EDUCATIONAL LEADERSHIP

(MAED 308)

A compilation of MAED – C1 students’ report and analysis on

leadership theories, principles, styles and practices for effective

educational management with focus on leadership in the Philippine

setting.

First Semester

Curriculum Year 2018 – 2019

OCTOBER 27, 2018

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 TABLE OF CONTENTS
What is Educational Leadership? 1

- The purpose of educational leadership

- Philosophy of leadership in education

Leadership qualities 2

- The 10 qualities of leadership

Leadership and human motivation 5

Theories of leadership and leadership behavior 7

Great man theory 8

Nature and elements of leadership 9

Components of leadership 12

Types of leadership (1) 14

Principles of leadership 20

Behavioural style theory 21

Qualities of a good leader 23

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Top 10 Leadership Qualities That Make Good Leaders 24

Leadership styles 27

Types of leadership (2) 32

Seven ways to lead by example 37

The six Essential Leadership Responsibilities that Build Effective Teams 38

Resolving Conflict through Leadership by Example 47

Leadership in organization 49
- Profile of a management leader 51
- A leader could influence others 54

Managerial leadership Pinoy style 56

Filipino values in managerial leadership 61

Be a people person 65

Loving difficult people 66

Instructional leadership in principals 70

- Types of incentives 72
- The principal as resource provider 77
The school head as chief executive officer 78

The school head as transformational leader 86

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 What is Educational Leadership?

By: MA. REGINA EVALLE-OCLARIT

 Educational Leadership is a term applied to school administrations.

 Educational leadership examines functions of leadership and management of

the School System and foundation.

 Educational leadership is a collaborate process that unites the talents and

forces of teachers, students and parents.

 Bridges the theories to practical application in education settings.

What is the Purpose of Educational Leadership?

 The primary purpose of educational leadership is to ensure academic success

through process, material and training improvements.

Philosophy of Leadership in Education

 Philosophy is the rational investigation of the truths and principles of being

knowledge or conduct.

 Philosophy is the attainment of an integrated, comprehensive view of life, of

vital importance.

 First, educational leadership creates a vision of academic success for all

students.

 Second, educational leadership strives to maintain a safe and receptive learning

environment.

 Third, educational leadership delegates responsibility to others.

 Fourth, instructional methods and curriculum content must be continually

improved.
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  Fifth, the field of education must borrow and adapt modern management tools,
processes and techniques.

Educational leadership is the science of helping students achieve academic success

through managing and improving educational programs.

LEADERSHIP QUALITIES

By: FEMAR B. CALIZAR

LEADERSHIP-can be defined as one`s ability to get others to willingly follow. Every

organization needs leaders at every level. Leaders can be found and nurtured.

QUALITY|QUALITIES-refer to the individual characteristics of being a leader

\manager.

10 QUALITIES OF LEADERSHIP

1. HONESTY/INTEGRITY

Having honesty and integrity in the work place is one of the most important qualities
of great leadership in different fields.

 Honesty is a leaders most valuable and most valued leadership quality. It

serves as the gateway for trust and inspiration.
 Integrity means telling the truth even if the truth is ugly .Better to be honest
than to delude others, because then you are probably deluding yourself.

Leaders with integrity means doing the right thing because it is right thing to do. And
that’s makes success. Leaders with integrity is not afraid to face the truth.

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2. CONFIDENCE

Self-confidence - is the fundamental basis from which leadership grows. Trying to

teach leadership without first building confidence is like a building a house on a
foundation of sand. It may have a nice coat of paint, but it is ultimately shaky at best.

3.INSPIRE OTHERS

Inspiration pulls you towards something that stirs your heart, mind and spirit. We
are inspired by a person an event or a circumstances.

When we are inspired, we aren’t thinking about the final and state. In fact, when we
are filled with inspiration, we want to hold onto that feeling for as long as possible.

4. COMMITMENT AND PASSION

Leaders who understand and embrace commitment and passion in their departments
have tremendous opportunities for empowering and engaging their employees to meet
meaningful goals. They have the ability to create the kind of work environment where
their employees share their enthusiasm and drive to objectives or goals.

5. GOOD COMMUNICATOR

Effective leadership requires knowing how to communicate with all elements of the
agency, including employees, managers, customers, and stakeholders. Each group
may require a different communication style and leadership style. Leaders may be
able to adapt based on the group they are communication with at the time.

Effective communicating skills are an important aspect of any leader portfolio of skills
and experiences.

6. DECISION-MAKING CAPABILITIES

It is inevitable that leaders, no matter what type, will be faced with many different
decisions. Some decisions will be minor and may not affect anyone but themselves,
other decisions, can be quite large and have the capacity to affect everyone and
anyone under their leadership. Decision making is part of a leaders daily
expectations. Leaders have a responsibility to make good decisions anytime.

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7. ACCOUNTABILITY

Accountable leader build an accurate understanding of the agency department or

organization –where it excels and where it has opportunity. Step up to champion
opportunities to succeed. Leaders goes beyond individual actions and decisions.

8. DELEGATION AND EMPOWERMENT

DELEGATION AND EMPOWERMENT are two core skills needed to be a successful

leader. After all, you can’t do everything on your own and neither should you be
expected to. As there is only so much value you can deliver without becoming
overloaded and ineffective.

9. CREATIVITY AND INNOVATION

When the leader develop the creativity innovation and leadership capabilities required
to adapt to change, stay competitive. Improve the agency to the betterment for
performance and make a positive difference in the world or in the universe….

10. EMPATHY

EMPATHY is the ability to experience and relate to the thoughts, emotions, or

experience of others. It is more than simple sympathy, which is being able to
understand and support others with compassion and sensitivity.

LEADERSHIP IS INFLUENCE

The ability to motivate and inspire others to take action is the distinguishing factors
in a leadership. The best leader are those who can successfully influence up, down
and across the department, impacting excellent results by driving behaviour
change…..

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LEADERSHIP AND HUMAN MOTIVATION

THEORIES OF LEADERSHIP AND LEADERSHIP BEHAVIOR

BY: GELCY JOY G. ABEJAR

MOTIVATION

- Force that drives all human behavior.

- Desires or wants within the person

- Process of inspiring people to action to achieve the goals

- It represents the degree of initiative, persistence, and intensity of effort

expanded by individual to achieve a specific outcome

2 major influences affect how individuals perform:

1. The type of leadership that exists

2. Personal motivation

• Important to look at these two concepts as interconnected and dependent on

individual situations

• Motivation is defined as “the extent to which persistent effort is directed toward

a goal”

1. Effort - must be defined in relation to its appropriateness to the objectives being

pursued.

2. Persistence - relates to the willingness of the individual to stay with a task until it
is complete

3. Direction - measured in terms of how persistent effort is applied in relation to the

goals being pursued

4. Goals - individual goals and organizational goals (must be compatible)

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 • Extrinsic Motivation

- Factors in the external environment such as pay, supervision, benefits, and

job perks

• Intrinsic Motivation

- Relationship between the worker and the task

5 Ways to Motivate a Team

1. Figure out what makes them tick (individual needs)

2. Give clear expectations
3. Consistent reinforcement and consequences
4. Healthy competition
5. Change out team members

Needs-based Motivation

• Maslow’s Hierarchy of Needs:

 Physiological

 Safety

 Relationship

 Esteem

 Self-actualization

• The more you move from basic to higher level needs, the more motivation
depends on internal factors

• Important that organizations present opportunities to satisfy such needs

Alderfer’s ERG Theory:

 Existence

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  Relatedness

 Growth

• Similar to Maslow’s Hierarchy in that it focuses on a differing levels of needs,

which are usually satisfied in order of importance

• Unlike Maslow’s theory in that it allows for higher needs to be met before lower-
level needs under certain circumstances

McClelland’s Theory of Needs:

 Achievement

 Affiliation

 Power

• Concerned with the behavioral consequences of need

• Non-hierarchical

Motivational Goals

- Most goals fall within two categories:

• Performance goal - individual is concerned with acquiring favorable judgment

from his or her peers, supervisors, or authority figures (extrinsic)

• Learning goal - individual uses feedback to increase his or her competence

(intrinsic)

Leadership – Shaping Behavior

• Rewards – the most effective type of reinforcement

 E.g. Compliments, tangible benefits, etc.

• Punishments – have minimal impact on behavior

 E.g. Reprimands, withholding of raises, unfavorable task assignments, etc.

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GREAT MAN THEORY

 Leaders are born not made

 This approach emphasized that a person is born with or without necessary

traits of leadership.

 Great man theories (Gandhi, Lincoln, Napoleon)-Belief that people were born
with these traits and only the great people possessed them.

 Great man theory actually emphasis charismatic leadership charisma being

the Greek word for gift.

 No matter what group such as a natural leader finds himself in. He will always
recognized for what he is.

 Leadership calls for certain qualities like commanding personality. Charm,

courage, intelligence, persuasiveness, and aggressiveness.

TRAIT BEHAVIOR

 Intelligence

 Physical features

 Inner Motivation

 Maturity

 Vision Foresight

 Acceptance of Responsibility

 Open minded and adaptability

 Self- confidence

 Human Relations attitude

 Fairness and Objectivity

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NATURE AND ELEMENTS OF LEADERSHIP
By: MARIVIC C. PANOPIO

The Nature of Leadership

 Leadership is the process of influencing and supporting others to work

enthusiastically toward achieving objectives.
 It is the critical factor that helps an individual or a group identify their goals
and then motivates and assists in achieving the stated goals.
 The three important elements in the definitions are influence /support,
voluntary effort, and goal achievement.
 Without leadership, an organization would be only a confusion of people and
machines, just an orchestra without a conductor would be only musicians and
instruments. The orchestra and all other organizations require leadership to
develop their precious assets to the fullest.
 Leadership is the catalyst that transforms potential into reality. Leadership is
an important part of management.

Factors of Leadership

 Leader -You must have an honest understanding of who you are, what you
know and what you can do. To be successful you have to convince your
followers not your superiors, that you are worthy of being followed.
 Follower -You must know your people. The fundamental starting point is
having a good understanding of human nature, such as needs, emotions and
motivation.
 Communication-The nonverbal communication is leading. E.g.- when you set
example that communicates to your people that you would not ask them to
perform anything that you would not be willing to do. Bad communication
harm the relation between leader and employee.

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  Situation-We must use our judgment to decide the best course of action and
the leadership style needed for each situation. What we do in one situation will
not always work in another

Styles of leadership
The three major styles of leadership are (U.S. Army Handbook, 1973)

 The authoritarian leader makes decisions alone as power is centralized in one

person. Decisions are enforced using rewards and the fear of punishment. It is
an abusive, unprofessional style called “bossing people around.”
 Democratic- The participative leader include one or more employees in the
decision making process. Communication flow freely; suggestions are made in
both directions. The participation encourages member commitment to the final
decision.
 Laissez-faire- The free-rein leader gives power to subordinates to make the
decisions. However, the leader is still responsible for the decisions that are
made. This is used when employees are able to analyse the situation. Deligative
style is generally not useful.

Key Elements of Leadership

1. Passion
2. Respect
3. Curiosity
4. Honesty

Essential Elements of Effective Leadership

Effective leadership is essential for any organization and school to be

successful. Great leaders are always critically analysing ways in which he/she can
improve in order to achieve an array of goals. This is especially the case in education
where strong and bold leadership is needed during this tumultuous time.
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Modelling: the best leaders model their expectations for their employees and peers.
The best leaders not only talk the talk, but they also walk the walk. Don’t ask your
employees or colleagues do something that you are not prepared to do. Better yet,
show them what the practice can and should look like in action.

Not looking for buy-in: Effective leaders should not have to “sell” their employees
and colleagues on a better way of doing things. Intrinsic motivation is the most
powerful force we have to initiate and sustain change.

Providing support: Support comes in many forms - financial, time, and professional
learning opportunities. The lack of any (or all) of these should never be an excuse to
not move forward.

Learning from failure: Everyone fails. That is life. The key point, however, is that
failure is one of the greatest learning tools we have.

Transparency: Leaders’ decisions and actions are not challenged as much if those
leaders are transparent. Effective leaders use transparency to assist with the
embracement of change..

Flexibility: Stubbornness and rigidity are clear indicators of a top-down approach to

leadership. This almost always builds resentment and animosity towards change.

Resilience: Leadership is fraught with challenges on a daily basis. There will always
be people second-guessing, undermining, and ignoring decisions that are made.

