trait is an attribute, but a behavior is something that one does. Somebody might show the trait of intelligence but using their brain might not be a behavior that they display. In some ways, some people think that leaders are raised with their traits and behaviors and others think they may be innately within them from the moment they are born.
Johnson, W. (2019, March 9). Describe the Major Similarities & Differences Between the Trait & Behavior Leadership Theories. Retrieved January 10, 2020, from https://smallbusiness.chron.com/describe-major-similarities-differences-between-trait-behavior-leadership-theories-36413.html.
Warrick, D.D. (2016).
Leadership: A high impact approach
[Electronic version]. Retrieved from https://content.ashford.edu/
Respond to...
The situational leadership model, developed by Ken Blanchard and Paul Hersey, is based on the philosophy that there is no one leadership style that can embody leadership entirely. In other words, one style of leadership is not effective for every circumstance. They recommend that the preferred leadership style is one that adjusts to the situation at hand (Warrick, 2016). The ability of the employee to perform a certain task, per se, will determine how involved the leader needs to be in helping the employee to complete the task. If an employee is expertly skilled, the leader might use a democratic leadership style, in which the employee completes the task and the leader only comes in at the end to make the final decision (Amanchukwu, Stanley, & Ololube, 2015). Conversely, if the employee is not aptly skilled, the best leadership style would then be authoritarian, in that the leader would have to provide clear instructions, give specific goals, and direct the entire process with no feedback or participation from the employees (2015).
The authentic leadership theory involves knowing one’s true self and being true to one’s values. Authentic leaders are hon.
A Study About The Leadership Styles Of Public And Private SchoolsJim Jimenez
This study examined the relationship between task-oriented and people-oriented leadership styles of principals in public and private schools in Lahore, Pakistan. Data was collected through surveys from 149 principals, 85 from public schools and 64 from private schools. Factor analysis revealed two dimensions of leadership styles: task orientation and people orientation. Results showed private school principals were more task-oriented and people-oriented than public school principals. Public school principals exhibited a more laissez-faire leadership style. The study provides insight into differences in leadership styles between public and private school principals.
A Study About The Leadership Styles Of Public And Private Schools
EML_LDF_coursepaper
1. Institute of International Education
Department of Education
Effective Communication in Education
Leadership
Theories, concepts, and application of communication in
education
Assignment for the course
Education Management and Leadership
Louis A. DiFante
2. October 2015
Table of Contents
1.Introduction…………………………………………….…………………………..…...…Pg. 3
1.1 Background………………………………….…………………………..……….Pg. 5
1.2 Aims & Objectives………………………………………….…………..………..Pg. 6
1.3 Limitations……………………………………………………………..………...Pg. 7
1.4 Significance…………………………………………………………...…...……..Pg. 7
2. Theories & Concepts in Communication………………………………………………..Pg. 8
2.1 A Brief Overview: Communication Theories……………………..……………..Pg. 9
2.2 The Communication Process……..…………………………………..…………Pg. 10
2.3 Organizational Communication……………………………………….………..Pg. 11
3. A Leadership Perspective…………………………………………………………….…Pg. 13
3.1 Successful Leadership & Effective Communication………………………...…Pg. 13
3.2 Poor Leadership & Communication……………………………………...…….Pg. 17
4. Conclusion…………………………………………………………………………..……Pg. 18
Reference List……………………………………………………………………………… Pg. 20
2
3. 1.1 Introduction
The field of education management and leadership must be introduced as two separate entities in
order to establish a fundamental distinction between the two. Tony Bush discusses education
management as “A field of study and practice concerned with the operation of educational
organizations” (Bush, 1995, pg. 1). He goes onto say that there is “no single generally accepted
definition of the subject because its development has drawn heavily on several more firmly
established disciplines” (Bush, 1995, pg. 1). Education management relates more to overseeing
the general operations of an institution and maintaining the “status quo.” The management
aspect means taking what is already in place and ensuring its cyclical completion (Bush, 1995).
Education leadership however, is defined differently. Education leadership is said to “reflect the
assumption that it involves a social influence process whereby intentional influence is exerted by
one person (or group) over other people (or groups) to structure the activities and relationships in
a group or organization,” meaning that it pertains more to leading people than to managing tasks
(Yukl as cited in Bush, 2010, pg. 6). Bush goes on to elaborate on Yukl’s definition, and alludes
to three main aspects of educational leadership. He discusses education leadership as having
influence rather than authority. He states the process is intentional, suggesting that a person is
actively attempting to exercise influence in order to achieve a goal or purpose. Then, he asserts
the idea that groups as well as individuals can exercise influence, and that authority can be
distributed in the form of leadership among different members of the group (Bush, 2010, pg. 6).
