Educational Leadership (EDU 602)

Topic 1

Good School

What is a Good School?

“Good School is that which most successfully achieves the targets set by the stakeholders by
showing high grades and good results in exams”

What is an effective school?

A school is effective not because of the specific nature of what is taught (though it is
important) but through the manner in which a positive, supportive, richy and frequently
interactive atmosphere is created. (Gammage, 1985)

Topic 2

Effective School

Effective Leaders and Effective schools:

Effective schools can be good schools and good schools can be effective schools-but two are
not necessarily the same. (Carl Gickman, 1987)

David Hopkins, a famous researcher on school improvement, tells us about effective schools:

- The peaceful and quite corridors, calm and friendly faces, collegial and collaborative
staff, clean and committed environment are the basic components of an effective
school.
- Here the students and the staff are full of respect and regard of each other. They are
deeply concerned about the future and precisely focused on how to get to that. Doors
do not band and breaks do not scream here.

Page 1
Educational Leadership (EDU 602)

Topic 3

Educational Leaders

- The role of the educational leaders will become paramount as the pace of change
continues to quicken….
- According to David Green, 2000 “Those organizations will survive and flourish
which have Change Leaders. These are the individuals who thrive on chaos and
actively seek to make future”.
- Ambiguity of change, complexity of the role, status of the profession and impact on
the family life are all the reasons why there is a dearth of candidates seeking
leadership roles in schools…… but then remember: Being a head is a great job –
especially if you do not weaken.
(Brain Caldwell, 2003)

Topic 4

Why Effective Schools?

Page 2
Educational Leadership (EDU 602)

- About 40 years ago, Dr. Lezotte and his colleagues Ron Edmonds, Wilbur Brookover
and other effective school researchers identified the common characteristics of
successful schools-schools where all children learn.
- The research of these dedicated individuals refuted the notion that schools had no
impact on learning and, in doing so, identified the correlates of Effective Schools.
- The correlates of effective schools are means of achieving high and equitable levels of
students learning.
- It is expected that all children (whether they be male or female, rich or poor, black or
white) will learn at least the essentially needed
 Knowledge
 Concept and
 Skills
- So that they can be successful at the next level next year.

Topic 5

The Correlates of Effective Schools

- What is unique about the correlates is that they are the only set of research based
characteristics of a school’s climate associated with improved and better student
learning.
- They are the only set of research identified concepts with which we can analyze that
complex social organization of a school in order to cause the school as a whole to
improve.
Correlates of an effective school
1. Instructional Leadership
2. Clear and focused mission
3. Safe and orderly environment
4. Climate of high expectations
5. Frequent monitoring of student progress
6. Positive home-school relations
7. Opportunity to learn and student time on task

Topic 6

Instructional Leadership

- In the effective school, the principal acts as an instructional leader and effectively and
persistently communicates the mission to the staff, parents and the students.
- The principal understands and applies the characteristics of instructional effectiveness
in management of the instructional programme.
- The effective school practices that the principal is the “leader of leaders” not the
“leaders of followers”.
- A principal can not be the only leader in a complex organization like a school.
- The leader creates a community of shared values.

Page 3
Educational Leadership (EDU 602)

- The principal and all staff members must take an active role in instructional
leadership.
- Principal plays an important role towards all the correlates.

Topic 7

Clear and Focused mission

- In a focused school there is clearly articulated mission through which the staff share
an understanding of and commitment to the instructional goals, priorities, assessment
procedures and accountability.
- Staff accept responsibility for students learning of the school’s essential curricular
goals.
- An effective mission emphasizes innovation and improvement in providing learning
for all – students and educators of all backgrounds.
- The principal can make a mission effective by being persistent and energetic in
sharing her vision with faculty, students and parents to unite their goals.

Topic 8

Safe and orderly environment

A school climate that supports learning

- School communities that are welcoming and intentionally inviting insist on

relationships that sponsor mutual respect and proper conduct among students.
- The term “safe environment” refers not only to the physical condition of the school,
but also means that it is a place which is free from physical or verbal aggression,
harassment or discrimination.
- Students must feel secure in their school community so that their energies can e
applied to learning.
- School mission statements and codes of conduct are major factors in this respect.

Topic 9

Climate of high expectation

- In the effective school, staff believes and demonstrates that all students can master the
essential school skills and that they have the ability to help all students attain that
mastery.
- This means that effective teachers make a conscious effort to give equal opportunity
for all students to respond during class, provide thoughtful feedback to every student
and are willing to re-teach concepts that students have not mastered.

Topic 10

Frequent monitoring of Student Progress

Page 4
Educational Leadership (EDU 602)

- In the effective school, student academic progress is measured frequently using a

variety of assessment procedures. Results are used to improve both individual student
performance and instruction.
- Students who are regularly tested on their academic progress are more successful than
those who are not.
- Frequent teacher-written evaluations give teachers the information they needed to
make changes if some or all students were not mastering class material.
- Teachers can and should assess the students’ learning more holistically and less
formally than standardized exams----
- Relying less on multiple choices tests and giving more attention to portfolios and
presentations.

Topic 11

Positive Home-School relations

- In the effective school, principal ensures that parents understand and support the
school’s basic mission and are given the opportunity to play an important role in
helping the school to achieve this mission.
- The relationship between parents and the school must be an authentic partnership
between the school and the home.
- The effective school must build enough trust and communication to realize that
teachers and parents have the same goal-an effective school and home for all children.
- Bullying and any similar activities are all serious problems where the school can
contribute to the solution, but the school can not solve them alone.
- In an ideal situation, the community as a whole works as a team to tackle these issues.

Topic 12

Opportunity to Learn

….. and student Time on Task

- The effective school allocates and protects a significant amount of time for instruction
of the essential curricular areas.
- Students tend to learn the things they spend the most time on.
- Teachers at effective schools are aware of limited instruction time and create a
syllabus with that in mind.
- Keeping the mission at the forefront, teachers must create a syllabus that allows for
not just all material to be covered, but also for it to be mastered, within the time
constraints of the class.
- The syllabus must be flexible enough to allow re-teaching when the students are
having trouble with certain key concepts.
- The broader concept of leadership recognizes that leadership is always passed on from
the followership in any organization.

Page 5
Educational Leadership (EDU 602)

- And expertise is generally distributed among many, not concentrated in a single

person.

Topic 13

Who is a Leader?

“A person who influences a group of people towards the achievement of a goal”.

- A mnernonic for leadership would be 3P’s – Person, People and Purpose.

- PERSON is leadership a position of office or authority? Or, is leadership an ability in
the sense that he is a leader because he leads?
- NO…
- A leader is one who goes first and leads by example, so that others are motivated to
follow him.
- To be a leader, a person must have a deep-rooted commitment to the goal that he will
strive to achieve it even if nobody follows him!

Topic 14

Central Idea

- A requirement for leadership is personal vision – the ability to visualize your goal as
an accomplished fact; a thing already achieved.
- “The very essence of leadership is that you have to have vision. You can not blow an
uncertain trumpet”. (Theodore M. Hesburgh)
- “The leader has to be practical and a realist, yet must talk the language of the
visionary and the idealist”. (Eric Hoffer)

Great leaders have vision:

- There are very few natural visionary leaders in the world.

- The good news is that this is a skill that can be learned.
- It is probably the most powerful tool in a leader’s toolbox.

Topic 15

Factors of leadership

- Leadership is strictly a people- cantered work. The role of a leader is to get others to
achieve an objective willingly. As such, leadership can be broken down into three
specific “sides”.

The Situation: Define the situation, what needs to be accomplished and set a clear and
focusing vision of accomplished.

It is understanding what is needed , in terms of human and other resources, to achieve success
and developing the plan to achieve it.

Page 6
Educational Leadership (EDU 602)

Followers:

The important points is that followers ONLY bring their unique gifts to the situation.

As leaders, we can not ask people to do more than they are capable, but we can ask them to
do all they are capable of doing!

Topic 16

Leadership Framework

- Leadership is a process by which a person influences others to accomplish an

objective and directs the organization in a way that makes it more cohesive and
coherent.
- Leaders carry out this process by applying their leadership knowledge and skills. This
is called Process Leadership.
- We know that we have traits that can influence our actions. This is called Trait
Leadership.

Topic 17

Factors of Leadership …..cont’d

You (the leader):

Page 7
Educational Leadership (EDU 602)

Understand your own strengths. You also only bring your unique gifts to your role as a
leader.

You can not lead in a way that is not natural. Followers will see right through and will not
find what they need in you as a leader.

Thus, aligning your leadership to your own unique gifts and choosing to “lead from strength”
is the only way to create the optimal chance for leadership success, and the optimal
opportunity for fulfilment as a leader.

“Leadership is the art of getting someone else to do something you want done
because he wants to do it”. (General Dwight Eisenhower)

“The most dangerous leadership myth is that leaders are born – that there is a genetic
factor to leadership. That’s nonsense; in fact the opposite is true. Leaders are made
rather than born”. (Wareen Bennis)

Topic 18

Insight of Leadership

- Become “strategic” rather than “operational”.

- Create a “climate or spirit of celebration and applause”—spirited organizations excel.
- Be committed every day to putting the pickax to the mountain, find new ways to lift
yourself and others higher.
- Be the source of “possibility thinking”.
- Let your co workers know they are worthwhile and full of promise.

Topic 19

Management and Manager

Management:

The function that coordinates the efforts of people to accomplish goals and objectives using
available resources efficiently and effectively.

Resources:

Consist of people, their skills, know-how and experience, machinery, raw materials,
computers and IT, parents, financial capital and loyal customers and employees.

Manager:

The person responsible for supervising the use of an organization’s resources in fulfilment of
the organization’s goals and objectives.

Topic 20

Page 8
Educational Leadership (EDU 602)

Organization

All managers work in organizations.

Organization:

A structure unit of people who work together and coordinate their actions to achieve a
collective goal.

Organizational Performance

Efficiency:

“A measure of how well or how productively resources are used to achieve a goal”.

Effectiveness:

“A measure of the appropriateness of the goals an organization is pursuing and the degree to
which they are achieved”.

Topic 21

Management Grid

- Efficiency
- Effectiveness
- High performing organizations are effective and efficient

Topic 22

Four functions of management

The set of core activities that defines the role of managers in a business setting.

The four functions of management include:

1. Planning
Planning or deciding upon business goals and the methods to achieve them.
2. Organizing
Organizing or determining the best allocation of people and resources.
3. Leading
Leading, directing, motivating, instructing and supervising workers assigned to the
activity.
4. Controlling
Controlling or analysing metrics during business activities to ensure completion of
tasks and identify areas for improvement.

Topic 23

Level of Management

Page 9
Educational Leadership (EDU 602)

- Levels of management are the convenient platforms created to manage the activities
of the enterprise.
- The mangers at different levels are given specific functions which are properly
coordinated.

- Top managers
- Middle managers
- First line managers

Topic 24

Managerial Skills Needed

Conceptual Skills

- The ability to analyse and diagnose a situation and distinguish between cause and
effect.

Human skills

- The ability to understand, alter, lead and control the behaviour of other individuals
and groups.

Page 10
Educational Leadership (EDU 602)

Topic 25

Overview

A manger is at times a leader and a leader is at times a manager.

Both leadership and management re interchangeable, but are entirely different.

Leadership skills are often defined as providing vision and strategy as well as leading
transformational change, while management skills are frequently considered to be planning,
controlling and monitoring.

As Buckingham (2005, p59) states: The core activities of a manger and leader are simply
different.

Kotter (1990), claims that leadership is different from management, but if either is missing,
success in today’s competitive environment will be elusive.

Topic 26

Background

Page 11
Educational Leadership (EDU 602)

- The world of work has undergone significant changes in recent years.

- During 1980’s and into early 1990’s , a major restructuring of work took place due to
technological advancement, competition and outsourcing.
- There was significant job-less and wrenching change.
- Cooper (2005) explains that this led to learner organizations and less security.
- The new challenges and ever increasing speed of change led to fundamental changes
in the way that businesses operate.
- That affected leadership and management skills which are required by organizations.
- According to Burke and Cooper (2004) management is now based around knowledge
workers.
- This has clearly had a profound impact on the types of leadership and management
skills that are required in organizations in 21st century.
- Organizations have had to adapt to such dramatic changes and correspondingly,
leadership and management skills have changed.

Topic 27

Key differences

- The leader is an innovator and the manger is an administrator:

A leader is full of new ideas and believes in experimenting and creating new things. A
leader always works on taking the organization into forward thinking phase by
keeping his eyes on the horizon.
Whereas the manger is someone who is already established and is responsible for
every organizational activity from top to bottom. He is the main control of the firm.
- The leader ensures results and trust whereas the manger represents control and
authority.
A leader is the inspiration for other, on whom the team can show its interest and
confidence. He has to be the one who can appropriately set the tempo and pace of his
group.
Mangers are responsible for maintain law and order. They help people in developing
their assets and bring out their best talents, for fulfilling their own mission.

Topic 28

Key differences … cont’d

- A leader asks questions about what and why, a manger questions in how and when:
If anything goes wrong or if it is not done up to the expectation of the company then it
will be the leader who will ask the question in what and why as he/she has to answer
the higher-ups.
On the other hand, a manger is the one who will ask for the reasons as his job is to
keep his vision on the company’s goal and objectives.
- Leaders give solutions while the mangers create action plans:

Page 12
Educational Leadership (EDU 602)

A leader will simply look at the problems and will devise new solution to bring out
the better by motivating his co workers.
Whereas the manager will create policies and teams for smooth functioning of the
organization. He will empower the people by listening to their views, values and
principles.

Topic 29

Some more

- Leaders make followers and the managers look for subordinates:

The working of leader reflects from the number of true followers he has. This shows
his ways of working and the level of trust his team has on him.
On the contrary manager is the one who has subordinates, formal authority and the
position. He works in an autocratic, consultative or democratic way.

Topic 30

In summary

Page 13
Educational Leadership (EDU 602)

- This table in the next slides summarizes and gives a sense of the differences between
being a leader and being a manger. This is, of course, an illustrative characterization
and there is a whole spectrum between either ends of these scales.
-

Topic 31

Overview

- The idea of management is not new.

- Early forms of management concepts have been applied throughout history in order to
progress as a society.
- Could Egyptian pyramids have been built without the management of all of the
required tasks?
- Could the stones of these monuments have been found, cut and moved without a
plan?
- Management activities were needed in order to complete these massive projects.
- Next slide briefly indicates development of early management thought.

Topic 32

Page 14
Educational Leadership (EDU 602)

Evolution of management Theory

- The idea of management is not new.

- Extensive work has been done in the last century.
-

Topic 33

Classical School of Management

Core ideas

- Application of science to practice of management.

- Development of basic management functions.
- Articulation and application of specific principles of management.
- Evolved in response to the shift from handicraft to industrial production.
- Emphasis is on economic rationality of people and organizations. Motivated by
economic incentives, they make choices that yield the greatest monetary benefits.

Page 15
Educational Leadership (EDU 602)

Topic 34
Max weber (1905)

The bureaucratic School of Management

The theory of social and economic organization

- He developed the seminal “bureaucracy” theory, a formalized and idealized view of

organizations. It is based on 6 major principles:
1. A formal hierarchical structure.
2. Management by rule.
3. Organization by task competency.
4. Impersonal relationships.
5. A focused mission.
6. Employment based on tech. qualifications.

Fredrick Taylor (1911)

The scientific school of management

Principles of scientific management

- The scientific school of management used an objective and systematic method to

identify the “one best way” to do a job using scientific selection and training methods.

Henry Gantt (1910-1915)

Project Scheduling - The Gantt Chart

- An apprentice and associate of Frederick Taylor, he designed a project scheduling

model for increasing the efficiency of project execution and completion.

The administrative school of management

- Managers need specific roles in order to manage work and workers. Fayol named 6
functions/roles of management.
1. Forecasting
2. Planning
3. Organizing
4. Commanding
5. Coordinating
6. Controlling
7. These roles evolved into 14 principles of management.

Henri Fayol (1916)

Page 16
Educational Leadership (EDU 602)

Division of work, authority, discipline, unity of command, unity of direction, subordination

of interests, remuneration, centralization, scalar chain, equity, order, stability of tenure of
personnel, initiative, esprit de corp.

Topic 36

Summary

- The idea of management is not new.

- Extensive work has been done in the last century.
- Critical Perspective
-

Critical Perspective

- No one is entirely driven by economic motivation.

- There is no such thing as “ the best way” to do a job.
- Extreme division of labour tends to produce monotony and reduce overall skill levels.

Topic 37

Page 17
Educational Leadership (EDU 602)

Theoretical Framework

Core ideas

- The Neo-classical thought emerged in reaction against the Scientific Theory of

Management, which stressed upon “Standardization” of jobs, processes and
technologies to maximize economic yield.
- Focus shifted to the human side of organizations.
1. The best way to motivate, structure and support employees.
2. The need for workers to find intrinsic value in their jobs.
3. The positive impact of social relationships on worker productivity.
- The neoclassical theory was an attempt at incorporating the behavioural sciences into
management thought.
- Rather than focus on production, structures or technology, the neoclassical theory was
concerned with the employee.

Topic 38

Hawthorne Studies

The Hawthorne Effect

- Productivity increases when workers believe that they are being observed closely.
- Employees perform better when managers and co-workers make them feel valued.
- Financial rewards are not necessarily conducive to increasing worker productivity.
- Workers care about self fulfilment, autonomy, empowerment, social status and
personal relationships with co workers.

Topic 39

Elton Mayo (1933)

Human Relations Theory of management

“The Human Problems of an industrial Civilization”

- People are social beings and are motivated by the social needs.
- People drive a sense of identity from inter-personal relationships.
- Workers are more receptive to social force of peer groups than monetary incentives
and management controls.
- Workers respond positively to attention from management, co-workers and
customers.

Chester Barnard (1938)

Acceptance theory of Authority

The functions of the Executive

Page 18
Educational Leadership (EDU 602)

- Organizational goals will be achieved and managerial authority will be accepted if

workers believe that their individual needs are being met.

Topic 40

Behavioural Theory of Management

- The fulfilment of emotional needs of workers is important in achieving economic

goals.
- Employee satisfaction and working conditions are important in achieving workers
productivity.
- Workers are intrinsically motivated to work when they feel a sense of belonging and
participate in decision making.
- Workers desire diverse and challenging work.
- The behavioural management theory is also known as the human relations movement
because it addresses the human dimension of work.
- Behavioural theorists viewed employees ae individuals – resources and assets to be
developed and worked with – not as machines, as in the past.
- Several individuals and experiments contributed to this theory.

Topic 41

Abraham Maslow (1954)

Hierarchy of Need Theory

“Motivation and Personality”

- Developed one of the most widely recognized need theories, a theory of motivation
based upon a consideration of human needs has three assumptions:
1. Human needs are never completely satisfied.
2. Human behaviour is purposeful and is motivated by the ned for satisfaction.
3. Needs can be arranged in a hierarchy of importance from the lowest to highest.

Page 19
Educational Leadership (EDU 602)

Topic 42

Summary

Neo-classical School of Management

- Behavioural school is a logical extension of the human resource school.

