Research question & methodology

Transcription

1 Research question & methodology

2 The main research question will result in recommendations for program providers, with secondary lessons for policy makers Research question Hypotheses What is best practice school leadership training? We will learn from: High quality school leadership programs High quality leadership programs in other sectors We will examine programs in the context of: The individual program participant The education system or sector Assumption: School principals operate in a volatile, uncertain, complex and ambiguous (VUCA) environment Who: Programs are more effective when they select participants with appropriate prior experience, skills, knowledge and capabilities to undertake the training When: Programs that focus on developing leaders at a particular career inflection point result in better learning outcomes for individual participants Programs that ensure participants can implement their new leadership skills within X time of completing the program are more effective Content: Programs that align program content to best practice on leadership development (and individuals leadership development needs) have greater impact on individual leader development Assessment Delivery: Programs that use appropriate delivery methods to develop particular skills, knowledge and capabilities have greater impact on individual leader development Programs that use experts to deliver program content have high impact Evaluation Programs that evaluate the impact on individual participants use the data to continually improve the quality of their program content and delivery Programs that evaluate the longer term outcomes of the program Alignment with system/sector needs Programs that align their program to system/sector needs have greater system level impact on student outcomes: including leadership development pipeline (supply/demand), leadership development pathway, alignment to role description/standards/appraisal processes 3

3 Overall project research approach and methodology (I) Industrial bench marking Case study selection Description We will use case studies of high quality leadership development programs to answer the research questions including Education leadership development programs for principals Leadership development programs from other sectors Rationale for selection: Programs in systems/sectors who have taken action to improve leadership development of organizational leaders Effect of leadership development on (student) outcomes where possible; or content and findings of lit review Reputation A variety of systems/sectors and providers Assumptions Education can learn from leadership development in other sectors Lessons from other sectors are transferrable (we will try and assess extent) Quality indicators exist (or we will come up with proxies High quality includes cost effectiveness Data collection to test hypotheses Program level data high level content (areas/topics; priority given to content areas; length of time on content delivery delivery methods (types included; range across program) timing of undertaking program (i.e., age, career stage, within what role, likelihood of promotion) selection (criteria for entry into program) length of program (days/weeks, modules, place in development trajectory) provider (external/ internal; qualifications/expertise of staff) cost Policy related data System perception of program quality Alignment of program with other system signals of leadership quality Alignment with system human capital needs 4

4 Overall project research approach and methodology (II) Analysis We will: Undertake a literature review on leadership and leadership development to provide a point of reference for program quality and contemporary-ness Describe programs unique and defining features Compare and contrast across the cases to assess quality in order to make recommendations Summarise and synthesis findings provide a framework for modelling the relevance, usefulness and transferability of program aspects a) into the education sector b) into different social, cultural and system contexts by trying to outline the role of context Interpretation & recommendations Recommendations will allow: Program providers to asses the quality and effectiveness of programs, make evidence based changes to improve the quality of their program Education systems (states/districts) to assess and improve the alignment of programs with human capital management policies to have the biggest impact on student outcomes 5

5 We will conduct 8-10 case studies, with an equal balance between education and other sectors Rationale for selection: Programs in systems/sectors who have taken action to improve leadership development of organizational leaders Effect of leadership development on (student) outcomes where possible; or content and findings of lit review Reputation A variety of systems/sectors and providers Education Other sectors Definite: Singapore US charter system (x1) Short list: Canada Ontario New Zealand UK - NPQH Austria Norway Netherlands Definite: Military Executive MBA: INSEAD Others on shortlist are UCLA s Anderson School, Northwestern University s Kellogg School Shortlist: Health Administration: Harvard Masters of Public Health Social Sector: Masters of Science in Non-profit Leadership at the University of Pennsylvania Tailored MBAs: e.g. INSEAD MBA for PWC and Astellas In-house leadership programs: for companies such as Google, Microsoft, Apple and General Electric 6