Education leadership is perceived as having the characteristics of values and vision, which drive
the nature of leadership and help to make it dynamic. Values in leadership are linked to a sense
that leaders are expected to make decisions using transparent, moral, and professionally driven
value practices (Bush, 2010, pg. 6). Values are important to education leadership in that they are
3
4. the guiding compasses of the leader. Many decisions in a leadership position translate down to
doing the “right thing”, which is typically a case-by-case scenario. A leader without a proper
value system could easily be led astray by that notion and therefore not be suitable for the
leadership role (Bush, 2010).
Having strong vision in leadership pertains to employees feeling as though the vision of the
company or school includes a vision with his or herself in mind. Positive interpretations of vision
include mission statements that all members of the staff can stand behind, and having the feeling
of being part of a bigger picture (Bush, 2010). Some negative criticisms of vision however, are
that they can inhibit leaders. Bush references Ibid when he notes “leaders can be blinding and
misleading as role models.” (Ibid: 19 cited in Bush, 2010, pg. 7). He implies that principals are
blinded by their own vision when trying to convince teachers and the school culture to
correspond to the vision they have laid out. Whether the perceptions of vision are positive or
negative, its generally agreed upon that visionary rhetoric has been present in schools since
educational reforms have begun (Bush, 2010, pg. 8).
The preceding text covers the definition of education management and leadership, as well as
gives a brief classification of the two. However, one pillar of education leadership and
management, which has not yet been considered, is the tenet of effective communication. Thus,
this paper will attempt to delve further into education leadership in order to analyze important
aspects of leadership, as it relates to effective communication. Education management will be
covered succinctly as well to provide examples that relate back to effective communication.
However, the paper will mainly be guided by the education leadership principles.
1.1 Background
4
5. In order to define effective communication in education leadership, its important to first look at
the definition of effective leadership, and subsequently look at how communication fits into that
narrative. Effective leadership is defined as being exceptional, possibly worth imitating, highly
valued, and can be said to be in short supply (Leithwood, 1995, pg. 7). The quality and/or
effectiveness of the leader are normally reflected in his or her school. Effective leaders are
typically the heads of effective schools, which are defined as schools that exhibit high student
performance and strong test scores. (Leithwood, 1995).
Effective leaders must possess the values and vision previously mentioned, as well as the support
of his or her staff. They must be viewed as human because leadership is an essential component
of the human condition (Hackman, 2013, pg. 2). Leadership, and especially effective leadership
is an integral part of our daily lives ranging from all walks of life in developing nations to
developed ones. Studying leadership then is not only theoretical, but also applicable to our
personal life because of its practicality. Followers thrive under effective leaders and agonize
under ineffective ones. This is true in all contexts: political, educational, athletic, religious, etc.
(Hackman, 2013).
An essential characteristic of an effective leader is one who can then effectively communicate.
This again is generally true for mostly all contexts and circumstances. According to the book
entitled Leadership: A Communication Perspective, the notion of leadership is best
comprehended from a communication perspective, and that “effective leaders use language as
their most tangible tool for achieving desired outcomes” (Hackman, 2013, pg. 2).
Effective communication in education leadership and management seem to be inherently linked.
In order to have successful leaders and managers in an education system, or other systems,
effective communicators must be present (Hackman, 2013).
5
6. Communication as a stand-alone concept is defined as a transfer of symbols and messages that
allow individuals to create and interpret meaning. The essential purpose of communicating is to
create a joint reality between message senders and receivers (Hackman, 2013, pg. 6). Humans
have an innate ability to manipulate, shape, and share in the use of the symbols or language
we’ve created. These symbols help us to communicate about the past, present, and future. They
also help us better understand our environment, the actors in it, and where or how the notion of
the self fits into it (Hackman, 2013).
1.2 Aims & Objectives
The aim of this paper is to examine effective communication in educational leadership by
delving into some of the theories, concepts, and approaches that are present in successful
schools, superintendents, principals, and heads of department. The framework for carrying this
process out will be first taking a brief look at relevant concepts and theories in communication,
as well as some approaches to organizational communication. Then, a glance at leadership
approaches in communication will be examined to establish a link with the theories/concepts,
and how they are applicable to effective communicators in education leadership. During this
process, some specific case country examples will be given to show these approaches in action.
