Powerpoint Templates

Danilo Kalaw Villena, Ph.D.

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School leaders/managers do exercise a
measurable, though indirect effect on
school effectiveness and student
achievement (Hallinger and Heck, 1996).
Leadership appears to particularly impact
the quality of teaching in schools, which
clearly implies that school leaders must
necessarily provide focus and direction to
curriculum and instruction and manage
the school organization efficiently to
support student and adult learning.

Danilo Kalaw Villena, Ph.D.

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• An effective school leader can effect lasting
improvement in the school if he/she
possesses the following qualities:

a.) clear vision, strong values and beliefs which are

shared and owned by the members of the
school community;

b.) the ability to evoke a strong commitment from

the follower and inspire them to have a higher
performance standards towards the attainment
of the vision;

Danilo Kalaw Villena, Ph.D.

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c.) has moral purpose that seeks to make a
difference in the life of the students and
teachers by raising standards of the
educational delivery system;

d.) uses effective communication system

through consultation and dialogue with
teachers, non-teaching personnel, students
and parents; and

e.) uses leadership style that is appropriate to

the situation.

(Thompson, 1994; Boyd, 1997; Squire & Reigeluth,2000;

Fullan, 2002 & Hopkins, 2003)

Danilo Kalaw Villena, Ph.D.

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 Leadership in
the Educational
Setting

Leadership Standards for Leaders Relationship Dimension

Facilitating a vision of
Defining Leadership/ learning
School Leadership School culture and
instructional program
Leadership Theories
and Principle Management
Building relationship within
and outside the school
organization through
meaningful communications
Shared leadership

Leadership Roles and Collaboration with Families Collaboration

Qualities and Communities Linkages
Leadership Traits Acting with Integrity,
Fairness and in Ethical
Leadership Styles Manner
The Political,
Social, Economic, Legal and
Cultural context

Towards Improvement and Sustainability of Schools

Danilo Kalaw Villena, Ph.D.
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 LEADERSHIP
• The process of inspiring others to work hard
to accomplish important tasks

• It is one of the four functions that

constitute the management process:
Planning sets the direction and objectives;
Organizing brings the resources together to
turn plans into action; Leading builds the
commitments and enthusiasm for people to
apply their talents to help accomplish
plans; Controlling makes sure things turn
out right.

Danilo Kalaw Villena, Ph.D.

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 SCHOOL LEADERSHIP
• Is associated with vision – a future that
one hopes to create or achieve in order to
improve upon the present state of affairs.

• The term “Visionary Leadership”

describes a leader who brings to the
situation a clear and compelling sense of
the future as well as an understanding of
the actions needed to get there
successfully.

Danilo Kalaw Villena, Ph.D.

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 SCHOOL LEADERSHIP

• Involves the ability to communicate

the vision in such a way that others
are willing to work hard to achieve
it.

• A school leader is someone with

vision and the ability to articulate
that vision to the team, so vividly
and powerfully that it also becomes
their vision. Danilo Kalaw Villena, Ph.D.
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LEADERSHIP AND MANAGEMENT
• Management is the process of
assuring that the program and
objectives of the organization are
implemented.

• Leadership, on the other hand, has

to do with casting a vision and
motivating people.
Danilo Kalaw Villena, Ph.D.
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 MANAGER VS. LEADER
SUBJECT LEADER MANAGER
Essence Change Stability
Focus Leading Managing
People work
Have Followers Subordinates

Horizon Long -Term Short – Term

Seeks Vision Objectives
Approach Sets direction Plans detail

Decision Facilitates Makes

Power Personal Formal
Charisma Authority
Danilo Kalaw Villena, Ph.D.
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• Knowing how to do the a job is the
accomplishment of labor

• Showing others is the accomplishment of

a teacher.

• Making sure the work is done by others is

the accomplishment of a manager.

• Inspiring others to do better work is the

accomplishment of a leader.
Danilo Kalaw Villena, Ph.D.
-Maxwell
Page 11
 LEADERSHIP TRAITS
• Drive: Successful leaders have high
energy, display initiative and are
tenacious,

• Self-confidence: Successful leaders

trust themselves and have confidence
in their abilities.

• Creativity: Successful leaders are

creative and original in their thinking.

Danilo Kalaw Villena, Ph.D.

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 LEADERSHIP TRAITS
• Cognitive ability: Successful leaders
have the intelligence to integrate and
interpret information.

