Leadership in Delta
Workshop
Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Introduction
The Leadership in Delta Workshop was designed as a tool to help sorors
enhance their leadership skills and abilities and to provide insight into effective
leadership behavior. It supports the leadership training needs dictated by our sorority
and focuses on the soror as leader within the organization and within the community.
The module uses individual and group activities, questionnaires/surveys, case studies,
and discussion questions for self-assessment. It was designed to be used as a guide
not only for chapter purposes, but for individual purposes as well.
Consistent with our theme for the biennium as articulated by our 23rd National
President, Dr. Louise A. Rice, “One Mission, One Sisterhood: Empowering
Communities through Committed Service,” the Leadership Academy offers this training
module as a unified approach to leadership development.
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Agenda
ƒ Introductions
ƒ Meditation
ƒ Review of Workshop Purpose/Objectives
ƒ Defining Leadership
ƒ Effective Leadership Characteristics
o Learning Activity
ƒ Leadership Styles
o Learning Activity
ƒ Leadership vs. Management
ƒ Leadership Competencies
o Learning Activity: Case Study
ƒ Issue Discussion (Debrief)
ƒ Leadership Self Development Plan
ƒ Closing Activity: Reflection – 10 Rules of Respect
ƒ Wrap-Up and Workshop Evaluation
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Objectives
The purpose of the leadership workshop is to provide participants with knowledge and
skills that will serve to enhance their performance as leaders and to encourage sorors to
assume leadership roles within the organization and in the community.
Objectives:
o To increase awareness of the different approaches to leadership.
o To generate specific practical actions that can be implemented in leadership
roles.
o To provide effective leadership skills to be used by sorors in the organization
and in the community.
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Definition
of Leadership
Develop a group definition of leadership. Focus on what you deem
appropriate for a leader in an African-American woman’s
organization.
GROUP DEFINITION
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Characteristics of an Effective Leader
Leadership Domains
Cognitive
Knowledge
Affective
Emotions
Leadership Characteristics
Cognitive domain (knowledge)
The ability to:
o
o
o
o
o
o
o
o
communicate- verbally and written
engage others/draw people
out/voice to voiceless
listen
reframe/redirect information
build consensus
make sound decisions/problem
solving
lead with objectivity/facts
learn knowledge base in subject
matter/topic
o
o
o
o
o
o
o
o
o
o
Affective domain (feelings)
The ability to:
o
o
o
o
o
o
o
o
o
respect others
maintain good rapport with members/others
maintain positive perception of others
exhibit trust/integrity
exhibit good judgment
display positive personal interaction
be a visionary
be a visionary
be creative
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
admit need to redirect
manage time
analyze
resolve/manage conflict
negotiate
present information
recognize need for change
organize/plan
motivate
practice flexibility
Leadership Self-Assessment Activity
This survey is designed to provide you with feedback about your level of preference or comfort with leadership characteristics and skills.
If you have NOT performed a task before, estimate how difficult the task would be for you to learn to perform.
Circle the number on the scale that you believe comes closest to your skill or task level. Be honest about your choices as there are no right
or wrong answers - it is only for your own self-assessment.
Very
Strong
Moderately
Strong
Adequate
Moderately
Weak
Very
Weak
1.
I enjoy communicating with others.
5
4
3
2
1
2.
I am honest and fair.
5
4
3
2
1
3.
I make decisions with input from others.
5
4
3
2
1
4.
My actions are consistent.
5
4
3
2
1
5.
I give others the information they need to do their jobs.
5
4
3
2
1
6.
I keep focused through follow-up.
5
4
3
2
1
7.
I listen to feedback and ask questions.
5
4
3
2
1
8.
I give praise and recognition.
5
4
3
2
1
9.
I criticize constructively and address problems.
5
4
3
2
1
10.
I have a vision on where we are going and set long term goals.
5
4
3
2
1
11.
I can be assertive when needed.
5
4
3
2
1
12
I treat others with respect and dignity.
5
4
3
2
1
13.
I make myself available and accessible.
5
4
3
2
1
14.
I accept ownership for team decisions.
5
4
3
2
1
15.
I set guidelines for how others are to treat one another.
5
4
3
2
1
16.
I can respond to an soror who is upset with me or someone else
in the chapter.
5
4
3
2
1
17.
I can make a presentation to a group of peers and/or seniors.
5
4
3
2
1
18.
I write reports to be distributed to a group of peers and/or
seniors.
5
4
3
2
1
19.
I know how to influence people and get support.
5
4
3
2
1
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
20.
I admit my mistakes and take responsibility for my actions.
5
4
3
2
1
21.
I like to talk to people and I am a great listener.
5
4
3
2
1
22.
I am a good delegator.
5
4
3
2
1
23.
I can separate the important issues from inconsequential ones.
5
4
3
2
1
24.
I have integrity and can be trusted.
5
4
3
2
1
25.
I am political only when needed.
5
4
3
2
1
TOTAL
Total score for all 5 columns: __________ Final Score
Scoring
Total each of the five columns and then add the five columns together for your final score. The maximum score is 125 while the minimum
score is 25.
As mentioned earlier, there are no right or wrong answers. This means there are no right or wrong scores. This survey is designed to show
you the areas you need to improve in. You lowest scoring answers are the areas you need to improve. See your supervisor or training
department for resources to help you to become more proficient in your weak areas.
Use the table below for a general guideline of where you stand.
o
o
o
87 and above - You are well on your way to becoming a leader.
64 to 87 - You are getting close.
63 and below - Don't Give up! Many before you have continued with their studies to become some of the finest leaders
around.
Use this assessment to help you to determine what skills and abilities you can continue to improve (Strengths) and what skills and abilities
you need to develop (Opportunities for growth).
What are your strengths?
What are your opportunities for growth?
______________________________________________________________________________
Adapted from:
Clark, Don. Leadership Training and Development.” 1997. - http://www.nwlink.com/~donclark/leader/survlead.html
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Leadership Styles
Your leadership style is very important to your success as a leader. Understanding leadership styles and
their impact on leader behavior can help you develop and adapt your own style of leadership which will
result in helping you become a more effective leader.
