POSITION PERSUADE PERFORM

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POSITION PERSUADE PERFORM A Practical
Leadership Process for Principals Peter
Evans General Manager, Education Technology Ph
0400 842 484 peter.evans_at_editure.com
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Topics

• Context
• What is Management?
• What is Leadership? Good leadership?
• The Developmental Learning Framework for School
  Leaders
• Two Managerial Models for Leadership
• How Hewlett-Packard defined leadership
• How ISR defines leadership
• Case Study
• The challenge of moving to the digital school
• Conclusions

3
Topics

• Context
• What is Management?
• What is Leadership? Good leadership?
• The Developmental Learning Framework for School
  Leaders
• Two Managerial Models for Leadership
• How Hewlett-Packard defined leadership
• How ISR defines leadership
• Case Study
• The challenge of moving to the digital school
• Conclusions

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Classical definitions management leadership

• Management is achieving results through others
• Managers rely on the efforts of other people and
  must induce them to expend effort
• Scientific management theories of the 20th
  century focused on control, order and hierarchy
• 21st century management theories are emphasising
  empowerment, values and flexibility
• Leadership is the process of influencing others
  to achieve organisational goals.
• Leadership power can come from
• Position (i.e., formal power as manager)
• Expertise / knowledge
• Respect or affection
• The ability to influence pay, promotion or
  recognition
• The ability to punish

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Some Classical Leadership Models

• Blake and Moutons Managerial Grid
• Fiedlers contingency model
• Hershey Blanchards situational leadership
  theory
• Path-goal theory
• Spreier, Fontaine Malloys model

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Successful Leaders

• Clarify what is important to them, especially
  their own values and beliefs
• Adopt the right leadership style for the
  situation, organisation staff
• Get their right balance between focus on task and
  on people
• Have functional expertise, change management
  skills local knowledge
• Demonstrate the courage to do what is right
  despite personal risk or discomfort
• Are assertive with respect
• Say no when necessary but predictably and
  consistently
• Take well-reasoned stands to resolve important
  issues
• Lead others to follow through on difficult
  actions or initiatives
• Generate breakthroughs by championing new ideas
  and initiatives
• Are willing to make bold yet well-reasoned moves
• Demonstrate inspiring leadership and courage such
  that others want and choose to follow

Source Successful Managers Handbook, 7th
Edition - Personnel Decisions International
ePredix, Minneapolis 2004, pages 516-517,
558-568 (Chapter 25), 603-604
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Leaders and Followers

• Leaders cannot lead unless others are willing to
  follow or be involved. In most organisations
  people will not follow someone just because he or
  she has the title of leader or manager. People
  will follow when they share the vision, it makes
  sense, and they trust a leader who is passionate
  about the vision.

Source Successful Managers Handbook, 7th
Edition - Personnel Decisions International
ePredix, Minneapolis 2004, page 619
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Topics

• Context
• What is Management?
• What is Leadership? Good leadership?
• The Developmental Learning Framework for School
  Leaders
• Two Managerial Models for Leadership
• How Hewlett-Packard defined leadership
• How ISR defines leadership
• Case Study
• The challenge of moving to the digital school
• Conclusions

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Context

• The Framework is a critical part of the
  Victorian Office of School Educations Learning
  to Lead Effective Schools strategy
• This strategy, launched in 2006, comprises
• Principal Class Performance and Development
• Principal Selection
• Learning to Lead Effective Schools Professional
  Learning for Aspirant and Current School Leaders
• The Developmental Learning Framework for School
  Leaders
• The Framework
• recognises that leadership must be distributed
  and shared widely
• aims to build the leadership capability of
  teachers and school leaders in the Victorian
  government school system
• assumes leadership is learnable body of
  knowledge, skills and dispositions
• assists teachers and school leaders to reflect on
  their leadership practice, identify strengths and
  areas for improvement and choose appropriate
  professional learning activities ? developmental
  pathways
• supports self-evaluation using a 360 degree
  feedback survey and reflection
• provides a focus for coaching and mentoring
  partnerships

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Organisation of the Framework

• Three main components Domains, Capabilities and
  Profiles
• Leadership Domains
• Technical, Human, Educational, Symbolic and
  Cultural
• Leadership Capabilities
• Three Capabilities in each Domain
• Represent the expected knowledge, skills and
  dispositions for effective leadership performance
• Each Capability is supported by a set of critical
  indicative tasks that need to be performed to
  provide evidence of the capability
• Each of the tasks can be performed at varying
  levels of quality the level of performance
  quality defines the overall level of capability
  shown
• Leadership Profiles
• Within each Leadership Domain, there is a set of
  proficiency level statements(5 levels for all
  domains, except Symbolic Leadership, which has 4
  levels)
• These statements describe how a leader performs
  across the range of Leadership Capabilities
  relevant to that domain
• They also allow a school leader to match their
  own performance to a proficiency level with the
  Domain Profiles

