The American Community Schools of Athens Stefanos Gialamas, Ph.D. President
Leadership For the 21st Century
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Fundamental concepts of Leadership Leadership as a Partnership with Agreeable Flexibility The Trefoil Model of Leadership Personal Leadership Identity (PLI) Process for Identifying Personal Principles and Values (PPV)
Group Categories
“Management Group” Category Groups 1 and 2
“Team Members Group” Category Groups 3 and 4
Define Leadership Individually As a Group As a Category
Leadership
Leadership is the act of influencing others to accomplish a common objective
Classical Leadership Styles Style 1 – Directing The leader provides specific instructions and closely supervises task accomplishment Style 2 – Coaching The leader continues to direct and closely supervise task accomplishment but also explains decisions, solicits suggestions, and supports progress Style 3 – Supporting The leader facilitates and support associates’ efforts toward task accomplishment and shares responsibility for decision making Style 4 – Delegating The leader turns over responsibility for decision making and problem solving to associates
Behavior of a leader ď Ž
Identify fundamental characteristics of a desirable behavior of a leader individually as a group as a category
ď Ž
Compare these characteristics and define the set with commonly identified characteristics
BEHAVIORS OF A LEADER
Directive Behavior
Sets goals or objectives Plans and organizes work in advance Identifies job priorities Clarifies the leader’s and associate’s roles Establishes timelines Determines methods of evaluation and checks work Supervises progress
BEHAVIORS OF A LEADER
Supportive Behavior
Encourages, reassures, and praises Listens Asks for suggestions or input Explains why Encourages self-reliant problem solving Makes information about the organization accessible Discloses information about self
The Four Classical Leadership Styles rtin g Su pp o
g it n a g le e Low D
ng
(Low)
High Supportive & Low Directive Behavior
hi ac Co
Supportive Behavior
(High) High Directive & High Supportive Behavior
Di re ct in
Supportive & Low Directive Behavior
High Directive & Low Supportive Behavior
Directive Behavior
g
(High)
Leadership as a Partnership with Agreeable Flexibility is based on the following principles: a. Authority and decision making is distributed among the leader and the members of the team not necessarily equally b. The distribution is clearly defined including the type, magnitude and the areas of the decision authority that is given to the team members C. The leader must support, promote and encourage team members to use their decision making authority d. Periodically the leader and the team members reflect on the partnership and adjust, modify and upgrade the authority of the team members S. Gialamas and S. Hilentzaris, 2005
The Trefoil Model
3-way interrelated Dynamic Model of Leadership
The Trefoil Model of Leadership manifests that there is a dynamic, 3-way interrelation between
E L A
External Environment Leader Organization
Trefoil Dynamic Model of Leadership
Leadership: At the Edge of Possibility
Leader
Environment
Lead in an increasingly ambiguous environment Visionary within adversity High Tolerance for frustration Benevolent outlook
Organization
External Environment
Demographics
Social, and Cultural Conditions
Political,
and Economic Realities
Competition Technological Advancement Government Rules and Current Trends in the Globalization
Regulations
specific business area
Leadership: At the Edge of Possibility
Academic Institution Students
Faculty Functional area leaders Support personnel Parents The governing body Alumni Facilities and Technology
Infrastructure Policies History, tradition and common practices Financial Condition
Institution Challenges
Enrollment Management Curriculum, Instruction and Assessment Student Success Student Services Faculty Recruiting, training and development Functional Area Leaders Facilities and Technology Resources Financial Stability and Growth
Leadership: At the Edge of Possibility
Leadership: At the Edge of Possibility
The bravest are surely those who have the clearest vision of what is before them, glory and danger alike, and yet notwithstanding, go out to meet it. ---Thucydides, Greek historian--
Socrates
ÂŤHe who would like to change the world, should try to change himself first.Âť
Personal Leadership Identity
Principles and Values
Leadership philosophy
Individual professional and personal goals in life
PLI was defined in 2006 by S. Gialamas, and S. Hilentzaris
Principles and Values We define principles and values as the underlying priorities that guide our actions sometimes intuitively desirable
Values Achievement Caring Creativity Firmness Growth Innovation Productivity etc
Principles Integrity Accountability Compassion Generosity Justice Humility Wisdom etc
Principles and Values
Discover your principles and values
Define them clearly
Clarify and prioritize them
Use them to guide your actions
Leadership Philosophy Adopted It is the personal approach on how to lead others and it is based on
personal principles and values
existing leadership philosophies
individual personal characteristics.
