Education Leaders Forum 2013: Building 21c Learning Communities, 28&29 August, Christchurch - presented by SmartNet Events.

1. LEADING ORGANISATIONAL DEVELOPMENT
- In Times of Uncertainty
2013
Chris BRANSON
Professor of Educational
Leadership
cbranson@waikato.ac.nz

2. PRESENTATION OVERVIEW:
 Leadership Theory
 Leading
 Leadership
 Change Leadership
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3. Leadership Theory
Development
TRANSACTIONAL v TRANSFORMATIONAL (Burns, 1978)
• Servant leadership (Greenleaf, 1977; Sendjaya & Sarros, 2002)
• Moral leadership (Sergiovanni, 1992; Greenfield, 2004)
• Stewardship (Block, 1993)
• Collaborative leadership (Sofield & Kuhn, 1995)
• Transcendent leadership (Larkin, 1995; Aldon, 2004)
• Intelligent leadership (Mant, 1997; Kibby & Härtel, 2003)
• Values-led leadership (Day, 2000)
• Distributed leadership (Gronn, 2000; Harris, 2003)
• Primal Leadership (Goleman, Boyatzis & McKee, 2002)
• Ethical leadership (Starratt, 2004)
• Authentic leadership (Begley, 2003/2006; Duignan, 2006; Terry, 1993)
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4. For Discussion:
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What benefits has our
leadership theory provided?
What restraints has our
leadership theory caused?

5. From the Literature:
Restraints caused by leadership theory:
1. Too much of an emphasis on the “Leader”
(see Leithwood, Jantzi and Steinbach,
1999)
2. Stereotypicality v Prototypicality (see
Haslam, Reicher and Platow, 2011)
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6. Leading v Leader
What is “Leading”?
 Leaders need to be representative of the
group they seek to lead
 Leaders need to champion the interests of
this group
 Leaders achieve influence by shaping the
group’s identity
 Leaders must align the wider reality in terms
of the group’s identity development
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7. From “Leading” back to
Leadership Theory
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TransformationalTransactional
• Inclusive
• Bottom-up Influence
• Meaningful Involvement
• People Focussed
• Flexibility
• Partnerships/Relational
• Shared Leadership
• Organisational Learning
• Attention to Capacity
• Review/Reflection
 Adaptability
• Celebratory
• Engagement
 Exclusive
 Top-down Control
 Controlled Involvement
 Outcome Focussed
 Leader as Expert - inflexible
 Logical-sequential Process
 Hierarchical Leadership
 Technical-rational learning
 Attention to skill
 Impersonal Outlook
 Productivity
 Accountability
 Loyalty
• Engaging
• Emergent Influence
• Purposeful Involvement
• Future Focussed
• Shared Expertise - Discovery
• Inter-Relational/Networks
• Interactive Leadership
• Holistic Learning
• Attention to Social Dynamics
• Imagination / Creativity
 Risk Taking
• Dialogical
• Trust
Transrelational

8. A New Model for “Leadership”
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9. Change Leadership
Although we see change at the material
level, it is caused by processes that are
immaterial. Hence, leaders of organisational
change must also attend to these invisible
processes. The leader must work with the
processes that give rise to meaning –
people’s values, beliefs, understandings and
aspirations.
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10. A Change Leadership Framework
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(See Branson, 2010)

11. Strategic Perspective
• Data Gathering
• Data Analysis
• Review Vision/Necessity
• Plan Implementation Programme
• Implement Plan
• Review (Process & Emotion) and Refine
• Evaluate/Celebrate
• Institutionalise
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12. POLITICAL Implications
• Power and Authority
• Shared Leadership
• Cliques & Groups
• Mandated Relationship
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13. HISTORICAL Implications
• Past Experience of Change
• Past Leadership
• Current Curriculum Priorities
• School Traditions
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14. CULTURAL Implications
• Existing Signs, Symbols and Icons
• Social Geographies
• Roles and Responsibilities
• Demographics
• Time
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15. DISPOSITIONAL Implications
• Personal Identity/Meaning
• Professional Reputation
• Respect for Experience
• Unacknowledged Career Aspirations
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16. QUESTIONS
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17. REFERENCES:
Branson, C.M (2010). Leading educational change wisely.
Rotterdam: Sense Publishing.
Haslam, S.A., Reicher, S.D. & Platow, M.J. (2011). The new
psychology of leadership: Identity, influence and Power.
New York: Psychology Press
Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing
leadership for changing times. Buckingham: Open
University Press.
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