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This article includes many ways leaders can create a multicultural environment within their campus. By incorporating the methods provided, leaders can increase the academic development and educational success of their students. In addition, a positive campus culture can be established.
http://eds.a.ebscohost.com.easydb.angelo.edu/eds/ebookviewer/ebook/bmxlYmtfXzgwMDkwM19fQU41?sid=ffd3bcf5-0c73-49d2-af1b-caa2afada864@sessionmgr4009&vid=1&format=EB&rid=1

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Effects of Decision-Making Styles of School Administrators on General Procrastination Behaviors

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Effects of Decision-Making Styles of School Administrators on General Procrastination Behaviors

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This article focuses on the decision-making styles of educational leaders and the relation to their procrastination behaviors, such as self-management skills, personality traits, and cognitive processes.

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This article details leadership theories that administrators can utilize to determine the appropriate leadership style best for their organization.

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Different Models of Leadership

Theories and Types of Leadership is about the different leadership types that have been identified by academics and business leaders.

Learn about the different schools of thoughts on leadership and also the type of leader you are.

Over the years, many academics have come up with several theories of leadership, some of them are relating to:

The traits of leaders

The leadership models

Behaviours of leaders

And more..

All of them seek to explain the traits that define leaders. In this section I will review the major theories of leadership and they will help you in understanding the many facets of leadership.

Bass and Colleagues' Five Styles Of Leadership

Bernard M Bass developed this model for types of leadership based on two simple objectives; which is task orientation and people orientation.

The leadership styles proposed below reflect different levels of task and people orientation.

The Contingency Theories of Leadership

The contingency theories of leadership basically state that there is no best style of leadership. Rather, it is the situation that will decide what kind of style would be the most effective in achieving the organizational objectives.

The New Leadership Model

The new leadership consisted of new words describing leadership like visionary, charismatic and transformational, and it was developed by Burns in 1978. He contrasted the transactional leadership style to the transformational leadership style.

Other Theories and Types of Leadership

" Strategic leadership
One would find strategic leadership in business organizations where change management is required and a strategic vision is necessary for the business to grow.

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Theories and Types of Leadership is about the different leadership types that have been identified by academics and business leaders. Learn about the different schools of thoughts on leadership and also the type of leader you are.

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The article details the components of transformational leadership, as well as the effects it can have on an organization.

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Have you ever been in a group where someone took control of the situation by conveying a clear vision of the group's goals, a marked passion for the work, and an ability to make the rest of the group feel recharged and energized? This person just might be what is called a transformational leader.

Transformational leadership is a leadership style that can inspire positive changes in those who follow. Transformational leaders are generally energetic, enthusiastic, and passionate. Not only are these leaders concerned and involved in the process; they are also focused on helping every member of the group succeed as well.

Quick Background

The concept of transformational leadership was initially introduced by leadership expert and presidential biographer James MacGregor Burns. According to Burns, transformational leadership can be seen when "leaders and followers make each other to advance to a higher level of moral and motivation."﻿﻿

Later, researcher Bernard M. Bass expanded upon Burns's original ideas to develop what is today referred to as Bass's Transformational Leadership Theory. According to Bass, transformational leadership can be defined based on the impact that it has on followers. Transformational leaders, Bass suggested, garner trust, respect, and admiration from their followers.﻿﻿

Mental Health in the Workplace Webinar

Components

Bass also suggested that there were four different components of transformational leadership.

1. Intellectual Stimulation: Transformational leaders not only challenge the status quo; they also encourage creativity among followers. The leader encourages followers to explore new ways of doing things and new opportunities to learn.

2. Individualized Consideration: Transformational leadership also involves offering support and encouragement to individual followers. In order to foster supportive relationships, transformational leaders keep lines of communication open so that followers feel free to share ideas and so that leaders can offer direct recognition of the unique contributions of each follower.

3. Inspirational Motivation: Transformational leaders have a clear vision that they are able to articulate to followers. These leaders are also able to help followers experience the same passion and motivation to fulfill these goals.

4. Idealized Influence: The transformational leader serve as a role model for followers. Because followers trust and respect the leader, they emulate this individual and internalize his or her ideals.

So what are some typical signs of a transformational leader? Groups led by this type of leader tend to be both successful and loyal. They give a lot to the team and care deeply about the group's ability to accomplish its goals. Turnover tends to be quite low as transformational leaders are able to inspire a great deal of commitment in their followers.

In their classic text, Transformational Leadership, authors Bass and Riggio explained:

"Transformational leaders...are those who stimulate and inspire followers to both achieve extraordinary outcomes and, in the process, develop their own leadership capacity. Transformational leaders help followers grow and develop into leaders by responding to individual followers' needs by empowering them and by aligning the objectives and goals of the individual followers, the leader, the group, and the larger organization."

"Research evidence clearly shows that groups led by transformational leaders have higher levels of performance and satisfaction than groups led by other types of leaders," explained psychologist and leadership expert Ronald E. Riggio in an article for Psychology Today.

The reason, he suggests, is that transformational leaders believe that their followers can do their best, leading members of the group to feel inspired and empowered.

What can you do to become a more transformational leader? Leadership experts suggest that having a strong, positive vision of the future plays a critical role. Not only is it important to believe in this vision yourself; you've also got to inspire others to buy into your vision as well.

Link to Well-Being

According to the results of one study, this style of leadership can also have a positive influence on employee well-being.﻿﻿

The study published in the Journal of Occupational and Environmental Medicine involved surveying workers at several different German information and communication technology companies. Researchers asked participants to answers questions about their employer's leadership style.

A score for transformational leadership was then determined based on qualities such as providing intellectual stimulation, giving positive feedback for good performance, leading by example, and helping employees feel like they were making a contribution toward the goals of the group.

The researchers discovered that employees who identified a higher level of transformational leadership in their employers also had higher reported levels of well-being. The effect stayed significant even after researchers controlled for factors that are linked to well-being such as job strain, education, and age.

"The results of this study suggest that a transformational leadership style, which both conveys a sense of trust and meaningfulness and individually challenges and develops employees, also has a positive effect on employee well-being," the authors summarized.

Real-World Applications

So what impact could such results have for managers and workers?

The study's authors suggest that the results are important and can help companies develop leadership training programs that can be used to teach transformational leadership skills. Acquiring communication skills such as resolving conflicts in the workplace and recognizing the needs of employees are an important part of transformational leadership.

"Such training programs can be seen as another essential component of workplace health promotion and prevention efforts and therefore should receive wide support," explained the study's authors.

