Welcome to Lysa’s Learning Loft

1. Welcome to Lysa’s Learning Loft Next This presentation will guide new learners of leadership through a variety of leadership loops. Helping the leader in you develop! You will build up your leadership repertoire so you can learn to lead better.

2. How to navigate through this presentation The button will bring you back here to the home page H • Part 2: The Dos and Don’ts of Leadership • Part 3: Time to Test your Knowledge Part 4: Leadership Reflection Part 1: Lysa will Lead you through the Leadership Lattice. Part 2: She will point out the dos and don'ts of leadership Part 3: Lysa likes to test her Learners so they can become Leaders too! So lets see what we’ve learned Part 4: Let Lysa share her Learning experiences from the foundations of leadership course

3. H Part 1: The Leadership Lattice The leadership lattice will allow you to navigate through the various ideas that are integrated in leadership. Click on the colored squares to learn more detail about each section. **Remember to be on presentation mode to enjoy the full benefits of hyper linking  (the button on the top right will bring you back here) • Misconceptions • “Followers” • Emotional Intelligence • Leadership • Theories • Part 2: The Dos and Don’ts of Leadership Back

4. Situational • Transactional • Behavioral • Shared/ Distributed • Influence Era • Transformational • Great Man • Neocharismatic • Trait Based • Value- Based • Leadership Theories

5. This was the first school of thought developed in leadership during the 20th century. The theory focused on individuals who were thought to be exceptional, displaying key personality traits. These personality traits were said to define a good leader and differentiate these individuals from non-leaders. Professor Tead referred to in by Johns & Moser (2001) listed some of these personality traits as necessary qualities for a leader to have - physical and nervous energy - sense of purpose and direction - enthusiasm - friendliness and affection - integrity - technical mastery - decisiveness - intelligence - teaching skill - faith • TraitBased

6. The great man theory fell under the trait based theories of the personality era. The personality era was a time period where greatness or great leadership stemmed from individuals who were perceived to be great due to their wealth, status, power, and kinship. It was easy to accept this theory at the time as there was more emphasis placed onto people with great power and respect. It was believed if the personality traits of these “great men” were copied then others could act as great leaders. As the centuries rolled on problems of the great man theory started to emerge. There were many people who were considered great men but varied drastically in their personality traits, squashing the basis of this theory in its place. The great man theory also looks at successful outcomes due to the leader, and the leader alone. Rise to the influence era helped improve the trait era leadership theories. (Van Seters, 1990) • Great Man

7. Influence Era The influence era pointed out areas where the trait theories lacked in. The influence era asked questions such as; Do leaders define themselves as leaders, simply by being born into power and privilege? Or are great leaders defined by others who see them as great? The Influence era introduce the role of a leader to include their relationship with other people and not just based on their personality. At the time, influence was considered to fall under the authoritarian practices that are not applicable for today’s society. Behavior Era from the 1950s through 1970s gave a new perspective on leadership. (Van Seters, 1990)

8. Behavioral The behavioral era looked at what the leader did rather than where they came from and the personality characteristics they possessed. This gave more opportunities for any individual to integrate good behaviors into their working lives to become better leaders, in this case, managers. Behavioral theorist had a tendency to look at the behaviors of good leaders and project them onto other individuals. They also started to look at the outcomes of specific behaviors and from the outcomes make correlations from the behaviors presented and the productivity or success of a goal. Due to a variety of conclusions from the many studies conducted, the behavior theory was not solid enough to stand firm on. Newer and more modern theories had come about. (Van Seters, 1990)

9. Situational • The situational era in a sense took the pressure off the individual and placed it onto what situation the individual was in. This meant that there are factors that can influence the effectiveness of a leader. These include;- Type of task • Social status of the leader & constituents • Relative position of power of the leader & constituents • Nature of external environment • Following this era was the Contingency era which included many ideas about leadership that kept the situational aspect of leadership in mind. Contingency Theory: put leaders in situations where they will succeed or changes the situation to suit the needs of the leader • Path-Goal Theory: Create enabling conditions for successful outcomes • Normative Theory: Guide the leader on what decision-making behavior would give the best results (Van Seters, 1990)

10. Transactional The transactional era is similar to the influence era. It looks at the relationship between the leader and their constituents but is different since it looks at the influence the constituents can have on the leader. In this theory, leadership requires some sort of transaction made between the leader and their constituents. Another part to this is the definition of the leader comes from the acknowledgement from their constituents . For the majority of cases this transaction is seen when the constituents and leaders attain set goals. This is one of the theories that is still in motion today. (Van Seters, 1990)

