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Developing Leadership Skills
The document outlines a leadership skills training agenda led by Dr. John Persico Jr., focusing on the distinctions between management and leadership, leadership values and ethics, and the importance of self-assessment and development plans. Participants are encouraged to engage in discussions about evidence-based practices, identify their personal competencies, and reflect on ethical leadership through exercises and case studies. The training emphasizes lifelong learning, respect for others, and the integration of effective leadership practices within educational environments.
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Overview of leadership skills, objectives, and agenda for Day 1, led by Dr. John Persico Jr.
Participants introduce themselves while identifying strengths and goals; key learning objectives are outlined.
Lifelong learning traits are emphasized, alongside respect for oneself and others, with policies for interaction.
Definition of evidence-based practices in education, discussion prompts, and a short film highlighting its importance.
Discussion on the differences between leaders and managers, exploring required skills and individual traits.
Exploration of Kouzes & Posner's five practices for effective leadership and individual competency assessment.
Importance of leadership values and principles for effective leadership along with exercises for value clarification.
Introduction to ethics in leadership, exploring ethical behavior, case discussions, and personal reflection on ethics.
Exploration of experiential learning and creating a personal leadership development plan with assignments for further learning.
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Developing Leadership Skills
- 1. Leadership Skills Introductionto Leadership Dr. John Persico Jr. 612-310-3803
- 2. Agenda: Day 1 • Welcome • Introduction of Participants • Leading in an Integrated Model of Evidence-Based Practices • The Leadership Challenge: Management versus Leadership • Self-Assessment of Leadership Competencies • Leadership Values • Leadership Ethics • Leadership Development Plans: Take Home Activity • Debriefing
- 3. Welcome The processof developing new skills should include the following: • Identify a needed skill area. • Agree on a learning method for improvement. • Practice and receive feedback. • Increase awareness of the effects of performance on others. • Measure change within a well-defined timeframe. • Recognize and reward skill enhancement.
- 4. Introduction of Participants • Who are you? • Why are you here? • What are you most proud of in your career to date? • What are five strengths you bring to this class? • What would you like to take away from this session?
- 5. Learning Objectives 1.State the difference between management and leadership. 2. Identify the characteristics and behaviors of an effective leader. 3. Make a commitment to participate actively in developing your leadership skills and building organizational capacity. 4. State the exemplary leadership practices identified by Kouzes & Posner in their research and reported in their book entitled "The Leadership Challenge." 5. Assess your competencies in the leadership knowledge and skills areas required for successful implementation of evidence-based practices. 6. Write a leadership development plan based on the self-assessment of competencies. 7. Meet with your supervisor to discuss and receive feedback on the leadership development plan.
- 6. Promote Lifelong Learning You can develop lifelong learning traits: • By showing curiosity about human nature and how the world works. • By seeking and valuing diversity. • By persisting in seeking out new solutions. • By using your unique talents and intelligence to promote positive change. • By learning and applying technology tools to solve problems.
- 7. Show Respect •Value yourself. Be honest and ethical, and practice strong moral values. • Treat all members of the school community with politeness and respect. • Honor the ideas and opinions of others. • Offer to help. • Be responsible for keeping an open mind.
- 8. Policies • Askquestions at any time. • Listen to all ideas and opinions. • Leave for restroom when needed. • Please be back from lunch and breaks on time. • Let us know if the day is not working for you.
- 9. Evidenced Based Practice:A Definition • Evidence-based practice refers to the use of research and scientific studies as a base for determining the best practices in a field. The movement began in the 1990s with a focus on the medical profession. • It has since crossed the line to other professions, including education. The basic premise of the movement is to provide transparency and to assure the public that techniques and procedures will provide the best possible interventions or treatments.
- 10. A Checklist forBest Practices: Determination* 1. Has at least one randomized clinical trial shown this practice to be effective? 2. Has the practice demonstrated effectiveness in several replicated research studies using different samples, at least one of which is comparable to the treatment population of your region and/or agency? 3. Does the practice demonstrate positive, significant effects on intended outcomes? 4. Can the practice be logistically applied to your region/agency? 5. Is the practice feasible: can it be used in different formats, is it attractive, is it cost effective, and is training available? 6. Is there sufficient information, including details and a manual, for the practice? Are key components clearly laid out? 7. Is the practice well accepted by providers and clients? 8. Is the practice based on clear and well-articulated theory? 9. Does the practice have associated methods of ensuring fidelity (consistency of delivery of treatment/intervention over time)? 10. Can the practice be evaluated? 11. Does the practice show good retention rates? 12. Does the practice address cultural diversity and different populations? 13. Can the practice be used by staff with a wide diversity of backgrounds and training? *(adapted from Iowa Consortium, 2003)
- 11. Evidence Based Practices An Integrated Model of Implementation
- 12. Film: Evidenced BasedTeaching • This short 15 minute film from the UK makes a “Case for Evidenced Based Teaching.” • http://www.evidencebasedteaching.co.uk/free.html
- 13. Discussion: Evidence Based Practice This discussion will take place in a small group. Please share your thoughts and experiences on the following questions that are in your workbook: • What has been your experience with Evidenced Based Practice? • What changes do you think will have to be made in education for these practices to become established? • What do you think are the major barriers to the changes that need to be made? • What can you personally do to help break down these barriers? • How would more strategic thinking help in this area?
