Acad Leadership

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Information about Acad Leadership

Published on January 24, 2008

Author: kapil1312

Source: slideshare.net

The Context PDP Leadership - You ‘manage’ things...you ‘lead’ people” What is “Academic Leadership” Diagnostics – Purpose Concept / Analysis Later

PDP

Leadership

- You ‘manage’ things...you ‘lead’ people”

What is “Academic Leadership”

Diagnostics – Purpose

Concept / Analysis Later

How to take this test Not your team, the case team. Perceptive - there is hazaar difference. No right / wrong answer. What will you do Culture neutral – city, people, situations Role extension.

Not your team, the case team.

Perceptive - there is hazaar difference.

No right / wrong answer.

What will you do

Culture neutral – city, people, situations

Role extension.

Situation 1 You have recently joined as the academic head of a city and have constituted a task force of faculties to maintain academic systems and procedures in the city centers. In spite of enthusiasm and rapport among the faculties, you find that they lack the necessary planning and organizing competency. What would you do? Plan the task in detail and arrange workshop for them in deficient areas. Encourage the faculties to find suitable solutions to their problems. Chalk out an action plan, allocate responsibilities and supervise. Discuss with faculties and help them in planning and organizing strategies.

Plan the task in detail and arrange workshop for them in deficient areas.

Encourage the faculties to find suitable solutions to their problems.

Chalk out an action plan, allocate responsibilities and supervise.

Discuss with faculties and help them in planning and organizing strategies.

Situation 2 You are the academic head of a center. An enthusiastic Phi-lab coordinator is visiting your center. Your center staff welcomes her and provides the needed support. They know their work well and are competent. The center is required to hold an all-India Acads meet in your city. What would you do? Work out the details of the meet, individual responsibilities and monitoring arrangements;share the information and encourage them to make the meet a success. Work out the details of the meet, decide targets in details, assign responsibilities to each staff member according to their competence and supervise daily. Convince the staff of the importance of Acads meet, communicate to them their strengths and your confidence in them. Join them in details of conducting and monitoring the meet. Inform the staff members of the needs of the meet and let them work out details,including monitoring and be available for any help.

Work out the details of the meet, individual responsibilities and monitoring arrangements;share the information and encourage them to make the meet a success.

Work out the details of the meet, decide targets in details, assign responsibilities to each staff member according to their competence and supervise daily.

Convince the staff of the importance of Acads meet, communicate to them their strengths and your confidence in them. Join them in details of conducting and monitoring the meet.

Inform the staff members of the needs of the meet and let them work out details,including monitoring and be available for any help.

Situation 3 You have taken a team of faculties to conduct an exhibition in another part of your state. The team chosen is cohesive and competent enough. However, you find on this occasion that the members need to be reminded frequently to do their work. What would you do? Define team members’ responsibilities and closely supervise their work. Let the group work out ways of improving performance. Work with the team to solve the problem. Supervise more frequently and help the team to overcome the difficulties they encounter.

Define team members’ responsibilities and closely supervise their work.

Let the group work out ways of improving performance.

Work with the team to solve the problem.

Supervise more frequently and help the team to overcome the difficulties they encounter.

Situation 4 The percentage of students clearing NLS entrance from your LST division had increased by 25%. The LST acads team has set of committed faculties and last year it was rated to be the best division. You as the acads head have high expectations from this team. What would you do? Revise the responsibilities of the faculties in the light of their higher achievement and provide needed support to them. Jointly design with the group the action plan. Let the team develop a detailed plan and provide them the needed support. Emphasis the importance of high academic achievements and set specific academic targets for each faculty of the team.

Revise the responsibilities of the faculties in the light of their higher achievement and provide needed support to them.

Jointly design with the group the action plan.

Let the team develop a detailed plan and provide them the needed support.

Emphasis the importance of high academic achievements and set specific academic targets for each faculty of the team.

Situation 5 You have recently joined as the acads head of a city. The City centers’ staff are efficient. However they see teaching as a burden. There is no team spirit in the centers. You have been asked by the concerned authority to organize a series of faculty orientation programmes in the next three months. What would you do? Prepare the programmes and time-table and discuss with the group the facilities they need to implement them. Plan the details of the programme, give individual deadlines and supervise. Plan and work out details of implementation with the staff. Let the group work out a detailed plan and provide them the necessary facilities.

Prepare the programmes and time-table and discuss with the group the facilities they need to implement them.

Plan the details of the programme, give individual deadlines and supervise.

Plan and work out details of implementation with the staff.

