Designing individualised leadership development programmes

Forde, Christine; McMahon, Margery; Gronn, Peter

doi:10.1080/13632434.2013.813455

Cited by 7 publications

(5 citation statements)

References 11 publications

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“…These two factors of slowed growth and the retirement of experienced leaders mean that the requirement for companies to identify and develop their high-potential leaders has never been greater (Bérard, 2013). It is thus easy to understand why leadership development has moved to the foreground as an institutional and organizational priority (Cummings et al , 2013; Feldmann et al , 2013; Forde et al , 2013; Grandy and Holton, 2013; Jarvis et al , 2012; Olson, 2013).…”

Section: Discussing Current Leadership Development Perspectivesmentioning

confidence: 99%

Global leaders’ perceptions of elements required for effective leadership development in the twenty-first century

Elkington

Pearse

Moss

et al. 2017

LODJ

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Purpose The purpose of this paper is to develop a clear answer to the question “how is leadership developed?” This research utilized the knowledge of leadership development experts and their collective expertise to identify the critical elements required for a high-quality leadership development program. Design/methodology/approach The Lockean Inquiring System approach to the Delphi technique was used to solicit the views of experts in leadership and leadership development from around the world. Experts for Round 1 of the Delphi were drawn from a random sampling of 100 people, comprising leadership researchers, coaches, and organizational leaders, not personally known to the lead researcher of this project, but in his LinkedIn network. A response rate of 13 percent (n=13) yielded a rich range of qualitative data. Responses from the first round of the Delphi were analyzed using open coding and categorized into four themes, representing four sets of competencies required of leaders. Findings The four themes were labeled as contextual, human capital, social capital, and structural capital, all of which were seen by participants as being central to the development of collective leadership. Based on these themes, this paper identifies a useful list of key leadership development tactics from which those wishing to develop a leadership program can work. Research limitations/implications As the first round of a Delphi study, the authors are limited to presenting only the key elementary empirical judgments. Subsequent study with an expanded sample size and a refined set of questions rooted in the current data will contribute further to the development of factual propositions related to leadership development for the twenty-first century. The Delphi survey is a “snapshot” approach and presents a holographic-type image of the complex whole. The authors plan to triangulate the data by significantly expanding the pool of Delphi experts and conducting the Round 1 survey a second time with a larger international group of respondents that fit the criteria of expert. Practical implications This paper presents four dimensions of an effective leadership development strategy. Originality/value Core elements of the best methods for leadership development have been identified by leadership development experts, which serve as a basis for developing leadership as a collective, and for further research.

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Section: Discussing Current Leadership Development Perspectivesmentioning

confidence: 99%

Global leaders’ perceptions of elements required for effective leadership development in the twenty-first century

Elkington

Pearse

Moss

et al. 2017

LODJ

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“…There has been a considerable shift in the literature on educational leadership in recent years to include a focus on collaborative as well as positional leadership though there is still a tendency to focus on leadership as 'headship in waiting' (Forde et al 2011, Forde et al 2013 or on novice headteachers (Crawford 2012, Torrance 2013a). Both within the literature (Forde et al 2011, Forde et al 2013 and the policy context, there has been a growing recognition that leadership should be integral to all stages of a teacher's career from Initial Teacher Education (ITE) through to headship.…”

Section: What's In a Name? The Forms That 'Leadership At All Levels' mentioning

confidence: 99%

“…A key driver is the perception of leadership in crisis. These perceptions are global (Bush 2012, MacBeath et al 2009, Schleicher 2012) and relate to concerns around teacher demographics, specifically the age profile of headteachers in post (Forde et al 2013); difficulties in recruitment and retention of high quality school…”

