Nelson Mandela as a Leader February 13, by edl Leave a Comment Introduction Mandela has been recognized by the entire world as one of the most influential, effective, and democratic leaders, who have left after himself a great legacy.
That essay provided information concerning the various aspects of school context and the leader's role in shaping a school context that is conducive to change. One element of such a context identified by Boyd a is a "widely shared sense of purpose or vision. Whether a teacher is implementing a new instructional method, a leadership team is spearheading a school improvement campaign, or a superintendent is undertaking the restructuring of a district, the starting point for any change is a clear vision.
This paper focuses on vision, its definition, and how it is demonstrated in educators. Further, it provides a process for the collaborative development of a shared vision resulting in a vision statement.
Vision In the literature concerning leadership, vision has a variety of definitions, all of which include a mental image or picture, a future orientation, and aspects of direction or goal.
Vision provides guidance to an organization by articulating what it wishes to attain. It serves as "a signpost pointing the way for all who need to understand what the organization is and where it intends to go" Nanus, By providing a picture, vision not only describes an organization's direction or goal, but also the means of accomplishing it.
It guides the work of the organization.
Seeley describes vision as a "goal-oriented mental construct that guides people's behavior. However, vision is more than an image of the future. It has a compelling aspect that serves to inspire, motivate, and engage people. Vision has been described by Manasse as "the force which molds meaning for the people of an organization.
Vision is a compelling picture of the future that inspires commitment.
It answers the questions: What do they plan to accomplish? Why are they doing this? Vision therefore does more than provide a picture of a desired future; it encourages people to work, to strive for its attainment. For educational leaders who implement change in their school or district, vision is "a hunger to see improvement" Pejza, As important as it is to know what vision is, it is also important to know what vision is not.
Nanus states that vision is not "a prophecy, a mission, factual, true or false, static, [or] a constraint on actions. Other descriptions of vision provide more explicit information especially pertinent to educational leaders. Seeley defines two types of vision, both related to Cuban's concepts of first and second order changes.
Using the construct of first order changes, those that deal with improvements, Seeley asserts that these changes are connected to first order vision or program vision.
An example of a change requiring program vision is a school's adoption of a new reading program. Second order changes are those that require restructuring or a reconceptualization of an organization's roles, rules, relationships, and responsibilities.Leadership role modeling of behaviour appropriate for change Respondents from the study showed that as little as 15% felt that top leadership was able to role model appropriate behaviour to see through the strategy implementation process.
leadership matters, how important those effects are in promoting the learning of all children, and what the essential ingredients of successful leadership are. Lacking solid evidence to answer these questions, those who have sought to make the case for greater attention and.
Home | Issues about Change Archive | Vision, Leadership, and Change. Vision, Leadership, and Change Introduction.
In the previous Issuesabout Change the important topic of creating a context for change was discussed. That essay provided information concerning the various aspects of school context and the leader's role in shaping a school context that is conducive to change.
Leadership is a ‘’social influence process that is necessary for the attainment of societal and organisational goals; it is both conspicuous in its absence and mysterious in its presence – familiar and yet hard to’’ (Faeth ).
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