The leadership styles we look at here are:
•
•
•
•
•
•
•
•
•
•
Autocratic leadership
Bureaucratic leadership
Charismatic leadership
Democratic leadership or Participative leadership
Laissez-faire leadership
People-oriented leadership or Relations-Oriented leadership
Servant leadership
Task-oriented leadership
Transactional leadership
Transformational leadership
Autocratic Leadership: Autocratic leadership is an extreme form of transactional leadership, where the
leader has absolute power over his or her employees or team. Employees and team members have little
opportunity for making suggestions, even if these would be in the team or organization’s interest.
Bureaucratic Leadership: Bureaucratic leaders work “by the book”, ensuring that their staff members
follow procedures exactly. This is a very appropriate style for work involving serious safety risks (such as
working with machinery, with toxic substances or at heights) or where large sums of money are involved
(such as cash-handling).
Charismatic Leadership: A charismatic leadership style can appear similar to a transformational
leadership style, in that the leader injects huge doses of enthusiasm into his or her team, and is very
energetic in driving others forward. However, a charismatic leader tends to believe more in him- or herself
than in their team.
Democratic Leadership/ Participative Leadership: Although a democratic leader will make the final
decision, he or she invites other members of the team to contribute to the decision-making process. This
not only increases job satisfaction by involving employees or team members in what’s going on, but it
also helps to develop people’s skills.
Laissez-faire Leadership: This French phrase means “leave it be” and is used to describe a leader who
leaves his or her colleagues to get on with their work. It can be effective if the leader monitors what is
being achieved and communicates this back to his or her team regularly. Unfortunately, it can also refer
to situations where managers are not exerting sufficient control.
People-Oriented Leadership/ Relations-Oriented Leadership: This style of leadership is the opposite
of task-oriented leadership: the leader is totally focused on organizing, supporting and developing the
people in the leader’s team. A participative style, it tends to lead to good teamwork and creative
collaboration.
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Servant Leadership: This term, coined by Robert Greenleaf in the 1970s, describes a leader who is
often not formally recognized as such. When someone, at any level within an organization, leads simply
by virtue of meeting the needs of his or her team, he or she is described as a “servant leader”. In many
ways, servant leadership is a form of democratic leadership, as the whole team tends to be involved in
decision-making.
Task-Oriented Leadership: A highly task-oriented leader focuses only on getting the job done, and can
be quite autocratic. He or she will actively define the work and the roles required, put structures in place,
plan, organize and monitor.
Transactional Leadership: This style of leadership starts with the idea that team members agree to
obey their leader totally when they take on a job: the “transaction” is (usually) that the organization pays
the team members in return for their effort and compliance. You have a right to “punish” the team
members if their work doesn’t meet the pre-determined standard.
Transformational Leadership: A person with this leadership style is a true leader who inspires his or her
team constantly with a shared vision of the future. Transformational leaders are highly visible, and spend
a lot of time communicating. They don’t necessarily lead from the front, as they tend to delegate
responsibility amongst their team.
Situational Leadership
Leadership style is situational. There is no one “right” way to lead or manage all situations. The leader
must select the most effective approach based on the situation, and in doing so, must consider:
•
•
•
•
The skill levels and experience of team members involved
The type of work involved (routine or new and creative)
The organizational environment (stable or radically changing, conservative or adventurous)
The leader’s own preferred style or natural style.
What is your style?
On the next page you will have an opportunity to check your understanding of the styles
discussed above.
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Leadership Style Activity
Exercise One
Listed below are some scenarios of different leadership styles. Determine what style is
being used, and then discuss if it is correct for the situation or if a different style would
work better. Helpful hint - you have probably been in a similar situation...what was your
reaction to that style at the time?
1. A business major is leading a team of research scientist working on new ways to
use plastic. Although the team discusses the merits of each idea and project, she
retains the final decision making authority.
2. A new supervisor has just been put in charge of the production line. He
immediately starts by telling the crew what changes need to be made. When
some suggestions are made, he tells them he does not have time to consider
them.
3. A chapter committee has worked together for the last four years with very little
change in the committee membership. They always vote whenever a decision
has to be made on how to proceed with the project.
4. The owner of a small electronic store starts every day by telling the three
employees what has to be done and how to do it.
5. A new chapter president has been elected. She immediately calls her executive
board together for a meeting and asks for their ideas and input on implementing
new national initiatives for program development.
6. There are seven people on a special project team and each individual is from a
different department. Although a leader was elected, for a decision to pass it
must have the approval of each individual.
7. A small department performs the same functions every day. To get information
out, the supervisor sends it by email or voice mail, very rarely is a meeting called.
8. A forklift has its forks raised in the air to put some material in the racks. An
employee darts under the forks (safety violation) so he can get back to his workstation in time. The supervisor tells him very sternly not to ever do that again and
notes it in his log.
9. A project is running late. The manager puts out a course of action to take to try to
put it back on track. Later that week she calls a meeting of all supervisors and
key players to create a strategy to keep the project running on schedule.
10. Committee chairs in your chapter are not allowed to make any decisions unless
they are first approved by the chapter president.
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Leadership Style Activity
Exercise Two
Below each of the statements, write some comments about it, such as: did it work, could
a different style have worked better, how did the employees feel about the decision, did
everyone learn from that style and what did they learn, which style is easiest to use
(why?), which style do you prefer the leaders over you to use (why?).
Think of a time when you, or your chapter president or committee chair, used the
authoritarian (autocratic) style of leadership.
Think of a time when you or a leader over you used the participative (democratic) style
of leadership.
Think of a time when you or a leader over you used the delegative (free reign) style of
leadership.
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Leaders vs. Managers
Below is a summary chart showing a comparison of the behaviors exhibited by
leaders and managers. Label the correct column for Leaders and Managers.
