building adaptive learning cultures: prof chris branson, education leadership center, university of...

LEADING ORGANISATIONAL DEVELOPMENT

- In Times of Uncertainty

2013

Chris BRANSON

Professor of Educational Leadership

cbranson@waikato.ac.nz

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PRESENTATION OVERVIEW:

Leadership Theory Leading Leadership Change Leadership

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Leadership Theory Development

TRANSACTIONAL v TRANSFORMATIONAL (Burns, 1978)• Servant leadership (Greenleaf, 1977; Sendjaya & Sarros, 2002)

• Moral leadership (Sergiovanni, 1992; Greenfield, 2004)

• Stewardship (Block, 1993)

• Collaborative leadership (Sofield & Kuhn, 1995)

• Transcendent leadership (Larkin, 1995; Aldon, 2004)

• Intelligent leadership (Mant, 1997; Kibby & Härtel, 2003)

• Values-led leadership (Day, 2000)

• Distributed leadership (Gronn, 2000; Harris, 2003)

• Primal Leadership (Goleman, Boyatzis & McKee, 2002)

• Ethical leadership (Starratt, 2004)

• Authentic leadership (Begley, 2003/2006; Duignan, 2006; Terry, 1993)

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For Discussion:What benefits has our leadership theory provided?

What restraints has our leadership theory caused?

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From the Literature:

Restraints caused by leadership theory:1. Too much of an emphasis on the “Leader”

(see Leithwood, Jantzi and Steinbach, 1999)

2. Stereotypicality v Prototypicality (see Haslam, Reicher and Platow, 2011)

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Leading v Leader

What is “Leading”? Leaders need to be representative of the

group they seek to lead Leaders need to champion the interests of

this group Leaders achieve influence by shaping the

group’s identity Leaders must align the wider reality in terms

of the group’s identity development

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From “Leading” back to Leadership Theory

TransformationalTransactional

•Inclusive•Bottom-up Influence•Meaningful Involvement•People Focussed•Flexibility•Partnerships/Relational•Shared Leadership•Organisational Learning•Attention to Capacity•Review/Reflection

Adaptability•Celebratory •Engagement

Exclusive Top-down Control Controlled Involvement Outcome Focussed Leader as Expert - inflexible Logical-sequential Process Hierarchical Leadership Technical-rational learning Attention to skill Impersonal Outlook

Productivity Accountability Loyalty

•Engaging•Emergent Influence•Purposeful Involvement•Future Focussed•Shared Expertise - Discovery•Inter-Relational/Networks•Interactive Leadership•Holistic Learning•Attention to Social

Dynamics•Imagination / Creativity

Risk Taking•Dialogical •Trust

Transrelational

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A New Model for “Leadership”

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Change Leadership

Although we see change at the material level, it is caused by processes that are immaterial. Hence, leaders of organisational change must also attend to these invisible processes. The leader must work with the processes that give rise to meaning – people’s values, beliefs, understandings and aspirations.

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A Change Leadership Framework

(See Branson, 2010)

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Strategic Perspective

• Data Gathering

• Data Analysis

• Review Vision/Necessity

• Plan Implementation Programme

• Implement Plan

• Review (Process & Emotion) and Refine

• Evaluate/Celebrate

• Institutionalise

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POLITICAL Implications

• Power and Authority

• Shared Leadership

• Cliques & Groups

• Mandated Relationship

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HISTORICAL Implications

• Past Experience of Change

• Past Leadership

• Current Curriculum Priorities

• School Traditions

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CULTURAL Implications

• Existing Signs, Symbols and Icons

• Social Geographies

• Roles and Responsibilities

• Demographics

• Time

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DISPOSITIONAL Implications

• Personal Identity/Meaning

• Professional Reputation

• Respect for Experience

• Unacknowledged Career Aspirations

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QUESTIONS

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REFERENCES:Branson, C.M (2010). Leading educational change wisely. Rotterdam: Sense Publishing.

Haslam, S.A., Reicher, S.D. & Platow, M.J. (2011). The new psychology of leadership: Identity, influence and Power. New York: Psychology Press

Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Buckingham: Open University Press.