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Article 1: Leader Challenge Model and School Counselors

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Article 1: Leader Challenge Model and School Counselors

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Shillingford, M. (2013). Practical strategies for school counsellor leadership: The leadership challenge model. International Journal of Leadership in Education, 16(4), 497-515. https://doi.org/10.1080/13603124.2012.741266

Professional school counselors need to advocate for their profession, students, and faculty within the educational system. While there is no specific leadership model for this occupation,  the five fundamental practices of the Leadership Challenge Model (LCM) prove to be a useful tool for the professionals in training to acquire leadership skills and apply them to help students become leaders themselves.

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The Leadership Challenge is a research-based leadership development framework including a set of books, training products, and assessments based on the book written by James Kouzes and Barry Posner. The Leadership Challenge uses case studies to examine “The Five Practices of Exemplary Leadership”. By exploring and understanding the Five Practices of Exemplary Leadership, the more likely an individual is to have a positive influence on others and on the organization (Kouzes & Posner, 2012).

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The Five Practices of Exemplary Leadership (A Model)

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The Five Practices of Exemplary Leadership (A Model)

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·      Model the Way

·      Inspire a Shared Vision

·      Challenge the Process

·      Enable Others to Act

·      Encourage the Heart

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According to Kouzes and Posner (2012), to effectively Model the Way, one must be clear about their own guiding principles by finding their voice. In addition, in this category if one is a leader, they must affirm the shared values of the group. They set the example and align actions with the shared values. This is done through their daily actions, their commitment to their beliefs, and the organization.

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Leaders envision and believe they can make a difference. They envision the future and create an ideal and unique image of what the organization can become. Through their magnetism and persuasion, leaders enlist others in their dreams. They encourage and get people to see exciting possibilities for the future (Kouzes & Posner, 2012).

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Leaders search for opportunities to improve the organization, experiment, and take risks. Since complex change threatens to overwhelm people and stifle action, leaders set interim goals so that people can achieve small wins as they work toward larger objectives. Leaders know that taking risks involves mistakes and failures, they accept occasional disappointments and use them as an opportunity to learn (Kouzes & Posner, 2012).

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Leaders foster collaboration and build teams. They actively involve others and understand that mutual respect sustains extraordinary efforts. They strive to create an atmosphere of trust by strengthening others. This results in each individual feeling capable and powerful (Kouses & Posner, 2012).

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To keep hope and determination alive, leaders recognize the contributions that individuals make. In every positive organization, the members need to share in the rewards of their efforts, so leaders celebrate accomplishments. They make people feel like heroes (Kouzes & Posner, 2012).

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Instrument assessing how frequently leaders engage in "The Five Practices".

In addition to completing the LPI, respondents answer ten demographic questions from their age and gender to their functional field, industry, and organization size.

They also respond to ten statements about how they feel about their leaders and their workplaces.

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Barby Siegel is an example of someone who accepted the Leadership Challenge, and turned the ordinary, into extraordinary. She took the opportunity to transform Zeno, a previously small and unknown agency, into an award-winning, multidisciplinary public relations firm.

Barby joined the Zeno Group in 2009 as CEO, and at that time it consisted of about 60 people. Since she arrived, there are currently 400+ people across North America, Europe, and Asia. Over the past 8 years, with Barby's leadership, the agency has experienced unprecedented growth and industry recognition.

How did she do it? Examples of the 5 Practices in Action

1: During a leadership team meeting with her direct reports, Barby helped to establish shared core values within the agency: fearlessness, collaboration, creativity, decidedly different, and nimbleness. She was transparent about her values and vision for the company.

2: Barby was powerful at inspiring others to have focus, determination, and a can-do spirit. She would create hope for the future by stating that they must "play ahead of the game- ahead of where they really were".

3: She would take chances and try new techniques, such as collaborating across offices in order to facilitate experimentation and innovation.

