Category: Leadership

How employees are adaptable to change in the work environment.
write in 3rd pers

How employees are adaptable to change in the work environment.
write in 3rd person
use the annoated bibliography as a guide
use only the attached references to cite

Read the article attached Provider feed back for Student A document and Student

Read the article attached Provider feed back for Student A document and Student B document attached and fill out the Criteria for both the original question
Bregman (2016) shares 5 areas of clarity in which a leader needs to be consistent. As you consider your Leadership Practicum Project, clarity is one area that deserves attention during the planning, implementation, and assessment phases of your project.
Select ONE (and only one) of the areas of clarity that was/is/will be helpful as you complete your Leadership Practicum Project. How confident are you in addressing this area of clarity? Explain the circumstances, context, and rationale that led you to select this area of clarity. Explain how focusing on this area of clarity may lead to achieving your desired outcome for your Leadership Practicum Project.Workshop Activity Your task You are required to assess the written submissions by your two accountability partners. Please read their responses student A and student b documents thoroughly before completing your assessment. Once you submit your assessment you will not be allowed to change it. You will be graded on how well you assess your accountability partners’ written submissions and the quality of the summative feedback you provide. Keys to Success: Read the assigned articles before you assess your partners’ responses to those articles. Read the question prompt its stated above and select the level in the criteria document attached that BEST categorizes what your accountability partners wrote. You can only select one level for each question prompt. If you rated your partner with the highest levels in the rubric, congratulate them and provide some written feedback that may challenge them to stretch, grow, or expand their thinking. Provide feedback that helps them get to the next level. If you rated your partner below the highest levels in the rubric, help them to understand why. Provide constructive feedback that will explain the strengths and weaknesses of their written submission. Also, help them catch any mistakes they don’t want to repeat next week. Be bipolar in your approach to giving feedback by (1) focusing on what you want to say (write) while also (2) focusing on how your partner might receive what you wrote.

Write a response to the two posts. Half page each. Please see the questions for

Write a response to the two posts. Half page each. Please see the questions for the post.
Questions 1:
How does your organization track data and information on daily operations and overall organizational performance?

Question 2:
How does your organization
• select, collect, align, and integrate data and information to use in tracking daily operations and overall organizational performance; and
• track progress on achieving strategic objectives and action plans?”
Post 1:
Question 1: My organization is in the mineral processing industry. In this space there is a lot of instrumentation and equipment involved in the production process. As a result, we are data-rich in the production area and have a fairly robust system of tracking data that pertains to daily operations. Product tons and grade are tracked and reported out on a daily basis. These are coupled with other important measurements like inventories and loading to understand where we are at with production. There are many other measurements that contribute to understanding mineral recovery and areas for improvement that are watched on a daily basis and reported out/discussed more thoroughly on a weekly basis. Sales and logistics information is watched closely to ensure that we are on track to meet sales contracts.

Question 2: The data is selected based on its impact/relation to key performance indicators (KPIs). These selections are made by subject matter experts, and many are developed incrementally over time and continuous improvement efforts. The data is mainly collected through online instrumentation which is used directly or fed into calculations and reports. Data is integrated through a few software’s that assist in aggregating data with data visualizations for reporting. The data is rolled up into management level reports to understand the big picture of how we are producing and shipping product relative to sales contracts and market demand.
We have recently rolled out a new ERP system which integrates many of our legacy software solutions including material, part, and service procurement, warehousing, inventory, maintenance, asset information and others. This software will assist in aggregating data in one location for better tracking, reporting and analytics.
All of the important production data is rolled up into daily/weekly reports with totalizer that show progress towards the production objectives. More detailed comparisons of progress to high level strategic objectives are shared quarterly when financial information is reported out to shareholders. All of the sites have production forecasts that they are held accountable to.
Post 2:
Question 1:
My organization tracks several financial metrics and KPIs related to bringing value to our members – hospitals and healthcare organizations in Canada. We have a large data pool, several data management tools, and a spend analytics division to provide value-added measures to our members. The measures also justify and support the reason for using our services.
Some examples, pending on the Division:
– Sourcing – Ie. Spend on Contract vs Maverick Spend, Group Contract Savings, Compliance to BPSA Guidelines
– Accounts Payable Services – Early Payment Discounts, WADTP (Weighted Average Days to Pay), Spend Under Control
Question 2:
The organization aggregates transactional data and user-based data. Depending on the Division, the decision to be made, or the applicable tool to visualize that data, the Division will dictate the data that is sourced.
Just as important as collecting data is to present that data in a fashion that creates actionable insights. This means that the value-added KPIs can evolve. Each year, ELT and the members participating in that Division review the value-added and operational KPIs to ensure relevance to the shared mission and goals. Various methods are used to share this data, such as dashboards that are updated in real-time or quarterly Scorecards. The Quality Performance Committee, a subcommittee of the board, oversees all divisions and reviews the performance of each Division.

Different Leadership Styles Depending On The Situation

There are a number of management and leadership theories, applying them to practical situations can be challenging however certain scenarios lend themselves better to some styles/theories.

One theory that can work in multiple situations is the Leadership Continuum Theory developed by Robert Tannenbaum and Warren Schmidt in 1958. These styles are the Tell, Sell, Consult, Join and Delegate. They recognise that management style is dependent on a number of factors including the experience and seniority of staff, levels of trust, the sort of relationship the manager has with employees, the culture of the organisation, policies and procedures and the managers own personality and ability to change their style.

Tannenbaum and Schmidt further explained that when leaders choose decision-making options they should consider especially three sets of pressures, situational pressures, Inner psychological pressures and Pressure coming from subordinates.

1. 1. Situational pressures:

• The complexity of the problem.
• The importance of the decision.
• The time pressure.

