The Growth of Leadership
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The document summarizes research on the development of leadership identity in college students. It describes a grounded theory study that identified five categories of leadership development: essential developmental influences, developing self, group influences, changing views of self with others, and broadening views of leadership. Developmental influences like adult role models, peer involvement, meaningful participation, and reflective learning were important. Students developed deeper self-awareness and confidence over time as their views expanded through engagement with diverse people and groups.
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![Developing a Leadership Identity: A Grounded Theory
Susan Komives, Felicia Mainella, Julie Owen, Laura Osteen, and
Susan Longerbeam [Article]
The researchers chose a group of 13 people
(not really these people) for a sampling to
research the process that leaders go through.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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- Techniques for effective group decision making include brainstorming, nominal group thinking, didactic technique, and the Delphi technique. These techniques aim to generate novel ideas and reach consensus while avoiding biases.
Teacher Leadership In The Context Of The Tea
This document discusses teacher leadership and strategies for leading change in schools. It covers several key points:
1) Transformational leadership focuses on second-order change like building shared visions and changing beliefs, as opposed to just making small efficiencies. This type of leadership helps develop collaborative cultures and improve instruction.
2) Instructional leadership aims to improve teaching and learning by setting goals, providing resources, coordinating instruction, promoting teacher learning, and supporting positive learning environments.
3) Leading change involves balancing vision, understanding realities, courageous action, and awareness of how change affects others. It is a three-stage process of ending the old, transitioning, and beginning the new.
4) Building
Becera 2012 leadership mindset
This document discusses leadership challenges and strategies in education. It addresses the need to balance autonomy with accountability, reduce variability, and enhance sustainability. It emphasizes developing quality, clarity of purpose, and building capacity through professional development. Partnerships, teaching schools, developing leaders, communication, high expectations, and adopting a growth mindset are also discussed as important aspects of leadership.
Group Dynamcs and Team Building
Importance of groups in organization, and Team Interactions in group, Group Vs Teams,
Team formation process, Stages of Group, Group Dynamics, Managing Team Performance & Team Conflicts.
How to build a good team? Team work & Team building Interpersonal skills – Conversation, Feedback, Feed
forward Interpersonal skills – Delegation, Humor, Trust, Expectations, Values, Status, Compatibility and their
role in building team
Peer education in students leadership programme
This document discusses peer leadership in student leadership programs. It begins with an overview of emergent leadership theories that emphasize leadership as a collaborative process rather than one focused on individual leaders. Research shows peer interaction is important for leadership development in college students. The use of peer educators can benefit leadership programs by providing experiential learning for peer leaders and a support system for other students. Programs may incorporate peer leadership through peer leadership councils, mentoring programs, orientation leaders, and teaching leadership course content to other students.
Empowering Leadership (june 2016)
A presentation by Louann Bierlien-Palmer for the June 2016 ACL Principal Training workshop by Western Michigan University.
groupdynamics-190731135037.pdf
Group dynamics refers to the social processes and interactions within small groups. It involves understanding how groups form, develop through various stages, and achieve goals through cooperation and leadership. Key aspects of group dynamics include communication, decision making, influence, task roles, and the development of group norms and cohesion over time. As a leader, understanding group dynamics is important for guiding individuals, resolving conflicts, and ensuring the effective functioning of teams.
instructional leadership and transformational leadership
This document discusses and compares instructional leadership and transformational leadership. It provides definitions and characteristics of each type of leadership. Instructional leadership focuses on school improvement, curriculum development, and teacher support. Transformational leadership aims to build vision, provide intellectual stimulation, support individuals, set high expectations, and create a productive culture. Both leadership styles can stimulate improvement but also have weaknesses like taking time or not guaranteeing success. The document concludes that both instructional and transformational leadership can be applied situationally in schools.
Coaching and leadership
This document provides information on leadership and coaching. It discusses why coaching is beneficial, as coaching can be customized, flexible, and provides accountability and continuity. Research shows coaching offers improved learning outcomes, motivation, and teaching strategies for students, as well as increased self-confidence, knowledge, and leadership for teachers and school leaders. Effective coaching focuses on goals, reality, options, will, tactics and habits. Leaders should develop a culture of coaching by focusing on principles, skills development, and internal coaching relationships to improve teaching and learning.
groupdynamics-190731135037.pdf
This document discusses group dynamics and the role of group leaders. It defines group dynamics as the social processes and interaction between individuals in small groups. It describes the five stages of group development: forming, storming, norming, performing, and adjourning. As a group leader, understanding group dynamics is important for composing and guiding the group to successfully complete tasks. The nurse manager's role includes supervising staff performance, improving quality of care, achieving organizational goals, and addressing problems within the group. Knowledge of group dynamics helps nurse managers to improve leadership and facilitate effective communication.
Group dynamics
This document discusses group dynamics and the role of group leaders. It defines group dynamics as the social processes and interaction between individuals in small groups. It describes the five stages of group development: forming, storming, norming, performing, and adjourning. As a group leader, understanding group dynamics is important for composing and guiding the group to successfully complete tasks. The nurse manager's role includes supervising staff performance, improving quality of care, achieving organizational goals, and addressing problems to guide the group.
