Research question &
methodology
3
The main research question will result in recommendations for
program providers, with secondary lessons for policy makers
What is best practice school leadership training?
We will learn from:
• High quality school leadership programs • High quality leadership programs in other
sectors
We will examine programs in the context of: • The individual program participant • The education system or sector Assumption:
• School principals operate in a volatile, uncertain, complex and ambiguous (VUCA) environment
Research question
Hypotheses
• Who:
• Programs are more effective when they select participants with appropriate prior experience, skills, knowledge and capabilities to undertake the training
• When:
• Programs that focus on developing leaders at a particular career inflection point result in better learning outcomes for individual participants
• Programs that ensure participants can implement their new leadership skills within X time of completing the program are more effective
• Content:
• Programs that align program content to best practice on leadership development (and individuals’ leadership development needs) have greater impact on individual leader development
• Assessment • Delivery:
• Programs that use appropriate delivery methods to develop particular skills, knowledge and capabilities have greater impact on individual leader development
• Programs that use experts to deliver program content have high impact • Evaluation
• Programs that evaluate the impact on individual participants use the data to continually improve the quality of their program content and delivery
• Programs that evaluate the longer term outcomes of the program … • Alignment with system/sector needs
• Programs that align their program to system/sector needs have greater system level impact on student outcomes: including leadership development pipeline
(supply/demand), leadership development pathway, alignment to role description/standards/appraisal processes
4
Overall project research approach and methodology (I)
Industrial bench marking
We will use case studies of high quality leadership development programs to answer the research questions including
• Education leadership development programs for principals • Leadership development programs from other sectors
Case study selection
Rationale for selection:
• Programs in systems/sectors who have taken action to improve leadership development of organizational leaders • Effect of leadership development on (student) outcomes
where possible; or content and findings of lit review • Reputation
• A variety of systems/sectors and providers
Data collection to test hypotheses
Program level data
• high level content (areas/topics; priority given to content areas; length of time on content delivery • delivery methods (types included; range across program)
• timing of undertaking program (i.e., age, career stage, within what role, likelihood of promotion) • selection (criteria for entry into program)
• length of program (days/weeks, modules, place in development trajectory) • provider (external/ internal; qualifications/expertise of staff)
• cost
Policy related data
• System perception of program quality
• Alignment of program with other system signals of leadership quality • Alignment with system human capital needs
Description Assumptions
• Education can learn from leadership development in other sectors
• Lessons from other sectors are transferrable (we will try and assess extent)
• Quality indicators exist (or we will come up with proxies
• ‘High quality’ includes cost effectiveness
5
Overall project research approach and methodology (II)
Interpretation & recommendations
Recommendations will allow:
• Program providers to asses the quality and effectiveness of programs, make evidence based changes to improve the quality of their program
• Education systems (states/districts) to assess and improve the alignment of programs with human capital management policies to have the biggest impact on student outcomes Analysis We will:• Undertake a literature review on leadership and leadership development to provide a
point of reference for program quality and ‘contemporary-ness’ • Describe programs’ unique and defining features
• Compare and contrast across the cases to assess quality in order to make recommendations
• Summarise and synthesis findings
• provide a framework for modelling the relevance, usefulness and transferability of program aspects
• a) into the education sector
• b) into different social, cultural and system contexts by trying to outline the role of context
6
We will conduct 8-10 case studies, with an equal balance
between education and other sectors
Education
Other sectors
Definite: • Singapore • US – charter system (x1) Short list: • Canada – Ontario • New Zealand • UK - NPQH • Austria • Norway • Netherlands Definite: • Military
• Executive MBA: INSEAD
• Others on shortlist are UCLA’s Anderson School, NorthwesternUniversity’s Kellogg School
Shortlist:
• Health Administration: Harvard Masters of Public Health • Social Sector: Masters of Science in Non-profit Leadership at
the University of Pennsylvania
• Tailored MBAs: e.g. INSEAD MBA for PWC and Astellas • In-house leadership programs: for companies such as Google,
Microsoft, Apple and General Electric Rationale for selection:
• Programs in systems/sectors who have taken action to improve leadership development of organizational leaders • Effect of leadership development on (student) outcomes where possible; or content and findings of lit review • Reputation
8
Thinking on what is effective leadership has changed over time
and current programs draw on a range of leadership theories
Great man theory
Trait theory
Behaviour theories
Contingency/
situational theories
Transformational
leadership theories
Transformational Authentic Distributed Adaptive
Transformational leaders display the complex characteristics needed for creating and sustaining change in an
organisation. They achieve this by using one or more of the following factors:
• Charisma and inspiration
• Intellectual stimulation
• Individualised consideration
Authentic leaders have strong articulated values that guide their decisions and behaviours. Followers are drawn to them because they understand and believe in these underlying values. Authentic leaders are great at tapping into their own motivations and strengths, building supportive teams around themselves and motivating others
Adaptive challenges involve a discrepancy between values and circumstances and cannot be solved by just good management and expertise. They require innovation and learning as peoples values and beliefs come into play. Adaptive leaders should not try and solve the problems for their followers but instead create an environment conducive to innovation and experimentation. Distributed leadership theory
appreciates that an effective leader does not have to be good at everything. Instead effective leaders know their shortcomings and compensate by building supportive teams that can complement them.