1. 2. The leader’s inner pressures:

• The leader’s preferences around decision-making (his values, beliefs, behavioural habits).
• The leader’s confidence in his or her team colleagues’ knowledge and experience.
• How important or risky the decision is to him/her or her personally.

1. 3. Pressures coming from subordinates:

• The leader’s colleagues’ (the group members) desire to ‘have a say in the decision.
• The group’s willingness to take responsibility for the outcomes.
• The group’s ability to reach decisions together.
• The group’s readiness and ability to accept and follow orders.

This model provides a linear approach for management and employee involvement that includes an increasing role for employees and a decreasing role for managers in the decision-making process. The theory is that you are able to adapt your style for the factors in your workforce and work.

The Tell style represents top-down, dictatorial decision making with little employee input. This is the manner in which traditional, hierarchical organisations manage employees. Similar to the autocratic style of leadership, the manager makes the decision and tells employees what they are going to do. The Tell style is a useful management style when there isn’t much room for employee input, or used with new employees being trained. Though it is the best choice in certain extreme environments, this leadership method does little to encourage employee creativity and facilitate growth. It also carries with it substantial planning, communication, and oversight costs. This directive leadership style can suit your team when members have little or no experience or in high-risk situations (emergencies) where instructions must be followed. If your situation calls for an authoritative management style, use the path-goal method of leadership. Set (and communicate) clear and immediate goals for your team. Ensure they know exactly how to carry out your instructions – and have all the resources they need. Everyone in your team should understand their roles and responsibilities – and how to handle any obstacles that may arise. Depending on the work environment, you may find this leadership style works well in small doses – and in specifically targeted cases. This is a style that was used recently during the Covid-19 pandemic, with high numbers of staff redeployed or self-isolating and the country in lockdown the model of delivery of our service needed to be adjusted. A decision was made to move to a Hub model of working with small teams of Health Visitors (HVs) working together to cover all the essential work carried out by HVs including safeguarding children and birth visits. This change in the style of working was a top-down decision with very little employee input. It was necessary as a short term measure to continue safe service delivery in an unprecedented pandemic.

In the Sell style of leadership, similar to the persuasive leadership style, the manager has made the decision and then attempts to persuade employees that the decision is correct. The decision is chosen by the manager only but he understands that there will be some amount of resistance from those faced with the decision and therefore makes efforts to persuade them to accept it. The Sell management style is used when employee commitment and support is needed, but the decision is not open to very much employee influence. Employees may be able to influence how the decision is carried out. Recently I have used this style of leadership in the decision to move from GP attached to Geographical working for Health Visitors. This decision has been made as it reduces costs (travelling and time) and ensures that HVs work in communities and areas that they are familiar with. Selling the idea has been a challenge and some degree of persuasion has been needed however, the HV team leads are involved in the planning of the change.

The Consult management style is one in which the manager requests employee input into a decision but retains the authority to make the final decision. The key to using the consult management style successfully is to inform employees that their input is needed, but that the manager will make the final decision. Similarly, with the above scenario, the decision has been made to change the way in which HVs work to save costs and this is non-negotiable however, it has been made clear to the HVs that their input is valued and needed to ensure a smooth transition. If you choose to ask for employee input when making a decision, give them an explanation of the reasoning for your decision when you make it, if there is time. This lets them know that their input was valuable, and whether it influenced the decision or not. It is important that employee input is treated as valuable when asked for. If they are continuously asked for input, but never see it used, they will cease to give constructive input. A recent example of where this style did not really succeed was during discussions about HVs wearing uniforms, traditionally HVs wear their own clothing to work but during the Covid-19 pandemic a number of HVs requested ‘scrubs’. There were a lot of mixed feelings about this subject so it was decided that further consultation was required but that management would make the final decision. Each team leader was asked to consult with their team and inform management of views. This resulted in a large number of emails and phone calls being received by managers on this matter with very polarised views apparent. It was almost impossible to make a decision as there were valid arguments for and against and relatively equal numbers on each viewpoint. Therefore the idea was abandoned (for now). Some staff then felt that their views had not been listened to and resulted in some discontent amongst managers and staff.

In the Join management style, the manager invites employees to join him or her in making the decision. The manager considers his or her voice equal to the employees in the decision-making process. You sit together around the same table and every voice is key in the decision. The Join management style is effective when the manager truly builds agreement and commitment around a decision. The manager must also be willing to keep his or her influence equal to the degree of influence that other employees who provide input exert. The joint management style can be effective when a manager is willing to share authority. Once you use the join management style, you should be aware that your team will come to expect it. This is not necessarily a bad development, as long as you instil the fact that you are the leader and do not need a group session to make decisions. I have tried this once before when I tried to introduce geographical working to one of my teams, the disadvantage (for me) was that the ‘joint’ decision was not to move to this way of working.

Delegation is at the far right of the continuum where the manager turns the decision over to the group. This type of leadership of the Tannenbaum-Schmidt Leadership Continuum model is one of the extreme types of leadership in which the manager gives complete freedom to the team. In this case, the leader is also responsible for all decisions made but he or she encourages the team to identify and solve problems themselves instead of involving the manager. Many times, the manager expects the team to research potential problems and take measures to mitigate risks. This type of leadership many times occurs in the top management of organisations because it enables them to design and execute the strategies of organisations. An example of this style of management is linked to social distancing within the office, staff have been supplied with technology that allows them to agile work. Each team has been tasked with managing social distancing within their office, they must work within the law (2 metres) and Health Board policy and procedures but have been asked to manage this themselves with feedback each month to their Line Manager in terms of who is working office-based/agile working each day etc. The decision making has been given over to the employees as a team that can consider the best way of working for themselves.

The Leadership Continuum Theory believes that as your team members progress in proficiency and competency, you are able to move to different leadership styles depending on the situation and projects. In my experience as a Manager, it is true that your style and approach needs to be reflexive to the situation and the staff that are being managed. Different scenarios require different approaches and whilst this can sometimes be difficult it is essential.

