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D016 LEADERSHIP FOUNDATIONS AND ETHICS
QUESTIONS AND CORRECT ANSWERS
Transformational leadership Intellectual stimulation is characterized by enabling "followers to think of old problems in new ways" Laissez-faire A leader who allows staff to determine how they will achieve goals and perform job functions has which leadership style Situational leadership The basic principle underlying situational leadership is that the leader adapts her leadership behavior to followers' "maturity," based on their willingness and ability to perform a specific task. Autocratic leadership style Centralizing authority, making decisions alone, and expecting followers or subordinates simply to follow instructions Authoritative leadership style That gives direct, clear, details instructions as to what, when, and how work is to be done Discipline Protecting instructional time from interruptions protecting teachers from internal and external distractions Intellectual stimulation (transformational leadership) Intellectual stimulation is characterized by enabling "followers to think of old problems in new ways" Optimizer In solving a problem searches for optimal solution Order leadership style Formal network of communication
If the principal holds a faculty meeting and shares information regarding the new reading program, the formal communication network is being used Informal network of communication Informal network, often referred to as "the grapevine," does have some negative features, of which the most noted are distortion and rumors (unsubstantiated information). Downward communication Information that flows from higher to lower levels in the organization's hierarchy. Upward communication Information that flows from lower to higher levels in the organization's hierarchy. Perhaps the form of communication that is most prone to filtering Horizantal communication When individuals communicate with other individuals of the same status in the organization, horizontal communication is occurring Vertical communication The term vertical is not used here to refer to the direction of the communication; rather, it describes a pattern that focuses on combining upward and downward communication, making leaders more visible through face-to-face contact. Diagonal communication Communication that cuts across vertical and horizontal channels. Wheel network A communication network in which a gatekeeper regulates the flow of information from all other members Cognitive dissonance theory The theory that we act to reduce the discomfort (dissonance) we feel when two of our thoughts (cognitions) are inconsistent. For example, when our awareness of our attitudes and of our actions clash, we can reduce the resulting dissonance by changing our attitudes Communication accommodation theory The view that individuals adjust their verbal communication to facilitate understanding. Communication accommodation theory
Reflective communicators strive to avoid conflict. They are concerned with interpersonal relationships and communicate in a manner that will not offend others. They are excellent listeners and are likely to say nothing rather than say something that causes conflict. The magistrate These leaders combine aspects of the noble and socratic styles. They communicate in a domineering manner, displaying an air of superiority. These individuals tell you exactly what they think and will go into great detail to get their point across. The candidate Candidates combine aspects of the socratic and reflective styles. They display a warm and supportive disposition, communicating in a very likable manner. However, they are analytical and chatty, providing a great deal of information. The senator These leaders have skillfully developed both the noble and reflective styles of communication. The two styles are not mixed; rather, the leader skillfully moves between the two as the situation warrants. Cognitive dissonance theory The theory that we act to reduce the discomfort we feel when two of our thoughts are inconsistent Communication accommodation theory The view that individuals adjust their verbal communication to facilitate understanding. 3 modes of online tools (communication) Absorbing information, sharing information and engaging with others Social media This movement away from one-way communication practices toward a two-way dialogue with stakeholders has signaled a shift in marketing and public relations practice.social media tools such as blogs, microblogs, social networking sites, podcasts, and online videos.social media in a collaborative conversation that promotes transparency, trust, and a stronger connection to the organization. First order change
Temporary or superficial changes within a system that do not alter the basic organization of the system itself. Second order change Change that is multidimensional, multilevel, discontinuous and radical 2 decision making approches Autocratic and participatory Autocratic leadership A form of leadership in which the leader makes decisions on his or her own and then announces those decisions to the group. Participatory leadership A style of leadership in which the leader and group members work together to make plans and decisions 6 practices to meet the needs of students
- Review and analyze assessment reports 2. Assess the current conditions 3. Review the content material.4 conduct a broad-based review and discussion.5 formulate curriculum committees 6.develop a plan for instructional improvement. Instructional impact team The impact team consists of the principal, an instructional coach, a professional school counselor, a special education teacher, and a regular education teacher. The team performs eight research-based functions: (a) reviewing, analyzing, and using student achievement data; (b) setting and monitoring benchmarks and result indicators; (c) creating action plans based on data analysis and overseeing the implementation of those plans; (d) sharing interpretations of the data with others and providing support for the use of the data in the school; (e) communicating and celebrating student achievement with the entire school community; (f) assisting in the professional development of those who use the data in the school; (g) monitoring student achievement on an ongoing basis using an effective, systematic approach; and (h) regularly reflecting on the data and the instructional practices and adjusting accordingly. Adaptive changes
