I created this presentation for a class on leadership skills. I have a workbook to go along with this class. Contact me if you are interested. This is part 1 of 2 day class.

1. Leadership Skills
Introduction to Leadership
Dr. John Persico Jr.
612-310-3803

2. Agenda: Day 1
• Welcome
• Introduction of Participants
• Leading in an Integrated Model of Evidence-Based Practices
• The Leadership Challenge: Management versus Leadership
• Self-Assessment of Leadership Competencies
• Leadership Values
• Leadership Ethics
• Leadership Development Plans: Take Home Activity
• Debriefing

3. Welcome
The process of developing new skills should include
the following:
• Identify a needed skill area.
• Agree on a learning method for improvement.
• Practice and receive feedback.
• Increase awareness of the effects of performance on
others.
• Measure change within a well-defined timeframe.
• Recognize and reward skill enhancement.

4. Introduction of Participants
• Who are you?
• Why are you here?
• What are you most proud of in your
career to date?
• What are five strengths you bring to
this class?
• What would you like to take away
from this session?

5. Learning Objectives
1. State the difference between management and leadership.
2. Identify the characteristics and behaviors of an effective leader.
3. Make a commitment to participate actively in developing your
leadership skills and building organizational capacity.
4. State the exemplary leadership practices identified by Kouzes &
Posner in their research and reported in their book entitled "The
Leadership Challenge."
5. Assess your competencies in the leadership knowledge and skills
areas required for successful implementation of evidence-based
practices.
6. Write a leadership development plan based on the self-assessment
of competencies.
7. Meet with your supervisor to discuss and receive feedback on the
leadership development plan.

6. Promote Lifelong Learning
You can develop lifelong learning traits:
• By showing curiosity about human nature and how
the world works.
• By seeking and valuing diversity.
• By persisting in seeking out new solutions.
• By using your unique talents and intelligence to
promote positive change.
• By learning and applying technology tools to solve
problems.

7. Show Respect
• Value yourself. Be honest and ethical, and
practice strong moral values.
• Treat all members of the school community
with politeness and respect.
• Honor the ideas and opinions of others.
• Offer to help.
• Be responsible for keeping an open mind.

8. Policies
• Ask questions at any time.
• Listen to all ideas and opinions.
• Leave for restroom when needed.
• Please be back from lunch and breaks on
time.
• Let us know if the day is not working for you.

9. Evidenced Based Practice: A
Definition
• Evidence-based practice refers to the use of
research and scientific studies as a base for
determining the best practices in a field. The
movement began in the 1990s with a focus on
the medical profession.
• It has since crossed the line to other
professions, including education. The basic
premise of the movement is to provide
transparency and to assure the public that
techniques and procedures will provide the best
possible interventions or treatments.

10. A Checklist for Best Practices:
Determination*
1. Has at least one randomized clinical trial shown this practice to be effective?
2. Has the practice demonstrated effectiveness in several replicated research studies using
different samples, at least one of which is comparable to the treatment population of your
region and/or agency?
3. Does the practice demonstrate positive, significant effects on intended outcomes?
4. Can the practice be logistically applied to your region/agency?
5. Is the practice feasible: can it be used in different formats, is it attractive, is it cost
effective, and is training available?
6. Is there sufficient information, including details and a manual, for the practice? Are key
components clearly laid out?
7. Is the practice well accepted by providers and clients?
8. Is the practice based on clear and well-articulated theory?
9. Does the practice have associated methods of ensuring fidelity (consistency of delivery of
treatment/intervention over time)?
10. Can the practice be evaluated?
11. Does the practice show good retention rates?
12. Does the practice address cultural diversity and different populations?
13. Can the practice be used by staff with a wide diversity of backgrounds and training?
*(adapted from Iowa Consortium, 2003)

11. Evidence Based Practices
An Integrated Model of Implementation

12. Film: Evidenced Based Teaching
• This short 15 minute film from the UK makes a
“Case for Evidenced Based Teaching.”
• http://www.evidencebasedteaching.co.uk/free.html

13. Discussion: Evidence Based
Practice
This discussion will take place in a small group.
Please share your thoughts and experiences on
the following questions that are in your workbook:
• What has been your experience with Evidenced Based
Practice?
• What changes do you think will have to be made in education
for these practices to become established?
• What do you think are the major barriers to the changes that
need to be made?
• What can you personally do to help break down these barriers?
• How would more strategic thinking help in this area?

14. The Leadership Challenge
• Managers versus Leaders?
• Is there a difference?
• What are the skills a manager needs?
• What are the skills a leader needs?
• Can these skills be merged? Are they
complementary?

15. Leadership Exercise: Traits
• Using your work book, take the traits that define
leaders and managers from the list by Warren
Bennis and put them in the columns that you
think best define your skills in each area.
• You will have a list of manager traits and leader
traits.
• Circle your three strongest in each area.
• What traits are you missing that you think are
important?

16. The Leadership Challenge
• Kouzes and Posner identified five practices of
great leaders.
• In your small groups, define each of the five
practices in your own terms.
• What do they mean?
• How do they apply in an educational
environment?
• What are some examples of each from your
own experiences?