Descriptor
_______________
_________________
Essence
Change
Stability
Focus
Leading people
Managing work
Has
Followers
Subordinates
Seeks
Vision
Objectives
Detail
Inspire
Instruct
Power
Apply influence
Wields authority
Appeals to
Heart
Head
Energy
Passion
Control
Dynamic
Proactive
Reactive
Persuasion
Empower
Control
Style
Transformational
Transactional
Exchange
Excitement for work
Money for work
Risk
Takes risks
Minimizes risks
Rules
Breaks rules
Makes rules
Conflict
Uses conflict
Avoids conflict
Direction
New roads
Existing roads
Blame
Takes blame
Blames others
Managers have subordinates. Leaders have followers. Circle the descriptors that
best describe you. Where do you fit?
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Leadership Competencies
Qualities of an Effective Leader
Ethics and Values
An effective leader consistently
• Exhibits Delta’s core beliefs and values
• Demonstrates integrity and ethics
• Adheres to Delta’s Nine Cardinal Virtues during good times and bad
Visioning/Revisioning
An effective leader
• Sees beyond the paradigm
• Thinks beyond day-to-day realities
• Inspires others to embrace the vision
• Routinely adjusts presentation of the vision to fit with the various needs, concerns
and perspectives of the audience
Strategic Agility
An effective leader
• Transforms vision to action
• Plans and organizes a course of action to realize vision
• Utilizes all available resources to realize vision
• Anticipates possible obstacles and develops contingency plans
• Makes sound decisions based on good judgment
Political and Organizational Savvy
An effective leader
• Has complete knowledge of organization doctrine—understands how power,
authority and resources are allocated
• Is well versed in the administration, policies, practices, procedures and finances of
the organization
• Utilizes formal and informal “networks” to realize vision
• Anticipates sensitive issues and plans an appropriate approach
Interpersonal/Relational Savvy
An effective leader
• Moves people to action through positive power & influence
• Builds good rapport & exhibits unbiased behavior with all people involved
• Communicates well with others; uses tact and diplomacy to effectively facilitate and
enhance relationships
• Utilizes the talent of all to realize vision
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Leading Others
An effective leader
• Effectively matches the needs and interests of sorors with the objectives of the
chapter
• Develops successors for key positions
• Maintains an appropriate balance between conducting business and enhancing
sisterhood
• Enhances the personal and professional growth of others
• Promotes teamwork
Communication
An effective Delta leader
• Expresses thoughts clearly, concisely and succinctly
• Modifies style of speaking, writing, or presenting to match the needs and interests of
the audience
• Provides accurate, informative, timely content
• Interacts effectively in small and large settings
Business and Financial Acumen
An effective Delta leader
• Effectively manages resources, both human and financial
• Has a thorough understanding of Delta’s policies, practices and procedures
Planning and Organizing
An effective Delta leader
• Establishes priorities and reasonable targets for the chapter
• Organizes projects in an orderly manner, accurately estimates time and resource
requirements
• Knows when and how to reset priorities when things change
Problem Solving and Decision Making
An effective Delta leader
• Grasps the essence of a problem quickly
• Evaluates the potential risks and benefits when deciding on a course of action
• Uses sound logic and methods to solve difficult problems
• Makes timely, high-quality decisions
Personal and Professional Development
An effective Delta leader
• Lends herself to be taught by others
• Seizes every opportunity for growth & development
• Acknowledges the need for continuing education
• Lends herself to be taught by others
• Seizes every opportunity for growth & development
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Learning Activity
Case Study
(Small Group Activity)
You will be given a case study. In small groups, you are to read
and discuss the situation presented in the case study and
respond to questions.
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Leadership Self Development Plan
Use the table below as a guide for starting your self-development plan on the attached worksheet.
Leadership Level
(Where do you
want to be?)
Development Goals
New Leader
Takes responsibility for actions and
decisions
Learns the organizational systems
Asks questions in order to learn from
others
Establish a relationship with a
mentor
Middle Level Leader
Demonstrates expertise
Develops credibility and reputation
Develops own ideas
Mentors New Leaders
Associate Level Leader
Demonstrates breadth of experience
Provides direction in situations with
significant consequence
Shares ideas for the broader
organization
Mentors Middle Level Leaders
Top Level Leader (The
Executive)
Influences organizational decisions Anticipates and plans for future
operations
Mentors promising Associate Leaders
for key roles in the organization
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
(How do you plan to move to your desired
level?)
Leadership Self Development Plan
Worksheet
Name______________________________________ Date________________
Overall leadership goal:
Next level of leadership: New, Middle, Associate, Executive, Other
Timeline for Plan:
Directed Reading and other Self-Study (Build your leadership development.)
Training (New classes you will take. Training workshops you will attend):
Details (Temporary assignments with new or increased responsibility):
Mentor (Identifying and asking a role model to provide guidance):
Outside Activities (Public service; Membership in organizations.):
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Self Reflection
10 Rules for Respect
These ten rules have transformed the way one church communicates. The
rules form a covenant signed each year by all leaders. Circle the number
that indicates how well you live by each rule.
Not well
1 2
3
Very Well
4
5
1.
If I have a problem with another person, I will go to her
privately.
2.
If someone has a problem with me, I want him/her to
come to me privately and I will try to be open when
he/she comes
1
2
3
4
5
3.
I someone has a problem with me and comes to you,
send the person to me. (I’ll do the same for you)
1
2
3
4
5
4.
If someone hesitates to come to me, say, “Let’s go
together. I’m sure she’ll see us about this.” (I’ll do the
same for you.)
1
2
3
4
5
5.
Be careful about how you interpret me – I’d rather do
that.
1
2
3
4
5
6.
I will be careful about how I interpret you.
1
2
3
4
5
7.
If it’s confidential, I won’t tell. (Unless someone is
harming him/herself or someone else.)
1
2
3
4
5
8.
I won’t send or pay attention to unsigned letters or notes.
Information should always travel with a person’s name so
that situations, issues, and concerns can be addressed
and cleared up if necessary.
1
2
3
4
5
9.
I will not manipulate; I will not be manipulated.
1
2
3
4
5
10
When in doubt, I will speak up about my concern or
question.
