Session Information
26 SES 07 B, Supporting Educational Leaders and Their Professionalization
Paper Session
Contribution
The effectiveness of educational leaders depends on their ability to overcome the numerous problems that stand in the way of achieving organizational goals (Mumford & Van Doorn, 2001; Mumford, Zaccaro, Harding, Jacobs, & Fleishman, 2000). Such a role requires the ability to deal effectively with difference and disagreements in conversations with those involved. There is considerable evidence, however, that school leaders find this role very challenging and either avoid addressing such issues, struggle to have effective conversations with others or do so in ways that make matters worse (Authors, 2011, 2014; Argyris & Schon, 1974, Cardno, 2007; Yariv, 2009). They tend to tolerate and work around performance issues, sometimes even protecting staff members from further scrutiny, rather than effectively address issues (Bridges, 1992). Principals often avoid dealing with such difficult issues, because they lack the interpersonal skills to have effective conversations addressing these issues (Authors, 2011, 2014, Argyris & Schon, 1974). An earlier paper outlined a model of that link six behaviours of advocacy and inquiry with values of valid information, respect for self and other, and internal commitment. We documented how a group of 27 beginning principals struggled with these behaviours and skills when having conversations about performance issues. The model of ‘Open-to-learning conversations’ was based on theoretical and empirical evidence reported in studies of effective and ineffective negotiation, complaint interactions, interpersonal problem-solving and dilemma management (Argyris & Schon, 1974; 1996, Hare, 2003; Spiegel, 2012; Tjosvold, 2008).
Educational research is often focussed on highlighting gaps and weaknesses to motivate actions for improvement, however this often leaves practitioners grappling with what effective action could look like. In our work with educational leaders we are too repeatedly questioned on what exemplary practice in the values and skills underlying our model looks like, so we returned to the data to seek cases that exemplified effective practice. In this paper we thus present examples of effective interpersonal behaviour and underlying values that have the potential to promote more positive outcomes in difficult conversations. Our research was guided by the question: What are examples of effective interpersonal practice in principals’ conversations with teachers and parents about performance issues? The aim is to illustrate what leaders can say to enact the values and skills needed for effective conversations.
While it is not possible and in fact would be problematic to try to provide precise recipes for interpersonal practice, especially given the importance of the values required to be inherent in these behavioural skills, we can present examples and key phrases that can guide leaders in their initial practice of these skills and encourage their enactment. This research thus extends our understanding of interpersonal behaviours in providing images of the possible rather than highlighting the caveats of present practice. In describing these authentic examples along with key phrases we hope to provide guidance for practitioners themselves and those training and mentoring educational leaders in interpersonal effectiveness. We see these exemplars may inform the design of professional learning opportunities that support leaders in the improvement of their interpersonal effectiveness in conversations. Further research will examine the effectiveness of these exemplars in improving leaders’ interpersonal practice.
Method
Expected Outcomes
References
Authors. (2011) Authors. (2014) Argyris, C., & Schon, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass. Argyris, C., & Schon, D. A. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley. Argyris, C., & Schon, D. A. (1996). Organizational learning II: Theory, method and practice. Reading, MA: Addison Wesley. Cardno, C. (2007). Leadership learning - the praxis of dilemma management. International Studies in Educational Administration, 35(2), 33-50. Hare, W. (2003). The ideal of open-mindedness and its place in education. Journal of Thought, 38(2), 3-10. doi: jstor.org/stable/42589737 Mumford, M. D., & Van Doorn, J. R. (2001). The leadership of pragmatism: Reconsidering Franklin in the age of charisma. The Leadership Quarterly, 12(3), 279-309. doi:10.1016/S1048-9843(01)00080-7 Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11(1), 11-35. doi: 10.1016/S1048-9843(99)00041-7 Spiegel, J. S. (2012). Open-mindedness and intellectual humility. Theory and Research in Education, 10(1), 27-38. doi:10.1177/1477878512437472 Tjosvold, D. (2008). The conflict-positive organization: It depends upon us. Journal of Organizational Behavior, 29(1), 19-28. doi: 10.1002/job.473 Yariv, E. (2009). Principals' informal methods for appraising poor-performing teachers. Educational Assessment, Evaluation and Accountability, 21(4), 283-298. 10.1007/s11092-009-9081-3
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