Chapter 8 Organizational Leadership By: Dizon, Romar G. Good Day!!! Everyone Learning Outcomes: At the end of this Chapter, you should be able to: • explain what organizational leadership is: • distinguish between leadership and management; • describe different organizational leadership styles; • explain what situational leadership, servant leadership are: and • discuss how to sustain change in an organization. Introduction • Expected of professional teachers who care for and embark on continuing professional development is a promotion along the way. • With this in mind, this course wont be complete without a discussion Of an effective leader and manager for which you will be in the future. But should you refuse offer for a managerial or leadership position in school or in the bigger educational organization because of the love for teaching and learners, this lesson on organizational leadership wont be laid to waste because even as teacher you are ready a leader and a manager. You are a teacher and a class or classroom manager. Organizational Leadership • In organizational leadership, leaders help set strategic goals for the organization while motivating individuals within the organization to successfully carry out assignments in order to realize those goals. In the school setting, the school leader helps set the goals/ targets for the school and motivates teachers, parents, learners, non-teaching personnel and other members of the community to do their task to realize the school goals. • Organizational leadership works towards what is best for individual members and what is best for the organization as a group at the same time. Organizational leadership does not sacrifice the individual members for the sake of the people nor sacrifice the welfare of the group for the sake of individual members. Both individual and group are necessary. • Organizational leadership is also an attitude and a work ethic that empowers an individual in any role to lead from the top, middle, or bottom of an organization. Applied to the school setting, the school leader helps anyone from the organization not necessarily from the top to lead others. An example of this leadership which does not necessarily come from the top of the organization is teacher leadership. Leadership Versus Managemen • Are leadership and management synonymous? Is a leader a manager or is a manager a leader? If I am a good leader, does it follow that I am also a good manager? Or if I am a good manager' am I at the same time a good leader? Not necessarily. School Head Must be Both a Leader and a Manager • A school head must be both a leader and a manager. – Study the Figure below. A school head leads the school and community to formulate the vision, mission, goals, and school improvement plan. This is a leadership function. S/he sees to it that this plan gets well implemented on time and so ensures that the resources needed are there, the persons to do the job are qualified and available. This is a management function. • Imagine if the school head is only a leader. You have the vision, mission, goals and school plan but no implementation. The plan is good only in paper. If you do the task of a manager only, you will be focusing on the details of the day-of-day implementation without the big picture, the vision and mission. So it big picture for connect and meaning. This means that it is best that a school leader is both a leader and a manager. • Table 3 Manager versus Leaders Managers Leaders Administer Thier process is transactional; meet odjectives and delegate tasks. Innovative Thier Process is transactional; Develop a vision and find a way forward. Work Focus The Goal is t get things done. they are skilled allocating work. People Focused The Goal include both people and result. they care about you and want you suceed. Have Subordinates They create circle of power and lead by authority. Have followers They create circles of influence and lead by inspiring Do things right Manegers ebact the existing culture and maintain status quo. Do things right Leaders shape the culture and drive integrity Types of Skills Demanded of Leaders • Leaders use 3 broad types of skills: 1) technical, 2) human and 3) conceptual. • Technical skills refers to any type of process or technique like sending e-mail, preparing a power point presentation. • Human skill is the ability to work effectively with people and to build teamwork. This is also referred to as people skills or soft skills. • Conceptual skill is the ability to think in terms of models frameworks and broad relationships such as long range plans is short, conceptual skills deal with ideas while human skill concerns relationship with people and technical skills involves psychomotor skills and things. The ideal school leader possesses all three. Leadership styles • Here are leadership styles: – Autocratic - Leader makes decisions alone – Consultative - Leader consults members but makes final decision – Democratic - Members fully participate in decision making – Laissez faire Autocratic • Autocratic leaders do decision making by themselves Consultative leaders allow participation of the members of the organization by consulting them but make the decision themselves This is what happens in consultation meetings called by schools when they increase tuition fees. • Sometimes education stakeholders get disappointed that their suggestions are not carried after school leaders have consulted them. Democratic • Democratic leaders allow the members of the organization to fully participate in decision making. Decisions are arrived at by way of consensus. This is genuine participation of the members of the organization which is in keeping with school empowerment. laissez faire • In laissez faire or free-rein leadership style, leaders avoid responsibility and leave the members of the organization to establish their own work. This leadership style leads to the kanya-kanya mentality, one weaknesses of the Filipino character. There will be no problem if the situation is deal, i.e. each member of the organization has reached a level of maturity and so if members are left to themselves they will do only what is good for the organization. • Which leadership styles are participative? The consultative and democratic leadership style are the only ones that allow for participation of the members of the organization. Between the consultative and democratic styles of leadership, the democratic style is genuinely participative because it abides by the rule of the majority. The Situational Leadership Model • In