Leadership and Management Development in Education (Education ...

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THE CURRICULUM FOR LEADERSHIP DEVELOPMENT: CONTENT AND PROCESS414. Managing peoplePeople are at the heart of any organisation and school leaders need to workthrough other people, staff and stakeholders, in order to achieve school objectives.In self-managing schools, leaders may be responsible for the full range ofhuman resource management, including staff selection, induction, mentoring,staff development, deployment, performance appraisal, and discipline. Thesethemes should be included in modules on managing people.5.AdministrationThis term may denote routine management tasks, or refer to a wider and moresignificant set of processes. In some countries, the term ‘management’ may beused instead but the key point is that all schools have to carry out a range ofadministrative and managerial tasks in order to be functional. While coursesneed to reflect such processes, it is important to avoid ‘managerialism’, anemphasis on process at the expense of school goals. Administration should beregarded as a function that supports, not supplants, the educational purposesof the school.While these five themes provide a starting point for the construction of aleadership development curriculum, attention needs to be paid to the deliveryprocess. Significantly, in the twenty-first century, the emphasis has shifted fromcontent to process, from ‘what’ is included in development programmes to‘how’ they are designed and delivered. This is the focus of the next section.Leadership development processesSchool leaders are adults and need to be involved in determining their ownlearning needs. Tusting and Barton (2006) make two key points about adultlearning:1. Adults have their own motivations for learning. Learners build on their existingknowledge and experience. They fit learning into their own purposes andbecome engaged in it. People’s purposes for learning are related to their reallives and the practices and roles they engage in outside the classroom.2. Adults have a drive towards self-direction and towards becomingautonomous learners. Learning is initiated by the learner, and one role of theteacher is to provide a secure environment in which learning can take place.They add that leadership development is moving away from the individual andprescribed towards the emergent and collective:
42LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATIONWhile the early research in management learning aimed to create a singlerational framework for understanding the purposes, processes and effectsof management education, training and development, in more recentyears much more attention has been paid to the particular dynamics ofthe different contexts in which these processes are played out. (Tustingand Barton (2006: 40–1)These characteristics appear to be consistent with an approach that allows fordiffering learning styles within a clear learning and organisational framework.This leads to a consideration of individualised learning.Individualised learningBurgoyne et al. (2004: 3) conclude that there is no single form of managementand leadership capability that enhances performance in the same way in all situations,and no single way in which management and leadership developmentcreates this capability. Rather, there are many different forms of developmentthat can generate different types of management and leadership capability,which in turn can increase performance in various ways.The individualisation of training is often appropriate but may be at theexpense of the organisation. Proctor-Thomson (2005: 4) says that leadershipdevelopment ‘repeatedly reasserts the centrality of the individual leader’ whileJames and Burgoyne (2001: 8) note that leadership development gives far moreattention to individual leader development compared with the ‘development ofthe constellation of leadership’. Hartley and Hinksman (2003) distinguishbetween ‘leader development’ and leadership development, saying that the lattershould include a focus on structure, systems, people and social relations.Individualisation becomes manifest through facilitation, mentoring, coachingand consultancy.FacilitationRigg and Richards (2005) argue that support needs to be multifaceted (mentor,coach, facilitator) and bilingual (practitioner and academic). They show thatfacilitators in a number of public service leadership settings, including healthand local government, play multiple roles:• The facilitator of the process• A source of subject expertise• As mentor to participants.They claim that facilitating is a craft, with multiple moments of judgement,
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