In - house & contact training

LEADERSHIP TRAINING, DEVELOPING STRATEGIC THINKING, CONDUCTING ORGANIZATIONAL TRANSFORMATIONS

 

MODULES AN THEMES FOR LEADERSHIP TRAINING, SCHOOL DEVELOPEMNT, AND TEACHER CONTINUING EDUCATION

 Below is a selection of modules and courses that can be conducted and facilitated in China. They are individual modules and thus can be conducted as they are. Then again, by combining them, we can build various processed of leadership development.

 The training processes can be focused for school leaders in general, or into one or a few schools as internal development. For individual school leaders it is possible to construct a 5-day long PD (professional Development) program, or even a MBA type extensive training program. School-wide, it is also possible to facilitate an intensive 4-5 day training program, which could focus either of strategic change and development, or enhancing leadership skills, or teacher development.

  The construction of the training is always needs- based and the combination of the modules needs to be tailored accordingly. Most of the modules below will take 2-3 hrs, but if done on a school-level with a lot of practical applications, the time duration is 4-5hrs.

 Below, the modules are categorized in five areas: a) developing education, schools and teaching. b) organizational change & strategies, c) leadership development, d) organization’s internal development, e) team development.

 In constructing a training program, we can select different modules from any of the categories in order to best fit the needs of schools and participants. For example, a school-wide program might be consisted on following modules:  A1, B1, B2, E1, B3, and B4. A training program for teachers could be: A1, A2, E1, D1.

 If there is a need for training not mentioned below (special education, early childhood education, didactical practices, teacher education), we can utilize the wide network of Didactica Consulting in order to locate the best possible lecturers and trainers for these purposes.

  

DEVELOPING EDUCATION, SCHOOLS AND TEACHING

A1. CASE FINLAND:

Clarify and explain the Finnish education system, teacher training, teachers' role and duties.

 

A2. QUALITY; a) quality education

Quality has many definitions and aspects. This module introduces to the framework of the Quality Criteria of Basic Education in Finland. It includes the theoretical background and also a hands-on work-shop in developing school quality.

 

A3. PEDAGOGICAL LEADERSHIP

Most recent research based approach on school leadership. The model is based on a extensive meta-study of school leadership made in Finland. It connects the recent research findings in Finland to key international research.

 

 A4. ROLES, TASKS, RESPONSIBILITIES AND COMPETENCIES OF EDUCATIONAL LEADERS

Today, the tasks and roles of school leaders is very complex and many-folded. This module studies the various ropes of school leaders and gives practical implications for leadership development.

 

 A5. SUPPORTING TEACHER CONTINUOUS DEVELOPMENT IN DIFFERENT CAREER PHASES

One of the key elements for school leaders of being a pedagogical leader is to help the teachers to learn and develop. The framework is based on the research made in Finland. It helps school leaders to identify that the teachers most often are very different and in different phases of development.

 

 A6. EVALUATION OF SCHOOL PRACTISES, TEACHING AND LEARNING.

The assessment and evaluation of all school practices is essential in all school development practices. This is always a tailored development effort based on the present situation of the school. Special evaluation frameworks are used, activities are studied, and developmental recommendations are presented.

 

 

ORGANIZATIONAL CHANGE & STRATEGIES

  

 B1. FUTURE ORIENTATION

Learn the importance and technique of future orientation and visionary thinking. Developing an attitude to create the future.

 

B2. VISIONARY THINKING: Visionary thinking is about the key orientation of any educator to his/her work – not only the day-to-day teaching and managing, but also looking further in the future and developing the school to better respond and be proactive.

 

B3, STRATEGIC LEARNING CYCLE, TEAMS & CHANGE  (COGNITIVE STYLE 2)

Development of the main framework in understanding change – Strategic Learning Cycle. The framework was developed in the PhD research of prof. Jukka Alava. Important link to individual cognitive styles makes the framework very important in any organization.

 

B4. ORGANIZATIONAL CHANGE

Presentation of the key theoretical models of change. Discussion of phases of change, leading change, change resistance. Includes practical application for change.

 

B5. FACING STRONG FEELINGS IN CHANGE

It is a common fact that change arouses strong feelings which most often are hard to deal with. This module introduces the different phases of emotions people face in change and gives detailed guidelines how to deal with strong emotions.

 

B5. REFRAMING LEADERSHIP (DEEPER UNDERSTANDING OF LEADERSHIP)

The framework by Bolman & Deal is a strong theory- based approach that helps us to rethink our understanding leadership and organizations. Suitable for any leader who wants to get familiar to one of the most powerful concepts of develop one’s own understanding of leadership.

