Leadership For the 21 st Century The American Community Schools of Athens Stefanos Gialamas, Ph.D....

LeadershipLeadership

For the 21For the 21stst Century Century

The American Community Schools The American Community Schools of Athensof AthensStefanos GialamasStefanos Gialamas, Ph.D., Ph.D.

PresidentPresident

MENUMENU

Fundamental concepts of LeadershipFundamental concepts of Leadership Leadership as a Partnership with Agreeable Leadership as a Partnership with Agreeable

FlexibilityFlexibility The Trefoil Model of LeadershipThe Trefoil Model of Leadership Personal Leadership Identity (PLI)Personal Leadership Identity (PLI) Process for Identifying Personal Principles Process for Identifying Personal Principles

and Values (PPV)and Values (PPV)

Group CategoriesGroup Categories

““Management Group” CategoryManagement Group” Category

Groups 1 and 2Groups 1 and 2 ““Team Members Group” CategoryTeam Members Group” Category

Groups 3 and 4Groups 3 and 4

Define LeadershipDefine Leadership

IndividuallyIndividually

As a GroupAs a Group

As a CategoryAs a Category


Leadership is the Leadership is the act act of of influencinginfluencing othersothers to accomplishto accomplish a a common objectivecommon objective

Classical Leadership Classical Leadership StylesStyles

Style 1 – DirectingStyle 1 – DirectingThe leader provides specific instructions and closely The leader provides specific instructions and closely

supervises tasksupervises taskaccomplishmentaccomplishmentStyle 2 – CoachingStyle 2 – CoachingThe leader continues to direct and closely supervise taskThe leader continues to direct and closely supervise taskaccomplishment but also explains decisions, solicits accomplishment but also explains decisions, solicits

suggestions,suggestions,and supports progressand supports progressStyle 3 – SupportingStyle 3 – SupportingThe leader facilitates and support associates’ efforts toward The leader facilitates and support associates’ efforts toward

tasktask accomplishment and shares responsibility for decision accomplishment and shares responsibility for decision

making making Style 4 – DelegatingStyle 4 – DelegatingThe leader turns over responsibility for decision making andThe leader turns over responsibility for decision making and problem solving to associatesproblem solving to associates

Behavior of a leaderBehavior of a leader

Identify fundamental characteristics of a Identify fundamental characteristics of a desirable behavior of a leader desirable behavior of a leader

individually individually

as a groupas a group

as a categoryas a category

Compare these characteristics and define Compare these characteristics and define the set with commonly identified the set with commonly identified

characteristics characteristics

BEHAVIORSBEHAVIORS OF A LEADEROF A LEADER

Directive Behavior Directive Behavior Sets goals or objectivesSets goals or objectives Plans and organizes work in advancePlans and organizes work in advance Identifies job prioritiesIdentifies job priorities Clarifies the leader’s and associate’s Clarifies the leader’s and associate’s

rolesroles Establishes timelinesEstablishes timelines Determines methods of evaluation Determines methods of evaluation

and checks workand checks work Supervises progressSupervises progress

BEHAVIORSBEHAVIORS OF A LEADEROF A LEADER

Supportive BehaviorSupportive Behavior Encourages, reassures, and praisesEncourages, reassures, and praises ListensListens Asks for suggestions or inputAsks for suggestions or input Explains whyExplains why Encourages self-reliant problem solvingEncourages self-reliant problem solving Makes information about the organization Makes information about the organization

accessibleaccessible Discloses information about selfDiscloses information about self

The Four Classical The Four Classical Leadership StylesLeadership Styles

HighDirective&LowSupportiveBehavior

HighSupportive&Low DirectiveBehavior

LowSupportive&LowDirectiveBehavior

High Directive&HighSupportiveBehavior

Directive Behavior(Low) (High)

(High)

