EDM 320 – Leadership
Behavior in Educational
Setting
Karen Luz Y. Teves, PhD.
kartevs@yahoo.ca
Course Description
Schools are complex organizations that bring together
diverse groups of people toward a common goal of
educating society. School administrators are charged
with the responsibility of bringing together a diverse
array of human resources and creating a cohesive
effective group. This course will introduce the
prospective school administrator to theories of
organizational and leadership behavior and practices of
managing/leading people within the context of the school
organization. Students will better understand the
dynamics of schools and school personnel, as well as the
organizational culture that guides and defines
educational institutions.
Learning Objectives
The graduate student should, upon completion of the course, be able to :
1.
understand the complexities of school organizations.
2.
learn the concepts of strategic planning and human resource
planning in the context of schools.
3.
understand the concepts of organizational theory and leadership
as they relate to the school organization.
4.
develop, and be able to utilize/apply in actual situation the
learned skills in conflict management, negotiation, decision
making, and group leadership.
5.
understand, and be able to utilize/apply in actual situation the
learned techniques and practices that ensure effective human
resource management.
Course Content
Introduction to Human and Leadership Behavior in an
Organization
II. Individual Differences , Mental Ability and Personality
III. Learning, Perception and Attribution
IV. Values, Attitudes, Motivation and Job Satisfaction
V. Communication, Work Teams/Groups and
Leadership- leading and managing the organization
VI. Performance Management, Rewards and Promotion
VII. Professionalism/ Ethical Practice and Organizational
Structure
VIII.Conflict, Collective Bargaining and Negotiation
I.
Learning Activities and Requirements
1.
Class Participation - an important aspect of this course is the active
participation of each graduate student as member of the class. Each
graduate student has had experiences that have shaped their abilities as
a leader and manager. Active thoughtful discussion adds to the course
immensely, and will be rewarded.
2.
Case Study Presentation – graduate students are expected to apply
the principles studied in the course to a practical case study that will be
presented to the class.
3.
School Strategic Staffing Plan – following the overall vision of your
institution, you as a school leader has a great role in creating a new and
improved model of teaching and learning where education happens
anytime, anywhere, thus in order to transform your students into
dynamic life-long learners, values-centered, productive and responsible
citizens, you need to develop a strategic staffing plan to be presented, be
critiqued in the class and be graded using a rubric.
Guide in drafting the Strategic Staffing Plan

You will create a Strategic Staffing Plan for your school or a school
of your choosing. The plan should include vision and mission
statements and district/school strategic objectives and strategies. It
will also include performance measures, to determine if the
objectives have been accomplished.

You will include in the plan a five year staffing plan for your school.
You will need to identify 3-5 issues that may affect
enrollment/staffing needs in the next 5 years, and develop an
enrollment projection for your school.

Based on the enrollment projection, you will develop a staffing plan
that will address needed changes to the staff, and the school
enrollment.
 4. Pass the Final Examination.
Human and Leadership Behavior in an
Organization- An Introduction
Organizational Behavior (OB)
- the study of human behavior, attitudes, and
performance in organizations.
- Studying organizational behavior helps people
attain the competencies needed to become
effective employees, team leaders/members, or
managers
People exhibit certain
behavior in and out of
organizations. The
realization of individual,
group, or organizational
goals will depend on the
human factor .
Organizational Behavior (OB)
- is a field of study that investigates the impact that
individuals, groups, and structure have on behavior within
organizations, for the purpose of applying such knowledge
toward improving an organization’s effectiveness.
- it studies three determinants of behavior in organizations:
individuals, groups, and structure.
- applies the knowledge gained about individuals, groups,
and the effect of structure on behavior in order to make
organizations work more effectively.
 OB studies what people do in an
organization and how that behavior
affects the performance of the
organization.
9
OB Dependent variable
 Things which will be affected by OB

Productivity


Absenteeism



What factors influence the effectiveness and efficiency
of individuals
Absenteeism is not all bad
Having too high employee absent rate will affect
productivity
Turnover


Not all turnover is bad
High turnover rate…in some degree affect productivity,
particularly 4 the hospitality inducstry
10
Goals of Organizational Behavior
Explain,
predict
and
control
human behavior
11
Goals of OB
 Explanation
 If we are to understand a phenomenon,we must begin by trying
to explain it. We can then use this understanding to determine
a cause.
 Prediction
 It seeks to determine what outcomes will result from a given
action.
 Control
 The control objective is frequently seen by manager as the
most valuable contribution the OB makes toward their
effectiveness on the job.
Leadership & Management
in organization
Leadership versus Management
 Management Approaches

The central process through which organizations achieve the
semblance of congruence and direction.