- Engage stakeholders and build strong coalitions
- Design and implement a plan
- Communicate effectively throughout the change process 3 elements of a change manager
- Engage stakeholders and build strong coalitions 2.design and implement a plan
- Communicate effectively throughout the change process 8 elements of action for a change leader
- Understand the nature of the change
- Make the case and create urgency
- Begin with a vision for change and communicate it
- Create coherence
- Understand how change affects others
- Spread success
- Incorporate change into the school culture
- Focus on personal leadership Appreciative inquiry (ai) Focuses on finding the best in people and working together to achieve a jointly constructed and shared purpose, vision, and goal. Discovery, dream, design, and destiny. Ai is suggested to result in transformational change only if it addresses problems of real concern of staff. Identifying the negative may not be generational but it may still have a place in the overall ai and leadership process. The constructivist principle This principle, is to know and understand an organization as a human construction, as ever changing, and is 'how' one knows an organization Principle of simultaneity The questions we ask and the changes we make are not separate moments but are considered to be simultaneous. Poetic principle We can choose how to perceive situations (glass half full)organization is much like an emerging book
Anticipatory principle Positive questions and reflections stem from positive anticipation of the future. (step 2 of ai) Positive principle (ai) Positive affect, caring, shared meaning, and purpose fuel change efforts. Empirical-rational Leaders do not have to be coercive; they simply present the necessary information regarding the desired change Normative-re-educative Group activities are initiated to bring about changes in the norms of the group through changes in attitudes, values, skills, and relationships. This strategy facilitates the desired change being made by the group without the leader applying strong pressure. Power-coercive strategy Managing strategy that assumes that people will listen to authority figures & do as they are told to do. *example- only choosing the path that a manager wants you to follow Eight elements essential for leading sustainable innovation efforts Element 1: public service with a moral purpose element 2: commitment to changing context at all levels element 3: lateral capacity building through networks element 4: intelligent accountability and vertical relationships element 5: deep learning element 6: dual commitments to short-term and long-term results element 7: cyclical energizing element 8: the long lever of leadership Educational leadership values Common values might include, but are not limited to, honesty, transparency, flexibility, collaboration, perseverance, and respect for diversity. Critical connections for future educational leaders should tie in to a willingness to work as a team in a shared model of leadership. Transparency and honesty build trust, so members of the organization understand why decisions are made and how they connect to the overall mission and
Ethical checklist Is it legal? Is it balanced? How will it make me feel about myself? Stench test, front page test, mom test Characteristics of educational leadership Characteristics associated with educational leaders are honesty, transparency, and empathy. A leader's ethical approach needs to model what is expected of those they are leading. Relationships are important; however, the video points to a key component of understanding the difference between friendship and professionalism. While both relationships require honesty, transparency, and empathy, the modeling of these behaviors in a professional environment is crucial in building the trust that is necessary to allow an organization to grow and evolve toward a common goal. Inspirational power Influence of a person based on other people's admiration and desire to model themselves after him or her. Charismatic power Form of personal power that makes people attracted to you Expert power Influence based on special skills or knowledge Persuasive power Power derived from a person's ability to allocate and manipulate rewards. Power due to the ability to use logic and facts to persuade, Knowledge power Gaining knowledge in order to perform and action. Power derived from a person's ability to control unique and valuable information Coersive power Power based on fear. Power that comes from the ability to punish Personal beliefs My personal beliefs and values focus on how i can be a better person today than i was yesterday. I am not in competition with others, only myself. I utilize and value time to
reflect on ways i am able to support and empathize with others as well as ways in which i can improve and grow. Others perceive me as driven, focused, and dedicated. I understand the importance of relationships as being critical to success as a leader. I am viewed as being humble, ensuring the focus is never about me as an individual but rather the collective success of the group or those around me. When reading this educational leader's sample response, notice how the expert describes their perception, beliefs, values, and plan for growth. Four component model of moral maturity 1.moral sensitivity. This involves the ability to interpret the reactions of other people and to be aware of how our actions affect others. • 2.moral judgment. This refers to intuitions about what is most fair and moral. • 3.moral motivation. This is the importance assigned to professional moral values over personal values when one is faced with an ethical dilemma. 4.moral character. This refers to an individual's disposition to act on her moral convictions. Three ethical levels
- Personal interest level: the reason for doing "the right thing" at this level is to serve one's own needs or interests.
