What you see in the two pictures.

9/8/2017
Left Brain Vs. Right Brain

9/8/2017
 ORGANIZATIONAL
LEADERSHIP: UNCOVERING
THE LEADER IN YOU.
9/8/2017 GLENDA T. DEL ROSARIO
Managers and Leaders
How are they Different?

9/8/2017
 Are Leaders and Managers different kinds of people?

Manager Leader
1.Administer 1. Innovate
2.Watch the bottom line 2. Watch the Horizon
3.Maintain 3. Develop
4.Control 4. Inspire Trust
5.Short term View 5. Long Term View
6.Focus on system &
Structure 6. Focus on people
7.Ask How and When
Structure
8. Accept the status quo 7. Ask What and why
9. Copy 8. Challenge the status
10.Are Good Soldiers 9. Originate
11.Do things right 10. Are their own people
11.Do the right things 9/8/2017
Managers VS Leaders
Manager have employees Leaders win followers
Manager react change Leaders create it
Mangers Communicate Leaders persuade
Managers control groups Leaders create teamwork
Managers try to be heroes Leaders create heroes all
around them around them
Managers take credit Leaders take responsibility
Managers have fun Leaders give fun

9/8/2017
What is Management?

Getting things
done with and
through others
Management
is what a
manager does

9/8/2017
Definition of Management

The planning,
organizing, leading
and controlling of
human and other
resources to achieve
organizational goals
effectively and
efficiently.

9/8/2017
Five functions of Management
According to George & Jerry, There are four fundamental
functions of management i.e. planning, organizing,
actuating and controlling.
According to Henry Fayol, To manage is to forecast and
plan, to organize, to command, & to control.
Whereas Luther Gullick has given a keyword
POSDCORB where P stands for Planning, O for
Organizing, S for Staffing, D for Directing, Co for Co-
ordination, R for reporting & B for Budgeting. But the
most widely accepted are functions of management given
by KOONTZ and ODONNEL i.e. Planning, Organizing,
Staffing, Directing. 9/8/2017
Each function blends into the other & each affects the
performance of others.

9/8/2017
 Planning

It is the basic function of management. It deals with

chalking out a future course of action & deciding in
advance the most appropriate course of actions for
achievement of pre-determined goals. According to
KOONTZ, Planning is deciding in advance - what
to do, when to do & how to do. It bridges the gap
from where we are & where we want to be.
A plan is a future course of actions. It is an exercise
in problem solving & decision making.
Planning is determination of courses of action to
achieve desired goals.
9/8/2017
 Planning

Thus, planning is a systematic thinking about ways &

means for accomplishment of pre-determined goals.
Planning is necessary to ensure proper utilization of
human & non-human resources. It is all pervasive, it is
an intellectual activity and it also helps in avoiding
confusion, uncertainties, risks, wastages etc.

9/8/2017
Organizing

It is the process of bringing together physical,

financial and human resources and developing
productive relationship amongst them for
achievement of organizational goals.
According to Henry Fayol, To organize a
business is to provide it with everything useful
or its functioning i.e. raw material, tools,
capital and personnels. To organize a
business involves determining & providing
human and non-human resources to the
organizational structure. Organizing as a
process involves:
9/8/2017
Organizing

Identification of activities.
Classification of grouping of activities.

Assignment of duties.

Delegation of authority and creation of

responsibility.
Coordinating authority and responsibility
relationships.

9/8/2017
Staffing

It is the function of manning the organization

structure and keeping it manned. Staffing has
assumed greater importance in the recent years due
to advancement of technology, increase in size of
business, complexity of human behavior etc. The
main purpose o staffing is to put right man on right
job i.e. square pegs in square holes and round pegs
in round holes.

9/8/2017
Staffing

According to Kootz & ODonell,

Managerial function of staffing involves
manning the organization structure
through proper and effective selection,
appraisal & development of personnel to
fill the roles designed un the structure.

9/8/2017
Staffing

Staffing involves:
Manpower Planning (estimating man power in terms of
searching, choose the person and giving the right
place).
Recruitment, selection & placement.

Training & development.

Remuneration.

Performance appraisal.

