enabling others to act amy christopher deborah frazier cynthia lowe hope sowell mary wilson
TRANSCRIPT
Enabling Others to Act Enabling Others to Act Enabling Others to Act Enabling Others to Act
Amy ChristopherAmy ChristopherDeborah Frazier Deborah Frazier
Cynthia Lowe Cynthia Lowe Hope SowellHope Sowell
Mary Wilson Mary Wilson
Amy ChristopherAmy ChristopherDeborah Frazier Deborah Frazier
Cynthia Lowe Cynthia Lowe Hope SowellHope Sowell
Mary Wilson Mary Wilson
Teachers Doing Their Best Work Teachers Doing Their Best Work Teachers Doing Their Best Work Teachers Doing Their Best Work
““The essential task of a school leader The essential task of a school leader comes down to helping people get into comes down to helping people get into
and stay in an optimal state in which and stay in an optimal state in which they can work to their best ability. This they can work to their best ability. This typically means creating an atmosphere typically means creating an atmosphere
of warmth and trust – of global of warmth and trust – of global rapport…”rapport…”
(Goleman, 2006)(Goleman, 2006)
““The essential task of a school leader The essential task of a school leader comes down to helping people get into comes down to helping people get into
and stay in an optimal state in which and stay in an optimal state in which they can work to their best ability. This they can work to their best ability. This typically means creating an atmosphere typically means creating an atmosphere
of warmth and trust – of global of warmth and trust – of global rapport…”rapport…”
(Goleman, 2006)(Goleman, 2006)
How Do School Leaders Foster Global How Do School Leaders Foster Global Rapport and Enable Others?Rapport and Enable Others?
How Do School Leaders Foster Global How Do School Leaders Foster Global Rapport and Enable Others?Rapport and Enable Others?
• Develop a cohesive and collaborative team, Develop a cohesive and collaborative team, beginning with trust as a framework.beginning with trust as a framework.
• Ensure that people are given ownership of their Ensure that people are given ownership of their projects.projects.
• Acknowledge people’s areas of expertise because Acknowledge people’s areas of expertise because “people feel empowered when they feel “people feel empowered when they feel important.”important.”
• Accept that “leadership is not a solo act, it’s a Accept that “leadership is not a solo act, it’s a team effort.”team effort.”
(Kouzes & Posner, 2007)(Kouzes & Posner, 2007)
• Develop a cohesive and collaborative team, Develop a cohesive and collaborative team, beginning with trust as a framework.beginning with trust as a framework.
• Ensure that people are given ownership of their Ensure that people are given ownership of their projects.projects.
• Acknowledge people’s areas of expertise because Acknowledge people’s areas of expertise because “people feel empowered when they feel “people feel empowered when they feel important.”important.”
• Accept that “leadership is not a solo act, it’s a Accept that “leadership is not a solo act, it’s a team effort.”team effort.”
(Kouzes & Posner, 2007)(Kouzes & Posner, 2007)
What Leadership Abilities Are What Leadership Abilities Are Necessary for Enabling OthersNecessary for Enabling OthersWhat Leadership Abilities Are What Leadership Abilities Are Necessary for Enabling OthersNecessary for Enabling Others
• Leaders must have the ability to foster Leaders must have the ability to foster collaboration within their organization.collaboration within their organization.
• Leaders must have the ability to Leaders must have the ability to strengthen others.strengthen others.
• Leaders must have the ability to foster Leaders must have the ability to foster collaboration within their organization.collaboration within their organization.
• Leaders must have the ability to Leaders must have the ability to strengthen others.strengthen others.
How Do Leaders Foster Collaboration How Do Leaders Foster Collaboration Within Their Organization?Within Their Organization?
How Do Leaders Foster Collaboration How Do Leaders Foster Collaboration Within Their Organization?Within Their Organization?
• Creating a climate of trustCreating a climate of trust
• Facilitating relationshipsFacilitating relationships
• Creating a climate of trustCreating a climate of trust
• Facilitating relationshipsFacilitating relationships
How Do Leaders Strengthen Others?How Do Leaders Strengthen Others?How Do Leaders Strengthen Others?How Do Leaders Strengthen Others?
• Enhancing self-determinationEnhancing self-determination
• Developing competence and confidenceDeveloping competence and confidence
• Enhancing self-determinationEnhancing self-determination
• Developing competence and confidenceDeveloping competence and confidence
Four Leadership Abilities Four Leadership Abilities that Enable Othersthat Enable Others
Four Leadership Abilities Four Leadership Abilities that Enable Othersthat Enable Others
Creating a Climate of TrustCreating a Climate of Trust
Facilitating RelationshipsFacilitating Relationships
Fostering CollaborationFostering Collaboration
Strengthening OthersStrengthening Others
Creating a Climate of TrustCreating a Climate of Trust
Facilitating RelationshipsFacilitating Relationships
Fostering CollaborationFostering Collaboration
Strengthening OthersStrengthening Others
Creating a Climate of Trust Creating a Climate of Trust Creating a Climate of Trust Creating a Climate of Trust
• ““Trust is not just what’s in your mind; it’s also what’s in Trust is not just what’s in your mind; it’s also what’s in your heart.”your heart.”
(Kouzes & Posner, 2007, p.225)(Kouzes & Posner, 2007, p.225)
• ““The glue that holds all relationships together — The glue that holds all relationships together — including the relationship between the leader and the including the relationship between the leader and the led — is trust, and trust is based on integrity.”led — is trust, and trust is based on integrity.”
~Brian Tracy~Brian Tracy(http://noreenkelly.com/trustmatters/?p=60)(http://noreenkelly.com/trustmatters/?p=60)
• ““Trust is not just what’s in your mind; it’s also what’s in Trust is not just what’s in your mind; it’s also what’s in your heart.”your heart.”
(Kouzes & Posner, 2007, p.225)(Kouzes & Posner, 2007, p.225)
• ““The glue that holds all relationships together — The glue that holds all relationships together — including the relationship between the leader and the including the relationship between the leader and the led — is trust, and trust is based on integrity.”led — is trust, and trust is based on integrity.”
~Brian Tracy~Brian Tracy(http://noreenkelly.com/trustmatters/?p=60)(http://noreenkelly.com/trustmatters/?p=60)
Why Foster TRUST ? Why Foster TRUST ? Why Foster TRUST ? Why Foster TRUST ?
