Sergiovanni, T. J. (2005). The Virtues of Leadership.

Sergiovanni, T. J. (2005).  The Virtues of Leadership.  The Educational Forum, 69(2), pp. 112 - 123.  Retrieved on March 2, 2011 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/232940_751304989_790169940.pdf

Introduction

In writing best practice guidelines, groups introduce methods and systems that outline culture, ethics and obligations.  Significant to this is that documents are written in a logical and precise manner that details the objective, but can be misrepresentative of the emotional attachment which links individuals to cause.


Role models prepare novices to integrate and accept group culture by embedding single-loop learning in group activity and behaviour.  In other words, the constancy of motivation to perform relies on the flexibility that is derived from reflection in and on action to provide or introduce direction.  Sergiovanni identifies hope, trust, civility and piety as core values of leadership practice.


The Virtue of Hope
When faced with the obvious, leaders are inclined to use hope to face reality from a positive position.  Hope and realism together inspire a confidence in ability that enables leaders to discover alternative practice.  Links to social networks are sources of support that provide encouragement and balance.


Hope and wishing
The difference between wishing and hope is that one is "grounded in reality" (pg. 113).  Hope is based on current events and a positive perspective of what can be done to improve/change reality.  Action taken by leaders who view events with hopeful eyes enable self to optimally monitor the situation to focus attention on new opportunities without losing empathy for fellows.


Faith
Commitment, or group alignment to cause, is used to describe faith.  The bond between self and objective.  In written form, faith appears as truisms.  For example "all children can learn" indicates the direction and activity needed to prepare an environment that is commensurate with what is intended.  The framework or structure provides the support required to sustain the motivation to achieve a successful outcome, and banishes the delusions of wishful thinking.


The responsibility of leaders is to create the environment where faith is supported by group activity.  The stronger the assumptions made by the group, the stronger the bond of transactive memory.  Community involvement is reflective of the values a leader holds, as it is their actions and attitude that models group learning.  This forms the basis of group ethics.  As the balance between choosing what is good and what is effective becomes apparent, trust in a leader is the foundation of group faith.


From hope to action
Faith functions as the impetus for increased readiness potential.  The action taken based on hope serves our goals as we are primed to achieve an end objective.  Activity means engaging in a predetermined plan in order to realise these goals, and recognising obstacles for what they are and the purpose they serve.


The sequence of recognising goals emerges from self-reflection.  Consideration of self and individual aims are the primary focus when defining strategy.  A reflection of achievement is the fit of plan to environment or framework.


A leader's efficacy is measured by the methods laid down to nurture the environment as a civic movement.  Potential is enhanced through environments that are charged with energy.  Therein lies the space for transformation.


Roles, role relationships, and role sets
While faith is the pre-cursor to group alignment, leaders must actively engage in accepting more ethical responsibilities that come from supporting a learning environment.  Role models serve as guides and embody the qualities or attributes that bring static knowledge to life, making the intangible knowable.


In return, this clarity of function allows novices to understand the role guides represent to prepare themselves to accept group culture, to learn the attributes and characteristics that are enhanced to fulfill professional function.


Within an environment of faith and trust words such as commitments, responsibilities, and obligations become understood as meaningful relationships.  Social networking develops an emotional level of security between guides and novices.  Links that define guide and novice bear out the objective or group mission.  Relationships that emphasise guide and novice activity create a learning environment that perpetuates group objectives.  Shared vision is communicated through artefacts (e.g. UNESCO initiatives).


The practice of social networking resolves communication issues.  How information is disseminated depends on the delivery of knowledge.  Role models carry their purpose of clarity displayed through thought and action.  As leaders reveal group purpose unconsciously, attention is focused on current affairs.


This unconscious behaviour sets the tone for novice practitioners who are visually stimulated by group activity.  Imitation reveals competency in single-loop learning.  As core group members work through experience, their knowledge is translated through subsequent activity transforming the group through double loop-learning.  Contributions from group members, irrespective of status, allows leaders to enhance and improve localised environment which in return promotes the development of energy seen as motivation to action.