Emotional intelligence is a linking theme in all contemporary theories of leadership. Without high levels of self-awareness, leaders will be unable to be effective in the modern world.
9
School leaders today operate in a volatile, uncertain, complex
and ambiguous (VUCA) environment
Definition
Leader intervention
Volatility
Turbulent, unstable change
•
Clear vision
•
Invest in risk management procedures
Uncertainty
Inability to forecast what will
happen next
•
Invest in new models of gathering information
•
Communicate and collaborate with employees at all
levels to obtain new information
Complexity
Volume and
interconnectedness of
information is overwhelming
•
Shut out the noise
•
Increase complexity of organisational structures
Ambiguity
Little known about the situation
and its possible outcomes
•
Quick decision making
•
Experimentation
VUCA describes the volatile, uncertain, complex and ambiguous environment that modern businesses
operate in. Originally a military term, VUCA gained traction to describe the post 9/11, post global financial
crisis world.
Sources: Kirk Lawrence (2013) Developing Leaders in a VUCA environment, Scott Berinato (2014) A Framework for Understanding VUCA
Leaders need less function-specific leadership and management skills (horizontal development). Rather, they
need to develop other cognitive capabilities (vertical development).
10
The latest thinking on leadership development suggests that
leaders need both horizontal and vertical development
Vertical development
BRAIN
Horizontal development
BRAIN
Technical skills
Strategic skills
Interpersonal skills
Horizontal development refers to the acquiring of skills, knowledge or
competencies that can typically be learned in a classroom setting. The
breath of knowledge skills and competencies that can be learned
through horizontal development range from technical skills (eg.
finance) to interpersonal skills (eg. communication) to higher level
strategic skills (eg. strategic thinking).
Vertical development however refers to a change in the person’s
mindset and advancement in their thinking capability. Vertical
development results in the leader thinking in more complex,
systemic, strategic and interdependent ways. The process is usually
one of ongoing self-reflection and self-discovery to create changes at
a deep, cognitive level.
• Planning and budgeting skills / finance • Identifying good instruction
• Setting directions / visioning • Strategic thinking • Strategic resoucing • Communicating • Conflict resolution • Developing staff
5
Self-transforming
Can critically evaluate ones own ideology and appreciate it partiality
4
Self-authoring
Holds a strong set of internal values and beliefs that guide decisions3
Socialised
Opinions and sense of self are shaped by the external environment11
Leaders require a whole range of horizontal and vertical skills
to perform their role effectively
Horizontal
Vertical
Leading and
managing a
system or
organisation
Leading and
managing the self
Leading and
managing people
Technical skills
Transformation of
mindset
Interpersonal
skills
Strategic skills
Planning and budgeting skills / finance
Managing facilities
Talent management & HR
Technical expertise - instructional leadership
Communicating
Collaboration skills Aligning people
Motivating and inspiring employees Social skills
Obtaining buy-in / influencing Setting direction / creating a vision / strategic thinking Change management Self-awareness Self-regulation Agility – making quick decisions
Clarity – ability to identify within chaos and make sense of things that are happening
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A range of leadership practices impact student learning
Leithwood et al
Robinson et al
Wallace foundation
•
Establishing clear shared
goals
and
an academic focus
•
Building social
networks
and
structures that enable goal
achievement
•
Being directly involved in
instructional
supervision and
support
•
Building teacher capacity and
providing high-quality opportunities
for
teacher learning
•
Caring for staff as individuals
•
Being skilled in problem solving and
conflict resolution
•
Shaping a
vision
of academic
success for all students
•
Creating a
climate
hospitable to
education
• Cultivating leadership
in others
•
Improving
instruction
• Managing people
, data and
processes
•
Establishing
