A Really Short History of Leadership IEMA: Effective Educational Leadership Lesson 2

Learning Outcomes To develop a basic understanding of the history of leadership thought. To gain an insight into why leadership is so confusing. IEMA: Effective Educational Leadership2 A little historical overview (select photo)

From Management to Leadership Leadership is an influence relationship among leaders & followers who intend real changes that reflect their shared purposes (Daft, 1999)Daft, 1999 Influence Intention Personal Responsibility Change Shared Purpose Followers IEMA: Effective Educational Leadership3

The Evolution of Leadership According to Daft (1999) Era 2 Rational Management  Behaviour Theories  Contingency Theories  Situational Theories Setting:  Vertical hierarchy, bureaucracy  Five Management functions Era 3 Team Leadership  Confusion  Empowerment, Quality Setting:  Horizontal organization  Cross-functional teams  Restructuring Era 1 Great ‘Man’ Theories  Trait Theories Setting:  Pre-bureaucratic organizations  Administrative principles Era 4 Facilitating Leadership  Shared vision, alignment, relationships  Unlock personal qualities in others Setting:  Learning organization  Constant change, adaptation Environment StableChaotic Stable Chaotic Scope IEMA: Effective Educational Leadership

Era 1: Trait Theories Leaders are born not made Driven Venturesome Confident Influential Decisive Persuasive Innovative Responsible Tolerant Strong Absorbs pressure IEMA: Effective Educational Leadership5 Click to know more View a Trait Questionnaire

Its what Leaders DO that matters Good leaders Concern about the Task (production) Concern for People (relationships) Change situation to match style There is one BEST way to Lead Leaders try for this BEST way Then change the situation to suit this style IEMA: Effective Educational Leadership6 Era 2: Behaviour Theories (1) Its what leaders do, not who they are. Click to know more

Isolated behaviours that made effective leaders Concentrated on what leaders DID rather than who they were (e.g. motivated, delegated) Behaviours, unlike traits could be learned BUT IEMA: Effective Educational Leadership7 Era 2: Behaviour Theories (2) Contributions and Confusions Some behaviours more effective in one situation than another Certain leadership behaviours more effective than others in a wide variety of circumstances Who is this? (click it) View a Behaviouralist Questionnaire

Behavioural approaches extended understanding beyond simple traits but were still unsuccessful in establishing a relationship between leader behavior and effectiveness. Situational approaches suggest that there is no ONE best approach to leadership - that the best style depends on the situation. IEMA: Effective Educational Leadership 8 Era 2: Situational Theories (1) Its not just what they do, it’s where they do it!

IEMA: Effective Educational Leadership9 Era 2: Situational Theories (2) It’s not just where they do it, it’s who they do it with Approach to leadership determined by the situation. Situation as defined by level of competence and level of commitment. Four basic ways – directing, coaching, supporting, delegating

What style has Gregory Peck used in this situation? 10IEMA: Effective Educational Leadership Era 2: Situational Theories (3) 12o’clock High Experiment with Situational Decision Making

Other situational theories and information. 11IEMA: Effective Educational Leadership Era 2: Situational Theories (4) Hersey on situational leadership Contingency Theory - Fiedler John’s reaction to a vice-principal

Some Criticism of Era 1 and 2 Theories Trait Approach No support that personal qualities and ability to lead were related Traits identified in one study were not important in others No agreement on relevant properties (unlimited number identified) Did not account for different leadership contexts Behaviour Approach Assumed one best way to lead Assumed leaders can alter their own behaviour to cause group outcomes Situational Approach Evidence ambiguous IEMA: Effective Educational Leadership12

General Criticisms –Traditional Theories Assume a static, one-directional view of leadership Mainly serve administration and management Assume rationality to systems but not people Imply leaders are more valuable than teachers Assume schools exist to serve the interests of those who control them and not those who should benefit from their existence Disregard the chaotic, disruptive and confusing nature of schools IEMA: Effective Educational Leadership13

Eras 3 & 4: Leadership Schools do not merely consist of structural features but embody relationships among the people that make up the organization Leadership should not be examined just through positions but through relationships which are constantly changing Leadership is not only vested in the hierarchical leader but in the relationships, shared meanings and agreements within the group Issues such as these prompted more sophisticated research into leadership. These are set out and discussed in other lessons in this module and throughout the IEMA IEMA: Effective Educational Leadership14

Connection Activity: What’s Your Context? IEMA: Effective Educational Leadership15 Leadership is enacted in a context. 1.What is the context of YOUR leadership? 2.Write between 10 and 20 key words which will help others know a little about your context 3. these to at least 2 other IEMA colleagues. 4.These colleagues will ask you ONE question about this context – you must answer this; it can be by , Skype or normal phone! Please submit a copy of your dialogue.

Have you achieved the learning outcomes? To develop a basic understanding of the history of leadership thought. To gain an insight into why leadership is so confusing. 16IEMA: Effective Educational Leadership

Now that’s leadership IEMA: Effective Educational Leadership17 Warning: Language