Leadership Development Team
Chair: Dr. Maxine Fawcett-Yeske
[email protected]
[email protected]
May Leadership Tips from Dr. Trish As a FINAL submission of the 8 Common Leadership Styles: 1. Charismatic Leadership Style, 2. Innovative, 3. Command and Control (aka: Autocratic), 4. Laissez-faire, 5. Pace Setter, 6. Situational, 7. Transformational, and 8. Servant, we will end with the last three leadership styles remaining to be covered on this list: Situational, Pace Setter & Transformational. Situational leadership refers to when the leader or manager of an organization must adjust his style to fit the development level of the followers he is trying to influence. With situational leadership, it is up to the leader to change his style, not the follower to adapt to the leader’s style. In situational leadership, the style may change continually to meet the needs of others in the organization based on the situation (Anthony, 2018). As an example of a Situational leader, Pat Summitt, former head coach of the University of Tennessee women's basketball team, holds the record as the all-time winningest coach in NCAA history. Even as new players joined her team each year, she maintained a winning record (more than 1,000 victories and eight national championships over 38 years) by adapting her coaching to her young players' skills and needs (Blanken, 2013). Key Behaviors
When to Use It
A Pacesetting leader sets both high standards for themselves and those they are leading. One of the key attributes of this style is the ‘lead by example’ approach. They don't ask their followers to do anything they wouldn't do themselves. Pacesetting leaders are also quick to identify individuals that are not keeping pace with their expectations. Poor performers are asked to rise to the occasion, and if they do not, they are quickly replaced (Goldman, 2018). Perhaps some of the best examples of pacesetting leaders come from the military. Under the circumstances encountered in that environment, it's important to make quick and decisive moves. There is very little tolerance for making mistakes when the stakes are that high. The other example of a pacesetting leader comes from the business world (Goldman, 2018). Pacesetter founder of Amazon, Jeff Bezos set the pace for the boom in e-commerce by creating a transactional interface that every other online merchant copied—the same people who are now following him to the cloud (Blanken. 2013). Key Behaviors
When to Use It
Finally, Transformational leadership. Burns (1978) in his seminal work defines transformational leadership as “leaders inducing followers to act for certain goals that represent the values and the motivations – the wants and needs, the aspirations and expectations – of both leaders and followers” (p.19). Transformational leaders can inspire followers to “transcend their own self-interests for the good of the group, organization, or society; to consider their longer-term needs to develop themselves, rather than the needs of the moment; and to become more aware of what is really important” (Bass, 1990, p. 53). Within this context is the very foundation of transformational leadership and how it works in concert with, and is an integral component of, innovation – which of course involves an organization’s Vision (purpose, mission and values). There are many, many examples of Transformational leaders – both positive and negative (European, Entrepreneurs, CEOs, Asia, American, Africa) – including for example, Attila the Hun, Omar Bradley, Caligula, Coco Chanel, Catherine the Great, Lee Iacocca, Ghandi, Helen Keller, Dr. Martin Luther King . . . to name only a few (Johannsen, 2014). With that being said, let’s cover a couple of American transformational entrepreneurs: Ben Cohen and Jerry Greenfield; better known as Ben & Jerry’s. These two guys were able to turn a $12,000 investment and a correspondence course on ice cream making into what we know today - - one of most loved treats: ice cream. They were able to adopt a radical business philosophy dedicated to social responsibility and created a business model that allowed members of their customer community to become stockholders (Blanken, 2013). Key Behaviors
When to Use It