4: It was a priority to have a strong sense of collaboration and teamwork, where everyone is treated with respect,  and given encouragement and support. Barby showed that she cared about the people she worked with, whether it meant staying late preparing for conferences, or bringing in food for others.

5: Encouraging work-life balance and individualism is key. Creating a company where people work, learn, and celebrate together. It's all for one, and one for all.

(Kouzes & Posner, 2012)

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Article 2: Leadership Challenge Model and Police Managers

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Article 2: Leadership Challenge Model and Police Managers

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Vito, G. F., & Higgins, G. E. (2010). Examining the validity of the leadership challenge inventory: The case for law enforcement. International Journal of Police Science & Management, 12(3), 305-319. https://doi.org/10.1350/ijps.2010.12.3.169

This study aimed to determine the Leadership Challenge Inventory validity among police managers and their observers (self-observation and responses from their subordinates and superiors). Results showed that the LCI was a valid assessment tool for this population but there were differences of opinion among perceived leadership performance when reflecting on the Leadership Challenge Model (LCM). Managers' self-observations differ from those they work with. While observations aligned that the managers value leadership practices of enabling others to act (empowerment) and treat others with respect, observers felt they were not supported by their managers to take risks (challenge the process step). Overall, the LCM can be used by the law enforcement population to fill in the gaps where leadership performance is lacking.

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In 1946, there were 400 players in Major League Baseball in the United States. All were white. In 1947, there were 399 white players - and one black.

The breaking of the 'color barrier' in the conservative establishment of baseball was down to one man: Brooklyn Dodgers general manager Branch Rickey.

In this early scene, Branch sets out his plan to recruit a black player to Dodgers executives Harold Parrott and Clyde Sukeforth.

This scene shows Branch committing to deliberately challenge an established notion in major league baseball: that it’s played by whites only.

To date, Branch hasn't seen a brilliant black player who demands to be recruited through his excellence. He simply wants to break a color barrier he feels is unjust. "I don't know who he is, where he is, but he's coming," he tells his colleagues.

He's also willing to accept the inevitable tidal wave of objections and difficulties that come with challenging an accepted process and an 'unwritten law' of baseball.
(Helgeland et al., n.d.)

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Robinson faces a wave of opposition - from his own team, from the baseball establishment, from the community, and from opposition players.

In this scene, having been relentlessly taunted on the field by Philadelphia Phillies manager Ben Chapman while his team mates do nothing to intervene, the hot tempered Robinson disappears into the tunnel to vent his frustrations. He's met by Rickey, who helps give him the strength to continue.

In this short conversation, Rickey uses an effective mix of empathy and toughness to help Robinson get over his anger and back out onto the pitch. He empathizes with how Robinson feels, using a religious allegory to liken his torment to the way Jesus was tempted by the Devil for 40 days in the Bible.

He also reminds him of his responsibilities, of what's at stake. This is not just about Robinson, but about breaking a wider race barrier for the benefit of society.

"We need you," Rickey tells him. "Everybody needs you.” And while Robinson’s frustration is born out of what he can't do - stand up to his tormentors - Rickey focuses him instead on what he can. "You can go out there and hit!” Rickey tells him.
(Helgeland et al., n.d.)

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Popular Dodger Pee Wee Reese goes to see Rickey when he receives a threatening letter. But his eyes - and attitude - are opened when Rickey gives him insight into the abuse that Robinson suffers on a daily basis.

Until this point, the easy-going Pee Wee has sat on the fence regarding Jackie, neither supporting him nor actively trying to get him ejected from the team. But his loyalty and personal values are swiftly challenged when he receives his own threatening letter.

Rickey opens his eyes by showing him, in dramatic fashion, the level of abuse Robinson suffers on a daily basis. He pulls out three folders stuffed with vitriolic hate mail, to put Pee Wee’s single letter into perspective. “Well, I just like to play ball sir,” Pee Wee tells Rickey. “I expect Jackie just wants to play ball too,” Rickey responds.

