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"MIND OF A MANAGER, SOUL OF A LEADER" (C. R. HICKMAN).
Term Paper ID:23643
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Essay Subject:
Critical review of work on qualities, methods, aims & distinctions of two organizational roles.... More...
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6 Pages / 1350 Words
1 sources, 9 Citations,
OTHER Format
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Paper Abstract:
Critical review of work on qualities, methods, aims & distinctions of two organizational roles.
Paper Introduction:
Mind of a Manager Soul of a Leader
Introduction
Mind of a Manager Soul of a Leader by Hickman (1992) refers to the differences between a manager and a leader. Hickman proposes that each possess uniquely different personality characteristics that need to be recognized and blended in an effort to avoid the natural tension that would otherwise develop between the two. Although these qualities and concepts are applied in business, organizational settings, the principles are also applicable to a school setting. The school administrator may need to consider both managerial and leadership differences and abilities.
Critique
Hickman states that a distorted picture of managers presents
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A more general analysis might include that a natural tension is boundto exist whenever individuals compete rather than enhance each othersstrengths. This leader in education is responsible for the quality control ofeducation. It can be stated that the removal of eithergifted or disadvantaged students from the classroom, leads to isolation andlack of acceptance for these students. This concept can be broadened toinclude that any situation, such as schools, would benefit from anenhancement and blending of individual strengths. A school administrator is likely to find him/herself in aposition requiring both managerial and leadership abilities; consideringthe cost of education, it seems highly unlikely in a school setting, thatone would be hired merely to inspire others. Inclusion needs to encompass a multilevel, multimodalitycurriculum, with a moving away from rigid textbook approaches towardcooperative learning, wholeness, critical thinking, and problem solving. Schools and education provide an opportunityto make social change and improve society as a whole; all can benefit.Students need to have an opportunity to learn how to care for themselvesand others, how to live among people with diversities, how to preserve lifeand the environment, and how to take an active role in creating theirlives. Educational goals must also examine the roles of cultural diversity.California public schools reflect a transition to a multiracial society.Students of color are increasing. Public school quality has droppedaccording to achievement test scores. Advantages of this type of situation,include the ability to maintain change-game strategies consistent with thereal marketplace; stability and crisis are intertwined. Although Hickman attempts to present positive characteristics forboth manager and leader, it appears that he still provides implications ofa soulless manager and mindless leader, which might be met with objectionby both. First-hand experiences with different culturesmay be necessary, such as field trips, teacher exchanges, andanthropological field studies. 37-38).Vacillation-prone organizations have few strengths. New York: JohnWiley & Sons, Inc. 55, 65, 7 -71, 75, 79,83). 11-13, 189, 194, 199, 2 4, 2 8, 216). Education needs to provide academicknowledge, and training for future individual, occupational, and socialroles. Schools serve more than one purpose. A successful situation is bound to enhance effectiveness andminimize deficiency within and between each individual. The school administrator may need toconsider both managerial and leadership differences and abilities. 42-43). 3, 7). Innovative techniques for curriculum design andassessment and teaching, how to handle diversity issues, and techniques foradjusting to rapid change need to be considered. Goals of Education & Schooling Americans have faith in the education system; they view the school asa symbol of the American dream providing equality and opportunity.Education offers a chance to eliminate ignorance and prejudice and increasesocial mobility. The manager would think ina sequential, step-by-step manner and the leader would think in anonsequential, unorthodox manner. These goalsof education need to be protected and enhanced. 25-26). Critique Hickman states that a distorted picture of managers presents them asdull, impersonal, plodding, tedious, unimaginative, and stagnant souls.Leaders on the other hand are presented as inspiring, personable,charismatic, creative, and visionary. REFERENCESHickman, C. Conflict resolution skills need to betaught. Theworkplace, neighborhood, and family are also sources for these influencesto be felt. Intellectual purposes includethe teaching of cognitive skills such as reading, writing, and mathematics;the school transmits knowledge and helps students develop higher-orderthinking skills. Supervised peer education models can be used to stress primaryprevention and target at-risk school age males. School administrators may alsoneed to retrain themselves. Leaders constantly create changes within thisenvironment. As an individual, each school administrator will have aunique style of leadership in which strengths must be recognized andenhanced and weaknesses must be overcome. This tension can lead to failure, mismanagement, and marginalperformance. A disadvantage of this type oforganization, is the trouble found in maintaining positions as dominantplayers for long periods of time, since stability is not a strong point(pp. Student leadership skillsand self-esteem need to be promoted. He/she must work with others to continually define and assessthe quality of education, implement strategies for change and monitorprogress of change. The school administratormight therefore profit from an analysis of his/her strengths as well asthat of fellow employees. Many advocatesof gifted education fear the move toward full inclusion; they fear aresulting dissolution of quality, an abandonment of differentiated programsfor accelerated students, a dumbing-down of curriculums, and a denial ofindividual differences. Each organization, upon analysis, would reveal its strengths andweaknesses. Although these qualities and conceptsare applied in business, organizational settings, the principles are alsoapplicable to a school setting. For a situation tosucceed, all traits may need