- 1.Higher Education Leadership Programs: Teaching Leadership in
the 21 stCentury Brian J. Elizardi University of Denver One of the
most universal cravings of our time is the hunger for compelling
and creative leadership,James MacGregor Burns (1978)
2. Typology of Leadership Studies
- It is one of the most widely talked about topics, yet it is one
of the most understudied
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- Leadership is highly personal and hardly scientific, (Cronin,
1984, p. 28).
- Questions and Common Myths
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- Can leadership be taught?
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- Are leaders born or made?
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- Is management the same as leadership?
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- What is the role of the citizen in the leadership process?
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- Is leadership purely vocational and experiential?
3. Specific Findings 1. History of the Study of Leadership 2.
Defining Leadership 3. Emerging Themes and Components 4. Learning
and Teaching Leadership 4. History of the Study of Leadership
- 1908 : Einstein looked at trait selection as an indicator of
leadership
- 1948 : Ralph Stogville said that traits were an ineffective
method for measuring leadership. He proposed behavior training
(task vs. relationship orientation emerged)
- 1968 : Ed Fleischamn said that task vs. relationship was
ineffective. There was no relationship between satisfaction and
performance
- 1960s : Curt Lewin B = f(p,s)behavior is a function of the
person and the situation
- 1967 : Fred Fiedler Contingency Model of LeadershipLeader,
follow, and situation
- 1991 : Joseph Rost changed the field of researchLeadership in
the 21st Century. What we used to call good leadership is really
management. Leadership assumes change and management assumes
control
5. Defining Leadership
- Level 0 :MachiavellisThe Prince : leadership is coercive and
devoid of values; there is no such thing as the common good
- Level 1 :Mainstream Leadership : Leadership is influencing an
organization or group to accomplish a group goal
- Level 2 :Turn of the Millennium : Leadership is an influence
relationship among leaders and followers who intend real changes
that reflect their mutual purpose (Rost, 1991)
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- Leadership is multidirectional: anyone can be a leader or
follower
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- Leadership is non-coercive
- Level 3 :Transformative Leadership : Engaging followers, not
merely activating them, commingling needs and aspiration in a
common enterprise, and in the process making better citizens of
both leaders and followers (Burns, 1978)
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- That people can be lifted into their better selves is the
secret of transforming leadership and the moral and practical them
of this work, (Burns, 1978).
6. Emerging Themes & Components 1. Self Knowledge and Skill
Development 2. Collaboration and Teamwork 3. Citizen Leadership 4.
Community Service/Civic Engagement 5. Leader, Follower, and
Situation (LFS) 6. Ethics 7. Self Knowledge and Skill
Development
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- The quest for leadership is primarily an inner journey to
discover our true selves, which include our strengths, skills,
prejudices, and talents, and a recognition of our unique gifts and
some of our limitations, (Matusak, 1997, p. 17)
8. Collaboration and Teamwork
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- Collaboration is a mutually beneficial relationship between two
or more parties who work toward common goals by sharing
responsibility, authority, and accountability for achieving
results, (Chrislip & Larson, 1994, p. 5).
9. Citizen Leadership
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- Each person is responsible for contributing to the common good
in different areas. Participation at any level is an exercise of
leadership, joining others to use power for constructive ends.
Unlike the prevalent notion of solitary leaders finding answers and
announcing solutions through mass media, the challenge for the
twenty-first century is to prepare citizens to act together in a
more interactive, dynamic process, (Mabey, 1992, p. 315).
10. Community Service/Civic Engagement
- Student who participate in service while in college demonstrate
an enhanced interest in issues relating to multiculturalism and
diversity as well as stronger commitment to serving their
communities, (Outcalt, Faris, McMahon, Tahtakarn, and Noll, 2001,
p. 183).
- Schools powerfully affect how we learn, what we learn, and
whetherthrough our liveswe are willing to meet the challenges of
civic engagement, (Sorenson, G, Adams, B, Kretman, K. P., Linsky,
M., Burns, J., Gmelch, W., Kellerman, B., Rost, J, 1996, p.
1).
- Much canbe learned about leadership by getting away from ones
own culture and examining how leaders in other circumstances go
about the task of motivating and mobilizing others, (Cronin, 1984,
p. 31).
11. Leader, Follower, and Situation (LFS)
- Leaders redefine the parameters of tasks and responsibilities,
both for individual followers and for the entire group. In that
sense, leaders activelychangethe situations theyre in rather that
just optimize their groups adaptation to it, (Hughes, Ginnett,
& Curphy, 1999, p. 39).
- Often it is not so much the kind of person a man is as the kind
of situation in which he finds himself that determines how he will
act, (Milgram, 1992)
12. Ethics
- Leadership can be exercised in the service of noble,
liberating, enriching ends, but it can also serve to manipulate,
mislead, and repress, (Cronin, 1984, p. 27).
- If either the ends of leadership or the means to achieve it be
improper, the ultimate goal of leadershipthe betterment of
societyis compromised, (Wren, 1995, p. 481)
- We say we want effective leadership, but Hitler was effective.
Criteria beyond effectiveness are needed. Ultimately, we judge our
leaders in the framework of values, (Gardner)
- Ethics are the rules that tell us how to relate to each other
in order to create community, (Baird, 2004).
13. Determining the Common Good MILL KANT BURNS Greatest good
for the greatest number of people Universal Human Values (Kidder)
Love, Truthfulness, fairness, freedom, unity, tolerance,
responsibility, respect for life End/Terminal Values UHV Respected
interactions between the leaders and the led ROST 14. Learning and
Teaching Leadership
- In the past, to teach leadership [was] an act of arrogance,
(Cronin, 1984, p. 29).
- In order to teach leadership and empower active citizens, we
must deconstruct the exaltation of the expert in our culture,
(Mabey, 1992, p. 314).
- The first step is not action; the first step is understanding,
(Gardner, 1990, p. 6).
- Most of what leaders have that enables them to lead is learned,
(Gardner, 1990, p. 7).
- To learn leadership, we must disembed our experiential
understanding of leadership in order to learn leadership theories
(Kegan)
- The question is notifone will lead but ratherhow effectivea
leader one becomes, (Mabey, 1992, p. 315).
15. Leadership and Identity
- Understanding the process of leadership identity development is
central to teaching leadership and facilitating the learning of
leadership, (Komives, S., Casper, J., Longerbeam, S., Mainella,F.,
& Osteen, L., , 2004, p. 1)
- Many leadership educators think that college students are best
informed by learning a relational-values approach to leadership
which is inclusive, ethical, grounded in principles and values, and
seeks collaborative processes in working with others toward a
common vision or common purpose, (Komives et al., 2004, p. 1).
- Komives et al. (2004) seek to answer the questions:What
processes does a person go through to come to an awareness that
he/she can make a difference and work effectively with others to
accomplish change? How does relational leadership efficacy/identity
develop?
16. New Questions
- How will leadership be used to bridge expansive polarization in
todays society?
- How can we further our understanding of ethics in relation to
leadership to solve many of todays issues?
- How will our understanding of leadership identity development
help us better teach students?