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Negotiating the next step: The part that experience plays with middle leaders’ development as they move into their new role

“…We now turn our attention to acquisition of capabilities, and look to the data to demonstrate the theory of Dreyfus and Dreyfus (1980) and others who argued that in the learning of a new capability the learner progresses from novice to master, together with the contention that in doing so we construct mind maps that enable us to move from working analytically to working intuitively (Sergiovanni, 1985; West Burnham and Koren, 2014). As an example of how little understanding there can be of the role of middle leader prior to appointment, one respondent stated:But I think until you’re in the role, you don’t really know what it might involve.…”

“…We adopted the stance of the ‘Critical Realist’ in that we used the tools of the social scientist to record the case in an accurate and auditable manner, whilst looking through the lens of the philosopher to create an interpretation which led to understanding (Denscombe, 2010; Denzin and Lincoln, 2008; Sayer, 2000). Although we carried out data analysis in a number of areas related to middle leadership development, this paper focuses on those codes which related first to the theory concerning traits, skills and experience (Doh, 2003; Leithwood et al, 2003; Church, 2014) and, second, to the theory of acquisition of capabilities (Carraccio et al, 2008; Dreyfus and Dreyfus, 1980; Sergiovanni, 1985; West Burnham and Koren, 2014).…”

“…The role of the middle leader in a school is different to that of the classroom teacher (Bush, 2008; 2011; OECD, 2008) and so, if the newly-appointed head of department has no prior experience of leading, then a new set of capabilities needs to be learned. The seminal work of Dreyfus and Dreyfus (1980) identified five levels of skills (capability) acquisition which they defined as novice, competent, proficient, expert, and master; this model has subsequently been adopted by many educators (Carraccio et al, 2008). During the early stages of learning a new capability, the novice will rely on an analytical and theoretical method of reasoning.…”

Constructing Unemployment: Britain and France in Historical Perspective

“…In this environment, no law underwrote the employment contract and many sectors remained untouched by the new social insurance schemes that were introduced between 1928 and 1932 (Dreyfus et al . : 102–9, 133–56). Distinctions between employer and employed – essential for the collection of contributions and the establishment of benefit rights – remained inappropriate thanks to the prevalence of family enterprise, seasonality and the problems of distinguishing the waged worker, the self‐employed and the subcontractor in different regional economies and at different times of year (Renard ).…”

“…In France, the restoration of Alsace Lorraine as French territory in 1918 changed political attitudes towards social insurance; insurance‐based family allowances, old age pensions and sickness benefits were introduced between 1928 and 1932 (Dreyfus et al . : 57–61; Dreyfus ). German unemployment policies, however, remained unacceptable; the network of labour exchanges centred on Strasbourg disappeared.…”