ROLE OF LEADERSHIP QUALITIES IN VALUE EDUCATION Dr. Ranjit Kaur Bhalla Principal Lala Jagat Naryan Education College, Jalalabad (West) ‘Mobile:987-217-3459 Abstract ‘Values education is an academic term used to describe several things. For instance it is used to refer to the process of instilling values from teachers to pupils. The term equally refers to younger people in an organization been assisted by older people to gain knowledge and professional morals ‘Value education is a process by people transmit values to others. It can be an activity that can take place in any — organization during which people are assisted by others, who may be older, in a position of authority or are more: experienced, to make explicit those values underlying their own behavior, to assess the effectiveness of these values and associated behavior for their own and others long term well-being and to reflect on and acquire other values and ‘behavior which they recognize as being more effective for long term well-being of self and others. Values education can take place at home, as well as in schools, colleges, universities, jails and voluntary youth organization. There are two main approaches to values education, some see it as inculcating or transmitting a set of values which often come from societal or religious rules or cultural ethics while others see it'ass'a:type:of Socratic dialogue where people are gradually brought to their own realization of what is good behavior for themselves'and their community. Needs of Values Education From the end of the eighteenth century the rise of academies and polytechnics had expanded the traditional concept of educational institutions and universities as the place for mainly humanistic studies, to cover provision for skills to explore resources potential, to produce goods and services, to negotiate terms of transaction and to manage material wealth. The value system changed also and became “the criteria used by the members of the society to evaluate objects, ideas, acts, feelings or events as to their relative desirability, merit or correctness” Individual achievement or success through one's own efforts started to be regarded as an important values, as was the spirit of competition, with its corollary on the ‘survival of the fittest”. Hard work, deferred gratification and continual striving were another set of highly valued ways to succeed. Individual freedom and material progress also become: important values in life. The school system started giving emphasis on these aspect in their content, method and structure. Material progress became the indicator for development of a society. Emphasis on moral education reduced significantly in most countries of the world. In some countries some religious organization started parallel institutions offering religious instruction based on traditional values mentioned above. Although principles of freedom, democracy, equality and justice remained as important values in spirit, educational agencies remained unconcemed about them in practice, as they were with conservation and the careful use of resources. People started laying emphasis on private property, the practice capitalism, rationality and growth. The communist ideals sought in come parts of the world lost ground at the close of the twentieth century The belief in private property has converted much green area into concrete building, in the name of urban development. The belief in material progress has polluted the air and water in the name of industrial development,MEANING OF LEADERSHIP ‘Used to think that running an organization was equivalent to conducting a symphony orchestra. But I don't think that's quite it; i's more like jazz. There is more improvisation. — Warren Bennie Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more catesive and coherent, Another popular definition of Leadership is a process whereby an individual influences a group of individuals to achieve a common goal The U.S. military has studied leadership in depth, One of theit definitions is a process by which a soldier influences others to accomplish a mission Note that all three definitions have one process in common — a person influences others to get something accomplished Leaders carry out this process by applying their leadership knowledge and skill. This is called Process Leadership. However, we know that we have traits that can influence our actions. This is called Trait cendership. in that it was once common to believe that leaders were born rather than made, These two leadership types are show COMPONENTS OF LEADERSHIP Factors of Leadership Follower Leader You must have an honest understanding of who you are, what you know, and what you can do. Also, note that it is the followers, not the leader or someone else who determines if the leader is successful. If they do not trust or lack confidence in theirleader, then they will be uninspired. To be successful you have to convince your followers, not yourself or your superiors, that you are worthy of being followed. Followers Different people require different styles of leadership. For example, a new hire requires more supervision than an experienced employee does. A person who lacks motivation requires a different approach than one with a high degree of motivation. You must know your people! The fundamental starting point is having a good understanding of human nature, such as needs, emotions, and motivation. You must come to know your employees’ be, know, and do attributes. Communication ee You lead through two-way communication. Much of it is nonverbal. For instance, when you “set the example,” that communicates to your people that you would not ask them to perform anything that you would not be willing to do. What