new book for ob

8/8/2019 NEW BOOK FOR OB

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Leadership Skills for Living Well

at Work and Home

Develop a better understanding of leadership in

terms of everyday behavior and how it impacts

others

Develop a better understanding of good

leadership behavior as a skill set that can be

practiced and improved upon

Develop a better understanding of how to

demonstrate the transfer of leadership skills to

work and life


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Presentation Format My early leader role models and what I

learned from them

Five categories of organizational theory

and the emergence of leadership theory Edgar Schein on organizational culture

Joe Murphys eras of educational

leadership preparation Different views of leadership styles and

practices


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My early leader role models and what I

learned from them

My father: Princert Eltwain

The Great Santini

Perseverance Respect of all cultures and people

Collaboration and Teaming

Quiet Spiritual Nature

Love of family and for life


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learned from them

My mother: Barbra Joan

Only civilian woman of a G. S. grade to be

decorated with a medal of service awardby the secretary of defense


P

erseverance Hard work pays off

Setting goals and priorities


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learned from them

My sister: Paulette Elaine

President of the Washington D. C.Womens Bar Association 2004-2005established in 1919

Third woman to become President of theBar Association of the District of Columbia

established in 1871 Perseverance

Hard work pays off



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From: Shafritz, Ott, & Jang (2005) 7

Organizational theory and the

emergence of leadership theory Classical organization theory has no clear

beginning. From as early as the times of

Moses and Socrates people have soughtstructure for groups. Most students of

organizational theory agree that the

beginning of complex economic

organizations in Great Britain spurred theClassical Organizational Theory

Movement.


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Classical organization theory

Frederick Winslow Taylor (1916), The

Principles of Scientific Management

Max Weber (1922), Bureaucracy


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Neoclassical organization theory

Neoclassical theorists emerged after WorldWar II. They wrote about the work of theclassical theorists with a critical view. Manyof the neoclassical theorists targeted thelack of attention given to the humancondition within organizations as the focusof their work.

Chester I. Barnard (1938), The Economy ofIncentives

Robert K. Merton (1957), BureaucraticStructure and Personality


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Human resource theory

Human resource theory came from behavioralscientists focusing their questions at howorganizations benefit when they do things to

encourage the growth and development ofworkers in the organizations (Argyris, 1970).Human resource theorists use the followingassumptions:

Organizations are formed to serve human needs.

Organizations and people need each other.

Organization type and people type must be a matchfor both to benefit (Bolman & Deal, 1991, p. 121).


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Human Resource

Mary Parker Follett (1926), The Giving of

Orders

"Marry Parker Follett, in calling for "powerwith" as opposed to "power over,"

anticipates the movement toward more

participatory management styles (p. 10).


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Human Resource

Abraham H. Maslow (1943), A Theory of

Human Motivation

Physiological NeedsThe Safety Need

The Love Needs

The Need for Self Actualization


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Modern

Modern structural organization theorists

are concerned with the one best way to

design an organization. Modern

structuralists use many of the assumptions

used by the classical school. The term

modern distinguishes the period of time

(1960s and 1970s) the theorists worked.


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Systems Theory

Robert Katz and Daniel Kahns The Social

Psychology of Organizations (1966), was

influential to the systems theory approach.

The introduction of the organization as an

open system was a major shift in

theoretical approach to organizations.


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Organizational Culture

Theorists interested in organizational

culture are just beginning to make

contributions to the knowledge base of

organizational theory. Their focus is on

what makes up the organizations,

values, beliefs, assumptions,

perceptions, behavioral norms, artifacts,and patterns of behavior (Shafritz & Ott,

1998, p. 420).


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From: Schein E. (1992) 16

Edgar Schein on Org. Culture

Culture can be analyzed as a phenomenon thatsurrounds us at all times, being constantly enacted andcreated by our interactions with others. My perspectiveon culture is different. When one brings culture to the

level of the organization and even down to groups withinthe organization, one can see more clearly how it iscreated, embedded, developed, and ultimatelymanipulated, managed, and changed. These dynamicprocesses of culture creation and management are the

essence of leadership and make one realize thatleadership and culture are two sides of the same calling.(p. 1)


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Three Levels of Org. Culture

Artifacts-- Visible organizationalstructures and processes (hard todecipher)

Espoused Values-- Strategies, goals,philosophies (espoused justifications)

Basic Underlying Assumptions--

Unconscious, taken-for-granted beliefs,perceptions, thoughts, and feelings(ultimate source of values and action)


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Espoused Value

The Leadership Institute will generate a

rich and diverse array of opportunities for

all people to discover, express and

nurture their innate capacity for

leadership, thereby inspiring the dynamic

development of a positive learning

culture.


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Educational Leadership

Joe Murphys (1993) four eras of educationalleadership preparation from the simple andidealistic to the complex

Ideological Era (1820-1900) No formal preparation

School leaders selected on the basis of characterand ideology

Prescriptive Era (1900-1946)

125 institutions preparing school leaders Content based on technical aspects of

administration

Generally white males


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From: Murphy J. (1993) 20

Educational Leadership

Scientific Era (1947-1985)

Content shift to the theoretical and

conceptual material from social sciences

Dialectic Era (1985 Present)

We are exploring the alternative approaches

to how we structure school leadership

preparation programs


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Leadership

Coveys (2004) Eight Habits From Effectiveness toGreatness

Be Proactive

Begin with the end in mind Put first things first

Think win/win

Seek first to understand then to be understood

Synergize Sharpen the saw

Find your voice and inspire others to find theirs


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Leadership

Kouzes & Posner (2002) Five

Characteristics of Good Leadership

Challenge theP

rocess Inspire a Shared Vision

Enable Others to Act

Model the Way Encourage the Heart


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Learning Leadership

Everyday behavior

Leadership is a set of skills (Practice

makes perfect) Making the transfer to work and life


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Applications for My Research

21st Century Teaching, Learning, and

Leadership

School Leadership and SchoolCulture

School Leadership and the

Enhancement of Overall StudentAchievement


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Open Discussion of Leadership

I would like to thank Dr. Khakoo for the

invitation to speak with you, and all of you

for your kind attention. Please join me in

an open discussion about leadership.

Special thanks to Gwendolyn Marshall for all

of her kind assistance in making this

happen.


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References

Argyis, C. (1962). Interpersonal competence and organizationaleffectiveness. Homewood, IL: The Dorsey Press and Richard D.Irwin.

Bolman, L. G. & Deal, T. E. (1997). Reframing organizations:Artistry, choice, and leadership( 2nd edition). Jossey-Bass: SanFrancisco.

Covey, S. R. (2004). The 8th habit: From effectiveness to greatness. New

York: Simon and Schuster. Covey, S. R. (1989). The seven habits of highly effective people:

Restoring the character ethic. New York: Simon and Schuster.

Kouzes, J. M. & Posner, B. Z. (2002). The leadership challenge. SanFrancisco, CA: Jossey-Bass

Murphy, J., Ed. (1993). Preparing tomorrow's school leaders:

Alternative designs. University Park, MD: UCEA.

Shafritz, J. M., & Ott, J. S., Jang, Y. S. (2005). Classics of organizationtheory(6th ed.). Washington, DC: Wadsworth.

Shafritz, J. M., & Ott, J. S. (1998). Classics of organization theory (5thed.). Washington, DC: Wadsworth.

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