WELCOME
Welcome to "Sustaining Leadership Effectiveness in Schools". This course will identify the learning and development strategies that are appropriate to sustaining personal and leadership potential.
This course contains four modules:
- Understanding personal and leadership effectiveness
- Sustaining leadership through building trust
- Learning and development strategies
- The moral and spiritual basis of leadership
As you work through the course, you will:
- develop models of personal and leadership effectiveness
- use the models to review leadership effectiveness in your school
- develop an understanding of the role of trust in leadership and school performance
- review the learning and development models that can help enhance leadership capacity
- consider the implications of the moral and spiritual dimensions of personal and leadership effectiveness
PREPARATION
There is no preparation for this course.
COURSE STRUCTURE
This is an independent study program which means your individual starting date and due date are based on your date of registration. Your instructor will advise you of this due date.
This is an interactive on-line course. Although you will be able to complete some of it just by sitting in front of your screen working through the on-line material, we will regularly ask you to reflect on what you have learned, and put ideas into practice. This interactivity has four main components: This interactivity takes three main forms:
- Activities - exercises or reflections for you to carry out in front of your computer screen. Unlike a Task, there is no specific end product, and you'll always be able to complete them on your own.
- Tasks - similar to Activities, but requiring you to put your learning into practice in a specific situation in school.
- Forms - use to collect the information learned.
- Resources - Links you to definitions, clarifications, further reading and any data forms you might need to help you answer questions Student Book - for you to record your reflections on materials and Resources. All Student Book must be sent to your instructor after you complete each module.
- Student Book-- for you to record your reflections on materials and Resources. All module Student Book must be sent to your instructor.
As you proceed through the course you will see links to various materials used in the course. Some material ( Resource Sheets, Work Sheets, Forms and Definitions) are on printable screens and should be printed and used while taking the course. In some cases, information to be printed require Adobe Acrobat software. At anytime you can also click on any subject in the Index to go directly to that subject.
At any time you may email us with questions or problems you may be having with the material or site.
Resources- The Resources are linked in your index and provide further reading and any data forms you might need to help you answer questions
REFERENCE LINKS- Reference links are located at the bottom of this page. Occasionally a study or program is mentioned and a link is given. Notify the teacher if there is a link that is no longer available.Student Book Your course will have activities you will need to work on in a file called your Student Book. Your Student Book is where you record your answers to questions posed throughout the course. There are several Student Book assignments in each module. All of your completed Student Book assignments must be submitted to your instructor for review.
How do I get the Student Book- to my instructor?
You will need to email it to your instructor. Download and save the document as described below and then you can enter your own text into the Student Book- word document. Your instructor will expect a version of your Student Book- as you complete each module. These can be saved by you in your files as well as being sent to your course instructor via email as an email attachment.
How do I save and name the Student Book-?
You cannot type your answers on this web site. You must download your Student Book- template which is a word document, by clicking on the download link below.
For your Student Book-, please use a text document or a Microsoft Word document and type your Student Book- text there. Title the document like this:
- NAME OF CLASS
- NAME OF TEACHER
- YOUR NAME
- DATE
[ NAMEOFCLASS_TEACHERSNAME_YOURNAME_MODULENUMBER.doc ]
like this
6208_DRCLARK_JOHNDOE_MODULE1.doc
Save the Student Book on your computer and complete the assignments on the document and then email it to your teacher.
