BESL 406: ELT and Organizational Management

Unit-II: Management and Leadership Roles in ELT

-- Management functions and role of ELT leaders

-- Leadership and managing self in organizations

-- Leadership and teambuilding

-- Coordinating team through task and relationship-oriented behavior

-- Communication and conflict management

-- Managing and motivating people in ELT organizations

-- Program Management, Implementation and Evaluation

2.1 Management functions and role of ELT leaders

[Note: Please read 1.2(leadership and management part) and ensuring connection with
ELT

2.2 Leadership and managing self in organizations

Self-management requires a range of skills and qualities including:

• Time management

• Setting and achieving goals and objectives

• Decision making and problem solving

• Creativity and innovation

• The ability to manage personal stress in the workplace

• Delegation of job

• Communication skills

• Personal reminders and thoughts worth thinking

[Don’t work Harder, Work SMARTER]

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Being able to communicate is vital to being an effective leader

Leadership role in communications

• Knowing and reaching out to key audiences/stakeholders.

• Recognizing communications opportunities.

• Developing and conveying key messages.

• Providing useful, relevant information to groups or

individuals.

• Making use of resources provided.

• Coordinating with colleagues and line authorities

Consider your audiences:

• Level of knowledge/awareness.

• Primary concerns/expectations.

• Perspective.

• Possible barriers to understanding.

• Ability/likelihood to take action

Focus on your objective:

• Raise awareness of your role/value to

students/adults.

• Raise awareness of a specific issue.

• Increase your involvement/effectiveness on an issue.

• Build support for specific policy/resource needs.

• Encourage parents/teachers/students to act.

Be relevant:

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• Relate the issue to a state/local context.

• People focus on issues they are concerned about.

• Articulate impact on students/school.

• Include some supporting points about what

parents/teachers/students can do.

• Provide your contact information.

Be clear and concise:

• Pick your main point.

• State it at the outset. (For example: "Bullying is unacceptable,

preventable behaviour that undermines students' well-being

and academic achievement.")

• Back it up with 2-3 facts or data points.

• Provide specific suggestions.

• Provide personal examples.

• Use audience appropriate language.

• Avoid acronyms/technical language.

• Use active tense.

• Use bullets to the extent possible.

• Ask a colleague to review.

• Proof your work (or ask someone else to)

Please keep in mind:

• Most people will only remember 1 or 2 points in any

communications.

• Be brief.

• Think about the perspective of your audiences.

• You know way more than your audiences need to

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hear/read.

• Incorporate language relevant to others.

2.3 Leadership and teambuilding

Team Building

Team

A team is a small group of people who recognise the need for constructive conflict when
working together in order for them to make, implement and support workable decisions.

(O’Neill 2003)

A team is a group of people who work or relate in a way which helps them achieve their common
objective.

(Trethowan 1998)

Teams are characterized by:

•defined tasks

•inclusive processes

•deep commitment

•collective expertise.

What value does teamwork bring?

• Plays to individuals’ strengths, making collective endeavour more powerful.

• Allows resources and tasks to be shared and

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so increases efficiency.

• Helps solve problems and challenges as all

team members can contribute to solutions.

• Provides forums for support and learning

from others.

• Brings staff together who may be dispersed

and or isolated.

Building your team: the stages of team development (Tuckman, 1965)

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Connecting this theory with ELT

 Pedagogy (i.e., role playing, Group discussion, Debate, assignment)

 Teachers’ Professional learning
 Professional Learning Community for ELT teachers
 Research collaboration for ELT

Team roles

Leader who ensures the team has clear objectives and makes sure everyone is involved and
committed.

Challenger who questions effectiveness and presses for improvement and results.

Doer who urges the team to get on with the job and does practical tasks.

Thinker who produces carefully considered ideas and weighs up and improves ideas from
others.

Supporter who eases tension and maintains team harmony.

- Honey (2001)

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 Building Team

The good leader in teambuilding must act as:

• encourager

• harmonizer

• compromiser

• expediter/gatekeeper

• standard setter

• group observer/commentator

• follower

2.4 Coordinating team through task and relationship-oriented behavior

Task-oriented leadership

A directed leadership style that outlines tasks and objectives is called task-oriented
leadership. Task-oriented leaders offer guidelines and a strategy to achieve an
organization's objectives. With task-oriented leadership, the leader can push their
subordinates to a certain level of performance.

A task-oriented leader is very goal-focused and gets the job done by the deadlines. Task-
oriented leaders outline each team member's responsibility while assisting them. Task-
oriented leaders give the necessary resources, tools, and other resources to complete the
task. Everything in this type of leadership is directed on completing the task.

Task-oriented leadership – expresses the degree to which a leader defines the roles of
their followers, focuses on goal achievement, and establishes well-defined patterns of
communication.

Seven key strengths of task-oriented leadership are:

1. Clarify objectives: Task-oriented leaders provide direct instruction. For example, if you
are working with a team, you need to specify simple instructions, deadlines, and targets
to employees to make it easy for them to achieve the potential you want.

2. Framework tasks precisely: If you are working on a project, you need to outline the
mission first. List the essential jobs and then accurately explain the processes. Design the

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 methods and strategies with them to brainstorm the ideas in a well-mannered course of
action.