- They are mainly concerned with motivation of workers.
- Workers are diverse in their needs and want challenging work, participative decision-
making, self direction and control.
- Mangers must help workers deal with situational constraints and social aspects of
organizational and environmental changes.
- Behavioural school believes that there must be a union between human needs and
organizational goals.
- Every worker must understand that when an organizational goal is achieved it leads to
fulfilment of their personal needs.

Topic 43

Core Concepts

Modern School of Management

Page 20
Educational Leadership (EDU 602)

Dealing with complexity is the core of modern management theory.

- Organizations, Workers, environment and the interactions between them.

It is the synthesis of different theories.

- Behavioural science, mathematics, statistics, operations/quantitative research and

computing technologies.

Management is an exercise in logic applied to situations.

- Situations can be measured.

- Computers have an increasing role to play.

Application of management knowledge is extended to non-business areas.

- Education, government, health care and others.

Topic 44

The Quantitative School of Management

- Combines classical management theory and behavioural science through the use of
statistical models and simulation.
- A major focus is on the process with which decisions are made to ensure informed
results.

The quantitative school comprises

Scientific management

- Managers use the math and statistics for problem solving.

Operations management

- Managing the process of combining capital, materials and workers to produce goods
and services.

Management Information System

- Transforming historic, current and projected data from internal and external sources
into useful, usable management information.

System Management Theory

- Transforming inputs into outputs and receiving feedback.

Topic 45

The System School of Management

Page 21
Educational Leadership (EDU 602)

System management theory

- Transforming inputs into outputs and receiving feedbacks.

Topic 46

The contingency school of management

John Woodward (1965)

“Industrial Organization: Theory and Practice”

- Argued that technology and production system were critical aspects of organizational
design; advanced a contingency approach to organizing.

P. Lawrence & J.W. Lorsch (1967)

“Organization & Environment: Managing Differentiation and Integration”

- Suggested that successful organizations match their structure to the nature of the
environment.
- Presented a unified, open systems approach extending organizational theory beyond
the boundaries of a single organization.

Fred Edward Fiedler 1967

Page 22
Educational Leadership (EDU 602)

“A theory of leadership effectiveness”

- Argued that leadership effectiveness was contingent upon two interacting factors,
leadership style and situational favourableness.

Topic 47

Contingency School …… cont’d

Core Concepts

- What managers do depends on or is contingent on the situation at hand; it emphasizes

an “if- then relationship”.
- If a particular situational variable exists, then mangers are likely to take a particular
action.
- Successful mangers must consider the realities of the specific organizational
circumstances they face when applying management concepts, principles, tools and
techniques.
- Management techniques should be dependent upon the circumstances.
- The way you mange should change depending on the circumstances.
- One size does not fit all.

Challenges with the contingency approach

Perceiving

- Organizational situations as they actually exist.

Choosing

- Choosing the management tactics best suited to those situations.

Competently

- Implementing those tasks.

Topic 48

Summary

Evolution of Management Theory

Page 23
Educational Leadership (EDU 602)

Page 24
Educational Leadership (EDU 602)

Topic 49

Background

- A wide range of views on leadership has been developed by researchers and

practitioners over the years.
- Three major theories have emerged from these ongoing studies.
1. Trait theories
2. Behavioural and
3. Contingency
- Trait theories deal with the personal characteristics of the leaders.
- Behavioural theories deal with behaviour of leaders.
- The two view the principles of effective leadership as being universally applicable to
any situation and to any organization.
- The contingency theories do not deal with the universal applicability.
- Instead, they deal with leadership in the context of specific situations.

Topic 50

Background ….. cont’d

- Brymen (1992) splits leadership research into four phases, beginning with the trait
approach up to the 1940s and ending to date with the so-called new leadership
approach that includes charismatic and transformational leadership.

Page 25
Educational Leadership (EDU 602)

- Although research trends have changed over the years, each new stage did not signal
the end of its predecessor.
- Rather, a change in emphasis and perspective was indicated.
- Components of the preceding approaches can be found in the different trends.
- The new leadership approach, for example, refers to charisma and leadership
behaviours and combines the first two decades with newer theoretical suppositions.

Topic 51

Overview

Topic 52

Trait Theory

- People are born with inherited traits.

- Some traits are particularly suited to leadership.
- People who make good leaders have the right or scientific combination of traits.
- Some traits and skills are critical to leaders:

Stogdill (1974)

- Adaptable to situations

Page 26
Educational Leadership (EDU 602)

- Alert to social environment

- Ambitions and achievement oriented
- Assertive
- Cooperative
- Decisive
- Dependable
- Dominant

Emotional intelligence and Leadership

EI is the best predictor of who will emerge as a leader.

IQ and technical skills are threshold capabilities. They are necessary but not sufficient
requirements for leadership.

Trait theory 2

- People are born with inherited traits.

- Some traits are particularly suited to leadership.
- People who make good learners have the right or sufficient combination of traits.

Topic 54

Traits

Page 27
Educational Leadership (EDU 602)

 Dominant (desire to influence others)

 Energetic (high activity level)
 Persistent
 Self-confidence
 Tolerant of stress
 Willing to assume responsibility
 Clever (intelligent)
 Conceptually skilled & creative
 Diplomatic and tactful
 Fluent in speaking
 Knowledgeable about group task
 Organized (administrative ability)
 Persuasive
 Socially skilled

Topic 55

Leadership Attributes: A Cross-Cultural View

Page 28
Educational Leadership (EDU 602)

Topic 56

Great Man Theory

- Leaders are born and not made.

- Great leaders will arise when there is a great need.

Description:

Early research on leadership was based on the study of people who were already great
leaders.

These people were often from the aristocracy, as few from lower classes had the opportunity
to lead.

This contributed to the notion that leadership had something to do with breeding.

Topic 57

Behavioural theory

- Given the flaws of early state studies, researchers turned to examining the actions,
behaviours or that separated the effective leaders from ineffective leaders.
- Behavioural theories are considered as being universally applicable.

Page 29
Educational Leadership (EDU 602)

- Leaders can be made rather than being born.

- Successful leadership is based in definable, learnable behaviour.

Description:

Behavioural theories of leadership do not seek inborn traits, rather they look at what
leaders actually do.

Imply that leaders can be trained.

Specific behaviours differentiate leaders from non-leaders.

Focus is on the way of doing things.

Structured based behavioural theories – focus on the development and maintenance of

relationships – process oriented employee needs and concerns (consideration).

Topic 58

Iowa studies

- Kurt Luwin and his associates at the University of Iowa initiated studies to identify
effective leader behaviour.
- They considered three behaviours:
1. Autocratic
2. Democratic
3. Laissez-faire

Autocratic Leader

- Make unilateral decisions

- Dictates work methods
- Limits workers knowledge of goals to the next6 step
- Gives punitive feedback

Democratic Leader

- Involves the groups in decision making

- Lets workers decide on the work method
- Makes the overall goals known
- Uses feedback for coaching

Laissez-faire Leader

- Give the group full freedom

- Provide needed material
- Participate only to answer the questions
- Avoid giving feedback

Page 30
Educational Leadership (EDU 602)

Topic 59

Iowa Studies 2

- The findings did not provide a clear guideline and there was overlapping of
behaviours between the attributes.
- Robert Tannenbaum and Warren J. Schmidt then joined to expand the views of
democratic and autocratic leaderships from a simplistic choice between two
distinctive behaviours at extreme ends to a continuum of seven behaviours.
- They proposed selecting the appropriate leadership behaviour by examining the forces
that:
- Influence the leader e.g. his confidence in employee.
- Influence the employee e.g. employees’ need for autonomy and
- Forces inherent in the situation e.g. time constraints
- This approach also set the stage for later theories that viewed leadership in terms of
manager’s particular situation.

Topic 60

Leadership Continuum (Tannenbaum & Schmidt)

- Robert Tannenbaum and Warren J. Schmidt then joined to expand the views of
democratic and autocratic leaderships from a simplistic choice between two
distinctive behaviours at extremes ends to a continuum of seven behaviours.
- This approach also set the stage for later theories that viewed leadership in terms of
manager’s particular situation.

Page 31
Educational Leadership (EDU 602)

Topic 61

Research Findings for Behavioural Theories

- In situations where subordinates experience excessive pressure because of deadlines

or unclear tasks, such leaders who are people oriented will increase employee
satisfaction and performance.
- When the task is interesting or satisfying, there is less need for leaders to be people
oriented.
- When its clear how to perform the task and what the goals are, leaders who are people
oriented will increase employee satisfaction, while those who are task oriented will
increase dissatisfaction.
- When people do not know what to do, or individual do not have the knowledge or
skills to do the job, its more important for the leaders to be production oriented than
people oriented.

Page 32
Educational Leadership (EDU 602)

Topic 62

Contingency Theory Overview

- The failure of trait and behavioural theories to have consistency in their predictions of
leader effectiveness made it very clear that leadership involves more personal traits or
behaviours.
- Researchers therefore turned to examine how leadership is affected as the situation
varies.
- These contingency theories of leadership also known as situational theories of
leadership, suggest that effective leadership is dependent on (or contingent on) the
specific variables in each situation.
- Context is important.

Topic 63

The Contingency Theory

- The leader’s ability to lead is contingent upon various situational factors, including
the leader’s preferred style, the capabilities and behaviours of followers and also
various other situational factors.
- Leaders who are very effective at one place and time may become unsuccessful either
when transplanted to another situations or when the factors around them change.
- This helps to explain how some leaders who seem for a while to have the Midas touch
suddenly appear to have lost their magic and make very unsuccessful decisions.
- Contingency theory views leadership as being more flexible- different leadership
styles used at different times depending on the circumstances.
- Suggests leadership is not a fixed series of characteristics that can be transposed into
different context.

Topic 63

The Contingency Theory

- The leader’s ability to lead is contingent upon various situational factors, including
the leader’s preferred style, the capabilities and behaviours of followers and also
various others situational factors.
- Leaders who are very effective at one place and time may become unsuccessful either
when transplanted to another situation or when the factors around them change.
- This helps to explain how some leaders who seem for a while to have the ‘Midas
Touch’ suddenly appear to have lost their magic and make very successful decisions.
- Contingency theory views leadership as being more flexible – different leadership
styles used at different times depending on the circumstances.
- Suggests leadership is not a fixed series of characteristics that can be transposed into
different contexts.

Page 33
Educational Leadership (EDU 602)

Topic 64

Situational Leadership

- The best action of leader depends on a range of situational factors.

- Tannenbaum and Schmidt (1958) identified three forces that led to the leader’s action:
the forces in the follower and also in the leader.

Topic 65

Trait vs Behaviour theory

Similarities

- 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.
- Behaviourism is a “trait” in the sense that it, too, holds that leaders must show certain
common personality makers or habits of mind, but it argues that these can be elicited
from any one at any time, and that no one person has more potential than another.
- Trait theory and behaviourism are two similar approaches to questions about effective
leadership. They both see leadership as an objective set of qualities or actions that
must be mastered. They differ on who can develop these behaviours.

Page 34
Educational Leadership (EDU 602)

Topic 66

Trait vs Behaviour theory

Differences

- Behaviourism is a more “democratic” kind of theory. Becoming a leader, according to

the behaviourist school of thought, is just a matter of proper training, while trait
theory holds that a leader must have certain inherent, innate qualities.
- Take, for example, two people. One was born to a house of a family that was weak
willed and was known for letting people take advantage of them. Another was born in
a house filled with powerful executives and those commonly called “born leaders”.
- Theoretically, the person from the former house will develop the habits of servility,
while the second person will develop the habits of assertiveness.
- According to behaviourism, had their upbringings been switched, they each would
have developed differently, so either is equally likely to be a good leader with proper
training.

Topic 67

What is a Leadership style?

- A leadership style is a leader’s style of providing direction, implementing plans and

motivating people.
- It includes pattern of explicit and implicit actions performed by the leader.
(Newstrom, Davis, 1993)
- Hay Mcber (1999) advises that leadership styles are the ways in which the leader:
 Listens
 Sets goals and standards
 Develops action plans
 Directs others
 Gives feedback
- He further states that leadership styles are based on:
a) Individuals’ own characteristics (values, principles, personality)
b) Styles that the individual has seen and experienced others doing.
c) The values promoted by the individual’s organization as being the right way to mange
things.
d) The specific management situation and the people the individuals deals with most.

Topic 68

3 Classical Leadership Styles

- Kurt Lewin and his co researchers conducted the first major study of leadership styles
in 1939.
- They developed a leadership framework based on three different styles of leadership.

Page 35
Educational Leadership (EDU 602)

- This early study is still influential.

1. Autocratic or Authoritarian
The leader tells his or her employees what he wants done and how to it is to be
accomplished; the leader dose not take their advice in the matter.
2. Democratic or Participative
The leader includes one or more employees in the decision making process, but
retains the final decision maki8ng authority.
3. Laissez Fair or Delegative
The leader allows free reign to the employees and let them make decisions, however
the leader is still responsible for the decisions that are made.

Topic 69

Autocratic/ Authoritarian leadership

- A leader who uses fear and threats to get the jobs done – bossy.
- High degree od dependency on the leader because he makes all the decisions without
referring anyone else.
- Does not trust anybody.
- Can create demotivation and alienation of staff.
- May be valuable in some types of business where decisions need to be made quickly
and decisively.
- Leader uses this because there is not enough time and the members ran out of ideas.
- Leader uses this style by directly stating the3 decisions without asking the team
members.

Topic 70

Democratic or participative Leadership

- This style is normally used when some part of the information is available with the
leader and the subordinates have the other parts- a leader is not expected to know
everything and this is why you employ knowledgeable and skilled people.
- Encourages decision making from different perspectives.
- Consultative persuasive.
- Mutually beneficial allows employees to become part of the team and allows the
leader to make better decisions.
- Helps improve motivation and involvement – workers feel ownership of the firm and
its ideas.
- Improves the sharing of experiences and ideas within the business.
- Style is used when there is enough time.
- Can delay decision making.

Topic 71

Page 36
Educational Leadership (EDU 602)

Laissez fair or Delegative Leadership

- (Laissez-faire or lais-ser faire) is a French word and stands for non-interference in the
affairs of the others.
- Leaders use this style when the employees have the knowledge or are able to analyse
the situation to determine what to do and how.
- Leaders use this style when they have full trust and confidence in their team members.
- Can be very useful in business where creative ideas are important.
- Relies on good team work.
- Relies on good interpersonal relations.
- It is not ideal in situations where group members lack the knowledge or the
experience they need to complete tasks and make decisions.
- Some people are not good at setting their own deadlines, managing their own projects
and solving problems on their own.
- In such situations, projects can go off-track and deadlines can be missed when team
members do not get enough guidance or feedback from leaders.

Topic 72

Examples of Leadership Styles

- Good leaders use all three styles, depending on what forces are involved between the
followers, the leaders and the situation.
- Some examples include: using an authoritarian style on a new employee who is just
learning the job. The leader is competent and a good coach. The employee is
motivated to learn a new skill. The situation is a new environment for the employee.
- Using a participative style with a team of workers who know their jobs. The leader
knows the problem, but does not have all the information. The employees know their
jobs and want to become the part of the team.
- Using a delegative style with a worker who knows more about the job than you. You
cannot do everything and the employees need to take ownership of her job! In
addition this allows you to be more productive.
- Using all three: telling your employees that a procedure is not working correctly and a
new one must be established (authoritarian). Asking for their ideas and input on
creating a new procedure (participative). Delegating tasks in order to implement the
new procedure (delegative).

Topic 73

Paternalistic leadership

- Another common leadership style is the paternalistic style.

- It is rooted in a leadership method that comprises strict discipline and authority,
paternal kindness and moral integrity with in a ruling atmosphere.
- High concern for production, use of rewards for compliance and loyalty.

Page 37
Educational Leadership (EDU 602)

- Leaders act as a father figure.

- Decisions are made by leaders but he may consult.
- Believes in the need to support the staff.

Topic 74

Transactional leadership

- Transactional leadership was first described by Max Weber in 1947 and than by
Bernard Bass in 1981.
- Used most often by the managers.
- Focuses on the basic management process of controlling, organizing and short term
planning.
- Transactional leadership is based on the premise that:
People are motivated by reward and punishment.
Social systems work best with a clear chain of command.
- Transactional leader works through creating well defined structures and makes it clear
as to:
What is required f their subordinates and the reward what they get for following
orders.
Punishments are not well mentioned, at times not even mentioned, yet they are well-
understood and formal systems of discipline are usually in place.

Page 38
Educational Leadership (EDU 602)

Topic 75

Other common leadership styles

Task oriented leadership

- Focuses exclusively on getting the job done.

- Can be quite autocratic.
- Leader actively defines the work and the required roles.
- Put structures in place, plans, organizes and monitors.

People oriented Leadership

- Opposite of task oriented.

- Focus on organizing, supporting and developing the people.
- Participative-leads to team work and creative collaboration.
- Can lead to failure if taken to extreme.

Servant Leadership

- A “servant leader” is someone regardless of level, who leads simply by meeting the
needs of the team.
- The term sometimes describe a person without formal recognition as a leader.
- Leading by example have high integrity and lead with generously
- Approach can create a positive corporate culture and can lead to high morale among
team members.
- Ill -suited to meeting tight deadlines/making quick decisions.

Topic 76

Other common leadership styles 2

Bureaucratic Leadership

- Leaders follow rules rigorously and ensure that their people follow procedures
preciously.
- Appropriate for work involving serious safety risks (such as working with machinery
with toxic substances or at dangerous heights) or with large sums of money.
- Also useful for managing employees who perform routine tasks.
- Much less effective in teams and organizations that rely on flexibility, creativity or
innovation.

Facilitative Leadership

- A special style, can be employed by any one.

Page 39
Educational Leadership (EDU 602)

- Rather than being directive, the leader uses a number of in direct patterns to help- the
group reach a consensus or accomplish the task. For example, when conducting a
meeting.

Topic 77

Other Common Leadership styles 3

Charismatic leadership

- Leader gather follower through strength of personality and charm, rather than any
form of external power or authority.
- Leader injects huge doses of enthusiasm into team – is very energetic in driving other
forwards.
- Charismatic leaders, however, can tend to believe more in themselves than in the
team- no change.
- Followers believe that success is tied with the presence of leader.
- This can create the risk of the team, or the organization, failing if the leader leaves.

Visionary leadership

- Focuses on how the leader defines the future for the followers and moves them
towards it.
- Most appropriate when an organization needs a new direction. Its goal is to move
people towards a new set of shared dreams.
- “visionary leaders articulate where a group is going, but not how it will get there –
setting people free to innovate, experiment, take calculated risks” Daniel Goleman.

Topic 78

Leadership style matrix

- Programmability and Capability for Autonomy

Page 40
Educational Leadership (EDU 602)

Topic 79

Transformational Leadership

Definition

“A leadership style focused on effecting revolutionary change in organizations through a

commitment to the organization’s vision” (Sulllivan & Decker 2001)

- A style of leadership in which the leader identifies the needed change, creates a vision
to guide the change through inspiration and executes the change with the commitment
of the members of the group.

Focus

Primarily, on making changes happen in:

- Self
- Team
- Group and
- Organization

Requires a number of different skills and is closely associated with:

Page 41
Educational Leadership (EDU 602)

Charismatic and Visionary leadership.