INDEX
STUDENTBOOK
Click here to download all student booksRESOURCES
BIBLIOGRAPHY
REFERENCE LINKS
Module 1: Understanding personal and leadership effectiveness
MODULE 1A- Intended learning outcomes for Module 1
MODULE 1B Activity 1: Leadership and personal effectiveness
MODULE 1C Activity 2: Understanding personal effectiveness
MODULE 1D Task 1: Your colleagues' responses
MODULE 1E What do effective leaders do? The four "Ps"
MODULE 1F Activity 3: Goleman on leadership
MODULE 1G Activity 4: Leadership in your school – discussion
MODULE 1H What have you learned? Evaluation of your learning from Module 1
MODULE 1I Congratulations
Module 2: Sustaining leadership through building trust
MODULE 2A- Intended learning outcomes for Module 2
MODULE 2B-Activity 5: Trust and high performance
MODULE 2C- Activity 6: Understanding trust
MODULE 2D-Building trust
MODULE 2E- Activity 7: Building trust
MODULE 2F- Activity 8: Bryk and Schneider
MODULE 2G- Task 2: Goleman's typology of leadership styles
MODULE 2H- What have you learned? Evaluation of your learning from Module 2
MODULE 2I- Congratulations
Module 3: Learning and development strategies
MODULE 3A- Intended learning outcomes for Module 3
MODULE 3B- Activity 9: Leadership, learning and development
MODULE 3C- Activity 10: Effective learning and development (1)
MODULE 3D- Activity 10: Effective learning and development (2)
MODULE 3E- Task 3: The three modes of learning – a discussion with colleagues
MODULE 3F- Activity 11: Continuing professional development and effective learning
MODULE 3G- Task 4: A critical review
MODULE 3H- Coaching and leadership development
MODULE 3I- Activity 12: The use of coaching in your school
MODULE 3J- Activity 13: What makes an effective coach?
MODULE 3K-Activity 14: Are you a reflective practitioner?
MODULE 3L Task 5: A strategy to support reflection
MODULE 3M- Activity 15: Bringing it all together
MODULE 3N- What have you learned? Evaluation of your learning from Module 3
MODULE 3O- Congratulations
Module 4: The moral and spiritual basis of leadership
MODULE 4A- Intended learning outcomes for Module 4
MODULE 4B- Activity 16: Ethical leadership in education
MODULE 4C- Personal values and ethical leadership
MODULE 4D- Activity 17: Ethics and your leadership
MODULE4E- Clarifying leadership values
MODULE4F- Activity 18: What are the purposes of education?
MODULE4G- Task 6: What are the purposes of education? Your colleagues' responses
MODULE4H- Ethical leadership in practice
MODULE4I- Activity 19: Ethical leadership in practice – scenarios
MODULE4J- Activity 20: Leaders are people
MODULE4K-Task 7: Ethical leadership and spirituality
MODULE4L- Activity 21: Reviewing your own strategy for personal growth
MODULE4M- What have you learned? Evaluation of your learning in Module 4
MODULE4N- Congratulations
Module 1-Sustaining leadership effectiveness in schools
Module 1a-Intended learning outcomes for Module 1
By the end of this module you will:
- know the significance of personal effectiveness and its impact on leadership performance
- understand how leadership behavior influences the culture, climate and performance in your school
- be able to argue for the importance of developing personal effectiveness across the school
Module 1b- Activity 1: Leadership and personal effectiveness
Personal effectiveness is an elusive concept. Our perception of ourselves as son or daughter, wife or husband, partner, brother or sister, friend or colleague will be subject to an enormous range of complex factors. Much of our understanding of ourselves is determined by our relationships and how well we perceive them to be working. Work is another crucial component in influencing our view of our personal effectiveness. The extent to which we perceive ourselves to be effective is a complex interaction of:
- self-perception
- relationships with others
- our jobs
Each element interacts with and informs the other two. Have a look at Resource 1 to see a diagram of how this works.
Nowhere is this interaction more important than in our understanding of leadership. It's impossible to divorce leadership from 'who I am' and 'how I interact with others'. Effective leaders are effective people – to become an effective leader is to develop your personal potential.
Go to your Student book (1), and reflect on the questions there.
Module 1c- Activity 2: Understanding personal effectiveness
There are many ways of describing and discussing personal effectiveness. Many people will derive their model from personal faith and morality. A powerful synthesis of many approaches is provided by Steven Covey in his book The Seven Habits of Highly Effective People.