A Word From Verywell

The transformational style of leadership can be highly effective when used appropriately, but it might not necessarily be the best choice for every situation. In some cases, groups may require a more managerial or autocratic style that involves closer control and greater direction, particularly in situations where group member are unskilled and need a lot of oversight.

One way to improve your own leadership skills is to assess your own current leadership style and think about ways in which your strengths can benefit the group you are leading. By evaluating your own skills, you will be better able to play to your strengths and work on improving your areas of weakness.

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How Do Transformational Leaders Inspire and Motivate Followers?

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Have you ever been in a group where someone took control of the situation by conveying a clear vision of the group's goals, a marked passion for the work, and an ability to make the rest of the group feel recharged and energized? This person just might be what is called a transformational leader.

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This article explains various sources of law related to education. It also discusses the importance of principals knowing and understanding school laws. Therefore, appropriate decisions are made and issues are adequately resolved within the campus setting.

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Economically Disadvantaged Students Provide Additional Challenges to School Districts

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Economically Disadvantaged Students Provide Additional Challenges to School Districts

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The article expresses the many challenges leaders face with students from low-socioeconomic backgrounds. In addition, the article includes various intervention methods proven to increase student development.

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Estacado High School Principal Sam Ayers recalls getting regular visits an average of two mornings a week from a hungry student.

"She came by for conversation but also to see if I had any cheese crackers or another snack to help her get through the morning," he said.

The student received free breakfasts and lunches at the school, but she wouldn't have dinner the night before, Ayers said. The breakfast helped fill her empty stomach, but it wouldn't always be enough to last her until lunchtime.

Ayers said the tendency is to picture students from poverty who don't have enough to eat as being elementary age. The reality is the sad circumstance continues on into high school, he said.

"Regardless of the age, if you are hungry, it is hard to concentrate on the teaching and learning going on in the classroom," Ayers said.

Many factors

Economically disadvantaged students have it tougher from the very beginning of their lives. In fact, it starts even before they are born with less prenatal care - or perhaps no prenatal care - than mothers of other children receive.

The January 2010 issue of "Educational Leadership" magazine looked at factors in and out of school that affect poor children.

Children born into poverty have lower birth weights, and many suffer from hunger and poor nutrition - and some even from lead poisoning - as they get older, according to the magazine.

Lubbock Independent School District Superintendent Karen Garza said they have less intellectual stimulation at home as well as being food insecure.

Children in poverty tend to watch television too much, according to "Educational Leadership." They don't have many, if any, books at home. They are slower to develop cognitively.

Economically disadvantaged families also tend to move a lot, which means the children must change schools frequently.

Parents, who often are single and have more than one job, visit their children's schools less frequently than do other parents and are less involved in homework and school projects.

Gaps in learning

Lisa Leach, assistant superintendent of curriculum and instruction at the Lubbock Independent School District, said research on the subject shows economically disadvantaged children often have gaps in learning and have fallen behind other students.

"Statistically speaking, it is overwhelmingly true economically deprived kids don't do as well in school," said Rick Baumgartner, director of Rise Academy, an East Lubbock charter school.

Research from the National Association of the Education of Young Children shows 3-year-olds in poverty situations know 600 fewer words than those from middle-class families, said Denise Mattson, LISD executive director of school support services.

The gap widens to 4,000 words by the second grade, she said.

"Vocabulary development is the key to academic learning," Mattson said.

Kayla Morrison, the Roosevelt ISD assistant superintendent, said a lack of life experiences is another factor that shows up in the schoolwork of children in poverty.

"For example, the kids haven't been to the beach or to what they call 'sit-down restaurants.' Their parents' limited income keeps them from having experiences other children have," she said.

Multiple challenges

Frances Alonzo, principal of Lubbock-Cooper ISD's South Elementary School, categorizes challenges faced by economically disadvantaged students into five areas: basic needs, emotional needs, academic needs, behavior and parental support.

Basic needs are food, clothing, health, school supplies, books and extras, she said. Health includes vision and dental, and extras include items all children would like to have, such as money for field trips and school pictures, she said.

Economically deprived children vary from one another in many different ways. Each child has a unique set of needs, problems and challenges to deal with, she said.

"Some have multiple problems. Some might have one little thing that needs to be fixed," she said.

The first step is identifying the needs and challenges for each student, she said. From that point, the teachers, counselors and others can address them, she said.

Food is crucial

"It is incumbent upon us as school leaders to make sure we are meeting the basic needs of students," Garza said.

Through the federal government, schools are able to provide a quality breakfast and lunch, she said.

"We provide additional instruction for kids who may be academically behind, and we provide a lot of social and emotional support to students," Garza said.

Each LISD quadrant has a social worker to deal with social and emotional needs of children, Mattson said.

Forty-one of the 49 traditional campuses in the LISD have more than 50 percent economically disadvantaged students, she said.

The percentage of economically deprived students in the Lubbock district is 66.64 percent, Leach said. That means two out of every three students in the district are eligible for free or reduced lunches, Mattson said.

"The food program is an important part of getting them ready for learning," she said.

Filling the gaps

Other key uses of federal Title I money are prekindergarten programs to address the gaps in learning of preschoolers and similar programs for school-age children, Mattson said.

The crucial gap regarding economically disadvantaged prekindergarten children is language development, said Della Frye, LISD director of early childhood.

"Language development is the foundation that later learning is built upon. Language and vocabulary plays a big role in all learning, whether it is language arts, math or science," she said.

Federally funded programs in kindergarten and later grades are designed to address gaps that remain, Mattson said.

"Most Title I campuses have reading specialists to work with students. We have them at the secondary level, too," she said.

Students in kindergarten, first and second grade have three assessments during the school year - at the beginning of the year, the middle of the year and the end of the year, Mattson said.

The schools can find out where the gaps are with each child and provide intervention to fill the gaps.

Supporting each child individually requires establishing cultures on each campus and throughout the district that support learning, build trust and build academic success for each student, Leach said.

"It is important to really know our kids and to have a relationship with them so they trust us," she said. "That is important for all kids but absolutely critical for children from poverty."

Intervention

Leach said a well-documented phenomenon called "socioeconomic determinism" basically says students' economic statuses will determine their assessment test scores unless the school district provides intervention to prevent that.

Intervention is therefore very important to educators of every district and is provided at all levels of classroom teaching, she said.

Ayers gave an example of an intervention on the high school level involving a senior girl who was taking two math classes.

She had given up an elective to take the second math class, which actually was the retaking of a class she had already taken.

The student had a second elective class, but she spent class time in it two days a week with intervention to learn math concepts so she could pass Texas Assessment of Academic Skills (TAKS) tests, Ayers said.

