The Head Start/Early Head Start Directors

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The Head Start/Early Head StartDirectors
InstituteDecember 13 15, 2006
Advanced Human Resource Management Where Do I
Go From Here?
Judith Sikora, M.A. T/TA Program Manager Region
II Technical Assistance Team
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Agenda

• Introductions
• Applicable HS Performance Standards
• Session Objectives
• Part I Leadership Styles
• Part II Professional Development Plans
• Part III Leadership Competency Model
• Part IV Implications for Practice

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Applicable Head Start Performance Standards

• 1304.52 (c) Human Resources Development
• 1304.50 (a)(1) Program Governance
• 1304.50 (d)(1)(ii) Program Governance

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Session Objective 1

• Identify various leadership styles and analyze
  the role leadership plays in implementing
  strategies for recruiting, motivating and
  retaining staff.

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Session Objective 2

• Explore different ways for establishing
  program-wide professional development planning by
  examining team development concepts, the role of
  supervision and steps for incorporating staff at
  all levels

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Session Objective 3

• Discuss key principles of leadership/leadership
  competencies that can be used to employ
  strategies for sustaining team development, as
  well as meet the ongoing staff development and
  job performance goals of all staff.

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Part I Leadership Styles
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Leadership Styles Significance

• Understanding leadership styles impacts a
  Directors ability to understand
• Their role as a leader
• Individual performance
• Team performance

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Leadership Models The Four Framework Approach

• Bolman and Deal (1991) suggest that leaders
  display behaviors in one of four types of
  frameworks
• Structural
• Human Resource
• Political
• Symbolic

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Structural Framework

• Leaders focus on
• Structure
• Strategy
• Environment
• Implementation
• Experimentation
• Adaptation

• Effective leadership situation
• A social architect
• Style is analysis and design

• Ineffective leadership situation
• A petty tyrant
• Style is details

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Human Resource Framework

• Leaders believe in
• People-focused
• Communicate beliefs
• They are
• Visible
• Accessible

• Effective leadership situation
• A catalyst
• Style is supportive, advocate, and empowerment

• Ineffective leadership situation
• A pushover
• Style is abdication and fraud

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Political Framework

• Leaders clarify
• What they want
• What they can get
• They assess
• Distribution of power
• Interests
• They use
• Persuasion
• Negotiation
• Coercion

• Effective leadership situation
• An advocate
• Style is coalition and building

• Ineffective leadership situation
• A hustler
• Style is manipulation

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Symbolic Framework

• Leaders view
• organizations as a stage
• Leaders
• Use symbols to get attention
• Frame experience by providing plausible
  interpretations of situations
• Discover and communicate a vision

• Effective leadership situation
• A prophet
• Style is inspiration

• Ineffective leadership situation
• A fanatic
• Style is smoke and mirrors

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Leadership Models The Managerial Grid

• The Blake and Mouton Managerial Grid (1985) uses
  two axis
• Concern for People
• Concern for Task
• These two dimensions are drawn as a graph or a
  grid

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Managerial Grid
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8
7
6
5
4
3
2
1 2 3 4 5 6 7 8 9
Concern for People
Concern for Task
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How Do You Characterize Your Managerial Behavior?

• Team Leader
• Task9
• People9

• Authoritarian
• Task9
• People1

• Country Club
• Task1
• People9

• Impoverished
• Task1
• People1

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Authoritarian LeaderHigh Task, Low Relationship

• Autocratic, hard on their workers
• Little or no allowance for cooperation or
  collaboration
• Very strong on schedules
• Do what you are told without questions or debate
• Focus is on the blame
• Intolerant of perceived dissent

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Team LeaderHigh Task, High Relationship

• Leads by positive example
• Fosters a team environment that in which all team
  members can reach their highest potential, as
  team members and as individuals
• Encourage team members to meet group goals with
  effectively
• Works tirelessly to strengthen bonds among others
• Form and lead most productive teams

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Country Club LeaderLow Task, High Relationship

• Uses reward power to maintain discipline and for
  goal accomplishment endeavors
• Incapable of employing the more punitive coercive
  and legitimate powers
• Fear exists regarding use of power (can undermine
  existent relationships with other team members)

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Impoverished LeaderLow Task, Low Relationship

• Uses a delegate and disappear style
• Allows team to do whatever they wish
• Prefers to detach themselves from the team
  process, allowing power struggles to ensue

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Certain Situations call for certain actions!

• All styles may be used appropriately given the
  right situation
• Impoverished Leaders can instill self-reliance
• Authoritarian Leaders can instill discipline
• Other ideas/experiences?

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Leadership Styles Activity

• Which leadership styles discussed could be
  applied effectively to
• Recruit staff?
• Support staff?
• Retain staff?

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Part II Professional Development Plans
-Directors and Staff Working Together for
Results
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Things to Consider

• Creating effective plans takes an understanding
  of self and others as it relates to individual
  job responsibilities and program goals.
• With a substantial understanding of individual
  work styles and the group development process,
  Directors can develop their own leadership styles
  while supporting the work and professional
  development of others.

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Head Start Performance Standards (HSPS)

• 1304.52(K)(2)
• Grantee and delegate agencies must establish and
  implement a structured approach to staff training
  and development, attaching academic credit
  whenever possible. This system should be
  designed to help build relationships among staff
  and to assist staff in acquiring or increasing
  knowledge and skills needed to fulfill their job
  responsibilities

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Program Guidance for HSPS 1304.52(K)(2) p. 210

• To be successful, staff training and
  professional development
• Is ongoing and supports the individual needs of
  staff
• Builds on prior staff development activities and
  includes follow-up activities
• Links to employees performance appraisals (ex
  SOLAR)
• Uses a variety of approaches and current
  technology
• Builds on the principles of adult learning, and
• Makes use of locally available resources.

