THEROLEOFLEADERSHIPININSTITUTIONBUILDING

1、111module 1institution buildingenvironmental effectinstitution buildingcompetency gainedimage gainedleadership roleintroductionit is a fact that in our system of education, only those who obtained a higher level of education are most likely given the opportunity to administer a certain educational i

2、nstitution. this statement can be substantiated by actual situation obtaining in the field that administrators starting from the school head up to the highest executive position in the decs and ched administered schools, are holders of either masteral degree or doctoral degree. this enigmatic situat

3、ion can perhaps be attributed to the exposure, experiences and interaction that these people have had with others, thereby gaining knowledge, skills and abilities necessary to make the institution and the people they lead to a better and conducive place of study and source of information and technol

4、ogies.becoming an administrator is not an easy task. it brings with it enormous responsibility and authority that can make or unmake the individual, together with, the institution he leads. from the educators point of view, it is a culmination of a long cherished aspiration, a fruit of a long and ha

5、rd labor and a final step in the totem pole of a life-long career.however, as school administrator, his main concern is to build the institution one which is recognized as a fountain of truth and wisdom, of knowledge and skills, and competence and abilities required for institution building. institu

6、tion building maybe viewed as a function and interdependence of four conceptual dimensions, namely: leadership role, environmental effect, competencies and institutional image gained.leadership can be likened to a bow, which gives guidance and direction to an arrow to reach its target. it is that bi

7、nds the integral part or components of an institution into one functional and united whole; and the force that pushes an institution focus towards its goal and objective.as a system within a system, the school has its own environment internally and externally. internally, it has to be viewed in rela

8、tion to integral parts wholistically; and externally, its reciprocal relationship with the larger systems in terms of its contribution, pressure and effect and vice versa. competence is having all the natural or acquired powers to meet the demand of a situation or work. it is the result of the admin

9、istration and supervision interaction, research proper, outreach proper, productivity and administrative function.institutional image is a manifestation of an institutions accomplishment in various areas of competence in terms of its product faculty and staff, scholarly researchers, excellent progra

10、ms, projects and auxiliary services, graduates and recognition received.module 1the role of leadership in institution buildingleadership managerial dimensionstyles, types & leadership traits leadership roleleadership functionproblems and issuesintroductionthis unit discusses how leadership becom

11、es one of the most important factors in institution building. initially, it will start discussing the concept of leadership in terms of types, style, traits and managerial dimensions of leadership. it will be proven by establishing leadership as a linking pin in decision-making, organizing, planning

12、, staffing, coordinating, communicating, evaluating and controlling. it will also delve on the process and outcome of institution building. the unit will end up presenting some problems and issues concerning the role of leadership in institution building.at the end of this module, students should be

13、 able to:1. acquire a clearer concept of leadership in terms of types, styles, traits and managerial dimensions of leadership.2. establish the roles of leadership in institution building in terms of:i. decision-makingii. organizingiii. planning iv. staffingv. coordinatingvi. communicating vii. contr

14、ollingviii. evaluating 3. examine some problems and issues associated with institution building.suggested time frame :9.5 hoursconcept of leadershipseveral viewpoints have been advanced regarding leadership. for instance, former u.s. president eisenhower viewed leadership as “ability to get people t

15、o do what you want because they want to do it”. other authors said that it is a “process whereby an individual directs, guides. influences or control the thoughts, feelings or behavior of other human beings”; any contribution to the establishment and attainment of the purposes of the group which is

16、exercised by the leader as a result of his demonstrated mastery of the social relationship in the group”; “a quality possessed to some degree by a member of the group regardless of his formally designated office or position”; and the discipline which deliberately exerting special influence within a

17、group to bring it towards goals that fulfill the groups real needs.leadership is the relationship between an individual and a group built around some common interest and behaving in a manner directed or determined by him; a leader who moves in a particular direction and succeed in inducing others to

18、 follow him; and one acting leader in a group having common interest, purpose and goals and influences the effort of the group towards achievement of the goal (gibson and hunt, 1965).leadership is the art and process of influencing people so that they will strive willingly and enthusiastically towar

19、ds the achievement of group goal; an influential increment over and above mechanical compliance with the routine directives of the organization (zulueta, et. al, 1999); and an impressive leader earns client respect, cooperation, praise, and support by performing responsibility and eliciting obedienc