The math teacher voluntarily met with the student during lunch periods and after school, he said.

"It took a great deal more effort on the student's part and on the part of the teacher, but it paid off. She passed the TAKS tests, passed the classes and participated in graduation exercises," Ayers said.

The parent factor

Baumgartner said, "Virtually all parents will say they want the best for their child educationally, but some just don't do their part - like getting the child to school on time or seeing that homework gets done or returned."

The problem is made worse by the high percentage of single-parent households among economically disadvantaged people, he said.

"I think parents today are less situated to do what they need to do because of the family structures. That hampers our ability to educate their children properly," Baumgartner said.

Many economically disadvantaged students come home to working parents or to a mother at home, but some don't have a strong, positive support system at home, Morrison said.

The district strives for teachers to have positive relationships with students to provide those support systems, whether the students have them at home or not, she said.

The Roosevelt ISD has a special circumstance of having 10 percent of its students in foster care or a residential facility. Texas Boys Ranch and the Children's Home of Lubbock are in the district, she said.

"No matter what situation a kid is living in, Roosevelt expectations are the same for every student. Most of those students step up to meet those expectations," Morrison said.

Alonzo said Lubbock-Cooper schools develop a welcoming atmosphere for parents and encourage parent visitations by setting events throughout the year.

"We also have consistent parent communication with notes, emails, Web information, folders and 'old-fashioned' letters sent home," she said.

The key to student success is the partnership between parents and the school community that promotes a supportive environment focusing on student individual needs and nurturing the whole child in school and at home, Alonzo said.

Populations vary

The percentages of students in poverty can be widely different from one school district to another and from one campus to another in a large district such as the Lubbock ISD.

The variance brings about an interesting situation in an educational world where school districts and campuses receive accountability ratings based on student assessment test scores.

Low socioeconomic students generally make lower scores on student assessment tests than those who are not economically deprived.

The percentage of Texas students passing Texas Assessment of Knowledge and Skills math tests in 2010-2011 was 89 percent for non-economically disadvantaged and 76 percent for economically disadvantaged. For reading/English/language arts the same year, the numbers were 95 percent and 76 percent.

It follows that districts and campuses with higher percentages of economically deprived students are more likely to have lower test scores.

Every district has its own students, and every district has the charge to teach its own students, Leach said.

"We recognize and understand the challenges of issues involved with poverty, but that is not an excuse," Garza said.

Leach agreed, saying it is not about making excuses but finding out what works for each child.

"Lowering expectations is absolutely not the answer. The key is to hold high expectations and provide the students with appropriate support to reach the expectations," she said.

Referring to the LISD slogan of "Every child, every day," Garza said district employees desire to prepare every child for success beyond high school, regardless of his or her circumstances.

To comment on this story:

joe.gulick@lubbockonline.com
* 766-8758

leesha.faulkner@lubbockonline.com
* 766-8706

Source: National Kids Count Program

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Economically disadvantaged students provide additional challenges to school districts

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Estacado High School Principal Sam Ayers recalls getting regular visits an average of two mornings a week from a hungry student."She came by for conversation but also to see if I had any cheese crackers or another snack to help her get through the morning," he said.The student received free breakfasts and lunches at the school, but she wouldn't have dinner the night before, Ayers said.

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This article describes what transformational leadership is and the steps to become an inspirational leader.

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Access the essential membership for Modern Managers

What makes a truly exceptional leader? Chances are we've all encountered them at some point in our careers: those leaders who stand out above the rest. Those who bring out the best in every one of their team members, and who consistently strive for greatness.

Take Molly for example. Everyone respects Molly. She inspires and encourages her team members, while expecting and demonstrating the highest standards. In return, her people are fiercely loyal, and they're highly successful - as individuals, and as a team. In short, Molly is a Transformational Leader.

By contrast, other leaders in the organization report that their people seem disengaged. They experience high staff turnover, and their results are often disappointing. So, what does Molly do that other leaders don't?

To begin with, Molly regularly reminds her team members of the purpose of their work. And she knows that she's a role model for her team, so she acts with integrity in all of her working relationships.

In this article and video, we'll explore what transformational leadership is, and discover what it takes to become a transformational leader.

What Is Transformational Leadership?

Leadership expert James MacGregor Burns introduced the concept of transformational leadership in his 1978 book, "Leadership." He defined transformational leadership as a process where "leaders and their followers raise one another to higher levels of morality and motivation." [1]

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Watch this video to learn the definition of Transformational Leadership. Explore the theory behind this leadership style, and discover the characteristics of transformational leaders.

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The article describes the meaning of servant leadership. It also expresses how an individual can become a servant leader.

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A good objective of leadership is to help those who are doing poorly to do well and to help those who are doing well to do even better. - Jim Rohn, American entrepreneur.

Everyone on Samit's team knows that he's "there for them." He checks in with them often to see how they are, and he helps them develop the skills they need to advance their careers, even if this means that they may move on.

Samit also makes an effort to see situations from others' perspectives. He makes decisions with the team's best interests in mind, and ensures that everyone has the resources and knowledge they need to meet their objectives.

As a result of this, his team is one of the most successful in the department, with low staff turnover and high engagement.

Samit is an example of a "servant leader." In this article, we'll explore what servant leadership is, and the advantages it can bring you as a leader. We'll also look at situations where it isn't appropriate.

What Is Servant Leadership?

Robert K. Greenleaf first coined the phrase "servant leadership" in his 1970 essay, " The Servant as a Leader." However, it's an approach that people have used for centuries.

As a servant leader, you're a "servant first" - you focus on the needs of others, especially team members, before you consider your own. You acknowledge other people's perspectives, give them the support they need to meet their work and personal goals, involve them in decisions where appropriate, and build a sense of community within your team. This leads to higher engagement, more trust, and stronger relationships with team members and other stakeholders. It can also lead to increased innovation.

However, servant leadership is problematic in hierarchical, autocratic cultures where managers and leaders are expected to make all the decisions. Here, servant leaders may struggle to earn respect.

Important:

Remember that servant leadership is about focusing on other people's needs - not their feelings. Don't avoid making unpopular decisions or giving team members negative feedback when this is needed.

Also, do not rely on it exclusively - use it alongside styles like Transformational Leadership, where you develop an inspiring vision of the future, motivate people to deliver this, manage its implementation, and build an ever-stronger team.

How to Become a Servant Leader

According to Larry C. Spears, former president of the Robert K. Greenleaf Center for Servant Leadership, these are the 10 most important characteristics of servant leaders:

1. Listening.

2. Empathy.

3. Healing.

4. Awareness.

5. Persuasion.

6. Conceptualization.

7. Foresight.

8. Stewardship.

9. Commitment to the growth of people.

10. Building community.

Once you've decided to prioritize other people's needs over your own in the long term, you can work on developing your skills in each area. Let's look at how you can do this.