The Importance Of Leadership And Management For Education

Since the early 1990’s there has been a significant shift in the direction of Education and in particular, the recognition of the difference between leadership, management, and administration. Terminology can confuse but in the UK these central concepts are characterized under the umbrella of ‘Leadership’. A leader can develop visions, values, and transformations for change, however, management is the operational requirement to allow the implementation of these strategies and practices to commence. Administration involves ensuring the staff team has all resources available to do so. In an attempt to review the question posed I will focus on the distinctive features of each and how they relate to the role of the Middle Leader by making explicit links to the abundance of contemporary theoretical ideas. The word Leadership signifies many differing opinions for people. Some definitions are more useful than others, but the focus on improving school outcomes for all pupils remains fundamental.

GTC Scotland emphasizes that effective leadership also depends on collegiality. Teachers require opportunities to be leaders. After all, they lead learning for, and with, learners whom they engage daily. They work with, and support the development of colleagues and build relationships with parents and partners within the community.

When we question the typical features of leadership we most often recall the personal characteristics of a leader we know or the leader we desire to be, for example, one who has clear goals, plans effectively, directs, and motivates staff whilst carefully handling staff well-being. We may consider this individual as an influencer.

Masters (2008) highlights that when we provide our staff and learners with the conditions and opportunities for success we will encompass a fundamentally happy working environment and prepare children for society and future gains. Whilst Head Teachers may be driving plans forward, indirectly middle leaders will be softening the hierarchy of SMT by communicating up to SMT and ‘down’ to the class teachers. This role creates a culture of high expectations ensuring good teaching and learning remains at the heart of Middle Leadership. Hallenger (2009) remains confident that headteachers rely on their middle leaders in order to model, monitor, and engage with staff. Middle Leaders effectively foster positive, supportive relationships with their staff team. By nurturing and respecting their feelings, middle leaders can work sensitively in line with the management team to set new directions for success. “A key aspect in successfully spring boarding between both is by building trust”. Aitken, (2007).

Geoff Southworth (2011) argues that “the quality of education cannot exceed the quality of its teachers”. Therefore, a middle leader will exhibit leadership qualities to observe, question, provide feedback for lifelong learning, analyze progress and share in professional dialogue to improve the quality and confidence in teachers and ultimately improve pupil outcomes.

Management is a function that must be exercised. Of course, this includes problem-solving, facilitating meetings, as well as the traditional bureaucratic tasks but leadership is a relationship established over time. When management skills and leadership overlap we create time and opportunities for colleagues to meet, visit one another’s classrooms, lead discussions, plan new topics, and so on. All of these are important opportunities for professional collaboration. The middle leader can chair these discussion groups by encouraging teamwork and ensuring that time is used to consider the pedagogic and practical changes needed in their classrooms. As much of educational leadership moves away from the use of ‘management’ terminology, as Southworth (2009) points out, through our understanding of management we now have a systematic approach to leadership development.

So far this review has addressed the features of leadership and management and where these fit into the role of middle leaders but let us now clarify its relationship with the administration. When we consider the meaning of administrative tasks within education we think of forwarding plans, timetables, risk assessments, and so forth. Typically, the distinctive responsibilities within schools are held by all staff and can have crucial implications if not completed, for example, failing to take a class register then having a fire drill or a pupil goes missing however there is no official record of them arriving in school that morning. The completions of these administrative tasks allow the system to function in a methodical and orderly way.

In summary, I have sought to articulate the distinctive features of educational management and leadership. In essence, administration tasks entail being assigned and carrying out a set of particular responsibilities that vary from the top down for the proper functioning of a system. This evaluation also addresses how these responsibilities fit within the role of a middle leader. It also compares leadership with the responsibilities of a manager; where the operational requirements are embedded to allow the implementation of these strategies and practices to commence. Whelan (2009) states ‘A school system can have excellent people, leaders, standards, and structures, but unless its teachers have the knowledge and skills to help every child to learn, it will never perform well. In essence, Middle leaders are those working in leadership roles between senior leaders and teachers, and who have significant roles and responsibilities to fulfill within a thriving team.

Ethical And Unethical Leaders Through History: Examples

Leadership styles have always differed all through history. Leaders use their positions to help others and themselves. They are also responsible for making decisions as well as projecting their visions based on the judgment that will benefit the subordinates. There are many leadership styles, ranging from transformational leadership to democratic leadership to authoritative leadership, and they all have characteristics that distinguish them from the other. This paper’s primary focus is Dark (unethical) and Light (ethical) leaders and their leadership styles.

Dark (Unethical) Leader

Idi Amin (1924-2003) was a Ugandan president who was known for his brutal and ruthless ways. He staged a successful military coup in 1971, thus began his ascent to power. He expelled all Asians from his country and caused the breakdown of Uganda’s economy (The Editors of Encyclopaedia Britannica, 2019). During his reign, Idi Amin was responsible for the killings of over 500,000 civilians. His atrocious acts earned him the title of ‘the butcher of Uganda’ as mass killings were witnessed as well as violations of human rights.

Idi Amin used a brutal military dictatorship style to rule over Uganda. This type of leadership can also be referred to as Authoritarian leadership. Whatever the leader says is final and never open for debate, Amin’s rule was filled with violence to control the citizens. He was an unpredictable ruler who was led by his paranoia. He used his position of power to intimidate anyone who proved to be a hindrance. He was an unforgiving leader and would always find ways to get back at his enemies (Al Jazeera, 2008).

Authoritarian Leadership style also referred to as Autocratic leadership, is made up of a leader exerting total control over all decisions and not allowing the subordinate’s opinions. The leaders often decide according to how they feel, their beliefs, and their ideas. Leaders using this type of style are often dictators and runs a rigid environment where once a rule is broken or an objection is made, the guilty party is jailed or executed depending on what the leader desires. Though it does not encourage creativity, it allows for a quick decision-making process and a transparent chain of command.