20、e from the members (lupdag, 1984).from these different views, leadership can be concretely defined as the influencing actions, behavior, beliefs and goals of a member in an organization by another member with the willing cooperation of the member being influenced.elements of leadershipas regards ele

21、ments of leaderships, (zulueta, et. al, 1999), elucidated that skill in leadership includes four major elements in terms of (i) ability to use power effectively and in a responsible manner, (ii) the ability to comprehend that human beings have different motivation at different times and different si

22、tuations; (iii) the ability to inspire, and (iv) the ability to act in a manner that will develop a climate conducive to responding to and arousing motivation.the first element of leadership is power. power is differentiated by authority. power is the ability of an individual to induce or influence

23、the beliefs, action of other persons or group of persons; and authority is the right in a position of the person to exercise discretion in making decision affecting others.the second element of leadership is basically understanding of people. the manager should know the motivation theory and is able

24、 to relate it into meaningful practice.the third element is the ability to inspire followers to apply their full capabilities to an undertaking. inspiration emanates from group head that may give rise to devotion, commitment and loyalty, and in effect of a strong desire on the subordinates to promot

25、e what they want the leaders to accomplish for the organization.the fourth element of leadership is the style of the leader and the climate he develops. the strength of motivation to a large extent depend on expectancies, perceived reward, the amount of effort necessary for the tasks to be done and

26、other factors that are part of the environment and the organization climate. the fundamental principle of leadership is that people tend to follow those who in their mind offer them means of satisfying their own personal goals. the manager should understand what motivates their subordinates and how

27、the motivations operate and that they reflect this understanding in carrying out their managerial actions. styles and types of leadershiptypes of leadershipthe two types of leadership mentioned by aquino, (1985) can be stated as the status leadership and the emergent leadership.status leadership is

28、associated with a particular position such as (i) university/college president, (ii) school superintendent, (iii) principal, (iv) head teacher, and so on. a person assigned to a given position is referred to as one occupying a position of leadership. this means that leadership is associated with and

29、 expected from the person who occupies a certain position.emergent leadership is often exercised by a person who holds no particular position. such position emerges in relation to a particular problem is called emergent leadership. in any group when one helps the group to formulate plan or solve pro

30、blem or if he expresses a useful idea and make useful suggestion to a status leader, his acts may constitute highly important leadership behavior.leadership stylesthese leadership styles based on the use of authority can be cited as (i) autocratic leader, (ii) democrative or participative leader, (i

31、ii) benevolent-autocrat, (iv) liberal or free-rein leader, (v) laissez-fare and (vi) manipulative inspirational (zulueta, et. al, 1999).autocratic leader. the autocratic leader commands and expects compliance, dogmatic and positive; and leads by ability to withhold or give rewards and punishments. i

32、t is one-man rule type. the leader in the authority does not delegate; tell people what to do; one feels he is indispensable, and he determines all policies.democratic or participative leader. the leader consults with subordinates on proposal actions and decisions and encourages participation from t

33、hem; the leader does not take action without the subordinates concurrence; the leader is there to assist, suggest, communicate and being aware of problems for solution; involves subordinates in decision-making so that they feel jointly responsible for the goals purposes and projects.benevolent autoc

34、rat. the leader is a father figure who wants everyone to feel good. the emphasis is on keeping everyone happy and satisfied. he listens to his subordinates opinions but he makes decisions as his own. the father-figure is admired and respected, but makes people dependent and weak. when he dies, the o

35、rganization may also die.liberal leader or free-rein leader. this type of leader uses his power very rarely, if at all giving subordinates a high degree of independence in their operation. leader depends largely on subordinates to set their own goals and the means of achieving them; and he sees his

36、role as one aiding the operation of the followers by furnishing them with needed data/ information, and he acts primarily as contact with the group external environment.laissez-faire. this means letting people do as they choose. it allows everything to run its own course. minimum and maximum freedom

37、 is allowed for the group to make decision. the leader retreats into the background, let members work out details of how the organization is to function. practically the leader provides no leadership at all.manipulative-inspirational. this style of leadership is usually hard to find. the leader or g

38、roup leaders set the rules and interpret as they see it fit. high pressure tactic or emotionalism is used to make the people to follow direction set by the leader.three types of powerthere are reasons why followers are varied and complex. these reasons can be examined from different perspective and

39、each of them has different motivational and psychological roots. these type of power can be cited as (i) coercive power, (ii) utility power, (iii) principle-centered power (zulueta, et. al, 1999).coercive power. the leader in this case has created a fear in the subordinates that either something bad