Read Resource 2, which provides a very brief summary of the model of personal effectiveness that Covey offers. You may well wish to go to the book to deepen and broaden your understanding of the model.
Then print out Resource 3, and review your own personal effectiveness by answering the questions provided.
Finally, in your Student book (2), note your response to the diagnostic review.
Module 1d- Task 1: Your colleagues' responses
Circulate Resource 2 and Resource 3 among colleagues you trust. Ask them to:
read Resource 2 for an introduction to Covey's seven habits, and
complete the evaluation in Resource 3, but thinking of you as a person and leader.
In this way, they can give you feedback on your personal effectiveness and how it informs your leadership.
Once you've had the feedback from two or three colleagues, go to your Student book (3) to reflect on whether your self-perception of your personal effectiveness differs from the responses of your colleagues.
Module 1e- What do effective leaders do? The four "Ps"
There are numerous views as to the nature and purpose of leadership. For the purposes of this course, we argue that leadership can be best defined as the four ‘Ps’:
principle + purpose + people = performance
In this equation:
Principle refers to the values by which leaders work and the sense of moral purpose in the organization.
Purpose is concerned with the fundamental priorities of the organization – what does it actually exist to do?
People refers to the obvious fact that leaders can only work with and through people.
If these three elements are brought together in the right way, then the organization will achieve necessary levels of performance.
Module 1f- Activity 3: Goleman on leadership
Read Resource 4, which is an extract from Daniel Goleman’s book The New Leaders.
Do you accept the very direct correlation that Goleman makes between leadership behavior and organizational performance?
In your Student book (4), explore your understanding of how the behavior of leaders can result in high performance or what Goleman describes as a "toxic organization". You might find it helpful to explore actual examples from your own experience.
Module 1g- Activity 4: Leadership in your school – discussion
Further collect your thoughts on leadership in your school on Student Book (5).
Module 1h- What have you learned? Evaluation of your learning from Module 1
Now that you've completed the Activities and Tasks in this Module, look again at the
intended learning outcomes for Module 1.
By the end of this module you should:
- know the significance of personal effectiveness and its impact on leadership performance
- understand how leadership behavior influences the culture, climate and performance in your school
- be able to argue for the importance of developing personal effectiveness across the school
Write the extent to which you've achieved these intended learning outcomes. Make a note of any action you'll need to take in the future. Use your Student Book (6) - save your responses and e-mail your comments to your instructor.
Module 2: Sustaining leadership through building trust
Module 2a Intended learning outcomes for Module 2
By the end of this module you should be able to:
- demonstrate the relationship between trust and high performance
- describe the leadership behaviors associated with trust
- understand the strategies for building trust in schools
Module 2b - Activity 5: Trust and high performance
Trust is a cornerstone of life in communities and organizations. Trust is fundamental to the way modern society works. Think of how much you have to rely on trust in every aspect of your life, eg:
- your bank
- the post office
- bus companies, railways and airlines
- the garage
- the supermarket
- the doctor
In each case, we depend on a supplier to provide a service according to agreed criteria. We trust our banks to manage our money, the railways to run on time, the supermarkets to sell wholesome food. A failure of trust leads to a breakdown in the relationship and, perhaps, a change in provider. The same is also true of personal relationships – any human relationship is only as good as the level of trust that exists. The loss of trust usually marks the end of a relationship.
In your Student Book (7) reflect on the importance of trust in your personal and professional life, by answering the questions there.
MODULE 2c- Activity 6: Understanding trust
There are many ways of defining and understanding trust. Read Resource 5, which contains some definitions.
Why is trust important in schools? Using the ideas in Resource 5, and your own experience, develop your own argument for the importance of trust in schools in Student Book (8).
