Week 6

Leadership quiz:
Your scores are as follows: 

 Authoritarian 28
Procedural 32
Transformational 39
Participative 41
Laissez-Faire 40

In you're assignment you are arguing that each theory has a style and attribute that goes with it.
Flipped preparation (required): Watch the video 'Leadership Theories and Styles', then identify a change initiative that you have been involved with, where you contributed to leadership or followership. Create a diagram that links your experiences to one or more specific leadership theories, with some explanation of these links

Click here to download


https://docs.google.com/presentation/d/1FAxbZ6pcoC6HRakak3NFpCYomqteuH0txOwkgqTLg3g/edit#slide=id.p
  • Flipped preparation (required): Create an account at tinkercad.com and work through the 'Tinkercad Tutorial Video' to create the 'Coffee Bag Jaws' design
  • Couldn't find the coffee bag jaws design so I completed all the lesson tutorials instead.

  • Flipped preparation (required): If possible bring a laptop with a mouse to the session to make using Tinkercad easier
Leadership Assessment 1
In part 1 of your LEADERSHIP 1 assessment you'll need to write (either individually, or in groups of two or three) a cohesive essay where you critically analyse the leadership of a change initiative that you were involved with in the past. Identify the leadership theories, styles and attributes used and evaluate their effectiveness. You can choose the leadership theories freely, they just have to be ones that are recognised in research literature.
You then plan your leadership of a future digital and collaborative change initiative. Indicate how insights gained from reflecting on the past initiative have influenced your plan for leading the future initiative. Remember that the focus of the plan is your leadership - not the initiative itself.
Leadership Theories
As time has progressed a number of leadership theories have emerged which deal with various styles and methodologies about leadership. These theories could be labelled in four broad headings; namely the Trait theories, Behavioral theories, Contingency theories and the Power and Influence theories. In 1922, Max Weber (see Weber, 1978) identified three kinds of leader/follower relations; traditional, bureaucratic and charismatic. He also noted that they occur in combination, and there may be gradual transitions between these types. Since then, much has been written about types of leadership. Some examples of leadership theories relevant to education include
  • Transactional
  • Transformational
  • Pedagogical
  • Distributed
  • Servant (Agile)
  • Tū Rangatira
  • Situational
Burns (1978) outlined the original ideas for both transactional and transformational leadership. He stated that both are 'moral' forms of leadership, as opposed to 'amoral' power-wielding.
Bass & Riggio (2006) developed their transformational leadership theory based on Burns' original ideas. This has been the one many of our students have found interesting to reflect upon in their Leadership 1 assessments. According to this theory, transformational leadership can be defined based on the impact that it has on followers. 
Providing a different perspective, Tū Rangatira: Māori Medium Educational Leadership (Ministry of Education, 2010) presents a model of leadership that reflects some of the key leadership roles and practices that contribute to high-quality educational outcomes for Māori learners. It focuses on leadership practices, providing insights into how effective professional development programmes can work towards strengthening leaders’ capabilities, growing capacity and sustaining exemplary leadership in the Māori medium education sector. Its message is not, however, limited only to kura. "Contemporary times call for innovative thinking. This visionary role of leadership entails understanding the past, recognising the present and envisioning the future, to bring about optimal education and life outcomes for learners.” (p.24).
Leadership Styles
Situational leadership (Hersey, Blanchard & Johnson, 1969) is interesting from the perspective of linking theory and style. It suggests that leaders adjust their leadership styles based on the 'readiness' of their followers. Situational leadership theory argues that for leaders to be truly successful, they must adjust the way they lead their teams, to suit two factors:
  • The ‘task maturity’ of the people they are leading (that is, how competent a person or team is at the task at hand)
  • The details of the task 
The Situational leadership model suggests four quadrants. Each quadrant denotes a different leadership style. In situational leadership theory, leaders place more or less emphasis on the task, and more or less emphasis on the empowerment of the people they’re leading, depending on what’s needed to get the job done successfully
(Adapted from Hersey, Blanchard and Johnson, 1969)
In class, complete the University of Kent (2011) online quiz about your typical leadership styles When you have finished record your results and thoughts for later use (Leadership 1 & 2 Assessments).
University of Kent - This online quiz from the University of Kent (UK) will ask you 50 questions about your own styles of leadership tinyurl.com/TMLLeadership(requires Flash)
Golman’s Leadership Styles – A different view of leadership styles - one of the reasons for including these is that they are in the same sources as the emotional intelligences that we look at later. Also important to note that each list of leadership styles tends to differ somewhat, so we are looking at three examples, Hersey and Blanchard, Goleman and the University of Kent
  • Coercive
  • Authoritative
  • Affiliative
  • Democratic
  • Pacesetting
  • Coaching
Leadership Attributes
There are many personal characteristics that may be identified as aspects of leadership. However it may be helpful to explore some of the attributes identified within various categories that we have introduced on the course previously. These include:
  • Key Competencies (e.g. relating to others)
  • 21st Century Skills (e.g. real-world problem-solving and innovation)
  • Growth Mindset (e.g. resilience)
  • Emotional intelligence (e.g. social skill)
Google Training and Emotional Intelligence
Google (n.d.) freely share their New Manager Training Guide, which includes some coverage of the importance of emotional intelligence.
5 Emotional Intelligences
In this session we look at the five emotional intelligences. 
  1. Self-awareness
  2. Self-regulation
  3. Motivation
  4. Empathy
  5. Social skills
See tinyurl.com/TMLEI (Akers & Porter, 2016) for more detail on these intelligences.