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The Framework
TECHNICAL LEADERSHIP
HUMAN LEADERSHIP
CULTURAL LEADERSHIP
EDUCATIONAL LEADERSHIP
SYMBOLIC LEADERSHIP
Original Source Sergiovanni, T.J. (1984),
Handbook for effective department leadership
concepts and practices in
todays secondary schools, Boston Allyn and
Bacon. Sergiovanni,
T.J. (2005), The Principalship A Reflective
Practice Perspective,
5th Edition, Boston Allyn and Bacon
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The Frameworks Domains

• TECHNICAL LEADERSHIP
• An effective leader demonstrates the capacityto
  optimise the schools financial, human and
  physicalresources through sound management
  practicesand organisational systems that
  contribute to theachievement of the schools
  vision and goals
• CAPABILITIES
• Thinks and plans strategically
• Aligns resources with the desired outcomes
• Holds self and others to account

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The Frameworks Domains

• HUMAN LEADERSHIP
• An effective leader demonstrates the abilityto
  foster a safe, purposeful and inclusive
  learningenvironment, and a capacity to develop
  constructiveand respectful relationships with
  staff, students,parents and other
  stakeholders
• CAPABILITIES
• Advocates for all students
• Develops relationships
• Develops individual and collective capacity

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The Frameworks Domains

• EDUCATIONAL LEADERSHIP
• An effective leader demonstrates the capacityto
  lead, manage and monitor the school
  improvementprocess through a current and
  critical understandingof the learning process
  and its implications forenhancing high quality
  teaching and learningin every classroom in the
  school
• CAPABILITIES
• Shapes pedagogy
• Focuses on achievement
• Promotes inquiry and reflection

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The Frameworks Domains

• SYMBOLIC LEADERSHIP
• An effective leader demonstrates the capacityto
  model important values and behaviours to
  theschool and community, including a
  commitmentto creating and sustaining effective
  professionallearning communities within the
  school, and across all levels of the system
• CAPABILITIES
• Develops and manages self
• Aligns actions with shared values
• Creates and shares knowledge

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The Frameworks Domains

• CULTURAL LEADERSHIP
• An effective leader demonstrates an
  understandingof the characteristics of effective
  schools and acapacity to lead the school
  community in promotinga vision of the future,
  underpinned by commonpurposes and values that
  will secure the commitmentand alignment of
  stakeholders to realise thepotential of all
  students
• CAPABILITIES
• Shapes the future
• Develops a unique school culture
• Sustains partnerships and networks

17
Topics

• Context
• What is Management?
• What is Leadership? Good leadership?
• The Developmental Learning Framework for School
  Leaders
• Two Managerial Models for Leadership
• How Hewlett-Packard defined leadership
• How ISR defines leadership
• Case Study
• The challenge of moving to the digital school
• Conclusions

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HPs Leadership Framework

• An interdependent system

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ISRs Organisational Leadership Effectiveness
Framework
Effective leaders demonstrate certain behaviours
in a particular sequence
Source ISR Seminar May 2004, The Key Elements
that Differentiate Financially High Performing
Organisations
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ISRs Framework of Organisational Leadership
Effectiveness The focus of different levels and
the need for cascaded leadership
A companys leadership reaches well beyond a few
good men and women at the top. It typically
includes the 3 to 5 of employees throughout the
organisation who can deliver breakthroughs in
performance. (Tsun-yan Hsieh and Sara Yik,
Leadership as the starting point of strategy,
The McKinsey Quarterly, 2005 No. 1, p67)
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ISR As Leadership is Critical, What Do Effective
Leaders Do?

• Demonstrate certain behaviours (what) at the
  right time (when) and in a specific sequence
  (how).
• Bring their followers along with them. Leaders
  behaviour encourages employees to adopt a view of
  the world similar to their leaders.
• Ensure alignment with one another on the
  strategy.
• Understand and act on the cultural drivers that
  best impact the execution of the strategic
  priorities.
• Leaders pull the cultural drivers to create
  the appropriate operating environment that
  engenders employee engagement.