1
2
3
4
5
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Appendices
The following activities can be used as follow-up exercises to further
enforce leadership development.
Appendix A: Leadership Questionnaire
Appendix B: Leadership Style Survey
Appendix C: 10 Principles of Servant Leadership
Appendix D: Case Studies
Creating a Vision
The Blame Game
Learning to Play Ball
Healing for a Painful Past
Appendix E: Essential Behaviors for Working with Others
Appendix F: Chapter Climate Assessment Inventory
Appendix G: Leadership Quotes
Appendix H: References and Suggested Readings
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Appendix A
Leadership Questionnaire
Below is a list of statements about leadership behavior. Read each one carefully, then,
using the following scale, decide the extent to which it actually applies to you. For best
results, answer as truthfully as possible.
Never
0
Sometimes
1
2
3
Always
4
5
1.
____ I encourage my chapter members to participate when it comes decision making time and I
try to implement their ideas and suggestions.
2.
____ Nothing is more important than accomplishing a goal or task.
3.
____ I closely monitor each committee in the chapter to ensure a task or project will be
completed in time.
4.
____ I enjoy coaching people on new tasks and procedures.
5.
____ The more challenging a task is, the more I enjoy it.
6.
____ I encourage chapter members to be creative about completing projects/programs.
7.
____ When seeing a complex task through to completion, I ensure that every detail is
accounted for.
8.
____ I find it easy to carry out several complicated tasks at the same time.
9.
____ I enjoy reading articles, books, and journals about training, leadership, and psychology;
and then putting what I have read into action.
10. ____ When correcting mistakes, I do not worry about jeopardizing relationships.
11. ____ I manage my time very efficiently.
12. ____ I enjoy working with the executive and overseeing the work of committees.
13. ____ Breaking large projects into small manageable tasks is second nature to me.
14. ____ Nothing is more important than building a great team.
15. ____ I enjoy analyzing problems.
16. ____ I honor other people's boundaries.
17. ____ Encouraging members to be more committed to the organization is part of my
responsibility as a chapter leader.
18. ____ I enjoy reading articles, books, and trade journals about my profession; and then
implementing the new procedures I have learned.
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Scoring Section
After completing the Questionnaire, transfer your answers to the spaces below:
People
Task
Question
Question
1.______
4.______
6.______
9.______
10._____
12._____
14._____
16._____
17._____
2.______
3.______
5.______
7.______
8.______
11._____
13._____
15._____
18._____
TOTAL ________
TOTAL ________
X 0.2 = ________
X 0.2 = ________
(Multiply the Total by 0.2 to get your final
score)
(Multiply the Total by 0.2 to get your final
score)
Matrix Section
Plot your final scores on the graph below by drawing a horizontal line from the approximate
people score (vertical axis) to the right of the matrix, and drawing a vertical line from the
approximate task score on the horizontal axis to the top of the matrix. Then, draw two lines from
each dot until they intersect. The area of intersection is the leadership dimension that you operate
out of.
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Leadership in Delta - Participant’s Manual
Delta Sigma Theta Sorority, Inc.
Appendix B
.Leadership
Style Survey
Directions: This questionnaire contains statements about leadership style beliefs. Next to each
statement, circle the number that represents how strongly you feel about the statement by using
the following scoring system:
Almost Always True – 5 - Frequently True – 4 - Occasionally True – 3 -Seldom True – 2 - Almost Never True - 1
Be honest about your choices as there are no right or wrong answers - it is only for your
own self-assessment.
Leadership Style Survey
Almost
Always
True
Frequently
True
Occasionally
True
Seldom
True
Almost
Never
True
1.
I always retain the final decision making
authority within my department or team.
5
4
3
2
1
2.
I always try to include one or more
employees in determining what to do and
how to do it. However, I maintain the final
decision making authority.
5
4
3
2
1
3.
I and my employees always vote whenever a
major decision has to be made.
5
4
3
2
1
4.
I do not consider suggestions made by my
employees as I do not have the time for
them.
5
4
3
2
1
5.
I ask for employee ideas and input on
upcoming plans and projects.
5
4
3
2
1
6.
For a major decision to pass in my
department, it must have the approval of
each individual or the majority.
5
4
3
2
1
7.
I tell my employees what has to be done and
how to do it.
5
4
3
2
1
8.
When things go wrong and I need to create a
strategy to keep a project or process running
on schedule, I call a meeting to get my
employee's advice.
5
4
3
2
1
9.
To get information out, I send it by email,
memos, or voice mail; very rarely is a
meeting called. My employees are then
expected to act upon the information.
5
4
3
2
1
10.
I want to create an environment where the
employees take ownership of the project. I
allow them to participate in the decision
making process.
5
4
3
2
1
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Leadership in Delta – Participant’s Manual
Delta Sigma Theta Sorority, Inc.
11.
New hires are not allowed to make any
decisions unless it is approved by me first.
5
4
3
2
1
12.
I ask employees for their vision of where they
see their jobs going and then use their vision
where appropriate.
5
4
3
2
1
13.
When something goes wrong, I tell my
employees that a procedure is not working
correctly and I establish a new one.
5
4
3
2
1
14.
I allow my employees to set priorities with my
guidance.
5
4
3
2
1
15.
I delegate tasks in order to implement a new
procedure or process.
5
4
3
2
1
16.
I closely monitor my employees to ensure
they are performing correctly.
5
4
3
2
1
17.
When there are differences in role
expectations, I work with them to resolve the
differences.
5
4
3
2
1
18.
I like the power that my leadership position
holds over subordinates.
5
4
3
2
1
19.
I like to use my leadership power to help
subordinates grow.
5
4
3
2
1
20.
I like to share my leadership power with my
subordinates.
5
4
3
2
1
21.
Employees must be directed or threatened
with punishment in order to get them to
achieve the organizational objectives.
5
4
3
2
1
22.
Employees will exercise self-direction if they
are committed to the objectives.
5
4
3
2
1
23.
Employees seek mainly security.
5
4
3
2
1
24.
Employees know how to use creativity and
ingenuity to solve organizational problems.