Promotions & transfer.

9/8/2017
Directing

It is that part of managerial function which actuates

the organizational methods to work efficiently for
achievement of organizational purposes. It is
considered life-spark of the enterprise which sets it
in motion the action of people because planning,
organizing and staffing are the mere preparations
for doing the work.
Directing

Direction is that inert-personnel aspect of

management which deals directly with influencing,
guiding, supervising, motivating sub-ordinate for the
achievement of organizational goals. Direction has
following elements:
Supervision
Motivation
Leadership
Communication
Controlling

It implies measurement of accomplishment against

the standards and correction of deviation if any to
ensure achievement of organizational goals. The
purpose of controlling is to ensure that everything
occurs in conformities with the standards. An
efficient system of control helps to predict
deviations before they actually occur.

9/8/2017
Controlling

According to Theo Haimann, Controlling is the process

of checking whether or not proper progress is being
made towards the objectives and goals and acting if
necessary, to correct any deviation. According to
Koontz & ODonell Controlling is the measurement &
correction of performance activities of subordinates in
order to make sure that the enterprise objectives and
plans desired to obtain them as being accomplished.

9/8/2017
Controlling

Therefore controlling has following steps:

Establishment of standard performance.
Measurement of actual performance.

Comparison of actual performance with the

standards and finding out deviation if any.
Corrective action.

9/8/2017
Four Managerial Activities

Luthans (1988), on the basis of his study,

found that all managers engage in four
managerial activities:
Traditional management
Communication
Human resource management
Networking
9/8/2017
 1. Traditional management This activity
consists of planning, decision making,
and controlling. The average manager spent
32 percent of his or her time performing
this activity, whereas successful managers
spend 13% and effective managers spend
13% of their time in this activity.

9/8/2017

2. CommunicationThis activity consists of
exchanging routine information and
processing paperwork. The average manager
spent 29 percent of his or her time performing
this activity while successful manager spends
28% and effective managers spend 44% of
their time in this activity.

9/8/2017
 3. Human resource management This
activity consists of motivating,
disciplining, managing conflict, staffing, and
training. The average manager spent 20
percent of his or her time performing this
activity, while successful manager spends 11%
and effective managers spend 26% of their
time in this activity.

9/8/2017

4. Networking This activity involves
socializing, politicking, and interacting with
outsiders. The average manager spent 19
percent of his or her time performing this
activity, while successful manager spends 48%
and successful manages spend 11% of their
time in this activity.

9/8/2017

It was found that successful managers spent
more time and effort in socializing, interacting
and networking. They did not spend much time
to the traditional management activities or to
the human resource management activities
(Luthans, 1988).

9/8/2017
Average Vs. Successful Managers
Effective Vs.
Average Manager
Traditional
19 Management
32 Communication

20
Human Resource
Management
Networking
29

9/8/2017
 Successful Managers
13
Traditional
Management
Communication
48
28 Human Resource
Management
Networking
11

9/8/2017
 Effective Manager
Traditional
16 14
Management
Communication

26 Human Resource
management
44
Networking

9/8/2017
 School
Administration

Distinction between
Administration and
Management

Management
 Administration Management
It is concerned about the determination It puts into action the policies and
Nature of Work of objectives and major policies of an plans laid down by the
organization. administration.
Type of Function It is a determinative function It is an executive function
It takes major decisions of an enterprise It takes decisions within the
Scope as a whole. framework set by the administration.

Level of Authority It is a top-level activity. It is a middle level activity.

It consists of owners who invest capital in It is a group of managerial personnel
Nature of status and receive profits from an enterprise. who use their specialized knowledge
to fulfil the objectives of an
enterprise.
It is popular with government, military, It is used in business enterprises
Nature of Usage educational, and religious organizations.

