1. The American Community Schools of Athens
Stefanos Gialamas, Ph.D.
President
Leadership
For the 21st Century

2. MENU 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)

3. Group Categories Groups 3 and 4 “Management Group” Category
“Team Members Group” Category
Groups 3 and 4

4. Define Leadership
Individually
As a Group
As a Category

5. Leadership
Leadership is the act of influencing others to accomplish a common objective

6. 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

7. Behavior of a leader
Identify fundamental characteristics of a desirable behavior of a leader
individually
as a group
as a category
Compare these characteristics and define the set with commonly identified characteristics

8. Directive Behavior BEHAVIORS OF A LEADER 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

9. Supportive Behavior BEHAVIORS OF A LEADER
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

10. The Four Classical Leadership Styles
(High)
High
Supportive
&
Low
Directive
Behavior
High
Directive
&
Supportive
Behavior
Coaching
Supporting
Supportive Behavior
Delegating
Directing
Low
Supportive
&
Directive
Behavior
High
Directive
&
Low
Supportive
Behavior
(High)
(Low)
Directive Behavior

11. 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

12. 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 External Environment
L Leader
A Organization

13. Trefoil Dynamic Model of Leadership
At the Edge of Possibility
Environment
Lead in an increasingly ambiguous environment
Visionary within adversity
High Tolerance for frustration
Benevolent outlook
Leader
Organization

14. External Environment Leadership: At the Edge of Possibility
Demographics
Social, and Cultural Conditions
Political, and Economic Realities
Competition
Technological Advancement
Government Rules and Regulations
Current Trends in the specific business area
Globalization

15. Academic Institution Faculty Functional area leaders Support personnel
Students
Faculty
Functional area leaders
Support personnel
Parents
The governing body
Alumni
Facilities and Technology Infrastructure
Policies
History, tradition and common practices
Financial Condition

16. Institution Challenges
Leadership:
At the Edge of Possibility
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

17. ---Thucydides, Greek historian--
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--

18. Socrates «He who would like to change the world,
should try to change himself first.» “

19. Personal Leadership Identity
Principles and Values
Leadership philosophy
Individual professional
and personal goals in life
PLI was defined in by
S. Gialamas, and S. Hilentzaris

20. Principles and Values Values Achievement Caring Creativity Firmness
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

21. Principles and Values Discover your principles and values
Define them clearly
Clarify and prioritize them
Use them to guide your actions

22. 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.

23. 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
u Professionally
u Personally

24. Leader Vision Principles and Values Adhering the principles and values
Expertise
Knowledge
Respect for the Environment
Respect for the Institution
Respect for the humanity

25. Know Thyself
Philosophy

26. Vision Exciting – Unique – Clear State clearly the 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

27. The Leader and the Vision
Leadership:
At the Edge of Possibility
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

28. Personal Principles and Values

29. 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 : List the individuals
Step 2: Record words which reflect their actions interacting with you and others. For every individual record separately these words.
Step 3: Record all messages which they conveyed to you. For example what have you learned from them
Step 4: 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.
Step 5. Represent each related set of principles and values with a Venn diagram

30. Example Sets of Principles and Values Based on Influential Individuals
My friend George
father
mother
Integrity
Compassion
Love
Growth
responsibility
Integrity
Honesty
Compassion
Love
responsibility
Integrity
Creativity
Love
Compassion
responsibility
Set A1
Set A2
Set Ak
K is the number of individuals you have chosen

31. 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

32. Process for identifying your principles and values
Part B Identify at least 3 events in your life ( personal, family, workplace, community, and world) which have had a strong positive influence in your life
Step 1 : List the events
Step 2: Record words which come to your mind as you think about those events. For every event record separately all words.
Step 3: Record all messages which you identified from these events.
Step 4: 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.
Step 5. Represent each associated set of principles and values with a Venn diagram (see examples)

33. Example The Sets of Principles and Values Based on Influential Events
Birth of a child
Working on a team project
Organizing a public event
Responsibility
Challenge
Enjoyment
Helping others
Growth
integrity
Helping others
Challenge
Enjoyment
Growth
Responsibility
integrity
Love
Responsibility
Enjoyment
Challenge
Helping others
integrity
Set A1
Set A2
Set Ak
K is the number of events you have chosen

34. 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

35. 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

36. 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

37. 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

38. Example The Set of Core Principles and Values
The set consists of the following principles and values:
Integrity, and Responsibility
Compassion
Love
Enjoyment
Challenge
Helping others
Integrity
Responsibility

39. The Leadership Praxis
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

40. Leadership At The End….. Perhaps is nothing more than Integrity Vision
Kindness

41. For more articles and presentationsBy
Stefanos Gialamas

42. 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

43. 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

44. 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

45. 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.

46. 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

47. 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
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48. 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):
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):
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,
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