When it came to ruling over Uganda, Idi Amin had a military background that motivated him to be ruthless. He established the State Research Bureau (SRB) and the Public Safety Unit (PSU), whose main task was to get rid of anyone who opposed his regime (HISTORY.COM EDITORS, 2009). In 1976, Amin welcomed Palestinian terrorists who had hijacked Air France Flight from Israel, who was later rescued by the Israeli commandos. This prompted Amin to order the execution of the airport personnel as the act of Israeli commandos had put his name to shame.

Ethical (Light) leader

Martin Luther King, Jr. (1929-1968) is one of the most talked-about leaders in history. He was a civil-rights activist and a Baptist minister who led the civil rights movement in the United States. King became one of the leaders who led the Montgomery Bus Boycott in 1955, which lasted for 381 days. His famous, ‘I Have a Dream Speech’ delivered at a rally in Washington D.C in 1963 not only marked him as a master orator, but it also put pressure on the administration to push for civil rights law to pass through congress (‘How Did Martin Luther King’s Vision Change the World?’, n.d.). He also fought for the voting rights of the Black people and lobbied for nonviolent protests. He led the political march from Selma, Alabama, to the state’s capital on March 21-25, 1965 (Wallenfeldt, 2020).

King was a Transformational leader whose main objective was to ensure African-Americans had equal rights as the whites in their own country. He challenged the existence of segregation and injustice in the nation and fought for democracy and racial justice. He empathized with victims of police brutality and encouraged his followers to always have hope amid everything that occurred. He discouraged his followers from using violence while protesting, as this was an inhumane act. He was also a courageous leader who never shied away from risks about the protests they held.

Transformational leadership is a leadership style that governs change. Leaders using this style often encourage, motivate, and inspire subordinates to create and embrace change that will affect their future. Transformational leaders are expected to have authentic, strong leadership skills that will inspire subordinates. They lead by example and set moral standards to be emulated by their juniors. The leaders are also expected to be able to connect with their followers and serve as role models.

Martin Luther King, Jr. was always at the forefront during the protests. He had a dream and took the initiative to set it in motion. As a minister, it was easy for him to motivate people to join him in the fight against segregation of the Black people. His main objective was to transform the oppressive and racial administration and ensure that Black people felt safe in their own country. The fact that King placed the people’s safety and needs before his own proved him to be an ethical leader. His religious background also plays a part in this. He believed in nonviolence and encouraged peaceful protests as he thought that violence was an unjust action.

King’s resilience and determination made him highly respected. People found it easier to relate to him as he exhibited selflessness. His commanding presence brought together people from all over the state, and his desire to change motivated people to join him. Martin Luther King, Jr. did not tolerate violence as he believed evil could not be overcome by evil. He was all for peace, and this is one of the many characteristics that set him apart. During the Selma March, he appealed to Americans of conscience to join him, and thousands of people responded to the call.

Factors That Influence Choice Of Leadership Style

In this assignment I will be looking at different leadership styles and the factors that may affect a leader’s choice of style, I will then discuss my own leadership style, how it is affected by my organization’s culture and how I could look to enhance my performance as a leader in the future.

There are three key leadership theories, John Adair’s action-centered leadership model, Tannenbaum/Schmidt’s leadership continuum, and Hersey and Blanchard’s situational leadership model. Each of the models looks at the effects that different leadership styles have on the team and the output of work, and how a leader needs to be flexible to meet both of them.

John Adair’s model states that to be an effective leader a person must meet three needs, the task, the team, and the individual. For the most part, a leader must position themselves in the middle of the three rings for a team to run smoothly and to deadlines, however, they need to be able to move between all three rings depending on the needs of the task, team, or individual. For instance, a leader may need to become more task-focused when against a tight deadline or to achieve higher quality, but if a leader were task-focused all the time the team may start to feel unappreciated which would cause low morale amongst the group. A team-focused leader may be overly concerned with creating a harmonious team, which would create a pleasant working environment but could lead to deadlines not being met. Although morale may be high within the team an individual may feel as though they are overlooked. If a leader focused on the individuals each team member could become well developed in the skills they are naturally good at which could lead to a highly skilled team, however, tasks that are mundane may get overlooked and the team may not work well together as a whole.

Another of the key leadership models is Hersey and Blanchard’s situational leadership model, this model looks at how the knowledge and capabilities of a team member combined with their motivation affects how they should be best managed.

Within each quadrant there is a different leadership style, this style affects and is also affected by the competence and motivation of the team members. For instance, if there were a less competent member of the team with low motivation they would require more of a ‘selling/coaching style of leadership, the leader would need to be highly supportive and highly directive. In comparison, a long-serving member of the team who is fully trained and highly motivated would need more of a ‘delegating’ leadership style meaning they need less support and direction. If a leader did not get the right balance between directing, coaching, supporting, or delegating they may find team members would slide back down the scale as they may get overlooked for future training, begin to feel unmotivated or that were viewed as incompetent.

In order to look at my leadership style and learn how I can further develop it to improve myself, I have asked some of my team members to complete various surveys as well as completing them myself. The first survey I completed myself was based on the Tannenbaum/Schmidt leadership model. The results of this showed my natural style was less ‘tell’ and ‘join’ and more ‘sell’ and ‘consult’. The description of these traits by the survey is that, as a ‘sell’ leader, I like to be in control of my team and direct how things work but I also like to explain why. For the most part, I would agree with this as I try to get my team on board with the decisions I have made by explaining the consequences and my plan of action. The ‘consult’ leadership style is based on working with the team and their ideas to move forward but whilst understanding the responsibility and decision-making that lies with the leader. I would also agree with this statement, with my current team I try to give them choices which jobs they do within set tasks.

