When designer and computer scientist John Maeda was tapped to be president of the celebrated Rhode Island School of Design in 2008, he had to learn how to be a leader quickly. He had to transform himself from a tenured professor -- with a love of argument for argument's sake and the freedom to experiment -- into the head of a hierarchical organization. The professor is free to speak his mind against "the man." The college president is "the man." Maeda has had to teach himself, through trial and error, about leadership. In Redesigning Leadership, he shares his learning process. Maeda, writing as an artist and designer, a technologist, and a professor, discusses intuition and risk-taking, "transparency," and all the things that a conversation can do that an email can't. In his transition from MIT to RISD he finds that the most effective way to pull people together is not social networking but free food. Leading a team? The best way for a leader to leverage the collective power of a team is to reveal his or her own humanity. Asked if he has stopped designing, Maeda replied (via Twitter) "I'm designing how to talk about/with/for our #RISD community." Maeda's creative nature makes him a different sort of leader -- one who prizes experimentation, honest critique, and learning as you go. With Redesigning Leadership, he uses his experience to reveal a new model of leadership for the next generation of leaders.
How Design in Great Organizations Produces Great Leadership
Author: Rob Elkington
Publisher: Emerald Group Publishing
Category: Business & Economics
This collection of stories, examples and narratives about exceptional leadership by design provides tangible, examples of how the design process can be applied to leadership practice. It uses evidence-based organizational, behavioral, and leadership science to inform a framework that will equip leaders and organizations to be more effective.
Leadership, Capacity Building and School Improvement provides a fresh and original perspective on the most important issues confronting today’s practitioners and academics in the field of educational leadership. New and exciting concepts are introduced such as the research-engaged school of the future. While its theoretical and evidence-based approach raises to a robust level the discussion on the most important leadership challenges of the day, the book is at the same time intensely practical in addressing everyday issues faced by contemporary policy makers and school practitioners. Underpinning the eleven chapters is a conceptual framework founded on the notion of leadership as capacity building, giving the book a coherence that many others on school leadership lack. Among the themes actively discussed are: Conceptualising and Contextualising Leadership – what is leadership? What distinguishes good from mediocre and poor leaders? What are the traits, dispositions and attributes that make for good leadership? How does context influence leadership? How appealing is leadership as a career? What are the components of capacity building leadership? Contemporary Leadership Themes – what is learning-centred leadership and how can it best promote good teaching and student learning? How can leaders distribute leadership across the school, and what are the pitfalls? How can leaders capitalise on the notion of the school as a professional learning community? How can leaders best be nurtured and developed? Policy, Leadership Practice and Impact – what new forms of leadership are presaged by the specialist schools policy as a means of school improvement? How can schools combine a focus on academic achievement with the need to prepare students for the changing twenty-first century workplace? Leadership, Capacity Building and School Improvement provides an up-to-date authoritative, critical and insightful account of school leadership. It combines advocacy and argument with evidence-based practice drawn from the most plausible and robust sources. This book will prove a valuable tool for those taking higher degrees in school leadership and management: school leaders on NPQH courses and school practitioners as a whole interested in interfacing with the latest empirical evidence and ideas, as well as academics teaching and researching in the area of educational leadership. Since the book adopts an international perspective, drawing its examples and evidence from both the Anglo-American and the Asian contexts, it will be found relevant to academics, policy makers and practitioners across these regions. Clive Dimmock is Visiting Professor at the National Institute of Education in Singapore and Professor Emeritus at the University of Leicester, UK.
This is the first volume of a multi-volume set of veterinary practice leadership and management resources. Veterinarians will discover the concepts and tools that can enable them to help the staff in their practices develop into a team, one that eagerly responds to changes in the marketplace and is committed to improvement. Catanzaro has written in pragmatic terms about: the attitudes that promote a sense of teamwork; evaluating and developing your own leadership skills; the structure of a successful group; communication techniques; and Continuous Quality Improvement--all with an eye on the special circumstances and dynamics within veterinary practices. Appendices include a glossary of terms, leadership calibration instruments, summary leadership skill sessions, and suggestions for additional reading. The next volume in the series will address key programs to enhance net income.