Individual Professional and Personal Goals in Life It is the personal approach of identifying the major (one) professional and personal goal in life. Write down two sentences (no more than 20 words each) indicating if you die tomorrow what would you like to have accomplished Professionally Personally
Leader
Vision Principles and Values Adhering the principles and values Expertise Knowledge Respect for the Environment Respect for the Institution Respect for the humanity
Know Thyself
Vision
Leadership: At the Edge of Possibility
Exciting – Unique – Clear
State clearly the vision Communicate vision to all constituencies Develop comprehensive planning to materialize the vision Identify and select the members of the leadership team Engage the leadership team to define specific strategies including a time table to accomplish the vision Define measurable outcomes Establish implementation teams and assign members of the leadership team to lead components of the implementation team Empower all members of the institution at the appropriate level to be active members in the implementation team Assess the success of the implementation of the plan
The Leader and the Vision
The leader in order to lead, must first “dream”, then establish the vision, and thus know where he wants to go
The leader after establishing the vision, needs to be continuously scanning the environment and the followers, to sense, understand and decide which strategies will be more effective in moving the organization in the right direction, towards the vision
Leadership: At the Edge of Possibility
Personal Principles and Values
Identifying your Personal Principles and Values (PPV) Part A
Identify at least 3 individuals who had a strong positive influence in your life
Step 1 : Step 2:
List the individuals Record words which reflect their actions interacting with you and others. For every individual record separately these words. Record all messages which they conveyed to you. For example what have you learned from them Associate principles and values reflecting on the words you recorded in previous steps. Thus you should have for every individual the associated set of principles and values. Represent each related set of principles and values with a Venn diagram
Step 3: Step 4:
Step 5.
Example Sets of Principles and Values My Based on Influential Individuals father
Integrity Honesty Compassion Love responsibility
Set A1
mother
Integrity Creativity Love Compassion responsibility
Set A2
K is the number of individuals you have chosen
friend George
Integrity Compassion Love Growth responsibility
Set Ak
Example Common Principles and Values Based on Influential Individuals The common principles and values based on influential individuals is the intersection set consists of all the common principles and values on each individuals principles and values set.
Integrity Compassion Love responsibility
Process for identifying your principles and values Part B
Step 1 : Step 2: Step 3: Step 4:
Step 5.
Identify at least 3 events in your life ( personal, family, workplace, community, and world) which have had a strong positive influence in your life List the events Record words which come to your mind as you think about those events. For every event record separately all words. Record all messages which you identified from these events. Associate principles and values related to words you recorded in previous steps. Thus you should have for every event the associated set of principles and values. Represent each associated set of principles and values with a Venn diagram (see examples)
Example The Sets of Principles and Values Based on Influential Events
Birth of a child
Love Responsibility Enjoyment Challenge Helping others integrity Set A1
Organizing a public event
Responsibility Challenge Enjoyment Helping others Growth integrity Set A2
K is the number of events you have chosen
Working on a team project
Helping others Challenge Enjoyment Growth Responsibility integrity Set Ak
Example The Set of Common Principals and Values Based on Influential Events The common principles and values based on influential events is the intersection set consists of all the common principles and values on each individuals principles and values set.
Integrity Helping others Challenge Enjoyment responsibility
The Set of Primary Principals and Values The set consisting of the common principles and values based on influential individuals together with all the common principles and principles based on influential events is called the set of Primary Principles and Values. In other words the Set of Primary Principles and Values is the Union of the previous two sets
Example The Set of Primary Principles and Values The set consists of the following principles and values: Compassion, Love, Enjoyment, Challenge, Helping Others, Integrity, and Responsibility
Compassion Love
Enjoyment Challenge Helping others
Integrity Responsibility
The Set of Core Principals and Values The set consisting of the common principles and values based on influential individuals and the common principles and principles based on influential events is called the set of Primary Principles and Values. In other words the Set of Primary Principles and Values is the Intersection of the previous two sets
Example The Set of Core Principles and Values The set consists of the following principles and values: Integrity, and Responsibility
Compassion Love
Enjoyment Integrity Challenge Responsibility Helping others
The Leadership Praxis 1. 2. 3. 4. 5. 6. 7. 8. 9.