However, there are times when a ‘tell’ or ‘join’ type of leadership may be the more applicable, being aware of when I need to be flexible with my leadership style is essential. For instance, when there is a tight deadline or a quality issue it may be necessary to take on more of a ‘tell’ type leadership to prevent a situation from getting out of hand, or to be able to gather any evidence needed to relate figures to management level. However, when trying to develop staff into cell leader positions or when working with a very experienced team it could be beneficial to take more of a ‘join’ role.

The results from my surveys are quite interesting as the scores from my team show a clear trend in my leadership style, predominately ‘telling’ and ‘selling’. Both of these leadership styles are high task focus, which I agree I am. My own score is fairly even across the table however this I not reflected in the scores from my team members, this shows how I am viewing my actions and how my team views them is quite different. The first thing I need to do to enhance my leadership is to take more time to motivate some of my skilled staff who are lacking motivation and give them more opportunities to lead themselves and take ownership. As I currently have quite a small team it is difficult to create an autonomous environment where people can take ownership as everybody is dependent on each other, however, to develop the team’s skills for when we are busier I should use this time to delegate to my more skilled team members.

I feel my leadership style is governed slightly by the nature of the industry I am in, often being asked to produce work in a short space of time can mean the team has to be very driven to complete on time, from my scores I can see that I need to try to give the team the opportunities to develop pride in what they are doing so they feel empowered to motivate themselves.

Narcissistic Leadership: For And Against

Positivity of narcissistic leadership

Although the idea that narcissistic leaders may sound quite controversial since leaders who are “principally motivated by their own egomaniacal needs and beliefs” (Rosenthal & Pittinsky, 2006, p. 629) cannot perform well, many scientists point out to the evidence that such leaders possess essential skills including perceptions of charisma, vision, and performance (Judge et al., 2009).

There are quite a few arguments in favour of narcissistic leadership. It is true that these individuals come across as assertive, competent, and likeable at short-term acquaintance (Back et al., 2013) hence they tend to stand out as leaders in leaderless groups (Brunell et al., 2008; Nevicka, De Hoogh, Van Vianen, Beersma, & McIlwain, 2011). Also, narcissistic individuals manage to convince others of their ideas better since they tend to be perceived as more enthusiastic (Goncalo, Flynn, & Kim, 2010).

How do they do that? Evidently, narcissists’ use of self-promotional tactics (e.g., self-enhancement and self-praise) gives them some leverage to impress others (see Paulhus, Westlake, Calvez, & Harms, 2013, for the case of job interviews). For instance, a recent research demonstrates that presidential narcissism was well linked to such markers of success, such as superior overall greatness, public persuasiveness, and crisis management (Watts et al., 2013). Another study conducted on 200 military cadets showed that ratings of emergent leadership were correlated in a good way with the bright side of narcissism, in particular high levels of self-confidence and self-esteem (Paunonen, Lönnqvist, Verkasalo, Leikas, & Nissinen, 2006). Overall, we can see that due the ability of narcissists present themselves as charismatic, energetic, and engaging, they seem to handle fairly easily such things as taking bold actions (Chatterjee & Hambrick, 2007), attracting followers (R. Hogan & Hogan, 2001), and pursuing celebrity in the media (Chatterjee & Pollock, 2017).

In 2004 Maccoby defined the ideas of productive narcissism. Productive narcissists are “not only risk takers willing to get the job done but also charmers who can convert the masses with their rhetoric” (Maccoby, 2004, p. 2). There are two parts that need mentioning. One of them is called great vision when leaders can see so called ‘big picture’ and the other one is defined by a number of followers. In other words, the ability to mobilise their supporters towards a goal. Interestingly, the research established a curvilinear relationship emerged according to which ‘leaders with a

midrange level of narcissism exhibited greater effectiveness than those with low or high levels of narcissism’ (Grijalva, Harms, Newman, Gaddis, & Fraley, 2015). This is a particularly good piece of evidence towards the idea of narcissism positivity, however, at the same time supporting a well-known saying ‘everything is good in moderation’. This evidence also suggests that too much of this trait do not necessarily contribute to leadership effectiveness (Grijalva et al., 2015). Last but not least, there is an important question to ask: What determines how followers evaluate their leader’s effectiveness? In order to answer this question, more recent study by Nevicka and colleagues indicated that leader visibility constitutes an important moderator, affecting the strength of the relationship between narcissism and leader effectiveness (Nevicka, Van Vianen, De Hoogh, & Voorn, 2018). It is very well observed when followers had fewer opportunities to see their leaders (e.g., due to increased hierarchical distance from them), narcissism was a positive predictor of perceived leadership effectiveness. On the other hand, when followers had more opportunities to observe their leaders (e.g., due to reduced hierarchical distance from them), the positive relationship no longer continued.

Negativity of narcissistic leadership

It is important to say that regardless all the possible benefits of narcissistic leadership described above, we must look deeper and research all potential threats. Recent

research conducted in Germany examined narcissism’s maladaptive value in the workplace (Germain, 2018). It suggests that leaders who take over the interests and needs of their followers are likely to pose a threat to the organization they lead (Rosenthal & Pittinsky, 2006). According to the literature research there are plenty of examples that suggest that although narcissistic individuals can create favourable impressions in the short run, but in the long run their aggressive, arrogant, and combative characteristics come into play (Küfner, Nestler, & Back, 2013; Leckelt, Küfner, Nestler, & Back, 2015). Besides the fact that narcissistic leaders make quite dangerous decisions including high-risk investment initiatives, abusive supervision, follower job dissatisfaction (for a recent review, see Braun, 2017), such individuals lose their attractiveness as a leader quite quickly (Ong, Roberts, Arthur, Woodman, & Akehurst, 2016). Some researchers call this brief period of charismatic and visionary perception as “honeymoon period” of leadership (Ong et al., 2016, p. 237). Having said that, some narcissists actually manage to maintain their leadership appeal, but they still negatively influence their team’s performance. A good example would be preventing teams from proper exchange of information (Nevicka, Velden, De Hoogh, & Van Vianen, 2011).