Su

pp

ort

ive

Beh

avio

r

DirectingC

oachingS

uppo

rtin

gDelegatin

g

Leadership as a Leadership as a Partnership Partnership with Agreeable Flexibilitywith Agreeable Flexibility

is based on the following is based on the following principles:principles:a.a. Authority and decision making is Authority and decision making is

distributed among the leader and distributed among the leader and the members of the team not the members of the team not necessarily equallynecessarily equally

b.b. The distribution is clearly defined The distribution is clearly defined including the type, magnitude and the including the type, magnitude and the areas of the decision authority that is areas of the decision authority that is given to the team membersgiven to the team members

C.C. The leader must support, promote and The leader must support, promote and encourage team members to use their encourage team members to use their decision making authoritydecision making authority

d.d. Periodically the leader and the team Periodically the leader and the team members reflect on the partnership and members reflect on the partnership and adjust, modify and upgrade the authority of adjust, modify and upgrade the authority of the team membersthe team members

S. Gialamas and S. Hilentzaris, 2005

The Trefoil ModelThe Trefoil Model3-way interrelated 3-way interrelated

Dynamic Model of LeadershipDynamic Model of Leadership

The The Trefoil Model of LeadershipTrefoil Model of Leadership manifestsmanifests

that there is a dynamic, 3-way that there is a dynamic, 3-way interrelationinterrelation

between between

EE External External EnvironmentEnvironment

LL LeaderLeader

AA OrganizationOrganization

Lead in an Lead in an increasingly increasingly ambiguous ambiguous environmentenvironment

Visionary within Visionary within adversityadversity

High Tolerance for High Tolerance for frustrationfrustration

Benevolent outlookBenevolent outlook

Trefoil Trefoil Dynamic ModelDynamic Model

of of LeadershipLeadership

Leadership:Leadership:At the Edge of At the Edge of

PossibilityPossibility

LeaderLeader

EnvironmentEnvironment

Organization Organization

External External EnvironmentEnvironment



Social, and Cultural Social, and Cultural Conditions Conditions

Political, and Economic RealitiesPolitical, and Economic Realities

Technological AdvancementTechnological Advancement

CompetitionCompetition

Government Rules and RegulationsGovernment Rules and Regulations

Current Trends in the specific business areaCurrent Trends in the specific business area

GlobalizationGlobalization

DemographicsDemographics

Academic InstitutionAcademic Institution

FacultyFacultyFunctional area leadersFunctional area leaders

Support personnelSupport personnel

The governing bodyThe governing body

Facilities and Facilities and Technology Technology InfrastructureInfrastructure

History, tradition and common practicesHistory, tradition and common practicesFinancial ConditionFinancial Condition

StudentsStudents

ParentsParents

AlumniAlumni

PoliciesPolicies

Institution Institution ChallengesChallenges

Enrollment ManagementEnrollment Management Curriculum, Instruction and Curriculum, Instruction and

AssessmentAssessment Student SuccessStudent Success Student ServicesStudent Services Faculty Recruiting, training Faculty Recruiting, training

and developmentand development Functional Area LeadersFunctional Area Leaders Facilities and TechnologyFacilities and Technology ResourcesResources Financial Stability and Financial Stability and

Growth Growth



The bravest are The bravest are surely those who surely those who have the clearest have the clearest vision of what is vision of what is before them, glory before them, glory and danger alike, and and danger alike, and yet notwithstanding, yet notwithstanding, go out to meet it. go out to meet it.

---Thucydides, Greek historian-----Thucydides, Greek historian--



«He who would like to change the world,

should try to change himself first.»

“

Socrates

PPersonal ersonal LLeadership eadership

IIdentitydentity Principles and Values

Leadership philosophy

Individual professional and personal goals in life

PLI was defined in 2006 byS. Gialamas, and S. Hilentzaris

Principles and ValuesPrinciples and Values

We define principles and values as the underlying priorities that guide our actions sometimes intuitively desirable

ValuesValues AchievementAchievement CaringCaring CreativityCreativity FirmnessFirmness GrowthGrowth InnovationInnovation ProductivityProductivity etcetc

PrinciplesPrinciples IntegrityIntegrity AccountabilityAccountability CompassionCompassion GenerosityGenerosity JusticeJustice HumilityHumility WisdomWisdom etcetc

Principles and Principles and ValuesValues

Discover your principles and values

Define them clearly

Clarify and prioritize them

Use them to guide your actions

Leadership Philosophy Leadership Philosophy AdoptedAdopted

It is the personal approach on howIt is the personal approach on howto lead others and it is based on to lead others and it is based on

personal principles and values personal principles and values

existing leadership philosophiesexisting leadership philosophies

individual personal characteristics.individual personal characteristics.