Transactive memory develops as the group matures, allowing a broader perspective that increases the capacity for diversity of thought.  Learning communities require a strong and supportive network to hold in group objective.  Roles change and adapt or are mutable.  Effective leaders notice behavioural changes within the activity that are transferable skills.  However, as these skills have been developed in different circumstances, novices require time to redevelop the skills grounding single-loop knowledge.


Relational trust
In groups with strong transactive memory, role models jointly assume the responsibility of managing group strategy and achievement.  Trust between members builds a unique bond that ensures shared vision.


Communities of practice and learning communities depend on trust within the group.  The relationship members create and perpetuate between the group is supported through communication.  Emotional security correlates significantly with visual reminders of group objective as the ambiance becomes an accepted feature of the group.


Embedding activity that nurtures group culture both internally and externally is vital to energising the community.  Accumulated knowledge reveals that at this level of group function members become significantly vulnerable.


When the group carries faith in the objective, feelings of vulnerability subside.  Communication is representative of ambiance.  In an environment where there is trust, sharing represents naturally occurring behaviour.  Thus in environments where members cannot communicate trust or faith in the objective, self-protective mechanisms are activated that limit individual potential, group growth and achievement.


In situations where there is little trust, collaborative activity is stilted.  When self-verification processes meet with resistance it is generally agreed that individuals reduce focus and redirect attention to situations/environments that are more welcoming.  This leaves the group unclear about membership, relationships and direction.


Trust is fundamental for creating the discourse of the group (e.g. the methods used to communicate group objectives).  Research indicates that over a five year period, trust levels in communication increase as novices adjust practical experience with transactive memory and develop increasingly creative methods of contributing.  As alignment to group culture occurs, relationships become more supportive resulting in an environment where ideas are beneficial to the group immediately, and carry the potential for long term integration in core directives.  Progressive discourse enhances group potential and the motivation to achieve goals.


When groups or communities work together bound by faith, transformation begins.  Leaders undertake what is known as responsibility as interest is captured and the desire to pursue knowledge through exploration of situations leads to an understanding of effective planning.


Trust first
Successful transformation begins in environments that are dedicated to cause.  Typically, environments that support only strategy and vision immediately incapacitate leaders and group members as trust is required for co-operation.  Continuing without adaptation results in chronic performance monitoring that depletes attention from situation monitoring.


Groups that implement and initiate a framework where members are naturally inclined to co-operate, are more efficient in promulgating a shared concept.  Strength of concept is embedded in multi-direction communication channels found in relationship links allowing successful group decision making that cultivates performance enhancing methods.


As trust is a valuable commodity, leaders stay focused on energy points (e.g. novices who display clarity and readiness potential) to ensure a stable relationship.  In turn, the skills novices gain under master-apprentice guidance lead them to replicate a similar environment for other members.  However, experience is a reminder that there is no stable state and groups wanting transformation must be satisfied with quality of training, the objective of which must be to gain a reliable base that is strongly connected to source.


Developing trust requires role models/leaders to behave within their capacity as nurturers.  Social identity and professional identity are unified so there is no ambiguity of core values or ethics that may interfere with group objectives.  This clarity and constancy of self is living knowledge that members use as the basis for transformation.


The virtues of piety and civility
Piety in this instance is described as the strong bond that develops as relationships mature.  Group members gain the confidence and experience to make external relationships based on individually experienced group ethic.


This virtue permits leaders to understand the range of practical methods employed within the group to competently explore diversity of practice in other groups.  The structure or framework of external groups provides a template for viewing alternative architecture of embedded activity.  Tacit knowledge is revealed through communication that relays group intention and practice.


To keep from fanaticism, a level of maturity is required to ascertain the balance of faith and delusion.  Leaders remain dispassionate about group objectives so that diversity can be heard.  Clarity of direction encourages viewing contributions as potential to enhance the group.


Bonding and bridging community
With an awareness for the multiple ways and possibilities of accomplishing a task, the potential for group adaptability is nurtured.  This framework of reference raises transactive memory as knowledge must be experienced and understood.  Experience in accepting new concepts creates the need for an integration of diverse ideas that are amalgamated to generate new solutions that are in tune with fluctuating circumstance.