11. Shared/ Distributed Team work! Shared/ distributive leadership looks at creating team-based structures where all constituents are viewed as sharing leadership. As defined by Pearce & Conger (2003) shared leadership is “a dynamic, interactive influence process among individuals in groups for which the objective is to lead one another to the achievement of group or organizational goals or both. This influence process often involves peer, or lateral, influence and at other times involves upward or downward hierarchical influence”. This means leadership is spread equally to each team member rather than concentrated to one person. The thoughts and ideas of others is held with the same regard or respect as if it were produced from a sole leader. (Day & Antonikis, 2011)

12. Transformational • Transformational leadership speaks for itself. It is the type of leadership that wants to transform the lives of the constituents. A transformational leader would have the following characteristics; • Identify themselves as change agents • Courageous individuals • Believe in people • Value-driven • Lifelong learners • Can deal with complexity, ambiguity, and uncertainty • Are visionaries (Johns & Moser, 2001)

13. Neocharismatic leadership also looks to transform their followers, giving them a sense of purpose and encouraging them to make meaning out of situations. It involves both the transformational leadership theory along with charismatic leadership. Charisma looks more at attributes of the person rather than traits. • Characteristics of a Charismatic leadership • Dominance • Self-security • Need to influence others • Strong conviction in the moral integrity of his/her belief • Specific patterns of behavior • Can articulate ideologies • Strong role model • Effects of Charismatic Leadership • Increases the follower commitment, motivation , and follower performance • Develops a trust with the followers with the common goal in mind • (Winkler, 2010) • Neocharismatic

14. Value-based leadership also looks at the relationship between the leader and the constituent(s) on the basis of shared goals. Value-based leaders create an environment and a set of ideals and a vision that constituents can easily relate to. • What would this type of leadership look like? • A challenging or rewarding work environment • Freedom from highly controlling rules • Fairness • High quality service/ product (Winkler, 2009) • Value-Based

15. Future Leaders • Constituents • Make the Leader • “Followers”

16. Constituents Constituents is a term used to describe followers. Followers is a term used for an individual or individuals who follows in an act of obedience. The word follower has a negative connotation to it and so using the word constituent is more appropriate. The misconception is that a good leader has a lot of followers that will do his/ her biddings. In fact a good leader treats his/ her peers with respect and values what they have to offer. The term constituent gives the impression that they are a part of the framework rather than an underling. (Course discussions)

17. Future Leaders Within the transformational leadership theory we can see the change of focus moving from, the individual leader becoming a better leader to, leaders helping constituents bring themselves up to take on leadership roles. If I think about this in terms of my students, my ultimate goal is to guide my students in becoming critical thinkers of society. I would want them to be self-sufficient, and continue to encourage them to take on leadership roles within the class and school environment. By doing this I am helping them build the skills they would need in today’s society which is becoming very demanding. Society wants adaptable individuals who can take charge and get the job done. (Johns & Moser, 2001)

18. Make the Leader Without constituents can we truly define the leader? This is similar to the; “ what came first, the chicken or the egg?” question. It is hard to see leaders exist without constituents to define them as leaders. The relationship built between the leader and constituent defines the success of a task or goal being achieved. With a poor relationship a leader may be seen as authoritarian, unsympathetic, and will therefore loose the faith and trust of their constituents. This will decrease the morale of the constituents and in turn the final goal/ vision/ or outcome can not be fulfilled. (Course Discussions)

19. Men • Born This Way • Position/ Status/ Power • Managers • One person only • Misconceptions

20. There is a tendency to put the characteristics of a good manager and make it equivalent to the characteristic of a good leader. Managers look for effective output from their constituents. They put more emphasis on what the constituents can do for them to reach the expected output. Whereas leadership builds up relationships with its constituents and creates an environment where a common vision is being obtained. Another reason why the two terms become confused is the way leadership is portrayed within corporate and business context. Leadership is a commodity being sold to companies as an absolute for all managers to have leadership qualities to have effectiveness in the work place. (Fairholm&Fairholm, 2008) • Managers

21. Born This Way When someone does a great job we say, “you were born to do this!”, or “you’re a natural”. When we label individuals based on one or two experiences, we limit their abilities to just that. On the flip side, we take away opportunities for others to take up leadership roles as they may feel they have to be chosen first or recognized as a leader. (based on Great Man Theory ideas)

22. Men Leadership roles have historically been carried out by men. To this day we tend to have these ideologies engraved into our minds leading us to automatically associate good leadership with men rather than women. Although the great man theory has been disproven to be an inaccurate one, society tends to accredit a good leader for being a good leader because he is a man rather than it being due to the leadership qualities he possesses. This is where we find women in roles of leadership have a harder time getting recognition for the leadership they have provided. (Borgotta, 1954)

23. Position/ Status/ Power We tend to think the person with the most authority or power automatically becomes the leader of the group. We forget great leaders do not have to hold a position of power to be a good leader. We have seen cases of such people arise throughout history; Ghandi, Mother Theresa, and Martin Luther King. Even more simpler the group activities done in a classroom setting we can see certain students are able to take on a leading role in their group. (Galton, 1869)

24. One person only There is growing recognition that leadership does not have to be carried out by a single person. Leadership can be shared within a group rather than having the soul responsibility on the shoulders of one individual. For more information on this type of leadership please see Shared/ Distributive leadership from Part 1: the leadership lattice.