Speaking of day-to-day operations, narcissism has been shown to predict counterproductive work behaviour (CWB; for a meta-analysis see, O’Boyle, Forsyth, Banks, & McDaniel, 2012), defined as behavior that voluntarily harms (or, intends to harm) organisations and/or its members, such as coworkers, customers, and clients (Spector et al., 2006). In 2015 other researchers Grijalvaand Newman also found that narcissism is the dominant predictor of CWB. Another study has shown that followers exposed to leader narcissism feel prone to exhibit supervisor-targeted CWB because they experience envious feelings and, thus, seek to harm their leaders (Braun, Aydin, Frey, & Peus, 2016). To sum up, these results illustrate that leader narcissism may play a substantial role in influencing the quality of the relationships with followers.

According to Grijalva & Harms narcissistic leadership can have negative effects on the organization’s health, performance, and efficiency (Grijalva & Harms, 2014). In particular, narcissistic leaders demonstrated such behaviour as organizational risk-taking (Buyl, Boone, & Wade, 2017), corporate tax sheltering (Olsen & Stekelberg, 2016), financial misreporting (Chen, 2011), and leaders’ (excessive) compensation (O’Reilly, Doerr, Caldwell, & Chatman, 2014). What is more, there is significant evidence suggesting that firms led by such individuals performed quite poorly. For instance, a study on 604 Chief Executive Officers (CEOs) documented that CEO narcissism was positively associated with various indicators of firm overinvestment, such as excessive research and development and mergers and acquisitions expenditures (Ham, Seybert, & Wang, 2013).

Overall, while some researchers believe narcissistic leaders with their characteristic egocentrism may bring progress, others would argue that such leaders might do more harm than good (Anninos, 2018). Or, as pointed out by Rubinstein (2017, p. 175), the narcissistic leader can be characterized as an “attention-seeking child” who is not well equipped with inter-personal skills to make collaboration work.

Why Is Leadership Needed To Be Guided By True Spirituality?

We observe now a day’s business leaders get involved in some ethical and unethical practices We know according to the law of Karma the activities of a person are adjusted by the outcomes. Success and failure depend on the karma of leader. Leader must adopt a mission to create and sustain value. Spiritual principles are the missing constituent in most past approaches of leadership which shows innovative progress in inner mind of the leaders. Bad Karma of leader like, cruelty, lie, partiality, hatred, intolerance, violence, cheating and gross exploitation of basic human rights are to be replaced by good karma truthfulness, honesty, compassion, love, creativity, innovation, kindness, integrity, peace, wisdom, spirituality, respect, tolerance, self-reliance, justice, etc. Leader’s Consciousness will not be in the grip of blind desires. His consciousness will be pure. Leader will be guided by spiritual unattachment. Unity of consciousness is needed. The leader will find that there is but one absolute existence. The true knowledge of the leader comes from the perception of self, the true spiritual knowledge. Leadership karma will be guided by spirituality for higher motivation which will help attaining the ultimate truth of self-realization.

The present study supported the secondary knowledge, collected from the various sources. In the light of Indian Spiritual literature. Qualitative study will explain Corporate karma leadership, for attaining material success as well as the goal of peace and bliss for the leader, and his followers. With a value-based ethical organization structure, as a by-product of the true spirituality.

Ancient, primitive man had to work the whole day to gather food and other necessities of life. Their working is for sustenance of life. In advanced and complex industrialized civilization work in our life has become an important part. Our identity and purpose, as well as meaning of life, is also guided by work. Attitude to work, ethics of work are turning with a greater dimension that with integrity, loyalty, honesty, service to the God and society. Work ethics in corporate karma leadership shows the performance will be excellent and quality of work will be excellent for the better corporate achievements and sustainable social development.

Today’s leaders face steady argument and chaos throughout cultures and globalized markets. There is also the requirement for leaders to interact with a wide variety of, stakeholders including suppliers, customers, government and industry regulators, or employees from diverse multicultural, ethnic, and religious backgrounds. This is a monumental assignment as performance excellence depend on the corporation’s capacity to direct employee conduct in the direction of collective goals. Often, a company’s harmony depends on how intelligent the corporation is interpreting the dynamic world context in which it operates, how it makes the way it finds methods to include its knowledge of the global network in which it operates

Our karma, the work and the activities both physical and mental, guides our achievements and success. We know that work (karma) is the primary steps in spiritual development. Karma, for instance corporate karma will be guided by spirituality for supreme quality leadership. Good habit formation with proper work on oneself for better psyche, better concentration, better orientation and better self-management goes with corporate goals. Profit and wealth maximization are the byproduct of good Karma. General individual can earn Dharma, Artha, Kama Moksha, by following leaders performing good karma. Gita, Upanishads, Bhagabatam, ,Ramkrishna Vivekananda literature, shakta , Aurabindo literature care the supreme spiritual facts and are scientific and psychological approach in understanding the human mind and its applications in self-management and leadership.