As members of DKG, do see yourself with some of these leadership traits, or maybe a combination? Are you the type of the situational leader who is able to adapt your leadership style, while not expecting your followers to adapt to your style? Or, are you a pacesetter who expects both high standards for yourself and those you are leading, including the ability to ask your followers to do things you wouldn't do yourself? And finally, do you possess inspirational traits, where you are able to have the vision to transcend your own self-interests for the good of the group in order to consider your follower’s longer-term needs to develop themselves toward your common goal(s)? Much food for thought! I have enjoyed sharing with you some of the many aspects of leadership and all that implies and entails. I have learned and grown much this year in terms of revisiting the Leadership Styles that have been shared on this site since September 2017 through May 2018. It is my greatest hope that you might have gleaned some insights from our little adventure together. I wish you all well in our mutual devoted interests for DKG! References Anthony, L. (Feb. 2018). Define situational leadership. http://smallbusiness.chron.com/define-situational-leadership-2976.html Bass, B.M. (1990). Handbook of leadership: Theory, research, & managerial applications (3rd Ed.). New York: The Free Press. Blanken, R. (Jan/Feb 2013). Association Now. 8 Common Leadership Styles. https://www.asaecenter.org/resources/articles/an_magazine/2013/january/8-common-leadership-styles Burns, J. M. (1978). Leadership. New York: Harper & Row, Publishers. Goldman, D. (January 10, 2018). Pacesetting leadership. Money-Zine. https://www.money-zine.com/career-development/leadership-skill/pacesetting-leadership/ Johannsen, M. (March 22, 2014). 125 Transformational leaders: Lists of famous ones from many countries. https://www.legacee.com/transformational_leadership/list-of-leaders/ April Leadership Tips from Dr. Trish
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October Leadership Tips from Dr. Trish
What is DKG’s purpose? “To: unite women educators…honor potential for distinctive service… advance the professional interest and position of women in education…initiate, endorse, and support desirable legislation…endow scholarships…stimulate personal and professional growth…and inform members of economic/social/political and educational issues.”
A tall order indeed. So how do we as members of DKG inspire and promote leadership within our ranks and communities toward this common purpose?
Let’s start with advance the professional interest and position of women in education. For example, “The power of promoting women in leadership through networking and mentoring” chapter highlights the ways that women entering college -- and on the job -- can utilize networking and mentoring as powerful tools specific to making headway into STEM fields (Science, Technology, Engineering & Math) and be successful. A recent Wall Street Journal article (Fowler, 2017) corroborated the observations, noting that although more women are entering STEM, there remains a vacuum, especially in engineering fields, in education as teachers and college professors; as well as other work related areas.
How can we, as members of DKG make an impact or advance the professional interest and position of women in education in terms of being proactive leaders for women in STEM? Consider the application of our leadership skillset regarding ways to recognize individual potential in others in order to open dialogue with potential followers to DKG, as well as to foster growth and productivity within our group(s). McLean and Weitzel (1992) outline six possible steps that might serve as guides toward that goal:
Step 1: Practice influencing others.
Step 2: Identify similarities between yourself and others.
Step 3: Recognize and meet others’ expectations.
Step 4: Take and relinquish leader roles.
Step 5: Support each other.
Step 6: Know your worth.
Your leadership is crucial to DKG’s success, but it’s only one side of the leadership coin. The other side of the coin is self-leadership which includes the give and take in leadership roles and followers within our organization. Women in STEM education and leadership in predominately male fields necessitate developing our proactive self-leadership skills and self-reliance of and for our individual DKG members and especially for those we are trying to influence and support. You can make a difference!
References
Champion, P. A. & Gutsch, L. J. (2016). The Refractive Thinker, Vol. XI: Women in leadership. Chapter 6: The power of promoting women in leadership through mentoring and networking.
Fowler, S. (2017). "Why Motivating People Doesn’t Work… and What Does."
Korn, M. (Sept. 25, 2017). Wall Street Journal. As More Women Enter STEM Fields, Difficulties Remain: Larger number of females receiving computer science degrees, but field is still overwhelmingly male.
McLean, J. W. & Weitzel, W. (1992). Leadership: Myth, magic, or method? New York, NY: AMACOM.
What is DKG’s purpose? “To: unite women educators…honor potential for distinctive service… advance the professional interest and position of women in education…initiate, endorse, and support desirable legislation…endow scholarships…stimulate personal and professional growth…and inform members of economic/social/political and educational issues.”