- 14. The Leadership Challenge • Managers versus Leaders? • Is there a difference? • What are the skills a manager needs? • What are the skills a leader needs? • Can these skills be merged? Are they complementary?
- 15. Leadership Exercise: Traits • Using your work book, take the traits that define leaders and managers from the list by Warren Bennis and put them in the columns that you think best define your skills in each area. • You will have a list of manager traits and leader traits. • Circle your three strongest in each area. • What traits are you missing that you think are important?
- 16. The Leadership Challenge • Kouzes and Posner identified five practices of great leaders. • In your small groups, define each of the five practices in your own terms. • What do they mean? • How do they apply in an educational environment? • What are some examples of each from your own experiences?
- 17. Key Leadership Competencies Inventory • The Leadership Competencies Inventory in your workbook lists a number of competencies that have been found to be critical to good leadership. These will later be referred to when you complete your Leadership Development Plan. • Complete the Inventory using the scale provided to identify how you rate in terms of each competency. • When you are done, go back and circle your five strongest and five weakest competencies.
- 18. Leadership Values •Definition: Values are qualities of character such as courage, prudence, and fidelity that provide the moral and psychological foundation to sustain judgment and act on it. Educational leaders and senior-level managers must possess several key leadership values to model behavior.
- 19. Four Principles forValues Based Leadership • Self-Reflection • Balance • Self-Confidence • Humility
- 20. Balancing Your Life • The following is a short 13 minute video from TED. The speaker is Nigel Marsh and his subject is: • How to make work-life balance work • http://www.youtube.com/watch?v=jdpIKXLLYYM
- 21. Values Clarification Checklist • Using the values list in your work, check off your top seven values. You may add values if you find any that you think are important and are not in the list.
- 22. Values Clarification Exercise • Using your workbook, complete the values clarification exercise and answer the four questions noted in the workbook. • After you have answered these questions, refer back to the values list above and identify the common values that are reflected by the comments you wrote. • Do you feel that your daily activities and actions reflect these values on a consistent basis? Why or why not?
- 23. Leadership Ethics •Definition: Ethics encompasses the standards for evaluating right and wrong and the personal qualities that sustain the ability to make and act on these judgments. Ethical standards guide decisions and focus behavior for right or wrong action. They anchor our sense of personal and professional integrity.
- 24. Ethical Interpersonal Behavior Supporting Others and Bringing Out Their Best Collaborating With Others Achieving Synergy or Innovation Listening to Others Cooperating with Others Learning From Others Respecting Others Working Together Peacefully Sabotaging or Undermining Others Battling Others/Name Calling Tolerating Others Exclusive Inclusive Ethical Unethical Green Zone: The Ethical Ceiling. Optimal level for creativity and innovation. Yellow Zone: The Ethical Floor: Don’t go below this level. Red Zone: Behaviors than have no palace in school or the workplace. From: Leading in Context LLC.
- 25. Questions for Ethics • Where do you fall on this graph? • How supportive is your department in helping you to move into the green areas? • What do you need to do to go beyond the yellow areas?
- 26. Ethical Principles Respect autonomy. Don't let your freedom of choice be neglected - as well as that of others. Be fair. Treat people equally. Be impartial and objective. Avoid harm. Take every possible measure to avoid physical, emotional and psychological harm or threats to one's self-esteem. Be true. This means telling the truth as well as keeping your promises and maintaining loyalty. Be beneficial. Do what you can to contribute to the general well-being of others, whether it is taking time out of your schedule to help them or simply treating them with kindness.
- 27. Self-Reflection Exercise onEthics • Think of the most ethical leader you have personally known or worked with. Write down the key traits that you felt made them ethical. • • • • • Identify at least one situation where you think they were ethical. Describe the situation, outcomes and what made them ethical. • Please share your traits and stories with the class.
- 28. Ethical Leadership: Case Discussions • Please refer to your workbook for the case discussions. • There are three cases. • In your small groups, discuss each case and decide what the most ethical behavior would be in each case. • How do your views differ from others? • Is there one “right” course of action? • Are tradeoffs made that conflict with ethical behavior?
- 29. Leadership Development •Experiential Learning • Self –efficacy • Visioning • Taking responsibility • Gaining focus • Developing life purpose • Starting action immediately • Developing effective goals and plans
- 30. Leadership Development Plan • In your workbook, there are blank sheets to help you create a Leadership Development Plan. • In the first section (Strengths) please complete the assignment as described. • We will briefly review comments and ideas in the large group as it applies to this section or your plan
- 31. Leadership Development Plan • In your workbook, there are blank sheets to help you create a Leadership Development Plan. • In the second section (Areas for Improvement) please complete the assignment as described. • We will briefly review comments and ideas in the large group as it applies to this section or your plan
- 32. Leadership Development Plan • In your workbook, there are blank sheets to help you create a Leadership Development Plan. • In the third section (Action Plan) please complete the assignment as described. • We will briefly review comments and ideas in the large group as it applies to this section or your plan
- 33. Take Home Assignment • We are assigning a brief homework assignment for discussion in Day 2 of this Leadership Class. • Please complete the assignment noted in your student workbook. • Be prepared to discuss this assignment in the next scheduled class.
- 34. Evaluation of Session • Please complete the evaluation form in your workbook. (Leadership Course Evaluation) • In small groups, would you please summarize your conclusions in terms of what worked for you in this session and what did not.