Individual Professional and Individual Professional and Personal Goals in LifePersonal Goals in Life

It is the personal approach of identifying It is the personal approach of identifying the major (one) professional and the major (one) professional and personal goal in life. Write down two personal goal in life. Write down two sentences (no more than 20 words each) sentences (no more than 20 words each) indicating if you die tomorrow what indicating if you die tomorrow what would you like to have accomplishedwould you like to have accomplishedProfessionallyProfessionally PersonallyPersonally

LeaderLeader

VisionVision Principles and ValuesPrinciples and Values Adhering the principles Adhering the principles

and valuesand values ExpertiseExpertise KnowledgeKnowledge Respect for the Respect for the

EnvironmentEnvironment Respect for the Respect for the

InstitutionInstitution Respect for the Respect for the

humanityhumanity

Know Thyself

VisionVisionLeadership:Leadership:

At the Edge of At the Edge of PossibilityPossibility

Exciting – Unique – Clear

State clearly the vision Communicate vision to all

constituencies Develop comprehensive planning to

materialize the vision Identify and select the members of the

leadership team Engage the leadership team to define

specific strategies including a time table to accomplish the vision

Define measurable outcomes Establish implementation teams and

assign members of the leadership team to lead components of the implementation team

Empower all members of the institution at the appropriate level to be active members in the implementation team

Assess the success of the implementation of the plan

The Leader The Leader and the Visionand the Vision

The leader in order to lead, The leader in order to lead, must first “dream”, then must first “dream”, then establish the vision, and thus establish the vision, and thus know where he wants to goknow where he wants to go

The leader after establishing The leader after establishing the vision, needs to be the vision, needs to be continuously scanning the continuously scanning the environment and the followers, environment and the followers, to sense, understand and to sense, understand and decide which strategies will be decide which strategies will be more effective in moving the more effective in moving the organization in the right organization in the right direction, towards the visiondirection, towards the vision



Personal Principles and Values

Identifying your Personal Identifying your Personal Principles and Values (PPV)Principles and Values (PPV)Part APart A Identify at least 3 individuals who had a Identify at least 3 individuals who had a

strong positive influence in your lifestrong positive influence in your life

Step 1 :Step 1 : List the individualsList the individualsStep 2:Step 2: Record words which reflect their actions Record words which reflect their actions

interacting with you and others. For every interacting with you and others. For every individual record separately these words. individual record separately these words.

Step 3:Step 3: Record all messages which they conveyed to Record all messages which they conveyed to you. For example what have you learned fromyou. For example what have you learned fromthemthem

Step 4:Step 4: Associate principles and values reflecting on the Associate principles and values reflecting on the words you recorded in previous steps. Thus you words you recorded in previous steps. Thus you should have for every individual the associated should have for every individual the associated set of principles and values.set of principles and values.

Step 5.Step 5. Represent each related set of principles Represent each related set of principles and values with a Venn diagram and values with a Venn diagram

ExampleExampleSets of Principles and Sets of Principles and

ValuesValuesBased on Influential IndividualsBased on Influential Individuals

IntegrityHonesty

CompassionLove

responsibility

IntegrityCreativity

LoveCompassionresponsibility

IntegrityCompassion

LoveGrowth

responsibility

father

My friend Georgemother

Set A1 Set AkSet A2

K is the number of individuals you have chosen

ExampleExampleCommon Principles and Common Principles and

ValuesValues Based on Influential IndividualsBased on Influential Individuals

The common principles and values based on influential individuals is The common principles and values based on influential individuals is the intersection set consists of all the common principles and the intersection set consists of all the common principles and values on each individuals principles and valuesvalues on each individuals principles and values set. set.

