Johnson (2006) believes that, “there is no way to over emphasize the importance of interpersonal skills and their use to build constructive and effective relationships.” He defined interpersonal skills as “the sum total of your ability to interact effectively with other people” (p. 398). Research involving the concept of relationship building and maintenance is well established. Thomson (2006) explained that:
The Michigan leadership studies (1950s) took place at about the same time as those at Ohio State. Under the general direction of Rensis Likert, the focus of the Michigan studies was to determine the principles and methods of leadership that led to productivity and job satisfaction. The studies resulted in two general leadership behaviors or orientations: an employee orientation and a production orientation. Leaders with an employee orientation showed genuine concern for interpersonal relations. Those with a production orientation focused on the task or technical aspects of the job (p. 4).
Relationship skills are vital for educational leaders. Leaders must use relationship skills to build consensus, develop social capital, and shape the critical mass that is necessary to affect change in the school setting. Relationship skills are also necessary to shape organizational culture. Sharif (2007) found that social relationships directly influenced quality of life (p. 31). Effective educational leaders use relationship skills to form mutually beneficial professional working relationships whose needs are aligned with organizational objectives. These professional relationships can then collectively and collaboratively influence organizational culture and thereby enhance the quality of life for members of the organization. Leadership preparation programs should include instructional activities designed to develop professional relationship skills.
The articulation of defining relationship oriented behavior varies. For instance, Gorton, Alston, and Snowden (2007) define relationship oriented behavior as behavior valued by leaders who concentrate not only on the task at hand but also on their relationship with their subordinates (p. 9). Lundengurg and Ornstein (2004) defined relationship behavior as leadership that engages in two-way communication by providing social-emotional support, “psychological strokes,” and facilitation behaviors (p.143).
In general, education leadership preparation programs place great emphasis on the development and maintenance of interpersonal relationship skills. Harris (2006) emphasized that in the world of education leadership, “relationship building is vital”(p. 79). Fullan (2003) points to the campus principal as the person who must establish a climate of relationship trust within the organization to effectively tackle tough issues (p. 63). Bryk and Schneider (2002) also focus on the school principal as the key person in developing relational trust with his/her campus faculty and staff. They identified four dimensions or criteria on which they based their measure of relational trust. The four were respect, competence, personal regard for others, and integrity (p. 43).
The traditional higher education classroom uses various teaching techniques to allow students to experience relationship building activities while in the classroom and during planned field experiences. Many education leadership textbooks contain activities that are designed to promote relationship building and maintenance techniques. For instance, discussion groups are often formed to allow student expression or reaction to topics presented in a verbal or written format with classmates. Students actively participate in debates, present research findings, use questions to both inquire and inspire, react to practitioner’s scenarios, create vision statements, plan together, form consensus, explain and demonstrate a concept, collectively work through the decision making process, use dialogue and non-verbal language to work through common situations experienced by practicing educational leaders, and more. These activities are designed specifically to expose personal traits such as those described by Johnson (2006) as follows:
- Disclose yourself to others to let them recognize you as a distinct and unique individual.
- Build trust between yourself and others.
- Communicate your ideas and thoughts effectively.
- Communicate you feelings verbally.
- Communicate your feelings non-verbally.
- Listen to others’ problems constructively and respond in helpful ways.
- Face conflicts with the other person and resolve them constructively.
- Manage anger and stress in constructive ways.
- Value diversity and build relationships with individuals who are different from you.
- Overcome the internal barriers to relating effectively with others (p. 389).
The overall goal of educational leadership classes is to allow students to participate in activities designed to replicate practical learning experiences while preparing for their future as effective school administrators.