Next, a section on poor leadership and communication will be considered, to view the negative
sides of leadership. Finally, a conclusion will be offered as a discussion to finalize the paper. The
objective is to further the amount of usable knowledge in this field and to question if whether or
not these effective leadership communication methods are generally applicable to all contexts or
if they are country and context specific.
1.3 Limitations
6
7. This paper does not attempt to present new research or ideas in the field of communicative
leadership and management. It instead attempts to tie together many different sources and
articles in an effort to compartmentalize some concepts, theories, and approaches to help better
understand and clarify the field.
The paper is based on current literature in the field of communication and education leadership
and management, which is to say the amount of information available, is quite extensive and
vast. Therefore, it is not possible to cover all relevant theories, concepts, and approaches. For the
sake of time, practicality, and relevance only the most applicable theories and concepts will be
utilized.
Most information available about effective communication in education leadership has a
tendency to relate to countries in the developed world or global north. The developing world or
global south then will not be referred to often, if at all. Although considered a limitation, this
paper does not intend to retract from the importance of effective leadership, management, and
communication in the developing world.
1.4 Significance
Good communication is a pillar of all successful businesses, industries, schools, and
governments (Hackman, 2013). Effective communication is and has been a very relevant issue in
leadership and management. It’s become a central trait of efficient and successful schools and
principals. Without effective communication it wouldn’t be possible for principals,
superintendents, and school leaders to do their jobs properly. Not only has effective
communication been important to education systems in the past and present, it will continue to
fundamentally be part of educational leadership and management as we move towards the future.
Therefore, one can argue that the significance of this paper is the vital importance of continuing
7
8. the ongoing discussion about effective communication in education leadership. As we change
and move towards the future, so do the dynamics of communication, making it even more crucial
to remain current with.
The climate of a school can significantly be swayed in a positive or negative direction based on
effective or ineffective communication. This is mainly on behalf of the school leaders and the
staff not communicating properly, or not communicating at all. Students have an affect on school
climate but are in the end not fully responsible (Halawah, 2006). Another noteworthy aspect of
this paper then is to glance at how effective communication can affect the overall climate in an
educational institution and how poor communication can be a detriment to a school. The
significance of that discussion is to learn from the mistakes of other school leaders in order to not
repeat them. On the other hand, if a particular communicative style is effective in a school, then
it is valid for one to draw conclusions from that example, and note the applicability of it in a
similar role.
2. Theories & Concepts in Communication
The following sections will take a brief look at several theories in communication, the
communication process, and various ideas related to organizational communication. The
intention is to provide a theoretical background for the reader to draw on as the paper progresses.
It is to be noted that not all theories in communication will be covered.
2.1 A Brief Overview: Communication Theories
Theories in communication are based on the assumption that human beings possess a natural
theory-making and theory-using ability (Razik, 2010, pg. 131). There are three paradigms in
8
9. which communication theories stem from: Rational, relational, and symbolic. These paradigms
are combined with observable communication patterns in different circumstances, and coincide
with the idea that fast paced, societal change generates a need for up-to-date communication
theories (Razik, 2010, pg. 132).
The majority of researchers concur that communication involves senders, receivers, information
transmissions between the senders and receivers, and interferences or enablers acting on those
transmissions (Razik, 2010, pg. 132). Apart from that and other overlapping ideas, practically
everything else about human communication is defined as circumstantial-related occurrences by
the researcher.
There are four basic genres in communication theories that can help us to make sense of
communication. The first genre is the structuralist-functionalist theory. This theory emphasizes
communication exchanges that happen simultaneously instead of over time. It looks at
unintentional consequences of actions as well as purposeful ones, and maintains a belief in the
independent or objective reality (Littlejohn, 1989, cited in Razik, 2010, pg. 132).
The second genre is the cognitive-behavioral theory, which is similar to the structuralist-
functionalist theory apart from the belief that knowledge is attained through discovery of
psychological “mechanisms”. The cognitive-behavioral theory examines communication as a
creation of the individuals’ behavior and thought process (Razik, 2010, pg. 132).
The third genre is referred to as interactional-conventional theory. This theory originates from
the “sociology, anthropology, and the philosophy of language.” The main concept in this theory
is symbolic interaction. “Social existence is measured as a process of continuous interaction that
possesses social conventions, and at times alters these conventions through language and
symbols. The theory posits that these interactions create rules and norms” (Razik, 2010, pg. 132).
