Exemplary Leadership Practices by Litchka Peter R.;

Author:Litchka, Peter R.;
Language: eng
Format: epub
Tags: undefined
Publisher: Rowman & Littlefield Publishers
Published: 2012-08-15T00:00:00+00:00

When Ellen finished, there was momentary silence. Some of the faculty began clapping and standing, followed by everyone else in the room. Northwestern High School was ready to start anew!

Learning for Leading

At this point, it is worth addressing two questions regarding change. First, what kind of school leadership is most likely to impede or prevent success in the change process? Very simply put—transactional leadership (quid pro quo), selfish leadership (this is all about me), ruthless leadership (my way or the highway), and/or unethical leadership (the end justifies the means) will not work over time. Yes, sometimes this leadership can work for a while. But the successes are short-lived, superficial, and counterproductive. School leaders are strongly advised to avoid a focus on transactional leadership for the change process at all costs!

The second question relates to resistance to change. The school leader’s understanding of resistance to change will be critical for the success or failure of the initiative. It is imperative to know that resistant to the proposed change is natural, and is demonstrated in varying ways and to differing levels of intensity. As shown, some of this resistance may be that followers are nervous, timid, and anxious about how the change will impact them.

Some of the resistance may come from those who really believe it is not in the best interest of the school and goes against their own professional beliefs. Still, some of resistance will come from those who might be angry, defiant, and/or resentful. In any case, resistance will occur and the wise leader will not avoid it.

Evans (1996) categorizes people within an organization who are facing change into three groups: Red Hots, Unfreezables, and Cryogenics, based upon two dimensions: commitment to change and ability to change. An exemplary school leader understands, acknowledges, and recognizes where each person is along the spectrum of change, and that this can be critical to the success and longevity of the change process.

Red Hots: those who demonstrate a positive commitment to the change and are also exhibiting the capacity to implement the change successfully. The tendency is to leave these people alone, since they “get it.” But that can be dangerous for the leader and the change process because these “high flyers” may: (1) burn out; (2) feel unappreciated; (3) could begin to regress in doing things the old way. The savvy leader understands that leaving this group alone is not a viable option, and that providing support, guidance, and a professional relationship is critical to their continued positive attitude and extraordinary abilities.

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