5
4
3
2
1
Clark, Don. “Leadership Training and Development.” 1997
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Leadership Styles Survey Scoring
In the fill-in lines below, mark the score of each item on the questionnaire. For
example, if you scored item one with a 3 (Occasionally), then enter a 3 next to Item
One. When you have entered all the scores for each question, total each of the three
columns.
Item
Score
Item
Score
Item
Score
1
______
2
______
3
______
4
______
5
______
6
______
7
______
8
______
9
______
10
______
11
______
12
______
13
______
14
______
15
______
16
______
17
______
18
______
19
______
20
______
21
______
22
______
23
______
24
______
TOTAL
_______
TOTAL
________
TOTAL
________
Authoritarian
Participative
Delegative
Style
Style
Style
(autocratic)
(democratic)
(free reign)
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
This questionnaire is to help you assess what leadership style you normally
operate out of. The lowest score possible for a stage is 10 (Almost never)
while the highest score possible for a stage is 50 (Almost always).
The highest of the three scores indicates what style of leadership you
normally use. If your highest score is 40 or more, it is a strong indicator of
your normal style.
The lowest of the three scores is an indicator of the style you least use. If
your lowest score is 20 or less, it is a strong indicator that you normally do
not operate out of this mode.
If two of the scores are close to the same, you might be going through a
transition phase, either personally or at work, except:
If you score high in both the participative and the delegative then you are
probably a delegative leader.
If there is only a small difference between the three scores, then this
indicates that you have no clear perception of the mode you operate out of,
or you are a new leader and are trying to feel out the correct style for you.
Clark, Don. “Leadership Training and Development.” 1997
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Appendix C
10 Principles of Servant Leadership
After carefully considering Greenleaf’s original writings, Larry Spears, CEO of the Greenleaf
Center has identified a set of 10 characteristics that he views as being critical to the
development of servant leaders. These 10 are by no means exhaustive. However, they serve to
communicate the power and promise that this concept offers: Listening, Empathy, Healing,
Awareness, Persuasion, Conceptualization, Foresight, Stewardship Commitment and
Community
Listening: Servant leaders seek to identify and clarify the will of a group. They seek to listen
receptively to what is being said (and not said). Listening also encompasses getting in touch
with one’s inner voice, and seeking to understand what one’s body, spirit, and mind are
communicating.
Empathy: Servant leaders strive to understand and empathize with others. People need to be
accepted and recognized for their special and unique spirit.
Healing: One of the great strengths of Servant Leadership is the potential for healing one’s
self and others. In “The Servant as Leader”, Greenleaf writes, “There is something subtle
communicated to one who is being served and led if, implicit in the compact between the
servant leader and led is the understanding that the search for wholeness is something that they
have.”
Awareness: General awareness, and especially self-awareness, strengthens the servant
leader. Making a commitment to foster awareness can be scary--one never knows what one
may discover! As Greenleaf observed, “Awareness is not a giver of solace, it’s just the
opposite. They are not seekers of solace. They have their own inner security.”
Persuasion: Servant leaders rely on persuasion, rather than positional authority in making
decisions. Servant leaders seek to convince others, rather than coerce compliance. This
particular element offers one of the clearest distinctions between the traditional authoritarian
model and that of Servant Leadership. The servant leader is effective at building consensus
within groups.
Conceptualization: Servant leaders seek to nurture their abilities to “dream great dreams.”
The ability to look at a problem (or an organization) from a conceptualizing perspective means
that one must think beyond day-to-day realities.
Foresight: Foresight is a characteristic that enables servant leaders to understand lessons from
the past, the realities of the present, and the likely consequence of a decision in the future. It is
deeply rooted in the intuitive mind.
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Stewardship: Robert Greenleaf’s view of all institutions was one in which CEO’s, staff,
directors, and trustees all play significant roles in holding their institutions in trust for the great
good of society.
Commitment to the Growth of People: Servant leaders believe that people have an
intrinsic value beyond their tangible contributions as workers. As such, servant leaders are
deeply committed to a personal, professional, and spiritual growth of each and every individual
within the organization.
Building Community: Servant leaders are aware that the shift from local communities to
large institutions as the primary shaper of human lives has changed our perceptions and caused
a send of loss. Servant leaders seek to identify a means for building community among those
who work within a given institution.
Taken from The Servant as Leader published by Robert Greenleaf in 1970.
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Appendix D
Case Studies
Creating a Vision
Read and discuss the following scenario. Creating a vision, establishing goals, defining
objectives, determining tasks, establish a priority for the tasks, and finally following up,
measuring, and checking to see if the chapter is functioning in a positive manner.
You were recently elected as president of your chapter for a two-year term. Your
chapter has 258 members. In the past, you have held several leadership positions and have
served on the executive board. Prior to being elected, you were the first vice president. The
chapter has had some major conflicts the past two years. You’ve observed the negative
interaction of chapter members with the outgoing president and with each other. There has
been dissention on the board and with the members. Your predecessor had the attitude and
belief that problems would take care of themselves and there was no need for her to intervene.
She has been leading the chapter with a small group of her friends and supporters who were
appointed to key positions as committee chairs.
You have been reflecting on the problems you’ve observed. From past experience and
from working with many chapter members, you’ve determined that existing conflicts can and
must be resolved if the chapter is to function in a positive manner and regain a true level of
sisterhood. You realize that many of the conflicts were created because the chapter members,
including members of the executive board, were not working as a team and were not involved in
the decision-making process. Members expressed concerns that were never addressed. You
begin to reflect on how you want the chapter to function under your administration. Plan for
your biennium as president.
Vision:
Goals:
Objectives:
Tasks: (Action Plan)
Resources:
Time lines:
Follow up and measure: (Evaluation)
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The Blame Game
Read Story 1 below.