Module 2d- Building trust
The antithesis of trust is control. The greater the level of control, the lower the level of trust. Many schools are hierarchical – power and control are vested in a few people. Building leadership effectiveness involves a move away from the control of the leader to trust in the leadership of others. It's the movement from hierarchy to subsidiary – from the feudal to the federal state where responsibility and authority are shared.
Read Resource 6 for more ideas on this relationship.
Module 2e- Activity 7: Building trust
How much trust is there in your school? How widely is leadership shared?
Using the ideas in the control-subsidiary model (Resource 6), reflect on the levels of trust in your school. To do this, go to your Student Book (9), where you'll find a series of prompts and questions to focus your thinking.
Module 2f- Activity 8: Bryk and Schneider
Read the account of the work of Bryk and Schneider in Resource 7.
Does your experience in your school confirm or deny the central argument in the resource? Note your thoughts in your Student Book (10).
Module 2g- Task 2: Goleman's typology of leadership styles
Leadership behavior has a crucial impact on performance. According to Daniel Goleman, there's a direct correlation between the style that leaders adopt and the performance of the organization.
Consider Goleman’s typology of leadership styles which you'll find in Resource 8.
Then, print out Resource 9 and reflect on the relationship between leadership styles and organizational climate in your school. You can do this in school with a colleague if you prefer.
Record your observations in your Student Book (11).
Module 2h- What have you learned? Evaluation of your learning from Module 2
Now that you've completed the Tasks and Activities in Module 2, look again at the intended learning outcomes.
By the end of this module you should be able to:
- demonstrate the relationship between trust and high performance
- describe the leadership behaviors associated with trust
- understand the strategies for building trust in schools
Review the extent to which you have achieved these outcomes. Note any action you'll have to take in the future. Use your Student Book (12) - save your responses and e-mail your comments to your instructor.
Module 3: Learning and development strategies
Module 3a- Intended learning outcomes for Module 3
By the end of this module you'll be able to:
- demonstrate your understanding of the learning and development strategies necessary to build leadership capacity
- understand how such strategies fit into a whole-school approach to building leadership capacity
Module 3b- Activity 9: Leadership, learning and development
Central to any discussion about sustaining effective leadership has to be the role of learning and development. Leaders aren't born and leadership can't be taught.
People have to learn to become leaders and sustaining effective leadership requires continuous learning and development. The job of the leader is as much about their own learning and development as it is about the factors that we discussed in Module 1.
In your Student Book (13), reflect on the extent to which your own learning and development are central to your work.
Module 3c- Activity 10: Effective learning and development (1)
We would suggest that effective learning and development for leadership sustainability should meet the following criteria:
- There is a clear model of leadership learning in place in the school.
- All development activities are focused on the actual job.
- Coaching is the central development strategy.
- There are opportunities for structured review and reflection.
Module 3d Activity 10: Effective learning and development (2)
Read the discussion about leadership learning in Resource 10.
To what extent does your school’s development strategy recognize the difference between shallow, deep and profound learning?
In your Student Book (14), review the various development activities that you have engaged in over the past year. Consider the extent to which each focused on shallow, deep or profound learning.
Module 3e- Task 3: The three modes of learning – a discussion with colleagues
Meet with your leadership team and consider the implications of the three modes of learning (discussed in Resource 10) for:
- your development as a team
- your individual development
- your work with students in the classroom
You might like to devote a team meeting to discussing your shared understanding of effective learning, and to try and develop a shared approach.
BACK TO INDEX
Module 3f- Activity 11: Continuing professional development and effective learning
Leadership development will only move from shallow to deep and possibly profound if it's focused on your actual job – real learning only takes place if it can be applied to change practice.
Consider the model of learning and development proposed by Joyce and Showers in Resource 11.
Then print out Resource 12 and use it to analyze the different types of development activity. What types of activity are most likely to lead to deep learning, and be transferable into actual practice?
Record your conclusions in your Student Book (15).