While groups are inherently similarly structured, diversity is recognised as the priority of group focus brought to attention.  Groups that match focus find open communication channels that enhance relationships.  Variety in practice is indicative of the support mechanisms in place to nurture local environments.


One out of many
Raw data is interpreted according to epistemic and ontological belief (i.e. the way we think and live life).  As groups are influenced by environment and situated knowledge, universal standards flow as they are alternately accepted or rejected by group members.  Collaboration between role models and members consolidates group faith in direction and objective.  This process ensures commitment is strengthened through the significance of activity, goal and meaning-making.


Leadership and learning
Transformation is an ongoing process when the source of group energy is protected and nurtured.  Leaders gain from positive contributions that have been derived from the framework embedded in daily activity.  Evidence of progress is apparent in the development of contributions from members.


Without transactive memory, leaders lack the support needed to effect transformation.  When transformation fails it is understood that the leader has set up inadequate means of delivering significant knowledge.  Group clarity is only established when leaders are themselves clear about personal and professional objectives and the significance of choice.  Single-minded focus reduces the effort required to take action.


Traditional group hierarchy supports a closed network to source with solutions dispersed as directives from power.  Higher order thought is not harnessed and group culture is built on relationships of externally sourced meaning (e.g. a salary).  Communities of practice and learning communities that align with a culture nurturing collaboration can depend on achieving tangible proof of progression from archiving artefacts.  Interactive tasks promote higher order thinking and the impetus to increase attachment to group (e.g. initial contributions may appear naive, so leaders are encouraged to recognise progress as a sequence of professional and personal development behaviours).


Improving transactive memory creates the space and meaning for leader growth that comes with nurturing self.  When individuals find satisfaction within, opportunities for self-development take place.  Increasing leader knowledge commensurately increases transactive memory, channeling new data for members to create group meaning.  Learning communities and communities of practice are adapted to enhance an internal stable state that protects the environment.


The power of a civic conscious movement

Voulalas, Z. D. and Sharpe, F. G. (2005). Creating schools as learning communities: obstacles and processes

Voulalas, Z. D. and Sharpe, F. G. (2005).  Creating schools as learning communities: obstacles and processes.  Journal of Educational Administration, 43(2), pp. 187 - 208.  Retrieved on June 5, from 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0740430204.pdf

Introduction

Learning communities are better prepared for an era of global networking.  As such, educational bodies are structuring reforms to create learning communities in schools.  Although there is little theoretical research in this domain, the authors have identified several schools that have transformed with documented evidence.  Core to the transformation process has been maintaining a flexibility in administration and decision making, and by strengthening community bonds within the environment.  Teachers are role models for lifelong learning; have influence in major decision making tasks; and make firm links between parents and the school.  Parents become proactive in engaging in lifelong learning, leading to deeper involvement in child development.  Within the core, the principal is also required to act as an intermediary to ensure a shared vision; the source of barriers that disrupt or hinder learning; and that the change process is monitored constantly.

The research

Schools that signaled imminent change were observed to provide an artefact for others interested in transformation.  Not only did the study clarify the structure of a learning community in a school environment, nominated principals displayed prominent leadership qualities that lead to proactive transformation and change, and barriers that hinder transformative processes were identified.

The questions: 

1. What are the special characteristics of schools as learning communities?
2. What motivates schools to become learning communities?
3. What are the barriers to schools becoming learning communities?
4. What steps can be taken to overcome these barriers and transform a school to a learning community?
5. What leadership characteristics are important in the success of this process? and
6. What are the outcomes of schools becoming learning communities?

As memory is subject to false associative recall,  Voulalas and Sharpe were stringent in documenting their interviews.  Data was coded and categorised according to themes in first stage analysis.  Each theme was recorded for frequency and relevance to the questions before conclusions were drawn.  In organising the framework of inquiry (e.g. categorisation), the authors revealed further insights about the transformation process.  Comparisons were made between schools with different socio-economic and geographic backgrounds.  A template based on responses from a pre-interview questionnaire provided stability in triangulation (e.g. viewing from different perspectives).