3. Issue exact deadlines: Setting deadlines is essential for the group to have a sense of
achievement. Set reminders for your employees and ask them to work actively over the
project, which has strict deadlines.

4. Offer guidance: Provide clear advice and direction to avoid mistakes, roadblocks, and
hassles. Give opportunities to ask questions. Provide information, resources, research,
and other points of clarification. By offering guidance, you will address obstacles and
move another step towards progress.

5. Excellent representatives: They know very well which team is suitable for which task;
therefore, they are great at proper delegations. They drive productivity levels higher by
identifying the strengths of their employees.

6. Apply a reward system: After their teams have achieved key results and objectives, apply
systems to continually reward and motivate. For example, set a reward, bonus, time off or
other factors specific to individual’s diverse sets of motivation at the end of the month to
increase productivity and make a disciplined work environment.

7. Attain favorable outcomes: This leadership style achieves the best results by directing
team strengths and setting strategies. They understand their responsibilities well and work
effectively.

Weakness

The weakness of task-oriented leadership is that it ignores the welfare and happiness of
the staff. Being focused on the task can result in the leader ignoring some critical issues
that may come up within the team. Pushing the staff to complete the job without paying
attention to their personal needs can result in a negative environment within the
workplace, which can lead the workforce to be less productive.

(Carter, n.d.)

Relationship oriented leadership:

Relationship-focused leaders are concerned with inspiring others through encouraging
dialogue, moral support, and attentive listening. The relationship-driven leader puts an
emphasis on motivation and satisfaction.

Relationship-oriented leadership – expresses the degree to which a leader shows concern and
respect for their followers, looks out for their welfare, and expresses appreciation and support
(Bass, 1990a, 1990b, cited in Tabernero, Chambel, Curral, & Arana, 2009).

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The idea that relationship-focused leadership fosters higher team learning and group cohesion is
widely accepted. Additionally, it has been demonstrated that relationship-focused leadership has a
favorable impact on self-efficacy and has a greater individual impact. [Self-efficacy is an
individual's belief in their capacity to act in the ways necessary to reach specific goals]

Think Critically:

All organizations need task-oriented leadership – if it didn’t exist, very few tasks would
ever get completed.

Management is most associated with task-oriented leadership. It is essential to balance

this type of leadership with relationship-oriented leadership to avoid dysfunctional
working relationships.

Leaders should consider wellbeing, stress management, and work-life balance so that the
workforce will become more productive and highly engaged.

(Carter, n.d.)

Implications in ELT (examples)

-Pedagogy in the classroom

-Teachers’ professional learning

-Organizational management and leadership

2.5 Communication and conflict management

Being able to communicate is vital to being an effective leader

Leadership role in communications

• Knowing and reaching out to key audiences/stakeholders.

• Recognizing communications opportunities.

• Developing and conveying key messages.

• Providing useful, relevant information to groups or

individuals.

• Making use of resources provided.

• Coordinating with colleagues and line authorities

10
Consider your audiences:

• Level of knowledge/awareness.

• Primary concerns/expectations.

• Perspective.

• Possible barriers to understanding.

• Ability/likelihood to take action

Focus on your objective:

• Raise awareness of your role/value to

students/adults.

• Raise awareness of a specific issue.

• Increase your involvement/effectiveness on an issue.

• Build support for specific policy/resource needs.

• Encourage parents/teachers/students to act.

Be relevant:

• Relate the issue to a state/local context.

• People focus on issues they are concerned about.

• Articulate impact on students/school.

• Include some supporting points about what

parents/teachers/students can do.

• Provide your contact information.

Be clear and concise:

• Pick your main point.

• State it at the outset. (For example: "Bullying is unacceptable,

11
preventable behaviour that undermines students' well-being

and academic achievement.")

• Back it up with 2-3 facts or data points.

• Provide specific suggestions.

• Provide personal examples.

• Use audience appropriate language.

• Avoid acronyms/technical language.

• Use active tense.

• Use bullets to the extent possible.

• Ask a colleague to review.

• Proof your work (or ask someone else to)

Please keep in mind:

• Most people will only remember 1 or 2 points in any

communications.

• Be brief.

• Think about the perspective of your audiences.

• You know way more than your audiences need to

hear/read.

• Incorporate language relevant to others.

Conflict Management

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 Conflict is a situation when the interests, needs, goals or values of involved parties
interfere with one another.
 Conflict management is the process of limiting the negative aspects of conflict while
increasing the positive aspects of conflict.
 A conflict is a common phenomenon in the workplace.
 Resolving conflict is a key part of leader's role.

Types of Conflict

• Within an individual

• Between two individuals

• Within a team of individuals

• Between two or more teams within an organization

Causes of conflict

• Conflict of aims- different goals

• Conflict of ideas- different interpretations

• Conflict of attitudes - different opinions

• Conflict of behavior- different behaviors are unacceptable

Conflict Resolution/Negotiation

• Negotiation is a method by which people settle differences. It is a process by which

compromise, or agreement is reached while avoiding argument and dispute

The process of negotiation

• Preparation

• Discussion

• Clarification of goals

• Negotiate towards a Win-Win outcome

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• Agreement

• Implementation of a course of action

Be assertive

• Conflict can teach you to make the most of each situation and use it as a learning
opportunity or a leadership opportunity.