This encounter forces Pee Wee to decide what he believes in. And to his credit, he acts accordingly, modelling the way not only for his fellow players but for the team’s supporters and everyone else involved in baseball.

At the next game, he makes a point of approaching Jackie and putting his arm around him in view of the whole crowd. It’s a simple but powerful gesture which demonstrates Pee Wee’s values, and shows that he accepts Jackie as a teammate, and as an equal.
(Helgeland et al., n.d.)

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Helgeland, B., Boseman, C., Ford, H., Linklater, H., Beharie, N., Meloni, C., Holland, A., Tudyk, A., Merriman, R., Black, L., Tull, T., Burgess, D., Stitt, K., McNulty, P., & Isham, M. (n.d.). 42 ([Rental ed.].). Warner Home Video.

Kouzes, J. M., & Posner, B. Z. (2012). The leadership challenge: How to make extraordinary things happen in organization.
Wiley.

Posner, B. Z. (2014). The impact of gender, ethnicity, school setting, and experience on student leadership: does it really matter? Management and Organizational Studies, 1(1) 21-31.  http://dx.doi.org/10.5430/mos.v1n1p21

Shillingford, M. (2013). Practical strategies for school counsellor leadership: The leadership challenge model. International Journal of Leadership in Education, 16(4), 497-515. https://doi.org/10.1080/13603124.2012.741266

Vito, G. F., & Higgins, G. E. (2010). Examining the validity of the leadership challenge inventory: The case for law enforcement. International Journal of Police Science & Management, 12(3), 305-319. https://doi.org/10.1350/ijps.2010.12.3.169

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Article 3: The 5 Practices and Student Leadership Demographics

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Article 3: The 5 Practices and Student Leadership Demographics

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Posner, B. Z. (2014). The impact of gender, ethnicity, school setting, and experience on student leadership: does it really matter? Management and Organizational Studies, 1(1) 21-31.  http://dx.doi.org/10.5430/mos.v1n1p21

This study involved students and explored how leadership may vary based on demographic factors. Regarding the Leadership Challenge Model, results showed that those who utilized the 5 leadership practices have more effective leadership styles than those who do not, as shown by the Student- Leadership Challenge Inventory (LCI)  results from observers. Demographically, female leaders were found to utilize the 5 leadership practices more than males, based on the observer perspective. There were no significant differences among Caucasian student leaders and student leaders of color however observers reported perceptions of Caucasian student leaders to be more engaged in the leadership behaviors of Model, Inspire, and Challenge. Lastly, high school student leaders did not differ from college student leaders in the frequency of leadership practices but college student leaders were perceived to be more engaged by their observers. For leadership skill development and growth, it is important to allow student leaders to have the opportunity to reflect on their performance with involvement from observer participation with the LCI and LCM.

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"It's about about leadership that creates the climate in which people turn challenging opportunities into remarkable successes" (Kouzes and Posner, 2012)

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Leaders never get extraordinary things done by themselves. Leadership is a relationship between those who aspire to lead and those who choose to follow. It's the quality of the relationship that matters most when engaged in getting extraordinary things done.

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The data shows that workplace engagement and commitment are significantly explained by how the leader behaves and not at all by any particular characteristics of the constituents.

In other words, the more you engage in The Five Practices of Exemplary Leadership, the more likely you are to have a positive influence on others and on the organization.

The behavior of a leader has a significant impact on people, organizations, and communities.

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Create higher performing teams

Generate  increased sales and customer satisfaction levels

Foster renewed loyalty and greater organizational commitment

Enhance motivation and willingness to work hard

More successfully represent their units to upper management

Facilitate high patient-satisfaction scores and more effectively meet family member needs

Promote high degrees of involvement in schools

Enlarge the size of their religious ongregations

Increase fundraising results and expand gift-giving levels

Extend the range of their agency's services

Increase retention, reducing absenteeism and turnover

Positively influence recruitment rates

(Kouzes & Posner, 2012)