principles of leadership and management session 3 2010
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TRANSCRIPT
The Context of Leadership and Management
Homework…check out your leadership styleand Perspectives on leadership http://forms.ncsl.org.uk/mediastore/image2/lgresources/lskills/bbcpl/ncsl.htm
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 behavioursBut used
least often as time-
consuming
Used with ‘experienced
followers’Close to
delegation
High on task, but low
on social leadership.Leader is ‘expert’Can be warm & friendly
Leadership and Management
“ 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 organisation”
(Yukl 2002:2)
Management….
“ 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.”
(Cuban 1988 Cited in Bush 2003)
Leadership vs. Management
Leadership Management
Leadership vs. Management
Vision Implementation Vision Implementation
Strategy OperationalStrategy Operational
Transformation TransactionalTransformation Transactional
Ends Means Ends Means
People SystemsPeople Systems
What’s in a Name?
Leadership………………………..doing the right things………………………..doing the right things
Management…………………..doing things right…………………..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 ManagementChpt 3 p55-78Chpt 3 p55-78Hall (in Middlewood & Lumby) Hall (in Middlewood & Lumby) Strategic Management in Schools and CollegesStrategic Management in Schools and CollegesChpt 10 p133-147Chpt 10 p133-147
Operational Strategic
Operational StrategicShort 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
‘‘Hands-on’Hands-on’ ‘‘Hands-off’Hands-off’
Chalk-FaceChalk-Face OverviewOverview
Vision and
Mission
Strategic
Tactical
Operational
CustomersTimescale
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
DepartmentalPlan
Assignment link
Aspects of Motivation
Task: Identify aspects of working for and in an
organisation that maybe considered as:
• Motivating factors• De-motivating factors
Motivation
Motivational Hygiene: Hertzberg
Maslow
Physiological Needs
Safety Needs
Love andBelongingness Needs
Self-EsteemNeeds
Self-ActualisationNeeds
Other models on motivation…
• John Stacey Adams - equity theory on job motivation
Motivation…
• http://www.youtube.com/watch?v=u6XAPnuFjJc&feature=channel
• http://comment.rsablogs.org.uk/2010/10/14/rsa-animate-changing-education-paradigms/
Distributed School Distributed School Leadership Leadership
http://www.teachers.tv/video/5014/download
PeoplePeople
Motivation
Needs Levels of energy
Career experience
Age
Pay
Attitudes
Personalities
Training
Role
Individual skills
and abilities
Psychological
Contract
PowerPower
groupsthe leaders
Inter-group relations
Type of
influence
Leadership style
Rewards and punishments
Responsibilities
PoliticsPolitics
The environment
The market
PhilosophiesValues
Norms
Goals
Objectives
Ownership
History
Career Structures
Size
StructureChange
Technology
Control
Systems
Why?
Paradox:
‘ Distributed leadership is unlikely to happen if schools stay as they are. Schools are unlikely to transform themselves without distribution of leadership roles’, David Jackson, Director of the Network Learning Group, NCSL (2009)
Moving from one triangle with a ‘situational apex’ to a flattened
triangle, as leadership is distributed.
(Spillane et al, 2001).
“In 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 school”
Video discussion points:
•Does your school reflect this style of leadership?
•If yes, how?•If no, why not?•Are there different types of DSL?
Loose Organisational Coupling
Tight Organisational Coupling
DiffuseDL
DeepDLAd 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)
Models…
• Ad-hoc: flexible, lateral, loose but un-coordinated and random.
• Autocratic: Unchanged structure although involvement and participation encouraged but structure prevents significant change.
• Additive: Structures relatively unchanged but opportunities deliberately created for limited developmental work but impact is additive rather than transformative
• Ambitious: flexible, lateral, loose created to generate innovation and change.
and the next session….Strategic planning and management ofchange
• Why is it so difficult?
• What strategies can be adopted?
• How is change influenced by the organisation?
• What can be the impact upon people in organisations?