 

 LEADERSHIP DEVELOPMENT

  

C1. LEADERSHIP DEVELOPMENT (The Leaders ‘360’- feedback)

Leadership improvement is based on The Leader- profile. It is a feedback instrument, where the participants gets feedback from colleagues and subordinates. This is a demanding but effective leadership development module. Thre is a special fee for the 360 instrument.

 

C2. COLLABORATIVE LEADERSHIP

It is today well-known, that one leaders or principal, can no more lead the school alone. It is essential to understand the members of the school community (teachers, students, parents, and stakeholders) as resource to the leader. the module introduces to the key research findings and gives guidelines to practical applications.

 

C3, COACHING LEADERSHIP

Being a coach is on the recent approaches in understanding leadership. This module introduces to the framework and discussions of various aspects. It also give practical guidelines to develop as a coaching leader.

 

C4, MOTIVATION & SITUATIONAL LEADERSHIP & FEEDBACK

Motivation is a key element in securing effective and efficient work. Different motivational theories are studied and tested. The framework of Situational Leadership is present as one of very practical models of leadership. It is also connected to giving and receiving feedback.

 

C5, PEAK PERFORMANCE: The goal is to explain the importance of personal responsibility of human growth in understanding one’s own potential to do more, to aim higher.

 

C6. TRANSFORMATIONAL & TRANSACTIONAL LEADERSHIUP & EMOTIONS AT WORKPLACE

In the vast research of leadership behavior, transformational leadership has been found to be on the most effective way in leading the organization. This module discusses the development of the framework, builds a practical framework in understanding one’s own leadership behavior.

 

C7. WHAT CAN WE LEARN FROM THE PAST.

If studies historically, the development of leadership theories and practices give us important perspectives how and why certain leadership practices have evolved and stayed over time.

 

ORGANIZATION’S INTERNAL DEVELOPMENT

 

D1. CULTURE

It is proven in several research that school culture is of utmost importance in increasing better learning outcomes on schools. this training discusses the importance of culture, guides to analyze schools’ culture and helps to develop in a concrete way.

 

D2. DEVELOPMENT OF THE PROFESSIONAL ORGANIZATION (ITAX)

Professional organizations are often very difficult to lead. They consist of people who are professionals with high qualifications and competencies. This bring many new challenges to any leader of such organizations. In this module, the framework, called ITAX, which helps us to understand the dynamics of developing professional organizations also in practice

 

D3. QUALITY; b) internal quality (6sigma)

Organizational internal quality is actually we behave and understand our every-day work. This training includes a focused instrument in locating the points to be developed.

 

D4. ORGANIZATIONSAL LEARNING

Organizational learning is a powerful approach in developing organizations. The module discusses the various frameworks of organizational learning and focuses on the model developed by prof. Jukka Alava in his dissertation. The module also gives guidelines how to develop learning in organizations.

 

D5. MOTIVATING WORKING COMMUNITY (ATMOSPHERE): The goal is to clarify the different elements and issues affecting the daily work in terms of a motivating work-force. The research done by prof. Pekka Ruohotie is used.

 

D6. KNOWLEWDGE MANAGEMENT & COMPETENCE LEADERSHIP

Leading and managing today is based more and more on knowledge and knowledge management. This module discusses the role and important of knowledge, how to manage knowledge, and how it is linked to developing competencies.

 

D7. CREATIVITY AND INNOVATION + InSco (Innovation Scorecard)

It is self-evident that we need more and more creative thinking and innovations in order to renew our organizations. This module introduces a holistic model in understanding how to be innovative – individual, team, culture, structure, and leadership.

  

TEAM DEVELOPMENT

 

E1.  INTERACTION, INDIVIDUAL LEARNING (COGN STYLES 1)

Get familiar with the individual differences using the framework of cognitive styles.Developing understanding and practices to use the framework in enhancing student learning.

 

E2. TEAM DEVELOPMENT

Teams are very popular in organizations, but the dynamics and roles of teams are not always clear. This module introduces to the complex dynamics of team development in the organization.

 

E3. (MANAGEMENT) TEAM DEVELOPMENT

This is a hands- on training session, where the work of school’s management team is analyzed, its role is clarified, and the responsibilities of the team members are refined.

 

E4. EMOTIONS AT THE WORKPLACE

We know that in every organization on a daily bases we face emotions. They might be positive, negative, mixed, strong or minor. In any case, emotions have a large impact on the atmosphere of the organization. If not dealt properly, strong emotions can be disruptive. This module examines in detail what are emotion, analyses real events with emotions, and studies the dynamics between emotions and action.