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Group Exercise

• Taking into consideration various leadership
  styles and the group development process, read
  the following Twelve Steps for Developing a
  Professional Development Plan and correlate
  these concepts to each of the steps to further
  your understanding of leadership development and
  implementation.
• from The Consumers Guide to Professional
  Development Resources, the Early Head Start
  National Resource Center pp. 5-8.

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Twelve Steps for Developing a Professional
Development Plan

• Step 1 - Establish a training and professional
  development committed to
• Plan
• Implement
• Evaluate
• Convene program staff, parents, and community
  partners
• Linkage to local formal education resources
• Step 2 - Determine capacities and Needs of the
  Program Staff by referencing and using
• The Performance Standards
• The Advisory Committee Statement
• Program goals, objectives, and outcomes
• The community assessment
• Program Information Report (PIR) data and other
  resource information

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Professional Development Plan (contd)

• Step 3 - Describe expected outcomes of the
  training and technical assistance to
• Program Staff
• Children
• Parents
• Volunteers
• The Organization
• Step 4 - Set training priorities considering
  availability of
• Time
• Resources
• Step 5 - Determine the audience

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Professional Development Plan (contd)

• Step 6 - Identify training and technical
  assistance resources by examining resources from
• Within the program
• Resources at the local, state, or national level
• The funded training and technical assistance
  system or
• Private consultants and resources.
• Step 7 - Identify Methods
• Of delivery and
• Consideration needs to be made for varying
  learning styles.

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Professional Development Plan (contd)

• Step 8 - Prepare a training budget and allocate
  funds to assist in the determination as to
• Which training options to use and,
• The cost of each selected option.
• Step 9 - Prepare the program and professional
  development plan
• Part one-narrative
• Part two-a chart to identify specific trainings
  and activities
• Step 10 - Implementing the plan should include
  the
• Preparation of a schedule
• Assignment of staff responsibilities and,
• The adoption of strategies that will ensure the
  proper implementation of training conducted.

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Professional Development Plan (contd)

• Step 11 - Evaluate the training and technical
  assistance events in relation to
• Planning
• Presentation and,
• Effectiveness (considering both immediate and
  longer term outcomes).
• Step 12 - Follow-up and evaluation
• Fosters integration into daily practice
• Helps staff meet individual and program goals
  and,
• Helps program continuous improvement efforts.

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Part III Leadership Competency Model
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Leadership Competency Model

• Core or Essential Competencies
• Leadership Competencies
• Professional or Individual Competencies

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Core Competencies

• The core competencies are the personal skills
  required at all levels of leadership. Essential
  competencies provide the foundation that a person
  needs to become a leader. They are the strong
  foundation on which, other more specified
  competencies, are built upon.

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Leadership Competencies

• These are the skills needed to drive an
  organization into the cutting edge of new
  technologies. They form the basic structure that
  separates leaders from bosses.

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Professional Competencies

• These are the skills and knowledge needed to
  direct the systems and processes that a leader
  controls.

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Core or Essential Competencies

• Communications
• Teamwork
• Creative Problem Solving
• Interpersonal Skills
• Manage Client Relationships
• Self-Direction
• Flexibility
• Build appropriate relationships
• Professionalism
• Financial

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Leadership Competencies

• Leadership Abilities
• Visioning Process
• Create and Lead Teams
• Assess Situations Quickly and Accurately
• Foster Conflict Resolutions (win-win)
• Project Management
• Implement Employee Involvement Strategies
• Coach and Train Peers and Subordinates

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Professional Competencies

• Business Acumen
• Technical Competency

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Part IV Implications for Practice
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The Importance of Incorporating Theory with
Quality Practices

• The Directors role in making the linkage
• Identifying and understanding your own leadership
  growth opportunities and accomplishments in your
  program setting
• Grasping the full impact you have on others and
  how to leverage that impact to its full benefit
• Knowing when to be assertive and when to let
  others lead can be the determinant of positive
  outcomes
• Striking a balance between the humanist and the
  pragmatic engineer/leader
• Addressing wellness issues for yourself and how
  that effects others
• Be well, periodically review your accomplishments
  as a leader, and keep a realistic perspective for
  the future!

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Resources

• http//eclkc.ohs.acf.hhs.gov/hslc/
• Bass, Bernard (1989).Stogdills Handbook of
  Leadership A Survey of Theory and Research. New
  York, Free Press
• Bass, Bernard (1990). From transactional to
  transformational leadership learning to share
  the vision. Organizational Dynamics, Vol. 18,
  Issue 3, Winter, 1990, 19-31.
• Blake, Robert R. and Mouton, Janse S. (1985). The
  Managerial Grid III The Key to Leadership
  Excellence. Houston Gulf Publishing Co.
• Bolman, L. and Deal T. (1991). Refraining
  Organizations, San Francisco Jossey-Bass.

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Other Sessions, Contact Info

• Join us for a continuing education session
  focusing on
• Decision Making Strategies for Groups
• For more information about management strategies
  or the Booz Allen Hamilton, Region II Technical
  Assistance Team, please contact
• sikora_judith_at_bah.com, or judith.sikora_at_acf.hhs.
  gov