6 Literature and method

7 Thinking on what is effective leadership has changed over time and current programs draw on a range of leadership theories Great man theory Behaviour theories Transformational leadership theories 1840s 1930s 1940s 1960s 1970s Trait theory Contingency/ situational theories Transformational Authentic Distributed Adaptive Transformational leaders display the complex characteristics needed for creating and sustaining change in an organisation. They achieve this by using one or more of the following factors: Authentic leaders have strong articulated values that guide their decisions and behaviours. Followers are drawn to them because they understand and believe in these underlying values. Authentic leaders are Distributed leadership theory appreciates that an effective leader does not have to be good at everything. Instead effective leaders know their shortcomings and compensate by building supportive teams that can Charisma and inspiration great at tapping into their own complement them. Intellectual stimulation motivations and strengths, Individualised consideration building supportive teams around themselves and motivating others Emotional intelligence is a linking theme in all contemporary theories of leadership. Without high levels of self-awareness, leaders will be unable to be effective in the modern world. Adaptive challenges involve a discrepancy between values and circumstances and cannot be solved by just good management and expertise. They require innovation and learning as peoples values and beliefs come into play. Adaptive leaders should not try and solve the problems for their followers but instead create an environment conducive to innovation and experimentation. 8

8 School leaders today operate in a volatile, uncertain, complex and ambiguous (VUCA) environment VUCA describes the volatile, uncertain, complex and ambiguous environment that modern businesses operate in. Originally a military term, VUCA gained traction to describe the post 9/11, post global financial crisis world. Definition Leader intervention Volatility Turbulent, unstable change Clear vision Invest in risk management procedures Uncertainty Complexity Ambiguity Inability to forecast what will happen next Volume and interconnectedness of information is overwhelming Little known about the situation and its possible outcomes Invest in new models of gathering information Communicate and collaborate with employees at all levels to obtain new information Shut out the noise Increase complexity of organisational structures Quick decision making Experimentation Leaders need less function-specific leadership and management skills (horizontal development). Rather, they need to develop other cognitive capabilities (vertical development). A very different form of leadership development is required to develop these capabilities 9 Sources: Kirk Lawrence (2013) Developing Leaders in a VUCA environment, Scott Berinato (2014) A Framework for Understanding VUCA

9 The latest thinking on leadership development suggests that leaders need both horizontal and vertical development Horizontal development Vertical development BRAIN BRAIN Horizontal development refers to the acquiring of skills, knowledge or competencies that can typically be learned in a classroom setting. The breath of knowledge skills and competencies that can be learned through horizontal development range from technical skills (eg. finance) to interpersonal skills (eg. communication) to higher level strategic skills (eg. strategic thinking). Vertical development however refers to a change in the person s mindset and advancement in their thinking capability. Vertical development results in the leader thinking in more complex, systemic, strategic and interdependent ways. The process is usually one of ongoing self-reflection and self-discovery to create changes at a deep, cognitive level. Technical skills Planning and budgeting skills / finance Identifying good instruction 5 Selftransforming Can critically evaluate ones own ideology and appreciate it partiality Strategic skills Setting directions / visioning Strategic thinking Strategic resoucing 4 Self-authoring Holds a strong set of internal values and beliefs that guide decisions Interpersonal skills Communicating Conflict resolution Developing staff 3 Socialised Opinions and sense of self are shaped by the external environment 10 Sources: Nick Petrie (2014) Future Trends in Leadership Development, Robert Kegan (1994) In Over Our Heads

10 Leaders require a whole range of horizontal and vertical skills to perform their role effectively Horizontal Leading and managing a system or organisation Technical skills Technical expertise - instructional leadership Planning and budgeting skills / finance Managing facilities Talent management & HR Strategic skills Setting direction / creating a vision / strategic thinking Change management Agility making quick decisions Leading and managing people Interpersonal skills Communicating Aligning people Social skills Collaboration skills Obtaining buy-in / influencing Motivating and inspiring employees Vertical Leading and managing the self Transformation of mindset Self-awareness Self-regulation Clarity ability to identify within chaos and make sense of things that are happening 11