Focus rationale
Causes widespread organizational reforms by establishing the following:

- Long term strategic planning

- Clear objectives
- Clear vision
- Leading by example – walk the walk
- Efficiency of systems and processes

Topic 80

Historical Perspectives

- Burns (1978) was the fir5st who identifies the transformational leadership:
“Transformational leadership is a process by which leaders and followers raise one
another to higher moral values and motivation”.

- Burns make a distinction between ordinary leaders, who ensure followers loyalty
through rewards (transactional), and the extra ordinary leaders, who focus on
fulfilling the essential needs of followers (transformational).
- Bass (1985) identified transformational leadership as motivating followers by
appealing to their self interest.
- Bass and Avolio (1994) further describe this leadership style as management with
active involvement.

Tichy Urich, (1986) identified characteristics:

- Change agent
- Courageous individual
- Believe in people
- Value-driven
- Lifelong learners
- Ability to deal with complexity
- Visionary

Topic 81

The 4 I’s of Transformational Leadership

1. Idealized influence
2. Inspirational motivation
3. Intellectual stimulation
4. Individualized consideration

Page 42
Educational Leadership (EDU 602)

Idealized influence:

Leaders who act as strong role models for followers (charisma)

Inspirational motivation:

Leaders who communicate high expectations, inspiring them to become committed to

organizational goals.

Intellectual stimulation:

Leaders who stimulate followers to be creative and innovative.

Individualized consideration:

Leaders who provide a supportive climate in which they listen to needs of followers.

Topic 82

Transactional leadership

Main components

- Planning and following

- Process oriented methodology
- Building team and support
- Identifying expertise in various fields of work
- Initiation of creative ide4as
- Clear understanding of current scenario
- Pre-defined objectives and a clear road map to achieve them
- No self serving motives
- Focused approach on identified objectives

Topic 83

Transparent Leadership

Main components

- Alignment between leadership and goals

- Acts ethically and talks openly at all times
- Integrity in finances and information
- Consistently keeps commitments
- Accessible to all
- Identifying future leader and team
- Relinquishing control
- Inspiring and motivating potential to lead
- Leaders act from the totality of who he or she is as human being.

Page 43
Educational Leadership (EDU 602)

The relationship

- Leader’s internal locus of control.

- Follower’s spiritual development.
- Leader’s spiritual development.

Topic 85

Process of Transformational Leadership

Step 1

Developing Vision

- Creating and communicating an inspiring vision of future that is exciting and attracts
potential followers.
- Sets out the purpose of the team/organization.
- Vision is developed through understanding values of the followers, understanding
capabilities and the resources of the organization and by conducting an analysis of the
environment and then selecting the best way forward within it.
- If developing a vision for the organization, start with analysing the environment and
then develop strategy.

Page 44
Educational Leadership (EDU 602)

- This is usually then expressed in a business plan and summarized in a mission

statement.
- If developing a vision for them start with the company’s mission and vision and
explore the ways in which your team can contribute directly to it.

Topic 86

Process of transformational leadership

Step 2

Selling the vision

- Starting with mission statement, leader needs to appeal to followers’ values and
inspire them with where he/she is going to lead them and why.
- Link the vision to people’s goals and tasks to give it context and help people see how
they can contribute to it.
- Constantly sell the vision and build a strong network of high potential.
- Transformational leaders realize that noting significant happens unless they encourage
their people.
- They acquire knowledge of different kinds of motivational measures and use them to
inspire people to deliver their best.

Topic 87

Process of transformational leadership

Step 3

Delivery of the vision

- A vision is of no use on its own: it needs to become reality

- For delivery of vision, combine effective project management with sensitive change
management.
- Communicate each person’s roles and responsibilities clearly
- Connect these to the plans
- Set SMART goals for everyone
- Including some short term goals that will help people achieve quick wins and stay
motivated
- Use management by objectives (MBO) to link short term achievements to the planned
long term goals
- Stay visible by practicing management by walking around

Topic 88

Process of Transformational leadership

Page 45
Educational Leadership (EDU 602)

Step 4

Leading the Charge

- Transformational leaders focus attention on their people and work hard to help the
people achieve their goals and dreams.
- Leadership is a long term process, the leader needs to work constantly to build
relationships, earn trust and help the people grow as individuals.
- Meet the people individually to understand their developmental needs.
- Build trust with people by being open and honest in the interactions.
- Set aside time to coach the people – a skilled team is created when people are helped
to their own solutions and their self-confidence and trust in leader are also fortified.

Topic 89

Competencies of a transformational leader

Managing information and knowledge

- Inquisitive mind and critical thinking to apply research findings.

- Measure performance.
- Breakthrough technologies and networking.

Transformational Management

- Organizational and system shifts and learning

- Congregate vision and innovation
- Strategic alliances
- Management of collaborative relationships

Business Acumen

- Financing strategies
- Organizational dynamics
- Human resource development
- Internal /external radar
- Marketing and branding

Topic 90

Competencies of a transformational leader

Process toolkit

- Negotiation skills
- Dispute and conflict resolution
- Group facilitation

Page 46
Educational Leadership (EDU 602)

- Concept mapping
- Future casting
- Lateral thinking

Continuous Personal Development

- Wide rage of leadership styles

- Personal values, vision and goals
- Risk taking and courage
- Resilient and resolute

Summary

- Envisions a compelling future (Vision)

- Commits to the future (action)
- Sets high performance goals (Aspiration)
- Enables inspired action through teams (Collaboration)
- Executes energy and inspiration (Presence)

Topic 91

TL and Organizational Structure

Shamir and Howell 1999:

- Transformational leadership is more likely to emerge and be effective in organic

organizations than in mechanistic organizations.
- Organic organizations impose fewer constraints on members’ activities.
- They enable and encourage individual behaviour by both leaders and potential
followers.
- They provide both a greater need and a greater scope for the emergence of
transformational leaders.
- Mechanistic organizations, in contrast, provide fewer opportunities for organizational
members to exercise choice.
- They supress the expression of individual differences by both leaders and followers.

Topic 92

Importance of TL in Education Organization

- Transformational leadership plays an important role in education organization.

- It helps the organization with teaching and learning and decision making.
- In addition, professional development, transforming schooling and reforming the
education system are also empowered by transformational leadership.
- Transformational leadership is needed in educational institution on which a moral
foundation of legitimate values must rest (BASS, 1999).

Page 47
Educational Leadership (EDU 602)

Topic 93

Importance of TL 2

Teaching and Learning

- A school with transformational leading teachers provides inspiration and motivation

to the students to express creative behaviour.
- Leading to changes in both educational policy and teaching practices (ChanLin et
al.2006)

Decision making

- “An institution is intended to represent the good of its stakeholders”. (Brower and
Balch, 2005)
- In transformational decision making the decision reflects on the common good but not
the individual good.

Reforming the Education system

- TL helps in setting clear and adequately high performance standards for schools and
teachers.
- Emphasizes a greater understanding, solving problem, EQ and personal skills and not
just memorization.

Topic 94

Evaluation of TL

- The evidence supporting the superiority of transformational leadership over

transactional leadership is impressive (khan, 2009)
- This leadership style has been favoured in many countries and at various job levels.
- A review of 87 studies, testing transformational leadership found that it was related to
the motivation and satisfaction of followers and to the higher performance and
perceived effectiveness of the leaders. (Khan, 2009)
- The overall evidence indicates that transformational leadership is more strongly
correlated than transactional leadership with lower turnover rate, higher productivity
and higher employee satisfaction.
- Well over 100 empirical studies have found TL to be consistently related to
organizational and leadership effectiveness-Bryman, 1992: Lowe et al 1996.
- Samples and contexts from Fortune 100 businesses to military units, to presidential
administrations.

Topic 95

Critique

Page 48
Educational Leadership (EDU 602)

- It is elitist and antidemocratic, too much emphasis is placed on the “”heroic” aspects
of leadership. (Northouse, 2007)
- They act independently of their followers – they create and transmit a vision of their
own in an effort to achieve change.
- Transformational leadership has the potential to be absued.
- Since transformational leaders change employees’ values and provide a new vision of
the future, question is: who decides if the new vision is better than the old one?
- Who determines whether the new direction is good?
- History provides us with examples of leaders who have exploited their people and
where their vision has eventually led to death and destruction of their followers. (e.g.
Hitler)
- Transformational leadership may be a personality trait or personal disposition which
might be difficult to change, rather than a behaviour that can be trained and developed
(Bryman, 1992)

Topic 96

Summary-TL

- Several Theories have evolved after Burns introduced the concept of transformational
leadership (1978)
- Visions have been proposed by the theorists like Bass (1985), Bennis and Nanus
(1985), Tichy and Ulrich (1986) and Sashkin (1988).
- The most prominent of these and the one used most often is Bass’ theory of
transformational and transactional leadership. (Yukl, 1999)
- Bass differs from burns’ in viewing transactional and transformational leadership not
as being at opposite sides on a continuum but as two different facts where a leader can
be both transactional and transformational at the same time, though to different
degrees.
- Also in opposition to Burns, who argue that leader should strive for a transformational
leadership only, Bass argues that leaders can and should be both transactional and
transformational and that a combination of these two is the most successful kind.

Topic 97

Level 5 Leadership

- Based on Jim Collins’ article: “Triumph of humility and Fierce Resolve” in best of
HBR, HBR, p.136-146. July-August 2005.

Jim Collen wrote:

Good to great

- Study of 1,435 good companies

- Co.’s that exceeded the stock market by at least 3X over 15 years!

Page 49
Educational Leadership (EDU 602)

- Examined their performance over 40 years!

- Found 11 companies that became great!
- Level 5 leaders channel their ego needs away from themselves and into the larger goal
of building a great co.
- Level 5 leaders have ego and ambition-but their ambition is first and foremost for the
institution, not themselves.

Topic 98

The five levels of leadership -- There are five levels of leadership, with five being the highest
level. These levels of skills and performance are not necessarily developed in sequence, but a
Level 5 leaders embody all five levels of the hierarchy.
1. Level 5 Executive -- builds enduring greatness through a paradoxical blend of
personal humility and professional will
2. Effective Leader -- catalyzes commitment to and vigorous pursuit of a clear and
compelling vision, stimulating higher performance standards.
3. Competent Manager -- organizes people and resources toward the effective and
efficient pursuit of predetermined objectives.
4. Contributing Team Member -- contributes individual capabilities to the achievement
of group objectives and works effectively with others in a group setting.

Page 50
Educational Leadership (EDU 602)

5. Highly Capable Individual -- Makes productive contributions through talent,

knowledge, skills, and good work habits.
Topic 99

The Bedrock of Level 5 Leadership

“You can accomplish anything in life provided that you do not mind who gets the
credit” (Harry S. Truman)
- Level 5 leaders look out the window to appropriate credit to factors outside
themselves when things go well.
- If they can not find a specific person or event to give credit to, they credit good luck.
- At the same time, they look in the mirror to apportion responsibility, never blaming
bad luck when things go poorly.
- They think about legacy on their way into a position, rather than on their way out of
one.
Topic 100
The Two Sides of Level 5
Professional Will
- Creates superb results, a clear catalyst in the transition from good to great.
- Demonstrates an unwavering resolve to do whatever must be done to produce the best
long term results no matter how difficult.
- Sets the standards of building and enduring great company; will settle for nothing
less.
Personal Humility
- Demonstrates a compelling modesty, shunning public adulation; never boastful.
- Acts with quiet, calm determination.
- Relies principally on inspired standards not inspiring charisma, to motivate.
- Channels ambitions to company not to self.
“Humility is not thinking less of yourself, its thinking of yourself less”
C.S.Lewis
Topic 101
Succession Planning
- Level 5 leaders have ambition not for themselves but for their organizations.
- They routinely select superb successors.
- They want to see their organizations become even more successful in the next
generation.
- Comfortable with the idea that most people won’t even know that the roots of that
success trace back to them.
- Level 4 leaders often fail to set up the organization for enduring success- what better
way to demonstrate your personal greatness than that the place falls apart after you
leave.
- These leaders want to make clock-builders, not be time-tellers.
- Rather than always have the answer, or be quick to solve someone’s problem, Level 5
leadership help team members solve their own problems or find their own answers.
So, build own abilities.
Topic 102
Money and Level 5

Page 51
Educational Leadership (EDU 602)

Not always about the money

- A level 5 leader is not concerned about money only.
- This leader is much more concerned with the overall success of the company in the
present as well as in the future when they are gone.
- They will go everything they can to make sure the company will succeed after them
by appointing a successor with their same characteristics.
When it is about the money
- When it is about the money you are probably talking about a level 4 leader.
- This is somebody who is not concerned with the future of the company after they are
gone, but who just wants to get paid.
- They are all about the “I” and not about the “We”.
- This leader will not “set their successor up for success”. In fact they will most likely
choose a person who is not ready, or does not have any idea what it takes to be a
leader of that magnitude.
Topic 103
Pathways to Greatness
- Level 5 leadership is a necessary element for taking an organization from good to
great – but it’s not the only one.
- There are other “diverse”, combined with level 5 – the combined package – which
takes the organization beyond ordinary.
The drivers are:
- First Who
- Stockdale Paradox
- The Flywheel
- The Hedgehog Concept
- A Culture of Discipline
First Who
- Good to great leaders start with people first and then deal with vision and strategy
second.
- They get the right people on the bus.
- Move the wrong people off.
- Usher the right people to the right seats, and
- Determine where to drive it.
Topic 104
Pathways to greatness- 2
Stockdale Paradox
- Named after Admiral James Stockdale, winner of the Medal of honour, who survived
for 7 years in a Viet Cong POW camp by holding on to two contradictory beliefs.
- His life could not be worse at the moment, and his life would someday be better than
ever .
- Good to great leaders confront the most brutal facts of their current reality, with
absolute faith that they will prevail in the end.
- They hold both disciplines – facts and faith – at the same time, all the time.
Topic 105
Pathways to Greatness- 3
Buildup - Breakthrough Flywheel

Page 52
Educational Leadership (EDU 602)

- G-to-g transformations do not happen in one big leap or overnight.

- Rather, it starts one movement at a time, gradually building up momentum, till there
is a breakthrough.
- Mediocre organizations never sustain the breakthrough momentum.
- Instead, they lurch back and forth with radical change programs, reactionary moves
and restructuring.
The Hedgehog concept
- The fox knows a little about many things.
- A fox is complex.
- A hedgehog knows only one big thing very well.
- The hedgehog is simple.
- And the hedgehog wins!
Topic 106
The Hedgehog Concept

When an organization has identified its Hedgehog Concept, its leaders should devote all their
energy and resources to pursuing the one thing it does best. Collins argues that when the
going gets tough, it's the organizations that focus on what they're good at, rather than
searching for alternative strategies, that survive and thrive.

Topic 107

Making a Jump to a Level 5 Leader

Can you learn to become a level 5?

Page 53
Educational Leadership (EDU 602)

The great irony is that the attitude and personal ambition that often drive people to positions
of power stand at odds with the humility required for level 5 leadership.

Therefore:

You can see why level 5 leaders rarely appear at the top of our institutions.

The problem is not with the availability of level 5 leader. The problem is recognizing that
what they have is important.

Level 5 leadership may come naturally to some people, but there will always be growth and
practice needed for all of them.

Not everyone will be a level 5 leader, but all of us can benefit from the practice and study of
personal humility and professional will.

Topic 108

Jump to Level 5 Leadership – 2

- Work on developing your personal humility side.

- Be sure to learn about giving your team the credit.
- When you understand that giving back is a part of success, you can understand
humility on a deeper level.
- Take responsibility for your actions.
- Show your team that you are there for them when they need you, and are there to have
their backs covered when problems occur.
- Develop discipline and understand that if you make a decision for the company, stick
to it – no matter how difficult it may become.
- Level 5 leaders seek help when they need it. They are not afraid to ask questions.

Topic 109

Planning process

If you fail to plan you are planning to fail. Benjamin Franklin

• process of thinking about and organizing the activities required to achieve a desired
goal.

• attempts to manage the future: what is to be accomplished and how.

Page 54
Educational Leadership (EDU 602)

Topic 110

Purpose of planning

Topic 111

Elements of Planning

Plan: A method for doing something, consisting of at least one goal and a predefined course
of action for achieving that goal.

Goal: A specific result to be achieved; the end result of a plan.

Page 55
Educational Leadership (EDU 602)

Objectives: Specific results toward which effort is directed.

Planning: The process of setting goals and courses of action, developing rules and
procedures, and forecasting future outcomes.

Actions: the means, or specific activities, that are planned to achieve the objectives

Resources: constraints on the course of action; also involves budgeting: identifying the
sources and levels of resources that can be committed to the courses of action

Implementation: the assignment and direction of personnel to carry out the plan.

What Planning Entails

Choosing goals and courses of action and deciding now what to do in the future to achieve
those goals.

Assessing today the consequences of various future courses of action.

Topic 112

Levels of Plans

• Plans are usually developed at three levels

o Strategic

o Tactical

o Operational

• This multilevel planning allows managers at each level to consider the actions
necessary to achieve their goals

Strategic Plans: the means used to achieve long-term, strategic goals

• made by top managers

• allow resource allocation

• define a broad scope of long-term organizational actions to attain strategic goals

• carry significant impact on the organization

Tactical Plans: have shorter duration that strategic plans

• made by top and middle managers

• directly support implementation of strategic plans

• consist of specific actions to be taken by division/dept./group

Page 56
Educational Leadership (EDU 602)

• narrower in scope

Operational Plans: cover briefer periods than tactical plans

• include the day-to-day operations of the org.

• support implementation of the tactical plans

• specifically define necessary decisions and actions to be taken by functional

departments

Topic 113

Types of Plans

• managers match the type of plan they use to the situation they face

• plans are needed to handle three types of situations, generally:

o one time: not likely to recur

o regularly recurring

o less likely to recur

One-time occurrence

Single-Use Plans

• specifically prepared to fit a one-time situation

• becomes obsolete when goal is achieved

• two common types:

1) Programme: complex set of interrelated actions aimed at achieving a goal pursued

once

2) Project:

o less complex single use plan

o narrower in scope than program

o fewer activities and resources

o developed as sub-unit of program

Topic 114

Types of Plans…cont’d

Page 57
Educational Leadership (EDU 602)

Regularly recurring

Standing Plans

• for on-going goals, requiring same type of situation to be dealt with again and again

• three common types:

1. Policy: provides general guidelines/ broad boundaries for action for recurring
situations; flexibility

2. Procedure: outlines specific steps to be followed in particular recurring situation;

more detailed; allows less latitude; series of steps, SPOs

3. Rule: details specific circumstances under which certain activities are to be

performed; narrowest;

Less likely to recur

Contingency Plans

• alternative courses of action

• for unexpected environmental shifts, but still requiring managerial response if

objectives are to be achieved

• cover less likely events

Topic 115

Decision making

Meaning

• the process of selecting one alternative from among a number of alternatives

available

• it is needed only when there are options

• if there is only one way of doing a task, there is nothing to decide

Definition

• Haynes and Massie

“Decision-making is a process of selection from a set of alternative courses of action which is

thought to fulfill the objective of the decision-problem more satisfactorily than others” (1961)

Definition

• George Terry

Page 58
Educational Leadership (EDU 602)

“Decision-making is selecting an alternative, from two or more alternatives, to determine an

opinion or a course of action” (1961)

• process of reducing any hesitation, or uncertainty, about the available options for
attaining a practical and sensible choice

• requires gathering information before making best choice

• uncertainty is reduced not totally eliminated

Topic 116

Kinds of Decisions

Three basic classifications

a) Decisions Whether

• a yes/no or either/or decision

• checking agreeability before choosing best option available

• weighing the pros and cons, if the answer is a “no”, then another alternative is
considered

b) Decisions Which

• these decisions are taken from a set of alternatives

• the alternatives are compared to each other against a set criteria for selecting the most
probable and beneficial option

c) Contingent Decisions

• decisions that were already identified but were set aside until the suitable
conditions are available/ met with

• conditions, such as: time, price, availability, motivation, and energy

Topic 117

Factors of decision making

a. Past Experiences

• a person’s past experiences can affect future decisions

• if the past decision was beneficial and positive, individual is likely to make similar
decisions in a similar situation

• contrarily, failures are unlikely to be repeated

Page 59
Educational Leadership (EDU 602)

b. Cognitive Biases

• the individual’s thinking patterns based on his/ her observations and conclusions that
may sometimes lead to false assumptions, wrong judgments, and faulty reasoning.

