Leadership Training for the Gifted:
A Frames of Reference Paradigm.
2nd International
Student Leadership Conference
Melbourne, Australia 2008.
Intended Outcomes:
1. Identify the characteristics, values and
behaviours which constitute an effective
leadership profile.
2. Understand leadership models and
frameworks and apply them to specific
scenarios.
3. Develop an understanding of analytical
tools used in collaborative problem
solving.
4. Solve a global problem using a frames of
reference paradigm integrating
leadership models and styles.
Pedagogical Underpinnings
The development of student voice, vis-à-vis
student mentors and the organisational committee
is critical to developing leadership potential.
(Huckaby and Sperling,1981)
Simulation tasks facilitate greater retention and
higher student task involvement. (Chan, 2000)
Gifted students need to spend more time
developing higher order cognitive skills and
constructivist strategies will best facilitate that
(Bloom, et al., 1956)
Leadership ability informs and is a part of a wider
definition of giftedness. Parker, J. P. (1983).
Bloom’s Taxonomy for gifted students
Synthesis
(Creating)
Evaluation
(Evaluating)
Analysis
(Analysing)
Application
(Applying)
Comprehension
(Understanding)
Knowledge
(Knowing)
Bloom’s
Taxonomy
Wheel
Leadership: Towards a Definition
1.
-
-
Social Dimension:
Emotional intelligence informs a capacity to form positive
relationships and within this context
the capacity to persuade and exert interpersonal
influence on others.
Skills Dimension (Developmental)
Capacity for public speaking and presentational skills
including the use of different mediums.
Creative collaborative problem solving, analytical and
research skills.
3.
-
Attitudinal Dimension
courage, persistence, decisiveness, compassion
4.
-
Contextual and Situational Dimension.
type of organisation, values and traditions of the
organisation, past experience of group effectiveness,
time pressure.
Context
This conference targets schools
who teach the International
Bacchelaureate as part of their
core curriculum, are committed to
international intercultural
exchange and the development
of Global Youth Leadership.
Phase Two: The Conference
Programming
Saturday 25th October 2008: Delegates arrive Melbourne Australia.
Check in and registration confirmed.
Sunday 26th: Full day excursion reflecting the history and culture of the
host country.
Day One: Monday 27th, Opening Address
Student Perception of an Effective Leader:
- In groups students exchange written profiles and come to a consensus
on the top 10 defining characteristics. Group as a whole agrees on
leadership characteristics.
-Pictures of most admired leaders placed on the floor for viewing and
students categorise these: Politicians, environmentalists, scientists,
medical practitioners, educationalists, sportspersons, etc.
- drawing conclusions
- Karnes & Chauvin Leadership Skills Inventory collected
Students are presented with leadership models and frameworks and
are required to integrate these ideas and principles to solve problematic
fictional scenarios.
Phase Two
Tuesday 28th: Full day excursion reflecting the culture and
heritage of the host country.
Wednesday 29th: Parallel sessions on analytical tools, plus
research sessions. Evening dinner.
Thursday 30th: HSBC Presentation on Leadership
followed by time to finalise presentations.
Friday 30th : Student presentations, open forum, followed
by awards. Conference concludes 5pm.
Instructional Sessions.
Students will receive a series of inputs on:
1.
Leadership Models and Frameworks
- The McGregor X and Y Theory
- The Bolman / Deal Model
- The Situational Leadership Model
2.
Analytical Tools.
- Meltabrc to critically review sources.
- Force Field Analysis
- TASC (Thinking Actively in a Social Context)
- Mindmeister, collaborative on-line mind mapping
programme
3.
Key note addresses from prominent leaders in
their fields.
Topic: Reduction of Carbon Emissions
Your group represents a particular stakeholder organisation.
TASK: Produce an Action Plan for your stakeholder group to
reduce carbon emissions by 20% by 2020. In the process,
you will need to review your stakeholder group’s current
policy and practice regarding carbon emission and make
recommendations to improve its reduction.
Your presentation may make use of a variety of mediums and
methods such as PowerPoint presentations, role –play, poems,
music, song, posters, reports or pamphlets, to name a few.
Duration: 15 minutes plus 5 minutes for questions and
answers.
The Stakeholder Groups
1. A national automobile manufacturer. TATA .
2. School Leadership Team. ( Principal, Vice Principals,
Assistant Principals and School Bursar)
3. A domestic airline. (Virgin Blue)
4. A global bank. (HSBC)
5. The Australian Labour Party.
6. A radical environmental group. (Green Peace)
7. A global hotel chain. (Inter-Continental)
Each stakeholder group will have a pre-appointed
liaison officer from the actual company/organisation.
Assessment / Evaluation
1. Creativity, Action and Service
(CAS)
2. Certificates.
3. Oral Presentations assessed
using criteria sheets.
4. Post Conference Interviews and
Leadership Skills Inventory.
Force Field
Analysis
Leadership Models and Frameworks
Douglas McGregor’s X and Y Theory
School Leadership Team (SLT) are concerned that student
printing is costing the school an exorbitant amount of money.
In an attempt to reduce costs, what strategies or policies
could be implemented?
Scenario: You are members of the SLT. Decide what policies
or strategies you could implement to reduce running costs.
Adopt one of the three leadership styles, discuss strategic
options to solve the problem and feedback in 15 minutes.
Leadership Styles:
1. Type X (motivation via authority, coercion and control)
2. Type Y (Integration and self-control)
3. Type XY (a combination of both)
Four Frameworks for Leadership:
The Bolman / Deal Model
1. The Structural Framework
2. The Human Resources Framework
3. The Political Framework
4. The Symbolic Framework
Scenario: It has come to the attention of Senior
Prefects that uniform standards at the school are
being flagrantly flouted by a large percentage of
the student body. Choose one or more of the four
frameworks and use its characteristics to find
solutions to this problem.
Feedback and solutions in 15 minutes.
Hersey and Blanchard’s
Situational Leadership Model II
Leadership is a function
of...
Forces in the leader (value
system, experience,
confidence, inclinations)
Forces in the Group (need
for independence,
readiness to assume
responsibility, tolerance
for ambiguity, interest in
the problem, etc)
Forces in the Situation
(type of organization,
values and traditions of
the organization, time
pressure)
Scenario:
Three of you are newly appointed Senior Dance
Captains for your school house and are charged
with the responsibility of choreographing dance
routines and organising rehearsals in preparation
for The Evening of Music and Dance which starts
in 6 weeks.
Unfortunately, several members under your
tutelage are disgruntled because they believe
they should have been given the honor of being
Dance Captain, and , are consequently behaving
in a subversive manner. What leadership
strategies or styles would you use to address this
conflict and lead your team forward?
Feedback and solutions in 15 minutes.
Phase Three:
Post Conference Phase
1. Review of CAS Journals
2. Post conference interview / questionnaire
3. Karnes & Chauvin Leadership Skills
Inventory
Strengths
1. Breadth and Depth
2. Development of Student Voice
3. Intercultural exchange and
understanding
Weaknesses
1. Limit to what can be expected from students
prior to conference.
2. Students will only obtain the public relations
line from the stakeholder group liaison officer
and website.
3. No formal instruction on interpersonal
communication skills