9
10. The fourth genre in communication is interpretive-critical theory. This theory originates from
“interpretive sociology, phenomenology, and hermeneutics.” Features of this theory include
understanding the subjective nature of a situation, and the high value placed on individual
experience (Razik, 2010, pg. 133).
The theory genres provided are grouped around specific communication contexts. The contexts
provide a hierarchy defined by group size from lowest to highest. These groups include
interpersonal, organizational, and mass communication. The four theory genres are present in all
types of communication and relate back to setting the framework for effective communication in
education leadership (Littlejohn, 1989. Cited in Razik, 2010, pg. 133).
2.2 The Communication Process
A communication scholar named Dean Barnlund classified five main principles that are
contemporaneous in human communication. The five principles are deliberated in the book
entitled Leadership: A Communication Perspective and are as follows:
• Communication is not a thing, it is a process.
• Communication is not linear, it is circular.
• Communication is complex.
• Communication is irreversible.
• Communication involves the total personality.
(Hackman, 2013, pg. 6-10)
The overarching themes from the communication principles are that communication is
dynamic and ever changing. Messages are constantly being sent and received from source to
receiver with feedback in between (Hackman, 2013). Communication is complex in that it
involves more than just one person sending a message to a receiver and receiving messages
10
11. back. The process involves shared interpretations of meaning and understanding (Hackman,
2013). The communication process isn’t reversible. It is permanent and not erasable. Once a
statement has been made, there is no going back and altering it. Finally, communication cannot
be viewed separately from the individual because it is the individual who shapes the message
and interprets it. The self is the most critical aspect of communication because without it
communication would be something entirely different, and would perhaps be linked more
closely to how animals interact (Hackman, 2013). Effective communicators are either fully
aware of these processes and/or understand them intrinsically when applying them to the
everyday communicative interactions they have with stakeholders within the education
organization (Hackman, 2013).
2.3 Organizational Communication
Organizational communication can be defined as,
“A process by which activities of a society are collected and coordinated to reach the goals of
both individuals and the collective group. It is a subfield of general communication studies and is
often a component to effective management in a workplace environment” (Accessed on 17-10-
2015, cited in http://www.businessdictionary.com/definition/organizational-
communication.html).
Organizational communication is one of the most important areas of interest to a school
administrator. Interpersonal, group, and mass communication all maintain their own significance,
yet it can be said that organizational communication represents the “breath” of educational
institutions (Razik, 2010, pg.133). Effective communication in an organization is what helps
yield the drive to complete collective goals set out by the school. Without effective
communication, an organization can suffer and become trapped in an idle state (Razik, 2010).
11
12. Depending on the context and organization, communication can occur in a variety of ways. Four
properties of organizations have been defined to present how communication can be affected in
different contexts. Those four properties are:
• Formality
• Organizational structure in a hierarchical manner
• Size of organizations
• Organizations existence beyond a member’s life
(Razik, 2010, pg. 135)
Formality pertains to the goals, regulations, policies and procedures in an institution and
determines how those areas will be communicated legitimately. The hierarchy of an organization
in communication represents the multidirectional patterns that occur over a period of time. Size of
organizations relates to the tendency to have limited development of personal relationships with
other members of the group, and narrows the range of informal communication. Then, there is the
understanding that an educational institution will normally exist beyond the time frame of a
member’s life, and can subconsciously affect communication in a specific context, depending on
the type of message being sent or received (Razik, 2010, pg. 135).
Effective communication’s contribution to the success of an organization is existent in nearly
every operational activity of an education institution, ranging from: envisioning, planning,
evaluating, managing, controlling, accomplishing, etc. (Razik, 2010, pg. 135).
Effective communicators in leadership roles set clear goals for their staff, in spite of the
properties that can affect communication in an education institution. The goals must be set in such
a way that they enlist cooperative supportive effort from all members of the group. It is up to the
12
13. school leader to not only establish and maintain communication of these goals, but to ensure that
the communication is efficient for goal achievement (Razik, 2010, pg. 135).
3. A Leadership Perspective
The following sections will delve into how effective leadership and effective communication are
inherently connected. Some specific case country examples will be provided with explanations
of different strategies in effective communicative leadership to show various approaches in
action. Several models of ineffective or poor leadership in communication will be offered as well
in order to allow perspective from the contrasting side.
3.1 Successful Leadership & Effective Communication
Willingness to communicate or WTC as its referred to in Leadership: A Communication
Perspective is defined as a persons willingness to interact with others. Effective leadership
hinges on ones willingness to communicate, and on increasing ones proficiency in
communicating. That is, to essentially develop ones communication skills. Humans who engage
in practiced communication are much more likely to have influence over others (Hackman,
2013).