IntegrityCompassionLoveresponsibility

Process for identifying your Process for identifying your principles and valuesprinciples and values

Part B Part B Identify at least 3 events in your life Identify at least 3 events in your life ( personal, ( personal, family, workplace, community, and family, workplace, community, and world) world) which have had a strong positive influence in which have had a strong positive influence in

your lifeyour lifeStep 1 :Step 1 : List the eventsList the eventsStep 2:Step 2: Record words which come to your mind as you Record words which come to your mind as you

think about those events. For every event think about those events. For every event record separately all words. record separately all words.

Step 3:Step 3: Record all messages which you identified from Record all messages which you identified from these events.these events.

Step 4:Step 4: Associate principles and values related to words Associate principles and values related to words you recorded in previous steps. Thus you should you recorded in previous steps. Thus you should have for every event the associated set of have for every event the associated set of principles and values.principles and values.

Step 5.Step 5. Represent each associated set of principles and Represent each associated set of principles and values with a Venn diagram (see examples)values with a Venn diagram (see examples)

ExampleExampleThe Sets of Principles and The Sets of Principles and

Values Values Based on Influential EventsBased on Influential Events

LoveResponsibility

EnjoymentChallenge

Helping othersintegrity

ResponsibilityChallengeEnjoyment

Helping othersGrowthintegrity

Helping othersChallengeEnjoyment

GrowthResponsibility

integrity

Birth of a child

Working on a team project

Organizing a public event

Set A1 Set AkSet A2

K is the number of events you have chosen

ExampleExampleThe Set of Common Principals and The Set of Common Principals and

ValuesValues Based on Influential Events Based on Influential Events

The common principles and values based on influential events The common principles and values based on influential events is the intersection set consists of all the common principles andis the intersection set consists of all the common principles andvalues on each individuals principles and values set.values on each individuals principles and values set.

IntegrityHelping othersChallengeEnjoymentresponsibility

The Set of PrimaryThe Set of Primary Principals and Values Principals and Values

The set consisting of the common The set consisting of the common principles and values based on principles and values based on influential individuals together with all influential individuals together with all the common principles and principles the common principles and principles based on influential events is called the based on influential events is called the set of Primary Principles and Values.set of Primary Principles and Values.

In other words the Set of Primary In other words the Set of Primary Principles and Values is the Principles and Values is the UnionUnion of of the previous two sets the previous two sets

Example Example The Set of Primary Principles The Set of Primary Principles

and Valuesand Values

IntegrityResponsibility

CompassionCompassion LoveLove

EnjoymentEnjoymentChallengeChallengeHelping othersHelping others

The set consists of the following principles and values:The set consists of the following principles and values:Compassion, Love, Enjoyment, Challenge, Compassion, Love, Enjoyment, Challenge, Helping Others, Integrity, and Responsibility Helping Others, Integrity, and Responsibility

The Set of CoreThe Set of Core Principals and Values Principals and Values

The set consisting of the common The set consisting of the common principles and values based on principles and values based on influential individuals and the common influential individuals and the common principles and principles based on principles and principles based on influential events is called the set of influential events is called the set of Primary Principles and Values.Primary Principles and Values.

In other words the Set of Primary In other words the Set of Primary Principles Principles

and Values is the and Values is the IntersectionIntersection of the of the previous two sets previous two sets

Example Example The Set of Core Principles and The Set of Core Principles and

ValuesValues

IntegrityResponsibility

CompassionCompassion LoveLove

EnjoymentEnjoymentChallengeChallengeHelping othersHelping others

The set consists of the following principles and values:The set consists of the following principles and values:Integrity, and ResponsibilityIntegrity, and Responsibility