Never passing the buck: If you are — or want to be — a leader, you must always
remember that there is no passing the buck. When final decisions have to be made,
they must be made with confidence, clarity, and decisiveness

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COMPONENTS OF LEADERSHIP

By: EVELYN F. LUMAYOG

1. HONESTY AND INTEGRITY

> Great leaders create an organizational culture built on these two core values and
hold employees accountable to them. Without honesty and integrity as fundamental
cornerstones of an organization, they will rarely succeed long term.

> Effective leaders must also by trustworthy.

> Leaders convey an aura of honesty in both their professional and their personal
lives

2. OUTSTANDING SELF AWARENESS

> A leader must understand their own strengths and weaknesses.

> It is critical for a leader to know themselves, admit their shortcomings and ask for
their help in addressing them. This demonstrates humility and humanizes the leader.

> Great leaders seek welcome and dissenting opinions. They encourage different
perspectives and challenge conventional thinking.

> Great leaders demonstrate empathy, shows humility and genuinely care about
others.

3. VISION

> Outstanding leaders see the whole picture and do not get focused on specific tasks
or initiatives. They have deep knowledge of related industries/organization and are
seen strategic thinkers.

> They are excellent at establishing clear goals and objectives for the organization,
and for their direct subordinates. Importantly, they are also to provide clear and
convincing rationale that supports their vision of the future.

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4. COURAGE

> To have courage requires confidence. The best leaders are very confident in
themselves and their ideas, which allows them to be decisive.

> Great leaders have the ability to make tough decisions and are willing to take risk,
even when conventional wisdom would dictate other wise.

5. COMMUNICATION SKILLS

> Great leaders do not have to be great orators or exceptional writers. What is required
is that they are inspirational and persuasive. They can speak and write to the
audience's level, focusing on the WIFM (“What's in it for me”).

> Good leaders must always be truthful.

5. TEAM BUILDER

> Great leaders must have outstanding team building skills. This requires first and
foremost the ability to attract and retain top talent.

> A good leader is often more a facilitator of the team, able to generate healthy
discussions and generate consensus. Great leaders know that if the team believes in,
and is committed to a strategy or plan, the chance of success goes up immensely. The
team becomes passionate about doing what they said they would do.

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LEADERSHIP

By: DHANG SARMIENTO

• Leadership - is the art or process of influencing people so that they will strive
willingly and enthusiastically toward the achievement of group goals.

TYPES OF LEADERSHIP

– FORMAL LEADERSHIP - the person

who is appointed or elected to
position of formal authority in an
organization.

– INFORMAL LEADERSHIP - the

person who possessed the
characteristics such as skills,
knowledge, experience, talents and
so on.

MYTHS OR MISCONCEPTION OF LEADERSHIP

• Birth trait theory. Leaders are born not made.

• Traits theory. The leaders possess qualities such are skills, physical,
personality, and social background.

• Personality theory. They become leaders because they are prominent or

popular to the society.

• Charismatic theory. They have an extra ordinary touch to influence other

people because of personal charisma. They possess special traits, talents,
skills, or magnetic speakers.

• Leadership is the product of a forceful personality. Some people believe that

leadership is the result of an authoritarian personality or dictatorship. They
influence others by using threats, fear or violence.

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 • Leadership by providence. Some people claim they were leaders in a certain
position appointed by divine authority. Also followers believed their leaders are
God providence.

• Leadership is the result of special training. Formal education, attending

different seminars, conferences, acquisition of skills, talents and
experience.(these things are important not bad, but cannot make you a leader)

• Leadership is Position. Leadership is not a title, position, fame, wealth. These

cannot make you a true leader.

ASPECTS INVOLVED IN LEADERSHIP

• Followers/other people

• Interpersonal skills or human relation

• Values

• Power

• Ability to use the different forms of power

• POWER - Is the ability to influence the behavior of other people.

DIFFERENT FORMS OF POWER

• Reward power – Based on ability to satisfy the needs of the employees in case
of good performance.

• Coercive power – Ability to punish the employees if not following the standards
of the company.

• Referent power – Based on the leader personal characteristics.

• Expert power – Based on expertise or specialized knowledge

• Legitimate power – Based on the formal position in the organization.

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LEADERSHIP STYLES

• Autocratic/Authoritative

– Leaders who tell others what to do and how to do it.

– This type of leadership is motivated by fear.

– Heavily work centered with little attention to the human element.

– Workers are viewed as factor of production.

• Paternalistic Autocrat

– He controls his subordinates by using personal relationship or adopting

a fatherly attitude toward his subordinates.

– Philosophy work hard and I take care of you.

– They are surrogate parent who take care of them when they are on the
job.

• Bureaucratic

– The basis of his actions are the policies, procedure, rules of the
organization.

– He manages strictly by the rule with no exception.

• Diplomatic

– Tell and sell approach.

– He makes a final decision but he allows some influence from his

employees.

– He asks some opinion or suggestion before he makes a decision.

• Consultative
– He seeks input from his subordinates but he reserves the final decision.
• Participative team leader
– He encourages all employees to become involved in establishing goals in
making decisions and other important activities.
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FUNCTIONS OF LEADERSHIP IN THE ORGANIZATION

• PROVIDING VISION
– As a leader, it is expected of you to develop a vision for the organization
through participatory management.
– It is also better for you to involve your team mate because several heads
are better than one.
• ACHIEVING GOALS
– It is very essential that you and your co-worker must set goals or
objectives.
– It is your task to see to it that the objectives you have set are achieved.
– To make your vision a reality.

INITIATING CAMARADERIE AND SMOOTH RELATIONSHIP

– Organization cannot avoid conflicts or disagreement because of the

presence of individual differences.
– It is the task of the leader that this misunderstanding be immediately
resolved. Through the effort of the leaders in solving the conflict, we can
expect a harmonious relationship among them.

WHAT LEADERSHIP IS NOT

• Position – Is an “office” and leaders are appointed or elected to it.

• Genetic ( leaders are born)
• Personality
• Lordship – He does not seeks dominion over everything within reach.

DIFFERENT THEORIES OF LEADERSHIP

• Traitist theory – The leader possessed the following traits;

– Personality characteristics

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 – Skills
– Physical characteristics
– Social background

• Environmental theory – Leaders are made not born. He may acquire and
develop through experience, trial and error, systematic training, observation
and so on.

• Hereditary theory – Leaders are born. A child born to a family of leaders is

exposed to the leadership process.
• Personality theory – They become a leaders because they are prominent or
popular to the society.
• Charismatic theory – He has a extra ordinary touch to influence other people
because of personal charisma.

• Behavioral theory – Focused on behavior

Two basic forms of leader’s behavior:
– Employee centered relationship – Concern on welfare of the employees.
– Job/task centered – Focused on work or result oriented.
• Transactional theory – Match the leadership style to the work situation or
employee level.

HOW TO BECOME AN EFFECTIVE LEADER?

• Apply the magic word of “HUMAN TOUCH”

– HEAR. He needs to be heard, be a good listener.

– UNDERSTAND. His feelings and needs.
– MOTIVATE. Encourage and boost their morale. Use different motivator
factors
– ACKNOWLEDGE. His efforts and accomplishment. Give credit and to
whom it is due.

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 – NOTIFY. Keep the employees informed whatever plans and decisions.
– TEACH. Train and develop his knowledge, skills and abilities.
– OPEN THEIR EYE. Open the opportunities.
– USE. Them the best potentials.
– COUNSEL. Coach them to solve his own problems. Not only a boss but
also a friend.
– HONOR. Respect or accepted and treat them as a human being.

TRAITS WHICH A LEADER SHOULD HAVE

• Servant hood – Willing to serve others

• Adaptability – adjustable to changing situations
• Dedication –devotion, especially to duty
• Consideration – thoughtful and kind
• Honesty –Trustworthiness
• Initiative – First move, does not wait to be told
• Integrity – Uprightness of character
• Justice – Impartiality
• Kindness – gentleness of heart
• Knowledge – Knowledgeable
• Unselfishness – not regarding self more than other
• Resourceful – Capacity for finding or adapting
• Tactful –He knows how to say it in proper manner

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PRINCIPLES OF LEADERSHIP
By: MARY GRACE A. MERABUNA

1. Know yourself and seek self-improvement.

2. Be technically proficient.
3. Seek responsibility and take responsibility for your actions.
4. Make sound and timely decisions.
5. Set the examples.
6. Know your people and look out for their well-being.
7. Keep your people informed.
8. Develop a sense of accountability, ownership, and responsibility in your
people.
9. Ensure that task are understood, supervised and accomplished.
10 . Train your people as a team.

FUNCTIONS OF A LEADER

1. The leader as executive.

 Top coordinator of group activities and overseer of the execution of policies.

2. The leader as a planner.

 Deciding the ways and menas by which the group achieves its ends.

3. The leader as policy maker.

 The establishment of group goals and policies.

4. The leader as expert.

 A source of a readily available information and skills.

5. The leader as external group representative.

 The official spoke person for the group, the representative of the group and the
channel for both outgoing and incoming communication.

6. The leader as controller internal relations.

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  Determines the specific aspects of the group structure.

7. The leader as purveyor of rewards and punishment.

 Controls over the group member by the power to provide rewards apply
punishment.

8. The leader as exemplar.

 A model of behavior for members of the group, setting an example as what is
expected.

9. The leader as arbitrator and meditator.

 Controls interpersonal conflict within the group.

10. The leader as Ideologist.

 Serving as the source of beliefs, values and standards of behavior for individual
members of the group.

BEHAVIOURAL STYLE THEORY

By: MARIA ROSALINDA A. DELA CRUZ

 Attempts to describe leadership in terms of what leaders can do.

 Theories that attempts to isolate behaviours that differentiate effective leader
from ineffective leaders.
 Focus on identifying critical behavioural determinants of leadership that, in
turn could train people to become leaders.

Behavioural Theory

Theories proposing that specific behaviours differentiate leaders from non -leaders.
Pattern of actions used by different individuals determines leadership potentials.

Examples:
- Autocratic, Democratic, Laissez-faire
- Michigan Studies: employee centred versus task centred

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2 Behavioural Studies

- People Oriented

 People Oriented Leaders are focusing their behaviours ensuring that the
inner needs of the people are satisfied.
 Focus on the task and the results.

- Task Oriented Leaders

 The Tasks Oriented Leaders are focusing their behaviour on the

organizational structure, the operating procedures and they like to keep
control.
 Are still concern with their staff motivation

Task Oriented Leaders Are:

 Initiating
 Organizing
 Clarifying
 Information Gathering

CONTINGENCY THEORY

 While trait and behaviour theories do help us understand leadership, an

important component is missing: the environment in which the leader exists.
 Contingency Theory deals with this additional aspect of leadership
effectiveness studies.
 Argues that there is no single way of leading and that every leadership style
should be based on certain situations.
 That leaders are more likely to express their leadership when they feel that their
followers will be responsible
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SITUATIONAL THEORY Of LEADERSHIP

The theory of situational leadership was developed in the late 1960s by Paul Hersey
and Ken Blanchard. The theory was first introduced as “Life Cycle Theory of
Leadership”. During the mid-1970s, “Life Cycle Theory of Leadership was renamed
as “Situational Leadership Theory”.

 Situational Leadership a style in which the leader or the manager must adjust
his style to match the development level of the followers he is leading.
 The situational leadership model views leaders as varying their emphasis on
tasks and relationship behaviour to best deal with different levels of follower
maturity.

QUALITIES OF A GOOD LEADER

By: MARICEL CAINGLET

1. INTELLIGENCE
2. EMOTIONAL STABILITY
3. UNDERSTANDING HUMAN BEHAVIOR
4. UNDERSTANDING THE VIEW OF OTHERS
5. MOTIVATING THE FOLLOWERS
6. INITIATIVE AND CREATIVE ABILITY
7. JUDGING ABILITY
8. RESPOINSIBILITY AND DECISION MAKING
9. GUIDANCE
10. PERSONALITY
11. DIGNIFIED
12. HONEST

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Top 10 Leadership Qualities That Make Good Leaders

By: MARICEL ALE

1. Honesty and Integrity

The 34th President of United States, Dwight.D.Eisenhower once said, “The supreme
quality of leadership is unquestionably integrity. Without it, no real success is
possible, no matter whether it is on a section gang, a football field, in an army, or in
an office.” Honesty and integrity are two important ingredients which make a good
leader. How can you expect your followers to be honest when you lack these qualities
yourself? Leaders succeed when they stick to their values and core beliefs and without
ethics, this will not be possible.

2. Confidence

To be an effective leader, you should be confident enough to ensure that other follow
your commands. If you are unsure about your own decisions and qualities, then your
subordinates will never follow you. As a leader, you have to be oozing with confidence,
show some swagger and assertiveness to gain the respect of your subordinates. This
does not mean that you should be overconfident, but you should at least reflect the
degree of confidence required to ensure that your followers trust you as a leader.

