Transcript 9. WEST-BURNHAM Understanding effective leadership development

Understanding Effective
Leadership Development
John West-Burnham
Components of Effective
Leadership
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Strategic direction and ethos
Teaching and learning
Developing and managing people
Networking and collaboration
Operational matters
Accountability
(PricewaterhouseCooper 2007)
Why leadership?
• As far as we are aware, there is not a single
documented case of a school successfully turning
around its pupil achievement trajectory in the
absence of talented leadership.
• Total leadership accounted for a quite significant
27 per cent of the variation in student
achievement across the school. This is a much
higher proportion of explained (two to three times
higher) than is typically reported in studies of
individual headteacher effects.
(Leithwood 2007)
Barriers to Effective
Leadership
1. Operational dominates strategic
2. Problems with holding to account and
developing
3. Difficulty in modifying/changing
behaviours
PricewaterhouseCooper (2007)
Developing Leadership
Authority derived from:
• Status and position
• Knowledge and experience
• Relationships and qualities.
Outcomes of leadership development
programmes
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Social interaction
Access to information
Motivation – inspiration
Skills development
Behavioural – attitudinal change
Building confidence
Personal growth
Impact of Learning Strategies
Training components
and combinations
Theory
Theory and demonstration
Impact on job performance
Knowledge
Low
Skill
Transfer
Low
Nil
Medium
Medium
Nil
High
Medium
Nil
High
Medium
Low
High
High
Theory, demonstration and
Practice
Theory, demonstration,
practice and feedback
Theory, demonstration,
Practice, feedback and
Coaching
Joyce and Showers
High
Development Methods and
Impact on Pupil Performance
• Theory, demonstration and practice have
negligible impact on performance.
• The addition of feedback moves the mean
of pupil attainment to the 66th percentile.
(0.39 effect size)
• The addition of coaching moves the mean to
the 95th percentile. (1.7 effect size)
(Joyce – Student Achievement Through Staff Development)
Relating theory and Practice
Experience
Knowledge
Creation
Practice
Training
Academic
Theory
West-Burnham 2005
Development Strategies
Non-directive
Mentoring
Action Learning
Facilitation
Teaching
Directive
Training
Generic
West-Burnham
Personal
Leadership Learning (1)
Shallow
Deep
Profound
• Means
Memorisation Reflection
Intuition
• Outcomes
Information
Knowledge
Wisdom
• Evidence
Replication
Understanding Meaning
• Motivation Extrinsic
(West-Burnham 2005)
Intrinsic
Moral
Leadership Learning (2)
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Challenge
Cognitive development
Social interaction
Theory <> practice
Context based
Review and reflection
Effective Leadership
Development
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Shared language
Explicit criteria
Non-chronological
Personalized
Cumulative
Outcomes focused
Principles
• Leadership as collective capacity
• Process not event
• ‘Predict and Prevent’ not ‘Find and Fix’
• Targeted