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- 1. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 1 Leading from Within SCHOOL HEADS’ DEVELOPMENT PROGRAM | FOUNDATIONAL COURSE | MODULE 1 Module 1: The School Head as Instructional Leader
- 2. 2| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 Learning Objectives • Distinguish leadership roles from management roles • Assess and reflect on their leadership and management roles • Identify the five challenges of leadership • Assess oneself in terms of the challenges of leadership via the Leadership Practices Inventory (LPI) tool • Reconnect with their leadership purpose in DepEd At the end of this session, the participants should be able to:
- 3. 3| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 Reflection Question • How has my understanding of ethical decision-making changed, given today’s session? • Where will I get the resolve to continually act on ethical decisions? • How does my attitude and behavior affect the attitude and behavior of my subordinates?
- 4. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 4 Leadership and Management
- 5. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 5 Saboteur Not everyone is out there to help you.
- 6. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 6
- 7. 7| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 Leadership inspiring people There are many definitions of leadership, but they mostly boil down to… to move toward a shared vision
- 8. 8| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 Management PLANNING ORGANIZING CONTROLLING activities There are many definitions of management, too, but they mostly boil down to… and resources to achieve objectives
- 9. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 9 Managers Leaders count value create value create circles of power manage work lead people Harvard Business Review (Nayar, 2013) create circles of influence
- 10. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 10 Source: http://www.championsforgrowth.com/leadership-and-management-complimentary-partners-forever-connected/
- 11. 11| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 Leadership or Management? School Head calls for the SIP-SPT for the submission of the SIP SY 2016-2019 on 30 January 2016.
- 12. 12| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 School Head calls for a meeting to plan the school budget for fiscal year 2016. Leadership or Management?
- 13. 13| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 School Head sends a new teacher to attend the Teacher Induction Program (TIP). Leadership or Management?
- 14. 14| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 School Head identifies least mastered skills and organizes a team to conduct an intervention program. Leadership or Management?
- 15. 15| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 School Head discusses school policies during the general assembly. Leadership or Management?
- 16. 16| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 School Head was able to solicit donations from NGOs to sustain the school’s reading program. Leadership or Management?
- 17. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 17 What is better: Leading or Managing? These are complementary. Equally valuable.
- 18. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 18 But you cannot move up unless… who or what you manage moves up too!
- 19. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 19 Leadership Pipeline Passage 1 Passage 2 Passage 3 Passage 4 Passage 5 Passage 6 (Drotter, Charam, and Noel, 2001)
- 20. 20| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 The Leadership Challenge VIDEO
- 21. 21| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 The Leadership Challenge (Kouzes & Posner, 1987) How leaders get extraordinary things done in organizations How leaders turn challenging opportunities into remarkable ones
- 22. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 22 Qualities Admired by Constituents (Kouzes & Posner, 1987)
- 23. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 23 Qualities Admired by Constituents (Kouzes & Posner, 1987) Honest “Is that person truthful? Ethical? Principled? Of high integrity? Do they have character?”
- 24. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 24 Qualities Admired by Constituents (Kouzes & Posner, 1987) Competent “To enlist in another’s cause, we must believe that they know what they are doing… If we doubt the leader’s abilities, we are unlikely to enlist in the crusade.”
- 25. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 25 Qualities Admired by Constituents (Kouzes & Posner, 1987) Forward-looking “What will the company look like, feel like, be like when it arrives at its goal in six months or six years? Tell us in rich detail so… we know when we have arrived.”
- 26. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 26 Qualities Admired by Constituents (Kouzes & Posner, 1987) Inspiring “If a leader displays no passion for a cause, why should others?”
- 27. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 27 Five Practices of Exemplary Leadership (Kouzes & Posner, 1987) Images sourced from http://www.studentleadershipchallenge.com
- 28. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 28 Five Practices of Exemplary Leadership (Kouzes & Posner, 1987) • Set the example - behave in ways consistent to shared values • Achieve small wins - build commitment to action
- 29. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 29 Five Practices of Exemplary Leadership (Kouzes & Posner, 1987) • Foster collaboration - promote cooperative goals and mutual trust • Strengthen others - share power, provide choice, develop competence, and offer visible support
- 30. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 30 in-group out-group Leader-Member Exchange (LMX) Theory (Graen & Uhl-Bien, 1995)
- 31. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 31 Leader-Member Exchange (LMX) Theory (Graen & Uhl-Bien, 1995) Role-taking Role-making Routinization Happens when a new member joins the team. Projects are assigned and skills are gauged. New members begin to work on their projects. Sorting into in-group and out-group begins. Leader-member relationships begin to solidify. In-group works to build more trust; out-group begins to distrust or resent the leader.