Module 3g- Task 4: A critical review
Use your learning so far in this module to develop a critical review of your school’s Continuing Professional Development policy.
What are the implications for the teams that you lead or are a member of? You can do this review in any way that best fits in with existing review practices in your school.
Module 3h- Coaching and leadership development
In many ways, coaching is central to any model of leadership development - it can be seen as the pivotal development activity. The movement from shallow to deep and profound learning is usually the result of coaching. Joyce and Showers see coaching as the crucial means of translating theory into practice.
(Note: what follows is only a summary of coaching as a strategy. For a more in-depth discussion of coaching, please see our course An introduction to coaching.)
Module 3i Activity 12: The use of coaching in your school
Consider the following definition of coaching, from Performance Management Manual, by John West-Burnham and Ingrid Bradbury:
"(coaching) is a long-term, one-to-one professional relationship in which the coach actively supports the learner to build capacity to improve performance". (p129)
Print out and complete Resource 13 to analyze the extent to which coaching is used in your school.
Then write up your findings in your Student Book (16).
Module 3j- Activity 13: What makes an effective coach?
Drawing on your own knowledge and experience, what would you say are the essential qualities and skills of the effective coach?
Note them in your Student Book (17). Then look at the list in Resource 14 and add to or amend your list.
Based on the list of skills and qualities, how good is your coach? How good a coach are you? Return to your Student Book (17) to respond to these questions.
Module 3k- Activity 14: Are you a reflective practitioner?
None of the strategies discussed so far will have any impact on leadership effectiveness and sustainability unless they're underpinned by review and reflection.
Effective leaders are "reflective practitioners". In other words, they:
- systematically review their own practice
- clarify their own understanding
- judge the effectiveness of their work
- develop appropriate strategies for future action
Reflection is effective both when we are working and after we have completed a task. In both cases review and reflection require time and space.
Go to your Student Book (18) and answer the questions there, to analyze your own reflective practice.
Module 3l- Task 5: A strategy to support reflection
A useful way to support review and reflection for yourself is to ask yourself the questions below. (You'll find them in Resource 15 if you'd like to print them out.)
The next time you get an opportunity to reflect on the way you dealt with a situation, perhaps with your coach or in a team meeting, ask yourself:
- What actually happened?
- What were the factors that led to this situation?
- What was the context?
- What was I trying to achieve?
- What were the outcomes of my actions?
- How did the others involved feel?
- How did I feel?
- What choices did I have?
- What are the implications of the choices I made?
- What can I learn from this experience?
Module 3m- Activity 15: Bringing it all together
The final Activity in this module is for you to reflect on what we've covered so far.
What are the key strategies that you need to develop to support your leadership learning, development and sustainability?
Make some notes in your Student Book (19).
Module 3n- What have you learned? Evaluation of your learning from Module 3
Now that you've completed the Tasks and Activities in Module 3, look again at the intended learning outcomes.
By the end of this module you'll be able to:
- demonstrate your understanding of the learning and development strategies necessary to build leadership capacity
- understand how such strategies fit into a whole school approach to building leadership capacity
Review the extent to which you've achieved these outcomes. Note any action you'll have to take in the future. Record your thoughts in Student Book (20) - save your responses and e-mail your comments to your instructor.
Module 4: The moral and spiritual basis of leadership
Module 4a- Intended learning outcomes for Module 4
By the end of this module you should:
- understand the relationship between personal and leadership effectiveness and personal belief systems
- understand how leadership effectiveness is contingent on the development of human potential
Module 4b- Activity 16: Ethical leadership in education
To start this module, read Resource 16, which contains some extracts about ethical leadership.
Do you agree with the quotations and the four propositions about ethical leadership?
Write up your thoughts in your Student Book (21).
Module 4c- Personal values and ethical leadership
So what's the relationship between ethics and your own personal values?
