Christina Budi Setyaningrum. Surfer learn surfing perfected them not considered bigger picture & outside environment Surfer kept trying.

STRATEGIC & TRANSFORMATIONAL

LEADERSHIPChristina Budi Setyaningrum

SURFER

Surfer learn surfing perfected them not considered bigger picture

& outside environment

Surfer kept trying whatever came into his

mind, without stopping to reflect & learn from each attempt

He is highly disciplined & he becomes purposeful & deliberate, clearly

understanding his actions

STRATEGYFive Concept: Idea of direction-setting

Planning Not involved in the detailed day-to-day-

activity but is considered with the broad major dimensions of the organization

A medium to longer term time framework

A template against which to set shorter term planning and activities

LEADERSHIP

A process of influence leading to the achievement of desired purposes.

It involves inspiring and supporting others toward the achievement of a vision for the school which is based on clear and professio values.

WHAT STRATEGIC LEADERS DO Direction Setting Translating strategy into action Aligning the people and the organization

to the strategy Determining effective intervention

points Developing strategic capabilities

DIRECTION SETTING Scan hal 12

TRANSLATING STRATEGY INTO ACTION

ABCD Approach

Oral, Written, Structural

ArticulateStrategy

BUILD

Images, metaphors,experiences

Dialogues-Conversations, Cognitive/mental map, shared understanding

Create

DEFINEStrategic perspective, Outcome orientation,

Formal plans

ALIGNING THE PEOPLE AND THE ORGANIZATION TO THE STATEGY Scan hal 15

DETERMINING EFFECTIVE INTERVENTION POINTS – THE RIGHT THINGS AT THE RIGHT TIME

Leaders:When..Knowing what..Knowing when...Knowing what not to do...

DEVELOPING STRATEGIC CAPABILITIES Analogy of a tree

FOUR APPOACHES TO IMPLEMENTo Strategic Planningo Emergent Strategyo Intrepreneurship or decentralized

strategyo Strategic Intent

CHARACTERISTICS STRATEGIC LEADERS DISPLAY

Strategic leaders have a dissatisfaction or restlessness with the present

Strategic leaders prioritize their own strategic thinking and learning

Strategic leaders create mental models to frame their own understanding and practice

Strategic leaders have powerful personal and professional network

A MODEL FOR STRATEGIC LEADERSHIP Scan hal 24

TRANSFORMATIONAL LEADERSHIP Transform means to change completely

or essentially in composition or structure

All transformational approaches to leadership emphasize emotions and values, and share in common the fundamental aim of fostering capacity development and higher levels of personal commitment to organizational goals on the part of leaders’ colleagues

Not necessarily allocated to those occupying formal administration positions.

Power is attributed by organizational members to whomever is able to inspire their commitments to collective aspirations, and the desire for personal and collective mastery over the capacities needed to accomplish such aspiration.

THE ORIGINS OF TRANSFORMATIONAL

APPROACHES TO LEADERSHIP

Academic Origins

Downtown (1973):Current conception of transformational

leadership award varying amount of importance to charisma, with school based conceptions tending to award it least importance.

Burns (1978):Transformational leaders appealed to the

personal goals and values of their organizational colleagues and worked to both elevate and transform those goals and values in the collcetive interest.

Bass Bryman

PRACTICAL/ORGANIZATIONAL ORIGINS In this new downsized, globalized, highly

competitive environment, new form of leadership were needed which could rekindle employees’ commitment to the organization, help develop the capacities needed for this brave new world and encourage greater effort on behalf of the organization.

APPLICATION TO SCHOOLS Late 1980s and early 1990s, schools

were beginning to be squeezed in ways they had rarely experienced in the past.

This squeeze brought with it the same potential for erosion of educators’ loyalty and commitment

School were being asked to do more-much more and to do more with less.

Tools to close the gaps: Creating quasi market Restructuring schools in order to increase the

voice of parents in school decision Legislating additional or different course

completions for secondary students Setting higher curriculum standards Introducing high stakes testing programmes

that may be used as the basis for grade promotion and/or judging the quality of a school performance

PRACTICES ASSOCIATED WITH TRANSFORMATIONAL

LEADERSHIP

Transformational leadership as a distinctly unique set of practices.

Non- school perspectives Charisma Inspirational leadership Individualized consideration Intellectual stimulation

School – based perspective; Depends not all on charismatic practices or

leader characteristics Assumes wide distribution of its practices and

function across roles within and outside the school

Takes the creation of opportunities for collaborative work among staff as a major challenge to be addresed

Acknowledges the interdependent relationships among leadership and managerial activities

Works toward the creation of roles in schools for parents and members of the community as partners and co-producers of student learning

THREE BROAD CATAGORIES OF LEADERSHIP PRACTICESSetting directions helping staff to develop shared understanding

about the school and its activities as well as the goals that undergrid a sense of purpose or vision

Developing peopleThe directions contribute to the capacitiesmembers

often need in order productively to move on those directions

Redesigning the organizationTransformational leaders create conditions in their

school which support and sustain the performance of administrator and teachers, as well as the students.

EFFECT OF TRANSFORMATIONAL SCHOOL

LEADERSHIPMarks and Printy report significant contribution to

classroom instruction of both instructional and transformational approaches to leadership on the part of principals

Leithwood dkk found that transformational school leadership practices explained a small but significant amount of variation on students’ engagement in school

Sillin found that significant contributions of transformational leadership to both student and organizational learning in school

Geijsel dkk reportes significant effects of such leadership on teachers’ levels of effort and commitment