Leadership Skills for Living Well

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Leadership Skills for Living Well at Work and
Home Paul E. Chapman, Ph. D. Associate
Professor Educational Leadership Studies College
of Human Resources and Education
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Leadership Skills for Living Well at Work and
Home

• Develop a better understanding of leadership in
  terms of everyday behavior and how it impacts
  others
• Develop a better understanding of good leadership
  behavior as a skill set that can be practiced and
  improved upon
• Develop a better understanding of how to
  demonstrate the transfer of leadership skills to
  work and life

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Presentation Format

• My early leader role models and what I learned
  from them
• Five categories of organizational theory and the
  emergence of leadership theory
• Edgar Schein on organizational culture
• Joe Murphys eras of educational leadership
  preparation
• Different views of leadership styles and
  practices

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My early leader role models and what I learned
from them

• My father Princert Eltwain
• The Great Santini
• Perseverance
• Respect of all cultures and people
• Collaboration and Teaming
• Quiet Spiritual Nature
• Love of family and for life

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My early leader role models and what I learned
from them

• My mother Barbra Joan
• Only civilian woman of a G. S. grade to be
  decorated with a medal of service award by the
  secretary of defense
• Love of family and for life
• Perseverance
• Hard work pays off
• Setting goals and priorities

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My early leader role models and what I learned
from them

• My sister Paulette Elaine
• President of the Washington D. C. Womens Bar
  Association 2004-2005 established in 1919
• Third woman to become President of the Bar
  Association of the District of Columbia
  established in 1871
• Perseverance
• Hard work pays off
• Love of family and for life

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Organizational theory and the emergence of
leadership theory

• Classical organization theory has no clear
  beginning. From as early as the times of Moses
  and Socrates people have sought structure for
  groups. Most students of organizational theory
  agree that the beginning of complex economic
  organizations in Great Britain spurred the
  Classical Organizational Theory Movement.

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Classical organization theory

• Frederick Winslow Taylor (1916), The Principles
  of Scientific Management
• Max Weber (1922), Bureaucracy

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Neoclassical organization theory

• Neoclassical theorists emerged after World War
  II. They wrote about the work of the classical
  theorists with a critical view. Many of the
  neoclassical theorists targeted the lack of
  attention given to the human condition within
  organizations as the focus of their work.
• Chester I. Barnard (1938), The Economy of
  Incentives
• Robert K. Merton (1957), Bureaucratic Structure
  and Personality

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Human resource theory

• Human resource theory came from behavioral
  scientists focusing their questions at how
  organizations benefit when they do things to
  encourage the growth and development of workers
  in the organizations (Argyris, 1970). Human
  resource theorists use the following assumptions
• Organizations are formed to serve human needs.
• Organizations and people need each other.
• Organization type and people type must be a match
  for both to benefit (Bolman Deal, 1991, p.
  121).

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Human Resource

• Mary Parker Follett (1926), The Giving of Orders
• "Marry Parker Follett, in calling for "power
  with" as opposed to "power over," anticipates the
  movement toward more participatory management
  styles (p. 10).

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Human Resource

• Abraham H. Maslow (1943), A Theory of Human
  Motivation
• Physiological Needs
• The Safety Need
• The Love Needs
• The Need for Self Actualization

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Modern

• Modern structural organization theorists are
  concerned with the one best way to design an
  organization. Modern structuralists use many of
  the assumptions used by the classical school. The
  term modern distinguishes the period of time
  (1960s and 1970s) the theorists worked.

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Systems Theory

• Robert Katz and Daniel Kahns The Social
  Psychology of Organizations (1966), was
  influential to the systems theory approach. The
  introduction of the organization as an open
  system was a major shift in theoretical approach
  to organizations.

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Organizational Culture

• Theorists interested in organizational culture
  are just beginning to make contributions to the
  knowledge base of organizational theory. Their
  focus is on what makes up the organizations,
  values, beliefs, assumptions, perceptions,
  behavioral norms, artifacts, and patterns of
  behavior (Shafritz Ott, 1998, p. 420).

