Leadership for

Transforming Learning -
Rethinking the Route
to Effective Leadership

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 Route map for Today
 What makes “great leaders”?
 Reframing Learning
 Schools that Learn
 The Changing World
 Leadership for Transforming Learning - a
new model

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Why should anyone be led
by you?

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 What makes a great leader?
Characteristics of the Characteristics of the
best worst
boss I ever worked for: boss I ever worked for:
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1. What makes a great
leader?

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“Leaders are people who
have followers”

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How leaders deliver performance

Models of
Individual Excellence &
Characteristics
National Standards
organization
Performance
Work
Leadership Climate
Styles (Context for School
Improvement) 30% impact

70% impact
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 The climate of a work group
People will perform effectively if . .
 They are clear about where the organisation is going
and what their contribution is
 There is a continual emphasis on improvement and
excellence
 There are no unnecessary rules and procedures
 They are empowered to get on with their job and
held accountable for it
 They receive appropriate recognition for their level
of contribution
 There is pride and trust in the organisation
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 Leadership styles
How others see me as a leader
Leadership Style Inventory Participant Version
Percentiles Joe Smith 66 = Dominant
School X 50-65 = Backup
100
90
80
70
60
50
40
30 Headteachers
- random sample
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10 Business
executives
0 - random sample
Coercive Authoritative Affiliative Democratic Pacesetting Coaching
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 Professional characteristics
what the best do

 Identifying the specific leadership

behaviour of the best managers
 Analysing the different routes to success
 Creating a picture of how the leadership
behaviours work together

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Leadership behaviour for managers The
different routes to success
Creating
the
Vision

Building
Commitment
Personal & Support
Monitoring, Values
Evaluating & & Planning
Improving Passionate for
Performance Conviction Delivery

Gathering Information &

Gaining Understanding

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 Understanding the environment
Information seeking

Analytical thinking
Respect for others Initiative
Impact & influence
Challenge & supportTransformational leadership
Teamworking Holding people accountable
Personal Conviction
Understanding others
Developing potential

Strategic thinking
Drive for improvement

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The Emotionally Intelligent Leader
(Goleman)

EI is twice as important as any

other factor
in predicting outstanding
performance and
accounts for more than 85% of
exceptional performance in top
leaders

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 Emotional intelligence

“The capacity for

recognizing our own feelings
and those of others, for motivating
ourselves, for managing emotions
well in ourselves and in our
relationships.”

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Why does emotional intelligence
matter?

“In professional and technical fields the
threshold for entry is typically an IQ of 110–120.
...Since everyone is in the top 10% or so of
intelligence, IQ itself offers relatively little
competitive advantage.” 

Daniel Goleman, 
Working with Emotional Intelligence 

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The emotional intelligence
framework

Self Others
Awareness

Self Social
Awareness Awareness
Actions

Self Social
Management Skills

Positive impact
on others 16
2 Reframing Learning

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“ too many people in organizations
whose core business is learning show
too little interest in the process (of
learning) and work in ignorance of
recent advances. If the aim is to
raise standards in performance we
should concentrate on the process of
learning and not on management
and mission statements alone”

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We know all about what
inhibits learning; do we
know what optimises
learning?

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 What the most recent brain
research tells us about learning
Multi-sensory Challenge
stimulation and
(1) stress Multiple
(2) intelligence
(6)
Whole brain Physiology
learning Feedback of
(4) The personal learning
and choice search for
(3) (7)
meaning
(5)
Three
memory
systems
(9)
(8)

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3 organizations That Learn

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4 The Changing World

 War For Talent

 Generation X
 Digital Gen

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 The Changing World
“A
nti
e -sa
leav int bb
om at
seld es, en
tio wit ical
p l e i ers” no ht
“peo compan manag t] tim fs he - a jo
n
l y l eave or Tale e. p
t a y so
i ng l e
bt
ak
t Th en
e y mos y [War F to ei e r iod for
th inse pa nt o al
M c K rtic enou entio f im
ite
ipa gh ni d
ac te f u s t
n tiv n o
h uma ity mea in an ds
, su
rai
se
im e in n f Em ske c
n ing the o
t dre opic o plo h fu r, m
f irst h i l yer tchin as w l ore
e c at
F o r th story, o n e .) s a g in ate
“ hi
h o rity rtanc e Net. of
i
re
rar Cret colou
r
aut l impo rs, th G e ten n e e r
a n a e ne tio ly inf .
are critic omput are t ure D. r n orm
c c u l Co a ti on s”.
i e ty ( se kids re, a up X
ed
c u
to s
o The w cult ion l an
d
e t ”
g a n terac ation
atin n
of i nvesti
g
cre i Ge
n
a nd a l
…
D ig i t
;
s c o tt
ap
D. T

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 Engaged performance
Understanding what attracts and
retains the best
Quality of Work

Tangible
Rewards Work/Life
Balance

Future
Growth/ Inspiration/
Opportunity Values
Enabling
Environment
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 5 Leadership for
Transforming Learning

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The Sigmoid Curve (Handy)

A B

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 Leadership for Transforming
Learning - key concepts

 climate is “the silver thread which connects

up”
 a learning community
 an intelligent school
 a community of leaders
 emotionally intelligent leaders
 lead learners
 lifelong learning
 engaged performance
 trust, respect, optimism, aspirations, passion
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A Framework for Leadership

Enthusiasm

Leaders Moral Understanding

Purpose Change

Relationship
Coherence
Building
making
Knowledge
Creation
and Sharing Hope
Energy

Members
Commitment
(External and
Internal)

More Good Things happen;

[M.Fullan: Leading in a Culture
Results Fewer Bad Things happen of Change, 2001]
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 The learning community

Climate Upward
sets the members feedback
context for helps
the create the
Leaders
learning of best
others managers climate

organizations
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