Findings

The concept of schools as learning organisations/communities

A comprehensive and in-depth analysis reconciled the definition of a learning community as understood by those involved in the change process to be continuous lifelong learning that encompasses personal growth and development.  Teachers are regarded as role models and mistakes are acknowledged as experiences requiring further knowledge and know-how, where the physical setting is a contributory factor to learning.

Voulalas and Sharpe indicate that the majority of respondents had in fact no clear idea how to communicate the concept of a learning community even when  standing at the cusp of transformation.  They further state that the concept may be too abstract to define succinctly.

Retrospectively it appears that members were intuitively feeling their way by discussing personal teaching philosophies to identify and distinguish characteristics that made transformation a viable process.  The lack of absolutes allowed for individual creativity.

Commitment to lifelong learning and professional development was seen to significantly improve student outcomes and enthusiasm.  A culture of belonging and open communication develops leading to an increased vitality and sense of empowerment.  Voulalas and Sharpe noted that respondents did not talk of the reviews and evaluative processes frequently mentioned in literature.

Motivation to change

Decisions to change were normally instigated at the principle's behest.  School culture and values were deemed outmoded by 21st century socio-economic and technological standards.  Motivation was derived from a developing culture of belonging and the overt support from the Department of Education and Training (DET) sustained and encouraged transformation.  In some schools, change stemmed from existing internal issues.

Barriers impeding transformation

Voulalas and Sharpe used Combs' model to categorise the four primary barriers that restrict transformation: 

1. administrative;
2. philosophical;
3. physical; and
4. psychological.

Time was seen to be the most significant factor in allowing progress as a naturally occurring outcome of implementing and sustaining change.  Development and growth of a culture is subliminally dependent on the level of commitment members undertake to adhere to new and adaptable methods of practice.  The foci of management conflict lay in organisation, scheduling and outlying responsibilities and duties.  Common issues include a lack of clarity and understanding between individual member and proposed activity; a lack of resources; the dynamics of power relations; and, the size of the institution.  Voulalas and Sharpe state that large schools find the process of transformation more complex.  Furthermore, skeptics were unconvinced by the proposition put forward by the DET on structuring learning communities and the school's interpretation of the same.

What was apparent and viewed as the biggest hurdle to transformation was resistance to accept a new discipline and culture.  Long standing and established culture proved the most difficult to replace.  Voulalas and Sharpe noted that skeptics were members who would lose rank and power with the change.  Hierarchical structures and power play limit knowledge sharing that is the fundamental characteristic of learning communities.

Processes for overcoming barriers

Principles who display strong leadership qualities are crucial for transformation to occur.  Confidence, trust, and satisfaction facilitated improvements in relations between school members; and school and environment ties.  Leaders were able to identify the change process and clearly communicate a sequence of activity and reasoning that required input from members.  Ensuing professional development courses alleviated many fears when members were able to re-attach epistemic belief to current philosophy, establishing a new culture of lifelong learning, sharing knowledge, and understanding that failure is a process of getting it right.

Leadership

Primary qualities of the principle required a professional awareness at all times in order to self-acknowledge, and accept the status of student while supporting and advising key members in transmission and maintenance of the shared vision.  Honesty, trust and integrity were emphasised as crucial to the process.  Professional awareness strengthens the ability to identify inherent talent and skills of stakeholders; receive criticism as constructive; and, diffuse power by accepting help and contributions from others.

The outcomes of a learning community school

Observable improvements came from staff morale, an increase in commitment levels, and student learning outcomes.  Bonds between school and parents was significantly deepened and made more meaningful.  Participants commented on the amount of time the process took, and the adverse effects that took its toll on professional and personal life, for example the division of members who support or oppose the concept, disappointments and controlling elements from highly involved members.