• some cognitive biases are:

• Belief bias – making decisions based on a routine knowledge

• Hindsight bias – to see event as inevitable once it occurs

• Omission bias – risky information is excluded

• Confirmation bias – examining what is expected from observations

Topic 118

Factors in Decision Making…cont’d

c. Individual Differences
Some of these individual differences that affect a decision are:

o age

o socioeconomic status

o educational background

o cognitive abilities

d. Belief in personal relevance

People make decisions on something that they strongly believe in.
e. Escalation of Commitment
decision is influenced by allotting a huge amount of time, money
and effort into the decision where people feel committed to.

Topic 119

Decision making approaches

3 main categories

1. Individual

• individual decision is based on personal values & preferences

• conflict of values and preferences may put decision making as challenging

• also difficult, if too dependent on others for a sound decision

2. Authoritarian

Page 60
Educational Leadership (EDU 602)

• leader is the sole decision maker

• leader must ensure gathering sufficient knowledge to make decision beneficial to the
team/ group/ org.

• leader must explain the chosen alternative to the group in order to gain acceptance

3. Group

• also known as consensus

• members brainstorm and share ideas, talk over the matters, make and then implement
the agreed decision

• usually more effective as everyone takes accountability for the outcome there is

Topic 120

Decision Making Process

1. Define and Understand the Problem or Issue

• identify the main cause for the need to make a decision.

• may not necessarily be a problem – may be issues/ choices to make

• part of this phase is for determining the goal as well - get clear thoughts

2. Create and Evaluate the Choices or Alternatives

• list appropriate, issue-specific choices

• evaluate options

• gather facts and information about each alternative

• weigh pros and cons/ consequences and benefits of each

3. Make the Decision

• this is a critical step

• only one option is to be selected from the list which is already cut down into the most
promising and applicable choices after evaluation

• all implications must be made known to all the people involved

4. Implement the Decision

• apply decision suitably

• if it is a solution to an existing problem, then apply the decision to resolve the issue

Page 61
Educational Leadership (EDU 602)

• if it is an opportunity, then apply the chosen alternative to avail that opportunity aptly

Topic 121

Characteristics of Decision Making

1. Goal-oriented activity

• the objective is always to attain a specific goal

• e.g. a student who wants to become a Commerce graduate:

o admission: college

o daytime/ evening?

o long distance ?

o correspondence?

• series of decisions

2. Alternative courses of action

• need for decision-making is only when alternative ways of performing a task exist

• no need if there is only one course of action

• e.g. an outdated product, which cannot be updated, has to be abandoned – no scope

3. Positive or negative

• the decision may be positive or negative

• e.g. employees in an organization want revision in pay scales and go on strike

• management decision is positive if conceded, and negative if it takes disciplinary

action

4. Deferment

• it may also be a decision not to decide

• it is always difficult to take a quick decision on a sensitive issue

• immediate ‘yes’ or ‘no’ is not always possible in all matters

• in such case, tendency will be to defer to the extent possible

Topic 122

Page 62
Educational Leadership (EDU 602)

Characteristics of Decision Making 2

5. Both a science and an art

• As a science, decision-making requires knowledge of method, and rule or principle

concerning the issue or problem

• As an art, it requires skill for making the decision a success

6. Situational

• the decision-maker may make different decisions for the same problem under
different situations

• e.g. a teacher may let a student coming late to enter the class on a particular day but
may not allow him/ her on another day

7. Voluntary or induced decision

• decision-maker’s own decision without any pressure; voluntary; spontaneous, made

with open mind

• when pressurized, either by individuals or by the situation, the decision becomes

induced

8. Complexity

• complex mental exercise

• involves careful consideration of the alternative courses of action, evaluation of the

same and selection of the best course of action

9. Ongoing activity

• continuous process

Topic 123

Types of Decision Making

a. Irreversible Decisions

• permanent choices

• once made, become irrevocable and unchanged.

• people usually opt for irreversible decisions when there are very limited or no options
available

b. Reversible Decisions

Page 63
Educational Leadership (EDU 602)

• not final, may be temporary.

• at any point, can be altered or changed

• such as, when the decision made is not right or when the option selected is a failure

c. Quick Decisions

• not everyone is able to make quick decisions

• only good decision makers arrive at instant and correct decisions easily

• the long term outcome must be considered in making quick decisions.

Topic 124

Types of Decision Making 2

d. Experimental Decisions

• involves certainty and assurance of the initial results before a final decision is made

• it is ensured that the preliminary outcome is positive and assuring in order to

guarantee success of the decision to be taken

e. Trial and Error Decisions

• decision maker tries out several courses of action until one alternative is left that
seems to be convincing and positive

• it is a play-safe method before committing to anything

f. Conditional Decisions

• when a decision is conditional, the person is open for other possibilities or other
alternatives.

• in any case, when the initial decision fails, there are other options to choose from

Topic 125

Decision Making Skills

Critical Thinking Skills

• the mental process of making a wise judgment focusing on personal conviction and
actions

• some components are observation, reasoning classification, analysis, inference,

evaluation, meta-cognition, etc.

Page 64
Educational Leadership (EDU 602)

Problem Solving Skills: Input Phase

problem is identified and understood or examined

Processing Phase
determine alternatives & evaluate for best option Output Phase
decision is implemented Review Phase
evaluates outcomes and makes changes, if any.

Creativity

• process of generating new ideas, views and systems to solve problems and arrive at
decisions efficiently

• creativity allows to think out of the box or go beyond usual perceptions

• lack of creativity leads to limited options

Topic 126

Common Decision Making Mistakes

Being too dependent on “expert” information

Some people rely too much on the experts when in fact not all of them are truly experts – try
widening the search and sources

Overconfidence
humbles the overconfident attitude and remain open to possible options

Underestimating the information received from others

devaluing information fed by other is a big mistake a little respect for receiving unsolicited
and volunteered information or suggestions is healthy in the decision making process.

Filtering data or information

when filtering information, you only choose those that are in your favour, which makes you
biased on a certain decision, making you miss out on other details that can be helpful in the
process

• be open to ideas.

Topic 127

Organizational Structure

DEFINITION

• The internal, formal framework of a business which shows the way in which
management is linked together, and how authority is transmitted

Hierarchy: the levels of management in a firm from the highest to the lowest ranks.

Page 65
Educational Leadership (EDU 602)

• Org. structure also determines how information flows from level to level within the
co. company

• In a centralized structure, decisions flow from top down

• In a decentralized structure, the decisions are made at various different levels.

• A good org. structure can often be the difference between a smooth operating
organization and one in chaos.

• By establishing a hierarchical structure with a clear chain of command, companies

are better able to streamline their operations. 

Topic 128

Why Organization

• Organizations enable a group of people to effectively coordinate their efforts and get
things done. (Nitin Nohria, 1995)

• Org. lifts the capacity to work through divided workload

• Allows bigger tasks, variety of expertise and multifarious talent

Depicting the Organization

Organization Chart

• The New York and Erie Railroad developed the first org. chart in the 19th
century

• shows the structure of the org. including the title of each manager’s position
and who is accountable to whom

Page 66
Educational Leadership (EDU 602)

Topic 129

Types of Organizational Structure

Seven types of organizational structures

1) Simple

2) Functional

3) Divisional

4) Matrix

5) Team-based

6) Network

7) Modular

Also: tall, and flat

1. The simple structure for the small firm

- Often found in a firm’s early, entrepreneurial stages
- Authority is centralized in a single person
- Few rules, flat hierarchy and low work specialization
2. The Functional Structure: Grouping by Similar Work Specialties
- Similar occupational specialties are put together in formal groups

Page 67
Educational Leadership (EDU 602)

- A quite commonplace structure, seen in all kinds of organizations, for-profit and

nonprofit.

Topic 130

Types of Organizational Structure 2

3. The Divisional Structure: Grouping by Similarity of Purpose

• Diverse occupational specialties are put together in formal groups by similar products
or services, customers or clients, or geographic regions.

Page 68
Educational Leadership (EDU 602)

4. The Matrix Structure: A Grid by Functions & Divisions for Two Chains of
Command

• an organization combines functional and divisional chains of command in a grid so

that there are two command structures—vertical and horizontal – used for projects 

Topic 131

Page 69
Educational Leadership (EDU 602)

5: The Team-Based Structure: Eliminating Functional Barriers to Solve Problems

• teams or workgroups, either temporary or permanent, are used to improve horizontal

relations and solve problems throughout the organization

• cross functional teams

6. The Network Structure: Connecting a Central Core to Outside Firms by Computer

Connections

The organization has a central core that is linked to outside independent firms by computer
connections, and operated as if all were a single organization

7. The Modular Structure: Outsourcing Pieces of a Product to Outside Firms

Differs from previous in that it outsources certain pieces of a product rather than outsourcing
certain processes (such as human resources or warehousing) of an organization.

Tall Org. Structure

Page 70
Educational Leadership (EDU 602)

• large, complex org. often require a taller hierarchy.

• results in one long chain of command similar to the military

• as an org. grows, the number of management levels increases and the structure grows
taller.

Flat Org. Structure

• has fewer management levels, controlling a broad area or group with each level

• focuses on empowering employees rather than adhering to the chain of command

• attempts to tap into employees’ creativity & collaboration.

Topic 133

Organizational Behaviour

What is an organization?

An organization is a collection of people who work together to achieve individual and

organizational goals.

What is organizational behaviour?

• Organizational behaviour (OB) is the study of factors which profoundly effect how
people and groups act, think, feel, and respond to work and organizations, and how
organizations respond to their environments

Page 71
Educational Leadership (EDU 602)

Topic 134

Studying Organizational Behaviour

• Organizational studies involve the study of org. from various perspectives, methods,
and levels of analysis:

• Micro: individual and group dynamics in org.

• Macro: whole org, how they adapt; - and the strategies, structures, and contingencies
that guide them 

• Meso scale structures involve power, culture, and the networks of individuals in org.

• Field level analysis studies how entire populations of organizations interact

• Many factors come into play whenever people interact in organizations

• Modern organizational studies attempt to understand and model these factors.

• can play a key role in org. development, enhancing overall performance

• also enhancing individual and group performance, satisfaction, and commitment.

Topic 135

Developing an Organizational Model

Page 72
Educational Leadership (EDU 602)

- A model is an abstraction of reality, a simplified representation of some real world

phenomenon. (Khan, 2009)
- An OB model contains dependent and independent variables.

Dependent Variables

• factors affected by some other factors

• response affected by independent variable

• primary dependent variables to be explained/ predicted: productivity, turnover,

absenteeism, and job satisfaction

Productivity

• an org. is productive if it achieves its goals, and does so by transferring inputs to

outputs at lowest cost

• productivity measures performance, including effectiveness, efficiency and economy

• major concern of OB

Topic 136

Developing an Organizational Model 2

Absenteeism

• failure to report to work

• sometimes alright, e.g. illness, fatigue, stress

• take rest, instead of causing poor output or even accident (e.g. pilot, surgeon, etc.)

• beyond normal range, directly impacts org.’s effectiveness & efficiency negatively

Turnover

• voluntary/ involuntary permanent withdrawal from the org.

• acceptable if poor performers leave

• high turnover results in high costs of re-hiring and re-training

• efficiency loss due to replacement of lost knowledge and skill

Job Satisfaction

• "a pleasurable or positive emotional state resulting from the appraisal of one's job or
job experiences” (Locke 1976)

• a satisfied employee is more productive

Page 73
Educational Leadership (EDU 602)

• quality is important with quantity – intrinsic value and challenge

Topic 137

Independent variables

• What are the major determinants of productivity, absenteeism, turnover and job
satisfaction?

• these are the independent variables

• that is, the factors believed to be the causes of changes in the dependent variables

• there are 3 levels:

Individual-level Variables:

• people carry some personal characteris-tics when they join job: age, gender, marital
status, values, attitude, personality, ability; and behaviour, perception, decision
making, learning, & motivation

• org. cannot alter them

Group-level Variables:

• people‘s behaviour is different in group than when alone

• this level includes communication patterns, leadership styles, power and politics,
inter-group relations, and levels of conflict

Organization Systems-level Variables:

• includes design of the formal organization, work processes and jobs, human resource
policies and practices, and the internal culture

• all above have an impact on dependent variables

Topic 138

Implications for Managers

Develop skills

• OB especially focuses on how to improve productivity, reduce absenteeism and

turnover, and increase employee satisfaction

• as such, to be effective in their jobs, managers must develop their people/

interpersonal skills

Generalizations

Page 74
Educational Leadership (EDU 602)

• we all hold generalizations about the behaviour of people

• some may provide valid insights into human behaviour

• many are erroneous

• OB uses systematic study for predictions of behaviour not intuition, as people are
different

Challenges & Opportunities

• OB helps mangers to see the value of diversity in workforce

• can improve productivity by learning how to empower people, and how to design and
implement change programs

• create ethical climate

Topic 139

Groups

• What makes one collection of people a group and other only an anonymous,
disorganized crowd?

• Group: two or more interdependent people, who interact in pursuit of common

purpose

• 1 - interdependency 2 - interaction 3 - shared goal

• fans standing in a queue waiting together to purchase concert tickets may have a
common goal, but:

• they are not interacting

• they are not depending on each other to achieve their goal

• so, they are not a group – but are a crowd

• groups are vital to the success of the organization

• today’s competitive realities demand to create and mange groups effectively

• workforce diversity needs managers to lead groups that transcend gender, culture and
age

• organizations have many types of groups

• these can be categorized on the basis of how the group forms, who its members are,
and what the group does

Page 75
Educational Leadership (EDU 602)

• the most basic distinction is between formal groups and the informal groups

Topic 140

Types of Groups

FORMAL GROUPS

• created by the org. to perform a specific set of tasks in pursuit of the org.’s goals

• part of org’s formal structure and hierarchy, e.g. command group, functional group,
task group, etc.

INFORMAL GROUPS

• voluntarily or spontaneously formed by its members rather than by the organization

• serve social/ common interests of members

• may/ may not relate to goals of organization

• e.g. interest group (common concern), friendship group

TEAMS

• today, many orgs. are replacing traditional structure of formal command groups by
groups with greater autonomy and employee participation

• teams are involved in management and decision-making to maximize performance

Topic 141

Characteristics of Groups

ROLES

• behaviors expected of a member as per position in the group

• some roles assigned formally (G.M.) but additional assumed informally influencing
group performance

• in high-performance groups formal roles are clearly defined

NORMS

• informal standards of behavior that govern members’ actions

• roles are behaviors that differentiate, norms are behaviors common to all

• members pressurize each other and new members to conform

• perspectives for work

Page 76
Educational Leadership (EDU 602)

COHESIVENESS

• degree of loyalty to the group and its goals

• strong commitment and desire to remain within the group increases group
cohesiveness

• encourages members to perform at high level

• but, low output if norm is low productivity

Topic 142

Stages of group development

• Bruce Tuckman (1965) identified five stages a group goes through before they are
able to function as a team

• maintains that these stages are inevitable for the team to grow, to face up to
challenges, to tackle problems, to find solutions, to plan work and deliver result

Forming

Team acquaints and establishes ground rules.

Formalities are preserved and members are treated as strangers.

Storming

Members start to communicate their feelings but still view themselves as individuals rather
than the part of the team.

They resist control by group leaders and show hostility.

Topic 143

Stages of group development 2

Norming

People feel part of the team and realize that they can achieve more work if they accept others
viewpoints.

Performing

Team work in an open and trusting atmosphere where flexibility is the key and hierarchy is
of little importance.

Adjourning

Page 77
Educational Leadership (EDU 602)

Team conducts an assessment of the year and implements a plan of transitioning roles and
recognizing members’ contributions.

Topic 144

End Result of Group Formation

Synergism- the cooperative action of discrete entities which is greater than the sum of the
parts.

Synergistic groups can create something greater than individual members could create
independently.

Three criteria of group effectiveness:

1) Extent to which the group's productive output meets the standard of quantity, quality,
and timeliness for the users of the output.

2) Extent to which the group process of actually doing the work enhances the capability
of group members to work together interdependently in the future.

3) Extent to which group experience contributes to the growth and well being of its
members.

Topic 145

Communication in Organization

What is communication?

Communication is the process of passing information from a source of receiver.

• communication is a process of sharing experience till it becomes a common

possession; it modifies the disposition of both parties who partake it -- John Dewey

• is a means of persuasion to influence other for achieving desired effect -Aristotle

What is organizational communication? and how is it different from usual

communication?

It is the process by which activities of an organization are collected and coordinated to reach

the goals of both individuals and the organization

In simple terms:

• it is the information flow that happens in an organization but the flow of information
is based on a structure, direction and process

Topic 146

Forms of communication

Page 78
Educational Leadership (EDU 602)

Verbal Communication

• includes sounds, words, language and speaking

• speaking is sorted into interpersonal communication and public speaking

• good verbal communication is essential to deal with people in business

Non-verbal Communication

• physical ways of communication, like, tone of the voice, touch, smell and body
motion.

• also includes symbols and sign language

• body posture and physical contact convey a lot of information.

Written Communication

• writing words that are to be communicated

• e.g. email, letter, report, article and memo, etc.

• main advantage: can be edited and amended many times before it is communicated

• good written communication is essential for business

Visual Communication

• visual display of information

• like: signs, symbols and designs, photography, topography, graph, etc.

• television and video clips are the electronic form of visual communication

All four forms are important for business

Topic 147

Components of Communication

Context: communication is affected by the context in which it takes place - every

communication has a context.

Sender/ Encoder: is the person who sends the message – makes use of symbols (words,
visuals, graphics) to convey the message and produce the required response

Message: the key idea that the sender wants to communicate – must be clear

Encoding: converting subject matter into language that is understandable by the

receiver

Page 79
Educational Leadership (EDU 602)

Medium/ Channel: means used to transmit the message

Receiver/ Decoder: for whom the message in intended/ aimed/ targeted

Decoding: translating encoded message into ordinary language to get the meaning by
receiver

Feedback: response of receiver to sender – helps sender to determine correct receipt, and
comprehension

Noise: anything that disrupts or interferes in the communication process between a

speaker and an audience or receiver

Topic 148

Communication Models

Communication is classified in following groups

• Linear model

• Interactive/ Convergence  Model

• Transactional Model

Linear Model

• one-way communication

• information is transmitted from sender to receiver via a channel without the sender
receiving any feedback

• does not involve response, or noise

Interactive Model

• a two way process

• the sender sends a message to the receiver and the receiver then becomes the sender
and sends a message to the original sender

• feedback is added

• draw back – feedback is not simultaneous

Transactional Model

• emphasizes that each of us is a sender-receiver, not

merely a sender or a receiver

• claims that communication is fluid/ simultaneous

Page 80
Educational Leadership (EDU 602)

• most conversations are like this

Topic 149

Types of communication

Internal Communication:

• that takes place within an organization

• usually: face to face, telephone, fax or mail

• modern organizations may use technology to communicate internally

• e.g. e-mails/ linked internal communication

External Communication:

• communication between the organization and the ones outside the organization, such
as, customers, suppliers, banks, govt.