Without trust you cannot effectively lead. Without trust you cannot effectively lead. Psychologist have found people who are Psychologist have found people who are trusting are more likely to be happy and trusting are more likely to be happy and psychologically adjusted.psychologically adjusted.People gravitate towards those who are People gravitate towards those who are trusting and desire them as friends. trusting and desire them as friends. ““Trusting is the most fundamental element of Trusting is the most fundamental element of a winning team.” a winning team.” (Geoffrey Colvin, 2006)(Geoffrey Colvin, 2006)
Without trust you cannot effectively lead. Without trust you cannot effectively lead. Psychologist have found people who are Psychologist have found people who are trusting are more likely to be happy and trusting are more likely to be happy and psychologically adjusted.psychologically adjusted.People gravitate towards those who are People gravitate towards those who are trusting and desire them as friends. trusting and desire them as friends. ““Trusting is the most fundamental element of Trusting is the most fundamental element of a winning team.” a winning team.” (Geoffrey Colvin, 2006)(Geoffrey Colvin, 2006)
Qualities a Trustful Leader PossessesQualities a Trustful Leader PossessesQualities a Trustful Leader PossessesQualities a Trustful Leader Possesses
One who listens and learns One who listens and learns Does not force trust Does not force trust Open with others Open with others Involved in the action Involved in the action Sensitive to people’s needs and interestsSensitive to people’s needs and interestsConsults with others and allows them to share Consults with others and allows them to share informationinformationShares information and resources Shares information and resources
One who listens and learns One who listens and learns Does not force trust Does not force trust Open with others Open with others Involved in the action Involved in the action Sensitive to people’s needs and interestsSensitive to people’s needs and interestsConsults with others and allows them to share Consults with others and allows them to share informationinformationShares information and resources Shares information and resources
Why have Trust in the Workplace? Why have Trust in the Workplace? Why have Trust in the Workplace? Why have Trust in the Workplace?
Increases communication of ideas Increases communication of ideas Clarifies basic problems and goalsClarifies basic problems and goalsCreates/Searches for more alternative courses of Creates/Searches for more alternative courses of actionactionMutual influence on decisions Mutual influence on decisions Motivation to implement Motivation to implement Creates team/teamworkCreates team/teamworkSatisfactionSatisfactionCommitment to excellenceCommitment to excellence
Increases communication of ideas Increases communication of ideas Clarifies basic problems and goalsClarifies basic problems and goalsCreates/Searches for more alternative courses of Creates/Searches for more alternative courses of actionactionMutual influence on decisions Mutual influence on decisions Motivation to implement Motivation to implement Creates team/teamworkCreates team/teamworkSatisfactionSatisfactionCommitment to excellenceCommitment to excellence
How to Create a Climate of TRUST?How to Create a Climate of TRUST?How to Create a Climate of TRUST?How to Create a Climate of TRUST?
Leaders must be: Leaders must be: • First to trust – Self-disclosure – letting others First to trust – Self-disclosure – letting others
know what you stand for, what you value, know what you stand for, what you value, what you want, what you hope for, and what what you want, what you hope for, and what you are willing (or not willing) to do. you are willing (or not willing) to do.
• First to show vulnerability First to show vulnerability • First to let go of controlFirst to let go of control
““Leaders go first, as the word leader implies.” Leaders go first, as the word leader implies.” (Kouzes & Posner, 2007, p.227)(Kouzes & Posner, 2007, p.227)
Leaders must be: Leaders must be: • First to trust – Self-disclosure – letting others First to trust – Self-disclosure – letting others
know what you stand for, what you value, know what you stand for, what you value, what you want, what you hope for, and what what you want, what you hope for, and what you are willing (or not willing) to do. you are willing (or not willing) to do.
• First to show vulnerability First to show vulnerability • First to let go of controlFirst to let go of control
““Leaders go first, as the word leader implies.” Leaders go first, as the word leader implies.” (Kouzes & Posner, 2007, p.227)(Kouzes & Posner, 2007, p.227)
Trust is the key to success!Trust is the key to success!Trust is the key to success!Trust is the key to success!
Facilitate RelationshipsFacilitate RelationshipsFacilitate RelationshipsFacilitate Relationships
• Major ingredientMajor ingredient• Sense of interdependenceSense of interdependence• Everyone knows they can not succeed unless everyone Everyone knows they can not succeed unless everyone
else succeedselse succeeds• Attitude of “we are all in this together”Attitude of “we are all in this together”
• People must rely on each otherPeople must rely on each other• A community of people that can count on each otherA community of people that can count on each other
• Major ingredientMajor ingredient• Sense of interdependenceSense of interdependence• Everyone knows they can not succeed unless everyone Everyone knows they can not succeed unless everyone
else succeedselse succeeds• Attitude of “we are all in this together”Attitude of “we are all in this together”
• People must rely on each otherPeople must rely on each other• A community of people that can count on each otherA community of people that can count on each other
Leader’s ResponsibilityLeader’s ResponsibilityLeader’s ResponsibilityLeader’s Responsibility
• Develop cooperative goalsDevelop cooperative goals
• Support norms of reciprocitySupport norms of reciprocity
• Structure projects to promote joint effortsStructure projects to promote joint efforts
• Support face-to-face interactionsSupport face-to-face interactions
• Develop cooperative goalsDevelop cooperative goals
• Support norms of reciprocitySupport norms of reciprocity
• Structure projects to promote joint effortsStructure projects to promote joint efforts
• Support face-to-face interactionsSupport face-to-face interactions
In Line with ISLLC Standard 3In Line with ISLLC Standard 3(Interstate School Leaders Licensure Consortium)(Interstate School Leaders Licensure Consortium)
In Line with ISLLC Standard 3In Line with ISLLC Standard 3(Interstate School Leaders Licensure Consortium)(Interstate School Leaders Licensure Consortium)
• Stakeholders are involved in decisions Stakeholders are involved in decisions affecting schoolsaffecting schools
• Responsibility is shared to maximize Responsibility is shared to maximize ownership and responsibilityownership and responsibility
• Effective group processes and consensus-Effective group processes and consensus-building skills are usedbuilding skills are used
(Owens & Valesky, 2007, p. 38-40)(Owens & Valesky, 2007, p. 38-40)
• Stakeholders are involved in decisions Stakeholders are involved in decisions affecting schoolsaffecting schools
• Responsibility is shared to maximize Responsibility is shared to maximize ownership and responsibilityownership and responsibility
• Effective group processes and consensus-Effective group processes and consensus-building skills are usedbuilding skills are used
(Owens & Valesky, 2007, p. 38-40)(Owens & Valesky, 2007, p. 38-40)
Leaders and Followers Establish Mutual Leaders and Followers Establish Mutual Purposes & Work Together to Reach Their GoalsPurposes & Work Together to Reach Their Goals
Leaders and Followers Establish Mutual Leaders and Followers Establish Mutual Purposes & Work Together to Reach Their GoalsPurposes & Work Together to Reach Their Goals
• Success is the product of leaders and Success is the product of leaders and followers’ joint effortsfollowers’ joint efforts
• This interdependence can be highlighted as This interdependence can be highlighted as follows:follows:
““Leadership is an influence relationship among leaders and their Leadership is an influence relationship among leaders and their collaborators who intend real changes that reflect their collaborators who intend real changes that reflect their
mutual purpose.”mutual purpose.”