to be employed. Inclusion is seen as encouraging diversity andhonoring differences; prejudice, stereotypes and exclusion are eliminatedand people are not judged. Managers tend to view the world in termsof competition and leaders look for partners (pp. Inclusion is another area of educational goals needing consideration;it pertains to both the gifted and disadvantaged student. Multiple intelligence is another factor to consider as part ofeducational goals. For the manager,compensation is emphasized and for the leader, satisfaction is moreimportant than money (pp. The power to unite people to achieve what isimportant to all must be recognized and perused. A weakness of thissituation would include that this type of organization may not be createdeasily; the process can be time consuming and painful, needing strongcommitment. In a management-dominated environment, themind of the manager dominates. Managers think in terms of hierarchieswhich provide structure, rationale, and order, and leaders think more interms of equality within the organization, allowing people to progress attheir own pace with equal chances for all. School Graduate The school graduate will hopefully emerge with his/her potentialrealized and the knowledge, skills, qualities and attitudes needed tocontinue to lead a productive life. Managers isolate problems or issues todeal with them individually; they search for solutions. Both managers and leaders are viewed byHickman as having minds and souls, but each would tend to emphasize oneover the other while functioning in an organization. Conclusion Hickman provides an analysis of possible managerial and leadershipqualities and distinctions, with the conclusion that maximum success withinan organization requires an avoidance of conflicting differences and anintegration of the strengths of both. For example the school administrator wouldbenefit from attempting to determine if and when he/she or others would bemore likely to analyze rather than provide inspiration. Theschool administrator is responsible for enhancement of the educationalexperience and for the development of each individual potential. Mind of a Manager Soul of a Leader Introduction Mind of a Manager Soul of a Leader by Hickman (1992) refers to thedifferences between a manager and a leader. Both roles are similarand a battle for position may ensue. Individual intelligences need to be acknowledged anddeveloped. Terms such as diversity need to be broadened to include otherdifferences such as physical, emotional, and types of intelligence. However, childrenwith handicaps have a legal right to an education in the least restrictiveappropriate setting, and it is viewed by some as morally responsible toeducate handicapped and nonhandicapped students together so all will beprepared to live in society. Managers follow aversion of the vision of a leader. Changes in education can be viewed as reflective of changes in oursociety as a whole. Managers stress quantitativescience and performance; the leader values art and potential. The educational system appears tobe lacking and additional problems such as violence, drugs, increasedethnic diversity, and special needs of each individual student, provide theadministrator with new challenges. Hickman states that the manager's mind would focus on methods and theleader's soul would focus on motives. Future challenges of individual and socialobligations will require the roots of abilities such as interaction,communication, problem solving, and creative processing to be strong;hopefully, the graduate will emerge with these qualities firmly taught andgrounded, resulting from the educational experience. The manager would tend to takecharge to smooth over conflict, and prevent wasteful debate or discussion,and the leader would tend to bring out the issue to find out where thepeople stand; leaders however, might tend to let go of a situation early,letting other people take responsibility. Different areas of intelligence include verbal-linguistic, visual-spatial, musical-rhythmic, bodily-kinesthetic,interpersonal-social, and intrapersonal-introspective. SCHOOL ADMINISTRATOR GOALS Introduction The school administrator is a leader in education. Educational dilemmas such as violence and drugs within the schoolsystem need to be considered. Leaders in this type of environment may findthemselves feeling stifled or denigrated by the managers. Proponents of inclusion feel that it providesa place where everyone belongs, and children are supported by peers andcommunity members with acceptance of differences and responsiveness toindividual needs. Managers would tend to be logicalthinkers and leaders are more lateral thinkers. A managercreates dependence and the leader creates independence. The manager wouldemphasize the mind and the leader would emphasize the soul within anorganization (p. 31-32). School administrators need to deal with multi-cultural realities ofthe current education system; trans-disciplinary curriculum designs need tobe considered to include staff re-training. 13, 18). The leadercorrelates variables to view the whole picture and searches to identifyproblems. The school leader of today faces a timeof change and new diversity in demands. This responsibility includes the self-recognition of personalattributes and skills with full expression of individual leadership style.The school administrator shares responsibility for the quality ofeducation; this position of authority and influence must be recognized andmaintain professional excellence. Particularattributes and abilities are needed to fulfill the required obligations ofthis position. It also seems clear that withoutabilities for management and stability, the school would not be maintained. Other purposes include socialization of children to helpensure social cohesion, and preparation for future occupational roles. These companies can be innovative andwell managed, however conflict can erode the benefits (pp. Equalopportunities for children and all students must be provided. As a leaderand manager, the school administrator is in a position to influence manypeople, he/she must provide a positive role model for peers, students,parents, and the community. Although it is morelikely that managers and leaders both contain a mind and a soul, eachindividual would have a unique strength to offer, and all would benefitfrom its utilization in harmony with others. Reform needs to include cultural diversity, toinclude an adequate spectrum of human experience; teachers need to train towork with students of different cultures and languages. As with a businessorganization, it seems logical that a school lending