Story 1 - A Tale
Once upon a time a plague was raging among the animals. The lion, considered the king of
beasts, decided to hold a trial and find out who among all the animals was responsible for this
dreadful plague, because it must be due to some sin that had been committed. Thereupon the
animals were summoned to his presence, and when asked about their respective sins, they
confessed. It was now the turn of the bear, the wolf, and the tiger. They confessed that they tore
asunder, mutilated and killed animals and humans without mercy. The verdict was "not guilty,"
and they were exonerated from all blame by the lion, who simply said that what they did was
only their duty and function.
At last it was the turn of the lamb to appear before the court. She began to wonder what wrong
she had done, when suddenly she remembered that on one occasion, because she was very
hungry, she saw some straw sticking out of the shepherd's shoe and ate it. That was it, then.
The lamb, without any further investigation, was at once condemned, judged, and pronounced
guilty. "For her sin," roared the lion, "has this terrible disaster befallen us all."
Discussion Questions
1. Why do organizations look for someone to blame when things do not go right?
2. Why do some people overlook greater misdeeds, while focusing in on minor ones?
3. What kind of climate is introduced into organizations when blame is the goal when
mistakes are made?
****************************************************************
Read Story 2 Below.
Story 2 - IBM
Although IBM has had a number of successes, one of its big failures was the IBM PC Jr.,
announced in late 1983 (this is the pc that was first introduced with the chiclet style keyboard).
This has often been called the "Edsel of computers" due to its design. When it was dropped a
few years later due to slow sales, the project manager dropped in on his manager and asked
him, "if he should clean out his desk," as he was expecting to be fired. His manager replied, "We
just spent several million dollars training you. Why would we want to fire you?"
Discussion Questions
1. What was the final goal of this costly mistake?
2. Are mistakes good for a company?
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Learning to Play Ball
by Barbara Lewis
(How to cope with team players who don’t carry their load)
Remember your first team experience? Whether it was the Junior Olympics or church league
shuffleboard, the principles you learned then still apply now: Groups can accomplish much more
success than individuals. It feels great to work together and accomplish a goal, but there always
seem to be people who drag their feet and make reaching the goal difficult.
Unfortunately, it’s usually the last one—the non-team players—that most of us think of first when
we’re called upon to work on a group project. But since we inevitably have to bear down and stick it
out, we may as well learn how to deal with the non-team players.
There are two types of non-team players. The first kind is those who seem to intentionally sabotage
a group project. They’re constantly late; they criticize ideas and people; and they can’t handle
criticism well, no matter how constructive. When all is said and done, they seem to hinder progress
more than foster it.
With the first type, all group agendas are pushed aside, due to immaturity or laziness, for personal
reasons. They want to commit as little time and effort as possible to the group because they’re
simply not interested and cannot find the strength to rise above their own wants for the good of the
group.
The other type of non-team player is more subtle and, perhaps, more difficult to detect. They’re
quiet, removed. They stay at their desks and tend not to socialize. They seem apathetic, distracted.
They don’t reach out. In short, they don’t contribute.
So what should you do about these two kinds of non-team players? Nothing. Literally. It’s what you
don’t do that counts.
Don’t make excuses for them. If they’re late, they’re late. Don’t let them off the hook. In fact, make
them own up to it.
Do not talk about them behind their backs. If you have something to say, say it to them directly or to
the appropriate manager.
Do not let meetings focus on or become stalled as a result of their negative comments. Table further
discussions for later.
Try to give them the benefit of the doubt. Try to remember the positive things that person has
accomplished. He or she may be a more behind-the-scenes type than a lead actor. Besides, another
quality of a good team is how the team members support one another.
Do not assume silence means inaction. Some people are shy and prefer working alone and quietly.
Do not assume that what is important to you is as important to them. They may just have a different
approach to a project than you do.
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Healing from a Painful Past
The Case
A spirit of distrust of boards has pervaded the local church. The church had to call business
meetings on three consecutive Sundays in an attempt to pass a budget. People believed that
the board was up to something or trying to pull a fast one."
Finally, there is a nagging criticism of the pastor. One member wrote a 15-page epistle
correcting his view of baptism. Another complained that the Sunday evening service was dull.
Plus, the board chairman had mildly criticized the youth pastor.
Several people in the congregation had said, "Our church doesn’t know what it wants to be
when it grows up. Who are we? Where are we going?"
The pastor proposed a retreat to rehearse and evaluate the history of the church. During that
retreat, members told about the role that the church had played in former years: outreach,
evangelism, feeding the hungry. These stories were not told now because 22 years ago the
church split. The whole board resigned. In the course of about a month, half of 500 people left
the church, about 125 one Sunday alone. Some leaders wept as they remembered the pain.
What would you do?
Twenty-two years is a long time. Can a church split from that long ago be the source of
problems now? Why or why not?
What is the value in bringing up the past? The danger in bringing it up?
What would you recommend this board to do next?
What happened?
The church leaders felt they needed to do something publicly to begin the healing process. The
church’s 40th anniversary was their opportunity.
The pastor preached a series on learning from Israel’s history—how God works in good times
and bad. He started his first sermon by reading the minutes of that church-splitting board
meeting. Some people did not understand: "Why are you dredging up the past? There are so
few here from that time."
The church also decided to create a service on Good Friday to bring healing. One of the most
painful events in the split was when the entire choir joined another church. So the congregation
joined in worship with that congregation where the choir members had gone. The service was
packed. The sermon was on "By his wounds, you were healed," and the service included
Communion.
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"There was a sense of both sorrow and repentance followed by healing, unity, and joy," the
pastor reports. One couple spoke to people they hadn’t talked to in 22 years.
Through this process, the pastor says, the church has become a safer, warmer, more open
community.
Discuss:
1. How does this case relate to sorority (chapter) issues?
2. What things can a chapter’s leaders and members do to help a chapter heal from its
"past?"
3. What has caused pain (if any) in your chapter’s history, or in your Delta Walk with your
chapter?
4. What have you done, if anything (and, if needed), to bring about healing or
reconciliation? What could you do?
*Leadership Resources (2000). Building church leaders. Christianity Today International.