3. Inspire Others

Probably the most difficult job for a leader is to persuade others to follow. It can only
be possible if you inspire your followers by setting a good example. When the going
gets tough, they look up to you and see how you react to the situation. If you handle
it well, they will follow you. As a leader, should think positive and this positive
approach should be visible through your actions. Stay calm under pressure and keep
the motivation level up. As John Quincy Adams puts it, “If your actions inspire others
to dream more, learn more, do more and become more, you are a leader.” If you are

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successful in inspiring your subordinates, you can easily overcome any current and
future challenge easily.

4. Commitment and Passion

Your teams look up to you and if you want them to give them their all, you will have
to be passionate about it too. When your teammates see you getting your hands dirty,
they will also give their best shot. It will also help you to gain the respect of your
subordinates and infuse new energy in your team members, which helps them to
perform better. If they feel that you are not fully committed or lacks passion, then it
would be an uphill task for the leader to motivate your followers to achieve the goal.

5. Good Communicator

Until you clearly communicate your vision to your team and tell them the strategy to
achieve the goal, it will be very difficult for you to get the results you want. Simply
put, if you are unable to communicate your message effectively to your team, you can
never be a good leader. A good communicator can be a good leader. Words have the
power to motivate people and make them do the unthinkable. If you use them
effectively, you can also achieve better results.

6. Decision-Making Capabilities

Apart from having a futuristic vision, a leader should have the ability to take the right
decision at the right time. Decisions taken by leaders have a profound impact on
masses. A leader should think long and hard before taking a decision but once the
decision is taken, stand by it. Although, most leaders take decisions on their own, but
it is highly recommended that you consult key stakeholders before taking a decision.
After all, they are the ones who will benefit or suffer from your decisions.

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 7. Accountability

When it comes to accountability, you need to follow the approach highlighted by

Arnold H Glasow when he said, “A good leader takes little more than his share of
the blame and little less than his share of the credit.” Make sure that every one of
your subordinates is accountable for what they are doing. If they do well, give them a
pat on the back but if they struggle, make them realize their mistakes and work
together to improve. Holding them accountable for their actions will create a sense of
responsibility among your subordinates and they will go about the business more
seriously.

8. Delegation and Empowerment

You cannot do everything, right. It is important for a leader to focus on key

responsibilities while leaving the rest to others. By that, I mean empowering your
followers and delegating tasks to them. If you continue to micromanage your
subordinates, it will develop a lack of trust and more importantly, you will not be able
to focus on important matters, as you should be. Delegate tasks to your subordinates
and see how they perform. Provide them with all the resources and support they need
to achieve the objective and give them a chance to bear the responsibility.

9. Creativity and Innovation

What separates a leader from a follower? Steve Jobs, the greatest visionary of our time
answers this question this way, “Innovation distinguishes between a leader and a
follower.” In order to get ahead in today’s fast-paced world, a leader must be creative
and innovative at the same time. Creative thinking and constant innovation is what
makes you and your team stand out from the crowd. Think out of the box to come up
with unique ideas and turn those ideas and goals into reality.

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 10. Empathy

Last but certainly not the least, is empathy. Leaders should develop empathy with
their followers. Unfortunately, most leaders follow a dictatorial style and neglect
empathy altogether. Due to this, they fail to make a closer connection with their
followers. Understanding the problems of your followers and feeling their pain is the
first step to become an effective leader. Even that is not enough until you work hard
and provide your followers with the suitable solution to their problems.

Leadership Styles

By: Rachelle Galang

The Emergent Leadership Style

 Emergent leadership is a type of leadership in which a group member is not

appointed or elected to the leadership role; rather, leadership develops over
time as a result of the group's interaction.

 When an employee begins taking on tasks voluntarily, helping others

complete their tasks better and encouraging consensus among coworkers, this
person is an emergent leader. This type of leadership is distinguished by the
leader proving herself before being formally given a leadership title.

Situational Leadership

 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.

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  Surprisingly, the research discovered that there is no one best style: leaders
must adjust their leadership style to the situation as well as to the people being
led. In fact, choosing the right style, at the right time in the right situation is a
key element of leader effectiveness. But that’s not what most people do—they
have one style used in many situations.

 It’s like having only one suit or one dress, something you wear everywhere. Of
course, all of us would agree that having only one set of clothes is ridiculous.
But then, so is having only one leadership style.

The Way of the Warrior: Military Leadership

 Military leadership is the process of influencing others to accomplish the

mission by providing purpose, direction, and motivation.

 Command is the authority a person in the military service lawfully exercises

over subordinates by virtue of his rank and assignment or position.

 The basic responsibilities of a leader are: Accomplishment of the mission and

the welfare of the soldiers.

 The most fundamental and important organizational technique used by military

is the chain of command.

The military services stress that importance of leadership all levels and have extensive
programs designed to develop leadership skills in the officers and non-commissioned
officers. The context is war and peace as practiced by the military services such as
the US Army and US Air Force.

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Servant Leadership

 Military leadership is the process of influencing others to accomplish the

mission by providing purpose, direction, and motivation.

 Command is the authority a person in the military service lawfully exercises

over subordinates by virtue of his rank and assignment or position.

 The basic responsibilities of a leader are: Accomplishment of the mission and

the welfare of the soldiers.

 The most fundamental and important organizational technique used by military

is the chain of command.

10 Most Important Characteristics of a Servant Leader

1. Listening - You'll serve people better when you make a deep commitment to
listening intently to them and understanding what they're saying.
2. Empathy - Servant leaders strive to understand other people's intentions and
perspectives.
3. Healing - This characteristic relates to the emotional health and "wholeness" of
people, and involves supporting them both physically and mentally.
4. Self-Awareness - Self-awareness is the ability to look at yourself, think deeply
about your emotions and behavior, and consider how they affect the people
around you and align with your values.
5. Persuasion - Servant leaders use persuasion – rather than their authority
6. Conceptualization - relates to your ability to "dream great dreams," so that
you look beyond day-to-day realities to the bigger picture.
7. Foresight - is when you can predict what's likely to happen in the future by
learning from past experiences, identifying what's happening now, and
understanding the consequences of your decisions.

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 8. Stewardship - Stewardship is about taking responsibility for the actions and
performance of your team, and being accountable for the role team members
play in your organization.
9. Commitment to the Growth of People - Servant leaders are committed to the
personal and professional development of everyone on their teams.
10. Building Community - providing opportunities for people to interact
with one another across the company.

Transformational Leadership

 Style of leadership where a leader works with teams to identify needed change,
creating a vision to guide the change through inspiration, and executing the
change in tandem with committed members of a group.

 Transformational leaders are those who stimulate and inspire followers to both
achieve extraordinary outcomes and, in the process, develop their own
leadership capacity.

The primary focus of the transformational leadership style is to make change happen.
It requires one learn a number of different skill-sets and is closely associated with two
other leadership styles: the charismatic and visionary ones.

This is a leadership style that applies to many of the most famous leaders in history.
If fact, you might say if you want the words great next to your name, you better

Charismatic and Visionary Leadership

 Charisma is a personal appeal or power to fascinate and attract others.

 A charismatic leader is an enthusiastic, self-confident leader whose personality

and actions influence people to behave in certain ways. The five common traits
of such leaders are:

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 They have a vision
 They are able to articulate that vision
 They are willing to take risks to achieve that vision
 They are sensitive to both environmental constraints and follower needs
 They exhibit behaviors that are out of ordinary

 Visionary Leadership goes beyond Charisma given its ability to create and
articulate a realistic, credible and attractive vision of the future that improves
upon the present situation.

 Visionary leaders have three qualities that are related to effectiveness in their
visionary roles:

 ability to explain the vision to others

 ability to express the vision not just verbally but through behavior
 ability to extend or apply the vision in different leadership contexts

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TYPES OF LEADERSHIP

By: MARITES G. CABALAGAN

1. Autocratic Leadership
Autocratic leadership is an extreme form of transactional leadership, where a leader
exerts high levels of power over his or her employees or team members. People within
the team are given few opportunities for making suggestions, even if these would be
in the team's or organization's interest.

Most people tend to resent being treated like this. Because of this, autocratic
leadership usually leads to high levels of absenteeism and staff turnover. Also, the
team's output does not benefit from the creativity and experience of all team members,
so many of the benefits of teamwork are lost.

For some routine and unskilled jobs, however, this style can remain effective where
the advantages of control outweigh the disadvantages.

2. Bureaucratic Leadership

Bureaucratic leaders "work by the book", ensuring that their staff follow procedures
exactly. This is a very appropriate style for work involving serious safety risks (such
as working with machinery, with toxic substances or at heights) or where large sums
of money are involved (such as cash-handling).

In other situations, the inflexibility and high levels of control exerted can demoralize
staff, and can diminish the organizations ability to react to changing external
circumstances.

3. Charismatic Leadership

A charismatic leadership style can appear similar to a transformational leadership

style, in that the leader injects huge doses of enthusiasm into his or her team, and is
very energetic in driving others forward

However, a charismatic leader can tend to believe more in him or herself than in their
team. This can create a risk that a project, or even an entire organization, might

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collapse if the leader were to leave: In the eyes of their followers, success is tied up
with the presence of the charismatic leader. As such, charismatic leadership carries
great responsibility, and needs long-term commitment from the leader.

4. Democratic Leadership or Participative Leadership

Although a democratic leader will make the final decision, he or she invites other
members of the team to contribute to the decision-making process. This not only
increases job satisfaction by involving employees or team members in what's going
on, but it also helps to develop people's skills. Employees and team members feel in
control of their own destiny, and so are motivated to work hard by more than just a
financial reward.

As participation takes time, this style can lead to things happening more slowly than
an autocratic approach, but often the end result is better. It can be most suitable
where team working is essential, and quality is more important than speed to market
or productivity.

5. Laissez-Faire Leadership

This French phrase means "let them do" and is used to describe a leader who leaves
his or her colleagues to get on with their work. It can be effective if the leader monitors
what is being achieved and communicates this back to his or her team regularly. Most
often, laissez-faire leadership works for teams in which the individuals are very
experienced and skilled self-starters. Unfortunately, it can also refer to situations
where managers are not exerting sufficient control.

6. People-Oriented Leadership or Relations-Oriented Leadership

This style of leadership is the opposite of task-oriented leadership: the leader is totally
focused on organizing, supporting and developing the people in the leader's team. A
participative style, it tends to lead to good teamwork and creative collaboration.
However, taken to extremes, it can lead to failure to achieve the team's goals. In
practice, most leaders use both task-oriented and people-oriented styles of leadership.

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 7. Servant Leadership

This term, coined by Robert Greenleaf in the 1970s, describes a leader who is often
not formally recognized as such. When someone, at any level within an organization,
leads simply by virtue of meeting the needs of his or her team, he or she is described
as a "servant leader". In many ways, servant leadership is a form of democratic
leadership, as the whole team tends to be involved in decision-making.

Supporters of the servant leadership model suggest it is an important way ahead in a

world where values are increasingly important, in which servant leaders achieve
power on the basis of their values and ideals. Others believe that in competitive
leadership situations, people practicing servant leadership will often find themselves
left behind by leaders using other leadership styles.

8. Task-Oriented Leadership

A highly task-oriented leader focuses only on getting the job done, and can be quite
autocratic. He or she will actively define the work and the roles required, put
structures in place, plan, organize and monitor. However, as task-oriented leaders
spare little thought for the well-being of their teams, this approach can suffer many
of the flaws of autocratic leadership, with difficulties in motivating and retaining staff.
Task-oriented leaders can benefit from an understanding of the Blake-Mouton
Managerial Grid, which can help them identify specific areas for development that will
help them involve people more.

9. Transactional Leadership

This style of leadership starts with the premise that team members agree to obey their
leader totally when they take a job on: the transaction is (usually) that the
organization pays the team members, in return for their effort and compliance. As
such, the leader has the right to punish team members if their work doesn't meet the
pre-determined standard.

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Team members can do little to improve their job satisfaction under transactional
leadership. The leader could give team members some control of their income/reward
by using incentives that encourage even higher standards or greater productivity.
Alternatively a transactional leader could practice "management by exception",
whereby, rather than rewarding better work, he or she would take corrective action if
the required standards were not met.

Transactional leadership is really just a way of managing rather a true leadership

style, as the focus is on short-term tasks. It has serious limitations for knowledge-
based or creative work, but remains a common style in many organizations.

10. Transformational Leadership

A person with this leadership style is a true leader who inspires his or her team with
a shared vision of the future. Transformational leaders are highly visible, and spend
a lot of time communicating. They don't necessarily lead from the front, as they tend
to delegate responsibility amongst their teams. While their enthusiasm is often
infectious, they can need to be supported by "detail people".

