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The shifting technological trends, heightened expectations for accountability, integration, faculty renewal, and the continuing development of the scholarship of teaching have ushered a cloud of change that challenges the traditional values and practices of academic communities. Margaret J. W (1994). The central dynamism underlying this enormous context prompts faculty developers who enhance the facilitation of institutional problem solving and change. To become more systematic in applying effective leadership principles in the complex task of leading through faculty development, it should be integrated to conceptualize leadership as an inherent role in faculty development practice. According to Michael F (1999) leadership perspective is built on the processes, which are integrated to frame effective teaching; personal identity and integrity, knowing in the community, teaching in the community, and learning in the community.
Situational leadership is an important precept of contemporary management. This model is widely adopted in educational management and it appears to have achieved no attention in the teaching profession. Computer searches have turned up only nonessential references to Margaret J. W (1994) in pedagogical research. My indebtedness to McNeil, J.D. (1985). is profound; their concepts and their terminology shape this model. The idea of evolution from enslavement to self-direction is not exclusive to Situational headship. A movement of that kind is often reputed to be part of burgeoning into maturity Michael F (1999) charted life as a series of stages that have the same predisposition. The influential commentary on how leaders can lend a hand to this sequence is Michael F’s (1999) explanation of a leadership gamut, which predisposed the Situational Leadership model and is reflected in numerous articles in fully developed education. For example, Margaret J. W (1994) uses Wraga, F.N (2004) model, and McNeil, J.D. (1985) employs some of their terminologies to investigate the roles teachers should take with students who have contradictory degrees of self-direction.
Situational leadership is widely embraced among managers in business and education, but studies of its effectiveness are inconclusive and with critics and contributors. Margaret J. W (1994).Contents that the model is subject to deep-seated flaws, but like several other critics, it enhances an only slightly revised version of Situational leadership to replace it. Blake and Margaret J. W (1994). Champions a team approach as a way to maximize efficiency and individual development, acclaiming, in effect, that there is a single best way to manage, both models; Managerial Grid and situational Leadership have blended swiftly between the two.
Leadership in all spheres of life is facing enormous challenges; business, nonprofit public sector leaders have all been hampered by the rapid evolution of the information technology systems, a paradigm shift in the marketplace, and crisis and contention in the public arena. For continuity existence in this environment, leadership should also evolve skills needed to lead effectively no matter how fast the world around them is changing. Margaret J. W (1994).
A lead-in culture change empowers new and seasoned leaders’ insights into the dynamics of change and presents a unique and imaginative approach for navigating the complexities of the change process. Certain organizational scholars have acclaimed that most leaders in multifaceted organizations can accomplish their goals and become exceptional leaders. He draws on the most current ideas and theories on the topic of effective leadership, incorporates case examples of large-scale transformation, and reveals a remarkable convergence of powerful themes otherwise known as the five core competencies. McNeil, J.D. (1985). Leaders can have the audacity to handle change, through integrating the five core competencies; thus, attending to a moral purpose, keeping on top of the change process, cultivating relationships, sharing knowledge, and setting a vision and context for creating coherence in organizations.
They are hence transformed into exceptional leaders that consistently mobilize their compatriots to facilitate crucial and intricate work under conditions of constant change. Wraga, F.N (2004). The functions of leadership are multifaceted and varied, regarding the basic problem with a group that should deal with the leadership style in operational and which is dependent on the leader’s basis of power. Power, in terms of leadership, is clustered into six categories; besides, each can be linked with another, as they are interrelated. McNeil, J.D. (1985). Expatriate and informational power are concerned with skills, knowledge, and information, which the holders of such abilities, can utilize, to influence others i.e. technicians and computer personnel. Reward and Coercive power, vary from the previously mentioned, as they incorporate the ability to either reward or punish persons being influenced to gain compliance. Legitimate power is power, which has been confirmed by the very role structure of the group or organization itself and is accepted.
Leaders and the organizational structure
Leadership styles are so multifaceted in design whereas, many theories have been engineered to put more emphasis on what makes an effective leader. Most leadership styles are effective if used in the right situations. The directing leadership style is needed for new hires or less competent employees that show commitments ad a desire to be productive. Changing ideas about leadership techniques is the easiest aspect whereas developing suitable characteristics is rather a complex idea that requires much determination. Margaret J. W (1994). Good leadership is where directives are given to employees and also some decision marking left partly to employees that are committed to their work. Wraga, F.N (2004). The employees also require supportive leadership that is motivating, where support is important in building confidence and praise to enhance self-esteem. Leaders must be continuous learners who should not think they know everything. Wraga, F.N (2004). To facilitate proficiency, leaders should develop some competence through a well-controlled and structured atmosphere that natures and enhance competency. They must have a consensus-building approach towards management and be willing to delegate powers.
Effective leaders must be stretchy and open-minded, this can be achieved through education and training. McNeil, J.D. (1985). According to research findings, there are ranks of leaders and ranks of followers. Leaders who are trained to comprehend that varied approaches are impeccable for various stations, then essentially a leader can succeed. Each situation, each environment, and each group of people requires a different approach. The traits an individual has may increase the probability that a person will become a leader, though whether such leadership is guaranteed, is uncertain To comprehend Human Communication; a leader and follower can complement each other and hence strengthen the environment. Margaret J. W (1994)
- Margaret J. W (1994). Leadership and the new science: Association of Psychological Science
- Michael F (1999). Leading in a culture of change: who owns native culture.
- Wraga, F.N (2004). The Politics and Philosophies of Curriculum: Journal of Curriculum development.
- McNeil, J.D. (1985). Curriculum: A comprehensive introduction: Technology education in Pennsylvania. Harrisburg, PA: Pennsylvania Department of Education.