• can be through mail, telephone, fax, internet, etc.

Topic 150

Communication styles

Formal Communication

• is more rigidly structured

• has a more formal tone – more standard language

• used mainly with non- peers and other not well-known people

Page 81
Educational Leadership (EDU 602)

• most likely needed in business, education.

Informal Communication

• is less rigidly structured

• has a more relaxed tone – casual language

• used mainly with peers and other well-known people – most likely in personal
situations

Topic 151

Topic 152

Barriers of Communication

• obstacles in a workplace that prevent effective  exchange of ideas or thoughts.

Page 82
Educational Leadership (EDU 602)

• in many communications, the message (what is said) may not be received exactly the
way the sender intended.

• it is, therefore, important that the communicator seeks feedback to check that their
message is clearly understood.

• the skills of Active Listening, Clarification and Reflection may help

• but the skilled communicator also needs to be aware of the barriers to effective
communication and how to avoid or overcome them.

• barriers may cause the message to become distorted

• this may lead to confusion and misunderstanding

• effective communication involves overcoming these barriers and conveying a clear

and concise message. 

Topic 153

Categorise of Barriers

Language Barriers

• language and linguistic ability may act as a barrier to comm.

• even when communicating in the same language, the terminology used in a message
may act as a barrier if it is not fully understood by the receiver(s)

Psychological Barriers

• the psychological state of the communicators will influence how the message is sent,
received and perceived

• e.g. under stress, or being angry, one may say things that one did not actually mean.

• a receiver may also misinterpret if under

Page 83
Educational Leadership (EDU 602)

Physiological Barriers

• may result from sensory dysfunction, either on the part of the receiver or the sender

• fatigue may also lead to a breakdown in effective communication

Topic 154

Categories of Barrier 2

Physical Barriers

• are often due to the nature of the environment

• e.g., if staff are located in different buildings or on different sites

• poor or outdated equipment

• information overload (e.g. in advertisement & company brochures)

Systematic Barriers

• may exist where there are inefficient or inappropriate information systems and
communication channels

• or where there is a lack of understanding of the roles and responsibilities for

communication.

Attitudinal Barriers

• behaviors or perceptions that prevent people from communicating effectively

• may result from personality conflicts, poor management, resistance to change or

a lack of motivation.

Topic 155

Common barriers

• The use of jargon: over-complicated, unfamiliar and/or technical terms.

• Emotional barriers & taboos: some people may find it difficult to express their
emotions and some topics may be completely 'off-limits' or taboo.

• Lack of attention, interest, distractions, or irrelevance to the receiver 

• Differences in perception and viewpoint

• Physical disabilities such as hearing problems or speech difficulties

• Not being able to see the non-verbal cues, gestures, posture and general body
language

Page 84
Educational Leadership (EDU 602)

• Expectations and prejudices which may lead to false assumptions or stereotyping

• Cultural differences 

Topic 156

Communication Structure

Wheel

- Centralized Network
- Members cannot communicate with each other
- Effective in simple task
- Preferred by org. where HO is totally in charge

Completely Connected

- Decentralized network
- Everyone interacts
- Effective in complex tasks – can be slow
- Leadership is unclear

Line

- Communication is restricted only to certain group members – all are connected

- Member satisfaction is better than wheel
- Moderately effective for both simple and complex tasks
- Leader is not clear

- Very similar to the “wheel” structure

Circle

Similar to chain with 2 end members also connected

Topic 157

Leadership and power

Power is a natural process in organizational life

(Haugaard & Clegg, 2012; McClelland & Burnham, 2003)

• the concepts of power and leadership are closely linked

• getting things done requires power (Pfeiffer, 1993)

• leaders use power as a means of attaining group goals

Page 85
Educational Leadership (EDU 602)

• by learning how power operates, you will be better able to become a more effective
leader

• in its simplest terms, power is the ability to influence someone else (Nelson &
Quick, 2012).

• all great leaders have a vision to achieve large-scale ideas

• they all also have the personal power to enact it (Gibson et al, 2012).

• e.g, Steve Jobs (Apple Computer), Bill Gates (Microsoft), Mark Zuckerberg
(Facebook), Jeff Bezos (Amazon.com)

• they all had strong visions of the future.

• they were able to transform their visions into reality, because they had acquired and
used the necessary power to do so.

• great leaders make things happen by utilizing personal power (Pfeffer, 2011).

Topic 158

Classification of power

Power is the ability to influence the behavior of others

• one of the most influential theories of power comes from the work of French and
Raven (1959)

• explored the sources of power used by leaders to influence others for attainment

French and Raven identified five sources of power that can be classified into
two categories:

1. Organizational Power legitimate, reward, coercive

2. Personal Power expert, referent

• Generally, the personal sources of power are more strongly related to

o employees’ job satisfaction,

o organizational commitment, and

o job performance

Than are the organizational power sources.

• the various sources of power should not be viewed as being completely separate
from each other

Page 86
Educational Leadership (EDU 602)

• leaders use the sources of power together in varying

combinations depending on the situation.

Topic 159

Organizational/Formal Power

Legitimate Power

• comes from having a position of power in an organization, such as being the boss or a
key member of a leadership team

• if a person rises in power, subordinates must believe s/he deserves it; otherwise it will
be a bad move

Reward Power

• reward power is indicated through rewarding individuals for compliance with leader’s
wishes.

• this may be done through giving bonuses, raises, a promotion, extra time off from
work, etc. 

Coercive Power

• acquired through threatening others

• conveyed through making employee fear losing job, being demoted, receiving a poor
performance review, etc.

• unlikely to win respect and loyalty from employees for long

Topic 160

Personal Power

Expert Power

• comes from one’s own experiences, skills or knowledge

• with more knowledge, skills and experience in particular areas we become thought
leaders in those areas, and gather expert power that can be used to get others to help
us

Referent Power

• comes from being trusted and respected

• we can gain referent power when others trust what we do and respect us for how we
handle situations 

Page 87
Educational Leadership (EDU 602)

• held by people with charisma, integrity, and other positive qualities

• the most valuable type

• not necessary to hold position to have power

• in fact, most respect is given to those with personal power

• when workers link the leadership’s power with expert or referent power, they are
more engaged, more devoted to the organization and their role within it

Topic 161

Power Implication 1

Jeffrey Pfeffer (Stanford University) is one of today's most influential management

thinkers - inspires leaders to seek power through evidence-based management, the knowing-
doing gap, high performance culture, and unconventional wisdom

• reviewed several studies and concluded:

Legitimate power can be depended on initially

• but continued reliance creates dissatisfaction, resistance, and frustration in workers

• must coincide with expert power, otherwise there may be negative effects on
productivity

• as it may lead to only minimum compliance

Reward power can directly influence the employee-performance behaviours in the short
run

• prolonged use of reward power can lead to a dependent relationship in which workers
feel manipulated and become dissatisfied

Topic 162

Power Implications 2

Although coercive power may lead to temporary compliance by subordinates, it

produces the undesirable side effects of frustration, fear, revenge, and alienation.

• this in turn may lead to poor performance, dissatisfaction, and turnover

Expert power is closely related to a climate of trust.

• usage of expert power results in attitudinal conformity and internalized motivation by

the workers

• this in turn requires less surveillance of workers than does reward or coercive power

Page 88
Educational Leadership (EDU 602)

Referent power can lead to enthusiastic and unquestioning trust, compliance, loyalty,
and commitment from subordinates.

• Like expert power, considerably less surveillance of employees is required.

Topic 163

Control; in Organization

What is management control?

Regulatory process that directs the activities of an organization to achieve anticipated goals
and standards.

Old Concept

• control for detecting errors

Modern Concept

• control for foreseeing

When done well:

it ensures that the overall directions of individuals and groups are consistent with short and
long term plans

• The key requirement of a control system is that it should maintain the level and kind
of output needed to achieve the system's objectives (March & Simon)

Topic 164

The Control Process 1

Page 89
Educational Leadership (EDU 602)

1. Establish Objectives and Standards

o performance objectives are defined and the standards for measuring them are
established

o both input standards and output standards are formulated

o Input Standards measure work efforts that go into a performance task (e.g. training)

o Output Standards measure performance results in terms of quantity, quality, cost, or

time (e.g. product)

Topic 165

The Control Process 2

2. Measuring Actual Performance

o to identify deviations or variances between what is most desired and what really
occurs

o effective control may not be possible without accurate measurement

3. Comparing Results with Objectives and Standards

o comparison of actual performance with desired performance establishes the need for
action

Page 90
Educational Leadership (EDU 602)

o ways of making such comparisons include:

 historical / relative

 benchmarking

4. Taking Corrective Action

o taking the action necessary to rectify or improve things

o managers can choose from three courses of action: they can:

a. do nothing – keep the status quo if performance equals the standards

b. correct the actual performance – when standards are not met, managers must
carefully assess the reasons why, and take corrective action

c. revise the standard

ensure that standards and the associated performance remain relevant for the future

Topic 166

Types of Organizational Control

There are 3 types:

1. Feed-forward
- The preliminary or preventive control
- Anticipates problems
- Focus is on input
2. Concurrent
- Solves problems as they occur
- Focus is ongoing processes
- Assesses current work activities, relies on performance standards
- Aims to ensure that work activities produce the correct results
3. Feedback
- Solve problems after their occurrence
- Focuses on the organization’s outputs
- Also called post-action or output control

Topic 167

Implementing Control Systems

In: Service Organizations

Control systems are more difficult to implement and maintain:

Page 91
Educational Leadership (EDU 602)

- Outputs are more difficult to measure

- Quality ratings are less clear
- Important to properly train and motivate the employees

In: Government and Nonprofit Organizations

Govt. and non-profit organizations face further problems:

- Goals and objectives are less clear

- Professionals less receptive to control systems
- Lack of profit measure makes measurements more difficult
- Less pressure to improve from “owners”
- Budgeting is more of a bargaining game to acquire additional funding and less of a
planning tool
- Different motivations and incentives

Topic 168

Benefits of Organizational Control

Controls make plans effective

Managers need to measure progress, offer feedback and direct their teams to succeed.

Controls ensure steady organizational activities

Policies and procedures help ensure that efforts are integrated.

Control makes organizations effective

Organizations need controls in place if they want to achieve their objectives

Controls make organizations efficient

Efficiency depends more on controls than any other management function.

Controls provide feedback on project status

Feedback influences behaviour and is an essential ingredient in the control process.

Controls aid in decision making

The ultimate purpose of the controls is to help mangers make better decisions.

Topic 169

Motivation

Why do people work?

Page 92
Educational Leadership (EDU 602)

• money is perhaps at the top of your list

• however, there could be other reasons, e.g.

o to satisfy ambition

o to feel important

o have a sense of identity/ achievement

• most people work to satisfy wants and needs

What is motivation?

• it is what makes us do what we do

• the drives within a person that account for the degree, direction and persistence of the
effort spent at work

• internal and external factors that stimulate people to take action for achieving a goal

Why is motivation important?

• workers who are not well motivated tend to:

o have high rates of absenteeism

o arrive late

o produce poor quality output

o be careless – losses, accidents, damages

o be slow to react

• workers who are motivated tend to:

o be more committed – take responsibility

o be loyal – reducing worker turnover cost

o be enthusiastic and offer ideas

o arrive early and take few days off

• well-motivated workers assist in achieving obj.

Topic 170

Motivation at Work place

Page 93
Educational Leadership (EDU 602)

• managers are always looking for ways to create motivational environment facilitating
workers to work at their optimal levels to accomplish company objectives

• workplace motivators include both monetary and non-monetary rewards

Monetary Rewards

• reward workers for excellent performance through money

• include increase in pay, profit sharing, bonuses, staff discounts, company shares, etc.

• these have traditionally helped maintain a positive environment for staffs (Kepner,
2001).

Non Monetary rewards

Reward works for excellent performance through opportunities

Include flexible work hours, training, vocation, pleasant work environment, car, free health
care, etc.

Topic 171

The Essence of Motivation

- We are all extremely complex individuals.

- Still through the core of each one of us runs one single universal motivator
- We are all striving for one thing that is to feel good.

• yet, there are many factors that get in the way of us feeling good

• even more factors that make us feel bad

• so, we are actually trying to do two things:

 feel good

 avoid feeling bad

• this is known as “Pleasure/ Pain Principle”

• we continually aim to feel pleasure and avoid pain/ discomfort/ unpleasantness

• what we link pleasure to, and what we associate with pain, shape our whole life

• everything that we do is driven by these two deep-seated drives

Topic 172

Herzberg's Motivation Theory 1

Herzberg's Motivators and Hygiene Factors

Page 94
Educational Leadership (EDU 602)

• in the 1950s and 60s, psychologist Fredrick Herzberg researched to determine the
effect of attitude on motivation

• he asked people to describe situations where they felt really good, and really bad,
about their jobs

• he found that people who felt good about their jobs gave very different responses
from the people who felt bad.

• these results form the basis of Herzberg's Motivation-Hygiene Theory (sometimes

known as Herzberg's Two Factor Theory)

• according to Herzberg, the factors leading to job satisfaction are "separate and distinct
from those that lead to job dissatisfaction."

• therefore, if you eliminate dissatisfying job factors you may calm everyone, but not
necessarily enhance performance.

Topic 173

Herzberg's Motivation Theory 2

Herzberg's findings showed that

• certain characteristics of a job are consistently related to job satisfaction

• while different factors are associated with job dissatisfaction.

• these are:

Page 95
Educational Leadership (EDU 602)

The conclusion he drew was that:

Job satisfaction and 2job dissatisfaction are not opposite

o The opposite of Satisfaction is No Satisfaction

o The opposite of Dissatisfaction is No Dissatisfaction

Topic 174

Herzberg's Motivation Theory 3

• resolving the causes of dissatisfaction will not create satisfaction

• nor will adding the factors of job satisfaction eliminate job dissatisfaction.

• if you have a hostile work environment, giving someone a promotion will not make
him or her satisfied

• characteristics related with job dissatisfaction are hygiene factors

• when these have been adequately met, people will not be dissatisfied nor will be
satisfied.

• to motivate, focus on satisfaction factors like achievement, recognition, and

responsibility - motivators

Page 96
Educational Leadership (EDU 602)

• to motivate people, first remove things that are annoying them about the company and
the workplace; make sure they are treated fairly, and with respect

• then, look for ways to help people grow within their jobs, give them breaks for
achievement and praise their feat

Topic 175

Maslow's Hierarchy of Needs 1

Dr Abraham Maslow identified a hierarchy of five primal human needs that constantly shape
our relationship and behaviour. This hierarchy is extended by these premises:

• all infants, kids, and adults constantly have dynamic mixes of mental, emotional,
physical, and spiritual needs (discomforts) and.............

• all behavior is motivated by the eternal instinctive urge to reduce our current needs

• most people are only vaguely aware of their mix of needs

• they habitually focus on surface needs as they did as kids, so their primary needs keep
recurring

• first the lowest level of needs is satisfied; then next levels are satisfied incrementally

Topic 176

Maslow's Hierarchy of Needs 2

1. Physiological Needs

o reduce current physical discomforts

o basic issues of survival such as salary and stable employment

2. Security Needs

o need to feel safe enough in the near and far future

o stable physical and emotional environment issues such as benefits, pension, fair work
practices, safe work-setting

3. Belongingness Needs

o our primitive need to feel accepted by, and be part of, a group of other people

o social acceptance issues such as friendship or cooperation on the job

Topic 177

Maslow's Hierarchy of Needs 3

Page 97
Educational Leadership (EDU 602)

4. Esteem Needs

o our need to be recognized as special and valuable by our group

o positive self-image and respect and recognition issues such as job titles, nice work
spaces, and prestigious job assignments

o if you have a staff that you manage it is important to understand that the methods you
use to reward and recognize their achievements can have an impact on their self
esteem – which of course in turn will affect their motivation

o the opposite is true as well – if you fail to recognize the efforts and achievements of
your team, you could end up damaging the motivation levels of your team and even
possibly their self esteem

5. Self-Actualization Needs

o living at their highest personal potential

o achievement issues such as workplace autonomy, challenging work, and subject

matter expert status on the job

Topic 178

Applying Maslow’s Theory

• With Maslow’s theory, an employee’s initial emphasis on the lower order needs of
physiology and security makes sense (Robert Tanner)

• Generally, a person beginning their career will be very concerned with physiological
needs such as adequate wages and stable income and security needs such as benefits
and a safe work environment.

• employees whose lowest level needs have not been met will make job decisions based
on compensation, safety, or stability concerns.

• also, employees will revert to satisfying their lowest level needs when these needs are
no longer met or are threatened

• this places an extra obligation on managers to act humanely when difficult

organizational decisions such as staff reductions have to be implemented.

• callous implementation of difficult decisions will cause the remaining employees to

feel threatened

Topic 179

Motivation Strategies 1

Page 98
Educational Leadership (EDU 602)

• a high level of employee motivation is derived from effective management practices

• to motivate, a manager must treat people as individuals, empower workers, provide an

effective reward system, redesign jobs, and create a flexible workplace

Empowering Employees

• Empowerment occurs when individuals in an organization are given autonomy,

authority, encouragement and trust, to achieve a task

• permits choices and to transform choices into desired actions and outcomes.

Providing an Effective Reward System

• rewards are for people whose performance accomplishments help meet organizational
objectives

• rewards are often used to reinforce employee behavior that is desired to be continued

• there are two ways:

• Extrinsic rewards are externally administered

o valued outcomes given to worker by manager – bonus, promotion, time off,

assignment, praise

• Intrinsic rewards are self‐administered

o “feels good” – feeling of competency, personal development, and self‐control over

work

Topic 180

Motivation Strategies 2

Redesigning Jobs

• applies motivational theories to the structure of work for improving productivity and
satisfaction

• when redesigning jobs, managers look at both job scope and job depth

• redesign attempts may include the following:

Job enlargement or horizontal job loading

• increases the variety of tasks a job includes

• quality or the level of challenge of those tasks remains same

• reduces monotony

Page 99
Educational Leadership (EDU 602)

• as employee's boredom decreases, employee’s quality of work increases

Job rotation

• assigns people to different jobs or tasks to different people on a temporary basis

• adds variety and brings people to realize the jobs’ interdependency

• renews interest and enthusiasm and encourages higher levels of contributions

Job enrichment or vertical job loading

• includes not only an increased variety of tasks, but also provides an employee with
more responsibility and authority

• if job skills match with jobholder's abilities, improves morale and performance

Topic 181

Team

What is a Team?