17. Key Leadership Competencies
Inventory
• The Leadership Competencies Inventory in
your workbook lists a number of competencies
that have been found to be critical to good
leadership. These will later be referred to when
you complete your Leadership Development
Plan.
• Complete the Inventory using the scale
provided to identify how you rate in terms of
each competency.
• When you are done, go back and circle your
five strongest and five weakest competencies.

18. Leadership Values
• Definition:
Values are qualities of character such as
courage, prudence, and fidelity that provide
the moral and psychological foundation to
sustain judgment and act on it. Educational
leaders and senior-level managers must
possess several key leadership values to
model behavior.

19. Four Principles for Values Based
Leadership
• Self-Reflection
• Balance
• Self-Confidence
• Humility

20. Balancing Your Life
• The following is a short 13 minute video from
TED. The speaker is Nigel Marsh and his
subject is:
• How to make work-life balance work
• http://www.youtube.com/watch?v=jdpIKXLLYYM

21. Values Clarification Checklist
• Using the values list in your work, check off
your top seven values. You may add values if
you find any that you think are important and
are not in the list.

22. Values Clarification Exercise
• Using your workbook, complete the values
clarification exercise and answer the four
questions noted in the workbook.
• After you have answered these questions, refer
back to the values list above and identify the
common values that are reflected by the
comments you wrote.
• Do you feel that your daily activities and actions
reflect these values on a consistent basis?
Why or why not?

23. Leadership Ethics
• Definition:
Ethics encompasses the standards for evaluating
right and wrong and the personal qualities that
sustain the ability to make and act on these
judgments. Ethical standards guide decisions and
focus behavior for right or wrong action. They
anchor our sense of personal and professional
integrity.

24. Ethical Interpersonal Behavior
Supporting
Others and
Bringing Out
Their Best
Collaborating
With Others
Achieving
Synergy or
Innovation
Listening to
Others
Cooperating
with Others
Learning From
Others
Respecting
Others
Working
Together
Peacefully
Sabotaging
or
Undermining
Others
Battling
Others/Name
Calling
Tolerating
Others
Exclusive

   Inclusive
   Ethical
Unethical
Green Zone: The Ethical Ceiling. Optimal level for creativity and innovation.
Yellow Zone: The Ethical Floor: Don’t go below this level.
Red Zone: Behaviors than have no palace in school or the workplace.
From: Leading in Context LLC.

25. Questions for Ethics
• Where do you fall on this graph?
• How supportive is your department in helping
you to move into the green areas?
• What do you need to do to go beyond the
yellow areas?

26. Ethical Principles
 Respect autonomy. Don't let your freedom of choice
be neglected - as well as that of others.
 Be fair. Treat people equally. Be impartial and
objective.
 Avoid harm. Take every possible measure to avoid
physical, emotional and psychological harm or threats
to one's self-esteem.
 Be true. This means telling the truth as well as
keeping your promises and maintaining loyalty.
 Be beneficial. Do what you can to contribute to the
general well-being of others, whether it is taking time
out of your schedule to help them or simply treating
them with kindness.

27. Self-Reflection Exercise on Ethics
• Think of the most ethical leader you have personally known
or worked with. Write down the key traits that you felt
made them ethical.
•
•
•
•
• Identify at least one situation where you think they were
ethical. Describe the situation, outcomes and what made
them ethical.
• Please share your traits and stories with the class.

28. Ethical Leadership: Case
Discussions
• Please refer to your workbook for the case
discussions.
• There are three cases.
• In your small groups, discuss each case and
decide what the most ethical behavior would be
in each case.
• How do your views differ from others?
• Is there one “right” course of action?
• Are tradeoffs made that conflict with ethical
behavior?

29. Leadership Development
• Experiential Learning
• Self –efficacy
• Visioning
• Taking responsibility
• Gaining focus
• Developing life purpose
• Starting action immediately
• Developing effective goals and plans

30. Leadership Development Plan
• In your workbook, there are blank sheets to
help you create a Leadership Development
Plan.
• In the first section (Strengths) please complete
the assignment as described.
• We will briefly review comments and ideas in
the large group as it applies to this section or
your plan

31. Leadership Development Plan
• In your workbook, there are blank sheets to help
you create a Leadership Development Plan.
• In the second section (Areas for Improvement)
please complete the assignment as described.
• We will briefly review comments and ideas in the
large group as it applies to this section or your
plan

32. Leadership Development Plan
• In your workbook, there are blank sheets to help
you create a Leadership Development Plan.
• In the third section (Action Plan) please
complete the assignment as described.
• We will briefly review comments and ideas in the
large group as it applies to this section or your
plan

33. Take Home Assignment
• We are assigning a brief homework assignment
for discussion in Day 2 of this Leadership
Class.
• Please complete the assignment noted in your
student workbook.
• Be prepared to discuss this assignment in the
next scheduled class.

34. Evaluation of Session
• Please complete the evaluation form in your
workbook. (Leadership Course Evaluation)
• In small groups, would you please summarize
your conclusions in terms of what worked for
you in this session and what did not.