The LEAD Model

LEAD
Model
The
International Leadership Association – Women & Leadership Affinity Group Conference
Developmental Roundtable Discussion
Kimberly Harden, MA, Ed.D. Candidate
Pacific Grove, CA
June 9, 2015

© 2015 Kimberly Harden
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Purpose
• This presentation describes the LEAD model and
how it may contribute to leadership efficacy in the
workplace, promote active, inclusive learning, and
improve student attainment.
• The model was inspired by my former supervisor,
Barbara Crook, an exemplar manager/program
director, who demonstrated (a) love; (b)
enthusiasm; (c) awareness; and (d) development in
her way of dealing with her associates and
employees.

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Have you ever felt?
Invisible? Isolated?

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Invisibility & Isolation
• According to Adrian Gostick and Chester Elton
(2006), employees are feeling ignored, invisible and
unrecognized in businesses today.
• Students, too, often feel invisible and isolated
(Jehangir, 2010; Patterson-Stewart, Ritchie, &
Sanders, 1997).

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The Exemplar Leader
• Creates a friendly, supportive
work environment.
• Develops human capital.
• Encourages innovation.
• Motivates team members to
perform at high standards.
• Recognizes and celebrates
each individual’s contribution
and accomplishments.

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Transformational Leadership
• Barbara was a transformational leader.
• Transformational leadership changes people as it is
“concerned with emotions, values, ethics,
standards, and long-term goals” (Northouse, 2013,
p. 185).
• Barbara
1. assessed her employees motives
2. nurtured their ability
3. helped to satisfy their needs
4. provided opportunities
5. treated them as capable human beings
6. Understood human capital

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The LEAD Model
• Barbara demonstrated what I called LEAD.
Love
Enthusiasm
Awareness
Development

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Love
• “Love is a combination of care, commitment,
knowledge, responsibility, respect, and trust”
(Hooks, 2002, p. 88).
• Encourages others
• Promotes accountability
• Builds a loving, life-affirming, prosperous
community

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Love

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Enthusiasm
• Enthusiasm is contagious; people like to be around
enthusiastic leaders.
• Leaders must believe in themselves, in the people they
lead, and in what they are trying to do.
• People that are enthusiastic and confident are better
able to harness the energy that is already within their
team to achieve success.
• Football coach Vince Lombardi said, “If you aren't fired
with enthusiasm, you'll be fired with enthusiasm.”

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Enthusiasm

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Awareness
• Awareness means “having a
deep understanding of one’s
emotions, strengths,
weaknesses, needs, and
drives” (Goleman, 2004, p.
84).
• Effective leaders are aware
of the impact they are
having on the people around
them.

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Awareness
• Maintaining and cultivating an awareness of, not
only yourself, but also the people around you is an
invaluable skill as it enables you to tap into your
team’s potential—as well as your own.
• By cultivating and practicing self-awareness, you
become an acute observer of others’ strengths and
weaknesses and help them to improve and shine.
• The self-aware leader also has the ability to
entertain the idea that a team member may have
an idea that is superior to theirs.

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Development
• Development is a
process that prepares
an individual to achieve
his or her full potential.
• The process is
promoted through
activities and
experiences that help
individuals develop
social, ethical,
emotional, physical,
and cognitive
competencies.

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Development
• Leaders encourage and support others to develop:
1. The ability to analyze his or her own strengths and
weaknesses
2. Personal and professional goals
3. Critical thinking skills
4. The self-esteem, confidence, motivation, and ability to
achieve their goals and dreams

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What does LEAD have to do with
education?

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Duties of an Educational Leader
It is imperative that educators:
1. Show LOVE to their students
2. Be ENTHUSIASTIC about their subject matter
3. Be self-aware and help learners become more
AWARE
4. Allow students to have creative freedom and
DEVELOP into productive individuals

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Duties of an Educational Leader
It is imperative that educators:
5. Be HONEST
6. Welcome and support CREATIVITY
7. Protect and GUIDE learners to the right path
8. If necessary, REFER the student to another
resource or environment

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What are a few techniques can
educators use to demonstrate LEAD?
• Get to know your students.
• It is important that time is made to learn about each and every
student (especially their name!). Have students take an
“interest inventory” so you will become aware of similarities
and differences, and learn the challenges and needs of each
student so as to be better able to help them. This demonstrates
love, care and enthusiasm for your class.
• Actively listen.
• By actively listening, you become aware of the sometimes
hidden meaning behind what students are saying. Paraphrase
what the student said to ensure you understood. Actively
listening enables you to develop a trusting relationship with
students.

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• Loosen up and step away from the podium or lectern.
• Enthusiasm is expressed through your voice and body language.
Rather than being monotone, change the volume, speed, and
tempo of your voice. Your body language also expresses
enthusiasm through increased gesturing.
• Become a student and learn new things about your
subject matter.
• Rather than reciting from the same old textbook, incorporate
additional sources such as articles, case studies, even films.
Engage in a friendly debate with your students and see what
new things they can teach you. This helps students become self-
aware of their strengths and weaknesses and provides them the
opportunity to improve and shine.

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• Discuss the growth mindset.
• Share your personal story or tell stories about former
students who, through persistence and effort, became
successful both academically and professionally.
• Emphasize “rooted” learning over “fast” learning.
• Conduct before and after self-assessments so that students
will see how their skills expanding over time. This will help
students see their development.

Kimberly Harden
k@kimberlyharden.com
Thank You
for Watching

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References
Goleman, D. (2004). What Makes a Leader? Harvard Business Review, 82(1), 82-91. Retrieved
from http://bizedgegroup.com/Articles/040507%20What%20makes%20a%20Leader.pdf.
Gostick, A., & Elton, C. (2006). The invisible employee: Realizing the hidden potential in
everyone. Hoboken, NJ: John Wiley & Sons.
Hooks, B. (2002). Communion: The female search for love. New York, NY: HarperCollins.
Jehangir, R. R. (2010). Higher education and first-generation students: Cultivating community,
voice, and place for the new majority. New York, NY: Palgrave MacMillan.
Northouse, P. G. (2013). Leadership: Theory and Practice. (6th ed.). Thousand Oaks, CA: Sage
Publications.
Patterson-Stewart, K. E., Ritchie, M. H., & Sanders, E. T. (1997). Interpersonal dynamics of
African American persistence in doctoral programs at predominately White universities.
Journal of College Student Development, 38(5), 89-98.

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