The Leadership PraxisThe Leadership Praxis

1. Crystallize your Personal Leadership Identity (PLI)2. Develop a Vision for the institution in line with the

mission of the institution and your PLI3. Establish a leadership team by utilizing existing human

resources and recruiting new personnel4. Communicate the vision and work with the leadership

team to develop a comprehensive plan5. Establish implementation strategies and an

implementation team6. Communicate continuously the vision, plan and

implementation strategies to all constituencies.7. Celebrate accomplishments and give generously credit to

members of the institution8. Regularly you assess, reflect and modify the

implementation plan9. Evaluate the success of accomplishing the vision

At The End….. PerhapsAt The End….. Perhaps


is nothing more thanis nothing more than

IntegrityIntegrity

VisionVision

KindnessKindness

For more articles and presentations For more articles and presentations

ByBy

Stefanos GialamasStefanos [email protected]@acs.gr

http://www.netenterprise.org/http://www.netenterprise.org/index.php?index.php?

option=com_content&task=view&idoption=com_content&task=view&id=272&Itemid=148=272&Itemid=148

Universal Principles and Universal Principles and ValuesValues

There have been several efforts from researchers to There have been several efforts from researchers to identify universal principles & values i.e. a list of identify universal principles & values i.e. a list of principles and values that are common in different principles and values that are common in different cultures, nations, religions.cultures, nations, religions.

Some of these are: In his book Moral Minds- How Some of these are: In his book Moral Minds- How nature designed our universal sense of right and wrong nature designed our universal sense of right and wrong - Harvard Professor of Psychology, Organism & - Harvard Professor of Psychology, Organism & Evolutionary Biology and Biological AnthropologyEvolutionary Biology and Biological Anthropology

Marc D. Hauser worked on answering this question. Marc D. Hauser worked on answering this question. Using the linguistic theories of Noam Chomsky, MIT Using the linguistic theories of Noam Chomsky, MIT researcher, Hauser argues that humans have a researcher, Hauser argues that humans have a universal moral grammar, an instinctive, unconscious universal moral grammar, an instinctive, unconscious tool kit for constructing moral systems. (use his book to tool kit for constructing moral systems. (use his book to add here, his site add here, his site

www.wjh.harvard.edu/~mnkylab/www.wjh.harvard.edu/~mnkylab/HauserHauserBio.htmlBio.html

Universal Principles and ValuesUniversal Principles and Values by Martin Seligmanby Martin Seligman

PerspectivePerspective [wisdom]: Being able to provide wise counsel to others; [wisdom]: Being able to provide wise counsel to others; having ways of looking at the world that make sense to oneself and to having ways of looking at the world that make sense to oneself and to other people other people

Wisdom and KnowledgeWisdom and Knowledge – cognitive strengths that entail the acquisition and – cognitive strengths that entail the acquisition and use of knowledge use of knowledge

CreativityCreativity [originality, ingenuity]: Thinking of novel and productive [originality, ingenuity]: Thinking of novel and productive ways to conceptualize and do things; includes artistic achievement but ways to conceptualize and do things; includes artistic achievement but is not limited to it is not limited to it

CuriosityCuriosity [interest, novelty-seeking, openness to experience]: Taking [interest, novelty-seeking, openness to experience]: Taking an interest in ongoing experience for its own sake; finding subjects and an interest in ongoing experience for its own sake; finding subjects and topics fascinating; exploring and discovering topics fascinating; exploring and discovering

Open-mindednessOpen-mindedness [judgment, critical thinking]: Thinking things through [judgment, critical thinking]: Thinking things through and examining them from all sides; not jumping to conclusions; being and examining them from all sides; not jumping to conclusions; being able to change one's mind in light of evidence; weighing all evidence able to change one's mind in light of evidence; weighing all evidence fairly fairly

Love of learningLove of learning: Mastering new skills, topics, and bodies of knowledge, : Mastering new skills, topics, and bodies of knowledge, whether on one's own or formally; obviously related to the strength of whether on one's own or formally; obviously related to the strength of curiosity but goes beyond it to describe the tendency to add curiosity but goes beyond it to describe the tendency to add systematically to what one knows systematically to what one knows

Universal Principles and ValuesUniversal Principles and Values by Martin Saligmanby Martin Saligman

CourageCourage – emotional strengths that involve the exercise of will to – emotional strengths that involve the exercise of will to accomplish goals in the face of opposition, external or internal accomplish goals in the face of opposition, external or internal

