Leadership and Management Development in Education (Education ...

More documents

Recommendations

Info

THE CURRICULUM FOR LEADERSHIP DEVELOPMENT: CONTENT AND PROCESS43and choices to be made. There are also manifold opportunities for facilitators tolearn from experience and, like their participants, to gain insights from experimentationand reflection. They add that facilitators bring their own anxieties,impulses to control and responses to uncertainty, which influence the processof action learning as much as dynamics between the group participants (Riggand Richards 2005: 202).Facilitation is used extensively in NCSL programmes and is often one of thewidely applauded dimensions of such programmes. It is particularly effectivewhere the facilitators have specific knowledge of the contexts in whichparticipants work. For example, facilitators who have experience of leadingsmall primary schools are seen to have a deep understanding of themanagement issues facing such leaders (Bush et al. 2007b).MentoringMentoring refers to a process where one person provides individual supportand challenge to another professional. The mentor may be a more experiencedleader or the process may be peer mentoring. Bush et al. (2007b) note thatmentoring is becoming more person centred with an increased awareness ofthe need to match mentor and mentee, to ensure that mentors are properlytrained and that there is time, support and understanding of the reflectiveprocess. Hobson and Sharp’s (2005) systematic review of the literature foundthat all major studies of formal mentoring programmes for new heads reportedthat such programmes have been effective, and that the mentoring of newheads can result in a range of perceived benefits for both mentees andmentors. Pocklington and Weindling (1996: 189) argue that ‘mentoring offersa way of speeding up the process of transition to headship’.Mathews (2003) argues that mentoring roles may be diverse, including thoseof guide, teacher, adviser, friend, tutor, catalyst, coach, consultant, role modeland advocate. He concludes with cautions about the time required to make theprocess effective, and notes that mentoring relationships, particularly thosewhich are cross-gender, may not be satisfactory.Harrison et al. (2006) argue for a greater element of critical reflection formentoring to be successful. Sundli (2007) challenges the ‘cosy’ conception ofmentoring: ‘Mentoring in the Norwegian instance shows a picture of anactivity dominated by mentors’ plans and values, and mentors’ monologues inmentoring conversations with students’ (p. 14).Hawkey (2006) extends the argument for a new approach to mentoringthrough the use of appropriate language and understanding of emotionalintelligence, so that there is empathy between mentor and mentee. Achinsteinand Athanases (2006) suggest that mentoring fails where it is over-prescriptiveand directive with only one right solution (p. 167). It is more likely to be
44LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATIONsuccessful where it is collaborative, investigative and transformative in nature.Underhill (2006) examined mentoring research over the past 25 years toassess its effectiveness, and concluded that the overall mean effect size ofmentoring was significant, indicating that mentoring does improve careeroutcomes for individuals. However, informal mentoring is shown to be moreeffective than formal programmes, echoing Herbohm’s (2004: 393) findingthat ‘informal mentoring relationships benefit the protégé, the mentor andthe employing organisation’.The South African ACE: School Leadership programme gives a great deal ofemphasis to mentoring. It is included as one of the 12 content modules but isalso a key part of the delivery process. All participants have a mentor who workswith a group of leaders in a ‘network’ (Bush et al. 2007a).Singapore was a pioneer in the use of mentoring for aspiring heads on itsDiploma in Educational Administration (DEA) programme. The new Leaders inEducation programme involves allocating participants to schools for workplacelearning, supported by the ‘steward principal’. Chong et al. (2003: 169) say thatthis is intended to produce a ‘profound learning experience for the participant’.There is only limited evidence of the use of mentoring in Europe. Watson’s(2003b) overview of provision in 24 European countries concludes that:Very few systems appear to be giving careful and systematic thought tohow headteachers can be supported in their work in a way which leads to,rather than diminishes, professional skills, confidence and attitudes. It isin these contexts that peer support and mentoring can be of great importanceto those involved. (p. 9)CoachingCoaching is in the ascendancy as a mode of development in NCSL programmes(Bush et al. 2007b). Davies (1996: 15) argues that coaching and supporting canbe seen as the most effective management approach. Davies adds that coachingis ‘a mutual conversation between manager and employee that follows a predictableprocess and leads to superior performance, commitment to sustainedimprovement, and positive relationships’.Bassett (2001) states that coaching differs from mentoring because it stressesthe skills development dimension. Bloom et al. (2005) add that coaches providecontinuing support that is safe and confidential and has as its goal the nurturingof significant personal, professional, and institutional growth through aprocess that unfolds over time.Simkins et al. (2006), looking at NCSL approaches, conclude that threeimportant issues affect the coaching experience: coach skills and commitment,the time devoted to the process, and the place of coaching within broaderschool leadership development strategies. This connects with Leask and
Page 2 and 3:
LEADERSHIP AND MANAGEMENTDEVELOPMEN
Page 4 and 5:
Leadership andManagement Developmen
Page 6 and 7:
ContentsNotes on the authorSeries E
Page 10 and 11: Series Editor’s ForewordThis seri
Page 12 and 13: PrefaceThe significance of effectiv
Page 14: PREFACExiiiChapter 7 shifts the deb
Page 21 and 22: 6LEADERSHIP AND MANAGEMENT DEVELOPM
Page 23 and 24: 8LEADERSHIP AND MANAGEMENT DEVELOPM
Page 25 and 26: 10LEADERSHIP AND MANAGEMENT DEVELOP
Page 40 and 41: 3The significance of leadership and
Page 42 and 43: THE SIGNIFICANCE OF LEADERSHIP AND
Page 48 and 49: 4The curriculum for leadershipdevel
Page 50 and 51: THE CURRICULUM FOR LEADERSHIP DEVEL
Page 66: THE CURRICULUM FOR LEADERSHIP DEVEL
Page 88 and 89: 6The National College for SchoolLea
Page 90 and 91: THE NATIONAL COLLEGE FOR SCHOOL LEA
Page 102: THE NATIONAL COLLEGE FOR SCHOOL LEA
Page 109 and 110:
94LEADERSHIP AND MANAGEMENT DEVELOP
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
100LEADERSHIP AND MANAGEMENT DEVELO
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 140 and 141:
9The future of leadershipdevelopmen
Page 142 and 143:
THE FUTURE OF LEADERSHIP DEVELOPMEN
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Page 152:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
show all

Leadership and Management Development in Education (Education ...

Create successful ePaper yourself

Delete template?

Save as template?