1. Listening

2. Empathy

3. Healing

This characteristic relates to the emotional health and "wholeness" of people, and involves supporting them both physically and mentally.

4. Self-Awareness

You can become more self-aware by knowing your strengths and weaknesses, and asking for other people's feedback on them. Also, learn to manage your emotions, so that you consider how your actions and behavior might affect others.

5. Persuasion

There are many tools and models that you can use to be more persuasive, without damaging relationships or taking advantage of others. You should also build your expert power - when people perceive you as an expert, they are more likely to listen to you when you want to persuade or inspire them.

6. Conceptualization

This characteristic relates to your ability to "dream great dreams," so that you look beyond day-to-day realities to the bigger picture.

7. Foresight

Foresight is when you can predict what's likely to happen in the future by learning from past experiences, identifying what's happening now, and understanding the consequences of your decisions.

You can use tools such as SWOT Analysis and PEST Analysis to think about your current situation and environment, while Scenario Analysis helps you understand how the future could play out. Use the ORAPAPA checklist when you make a decision, to learn from experience and make sure that you've considered all the angles.

Also, learn to trust your intuition - if your instinct is telling you that something is wrong, listen to it!

8. Stewardship

Stewardship is about taking responsibility for the actions and performance of your team, and being accountable for the role team members play in your organization.

9. Commitment to the Growth of People

Servant leaders are committed to the personal and professional development of everyone on their teams.

10. Building Community

The last characteristic is to do with building a sense of community within your organization.

You can do this by providing opportunities for people to interact with one another across the company. For instance, you could organize social events such as team lunches and barbecues, design your workspace to encourage people to chat informally away from their desks, and dedicate the first few minutes of meetings to non-work-related conversations.

Encourage people to take responsibility for their work, and remind them how what they do contributes to the success and overall objectives of the organization.

Tip:

See our article on Leadership Styles to explore popular leadership approaches and the advantages and disadvantages of each one.

And see this Expert Interview for a valuable discussion on the misconceptions and realities of servant leadership.

Key Points

You are a servant leader when you focus on the needs of others before you consider your own. It's a longer-term approach to leadership, rather than a technique that you can adopt in specific situations. Therefore, you can use it with other leadership styles such as Transformational Leadership.

You can become a servant leader by working on these 10 characteristics:

1. Listening.

2. Empathy.

3. Healing.

4. Awareness.

5. Persuasion.

6. Conceptualization.

7. Foresight.

8. Stewardship.

9. Commitment to the growth of people.

10. Building community.

Servant leaders are likely to have more engaged employees and enjoy better relationships with team members and other stakeholders than leaders who don't put the interests of others before their own.

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Servant Leadership: Putting Your Team First, and Yourself Second

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A good objective of leadership is to help those who are doing poorly to do well and to help those who are doing well to do even better. - Jim Rohn, American entrepreneur. Everyone on Samit's team knows that he's "there for them."

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Creating your Personal Leadership Philosophy

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Creating your Personal Leadership Philosophy

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This article dives further into what a transformational leader is. In addition, it discusses the values an effective leader believes and practices.
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The article expresses the role educational leaders and parents have in assisting the low-income population on campus.

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With all of the talk of education reform and what's needed to revitalize public schools, it's refreshing to read Paul Tough's new book, Helping Children Succeed: What Works and Why. In this slim volume, Tough pulls together decades of social science research on the impacts of poverty and trauma on kids' brains and behavior, and makes a cogent, convincing argument for why this research should lie at the center of any discussions about reform.

Researchers have found that the chronic stress of living in chaotic, impoverished environments affects brain centers involved in executive functioning, which controls things like attention, working memory, planning, reasoning, and inhibition. Children who grow up in stressful environments tend to have more emotional and behavioral problems, making the transition to school problematic. Yet, as Tough points out, more than 50 percent of school-aged kids are now coming from low-income families, without the optimal cognitive or emotional development to succeed as students.

Disadvantaged kids with neuro-cognitive problems should not be blamed for having trouble learning to read and write early on, he writes. It's understandable that, as academic material gets more difficult, they will likely fall behind further, emotionally and relationally. When these kids hit adolescence, though, they often are labeled as unmotivated or as having attitude problems, which just alienates them even more.

Though the picture looks dire, character strengths like perseverance, conscientiousness, self-control, and optimism can help kids succeed in spite of hardship, according to Tough. They are not easily taught, though, at least not directly. Instead, contextual influences in the environment are what nurture them.

"If we want to improve a child's grit or resilience or self-control, it turns out that the place to begin is not with the child himself," writes Tough. "What we need to change first, it seems, is his environment."

The role of parents

What does Tough mean by environment? The adults in a child's life, starting at the very beginning with parents.

Research has shown that all young children need certain types of supports from parents to develop in positive directions-starting with consistent, safe, and loving attention. When children come from homes where there is abuse, domestic violence, an incarcerated parent, or a parent with drug or mental health problems, they don't get that kind of attention and suffer the consequences: higher risks of later-life depression, adolescent pregnancy, alcoholism, drug use, and poor academic performance.

Parents can also shape their children's life trajectory by how they role-model emotional resilience. If stressed-out parents react to children's emotions by yelling at or hitting them, or ignoring or neglecting them, they create an unsafe environment that ratchets up the children's stress and distrust of others. Negative parenting can affect a child's ability to regulate emotion, which creates problems in interpersonal interactions as well as learning.

"By contrast, parents who are able to help their children handle stressful moments and calm themselves down after a tantrum or scare often have a profoundly positive effect on the children's long-term ability to manage stress," writes Tough.

Rather than focusing on heartwarming stories, Tough chooses to spend time detailing the types of interventions that show promise. Programs like FIND, which trains parent coaches to work with low-income, stressed parents, focus less on pointing out what parents do wrong and more on what parents do right, in order to nudge parents toward behaviors that help their kids.

The role of schools

Tough also describes successful programs aimed at preschool-aged kids-like Educare, All Our Kin, and CSRP, all of which focus on improving the learning environment for young kids (rather than direct skills training). In a randomized trial of CSRP, children who spent a pre-K year in CSRP had better cognitive skills and better self-regulation-the ability to sit still, follow directions, and pay attention-than kids who hadn't gone through CSRP. The improvements were all credited to the stable, nurturing, predictable learning environment, where good behavior was recognized more than bad behavior punished.

