1. BUILDING THE CAPACITY TO ACHIEVE HEALTH & LEARNING OUTCOMES
“Leadership is a Process”
Marcia Rubin

3. what is leadership?

4. Leadership: Theory & Practice
A process
Involves influence
Occurs in a group context
Involves goal attainment
The leadership literature corroborated our sense that Leadership is a process – not simply a structure or a matter of titles; Leadership involves influence – at least one group – and goals. Maybe a picture will help.
Peter G. Northouse
Leadership: Theory & Practice

5. A process, influence, a group, and a goal
A process, influence, a group, and a goal. There is a lot of purposeful energy at work here. What do you notice in this picture? Who is leading? What kind of influence is taking place? What might the goal be? And look at those faces!

6. LEADERSHIP IS LIKE SWIMMING, IT CAN’T BE DONE BY READING ABOUT IT.
WHAT IS LEADERSHIP?
LEADERSHIP IS LIKE SWIMMING, IT CAN’T BE DONE BY READING ABOUT IT.

7. what is leadership? Leaders Manage the Future
Managers Manage the Present

8. Team Leadership
Teams are organizational groups composed of members who are interdependent, who share common goals, and who must coordinate their activities to accomplish those goals.
Sounds like a Coordinated School Health Program to me.

9. Accomplishing Goals
Begins with the leader’s mental model of the situation.
The mental model reflects not only the components of the entire health program including programs, policies, and services but also the various goals and objectives confronting each district health committee or internal disciplinary team. It also encompasses the environmental and organizational contingencies that define the larger context of school health program. The leader develops a model of what the team goal is and what strategies might be successful in this context, given the environmental and organizational constraints and resources (Zaccaro et.al., 2001, p. 462).
Within this perspective, leadership behavior is seen as team-based problem solving, in which the leader attempts to achieve team goals by analyzing the internal and external situation and then selecting and implementing the appropriate strategies to ensure team effectiveness (Fleishman et.al., 1991).

10. Functions of an Effective Team Leader
Build the team
Foster and promote positive relationships among team members
Focus on the task at hand

11. Tasks
START BY DOING WHAT IS NECESSARY, THEN WHAT IS POSSIBLE, AND SUDDENLY YOU’RE DOING THE IMPOSSIBLE. Francis of Assisi

12. Developing an Effective Team
Create a positive climate
Solve interpersonal problems
Satisfy members’ needs
Develop cohesion among
team members

13. Achieving the Task Outline a plan Get the resources Make decisions
Solve problems
Adapt to changes

14. Teams that have clear goals and standards, effective structure, and efficient decision making will have higher task accomplishment.

15. Teams that can manage conflict, collaborate well together, and build commitment will have good relationships.

16. Teams that are well connected to and protected from their environment will also be more productive.

17. To be an effective leader, one needs to respond with the action that is required of the situation.

18. Leadership is About Making Well-Informed Decisions

19. Leadership Decisions Monitor or take action
Determine if the issue is related to the task or to the people (relational)
Act internally or externally

20. Diagnosing Group Deficiencies
McGrath’s Critical Leadership Functions
Monitor
Action
Diagnosing Group Deficiencies 1
Taking Remedial Action 2
Internal
Forecasting Environmental Changes 3
Preventing Deleterious Changes 4
Source: McGrath’s critical leadership functions as cited in “leading Groups in Organizations,” by J.R. Hackman and R.E. Walton, 1986 in P.S. Goodman & Associates (Eds.), Designing Effective Work Groups (p. 76). San Francisco, CA: Jossey-Bass.
External

21. Decision 1 Should I monitor the situation or act?

22. If you Choose to Monitor………….
Seek information to understand the current state of team functioning (internal & external)
Interview team members
Query others outside the team
Survey stakeholders
Assess group outcomes
Organize, analyze, and interpret the information

23. Decision 2: Should I Intervene internally or externally?

24. Decision 3: If I choose to intervene internally, should I intervene to meet task or relational needs?

25. Relational Task Coaching Collaborating Managing conflict
Building commitment
Satisfying needs
Modeling principles
Task
Goal Focusing
Restructuring
Facilitating decision- making
Training
Quality Control
Internal Relational Actions
Coaching team members in
interpersonal skills
collaboration (including, involving)
Managing conflict & power issues (avoiding confrontation, questioning ideas)
Building commitment and esprit de corps (being optimistic, innovating, envision, socializing, rewarding, recognizing)
Satisfying individual member needs (trusting, supporting, advocating)
Modeling ethical and principled practices (being fair, consistent, normative)
Internal Task Leadership Actions
Goal focusing (clarifying, gaining agreement)
Structuring for results (planning, vision, organizing, clarifying roles, delegating)
Facilitating decision-making (informing, controlling, coordinating, mediating, synthesizing, issue focussing)
Training in task skills (educating, developing)
Quality Control = assessing team and individual performance, confronting inadequate performance

26. Environmental Leadership Actions
Networking (gather information, increase influence)
Advocating and representing the team to the community
Negotiating with Administration to secure necessary resources, support and recognition for the team
Buffering team members from distractions
Assessing environmental indicators of team’s effectiveness (surveys, evaluations, performance indicators)
Sharing relevant environmental information with the team.

27. Conditions of Group Effectiveness
Clear, engaging direction
Enabling structure
Enabling context
Adequate material resources
Expert Coaching

28. Characteristics of Team Excellence
Clear, Elevating Goal
Source: Larson & LaFasto, 1989

29. Characteristics of Team Excellence
Results Driven Structure
Source: Larson & LaFasto, 1989

30. Characteristics of Team Excellence
Competent Team Members
Source: Larson & LaFasto, 1989

31. Characteristics of Team Excellence
Unified Commitment
Source: Larson & LaFasto, 1989

32. Characteristics of Team Excellence
Collaborative Climate
Source: Larson & LaFasto, 1989

33. Characteristics of Team Excellence
Standards of Excellence
Source: Larson & LaFasto, 1989

34. Characteristics of Team Excellence
External Support & Recognition
Source: Larson & LaFasto, 1989

35. Characteristics of Team Excellence
Principled Leadership
Leadership is the central driver of team effectiveness, influencing the team through four sets of processes: cognitive motivational, affective, and integration.
Cognitively the leader helps the team understand the challenges confronting the team.
Motivationally, the leader helps the team become cohesive and capable by setting high performance standards and helping the group to achieve them.
Affectively the leader helps the team handle stressful circumstances by providing clear goals, assignments, and strategies.
Integratively, the leader matches members’ skills to roles and provides clear performance strategies, monitors feedback and adapts to environmental changes.
Source: Larson & LaFasto, 1989 cited in Leadership: Theory and Practice byPeter G. Northouse (4th ed.)

36. Health Coordinators are Leaders