‘Pure spiritual development finds expansion in character development, capacity to work together in team and love and sacrifices” (Ranganathananda 2007). Great Indian leaders are Guided by, and controlled by, spiritual ideas and principles. The individual atman assimilates into Brahman that is microcosm to macrocosm. Spiritual liberation in Advaita is the entire comprehension and awareness of oneness, that one’s unchanging Atman (soul) is the same as the Atman in absolutely everyone else, as well as being identical to Brahman. Spirituality is observed in the knowledge and realization of God, Pawar(2013) study showed that “individual spirituality will moderate the effect of workplace spirituality aspects on work attitudes” .Transformational leadership behavior as a source of intrinsic motivation (Lee & Koh, 2001)

“Spirituality is a hot topic of research in recent times in the management arena” (Chawla & Guda, 2010,). Accordingly, this systematic review of the than has been previously attempted in the higher education context. Literature reconciles diverse viewpoints into a more cohesive conceptualization and definition 21st Century has certainly ignited a scholarly interest in Spirituality and Leadership (Cavanagh & Bandsuch, 2002; Milliman, Yang & Fry, 2018 transcendental self-concepts, important to the Chinese in the process between the spiritual leadership and employee outcomes. Other dimensions may also exist, for example, transcendental. Literature reconciles numerous viewpoints into an additional cohesive conceptualization and definition twenty first Century has definitely kindled a scholarly interest in Spirituality and Leadership (Cavanagh & Bandsuch, 2002; Milliman,Yang & Fry, 2018 transcendental self-concepts transcendental motivation toward the structure harmony (Vallejo,2008; Yang, 2004),

How leadership may deliver positive alternate that enables the corporation to enhance and be innovative inside the modern-day business environment. If there’s no leadership inside the corporation they will no longer can business within the way they desire and could be negative business activity instead.

Huang et al (2010) urged that participative leadership might influence work performance through completely different mediating mechanisms, that is, management (motivation-based) for social control subordinates and trust (relationship-based and exchange-based) for nonmanagerial subordinates. We tend to observe work which means, and self-concepts don’t lead to completely different work performances between social control and non-managerial subordinates. Leader’s spiritual belief is that faith in God and love. in time of loneliness he will explore relationships with everyone.

Needs & Barriers In Inclusive Leadership In Primary Schools: An Experience From The Field

Abstract

A key concern today is the question about the Inclusive leadership in our nation’s primary schools as it increasingly relies on diverse learners, multidisciplinary teachers, and a community of different cultural heritage, and teachers. But simply throwing a mix of key elements of good schools together doesn’t guarantee qualitative cum productive performance of schools for society as well as country; it requires inclusive leadership — leadership that assures that all members feel they are treated respectfully and fairly, are valued and sense that they belong, and are confident and inspired.

In this study, an investigation was conducted for the needs and barriers of Inclusive leadership in primary schools. This study determined that why we need Inclusive leadership in primary schools? and what are the key barriers to instrument these approaches in schools? An interpretive approach to a case study was in place, where experience has been gathered from an experienced head of schools. Apart from this exercise, some primary schools have been visited to get hand-on experiences regarding the requirement of Inclusive leadership and to validate the field experience for its barriers.

This case study considered advocacy exercises for the establishment of Inclusive leadership in primary schools of India. This study found that the establishment of Inclusive leadership in primary schools may play a vital role in quality education for learners and make a school democratic in manner.

To conclude, this study sought the needs and barriers to inclusive leadership that influence the school environment in becoming a democratic school. Finally, this study proposes that Inclusive leadership ought to be in place in primary school to help the learner in many aspects of their future life as a responsible citizen of the country.

Introduction

The emergence of democratic schools and the dominance of inclusive leadership and are the most significant developments of the 21st century in democratic countries of this world. The new role that inclusive leadership might play, the new gates it might open and the unknown world it might bring to light are the wombs of the future for democratic primary schools.

Inclusive leadership in primary schools eradicates negativism and develops a positive attitude in thoughts, words, and deeds for students as well as teachers too. It develops self-esteem, respect for others, the strength of character, moral and human values. It helps us in contributing skills and energy towards creating a better society and builds a good personality.

Inclusive leadership in primary schools teaches the art of leading successful leadership and transforms value-based behavior among learners. It encourages creativity and positivity, the culture of sharing, collaboration for professional development, humility and visible commitment for schools.

Inclusive leadership in primary school can be utilized in several ways to bring academic excellence. Some of an important way maybe –

• To motivate Teachers: – Whether your goal is to establish a good school, retain good teachers in school, bring learning environment in class or learn a new language, lessons from Inclusive leadership offer tips for getting motivated for teachers.
• Improvement in social leadership skills among students: – It doesn’t matter if you’re a teacher, students, an activist, an office manager or a volunteer at a local youth group, having good social leadership skills will probably be essential at some point in your life. Not everyone is a born leader, but a few positive attitudes can help to improve social leadership and it may come from Inclusive leadership.
• Learn better to understand diverse community: – Much like nonverbal communication, the ability to understand own emotions and the emotions of those around us play an important role in your relationships and professional life. Inclusive leadership may help a lot in this domain.

Literature Review

Numerous academic disciplines are interested in leadership studies as it is a critical underlying factor in achieving the goals and objectives of the democratic school. However, findings from an uncountable number of leadership-based research suggest an overt emphasis on leader behaviors much more than the effects of leader behaviors on their subordinates (Hollander, Park, Boyd, Elman, & Ignani, 2008). This supports the position of Burns (1978) who noted that leadership behaviors vis-à-vis the attendant characteristics should not be separated from the needs and goals of their follows. It is therefore important to take a close look at a leadership style in primary schools that is more focused on needs and in developing future leaders for society as well country too. Also, in the ever-changing school environment, calls for the type of leadership that can adjust, adapt, be flexible and see things from all-inclusive perspectives have become critical. This is so because organizations’ key success factors are not dependent on their practices and procedures, but by leaders who display characteristics of inclusion (Janakiraman, 2011).