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Appendix E
Essential Behaviors for Working with Others
Behaviors That Are Essential To Human Relating
Listed below are a number of behaviors that are essential to relating to others. Rate yourself on
these behaviors, using the following scale:
1
Very
Weak
2
3
Moderately
Weak
4
5
Adequate
6
7
Moderately
Strong
8
9
Very
Strong
Note: A rating of 5 means that you would consider yourself a resource person (if only minimally
so). That is, in a relationship or group, you would be a giver rather than just a receiver.
1. ______ Feelings: I am not afraid to deal directly with emotion whether it is my own or
others. I allow myself to feel and give expression to what I feel.
2. ______ Initiative: In my relationships I act rather than react by going out and contacting
others without waiting to be contacted.
3. ______ Respect: I express that I am for others even if I do not necessarily approve of
what they do.
4.
______Genuineness: I do not hide behind roles or facades. I let others know where I
stand.
5. ______ Concreteness: I am not vague when I speak to others. I do not beat around the
bush in that I deal with concrete experience and behavior.
6. ______ Immediacy: I deal openly and directly with others. I know where I stand with
others and they know where they stand with me.
7. ______ Empathy: I see the world through the eyes of others by listening to cues, both
verbal and nonverbal, and I respond to these cues.
8. ______ Confrontation: I challenge others responsibly and with care. I do not use
confrontation to punish.
9. ______ Self-disclosure: I let others know the person inside, but I am not exhibitionistic.
I am open without being a secret-reveler or secret-searcher.
10. ______ Self-exploration: I examine my life style and behaviors and want others to help
me to do so. I am open to change.
Scoring
There are no correct or incorrect scores. This assessment simply shows you where you stand in
your relations with others. Your goal should be to work on the lowest scorings of the 10
behaviors.
Also, have one or two others who know you rate you so that you can get an outside view of
yourself as to whether you are projecting yourself to others as you believe you are.
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Appendix F
Chapter Climate Assessment Inventory
Part 1
To what degree is each of the following statement true? For each statement provide the
number that represents your response.
RESPONSES
5 = very great extent
4 = great extent
Item
#
3 = average
2 = hardly
1 = not at all
Statements
1.
The leaders of my local chapter have an inspiring optimism.
2.
I know my Delta talents/gifts.
3.
I know that other sorors pray for me and care about me.
4.
I am fully informed about our chapter’s/sorority’s plans for growth.
(Foundation, Delta House, etc.)
5.
Attending sorority meeting is informative and inspiring.
6.
My opinion is often asked in my chapter.
7.
The leaders of my chapter prefer to do the work themselves rather than
delegate it.
8.
I enjoy the tasks that I perform (committee assignments) in my chapter.
9.
I know the goals my chapter will pursue in the future.
10.
New/reclaimed sorors will find friends in my chapter quickly.
11.
I enjoy my life (profession, family, hobbies, leisure time, etc.).
12
It is my opinion that the current organizational structure pf my chapter
hinders our ability to implement the Five Point programmatic thrusts (in
general), rather than promote them.
13.
My chapter president looks for help from sorors to complement those areas
where she is not gifted.
14.
I am enthusiastic about my chapter.
15.
I am a member of a committee where I feel very comfortable.
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Response
Item
Statements
#
16.
The leaders of my chapter prefer to evade conflict.
17.
The tasks that I perform in my chapter are in accordance with my
gifts/talents.
18.
In my chapter, the subject of outreach initiatives to the community is
discussed at all possible opportunities.
19.
When someone in my chapter does a good job, I find the time to tell them.
20.
My chapter president has too much work to do.
21.
I could draw a diagram representing the organizational structure of my
chapter.
22.
The ritual and ceremonies in our organization help me to understand the
Sorority.
23.
In my small group (committee, etc.), we show trust towards one another.
24.
When someone in my chapter has a different opinion from mine, I prefer to
be silent rather than speak out and cause conflict.
25.
I know the value my contributions have in the total work of the Sorority.
26.
The officers and members of our chapter are trained often.
27.
I’m often bored in sorority meetings.
28.
I attentively observe world events through the media.
29.
My motive for attending sorority meeting is through a sense of duty.
30.
My chapter does something about hunger and poverty in the world.
31.
Members of my chapter are highly motivated to do sorority work.
32
Despite my sorority work, I have sufficient time for my hobbies.
33.
I enjoy bringing/inviting visiting sorors to my chapter meetings.
35.
I try to deepen my relationship with sorors in my chapter with who I am
unfamiliar.
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Response
PART II
36.
How long have you been a member of your current chapter? _____________
How many years have you been a Delta? ______________
37.
How many sorority meetings have you been able to attend this year? _________
38.
How much do you spend per week (excluding sorority meetings) with sorors from
your chapter?
39.
How often have you been invited by sorors (not relatives) for lunch, dinner, to
attend an activity, church, etc., in the past 6 months?
40.
Approximately how much time do you spend in prayer and/or meditation each
day?
41.
Use the space below to address any concerns you may have that you feel your
chapter leadership needs to be aware of.