Think of this relationship in terms of a tree. Ethics are the deep roots that establish the fundamental foundations of what we believe – the deeper they are the stronger the belief. The roots come together in the trunk of the tree – the personal values that are shaped by our ethical foundations and the culture in which we live. The trunk in turn extends into the branches which have to interact with the environment, as our values are tested in everyday life.
Have a look at Resource 17 which shows this pictorially.
It could be argued that moral leadership is the consistent expression of personal values which are rooted in ethical principles.
Module 4d- Activity 17: Ethics and your leadership
Reflect on the ethical basis of your leadership and how this is translated into your personal values and moral behavior. In your Student Book (22), you'll find a series of questions that will help your reflection.
BACK TO INDEX
Module 4e- Clarifying leadership values
One of the reasons why we still debate the nature and purposes of education (and why we still need leadership in education) is that the simplistic quantitative or authoritative responses are not blindly accepted.
If the "right answer" exists and had been found, then education would be a non-contentious human activity. But it remains a key debate in every society – even totalitarian democracies. How then, should educational leaders choose? By what criteria should they accept, reject or undermine policies? On what basis should they take decisions when there's a genuine choice (and there still are many real choices to be made)?
BACK TO INDEX
Module 4f- Activity 18: What are the purposes of education?
Consider the following list of possible purposes of education:
- Developing a sense of self
- Becoming a spiritual and moral person
- Learning how to learn
- Becoming a citizen and community member
- Academic success
- Employability
- Psychological and physical well-being
- An international perspective
Leaders have to make choices, they have to prioritize. Print out the grid in Resource 18, and prioritize the list above by inserting the number of the single most important purpose at the top and arrange the others around it. (You may need to amend the purposes on the list to suit your own circumstances.)
To take this Activity further, you could ask colleagues to complete the grid and then see if you can achieve agreement and consensus on a common approach.
Module 4g- Task 6: What are the purposes of education? Your colleagues' responses
Ask the members of your team (or other colleagues) to complete the prioritizing Activity in Resource 18 as individuals. Then work together to agree your team’s shared priorities.
Record your responses to the outcome and the process in your Student book (23).
Is it difficult to build an "ethical consensus" in the team?
Module 4h- Ethical leadership in practice
Every day, school leaders are faced with complex and often challenging decisions. There are many themes and issues that may present moral dilemmas and ethical challenges, e.g.,
- the concept of social justice
- the related notions of equity and entitlement
- the potential tension between individual rights and public responsibilities
- the source of teachers’ authority
- the nature of the learning process
- the purposes of education
- the place of leadership in education
For each of these themes, there are ethical perspectives which have to be clarified, codified into a personal value system and then applied in the day-to-day life of a school. Schools are moral communities – there's no aspect of school life that doesn't have an ethical antecedent. All decisions are based on personal value systems and the morality of the school is expressed through the daily concrete experiences of all its members.
BACK TO INDEX
Module 4i- Activity 19: Ethical leadership in practice – scenarios
Look at the following scenarios. All of them could give educational leaders a moral dilemma. In your Student book (24), briefly outline how you'd respond to each situation. Then discuss your views with a colleague or your coach/mentor.
- You overhear a very experienced and successful teacher tell a racist and sexist joke in the teachers’ room. Some staff laugh, others are clearly shocked and angered.
- A very experienced and successful team leader insists on only teaching the most able and well-behaved classes. He/she insists that young and less experienced teachers should take the difficult classes "to learn the job".
- A very vociferous and insistent group of parents are demanding that the school should introduce rigorous streaming for all subjects. Your staff are strongly committed to mixed-ability teaching.
- An extreme right-wing organization applies to book the school hall for a political meeting. The local community is outraged but your school has freedom of speech as a key principle.
- Several of your teachers object to teaching a student with very poor personal hygiene.
(You can print out these scenarios if necessary – they're in Resource 19.)
Module 4j- Activity 20: Leaders are people
Leaders are people – it's impossible to have a neat separation between the work of the leader and that leader as a person. Leadership is inextricably bound up in personal values, ideals, qualities and behaviors.