- 32. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 32 Five Practices of Exemplary Leadership (Kouzes & Posner, 1987) • Recognize contributions to success - link rewards with performance • Celebrate accomplishments - value the victories
- 33. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 33 Five Practices of Exemplary Leadership (Kouzes & Posner, 1987) • Envision the future - imagine uplifting and ennobling ends • Enlist others - attract people to a shared vision by appealing to their values, interests, hopes, and dreams
- 34. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 34 Five Practices of Exemplary Leadership (Kouzes & Posner, 1987) • Search for opportunities - confront and change the status quo • Experiment and take risks - learn from both mistakes and successes
- 35. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 35 Leadership Practices Inventory (Kouzes & Posner, 1998) SELF-ASSESSMENT
- 36. | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1 36 • My strongest area is…... • I can use this to respond to the challenge….... • My weakest area is...... • When I strenthen this, this will enable me to meet this challenge....... • I will therefore...... Based on my LPI results…
Editor's Notes
- Discuss Objectives
- The Reflection questions shall serve as their guide throughout the session. Reflections shall be expressed at later part.
- Leadership and management are sometimes mistaken from one another. At times we think we are performing leadership role while it is actually management. What distinct leadership from management?
- Objective of the game: (Refer to Saboteur instruction sheet for the game mechanics) Each group is given a deck of cards to be divided among the members. Face down. They have to arrange the cards by suit, then by number (A to K) The first group to finish wins (Or, most complete wins) 5 minutes to plan, 3 minutes to execute. Challenge There is one marked card. It bears the mark of the saboteur. S/remains unidentified till the end of the game. The saboteur will try to spoil the efforts of the team to accomplish its goal. Process How did the team achieve its goals? (Expected answers: plan, get organized, focus). Were these enough? As groups answer, write the words in two columns, left for management, right for leadership. Do not label the columns. What helped? Did not help? Chalenges experienced? (b) How did yu manage the idea that there is a saboteur? (B) Did leaders emerge? Without naming names, what did the saboteur do? What did the leaders do to manage the situation? Were there members that were “closer” to the leaders? Were there members who were like “outsiders?” How did the members respond to what the leaders did? Who was the saboteur? Answer: There is no saboteur Which column had the bigger influence on team outcomes? Label columns: left for management, right for leadership How would then define management? Leadership?
- From the participants sharing, leadership is defined but they mostly boil down to “inspiring people to move toward a shared vision. In case of DepEd we geared towards the same VMV.
- Management involves PLANNING, ORGANIZING, AND CONTROLLING activities and resources to achieve desired objectives.
- Harvard Business Review specifically tells that managers manage work, tells and directs, while leaders create circles of influence and lead people; works with them.
- Go through each row.
- OPTION: Spell L or M with their body to respond to the question. answer: M ASK THEM TO EXPLAIN WHY Ans M
- M
- L or M What word suggest that it’s a management? Leadership? L – foster commitment M – develop talent
- L (designing intervention) – outcomes, forming team M
- L (clarification of issues)
- L (forging partnership, building circle of influence)
- These are equal competencies that school heads must have.
- …moves up to which lead us to the concept incorporated in the Leadership pipeline…
- At each point in your career you will need to abandon the tasks and activities that made you successful, to allow you to focus your time and efforts on the new role. Drotter and Charan call this ‘taking the turn’. Each passage has its challenges. Where are you now in the passage? What have you not abandoned yet?
- Leadership can be developed. Distribute and have the participants accomplish the Leadership Practices Inventory. Distribute also
- Kuozes and Posner shared their wisdom on how leaders get extraordinary things done in organizations and how leaders turn challenging opportunities into remarkable ones.
- Ask: Look back on your favorite boss. What qualities did they possess that made you admire them? Segue: According to research, there are four qualities that people consider to be the most admirable qualities of a leader.
- As you go along, relate participants’ responses to these qualities. Why is honesty important for a leader?
- As you go along, relate participants’ responses to these qualities. Why is competence important for a leader?
- As you go along, relate participants’ responses to these qualities. Why is forward-orientation important for a leader?
- As you go along, relate participants’ responses to these qualities. Why is inspiration important for a leader?
- Segue: Leaders are concluded to have the aforementioned qualities by demonstrating them consistently in their behavior. Leaders build their credibility by not faltering in their behavior over a long period of time. Research shows us that the said qualities are demonstrated through these five practices of exemplary leadership.
- REFER TO THE SABOTEUR ACTIVITY LMX is about our relationships with our people and how those are formed with our perceptions of them. These perceptions are often formed unconsciously. The in-group is the set of people that we trust very much and hold in high regard. The out-group is the set of people who are not readily within our favor. Because the in-group belongs in our inner circle, they have readier access to us and are more often provided with challenging projects that further their development. The out-group, on the other hand, remain outside our circle, and thus, have more difficulty accessing us and are seldom provided with opportunities to develop themselves. Reflect: How can you connect this to leadership? Who are the people in your in-group? In your out-group? How did those people get sorted into those categories? How do these categories reflect your own references? Do you think this is fair? What can you do to bring in people in your out-group into your in-group? How can we be fairer to our team members?
- Discuss each step. Relate participant’s responses in the previous slide to this process.
- Say: Tonight, you may…....Let’s take a look at our own behaviors as leaders. Emphasize: This activity is not meant to judge you. This is meant for us to be able to introspect and see how we can improve ourselves as leaders. Distribute LPI to participants and have them answer it. Thinking Points: Practices with Highest Scores Practices with Lower Scores What scores surprised you? What do you realize from these scores? What will you to continually improve in all practices? Look for the low scores. These are areas for improvement.
- Ask participants to answer the questions. Form small groups. Ask participants to share their answer with their respective group.