Crystallize your Personal Leadership Identity (PLI) Develop a Vision for the institution in line with the mission of the institution and your PLI Establish a leadership team by utilizing existing human resources and recruiting new personnel Communicate the vision and work with the leadership team to develop a comprehensive plan Establish implementation strategies and an implementation team Communicate continuously the vision, plan and implementation strategies to all constituencies. Celebrate accomplishments and give generously credit to members of the institution Regularly you assess, reflect and modify the implementation plan Evaluate the success of accomplishing the vision
At The End‌.. Perhaps
Leadership is nothing more than Integrity Vision Kindness
For more articles and presentations By Stefanos Gialamas gialamas@acs.gr
http://www.netenterprise.org/index.php? option=com_content&task=view&id=272&Ite mid=148
Universal Principles and Values
There have been several efforts from researchers to identify universal principles & values i.e. a list of principles and values that are common in different cultures, nations, religions. Some of these are: In his book Moral Minds- How nature designed our universal sense of right and wrong - Harvard Professor of Psychology, Organism & Evolutionary Biology and Biological Anthropology Marc D. Hauser worked on answering this question. Using the linguistic theories of Noam Chomsky, MIT researcher, Hauser argues that humans have a universal moral grammar, an instinctive, unconscious tool kit for constructing moral systems. (use his book to add here, his site www.wjh.harvard.edu/~mnkylab/HauserBio.html
Universal Principles and Values by Martin Seligman
Perspective [wisdom]: Being able to provide wise counsel to others; having ways of looking at the world that make sense to oneself and to other people Wisdom and Knowledge – cognitive strengths that entail the acquisition and use of knowledge
Creativity [originality, ingenuity]: Thinking of novel and productive ways to conceptualize and do things; includes artistic achievement but is not limited to it Curiosity [interest, novelty-seeking, openness to experience]: Taking an interest in ongoing experience for its own sake; finding subjects and topics fascinating; exploring and discovering Open-mindedness [judgment, critical thinking]: Thinking things through and examining them from all sides; not jumping to conclusions; being able to change one's mind in light of evidence; weighing all evidence fairly Love of learning: Mastering new skills, topics, and bodies of knowledge, whether on one's own or formally; obviously related to the strength of curiosity but goes beyond it to describe the tendency to add systematically to what one knows
Universal Principles and Values by Martin Saligman
Courage – emotional strengths that involve the exercise of will to accomplish goals in the face of opposition, external or internal
Bravery [valor]: Not shrinking from threat, challenge, difficulty, or pain; speaking up for what is right even if there is opposition; acting on convictions even if unpopular; includes physical bravery but is not limited to it Persistence [perseverance, industriousness]: Finishing what one starts; persisting in a course of action in spite of obstacles; “getting it out the door”; taking pleasure in completing tasks Integrity [authenticity, honesty]: Speaking the truth but more broadly presenting oneself in a genuine way and acting in a sincere way; being without pretense; taking responsibility for one's feelings and actions Vitality [zest, enthusiasm, vigor, energy]: Approaching life with excitement and energy; not doing things halfway or halfheartedly; living life as an adventure; feeling alive and activated
Universal Principles and Values by Martin Saligman
Humanity - interpersonal strengths that involve tending and befriending others Love: Valuing close relations with others, in particular those in which sharing and caring are reciprocated Kindness [generosity, nurturance, care, compassion, altruistic love, "niceness"]: Doing favors and good deeds for others; helping them; taking care of them Social intelligence [emotional intelligence, personal intelligence]: Being aware of the motives and feelings of other people and oneself; knowing what to do to fit into different social situations; knowing what makes other people tick Justice - civic strengths that underlie healthy community life Citizenship [social responsibility, loyalty, teamwork]: Working well as a member of a team; being loyal to the group; Fairness: Treating all people the same according to notions of fairness and justice; giving everyone a fair chance.