Summary of major findings

1. High levels of involvement or commitment does not necessarily mean that the concept of a learning community is any better understood or communicated;
2. Belief in the concept sustains the progress of positive transformation;
3. Principles, or leaders, are outstanding role models for lifelong learning and their vision is the key factor for transformation to begin;
4. Transformation occurred when leaders' epistemic and ontological philosophies, in either favourable or unfavourable conditions, drove the motivation to start change processes;
5. Obstructions or hurdles stem from a plethora of sources, each individual to the school.  Within this, traditional structures and culture, time constraints and lack of environmental support were seen to be chronic factors impeding progress;
6. Effective practice in changing epistemic belief is commitment to lifelong learning from both parents and staff, and the recognition and acceptance of vision and inevitable direction;
7. Validity of participants could raise questions as evaluative appraisal of performance was conducted informally to adapt flexibly to time constraints;
8. Schools situated in lower socio-economic environments were prone to hiring less expensive staff, usually those in a young age bracket who are more inclined to the change process than those from higher income brackets, who were stoic in their attitude to preserve the status quo; and
9. Participants acknowledged feeling left in the dark by the DET, who originally proposed the idea and yet left principals to work it out for themselves.

Implications

Clarifying the concept

As there is confusion in communicating a definition or clarification as to what a learning community is, there are implications for both theory and practice.  Literature is seen to occupy the theoretical formulations of knowledge acquisition so that even the most dedicated are unable to communicate their precise intent.  Critics blame scholars who present an evolution rather than a blueprint, or expound on philosophy instead of a program.  Practitioners have to face uncertainty and confusion as there are no standards from which to measure performance.

The categorisation of a learning community is also in dispute, as to define a learning community as a good school or with any other descriptive label is to limit the unique quality and conditions that exist within the immediate environment.  The model proposed by the NSW DET inspires many interested schools, but only those willing to accept the unknown as inevitable are willing to accept transformation.

Voulalas and Sharpe explore the core concept of learning communities.  They suggest that as teachers are the core element of any learning environment, then only schools, universities, colleges and training facilities could be deemed a learning community.  However, associated literature clearly states that any organisation can transform and become a learning community. Voulalas and Sharpe categorically state that a learning organisation is one that is nimble, and learns from past endeavour to create the present whilst contemplating the future.  The capacity for success depends entirely upon the commitment of members to adapt and grow into sustainable relations.  Developing into a culture of continuous change requires members to maintain professional links with current affairs, and reduce the perception of failure by acknowledging the activity as a learning experience.

Voulalas and Sharpe include in their findings two other categories that facilitate the process of transformation, and are included in literature.  Enabling factors include:

• Boundary factors - competition, the need for resources;
• Leadership factors - necessary for direction;
• Vision factors - community wide shared, nurtured vision;
• Personal and interpersonal factors - team building, collaboration;
• Psychological and cultural factors - motivation, commitment, adaptability;
• Factors related to structures and processes - flexibility; and
• Evaluation factors - effectiveness of processes.

More tenuous connections to the core include the category of helpful influences:

• Appraisal for achievements;
• Arrangements of suitable physical spaces;
• Availability of resources;
• Community involvement;
• Empowerment of stakeholders;
• Encouragement for open discussion among departments and teams;
• Encouragement of the whole organisation to change and adapt;
• Inservice education;
• Mutual support;
• Physical environment that is conducive to organisational learning;
• Restructuring;
• Rewards and sanctions;
• Shared celebration of success;
• Staff renewal;
• Staff selection process; and
• Support for risk taking.

The preceding model is still in concept form and requires further analysis and verification.  However, Voulalas and Sharpe state that in practice the core concept translates as the ultimate goal; enabling factors could be the first areas to begin transformation.  From this perspective, the essence of the concept is protected from displacement.

Implications for schools and school systems

Stakeholders valuing the process of transformation understand the need to adapt to flexible working solutions that include using consultants to reduce the principles' workload for the duration of change.  All or any feedback received is used as constructive criticism to achieve the objective.  Inclusion becomes a naturally occurring outcome, so does not require a focus.   Cultural change may be seen as a simplification of methodology and attitude.  Improved lines of communication enhance collaboration and team work.  Hierarchy is diffused and flattened to favour lateral processes.

Implications for principles

Change is a chronic and unabated constant in education today.  To lead through change successfully requires a solid foundation of current knowledge to stay ahead of the process.  Visionary leaders take on the responsibility for establishing lifelong learning through role modeling, and are expected to share their information with the community to maintain a consistently updated and current outlook.  When stakeholders are entitled and expected to contribute to the community, its welfare becomes paramount.