BraveryBravery [valor]: Not shrinking from threat, challenge, difficulty, [valor]: Not shrinking from threat, challenge, difficulty, or pain; speaking up for what is right even if there is or pain; speaking up for what is right even if there is opposition; acting on convictions even if unpopular; includes opposition; acting on convictions even if unpopular; includes physical bravery but is not limited to it physical bravery but is not limited to it

PersistencePersistence [perseverance, industriousness]: Finishing what [perseverance, industriousness]: Finishing what one starts; persisting in a course of action in spite of obstacles; one starts; persisting in a course of action in spite of obstacles; “getting it out the door”; taking pleasure in completing tasks “getting it out the door”; taking pleasure in completing tasks

Integrity Integrity [authenticity, honesty]: Speaking the truth but more [authenticity, honesty]: Speaking the truth but more broadly presenting oneself in a genuine way and acting in a broadly presenting oneself in a genuine way and acting in a sincere way; being without pretense; taking responsibility for sincere way; being without pretense; taking responsibility for one's feelings and actions one's feelings and actions

VitalityVitality [zest, enthusiasm, vigor, energy]: Approaching life with [zest, enthusiasm, vigor, energy]: Approaching life with excitement and energy; not doing things halfway or excitement and energy; not doing things halfway or halfheartedly; living life as an adventure; feeling alive and halfheartedly; living life as an adventure; feeling alive and activated activated


HumanityHumanity - interpersonal strengths that involve tending and - interpersonal strengths that involve tending and befriending others befriending others

LoveLove: Valuing close relations with others, in particular those in : Valuing close relations with others, in particular those in which sharing and caring are reciprocated which sharing and caring are reciprocated

KindnessKindness [generosity, nurturance, care, compassion, altruistic [generosity, nurturance, care, compassion, altruistic love, "niceness"]: Doing favors and good deeds for others; love, "niceness"]: Doing favors and good deeds for others; helping them; taking care of them helping them; taking care of them

Social intelligenceSocial intelligence [emotional intelligence, personal [emotional intelligence, personal intelligence]: Being aware of the motives and feelings of other intelligence]: Being aware of the motives and feelings of other people and oneself; knowing what to do to fit into different people and oneself; knowing what to do to fit into different social situations; knowing what makes other people tick social situations; knowing what makes other people tick

JusticeJustice - civic strengths that underlie healthy community life - civic strengths that underlie healthy community life CitizenshipCitizenship [social responsibility, loyalty, teamwork]: Working [social responsibility, loyalty, teamwork]: Working

well as a member of a team; being loyal to the group; well as a member of a team; being loyal to the group; FairnessFairness: Treating all people the same according to notions of : Treating all people the same according to notions of

fairness and justice; giving everyone a fair chance. fairness and justice; giving everyone a fair chance.


TemperanceTemperance – strengths that protect against excess – strengths that protect against excess Forgiveness and mercyForgiveness and mercy: Forgiving those who have done wrong; : Forgiving those who have done wrong;

accepting the shortcomings of others; giving people a second accepting the shortcomings of others; giving people a second chance; not being vengeful chance; not being vengeful

Humility/ModestyHumility/Modesty: Letting one's accomplishments speak for : Letting one's accomplishments speak for themselves; not regarding oneself as more special than one is themselves; not regarding oneself as more special than one is

PrudencePrudence: Being careful about one's choices; not taking undue : Being careful about one's choices; not taking undue risks; not saying or doing things that might later be regretted risks; not saying or doing things that might later be regretted

Self-regulationSelf-regulation [self-control]: Regulating what one feels and [self-control]: Regulating what one feels and does; being disciplined; controlling one's appetites and does; being disciplined; controlling one's appetites and emotions emotions

TranscendenceTranscendence - strengths that forge connections to the - strengths that forge connections to the larger universe and provide meaning larger universe and provide meaning

Appreciation of beauty and excellenceAppreciation of beauty and excellence [awe, wonder, [awe, wonder, elevation]: Noticing and appreciating beauty, excellence, elevation]: Noticing and appreciating beauty, excellence, and/or skilled performance in various domains of life, from and/or skilled performance in various domains of life, from nature to art to mathematics to science to everyday nature to art to mathematics to science to everyday experience experience