Read Resource 20 for a development of these ideas.
How do the ideas in the Resource coincide with your own feelings about your role as a leader?
In your Student book (25), review and reflect on the demands made on you as a leader.
BACK TO INDEX
Module 4k- Task 7: Ethical leadership and spirituality
A convenient way of capturing the interaction of personal and professional life is to talk of "spirituality". Not in a specifically religious sense, or in a vague reference to that which can't be explained by other means, but in the sense of that which makes us fully human.
To recognize the spiritual dimension in our lives is to recognize that we're more than the products of our genes and environments, more than a range of physically conditioned responses or intellectual constructs.
In this context, the idea of the spiritual covers:
- the sense of what makes us unique and distinctive as a person
- our ability to seek to engage with that which is eternal and enduring
- our understanding of ourselves in relation to others
- our capacity to love, to care, to show compassion and empathy
- that which sustains our moral purpose and focuses our sense of justice
- that which allows us to feel and express joy, wonder and exhilaration
- that which gives us hope
One image that some have found helpful in this context is the idea of the "reservoir of hope". Each working day school leaders have to draw on their personal reservoir – on some days a steady flow will suffice, on other days the floodgates have to be open as energy, compassion, creativity, optimism, courage and hope are called on. The deeper the reservoir the more that can be given, but eventually even the deepest reservoir will begin to run low. A period of drought can transform a rich reservoir into something arid and barren, incapable of nurturing and sustaining growth.
What sustains your reservoir of hope?
Spend some time with a friend, a trusted colleague, your partner or a mentor to review what gives you the capacity to sustain your leadership.
BACK TO INDEX
Module 4l- Activity 21: Reviewing your own strategy for personal growth
Richard Boyatzis (Goleman 2002) offers a model of personal planning to support personal growth and so build leadership capacity, personal effectiveness and sustainability.
As a final Activity in this course, you might like to spend some time reviewing your own development strategy. To help you do this, ask yourself the following questions:
- My ideal self – who do I want to be?
- My real self – who am I? What are my strengths and needs?
- My learning agenda – how can I build on my strengths and meet my needs?
- My support network – who can help me develop new ideas and strategies?
- My new self – how will I know that I have developed?
Module 4m- What have you learned? Evaluation of your learning in Module 4
Now that you've completed the Activities and Tasks in this module, have another look at the intended learning outcomes:
By the end of this module you will be able to:
- understand the relationship between personal and leadership effectiveness and personal belief systems
- understand how leadership effectiveness is contingent on the development of human potential
Review the extent to which you have achieved these outcomes. Note any action you'll have to take in the future. Record your thoughts in Student book (26) - save your responses and e-mail your comments to your instructor.
RESOURCES
These are linked in your outline to take you to further reading and any data forms you might need to help you answer questions
RESOURCE 1
RESOURCE 2
CLICK HERE TO DOWNLOAD PDFRESOURCE 3
RESOURCE 4
Goleman on leadersThe extract below is taken from Daniel Goleman's book The New Leaders.
"Quite simply, in any human group the leader has maximal power to sway everyone’s emotions. If people’s emotions are pushed toward the range of enthusiasm, performance can soar; if people are driven toward rancor and anxiety, they will be thrown off stride. This indicates another important aspect of primal leadership: its effect extends beyond ensuring that a job is well done. Followers also look to a leader for supportive emotional connection – for empathy. All leadership includes this primal dimension, for better or for worse. When leaders drive emotions positively… they bring out everyone’s best. We call this effect resonance. When they drive emotions negatively… leaders spawn dissonance, undermining the emotional foundations that let people shine. Whether an organization withers or flourishes depends to a remarkable extent on the leaders’ effectiveness in this primal emotional dimension.