• a group of people that has a job to do, either as paid participants or as volunteers

• a group that has spent some time together, either in smaller increments over a long
period of time

• a group that achieves cohesiveness

• a group with a common objective and one purpose - members are interdependent

• whereas other groups may recognize the strengths of each member, team members
rely on the strengths of each member to accomplish the objective

Page 100
Educational Leadership (EDU 602)

Topic 182

Work groups vs. Teams

• next 2 slides show main differences between work groups and teams

• as you can see, work groups have strong individual focus and teams have strong
collective focus

• individual is not lost in a team – instead his work is coordinated to fit in with the
greater good

Page 101
Educational Leadership (EDU 602)

• tables indicate that teams meet more often than traditional work groups

• work groups meet periodically to hear and share information

• teams do much more than communicate when they meet

Page 102
Educational Leadership (EDU 602)

• team leadership is participatory

Topic 183

Team Development 1

• teams and groups are living organisms with certain predictable stages of development

• next slide depicts the progression of team development through a series of steps on a
graph.

Stage One - Forming

• period in which members are guarded in their interactions as they’re not sure what to
expect from other team members

• also the period in which members form opinions of their teammates

• productivity is low during this stage

Forming – to enhance team development:

• share responsibility

• encourage open dialogue

• provide structure

• direct team issues

• develop a climate of trust and respect.

Topic 184

Team Development 2

Page 103
Educational Leadership (EDU 602)

Stage two - Storming

• characterized by competition and strained relationships among team members

• there are various degrees of conflict dealing with issues of power, leadership and
decision-making

• this is the most critical stage for the team

Storming – enhance team development by:

• joint problem solving

• setting norms for different points of view

• establishing decision-making procedures

• encouraging two-way communication

• supporting collaborative team efforts

Stage three – Norming

• characterized by cohesiveness among members

• members realize their commonalities and learn to appreciate their differences

• functional relationships are developed resulting in the evolution of trust among

members

Norming – to enhance team development:

• discuss frequently and openly about concerns

• encourage members to manage the team process

• give positive feedback

• support consensus decision-making efforts

• delegate to team members max possible

Topic 185

Team Development 3

Stage Four – Performing

- the team now has the capability to define tasks, work through relationships and
manage team conflicts by themselves.
- Members interact with out fear of rejection
- Leadership is participative and shared

Page 104
Educational Leadership (EDU 602)

Performing to enhance team development:

- Offer feedback when requested

- Support new ideas and ways of achieving outcomes
- Encourage ongoing self assessment
- Develop team members to their fullest potential
- Look for new ways

Stage 5 – Transforming

- Occurs when the team is at such an effective level of functioning that it can redefine
its shared purpose and respond quickly to change
- Leadership is shared, trust is high, and communication is open

The most effective teams arrive at decisions through “consensus” by following a rational
process that includes:

- Identifying the issues

- Setting a specific objective
- Gathering and analysing the facts
- Developing alternatives
- Deciding and acting

Topic 186

Team Roles

Action Oriented Roles

Shaper

- Challenges the team to improve

Implementer

- Puts ideas into action

Completer Finisher

- Ensures through, timely completion

People Oriented roles

Coordinator

- Acts as a chairperson

Team worker

Page 105
Educational Leadership (EDU 602)

- Encourages cooperation

Resource Investigators

- Explores outside opportunities

Thought oriented roles

Plant

- Presents new ideas and approaches

Monitor-Evaluation

- Analyzes the options

Specialist

- Provides specialized skills

Topic 187

Resource Management

Definition of Important Terms

Resource

- An available means

Management

- Judicious use of means to accomplish an end

What are the available resources?

- Materials
- Human resources
- Time
- Space
- Information
- Relationship

Resources can easily put into abundance with large funding

Limited resources necessitated careful usage

Resources are limited

Main focus, as such, is on the utility of our resources

Page 106
Educational Leadership (EDU 602)

That is, for every rupee spent there must be a corresponding value for it

Major issue, therefore, is to have value for money at any point in time for all spending

This concept applies to issues in resource management

Topic 188

Concept of Value for Money

- A comprehensive examination of the extent to which financial, human and physical

resources are managed with due regard to economy, efficiency and effectiveness.
(Kanadasamy 2003)
- An appraisal of the extent to which resources were managed with due regard to
economy, efficiency and effectiveness and in conformity with applicable rules and
procedures. (Auditor General of Pakistan 2003)

- Small differences in definitions.

- Core meaning of value for money is clear in all the definitions i.e. economy,
efficiency and effectiveness.
- Value for money (VfM), then, is a requirement to maximize the use of scarce
resources in our daily operations.

Page 107
Educational Leadership (EDU 602)

Topic 189

The Three E’s of VfM 1

Economy

Economy is defined as “minimizing the cost of resources used for an activity having regard to
the appropriate quality”

That is economy is the practice of careful spending, discretion and good house keeping

Relates to all types of resources such as physical, human, time and information

Economy is observed in getting any resource when proper attention is given to the right
amount and of the right kind, right place and the right time, and at the right cost.

A value mindset aligns interests of the manger spending money with those of the owners of
the money.

He/she spends money in the interests of its owners.

Topic 190

The Three E’s of VfM 2

Efficiency

Efficiency refers to the relationship of inputs and outputs – relevant to the use of resources.

For example teacher pupil ratio in a school; machine-hours to output ratio in a factory.

An increase in output without a corresponding increase in input, or getting the same output as
before with a reduced input indicates increase in efficiency.

The focus of efficiency is to obtain maximum useful output from the resources devoted for an
activity.

Key elements in adopting efficiency measures are:

- An awareness of the desired goals.

- A need to plan operation as efficiently as possible for all given level of resources.
- The need for structured organization.
- The provision of work instructions.

Topic 191

The three E’s of VFM 3

Effectiveness

Page 108
Educational Leadership (EDU 602)

Effectiveness means that “the service as provided meets a real need properly”.

It is an ends-oriented concept that measures the degree to which predetermined goals and
objectives for a particular activity or program are achieved.

Effectiveness can be viewed in three ways:

1. Program effectiveness
This relates to the continuing relevance of a programme, the attainment of its intended
objectives, its impact and its cost-effectiveness.
2. Operational effectiveness
This relates to the achievement of output targets, the delivery system of goods and
services produced and the cost effectiveness of these systems.
3. Organizational effectiveness
This relates to the overall capability of the organization and the interactions among
strategic planning, management structures, processes and human and financial
resources.

Topic 192

Summary

- Core value for the value of money is clear in all the definitions i.e. economy,
efficiency and effectiveness.
- VfM then, is a requirement to maximize the use of scarce resources in our daily
operations.
- Economy means doing them cheaply i.e. cost of labour, information, materials etc. are
kept under control.
- Efficiency means doing things well, that is with good systems and inputs which avoid
waste and rework.
- Effectiveness means doing the right things, that is achieving the objectives.
- No matter how cheap your operation is, no matter the degree of your efficiency, if
your operation is not effective the effort is total waste.
- A good manager does things right (efficient).
- A good leader does the right things (effective). The importance of leadership becomes
obvious.
- If it is considered that economy and efficiency are of small consequences its
effectiveness is not attained.
- Most losing organizations are over managed and under led.
- Their managers accomplish the wrong things beautifully and efficiently.
- They climb the wrong wall. (Joseph Campbell, 1985)

Topic 193

Finance management

Page 109
Educational Leadership (EDU 602)

What is finance?

A broad term that defines two related activities:

• the study of how money is managed, and

• the actual process of acquiring needed funds

o includes: resource allocation, resource management, acquisition and investment

– all money matters

What is financial management?

The efficient and effective management of money (funds) in such a manner as to accomplish
the objectives of the organization

• specialized function directly associated with the top

Management

What is the difference between accounting and financial management?

• financial management includes everything that involves finances, assets, and

resources

• it takes part in planning, control, and decision-making

• accounting is more about reporting the financial information of a particular business

entity

• records transactions, keeps, analyzes and reports financial info

• calculates and advises profit and loss of the business after a fixed tome period

Topic 194

Budgeting

• budgeting is an important part of planning

• it incorporates system of preparing and using budget, monitoring, and correction

system

• it helps to achieve organization’s goals, and assists in running a more effective

organization

• budget is the most critical part of financial management

• a budget is simply a plant that outlines how money will be spent ; your household
budget is also a plan

Page 110
Educational Leadership (EDU 602)

• forces confrontation with future

• drives the need to control future

• budget has two main features

o Formalized it is written down

o Quantitative it is expressed in numbers (rupees)

• budget is the means to the end

Topic 195

Budget

Key reasons for having a budget: 

Goals: set a map for the future.

Effective Evaluation: goals broken into objectives/ time blocks, allow performance
assessment

Compel Managers: to think and plan ahead.

Communication & Unity in the organization: goals have to be conveyed, people convinced
and performance quantified.

Restrict expenditure: develop ability to limit how much money is spent on certain operations

Ensure that capital is not wasted on unessential items or the company does not overpay for
economic resources used in the business

Budgetary factors are of two types-

(a) Resources 

Including men, money, machines, markets

(b) Goals 

Sales/ revenue, inventory, expenditure, production

Topic 196

Budget Structure

• Budget structures define framework in which individual budgets are established,

maintained, tracked, and controlled

• Each budget structure is composed of budget levels that indicate the budget hierarchy
of the structure

Page 111
Educational Leadership (EDU 602)

• Budget structures consist of one to four budget levels that correspond to increasingly
more detailed levels of budgeting in the structure.

• each budget structure has its own attributes

A Master Budget will have following levels of budgets:

1. Operational Budget provides all the info necessary to prepare a budgeted P&L
account

2. Financial Budget includes cash budget, financial statement, projections other than
P&L account

3. Capital Budget reviews all the capital Projects/ Investments

4. Performance Reports provide tools for monitoring and measuring success of the
budget

Topic 197

Budget Preparation

Budget Formulation

Generally: 4 basic steps:

1. Environmental statement a scan of the operating environment against long term

missions

2. General objectives and policies policy statement based on global needs and
co-concerns

3. A set of assumptions item-wise assessment of operational parameters and resources

available

4. Measure goals Goals, broken down activity-wise, for easy monitoring and control

FORECASTING

• budgets are primarily based on past trends - follow historical pattern

• yet, environmental changes which have appreciable impact, viz:

o technology upgrades,

o initiatives by rivals,

o changes in laws have to be suitably adjusted

• ANTICIPATED

Page 112
Educational Leadership (EDU 602)

FORECASTING

A conservative estimate of how much revenue you will have next year

• look at what you made last year, and extrapolate and forecast from that based on
likely market conditions

Budget and forecast predict business results

Topic 198

Monitoring and Control

Budget Monitoring is the continuous process by which we ensure the

Action plan is achieved, in terms of expenditure and income

• ensures the economic, effective and efficient use of resources

• identification of likely opportunities and/or problems, and action

Budgetary Control

• the essence: comparing budgeted figures with performance

• • If performance is below the budgeted figure, it is known as a  negative variance

• • If performance exceeds budgeted figure, it is known as a positive variance 

EXAMPLE

• a negative variance in expenditure matched by a positive variance in production is a

sign to Monitoring Authority that cost control measures are being efficiently
implemented

Topic 199

Conflict management

What is Conflict Management?

The process of limiting the negative aspects of conflict while increasing the positive aspects
of conflict

• Aims to improve group outcomes, including performance in organizational setting

(Rahim, 2002)

What is Conflict?

“A situation that arises when one party perceives that another party has negatively
affected, or is about to negatively affect, something that the first party cares about”

Page 113
Educational Leadership (EDU 602)

• Can also originate from past rivalries and personality differences

• A disagreement in which parties involved perceive a threat to their needs, interests,

concerns or interpretations.

Two main forms:

• Substantive conflict dissent over goals, resources, rewards, policies, procedures, and
job assignments.

• Emotional conflict feelings of anger, distrust, dislike, fear and resentment, as well as
relationship problems

Topic 200

Understanding Conflict 1

• A conflict is more than a mere disagreement - it is a situation in which people

perceive a threat (physical, emotional, power, status, belief system, etc.) to their well-
being.

• As such, it is a meaningful experience in people's lives, and not to be taken lightly

• As in any problem, conflicts contain substantive, procedural, and psychological

dimensions to be negotiated

• In order to best understand the threat perceived by those engaged in a conflict, we

need to consider all of these dimensions

• Participants’ response is likely to be based on their perceptions of the situation, rather

than an objective review of it

• People filter their perceptions, and reactions, through their values, culture, beliefs,
information, gender, experience, and other such variables

Topic 201

Understanding Conflict 2

• Conflicts are normal experiences within the work environment

• They are also, to a large degree, predictable and expectable situations that naturally
arise as we continue managing complex and stressful projects in which we are much
involved

• As such, if we develop procedures for identifying conflicts likely to arise, as well as

systems through which we can constructively manage conflicts, we may discover new
openings to transform conflict into a productive learning experience

Page 114
Educational Leadership (EDU 602)

• Creative problem-solving strategies are essential to positive approaches to conflict

management.

• We need to transform the situation from one in which it is 'my way or the highway'
into one in which we find new possibilities which were elusive

Topic 202

Conflict Awareness Model 1

• when we say “management”, many different words might come to mind, some
positive some negative

• when we say “conflict”, most often the words that come to mind are all negative

• no wonder managers perceive conflict to be a major problem at work.

• if properly managed, conflict can actually be a positive opportunity in the work place

• exploring the positive side of conflict begins with being aware of the different types
of conflict you may encounter at work

• most can be classified in four groups

1. Open conflict

Occurs when people who have different interests demonstrate it with antagonistic behaviors

• This conflict is very visible and has deep roots, sometimes over several generations.

• Both the causes and the effects need to be addressed.

Topic 203

Conflict Awareness Model 2

2. Latent conflict

When people have different interests, but do not respond with antagonistic behavior

• This conflict lives below the surface

• It might need to be brought out into the open before it can be effectively addressed

3. False conflict

Occurs when people have common interests, but antagonistic behavior

• This has shallow roots

• It may be due to misunderstanding of goals

Page 115
Educational Leadership (EDU 602)

• Can be addressed by better communication and appreciation of each other’s opinions

4. No conflict

Occurs when people have common interests and compatible behavior

• Any peaceful community is likely to face conflict sometime

• Though communities in this category are good at resolving conflict before it develops

Topic 204

Transitions in conflict Thought

1. Traditional View

• Survived from the 1930’s into the 1940’s

• Claims that all forms of conflict hold harmful effects for an org.

• Brought about by a lack of communication between the staff

• To be avoided, by focusing on the causes and correcting these

2. Human Relations View

• Was popular from 1940’s to 1970’s

• Argued that conflict was a natural occurrence in all groups and org.

• Acceptance of conflict

• At times, conflict may even benefit a group’s performance

3. Interactionist View

• Widely accepted today

• Actively encourages certain types of conflict within the organization

• Because a completely cooperative, harmonious group of ‘yes-men’ may lead the

organization into a static, non-responsive entity

Topic 205

Functional vs. Dysfunctional Conflict 1

Functional Conflict supports the goals of a group – its presence within the organization
actually improves performance

• With proper management, following beneficial results can be obtained:

Page 116
Educational Leadership (EDU 602)

• Satisfy certain psychological needs like dominance, aggression, esteem and ego, and
thereby provide an opportunity for the constructive use and release of aggressive
urges

• Provide creative, constructive and innovative ideas

• Facilitate an understanding of the problem, people and interrelationships between

people, better co-ordination among individuals and departments, in addition to
strengthening intra group relationships

• Motivate and add variety to an individual’s organizational live; individual’s abilities

and talents come to the front in a conflict situation

• Provide diagnostic information generating cues for better management to prevent

occurrence of similar

Topic 206

Functional vs. Dysfunctional Conflict 2

Dysfunctional Conflict

By comparison, acts as a barrier to the performance of the group and frustrates the objectives
of the org.

• Conflicts may lead to work sabotage, morale problems, and consequent loss of
productivity

• In a conflict situation people may promote their self-interests at the cost of others in
the organization

• Intense conflicts over a prolonged period affect individuals emotionally and

physically and give rise to psychosomatic disorders

• Conflicts affect individual and organizational performance; resolving conflicts

consumes a considerable amount of managerial time and energy which could be spent
more productively in the absence of conflicts

Differentiate functional from dysfunctional conflict

• Task conflict relates to the content and goals of the work – functional Relationship
conflict focuses on interpersonal relationship-dysfunctional

• Process conflict relates to how the work gets done - functional

Topic 207

Types of Conflict

Interpersonal conflict refers to a conflict between two individuals.

Page 117
Educational Leadership (EDU 602)

• Varied personalities may result in incompatible choices and opinions.

• A natural occurrence, can eventually help in personal growth or developing relations

with others.

Intrapersonal conflict

Occurs within an individual - the experience takes place in the person’s mind

• Psychological, involves individual’s thoughts, values, principles and emotions.

• Inability to read inner struggles can make it quite difficult to handle

Intragroup conflict

Happens among individuals within a team

• Cause: incompatibilities and misunderstandings among these entities

• Within a team, can be helpful in coming up with decisions which will eventually
allow them to reach their objectives as a team

Intergroup conflict

When misunderstanding arises among different teams within an org.

• Due to the varied sets of goals and interests of these different groups

• Or a rivalry in resources

• Or the boundaries set by a group to others which establishes their own identity as a
team

Topic 208

Sources of Conflict

Daniel Katz (1965), identified three sources

1. Economic conflict involves competing motives to attain scarce resources

o each party wants to get the most that it can

o behavior and emotions of each party is directed toward maximizing its gain

2. Value conflict involves incompatibility in ideologies - the preferences, principles and

practices that people believe in

3. Power conflict when each party wishes to maintain or maximize the amount of
influence that it exerts in the relationship

Most conflicts are not of a pure type, but involve a mixture of sources; e.g. :

Page 118
Educational Leadership (EDU 602)

Union-management conflict typically involves economic competition, but may also

take the form of a power struggle and often involves different political values

Topic 209

Conflict Management Techniques 1

Forcing also known as competing.

• An individual firmly pursues own concerns despite the resistance of the other person

• May involve pushing one viewpoint at the expense of another or maintaining firm
resistance to another person’s actions.

Possible advantages

• May provide a quick resolution to a conflict

• Draws respect when firm resistance were a response to an aggression or hostility

Limitation

• May negatively affect your relationship with the opponent in the long run

Win-Win (Collaborating)

Also known as problem confronting or problem solving.

• Sees this as an opportunity find a mutually beneficial result

• Includes identifying the opponents’ concerns and finding jointly acceptable solution

Possible advantages

• Leads to solving the actual problem

• Builds a foundation for effective collaboration in the future

Limitations

• May require more effort and more time than some other method

• May not be practical for quick solution

Topic 210

Conflict Management Techniques 2

Compromising

Looks for an expedient and mutually acceptable solution which partially satisfies both parties

Page 119
Educational Leadership (EDU 602)

• For example, when the goals are moderately important and not worth the use of more
assertive or more involving approaches, such as forcing or collaborating

Possible advantages

• Faster issue resolution

• More practical when time is a factor

• Lowers the levels of tension and stress

Limitations

• May result in a situation where both parties are not satisfied with the outcome (a lose-
lose situation)

Smoothing also known as accommodating

• Accommodating the concerns of other people first of all, rather than one's own.