Its decisions are influenced by public Its decisions are influenced by the
Decision Making opinion, government policies, social, and values, opinions, and beliefs of the
religious factors. managers.
Planning and organizing functions are Motivating and controlling functions
Main Function involved in it. are involved in it
It needs administrative rather than It requires technical activities.
Abilities technical abilities. Management handles the employees.
Administration handles the business
aspects such as finance.
 Educational
Administration Governance

concerned with the process of

administering, the execution of
public affairs in educational
organizations, the performance of
executive functions, guiding,
controlling, and directing of
educational organizations, and the
judicious use of means to accomplish
educational ends.
 Educational
Administration Governance

is concerned with the political function

of policy-making in education; the
organization and machinery through which
political units such as agencies, states
and local school exercise authority and
perform functions; and the complex
political institution, laws, and customs
that comprise the setting for the
performance of administrative functions
and responsibilities.
 Management
is the highest order of
administration. Management is the
evidence of quality administration,
but the trust of the management role
is still action-oriented.

Management is concerned with

internal functions which enable the
organization to realize its
established aims and goals.
 Administration
exist to serve and facilitate the
effective operation of the various
phases of the schools total
program.

In this context management refers to

various ways through which human and
material resources can be mobilized
to work toward attaining the school
goal.
 Administration
Sergiovanni defines administration
in its management sense as the
science and art of achieving
organizational objectives in a
fashion which is cost-effective and
which obtains sufficient teacher and
consumer satisfaction to ensure
their continued participation and
support.
 Educational Administration

Bottom line
Educational Leadership

The educational leader is

very much concerned with the
issue of purpose and
direction.
 Administration

Policy Resources Execution

Decision-Making

Policy-Making
Policies are not only
formulated

Programmed

Communicated

Monitored

Evaluated
 pattern of action involving a cycle of activities referred to as policy cycle, Figure

1.
Policymaking Process
Policy
Evaluation Policy
Agenda

Policy
Implementation

Policy
Formulation
Policy
Adoption

The Policy Cycle

LEADERSHIP ROLES IN
SCHOOL
SCHOOL

Is a Complex
Organization
Characteristics of an effective school
Good leadership offering breadth of vision and the ability
to motivate others
Appropriate delegation with involvement in policy-making
by staff other than the head
Clearly established and purposeful staffing structures
Well-qualified staff with the appropriate blend of
experience and expertise
Clear aims and associated objectives applied with care and
consistency
Effective communications and clear systems of record-
keeping and assessment
The means to identify and develop pupils particular
strengths, promoting high expectations by both teachers
and pupils.
Characteristics of an effective school

A coherent curriculum which considers pupils experience

as a whole and demonstrates concern for their
development within society
A positive ethos: an orderly yet relaxed working
atmosphere
A suitable working environment
Skills of deploying and managing material resources
Good relationships with parents, the local community and
sources of external support
The capacity to manage change, solve problems and to
develop organically
School Complex Organization
Deals with :
- Human Resources
- Curriculum
- Communication
- Resources and Finance
- Discipline
- Record Keeping
- Guidance
 Role of managers
Plan: deciding what to do & how to do it
Organise: arranging resources the best way
Direct: Motivating people to work well
Control: Measuring performance & cost
Which of the above roles are most important?
 School Administrators:
Many roles
change agent
pressure regulator
morale booster
resource supplier
climate generator
Human Resource Management
Teachers Recruitment, Training, Motivation,
Maintaining interest of students
Right Person influences effective teaching and
learning.
Structures must be in place to deal with existence of
vacancies to appointment followed by induction,
mentoring and appraising.
Communication
Sharing of information written, spoken, electronic.
Long, medium and short term.
Extensive in all schools
Two way process - must be sent, received and acted
upon.
Barriers to Communication
Record Keeping
Administrative
Teachers Records
Students Records
Personal Information
Registration
Finance and Resources
Teachers
Student Achievement homework/ classwork/ tests/
exams.
Record Keeping
Storage manual/ electronic
Must be valid, reliable, confidentiality maintained.
Moving to electronic saves time, more accurate, allows
teachers more time for planning, teaching and
assessing.
Management of Resources and
Finances
Deployment of Limited Resources
Restriction Government, parents contribution
Budgeting Appropriate distribution
Contributions
Fund Raising Care, if excessive, detriment to
teaching.
Financial Management Decision making,
management, and accountability.
Co curricular Activities
Expensive sports is expensive
Important for holistic development.
Supply- wide range of activities
Proper Supervision
Proper Planning
Effects Increased School Spirit and Motivation
Discipline
Good Discipline advances learning.
Poor discipline crippling to learning.
Importance of Rules
Types of Rules
Effect of Society
Every Staff Member should be a disciplinarian
leading by example.
Chain of command in dealing with discipline.
Guidance
Career Guidance impartional, personalized and
systematic.
Helps in selection of subjects and choice of future
careers.
Psychological Guidance aids good discipline.
 Scope and Function of
School Administration

