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Why cant we''

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Why can't we.? Peter Goldsworthy. New Metaphors for ... Simon Wootton & Terry Horne (2000) Strategic Thinking Types. Research Subjects and Methodology ... – PowerPoint PPT presentation

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Title: Why cant we''


1
Why cant we..?
  • Peter Goldsworthy
  • New Metaphors for Leadership in Schools
  • October 2008

2
A Comparative Study of Strategic Thinking and
Planning in Select United Kingdom and
Australian Coeducational Independent Secondary
Schools.
  • Strategy, Strategic Thinking Skills, Strategic
    Planning Processes
  • Henry Mintzberg (1998) Deliberate / Emergent
    Strategies
  • Simon Wootton Terry Horne (2000) Strategic
    Thinking Types

3
Research Subjects and Methodology
  • Independent Coeducational Secondary Schools
  • - England - 3 Victoria - 3
  • Senior Management Teams (SMTs)
  • - 18 Participants
  • - Principal/Head, Deputy Head and Head of
  • Boarding or Heads of Curriculum/ Studies
  • Qualitative research methods
  • - Case study
  • - Interviews 8 semi-structured questions
    and 2
  • scenario questions.

4
Definitions of Strategy
  • Military the art of distributing and applying
    military means to fulfill the ends of policy -
    Liddell Hart (Nickols, 2000)
  • Business to develop a successful organisation
    - Hubbard, Pocknee and Taylor (1996)
  • Education gathering information, formulating
    ideas, planning action - Wootton and Horne
    (2000)

5
Henry Mintzberg 1998 Deliberate/ Emergent
Strategies
6
Findings
  • Principal/Headmaster develop the intended
    strategies
  • ( School Council/Board of Governors)
  • intended, deliberate, emergent and realised
    strategies - shaped by many forces
  • in school situation strategy planning is more
    random than the model suggests
  • Principal/Heads leadership style determines SMT
    involvement with intended strategy and emergent
    strategies and the creation of the realised
    strategy

7
Strategic Decision Making
  • Routine decisions V Strategic decisions
  • Long term decisions V Short term decisions

8
Findings
  • Routine V Strategic
  • the issue - perceived to be routine or strategic?
  • routine - day-to-day strategic - longer term
  • each has a particular and distinct role
  • routine decisions can also be strategic in nature
  • Long term V Short term
  • long term more strategic short term
    compliments and implements the strategic, the
    long term
  • the time-period was determined by the problem or
    issue need to have a variety of time periods to
    use
  • external factors change, short term stages occur
    and these events will reshape the long term

9
SWOT -Findings
  • Building a macro SWOT for a school, Davies, B.
    and Ellison, L. (2000)
  • before initiating strategic operations, analysis
    of an organisations current situation needs to
    be undertaken
  • as a starting point it
  • - can help confirm ideas and feelings
  • - can reveal some of the pitfalls

10
Wootton and HornesStrategic Thinking Types
(2000)
  • ANALYTICAL about the likely impact of
    technology, economics, markets, law, ethics, and
    social trends.
  • CREATIVE about how to remove obstacles and avoid
    pitfalls.
  • REFLECTIVE about problems and opportunities.
  • VISUAL about ways to realize the vision
    statement.
  • PREDICTIVE when forecasting the future.
  • IMAGINATIVE when writing a mission statement.

11
Strategic Thinking Types (Cont.)
  • CRITICAL when evaluating the economics,
    efficiency, effectiveness, feasibility and the
    risks of the available options.
  • ETHICAL about the social and environmental
    implications.
  • PRAGMATIC when writing a plan to manage the
    changes.
  • POLITICAL obtaining the support of key
    stakeholders and decision-makers, when
    implementing the plan.
  • EMPATHETIC about the consequences for
    individuals.
  • NUMERICAL to carry out an audit of strategic
    capability.

12
Findings
  • SMTs had difficulty in limiting choices
  • Principals/Heads - analytical and reflective
  • Deputy Principals/Heads - analytical and
    pragmatic
  • Heads of Boarding and the Heads of Curriculum -
    creative and reflective
  • strategic thinking and planning requires complex
    thinking processes. The broader the range of
    thinking skills and types in the SMT, the better
    the Principal/ Head and the SMT operate
    strategically.

13
Strategic Framework
  • DECISION MAKING
  • routine v strategic
  • short term v long term
  • Analysis of organisation (eg. SWOT)
  • I
  • STRATEGIC THINKING Types and Skills
  • I
  • DELIBERATE / EMERGENT STRATEGIES
  • I
  • STRATEGIC PLANNING MODELS EMERGENT STRATEGIES
  • STRATEGIC THINKING Types and Skills
  • I
  • REALISED STRATEGY

14
Findings
  • creates a conceptual framework for strategic
    planning and strategic action
  • is a workable and sequential way to analyse
    responses
  • further testing needed to ascertain its
    feasibility for SMT use in strategic operations

15
Research Key Findings
  • Mintzbergs 1998 deliberate/emergent strategy
  • theory relevant for educational organisations
  • Wootton and Horne strategic thinking types
  • (2000) help focus SMT thinking processes

16
Key Findings (Cont.)
  • Strategic Thinking types
  • - Principals/Heads - analytical / reflective
  • - Deputies- analytical / pragmatic
  • - Heads of Boarding and the Heads of
  • Curriculum creative / reflective
  • Strategic thinking and planning requires a broad
    range of thinking skills and types. Collaborative
    SMTs use the range they possess more effectively

17
Key Findings (Cont.)
  • Principal/Heads leadership style important for
    SMT involvement in strategic operations
  • SMT - do understand strategy development,
  • strategic thinking and planning
  • they need to
  • - have time to think and plan
    strategically
  • - be able to implement with the
    resources
  • available (SWOT analysis)
  • - incorporate their institutions
    mission and
  • values

18
Contact Details
  • petergoldsworthy_at_caulfieldgs.vic.edu.au
  • p.goldsworthy_at_pgrad.unimelb.edu.au
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