"Changing the environment in the classroom made it easier for [the kids] to learn," writes Tough.

For older kids, Tough eschews our current tactic of offering students extrinsic rewards, and instead encourages teachers to nurture intrinsic motivation, fueled by the basic human need for competence, autonomy, and relatedness (or connection). Tough suggests teachers assign tasks that are challenging, but not too challenging; minimize coercion and control; and show warmth and respect for students, so they feel part of the learning community.

"These motivational dynamics can play an even greater role in the school experience of low-income students, especially those whose development has been affected by early exposure to toxic stress," he writes. Punitive policies targeting behavioral problems have been shown to backfire, he adds, putting kids even further behind their peers.

In other words, motivation to learn has little to do with grit and more to do with the learning environment. Tough recounts an experiment by David Yeager and colleagues in which teachers provided feedback to students on their essays and then added a Post-it that said either the comments were given as feedback or the comments reflected the teacher's high expectations for the student. This relatively small difference had a profound effect, particularly on black students: 72 percent revised their paper if they were told the teacher had high expectations, while only 17 percent revised it otherwise.

"At the very moment when a student might be gearing up to react to the teacher's comments as a threat, a sign of the teacher's personal disapproval or bias, the Post-it gave the student an alternative frame through which to view those comments-not as an attack, in other words, but as a vote of confidence," writes Tough.

It's also important that teachers provide challenge to students, says Tough. He highlights some of the innovative programs that are working on creating a positive learning environment, both relationally and academically. EL Education is a research-based program that helps schools work with emotionally or behaviorally challenged students in therapeutic ways, then provides curriculum allowing students more autonomy and challenge. Independent evaluators have found that schools embracing EL Education programs significantly advance students' reading and math abilities in comparison to other schools.

But of course these are only isolated programs, albeit ones that are growing in influence. Though science may inform positive reforms, the reforms may be difficult to scale up, even if they are effective. Education experts have a long history of imposing well-meaning but ineffective policy changes on schools, and the authority to reform schools often lies within each state or even within individual school districts. .

But Tough is hopeful. If we can change our policies and our practices in the classroom, and work with researchers devoted to finding ways to help our children, we can "make a tremendous difference, not only in the lives of individual children and their families, but in our communities and our nation as a whole."

His book may just help get us there.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

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With all of the talk of education reform and what's needed to revitalize public schools, it's refreshing to read Paul Tough's new book, Helping Children Succeed: What Works and Why .

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Effective Leadership Practices for the Disadvantage Population

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Effective Leadership Practices for the Disadvantage Population

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The article includes various strategies leaders should follow to ensure they understand and meet the needs of their diverse students.

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Leadership Practices in Effective Schools in Disadvantaged Areas of Canada

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Purpose. The purpose of this paper was to examine leadership practices in effective schools located in economically disadvantaged areas of three Canadian provinces: Ontario, Québec, and New Brunswick. Research Design.

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A Leaders Response to Demographic Change 

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A Leaders Response to Demographic Change 

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This peer reviewed article centers on an administrators response to demographic change. It is important for educational leaders to understand their student population, as well as how to accurately and appropriately respond to meet the needs of their students.

Here is the link where the article can be located: http://journals.sagepub.com.easydb.angelo.edu/doi/pdf/10.1177/0013124513510734

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How Can We Help Students Who Are English Language Learners Succeed?

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How Can We Help Students Who Are English Language Learners Succeed?

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This article offers various methods to improve English language skills of ELL students. In addition, it provides strategies to progress their academic development to ensure their student achievement.

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Preparing Principals for Success with English Language Learners.

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Preparing Principals for Success with English Language Learners.

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The article provides principals with the knowledge needed to prepare them for the diverse needs of their ELL students. Instructional strategies are provided to improve English language development and increase student success.

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Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development

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Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development

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This article discusses the benefits of providing professional development specifically for the ELL population. It expresses how student engagement and learning can be achieved by implementing strategies provided in teacher trainings.
http://journals.sagepub.com.easydb.angelo.edu/doi/10.3102/0002831217732335

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A Principal's Top 10 List for Successful Communications

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A Principal's Top 10 List for Successful Communications

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This article discusses 10 communication strategies principals have found to be most successful.

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The Twenty Biggest Communication Mistakes School Leaders Make and How to Avoid Them 

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The Twenty Biggest Communication Mistakes School Leaders Make and How to Avoid Them 

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This articles addresses the various mistakes educational leaders make in communicating with their team members. In addition, it discusses how the lack in effective communication can negatively influence the school's success.

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The article's primary focus is providing effective communication strategies for educational leaders. Various methods are suggested to help build working relationships, collaboration, and improve campus success.

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Principals Offer Practical, Timely, "Time Management" Tips

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Principals Offer Practical, Timely, "Time Management" Tips

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The focus of this article is on the importance of time management. The author provides various tips in which principals should consider when conducting their daily duties. Therefore, their priorities are arranged to accomplish campus goals.

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Have you mastered the 3 D's (Delegate it, Dump it, or Do it)? Could a "closed-door policy" help you better manage your time? Maybe you should set up "satellite offices" -- or find a hiding place? Education World's "Principal Files" team offers those time management tips and more.

Everybody knows that principals put in long hours. The school day is constant go-go-go, so most principals arrive a couple hours before students and staff and stay at least that long at the end of the day to tackle the email, phone calls, paperwork...

While long days might be a fact of life, most experienced principals have learned some time management tricks and shortcuts to keep long hours under control. That's why we recently asked our Principal Files team of principals to share what their experiences at the helm have taught them about managing time.

SETTING PRIORITIES IS PRIORITY #1

"Finding time for what is important is a huge issue for principals," confessed Nina Newlin, principal at Rock Hall (Maryland) Middle School. "It has never been more crucial than it is now for principals to be true instructional leaders in their buildings, and at the same time there have never been more paperwork requirements piled on."

That means that principals must set priorities about what's most important.

"I make decisions about what is most important for the current school year, and then I focus on those goals all year long," said principal Teri Stokes. "Setting firm, appropriate priorities and truly following those priorities leads to a less stressful year. If I don't keep a strong resolve about my priorities, those goals can be subterfuged."

This year, Stokes has made reading achievement a priority at Weatherly Heights Elementary School in Huntsville, Alabama. "I have tried to attend all grade-level data meetings led by our reading coach because I want to keep informed, and I want the teachers to realize that I consider the data meetings most important in guiding reading instruction."

At Jackson (Georgia) High School, principal Duane Kline sets firm priorities too. "In the end, it's all about deciding what's important," he told Education World. "I spend time working on the important things that will pay long-term dividends. For me, time spent with people, building relationships, is the most important time I can invest in my school."