• When it is important to provide a temporary relief from the conflict or buy time until
you are in a better position to respond/push back

Topic 211

Stress management

What is Stress

• The reaction people produce to excessive pressures or demands placed upon them -
arises when they worry that they cannot cope

• Body's reaction to a change that requires a physical, mental or emotional adjustment

or response

• Stress may be defined as "a state of psychological and / or physiological imbalance

resulting from the disparity between situational demand and the individual's ability
and / or motivation to meet those demands."

• Stress is often termed as a twentieth century syndrome, born out of man's race
towards modern progress and its ensuing complexities

• Stress occurs when the pressure is greater than the resource.

• S=P>R

Topic 212

Hans Selye's Model of Stress

Page 120
Educational Leadership (EDU 602)

• Hans Selye (1907- 1982) was a Hungarian endocrinologist; was first to give a

scientific explanation for stress:

An event that threatens an organism’s well-being (a stressor) leads to a 3-stage

response:

Stage 1: Alarm

Stage 2: Resistance

Stage 3: Exhaustion

Stage 1: Alarm

The “ Fight or Flight” response that prepares the body for immediate action

• Sympathetic nervous system is activated

• Adrenalin released into the bloodstream to meet the threat/ danger

• Body’s resources now mobilized

Stage 2: Resistance If

The source persists, the body prepares for long-term protection, secreting hormones to
increase blood sugar levels

• Common and not necessarily harmful, but must include periods of relaxation and rest
to counterbalance the stress response

Stage 3: Exhaustion If stressor continues beyond body’s capacity, organism exhausts

resources (emotional, physical and mental)

o Body experiences adrenal exhaustion,

o Lesser stress tolerance

o And becomes susceptible to disease, collapse, even death

Topic 213

Levels of stress

Stress can be both positive and negative.

• It is our response to stress—how we manage stress—that makes a difference in terms

of how it affects us.

EUSTRESS

Good stress resulting from pleasant events or conditions

Page 121
Educational Leadership (EDU 602)

• nature: curative

• positive cognitive response to stress that is healthy

• gives positive feeling of fulfillment

• significantly positive correlation with life satisfaction and hope

DISTRESS

Stress resulting from unpleasant events or conditions

•  Bad stress

• If a stimulus we react to is negative, we are actually feeling “distress” though we label

it as stress. e. g. death of a close friend

Acute stress

• Resulting from specific events or situations that involve novelty, a threat to ego,
unpredictability, and leave us with a poor sense of control

Chronic stress

It is a prolonged stress that exists for weeks, months, or even years – due to poverty, broken
families

Topic 214

Potential stressors 1

- Factors that cause stress are called "Stressors"

ORGANIZATIONAL LEVEL STRESSORS

Organisational Climate: A high pressure environment which places chronic work demands
on employees fuels the stress response

Organisational Structure defines the levels of hierarchy, the degree of rules and regulations
and where decisions are made.

• Excessive rules and lack of participation in decisions are examples of structural

variables that might be potential stressors

Organisational Leadership represents the managerial style of the organisation’s senior

executives

• Some chief executive officers create a culture characterised by tension, fear and
anxiety

Page 122
Educational Leadership (EDU 602)

Organisational Changes when changes occur, people have to adapt to those changes and
this may cause stress

Occupational Demands some jobs are more stressful than others

• Jobs that involve risk and danger produce more stress

Topic 215

Potential Stressors 2

Work Overload Excessive work load puts a person under great pressure and leads to stress -
work overload may take two forms:

Qualitative: a job that is complicated or beyond the employee's capacity

Quantitative: too many activities to be performed in prescribed time

Work Under-load: very little work, or too simple or repetitive work is done by the
employee

• Doing less work or jobs of routine and simple nature would lead to state of monotony
and boredom

• Which can lead to stress

Working Conditions: employees may be subject to poor working conditions – e.g. poor
lighting and ventilations, excessive noise and dust, etc.

• Unpleasant conditions create physiological and psychological imbalance in humans

thereby causing stress

Second-hand Stress

• Workers who always appear rushed and busy increase the stress levels of almost
everybody whom they came in contact with throughout the day

• Overall team productivity actually decrease due to raised stress levels

Topic 216

Stress Control

Organizational Strategies

Role Analysis Technique (RAT): helps both the manager and the employee to analyse the
requirements and expectations from the job

• Helps to eliminate reduction of work and thus lowers down the stress level

Delegation: can directly decrease workload upon the manager and help to reduce the stress6)

Page 123
Educational Leadership (EDU 602)

More Information & Help: helping inexperienced/ less-informed employees would lead to
much efficient, effective work

• Would also reduce anxiety and stress

Organizational Stress Management Program Targets

• Redesigning work to minimize stressors

• Creating more flexible work hours

• Better communication and team-building practices

• Better feedback on worker

Topic 217

Change Management

What is Change?

- To make the form, nature, content, future course etc. of something different from
what it is or from what it would be if left alone.

What is change management?

“A systematic approach to dealing with change, both from the perspective of an organization
and on the individual level”.

“To define and implement the procedures to deal with the changes and to profit from changes
opportunities”.

What IS, and IS NOT, Change Management (CM)

• CM is not a stand-alone process for designing a business solution

• CM is the processes, tools and techniques for managing the people-side of change

• CM is not a process improvement method

• CM is a method for reducing and managing resistance to change when implementing
process, technology or organizational change

• CM is a necessary component for any organizational performance improvement

process to succeed

Topic 218

Change Implications

• modern organizations face constantly varying

Page 124
Educational Leadership (EDU 602)

→ market conditions,

→ customer demands,

→ technologies,

→ input costs and

→ competition

They must adapt to these shifting forces to avoid being swallowed up by other companies

Change management is managing the impact that these crucial adaptations can have on the
people of an organization

Four typical responses to change are:

• the critic who opposes the change

• the victim who panics

• the bystander who

Ignores the change

• the navigator who is empowered to work with the changing circumstances

The challenge for manager is to help people become navigators

Organizations must continually adapt in order to survive – to create change navigators

Topic 219

The Change Framework

• No two changes are exactly alike, nor are any two organizations

• The application of change management should never become so automatic and

rote that it becomes like a "recipe" of tasks

• the result may be that you learn the 'how' but not the 'why‘

Understanding the 'why' makes you better at the 'how‘

The right approach: specific to the situation

• Lacking understanding of the 'why' behind your actions as a change manager, changes
may fail even when sound change management processes are followed

• Work like a ‘chef’ not as a ‘cook’

Page 125
Educational Leadership (EDU 602)

• A cook does exactly as the recipe calls for – follows steps – but does not know why
the recipe works

• May be surprised at the outcome – and not always pleasantly!

• Changes in temperature and other variables can affect the results greatly

• A chef understands the chemistry of what is occurring, and knows the 'why' behind
each element of the recipe

• When variables change, chefs can adjust to create the outcome they want

Topic 220

Resistance to Change

• Many change-managers assume that by building Awareness of the need for change,
they have also created for workers a Desire to engage in that change

• Assumption is that desire automatically follows awareness

• It is a mistake!

The normal reaction to change is resistance

• The current state has great holding power

• The possibility of losing what we have grown used to & comfortable with creates
worry, anxiety and fear.

• Future state is often unknown or ill-defined - uncertainly creates fear

The key message

Because resistance to change is normal

Resistance should be expected

• As such, our planning activities should be designed to soften that resistance

• Manage resistance early and at its source

• For effective change management shift from preventing and managing resistance to
engaging employees and building enthusiasm and passion around the change

• Accept resistance

• Enable mangers

• Do not overlook culture

Topic 221

Page 126
Educational Leadership (EDU 602)

Change is a Process (1)

Change occurs as a process, not as an event change in org. does not happen
instantaneously because there was a notice, an announcement, or order

• Individuals do not change just because they received an email or attended a training
program

• When we experience change, we move from what we have known and done, through
a period of transition to arrive at a desired new way of behaving and doing our job.

• Treating change as a process is the central component of successful change

management

• Breaking down the change into distinct phases allows you to better tailor your
approach to ensure employees successfully adopt the change

Topic 222

Change is a Process (2)

• Whatever the change, technological, business processes or a new reporting structure,

there is always a Current State (how things are done today), a Future State (how
things will be done) and a Transition State (how we will move from point A to point
B).

1. The Current State

• The collection of processes, behaviors, tools, technologies, structures and job roles
that constitute how work is being done

• It may not be working great, but it is familiar and comfortable because we know
what to expect.

2. The Transition State

• It is messy, constantly changing, unpredictable and often emotionally charged –

challenging

• Productivity declines

• Requires us to accept new perspectives and learn new ways of behaving, while still
keeping up our day-to-day efforts running

3. The Future State

• It is where we are trying to get to - often not fully defined, and can actually shift
during our efforts

Page 127
Educational Leadership (EDU 602)

• Can often be worrisome – it may not match our personal and professional goals, and
there is a chance that we may not be successful

Topic 223

Kotter’s Model of Change

John Kotter (1996) has outlined an eight-step model for effective change efforts

• Steps 1–4 help unfreeze the status quo

• Steps 5–6 introduce new practices, and

• Steps 7–8 ground the changes in a new culture to ensure sustainability

• Steps 1–4 help unfreeze the status quo

 create conditions for change

• Steps 5–6 introduce new practices

 introduce new practices

• Steps 7–8 ground the changes in a new culture for sustainability

 maintain momentum

Topic 224

Page 128
Educational Leadership (EDU 602)

Managing Change (1)

Step 1: Create a Sense of Urgency Help others see the need for change and the importance
of acting immediately

• Identify the key stakeholders, groups, and individuals in the org. who must
feel the need for change

• To make the case for change, it is essential to talk about the need for change,
the consequences of not changing, and the ways to solve the problems

• Ensuring a sense of urgency among people is crucial to getting cooperation for

change

Step 2: Pull Together the Guiding Team

Make sure there is a powerful group guiding the change―one with

o leadership skills,

o credibility,

o communications ability,

o authority,

o analytical skills, and

o a sense of urgency

o remember that one person cannot implement wide-scale change; a coalition is

essential

o when building a guiding coalition, think whether they have the right mix of
skills, knowledge, and capabilities

o ensure that they do!

Topic 225

Managing Change (2)

Step 3: Develop the Change Vision and Strategy deciding what to do

• clarify how the future will be different from the past, and how you can make
that future a reality

• leaders must create a compelling vision – & a strategy to realize it

• the vision must answer the questions

Page 129
Educational Leadership (EDU 602)

“What do we want to achieve?” and

“Where do we want to be in the future?”

It is important that the guiding coalition be instrumental in the creation of the vision and
strategy

Step 4: Communicate for Understanding and Agreement making it happen

• after determining vision and strategies, they must be effectively communicated

• failure to implement change is often the result of under- or poor-

communication

• ensure that max others understand and accept the vision and strategy

• an environment must be established where concerns can be brought forward

and discussed without fear of retribution

• accept and plan for resistance – resisters help to clarify the issue

Topic 226

Managing Change (3)

Step 5: Empower Others to Act Remove as many barriers as possible so that those who
want to make the vision a reality can do so

 systems or structures that undermine the change vision, and other obstacles to change,
must be changed / eliminated:

 set short-term goals

 encourage people to speak up – and differ

 encourage people to take risks – give them freedom

 tell people as much as you know – do not hide

 encourage personal reflection and learning

 give training / support

 encourage teamwork

Step 6: Produce Short-Term Wins create some visible, unambiguous successes as soon as
possible

• demonstrate success of the initiative

Page 130
Educational Leadership (EDU 602)

• plan and create the wins – be sure to visibly recognize and reward people who
made the wins possible

Topic 227

Managing Change (4)

Step 7: Don’t Let Up press harder and faster after the first successes

• be relentless with instituting change after change until the vision becomes a reality

• you may have to change systems, structures, and policies that do not fit the
transformation vision

Kotter recommends that to solidify the changes you should:

• hire, promote, and develop people who can implement the change vision

• strengthen the process with new projects, themes, and change agents

Step 8: Create a New Culture hold onto the new ways of behaving and make sure they
succeed until they become a part of the very culture of the group

• also, develop a means to ensure leadership development and succession

• remember that changing culture comes last, not first.

• it is only after people change their actions that there can be a change in culture

Topic 228

Summary

What to expect from change

• sense of loss/confusion

• mistrust/ a “me” focus

• fear of letting go of that which led to success in the past

• people holding onto and valuing the past

• high uncertainty, low stability, high emotional stress – high conflict

Addressing mind-set

• learn the change-matter thoroughly yourself

• explain the purpose of change

• convey the benefits

Page 131
Educational Leadership (EDU 602)

• link daily activities to their higher purpose and benefits

• paint a picture of the successful future

• build relationships

Topic 229

Organizational Change

What is Organizational Change?

- The process by which organizations move from their present state to some desired
future state to increase their effectiveness.
- Aims to increase an organization’s ability to create value by finding better ways of
using resources and capabilities.

Need for Change

Based on external or internal forces. Performance gap disparity between existing and desired
performance levels.

- Current procedures are not up to standard.

- New idea or technology could improve current performance.

Targets of change include improving effectiveness at four different levels:

- Human resources
- Functional resources
- Technological capabilities
- Organizational capabilities

General Rule:

Change is bottom up.

Topic 230

Targets of Change (1)

Human Resources

Changes include:

- Investment in training and development.

- Promotion and reward systems.
- Restructuring the top- management team.
- Socializing employees into the organizational culture.

Page 132
Educational Leadership (EDU 602)

- Changing organizational norms and values to motivate aa multicultural and diverse

workforce.

Functional resources

Changes Include:

- Transferring resources to the functions where the most value can be created in
response to environmental change.
- An organization can improve the value that its functions create by changing its
structure, culture and technology.

Topic 231

Targets of Change 2

Technological capabilities

Change include:

Efforts aimed at giving an organization the capacity to change itself in order to exploit market
opportunities.

Adoption and use of new technologies.

Development of new products/technologies and modifying the existing ones.

Technological capabilities are a core competence.

Changing organizational design.

Changing strategy.

Culture and structure.

Changes that penetrate entire organization.

Topic 232

Types of Change

Successful organizations simultaneously take up two types of planned change.

Evolutionary change:

Change that is gradual and narrowly focused – incremental.

Revolutionary change:

Which is sudden, drastic and broadly focused – transformational.

Evolutionary Change

Page 133
Educational Leadership (EDU 602)

Sociotechnical Systems Theory:

Changing role and task or technical relationships to increase organization’s effectiveness.

Topic 233

Tool for Change

Force Field Analysis – Kurt Lewin

Force field analysis a powerful strategic tool used to understand what is needed for change.

- Two sets of opposing forces within an organization determine how change will take
place.
- Forces for change and forces against or resistant to change.

Topic 234

Page 134
Educational Leadership (EDU 602)

Unfreeze preparing the organization to accept that change is necessary – involves breaking
down the existing status quo.

- Start at the core – challenge the beliefs, values, attitudes and behaviors that currently
define the organization.
- Prepare compelling message why change?

Change people begin to resolve their uncertainty and look for new ways to do things – they
start to believe and act in ways that support the new direction.

- People to understand how the changes will benefit them.

- Hands on management is the best approach.

Refreeze people and the organization internalize or institutionalize the changes.

- Ensure that changes are used all the time and are incorporated into everyday business
with a new sense of stability, employees feel comfortable with the new ways of
working.

Topic 235

Organizational Culture

- The topic of organizational culture is increasingly understood as a company asset that

can be used to increase business performance.
- Culture of an organization greatly influences its countless decisions and actions.

What is organizational culture?

Page 135
Educational Leadership (EDU 602)

Pattern of shared values and beliefs that produce certain norms of behavior is called
organizational culture.

For example, how things are done, for some, culture is considered the” glue” that holds an
organization together and for others, the “compass”.

It is a system of meaning that members share and that distinguish the organization from
others dominant cultures core values shared by the majority of organization’s members
subcultures core values of the dominant culture plus additional values unique to the members
of the department/geography.

Topic 236

Elements of Organizational Culture

1. Artifacts – symbols of culture in the physical and social work environment.

2. Values: following are the values

Espoused: what members of an organization say they value.

Enacted: reflected in the way individuals actually behave.

3. Assumptions are deeply held beliefs that guide behaviors and tell members of an
organization how to perceive and think about the things.

Topic 237

Functions of Organizational Culture

Managing internal integration

- Creating a common language and conceptual categories.

- Defining group boundaries and criteria for inclusion/exclusion.
- Distributing power and status.
- Developing norms of intimacy and friendship.
- Defining and allocating reward and punishment.
- Explaining the unexplainable ideology and religion.

Page 136
Educational Leadership (EDU 602)

- Mission and strategy will be shared understanding of primary tasks.

- Goals are derived from mission.
- Means – how goals should be achieved.
- Measurement – determining how well the group is doing.

Managing external adaptation

- Correction – remedial and repair strategies.

- Focus on the external problems.
- Successful management of external problems will determine your success.
- Leadership and culture are intertwined.

Topic 238

Organizational Culture and Performance

- Kandula (2006): the key to good performance is a strong culture. A positive and
strong culture can make an average individual perform and achieve brilliantly.
- A negative and weak culture may demotivate an outstanding worker to underperform.
- Magee (2002) contends that without considering the impact of organizational culture,
organizational practices such as performance management could be counterproductive
because the two are interdependent and change in one will impact the other.
- Due to difference in organizational culture, same strategies do not yield same results
for two organizations in the same industry and in the same location.

Topic 239

Types of Organizational Culture

Clan oriented cultures are family-like, with a focus on mentoring, nurturing and doing things
together.

Adhocracy oriented cultures are dynamic and entrepreneurial, with a focus on risk taking
innovation and doing things first.

Market oriented cultures are results oriented with a focus on competition, achievement and
getting the things done.

Hierarchy oriented cultures are structured and controlled with a focus on efficiency, stability
and doing things right.

Hierarchy and market focus on stability. Clan and Adhocracy focus on flexibility and
adaptability.

A hierarchy culture based on control will lead mainly to incremental change.

A focus on adhocracy will lead to innovative, breakthrough change.

Page 137
Educational Leadership (EDU 602)

Topic 240

Is there any difference between organizational and corporate culture?

- Both are usually used interchangeably.

- Both refer to the shared values, outlooks and approaches within an organization.
- However corporate culture focuses on for-profit corporation.

Topic 241

Decision making

The process of:

- Examining your possibilities and options,

- Comparing them &,
- Choosing a course of action.

Some decisions are comparatively simple:

- For example: Is this assignment now ready to be sent to my teacher?

Conversely, some decisions are complex:

- For example: Which of these candidates should I select for the job?

Simple decisions require simple process of decision making.

But difficult decisions involve issues like these:

Uncertainty---- many facts may not be known.

Complexity----- many interrelated factors are to be considered.

High-risk consequences----- impact of decision may be substantial and serious.

Alternatives---- each has its own set of uncertainties and consequences.

Interpersonal issues----- it can be difficult to predict how other people will react.

Topic 242

Six C’s of Decision Making

A model of decision making:

1. Construct
2. Compile
3. Collect
4. Compare
5. Consider

Page 138
Educational Leadership (EDU 602)

6. Commit

Construct a clear picture of precisely what must be decided.

Compile a list of requirements that must be met.

Collect information on alternatives that meet the requirement.

Compare alternatives that meet the requirements.

Consider the “what might go wrong” factor with each alternative.