situational leadership, effective leaders adapt their leadership style to the situation of the members of the organization,.e., to the readiness and willingness of group members. Paul Hersey and Kenneth H. • Blanchard (1996) characterized leadership style in terms of the amount of task behavior and relationship behavior that the leader provides to their followers. They categorized all leadership styles into four behavior styles, which they named $1 to $4. • If the group member is able, willing and confident (high readiness), the leader uses a delegating leadership style The leader turns over the responsibility for decisions and implementation to the members.. On the other hand, if the group members have low readiness, i.e.. unable and unwilling, the leader resort to telling the group members what to do. • In short, competent members of the organization require less specific direction than less competent members. Less competent people need more specific direction than more competent people. • For a graphic presentation of the Situational Leadership Model, visit https://teachthem.files.wordpress.com/2012/11/situationalleadership-model.jpg • Among these leadership styles, no one style is considered best for all leaders to use all the time. Effective leaders need to be flexible, and must adapt themselves according to the situation, the readiness and willingness of the members of the organization. Servant Leadership • Robert K. Greenleaf (1977) coined the paradoxical term servant- leadership. How can one be a leader when he/she is servant? That's the common thinking. But the paradox is Greenleafs deliberate and meaningful way of emphasizing the qualities of a servant leader. He describes the servant • ...servant first. It begins with the natural feeling that one wants to serve. Then conscious choice brings one to aspire to lead. The best test is: do those served grow as persons: do making, is strongly based in ethical and caring behavior, and enhances the growth of workers while improving the caring and quality of organizational life. • The school head who acts as a servant leader forever remembers that he/she is there to serve his/her teachers, the students, the parents etc. and NOT the teachers, learners, parents to serve him/her. Transformational Leadership • Robert Kennedy once said: "Some men see things as they are, and ask why. I dream of things that never were, and ask why not." Those who dream of things that never were and ask "why not" are not transformational leaders. The transformational leader is not content with status qou and sees the need to transform the way the organization thinks, relates and does things. • The transformational school leaders sees school culture as it could be and should be, not as it is and so plays his/her role as visionary, engager, learner, collaborator, and instructional leader. As a transformational leader he/she makes positive changes in the organization by collaboratively developing new vision for the organization and mobilizing members to work towards that vision. Sustaining Change • For reforms to transform, the innovations introduced by the transformational leader must be institutional and sustained. Or else that innovation is simply a passing fad that loses its flavor after a time. • A proof that an innovation introduced has transformed the organization is that the result or effect of that change persists or ripples even when the transformative leader is gone or is transferred to another school or gets promoted in the organization. • We feel most comfortable with our old pair or shoes. We like to live in our comfort zones and so sometimes we dont welcome change. And yet if we want improvement in the way we do things in our organization, in our school or if we want to improve in life we must be willing to change. • The transformational leader ought to deal with resistance to change to succeed. There will always be resisters to change. To ensure that the innovation he/she introduces leads to the transformation of the organization, Morato of Bayan ABS-CBN, (2011) gives the following advice. 1.seek the support of the stakeholders - The leaders must build a "strong coalition of allies in order to push for any meaningful upon the teachers, the students, the parents, the community.... without serious consequences." 2. get people involved early and often - Resistance drops off in prooportion to the involvement of participants. you may not to expect 100-percent support from any individual who was no personally involved in a change that affected his/her work is best to set up networks to reach out to as many people an possible. 3. plan a communications campaign to "sell" the innovation -Morata (2011) asserts: "The change envisioned must cascade downwards to the last lesson plan and ripple sidewards to win the support of major stakeholders". 4. ensure that the innovation is understood by all The benefits and costs must be appreciated and weighed carefully. 5. consider timing and phasing -These are highly critical missteps might backfire and lack of sensitivity to stakeholder might lead to resistance. Morato described the successful innovations in several schools innovations in the Philippines. Refer to TAKEAWAYS • Organizational leadership is also an attitude and work ethic that empowers an individual in any role to lead from the top, middle, or bottom of an organization. • Leadership and management are not synonymous but are related to each other. • Leadership is focused more on the vision, the future state of the organization, while management is cocerned with daily operations. • An effective school head is both a leader and a manager. • There are various leadership styles from autocratic, consultative, democratic and laissez faire (free rein) style. • The democratic leadership style is the most participative. Decisions are arrived at by consensus. Consultative style is also participative because it involves members of the organization but the leader decides. Autocratic leadership is dictatorial leadership. The members of the organization do not participate in decision making. In the laissez faire leadership style, the leader does not interfere with the members of the organization who are left to decide for themselves. • In servant leadership, it is most important that the leader sees himself/ herself as a servant first before he/she is a leader. • Transformational leadership is concerned with introducing and sustaining innovations. • Situational leadership is leading the organization in a way that fits the situation - the readiness of the followers.
