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Within this overarching framework, the module is structured to: • consider the impact within the current educational context that leadership and management roles have on the direction and success of institutions.

Developing People in Organisations Choose a topic to write on which is related to Developing People in EDUCATIONAL Organisations The essay title is set to…

Developing People in Organisations
Choose a topic to write on which is related to Developing People in EDUCATIONAL Organisations
The essay title is set to assess knowledge and understanding of a particular aspect of the module and where appropriate its application to students’ prior experience or current role. Title to be negotiated with tutor beforehand.
This module focuses on leadership in terms of the successful development of professional capabilities, skills and attributes. The context for the module is education, ranging from the exploration of informal leadership of individual teachers and professionals, through examination of formal leadership at different levels within learning centres and organisations, to consideration of leadership from a system-wide perspective. At each level, the question is consistent: how can we think, act and communicate in ways that maximise the professional effectiveness of others? At the same time, the module asks students to consider their own professional development and learning. In this way it encourages students to link attitudes to their own professional growth to their understanding of how such growth can be supported in others.
Within this overarching framework, the module is structured to:
• consider the impact within the current educational context that leadership and management roles have on the direction and success of institutions.
• explore leadership theory and how such theories are influenced by culture, time and place.
• consider effective strategies for development of staff within the context of change management.
• critically review the impact of legislation, policy and theoretical understandings on the strategic direction of learning centres and educational settings.
• identify and evaluate leadership and management theories and strategies which support leaders and managers in planning for sustainable improvement of an institution.
The on-campus version of the module is built on the following ten sessions, but this is indicative content and the module can be modified to reflect the likely concerns and interest of different cohorts of students:
1 Introduction: Leadership, management and vision. Exploration of key distinctions and foundational concepts.
2 Learning Organisations. Setting out the culture of professional learning and development that should permeate learning centres.
3 Practical examples. Exploration of how an organization develops its vision and its staff.
4 Distributed and Collaborative Leadership. Focusing on significant leadership models. What do they promise? Why are the popular?
5 Evaluation and Accountability. How can these key leadership functions support the professionalism of others?
6 Teams and Team Building. Exploring the effective leadership of collaborative structures within organisations.
7 Coaching and Mentoring. Focusing in the ways in which a coaching and mentoring approach can be incorporated into leadership.
8 Change Management. Considering how leaders change organisations and maintain a culture of growth and development.
9 Narratives of Developing People. Discussion of concrete examples of leaders’ approaches.
10 Narratives of Professional Learning and Plenary. Discussion of concrete examples of experiences of PL.
Review of module and final orientation for assessment.
Assessment is conducted through a 5000-word assignment which explores an aspect of the module content. Precise point of focus is negotiated between student and module leader. The aim here is to make sure that the assignment topic connects very clearly with the practical, professional context of the individual student.
Team references:
Belbin, M., 2004. Belbin team roles. Book Belbin Team Roles.
See also – https://www.belbin.com/about/belbin-team-roles/
Busher, H., 1997. ‘Principals and headteachers as chief executives’. Leaders and Leadership in Schools, p.197.
Dodgson, M. and Rothwell, R., (eds.), (1994) The Handbook of Industrial Innovation, Cheltenham: Edward Elgar.
Earley, P. and Weindling, D., 2004. Understanding school leadership. Sage.
Fisher – see https://www.teambuilding.co.uk/theory/fishers-theory-of-decision-emergence.html
Forrester, R. and Drexler, A.B., 1999. ‘A model for team-based organization performance’. Academy of Management Perspectives, 13(3), pp.36-49.
Gersick, C.J., 1988. Time and transition in work teams: Toward a new model of group development. Academy of Management journal, 31(1), pp.9-41.
Hall, V. and Wallace, M., 1996. ‘Let the team take the strain: Lessons from research into senior management teams in secondary schools’. School Organisation, 16(3), pp.297-308.
Hare, A. (1992) Groups, Teams and Social Interaction, Michigan: Praeger.
Lacoursiere, R.B., 1980. The life cycle of groups: Group developmental stage theory. Human Sciences Press.
Lewin, K., 1947. ‘Group decision and social change’. Readings in social psychology, 3(1), pp.197-211.
Morgan Jr, B.B., Salas, E. and Glickman, A.S., 1993. ‘An analysis of team evolution and maturation’. The Journal of General Psychology, 120(3), pp.277-291.

 
Within this overarching framework, the module is structured to: • consider the impact within the current educational context that leadership and management roles have on the direction and success of institutions.

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