A tall order indeed. So how do we as members of DKG inspire and promote leadership within our ranks and communities toward this common purpose?
Let’s start with advance the professional interest and position of women in education. For example, “The power of promoting women in leadership through networking and mentoring” chapter highlights the ways that women entering college -- and on the job -- can utilize networking and mentoring as powerful tools specific to making headway into STEM fields (Science, Technology, Engineering & Math) and be successful. A recent Wall Street Journal article (Fowler, 2017) corroborated the observations, noting that although more women are entering STEM, there remains a vacuum, especially in engineering fields, in education as teachers and college professors; as well as other work related areas.
How can we, as members of DKG make an impact or advance the professional interest and position of women in education in terms of being proactive leaders for women in STEM? Consider the application of our leadership skillset regarding ways to recognize individual potential in others in order to open dialogue with potential followers to DKG, as well as to foster growth and productivity within our group(s). McLean and Weitzel (1992) outline six possible steps that might serve as guides toward that goal:
Step 1: Practice influencing others.
Step 2: Identify similarities between yourself and others.
Step 3: Recognize and meet others’ expectations.
Step 4: Take and relinquish leader roles.
Step 5: Support each other.
Step 6: Know your worth.
Your leadership is crucial to DKG’s success, but it’s only one side of the leadership coin. The other side of the coin is self-leadership which includes the give and take in leadership roles and followers within our organization. Women in STEM education and leadership in predominately male fields necessitate developing our proactive self-leadership skills and self-reliance of and for our individual DKG members and especially for those we are trying to influence and support. You can make a difference!
References
Champion, P. A. & Gutsch, L. J. (2016). The Refractive Thinker, Vol. XI: Women in leadership. Chapter 6: The power of promoting women in leadership through mentoring and networking.
Fowler, S. (2017). "Why Motivating People Doesn’t Work… and What Does."
Korn, M. (Sept. 25, 2017). Wall Street Journal. As More Women Enter STEM Fields, Difficulties Remain: Larger number of females receiving computer science degrees, but field is still overwhelmingly male.
McLean, J. W. & Weitzel, W. (1992). Leadership: Myth, magic, or method? New York, NY: AMACOM.
September Leadership Tips from Dr. Trish
September 2017
Leadership. It has been defined by many, understood by some, and effectively employed by… well, I’ll let you fill in the blank from your experience on that one. Over the course of the DKG calendar year, I will attempt to share with you some of my favorite authors’ quotes, notes and perspectives, with the hope that you may garner and incorporate some of the insights into the job you perform for DKG or into your personal lives and jobs.
I recently received a ‘Welcome Back’ note from Dr. Suzanne Assouline, the director of my department at the Belin-Blank Center College of Education at the University of Iowa. She shared the excitement of starting a new school year after being an educator for four decades, with the idea of becoming – as in ‘what do I want to be when I grow up?’ As former (or current) educators ourselves, we can certainly relate not only to that question and the start of another school year, but more importantly to consider that the idea of becoming is a lifelong learning process. For example:
1. Find a challenge both in and out of your profession while continuing to seek new knowledge and further develop your sense of wonder and curiosity. As educators, we do after all, support the idea of being lifelong learners.
2. Build resilience as in being able to bounce back from not so good days knowing there will be good days and even great days ahead to enjoy.
3. Hone a sense of humility knowing we have much to be grateful for as well as realize there are others in our group with many gifts we can appreciate – in other words, develop an attitude of gratitude.
4. Develop leadership skills to encourage personal risk-taking and meaning in your life, while being able to look back and know your leadership contribution reflected positively in terms of what we do for teachers.
I look forward to getting to know you, growing with you and making leadership contributions that you can relate to, reflect on, and incorporate into your lives. Here’s looking forward to a great year!
Dr. Trish Champion
Updated 6/30/202020
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Heidi Ragsdale, webmaster, [email protected]
Please refer any comments on the Colorado State website to
Heidi Ragsdale, webmaster, [email protected]