James McCroskey and Virginia Richmond, two professors of communication, developed a WTC
scale to measure a human’s willingness to talk in a wide array of situations. The results from
western cultures, which promote individualism and assertiveness such as the United States, show
that increased communication action leads to positive perceptions. In Asian societies however,
the results were viewed differently. Countries such as a China, which promote more emphasis on
the group and collectivism preferred individuals who did not speak up as often (Hackman, 2013,
pg. 23).
13
14. Several interesting points and results from the WTC scale in the case of the United States are as
followed: (1) people who speak often in small groups are more likely to have leadership
positions (2) Talkative people are more likely to be hired and promoted. (3) High WTCs are
often more open to change and appreciate tasks that necessitate thought. (4) High WTCs are
regarded as more credible and appealing, and are typically branded as opinion leaders (Hackman,
2013, pg.23). The implications from this study in the American context are people with a high
willingness to communicate are often perceived as more effective communicators and therefore
regarded as effective leaders. This isn’t true in every context; nevertheless American culture is a
prime example of a society with affirmative opinions of high WTC (Hackman, 2013).
Another critical characteristic of an effective communicator is emotional intelligence. Emotional
intelligence is the ability to understand, share, and respond to the emotional needs of others, and
involves the ability to feel empathy towards others (Hackman, 2013). Effective communicators
in leadership roles are able to communicate affection, liking, and excitement in their followers.
They’re adept at channeling emotion in order to reach objectives and can maintain friendly group
interactions (Hackman, 2013, pg. 28).
In 1995, a science journalist named Daniel Goleman created a four-part model of emotional
intelligence. This model included self-awareness, self-management, social awareness, and
relationship management (Goodwin, 2015). Goleman equated emotional intelligence with
leadership ability. He stated that,
“Emotional intelligence enables leaders to keep emotions in check, to think before acting, to
demonstrate passion for their work, to pursue goals with energy and persistence, and most
relevant to communication, to persuade others by finding common ground and building rapport”
(Daniel Goleman, 1998/2004, cited in Goodwin, 2015).
14
15. In South Africa some years ago, a case study was conducted at two neighboring schools. One
school was high performing and the other low performing. This study was carried out in order to
determine to what affect emotional intelligence of school leaders has on their respective schools
(Bipath, 2008, cited in Goodwin, 2015). According to the study, the principal of the low
performing school was nervous, apprehensive, and had ongoing conflicts with his teachers. He
was not goal-orientated and didn’t show an interest in the academic or personal sides of his
students. His poor attitude reflected negatively upon the school. Teachers and students alike
didn’t seem to care much about the daily goings on of school, and no one was held to any real
standards (Bipath, 2008, cited in Goodwin, 2015).
When the principal from the high performing school was examined, he was noted as being the
exact opposite. He always kept a calm demeanor, and was said to have strong connections with
parents, teachers, and students. He was constantly promoting the schools mission statement, and
kept his teachers following that same vision. He would come in early and leave late everyday;
setting a precedent for the staff, which demonstrated his commitment through the amount of
hours he spent working (Bipath, 2008, cited in Goodwin, 2015).
The results of the study show that its quite clear to see, the higher performing school did well in
part due having a leader with high emotional intelligence. High emotional intelligence equated
not only effective verbal communication through the relationships he maintained with his
stakeholders, but also exhibited effective non-verbal communication in the way he would
dedicate much of his time to working for the school (Goodwin, 2015).
The implications of emotional intelligence and effective communication on school leaders are to
be communicative, listen, be empathic, build trust, and be understanding. This task is not
15
16. accomplished by demonstrating these qualities on one occasion, but rather practicing them on a
daily basis (Goodwin, 2015).
One final central feature of an effective leader and communicator is the ability to communicate
through narratives or storytelling. A good leader can help to make sense of the world around his
or her followers by framing it in the context of a story or event. This helps with recognizing and
solving problems, and can make the “bigger picture” more clear (Hackman, 2013, pg. 24).
Stories carry multiple meanings. They mirror strong values, spark inspiration, and can influence
others to participate in the narrative that’s been created (Hackman, 2013, pg. 24).
In this way, leaders can communicate effectively with their followers. They’re able to connect,
build and maintain strong relationships, and bring a sense of belonging to the group.