A process designed to coordinate and control productive
activities.
 Managerial Role

An expected set of activities or behaviors stemming from a
position held in an organizational setting.

Planning, organizing, commanding, coordinating, and controlling
Leadership versus Management
 Dimensions of Modern Management
 Managerial activities


Managerial contingencies


Forces and events, both outside and inside the organization, that
affect management behavior
Managerial processes

1–15
Planning, organizing, commanding, coordinating, and controlling
The means by which managers communicate ideas, gain
acceptance of those ideas, and motivate others to implement them
Copyright © 2005 South-Western.
All rights reserved.
Leadership versus Management (cont’d)
 Management


Maintain the status
quo
Create order and
consistency

“Doing things right”

Transactional
(contractual)
relationships
 Leadership

Create vision

Create change or
movement

“Doing the right thing”

Transformational
relationships
(psychological
contract)
Management and Leadership Compared
Effective Versus Successful Managerial Activities
Effective Versus Successful Managerial Activities
 Fred Luthans
A
 1.Traditional management
32%
 2.Communication
29%
 3.Human resource management 20%
 4.Networking
19%
S
13%
28%
11%
48%
E
19%
44%
26%
11%
 This finding challenges the historical assumption
that promotions are based on performance, and it
illustrates the importance of networking and
political skills in getting ahead in organizations.
Management and Leadership
Management
Managerial
Leadership
Leadership
INDIVIDUAL DIFFERENCES ,
MENTAL ABILITY
and
PERSONALITY
Individual Differences
People show substantial
individual differences, or
variations in how they respond to
the same situation based on
personal characteristics
Behavior is a function of person interacting
with the environment:
B = f (P x E)
Individual Differences
Behavior is therefore
determined by the effects
of the individual and the
environment on each
other
INDIVIDUAL DIFFERENCES
 Individual differences exert a profound effect on job
performance and behavior.
 Key sources of individual differences on the job are
personality, mental ability, values, and emotional
intelligence.
 An example of individual differences is the ability to
concentrate on work.
 Exceptional managers capitalize on strengths of workers.
 Individual
differences have many
including productivity and quality.
consequences
Seven consequences of individual differences
that have a major impact on managing people :
1. People differ in productivity.
2. Quality of work varies because people vary in their
3.
4.
5.
6.
7.
propensity for achieving high-quality results.
Empowerment is effective with some workers, but not
with all.
A given leadership style does not work with all people.
People differ in their need for contact with other people.
Company management will find that commitment to the
firm varies considerably.
Workers vary in their level of self-esteem that in turn
influences their productivity and capacity to take on
additional responsibility.
Demographic Diversity
 Refers to background factors that shape worker
attitudes and behavior
 Sex and gender differences
 Generation and age-based differences such as Baby
Boomers, generation Y
 Ethnic, racial, and cultural differences (culture has
biggest effect)
Sex and Gender Differences
Evidence suggests that there are few differences between men and
women in such factors as ability and motivation that will affect their
job performance.
Gender differences in communication patterns have been noted.
Men typically communicate to convey information or establish
status.
 Women are more likely to communicate to establish rapport
and solve problems.
A researcher has noted that men are more likely to value equity,
whereas women opt for equality.
laims of gender differences can do harm in the workplace, such
denying people opportunities.
Generational and Age-Based Differences
People may behave differently on the job based somewhat on
the behaviors and attitudes of many members of their
generation.
The four generations currently in the workforce are:
Traditionalists (1925 – 1945)
Baby boomers (1946 – 1960)
Generation X (1961 – 1980)
Generation Y (1981 – present)
Every generation is influenced by major economic, political,
and social events of its era, such as the Great Depression, the
women’s movement, and advances in information technology
Gen Y, also called Millennials, differ from
Gen X and baby boomers in many ways,
but perhaps most significantly in their
media savvy, their need for quick
gratification and recognition, and their lack
of long-term commitment to a particular
company
"This is a generation that expects a lot from institutions. They
expect learning opportunities, creative challenges and proof of their
ability to add value," Bruce Tulgan, founder of Rainmaker
Thinking, a New Haven, Connecticut.