(Rost, 1993, p. 99)(Rost, 1993, p. 99)
• Success is the product of leaders and Success is the product of leaders and followers’ joint effortsfollowers’ joint efforts
• This interdependence can be highlighted as This interdependence can be highlighted as follows:follows:
““Leadership is an influence relationship among leaders and their Leadership is an influence relationship among leaders and their collaborators who intend real changes that reflect their collaborators who intend real changes that reflect their
mutual purpose.”mutual purpose.”
(Rost, 1993, p. 99)(Rost, 1993, p. 99)
Grace Hopper stated, Grace Hopper stated, ““You manage things, you lead people.”You manage things, you lead people.”
(as cited by Hackman & Johnson, 2004, p. 13)(as cited by Hackman & Johnson, 2004, p. 13)
Grace Hopper stated, Grace Hopper stated, ““You manage things, you lead people.”You manage things, you lead people.”
(as cited by Hackman & Johnson, 2004, p. 13)(as cited by Hackman & Johnson, 2004, p. 13)
Develop Cooperative Goals and RolesDevelop Cooperative Goals and RolesDevelop Cooperative Goals and RolesDevelop Cooperative Goals and Roles
• Roles must be designed so that every Roles must be designed so that every person’s contributions are both additive and person’s contributions are both additive and cumulative to the final outcomecumulative to the final outcome
• Example: Jigsaw puzzleExample: Jigsaw puzzle• Norms of ReciprocityNorms of Reciprocity• One partner always gives, and one partner One partner always gives, and one partner
always takesalways takes• Giver often feels taken advantage of, and Giver often feels taken advantage of, and
the taker feels superior.the taker feels superior.
• Roles must be designed so that every Roles must be designed so that every person’s contributions are both additive and person’s contributions are both additive and cumulative to the final outcomecumulative to the final outcome
• Example: Jigsaw puzzleExample: Jigsaw puzzle• Norms of ReciprocityNorms of Reciprocity• One partner always gives, and one partner One partner always gives, and one partner
always takesalways takes• Giver often feels taken advantage of, and Giver often feels taken advantage of, and
the taker feels superior.the taker feels superior.
• To develop cooperative relationships, leaders must To develop cooperative relationships, leaders must quickly establish norms of reciprocity within teams & quickly establish norms of reciprocity within teams & among partnersamong partners
• Reciprocity turns out to be the most successful Reciprocity turns out to be the most successful approach for daily decisions because it demonstrates approach for daily decisions because it demonstrates a willingness to be cooperativea willingness to be cooperative
• Minimizes escalation or possible conflictMinimizes escalation or possible conflict
• Reciprocity leads to predictability and stability in Reciprocity leads to predictability and stability in relationships, which can keep negotiations from relationships, which can keep negotiations from breaking downbreaking down
• Causes improved relationships & less stressCauses improved relationships & less stress
• To develop cooperative relationships, leaders must To develop cooperative relationships, leaders must quickly establish norms of reciprocity within teams & quickly establish norms of reciprocity within teams & among partnersamong partners
• Reciprocity turns out to be the most successful Reciprocity turns out to be the most successful approach for daily decisions because it demonstrates approach for daily decisions because it demonstrates a willingness to be cooperativea willingness to be cooperative
• Minimizes escalation or possible conflictMinimizes escalation or possible conflict
• Reciprocity leads to predictability and stability in Reciprocity leads to predictability and stability in relationships, which can keep negotiations from relationships, which can keep negotiations from breaking downbreaking down
• Causes improved relationships & less stressCauses improved relationships & less stress
Structure Projects to Promote Structure Projects to Promote Joint EffortJoint Effort
Structure Projects to Promote Structure Projects to Promote Joint EffortJoint Effort
• The leader’s responsibility is to make certain The leader’s responsibility is to make certain all parties understand each other’s interests all parties understand each other’s interests and how they gain more from working and how they gain more from working together than from working alonetogether than from working alone
• People are more likely to work People are more likely to work interdependently once they realize the interdependently once they realize the payoff in increased benefitspayoff in increased benefits
• The leader’s responsibility is to make certain The leader’s responsibility is to make certain all parties understand each other’s interests all parties understand each other’s interests and how they gain more from working and how they gain more from working together than from working alonetogether than from working alone
• People are more likely to work People are more likely to work interdependently once they realize the interdependently once they realize the payoff in increased benefitspayoff in increased benefits
• Structured projects make each person’s Structured projects make each person’s contribution visible to the end result.contribution visible to the end result.
• Workers understand that, by working Workers understand that, by working cooperatively, they can accomplish more cooperatively, they can accomplish more than one person could do alone.than one person could do alone.
• Structured projects make each person’s Structured projects make each person’s contribution visible to the end result.contribution visible to the end result.
• Workers understand that, by working Workers understand that, by working cooperatively, they can accomplish more cooperatively, they can accomplish more than one person could do alone.than one person could do alone.
Support Face-to-Face InteractionSupport Face-to-Face InteractionSupport Face-to-Face InteractionSupport Face-to-Face Interaction
• The need for face-to-face interaction The need for face-to-face interaction increases with the complexity of the issuesincreases with the complexity of the issues
• Until you see someone’s face, he/she is not a Until you see someone’s face, he/she is not a real personreal person
• Important for the leader to provide frequent Important for the leader to provide frequent and lasting opportunities for team members and lasting opportunities for team members to associate and intermingle across to associate and intermingle across disciplines and between departmentsdisciplines and between departments
• The need for face-to-face interaction The need for face-to-face interaction increases with the complexity of the issuesincreases with the complexity of the issues
• Until you see someone’s face, he/she is not a Until you see someone’s face, he/she is not a real personreal person
• Important for the leader to provide frequent Important for the leader to provide frequent and lasting opportunities for team members and lasting opportunities for team members to associate and intermingle across to associate and intermingle across disciplines and between departmentsdisciplines and between departments
Virtual trust is like virtual reality – it is Virtual trust is like virtual reality – it is one step from the real dealone step from the real deal
We are social creatures, so it is our We are social creatures, so it is our nature to want to socialize.nature to want to socialize.
