Research question &

methodology

3

The main research question will result in recommendations for

program providers, with secondary lessons for policy makers

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

Research question Hypotheses

• 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

4

Overall project research approach and methodology (I)

Industrial bench marking

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

Case study selection

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

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

Description 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

5

Overall project research approach and methodology (II)

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

AnalysisWe 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

6

We will conduct 8-10 case studies, with an equal balance

between education and other sectors

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

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

Literature and method

8

Thinking on what is effective leadership has changed over time

and current programs draw on a range of leadership theories

Great man theory

Trait theory

Behaviour theories

Contingency/ situational theories

Transformational leadership theories

Transformational Authentic AdaptiveDistributed

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:

• Charisma and inspiration

• Intellectual stimulation

• Individualised consideration

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

great at tapping into their own

motivations and strengths,

building supportive teams around

themselves and motivating others

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.

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

complement them.

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.

1840s 1930s 1940s 1960s 1970s

9

School leaders today operate in a volatile, uncertain, complex

and ambiguous (VUCA) environment

Definition Leader intervention

Volatility Turbulent, unstable change • Clear vision

• Invest in risk management procedures

Uncertainty Inability to forecast what will

happen next

• Invest in new models of gathering information

• Communicate and collaborate with employees at all

levels to obtain new information

Complexity Volume and

interconnectedness of

information is overwhelming

• Shut out the noise

• Increase complexity of organisational structures

Ambiguity Little known about the situation

and its possible outcomes

• Quick decision making

• Experimentation

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.

Sources: Kirk Lawrence (2013) Developing Leaders in a VUCA environment, Scott Berinato (2014) A Framework for Understanding VUCA

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

10

The latest thinking on leadership development suggests that

leaders need both horizontal and vertical development

Vertical development

BRAIN

Horizontal development

BRAIN

Technical skills

Strategic skills

Interpersonal skills

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.

• Planning and budgeting skills / finance

• Identifying good instruction

• Setting directions / visioning

• Strategic thinking

• Strategic resoucing

• Communicating

• Conflict resolution

• Developing staff

5 Self-

transforming

Can critically evaluate ones own

ideology and appreciate it partiality

4 Self-authoring Holds a strong set of internal values

and beliefs that guide decisions

3 Socialised Opinions and sense of self are

shaped by the external environment

Sources: Nick Petrie (2014) Future Trends in Leadership Development, Robert Kegan (1994) In Over Our Heads

11

Leaders require a whole range of horizontal and vertical skills

to perform their role effectively

Horizontal

Vertical

Leading and

managing a

system or

organisation

Leading and

managing the self

Leading and

managing people

Technical skills

Transformation of

mindset

Interpersonal

skills

Strategic skills

Planning and budgeting skills / finance

Managing facilities

Talent management & HR

Technical expertise - instructional

leadership

Communicating

Collaboration skillsAligning people

Motivating and inspiring employees

Social skills

Obtaining buy-in / influencing

Setting direction / creating a vision

/ strategic thinking

Change management

Self-awareness

Self-regulation

Agility –

making

quick

decisions

Clarity – ability to identify

within chaos and make sense

of things that are happening

12

A range of leadership practices impact student learning

Leithwood et al Wallace foundationRobinson et al

• 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

• 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

• 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

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

13

Pre- and post-program initiatives and issues

Pre-programProgram

Content addresses

the learnings that

create effective

leaders

Delivery methods

suitably match the

content

Post-program

Participant is able

to utilise and

continue learnings

from program

Level of

• Experience and

• Expertise

of participant is right for

the program

Evaluate program

14

Analysing a good leadership development program includes a

range of program and system variables

Selection Content SupportModes Evaluation

• Establish whether

applicants have the

relvant experience,

skills, motivations and

personal qualities to

get the most out of

the program

• Instructional

leadership expertise

• Management and

leadership skills

• Higher order

leadership

capabilities

• Consideration of

adult learning

techniques

• Collaborative

learning

• Varied learning

experiences

• Mentoring and

coaching

• Integration with

practice

• 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

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

15

Case study selection within sectors is challenging given the

range of programs offered by providers: executive leadership

programs offered by INSEAD

INSEAD

Executive education

General management

Strategy Programs

MBA program

Global Exec MBA

Leadership

programs

Marketing & sales

• Advanced Management Programme

• Transition to General Management

• Management Acceleration Programme

• Asian International Executive

Programme

• The Challenge of Leadership

• AVIRA – Awareness, Vision,

Imagination, Role and Action

• LEAP – Leadership Excellence

through Awareness and Practice

• The Challenge of Leadership

• Leading the Business of Sustainability

• The Leadership Transition

• Leading for Results

• High Impact Leadership Programme

• Learning to Lead

• 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

• 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

16

Data collection and analysis of programs will be detailed in

order to answer the research question and hypotheses

Participant SelectionProgram structure

Data collection

methodINSEAD

Annual enrolmentsDesk Research 160

Program length Desk Research 12 weeks

(spread over 14-

17 months)

Program cost to

participants?

Desktop

Research

$110,000 US

Data collection

methodINSEAD

What is the ideal

candidate for the

program?

Interview

At what age do people

complete the program?

Desktop Research Average age of 37

At what career stage do

people complete the

program?

Desktop

Research/Interview

After 13 years of work

experience, At least 3

years in a

management role

How are people

identified for the

training?

Interview/Survey

What entry requirements

are there?

Desktop Research,

Interview

GAMSAT,

What percentage of

applicants are accepted

into the program?

Interview

17

Program design and delivery data: INSEAD EMBA

Program content Program delivery

EMBA

Management

dimensions

Operations X

Financial Management X

Data Analysis X

Ethics

Leadership

dimensionsPeople Management X

Communication

Strategy X

Culture and Change

Management

Program design

Which delivery

methods are

used? Which

methods are used

to develop which

skills?

Coaching, 360 degree

feedback

Does it include

coaching, peer

learning,

shadowing or

‘acting’?

Are

placement/Interns

hips involved?

Program cohort –

do participants

study with people

from other

sectors?

Who are the

stakeholders involved

in the program?

INSEAD, Employers,Employees

Who designed the

program?

What is the cost of the

overall program?

Who pays for the

program?

Individuals/Their

employers

How are the programs

chosen?

How many providers

are available?

Many

Is the training aligned to

employer Performance

Management systems?