• Business knowledge: Successful

leaders know their industry and its
technical foundations.

• Motivation: Successful leaders enjoy

influencing others to achieve shared
goals. Danilo Kalaw Villena, Ph.D.
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• Flexibility: Successful leaders
adapt to fit the needs of followers
and demands of situations.

• Honesty and integrity: Successful

leaders are trustworthy, they are
honest, predictable and
dependable.

Danilo Kalaw Villena, Ph.D.

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 LEADERSHIP STYLE
• The recurring pattern of behaviors
exhibited by a leader.

• Two dimensions of leadership

behavior:
1) concern for the task to be accomplished
2) concern for the people doing the work.

Danilo Kalaw Villena, Ph.D.

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CLASSIC LEADERSHIP STYLES

• A leader with an autocratic style acts in

unilateral command-and-control fashion.

• A leader with a laissez-faire style displays a

“do the best you can and don’t bother me”
attitude.

• A leader with democratic style encourages

participation with an emphasis on both task
accomplishment and development of people.

Danilo Kalaw Villena, Ph.D.

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 LEADERSHIP THEORIES
AND MODELS

• Fiedler’s Contingency Model: proposed

that good leadership depends on a
match between leadership style and
situational demands. It believes that
leadership style is part of one’s
personality and that the key to
leadership success is putting our
existing styles to work in situations for
which they are the best “fit.”

Danilo Kalaw Villena, Ph.D.

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 Three contingency variables used
to diagnose situational control:

1. The quality of leader-member relations (good

or poor) measures the degree to which the
group supports the leader.
2. The degree of task structure (high or low)
measures the extent to which task goals,
procedures and guidelines are clearly
spelled out.
3. The amount of position power (strong or
weak) measures the degree to which
position gives the leader power to reward
and punish subordinates

Danilo Kalaw Villena, Ph.D.

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 Hersey-Blanchard Situational
Leadership Model
• Suggests that successful leaders do adjust
their styles based on the maturity of followers
indicated by their readiness to perform in a
given situation. Readiness in this sense, is
based on how able and willing or confident
followers are to perform required tasks.
Situations are diagnosed on the basis of task-
orientation and relationship-orientation of
followers.

Danilo Kalaw Villena, Ph.D.

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 Situational Leadership
Styles (Hersey-Blanchard)
• Delegating – allowing the group to take
responsibility for task decisions; a low-
task, low-relationship style. Works best
in high – readiness situations of able
and willing or confident followers.
• Participating – emphasizing shared
ideas and participative decisions on
task directions; a low-task, high-
relationship style. Recommended for
low-to-moderate readiness (followers
able but unwilling or insecure)
Danilo Kalaw Villena, Ph.D.
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• Selling – explaining task directions in a
supportive and persuasive way; a high-
task, high-relationship style.
Recommended for moderate-to-high
readiness ( followers unable but willing
or confident).
• Telling – giving specific task directions
and closely supervising work; a high-
task, low-relationship style. Works best
at the other extreme of low readiness,
where followers are unable and
unwilling or insecure.
Danilo Kalaw Villena, Ph.D.
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 House’ Path-Goal Leadership
Theory (Robert House)
• Suggests that an effective leader is one who
clarifies paths through which followers can
achieve both task-related and personal goals.
It believes leaders should be flexible and
move back and forth among four leadership
styles to create positive path-goal linkages:

Directive leadership – letting subordinates

know what is expected; giving directions on
what to do and how; scheduling work to be
done maintaining definite standards of
performance; clarifying the leader’s role in
the group.
Danilo Kalaw Villena, Ph.D.
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2. Supportive leadership – doing things
to make work more pleasant; treating
group members as equals; being
friendly and approachable; showing
concern for the well-being of
subordinates.

3. Achievement-oriented leadership –
setting challenging goals; expecting
the highest levels of performance;
emphasizing continuous improvement
in performance; displaying confidence
in meeting high standards.
Danilo Kalaw Villena, Ph.D.
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4. Participative leadership –
involving subordinates in decision
making; consulting with
subordinates; asking for
suggestions from subordinates;
using these suggestions when
making a decision.

Danilo Kalaw Villena, Ph.D.