In many organizations, both transactional and transformational leadership are

needed. The transactional leaders (or managers) ensure that routine work is done
reliably, while the transformational leaders look after initiatives that add value.

The transformational leadership style is the dominant leadership style taught in the
"How to Lead: Discover the Leader Within You" leadership program, although we do
recommend that other styles are brought as the situation demands.

Using the Right Style: Situational Leadership

While the Transformation Leadership approach is often highly effective, there is no

one right way to lead or manage that suits all situations. To choose the most effective
approach for you, you must consider:

- The skill levels and experience of the members of your team.

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 - The work involved (routine or new and creative).
- The organizational environment
(stable or radically changing, conservative or adventurous).
- You own preferred or natural style.

A good leader will find him or herself switching instinctively between styles according
to the people and work they are dealing with. This is often referred to as "situational
leadership"

For example, the manager of a small factory trains new machine operatives using a
bureaucratic style to ensure operatives know the procedures that achieve the right
standards of product quality and workplace safety. The same manager may adopt a
more participative style of leadership when working on production line improvement
with his or her team of supervisors.

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7 ways To Lead by Example

By: MAGDALINA MANECLANG

1. Get your hands dirty.

Do the work and know your trade. You don’t have to be the most advanced
technician on the team, but you must have an in-depth understanding of your
industry and your business. Leaders have many responsibilities, but it is
important to work alongside your team. This is a great way to build trust and
continue to develop your own knowledge and skills.

2. Your Words should match your action.

You are willing to do everything that you’re asking other people to do.
3. Listen to the team.
As leaders, sometimes we are so consumed with providing directive, giving
orders, and, well, talking that we forget to stop and listen. If the recruitment
and training engine is functioning well, you should have a whole team of experts
to turn to for advice. One sign of good leadership is knowing that you don’t
know everything. Listen and get feedback from your team regularly.
4. When you see a need take an action
Whether the need is like a really tough project that no one quite sure how to
solve.
5. Live by a higher personal code
People hold leaders to a higher standard.
6. Take responsibility.
As the saying goes, it’s lonely at the top. Blame roles uphill. Great leaders know
when to accept that mistakes have been made and take it upon themselves to fix
them. It doesn’t matter if one of your team members messed up or you did. If you
are the leader, you need to take responsibility.
7. Bring out the best in the people around you.
This means coaching them up, teaching them and mentoring them.

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Responsibilities in Leading by Examples

1. Build Trust
2. Communicate
3. Offer sufficient resources and autonomy
4. Build self-efficacy
5. Hold team members accountable
6. Conduct routine debriefings The Risk of Forgiveness

Risk in Leading by Examples

1. The Risk of Forgiveness

2. The Risk of Vulnerability
3. The Risk of Integrity.
4. The Risk of Giving Support
5. The Risk of Overcoming Adversity

6 Essential Leadership Responsibilities that Build Effective Teams

By: MICHELLE M. LUISTRO

Everybody in business, at one time or another, and probably more than once, has
witnessed the results of poor leadership: listless and confused employees leading to
stagnating sales, excess costs, and crumbling profits.

It happens at every level of the organization, from frontline supervisor’s right through
the top echelons.

Teamwork is key, but it doesn’t happen automatically.

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To create a fully functional team, the leader needs to exhibit six (6) leadership traits:

1. Build trust

Trust is a three-way street:

 A. You must be able to trust each member of your team.

 B. They, in turn, must be able to trust you.

 C. Team members need to trust one another.

Trust is earned, so set the stage for success by creating regular and ongoing team-
building opportunities. You can start with small projects involving two- and three-
person teams. In due course, you‘ll want to expand team size and the scope of
assigned projects.

Never compromise your team‘s trust in you by assigning a task that is well beyond
their skills level. This managerial mistake sets them up for failure, and it can
irreparably damage your relationship.

In their book Leadership Styles: A Powerful Model, professors Pierre Casse (Moscow
School of Management), and Paul Claudel (IAE University) advise leaders to ask these
questions before assigning a team project:

 Are my team members prepared to complete the task?

 Am I sure they have the required skills and experience?

 Do they understand the stated goal, as well as how it fits into our departmental
or company mission?

 Are they reliable and committed?

Will they perform ethically? “The leader will have to make sure that team members
want to be empowered and take the corresponding risks,” write Casse and Claudel.
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“According to how much competence the team member demonstrates and how much
the leader can trust him, different degrees of empowerment will be devolved.”

2. Communicate

Watch any police drama on television, from TNT‘s gritty Southland to NBC‘s wildly
successful Law & Order franchise, and you will notice how law-enforcement officers
remain in constant communication during tactical operations. Their lives depend on
it.

You can’t expect your team to understand and execute a task without clearly
communicating your goals and objectives. In some cases, you will be a hands-on
leader, participating in the task and offering close supervision. In other instances,
you may assign a team leader, who will be charged with keeping you up to date on
the task’s progress.

This may sound easy, but communication remains one of the greatest challenges in
leadership as Dan Carrison wrote in his book, From Bureau to the Boardroom.
Communication must flow in several directions: How you articulate your message.
How others hear your words. How well you listen to and hear what team members
say.

Any glitch in these communication channels can lead to a major disconnect, even
project failure. And if you rush through communication efforts, rattling off details
without ensuring clear messaging or ending a meeting with “Got it? OK, let’s do it,”
you discourage team members from asking crucial questions that may make or break
their endeavor.

As Carrison explains: When an FBI supervisor parts company with one of his or her
street agents after discussing an upcoming operation, the supervisor does not walk
away wondering if “Jones gets it,” nor does Agent Jones ask himself, “What was I
supposed to do?” Both the supervisor and the agent are of one mind.

43
This is included in both the formal communication that is generated by the cast
communications department of the Disney University as well as the informal
communication delivered by line management. A weekly newsletter called Eyes & Ears
is produced in-house to keep the 36,000 cast members informed of business updates.
There are also divisional newsletters specific to the different work units to keep cast
members informed about their location.

Communication goes beyond formal needs. Line managers keep the front-line cast
members informed of new happenings, changes to schedules, and key events by
holding informal talks before the shift starts at each location. Front-line managers
take the log from the previous shift, check the staffing schedules, then get out in the
area and manage by walking around. In fact, up to 75 percent of their day is spent
out in the areas. This allows immediate attention to concerns around the parks and
resorts and accessibility of cast members to management representatives.

3. Offer sufficient resources and autonomy

Teams fail when members lack the time and resources required to complete their
assignment. Perform a reality check.

Ask yourself how much time and how many tangible resources you would need to
fulfill the project‘s demands. Next, determine whether your team, based on members’
experience levels, requires more, less or the same amount of time. Seek input from
team members, asking them to honestly assess how long specific components of the
task will take. Your goal is to develop an accurate, realistic timeline.

If you have chosen a team captain to lead a task, allow this person to delegate
responsibilities as he or she sees fit. Make sure the captain knows the difference
between delegation and abdication. The team captain’s job is to set the vision,
delineate strategies (often with the help of other team members), and provide the
conditions and support needed for success.

As for autonomy, don‘t micromanage your team (or team captain). Give members an
attainable goal and enough autonomy to complete it. Monitor progress, but avoid

44
being overly intrusive. You’re a manager—not a babysitter. Let team members feel
empowered enough to embrace responsibilities and enjoy a sense of ownership.
Remind the team that you are available if anyone needs a consultation.

Recognition programs exist at all different locations at the Walt Disney World Resort.
They are there to recognize those cast members who go above and beyond what is
expected to help the company exceed guests’ expectations. Guest comments and
letters sent in often are used in recognizing this exemplary service.

Cast members recognized for their exemplary service can receive anything from lunch
with their boss to a stay in a Walt Disney World Resort hotel with their family. While
these awards are appreciated, often favorite rewards include a reserved parking space
close to the cast member’s work location for a month, or an “Applause-O-Gram”
posted on an area bulletin board describing exemplary performance.

Disney rewards long-term cast members with promotions from within. They typically
look internally to fill promotional opportunities before going outside to hire. Beginning
with their 10-year anniversary, cast members are recognized every five years at a
lavish service awards activity. In addition to a social event which includes bringing a
guest, cast members also receive a plaque, a gold ring, or other distinctively Disney
recognition awards for their longevity.

Disney has found that if they cast correctly for the role in the show, provide initial
orientation and on-the-job training, communicate effectively, and take care of their
cast members, it helps maintain the corporate culture that continues to lead to pride
in the organization. This is why so many cast members smile and say, “I am proud to
work for Walt Disney World Co.” This is what leads their guests to say excitedly, “I am
going to The Walt Disney World Resort!”

4. Build self-efficacy

Team members must know that you have confidence in their abilities to complete a
task. They, in turn, must feel secure in meeting your goal.

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If an employee feels uneasy about his role on the team, consider pairing him with a
high-performing peer. This strategy can help boost the self-assurance of an employee
who has not yet achieved self-efficacy — an individual’s judgment of his or her ability
to successfully complete a chosen task. Team members’ self-efficacy will affect the
choices they make when working on a task, as well as their doggedness when setbacks
occur.

It‘s your job as leader to uncover employees‘ fears and barriers to success and alleviate
their concerns, including shyness, self-consciousness, poor communication skills,
fear of conflict, impatience with, or dislike of, other members of the team, and bias
(gender, racial, ethnic).

5. Hold team members accountable

Every team member should be held to the same standard of excellence, regardless of
training or years of experience on the job.

While each person‘s precise task will vary, all team members’ commitment to
completing the job should be unwavering.

6. Conduct routine debriefings

FBI agents always debrief after a mission, Carrison notes, but the corporate world
often reserves critiques for negative outcomes (fault-finding sessions). Small mistakes
in an otherwise successful project may go overlooked, which tacitly implies they can
be repeated in the future. Wildly successful efforts may be greeted with a mere “Nice
job. Here‘s your next task…” a true motivation killer.

Debriefings should focus on high and low points during the project‘s run. When you
review your team’s completed work, note individual performance and provide
meaningful praise. Team members should be rewarded when they cooperate,
coordinate, and share knowledge with co-workers.

And when a team member fails to cooperate or complete his task, speak with him in
your office. The meeting should be private, but team members should know that it is
46
taking place — and that there are consequences for failing to pull one’s weight or
working well with others.

You may be surprised at the constructive feedback you receive. Employees also
appreciate that you value their opinions and suggestions, and that you’re willing to
make changes that solidify future team efforts.

5 GREAT LEADERSHIP RISKS

I wish I could tell you that there’s a clear-cut, linear path to becoming a leader, but
there isn’t; instead, you’ll need to get comfortable with the uncomfortable-ness of
learning from your personal successes and failures as you go.

And by definition, your successes and failures are predicated on the risks you take.
(A practice I like to call “Pursuing the OS!M.”)

But this isn’t about taking irresponsible or arbitrary risks. To become an Extreme
Leader, you’ll need to strive to take the right risks at the right time—so what are they?

This is not a complete list, to be sure, but here is a selection of five great leadership
risks for you to explore, experiment, fail, and succeed with:

1. The Risk of Forgiveness

Has anyone on your team ever failed to help you achieve your goal? It’s too easy to
give up on these people, to write them off completely—even because of that one,
isolated incident.

Instead, how about giving him or her a second chance? Does that feel risky?

We all know that anyone can have a bad day that leads to a missed deadline, subpar
work, or other problems. So, try offering coaching and feedback and giving this person
a second chance at redemption.
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Second chances are rare, and leaders who provide people with an opportunity to learn
from a past mistake will reap great rewards in the form of trust, loyalty, and
commitment to the team. Your showing confidence in a person who failed to
accomplish a goal can help this individual feel more self-assured, which will likely
pay off in outstanding results the next time around.

To put it simply: forgive, coach, and let them try again.

2. The Risk of Vulnerability

The idea that a leader should appear to be perfect and infallible is hogwash. Showing
the cracks in your armor only proves that you’re human. And that—contrary to the
so-called conventional wisdom—will make you better equipped to consistently earn
the most from your team.

Paradoxical as it may seem, your vulnerability is powerful—as long as it’s relevant to

the situation at hand. This isn’t about standing up in front of your team and weeping
about the movie you watched last night. Showing how you feel about your collective
challenges, exciting projects and tough decisions, however, will prove to your team
how much you care, and it will inspire them to care, too.

3. The Risk of Integrity

If you’re being even a little bit innovative in your work, your decisions will be
unpopular at times. So, what do you do then? Do you back down at the first sign of
resistance? Listen, if somebody proves you wrong, or gives you new information to
show that you’re fundamentally misguided, then by all means put your ego away,
admit your error, and change course accordingly.

