Sources of Authority For Leadership

1
Sources of Authority For Leadership

• Lecture/Discussion
• Jim Jeffery
• Adapted from Sergiovanni Starrat
• Supervision A Redefinition (1998)

2
Sources of Authority

• Bureaucratic Authority
• Psychological Authority
• Technical-Rational Authority
• Professional Authority
• Moral Authority

3
Bureaucratic Authority--Description

• Hierarchy
• Rules and Regulations
• Mandates and Directives
• Roles expectations
• Bureaucratic Authority Belief "Teachers comply
  or face the consequences."

4
Max Weber

• economist, historian, and famous sociologist
  focused most of his writings on the structure,
  purposes, and
• resources of organizations

5
six specific characteristics of bureaucracy

• Regular activities, authority, and the
  fulfillment of duties are distributed in a fixed
  way
• This type of hierarchy office authority is
  normally found in all bureaucratic structures
• the modern organization is based upon written
  documents/files that are preserved in their
  original form. By-laws are written for a
  specific purpose

6
3 more.

• Office management usually presupposes thorough
  and expert training.
• Official activity demands the full working
  capacity of the official.
• The management of the office follows general
  rules that can be learned.

7
Leadership Strategies--Bureaucratic Authority

• Expect and inspect"
• Inservice identified needs
• Predetermined standards
• Supervise and monitor work
• Motivate them to change
• "With proper monitoring, teachers respond as
  technicians, executing predetermined scripts,
  their performance is narrowed."

8
Psychological Authority-Description

• Motivational Technology-Interpersonal Skills
• Human Relations
• Leadership Personality
• Psychological Authority-Belief
• "Teachers will want to comply because of the
  congenial climate and rewards."

9
Leadership Strategies- Psychological Authority

• Climate of high congeniality
• "Expect and reward"
• "What gets rewarded gets done"
• Use in combination with technical-rational and
  bureaucratic authority
• "Teachers respond as required when rewards are
  available, but not otherwise their performance
  is calculated and performance is narrowed."

10
As an interesting aside

• what do you wear to talk about authority?
• Black is the color of authority - priests,
  judges, bankers, nuns and Hell's Angels
• Would a supervisor wear black to emphasize
  his/her authority?

11
Technical-Rational Authority- Description

• Logic and Scientific Research
• Technical-Rational Authority--Belief
• "Teachers are required to comply in light of what
  is considered to be the truth."

12
Leadership Strategies-Technical-Rational Authority

• Research used to identify best practice
• Standardize teaching to reflect best practice
• Inservice teachers in best practice
• Monitor process to ensure compliance
• Find ways to motivate teachers and get them to
  change
• "With proper monitoring, teachers respond as
  technicians, executing predetermined steps
  performance is narrowed."

13
Professional Authority

• Description
• Informed Craft Knowledge and personal expertise
• ..
• Professional Authority Belief
• "Teachers respond in light of common
  socialization, professional values, accepted
  tenets of practice, and internalized expertise."

14
Leadership Strategies- Professional Authority

• Dialogue states professional values and accepted
  tenets of practice
• Translate into professional standards
• Provide teachers with as much discretion as
  wanted or needed

15
More philosophy.

• Require teachers to hold one another accountable
• Make assistance, support and professional
  development opportunities available.
• "Teachers respond to professional norms their
  practices become collective, they require little
  monitoring their performance is expansive."

16
Moral Authority

• Description
• Felt obligations and duties derived from shared
  community values, ideas and ideals.
• Moral Authority Belief
• "Teachers respond to shared commitments and felt
  interdependence."

17
Leadership Strategies-- Moral Authority

• Identify and make explicit values and beliefs
  that define school as community
• Promote interdependent collegiality internally
  felt and morally driven
• Create informal norms which govern behavior
• Rely on community members to respond to duties
  and obligations

18
Morestrategies

• Rely on informal norms of community to enforce
  professional norms and community values
• "Teachers respond to community values for moral
  reasons their practice becomes collective, and
  their performance is expansive and sustained."