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Edgar Schein on Org. Culture

• Culture can be analyzed as a phenomenon that
  surrounds us at all times, being constantly
  enacted and created by our interactions with
  others. My perspective on culture is different.
  When one brings culture to the level of the
  organization and even down to groups within the
  organization, one can see more clearly how it is
  created, embedded, developed, and ultimately
  manipulated, managed, and changed. These dynamic
  processes of culture creation and management are
  the essence of leadership and make one realize
  that leadership and culture are two sides of the
  same calling. (p. 1)

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Three Levels of Org. Culture

• Artifacts-- Visible organizational structures and
  processes (hard to decipher)
• Espoused Values-- Strategies, goals, philosophies
  (espoused justifications)
• Basic Underlying Assumptions-- Unconscious,
  taken-for-granted beliefs, perceptions, thoughts,
  and feelings (ultimate source of values and
  action)

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Espoused Value

• The Leadership Institute will generate a rich and
  diverse array of opportunities for all people to
  discover, express and nurture their innate
  capacity for leadership, thereby inspiring the
  dynamic development of a positive learning
  culture.

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Educational Leadership

• Joe Murphys (1993) four eras of educational
  leadership preparation from the simple and
  idealistic to the complex
• Ideological Era (1820-1900)
• No formal preparation
• School leaders selected on the basis of character
  and ideology
• Prescriptive Era (1900-1946)
• 125 institutions preparing school leaders
• Content based on technical aspects of
  administration
• Generally white males

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Educational Leadership

• Scientific Era (1947-1985)
• Content shift to the theoretical and conceptual
  material from social sciences
• Dialectic Era (1985 Present)
• We are exploring the alternative approaches to
  how we structure school leadership preparation
  programs

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Leadership

• Coveys (2004) Eight Habits From Effectiveness to
  Greatness
• Be Proactive
• Begin with the end in mind
• Put first things first
• Think win/win
• Seek first to understand then to be understood
• Synergize
• Sharpen the saw
• Find your voice and inspire others to find theirs

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Leadership

• Kouzes Posner (2002) Five Characteristics of
  Good Leadership
• Challenge the Process
• Inspire a Shared Vision
• Enable Others to Act
• Model the Way
• Encourage the Heart

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Learning Leadership

• Everyday behavior
• Leadership is a set of skills (Practice makes
  perfect)
• Making the transfer to work and life

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Applications for My Research

• 21st Century Teaching, Learning, and Leadership
• School Leadership and School Culture
• School Leadership and the Enhancement of Overall
  Student Achievement

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Open Discussion of Leadership

• I would like to thank Dr. Khakoo for the
  invitation to speak with you, and all of you for
  your kind attention. Please join me in an open
  discussion about leadership.
• Special thanks to Gwendolyn Marshall for all of
  her kind assistance in making this happen.

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References

• Argyis, C. (1962). Interpersonal competence and
  organizational effectiveness. Homewood, IL The
  Dorsey Press and Richard D. Irwin.
• Bolman, L. G. Deal, T. E. (1997). Reframing
  organizations Artistry, choice, and leadership(
  2nd edition). Jossey-Bass San Francisco.
• Covey, S. R. (2004). The 8th habit From
  effectiveness to greatness. New York Simon and
  Schuster.
• Covey, S. R. (1989). The seven habits of highly
  effective people Restoring the character ethic.
  New York Simon and Schuster.
• Kouzes, J. M. Posner, B. Z. (2002). The
  leadership challenge. San Francisco, CA
  Jossey-Bass
• Murphy, J., Ed. (1993). Preparing tomorrow's
  school leaders Alternative designs. University
  Park, MD UCEA.
• Shafritz, J. M., Ott, J. S., Jang, Y. S.
  (2005). Classics of organization theory (6th
  ed.). Washington, DC Wadsworth.
• Shafritz, J. M., Ott, J. S. (1998). Classics of
  organization theory (5th ed.). Washington, DC
  Wadsworth.