In development theory and attendant studies, the concept of inclusiveness is used to espouse the need to actively involve the poor and less privileged in developmental decision-making, implementation and execution processes (Wuffli, 2016). Specifically, inclusive leadership is used to depict leaders who encourage and value contributions from others, thereby shaping the belief system of their subordinates that they are genuinely appreciated (Nembhard & Edmundson, 2006). Inclusive leadership ascribes so much emphasis on ‘doing things with people, and not to people’ (Hollander et al., 2008). In essence, Carmeli, Reiter-Palmon & Ziv (2010) succinctly summarized inclusive leadership as a leadership style where leaders exhibit openness, accessibility, and availability in the course of interacting with their followers. Suffice to say that given the characteristics of the inclusive leadership style, subordinates are usually encouraged to speak up about situations in the workplace (Bowers, Robertson, & Parchman, 2012), knowing that their leaders are open to their suggestions, are accessible to discuss issues, and are readily available to work with them in achieving organizational goals and objectives. Interestingly, it is critical to note that some studies have examined how inclusive leadership

can exert organizational outcomes. These studies were done in educational (Ryan, 2006; Garrison-Wade, Sobel, & Fulmer, 2007; Rayner, 2009; Fierke, Lui, Lepp, & Baldwin, 2014) and religious (Echols, 2009) settings. Though very few studies have been done to find the needs and barriers regarding the Inclusive leadership in primary schools therefore it caught my attention to understand and connect these themes with field experiences.

Needs and barriers

Inclusive leadership seeks as a leadership style as exhibit openness, accessibility and availability in the course of interacting with their followers, encouraged to speak up about situations in the workplace, accessible to discuss issues, and readily available to work with the team to achieve organizational goals and objectives.

The leadership style is intended to complement, not to replace traditional leadership. It does not seek to deny the importance of studying how things go wrong, but rather to emphasize the importance of using the scientific method to determine how things go right. In primary school, inclusive leadership can be both an applied and a theoretical subject, it can be utilized in several ways in schools like value integration, bringing harmony among students as well as teachers and promote learning in class, etc.

Needs

In primary school, inclusive leadership may teach the art of leading a successful professional life and transforms valued behavior among students. It brings about harmony and national integration. It encourages creativity and positivity in a school environment, creating a culture of accumulation, possessiveness, selfishness, and greed. These ultimately stifle the inherent qualities of an inclusive leader that may promote collaborative learnings in primary school.

• To Develop the Spirit of Leadership: In a democratic school, we need in all the sphere of school life such a member (Teachers and Students) who may have a sense of duty and an ability to make decisions. In the system of inclusive leadership, each member of the school is allowed to work and through practice, the capacity of leadership is also created in them.
• Spirit of Co-operation: Practice of inclusive leadership in school may develop the spirit of cooperation among teachers as well as students. It will help them as a good citizen as well as a good society member for society or country.
• Strengthening of Ties between Students and Teachers: Through inclusive leadership the teacher simply gives instructions and the students help in all the work. Hence, the students and the teachers become fully acquainted with the personality of each other. Here, Students may get an opportunity to inculcate in them the feeling of healthy relations between the teachers and the students.
• Sense of Responsibility towards Government: Inclusive leadership develops in the child and teachers a spirit of self-control. By working freely, they may realize his responsibility. They may understand the scope of their rights and duties. Hence, they also may come to realize their responsibility towards the government and their system, that is the crying need of an hour.
• Visible commitment for an ideal school: Inclusive leader articulates an authentic commitment to diversity, challenge the status quo, hold others accountable and make diversity and inclusion a personal priority.
• Humility at the workplace: As Inclusive leaders are modest about capabilities, admit mistakes, and create the space for others to contribute. They show awareness of personal blind spots as well as flaws in the system and work hard to ensure meritocracy. They demonstrate an open mindset and deep curiosity about others, listen without judgment, and seek with empathy to understand those around them. All these characteristics of an inclusive leader may help to stop humility at schools.

The above-given needs may be some important need behind the advocacy of inclusive leadership in primary schools.

Barriers

During the listening, the experiences of experienced teachers in the field felt that there are some barriers to implement this inclusive leadership concept in primary schools. Some of the key barriers are hereunder –

• No Specific policy for school head: During the field visit, it has been observed that there is no specific policy has been planned for school leadership. Without a proper policy and its efficient implementation mechanism, it will not be possible to implement inclusive leadership in primary schools.
• Too much vacant post of Head Teachers: To implement inclusive leadership in schools, it needs full-fledged Head Teachers. In filed ground realities is that there are too many vacant posts are there for Head Teachers, without a visionary HT it would be difficult to implement such concept in schools.
• Lack of enough staff in primary schools: Inclusive leadership may implement only if schools have enough staff. Nowadays due to some policies like RTE, there are some vacant positions in primary school due to the student-teacher ratio and some other factors. In such a situation this concept may not be positioned in primary school.
• No reading culture in school: Reading culture may help to bring new and innovative practice inside the school. Most of the schools have no library and no enough books in the same. So, therefore, reading culture is missing and this practice creating the hurdle to bring such concepts in primary schools.
• Lack of coordination among staff: Lack of coordination may be a reason being the successful implementation of inclusive leadership in schools. In most of the primary schools, there are very few staffs are there and there is a lack of coordination among them.
• Overloaded Teachers in Schools: During field visits is has been found that teachers are overloaded with departmental work. These works affect their work pretty much during school time. Most of the time they make the DAK for their officials for different purposes. These practices hamper the spirits of reading among them and they become tired after school.

So, Inclusive leadership may teach the art of leading a successful professional life and transforms valued behavior among students and teachers too. It may bring about harmony and national integration. It may encourage creativity and positivity in a school environment, creating a culture of accumulation, possessiveness, selfishness, and greed. ·

Therefore, Inclusive leadership in primary school is a relatively nascent field to develop the mindset for national integration through good schooling. Its emphasis on what goes right with quality education and explores the factors that make the life of students and teachers worth living, such as happiness, leadership, positive emotions, positive character strengths, and positive institutions. Hence, Inclusive leadership has a vital role in national integration and it may create good citizens for a progressive country.

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