- Maintaining norms level: dilemma resolution is focused on maintaining the existing legal system, rules, and/or societal and professional norms or codes.
- Post conventional level: dilemmas are resolved on the basis of consensus-producing procedures (e.g., majority vote), due process, safeguarding minimal basic rights, or on an appeal to moral principles. Four component model of moral behavior Refers to the model developed by narvaez and rest, which states that the production of moral behavior requires moral sensitivity, reasoning, motivation, and character.(1) courage; (2) a philosophy of the common good; (3) gut feelings; and (4) difficulty in defining ethics. The 5 p's of ethical power are:
*be a role model for fairness *be consistent *train teachers to be responsible for their actions *know the mores of your school and community *understand that you and your teachers are accountable for your actions *provide adequate supervision of students at all times *avoid being alone with students *dont ignore situations *require proper use of internet *school equipment is school property *avoid inappropriate relationships with students. Six core accountabilities
- Securing their employees' commitment to pursue ambitious and attainable goals. 2. Providing the authorities and resources their subordinates need in order to deliver on their ambitious commitments (as discussed above in relation to qqt/r). 3. Ensuring that employees do meet all of their fixed-and-relative organizational obligations or get managerial agreement to change them. That is, they continually measure whether their employees are keeping their word, no surprises, and continually judge whether they are earning their keep.4. Calling subordinates to account if they fail to meet their obligations. 5. Giving subordinates constructive feedback about their effectiveness and formally appraising their performance. 6. Coaching subordinates to enhance their effectiveness to help them work as closely as possible to their full potential and the role's maximum required effectiveness. Responsibility vs accountability Responsibility is what an individual demands of himself or herself. It has to do with one's conscience, aspirations, and internal standards. Accountability has to do with specific obligations one has to another individual based on commitments each has made to the other. Lead Leveraging: using strategies to lift up the organization to achieve a task or goal that is otherwise seemingly impossible
engaging: the creation of a psychological contract between educational leaders and teachers and staff (an unspoken contract to make the relationship work as a means to get the job done) aligning: an understanding of teacher and staff activities and goals as they are related to the school's mission, vision, and values developing: encouraging all teachers and staff to work toward their goals and meet their full potential Levers Engagement, alignment, development Preserve ethical standards List ethical standards and keep them visible. Utilize a trusted colleague to get feedback on decisions. Ask questions consistently to guide decisions (e.g., how does this decision impact the safety and well-being of students? How does this decision impact the organization as a whole? If this decision involved a different individual, group, program, etc., would i make the same decision? Does this decision align with the vision and mission of the organization?). Conversational leadership Conversational leaders are able to articulate core questions and ensure that all key stakeholders are heard when those questions are being asked and answered. Mission statement A statement of the organization's purpose - what it wants to accomplish in the larger environment Vision statement Expresses what the organization should become, where it wants to go strategically Core values statement Statement of principles to guide an organization as it works to achieve its vision and fulfill its mission, for both internal conduct and external interactions; it often includes explicit ethical considerations