(http://www.workforce.com/section/06/feature/24/64/42/246444.html)
VALUE STEREOTYPES FOR THREE
GENERATIONS
 Baby Boomers (1946-1964): Like hierarchy, loyal,
diplomatic.
 Generation X (1961-1980): Techno- savvy, like
teamwork, loyal to self.
 Generation Y (1981-2002): Techno-savvy, like
teamwork, question traditional way of doing things.
Ethnic, Racial, and Cultural Differences
Ethnic and racial differences in job performance and
behavior are usually attributable to culture rather than
ethnicity itself.
some ethnic groups take long lunch breaks because of their culture, not
the fact of being a particular nationality
Demographic diversity will often give an organization a
competitive advantage - similarity to the work group positively
influenced the individual’s perception of group productivity
and commitment to the work group.
Job satisfaction tends to higher for employees when others of
similar demographic characteristics are present in the
workplace
Mental ability (Intelligence)
 Intelligence is capacity to acquire and apply
knowledge
 Components of Intelligence
 Triarchic theory (analytical, creative, and practical
intelligence)
 Multiple Intelligences (8 types or faculties)
Components of Intelligence
A standard theory of intelligence explains
that intelligence consist of a g (general)
factor along with s (special) factors that
contribute to problem-solving ability.
The g factor helps explain why some people
perform so well in so many different mental
tasks (the have the right stuff).
Special Factors
 Verbal comprehension – the ability to understand
the meanings of words
 Word fluency – the ability to use words quickly and
easily
 Numerical – the ability to handle numbers,
mathematical analysis
Special factors (2)
 Spatial – the ability to visualize forms in space,
manipulate objects mentally
 Memory – The ability to recall for symbols, words,
numbers etc.
 Perceptual speed – the ability to perceive visual
details, identify similarities and differences
 Inductive reasoning – the ability to discover a rule
or principle and apply it in problem solving
The Triarchic Theory of Intelligence
Emphasise on Practical Intelligence
The theory holds that intelligence is composed of three
different subtypes: analytical, creative, and practical.
Practical intelligence incorporates the ideas of common
sense, wisdom, and street smarts.
Analytical intelligence (also called fluid intelligence) may
decline from early to late adulthood.
However, the ability to solve problems of a practical
nature (crystallized intelligence) is maintained or increased
through late adulthood. So being older makes you wiser.
IMPLICATIONS OF PRACTICAL
INTELLIGENCE
 Person who is not great scholar may still make a
good living, and lead a good life.
 Person with high practical intelligence usually has
good intuition.
 Experience is helpful in developing intellectual
skills and judgment.
 However, people with high analytical intelligence
can still be practical minded.
Multiple Intelligences
People know and understand the world in
distinctly different ways, or look at it through
different lenses.
The eight intelligences or faculties are: linguistic,
logical-mathematical,
musical,
spatial,
body/kinesthetic, intrapersonal, interpersonal, and
naturalist.
The profile of intelligences influences how an
individual will best learn, and to which types of jobs
he/she is best suited.
Linguistic
(language)
LogicalMathematical
Naturalist
(external world)
Interpersonal
(knows others)
Musical (sounds
are sensible)
Components of
Multiple Intelligences
Spatial
(brain images)
Intrapersonal
(knows self)
Bodily/
Kinesthetic
(motor skills)
Personality Differences
 Personality characteristics contribute to success in
many jobs, and many job failures are caused by
personality problems.
 Personality refers to the persistent and enduring
behavior patterns of an individual that are expressed
in a wide variety of situations.
Personality Differences (2)
Five Factor Model
consists of:
1.
2.
3.
4.
5.
Neuroticism
Extraversion
Openness to experience
Agreeableness
Conscientiousness
Other Key Traits:
6. Self-monitoring of
behavior
7. Risk taking and thrill
seeking
8. Optimism
All eight traits can affect job
performance and behavior
Big Five Personality Traits
Eight Major Personality Factors and Traits
All eight factors a substantial impact on job behavior and
performance
1. Neuroticism (reflects emotional instability versus
emotional
stability)
2. Extraversion
3. Openness (well-developed intellect)
4. Agreeableness (friendly and cooperative)
5. Conscientiousness (dependability and thoroughness)
6. Self-monitoring of behavior (adjusting how we appear to
others)
7. Risk taking and thrill seeking (craving constant
excitement)
8. Optimism (a tendency to experience positive states)
EIGHT PERSONALITY FACTORS AND JOB
PERFORMANCE
 A particular trait may give us a bias toward certain actions,





