Building our group:
My group functioned well within the confines of the task, we developed collaborative professional relationships but we did not spend anytime developing our interpersonal skills. As I mentioned in the Reflection on Colvin reading – 2.1, within a school environment, relationship building is one of the most beneficial things you can do. However, in the online environment without the face-to-face interaction, I felt we did not give this the due attention it deserved and as a result missed an opportunity to build a network with like-minded people that could help breakdown the isolation of online study.
My group was very task driven and transactional leadership came through when establishing how our group would function. We had one-person start the conversation around organising our group, we put in place a series of guidelines or rules to follow, this ensured that everything ran smoothly and we meet the required timelines. A strength in running our group like this meant that everyone knew their role; we managed our time efficiently and we had no conflict. However, if we were to use this approach in a school environment, it would cause issues if someone could not complete their task as the system would fail to run smoothly or others would need to pick up the slack which could lead to resentment, extra burden on people who are already time poor and cause conflict.
Case study scenarios: The TL as a leader.
I have never experienced a working environment quit like the one in the case studies; it was very confronting and made me feel quite anxious thinking about how to manage the different situations. As can be seen in my reflection on conflict resolution, I would prefer to achieve a win-win situation, working with all parties involved as to avoid conflict and find a solution that is beneficial for all. Personally, I would find it difficult to manage some of the situations identified in the case studies; it has been a good opportunity to think about solutions and put them into “practice” in a risk free environment.
The case studies have also allowed me to reflect on the role of the TL as a leader. The TL is more than just a manager of the space that is the library; they are team builders, financial officers, mediators, strategic planners, advocates, motivators, knowledge builders, curriculum developers, mentors, futurists and so much more. With all this in mind, it has made me realise that the TL cannot do can it all on their own and they need to lead from the middle by building strong team around them.
To instil leadership in others, the TL may need to be a transformational leader who can inspire those around them to buy into the vision and create a team of like-minded people who will work towards the common goals. They may need to be distributive leaders who are willing to relinquish control so that responsibility is shared within their team and finally they need to be servant leaders who are at the coalface supporting teachers and students. The TL is a valuable asset within the school environment and their leadership is a driving factor in teaching and learning across the school.