GratitudeGratitude: Being aware of and thankful for the good things that : Being aware of and thankful for the good things that

happen; taking time to express thanks happen; taking time to express thanks Hope Hope [optimism, future-mindedness, future orientation]: [optimism, future-mindedness, future orientation]:

Expecting the best in the future and working to achieve it; Expecting the best in the future and working to achieve it; believing that a good future is something that can be brought believing that a good future is something that can be brought about about

HumorHumor [playfulness]: Liking to laugh and tease; bringing smiles [playfulness]: Liking to laugh and tease; bringing smiles to other people; seeing the light side; making (not necessarily to other people; seeing the light side; making (not necessarily telling) jokes telling) jokes

Spirituality Spirituality [religiousness, faith, purpose]: Having coherent [religiousness, faith, purpose]: Having coherent beliefs about the higher purpose and meaning of the universe; beliefs about the higher purpose and meaning of the universe; knowing where one fits within the larger scheme; having knowing where one fits within the larger scheme; having beliefs about the meaning of life that shape conduct and beliefs about the meaning of life that shape conduct and provide comfort provide comfort

Website © 2007 by Values In Action Institute Website © 2007 by Values In Action Institute Privacy PolicyPrivacy Policy

Further ReadingFurther Reading Leadership:Leadership:At the Edge of At the Edge of

PossibilityPossibility Adair, John (2003), The Inspirational Leader. UK: Cogan Page Ltd. Bick, Julie( 1999), The Microsoft Edge: Insider Strategies For Building Success. New York: Pocket Books. Boyer, Ernest L. (1990), Scholarship Reconsidered: Priorities of the Professorate. New York: The Carnegie

Foundation for the Advancement of Teaching. Cherif, A., Gialamas, S., Ofari-Omoah, B. (2000), Can human factor be taught? The Journal of Human Factor

Studies, 5 (1&2):89-114. Gialamas, Stefanos (2001), New Academic Leaders Development Program (NALOP). Oakbrook, Illinois: DeVry

University Publication. Gialamas S., Cherif A., Hilentzaris S., (2003). Creating an environment for minimizing conflict between faculty

and the department chairperson. The Department Chair, 13(3): 21-23. Gialamas S., Cherif M. D. Demetriades E. and Hilentzaris S. (2003): Preparing new department chairpersons in the

area of faculty leadership, Academic Leadership, Vol 10.3, 27-31. Goleman, D., Boyatzis, R. and McKee, A. (2002). Primal Leadership: Realizing the power of Emotional

Intelligence. Boston, Massachusetts: Harvard Business School Press. Katzenbach, John and Smith, Douglas (1993), The Wisdom of Teams: Creating the Higher-Performance

Organization. Boston: Harvard Business School Press, 1993. Kouzes J.M. and Posner, B.Z. (2002). The Leadership Challenge (3rd edition) San Francisco: Wiley Learning, D.R. (1998). Academic Leadership: A practical guide to chairing the department. Bolton, MA: Anker

Publishing. Lennick D., Kiel F. (2005) Moral Intelligence: Enhancing Business Performance & Leadeship Success. Pearson

Education Publishing, NJ Lucas A.F. (2000). Leading academic change: Essential roles for department chairs. San Francisco: Jossey Bass

Publishers Maxwell, John C. (1995), Developing The Leaders Around You: How to Help Others Reach Their Full Potential.

Nashville: Tennessee. Thomas Nelson. Moore, R (1996). Traits of effective administrators. The American Biology Teacher, 57 (8):502 Noel, M.T. (1993), The Leadership Engine. Boston: Harper Business Publishing. Salacuse J.W. (2006). Leading Leaders: How to manage Smart, Talented, Rich and Powerful People. Amacom NY Seagren, A.T., Creswell, J.W., & Wheeler, D.W. (1993). The department chair: New roles, responsibilities and

challenges. Washington D.C, The George Washington University. Senge, P. et al (1999) The dance of change, New York: Doubleday

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