Leadership
EmployeeEngagement
Organisation Culture
Strategy
Performance Results
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Topics

• Context
• What is Management?
• What is Leadership? Good leadership?
• The Developmental Learning Framework for School
  Leaders
• Two Managerial Models for Leadership
• How Hewlett-Packard defined leadership
• How ISR defines leadership
• Case Study
• The challenge of moving to the digital school
• Conclusions

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Blockers to moving to the digital school

• Teachers lack of comfort with using technology
  for teaching and learning (Price, Cates,
  Bodzin, 2002)
• When teachers use technology in the classroom, it
  tends to be teacher- centered, used in fairly
  rigid ways information gathering and word
  processing (Price et al., 2002)
• Teachers believe that new technologies are
  unproven in the classroom (Royer, 2002)
• Schools find themselves stuck in a series of
  initial implementation efforts, trying one thing
  after another, and not achieving full
  implementation of a program (Wallace, Blase,
  Fixsen, Naoom, 2007)
• Focus is often on introducing new technologies
  without a plan for implementing and scaling up
  new technologies.
• Lack of strong, senior leadership (Wagner, 2008)

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Enablers to moving to the digital school
Leadership

• Use of new technologies is prioritised
• Role models
• Motivators/Cheerleaders
• Resource Provider
• Facilitator

Organisation and school structure
Professional Development

• Culture supports change
• Encourages teacher autonomy as well as
  collaboration
• Shared vision with whole school community
• Celebration of success

• Basic technical knowledge
• Integration strategies
• Ongoing, just-in-time
• Planned and intentional PD
• Systemic PD

Resources and support

• Technology support
• Support for participation
• Administrative support
• Community support
• External support
• Room and time for serious play

From Factors that Facilitate Technology
Implementation CITEd Research Center
http//www.cited.org/index.aspx?page_id187
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Educational Technology Implementation
Effective Leadership Framework
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Topics

• Context
• What is Management?
• What is Leadership? Good leadership?
• The Developmental Learning Framework for School
  Leaders
• Two Managerial Models for Leadership
• How Hewlett-Packard defined leadership
• How ISR defines leadership
• Case Study
• The challenge of moving to the digital school
• Conclusions

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• Great things can happen when you dont care who
  gets the credit. 
• Mark Twain

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• It is wonderful when the people believe in the
  leader
• It is more wonderful when the leader believes in
  the people

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• Good leaders
• lead themselves
• lead others
• lead context
• lead change
• Tsun-yan Hsieh and Sara Yik(McKinsey Quarterly)

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• Good leaders are one the people fear and hate.
• Great leaders, the people honour and praise.
• Greatest leaders, the people do not notice their
  existence.
• Lead people by walking beside them..
• And when the best leader's work is done, the
  people say, We did it ourselves.
• Old Chinese philosophy

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Education...the new way
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Blake and Moutons Managerial Grid

• The best leaders are intensely task-focused and
  intensely people-focused
• Their model is based on the assumption that there
  are ten major emerging principles of human
  behaviour critical to effective leadership
• Fulfilment through participation is the
  motivation that gives character to human activity
  and supports productivity
• Open communication is essential for the exercise
  of self shared responsibility
• Accepting others as capable of reaching standards
  of excellence promotes trust and respect
• Shared participation in problem solving and
  decision making stimulates active involvement and
  commitment, productivity and creative thinking
• Conflicts are solved by direct confrontation of
  their causes, with understanding and agreement as
  the basis of cooperative effort
• Mutual agreement is the strongest basis for
  supervision
• Effective integration between boss and
  subordinate enhances synergy
• Management is by objectives
• Organisation members who cooperate are
  interdependent in giving mutual support
• Learning from work experience is through critique
  and feedback

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Blake and Moutons Managerial Grid
High
9,9Team ManagementWork accomplishment is
fromcommitted people, interdependencethrough a
common stake in organisation purpose leads
torelationships of trust and respect.
1,9Country Club ManagementThoughtful attention
to needs of peoplefor satisfying relationships
leads to acomfortable, friendly
organisationatmosphere and work tempo.
9 8 7 6 5 4 3 2 1
Concern for People
5,5Middle-of-the-road ManagementAdequate
organisation performance ispossible, through
balancing the necessityto get out work with
maintainingmorale of people at a satisfactory
level
9,1Authority-ComplianceEfficiency in operations
results fromarranging conditions of work insuch
a way that human elementsinterfere to a minimum
degree.
1,1Impoverished ManagementExertion of minimum
effort to getrequired work done is
appropriateto sustain organisation membership.
Low
1 2 3 4 5
6 7 8 9
Low Concern for Production
High
Source R.R. Blake J.S. Mouton, The Managerial
Grid III The Key to Leadership
Excellence,Houston Gulf Publishing Company,
1985, page 12
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Fiedlers Contingency Theory