Scope function

Five Major Functions in

Educational Administration

1. To help community translate the

overall, and somewhat nebulous, goals
(education for all, for example) into
concrete and achievable goal and plans
(for a given school for instance).
 Five major Functions in
Educational Administration

2. To direct and supervise the

amazingly complex task of bringing
together the necessary teachers,
students, and support personnel, along
with the required physical plant and
educational equipment and materials,
into an operating unit known as a
school.
 Five major Functions in
Educational Administration

3. To establish and maintain effective

feedback circuits so that an adequate
evaluation of how are we doing is always
available. This will include research
operations of two kinds: (1) research to
gather data and present an accurate picture
of the operation as is; (2) experimental
research to utilize new facts from the
physical and human sciences along with new
theories of learning in an effort to produce
improved teaching and learning situations.
 Five major Functions in
Educational Administration

4. To initiate new structures,

processes, or procedures that become
necessary for goal achievement or for
changing existing goals and purposes.
The necessity for such initiatory
activities and the indication of the
kind needed will be derived from the
aforementioned evaluation.
 Five major Functions in
Educational Administration

5. To communicate with the body

politic regarding all phases of the
educational institution. This involves
two-way communication, not a simple
one-group telling another process but
a true and continuous conversation-a
dialectic concerning education.
 THE ADMINISTRATIVE ROLE
DECISION MAKING (Hoy, W. & Miskel, C., 2005)

ROLE FUNCTION AIM

Integrates divergent To gain consensus

INTEGRATOR positions

Promotes open To support

PARLIAMENTARIAN discussion reflective group
deliberation
Explains and To seek acceptance
EDUCATOR discusses issues of decisions

Solicits advice To improve quality

SOLICITOR of decisions

Makes unilateral To achieve

DIRECTOR decisions efficiency
Leadership and Gender
 GENDER QUIZ
TRUE OR FALSE: ARE MEN AND WOMEN DIFFERENT?

1. Women are the weaker sex.

2. Boys are more group-centered, active and aggressive than girls.
3. Women are more emotional than men.
4. Women talk more than men.
5. Women suffer more from depression.
6. Women are more likely than men to divulge personal
information.
7. Men smile more than women.
8. Women and men dont care whether a baby is a boy or a girl.
9. Most women are confident about managing their financial
affairs.
10. A heart attack is more likely to be fatal for a man than for a
woman.
 GENDER QUIZ
TRUE OR FALSE: ARE MEN AND WOMEN DIFFERENT?
1. Women are the weaker sex. FALSE
2. Boys are more group-centered, active and aggressive than girls.
TRUE
3. Women are more emotional than men. FALSE
4. Women talk more than men. FALSE
5. Women suffer more from depression. TRUE
6. Women are more likely than men to divulge personal information.
FALSE
7. Men smile more than women. FALSE
8. Women and men dont care whether a baby is a boy or a girl. FALSE
9. Most women are confident about managing their financial affairs.
FALSE
10. A heart attack is more likely to be fatal for a man than for a woman.
FALSE
 Gender Styles & Effectiveness
Differences Similarities
Women less likely Men & women
to: equally effective
Self-promote leaders
initiate negotiation Both more effective
Women more likely when leadership role
to use: is congruent with
Democratic their gender
(participative) Both equally
Transformational committed to
styles
employment roles &
Northouse, P. G. (2015). Women and Leadership In motivated to attain
Leadership: Theory and practice (7th ed. Chapter 15, pp. 401-
408). Thousand Oaks, CA: Sage leadership roles
 Gender Differences
WOMEN MEN
More likely to use More likely to use
Positive reward based Negative threat based
incentives incentives
More likely to receive May not accept
backlash for adopting Transformational
masculine traits leadership from
Exceed men on women
culturally feminine
components
Eagly, A. H. (2013). WOMEN AS LEADERS: Leadership
Support & mentoring Style Versus Leaders Values and Attitudes. Retrieved

Promote public good

March 22, 2016, from
http://www.hbs.edu/faculty/conferences/2013-w50-

more
research-symposium/Documents/eagly.pdf
Glass Ceiling/Labyrinth

In recent years, the predicament of female leaders is

improving but there is still a long way to go.