178969283-Leadership-in-Education-1-ppt.ppt
Educational leadership involves values, ethics and morals. It focuses on influencing others through communication to accomplish meaningful goals. Effective leaders model a range of behaviors including creating a supportive environment where people can grow and promoting harmony. Leadership distinguishes from management in that leaders focus on long term goals and substance over process, while managers focus on the present organizational performance and short term goals. Leadership involves skills such as problem solving, decision making and interpersonal skills.
Educational Platform
1) The purpose of education is to build productive community members with critical thinking skills to succeed in life. Struggles in school often lead to poverty, incarceration or dependence on welfare.
2) Effective leadership comes from influence, not position. It involves sharing expertise laterally across schools and districts.
3) Collective moral purpose, the right leaders focused on learning, building capacity through collaboration and reflection, and ongoing learning are keys to educational leadership according to Fullan's research.
The leadership network ldp session 1
This document provides information about an upcoming leadership development programme on February 25, 2012. It discusses the initiative started by a group of friends to address a lack of leadership skills in society. The intensive 8-session programme will provide leadership training through experiential learning and lectures. It is based on the assumption that individuals must be active leaders in their professions and communities. The programme aims to foster social change through leadership development and creating a network of leaders who share similar values and aspirations of social change.
leadership_in_advising.pptx
This document outlines a presentation on leadership and academic advising. It begins by asking questions about the nature of leadership, including whether leaders are born or made, and whether leadership depends on one's position. It then defines leadership as a social influence process that can be direct or indirect. The presentation discusses academic advising as a form of leadership and proposes servant leadership as an appropriate model. It identifies key skills for advisors, such as self-awareness, communication, and motivating others. Throughout, it emphasizes that leadership requires feeling, thinking and acting differently to achieve outcomes.
groupdynamic.pptx
Group dynamics refers to the social processes and interactions within small groups. There are several theories that describe how groups develop over time, typically progressing through stages of forming, storming, norming, performing, and adjourning. Understanding group dynamics is important for leaders to guide group members towards successfully completing tasks and establishing roles, norms, cohesion, and commitment within the group.
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The Growth of Leadership
- 1. The Growth of Leadership By Contessa Scroggins Leadership in Higher Education: SHSU 01/31/2016
- 2. Developing a Leadership Identity: A Grounded Theory Susan Komives, Felicia Mainella, Julie Owen, Laura Osteen, and Susan Longerbeam [Article] The researchers chose a group of 13 people (not really these people) for a sampling to research the process that leaders go through.
- 3. Leadership Identity with Five Categories • Essential developmental influences • Developing self • Group influences • Changing view of self with others • Broadening view of leadership (Komives et al., 2005)
- 4. Developmental Influences: Adult Influence Adults play a significant role in building confidence and encouraging young people. These are the building blocks from which future leaders develop.
- 5. Developmental Influences: Peer Influences • Older peers promote motivation to join groups and take on roles of leadership. Modeling and learning from positive influences can play an important role in development.
- 6. Developmental Influences: Meaningful Involvement • Participating on a team or group involvement helps develop new skills and learn about themselves. This can also build values and the ability to work as a teammate.
- 7. Developmental Influences: Reflective Learning • Thinking about all the experiences that the participants have had develops a persons perspective of leadership. Participating in leadership classes or training helps teach the language and theories that can later be applied.
- 8. Developing Self: Deepening Self-Awareness • As the participants matured, they realized how the many different aspects of self affected their leadership identity such as gender, race, ethnicity and sexual orientation.
- 9. Developing Self: Building Self-Confidence • Meaningful experiences help build self- confidence. With positive influences, they began to feel more empowered to take risks and higher levels of responsibility.
- 10. Changing view of self with others • Engaging with people that are different from themselves or have different opinions from them enhanced: – Listening skills – Respect and understanding – Effective collaboration
- 11. Group Influence : Learning from Membership Continuity • As students tried out different groups and developed a better sense of self, they narrowed their group interests to what was more meaningful. • This improved: – Relational skills – Dealing with conflict – Handling transition issues – Sustaining organizations
- 12. Broadening View of Leadership • As the students learned more about themselves, learned to trust others, built their confidence and relationships, they realized that “I can be a leader even when not being the leader” (Komives et al., 2005)
- 13. Dr. Susan Komives: Wisdom from a Leading Scholar [Podcast] Points out: • Leadership is socially constructed • Experiences help guide the development of leadership • Leadership is enhanced when engaging with different points of view through discussions • Shared responsibility comes from relational leadership and servant leadership • “None of us is as smart as all of us” Kenneth Blanchard
- 14. General Stanley McChrystal: Listen, Learn…then Lead [Video] • Build trust and faith in each other • Leadership values a shared purpose • Leaders can let you fail but not let you feel like a failure • “Relationships are the sinew which holds the force together”
- 15. References Komives, S. R. (n.d.). [Audio Podcast]. Retrieved January 31, 2016, from http://www.podcasts.com/student-leadership-podcast- leadership-development-higher-education-social- entrepreneurship-productivity-30/episode/slp-010-wisdom- from-a-leading-scholar-dr-susan-komives Komives, S. R., Owen, J. E., Longerbeam, S. D., Mainella, F. C., & Osteen, L. (2005). Developing a Leadership Identity: A Grounded Theory. Journal of College Student Development, 46(6), 593-611. doi: 10.1353/csd.2005.0061 Retrieved January 25, 2016. Mcchrystal, S. (2011, March). [Video]. Listen, learn ... then lead. Retrieved January 31, 2016, from https://www.ted.com/talks/stanley_mcchrystal