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 Vroom-Jago Leader-
Participation Model
• Designed to help a leader choose the
decision-making method that best fits the
problem being faced. The key issue is on
the amount of decision-making the
followers are allowed to participate. The
broad choices are for the leader to make
authority, consultative or group decision.
The model views a leader as leading
effectively when making the right
selection from among the following
decision-making options:
Danilo Kalaw Villena, Ph.D.
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1. Decide alone – this is an authority decision;
the leader decides how to solve the problem
and communicates the decision to the
group.

2. Consult individually – the leader makes

decision after sharing the problem and
consulting individually with group members
to get their suggestions.

3. Consult with group – the leader makes the

decision after convening the group, sharing
the problem, and consulting with everyone
to get their suggestions.

Danilo Kalaw Villena, Ph.D.

Page 26
4. Facilitate – the leader convenes the
group, shares the problem, and then
facilitates group discussions to make a
decision.

5. Delegate – the leader convenes the

group and delegates to group members
the authority to define the problem and
make a decision.

Danilo Kalaw Villena, Ph.D.

Page 27
 Visionary Leadership

• means bringing meaning to people’s

work, making what they do worthy and
valuable.

• Leading with vision means having a

clear vision, communicating that vision
to all concerned, and getting people
motivated and inspired to pursue the
vision in their daily work.
Danilo Kalaw Villena, Ph.D.
Page 28
 Five Principles of
Visionary Leadership
• Challenge the process: Be a pioneer;
encourage innovation and support
people who have ideas..
• Show enthusiasm: Inspire others
through personal enthusiasm to share
in a common vision.
• Help others to act: Be a team player
and support the efforts and talents of
others.
Danilo Kalaw Villena, Ph.D.
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• Set the example : Provide a
consistent role model of how
others can and should act.

• Celebrate achievements : Bring

emotion into the workplace and
rally “hearts: as well as “minds”

Danilo Kalaw Villena, Ph.D.

Page 30
 Transformational and
Transactional Leadership
• Transformational leadership. This
describes someone who is truly
inspirational as a leader, who is
personally excited about what they are
doing, and who arouses others to seek
extraordinary performance
accomplishments. A transformational
leader uses charisma and other related
qualities to raise aspirations and shift
people and organizational systems into
new high performance patterns.
Danilo Kalaw Villena, Ph.D.
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Qualities of a Transformational
Leader
• Vision – having ideas and a clear sense of
direction; communicating them to others;
developing excitement about accomplishing
shared “dreams.”
• Charisma – using the power of personal
reference and emotion to arouse other’s
enthusiasm, faith, loyalty, pride, and trust in
themselves.
• Symbolism – identifying “heroes” and holding
spontaneous and planned ceremonies to
celebrate excellence and high achievement.
Danilo Kalaw Villena, Ph.D.
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• Empowerment – helping others develop by
removing performance obstacles, sharing
responsibilities, and delegating truly
challenging work.

• Intellectual stimulation – gaining the

involvement of others by creating awareness
of problems and stirring their imaginations.

• Integrity – being honest and credible, acting

consistently out of personal conviction, and
following through on communication.

Danilo Kalaw Villena, Ph.D.

Page 33
• Transactional Leadership is leadership
that orchestrates and directs the
efforts of others through tasks,
rewards and structures. It is regarded
as the foundation or building block for
a solid day-to-day leadership, but may
not be enough to meet fully the
leadership challenges and demands of
today’s dynamic work environments.

Danilo Kalaw Villena, Ph.D.

Page 34
 Moral Leadership
• Ethical leadership – leadership by
moral standards that meet the ethical
test of being “good” and not “bad,” of
being “right” and not “wrong”. The
expectation is that anyone in a
leadership position will practice high
ethical standards of behavior, help to
build and maintain an ethical
organizational culture, and both help
and require others to behave ethically
in their work.
Danilo Kalaw Villena, Ph.D.
Page 35
Characteristics of an Effective School
• Strong Instructional Leadership
Instructional Leadership is essential if a
school is to be effective. This leadership is
enthusiastic, caring, and shared by
administrators and teachers. However, the
ultimate responsibility for the school’s
instructional program rests with the school
head/principal.

Danilo Kalaw Villena, Ph.D.

Page 36
• Community and Parental Involvement
– Parents and other community members actively
support the school by involvement in the
education process and other activities or
opportunities provided by the school. The school
staff, nurses, and parents share in the decision-
making process.
• Clear School wide Mission and Goals
– The School has a clear SCHOOL WIDE mission
statement and goals. The staff, parents and
students share the same understanding of this
mission and goals. These are monitored and
revised as part of an ongoing program of school
improvement.