"Once the priorities are established, saying no to other things gets fairly simple," Kline added.

For Roy Sprinkle, principal at Bay Haven School of Basics Plus, a K-5 magnet school in Sarasota, Florida, "duties related to safety and security for students and staff take priority. There are some things that principals just have to have a firm grip on, and safety is one of them."

Another high priority for Sprinkle is getting into classrooms. "I block out an hour each morning for classroom walkthroughs," he said, adding, "I feel it is imperative for students and teachers to see their principal in the classroom as much as possible.

"I do not make it into every class each day, but I do cover a large part of our campus. I keep this time sacred. I do not allow unscheduled appointments or phone calls to interfere."

Making sure that other things do not interfere can be difficult for any principal. "It's easy to get swamped under any multitude of other things," admitted Lolli Haws, principal at Oakridge Elementary School in Arlington, Virginia. "For me, meeting with teachers about student progress in reading each quarter is very important. So are regular grade-level and team meetings to keep in touch with teachers' needs and concerns."

VISIBILITY IS ESSENTIAL

Visibility is also very important to Haws. "It's easy to get confined in the office, so I make sure I'm out and about at least an hour in the morning. Also, I stop in the cafeteria during at least two lunch periods each day and go out and about again for 30-45 minutes each afternoon."

Visibility is key for Nina Newlin too. "During the school day, the focus has to be on people -- kids, staff, and parents," she told Education World. "In order to give enough time to kids I find it helps to dedicate time each day to class visits. I like to just 'disappear' into a classroom and rediscover the reason I got into education in the first place."

Jack Noles, the principal at Shallowater (Texas) Intermediate School, builds into his schedule at least two full "coaching days" each week. "Those are days in which, except for emergencies, I spend time in classrooms, at recess, at lunch, and in other areas of the school. The entire staff knows that nothing else is scheduled during my coaching days.

"Making visibility a priority has helped me gain a much better understanding of the goings-on of my school."

Tracey Thomas has found that creating "satellite offices" throughout Coldstream Park Elementary/Middle School in Baltimore can help her achieve several goals. "I might take my laptop into a classroom to type observation reports as I see a lesson taught, or I might set up a desk in a busy hallway where I can complete paperwork and still be visible to students and staff. In that way, I get my work completed and, at the same time, I am able to observe teachers and manage student behavior."

Having a visible presence enables principal Teri Stokes to engage students in "preventive interaction." That is most important with students who need behavioral support, said Stokes. "It takes less time to check in and talk with a few students on a regular basis than disciplinary interaction takes."

For Les Potter, principal at Silver Sands Middle School in Port Orange, Florida, time is always an issue, especially when it comes to the many extra-curricular activities that he must attend. "I could delegate some of those responsibilities, but parents, sponsors, coaches, and students want to see the principal at those events. So I go to as many activities as possible. If there are several sports or other activities on one day, I try to go to them all. If I must arrive late or leave and event early I try to let parents know that I am off to attend another school function. Otherwise, some parents with tunnel vision might think that I am rude, bored, or don't care about their child."

Going to events and mingling with parents is a great PR tool, added Potter. "I have learned that I can resolve issues, put out fires, and squash rumors while attending extra-curricular events," he said.

But no principal can be everywhere. "I have finally realized that visibility doesn't mean having to be everywhere," said Duane Kline. "I have also realized my time management follows directly my ability to hire well. When I hire good people, they are able to help me with the 'urgent' tasks so that I can focus on the 'important' ones."

LEARNING TO DELEGATE IS KEY

As a new principal, Tracey Thomas has been involved in many training sessions and discussions about time management. "The recurring solution is delegation," she said. "As busy principals, we must find responsible, trustworthy people on our staffs who are leaders or aspiring leaders to handle tasks that we can not tackle due to time limitations."

Les Potter has more than three decades in school administration under his belt, and his advice is the same: "Delegation is very important. Trust your administrators, counselors, secretaries, and teachers to do their jobs. Let them grow in their job responsibilities."

Principal Teri Stokes has learned the same lesson. "It took several years as a principal for me to realize it, but the one major epiphany I have had is that I just can't do it all. I have learned that I don't have to be in charge of everything, and that I can allow others to be in charge of some things -- especially things they are good at and enjoy."

Stokes' leadership team, comprising all grade-level team leaders, meets monthly to give input in a variety of areas, and they frequently volunteer to see things through to the finish. Special activities and projects always have a staff member spearheading them. The school's reading committee is one of the most important and active committees; they plan and oversee yearlong reading activities, incentives, and rewards as well as arranging guest speakers.

Whenever possible, Stokes tries to provide perks for those who put in a great deal of time. For example, members of the reading committee might get first dibs on attending local or national reading conferences. If she can, she sends teachers to district meetings on topics with which she is already familiar. The teacher she sends serves as the school's representative. Giving teachers that kind of exposure at meetings with other school leaders can be a positive incentive.

Lolli Haws also finds that most teachers are willing to be asked to do more challenging and responsible things. "Once you know who those people are, they can be a huge help and support," said Haws. "Of course they should always get the credit for quality work and help they provide."

At Bay Haven School, Roy Sprinkle considers himself fortunate to have a very experienced guidance and special education support team. Having that competent team has allowed him to delegate some duties. "In the past I sat in on all student-study team meetings, which can take up the better part of one day a week," said Sprinkle. "Now I only attend those meetings about students who are considered high-risk or meetings that might present a volatile situation."

Assistant principal Bonita Henderson tries to delegate as much as possible, too. "There is no way administrators can do by themselves all that is required of them. We sometimes don't possess all the skills or time to get every job done, but other people are good, even exceptional, at some of those things. So I try to find those people and let them shine."

Henderson says the staff at the Parham School in Cincinnati is always willing to give when it comes to students. "When students are involved, we can always find someone who is willing to go that extra step -- or mile," she said. "They have even volunteered their Saturdays for 6 weeks to tutor for the state tests."

Most teachers do this without expecting recognition or compensation, Henderson added. For those who go way above and beyond, "we always work through that some way, maybe by offering comp time in the form of certificates that a teacher can use to come in an hour late or leave an hour early."

SECRETARIES GIVE A HAND,
SERVE AS A PRINCIPAL'S "RIGHT HAND"

As much as school leaders must learn to delegate to other certified professionals, most principals have also learned how a strong and involved secretary can be a big help in easing the workload.