Section: Leadership At All Levelsmentioning

confidence: 99%

Interrogating the concept of ‘leadership at all levels’: a Scottish perspective

Mowat

McMahon

2018

Professional Development in Education

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Interrogating the concept of 'leadership at all levels' : a Scottish perspective The concept of 'leadership at all levels' has gained currency in Scottish education in recent years following the publication of 'Teaching Scotland's Future' (2010), a major review of teacher education focussing on teachers' initial preparation, their ongoing development and career progression. This paper traces the drivers of change that led to the recommendations in the review and subsequent developments and interrogates the concept through examination of the policy context. The paper argues that, whilst there have been many positive developments in advancing leadership and leadership education in Scotland, the concept of 'leadership at all levels' is problematic and there are many tensions which need to be addressed. In particular, the paper examines the tension between systems-led leadership development and that which focuses on the professional development of the individual, commensurate with the stage of their career, and argues that models that are more fluid and flexible allowing movement in, across and through the system are required. leadership at all levels; leadership development; systems leadership; distributed leadership; power relations; equity

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“…Los directores escolares afrontan un trabajo cada vez más exigente debido, en buena medida, a la aceleración del ritmo de las reformas educativas y a la presión creciente hacia las escuelas para que logren buenos resultados, algo en lo que ellos desempeñan un papel decisivo (Day y Sammons, 2013;Pont et al, 2008). Debido a la variedad y complejidad de las tareas que deben afrontar, la literatura especializada viene reclamando un cambio de enfoque de los programas de formación de líderes escolares (Weinstein et al, 2018), los cuales deberían (a) fomentar el aprendizaje autónomo de los participantes (Orr, 2011;Schleicher, 2012;Walker et al, 2013); (b) centrarse en la reflexión sobre sus prácticas, integrando la teoría en el análisis (Goff et al, 2014;Orr y Orphanos, 2011) y partiendo de problemas reales que afrontan en su trabajo como directivos (Hallinger y Bridges, 2017); y (c) facilitar la aplicación supervisada de lo aprendido a los contextos reales de trabajo de los aprendices (Dyke, 2017;Forde et al, 2013;Illeris, 2017;Walker et al, 2013). Este nuevo marco ha impulsado el coaching grupal y otras modalidades de formación que se basan también en la reflexión y el aprendizaje en grupo, donde los participantes se ayudan unos a otros con la ayuda de facilitadores especializados y también de instrumentos específicos que retroalimentan a estos participantes con la información que obtienen sobre sus perfiles y sus prácticas como líderes educativos (Lofthouse, 2019;Wright y Adam, 2015;Youde, 2018).…”

Section: Introductionunclassified

Estrategias, sesgos y dificultades en un proceso de coaching grupal de líderes escolares

López-Yáñez

Moreno

2022

AULA_ABIERTA

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Este artículo analiza los procesos de reflexión grupal en un programa formativo para directores/as escolares y, más concretamente, los sesgos y dificultades relacionados con: las condiciones estructurales relativas a la composición y dinámica de los grupos; las dificultades para reunir información relevante; los sesgos en el procesamiento de la información;y los sesgos que impidieron lograr una reflexión profunda. El marco teórico se apoya en la idea de reflexividad y en la literatura que ha analizado los procesos de reflexión grupal, específicamente los relacionados con el análisis de la propia experiencia de los participantes mediante estrategias basadas en el feedback entre pares y el coaching grupal. Los datos, procedentes de una investigación financiada que pilotó el programa formativo, fueron analizados mediante una versión adaptada del instrumento de Schippers et al. (2014). Se seleccionaron dos grupos de directivos que obtuvieron resultados muy dispares en el logro de los objetivos del programa. El sistema de análisis de la reflexión grupal reveló que la diferencia entre ambos grupos se debía principalmente a su capacidad para superar las dificultades comunicativas mediante estrategias apropiadas. Los resultados también revelaron la utilidad del instrumento de análisis para orientar la formación que requieren los facilitadores de la reflexión grupal.

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Designing individualised leadership development programmes

Cited by 7 publications

References 11 publications

Global leaders’ perceptions of elements required for effective leadership development in the twenty-first century

Global leaders’ perceptions of elements required for effective leadership development in the twenty-first century

Interrogating the concept of ‘leadership at all levels’: a Scottish perspective

Estrategias, sesgos y dificultades en un proceso de coaching grupal de líderes escolares

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