Implications for teachers

In choosing a focus for involvement, individuals can be distracted by excelling in one area in favour of others.  In the case of some educators, excelling at teaching students becomes such a priority that it overwhelms the need for personal development.  Principles rely on teaching staff who recognise, and are proactive, in professional development as a means of staying abreast.  Self-reflection and self-regulation are crucial as a means to facilitate self-improvement for the benefit of the individual and the community.  Positive attitudes as a result of professional development greatly enhanced staff-student-parent relations.

Implications for parents

Strong parental involvement enables improved programs and ambiance.  Learning communities extend involvement throughout the institution to encourage personal development in lifelong learning opportunities that facilitates contributions by sharing information.  A high degree of professionalism is required to forge and maintain such connections.

Implications for further research

The proposed model of schools as learning communities can be further developed by testing components against academic research and practitioner feedback.  Investigation into causality is warranted.

Conclusion

In spite of apparent ambiguity, Voulalas and Sharpe argue that the concept of learning communities in schools is a valid and practical approach from which to structure educational reforms.

Winch, A. and Ingram, H. (2002). Re-defining the focus of workplace learning

Winch, A. and Ingram, H. (2002).  Re-defining the focus of workplace learning.  International Journal of Contemporary Hospitality Management, 14(7), pp. 361 - 367.  Retrieved on June 5, 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0410140706.pdf

Introduction

The rise and domination of essential technology has caused a scramble to secure market share economy.  Organisations have realised the unique competitive edge knowledge brings, and platforms to secure global information are now available at the touch of a button.  Winch and Ingram state that the prevalence of choice indicates there is an uncertainty about the direction in which technology is growing.  Questions they pose concerning e-learning strategies:

• How do people learn?  We contend that the energy must be focused on the learner, not on the technology.
• How will technology inform the relationship between the individual and the organisation?
• Will this relationship be characterised by a pre-defined box of knowledge or will it provide the freedom to think and create?

A study of Interbrew, UK provided a learning and development model that has transformed the organisation from a competency-based learning community to a curriculum that embeds corporate strategy.

Learning and maturity

Epistemic belief, or personal construct, is either the block or motivation to accepting change.  Social interaction is a means to make collective meaning and create new standards.  Supportive structures in communities embed learning activities.  However, training programs are seen to teach an individual superficial abilities, whereas learning is a deeper cognitive process that empowers.  The content and quality of training programs ensures quick success that facilitate the know-what stage of development.  Learning is born of a desire to know how and why.

Developing learning systems within communities generates a bond in members that encompasses the tacit underlying function of the organisation.  As learning comes from the ground up, novice members are introduced to holism as a perspective from which to view the community.  Action learning involves collaborative sense-making negotiated from the environment.

The developmental stage that an individual is engaged with is reflective of the capacity for behavioural output.  IQ levels are somewhat secondary in significance to the influence, or internal pressure, an individual has over negotiated meaning-making.

Piagett's model of child development, researched to identify the seven stages of adult development, shows that stages can only be processed over time (e.g being 30 or 40 years old is not better or worse than any other age, it's just different).  Winch and Ingram describe the stages as:

1. Opportunist.  Focus is on self-awareness, self-interest, self-protection and impulse;
2. Diplomat.  Is defined by socially acceptable behaviour and belonging.
3. Expert.  An internal craft logic rules, there is strong need for consistency and improvement.  Rational behaviour is exhibited;
4. Achiever.  Heavily focused on results, goals and plans;
5. Individualist.  Has an awareness of relativity, and is confident in her ability to create an impact.
6. Strategist.  Is process- and goal-oriented, with a comprehensive  understanding of organisational systems.  Development over time.
7. Magician.  There is an interplay of awareness, thought, action and effect.  Transforms self and others.

• up to and including achiever status - conventional;
• individualist, strategist and magician - post-conventional.

16% of the studied population tested positive for post-conventional status, and 1% tested positive for magician status.  Managerial groups are predominantly post-conventionalists.  The stage an individual is in correlates to learning styles and approach to life.  The effectiveness of individual lies in her maturity.