People expect durable relationships, People expect durable relationships, and having frequent face-to-face and having frequent face-to-face encounters means you will remember encounters means you will remember how you treated them and how they how you treated them and how they treated you.treated you.
Virtual trust is like virtual reality – it is Virtual trust is like virtual reality – it is one step from the real dealone step from the real deal
We are social creatures, so it is our We are social creatures, so it is our nature to want to socialize.nature to want to socialize.
People expect durable relationships, People expect durable relationships, and having frequent face-to-face and having frequent face-to-face encounters means you will remember encounters means you will remember how you treated them and how they how you treated them and how they treated you.treated you.
2 Chronicles 10:152 Chronicles 10:152 Chronicles 10:152 Chronicles 10:15
• King Rehoboam refused to listen to the King Rehoboam refused to listen to the people, and it led to his downfall.people, and it led to his downfall.
• Listening is one of the 21 Indispensable Laws of the Listening is one of the 21 Indispensable Laws of the LeaderLeader
• Leaders must listen for two reasons:Leaders must listen for two reasons:• To be connected to othersTo be connected to others• To learn from othersTo learn from others
• King Rehoboam refused to listen to the King Rehoboam refused to listen to the people, and it led to his downfall.people, and it led to his downfall.
• Listening is one of the 21 Indispensable Laws of the Listening is one of the 21 Indispensable Laws of the LeaderLeader
• Leaders must listen for two reasons:Leaders must listen for two reasons:• To be connected to othersTo be connected to others• To learn from othersTo learn from others
Woodrow Wilson stated,Woodrow Wilson stated,
““The ear of the leader must ring with the voice The ear of the leader must ring with the voice of the people.”of the people.”
(as cited by Hackman & Johnson, 2004, p. 38)(as cited by Hackman & Johnson, 2004, p. 38)
What’s more, a good leader encourages What’s more, a good leader encourages followers to tell him what he needs to know, followers to tell him what he needs to know,
not what he wants to hear.not what he wants to hear.
Woodrow Wilson stated,Woodrow Wilson stated,
““The ear of the leader must ring with the voice The ear of the leader must ring with the voice of the people.”of the people.”
(as cited by Hackman & Johnson, 2004, p. 38)(as cited by Hackman & Johnson, 2004, p. 38)
What’s more, a good leader encourages What’s more, a good leader encourages followers to tell him what he needs to know, followers to tell him what he needs to know,
not what he wants to hear.not what he wants to hear.
Get People to InteractGet People to InteractGet People to InteractGet People to Interact
• Hold ten minute stand-up meetings every Hold ten minute stand-up meetings every morningmorning
• Move around the workplace so everyone becomes Move around the workplace so everyone becomes familiar with all areas of the workplacefamiliar with all areas of the workplace
• Hold small celebrations in public placesHold small celebrations in public places
• Make sure there is food in the middle of the Make sure there is food in the middle of the table during meetingstable during meetings
• Hold ten minute stand-up meetings every Hold ten minute stand-up meetings every morningmorning
• Move around the workplace so everyone becomes Move around the workplace so everyone becomes familiar with all areas of the workplacefamiliar with all areas of the workplace
• Hold small celebrations in public placesHold small celebrations in public places
• Make sure there is food in the middle of the Make sure there is food in the middle of the table during meetingstable during meetings
What Is Self-Determination?What Is Self-Determination?What Is Self-Determination?What Is Self-Determination?
The “ability to identify and achieve goals The “ability to identify and achieve goals
based on a foundation of based on a foundation of knowing and valuing oneself.” knowing and valuing oneself.”
(Field & Hoffman, 1994, p. 164)(Field & Hoffman, 1994, p. 164)
The “ability to identify and achieve goals The “ability to identify and achieve goals
based on a foundation of based on a foundation of knowing and valuing oneself.” knowing and valuing oneself.”
(Field & Hoffman, 1994, p. 164)(Field & Hoffman, 1994, p. 164)
Why Is Self-Determination Important Why Is Self-Determination Important for Educational Leaders?for Educational Leaders?
Why Is Self-Determination Important Why Is Self-Determination Important for Educational Leaders?for Educational Leaders?
• Enhances individual effectivenessEnhances individual effectiveness• Makes individuals feel powerfulMakes individuals feel powerful
• Encourages active engagement & promotes higher levels of achievementEncourages active engagement & promotes higher levels of achievement• Enables individuals to regulate and evaluate themselvesEnables individuals to regulate and evaluate themselves• Increases opportunities to develop skill in handling conflict and solving problemsIncreases opportunities to develop skill in handling conflict and solving problems• Fosters collaboration (and vice versa)Fosters collaboration (and vice versa)• Promotes enthusiasm and motivationPromotes enthusiasm and motivation• Increases goal achievement Increases goal achievement • Encourages accountabilityEncourages accountability• Promotes improvement effortsPromotes improvement efforts• Enhances the climate by promoting a positive environmentEnhances the climate by promoting a positive environment• Encourages risk-takingEncourages risk-taking• It is contagious!It is contagious!
• Enhances individual effectivenessEnhances individual effectiveness• Makes individuals feel powerfulMakes individuals feel powerful
• Encourages active engagement & promotes higher levels of achievementEncourages active engagement & promotes higher levels of achievement• Enables individuals to regulate and evaluate themselvesEnables individuals to regulate and evaluate themselves• Increases opportunities to develop skill in handling conflict and solving problemsIncreases opportunities to develop skill in handling conflict and solving problems• Fosters collaboration (and vice versa)Fosters collaboration (and vice versa)• Promotes enthusiasm and motivationPromotes enthusiasm and motivation• Increases goal achievement Increases goal achievement • Encourages accountabilityEncourages accountability• Promotes improvement effortsPromotes improvement efforts• Enhances the climate by promoting a positive environmentEnhances the climate by promoting a positive environment• Encourages risk-takingEncourages risk-taking• It is contagious!It is contagious!