Danilo Kalaw Villena, Ph.D.

Page 37
• Opportunity To Learn and Instructional Focus
– The central focus of the school will be the
curriculum and use time for instruction. We
recognize children’s aptitude to learn is a function
of time needed to learn a subject, not innate
ability,
• High Expectations for Both Students and
Teachers
– The school staff demonstrates the belief that all
students can master the skills taught. Results of
any standardized tests and other student progress
measures show student achievement that is
characterized by equity and quality. Teachers
behave efficaciously, i.e. demonstrates that
children learn because “ I have the power to
teach.”

Danilo Kalaw Villena, Ph.D.

Page 38
• Safe and Orderly Environment
– The school campus is safe and orderly with all parties
engaged in purposeful activities, which are related to
learning. A friendly atmosphere exists. Interactions among
staff and students are positive. Special programs, services,
and counselling are accessible to all students. The physical
facility is attractive, well maintained, and progressive with
respect to technology. Teaching and learning are conducted
with little interruption. Extracurricular activities attract
broad student participation.
• Monitoring Student Progress
– Classroom and school assessments are administered
periodically and used as a means to reteach skills not
mastered and to adjust curriculum

Danilo Kalaw Villena, Ph.D.

Page 39
• Consistent with the observation that the
job of a school leader is multidimensional,
several areas have been identified in
which school leaders must have skills in :

– Instructional leadership;
– Management;
– Communication, collaboration and
community building;
– Vision development, risk taking, and
change management

Danilo Kalaw Villena, Ph.D.

Page 40
STANDARDS FOR
SCHOOL LEADERS

Danilo Kalaw Villena, Ph.D.

Page 41
STANDARD 1 – FACILITATING A VISION
OF LEARNING

The competent school leader is an

educational leader who promotes the
success of all students by facilitating
the development, articulation,
implementation, and stewardship of a
vision of learning that is shared and
supported by the school community.

Danilo Kalaw Villena, Ph.D.

Page 42
 Knowledge Indicators:
the competent school leader
• Has knowledge and understanding of learning goals
in a pluralistic society.
• Comprehends the principles of developing and
implementing long-term plans.
• Recognizes theories of educational leadership.
• Understands effective communication.
• Understands effective consensus-building and
negotiation skills.
• Has knowledge of the philosophy and history of
education.
Danilo Kalaw Villena, Ph.D.
Page 43
 Performance Indicators:
the competent school leader:
• Designs curricula with consideration for
philosophical, sociological and historical
foundation, democratic values and the community’s
values, goals, social needs, and changing
conditions.
• Facilitates the development and implementation of a
shared vision and strategic plan for the school that
focuses on teaching and learning.
• Analyzes, evaluates, and monitors operational plans
and processes to accomplish strategic goals using
practical applications or organizational theories.

Danilo Kalaw Villena, Ph.D.

Page 44
• Solicits and uses financial, human, and
material resources to support the
implementation of the school’s mission and
goals.
• Identifies and critiques several theories of
leadership and their application to various
school environments.
• Conducts needs assessments and uses
qualitative and quantitative data to plan and
assess school programs.

Danilo Kalaw Villena, Ph.D.

Page 45
Standard 2 : School Culture and
Instructional Program
The competent school leader is an
educational leader who promotes the
success of all students by advocating,
nurturing, and sustaining a school
culture and instructional program
conducive to students’ learning and
staff’s professional growth.

Danilo Kalaw Villena, Ph.D.

Page 46
 Knowledge Indicators:
The competent school leader
• Has knowledge and understanding of school
cultures.
• Understands the continuum of students’ growth and
development
• Knows the procedures used in the assessment of
the learning environment.
• Understands applied learning theories.
• Understands curriculum design, implementation,
evaluation and refinement.

Danilo Kalaw Villena, Ph.D.