25. Emotional Intelligence The link below will show more information on emotional intelligence. It is an interview with Author Daniel Goleman. Video: http://www.youtube.com/watch?v=NeJ3FF1yFyc Emotional intelligence (EQ) describes a persons ability to recognise their emotions and the effects it has on others. It is different from intelligence as it incorporates emotions looking specifically at 5 skills sets. Self awareness Managing emotions Motivations Empathy Social skills Why is emotional intelligence important in leadership? To answer this we need to understand authentic leadership; this is defined by Luthans and Avolio (2003, p. 243) “as a process that draws from both positive psychological capacities and a highly developed organizational context, which results in both greater self‐awareness and self‐regulated positive behaviors on the part of leaders and associates, fostering positive self‐development.”Authentic Leadership cannot exist without the ability to understand your own emotions. This ability to understand yourself is encompassed within emotional intelligence.

26. Part 2: The Dos and Don’ts of Leadership Click here for more detail

27. Part 2: The Dos and Don’ts of Leadership Good leadership is when an individual or individuals has direction and vision. They are able to be task oriented but consider the ideas of their constituents. As an agent of change the leader will be adaptable in most situation and help their constituents use their skills so together they can reach a common goal. This is of course a working definition and a personal one. This definition will continue to be molded as new theories develop. • Part 3: Time to Test your Knowledge

28. Part 3: Time to Test your Knowledge • CASE # 1 Part 3: You will use your new found knowledge in leadership to identify what leadership theories apply to this case. • Part 2: The Dos and Don’ts of Leadership Scenario: Sue, a new graduate fresh out of teacher’s college is excited an ready to start her new job as a grade 8 teacher. After the first staff meeting she was introduced to her colleagues by her principal. Since Sue was new to the school her principal paired her up with a mentor, a grade 8 teacher who had been a teacher at the school for 8 years. Dilemma: Excited to do a good job with her class, Sue scheduled a time to meet with her mentor Tuesday after school. Sue came prepared with all of her fantastic ideas and was ready to learn a lot from her mentor. When she arrived for the meeting her mentor handed her a folder with the course outline and the full curriculum planned out from start to end with all the activities in place. Sue’s mentor said, “you’re lucky to have me, I never had any help when I started teaching and now you have all that you need. We should be on the same page since we’re teaching the same grade. Well, that’s all the time I have for today, I’m running late for yoga. Let me know if you have questions about the documents. We’re starting structures in science, it’s all outlined in there.” Dilemma Continued: Sue approached her principal to clarify her role as a teacher with her class. She wanted to make sure she still had creative freedom with the curriculum documents and showed the folder given by her mentor. He said “ I paired you up with the best, just do as she says and you will be fine.” • Part 3: Time to Test your Knowledge • CASE # 2 Can you identify the leadership perspectives Sue is dealing with? How could she fix this? See Analysis

29. Part 3: Time to Test your Knowledge • CASE # 1 • Part 3: Time to Test your Knowledge • CASE # 2 Case # 1 Analysis: Sue in this situation was treated as a follower rather than a constituents in both interactions with her mentor and principal. Sue was frustrated with the miscommunication between herself and her mentor. She was not heard by her mentor, she used a managerial approach with Sue with a high task orientation approach and very low level of relationship building. Sue’s principal also took the same approach, with the sense of passing Sue off to someone els,e her productivity and motivation could definitely be effected. Possible suggestions for Sue is to use her classroom as a tool to show her leaders the positive outcomes that can come from her work. This would require Sue to take on a transformational leadership role. Creating a common vision with her students she will be able to create a shared leadership role with her mentor. No one can challenge positive outcomes, especially if the goal is common.