The key, of course, to making primal leadership work to everyone’s advantage lies in the leadership competences of emotional intelligence: how leaders handle themselves and their relationships. Leaders who maximize the benefits of primal leadership drive the emotions of those they lead in the right direction.
How does all of this work? Recent studies of the brain reveal the neurological mechanisms of primal leadership and make clear why emotional intelligence abilities are so crucial." (pp.5-6)
RESOURCE 5
RESOURCE 6
RESOURCE 7
RESOURCE 8
Goleman on leadership styles
The extract below is taken from The New Leaders by Daniel Goleman (2002, p.55)
The leadership styles in a nutshell
VISIONARY
HOW IT BUILDS RESONANCE: Moves people toward shared dreams
IMPACT ON CLIMATE: Most strongly positive
WHEN APPROPRIATE: When changes require a new vision, or when a clear direction is needed
COACHING
HOW IT BUILDS RESONANCE: Connects what a person wants with the organization’s goals
IMPACT ON CLIMATE: Highly positive
WHEN APPROPRIATE: To help an employee improve performance by building long-term capabilities
AFFILILIATIVE
HOW IT BUILDS RESONANCE: Creates harmony by connecting people to each other
IMPACT ON CLIMATE: Positive
WHEN APPROPRIATE: To heal rifts in a team, motivate during stressful times, or strengthen connections
DEMOCRATIC
HOW IT BUILDS RESONANCE: Values people’s input and gets commitment through participation
IMPACT ON CLIMATE: Positive
WHEN APPROPRIATE: To build buy-in or consensus, or to get valuable input from employees
PACESETTING
HOW IT BUILDS RESONANCE: Meets challenging and exciting goals
IMPACT ON CLIMATE: Because too frequently poorly executed, often highly negative
WHEN APPROPRIATE: To get high-quality results from a motivated and competent team
COMMANDING
HOW IT BUILDS RESONANCE: Soothes fears by giving clear direction in an emergency
IMPACT ON CLIMATE: Because so often misused, highly negative
WHEN APPROPRIATE: In a crisis, to kick-start a turnaround, or with problem employees
RESOURCE 9:
RESOURCE 10:
RESOURCE 11:
RESOURCE 12:
RESOURCE 13:
RESOURCE 14: The skills and qualities of an effective coach
- High levels of professional knowledge
- Technical skills
- Successful experience
- Credibility
- Excellent interpersonal skills
- Sophisticated diagnostic and problem-solving skills
- Empathy
- Skilled at target setting and feedback
- Enthusiasm and celebration
RESOURCE 15: Questions for review
- What actually happened?
- What were the factors that led to this situation?
- What was the context?
- What was I trying to achieve?
- What were the outcomes of my actions?
- How did the others involved feel?
- How did I feel?
- What choices did I have?
- What are the implications of the choices I made?
- What can I learn from this experience?
RESOURCE 16:
RESOURCE 17:
BACK TO INDEXRESOURCE 18:
RESOURCE 19: Ethical dilemmas
You overhear a very experienced and successful teacher tell a racist and sexist joke in the teachers’ room. Some staff laugh, others are clearly shocked and angered.A very experienced and successful team leader insists on only teaching the most able and well-behaved classes. He/she insists that young and less experienced teachers should take the difficult classes ‘to learn the job’.
A very vociferous and insistent group of parents are demanding that the school should introduce rigorous streaming for all subjects. Your staff are strongly committed to mixed-ability teaching.
An extreme right-wing organization applies to book the school hall for a political meeting. The local community is outraged but your school has freedom of speech as a key principle.
Several of your teachers object to teaching a student with very poor personal hygiene.
RESOURCE 20:
BACK TO INDEX
BIBLIOGRAPHY
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Description: This is one of many sites available for information on Servant Leadership practices.
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Description:This is the main site for the National College for School Leadership in England. Visit their Research and Development section to see a list of all the research papers and reports they've produced. All are available to download.
URL: http://www.ncsl.org.uk