4. The Risk of Giving Support

Reverse roles for a moment: is it easy for you to criticize others who take an unpopular
stance on a particular issue? A great leader is prepared to stand up for others,
especially when it’s extremely difficult to do so.
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For example, it takes a lot of courage for someone on your team to stand up and
present a new idea during a business meeting. Maybe at first blush you’re not crazy
about what you’re hearing. But even though the idea may be a work in progress, strive
to listen intently and fully understand the reasoning behind it. And then, at the very
least, acknowledge the presenter’s willingness to stand and deliver. Then lead an
open-minded discussion with the team. What you’re doing is standing up for this
brave person’s right to creative expression.

And when folks on your team have a great idea—especially one that flies in the face
of the organizational status quo—do whatever you can to garner support and run
interference with and represent them to the higher-ups. As uber-coach, Marshall
Goldsmith, calls it: “challenge up; support down.” Imagine the loyalty that it will gain
you. It is, undoubtedly, a risk worth taking.

5. The Risk of Overcoming Adversity

It’s way too easy to give up in the face of adversity. Unfortunately, in many situations,
lots of so-called business professionals will do just that. But, “Take a punch; throw
in the towel” would make a terrible leadership motivational poster, wouldn’t it?

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Resolving Conflict through Leadership by Example
By: LEONARDO C. SANTOS, JR.

Conflict - a serious disagreement or argument,

FIVE STAGES OF CONFLICT

 Latent Stage- participants not yet aware of conflict

 Perceived Stage – participants aware a conflict exists
 Fell Stage – stress and anxiety occurs
 Manifest Stage – conflict is open and can be observed
 Aftermath – outcome of conflict = “resolution or dissolution”

FIVE BASIC STEPS IN RESOLVING A CONFLICT

 Identify a safe place and time to talk

 Clarify individual perceptions involved in the conflict
 Practice taking an active and emphatic listening stance
 Generate options with the vision of a “win-win” outcome
 Develop an agreement that works for all

How to handle Conflict…

 Talk with the other person
 Focus on behavior and events, not on personalities
 Listen carefully
 Identifies points of agreement and disagreement
 Prioritize the areas of conflict
 Develop a plan to work on each conflict
 Follow through on your plan
 Build on your success

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How to Manage Conflict

 Right Timing
 Know your Boundaries
 Respect Differences
 Confront the Tension
 Don’t Complicate Matters

As a LEADER…

 Analyze yourself
 Analyze the current processes in place
 Analyze your team
 Analyze the leader-team dynamic
 Analyze the bigger picture

How to Resolve Conflict through Leadership by Example…

 Addressing problems quickly before they reach crisis stage

 Asserting feelings without blaming
 Brainstorming solutions that accommodate both parties
 Compromising to accommodate others
 Commitment to resolving problems
 Convening a meeting of the parties involved in a conflict
 Creativity in problem-solving
 Make a firm and fair stand
 Be an image of strength

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LEADERSHIP IN ORGANIZATION

By: FROILAN G. TINDUGAN

Leadership is a subject that has long excited interest among people. The term
connotes images of powerful, dynamic individuals who command victorious armies,
direct corporate empire from atop gleaming skyscrapers, or shape the course of
nations.

The widespread fascination with leadership may be because it is such a mysterious

process, as well as one that touches everyone’s life.

Management skills overlap with leadership skills, as both involve problem solving,
decision making, planning, delegation, communication, and time management.

Good managers are often good leaders. And yet the two roles are distinct.

Personal Characteristics of Leaders

Physical characteristics

 Energy
 Physical stamina

Social background

 Education

 Mobility

Personality

 Self-confidence

 Honesty and integrity

 Enthusiasm

 Desire to lead

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  Independence

Social characteristics

 Sociability, interpersonal skills

 Cooperativeness

 Ability to enlist cooperation

 Tact, diplomatic

Intelligence and ability

 Judgment, cognitive ability

 Knowledge

 Judgment, decisiveness

Work-related characteristics

 Achievement drive, desire to excel

 Conscientiousness in pursuit of goals

 Persistence against obstacles, tenacity

The essence of leadership is service to others

 On a basic level, as a leader, you exist to:

– Inspire others to strive for excellence

– Ensure the work environment is safe, challenging, and fair

– Teach, mentor, provide guidance

 True leaders put the welfare of the group ahead of their own self-interest

 “Selfless” does not mean “hands-off”

 Great leaders enhance institutional capability by driving the actions of others

to achieve greatness
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The perceived complexity of leadership arises from its seemingly overwhelming
number of duties

 Create and establish strategies

 Ensure effectiveness and efficiency

 Communicate openly and often

 Build solid relationships

 Act with integrity and fairness

 Provide counsel and direction

 Exert influence in the absence of ownership

 Foster collaboration

 Motivate, coach and develop others

 Produce results, meet objectives and

exceed goals

Focusing on a few key qualities and incorporating them into every action
simplifies the act of leading others, and increases leadership effectiveness

 There is no standardized approach to effective leadership

 Your effectiveness as a leader is directly proportional to how well the key

qualities you focus on align with your values and your personality

PROFILE OF A MANAGEMENT LEADER – Creating your own leadership legacy

1. Maintaining and demonstrating strong convictions gives leaders their

credibility
 Integrity

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  Lead by example
 Personal accountability
 Strive for excellence

a. “Play for your paycheck”

b. “Bring your ‘A’ game every day”

c. “Average is defined as the best of the worst, or the worst of the best”

2. A clear, compelling, winning vision is the cornerstone of building

organizational success

 Establish and articulate a clear vision of the future for your business to inspire
commitment from others:

Should be “stretch,” but not “folly”

Include measurable indicators of progress and success

 Develop compelling long-term business strategies to achieve the vision:

Built with a strong understanding of the external environment

Takes into account perspectives and capabilities of your organization and those with
which it interacts

 Ensure broad strategies are translated into clear and effective operating plans
and tactical initiatives

3. A High Performing Culture engages, challenges, and fully leverages

employees, which promotes innovation and continuous improvement

 Build your team to win!

- Assess, then stretch/challenge top players
- Seek to Redeploy, Rehabilitate, or, if needed, Remove underperformers
- Hire winners
 Continually raise the bar – don’t get complacent

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  Execute aggressive performance management as part of your overall talent
management strategy

 Set clear performance objectives and expectations

 Monitor and document performance; reward success, and hold people

accountable for poor performance

Provide direct, helpful feedback

Take corrective action when necessary

 Pay for performance, pay for potential

 Drive a culture of open and fast communication to support rapid response to

changing business conditions

 Build inclusion, leverage diversity

4. Convince Rather Than Control

 Any leader can get work done by barking order…. but the enlightened leader
convinces people to engage in the right behaviors, gains buy-in, and gives them
choices while influencing them to perform at a high level.

 Clearly articulate your point of view and persuade employees to accept your
proposal and/or recommendation

 Project self-confidence without arrogance

 Develop effective and constructive strategies for influencing important

decisions, sometimes shifting the organization’s direction or way of looking at
things

 Use high-impact, efficient communication vehicles to get your points across

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 5. The Profession of Leadership requires continuous learning, just like
Actuarial

 Regularly conduct an honest self-assessment

 Initiate efforts to develop skills that will enhance performance in current role
and/or accelerate readiness for future roles
 Take full advantage of available learning and development programs, e.g.,
executive development programs, courses, professional certifications
 Solicit feedback and guidance from mentors or coaches, then genuinely listen
to feedback and apply learnings
 Seek challenges that provide opportunities for on-the-job development of
critical knowledge and skills.
 Ask questions to learn from others with different knowledge, experience or
perspective

A LEADER COULD INFLUENCE OTHERS

By: JOENOREC C. REBUYACO

1. Character – Who you are

You don’t attract people you WANT, you attract people who you are ALIKE.

“True leadership always begins with the inner person.”

The character of a leader will filter into the entire organization and its employees.
Great character will create potential for a great organization. But, it all begins with
the leader’s heart.

2. Relationships – Who you know

The deeper the relationships, the stronger the potential for leadership.

“Build the right kinds of relationships with the right people, and you can become the
real leader in an organization.” In your sphere of influence, you must develop deep,
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meaningful relationships that go beyond seeing someone daily because you simply
work in the same office. Relationships grow loyalty, influence and ultimately the
business.

3. Knowledge – What you know

Information is vital to a leader. Even though knowledge won’t make you a leader, it’s
necessary if you want to become a great leader. Do your homework, spend time to get
to know your industry, your environment, your team, your clients, before you try to
lead. New environments bring about questions to be answered. By seeking knowledge
before demanding a leadership position, leaders have the chance to learn first, lead
second.

4. Intuition – What you feel

Leaders always choose the higher road. “Leaders seek to recognize and influence
intangibles such as energy, morale, timing, and momentum.” “Leaders seek to
recognize and influence intangibles such as energy, morale, timing, and momentum.”

5. Experience – Where you’ve been

The greater the challenges you’ve faced as a leader in the past, the more likely
followers are to give you a chance in the present. “The greater challenges you’ve faced
as a leader in the past, the more likely followers are to give you a chance in the
present.”

6. Past success – What you’ve done

Nothing speaks to followers like a good track record. “Every time I extended myself,
took a risk, and succeeded, followers had another reason to trust my leadership ability
– and to listen to what I had to say.”

Past success doesn’t guarantee future success, but it sure makes people feel more
comfortable with being led and influenced. Find ways to take on challenges and excel
in them, and you’ll soon be presented with new responsibilities and leadership
opportunities

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7. Ability – What you can do

Learn to say NO to good so that you can focus on great “The bottom line for followers
is what a leader is capable of. They want to know whether that person can lead the
team to victory.”

If you can’t influence people, then they will not follow you. And if people won’t follow,
you are not a leader. No matter what anybody else may tell you, remember that
leadership is influence – nothing more, nothing less.

MANAGERIAL LEADERSHIP PINOY STYLE

By: JOY P. PAJENADO

WHAT IS MANAGEMENT?

MANAGEMENT-is doing things right ; LEADERSHIP is doing the right thing”

It compromises directing and controlling a group of one or more people or entities.

WHO IS A MANAGER?

 Someone who works with and through other people by coordinating their work
activities in order to accomplish organizational goals in a changing nature of
organization.

HOW DID THE PINOY MANAGEMENT STYLE EVOLVE?

DR. F. LANDA JACANO- The Filipino management style derives from the dominant
features of the Filipino Culture.

 FAMILISM
 PERSONALISM
 EMOTIONALISM

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1. MANAGER BY “KAYOD” = REALIST

 KAYOD is a Filipino term that means to sweat

 He cuts down problem into a manageable size
 He is a fast decision maker
 He is “sigurista”
 He has gut feels
 He knows how to use people
 Does first thing first
 He has a talent of “kayod ng kayod”

2. MANAGER BY “LUSOT” = OPPORTUNIST

 Loves to get by
 Avoid headaches and believes no-money-no-work philosophy
 An extrovert, he deals with people informally
 Always find loopholes to avoid hard work

3. MANAGER BY “LIBRO” = IDEALIST

 LIBRO is a Spanish word for “book”.

 Thinker
 Cautions
 Planning Oriented
 Thinks before deciding
 Usually adequate formal training in management
 Mataas ang tingin sa sarili

4. MANAGER BY “OIDO” = BY EAR

 Acquires his managerial skills by playing it by ear

 He has vast field of practical experiences that compensate for his lack of formal
education
 He is the opposite of “libro” manager
 OIDO comes from a Spanish oir, “to listen”

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5. MANAGER BY “UGNAYAN” = “THE HYBRID”

 HYBRID of all types of managers

 Believes in contingency management
 Shares his knowledge
 Has excellent behavioral skills
 Has balance
 Chooses well
 “ugnayan” managers exemplify highly resilient highly adaptable men of the first
order

HOW DO THEY TAKE IN PEOPLE?

 The manager by KAYOD (REALIST) applies the jungle method.

 The manager by LIBRO (IDEALIST) opts for high quality candidates with
suitable degrees and training.

 The manager by UGNAYAN (RECONCILER) gets partly experienced applicants,

tries them out and screen them meticulously.

 The manager by LUSOT (OPPORTUNIST) headhunts.

HOW DO THEY ACT DURING IMPLEMENTATION?

 Plans-does-does again and again

 ( THE MANAGER BY LUSOT)

 DOES-evaluates-plans a little-does

 (THE MANAGER BY KAYOD)

 Plans a lot-does-evaluates-replans a lot

 (THE MANAGER BY LIBRO)

 Evaluates-plans-does and at the same time evaluates again.