The Self-Determination Continuum Showing Types of Motivation with Their The Self-Determination Continuum Showing Types of Motivation with Their Regulatory Styles, Loci of Causality, and Corresponding ProcessesRegulatory Styles, Loci of Causality, and Corresponding Processes
The Self-Determination Continuum Showing Types of Motivation with Their The Self-Determination Continuum Showing Types of Motivation with Their Regulatory Styles, Loci of Causality, and Corresponding ProcessesRegulatory Styles, Loci of Causality, and Corresponding Processes
MotivationMotivation
Regulatory Regulatory StylesStyles
Perceived Perceived Locus of Locus of CausalityCausality
Relevant Relevant Regulatory Regulatory ProcessesProcesses
MotivationMotivation
Regulatory Regulatory StylesStyles
Perceived Perceived Locus of Locus of CausalityCausality
Relevant Relevant Regulatory Regulatory ProcessesProcesses
BehaviorBehavior Nonself-DeterminedNonself-Determined Self-DeterminedSelf-DeterminedBehaviorBehavior Nonself-DeterminedNonself-Determined Self-DeterminedSelf-Determined
AmotivationAmotivation
Non-RegulationNon-Regulation
ImpersonalImpersonal
Nonintentional,Nonintentional,Nonvaluing,Nonvaluing,
Incompetence,Incompetence,Lack of ControlLack of Control
AmotivationAmotivation
Non-RegulationNon-Regulation
ImpersonalImpersonal
Nonintentional,Nonintentional,Nonvaluing,Nonvaluing,
Incompetence,Incompetence,Lack of ControlLack of Control
Extrinsic MotivationExtrinsic Motivation
ExternalExternal Introjected Identified Integrated Introjected Identified Integrated Regulation Regulation Regulation Regulation Regulation Regulation Regulation Regulation
External Somewhat Somewhat InternalExternal Somewhat Somewhat Internal External Internal External Internal
Compliance, Self-control, Personal Congruence, Compliance, Self-control, Personal Congruence, External Ego-Involvement, Importance, Awareness, External Ego-Involvement, Importance, Awareness, Rewards and Internal Rewards Conscious Synthesis Rewards and Internal Rewards Conscious Synthesis Punishments and Punishments Valuing With Self Punishments and Punishments Valuing With Self
Extrinsic MotivationExtrinsic Motivation
ExternalExternal Introjected Identified Integrated Introjected Identified Integrated Regulation Regulation Regulation Regulation Regulation Regulation Regulation Regulation
External Somewhat Somewhat InternalExternal Somewhat Somewhat Internal External Internal External Internal
Compliance, Self-control, Personal Congruence, Compliance, Self-control, Personal Congruence, External Ego-Involvement, Importance, Awareness, External Ego-Involvement, Importance, Awareness, Rewards and Internal Rewards Conscious Synthesis Rewards and Internal Rewards Conscious Synthesis Punishments and Punishments Valuing With Self Punishments and Punishments Valuing With Self
Intrinsic MotivationIntrinsic Motivation
Intrinsic RegulationIntrinsic Regulation
InternalInternal
Interest,Interest,Enjoyment,Enjoyment,
InherentInherentSatisfactionSatisfaction
Intrinsic MotivationIntrinsic Motivation
Intrinsic RegulationIntrinsic Regulation
InternalInternal
Interest,Interest,Enjoyment,Enjoyment,
InherentInherentSatisfactionSatisfaction
Ryan & Deci, 2000, p. 72
What Skills Are Involved in What Skills Are Involved in Self-Determination?Self-Determination?
What Skills Are Involved in What Skills Are Involved in Self-Determination?Self-Determination?
• Identification of strengths & weaknessesIdentification of strengths & weaknesses• Recognition of needs & preferencesRecognition of needs & preferences• Decision-making skillsDecision-making skills• Understanding of rights & responsibilitiesUnderstanding of rights & responsibilities• Setting goals & anticipating consequencesSetting goals & anticipating consequences• Creativity & flexibilityCreativity & flexibility• Communication skillsCommunication skills• ResponsivenessResponsiveness
• Identification of strengths & weaknessesIdentification of strengths & weaknesses• Recognition of needs & preferencesRecognition of needs & preferences• Decision-making skillsDecision-making skills• Understanding of rights & responsibilitiesUnderstanding of rights & responsibilities• Setting goals & anticipating consequencesSetting goals & anticipating consequences• Creativity & flexibilityCreativity & flexibility• Communication skillsCommunication skills• ResponsivenessResponsiveness
Know YourselfKnow Yourself*Dream*Dream *Know the options*Know the options*Know your strengths,*Know your strengths, *Decide what is*Decide what is weaknesses, needs, weaknesses, needs, important to you important to you and preferences and preferences
Know YourselfKnow Yourself*Dream*Dream *Know the options*Know the options*Know your strengths,*Know your strengths, *Decide what is*Decide what is weaknesses, needs, weaknesses, needs, important to you important to you and preferences and preferences
Value YourselfValue Yourself*Accept and value*Accept and value *Recognize & respect*Recognize & respect yourself yourself rights & responsibilities rights & responsibilities*Admire strengths that*Admire strengths that *Take care of yourself*Take care of yourself come from uniqueness come from uniqueness
Value YourselfValue Yourself*Accept and value*Accept and value *Recognize & respect*Recognize & respect yourself yourself rights & responsibilities rights & responsibilities*Admire strengths that*Admire strengths that *Take care of yourself*Take care of yourself come from uniqueness come from uniqueness
PlanPlan*Set goals*Set goals *Anticipate results*Anticipate results*Plan actions to*Plan actions to *Be creative*Be creative meet goals meet goals *Visually rehearse*Visually rehearse
PlanPlan*Set goals*Set goals *Anticipate results*Anticipate results*Plan actions to*Plan actions to *Be creative*Be creative meet goals meet goals *Visually rehearse*Visually rehearse
ActAct*Take risks*Take risks *Negotiate*Negotiate*Communicate*Communicate *Deal with conflict*Deal with conflict*Access resources*Access resources and criticism and criticism and support and support *Be persistent*Be persistent
ActAct*Take risks*Take risks *Negotiate*Negotiate*Communicate*Communicate *Deal with conflict*Deal with conflict*Access resources*Access resources and criticism and criticism and support and support *Be persistent*Be persistent
Experience Outcomes & LearnExperience Outcomes & Learn*Compare outcome to expected outcome*Compare outcome to expected outcome*Compare performance to expected performance*Compare performance to expected performance*Realize success*Realize success*Make adjustments*Make adjustments
Experience Outcomes & LearnExperience Outcomes & Learn*Compare outcome to expected outcome*Compare outcome to expected outcome*Compare performance to expected performance*Compare performance to expected performance*Realize success*Realize success*Make adjustments*Make adjustments(Field & Hoffman, 1994)
EnvironmentEnvironmentEnvironmentEnvironment
How Do I Enhance Self-Determination in How Do I Enhance Self-Determination in My Constituents?My Constituents?
How Do I Enhance Self-Determination in How Do I Enhance Self-Determination in My Constituents?My Constituents?
1)1) Provide more choices.Provide more choices.
2)2) Design jobs that offer latitude.Design jobs that offer latitude.