Keep in mind: women earn 57% of the bachelors

degrees, 60% of the masters degrees, and over 50% of
the doctorial degrees

Half of all management and professional positions and a

quarter of all CEO positions are occupied by women.

But, less than 17% of top positions with Fortune 500

companies and only 20% of US congress are women
 Glass Ceiling/Labyrinth
The invisible barrier that does not allow
women to rise above a certain leadership level
was termed the glass ceiling in 1986.

Those who feel this is not an accurate

portrayal prefer leadership labyrinth, which
implies a journey of challenges.

Both terms refer to the global issue of a

gender gap with women disproportionately
relegated to lower-level and lower-authority
leadership positions compared to men.
 Glass Ceiling/Labyrinth
Three types of explanations for the gender
gap have been offered:

1) Gender Differences 3) Prejudice

Style and Gender Stereotypes
Effectiveness Biased Perception and
Commitment and Evaluations
Motivation Vulnerability and
Self-Promotion Reactance
Negotiation Cross Pressures
Traits

2) Human Capital
Education
Work Experience
Developmental
Opportunities
Work-Home conflict
 Glass Ceiling/Labyrinth
Successful navigation of the labyrinth is
increasing because:
Changes in workplace norms & development
opportunities for women
Greater gender equity in domestic responsibilities
Greater negotiation power of women (work/home
balance)
Effectiveness and predominance of women-owned
businesses
Changes in the incongruity between women and
leadership.
 Glass Ceiling/Labyrinth Example
The Institute for Womens Policy
Research ranks Louisiana 49th for
equal pay, womens overall earning
potential, and labor force participation

Louisiana women earn $0.667 for every

$1 a man earns.

Nationally, women earn $0.78 for every

$1 a man earns.
 Success Navigation of the Labyrinth
The key to organizational success is
acknowledging and trying to understanding
the dynamics of leadership and gender.

It is about equal opportunity and diversity!

 Closing the Gap at a micro level
Changes in individual and interpersonal levels
The role of prejudice and appropriate gender
roles in society beginning at childhood
Children develop their gender identity by age
3
According to Fiske (2008), people appreciate
girls cuteness and boys achievements, toys,
sports, and clothes are gender specific
People need to adopt behaviors such as
individualism and interpersonal motivation to
overcome biases.
Women use of effective negotiation (at work
and home) to augment their leadership
advancement
Closing the Gap at a Macro Level
Changes in organizational and societal
levels
According to the Bureau of Labor
Statistics, in 1995 76% of women
between 25-54 worked outside the
home.
47% of white women and women of
color make up the workplace
In a societal level, with more female
presence in the workplace structural
changes in distribution of child rearing
and domestic duties need to made
 Case Studies
Women can no longer be discriminated in the
workplace, however it comes with a price.