30. Part 3: Time to Test your Knowledge • CASE # 2 Part 3: You will use your new found knowledge in leadership to identify what leadership theories apply to this case. • Part 2: The Dos and Don’ts of Leadership Scenario: Mrs. Smith was a well known member of the St. Mathews Church in Oshawa. She was also well known at St. Josephs Catholic High school in Pickering for being an excellent leader. She was awarded with the most outstanding principal leadership award for the third year in a row. She knew how to make her staff feel appreciated and had strong direction for her school programs. Dilemma: Due to her popularity Mrs. Smith was chosen to lead and direct the Christmas play. She was nominated and told it would go off without a hitch with her excellent leadership qualities, but it didn’t. Mrs. Smith had to look after the actors, the stage movement, lights, sound, music, decorations and props, the fundraising and scheduling. She was excellent with organizing all of these aspects of the play but had a hard time delegating these duties to the individual committees. Mrs. Smith was in charge of so many individuals that were her friends, family, and respected elders. She found it hard to say no and to delegate work. She noticed that the various committees were not cooperating, and the volunteers were making their own decisions and not taking her directives seriously. They were all over the place, and she couldn’t identify what the problem was. Can we help Mrs. Smith find her Leadership mojo again? See Analysis

31. Part 3: Time to Test your Knowledge • CASE # 2 Part 3: You will use your new found knowledge in leadership to identify what leadership theories apply to this case. • Part 2: The Dos and Don’ts of Leadership Case # 2 Analysis: Mrs. Smith was already upheld as a great leader. In her place of work she showed all the “Do” qualities of a good leader. Although she was considered to be great, Mrs. Smith never learned how to make her leadership skills transferrable in different situations. She was a great leader at work because it was an environment she was knowledgeable about and had a clear vision for. Mrs. Smith could consider 1) adapting her already developed leadership skills to this new situation by using her emotional intelligence to her advantage 2) she could find another person to share the leadership role with her, someone who has worked with the Church members on this large scale before, or 3) she could consider backing down from the position all together (but we know that Mrs. Smith can do it!) Part 4: Leadership Reflection

32. H Part 4: Leadership Reflection • During our very first class in leadership we were asked a series of questions and were told to save it as a word document. Not much thought was put into my responses at the time as I felt I didn’t know enough to contribute anything worth while, these were my answers word for word. • How do you describe Leadership? • - The ability to guide a person or groups of people through challenges by being an example, and being consistent. • - Instilling confidence in people so they feel they can achieve anything they put their mind to • - Being a mentor • What does it mean to Lead? • - Guide with direction • - Mentor • How do you lead? • - By example, setting reasonable expectations for others and ensuring I also do the same • - Introduce new challenges as previous challenges are conquered • - Encouraging, pointing out strengths, motivating • What kind of leader are you? • - Organized, focused, precise • What kind of leader do you aspire to be? • - Inspirational Next

33. H Part 4: Leadership Reflection • After adding to my knowledge base on leadership I revisited these questions to see if my views on leadership have changed drastically, stayed the same, or improved. • How do you describe Leadership? • I had a pretty good idea of what I felt leadership entailed but to describe leadership is still a challenging task for me. I feel like, now that I know so much more about leadership, it is so much harder to give it a solid definition. Leadership encompasses so many aspects of social, political, cultural, emotional, physical and professional aspects of a persons life. My current description of leadership would be a position in which a person or people motivate constituents to take on the same values or set of goals, this will in turn give the constituents an opportunity to make this vision a part of theirs. • What does it mean to Lead? • To lead is the act of leadership. It is the tour guide example, the type of tour guide that takes the time to understand the tourists needs and finds way to incorporate their needs into the tour. To lead is to be aware of your constituents, to incorporate their values into the common goal/ vision and to understand yourself well enough to be adaptable to changing situations. Next

34. H Part 4: Leadership Reflection • How do you lead? • Earlier in the year I stated that I lead by example, challenge my constituents while still encouraging them, motivating them and pointing out areas of strength. I still feel this is how I lead, but I have shifted my focus towards creating a common goal/ vision between me and my constituents, which in my case are my students. I found becoming an agent of change takes a lot more introspection on my part, looking at where my values lie. I am also finding I am doing a lot more reflection on my practices and how I handled situations through various lenses, including but not limited to, emotional and analytical. • What kind of leader are you? • I still cannot say at this point that I am one type of leader. I feel with all this new knowledge that I have I can fit into many different leadership styles. • Transactional: I find that I am tend to be transactional with “marks” being the exchange for good work and good behavior • Transformational: I’m finding it a lot easier to be a transformational leader with my Sunday school students as we all have our faith as a common vision, whereas within my workplace I am finding it harder to define where the common values lie with my colleagues and students. Situational: When I get approached to help control a large group or take a position on a committee I feel my leadership abilities shine as I have the sense of responsibility. • What kind of leader do you aspire to be? • I think I would have to stick with my original answer to this which was one word, inspirational. My hope, after taking this course and in taking more leadership courses, I will be an inspirational leader among my peers, old and young. I also want to be a good leader outside of my professional environment and let it spill out into my surrounding community. Next

35. H Thank You for Letting Me Lead you on Leadership  Contact: lysa_samuel@hotmail.com