Book contents
- Frontmatter
- Foreword
- Contents
- Acknowledgements
- INTRODUCTION AND OVERVIEW
- CHAPTER 1 THE CHANGING AND CHALLENGING CONTEXT FOR EDUCATIONAL LEADERS
- CHAPTER 2 KEY MACRO CHALLENGES FOR EDUCATIONAL LEADERS
- CHAPTER 3 KEY MICRO CHALLENGES FOR EDUCATIONAL LEADERS
- CHAPTER 4 LEADERSHIP CHALLENGES AS TENSIONS
- CHAPTER 5 A FRAMEWORK FOR ANALYSING ETHICAL TENSIONS
- CHAPTER 6 VISION-INSPIRED LEADERSHIP AND ETHICAL DECISION-MAKING
- CHAPTER 7 BUILDING A COLLECTIVE ETHIC OF RESPONSIBILITY FOR LEADERSHIP IN SCHOOLS
- CHAPTER 8 AUTHENTIC LEADERS USE THE POWER OF PRESENCE, AUTHENTIC RELATIONSHIPS, AND INFLUENCE FIELDS
- CHAPTER 9 AUTHENTIC LEADERS HELP CREATE INNOVATING, DEEP, RICH LEARNING ENVIRONMENTS
- CHAPTER 10 FORMING CAPABLE AND AUTHENTIC LEADERS: TRANSFORMATIONAL LEARNING APPROACHES
- References
- Index
CHAPTER 10 - FORMING CAPABLE AND AUTHENTIC LEADERS: TRANSFORMATIONAL LEARNING APPROACHES
Published online by Cambridge University Press: 05 June 2012
- Frontmatter
- Foreword
- Contents
- Acknowledgements
- INTRODUCTION AND OVERVIEW
- CHAPTER 1 THE CHANGING AND CHALLENGING CONTEXT FOR EDUCATIONAL LEADERS
- CHAPTER 2 KEY MACRO CHALLENGES FOR EDUCATIONAL LEADERS
- CHAPTER 3 KEY MICRO CHALLENGES FOR EDUCATIONAL LEADERS
- CHAPTER 4 LEADERSHIP CHALLENGES AS TENSIONS
- CHAPTER 5 A FRAMEWORK FOR ANALYSING ETHICAL TENSIONS
- CHAPTER 6 VISION-INSPIRED LEADERSHIP AND ETHICAL DECISION-MAKING
- CHAPTER 7 BUILDING A COLLECTIVE ETHIC OF RESPONSIBILITY FOR LEADERSHIP IN SCHOOLS
- CHAPTER 8 AUTHENTIC LEADERS USE THE POWER OF PRESENCE, AUTHENTIC RELATIONSHIPS, AND INFLUENCE FIELDS
- CHAPTER 9 AUTHENTIC LEADERS HELP CREATE INNOVATING, DEEP, RICH LEARNING ENVIRONMENTS
- CHAPTER 10 FORMING CAPABLE AND AUTHENTIC LEADERS: TRANSFORMATIONAL LEARNING APPROACHES
- References
- Index
Summary
This chapter focuses on the formation of authentic leaders who deal with complex challenges and lead change and innovation in their systems and schools in an uncertain environment. Educational leaders are expected to respond appropriately and ‘adaptively to the depth, scope, and pace of change that combined with complexity creates unprecedented conditions’ for them (Parks, 2005, p. 2, italics in original). To assist them in their responses they require a type of formation that involves:
embarking on an internal journey of discovery, challenging [their] deepest assumptions, embracing alternative ways of knowing about the world, tackling past demons and facing fears of the future head on (Hames, 2007, p. 10).
They also have to be prepared to ‘throw stuff away’, especially the ‘cognitive waste in [their] heads that stifles possibilities, ingenuity and progress’ (pp. 10–11).
Hames is suggesting that for leaders in today's complex organisations there is a ‘critical decision to be made. And it is a moral one’. He says that they can insist on clinging to traditional attitudes and practices by:
swallowing the blue pill of amnesia [and continue in their] deluded stupor, ignorant of any deeper sense of the human soul and of human destiny – but resigned to a future increasingly spinning out of [their] control (p. 11).
He is convinced that the current knowledge-base of leaders will become ‘increasingly redundant as the world becomes more connected and the global economy goes real time and digital’ (p. 218).
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- Educational LeadershipTogether Creating Ethical Learning Environments, pp. 197 - 216Publisher: Cambridge University PressPrint publication year: 2012