Blazing New Trails - Connexions

96 CRITICAL ISSUES IN SHARED LEADERSHIP
Dufour & Eaker, 1998; Fullan, 2008; Handy, 1994; Kouzes & Posner, 1987; Peters
& Austin, 1985)
5. Trust vs. Change: Does implementing even the smallest change result in suspicion
of your motives as a leader? (Axelrod, 2008; Block, 1987; Conner, 1993; Cooper &
Sawaf, 1997; Duck, 2001; Fullan, 2003, 2008; Iacocca, 1984; Goodwin Kearns, 2005)
6. Leadership vs. Management: Is it critical to understand the difference between
leadership and management and be able to put into practice one or the other when
necessary? (Bennis & Nanus, 1985; Calzi, 1974; DePree, 1989; Drucker, 1974; Fayol,
1949; Gardner,1990; Greenleaf, 1977; Hersey & Blanchard, 1988; Marzano, 2003;
Senge, 1990; Snow, 1951)
7. Long-term goals vs. Short-term results: Is it critical for superintendent job security
to focus on short-term improvements in areas like student achievement test scores
rather than implementing comprehensive quality student-centered programs?
(Blanchard & Waghorn,1997; Collins, 2001; Duck, 2001; Kaufman, Herman, &
Watters, 2002; Klimek, Ritzenhein, & Sullivan, 2008; Schlechty, 2001)
8. Motivation vs. Manipulation: As superintendent are you authentically motivating
your teams to accomplish district goals rather than manipulating people to get the
results you deem most appropriate for your own survival? (Chance, 2009; Drucker,
1974; Fullan, 2008; Greene, 1998; Goodwin Kearns, 2005; Krass, 1998; McGregor,
1966, 1996; Maslow, 1970).
9. Independence vs. Dependence: Do you readily, and too often, accept the role of
district problem-solver and decision-maker rather than facilitate others to solve their
own problems so as to foster more dependence on you as the district decider? (Hall &
Hord, 2006; Hoy & Tarter, 2008; Reavis & Polka, 2006; Tichy & Bennis, 2007)
10. Conflict vs. Consensus: Is it best for the superintendent to promote consensus
decision-making on the part of district teams rather than to create dynamic tension
that results in conflict but more meaningful problem resolutions? (Bennis, 1989;
Burns, 1978; Goleman, 2002; Goodwin Kearns, 2005; Morgan, 1997)
11. Commitment vs. Compliance: Is it possible to achieve commitment during times
of change that foster compliance given the bureaucratic nature and hierarchical
chain of command of contemporary school systems? (Bolman & Deal, 1991; Duffy,
2006; Goleman, 2002; Hall & Hord, 2006; Norton, 2005; Tichy & Bennis, 2007)
12. Problems vs. Predicaments: Is the public we serve able to understand that
several contemporary educational problems are really systemic predicaments that
are more universal in nature than easily solved at the local level? (Duffy, 2006;
Handy, 1994; Hoy & Miskel, 2007; Norton, 2005; Schlechty, 2001)
Therefore, the Calzi-Polka Dilemma Survey (Part C) of this research instrument
provided the respondent with opportunities to reflect about the frequency with which they
each confronted various leadership dilemmas. The researchers employed the same 10 point
Likert-type scale used in Part B of the instrument for consistency.