3)3) Foster personal accountability.Foster personal accountability.
(Kouzes & Posner, 2007, p. 254)(Kouzes & Posner, 2007, p. 254)
1)1) Provide more choices.Provide more choices.
2)2) Design jobs that offer latitude.Design jobs that offer latitude.
3)3) Foster personal accountability.Foster personal accountability.
(Kouzes & Posner, 2007, p. 254)(Kouzes & Posner, 2007, p. 254)
Why Provide Choices?Why Provide Choices?Why Provide Choices?Why Provide Choices?
• Builds commitmentBuilds commitment
• Encourages self-esteem & self-confidenceEncourages self-esteem & self-confidence
• Promotes ownership of responsibilities & Promotes ownership of responsibilities & actionsactions
• Enables constituents to respond to the needs of Enables constituents to respond to the needs of those they servethose they serve
• Builds commitmentBuilds commitment
• Encourages self-esteem & self-confidenceEncourages self-esteem & self-confidence
• Promotes ownership of responsibilities & Promotes ownership of responsibilities & actionsactions
• Enables constituents to respond to the needs of Enables constituents to respond to the needs of those they servethose they serve
Why Offer Latitude in Jobs/Tasks?Why Offer Latitude in Jobs/Tasks?Why Offer Latitude in Jobs/Tasks?Why Offer Latitude in Jobs/Tasks?
• Promotes initiative & ownershipPromotes initiative & ownership• Raises performance levelsRaises performance levels• Offers more flexibilityOffers more flexibility• Allows for greater creativityAllows for greater creativity• Enables greater use of unique talents & Enables greater use of unique talents &
abilitiesabilities• Increases motivation & performance levelsIncreases motivation & performance levels
• Promotes initiative & ownershipPromotes initiative & ownership• Raises performance levelsRaises performance levels• Offers more flexibilityOffers more flexibility• Allows for greater creativityAllows for greater creativity• Enables greater use of unique talents & Enables greater use of unique talents &
abilitiesabilities• Increases motivation & performance levelsIncreases motivation & performance levels
Why Foster Accountability?Why Foster Accountability?Why Foster Accountability?Why Foster Accountability?
• Responsibility Responsibility mustmust accompany freedom. accompany freedom.• Promotes a sense of ownership & Promotes a sense of ownership &
motivationmotivation• Fosters feelings of empowerment & Fosters feelings of empowerment &
competencecompetence• Encourages reflection & focusEncourages reflection & focus• Enables recognition of successEnables recognition of success
• Responsibility Responsibility mustmust accompany freedom. accompany freedom.• Promotes a sense of ownership & Promotes a sense of ownership &
motivationmotivation• Fosters feelings of empowerment & Fosters feelings of empowerment &
competencecompetence• Encourages reflection & focusEncourages reflection & focus• Enables recognition of successEnables recognition of success
Is Leadership by Enhancing Is Leadership by Enhancing Self-Determination Biblical?Self-Determination Biblical?Is Leadership by Enhancing Is Leadership by Enhancing Self-Determination Biblical?Self-Determination Biblical?
•Parable of the TalentsParable of the Talents(Matthew 25:14-30)(Matthew 25:14-30)
•The Sending of the Disciples and the 72The Sending of the Disciples and the 72(Mark 6:7-13, Luke 10:1-24)(Mark 6:7-13, Luke 10:1-24)
•The Great CommissionThe Great Commission(Matthew 28:18-20)(Matthew 28:18-20)
•Parable of the TalentsParable of the Talents(Matthew 25:14-30)(Matthew 25:14-30)
•The Sending of the Disciples and the 72The Sending of the Disciples and the 72(Mark 6:7-13, Luke 10:1-24)(Mark 6:7-13, Luke 10:1-24)
•The Great CommissionThe Great Commission(Matthew 28:18-20)(Matthew 28:18-20)
Developing Competence and Developing Competence and ConfidenceConfidence
Developing Competence and Developing Competence and ConfidenceConfidence
““Developing competence and building Developing competence and building confidence are essential to delivering confidence are essential to delivering
on the organization’s promises and on the organization’s promises and maintaining the credibility of leaders maintaining the credibility of leaders
and team members alike.” and team members alike.” (Kouzes & Posner, 2007, p. 260)(Kouzes & Posner, 2007, p. 260)
““Developing competence and building Developing competence and building confidence are essential to delivering confidence are essential to delivering
on the organization’s promises and on the organization’s promises and maintaining the credibility of leaders maintaining the credibility of leaders
and team members alike.” and team members alike.” (Kouzes & Posner, 2007, p. 260)(Kouzes & Posner, 2007, p. 260)
How Do Leaders Develop Competence How Do Leaders Develop Competence In Others?In Others?
How Do Leaders Develop Competence How Do Leaders Develop Competence In Others?In Others?
Education-training and development (teacher Education-training and development (teacher inservices, release time, conferences, peer inservices, release time, conferences, peer training, mentoring)training, mentoring)
““In today’s world, if you’re not growing and In today’s world, if you’re not growing and learning in a job, you’d better find a new one.” learning in a job, you’d better find a new one.”
(Kouzes & Posner, 2007, p. 261)(Kouzes & Posner, 2007, p. 261) Time investment (Think Paul)Time investment (Think Paul) Personal and hands -onPersonal and hands -on
Education-training and development (teacher Education-training and development (teacher inservices, release time, conferences, peer inservices, release time, conferences, peer training, mentoring)training, mentoring)
““In today’s world, if you’re not growing and In today’s world, if you’re not growing and learning in a job, you’d better find a new one.” learning in a job, you’d better find a new one.”
(Kouzes & Posner, 2007, p. 261)(Kouzes & Posner, 2007, p. 261) Time investment (Think Paul)Time investment (Think Paul) Personal and hands -onPersonal and hands -on
““Character and competency are developed over Character and competency are developed over time. There is no way to microwave it.”time. There is no way to microwave it.”
(Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)(Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)
Fan people’s gifts into flames!!!Fan people’s gifts into flames!!!• Watch them.Watch them.• Call character and competency issues into Call character and competency issues into
conversation.conversation.• Encourage and promise to develop them.Encourage and promise to develop them.• If you can’t develop them, find someone who If you can’t develop them, find someone who
can.can.• If their gift is fanned, it becomes strong and If their gift is fanned, it becomes strong and
vibrant to serve others.vibrant to serve others.
““Character and competency are developed over Character and competency are developed over time. There is no way to microwave it.”time. There is no way to microwave it.”
(Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)(Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)
Fan people’s gifts into flames!!!Fan people’s gifts into flames!!!• Watch them.Watch them.• Call character and competency issues into Call character and competency issues into
conversation.conversation.• Encourage and promise to develop them.Encourage and promise to develop them.• If you can’t develop them, find someone who If you can’t develop them, find someone who
can.can.• If their gift is fanned, it becomes strong and If their gift is fanned, it becomes strong and
vibrant to serve others.vibrant to serve others.
Have clear expectations.Have clear expectations. Provide sufficient training and tech Provide sufficient training and tech
support.support. Enrich responsibility for variety in tasks.Enrich responsibility for variety in tasks. Create networking opportunities.Create networking opportunities. Make them active participants.Make them active participants. Pay close attention to areas of need.Pay close attention to areas of need.
Have clear expectations.Have clear expectations. Provide sufficient training and tech Provide sufficient training and tech
support.support. Enrich responsibility for variety in tasks.Enrich responsibility for variety in tasks. Create networking opportunities.Create networking opportunities. Make them active participants.Make them active participants. Pay close attention to areas of need.Pay close attention to areas of need.
Jesus Developed CompetenceJesus Developed CompetenceJesus Developed CompetenceJesus Developed Competence
Luke 14:28-32Luke 14:28-32““Competence requires three ingredients:Competence requires three ingredients:
1. Commitment1. Commitment2. Resources2. Resources3. Intelligence”3. Intelligence”
(Maxwell Leadership Bible, 2002, p. 1257)(Maxwell Leadership Bible, 2002, p. 1257)
Luke 14:28-32Luke 14:28-32““Competence requires three ingredients:Competence requires three ingredients:
1. Commitment1. Commitment2. Resources2. Resources3. Intelligence”3. Intelligence”
(Maxwell Leadership Bible, 2002, p. 1257)(Maxwell Leadership Bible, 2002, p. 1257)
How Do Leaders Develop Confidence In How Do Leaders Develop Confidence In Others?Others?
How Do Leaders Develop Confidence In How Do Leaders Develop Confidence In Others?Others?
Communicate the message that others Communicate the message that others are successful.are successful.
“ ‘“ ‘I am committed to your I am committed to your success.’ Those are some of the most success.’ Those are some of the most
powerful words a leader can say.”powerful words a leader can say.” (Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)(Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)
Communicate the message that others Communicate the message that others are successful.are successful.
“ ‘“ ‘I am committed to your I am committed to your success.’ Those are some of the most success.’ Those are some of the most
powerful words a leader can say.”powerful words a leader can say.” (Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)(Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)
Recognize achievements.Recognize achievements.
““Make heroes of your people Make heroes of your people who do things well. Put who do things well. Put them up in front of people them up in front of people and tell their stories.”and tell their stories.”
(Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)(Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)
Recognize achievements.Recognize achievements.
““Make heroes of your people Make heroes of your people who do things well. Put who do things well. Put them up in front of people them up in front of people and tell their stories.”and tell their stories.”
(Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)(Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)
Stay humble.Stay humble.
““The smallest leaders I knowThe smallest leaders I know need the attention for need the attention for themselves.”themselves.”
(Nancy Ortberg, as cited in (Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)Kouzes & Posner, 2004, p. 95)
““Let nothing be done through Let nothing be done through selfish ambition or conceit, but in selfish ambition or conceit, but in lowliness of mind let each esteem lowliness of mind let each esteem others better than himself.” others better than himself.”
(Philippians 2:3)(Philippians 2:3)
Stay humble.Stay humble.
““The smallest leaders I knowThe smallest leaders I know need the attention for need the attention for themselves.”themselves.”
(Nancy Ortberg, as cited in (Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)Kouzes & Posner, 2004, p. 95)
““Let nothing be done through Let nothing be done through selfish ambition or conceit, but in selfish ambition or conceit, but in lowliness of mind let each esteem lowliness of mind let each esteem others better than himself.” others better than himself.”
(Philippians 2:3)(Philippians 2:3)
Make ConnectionsMake ConnectionsKnow Your PurposeKnow Your PurposeMake ConnectionsMake ConnectionsKnow Your PurposeKnow Your Purpose
A leadership of the heart “means that even A leadership of the heart “means that even in the midst of disappointment and in the midst of disappointment and
defeat, you remain connected to people defeat, you remain connected to people and to the sources of your most and to the sources of your most
profound purpose. . .”profound purpose. . .”
(Heifetz & Linsky, 2002)(Heifetz & Linsky, 2002)
A leadership of the heart “means that even A leadership of the heart “means that even in the midst of disappointment and in the midst of disappointment and
defeat, you remain connected to people defeat, you remain connected to people and to the sources of your most and to the sources of your most
profound purpose. . .”profound purpose. . .”
(Heifetz & Linsky, 2002)(Heifetz & Linsky, 2002)
Create an Enabling ClimateCreate an Enabling ClimateCreate an Enabling ClimateCreate an Enabling Climate
““A school’s climate is the summation A school’s climate is the summation of all the positive and negative of all the positive and negative
interactions among all people at theinteractions among all people at the school in a given day.”school in a given day.”
(Goleman, 2006)(Goleman, 2006)
““A school’s climate is the summation A school’s climate is the summation of all the positive and negative of all the positive and negative
interactions among all people at theinteractions among all people at the school in a given day.”school in a given day.”