such as being conscientious.
Conscientiousness (particularly dependability) is the trait
most consistently related to success.
Extraversion is linked to success for managers and sales
representatives.
High self-monitors get better performance ratings.
Combination of traits often helps performance.
Optimism and pessimism can help performance, depending
on the job.
PERSONALITY TYPES (MBTI®)AND
COGNITIVE STYLES
Cognitive styles are modes of problem solving,
based on four dichotomies:
1. Extraversion-introversion
2. Sensing-intuition
3. Thinking-feeling
4. Judging-perceiving
16 personality types result from combining all
four of the above, such as the ESTJ (organizer).
DEALING WITH DIFFERENT PERSONALITY TYPES
1.
2.
3.
4.
5.
Be laid back with neurotics.
Be friendly and warm toward extraverts.
Move slowly with introverts.
Share information and ideas with person open to
experience.
Stick closely to facts with closed person.
DEALING WITH PERSONALITY TYPES
With agreeable person, relax and be yourself.
7. With disagreeable person, be patient and
tolerant.
8. With conscientious person, give freedom and do
not nag.
9. Keep close tabs on low conscientious person.
10. Don’t believe all a self-monitor tells you.
6.
DEALING WITH PERSONALITY TYPES,
11. With risk takers, emphasize risks.
12. With low-risk takers, emphasize stability and
13.
14.
15.
16.
17.
security.
For sensing-type person, emphasize facts and
figures.
For intuiting-type person, emphasize feelings and
judgments.
?..
?..
?..
Did it work for you ???
Emotional Intelligence
 How effectively people use their emotions has a
major impact on their success.
 Emotional intelligence refers to qualities such as
understanding one’s feelings, empathy for others,
and the regulation of emotion to enhance living.
Emotional Intelligence (2)
Deals with ability to connect with people and
understand their emotions
1.
2.
3.
4.
Self-awareness
Self-management
Social awareness
Relationship management
EMOTIONAL INTELLIGENCE
Emotional intelligence deals with the management
of feelings and emotions, as follows:

Self-awareness (understand moods, emotions and
needs)

Self-management (control one’s emotions)

Social awareness (empathy for others, intuition
about work problems)

Relationship management (good interpersonal
skills including building strong bonds)
Emotional Intelligence (3)
High emotional intelligence is associated
with the ability to cope with job setbacks.
Emotional intelligence underscores the
importance of being practical minded and
having effective interpersonal skills to
succeed in organizational life.
RELATING TO PEOPLE OF DIFFERENT
INTELLIGENCE
1.
2.
3.
4.
5.
Mentally quick—present ideas in depth
Mentally slow—present ideas without depth, use
basic vocabulary
Number cruncher—use quantitative data
Creative intelligence—solicit input
Low emotional intelligence—explain attitudes and
feelings carefully.
Let’s altogether take EQ test !!!
How’s your score???
Let’s see how intelligent are you in
understanding/reading people’s reaction….
(see EQ test answers)