Let the group work out a detailed plan and provide them the necessary facilities.

Situation 6 As an acads head, you have noticed that the teaching/non-teaching staff are incompetent and indifferent and do not attend to their duties. During Mocks, no timely help is provided by the staff. What would you do? A. Share your trust in them as well as your concern to urgently improve the situation. Jointly work out detailed solutions with them. B. Call a staff meeting. Share your concern/apprehension with them. Invite their suggestions. Based on the suggestions, prepare details and encourage them to implement these details. C. Call a meeting of their center heads and assign them their work and closely monitor the solution frequently. D. Suggest that center heads deal with the situation and bring about improvement.

Situation 7 One of the centers of your city has not been performing well lately with respect to student feedback. Although the faculties are enthusiastic, they say they are not responsible for the decline in performance. You feel that although the faculties work as a team, they have not kept themselves up to date in their subjects. Discuss the difficulties with the faculties to improve the situation and set targets. Ask the heads to let faculties form teams of their choice and supervise them. Share your concerns with the center heads and let them work out their own solutions. Reorganize the teams, set targets and responsibilities and monitor their progress.

Discuss the difficulties with the faculties to improve the situation and set targets.

Ask the heads to let faculties form teams of their choice and supervise them.

Share your concerns with the center heads and let them work out their own solutions.

Reorganize the teams, set targets and responsibilities and monitor their progress.

Situation 8 You, as the acads head of your city, held a review meeting of the new AIEEE program. You found that the staff, though worked as a team, blamed their seniors for the poor performance. You also found the staff deficient in basic knowledge of the program. What would you do? Act quickly and firmly to correct them, define their roles, closely supervise and arrange crash training for them. Share with the Center Heads and the staff your concern and leave it to them to work out a plan for improvement. Share your concern with them and join them in deciding ways of improving the situation. Call the Center Heads and give them specific targets to achieve, review the progress weekly and arrange for facilities and training needed by the staff.

Act quickly and firmly to correct them, define their roles, closely supervise and arrange crash training for them.

Share with the Center Heads and the staff your concern and leave it to them to work out a plan for improvement.

Share your concern with them and join them in deciding ways of improving the situation.

Call the Center Heads and give them specific targets to achieve, review the progress weekly and arrange for facilities and training needed by the staff.

Situation 9 You have taken over a center in which faculties render voluntary services and it is doing well. The faculties and non-teaching staff are efficient and support each other. In order to provide uninterrupted teaching, the faculties had a practice under which half of the teachers could avail holidays on the first two Sundays of the month and the other half on the other two. However, on your arrival you come to know of some dissatisfaction among the staff as well as students. What would you do ? A. Discuss the matter with the staff to find a solution. B. Investigate in detail and prepare a plan with a definite course of action. C.Share this problem with the staff and let them work out an action plan for improvement. D. Set up a task force to go into details, ensure implementation of the findings and provide needed support.

A. Encourage the organizers to plan the work with you and review progress in their respective groups. B. Define the task and make each member work on the assigned task. C. Let the staff members of the staff solve their problems. D. Make the groups feel that each of them is important, and let them recognize each others’ strengths. Situation 10 You, as the acads head, find that the staff of the centers had agreed to have at least two faculty-orientation programs in the academic calendar. You are aware that individually each member had high motivation. However, the first program evoked very little response, each staff member blamed the other for the poor turnout. What would you do?

A. Replace a non-performing member by a competent member, work out and give targets and encourage and support the team to do a good job. B. Share the concern with the team and leave it to them to improve the situation. C. Study the situation and assign tasks to each member detailing how to go about, monitor and re plan if necessary. D. Add to the team a person with adequate experience, encourage the team to plan, joining them from time to time. Situation 11 To control dissatisfaction in a difficult batch, a team of 3 faculties was sent. Though they were not willing to join the effort, they had to obey the order. None of the faculties had adequate understanding of either the mindset or the real reason for the dissatisfaction. There was no coordination among them or proper planning. They could not contain the dissatisfaction even after a week. You, as the acads head, have been asked by the higher authorities to control the situation. What would you do?

A. Work with the group, to develop an action plan, encouraging them to implement it. B. Streamline all arrangements, as an emergency action, assign various responsibilities and monitor everyday the work being done. C. Plan and implement the needed actions and coach the trainers to improve their training competency. D. Share your concern with the tem and suggest that they could find the needed solution. Situation 12 You have been asked to be course coordinator for a refresher course in your city. You notice that the necessary arrangements were not made. The trainers were unenthusiastic, lacked training competence and were not functioning as a team. What would you do?