(Goleman, 2006)(Goleman, 2006)
ReferencesReferencesColvin, G. (2006). Why dreams fail. Colvin, G. (2006). Why dreams fail. Fortune, 2006, June 12Fortune, 2006, June 12. Retrieved July 2, 2008 from . Retrieved July 2, 2008 from http://money.cnn.com/magazines/fortune/fortune_archive/2006/06/12/8379219/index.htm http://money.cnn.com/magazines/fortune/fortune_archive/2006/06/12/8379219/index.htm Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development for Career Development for Exceptional IndividualsExceptional Individuals, 17(2), 159-169. Retrieved July 1, 2008 from , 17(2), 159-169. Retrieved July 1, 2008 from http://www.coe.wayne.edu:16080/selfdetermination/http://www.coe.wayne.edu:16080/selfdetermination/Goleman, D. (2006). The socially intelligennt. Goleman, D. (2006). The socially intelligennt. Educational LeadershipEducational Leadership, September, 76-81., September, 76-81.Hackman. M. Z. & Johnson, C. E. (2004). Hackman. M. Z. & Johnson, C. E. (2004). Leadership: A communication perspective Leadership: A communication perspective (4th ed.). Long Grove, IL: (4th ed.). Long Grove, IL:
Waveland Press, Inc.Waveland Press, Inc.Heifetz, R. & Linsky, M. (2002). Heifetz, R. & Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of leadingLeadership on the line: Staying alive through the dangers of leading . . Cambridge, MA: Harvard Business School Press.Cambridge, MA: Harvard Business School Press.Kelly, N. (2008, May 31). Quotes on Trust and Trustworthiness. Retrieved May 31, 2008 from Kelly, N. (2008, May 31). Quotes on Trust and Trustworthiness. Retrieved May 31, 2008 from http://noreenkelly.com/trustmatters/?p=60http://noreenkelly.com/trustmatters/?p=60Kouzes, J. M. & Posner, B. Z. (Eds.). (2004). Kouzes, J. M. & Posner, B. Z. (Eds.). (2004). Christian reflections on the leadership challengeChristian reflections on the leadership challenge . San Fransisco: . San Fransisco:
Jossey-Bass.Jossey-Bass.Kouzes, J. M. & Posner, B. Z. (2007). Kouzes, J. M. & Posner, B. Z. (2007). The leadership challenge The leadership challenge (4th ed.). San Fransisco: John Wiley & Sons, (4th ed.). San Fransisco: John Wiley & Sons,
Inc.Inc.Maxwell, J. C. (2002). Maxwell, J. C. (2002). The Maxwell leadership BibleThe Maxwell leadership Bible. Nashville, TN: Thomas Nelson.. Nashville, TN: Thomas Nelson.Maxwell, J. C. (2007). Maxwell, J. C. (2007). The Maxwell leadership Bible: Lessons in leadership from the Word of GodThe Maxwell leadership Bible: Lessons in leadership from the Word of God . Nashville, . Nashville,
TN: Nelson Business.TN: Nelson Business.Owens, R. G. & Valesky, T. C. (2007). Owens, R. G. & Valesky, T. C. (2007). Organizational behavior in educationOrganizational behavior in education. Boston: Pearson Education.. Boston: Pearson Education.Rost, J. C. (1993). Leadership in the new millennium. Rost, J. C. (1993). Leadership in the new millennium. The Journal of Leadership Studies, 1, The Journal of Leadership Studies, 1, 92-110.92-110.Ryan, R. M. & Deci, E. L. 2000, Self-determination theory and the facilitation of intrinsic motivation, social Ryan, R. M. & Deci, E. L. 2000, Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. development, and well-being. American Psychologist, 55American Psychologist, 55(1), 68-78. Retrieved July 1, 2008 from (1), 68-78. Retrieved July 1, 2008 from http://www.psych.rochester.edu/SDT/documents/2000_RyanDeci_IntExtDefs.pdfhttp://www.psych.rochester.edu/SDT/documents/2000_RyanDeci_IntExtDefs.pdf
ReferencesReferencesColvin, G. (2006). Why dreams fail. Colvin, G. (2006). Why dreams fail. Fortune, 2006, June 12Fortune, 2006, June 12. Retrieved July 2, 2008 from . Retrieved July 2, 2008 from http://money.cnn.com/magazines/fortune/fortune_archive/2006/06/12/8379219/index.htm http://money.cnn.com/magazines/fortune/fortune_archive/2006/06/12/8379219/index.htm Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development for Career Development for Exceptional IndividualsExceptional Individuals, 17(2), 159-169. Retrieved July 1, 2008 from , 17(2), 159-169. Retrieved July 1, 2008 from http://www.coe.wayne.edu:16080/selfdetermination/http://www.coe.wayne.edu:16080/selfdetermination/Goleman, D. (2006). The socially intelligennt. Goleman, D. (2006). The socially intelligennt. Educational LeadershipEducational Leadership, September, 76-81., September, 76-81.Hackman. M. Z. & Johnson, C. E. (2004). Hackman. M. Z. & Johnson, C. E. (2004). Leadership: A communication perspective Leadership: A communication perspective (4th ed.). Long Grove, IL: (4th ed.). Long Grove, IL:
Waveland Press, Inc.Waveland Press, Inc.Heifetz, R. & Linsky, M. (2002). Heifetz, R. & Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of leadingLeadership on the line: Staying alive through the dangers of leading . . Cambridge, MA: Harvard Business School Press.Cambridge, MA: Harvard Business School Press.Kelly, N. (2008, May 31). Quotes on Trust and Trustworthiness. Retrieved May 31, 2008 from Kelly, N. (2008, May 31). Quotes on Trust and Trustworthiness. Retrieved May 31, 2008 from http://noreenkelly.com/trustmatters/?p=60http://noreenkelly.com/trustmatters/?p=60Kouzes, J. M. & Posner, B. Z. (Eds.). (2004). Kouzes, J. M. & Posner, B. Z. (Eds.). (2004). Christian reflections on the leadership challengeChristian reflections on the leadership challenge . San Fransisco: . San Fransisco:
Jossey-Bass.Jossey-Bass.Kouzes, J. M. & Posner, B. Z. (2007). Kouzes, J. M. & Posner, B. Z. (2007). The leadership challenge The leadership challenge (4th ed.). San Fransisco: John Wiley & Sons, (4th ed.). San Fransisco: John Wiley & Sons,
Inc.Inc.Maxwell, J. C. (2002). Maxwell, J. C. (2002). The Maxwell leadership BibleThe Maxwell leadership Bible. Nashville, TN: Thomas Nelson.. Nashville, TN: Thomas Nelson.Maxwell, J. C. (2007). Maxwell, J. C. (2007). The Maxwell leadership Bible: Lessons in leadership from the Word of GodThe Maxwell leadership Bible: Lessons in leadership from the Word of God . Nashville, . Nashville,
TN: Nelson Business.TN: Nelson Business.Owens, R. G. & Valesky, T. C. (2007). Owens, R. G. & Valesky, T. C. (2007). Organizational behavior in educationOrganizational behavior in education. Boston: Pearson Education.. Boston: Pearson Education.Rost, J. C. (1993). Leadership in the new millennium. Rost, J. C. (1993). Leadership in the new millennium. The Journal of Leadership Studies, 1, The Journal of Leadership Studies, 1, 92-110.92-110.Ryan, R. M. & Deci, E. L. 2000, Self-determination theory and the facilitation of intrinsic motivation, social Ryan, R. M. & Deci, E. L. 2000, Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. development, and well-being. American Psychologist, 55American Psychologist, 55(1), 68-78. Retrieved July 1, 2008 from (1), 68-78. Retrieved July 1, 2008 from http://www.psych.rochester.edu/SDT/documents/2000_RyanDeci_IntExtDefs.pdfhttp://www.psych.rochester.edu/SDT/documents/2000_RyanDeci_IntExtDefs.pdf