Universal Principles and Values by Martin Saligman
Temperance – strengths that protect against excess Forgiveness and mercy: Forgiving those who have done wrong; accepting the shortcomings of others; giving people a second chance; not being vengeful Humility/Modesty: Letting one's accomplishments speak for themselves; not regarding oneself as more special than one is Prudence: Being careful about one's choices; not taking undue risks; not saying or doing things that might later be regretted Self-regulation [self-control]: Regulating what one feels and does; being disciplined; controlling one's appetites and emotions Transcendence - strengths that forge connections to the larger universe and provide meaning Appreciation of beauty and excellence [awe, wonder, elevation]: Noticing and appreciating beauty, excellence, and/or skilled performance in various domains of life, from nature to art to mathematics to science to everyday experience
Universal Principles and Values by Martin Saligman
Gratitude: Being aware of and thankful for the good things that happen; taking time to express thanks Hope [optimism, future-mindedness, future orientation]: Expecting the best in the future and working to achieve it; believing that a good future is something that can be brought about Humor [playfulness]: Liking to laugh and tease; bringing smiles to other people; seeing the light side; making (not necessarily telling) jokes Spirituality [religiousness, faith, purpose]: Having coherent beliefs about the higher purpose and meaning of the universe; knowing where one fits within the larger scheme; having beliefs about the meaning of life that shape conduct and provide comfort Website © 2007 by Values In Action Institute Privacy Policy
Further Reading
Leadership: At the Edge of Possibility
Adair, John (2003), The Inspirational Leader. UK: Cogan Page Ltd. Bick, Julie( 1999), The Microsoft Edge: Insider Strategies For Building Success. New York: Pocket Books. Boyer, Ernest L. (1990), Scholarship Reconsidered: Priorities of the Professorate. New York: The Carnegie Foundation for the Advancement of Teaching. Cherif, A., Gialamas, S., Ofari-Omoah, B. (2000), Can human factor be taught? The Journal of Human Factor Studies, 5 (1&2):89114. Gialamas, Stefanos (2001), New Academic Leaders Development Program (NALOP). Oakbrook, Illinois: DeVry University Publication. Gialamas S., Cherif A., Hilentzaris S., (2003). Creating an environment for minimizing conflict between faculty and the department chairperson. The Department Chair, 13(3): 21-23. Gialamas S., Cherif M. D. Demetriades E. and Hilentzaris S. (2003): Preparing new department chairpersons in the area of faculty leadership, Academic Leadership, Vol 10.3, 27-31. Goleman, D., Boyatzis, R. and McKee, A. (2002). Primal Leadership: Realizing the power of Emotional Intelligence. Boston, Massachusetts: Harvard Business School Press. Katzenbach, John and Smith, Douglas (1993), The Wisdom of Teams: Creating the Higher-Performance Organization. Boston: Harvard Business School Press, 1993. Kouzes J.M. and Posner, B.Z. (2002). The Leadership Challenge (3rd edition) San Francisco: Wiley Learning, D.R. (1998). Academic Leadership: A practical guide to chairing the department. Bolton, MA: Anker Publishing. Lennick D., Kiel F. (2005) Moral Intelligence: Enhancing Business Performance & Leadeship Success. Pearson Education Publishing, NJ Lucas A.F. (2000). Leading academic change: Essential roles for department chairs. San Francisco: Jossey Bass Publishers Maxwell, John C. (1995), Developing The Leaders Around You: How to Help Others Reach Their Full Potential. Nashville: Tennessee. Thomas Nelson. Moore, R (1996). Traits of effective administrators. The American Biology Teacher, 57 (8):502 Noel, M.T. (1993), The Leadership Engine. Boston: Harper Business Publishing. Salacuse J.W. (2006). Leading Leaders: How to manage Smart, Talented, Rich and Powerful People. Amacom NY Seagren, A.T., Creswell, J.W., & Wheeler, D.W. (1993). The department chair: New roles, responsibilities and challenges. Washington D.C, The George Washington University. Senge, P. et al (1999) The dance of change, New York: Doubleday