Principal Beth Burt's secretary has taken on some responsibilities that end up saving Burt valuable time. Burt's secretary organizes all the mail, then they do it together. "First, we do all things that need to be signed, then we go over any communication from the district office, then other important mail, then things to read, and lastly junk," explained Burt, principal at Scott Johnson Elementary School in Huntsville, Texas. "As we go through it together, we accomplish the mail and signing of papers very quickly."

For 14 years, Teri Stokes called school to check in whenever she was out of the building. "I don't call the school anymore," Stokes confessed. "I would call several times a day, but my secretary finally asked me what I what I would do about a problem if I was at a national conference on the other side of the continent. She gently reminded me that if I had left someone I trusted in charge, there was no need to constantly call.

"My secretary knows how to reach me when I am out of the building, but our office staff is dedicated to making sure that the school runs smoothly. They are all excellent problem solvers. I have also given them the responsibility of making sure that all work and maintenance orders are put in without telling me first."

Jack Noles has come to the same conclusion about the value of good secretarial support. "I have considered myself a very organized person for quite some time, but I had known that one area I needed help in was using my secretary more efficiently. After sitting in on a half-day session with ' breakthrough coach' Malachi Pancoast, I signed up my secretary and I for a two-day workshop for administrative teams [principals and their secretaries]."

From that workshop, Noles learned that he could save time by making better use of his secretary's skills. Time saved there was used to commit to establishing his two coaching days each week. In addition, Noles learned how a clean office, one absent of all unnecessary items, has helped him be a better time manager. "Keeping my office pristine has helped more than I would have imagined," he said. "If my office was too comfortable, I would want to spend more time in there than necessary."

With a clean office, Noles says he has more time to devote to what is really important.

TRAINING IN TIME MANAGEMENT

Beth Burt recently attended a workshop titled "How to Work Less, Play More, and Still Get the Job Done in a Normal School Week." The workshop was presented by -- guess who! -- Malachi Pancoast. "I would highly recommend [the workshop] to any principal," Burt said.

Several other members of Ed World's "Principal Files" team have received special training that has helped them do a better job of managing time. For example, principal Duane Kline has trained in the "seven habits of time management" espoused by Stephen Covey. "Reading his books, particularly Principle-Centered Leadership, had a big impact on my time thinking."

"I am always interested in learning new ways to save time," added principal Michael Miller of Saturn Elementary School in Cocoa, Florida. He considers himself fortunate to have been exposed to one of his district superintendent's favorite speakers. "I heard Dr. Ivan Fitzwater [see sidebar] speak on time management, and then I purchased several of his books. He has really good ideas. He introduced me to the concept of the 3 Ds: Delegate it, Dump it, or Do it. I try to live by that motto even though it can be very difficult given the amount of input I need from those around me."

Most principals use time management "tricks" such as the 3 Ds to guide them. Just remembering a simple trick such as that when handling the mass quantities of paper, emails, and ideas can be a great help.

As valuable as some workshops are, time management need not always be "taught" in a workshop setting. "At our monthly principals' meeting we work on the essentials of the job," Roy Sprinkle told EW. "We talk about what must be done, what can be eliminated... It is always a good idea to take a critical look at how we structure our days and what can be eliminated."

MAKING A CLOSED-DOOR POLICY WORK

Sometimes a principal just needs to make time during the school day to tackle email, reports, or other tasks. To that end, many principals find they must set aside a special time to handle those tasks.

"My secretary schedules all of my time," said Jack Noles. "She plans a time for us to meet each day, during which we run through all the mail and decide together how much time is needed for each of that day's tasks.

"Another important aspect of our time management plan is that even the staff schedules time with me. That keeps them from having to waste time waiting around the office for a 'minute' of my time, and it allows me to get much more work done because there are no unscheduled interruptions."

Some principals who pride themselves on having an open-door policy might not understand this approach, but "the staff here has come to appreciate it a great deal," added Noles. "They value their appointment times, since that is their time and their time alone. I put all work aside, do not take phone calls, and give my undivided attention to that staff member for the amount of time necessary to accomplish what is needed.

"Another lesser benefit of scheduling time with staff is that often staff members realize they can actually take care of many things that come up on their own or through some other means. The plan has emboldened some to become more self-sufficient."

Tracey Thomas has learned that much of her time can be "stolen" by staff members and others who come into her office when she is working or eating. "I have learned to close my door and to inform the secretary that I am not available. Staff members will need to return. Phone messages will need to be taken.

"The biggest thing for me was to realize was that it's OK to close my door from time to time. I used to feel guilty, but now I know that I deserve to take the time that's necessary to complete my assignments."

Thomas has found other ways to create time during the school day. "Sometimes, I even find a 'hiding place' within the school to do work if I really don't want to be disturbed," she added.

HANDLING THINGS ONCE -- ONLY ONCE

For principal Gretchen Schlie, the best timesaver is also a space saver. "I learned from a mentor administrator to deal with each issue or sheet of paper or email at hand as soon as I can -- instead of setting it aside and saying I will get back to it," said Schlie, who is principal at the International Christian School in Seoul, Korea.

"It is a hard habit to get into," added Schlie, "but I have also come to realize that it cuts down on clutter and having to go through piles of papers looking for something I was supposed to do."

Lolli Haws learned the touch-it-once technique long ago at a time management workshop. "I decide immediately to keep, file, toss, or act on every item as it come across my desk so piles don't build up. For the most part I do that without fail -- except for those big projects like our school improvement plan," Haws told Education World. "I hold all memos, notes, email, and mail for a time in the day when I can set aside time -- usually 20 minutes or so -- to go through each item. I take care of it, sign it, respond to it, or pass it on."

Haws said she checks email and voicemail when she arrives early in the morning, then again when she eats lunch and before she leaves for the day -- and rarely between those times. "They're addressed in the same manner as memos and mail -- I deal with each one once, when I first read or hear it."

MORE TIMELY TIPS

Principal Tim Messick uses a common tool -- the to-do list -- to great success, "especially during those occasions when the plate is very full with projects and activities." Nina Newlin does too. She uses her early-morning time to focus herself by listing the things she would like to accomplish that day. "I find that if I write a list for myself, I am much more likely to get tasks accomplished," said Newlin.

Lolli Haws lines up phone calls to be made and makes them as much in a cluster of time as possible. "Of course there are always urgent calls that need to be made when the message is received, but I think it goes faster when I can just sit down and make phone calls all at once, usually early in the afternoon and again before I go home," Haws explained. "I always return phone calls the same day they're made and keep a list of follow-up calls I need to make when further information is needed. I always let callers know when I will get back to them, and rarely do not follow through on that."

Haws also keeps files and folders for committees, regular meetings, events, and newsletters. Those folders are always at hand and keep her desk clear of paper.