There are certain categories of stories that leaders can use to help communicate effectively and
achieve goals. Some of those categories such as Communicating who you are, communicating
the brand, fostering collaboration, sharing knowledge, and leading people into the future, allows
a leader to deliver an agenda to his or her staff which everyone can stand behind and be proud to
take part in (Hackman, 2013, pg. 25-28).
3.2 Poor Leadership & Communication
In order to understand suitable leadership, one must also understand bad leadership to learn from
the errors of leaders past (Hackman, 2013). Poor leadership isn’t always a result of ineffective
communication, nor is a poor leader necessarily communicating ineffectively. An unsuitable
leader is still communicating something; the question is typically “what exactly is being
communicated?” If one focuses on the aspect of poor leadership, then it is much clearer to see
how what is being communicated can become misconstrued or produce an ineffective result.
Scholars on leadership agree that a leader should be ethical and serve the common good
16
17. (Hackman, 2013). Yet, one can realize time and again throughout history that some leaders
cannot meet this standard and become “power wielders.” They are driven by harmful motives
that are often personal, and put the needs of themselves before the group (Hackman, 2013).
A professor from Harvard University argues that bad leadership falls into two categories;
ineffective and unethical. The ineffective leaders are not able to realize their imagined goals and
the unethical leaders are unable to differentiate between right and wrong. (Barbara Kellerman,
cited in Hackman, 2013, pg. 17).
There are also a variety of precursors that are characteristics of bad leaders. Some of those
precursors are: selfishness, incompetence, rigidness, corruption, callousness, and in some cases
pure evil (Hackman, 2013, pg. 15-18). Other factors worth noting are Machiavellianism,
cognitive errors, and environmental factors. Firstly, Machiavellianism refers to a trait that
encourages leaders to engage in destructive behavior (Hackman, 2013, pg. 15). This term stems
from the Italian philosopher, Niccolo Machiavelli. Machiavelli stated that political leaders (or
any leader) should maintain a positive image with the public, while using any means possible to
achieve goals. (Hackman, 2013, pg.16). Second, Cognitive errors of leaders denote leaders who
have poor decision-making skills. This can range from the gathering and organizing of
information, deciding how to use information, managing resources, managing tasks, and
communicating information effectively to ones followers (Hackman, 2013, pg. 16). Finally,
environmental factors can be understood as an external influence of bad leadership. Outside
forces can encourage leaders to partake in destructive activities. Some examples of external
forces are; perceived outside threats, pressure from followers, pressure to meet goals,
organizational instability, and organizational climates (Hackman, 2013, pg. 16).
17
18. As mentioned earlier, poor leadership does not connote ineffective communication. Instead, one
can see that there is in fact effective communication occurring, it is simply occurring in a
negative form, from a leader who exhibits poor morals and judgment. The perceptions of those
messages may initially be viewed positively, indicating that the communication objective of the
leader was effective. However, as time goes on perceptions often change and people become
enlightened, which allow them to see the façade disappear, revealing the truth (Hackman, 2013).
4. Conclusion
One can definitively say that there is more that goes into being a strong, influential leader than
simply just effective communication. There are many other factors that are essential to a sound
academic leader or manager. In fact, a case study of 5 primary schools in Alberta, Canada,
indicates a variety of themes that are suggested to be present with every school principal. Some
of those themes are:
• Being Knowledgeable
• Trustworthy and Respectable
• Being Caring and Safe
• Being Disciplined and Decisive
• Acknowledges Family & Community
• Has High Expectations
• Is Aware of Innovations
• Shares Common Vision
• Communicates Well
(Parsons, 2012, pg. 704-707).
18
19. If a school leader is to be successful in his or her position, then effective communication skills
must be a prerequisite for being hired for that position, along with as many qualities,
characteristics, and skills listed above as possible. This is of course critical for an education
institution to have the best possible leadership.
This paper has explored the background on leadership vs. management, various communication
theories, and the chief most qualities that make for effective communicators. Although examples
have been provided from the U.S., and South Africa, its important to note that these qualities can
be considered very contextual, as was distinguished with the difference between perceptions of
high WTC’s in The U.S. and China (Hackman, 2013). Although these are generally considered
strong leadership qualities, not every context or culture values them as much as others. It can be
stated that the discussion throughout this paper mostly pertains to western views on education
leadership and management. It is not to say there is a right or wrong opinion of what is effective
communication in education leadership, but rather to keep the discussion open for other
interpretations to allow for combining perceptions, views, and realities in order to make sense of
the dynamic global society we live in.
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