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Section C: CDP Q 2 - Coggle Diagram
Section C: CDP Q 2
Overview of the campaign:
Purpose:
The leaders at Insthayelelo Primary School do not receive respect from the other learners, and this affects their outlook on leadership. Their understanding of why leadership is important and what a leader entails is limited, thus establishing a conceptual framework is necessary as an effective organisation cannot function optimally unless the members of that organisation understand its importance and value- the organisation will be incapacitated due to the lack of understanding despite the skills that the leaders may have.
This has affected the way in which the council functions as they lack respect for their fellow members in the group causing disunity among them. Additionally, they are unable to perform the tasks that they are required to do due to not valuing leadership because of the response they receive from school learners which in turn affects their confidence in being leaders. The above-mentioned speaks to the leadership’s occupational potential being restricted as it is limiting their oppertunity for occupational engagement in the leadership programe.
Therefore the campaign’s purpose is to promote the leaders’ occupational potential by having the group engage in team building activities that will allow their capabilities to improve which in turn will increase their level of participation within their leadership role and overall occupational engagement.
Aim:
To promote the Occupational potential of the leadership council at Intshayelelo Primary School, through building the capacity of the team in addressing skills aquisiton in order to fulfill their various roles within the school
Campaign Objectives:
Through participation in this campaign the leadership group will grow to trust and respect each other by engaging in team building activities.
Through participation in this campaign the leadership group will be more united, and they will understand the importance of their role as leaders by engaging in discussions about their teamwork.
The leadership council will discuss their understanding of leadership.
Develop an understanding of the value of leadership
Develop group cohesion.
Conclusion:
By focusing on team building activities and productive conversation, the campaign supports a long-term goal of having the leadership council become self-sufficient through posing topics to them related to communication skills, cooperation, teamwork, trust and conflict resolution. Consequently, the leadership council will become more effective and proactive within the school.
Through having the leadership form team cohesion resulting in improved efficacy, the learners in the school will not only grow respect for the leadership council but will also have role-models to look up to and may use the leadership council as motivation to improve their own behaviour or academic performance.
Lastly, as the council gains greater competence, respect and trust from leaders will grow which will ultimately lead to the leaners being confident in having the leadership council advocate for them.
Strategies for monitoring and evaluation
Why?
Accountability, improving performance, learning, communication
Allows for effective planning of future processes
Provide information on:
- Outputs
(What was done?)
-
Outcomes
(immediate and observable changes brought about as result of outputs)- What happened?
-
Impact
(positive or negative)- long-term & sustainable changes in the lives of stakeholders (What changed?)
Setting indicators:
Indicators are those aspects of change that visibly or noticeably indicate that change is occurring – they are reliable signs.
Specific
unambiguous
credible
consistent
easy to collect
Monitoring:
“…the systematic and continuous assessment of the progress of a piece of work over time, which checks that things are ‘going to plan’ and enables adjustments to be made in a methodical way" (Bakewell, 2003)
Evaluation:
"the periodic assessment of the relevance, performance, efficiency, and impact of a piece of work with respect to its stated objectives. An evaluation is usually carried out at some significant stage in the project’s development" (Bakewell, 2003)
Approaches
Process-Based:
Participatory
minimum cost-effective
producing consistent, good quality information for accountability and learning purposes
awareness of diversity and different peoples' positions
building capacity
emphasizing analysis and decision-making
including unintended consequences
open to alternative sources of information
Pluralist:
different views of reality should be treated with respect and considered in their own right than having one scientific correct answer
different stakeholders=different perspectives
no absolute or objective criteria which can be set in advance from the outside
no evaluations are neutral
an interpretation of events is provided- rather than a judgement
Critique the design of the campaign
Evaluate campaign logic (is the theory of change valid and appropriate? How should the theory of change be altered?)
Evaluate what worked well and why
What needs to change and why
Refer to selected theories used (Capacity building, Occ science constructs)
Facilitative leadership works particularly well for groups focused on relationship building and communication. Thus, facilitative leadership should be used as the group will be focused on team building while also establishing a conceptual framework. Facilitators will encourage the group members to participate and make decisions by supporting the group while also ensuring that the facilitators themselves have a minimal influence during the session as this will encourage leaders to independently “take the next step” and avoid being reliant but rather work towards self-sufficiency.
According to Galvaan and Peters (2013) Occupation as “means” and “end” should not be thought of and treated as separate entities, instead it should be thought of and treated as part of the same entity. Thus this leadership campaign’s foundation for intervention will be based on this key assumption noted by Galvaan and Peters (2013). This campaign will be facilitated and guided by us to have the leadership engage in meaningful occupations related to their role as leaders. This will be done as a means to enhance the group’s team unity and shift their mindset and attitude regarding their impact as leaders, so that their participation level is constructive and positive.
The human development approach (2001) speaks to creating a supportive environment in which people can develop their potential and lead productive, creative lives in accordance to their needs and interests. Therefore improving team unity within the leadership will allow for such an environment to flourish. Improved team unity will promote the group’s occupational potential as their needs in terms of skill development of working in team will be met. In turn the group will come to realise that they have the capacity to become what they have the opportunity to be and that is good leaders.
Occupational potential is defined by Asaba and Wicks (2010), as people’s capacity to do what is required and what they have the opportunity to do, to become the people they have the potential to be. This description recognises people’s personal capacities as well as intrinsic and extrinsic constraints on their occupational options. The constraints that the leadership faces is the lack of training and the school’s disrespect which all contributes to the leadership not having the capacity to fulfill their role optimally and step into their potential. Therefore, this informs our campaign goals by allowing the leaders the opportunity to engage in this occupation recognizing their potential which will inform their doing and their belief that they are capable.
The partners we would involve in this campaign to ensure its sustainability is the three teachers overseeing the leadership program. These teachers hold the power in this program and thus it’s important to involve them in the development of the leadership. In order for us to reach our campaign aim an understanding among the teachers should also be established to know what they want the leadership to be.
Productive conversation
Benefit of having this method
Inquire into thinking
Bring out many views
Explicit views through explicit reasoning
Listen to understand
Root: turn together
Result: think and informed, fresh ideas
Effective inquiry:
mindful tone + active listening
What do you mean by that?
What leads you to think that?
Could you give us an example?
How do you feel about that?
What might the experience of others be?
What might the data of others be that leads them to think differently?
What might we be missing by looking at the issue this way?
Effective Advocacy
:
State your view
Why you think that
Give data
Give an example
Invite others to test your thinking
Ladder of inference:
Take action
Form beliefs
Draw conclusions
Make assumptions
Select data
Pool of data
UP: Advocacy
DOWN: Inquiry