19
Some additional thoughts

• Moral Authority as a basis of Leadership
• giving more credence to experience and intuition
• accepting sacred authority
• emotion is fully legitimate way of knowing.
• this kind of leadership can transform schools
  into communities, and make our schools unequaled
  among society's institutions.

20
Servant Leadership

• Servant leadership is an important component of
  transformational leadership (Sergiovanni, 1992)
• Servant leadership confers legitimacy on a leader
• Can people feel comfortable with a servant
  leader?

21

• One of the most important aspects of the
  leader-follower relationship is the leaders
  perception of the followers and, in turn, their
  perception of the leader (Hollander, 1995)
• Too frequently, the leaders role is seen as
  power over others

22
rather than as

• a steward in service to others.
• This is particularly important in the case of
  appointed or elected leaders, who must balance
  responsibility to the electorate with
  responsibility to the people they supervise
  (Lindgren, 1982).

23
Powerhow do you get it?

• The extent to which the leader derives power or
  authority from subordinates will depend upon the
  extent to which the group accepts the leader.
• The extent of power will also depend upon how
  well the leader is perceived as being able to
  motivate the followers to achieve group goals
  (Lindgren, 1982).

24
The Power model

• Muths (1984) power model combines the two
  theories by placing power on a continuum that
  extends from coercion to authority to influence.

25
Sources of Authority

• Bureaucratic
• Technical-Rational
• Professional
• Psychological
• Moral (Sergiovanni Starrat 1998)
• Here is another view Verstehen Max Weber's
  HomePage
• What is your source of authority?

26
Power and Authority

• Supervisors rely upon power and authority to
  ensure that employees get things done.
• Authority is the legitimate power of a supervisor
  to direct subordinates to
  take action within the scope of the
  supervisor's position

27
Power

• Power is the ability to exert influence in the
  organization beyond authority, which is derived
  from position.
• The supervisor's personal power could include job
  knowledge, personal influence, interpersonal
  skills, and ability to get results, empathetic
  ability, persuasive ability, and physical
  strength.

28
Authority

• Three forms of authority are
• line authority,
• staff authority, and
• team authority.

29

• Line authority is direct supervisory authority
  from superior to subordinate.
• Authority flows in a direct chain of command from
  the top of the school/company to the bottom

30
(No Transcript)
31
Staff Authority

• Staff authority is more limited authority to
  advise.
• It is authority that is based on expertise and
  which usually involves advising line manager

32
(No Transcript)
33
Team Authority

• Team authority is granted to committees or work
  teams involved in an organization's daily
  operations.
• Work teams are groups of operating employees
  empowered to plan and organize their own work and
  to perform that work with a minimum of
  supervision
• Are teachers operating under Team Authority?

34
Some more thoughts about power

• supervisors have more personal sources of power
  to draw upon for getting things done.
• Everyone has power in one form or another and it
  is by exercising this power that organizations
  get things accomplished.

35

• Supervisors who are capable of achieving their
  objectives independently of others are said to
  possess strength.
• When these "strong supervisors involve and
  incorporate others into their plans and
  activities they are making use of power

36
Finally.

• Power is the ability to exert influence in the
  organization beyond authority, which is derived
  from position.
• In most instances, supervisors do not need to
  offer incentives or threaten retribution to get
  employees to do what they request.
• They influence employees because the employees
  want to follow.
• This power to influence comes from the employee
  granting authority to the supervisor.

37
Discussion - Power

• A person is thought to possess power because he
  or she has something that someone else wants.
• Development of all types of power is a common
  characteristic of successful
  supervisors.
• Recall some occasions in which you have
  exercised the different forms of power
• legitimate, coercive, reward, expert, referent,
  and information.

38

• Which forms of power do you use most frequently?
• What prompts you to use those forms of power?
• Which forms of power do you rarely or never use?
• What keeps you from using some forms of power?