Page 47
• Recognizes the components of s special education
evaluation.
• Understands principles of effective instruction and
best practices.
• Comprehends measurement, evaluation, and
assessment strategies.
• Understands diversity and its meaning for
educational programs.
• Understands the change process for systems,
organizations and individuals.
• Is familiar with adult learning and professional
development models.
• Recognizes the role of technology in promoting
students’ learning and professionals’ growth.
• Understands classroom management.
Danilo Kalaw Villena, Ph.D.
Page 48
 Performance Indicators:
The competent school leader
• Creates with learners, parents, and students a
positive school culture that promotes learning.
• Develops a culture of high expectations for self,
students, and staffs performance where
accomplishments are recognized.
• Utilizes procedures in the assessment of the
learning environment.
• Identifies needs for professional development
• Studies best practices, relevant research, and
demographic data for school improvement
Danilo Kalaw Villena, Ph.D.
Page 49
Standard 3 : Management
The competent school leader is an
educational leader who promotes the
success of all students by
collaborating with families and
community members, responding to
diverse community interests and
needs and mobilizing community
resources.

Danilo Kalaw Villena, Ph.D.

Page 50
 Knowledge Indicators :
The competent school leader
• Understands theories and models of organizations
and the principles of organizational development.
• Is aware of local operational policies and
procedures.
• Understands principles and issues relating to
school safety and security.
• Has knowledge of management and development of
human resources.
• Comprehends principles and issues relating to
fiscal considerations of school management.

Danilo Kalaw Villena, Ph.D.

Page 51
• Understands principles and issues relating to
school facilities and use of space.
• Recognizes legal issues impacting school
operations.
• Has knowledge of current technologies that support
management functions.

Danilo Kalaw Villena, Ph.D.

Page 52
 Performance Indicators

• Applies effective job-analysis procedures,

supervisory techniques, and performance appraisal
for instructional and non-instructional staff.
• Develops and implements an efficient building-level
budget planning process that is driven by school
priorities.
• Applies common legal and contractual
requirements and procedures in an educational
setting.
• Applies and assesses current technologies for
school management and business procedures.
Danilo Kalaw Villena, Ph.D.
Page 53
Standard 4: Collaboration with
Families and Communities

The competent school leader is an

educational leader who promotes the
success of all students by
collaborating with families and
community members, responding to
diverse community interests and
needs and mobilizing community
resources.
Danilo Kalaw Villena, Ph.D.
Page 54
 Knowledge Indicators :
The competent school leader
• Recognizes emerging issues and trends that
potentially affect the school community.
• Comprehends parents’ rights, including the
right to an independent evaluation and the
use of that evaluation by the students.
• Understands the conditions and dynamics of
the diverse school community.
• Has knowledge of community resources
• Understands community relations and
marketing strategies
Danilo Kalaw and processes.
Villena, Ph.D.
Page 55
 Performance Indicators:

• Assesses emerging issues and trends to

determine their impact on the school
community.
• Engages in activities that address parents’
rights including the right to an independent
evaluation.
• Identifies and analyzes the major sources of
fiscal and non-fiscal resources for schools.
• Understands how to build community
support for school’s priorities and
Danilo Kalaw Villena, Ph.D.
Page 56
programs.
Standard 5 : Acting with Integrity,
Fairness, and in an Ethical Manner

The competent school leader is

an educational leader who
promotes the success of all
students by acting with
integrity, fairness and in an
ethical manner.
Danilo Kalaw Villena, Ph.D.
Page 57
 Knowledge Indicators:
The competent school leader

• Understands the purpose of education

and the role of leadership in modern
society.
• Recognizes various ethical frameworks
and perspectives on ethics.
• Understands the values and challenges
of the diverse school community.
• Is aware of professional codes of ethics.
Danilo Kalaw Villena, Ph.D.
Page 58
 Performance Indicators:

• Manifests a professional code of ethics and

values.
• Bases decisions on the moral and ethical
implications of policy options and political
strategies.
• Promotes the values and challenges of the
diverse school community.
• Communicates effectively with various
cultural, ethnic, racial, and special interest
groups and diverse populations in the
community Danilo Kalaw Villena, Ph.D.
Page 59
 Standard 6 : The Political, Social,
Economic, Legal and Cultural Context
The competent school leaders is an
educational leader who promotes
the success of all students by
understanding, responding to, and
influencing the larger political,
social, economic, legal and
cultural context.
Danilo Kalaw Villena, Ph.D.
Page 60
 Knowledge Indicators:
The competent school leader
• Comprehends principles of representative
governance that undergird the system of Philippine
schools.
• Recognizes the role of public education in
developing and renewing society and an
economically productive nation.
• Understands the law as related to education.
• Has knowledge of the political, social, cultural and
economic systems and processes.
• Understands models and strategies of change and
conflict resolution.
Danilo Kalaw Villena, Ph.D.
Page 61
 Performance Indicators:

• Considers the general characteristics of internal

and external political systems as they apply to
school settings.
• Analyzes appropriate procedures and relationships
for working with local governing boards.
• Develops lines of communication with decision
makers outside the school community.
• Bases decisions on the moral and ethical
implications of policy options and political
strategies.