goals
and
expectations
• Resourcing
strategically
•
Planning coordinating and
evaluating teaching and the
curriculum
•
Promoting and participating in
teacher learning
and development
•
Ensuring and orderly and supportive
environment
Sources: Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson & Kyla Wahlstrom (2004) How Leadership Influences Student Learning; Viviane Robinson, Margie Hohepa & Claire Lloyd (2009) School Leadership and Student Outcomes: Identifying What Works and Why; Wallace Foundation (2013) The School Principal as Leader: Guiding Schools to Better Teaching and Learning
13
Pre- and post-program initiatives and issues
Pre-program
Program
Content
addresses
the learnings that
create effective
leaders
Delivery methods
suitably match the
content
Post-program
Participant is able
to utilise and
continue learnings
from program
Level of
•
Experience and
•
Expertise
of participant is right for
the program
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Analysing a good leadership development program includes a
range of program and system variables
Selection
Content
Modes
Support
Evaluation
•
Establish whether
applicants have the
relvant experience
,
skills, motivations and
personal qualities to
get the most out of
the program
•
Instructional
leadership expertise
•
Management and
leadership skills
•
Higher order
leadership
capabilities
•
Consideration of
adult learning
techniques
• Collaborative
learning
• Varied
learning
experiences
•
Mentoring and
coaching
• Integration
with
practice
•
Ongoing mentoring
and
coaching
in
schools upon
completion of the
program
•
All good leadership
programs should
have processes in
place to
evaluate
the
elements of their
program
Sources: The Wallace Foundation (2012) The Making of the Principal: Five Lessons in Leadership Training; Ben Jensen, Amelie Hunter, Anna Clark (2015) Aspiring Principal Preparation
15
Case study selection within sectors is challenging given the
range of programs offered by providers: executive leadership
programs offered by INSEAD
INSEAD
Executive
education
General
management
Strategy
Programs
MBA
program
Global
Exec MBA
Leadershi
p
programs
Marketing
& sales
•
Advanced Management Programme
•
Transition to General Management
•
Management Acceleration Programme
•
Asian International Executive
Programme
•
The Challenge of Leadership
•
AVIRA – Awareness, Vision,
Imagination, Role and Action
•
LEAP – Leadership Excellence
through Awareness and Practice
•
The Challenge of Leadership
•
Leading the Business of Sustainability
•
The Leadership Transition
•
Leading for Results
•
High Impact Leadership Programme
•
Learning to Lead
•
LEAP: Leadership Excellence through Awareness and
Practice
•
Leading Successful Change
•
Management Skills for International Business
•
Managing Global Virtual Teams
•
Achieving Outstanding Performance
•
Negotiation Dynamics
•
Strategy Execution Programme
•
AIMS: Advanced Industrial Marketing Strategy
•
Strategic Marketing Programme
•
Powering Growth
•
Leading the Effective Sales Force
•
Negotiation Dynamics
•
Leading the Business of Sustainability
•
Competitive Strategy
•
INSEAD Blue Ocean Strategy
•
M&As and Corporate Strategy
•
Managing Partnerships and Strategic
Alliances
•
Strategy Execution Programme
•
Powering Growth
•
Strategic Marketing Programme
•
Business Strategy for HR Leaders
•
International Management in Asia
Pacific
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Data collection and analysis of programs will be detailed in
order to answer the research question and hypotheses
Participant Selection
Program structure
Data collection
method
INSEAD
Annual enrolments
Desk Research
160
Program length
Desk Research
12 weeks
(spread over
14-17 months)
Program cost to
participants?
Desktop
Research
$110,000 US
Data collection
method
INSEAD
What is the ideal
candidate for the
program?
Interview
At what age do people
complete the program?
Desktop Research
Average age of 37
At what career stage do
people complete the
program?
Desktop
Research/Interview
After 13 years of work
experience, At least 3
years in a
management role
How are people
identified for the
training?
Interview/Survey
What entry requirements
are there?
Desktop Research,
Interview
GAMSAT,
What percentage of
applicants are accepted
into the program?
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