Research

Using Interbrew as a case study, Winch and Ingram were able to integrate theory with tests and interviews when researching action learning.  Ultimately, they learned that action learning requires more than just a content driven program.  Furthermore, the level of maturity managers have directly influence the approach taken.

Action learning

Interbrew runs training through its business school.  Interviews with employees gave clear indication that action learning allows individuals to process information in such a way that multi-level learning occurs (e.g. improved networks, new relations).  Traditional hierarchical roles are flattened as group members bond and work together according to competence.  Novice or junior members feel a sense of engagement, that contributed pragmatism offers new insight.

Leadership maturity program

Of the 47 test respondents, most were categorised as having the achiever profile, with expert and individualist profile-types came next.  There were 2 diplomats and 1 strategist.

Results of the study revealed that each individual who attended training reported an increase in positive self-perception and value.  Action learning was found to facilitate the need for reflection on direction and goals.  Additionally, the level of maturity an individual possesses affects factors such as task performance, function and gender.  In view of the fact that individuals process developmental stages in their own time and according to their experience, management trainers are required to consider methods of assessment that enhance reflective learning.

Summary findings from the research

contributions from the interviews reveal the following:

• individuals are characterised by epistemic belief that shapes internal passion, reason, identity, and future;
• learning is chaotic in that it is not a linear process, and very often does not conform to behavioural input-output theory immediately, or recognisably;
• as individuals develop at different times, support structures work best when processes are learner-driven and learner-centered;
• the complexity of developing future talent in-house should not be left to operations managers who are guided by "toolkits".  An active and integrated approach is required.
• action learning is an explicit strategy that raises an awareness of the value of knowledge by creating varied outcomes.  The variety in outcomes experienced is a reminder that each individual realises potential in abstract ways that expresses epistemology.
• leaders are required to demonstrate the abilities developed from double-loop learning, and to work reliably within diversity and adversity.  The ability to build and maintain genuine trustworthy relations internally and externally generates the courage to actively contribute towards community mission.
• the organisation transformed to the stage of achiever/expert, which suggests that while individualists have much to contribute, they were rejected.

A revised model

Winch and Ingram's hypothesis was confirmed by the study, with minor modifications made to the model as praxis confirmed theory.  Themes from literature were identified, but the exact nature of what happens between learning and outcome has not been isolated.  Given this, Winch and Ingram present a revised model.

The second model is completely learner-centered instead of viewing the individual as one of several vital aspects.  Interpersonal congruence interlinks social groupings to form culture, that leads to innovation and creativity in acceptable standards.  Meaning-making and identity is a negotiated compromise that is fundamental to the learning process.

The study findings

Interbrew verified that action learning makes a strong impact in supporting group strategy.

Evaluation of current learning provision

Observations of prior practice included the analysis of role model skills and attributes.  While specialists bring expert knowledge, they are not always equipped to manage or transmit learning.  Appraisals require updates to take into consideration the new needs of individuals within the current context.

Study recommendations

Based on their findings, Winch and Ingram propose three central themes: strategic principles; learning and development expertise; and an overarching framework.  With individuals at the forefront, the learning experience should focus on activity as an integral function to acquiring content.  Thus, new principles to be adopted as a matter of concern are:

• human centered learning strategies;
• having the perception that organisations are living entities, rather than machines;
• expecting human behaviour, and not conceptual modes of being;
• holistically accepting the individual in order to align learning strategies that realise potential.
• implementation of these principles be contained to individuals who have established the role as a career in the field so that learning becomes a 'gateway' rather than an 'add-on'.

Integrating the learning model and recommendations

Given that individuals learn at their own pace, the learning and development strategy can only hope to effect the right environment.  In reconciling organisation and individual through education, separation occurs.  Personal paradigm shifts are required (e.g. non-delusional).  When constraints are 'discovered' through learning, resistance occurs.

Implications for learning and development in organisations

Knowledge workers are becoming an asset and valued resource as organisations do their best to sustain a competitive edge.  Until an individual has achieved a sustainable life for herself, working memory is distracted.  Personal development becomes a pressing need and, if aligned with organisational purpose, enjoyment can be found in correlated growth.  Organisational literature perpetuates the perspective of current development and are practical approaches to building metatheory.