 (THE MANGER BY UGNAYAN)

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6 Communication Skills That Will Make You a Better Leader

1. Know yourself.
 All good communication starts from a place of self-awareness. When you’re
communicating with other people, you need to be aware of your inner
monologue so you don’t end up taking out a bad mood on someone else,
assuming the other person can read your mind, being discriminatory,
appearing unconfident and so on.

2. Know your audience.

 The best communication arises out of understanding whomever you’re
speaking to. Knowing your audience’s motivations, preferred communication
styles, learning styles, etc., allows you to adapt your message and increase the
odds of effective communication. Making a personal connection facilitates
empathy, puts people at ease and builds trust.

3. Be direct, specific and clear.

 Whenever you’re delivering an assignment or asking for assistance from

someone, focus on providing simple, actionable and specific instructions. It’s
helpful to prepare your thoughts in advance so you include all the relevant
details. Don’t end a conversation until you’re sure the other person
understands your objectives and how to achieve them. Deliver these
instructions in a friendly, open way so the other person knows they can
approach you with follow-up questions.

4. Pay attention to nonverbal communication.

 Plenty of research suggests nonverbal communication is just as important as

what a person says—maybe even more. Facial expressions, hand gestures,
posture and eye contact all play a major role in affirming or undermining your
message.

 Whenever you’re talking with someone, practice being aware of your own body
language and the body language of whomever you’re speaking to. In particular,

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 pay attention to whether your body language aligns with what you’re saying—
this will help you be a more trustworthy communicator and can help you seem
more self-assured.

5. Listen more than you speak.

 One of the best ways to encourage open and honest communication within a
group is to model active listening. When someone is speaking to you, really
listen to what they’re saying. Ask follow-up questions to demonstrate that
you’re paying attention and to make sure there are no miscommunications.
Keep an open mind and focus on thoughtfully responding to what they say
instead of kneejerk reacting to it. This practice builds rapport and
understanding between the communicating parties.

6. Be positive and respectful.

 This one should go without saying, but sadly that’s not always the case.
Prioritizing transparent, fair and respectful communication within a group is
one of the best strategies for cultivating loyalty and boosting the team’s
performance. Don’t hold your status over other people or use coercion or fear
as motivators. Instead, focus on bringing an honest, positive and ego-less
attitude to every situation that arises. Serving as a cheerleader instead of an
autocrat helps maintain morale and can even facilitate creativity and effective
problem solving.

 Each of these communication skills represents an ongoing practice. You won’t

master them in a day or even a year. Instead, you’ll need to commit to practicing
these strategies for life. The more you implement these skills, the more they’ll
start to feel like second nature—and the more your leadership abilities will
benefit.

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FILIPINO VALUES IN MANAGERIAL LEADERSHIP

By: ROSEMARIE MARANTAL

What is the importance of values to have effective leadership?

Management is doing things right - Leadership is doing the right things

Filipino Values

1. Group Loyalty/Pakikisama

-It is a word that describes the thoughtful trait of many Filipinos, who act with
an open, caring, loving heart.
-It describes the act of giving your time or resources and doing a service for
someone else.
-It is something done or given with the sole purpose of helping or supporting
another person, or making someone else happy… and the rewards are almost
wholly internal and psychological.

2. Palabra de Honor/Utang na Loob

3. Cooperation/Bayanihan

- Filipino term referring to an entire nation, country, town or community. The

word describes a spirit of group unity or an effort to achieve a particular
shared objective.

A. QUALITIES OF A LEADER IN PHILIPPINE SETTING

Great leaders do exist. They are the main reason why other countries
accomplish economic, social and human development.

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 1. HONESTY – A good president advocates truth and integrity. He conserves the
trust and confidence given to him by the people. And of course, he doesn’t
steal the funds of the nation. Remember honesty is still the best policy.
2. ACTION – A good leader is a role model of hard work. He walks his talk and
inspires his people through his actions. He is not purely talk, he makes sure that
his promises are done and won’t be broken. Action still speaks louder than
words. Just because he/she can talk well on stage doesn’t mean he/she can
perform things in order. Look what he/she’s done while seated in the
government.
3. PASSION – An effective head do their job with enthusiasm. They serve the public,
not because of the money and fame they’ll receive, but because that is their
mission in life. They’re born to be a leader. Vote for a leader who loves the
country, not the money.
4. RESPECT – An effective president of a country respects the constitution, abides
the laws, and honors the decision of the Supreme Court. He also listen and respect
the opinions of the common people. Because this is a democratic country, it will
count if he/she welcomes ideas from others.
5. CONFIDENCE – A great leader of a nation possesses self-confidence. If leaders
won’t believe in themselves, no one else will. A true leader has the confidence to
stand alone and the strength to make tough decisions.
6. INDEPENDENCE – A tough president is not a puppet. His actions are not a
product of incomplete decisions. He is not manipulated by corrupt people who
are thirsty of power and wealth of the nation. Usually he/she hates the
corrupts.
7. COMMITMENT – An effective leader of the government is resolute in realizing his
great visions and dreams for the country. Is he clear with his/her visions and
plans for the country? Patience and persistence is visible in him.
8. ACCOUNTABILITY – An effective leader understands that he is the head of the
state. He won’t blame his subordinates, instead, acknowledges his
responsibility during hard times. He recognizes himself as the father of the
entire nation and take responsibility in helping every Filipinos whenever they face
problems.

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9. HUMILITY – A great leader acknowledges his mistakes and weaknesses. He also
admits that he’s not good at everything and that he needs everyone’s help. That
is why he disseminates other crucial tasks to the other branches of the
government, such as legislative and judiciary bodies
10. LOVE – Lastly, an effective president of the Philippines has a selfless love for
his people and country. All of these qualities are difficult to practice, but because
of his love, he’ll do his best to practice them all. I remember all Filipino heroes in
the past are very expressive for their of the country.

7 PHILIPPINE PRESIDENTS, DIFFERENT LEADERSHIP STYLES

1. Ferdinand E. Marcos (1965-1986)

- exemplified the Bagong Lipunan (New Society) Movement, a movement aimed
at promoting not just law and order, but also changing the culture of the
country. Two lessons in Marcos’ leadership style: Vision + Building the
infrastructure to support one’s leadership.
2. Corazon C. Aquino (1986-1992)
-the first President Aquino had a nurturing leadership style combined with an
effort to promote integrity in public service.
– a leadership style that empowers versus controls.
- responsible for empowering women
- she exemplified humility, reminiscent of what is now known as “Level 5”
Leadership, which emphasizes humility as a vital ingredient for successful
leadership.
3. Fidel V. Ramos (1992-1998)
- he set to undertake, much of which are related to economic reform and
liberalization
- FVR’s strength was his ability to collaborate across party lines and build a
strong coalition of different political parties.
- has goal of making the Philippines a newly-industrialized country by the end of
the 20th century.

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4. Joseph E. Estrada (1998-2001)
- Empathizing with the plight of the masses has been his gift. His ability to
connect with people made him one of the most popular presidents of the
republic
- His tag-line was “Erap para sa Mahihirap.” His administration worked towards
the creation of pro-poor programs.
5. Gloria Macapagal-Arroyo (2001-2010)
- a very hands-on leader
-Preparation is also key in leadership, and Macapagal-Arroyo did prepare to
become president.
6. Benigno S. Aquino III (2010-2016)
-prided in an administration that is free from corruption as much as possible.
- fought against the abuse of privileges of many leaders and public officials who
would use their positions for personal gain, as exemplified by his no “wang-
wang” principle or policy.
-Servant leadership seemed to be the quality of Pnoy, who referred to the public
as his “boss” - his leadership style of integrity and being corruption-free has
influenced the culture of government.

7. Rodrigo R. Duterte (2016 – present)

-He has become popular and well-loved because of his frankness as a leader.
- He is direct to the point, does not mince words, and takes a no-nonsense
approach to governance. - - He says it as it is to his fellow politicians and avoids
the confusing, even contradictory communication styles of other officials.
- be action-oriented and is bent on keeping his promises.
-his determination shows clarity and commitment to his purpose and vision.
He has promised, “Change is coming”

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BE A PEOPLE PERSON

By: SANRIO M. CANILLO

Interpersonal relationships can make or break people.

Golden Rule: The key to success interpersonal relationships is to treat people the way
you want to be treated. To become an effective leader, learn to tap and develop people
1. What draws me to peple?
The best way to go about it is to develop in yourself the same qualities that
draw you to other people -- the very same qualities that you look for and enjoy
in others.
You want others to:
Encourage you
Appreciate you
Forgive you
Listen to you
Understand you
2. What draws others to me?
People are drawn to charismatic individuals. Charismatic individuals have a
personality that makes people respond to them positively. To become a “people
person,” you need to develop charisma.
CHARISMA stands for:
Concern – ability to care
Help – ability to reach out
Action – ability to make things happen
Results – ability to produce
Influence – ability to lead
Sensitivity – ability to feel and respond
Motivation – ability to give hope
Affirmation – ability to built up

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 3. How to be confident with people?
Six ways to develop confidence
a. Establish your worth according to God's value system
b. Focus on God; not on your situation
c. Develop friendship with confident people
d. Put a few wins under your belt
e. Become an expert on the one thing you're good at
f. Develop a knowledge of people and the product
4. Becoming a person people want to follow
An effective leader ….
 must feel a sense of calling
 must be able to communicate
 is creative in handling problems
 is generous contributor
 acts consistently

LOVING DIFFICULT PEOPLE

By: MERCY AMOR P. JALOVA

3 P’s that will help you determine your part in a Difficult Relationship or
Association
1. Perspective
2. Process
3. Problem

Perspective and Relationships

 It is impossible to consistently behave in a manner that is inconsistent with the
way we see ourselves.
 Perspective is crucial.
 It is perspective that help build relationships.
 The key to successful relationships really gets down to responsibility.

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 Personality Types
1. Sherman Tank-A person who runs over everything and anything that is in the
way. Have a tendency to intimidate others because of their “I’m right –and-
you’re wrong“ attitude.
2. Space Cadets-These people live their own worlds, walking in the beat of a
different drummer.
3. The Volcano-Is an explosion, unpredictable type of person who tends to be
unapproachable
4. Thumb Sucker-Tend to pout, are full of self-pity, and try to get people to cater
to their own desires.
5. Wet Blanket-Constantly down and negative
He is the classic impossibility thinker who sees a problem in every solution
He is afflicted with the dreaded disease of Excusitis- finding problems and
making excuses
6. Garbage Collector-Locked even deeper into the mire of negativity
Have surrendered the leadership of their lives to negative emotions
7. The User-The person who manipulates others for his or her own personal gain

General Rules that you can put into practice that will enable you to work more
effectively with problem people:
Love them unconditionally.
Ask God for wisdom in working with them.
Stay emotionally healthy yourself.
Do not elevate people to positions of leadership in order to rescue them.
Be honest with God, yourself and them.

The Process of Relationship

1. The honeymoon stage 4. Try harder.
2. Specific Irritation 5. Exhaustion
3. General Discomfort 6. Separation

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Problems in Relationships

1. Bring in principal persons involved in the conflict.

2. Line up the facts.
3. Never reprimand while angry.
4. Be precise about the offense.
5. Get the other person’s side of the story
6. Be sure you keep comprehensive records.
7. Don’t harbor a grudge.

Topic 2: HOW TO BE A PERSON WHO CAN HANDLE CRITICISM

 Our ability to take criticism can make us or break us.
 No one is indifferent to criticism.
 It causes us to respond either positively or negatively.
Two Kinds of Persons Who are Highly Subject to Criticism
1. The Leaders 2. Leapers

Ten Tips For Taking Criticism

1. Understand the difference between constructive and destructive criticism.

2. Don’t take yourself too seriously.
3. Look beyond the criticism and see the critic.
4. Watch your own attitude toward the topic.

5. Realize that good people get criticized.

6. Keep physically and spiritually in shape.
7.Don’t just see the critic; see if there’s a crowd.
8. Wait for time to prove them wrong.
9. Surround yourself with positive people.
10. Concentrate on mission-change your mistakes.

TEN TIPS FOR GIVING CRITICISMS

1. Check your motive.
2. Make sure the issue is worthy of criticism.

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3. Be specific.
4. Don’t undermine the person’s self-confidence.
5. Don’t compare one person with one another.
6. Be creative or don’t confront.
7. Attack the problem not the person
8. Confront when the time is right.
9. Look at yourself when looking at others
10. End confrontation with encouragement.

BEING A PERSON PEOPLE TRUST

 Trust depends very little upon a person’s name, his station in life, how much
money he has in the bank, or his position
 The key to consistent and dependable trust lies in the character of the person
who leads.
 People who receive a high level of trust have developed their character and have
earned the right to be trusted.