Critical Reflection on Leadership 
In-class you will also use a critical reflection framework to consider leadership iof previous change initiatives in preparation for the Leadership Assessment 1.See media below. 

References
Akers, M & Porter, G. (2016). What is Emotional Intelligence (EQ)? Retrieved from: https://psychcentral.com/lib/what-is-emotional-int...
Bass, B.M. & Riggio, R.E. (2006). Transformational Leadership (Second Edition), Routledge
Burns, J.M. (1978). Leadership. New York, NY: Harper & Row
Goleman, D., Boyatzis, R. & McKee, A. (2013). Primal Leadership: Realizing the Power of Emotional Intelligence. Boston, MA: Harvard Business Review Press.
Hersey, P., Blanchard, K. H., & Johnson, D. E. (1969). Management of organizational behavior. Englewood Cliffs, NJ: Prentice-Hall.
Hersey, P., Blanchard, K. H., & Natemeyer, W. E. (1979). Situational leadership, perception, and the impact of power. Group & Organization Studies, 4(4), 418-428.
Ministry of Education. (2010). Tū Rangatira: Māori Medium Educational Leadership. Retrieved from http://www.educationalleaders.govt.nz/Leadership-development/Key-leadership-documents/Tu-rangatira-English
University of Kent. (2011). How to find out your style of leadership. Retrieved from https://www.kent.ac.uk/careers/sk/leadership.htm
Victoria State Government. (2007). A “Critical” Reflection Framework. Retrieved from http://www.education.vic.gov.au/Documents/childhood/professionals/support/reffram.pdf
Weber, M. (1978). Economy and Society: An outline of interpretive sociology. Berkeley, CA: University of California Press.
World Economic Forum. (2015). The skills needed in the 21st century. New Vision for Education - Unlocking the Potential of Technology. Retrieved from https://widgets.weforum.org/nve-2015/chapter1.html (Note: Full version of the report available from http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf)

3D Modelling
In small groups, choose and watch together at least one video from this week’s media, relating to 3D design or 3D printing (i.e. '3D printing a lunar base', '4D printing', 'What If 3D Printing Was 100x Faster?', '3D printing UAVs' or 'Kidesign - 3D Design and 3D Printing for Education').
In your groups, suggest ways in which the widespread use of these technologies in industry might require changes to current educational practice in your own context. Publish your group thoughts to the G+ Community, In Class Tasks, using #3DEducation and your location as hashtags.
3D Thinking and Spatial Intelligence
This type of 3D modelling is not only useful for learning to design 3D objects. Many researchers believe that it links to wider skills that can be developed and applied elsewhere. For example Dünser, Steinbügl, Kaufmann and Glück (2006), part of a team that have published widely on the value of students creating and using 3D models, state that “Spatial ability is one of the main components of human intelligence [and is especially important for several occupations or educational programs and training… spatial ability is pervasive, which means that we need it for almost each activity in everyday life" 
Similarly Karon (2015), in the context of teaching 3D technology to children, notes that “Research indicates that strong spatial thinking, a skill necessary for creating three dimensional objects, is directly linked to success in science, technology, engineering and mathematics...spatial thinking can be taught and improved through practice.” 
Topology Sculpting
A type of 3D modelling that is like sculpting clay. SculptGL lets you do this in the browser
Free 3D Modelling Software
There are quite a few options when it comes to free 3D modelling software that is available online. Here is a list of a few we recommend:
Tinkercad
Tinkercad is a free, easy-to-learn online app anyone can use to create and print 3D models. You need to Sign Up / Sign In. For this we recommend you use a laptop with a mouse.
If you haven't used Tinkercad before, you should find  these videos useful for reference:
Alternatively, if you prefer to read rather than watch, you can use these step by step text-based guides made by Coco at The Mind Lab
Remember to save your 3D model frequently
References
Dünser, A., Steinbügl, K., Kaufmann, H., & Glück, J. (2006, July). Virtual and augmented reality as spatial ability training tools. In Proceedings of the 7th ACM SIGCHI New Zealand chapter's international conference on Computer-human interaction: design centered HCI (pp. 125-132). ACM.
Karon, P. (2015). Teaching 3D Modeling to Children. CG Cookie. Retrieved from https://cgcookie.com/2015/05/29/teaching-3d-modeling-children/

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