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Principles of leadership and management session 3 2010
- 1. The Context of Leadership and Management Homeworkā¦check out your leadership style and Perspectives on leadership http://forms.ncsl.org.uk/mediastore/image2/lgre
- 3. What is your style of leadership? Affiliative Leadership Coaching Leadership Democratic Leadership Authoritative Leadership High on social leadership but low on task leadership High on task and social behaviours But used least often as time- consuming Used with āexperienced followersā Close to delegation High on task, but low on social leadership. Leader is āexpertā Can be warm & friendly
- 4. Leadership and Management ā Most definitions of Leadership reflect the assumption that it involves a social influence process whereby intentional influence is exerted by one person [or group] over other people [or groups] to structure the activities and relationships in a group or organisationā (Yukl 2002:2)
- 5. Managementā¦. ā Managing is maintaining efficiently and effectively current organisational arrangement. While managing well often exhibits leadership skills, the overall function is towards maintenance rather than change. I prize both management and leading and attach no special value to either since different setting and times call for varied responses.ā (Cuban 1988 Cited in Bush 2003)
- 6. Leadership vs. Management Leadership Management
- 7. Leadership vs. Management Vision ImplementationVision Implementation Strategy OperationalStrategy Operational Transformation TransactionalTransformation Transactional Ends MeansEnds Means People SystemsPeople Systems
- 8. Whatās in a Name? Leadershipā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦..doing the right thingsā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦..doing the right things Managementā¦ā¦ā¦ā¦ā¦ā¦ā¦..doing things rightā¦ā¦ā¦ā¦ā¦ā¦ā¦..doing things right Key references:Key references: Coleman (in Bush and West-Burnham)Coleman (in Bush and West-Burnham) Principles of Educational ManagementPrinciples of Educational Management Chpt 3 p55-78Chpt 3 p55-78 Hall (in Middlewood & Lumby)Hall (in Middlewood & Lumby) Strategic Management in Schools and CollegesStrategic Management in Schools and Colleges Chpt 10 p133-147Chpt 10 p133-147
- 10. Operational Strategic Short TermShort Term Longer termLonger term SectionalSectional Whole organisationWhole organisation Immediate ActionImmediate Action ReflectiveReflective ResourcesResources CapabilitiesCapabilities ConcreteConcrete ConceptualConceptual RoutineRoutine CreativeCreative EfficiencyEfficiency EffectivenessEffectiveness Problem ResolutionProblem Resolution OpportunitiesOpportunities InternalInternal ExternalExternal āāHands-onāHands-onā āāHands-offāHands-offā Chalk-FaceChalk-Face OverviewOverview
- 11. Vision and Mission Strategic Tactical Operational Customers Timescale Long term Governing Body and Appropriate staff 3-5 years Senior staff and team leaders Policy 1-3 years Deployment and development of staff Involvement All Staff Budgets All Staff 6-18 Months Davis and West-Burnham 1990 School Improvement Plan Departmental Plan Assignment link
- 12. Aspects of Motivation Task: Identify aspects of working for and in an organisation that maybe considered as: ā¢ Motivating factors ā¢ De-motivating factors
- 13. Motivation
- 16. Maslow Physiological Needs Safety Needs Love and Belongingness Needs Self-Esteem Needs Self-Actualisation Needs
- 17. Other models on motivationā¦ ā¢ John Stacey Adams - equity theory on job motivation
- 19. Distributed SchoolDistributed School LeadershipLeadership http://www.teachers.tv/video/5014/download
- 20. People Motivation Needs Levels of energy Career experience Age Pay Attitudes Personalities Training Role Individual skills and abilities Psychological Contract Power groups the leaders Inter-group relations Type of influence Leadership style Rewards and punishments Responsibilities Politics The environment The market Philosophies Values Norms Goals Objectives Ownership History Career Structures Size StructureChange Technology Control Systems
- 21. Why? Paradox: ā Distributed leadership is unlikely to happen if schools stay as they are. Schools are unlikely to transform themselves without distribution of leadership rolesā, David Jackson, Director of the Network Learning Group, NCSL (2009) Moving from one triangle with a āsituational apexā to a flattened triangle, as leadership is distributed.
- 22. (Spillane et al, 2001). āIn developing a distributed perspective on leadership, we moved beyond acknowledging leadership practice as an organisational property in order to investigate how leadership might be conceptualized as a distributed practice stretched over the social and situational contexts of the schoolā
- 23. Video discussion points: ā¢Does your school reflect this style of leadership? ā¢If yes, how? ā¢If no, why not? ā¢Are there different types of DSL?
- 24. Loose Organisational Coupling Tight Organisational Coupling Diffuse DL Deep DLAd hoc distribution Flexible structure but Uncoordinated practice Autonomous distribution Flexible structure and deep Coordinated practice Autocratic distribution Rigid structure and random practice Additive distribution Rigid structure with limited but coordinated forms of practice Models of distribution (Harris A 2008)
- 25. Modelsā¦ ā¢ Ad-hoc: flexible, lateral, loose but un- coordinated and random. ā¢ Autocratic: Unchanged structure although involvement and participation encouraged but structure prevents significant change. ā¢ Additive: Structures relatively unchanged but opportunities deliberately created for limited developmental work but impact is additive rather than transformative ā¢ Ambitious: flexible, lateral, loose created to generate innovation and change.
- 26. and the next sessionā¦. Strategic planning and management of change ā¢ Why is it so difficult? ā¢ What strategies can be adopted? ā¢ How is change influenced by the organisation? ā¢ What can be the impact upon people in organisations?