The Concept

• 1900s: “great man” theory. Leaders are born. Leadership is an innate ability. How do we identify who is born to lead? • 1930s: group theory. How does leadership emerge and develop in small groups? • 1940s-50s: trait theory. What traits and characteristics are common to all leaders? Who ARE leaders? • 1950s-60s: Managerial grid. 5 styles of leaders with task orientation and people orientation. • 1960s-80s: contingency theory. Dependent on situation. Effective leadership behavior varies with the situation. Which leadership behaviors succeed in specific situations? 1980s-90s: Situational theory. Combination of contingency and managerial grid. • 1990s-2000s: excellence. What interaction of traits, behaviors, key situations, and group facilitation allows people to lead organizations to excellence? In addition how do followers impact leadership? Evolution of leadership studies

• 1900s: “great man” theory. Leaders are born. Leadership is an innate ability. How do we identify who is born to lead?

• 1930s: group theory. How does leadership emerge and develop in small groups?

• 1940s-50s: trait theory. What traits and characteristics are common to all leaders? Who ARE leaders?

• 1950s-60s: Managerial grid. 5 styles of leaders with task orientation and people orientation.

• 1960s-80s: contingency theory. Dependent on situation. Effective leadership behavior varies with the situation. Which leadership behaviors succeed in specific situations?

1980s-90s: Situational theory. Combination of contingency and managerial grid.

• 1990s-2000s: excellence. What interaction of traits, behaviors, key situations, and group facilitation allows people to lead organizations to excellence? In addition how do followers impact leadership?

Leadership: Not static, by situations, by followers Visibility to Invisibility Path breaking model Situational Leadership - Ken Blanchard, Paul Hersey

Leadership: Not static, by situations, by followers

Visibility to Invisibility

Path breaking model

Write notes Regulating – One-way communication, tells roles, tells what-when-where-how to do, close supervision (structure, control and supervise), giving them a fish. Nurturing – two-way communication, listens, provides support, encourages, facilitates interaction, involves the group in decision making (praise, listen and facilitate), teaches them to fish. Situational Leadership - Ken Blanchard, Paul Hersey

Write notes

Regulating – One-way communication, tells roles, tells what-when-where-how to do, close supervision (structure, control and supervise), giving them a fish.

Nurturing – two-way communication, listens, provides support, encourages, facilitates interaction, involves the group in decision making (praise, listen and facilitate), teaches them to fish.

Education New recruit vs. colleague Leader development Re-engineering tasks Employee Competency High Low Employee Commitment DELEGATING SUPPORTIVE CONSULTING DIRECTIVE High Directive High Supportive High Directive Low Supportive Low Directive Low Supportive Low Directive High Supportive - Nurturer Ldrship + - Regulative Ldrship +

Education

New recruit vs. colleague

Leader development

Re-engineering tasks

Education New recruit vs. colleague Leader development Re-engineering tasks Competency, Commitment, Teamwork DELEGATING SUPPORTIVE CONSULTING DIRECTIVE - Nurturing Leadership + - Regulative Leadership + High Nurturing Low Regulative High Nurturing High Regulative Low Nurturing Low Regulative Low Nurturing High Regulative All 3 present Any 2 present Any 1 present None present

Education

New recruit vs. colleague

Leader development

Re-engineering tasks

Dominant Style Back up Style Leadership adaptability Tend to discount these strengths Tend to neglect these weaknesses Analysis

Dominant Style

Back up Style

Leadership adaptability

Tend to discount these strengths

Tend to neglect these weaknesses

Bring counts S1, S2, S3, S4 Analysis I & II Dominant Style + Back up Style What is your Dominant / Back up style? Copy this onto your table Copy this onto your table

Bring counts S5, S6, S7, S8 Analysis III Leadership adaptability How much flexible you are? (=total/36*100) Copy this onto your table Copy this onto your table

Bring counts S9, S10, S11 Analysis IV Tend to discount these strengths Do I ignore these strengths? (count  2) Copy this onto your table

Bring counts S12, S13, S14 Analysis V Tend to neglect these weaknesses Do I neglect these weaknesses? (count  2) Copy this onto your table

Objective: 1) To find ways to become more flexible 2) To find ways to not miss out strengths 3) To find ways to be perceptive of weaknesses 4) To find ways to bring down an overtly dominant style. Time to Reflect / Action Plan Activity: 1 + 1 discussion aiming to come out with an action plan.

Q & A

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