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Group Captain Md Afzal Hossain, psc

Head, Department of CSE, MIST

Session
Objectives
Leadership-what it is
Identify the traits and skills of an

effective leader
Key leadership theories
Successful Leadership: Why important?
How to be a Successful Leader
Academic leadership
Effective academic leader
Empathic leadership
The profile of an empathic academic
leader
Reflection

"Leadership is a function of knowing


yourself, having a vision that is well
communicated, building trust among
colleagues, and taking effective action
to realize your own leadership potential."
Prof. Warren Bennis

Leadership Theory
Early Theories:
Great Man Theories
Leaders are exceptional people, born with innate
qualities, destined to lead
Trait Theories
Research on traits or qualities associated with
leadership are numerous. Traits are hard to
measure. For example, how do we measure
honesty or integrity?

Leadership Traits and Skills


Traits
Adaptable to situations
Alert to social environment
Ambitious and achievement

orientated
Assertive
Cooperative
Decisive
Dependable
Dominant (desire to influence
others)
Energetic (high activity level)
Persistent
Self-confident
Tolerant of stress
Willing to assume responsibility

Skills

Clever (intelligent)
Conceptually skilled
Creative
Diplomatic and tactful
Fluent in speaking
Knowledgeable about
group task
Organised (administrative
ability)
Persuasive
Socially skilled (sensible
and responsive)
Leaders
will also use:
Integrity, Honesty,Stogdill, 1974
Compassion, Modesty

Leadership Theory
Functional Theories
A leader is concerned with the interaction of 3 areas:
Task goal setting, methods and process
Team effective interaction/communication,
clarify roles, team morale
Individual attention to behaviour, feelings,
coaching
Behaviourist Theories (Blake and Mouton, Managerial
grid, 1964)

Leaders behaviour and actions, rather than their traits


and skills e.g. production orientated or people orientated
Different leadership behaviours categorised as
leadership styles e.g. autocratic, persuasive,

Leadership TheoryFlexible
Situational/Contingency

Leadership:

Leadership style changes according to the 'situation and in


response to the individuals being managed their competency
and motivation

New Leadership
Theory
Transformational Theory (Bass and Avolio, 1994)
Leaders inspire individuals, develop trust, and

encourage

creativity

and

personal

growth

Individuals develop a sense of purpose to benefit

the group, organisation or society.

This goes beyond their own self-interests and an

exchange of rewards or recognition for effort or


loyalty.

Leadership
Philosophies
Ethical Leadership
CSR, sustainability, equality, humanitarianism
Four Ps - Purpose, People, Planet, Probity
(Righteonous)

"Leadership is a function of knowing


yourself, having a vision that is well
communicated, building trust among
colleagues, and taking effective action
to realize your own leadership potential."
Prof. Warren Bennis

Leadership Theory
Early Theories:
Great Man Theories
Leaders are exceptional people, born with innate
qualities, destined to lead
Trait Theories
Research on traits or qualities associated with
leadership are numerous. Traits are hard to
measure. For example, how do we measure
honesty or integrity?

Leadership Traits and Skills


Traits
Adaptable to situations
Alert to social environment
Ambitious and achievement

orientated
Assertive
Cooperative
Decisive
Dependable
Dominant (desire to influence
others)
Energetic (high activity level)
Persistent
Self-confident
Tolerant of stress
Willing to assume responsibility

Skills

Clever (intelligent)
Conceptually skilled
Creative
Diplomatic and tactful
Fluent in speaking
Knowledgeable about
group task
Organised (administrative
ability)
Persuasive
Socially skilled (sensible
and responsive)
Leaders
will also use:
Integrity, Honesty,Stogdill, 1974
Compassion, Modesty

New Leadership
Theory
Transformational Theory (Bass and Avolio, 1994)
Leaders inspire individuals, develop trust, and

encourage

creativity

and

personal

growth

Individuals develop a sense of purpose to benefit

the group, organisation or society.

This goes beyond their own self-interests and an

exchange of rewards or recognition for effort or


loyalty.