Commit to a decision and follow with it.

Topic 243

Barriers of effective decision making (1)

Psychological biases

- Decision makers do not always behave in an objective manner in the way they gather,
evaluate, and apply information in making their choices.
- People have biases that interfere with objective rationality.
- These are reflected in:
a) Illusion of control

People’s beliefs that they can influence events, even when they have no control over what
will happen. Such overconfidence in business may be tragic- decision makers ignore risks
and fail to objectively evaluate the odds of success.

b) Framing effects

Decision bias influenced by how the problem or decisions alternative is phrased or

presented. For example, course A had 70% chance of profit and course B 30% chance of
loss- the choices were equivalent – manager selected course A. (Bateman and Zeithaml)

c) Discount the future

A bias giving short term costs and benefits more weightage than longer term costs and
benefits. For example, many people would avoid going for dental check-up now even
though condition may worsen in future. Negative long term consequences.

Topic 244

Barriers to Effective Decision Making (2)

Time pressures

Page 139
Educational Leadership (EDU 602)

Today’s fast business setting asks for acting quickly- slow decisions may become
irrelevant. But fast decisions may ignore caution, supress conflict and make decisions on
one’s own without consulting other.

Managers – cut quality

Speed-trap = dangerous

Social realities

Many decisions are made by a group rather than by an individual manager.

In slow moving firms, interpersonal factors decrease decision-making effectiveness.

Even the manager acting alone is accountable to the boss and to others and must consider
the preferences and reactions of many people.

Important managerial decisions are marked by conflict among interested parties.

Therefore, many decisions are the result of intensive social interactions, bargaining and
politicking.

Topic 245

Decision making in Groups

- Spitzer and Evans (1997) advise that in today’s complex business environment,
significant problems should always be tackled by groups.
- Hence it is important to understand how groups operate and how to use them to imp-
rove decision making.
- The basic philosophy “two heads are better than one”.
- If enough time is available, groups usually make higher quality decisions than most
individuals acting on their own.
- However groups often are inferior to the best individual. (Hill, 1982)

Advantages of using a group:

- More information is available when several people are involved in making the
decision.
- Multiple perspectives to solve the problem are available.
- Group discussions offer intellectual simulation.

Topic 246

Common Decision Making Errors

Hearing and seeing only what we want

Page 140
Educational Leadership (EDU 602)

- Each individual has their preferences or biases which gravitate them to certain
information.
- Best way to deal with this issue is to identify your biases and preferences and to be
open to the information when making decision.

Excessive reliance on the information from others

We often rely on certain individuals for information and support. Usually suitable – but if not
closely involved in the problem situation they may not have the necessary information or
knowledge to help make decision.

Placing too little emphasis on the information you receive from others

Members of team are most closely involved in a problem situation and have the most
pertinent info in relation to the problem--- solution: involve team members in the decision
making process.

Ignoring your intuition

On many occasions we are actually aware at a subconscious level of the correct course of
action. Unfortunately, we often tend to ignore our intuition. Intuition is useful in non-standard
situations and in expedient decision making.

Topic 247

Total Quality Management

What is quality?

“Meeting and exceeding the implied and stated needs of the customer”

Who is a customer?

(Also called client) is the recipient of a good, service, product, or idea, obtained from a seller,
or supplier for monetary or other consideration of value

• external customer: the end user

• internal customer: other divisions of the company that receive the processed product

Customer satisfaction?

A measure of how products and services supplied by a company meet or surpass customer
expectations

What is TQM?

Page 141
Educational Leadership (EDU 602)

• The integration of all functions and processes within an organization in order to

achieve continuous improvement of the quality of goods and services

• A preventive culture to get things done right the first time

Total

• Made up of the whole

Quality

• Degree of excellence a product/ service provides

Management

• Act, art or manner of planning, controlling, and directing

TQM is the art of managing the whole (org) to achieve excellence

Topic 248

Absolutes of Quality

Philip Crosby - Quality is Free (1979)

• Quality is defined as conformance to requirements, not “goodness”

• The system for achieving quality is prevention, not appraisal

Philip Crosby - Quality is Free (1979)

• The performance standard is zero defects, not “that’s close enough”

• The measurement of quality is the price of non-conformance, not indexes

The Framework of TQM

• Everyone in the organization must be committed to quality

• Relationships are changed within the organization

• Departments become customers of and suppliers to other departments – internal

customers

The Framework of TQM

• These supplier/ customer relationships should ensure a chain of quality throughout the
organization

• Weak links in this chain can be identified and strengthened

• Use of better working practices and worker commitment to quality

Page 142
Educational Leadership (EDU 602)

Topic 249

TQM and Continuous Improvement

• TQM aims for continuous improvement in all work

• It leads to continuously improving processes, technology, and people and machine

capabilities in the org.

• The key idea is that mistakes can be avoided and defects can be prevented

• Mistakes may be made by people, but most of them are caused, or at least permitted,
by faulty systems and processes.

• As such, root cause of such mistakes can be identified & eliminated, and errors
prevented by changing the process (Gilbert, 1992)

Major tools:

1. Preventing mistakes (defects) from occurring (mistake-proofing or poka-yoke).

2. Where cannot be absolutely prevented: detecting them early to prevent them being
passed down the value-added chain (inspection at source/ next stage)
3. Where mistakes recur: stopping production until the process can be corrected, to
prevent the production of more defects

Topic 250

Implementation Principles and Processes

• Preliminary step is to assess current reality of the organization

• i.e. org.’s history, its current needs, events that lead to TQM, and the existing quality
of employee’s working life

• If org. track record is of active responsiveness to environment, it will be easier to

implement

• If an org. has been historically reactive and has no skill at improving its operating
systems, there will be employee skepticism, and a lack of skilled change agents as
well

• A management audit will identify current levels of org. functioning and areas to
change

• An organization should be basically healthy before beginning TQM

• If it has significant problems such as an unstable funding base, weak administrative

systems, lack of managerial skills, or poor employee morale, TQM would not be
appropriate - Tichey’83

Page 143
Educational Leadership (EDU 602)

Topic 251

Steps in Managing the Transition

PLAN

• establish objectives

• establish a plan that will facilitate achieving goal

• establish a system of measurement

DO

• plan for implementation

• implement the plan on pilot basis

STUDY

• compare the results with the objectives

• identify gaps

• analyze the causes for gaps and exceptional results, if any

ACT

• Standardize procedures that met/exceeded goal

• If gaps, improve plan, & carry out PDSA again

Page 144
Educational Leadership (EDU 602)

Topic 252

TQM and ISO

ISO – International Organization for Standardization – established in 1947 to ”facilitate the

international coordination and unification of industrial standards”

• A management system to monitor the functions and data of a specific organization.

• ISO describes the functions and the actions that you need to be able to have the
minimum standard of quality systems in place.

• ISO can be considered as a tool to implement TQM, and also has some requirements
like strict documentation for audit purposes.

• You can easily monitor your records with ISO management system.

• TQM focuses on finding the best and maximum results, and how to get to them – it is
a management program based on quality – TQM does not require any kind of
documentation.

• ISO is a program to help you with the management process.

• TQM more of a program, it helps you become involved in the whole process in the
proper manner.

• ISO requires more sophisticated data analysis.

• TQM is more practical.

Topic 253

Educational Administration

“The systematic arrangement of human and material resources and programs that are
available for education, and carefully using them systematically within defined guidelines
or policies, to achieve educational goals” (Nwanko 1987).

• Educational Administration (EA) is connected with:

o educational management,

o conduct,

o operation, and

o management of whole educational operation from conceptual framework to line of

action

Page 145
Educational Leadership (EDU 602)

o is concerned with the efficiency and commitment that the available manpower puts
together to help in goal realization

o adopts practical measures to ensure the work system assists educational process, &
meets with the set goals and objectives

Topic 254

Nature of Educational Administration

• Educational institutions have constantly changing environment.

• About ¼th of their student population changes every year.

• Faculty/staff do not stay in the same place ever.

• So, there must always be a refreshing change in line with situation in the institution.

• Educational institutions must constantly identify and implement improvements in

their setup – procedures, curricula, new needs and technologies.

• EA is to update teaching-learning process ensuring that the objectives are realized.

• Edu.admin.is not a thing of intellectual beauty but a hub of educational activities,

where all excellent ideas policies and practices fail, in absence of good administration.

• It is the attitude of work, and efficiency in implementation.

Topic 255

Objectives of Educational Administration 1

• Execute: plans

• Direct: line of action

• Supervise: work done

• Advice: proper ways

• Stimulate: efficiency

• Explore: new vistas

• Lead: learners’ program

• Assist: ways to adopt results and diagnose, all the practices done in the field of
education

Execution lays foundation of an institution

• collects and puts resources together

Page 146
Educational Leadership (EDU 602)

Material resources building, furniture, labs…

Non-material resources i.e. human resources - managers, teachers….

Abstract resources ideas, ideals, philosophy

Direction fixes the aims which are generally contained in the ‘Motto’ of the educational
institution

• Direction is needed continuously to remain focused till the ‘Motto’ is achieved

• For example, curriculum divided term-wise; must essentially be obeyed

Topic 256

Objectives of Educational Administration (2)

Supervision

Quality of supervision adds to quality of work

• Supervision is doubly needed in teaching and learning i.e. supervision in material

resources and human resources

• Accomplishment of learning program is an indispensable task of EA

Advise & Stimulate

Take an analytical view, and then advise and stimulate new ways

• First observe the planned program, see the results of all those program, and weigh
them wisely

• Promote new plans and see their feasibility for introduction in the task

Explore

Research & re-organize the whole program of education

• Explore if there is any set-back or room for improvement in the set program and plans

• Explore new methods, techniques and devices

• Education is a nonstop process – explore/reorg

Lead & Assist

Program needs to be initiated properly and directed well

• The objectives of EA become workable when they are assisted properly

• To run, handle and control whole program needs proper monitoring

Page 147
Educational Leadership (EDU 602)

Topic 257

Scope of Educational Administration (1)

• The scope of EA is quite widespread

• It includes all types of activities that take place in the field of teaching-learning task

• Administration must first conceive all round development of education and then
ensure the maximum development

1. Planning: an activity which leads to future course of action

Tt ensures:

(i) Recognition of goals

(ii) Proper use of resources

(iii) Prevention of wastage, overlapping and haphazard efforts

(iv) Definiteness and orderly execution

2. Budgeting: quantitative expression of a plan for a defined period of time

• A process of giving an estimated account of revenues and expenditures

• Expresses strategic plans of the org.‘s activities or events in measurable terms

Topic 258

Scope of Educational Administration (2)

3. Organizing: systematic arrangements of:

(i) Material equipment

Buildings, furniture, libraries, laboratories, workshops, etc. to supplement learning

(ii) Human equipment

All persons involved in teaching-learning situations to contribute – students, teachers, HM…

4. Communicating

• Includes all the means, both formal and informal, by which information is passed up,
down, and across the network of bosses, managers and staff 

• Internal comm. is vital for relations and getting the job done – external is critical for
survival

5. Coordinating

Page 148
Educational Leadership (EDU 602)

“Task of inter-relating various parts of the work”.

• Division of labor exists in the working of an org

• As such, overall work is divided in components

• Each component is a responsibility of an individual or a group

• Coordination needed for goal accomplishment

Topic 259

Scope of Educational administration 3

6. Controlling

 Ongoing activity to verify whether things are progressing as planned

 Goals are expected to be achieved as specified in time, quantity, place, etc.
 Necessary to ensure compliance with set plans and curb/ restrain deviation–use
authority

7. Decision making

 Reaching a judgment or conclusion regarding an issue

 Org. decision making is an institutionalized process – end product of combined
efforts of people at diverse levels
 Decision is made from alternatives submitted to the decision maker

8. Staffing

 Whole personnel function of bringing in and training the staff, and maintaining
positive work conditions
 Includes recruitment, dismissal, resignation, and retirement, staff health, safety and
welfare, training, salary and wages, etc.
 The manpower needs

Topic 260

Role of School administrator

The school administrator has two important functions:

1. Administration of the school.

2. Supervisions of the personnel involved in teaching and learning includes everything
in school: the plant, staff, curriculum, techniques and methods, co-curricular……

In old authoritarian schools, where the school administrator was a dictator, the SA (School
administrator) only needed ability to inspire awe/fear in students and staff and all went well.

Page 149
Educational Leadership (EDU 602)

Now the emphasis is more on freedom of participation and reciprocal cooperation.

Leadership in democracy is known by the personalities it enriches, not by those it

dominates or captivates.

- SA has to earn the leadership.

- Must come into close contact with teachers, students and parents.
- Earn trust.

Topic 261

Role of School Administrator 2

Community Leader

- SA needs to study their community thoroughly, learn its resources of wealth and
deploy accordingly.
- Produce a continuous long term improvement programme.
- Exercise initiative to meet new needs.

Improvement of instruction

- The most important role – calls for deliberate, long-range planning.

- Requires creative, cooperative and constructive supervisions.
- Classroom visitation, patient work with teachers over time.

Curriculum Development and improvement

- Learning at school be constantly adapted to emerging needs/changes.

- Accept experiments.
- Be open to new ideas – encourage inquiry.
- Follow up studies of dropouts/slow learners.
- Provide time and space for curriculum work.

Topic 262

Role of School Administrator (3)

School plant management

- It includes all permanent and semi permanent structures/educational facilities in the

school used for the achievement of all educational objectives: site, buildings, physical
equipment, recreational spaces, textbooks, etc. (Olchuckwu, 2002)
- Desirable levels of students’ academic performance may not be possible where
instructional spaces such as classrooms, libraries, technical workshops and
laboratories are lacking or ill-planned. (Ajayi, 2007)

Page 150
Educational Leadership (EDU 602)

- SA to ensure that every possible opportunity is realized to have the physical plant
contribute positively to the approved educational process:
1. Planning plant facilities
2. Equipping the facilities
3. Utilizing and maintenance

Topic 263

Functions of School Administrator

The SA has three fundamental functions:

- Administering meaning
- Administrating community
- Administering excellence

Administering meaning

- To provide opportunities to students to discover meaning in their world – the meaning

of nature, of human affairs and human relationships.
- Enabling them to learn beyond memorizing superficial knowledge for success at
examinations.

Administering community

- To convert the traditional separation of the individual from the community into their
essential union.
- Creating more chances for cooperative learning and teamwork to build learning
organization.
- Management by commitment not control.

Administering excellence

- To promote and encourage high quality performance in school, not only in terms of
productivity, innovations or technical ability but more so in terms of the students’
character and to mold them to be useful citizen and members of the society.

Topic 264

Administration vs. Management

- Educational administration and educational management are synonymous, often used

interchangeably.
- Both mean getting things done in an organized manner to achieve the targets but the
concepts are quite different.

Page 151
Educational Leadership (EDU 602)

- Administration is the setting up of objectives and crucial policies of every

organization. Management is the act or function of putting into practice the policies
and plans decided upon by the administration.
- Administration is a determinative function. Management is an executive function.
- Administrators are mainly found in government, military, religious and educational
organizations. Management, on the other hand is used by business enterprises.
- Administration handles the business aspects. Management deals with employees
- Administration top level – owners who invest the capital and receive profits.
Management middle level activity – group of managerial persons, who leverage their
specialist skills to fulfil the objectives of an organization.
- Administration is planning, organizing. Management is motivating, controlling.

Topic 265

Supervision

Supervision is said to be a relationship between senior and junior member of a profession

that:

o is evaluative,

o extends over time,

o serves to enhance the skills of the junior person, and

o monitors the quality of the services offered by the junior person

o defining supervision is challenging – there are different meanings in different

contexts

Proctor (1987) stresses upon three domains:

1. Formative (Educative) relates to supervisee learning, development of skills and

development of professional identity

2. Normative (Managerial) refers to accountability, developing best practice

principles, ethical and legal considerations, compliance with organizational procedures and
professional standards for the well-being of the users/ clients

3. Restorative (Supportive) considers the impact of work on the supervisee and the necessary
psychological support required to offer professional support to the supervisee - this function
can help lessen the stresses and impacts of the work and promote supervisee’s well-being

Page 152
Educational Leadership (EDU 602)

Topic 266

Supervision Implications

• The role of a supervisor, as differentiated from that of a manager, is often very hazy in
a multi-level organization

• In some cases, every level of management gets involved in supervision and duplicates
the function

• Often, this produces negatives results

• First, this leaves little time for managers to perform their own jobs, which are
distinctly different, and essential

• Second, when the org. feels the managerial activities are not being done, it adds
additional levels of management, increasing overhead costs

• Third, managers using up supervisors’ work denies supervisors learning by

experience – cannot be offset with training

• Study by Columbia University indicates that successful org. strengthens authority of

first line supervisors and expands their control

Topic 267

Supervision in Organization (1)

Seven distinctively different positions can be found in any sizable org.

Mission workers

“The non-supervisory people who perform the work of their group – e.g. mission of
accounting unit is to fulfill accounting needs – those who do the actual account work are
mission workers- accountants, etc”.

Personal service workers

“The non-supervisory people who work directly for a manager or supervisor”.

• They provide help or service, but do not do “the work” – e.g., staff assistant, secretary

Lead workers

“Those who have some supervisory responsibility but the assigned mission work load is so
heavy it leaves very little time for true supervision”.

Supervisors

“People who have mission & lead workers reporting to them”.

Page 153
Educational Leadership (EDU 602)

• Very important position

• Unique responsibility

Topic 268

Supervision in Organization (2)

Managers

“Those who have supervisors and/ or other managers reporting directly to them”.

(Also = “line managers”)

Staff Managers

(Also = “staff specialists”)

“People who serve line managers with specialist advice, but have no mission workers,…etc..
reporting to them”.

Top executives

“Members of top management who have managers or supervisors reporting to them, plan the
org.’s future, figure how to acquire necessary resources and establish overall policy”.

• Having a personal service worker (such as a secretary) reporting to a person do not

qualify that person as a supervisor

• Only mission workers and lead workers reporting to a person will qualify the
person as a supervisor

• Titles also do not qualify

Topic 269

Supervisor vs. Manager

 The supervisor is that member of the management team who has expert knowledge of
the specific methods and techniques by which mission workers should be doing their
work

 As such, supervisors do not do the same kind of work as mangers do

 Supervisor is concerned with getting the work done today

 Manager should be involved with resource management, anticipating the needs for
tomorrow’s work, and planning for tomorrow

Page 154
Educational Leadership (EDU 602)

 Org. does not perform as a team when these two positions get confused

 Supervisor plays very significant role, and fulfills three major responsibilities, as:

1) Head of workgroup
2) Coordinator with other supervisors
3) Management member

Topic 270

Major Responsibilities

1. Head of workgroup

Ensures that the work gets done, free of errors, meets quality standards, & within budgeted
costs:

 To accomplish, gets involved in details of:

 How the work is going?

 How should be going?

 Equipment capacity?

 Likely to meet requisite quality/ costs / timeline?

2. Coordination with other supervisors

Coordination is a lateral function, not diagonal or triangular

• Often, a workgroup requires resources from other workgroups

• Supervisor of this group coordinates with others

• Allows the org. to work effectively as designed

3. Member of management

• As the mission workers look upwards into the org, they should see supervisor as
denoting management – the first management person to solve issues and guide

• When managers look downwards, must see link to mission worker

Page 155