• Leaders least preferred co-worker orientation
  measured
• Either task-oriented or relationship-oriented
• Situational factor assessed
• Leader-member relations ? support leader has from
  group members
• Task structure ? clarity of a tasks goals,
  methods performance standards
• Position power ? amount of power organisation
  gives leader to get tasks done

Decreasing situational favourability/control
good
poor
Elementsofsituation
high
low
low
high
Octant
Leadercharac-teristics
Source F.E. Fiedler, A Theory of Leadership
Effectiveness,New York McGraw-Hill, 1967
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Hershey and Blanchards Situational Leadership
Theory

• Situational leadership model states leader
  behaviours must change based on follower
  readiness
• Follower readiness
• Ability (job readiness)? ability, skill,
  knowledge, experience needed for a task or way of
  working
• Willingness (psychological readiness)?
  confidence, commitment and motivation to complete
  a task

MODERATE
Source P. Hersey K.H. Blanchard, Management of
Organizational Behavior Utilizing Human
Resources,Englewood Cliffs Prentice Hall, 1988
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Hershey and Blanchards Situational Leadership
Theory

• Situational leadership model states leader
  behaviours must change based on follower
  readiness
• Leader behaviour
• Task behaviour ? how much leader tells people
  what to do how, when where to do it and who
  is to do it
• Relationship behaviour ? how much leader uses
  two-way or multiway communication
  listen/facilitate

(high)
2Explaindecisionsand provideopportunity
forclarification
3Share ideasand facilitatein
decisionmaking
High taskhigh rel.
High rel.low task
(Supportive Behaviour) RELATIONSHIP BEHAVIOUR
High tasklow. rel
Low rel.low task
4Turn overresponsibilityfor
decisionsandimplementation
1Providespecificinstructionsand
closelysuperviseperformance
(low)
(high)
TASK BEHAVIOUR(Guidance)
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Hershey and Blanchards Situational Leadership
Theory

• Leader behaviour
• Telling
• Used for low-readiness (R1)
• Give people directions on what to do how to do
  it
• Selling
• Used for low-moderate readiness (R2)
• Give specific directions, but support enthusiasm
• Participating
• Used for moderate-high readiness (R3)
• Supportive, participating style emphasising
  communication and collaboration
• Delegating
• Used for high readiness (R4)
• Little support or direction needed

(high)
2Explaindecisionsand provideopportunity
forclarification
3Share ideasand facilitatein
decisionmaking
High taskhigh rel.
High rel.low task
(Supportive Behaviour) RELATIONSHIP BEHAVIOUR
High tasklow. rel
Low rel.low task
4Turn overresponsibilityfor
decisionsandimplementation
1Providespecificinstructionsand
closelysuperviseperformance
(low)
(high)
TASK BEHAVIOUR(Guidance)
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Path-goal theory

• Explains how leader behaviour influences
  subordinates motivation and job satisfaction
• Leaders seek to influence subordinates
  perception of work goals and paths to achieve
  both work and personal goals
• Based on expectancy motivation theory
• Effort-performance expectancy
• Probability that effort will lead to performance
  level required
• Performance-outcome expectancy
• Probability successful performance will lead to
  outcomes / rewards
• Valence
• Anticipated value of outcomes / rewards

Source R.H. House T.R. Mitchell, Path-Goal
Theory of Leadership, Journal of Contemporary
Business,Autumn 1974, pp 81-97
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Path-goal theory

• Considers two dimensions which can affect
  path-goal
• Leader behaviours (all assumed to be usable by
  same leader )
• Directive ? task-oriented
• Supportive ? relationship-oriented
• Participative ? consultative
• Achievement-oriented ? challenging
• Situational factors
• Subordinate characteristics? traits, skills,
  abilities, needs
• Context characteristics ? task, work group,
  organisations formal authority system
• The leader must consider the situational factors
  to assess which leader behaviours will best
  enhance subordinates path-goal motivation and
  job satisfaction. Practical approach
• Anticipated end result ?
• Expectancy theory element ?
• Situational factor to be changed ?
• Leader behaviour to be selected

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Six Styles of Leadership

• Directive
• Entails strong, sometimes coercive behaviour
• Visionary
• Focuses on clarity and communication
• Affiliative
• Emphasises harmony and relationships
• Participative
• Collaborative and democratic
• Pacesetting
• Characterised by personal heroics
• Coaching
• Focuses on long-term development and mentoring

Source S.W. Spreier, M.H. Fontaine, R.L. Malloy,
Leadership Run Amok The Destructive Potential of
Overachievers,Harvard Business Review, June
2006, pages 77, 80
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Education...the new way