Child Care
The amount of time fathers spend with their
children under 13 on workdays has increased from
2-3 three hours
At the same time, the amount of time mothers
spend with their children under 13 on workdays
has remained constant at an average of 3.8 hours.
Thus, mothers still spend significantly more time per
workday, caring for their children than fathers.
 Case Studies Continued
Cooking
The percentage of women who say they do most of the
cooking has dropped from 75% in 1992 to 67% in 2008
The percentage of men who report they do most or an
equal share of cooking has increased substantially since
1992, from 34% to 55% in 2008
Cleaning
While a significantly larger percentage of men say they
are involved in cleaning responsibilities in 2008 (53%)
than in 1992 (40%), women do not report any change
over that period.
Working mothers do 20 hours of housework each week,
compared to working fathers, who do 10.
 The more things change
Rather than blaming each other for the
situation, men and women are increasingly
willing to work together to learn about their
new roles. Successful marriage partners learn
to negotiate and share tasks. Managers take
employees aside and tell them when comments
are inappropriate. It will take time to sort out
all the implications of the changing gender
roles of Americans, but new expectations
should result in better workplaces, better
relationships, better schools, and better lives.
LEADERSHIP
STYLES
 Leadership Styles: Autocratic
(Authoritarian)
O does not consult employees for input
O subordinates expected to obey orders without
explanations
O motivation provided through structured rewards
and punishments
O possess total authority and impose their will on
employees
O countries such as Cuba and North Korea operate
under the autocratic leadership style.
O this leadership style benefits employees who
require close supervision.
O Creative employees who thrive in group functions
detest this leadership style.
 "I WILL ALWAYS CHOOSE A LAZY PERSON TO DO A
DIFFECULT JOB, BECAUSE HE WILL FIND AN EASY WAY
TO DO IT" -Bill Gates

"I'm not bossy I just know what you should

be doing"
Leadership Styles: Bureaucratic
O Manager manages by the book

O If it isnt covered by the book, the manager

refers to the next level above him or her

O Everything must be done according to

procedure or policy

O Police officer more than leader

 Leadership Styles: Democratic
O Often referred to as participative style
O Keeps employees informed
O Shares decision making and problem solving
responsibilities
O Coach who has the final say, but
O Gathers information from staff members
before making decisions

O Leadership boosts employee morale because

employees make contributions to the decision-
making process.
Democratic Continued
O When a company needs to make changes within the
organization, the participative leadership style helps employees
accept changes easily because they play a role in the process.

O This style meets challenges when companies need to make a

decision in a short period.

O Help employees evaluate their own performance

O Allows employees to establish goals

O Encourages employees to grow on the job and be promoted

O Recognizes and encourages achievement

O Can produce high quality and high quantity work for long periods
of time
"Leader dont create more followers, they create
more leaders" Tom Peters
 Leadership Styles: Coercive
O Power from a persons authority to punish

O Most obvious types of power a leader has.

O Good leaders use coercive power only as a

last resort:
O In todays sophisticated and complex workplace,
excessive use of coercive power unleashes
unpredictable and destabilizing forces which can
ultimately undermine the leader using it.
When to use Coercive
 Leadership Styles: Transactional
O Motivate followers by appealing to their own self-
interest
O Motivate by the exchange process.
O EX: business owners exchange status and wages for the
work effort of the employee.

O Focuses on the accomplishment of tasks & good

worker relationships in exchange for desirable
rewards.
O Encourage leader to adapt their style and
behavior to meet expectations of followers
Transactional Cont.
O Managers using the transactional leadership style receive
certain tasks to perform and provide rewards or punishments
to team members based on performance results.

O Managers and team members set predetermined goals

together, and employees agree to follow the direction and
leadership of the manager to accomplish those goals.

O The manager possesses power to review results and train or

correct employees when team members fail to meet goals.

O Employees receive rewards, such as bonuses, when they

accomplish goals.
 Leadership Styles: Transformational
O Charismatic and visionary

O Inspire followers to transcend their self-interest for

the organization
O Appeal to followers' ideals and values

O Inspire followers to think about problems in new or

different ways
O Common strategies used to influence followers
include vision and framing
 Transformational cont.
O Instils feelings of confidence, admiration and
commitment

O Stimulates followers intellectually, arousing them

to develop new ways to think about problems.

O Uses contingent rewards to positively reinforce

desirable performances

O Flexible and innovative.

 When to use Transformational
O When leaders want members to be an active part
of the organization and have ownership to it
O When leaders are building a sense of purpose

O When the organization has a long term plan

O When people need to be motivated

 "(He) possessed the gift of
silence."