"I also stick post-it notes on my computer screen to remind me of urgent things I need to do, and I take them off once the task is completed," added Haws.

From a people management standpoint -- kids in hallways or lunchrooms, at ballgame crowds, and in other places -- principal Duane Kline follows Civil War hero Nathan Bedford Forrest's "get there firstest with the mostest" admonition. "Whenever we have a rivalry game or another crowd situation, I make sure that I am there with as many of my assistants and security folks as possible. Of course, that holds true for the lunchroom, too. Our rule is always 'go where the biggest concentration of our students is.'"

There are many days when Teri Stokes' mail is not looked at, but her office aide knows to hand her directly any mail from the central office or other important-looking mail. "Parent correspondence is always hand-delivered and looked at," said Stokes. "Having a desk that is clear of mail is not as important to me as being in every classroom every day."

'The most important time-management lesson I have learned is that I must take time for myself," said principal Tracey Thomas. "My health is just as important as time-stealing tasks. If I am emotionally or physically exhausted, I am not capable of doing an effective job. So, I find some enjoyable things to do for myself. I might get a massage, go out of town on a weekend, or just play music in my office."

Recognizing that there are things that just cannot be done, and setting proper priorities, is key, concluded Nina Newlin. "There is no way I can do everything I would like to do," she said, adding, "I have to forgive myself for not being perfect."

ADDITIONAL RESOURCES

Finding Time
This article from NAESP's Communicator provides helpful time-management tips.

Article by Gary Hopkins
Education World®
Copyright © Education World

Last updated 12/30/2012

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Principals Offer Time Management Tips | Education World

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Have you mastered the 3 D's (Delegate it, Dump it, or Do it)? Could a "closed-door policy" help you better manage your time? Maybe you should set up "satellite offices" -- or find a hiding place? Education World's "Principal Files" team offers those time management tips and more.

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10 Essential Skills for the Education Leader of Tomorrow

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10 Essential Skills for the Education Leader of Tomorrow

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Spread the loveWhat will the schools of tomorrow be like? No one can say for certain. But one thing we do know: schools are under pressure to keep up with the ceaselessly rapidfire changes occurring in our culture. It is difficult to prepare students for the future when we have no way of knowing exactly what that future will be like.

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6 Essential Organizational Skills for Leadership Success

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6 Essential Organizational Skills for Leadership Success

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The article discusses 6 organizational skills leaders must obtain to ensure they successfully lead their campus to achieve the school vision.

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Applications, Business,

Organizational skills include practices like time management, scheduling, prioritizing through to-do and to-don't lists, project management skills, consistent communication, multi-tasking, and flexibility as well as adaptability. If you're disorganized, these skills will change your life!

6 Essential Organizational Skills for Leadership Success

Time Management

In order to complete all tasks efficiently and effectively, a leader cannot befriend procrastination. Time management through scheduling projects, meetings, and other tasks by creating time blocks in calendars and keeping a list of tasks will help organization skills. By using scheduling, prioritizing and focusing on certain tasks becomes simple, and allows increased opportunity for multitasking. Seeing your schedule on paper or on a monitor shows you exactly what days and times you can be more flexible to adapt to business needs, and at what times you are completely unavailable. Google Calendar is a favorite when it comes to scheduling- it is simple to use and there is an option to sync scheduled meetings with the calendar on my phone. It's convenient and accessible at any time.

Prioritizing

Task lists include to-do and to-don't lists, with the former likely being more familiar than the latter. You've probably created to do lists before - they are pretty common. But what about a to-don't list? Have you ever heard of such a thing? A to-don't list is exactly what it sounds like: writing down what you don't have time for in your day. Examples include: unscheduled calls, meetings, or tasks, stress, going out for lunch when you brought your own, checking social media sites...anything you can think of! Regarding your to-do list, know what is important vs. what is urgent. Urgent work should always be prioritized! Create a weekly to-do list including all tasks to be completed, and organize them by weekday, but always be flexible enough to adapt to a spontaneous urgent deadline. Creating your to-do and to-don't lists on any given day will help you stay organized.

Project Management

As a leader, you'll likely manage projects while simultaneously managing your team. You don't need to have the title 'Project Manager' to manage tasks, but you do need the skills to ensure organizational success. Project organization skills are necessary when it comes to managing timelines and deadlines for external clients or internal assignments. For project management and clear communication, meeting in person, sending emails, or having video calls and messaging on Skype may be preferred. Negotiation and risk management are also valued project management skills. Risk management is being able to track a project to predict possible issues that may arise and have solutions at hand just in case a problem does occur. Negotiating everything from budgets, to resources, to deadlines is a part of having great communication skills.

Consistent Communication

While managing projects, you'll be responsible for communicating with others who are directly involved in the project either internally or externally, which is just one situation where consistent and clear communication comes in. If messages are misunderstood, tasks can become unorganized, and projects can get messy. Another situation where communication skills come into play is work relationships: establishing a great relationship with your colleagues and employees is extremely important. Your employees should feel comfortable talking to you about trials and triumphs at the office, so you know what works well and what needs to be improved upon for the success of the company. If the employees see you as a great leader, they are more likely to accept feedback and constructive criticism and be able to discuss it with you. Being available to talk to them and providing an open-door policy sans intimidation will contribute to workplace culture, which is essential for keeping employees happy, and will help keep the organization, organized!

Multi-tasking

Most of us multitask all the time without even giving it a second thought: writing an email and answering a co-worker's question, checking a text while watching TV, exercising while listening to music, and so on. In the workplace, leading one project or person at a time would be ideal, but normally, that is not standard. Being able to juggle multiple tasks and complete all of them efficiently and effectively (without getting stressed out) is a necessary skill for leadership organization.

Flexibility and Adaptability

Believe it or not, many great leaders have mastered the 'downward dog' yoga pose...just kidding, don't believe it. When talking about flexibility - be flexible about your work load, task urgency, deadlines, receiving feedback and constructive criticism, etc. Organizational change is constant and being resistant to change will not allow you to shine as a leader. Being adaptable is also of extreme importance. Say you need to train someone, there's a new skill you need to learn, or you need to brush up on something you already know. Adapt to the training and learning curve by doing your own research, reading articles, watching and presenting explainer videos, creating presentations, and asking colleagues any questions you have that they may be able to answer.

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Applications, Business, Organizational skills include practices like time management, scheduling, prioritizing through to-do and to-don't lists, project management skills, consistent communication, multi-tasking, and flexibility as well as adaptability. If you're disorganized, these skills will change your life! In order to complete all tasks efficiently and effectively, a leader cannot befriend procrastination.