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Technology, Business Technology, Business and Leadershipand Leadership

Technology, Business Technology, Business and Leadershipand Leadership

An Educational PerspectiveAn Educational Perspective

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Leadership Overview• The final piece of the puzzle is

leadership. • Leadership is influencing a group of

individuals to achieve organizational goals (Northouse, 2007) .

• The most effective way of positively motivating and influencing others to achieve organizational goals is using transformational leadership to empower, motivate and influence followers (Burns, 1978, Bass, 1990).

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TABLE 1-Transfromational Leadership ModelQualities of transformational and transactional leadership styles

(Parry & Proctor-Thomas, 2002)

Idealized attributes and idealized behaviors (transformational)Inspirational motivation (transformational)Intellectual stimulation (transformational)

Leaders are seen as respected, trusted role models, they can be counted on, and demonstrate high moral and ethical standards.Leaders’ behavior motivates and inspires followers, team spirit is aroused, enthusiasm and optimism is displayed and both leaders and followers create positive visions of the future.Leaders stimulate and encourage innovation, creativity, and questioning of old assumptions. New ideas are welcomed and there should be no fear of mistakes or going against the grain.

Idealized attributes, idealized behaviors, inspirational motivation and intellectual stimulation constitute Transformational Leadership (Avolio,

Bass & Jung, 1999).

Individualized consideration (transformational)Contingent reward (transactional)

Special attention is paid to each individual’s needs and differences. Effective listening, developing of potential and personalized interaction are all components of this leadership style. Leader and follower agree on what needs to be done and for what reward.

Individualized consideration and contingent reward constitute a Developmental Exchange.

Management-by-exception (active) (transactional)Management-by-exception (passive) (transactional)Laissez-faire (transactional)

Leader actively monitors errors, mistakes or any deviation from standards and norms.Leader passively waits until problem or mistakes arise then react.Non-transaction, necessary decisions left unmade, responsibilities of leadership ignored.

MBE-a, MBE-p and laissez faire constitute Corrective Avoidant leadership.

Sources: Bass and Avolio (1994), Bass (1998), Avolio, Bass and Jung (1999).

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Implicit Leadership Theory and Perceptions• Implicit Leadership Theory-

Cognitive to behavior links (Lord & Emrich, 2001).

• The effect of perception on the teaching and learning process ((Brookfield, 1995; Cross, 1999 and Vella, Berardinelli & Burrow, 1998).

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Implicit Leadership Theory and Perceptions• Perceptions and behaviors change when they

are shared and dialogue is part of the process. • This involves the teacher being able to view

the classroom through the lenses of his/her autobiographical experiences (which by the way shapes and influences their epistemological views of the classroom, Brookfield, 1995 and Song Hannafin & Hill, 2007), the perceptions of students and colleagues and viewpoints contained in the literature.

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Implicit Leadership Theory and Perceptions• Perceptions and behaviors change when they

are shared and dialogue is part of the process. • This involves the teacher being able to view

the classroom through the lenses of his/her autobiographical experiences (which by the way shapes and influences their epistemological views of the classroom, Brookfield, 1995 and Song Hannafin & Hill, 2007), the perceptions of students and colleagues and viewpoints contained in the literature.).

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The Focus of Teaching Leadership

• A teacher exhibiting the Transformational Leadership style is focusing on positively influence the student in a way that facilitates self-directed learning. A concept supported by Vella (2000) who asserts the student should be the focus of the teaching process.

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Critical Incident Questionnaire (CIQ)

• A tool devised by Brookfield (1995) to capture student perceptions and help you improve the learning environment by identifying those key moments when your students get it and when they don’t.

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Critical Incident Questionnaire (CIQ)

• The CIQ will also enable you to receive and give feedback on your ILT where you will have opportunities to improve the teaching process and positively influence the learning process.

• (See Appendix 1)

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Conclusion• Technology-The tool and resources to

enhance the teaching and learning process• Business Aspect- The application of what the

students learn and the transfers of that knowledge to impact the organization (Vella, Berardinelli & Burrow, 1998).

• Leadership-The awareness of the ILT and use of Critical Reflection to build on and develop Transformational Leadership behavior attributes to positively influence the learning environment and facilitate self-directed learning.

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ReferencesAvolio, B. J.., Bass, B. M. & Jung, D. I. (1999). Re-examining the

components of transformational leadership and transactional leadership using the Multi-factor Leadership Questionnaire [Electronic version]. Occupational and Organizational Psychology, (Electronic version), 72(4). Retrieved July 27, 2007 from Pro-Quest database.

Bass, B.M. (1990), Bass & Stodgills handbook of leadership: Theory, research, and managerial application, 3e, New York: Free Press.

Burns, J. M. (1978), Leadership, New York: Harper and Row.

Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.

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ReferencesCross, K.P. (1999). What do we know about student

learning and how do we know it? [Electronic version]. Innovative Higher Education, 23(4), 255-270. Retrieved July 21, 2008 from Academic Search Premier database.

Lord, R.G. & Emrich, C.G. (2001). Thinking outside the box by looking inside the box: Extending the cognitive revolution in leadership research [Electronic version]. Leadership Quarterly, 11(4), HTML version. Retrieved July 11, 20007 from Business Source Premier database.

Northouse, P.G. (2007) Leadership: Theory and practice,

4e. Thousand Oaks, CA: Sage Publications.

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References

Parry, K. W. & Proctor-Thomas, S. B. (2002), Perceived integrity of transformational leaders in organizational setting [Electronic version]. Journal of Business Ethics,35(2), 75-96. Retrieved January 11, 2007 from Pro-Quest database.

Song, L., Hannafin, M. & Hill, J. (2007). Reconciling beliefs in teaching and learning [Electronic version]. Educational Technology Research and Development, 55(1), 27-50. Retrieved August 20, 2008 from Academic Source Premier database.

Vella, J., Berardinelli, P., & Burrow, J. (1998). How do you know they know: evaluating adult learning, San Francisco, CA: Jossey-Bass Publishers.

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References

Vella, J. (2000). A spirited epistemology: Honoring the adult learner as subject [Electronic version]. New Directions for Adult and Continuing Education 35, 7-16. Retrieved August 4, 2008 from ERIC database..