(Comment by President John Adams about George Washington)

Leadership Styles: Laissez-Faire
 Leadership Styles: Laissez-Faire
O Also known as the hands-off style

O Little or no direction

O Gives followers as much freedom as possible

O All authority or power is given to the followers

O Followers must determine goals, make decisions,

and resolve problems on their own.
 When to use Laissez-Faire
O Employees are highly skilled, experienced, and
educated

O Employees have pride in their work and the drive to do

it successfully on their own

O Outside experts, such as staff specialists or

consultants are being used

O Employees are trustworthy and experienced

Laissez-Faire
 LEADERSHIP TRAINING
9/8/2017 Five Practices of Exemplary Leadership model
Team building strategies

willingness to share information, experience

and expertise
well-organized meetings
sharing of dept and faculty responsibilities
regular social events
existence of dept. and faculty offices.

(Earley & Fletcher-Campbell, 1990, p.198 )

Model The Way
Leaders establish principles
concerning the way people
(constituents, peers, colleagues, and
customers alike) should be treated
and the way goals should be
pursued. They create standards of
excellence and then set an example
for others to follow. They unravel
bureaucracy when it impedes
action; they put up signposts when
people are unsure of where to go
or how to get there; and they
create opportunities for victory.

9/8/2017
Model The Way

Leaders establish principles

concerning the way people
(constituents, peers, colleagues,
and customers alike) should be
treated and the way goals should
be pursued.
They create standards of
excellence and then set an
example for others to follow.
They unravel bureaucracy when it
impedes action; they put up
signpost when people are unsure
of where to go or how to get
there.

9/8/2017
Inspire a Shared Vision
Leaders passionately believe
that they can make a
difference.
They envision the future,
creating an ideal and unique
image of what the
organization can become.
Through their magnetism and
quiet persuasion, leaders
enlist others in their dreams.
They breathe life into their
visions and get people to see
exciting possibilities for the
future.
9/8/2017
Challenge the Process
Leaders search for
opportunities to change
the status quo.
They look for innovative
ways to improve the
organization
In doing so, they
experiment and take risks.
And because leaders
know that risk taking
involves mistakes and
failures, they accept the
inevitable
disappointments as
learning opportunities.
9/8/2017
Enable Others to Act

Leaders foster collaboration

and build spirited teams
They actively involve others
Leaders understand that
mutual respect is what
sustains extraordinary
efforts.
They strive to create an
atmosphere of trust and
human dignity.
They strengthen others,
making each person feel
capable and powerful.

9/8/2017
Encourage the Heart
Accomplishing extraordinary
things in organizations is hard
work.
To keep hope and
determination alive, leaders
recognize contributions that
individuals make.
In every winning team, the
members need to share in the
rewards of their efforts, so
leaders celebrate
accomplishments.
They make people feel like
heroes.

9/8/2017
 HOW TO DEVELOP
LEADERSHIP QUALITIES.
9/8/2017 7simple steps to develop your leadership style.
How to develop Leadership Qualities

Start small

9/8/2017
Study speeches. Read famous speeches. Also read classic books.

9/8/2017
Be a role model..
Be a gentleman. Stand up for yourself.

9/8/2017
Dress seriously

9/8/2017
Being a leader means being a responsible human

Take care of others and your environment. Be a good husband, wife, brother,
neighbour. Have good principles and stick to them.

9/8/2017
Be confident and healthy.

9/8/2017
Listen.
Be sensitive to how people act or react.

9/8/2017
9/8/2017
 References
Eagly, A. H. (2013). WOMEN AS LEADERS: Leadership Style Versus Leaders Values and
Attitudes. Retrieved March 22, 2016, from http://www.hbs.edu/faculty/conferences/2013-w50-
research-symposium/Documents/eagly.pdf

Galinsky, E., Aumann, K., & Bond, J. (2008). Times are changing: Gender and generation at
work and at home. Retrieved from
http://familiesandwork.org/site/research/reports/Times_Are_Changing.pdf

Hoy, W. & Miskel, C. (2005). Educational Administration. USA: McGraw Hill.

Larino, J. (March 13, 2015). Equal Pay For Louisiana Women Still A Century Away. The Times-
Picayune. Retrieved from www.nola.com

Northouse, P. G. (2015). Women and Leadership In Leadership: Theory and practice (7th ed.
Chapter 15, pp. 401-408). Thousand Oaks, CA: Sage