How to Be a Successful
Leader:
Essential
Elements
A successful leader will not only ask questions and
wrestle with their individual and organizational
interests, but will also ask the question:
Leadership for what purpose and what public
good?

How to Be a Successful Leader:


Strategies
Make your

expectations clearly
known.
Share your goals,
visions, motivations,
and reasons.
Give feedback about
contributions.
Listen
Build team players.

Reward cooperation

and hard work.


Maintain good relations
with boss.
Accept diversity.
Admit your mistakes.
When you promisedeliver.
Periodically, disengage
from daily pressures.
Dont take yourself too
seriously.

How to Be a Successful
Leader:
Characteristics

Drive
Honesty and integrity
Leadership motivation
Self-confidence
Cognitive ability/intelligence
Knowledge of the business
Emotional intelligence
Flexibility

The Academic Leader


Has no agenda except to facilitate.
Is enthusiastic about all students and teachers.
Has an open-minded management style.
Is transparent in decision making.
Represents the school well to higher

administration and to colleagues.


Provides constructive feedback.
Is politically astute.

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The Myth of Effective


Leadership
There is a myth that an

rganization can find salvation


through efficient management.
Thus, the model of leadership is
one of omnicompetence: the
skilled classroom practitioner
plus curriculum leader, plus
technical expert, plus all the
manifestations associated with
being the figurehead.
It is no wonder that so many

leaders in education seek early


retirement or suffer a range of
work-related illnesses.
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Effective Academic Leaders


are

Committed and

enthusiastic

Competent
Possess self-

knowledge

Authentic

These characteristics become

interrelated. When we are not


empathic leaders, others around
us stop being authentic, stop
bringing talent and energy into
the workplace, and stop using
feelings

to

support

personal

work-related goals (Cooper &


Sawaf, 1997).

Empathetic

communicate care

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The Empathic Academic Leader acknowledges


the teachers/staffs competence and value,
thereby creating an atmosphere of reciprocal
giving. When adults feel they give more to a
relationship than they get in return, they feel
distress and typically either reduce inputs (dont
do lesson plans, come in late, miss meetings,
careless

work),

increase

complaints

(whiny

behaviors, or end the relationship -quit trying).


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The Power of Influence


If you want to have power in your

school/district, then earn influence rather than


demand control.
Influence is only obtained through mutual
respect.
Mutual respect must be initiated by the
leader.
Mutual respect is gained through the display
of empathy (fellow feeling/understanding
others) for others.
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Research indicates that when leaders


model desired empathic behaviors,
others are more likely to adopt these
behaviors themselves than when they
are merely told to behave in a certain
manner.

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The Payoff of Empathic


Leadership
When children feel safe, cared about, and

relaxed they will learn more, not less. Our


children are able to grapple with higher-order
thinking questions because they dont face the
petty disturbances that arise in mainstream
schools. We resolve conflicts as they come up,
thereby reducing the childrens distractions.

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The Profile of an Empathic Academic Leader:


Attitude
Open,

warm,

relaxed,

good-humored,

ensures

fairness, models and expects common courtesy,


explains how faculty/staff should work or behave in
an understanding way rather than criticizing
Frequent smiles, lots of eye-contact, generally

positive

demeanor,

expressive

face

which

shows emotions and can switch emotions quite


quickly, can influence others emotions as well
Positive, encouraging, expressive, clear directions and

explains the meaning of directives when necessary


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The Profile of an Empathic Academic Leader: Body


Language
Uses gesture, animated, tactile, moves around, uses

body for emphasis and explanation


Generally gets closer to those he/she is speaking to,
less distance, less formality and provides one-to-one
support when possible even in a large setting, moves
around quite a lot, sits down with the community
members, lowers whole body down below students
level
Knows and uses names frequently, listens carefully to
others, elicits understanding from them, echoes and
affirms their comments, tries to give a positive
response but asks them to elaborate or develop
response if weak, prompts and helps them when
necessary
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Trust begins with a


personal commitment to
respect others, to take
everyone seriously.
Respect demands that we
first recognize each others
gifts and strengths and
interests. Only then can we
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Any
question?

Thank you