DEVELOPING TRUST
1. Demonstrate what you want to instill.
2. Encouragement causes growth.
3. Believe the best.
4. Help others be successful.
5. Equip people for future growth.

DEVELOPING A WINNING TEAM

Characteristics of a Winning Team

1. Winning Team Plays to Win

2. Winning Team Take Risks
3. Winning Team Keeps Improving
4. Winning Team Members Care About Each Other

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Instructional Leadership of Principals
By: MARK JOSEPH O. TERO

“Principals wear many hats in leading the school. They are the school’s
administrators, supervisors, finance officers, negotiators, counselors, and even
teachers. They have multiple roles.”
It is deeply embedded in most cultures that an educated populace is essential
to national progress. Be it in Western countries or in Southeast Asia, there is a
common belief that education is an important requirement for quality life. Being
educated does not only mean having better opportunities in life. It also means being
able to live life to the fullest.
Scholars and practitioners agree that instructional leadership (IL) can be one
of the most useful tools for creating an effective teaching and learning environment.

Seven Core Functions Of Leadership In Schools.

1. Strategic Leadership - promoting vision, mission and goals – and developing
a means to reach them.
2. Instructional Leadership - ensuring quality of instruction, modelling teaching
practice, supervising curriculum, and ensuring quality of teaching resources.
3. Managerial Leadership - overseeing the operations of the school (its budget,
schedule, facilities, safety and security, and transportation).
4. Human Resources Leadership - recruiting, hiring, firing, inducting, and
mentoring teachers and administrators; developing leadership capacity and
professional development opportunities.
5. Cultural Leadership - tending to the symbolic resources of the school (its
traditions, climate, and history).
6. Micropolitical Leadership - buffering and mediating internal interests while
maximizing resources (financial and human).
7. External Development Leadership - representing the school in the
community, developing capital, tending to public relations, recruiting students,
buffering and mediating external interests, and advocating for the school’s
interests.

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 Instructional leadership is an educational leadership that focuses on the core
responsibility of a school, namely teaching and learning, by defining the school vision,
mission and goals, managing the instructional programme and promoting the school
climate (Hoy & Miskel, 2008).
Instructional Leadership consist of direct and indirect behaviors that
significantly affect teacher instruction and, as a result, student learning. (Daresh and
Playko)

Roles of Instructional Leaders

Improve teaching and learning in the school. They lead in setting the school
vision and formulating strategies. They are resource provider, and instructional
resource. They provide a visible presence in the school. IL understand effective
practices in school. IL define the school mission. IL understand effective practices in
curriculum, instruction, & assessment. IL promote and participate in teacher learning
and development. IL ensure supportive and orderly environment.

Expectations of a School Head

The position of a school principal is certainly a demanding one. So many groups

and individuals have expectations as to what school principals should give or achieve.
According to Marsh (1992), each of these groups of stakeholders has its own
expectations of a school principal, such as the following:
• Parents and community members expect someone who is public minded and high-
principled. They expect a person who is open to outside initiatives and who will
regularly communicate with them.
• Teachers expect their school principal to be an instructional resource, a supporter
of curriculum initiatives, a notch higher in expertise. The principal is expected by
teachers to be very visible and active around the school campus.
• Students expect a sympathetic counsellor in their school head. They see the
principal as the final arbiter on matters of justice, discipline, and relationship issues.
Above all, they expect an inspirational model and a charismatic figurehead.

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• Government officials and senior officers expect principals to be thorough,
reliable, efficient and capable of implementing and monitoring departmental policies,
not overly influenced by vocal minority groups.

Do you agree with these expectations? These varying expectations of a

principal’s role obviously contain conflicts and ambiguities. Different groups expect
different things as they have different needs and come from many perspectives.
Regardless of whether one is a teacher, student, parent or community stakeholder,
they all expect the principal to demonstrate leadership.

TYPES OF INCENTIVES

By: JESSEVEL R. BARRIENTOS

Effective leader provides recognition to those who show initiative or

appropriate behaviour. He/she does this by giving two types of incentive and
these are:

1. Extrinsic
-“Other powered” controlled by the principal
-tend to be ineffective: relation of behaviour to reward is unclear
-In efficient
-Often the only element in a job

2. Intrinsic
-inner powered- come from self
- Tend to be more effective
- Efficient

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Personal Qualities of Administrators
More often than not, the success or failure of a school rests on the shoulders
of the school principal or administrator. Serving as the instructional leader of
a school is a tough job and not everyone is cut out to do it. In order for a
school administrator to excel in his position and cultivate an effective learning
environment, he must possess certain personal characteristics.

1. Vision

Principal's pass their vision on to teachers. An effective school administrator

must have a clear vision for where he wants to take the school. He must also have a
plan of action to make that vision a reality. According to Education World, vision is
the single most important quality in a school administrator. "The principal needs to
be the person steering the ship," Jed Landsman-Yakin, principal of Belfry High School
in Montana, states in an interview with that website (see Reference 2). Without a
clearly stated vision, the teachers and other faculty members, and therefore the
students, will go forth aimlessly without any measurable goals for success.

2. Trustworthiness

An administrator must be trustworthy.

The second most important characteristic of an excellent school

administrator, according to Education World, is trustworthiness. The school
administrator must be honest and straightforward with teachers, parents and
students. According to Jim Jordan, principal of Buford High School in South
Carolina, "A leader earns credibility and trust by being honest, by knowing
how to do his or her job, and by telling the truth and being up -front with
teachers, parents, and students." (See Reference 2.) If the teachers, parents
and students don't view the administrator as a person with integral character,
it will be increasingly difficult for them to get on board with the
administrator's vision for the school.

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 3. Sense of Humor

Having a good sense of humor is important when dealing with the silly things
students do. Having a good sense of humor comes into play when dealing with
the situations that arise in a school building on a daily basis. School
administrators need to be able to laugh with teachers and laugh at some of
the outrageous things students do. An administrator should be stern but not
overly so. He should even be able to laugh at himself from time to time. Jon
Romeo, former principal of Mitchell Elementary School in Woodbury, Conn.,
asserts that "The principal's personality more often than not is reflected in
the school building ... I can't think of a more important trait for a school –
especially an elementary school – than humor!"

4. Open-Mindedness

A good administrator is open to the suggestions of her staff. An excellent

school administrator is open to the suggestions of his staff. If he disagrees
with a teacher's viewpoint he must be able to express his difference of opinion
in a respectful way. He must also be open to discuss policies and procedures
his staff may have issues with and be willing to factor in staff input when
creating and implementing new policies.

5. Approachability

A good administrator should be accessible and approachable. An excellent

school administrator should be accessible, friendly and approachable. He
should encourage teachers to come to him with questions or concerns.
Likewise, students should feel comfortable to talk with the administrator if
they have a problem with another student or a teacher.

6. Decisiveness

A leader’s enthusiasm to act in a certain manner. A leader must be self-confident in

making the right decisions at the right time. After the decision has been made, it has
to be communicated to the organization. Decisiveness also involves being prepared to
accept the consequences of the action. Leaders should accountable for what they have
decided upon, even if they have made the wrong decisions.

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Instructional Leadership Behaviors (Glickman,1980)

These are the types of verbal and nonverbal behaviors which may help to
conduct conferences with the teachers. It will further widen knowledge on how
to deal with teachers with different needs.

1. Listening

The instructional leader sits quietly and looks at the speaker and nods
his/her head to show understanding. Nodding and guttural utterances (“uh-
huh”, “ummmm” and so on) also indicate listening.

2. Clarifying

The instructional leader asks questions to clarify the speakers point of view: “ Do you
mean that?” “I’m confused about this, “ “ I lost you on… “You lost me…”

3. Encouraging

The instructional leader provides acknowledgment responses that help the speaker
continue to explain his/her position: “Yes, I’m following you, “Continue on,” “Ah, I see
what you’re saying..”

4. Reflecting

The instructional leader summarizes and paraphrases the speaker’s message for
verification of accuracy: “ I understand that you mean… “ “S, the issue is…,” “I hear
you saying…”

5. Presenting

The instructional leader gives his/her own ideas about the issue being discussed:
“This is how I see it…” “What can be done is…, “ “I’d like us to consider…” “I believe
that..”

6. Problem-Solving

The instructional leader takes the initiative, usually after a preliminary discussion of
the issue or problem, in pressing all those involved to generate a list of possible

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solutions. This is usually done through statement such as “Let’s stop and each write
down that can be done,” “What ideas do we have to solve this problem?” “Let’s think
of all possible actions we can take.”

7. Directing

The instructional leader tells the participant/s what the choices are or what is to be
done. To explain the choices, the leader can say such thing as this: “As I see it, these
are the alternatives: You could do A, B or C. which of these makes the most sense to
you and which will you use?” If the leader tells the participants what is to be done,
he/she may say: “I’ve decided that we will do…” “I want you to do…,” The policy will
be…” “this is how it is going to be…” “We will then proceed as follows.”

8. Standardizing

The instructional leader sets the expected criteria and the timeline or time for the
decision to be implemented. Target objectives are set. Expectations are conveyed with
statements such as these: “By next Monday, we want to see…,” “Report back to me
on this change by…” “Have the first two activities carried out by …” “I want an
improvement of 25 percent involvement by the next meeting.”” We have agreed that
all tasks will be done before the next observation.”

9. Reinforcing

The instructional leader strengthens the directive and criteria to be met by telling the
teacher/s of possible consequences. Possible consequences can be positive, in the
form of praise: “ I know you can do it!” “I have confidence in your ability!” “I want to
show others what you’ve done!” “Consequences can also be negative: “If it’s not done
on time, We’ll lose the support of … “ or “ It must be understood that failure to get
this done on time will result in…”

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INTSRUCTIONAL LEADERSHIP OF PRINCIPALS

By: GEMALINE V. MALLILLIN

The Principal as Resource Provider

As resource provider, school heads should also recognize the desire

teachers have for acknowledgement and appreciation for a job well done, and assist
their teachers in professional development, as well as providing them with resources
that they need for teaching.

The Principal as Instructional Resource

Teachers look up to school heads as resource of information, current

trends, and modern effective pedagogical techniques. Thus, instructional leaders
should be updated with educational mandates, issues of curriculum and assessment,
and effective instruction practices.

The Principal as Communicator

Effective instructional leaders communicate essential beliefs regarding

learning.

The Principal as Visible Presence

As instructional leaders, school heads must exemplify a commitment to

pursue success in the teaching and learning process. This includes focusing on
learning objectives, modelling, behaviours of learning, and designing programs and
activities in the educational community with a focus on instruction.

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THE SCHOOL HEAD AS CHIEF EXECUTIVE OFFICER
By: MA. ANTONIO APON

CHIEF EXECUTIVE OFFICER SCHOOL HEAD/PRINCIPAL

 HIGHEST RANKING EXECUTIVE  Leader of an entire community
IN A COMPANY within a school
 MAKING MAJOR CORPORATE  Planning academic calendars for
DECISIONS the school
 Handling of student recruitment
and admissions into the school
 Making both daily decisions as
well as long term decisions
 MANAGING THE OVERALL  Designing creative new programs
OPERATIONS AND RESOURCES and restructuring old ones
OF A COMPANY  Handling of the schools budget
 Maintaining secure funding for
the school
 ACTING AS THE MAIN POINT OF  MAINTAIN DAILY
COMMUNICATION BETWEEN INTERACTIONS WITH THEIIR
THE BOARD OF DIRECTORS TEACHERS, SHARE THEIR
AND CORPORATE OPERATIONS VISIONS AND SUPPORT
CHANGE
 supervising all students and
teachers
 Communicating with parents

INSTRUCTIONAL LEADERSHIP
 It involves setting clear goals, managing curriculum, monitoring lesson plans,
allocating resources and evaluating teachers regularly to promote student
learning and growth. Four skills have been identified as essential for effective
instructional leadership in principals:

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 1. Effective use of resources
 It isn’t sufficient for principals to just know their faculty’s strengths and
weaknesses. If specific resources can benefit the staff, the principal should be
ready and prepared to provide them. They should also clearly recognize that
teachers thrive on being appreciated and acknowledged for good performance.
2. Communicating Skills
 Of course, instructional principals should be excellent communicators.
Interpersonal or people skills are crucial to the success of a principal. They
must be able to communicate their beliefs pertaining to education, including
the conviction that every student is capable of learning. These skills inspire
trust, spark motivation and empower teachers and students.
3. Serving as an instructional resource
 Teachers rely on principals and other administration officials to be sources of
information related to effective instructional practices and current trends in
education. Instructional leaders should be tuned in to all of the pertinent issues
and current events related to curriculum, effective assessment, and pedagogical
strategies.
4. Being visible and accessible
 Lastly, good principals should be a positive, vibrant and visible presence in the
school. Modeling behaviors of learning, focusing on learning objectives, and
leading by example are crucial to the success of an instructional principal.

