ETL504

Organisational theories, Management theories, Leadership theories, Leading change, Leadership for learning, 21^st century learning, Strategic planning aaaaaaaand at the centre of it all, the teacher librarian (TL) as a leader. I am without a doubt more knowledgeable from the vast content covered in this course, if not a tad confused. The naivety of my first blog post ‘Effective leadership’? has become very obvious as I learn the complexities and theories behind the above mentioned.

My understanding of leadership, and leadership capacities of the TL evolved from simplistic views such as power and delegation as mentioned in module 1 , through to an understanding of the challenges of leadership and management in schools, (module 3).

The importance of managing our own professional learning (module 4) in areas of need has allowed me to plan up-skilling in many 21^st century skills, such as my understanding and confidence in using digital tools and technologies. This will allow me to further understand and assist my students with learning skills, literacy skills, and life skills in the 21^st century (Thoughtful learning, 2017).

Case study tasks allowed me to not just regurgitate information learnt on strategic planning, budgeting, conflict management, team building and advocating the importance of the school library, it also gave me time to reflect on the challenges and opportunities first-hand of working within a team.

We could classify our group as an Entrepreneurial organisation (Mintzberg as cited in Kokemuller, 2017).

The reluctance I felt doing group work was identified in blog post ‘Group work apprehension’. Group 10 worked well to complete the required tasks. I personally was worried about the time constraints I had to be a valuable member as expressed in Case study 3 wiki discussion. Others seemed to have the ability to log in multiple times a week and this left me feeling inadequate. I made a suggestion to assign tasks differently in future, however this didn’t seem to be acknowledged, so the problem for me continued. Upon reflection, I failed to express my feelings. This issue demonstrated first-hand the importance of open communication within a team. This experience has allowed me to identify the absolute need for open communication as well as understanding of others. Not to mention self-reflecting on my own skills in communication. I plan on using the strategies in future situations suggested by Bender (2005, p.5)

The other challenge group 10 faced was not having an identified leader, even no clear organically arising leader within the group. All members contributed ideas and some collated and posted across our reports, but I believe that was by circumstance rather than leadership capacity, an example of distributed or situational leadership perhaps. Not effectual though.

Fortunately there was no need for conflict resolution within our team, perhaps a longer running working life may have developed into this. However the videos and tools provided in module 3 such as the 6 steps suggested by the Fair Work Ombudsman (n.d) I plan on drawing on in my current workplace.

I plan on finding out more about my working teams in future, to allow me the capacity to be understanding of individuals personal situations think this will enable a more trusting and open environment for members. Bell’s (2013) acronym strengthens this understanding for me.

References

Bell, M. A., Van Roekel, J. L., & Weimar, H. (2013). School librarians and the technology department: A practical guide to successful collaboration. Linworth.

Bender, Y. (2005). The tactful teacher: Effective communication with parents, colleagues, and administrators.  Nomad Press.

Fair Work Ombudsman. (n.d.). Manager’s guide to difficult conversations in the workplace. Australian Government. http://mel0201clsprod.blob.core.windows.net/uploads/fairwork/programresources/ca 3bcd7f-8d27-4146-879e-35cb809a87d4/c9a2d0e7-dba1-49b6-a017- 2dae43fdee62/manager’s%20guide%20to%20difficult%20conversations%20in%20the%20w orkplace.pdf

Kokemuller, N. (2017). Mintzberg’s five types of organizational structure. Hearst Newspapers: Small business. http://smallbusiness.chron.com/mintzbergs-five-types-organizational-structure60119.html

Thoughtful Learning. (2017). What are 21st century skills? Thoughtful learning. https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills

The physical space of a school library is as equally important as what is going on in it. It must inviting physical space to encourage and engage students to utilise its information services in addition to encouraging a love of reading. Part of creating this positive space is dependent on the library staff being welcoming and motivated.

The school library must be felt to owned by the entire school community. It must reach into each classroom by embedding access to information through various technologies.

If I had the opportunity to effect change in my current library I would create a virtual library as it is completely non-existent.

I am too honest, I am aware of this weakness….. or is it a strength?

I complained to anyone who would listen (not many were interested) and being required to do effective group work in a Masters degree where most students are working, probably full time, and possibly with families to care for. Who has that flexibility with time? Not me that’s for certain.

I was not keen and full of apprehension, I don’t even play team sports these days because I know I’d let someone down with negative free time.

When I logged into the group only 2 days after we were assigned and saw that everyone else had already introduced themselves, my apprehension grew more.

Should I be stoked that my group are so dedicated and we will surely get our tasks done or was I nervous because I knew I’d let them down time-wise.