itself towardinspirational tendencies, would likely be a more innovative and progressivesituation, such as a private school. Leadership-driven environments tend to minimize the role of themanager; managers in this situation tend to become frustrated and unable toachieve stability. This can be viewed as a mirror ofthe needs of all students; all students need to be acknowledged for theskills and talents they possess, their struggles and challenges need to besupported. Alternately, a school focused on status quo management only might lackincentive needed to maintain student interest. The manager would be moreskeptical, cautious, and deliberate, while the leader would tend to beoptimistic, emotional, and passionate. (1992). A more accurate picture wouldportray the manager as analytical, structured, controlled, deliberate, andorderly, and the leader as more experimental, visionary, flexible,uncontrolled, and creative. The school is a place to nurture and develop children; itis viewed as making possible, the democratic institutions, economicproductivity, cultural assimilations, and capacity for change. Administrator Goals The school administrator needs to assume a leadership position andaccept responsibility accordingly. In this situation,both management and leadership are practiced, however, strategies arereactive and do not persist over time. Conflict-oriented environments demand both strong managers andleaders; each grooms future managers and leaders. As the school administrator tackles these and other problems,his/her influence will be felt by all.----------------------- 1 Finding and utilizing thestrengths of each involved can only benefit a school or any otherorganization. This type oforganization is both adversarial and competitive. This environments often arestagnate or chaotic (pp. Educationalprograms or curriculums need to offer literacy education, vocational-technical training, Americanization, and college preparatory programs.Curriculum design needs to include societal expectations, multi-culturalworld realities, and individual learners; it needs to include a contentthat strengthens the bridge between general educational goals and culturaldiversity. A successful schooladministrator would need to consider both managerial and inspirationalaspects, and determine his/her and other's abilities to produce each. Hickman refers to the need for both managers and leaders; theunique strengths of both need to be considered and blended to help guideorganizations to greater success (pp. There is a preference for same-gamestrategies and stability. This type of environment lends itself well tovitality, change, and creativity. A disadvantage to a strictfocus on sameness, is that when markets change and methods no longer work,crisis tends to develop; management-dominated organizations tend not todeal well with extreme change (pp. Leaders are able to manage mundane functions, however, theyapproach these functions with a view of the overall purpose rather than thespecific procedure. He/she is a participant in thecreation and maintenance of the educational system, as well as the emerginggraduate. Conclusion The school administrator is a leader and manager of all areas ofeducation. For example, violence, drugs, and increases indifferent cultures are situations that we all face on a daily bases. The gifted student may be denied appropriatechallenges and may end up in the role of tutoring less-advanced students.Fear also exists regarding inclusion for the disadvantaged student, thatthe needs of the disadvantaged student will not be met. Balanced and integrated environments contain both managers andleaders, with each developing their strengths and talents while recognizingand appreciating the others'. The graduate will need the skills and attitudes required to livewithin a social setting; he will need to work, communicate, interact, andpossibly lead others. This leader is responsible for the quality of education andcontinuing the purposes of education. Mind of a Manager Soul of a Leader. Attempts to segregate and highlight possible strengths may havebeen overzealous and lead to a minimization of tendencies for parts of allcharacteristics to be found within each individual. Instructional practices need toreflect a changing society. Hickman sees the roles of managers and leaders as varying accordingto the type of environment. R. As a leader, certain attributes andabilities need to be present. Hickman also comments that managers tend to think about strategy-culture mix from the strategic perspective while leaders focus on thecultural side (inspiration, value sharing, etc.). It therefore appears that theeducational system is in need of reform. The graduate needs to have become aware of strengths and how toovercome weaknesses. Although this type of environment may not lend itself welltoward resolving immediate business problems, it will win more often thannot, and propel itself to the top ranks of organizational performance (pp.48-5 ). The school administratormight find himself in both a managerial and leadership role needing toidentify and employ a combination of abilities. Hickman reports that a natural tension is proclaimed to exist betweenmanagers and leaders; managers want stability and leaders thrive in acrisis. Hickman proposes that eachpossess uniquely different personality characteristics that need to berecognized and blended in an effort to avoid the natural tension that wouldotherwise develop between the two. The school administrator is not limited to the classroom setting, aleader in education, he/she also has an opportunity and obligation toaccept responsibility for changes in the community and society as a whole.He/she needs to take an active role on larger level and broaden thisinfluence to larger group. The leader needs to have the ability tocommunicate, explain, manipulate, inspire, persuade, challenge, listen,recognize, support, understand, integrate, protect, empower, help change,and lead others. Students need to perceive themselves as havingcombinations of intelligences and diverse strengths, with capabilities forgrowth in all areas. Although a closer look might reveal that people tend to have mixturesof traits, this manager-leader split list of characteristics can be viewedas offering food for thought. An advantage tothis type of environment is that the company does tend to peruse the samegame as their competitors, with more success. The manager tends to focus on servicing the market and theleader tends to focus on a more qualitative and human view of the market interms of the individual customer.
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