11 A range of leadership practices impact student learning Leithwood et al Robinson et al Wallace foundation Establishing clear shared goals and an academic focus Building social networks and structures that enable goal achievement Being directly involved in instructional supervision and support Building teacher capacity and providing high-quality opportunities for teacher learning Caring for staff as individuals Being skilled in problem solving and conflict resolution Establishing goals and expectations Resourcing strategically Planning coordinating and evaluating teaching and the curriculum Promoting and participating in teacher learning and development Ensuring and orderly and supportive environment Shaping a vision of academic success for all students Creating a climate hospitable to education Cultivating leadership in others Improving instruction Managing people, data and processes Sources: Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson & Kyla Wahlstrom (2004) How Leadership Influences Student Learning; Viviane Robinson, Margie Hohepa & Claire Lloyd (2009) School Leadership and Student Outcomes: Identifying What Works and Why; Wallace Foundation (2013) The School Principal as Leader: Guiding Schools to Better Teaching and Learning 12

12 Pre- and post-program initiatives and issues Pre-program Program Post-program Level of Experience and Expertise of participant is right for the program Content addresses the learnings that create effective leaders Delivery methods suitably match the content Participant is able to utilise and continue learnings from program Evaluate program 13

13 Analysing a good leadership development program includes a range of program and system variables Selection Content Modes Support Evaluation Establish whether applicants have the relvant experience, skills, motivations and personal qualities to get the most out of Instructional leadership expertise Management and leadership skills Higher order leadership Consideration of adult learning techniques Collaborative learning Varied learning Ongoing mentoring and coaching in schools upon completion of the program All good leadership programs should have processes in place to evaluate the elements of their program the program capabilities experiences Mentoring and coaching Integration with practice Sources: The Wallace Foundation (2012) The Making of the Principal: Five Lessons in Leadership Training; Ben Jensen, Amelie Hunter, Anna Clark (2015) Aspiring Principal Preparation 14

14 Case study selection within sectors is challenging given the range of programs offered by providers: executive leadership programs offered by INSEAD Global Exec MBA Executive education The Challenge of Leadership AVIRA Awareness, Vision, Imagination, Role and Action LEAP Leadership Excellence through Awareness and Practice General management Advanced Management Programme Transition to General Management Management Acceleration Programme Asian International Executive Programme The Challenge of Leadership Leading the Business of Sustainability The Leadership Transition Leading for Results High Impact Leadership Programme Learning to Lead Leadershi p programs LEAP: Leadership Excellence through Awareness and Practice Leading Successful Change Management Skills for International Business Managing Global Virtual Teams Achieving Outstanding Performance Negotiation Dynamics Strategy Execution Programme MBA program INSEAD Strategy Programs Marketing & sales AIMS: Advanced Industrial Marketing Strategy Strategic Marketing Programme Powering Growth Leading the Effective Sales Force Negotiation Dynamics Leading the Business of Sustainability Competitive Strategy INSEAD Blue Ocean Strategy M&As and Corporate Strategy Managing Partnerships and Strategic Alliances Strategy Execution Programme Powering Growth Strategic Marketing Programme Business Strategy for HR Leaders International Management in Asia Pacific Strategic R&D Management 15

15 Data collection and analysis of programs will be detailed in order to answer the research question and hypotheses Program structure Participant Selection Data collection method INSEAD What is the ideal candidate for the program? Data collection method Interview INSEAD Annual enrolments Desk Research 160 At what age do people complete the program? Desktop Research Average age of 37 Program length Desk Research 12 weeks (spread over months) Program cost to participants? Desktop Research $110,000 US At what career stage do people complete the program? How are people identified for the training? What entry requirements are there? What percentage of applicants are accepted into the program? Desktop Research/Interview Interview/Survey Desktop Research, Interview Interview After 13 years of work experience, At least 3 years in a management role GAMSAT, 16

16 Program design and delivery data: INSEAD EMBA Program design Program content Program delivery EMBA Who are the stakeholders involved in the program? Who designed the program? What is the cost of the overall program? Who pays for the program? How are the programs chosen? How many providers are available? Is the training aligned to employer Performance Management systems? INSEAD, Employers, Employees Individuals/Their employers Many Management dimensions Operations Financial Management Data Analysis Ethics Leadership dimensions People Management Communication Strategy Culture and Change Management X X X X X Which delivery methods are used? Which methods are used to develop which skills? Does it include coaching, peer learning, shadowing or acting? Are placement/interns hips involved? Program cohort do participants study with people from other sectors? Coaching, 360 degree feedback 17