Danilo Kalaw Villena, Ph.D.

Page 62
 LEADERSHIP
CHARACTERISTICS THAT
FACILITATE SCHOOL
CHANGE

Danilo Kalaw Villena, Ph.D.

Page 63
 Vision
• Leadership requires vision. It is a force that
provides meaning and purpose to the work of an
organization. Leaders of change are visionary
leaders, and vision is the basis of their work.
Visionary leadership is dynamic and involves a
three stage process ( Westley and Mintzberg, 1999):
– an image of the desired future for
theorganization (vision) is
– communicated (shared) which serves to
– empower those followers so that they can enact
the vision.
“ Vision is knowing who are you, where you’re going, and what will
guide your journey” (Ken Blanchard and Jesse Stoner)
Danilo Kalaw Villena, Ph.D.
Page 64
 Believing that Schools are for
Students’ Learning
The values and beliefs of individuals affect
their behaviour and in leaders they influence
the vision leaders hold of their school. Values
are principles an individual considers to be
important or desirable; Beliefs are ideas
considered to be true and on which people
are willing to act. Vision is “based on personal
or personalized professional values (Manasse,
1986), and that visionary leadership demands
a clear sense of personal and organizational
values. Danilo Kalaw Villena, Ph.D.
Page 65
 Valuing Human Resources
Leaders for change recognize that the people
in the organization are its greatest resource.
“To lead change, the leader must believe
without question that people are the most
important asset of an organization” (Joiner,
1987). This characteristics has three
dimensions. The first is the leader’s valuing
the professional contributions of the staff,
while the second is the leader’s ability to
relate to people. The third dimension is
fostering collaborative relationship.
Danilo Kalaw Villena, Ph.D.
Page 66
 Leaders of Change are
Communicators and Listeners
The ability to communicate and listen is a
characteristic commonly used to describe effective
school leaders. Researches have shown that
“leading is communicating” and that the ability to
communicate with people is a requisite skill of
leaders’ job. In addition to being able to
communicate, schools leaders must also be good
listeners. Researches have also shown that among
the many characteristics that school leaders have
held in common, one was “extremely well
developed expressive abilities” (in Mazarella &
Grundy, 1989). This also includes their listening
skills.
Danilo Kalaw Villena, Ph.D.
Page 67
Leaders of Change are Proactive
School leaders take the initiative, anticipate and
recognize changes in their organizational environment,
and begin to explore possible courses of action to respond
to those changes. Leaders of change are proactive in their
efforts to change and improve their schools. They are
always testing the limits in an effort to change things that
no one else believes can be changed. They are proactive
because they challenge the status quo of their
organization to respond to changes that affect the
organization’s business. Often these proactive school
leaders are described as individuals who do not accept the
rules, regulations and traditions of their school to limit
their change efforts (Blumberg & Greenfield, 1990)
Danilo Kalaw Villena, Ph.D.
Page 68
Leaders of Change are Risk Takers
Change must be initiated by leaders who are willing to
risk their reputations for the future benefit of their
schools (Joiner, 1987). Risk are not taken haphazardly but
tend to be considered as opportunities that will improve
the school organization. Leaders of change provide the
needed stimulus for change. School leaders encourage
their staff to experiment with various instructional
methods to meet the academic needs of the students.
They guide and provoke the staff to explore options that
more adequately address the needs of their students and
provide the environment that makes a risk-taking safer.
They provide their staff with opportunities to consider
and implement curriculum changes as well as encourage
experimentation with different arrangements of
organizational structures, such as schedules and class
size.
Danilo Kalaw Villena, Ph.D.
Page 69
 “Leadership is not
something you do to
people. It’s something you
do with people.”
(Ken Blanchard, Patricia Zigarmi and Drea Zigarmi, Leadership and The
One Minute Manager

Danilo Kalaw Villena, Ph.D.

Page 70