Leadership and Management Development in Education (Education ...

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THE CURRICULUM FOR LEADERSHIP DEVELOPMENT: CONTENT AND PROCESS45Terrell’s (1997) advocacy of coaching as a development mode for middlemanagers.Coaching is a ‘core element’ of the programmes offered by the Centre forExcellence in Leadership (CEL), a body focused on leadership for the EnglishLearning and Skills sector. The CEL says that ‘this process works by reflectingand gaining insight, identifying what works, and acting on this learning.Coaching builds upon and acts on how managers work and learn’ (www.centreforexcellence.org.uk).Coaching is often regarded as an effective learning mode within leadershipdevelopment programmes. Coaching, and mentoring and other forms of peersupport, appear to work best when training is thorough and specific, whenthere is careful matching of coach and coachee, and when it is integral to thewider learning process (Bush et al. 2007b).ConsultancyConsultants play a significant role in many NCSL programmes but this topicreceives little attention in the leadership development literature. Referring tothe English National Health Service (NHS), Hardy (in press) says that there arefour core functions of consultant practice:1. Expert clinical practice.2. Professional leadership and consultancy.3. Research and evaluation.4. Education and professional development.The CEL provides ‘bespoke consultancy’ and claims that it is ‘critical toimproving organisational performance’. It aims ‘to work in a flexible andpragmatic way to further knowledge transfer and organisational capacity’(www.centreforexcellence.org.uk).The NCSL includes ‘consultant leadership’ as one of five stages in its LeadershipDevelopment Framework (NCSL 2001). Its Development Programme forConsultant Leadership aims to encourage school leaders to take a prominentrole in facilitating the learning of other leaders. The programme is framedaround eight competencies:• Accurate self-assessment; being aware of strengths and limitations• Self-confidence; belief in one’s own ability• Self-management; ability to keep emotions in check• Empathy; ability to sense others’ feelings and concerns• Partnering; ability to work collaboratively with others• Pattern recognition; ability to identify patterns of behaviour• Developing others; help others to develop their capabilities
46LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATION• Non possessive warmth; caring for an individual without taking ownership.(www.ncsl.org.uk/programmes/dpcl/index.cfm)Earley and Weindling (2006) draw on their NCSL evaluation of the LondonLeadership Strategy to examine what is known about ‘consultant leaders’. Theysay that there are benefits for both parties and add that the relationship appearsto work most readily with recently appointed heads. They point to the ‘lonelyand demanding job’ of headship and conclude that ‘the consultant leader’s roleof helping to provide … support, together with the challenge needed to encouragedevelopment, is crucial’ (p. 51).E-learningPersonalised learning may also be achieved through e-learning. Chong et al.(2003: 165), referring to the Singapore context, say that information technologymeans that ‘employees could have individualised learning programmes ondemand’.McFarlane et al.’s (2003: 7) review of the literature describes a range of indicatorsof effective practices in e-learning for leadership:• Providing pre-programme diagnoses• Optimising peer-to-peer and reciprocal learner-to-facilitator communications• Encouraging a group dynamic to promote collaborative working within an e-learning environment• Ensuring fast and reliable Internet connections• Building in systems that guide or pressure learners to complete the programme• Assessing e-learning activities so that they are an essential part of the programme.• Ensuring that the programme has high status in the relevant community.These points range from the technical (‘fast and reliable Internet connections’)to issues of design (ensuring that e-learning is integral to the learning process).Within NCSL programmes, online provision usually forms part of ‘blendedlearning’ but it often attracts a mixed or negative response. The evaluation evidenceis consistent in attributing this to a range of technical problems, includingdesign, slow speed, navigation and complexity, a lack of preference for thisisolated mode of learning, and its lack of integration with other components ofprogrammes (Bush et al. 2007b).Group learningDespite the tendency to emphasise individual leadership learning, group activ-
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ContentsNotes on the authorSeries E
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