1. Copyright © Allyn & Bacon 20071 Chapter 8 Adaptive Leadership This Multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

2. Copyright © Allyn & Bacon 20072 Adaptive Leadership  Leadership is dominated by an environment of change, complexity, and uncertainly.  Leaders need to deal with two types of circumstances: Technical problems—clear cut. Adaptive problems—complex issues.

3. Copyright © Allyn & Bacon 20073 Power and Leadership  Leadership is a group function.  Leaders seek to influence the behavior of others.  Jacob Getzels distinguished superordination (position power) and leadership: Vested authority. Entrusted authority.

4. Copyright © Allyn & Bacon 20074 Power and Leadership (continued)  French and Raven’s classification of Power: Reward Coercive Legitimate Referent Expert

5. Copyright © Allyn & Bacon 20075 Leadership Defined  James MacGregor Burns defined leadership: Leadership over human beings... is exercised when persons with certain purposes mobilize, in competition or in conflict with others, institutional, political, psychological and other resources so as to arouse and satisfy the motives of followers.

6. Copyright © Allyn & Bacon 20076 Two-Factor Leadership Theory Abandoned  Prior to James MacGregor Burns’ work on leadership, most theories of leadership involved two dimensions: Initiating structure (task emphasis). Consideration (concern for people).  The two-dimensional approach reduced the study of leadership to a science, but it is now recognized that leadership cannot be reduced to formulas.

7. Copyright © Allyn & Bacon 20077 Leadership as a Relationship With Followers  Leaders (not authority figures) relate to followers in ways that: Motivate them to unite in a shared vision. Arouse their personal commitment to the vision. Organize the working environment to make the envisioned goals central in the organization. Facilitate the work of followers to transform the vision into reality.

8. Copyright © Allyn & Bacon 20078 Leadership as a Relationship With Followers (continued)  How leaders do these things is defined in terms of the character and quality of the relationship between leaders and followers.  Leaders who accept Theory X assumptions about followers are traditional “bosses”. e.g. Machiavelli’s The Prince. e.g. Max Weber’s “bureaucracy”.  Leaders who accept Theory Y assumptions about followers see leadership as collaborating with others to reach organizational goals, thus creating a growth enhancing environment.

9. Copyright © Allyn & Bacon 20079 Transforming Leadership  James MacGregor Burns published Leadership in 1978. This work has influenced most scholars of leadership ever since.  Burns distinguished: Transactional leadership results in quid pro quo transactions between leaders and followers. Transformational leadership seeks to satisfy higher order needs of followers and engages them fully, elevating them into leaders.

10. Copyright © Allyn & Bacon 200710 Moral Leadership  The concept of moral leadership contains three related ideas: There is a genuine sharing of mutual needs, aspirations, and values. Followers have the latitude in responding to the initiatives of leaders, and that they have the ability to make informed choices. They voluntarily grant power to the leaders. Leaders take responsibility for delivering on commitments and representations made to followers.

11. Copyright © Allyn & Bacon 200711 A Progression  A progression inherent in transforming leadership: At the lowest level, is the exercise of power by leaders, which is not leadership at all. Transactional leadership is entry-level leadership where leader bargain with followers. In transforming (or transformational) leadership followers engage in a common cause with leaders. At the highest level, moral leadership involves shared vision, a sense of mutual purpose, and shared values woven into daily life to inspire new and higher levels of commitment and involvement.

12. Copyright © Allyn & Bacon 200712 A Process of Growth and Development  Transformational and moral leadership increasingly draw on higher levels of motivation of followers, which leads to not only compliance, but also of personal commitment to the goals of the organization.  In Dan Lortie’s famous Schoolteacher research, he concludes that teachers are motivated by feeling successful and effective in their teaching.  This has implications for leaders to facilitate teacher success and effectiveness.

13. Copyright © Allyn & Bacon 200713 Leadership and Vision  One of the pivotal tasks of leadership is to engage constantly in a dynamic process of stating a vision of things to come, revising in light of new ideas and restating the vision of “where we are and where we are going”. Examples: Winston Churchill, Martin Luther King, Abraham Lincoln. Reflective practice in visioning is rethinking assumptions, beliefs, and values and either reaffirming or revising them.

14. Copyright © Allyn & Bacon 200714 Whose Vision Is It, Anyway?  Leaders have something important to say about the vision and should have a clearly thought-out vision of the future.  Yet, leaders should avoid imposing their own prepared statements for ratification.  Leaders must demonstrate convincingly their interest in collegiality and shared leadership to shift the norms of the school’s culture from traditional to collaborative.

15. Copyright © Allyn & Bacon 200715 Manipulation and Empowerment  Critical theory is a form of social criticism that holds that institutionalized oppression of groups of people in society is often supported by those oppressed as they are led to believe that the system operates in their best interest.  Critical theorists have applied their theories to schools, principals, and teachers.  Some schools mandate compliance to school goals or that teachers embrace the organizational culture.  Where empowerment occurs however: Teachers participate actively in processes of leadership. They acquire greater personal ownership and commitment to values that shape the vision. They are stimulated to increase their awareness of the larger mission of the school and the connection of their own daily work to the vision and mission.

16. Copyright © Allyn & Bacon 200716 Leadership and Management  These terms are mutually exclusive.  One manages things, not people, and one leads people, not things. We manage finances, inventories and programs, but we lead people.  Warren Bennis and Burt Nanus have said that “managers are people who do things right and leaders are people who do the right thing.”

17. Copyright © Allyn & Bacon 200717 Leadership and Management (continued)  Nevertheless, school leaders must be both managers and leaders.  Bureaucracies, using the factory model, were and still are typically managed, not led.  Many schools were and still are managed, not led.  US schools are generally in need of better leadership.  Leaders empower followers and do not play Theory X soft games.