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Appendix G
Leadership Quotes
The real leader has no need to lead - he is content to point the way. - Henry Miller
It's amazing how many cares disappear when you decide not to be something, but to be someone. Coco Chanel
Leadership consists not in degrees of technique but in traits of character; it requires moral rather
than athletic or intellectual effort, and it imposes on both leader and follower alike the burdens of
self-restraint. - Lewis H. Lapham
I am a leader by default, only because nature does not allow a vacuum. - Bishop Desmond Tutu
People ask the difference between a leader and a boss. . . . The leader works in the open, and the
boss in covert. The leader leads, and the boss drives. -- Theodore Roosevelt
The final test of a leader is that he leaves behind him in other men the conviction and the will to carry
on. . . . The genius of a good leader is to leave behind him a situation which common sense, without
the grace of genius, can deal with successfully. - Walter Lippmann
Life is change. Growth is optional. Choose wisely. - Karen Kaiser Clark
The quality of leadership, more than any other single factor, determines the success or failure of an
organization. - Fred Fiedler & Martin Chemers Improving Leadership Effectiveness
The first responsibility of a leader is to define reality. The last is to say thank you. - Max DePree
A friend of mine characterizes leaders simply like this: "Leaders don't inflict pain. They bear pain." Max DePree
I used to think that running an organization was equivalent to conducting a symphony orchestra. But
I don't think that's quite it; it's more like jazz. There is more improvisation. - Warren Bennis
When the effective leader is finished with his work, the people say it happened naturally. - Lao Tse
I start with the premise that the function of leadership is to produce more leaders, not more
followers. - Ralph Nader
Never tell people how to do things. Tell them what to do and they will surprise you with their
ingenuity. - George Patton
When the best leader's work is done the people say, "We did it ourselves!" - Lao-tsu
Understanding human needs is half the job of meeting them. - Adlai Stevenson
Lead and inspire people. Don't try to manage and manipulate people. Inventories can be managed
but people must be lead. - Ross Perot
We must become the change we want to see. - Mahatma Gandhi
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Where there is no vision, the people perish. - Proverbs 29:18
Kind words can be short and easy to speak, but their echoes are truly endless. -- Mother Theresa
An empowered organization is one in which individuals have the knowledge, skill, desire, and
opportunity to personally succeed in a way that leads to collective organizational success
- Stephen R. Covey, Principle-centered Leadership
The very essence of leadership is its purpose. And the purpose of leadership is to accomplish a
task. That is what leadership does--and what it does is more important than what it is or how it
works. - Colonel Dandridge M. Malone
Leadership should be born out of the understanding of the needs of those who would be affected by
it. - Marian Anderson
Leadership has a harder job to do than just choose sides. It must bring sides together.
- Jesse Jackson
No man will make a great leader who wants to do it all himself, or to get all the credit for doing it.
- Andrew Carnegie
The task of the leader is to get his people from where they are to where they have not been.
- Henry Kissinger
The quality of a leader is reflected in the standards they set for themselves.
- Ray Kroc, Founder of McDonald's
Not everything that is faced can be changed. But nothing can be changed until it is faced.
- James Baldwin
Questions for thought
•
Think about the leadership quotes above.
•
How do they pertain to the leadership climate in your organization?
•
What are your favorites? Why?
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Appendix H
References and Suggested Readings
Brown, R. (2003, February 1). Emotions and behavior: Exercises in emotional intelligence.
Journal of Management Education, 27 (1), 122-134. Retrieved November 15, 2004,
fromhttp://ejournals.ebsco.com/direct.asp? ArticleID=4J9DJP1C58G13DFMD9RV>
Coffindaffer, B. L. (1988), Seminar workbook: effective management and supervision. College
Park, MD: The University of Maryland Press.
Collins, J. (2001). Good to great: Why some companies make the leap, and others don’t. New
York, NY: Harperbusiness.
Covey, S. R. (1989). The seven habits of highly effective people: powerful lessons in personal
change, restoring the character ethic. New York, NY: Simon and Schuster.
Cronin, T.E. (1993). Reflections on leadership. In W.E. Rosenback and R. L. Taylor (Eds.),
Contemporary Issues in Leadership (pp. 7-25). Boulder, Colorado: Westview Press.
Dede, C. (1993). Leadership without followers. Retrieved November 9, 2004,
fromhttp://www.gse.harvard.edu/~dedech/505/Leadership.htm.
Delta Sigma Theta Sorority, Inc. (2004). Statement of purpose. Grand Chapter Website.
Retrieved February 5, 2005, from http://www.deltasigmatheta.org/d_aboutdst/mission.htm.
Delta Sigma Theta Sorority, Inc. Leadership Academy (2001). Leadership development guide.
(Addie Perkinson Williamson, Chair). Washington, DC: Author.
Delta Sigma Theta Sorority, Inc. (2000). Grand chapter constitution & bylaws. Washington, DC:
Author.
Drath, W. (2001). The deep blue sea: Rethinking the source of leadership. San Francisco, CA:
Jossey-Bass Inc.
Drath, W. and Palus, C. (1994). Making common sense: Leadership as meaning making in a
community of practice. Greensboro, NC: Center for Creative Leadership.
Dyer, K. M. (2001, November). Relational leadership. The School Administrator Web Edition,
58(10), 28–31. Retrieved November 9, 2004, from
http://www.aasa.org/publications/sa/2001_11/dyer.htm.
Farson, R. (1996). Management of the absurd. New York: Touchstone.
Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
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Harris, J. T. (2001, October 5). Poynter Leadership Academy Commencement address.
Retrieved November 1, 2004, from
http://poynteronline.org/content/content_view.asp?id=4016&sid=2.
Hackman, R. (2002). Leading teams. Setting the stage for great performances. Boston: Harvard
Business Review.
Jordan, P. J. Ashlea C. Troth. Managing emotions during team problem solving: Emotional
intelligence and conflict resolution. Human Performance, Volume 17, Number 2 (April, 2004),
pp. 195-218, http://ejournals.ebsco.com/direct.asp?ArticleID=485CBAA67EE7F77AE037.
Kerfoot, K. (2002, August). On leadership leading the leaders: The challenge of leading an
empowered organization. Dermatology Nursing; 14(4), 273-275.
Kellerman, B. (2004). Bad leadership: What it is, how it happens, why it matters. Boston, MA:
Harvard Business School Press.
Kouzes, J. M., & Posner, B.Z. (2002). The Leadership challenge (3rd ed.), San Francisco, CA:
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The Leadership Academy
2006-2008
Ann D. Jones, Ph.D., Chair
Jeri Rochelle Durham, Co-Chair
Jametria Aldridge
Margaret Bentley
Deloris Johnson Drakes
Stephanie Flowers, LAC Liaison
Kendra Johnson
Patricia A. Lee
Dr. Sandra Mack
Octavia Matthews
Sherina Maye
Dr. Mabel Lake Murray
Rose A Lee Roche
Dr. Norma H. Sermon-Boyd
Glenell Strum Smoot
Dr. Barbara Woods
Dr. Synovia Youngblood
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Leadership in Delta – Participant’s Manual
Delta Sigma Theta Sorority, Inc.