40、 is going to happen to them or something good will be taken away if they do not comply out of fear of potentially adverse consequences. followers acquiesce and get along by going along or by giving lip service loyalty, but their commitment is superficial and their energy can quickly turn to sabotage

41、 and destruction where no one is looking or when the threat is no longer present. the leader who control, will find the control reactive and temporary. it is gone when the leader or controlling system is gone. it encourages suspicion, deceit, dishonest, and in the long run, dissolution.utility power

42、. subordinates follows because of the benefits that come to them if they do. the power relationship is based on the useful exchange of good and services. utility power is based on equity and fairness. as long as the followers feel that they are receiving fairly for what they are giving the relations

43、hip will be sustained.principle-centered power. leaders are followed because others want to follow them, want to believe in them and their cause; want to do what the leaders want. it is a relationship of power that is based on honor and trust; and with the leader honoring the followers and the follo

44、wers choosing to contribute because the leader is also honored.principle-centered power occurs when the cause, purpose or goal is believed in as deeply as the followers as by the leader.power process(source: zulueta, et. al, 1999)youleadership choice coercive powerutility powerprinciple-center power

45、fairfairnesshonortemporary controlfunctional reactive influencesustained proactive influencetheories on leadershipsome of the important theories regarding leadership can be cited as (i) trait theory, (ii) environment theory, (iii) personal-environment theory, (iv) exchange theory, (v) humanistic the

46、ory, (vi) exceptional theory, (vii) contingency theory, (viii) path-goal theory. i. trait theory. the leader in this theory is conceived to be great man whose superior endowment involves others to follow him.ii. environment theory. this theory explains leadership on the basis of situation and crisis

47、 that provides opportunity for people to propose solutions or exhibit heroic that place them in the position of leadership.iii. personal-environment theory. this theory maintains that characteristics of a leader, the followers and the situations that interact determine who will be the leader.iv. exc

48、hange theory. this theory suggests that group interactions represent and exchange process in which leadership is centered upon members for their effort on behalf of the group.v. humanistic theory. this theory suggests that group will be effective and members will be more satisfied when the leader sh

49、ows freedom to satisfy their needs for achievement and self-actualization.vi. exceptional theory. this theory maintains that leadership is most likely to be achieved by the members who succeed in initiating and reinforcing the expectations that will maintain the role structure and goal directions of

50、 the group.vii. contingency theory. this theory proposes that a given pattern of leadership behavior will lead to effective group performance in some circumstances and ineffective in some cases.viii. path-goal theory. this theory suggests that certain pattern of leader behavior s facilitate the clas

51、sification of the group goals while other patterns of behavior stimulate effective instruments and responses on the follower groups.managerial leadershipin this topic, the central focus of discussion is to substantiate managerial leadership within the context of institution building. it is thus prem

52、ised, that discussion should orderly delve on (i) concept of organization, (ii) elements of organization, (iii) the management process with respect to the interplay of these elements in an organization, role of leadership in the management process.concept of organizationorganization refers to a form

53、alized structure of various roles and positions. it is a structure that integrates the activities of people working and cooperating with one another to accomplish goals (zulueta, et. al, 1999).it has set of procedures to follow in terms of (i) selecting a leader, (ii) determining the role to play by

54、 each member of the group, and (iii) determining the goals of the group.in like manner, gross (1968) conceptualized organization as a group of cooperative system in which there is (i) an accepted pattern or purposes, (ii) belongingness, (iii) continuity of interactions, (iv) differentiation of funct

55、ions, and (v) integration. it has some characteristics such as (i) goal oriented or organization purposes, beliefs, vision, and mission, (ii) psychological orientation or members varied social background and individual differences, (iii) structural system on members specific role and tasks to perfor

56、m; and (iv) technological system or tools, equipment for use in the application of technique to achieve organizations objective, and management system or the integration of diverse elements in unifying the total efforts to accomplish goal or objectives of the organization.types of organizationthe di

57、fferent types of organization can be categorized as:i. formal organization and;ii. informal organizationformal organization. refers to the deliberate structure of roles in formally organized institution. it has formal policies, structure, procedures and existing social and cultural environment. each

58、 position is prescribed with corresponding activity and responsibility. systems rule and procedures are specific and made clear to all about their roles, responsibilities and accountabilities within the organization. it reflects closely lines of responsibility authority and relationship.informal organization. according to davi