Both, was the answer. I feel we displayed a DISTRIBUTIVE style of leadership from not one manager but as a communal leadership team, every group member shared their thoughts and ideas. However there was no set time/date that we decided on making them into a final submission and so whilst being consumed by one of my others roles in life I kept thinking; ‘oh man, I need to log back in and see what else I need to do to contribute. Could I fit that at at midnight when everything else is done’?

Thankfully, we had a couple of members logging in more regularly and collated our responses into a final product without being specifically assigned to do that, leading by example they were. I have suggested for our future case studies that we set out right from the beginning who does exactly what and when we have to have it in. This will allow for more control and flexibility and a clear outcome for all.

Uh Oh….

I just reached a whole new level of procrastination in studying by Googling….. ‘motivation to study’. Here is one result.

(retrieved from https://www.alamy.com/how-to-success-concepts-with-attitude-of-lifebusiness-motivation-withstudy-dreamdo-it-now-text-on-note-paper-color-image230482246.html)

I have nowhere near enough time to do this Assessment #1- Concept map the justice it deserves, let alone continue coming up with inspiring new lessons for my students and yet I find myself Googling this!

AAAAND then doing my first non-compulsory blog post about it. Why?

Is it because I don’t feel confident in my understanding of the expectations of the assignment? Maybe, yes.

Is it because I feel the pressure of leaving it later than i should have? Yes, total avoidance.

It is also probably because I am unsure of my direction at this point. Becoming qualified to be a TL has been a goal for a few years but life has really not been kind and 3 years on I am still only just doing my third subject. I don’t have a job lined up to be a TL and I live in a small community where the chance may not come up.

When I get the chance to engage in the readings, meeting and discussions for more than an hour at a time without being interrupted, I absolutely love it and remember why I chose this path. To be given a chance to put into practice ‘leading from the middle’ , ‘Leading for change’, and sharing my knowledge of organisational and leadership theories is my goal.

One more……

(Retrieved from https://confidencebykb.com/2018/01/23/day-22-motivation-to-study-and-work-hard-for-your-future/)

What is my preferred conflict handling style?

In my ‘self assessment’ I score highest (18/20) in Problem solving, followed closely by compromising (17/20).

I think both of these are the more effective styles of conflict resolution as it provides all parties with a voice and a positive/mutually beneficial outcome.

My lowest score was as an ‘avoider’ of conflict (10/20). I 100% agree with this. I do not tend to avoid conflict, although at times I’m worried I do not always ‘choose’ my fights and may have more conflict/conversations than always needed. This could be seen as good or bad, as I think communication is the most important of important when it comes to relationships and workplaces. As a leader though, I believe problem solving is the best strategy. Compromise may not always demonstrate my position as a leader. I may have to look at strategies to ensure ‘respectful compromise strategies’.

After Reading and reflecting on the threads in the Secondary section of the organisational description of other student’s school contexts, I have come to a conclusion that there is every combination of structure, management, communication styles and outside influences and that the results of these combinations don’t always equal the same organisational environment. Whether the school is Independent, Catholic or a State school, all have a variety of structural leadership and management styles.

I noticed that student’s referral to the organisation as an ‘organism’ was a popular choice and rightly so.

Being a Biology teacher, I enjoy this metaphor that supports the view that an organisation depends on each of its parts (staff) to carry out functions together to survive. Organisations are biological entities.

So, upon reflection, Generally the traditional styles management, with rigid hierarchical systems and that are highly bureaucratic seem to foster negative feelings in its employees. How then do we maintain effective management and leadership styles to improve attitude and relationships in the workplace?

I believe we start with a less traditional approach.

“Workers are human”

“You don’t get far putting a stopwatch on an investment banker”

“log ago managers accepted that people are complex human creatures and that they are most likely knowledge workers rather than physical labourers”

“Organisations have come to be regarded more like organisms than machines”

“what attracts and motivates the best knowledge workers?- value of teams, the flattening of hierarchies….” (Colvin, 2000).

So why are School systems- schools – school libraries all still managed in this way?

Colvin, G. (2000). Managing in the info era. Fortune, 141(5) Retrieved from: http://archive.fortune.com/magazines/fortune/fortune_archive/2000/03/06/275231/index.htm?iid=sr-link1.

When asked about what I understand about leadership, I started drawing on the different styles of being a leader; authoritarian, lassez-faire etc and the need for different styles in different contexts. How is this relevant to the role of a Teacher Librarian (TL)? Although I know there is a need for hierarchy of leadership within a school, I do believe there also exists in some schools old habits/traditions where TL’s may not be treated or seen to be leaders.

This could be just a view from personal experience and I look forward to learning the skills to educate the importance of shared leadership and the value a TL can have as part of a leadership team.