• You can also use it as an opportunity to transform the situation into something better.

Give recognition

In giving recognition, you should try to ensure that you:

• treat everyone in a fair and equal way

• reward real achievements or contributions

• reflect the core values of the organization

• use it to guide and encourage all concerned

• give it in public if possible

• give it formally and informally

• give it genuinely and sincerely.

2.6 Managing and motivating people in ELT organizations

Motivation

Internal and external factors that stimulate desire and energy in people to be continually
interested and committed to a job, role or subject, or to make an effort to attain a goal.

Motivation results from:

(1) intensity of desire or need (2) incentive or reward value of the goal (3) expectations of
the individual and of his/her peers

Rules in Motivating people

• Be motivated yourself • Select people who are highly motivated • Treat each person as
an individual • Set realistic and challenging targets • Remember that progress motivates •
Create a motivating environment • Provide fair rewards • Give recognition

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Maslow’s hierarchy of needs

[Maslow's hierarchy of needs is an idea in psychology proposed by American Abraham

Maslow in his 1943 paper "A Theory of Human Motivation" in the journal Psychological
Review]

 Physiological needs (including hunger, thirst, sleep)

• Safety needs (security and protection from danger)

• Social needs (belonging, acceptance, social life, friendship, and love)

• Self-esteem (self-respect, achievement, status, recognition)

• Self-actualization (growth, accomplishment, personal development).

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Herzberg’s Motivation – hygiene theory (Herzberg, 1964)

• Recognition • Achievement • Possibility of growth • Advancement • Responsibility •

Work itself •

Salary • Interpersonal relations • Supervision • Company policy and administration •

Working conditions • Factors in personal life • Status • Job security

Getting the best from people

Be motivated yourself. Be:

• public – make sure you act in the open • spontaneous – do not appear calculated •
expressive – do things because they are natural to you not for effect • self-effacing –
setting a good example is not glory-seeking

You can strengthen your motivation by reminding yourself:

to feel and act enthusiastically and in a committed way in your work

• to take responsibility when things go wrong rather than blaming others

• to identify ways, you can lead by example

• to motivate by word and example rather than manipulation

• set an example naturally rather than in a calculated way

• not to give up easily

 to ensure you are in the right job for your own abilities, interests, and temperament

• to be able to cite experiences where what you have said or done

• has had an inspirational effect on individuals, the team, or the organization

• that the three badges of leadership are enthusiasm, commitment, and perseverance

[Note: Relate all these things from ELT Perspective]

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 2.7 Program Management, Implementation and Evaluation

Common tasks of managers and leaders in ELT programs (Joe McVeigh, 2019):

• evaluate overall program effectiveness

• determine program goals and objectives

• develop and revise the curriculum

• hire teachers or staff

• conduct staff meetings

• supervise and evaluate teachers and or staff

• oversee the assessment program

• obtain and use appropriate technology

• develop budgets and monitor expenses

• maintain records

• market the program and recruit students

• deal with personnel issues

• manage time wisely

Please consider the following points for effective program management, implementation
and evaluation:

-Best Practice: which evidence-based models and best practice programs can you use to
reach your goals?

- Fit: what actions do you need to take so that the selected program "fits" the specific context?

- Capacities: what organizational capacities do you need to implement the program?

- Plan: what is the plan for this program?

- Process: how will you assess the quality of program implementation?

- Outcomes: how well did the program work?

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- Continuous Quality Improvement: how will you incorporate continuous quality improvement
strategies?

- Sustainability: how will you sustain effective programs?

PBM (Performance-Based Management) and PMM (Performance Measurement and

Management)

Performance Management Cycle

SMART goals are:

Specific - The goal is clearly outlined, with detailed information such as what is to be
achieved, how well it must be done, and why it is important.

Measurable - The goal must have a definite and measurable indicator to tell if it has been
achieved.

Achievable - While the goal should stretch the employee, it should not be so lofty as to
not be realistically achievable at all.

Relevant - The goal is in line with both the employee’s job and the overall goals of the
organization.

Time-bound - There should be a definite timeline as to when this goal should be

completed.

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Special Courtesy: A/P Abu Salahuddin, PhD

References

Carter, L. (n.d.) 7 Key Strengths of Task-Oriented Leadership. Retrieved from

https://louiscarter.com/task-oriented/

Forsyth, Donelson R. (2010). Group Dynamics 5th edition. Belmont, CA: Wadsworth
Cengage Learning. p. 253. ISBN 9780495599524

Indeed Editorial Team. (October 7, 2019). Task-Oriented Leadership: Definition and

Examples. Retrieved from https://www.indeed.com/career-advice/career-
development/task-oriented-leadership

Tabernero, C., Chambel, M. J., Curral, L., & Arana, J. M. (2009). The role of task-oriented versus
relationship-oriented leadership on normative contract and group performance. Social Behavior
and Personality: an international journal, 37(10), 1391-1404.

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