and how you communicate either builds or harms the relationship between you and your employees. Situation All situations are different. What you do in one situation will not always work in another. You must use your judgment to decide the best course of action and the leadership style needed for each situation. For example, you may need to confront an employee for inappropriate behavior, but if the confrontation is too late or too early, too harsh or too weak, then the results may prove ineffective. ‘Also note that the situation normally has a greater effect on a leader's action than his or her traits. This is because while traits may have an impressive stability over a period of time, they have little consistency across situations. This is why a number of leadershipscholars think the Process Theory of Leadership is a more accurate than the Trait Theory of Leadership. CHARACTERSTICS OF LEADERSHIP LEADERSHIP QUALITIES: PERSONAL TRAITS MANAGERIAL TRAITS 1. Self-confidence 1. Knowledge of Human Skill 2. Initiative and Innovative 2. Administrative Ability 3. Charisma 3. Technical Knowledge 4. Emotional Maturity 4. Ability to Deal with People 5. 5. Ability to Judge and Decide 6. 7. Effective Communication 8. Dynamic Personality 9, Vision and Foresight 10. Flexibility 11._Acceptance of ResponsibilityROLE OF VALUE EDUCATION IN LEADERSHIP Planning involves the determination of goals and the plans and of the strategies, policies, programmers’, schedules, procedures, tools, techniques and methods for achieving them. Planning is decision ~ making is a part of the other managerial functions, Planning involves choosing among alternatives, and it encompasses innovations. Controlling involves those activities designed to compel events to conform to plans or to recognize deviations there from including measurement, feedback, monitoring and if necessary, corrective action. It also entails the gathering of information required for evaluating performance and prov'des. critical inputs for subsequent pianning, The best control is futurity or forward orientation. A close and continuous link between planning and control should exist in all parts of the organization and in all functions. Organizing involves totally of, and relationship among, the activities such as determination and enumeration of activities necessary to carry out plans, the grouping of activities, the assignment of groups of activities to units headed by administrators, and the delegation of authorities to carry out the activities. Staffing and Direction includes those activities essential to manning and keeping manned, the positions in the organization structure required to achieve the organization’s goals and plans. Thus it involves defining the fnuman requirements for the jobs to be done and the inventory, recruiting, appraisal and selection of candidates for the positions, as well as training helping them to develop and perform well. Direction is a basic task of sound management to employ styles, approaches, and techniques that obtain the best results in specific situations, Effective leadership often depends on much more than formal authority and official power. Planning involves the determination of goals and the plans and of the strategies, policies, programmers, schedules, procedures, tools, techniques and methods for achieving them. Planning is decision ~ making is a part of the other managerial functions, Planning involves choosing among alternatives, and it encompasses innovations. Communicating is often grouped by authors along with directing, leading, motivating, Much of the communication that takes place in an organization is not from the top down, but along formal, vertical or hierarchical lines. Communication need not follow only hierarchical lines. In fact, communication determines the organizational effectiveness and efficiency. Motivation involves the use of hierarchically determined activities or penalties, or both, to get people to perform in desired ways, especially when we consider the social and political subsystems of academic institutions. There is often much motivation including self-motivation that has little or nothing to do with formal direction, hierarchical leadership, or supervision. CONCLUSION From all the above discussion we can say the value education play a importent role in leadership. E.g. pianning controlling direction is not possible without value education, REFFERNCES- 1) PRAVANANDA, S. and Frederick Manchester. The Upanishads, Vedanta Press, Hollywood, California, 1947, pp. 81-82 s (2) LOKESWARANANDA, S. Education, Theory and Practice. Ramakrishna Mission Ashrama, Narendrapur, India, 1972, p.523) Rolland, Romain. The Life of Ramakrishna, translated into English by E-F, Malcolm Smith, Advaita Ashram, Calcutta, 1994. (4) Rolland, Romain. La vie de Vivekananda, Librairie Stock, Delamain et Boutellau, Paris, 1930. (5) Eltzen, D.S. and Zinn, M.B. In Conflict end Order, Understanding Society, Allyn and Bacon, London, 1991, pp. 111-118 +{6)-Senyel;-2.C Future Needs. of Higher Education with Special Reference to Develonins Countries. Paper presented in the “Seventh International Conference ‘on New Concepts of ___ Higher Education", held in Bangkok in December 1988, IIEP, Paris, 1988., (7) United Nations: Preamble, Charter of the United Nations, June, 1945, United Nations, New York, (8) UNESCO: Constitution of the United Nations Scientific and Cultural Organization, Preamble, UNESCO, Paris, November 1945. (9) United Nations: General Assembly Fifty Second Session. Agenda Item 156, Note by the Secretary General, 19 September, 1997. United Nations, New York. (10) CIDREE: Volume 6. A Sense of Belonging, Guidelines for Values for the Humanistic and International Dimension of Education,