An Examination of Grassroots Leaders in Higher Education
Author: Adrianna Kezar
Publisher: Stanford University Press
Enhancing Campus Capacity for Leadership explores a mostly untapped resource on college campuses?the leadership potential of staff and faculty at all levels. This book contributes to the growing tradition of giving voice to grassroots leaders, offering a unique contribution by honing in on leadership in educational settings. In an increasingly corporatized environment, grassroots leadership can provide a balance to the prestige and revenue seeking impulses of campus leaders, act as a conscience for institutional operations with greater integrity, create changes related to the teaching and learning core, build greater equity, improve relationships among campus stakeholders, and enhance the student experience. The text documents the stories of grassroots leaders, including the motivation and background of these "bottom up" beacons, the tactics and strategies that they use, the obstacles they overcome, and the ways that they navigate power and join with formal authority. This investigation also showcases how grassroots leaders in institutional settings, particularly more marginalized groups, can face significant backlash. While we like to believe that organizations are civil and humane, the stories in this book demonstrate a dark side with which we must reckon. The book ends with a discussion of the future of leadership on college campuses, examining the possibilities for shared and collaborative forms of leadership and governance.
5 Steps for Redesigning Your Leadership and Life from the Inside Out
Author: Rayona Sharpnack
Publisher: John Wiley & Sons
Category: Business & Economics
Silicon Valley wunderkind Rayona Sharpnack has been a schoolteacher, tennis champion, manager and player for a women's professional softball team, and a celebrity who coaches some of the most successful leaders in business. Trade Up! draws on Sharpnack&'s experience, as well as stories of successful leaders she has worked with, to reveal how leaders limit themselves by holding on to ideas or assumptions about ourselves—what she calls your “context” —that are no longer valid. Trade Up! outlines the 5 steps to help leaders gain awareness of these assumptions and trade up from limiting beliefs and behaviors to those that will help them change the world. The 5 steps are Reveal your context: what do you believe about yourself? What holds you back? How do you impact others? Own your context: take stock of the upside and downside of your context, and examine the intended and unintended consequences of it! Design a new context that gets you what you want: begin by asking yourself "how good are you willing to have life be?" Sustain your new context: develop new practices to get this new context to stick! Activate your context and engage with the world: move out of your own concerns and into partnership and community with others to help change the world around you!
In The Woman's Place is in the Boardroom the authors put the business case for more women on company boards. In the next book they explained how to achieve it. Here the authors discuss the role women directors can play in the reform of corporate governance systems following recent financial, crises in leadership, governance and the economy.
Crediting the Past, Challenging the Present, and Changing the Future
Author: Connie L. Fulmer
National Summit on School Leadership contains articles on educational leadership submitted for publication in the 2005 NCPEA yearbook. Included is an invited article section followed by three additional sections titled crediting the past, challenging the present, and creating the future. This annual publication features current thinking on educational leadership, innovations in the preparation of school leaders, and issues relevant to the field. It will be of interest to professors of educational administration, superintendents, principals, and scholars engaged in changing and challenging the field of educational leadership.
This highly detailed study maps four decades of evolution of the concept of what constitutes effective school leadership. It analyses the theoretical background to these developments and advocates the utility of thinking of a ‘lean’ form of school leadership that is comparable to the concept of ‘meta-control’. A wide-ranging survey of the empirical research literature on leadership effects includes the presentation of results from earlier meta-analyses as well as a new meta-analysis on some 25 studies carried out between 2005 and 2010. This survey demonstrates that older reviews and meta-analyses were predominantly based on so-called ‘direct effect’ studies, while more recent studies have tried to quantify the indirect effects of leadership, mediated by other school variables. While acknowledging the relatively small total effect of leadership on student outcomes, the study does identify promising intermediary factors which, stimulated by specific leadership behaviours, impact on student performance. The book ends by drawing out wider implications for educational practice and policy, presented under headings such as ‘schools need leadership’, ‘the toolkit of the school leader as a meta-controller’, ‘the special case of turning around failing schools’ and ‘efficiency of school leadership’. In passing, the authors make several suggestions about potentially fruitful next steps in researching the effects of school leadership.