CHARACTERISTICS OF A SCHOOL HEAD

1. THEY ESTABLISH THE CONDITIONS TO SUPPORT PERSONAL, SYSTEMATIC

AND ORGANIZATIONAL DEVELOPMENT.
2. VISIONARY AND CAN COMMUNICATE THEIR VISION OF A HIGH
PERFORMING SCHOOL
3. BUILD RELATIONSHIP BUILD UPON TRUST AND RESPECT FOR INDIVIDUAL
4. PROVIDE EDUCATIONAL LEADERSHIP AND ADAPT THEIR STYLE OF
LEADERSHIP ACCORDING TO THE CIRCUMSTANCES
5. CREATE A STRONG CULTURE FOR LEARNING AND ACHIEVEMENT

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Wallace's work since 2000 suggests that this entails five key responsibilities:

 Shaping a vision of academic success for all students, one based on high
standards.
 Creating a climate hospitable to education in order that safety, a cooperative
spirit and other foundations of fruitful interaction prevail.
 Cultivating leadership in others so that teachers and other adults assume their
parts in realizing the school vision.
 Improving instruction to enable teachers to teach at their best and students to
learn to their utmost.
 Managing people, data and processes to foster school improvement

THE PRINCIPAL AS CURRICULUM MANAGER

CURRICULUM is defined: planned learning experiences with intended outcomes while

recognizing the importance of possible unintended outcomes.
There are three types of curriculum:
(1) Explicit (stated curriculum)
 Is usually confined to those written understandings and directions formally
designated and reviewed by administrators, curriculum directors and
teachers.
(2) Hidden (unofficial curriculum
 Implied by structure and nature of school, which refers the kinds and
learning’s of children derive from the very nature and organizational design
of the public school as well as the behaviors and attitudes of teachers and
administrators.
(3) Absent or null (excluded curriculum)
 We do not teach, thus giving students the message that these elements are
not important in their educational experiences or in our society.

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  Effective curriculum leade plays a very important role in the transformation
and renewal of the curriculum. The leader should adapt a positive attitude
towards change to be able to influence the staff to adapt to the change.
 The challenge to the principal as instructional leader is to act as an agent of
change and to initiate the transformation and renewal of the curriculum.
 The leadership style executed by the principal will determine how educator
involvement and participation will be promoted.
 The implementation of OBE and the introduction of NCS in schools currently
give rise to various problems with regard to policy content and implementation
and pose certain curriculum challenges.
 Creative and dynamic curriculum leadership from principal is required to meet
these challenges.
 The principal are still expected to cope with the changes taking place in our
curriculum.
 This has presented a number of challenges to a teaching corps already
demoralized by large classes and inadequate support from the Department of
Education, not mentioning the burden of an ever increasing workload.
 Therefore an even bigger challenge rest upon the shoulders of the principal to
motivate and support the staff.

IMPROVING LEADERSHIP COMPETENCIES

LEADERSHIP COMPETENCIES WAYS TO DEVELOP

1. SOCIAL INTELLIGENCE (SI)  You need to expose yourself to
 Understanding of social different types of people, different
situations as well as dynamics kinds of social situations along
and the ability to able to operate with the work for the
in an efficient way in a number of development of social
social situations perceptiveness and also the
ability of engaging other people
in a conversation

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2. INTERPERSONAL SKILLS (IS)  You need to become an active
 “Subset of Social Intelligence” listener
 The soft skill of a leader  Then you need to work on
speaking and conversational
skills
3. EMOTIONAL  You need to practice reading the
INTELLIGENCE/SKILLS (EI) non verbal cues of others
 The ability of the individual to be especially the cues that are
able to communicate at a level related to emotions
that is emotional  You need to practice the way you
express your feelings and
become an actor who is
emotionally very effective
 Learn the way to express your
emotions in an appropriate way
4. PRUDENCE  You need to listen to others
 Cardinal virtues of Aristotle  You have to work towards being
 It is a synonym of WISDOM and more broad minded and more
is the ability of being able to open minded
understand the perspectives of  You have to learn to ask for the
others by being open and views and opinions of others and
considerate take them into consideration
when choosing a particular
course of action
5. COURAGE  Some degree of effort
 Another cardinal virtue that  Holding of personal values are
includes the courage of taking strong
calculated risks and courage of  Valuing someone or something
standing up for what you believe very truly
in and doing the things that are
right

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6. CONFLICT MANAGEMENT  To compromise (party should be
 Ability to either avoid or to having the flexibility of giving up
resolve the situations something)
 To collaborate (a win-win
outcome)
7. DECISION MAKING  Skills of decision making are
 Making o process of good experience along with the
decision making is among the situations where the decisions
core competencies of the leaders have gone wrong or have gone
right. People learn more often fro
the mistakes that they have
committed rather from the
success that they have achieved.
8. POLITICAL SKILLS  Skills are acquired by means of
 Has knowledge regarding the learning as a result of experience
rules that need to be followed for and also the learning that is
playing the game and is also able related to social dynamics and
to manage political behavior in about people
order to prevent it from
dysfunction of the group
9. INFLUENCE SKILLS  Debating
 A great leader is someone who is  Negotiation
a master of social influence and  Reasoning
has the ability to wield power in
a fair and effective way
10. AREA  Experiences
COMPETENCE/EXPERTISE  Studying the organization
 Possessing knowledge that is
more relevant and also more
expertise

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THE PRINCIPAL AS COACH AND MENTOR

COACHING MENTORING
 refers to the nature of the  Refers to relationships where more
processes and the type of experienced individuals share their
communication used to help skills and knowledge with other,
another person realize his or her less experienced practitioners.
personal or professional goals
 The person being coached  There are formal and informal
develops his or her own solutions structures that support mentoring
through the processes used 1. Formal structures includes
performance, observations
and feedback, policies
concerning teachers’
probation and teachers’
registration
2. Informal approaches include
the development of learning
communities, professional
learning and informal peer
observation and appraisals
 A COACH fosters increased self-  A MENTOR provides direction,
awareness through conversations guidance, education, influence and
aimed at self-directed learning support to others who are less
experienced, with the aim of
supporting the mentee’s
development

COACHING AND MENTORING TEACHERS

Mentoring by an educational leader is intended to support the development of all
teachers. The educational leader has to establish a shared understanding with the
teacher or colleague about their respective role, which may include the following:

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  To facilitate an understanding of the purposes of the relationship;
 To explore the motivations, skills, thought processes to be used;
 To discuss the processes of observation, listening and asking questions;
 To support goal setting and assessment;
 To support solutions-oriented approaches to teaching, learning and leadership;
 To support the development of a commitment to action;
 To ensure a planned approach to the improvement of personal skills and
abilities; and
 To contribute to a whole school approach to improvement.

The use of coaching and mentoring approaches for deliberate school improvement
involve both CONVERSATION & CLASSROOM OBSERVATIONS

1. CONVERSATION
 It comprise three basic parts:
a. A meeting discuss the plan
b. A classroom observation
c. A post-observation

PRINCIPAL STYLES
 The model consists of three leadership styles of school principals:
1. "Laissez Faire" (LF) – no leadership;
2. "Transactional style" – reinforcement or discipline, depending on teachers'
performance;
3. "Transformational style" – generating awareness or vision of the team, pushing
followers to higher levels of ability by individualized consideration, intellectual
stimulation, inspirational motivation and idealized influence.

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THE SCHOOL HEAD AS A TRANSFORMATIONAL LEADER

By: MARICEL A. ALE

What is transactional and transformational leadership?

 Transactional leaders focuses on the role of supervision, organization, and

group performance. They are concerned about the status quo and day-to-day
progress toward goals.

 Transformational leaders work to enhance the motivation and engagement

of followers by directing their behavior toward a shared vision.

Transformational School leader

 ensures students focus on their studies by being considerate of

individuality, being charismatic in influencing, and inspiring

 quickly identify areas in need of improvement, seeking out-of-the-box

solutions. The leader identifies cynicism and intentions to quit among
teachers, through consultation and individualized consideration. Realigning
their values and goals to resonate with those of the school, the leader
reassures teachers that they are needed and valued.

 brings about professionalism in the teaching staff by allowing them the a

 helps in individual goal-setting and goal commitment, by transferring
responsibility- making the individual feel part of a whole.
 combination of head and heart, and the ability to understand and apply
emotions effectively to connect with and influence followers.

5 alternative approaches to full transformational leadership in schools.

 1. Technical leadership - management of school resources.

 2. Human leadership, networking - establishing social and interpersonal
bonds.
 3. Educational leadership - expert knowledge on educational matters.
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  4. Symbolic leadership - role-modeling and behavior .
 5. Cultural leadership - regarding the values, beliefs, and cultural identity of
the school

Why is transformational leadership important?

 The impact of transformational leadership reaches every level of an

organization. At the team level, members find that care, stimulate, inspire and
motivate each other. ...
 Upper-level transformational leaders set an organization's direction and
vision, influencing how lower levels of an organization operate.

 Top 10 Leadership Qualities That Make Good Leaders

1. Honesty and Integrity
2. Confidence
3. Inspire Others
4. Commitment and Pass
5. Good Communicator
6. Decision-Making Capabilities
7. Accountability
8. Delegation and Empowerment
9. Creativity and Innovation
10. Empathy

Indicators of Effective Leadership

 Without leadership, the organization ceases to move. It is much an engine

driving a vehicle forward. If the engine stops working, the wheels don’t move
anyone or anything forward. One needs to be familiarize with the indicators of
effective leadership. Without these indicators, your group or organization
won’t function properly.

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Six Indicators of effective Leadership

1. CORE VALUES. The core values of the organization are understood and
openly lived through the people delivering or interacting with the business.
2. HIGH LEVEL OF AUTONOMY. In organizations where great leadership is
present, everyone understands their role and function alongside the critical
nature of their input. They don’t need constant supervision and external
motivation.
3. CHANGE IS AN OPPORTUNITY. Change is viewed as an opportunity to
redefine rather than a malignant threat
4. SUSTAINABLE BUSINESS. The business remains sustainable and viable
across generations of ‘leaders’.
5. LIKE – MIND. The business attracts other like-minded businesses to engage
in partnership working because of shared values and vision and this can be
openly and honestly explored and accepted or rejected without animosity or
fear.
6. KNOWING THE WHOLE PICTURE. Above all else, leaders should not be
judged on their results alone, but on how those results are achieved and the
longevity and sustainability of their impact long after they have left the role.

Transformational Leader is viewed as an enabling force for change by unleashing

the spirit of creativity and innovation in others. The leader paves the way for
individuals to do their best work by providing resources and removing obstacles.

 Harker and Roberts (2003) describe transformational leadership as

comprehensive and integrated leadership qualities required for change for the
better. Integral to this is the ability of the leader to bring clarity of purpose
and meaning to the organization.

 From the Latin Word “transformare” meaning to change the nature, function,
and condition of, or to convert, transformational leadership encourages and
facilitates organizational change.

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Transformational leaders act as strong role models ( Idealized influenced )

• They communicate high expectations and provide inspiration ( Inspirational

motivation )

• They also encourage creativity and innovation ( Intellectual stimulation ) and

provide support for others Individual Consideration .

TYPES OF TRANSACTIONAL LEADERSHIP BEHAVIORS

1. Idealized Influence – This is the behaviour that inspires individuals to feel

powerful identification and strong emotion toward the leader.

2. Inspirational Motivation – This models high values as an example and includes

communication of an inspiring vision.

3. Intellectual Stimulation – This is a behaviour that influences individuals to

view problems from a fresh perspective and with a new and increased awareness.

4. Individualized consideration – This provides support and encouragement to

individual members.

OUTCOMES OF CONTINUING EDUCATION

According to Owen 1998

 Patient related - Better patient care Improve information

 Personal - Sense of achievement Personal development.

 Professional - Increase career opportunity and Motivation in doing.

Increase confidence

Improve knowledge

Increase self awareness

Increase professional awareness

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Patient care level

Improve communication skills

Enhance individual care

Research centered practice

 ACCORDING TO CRIMANDO AND RIGGOR 1990

 ASSESSMENT

 DESIGN

 IMPLEMENTATION

 EVALUATION 90

METHODS USED FOR CONTINUING EDUCATION

1. Conferences
2. Group Conference
3. Panel Discussions
4. Workshops
5. Webinars
6. Self – directed learning

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