From Persuasion to Learning: An Intervention to Improve Leaders' Response to Disagreement

In this study we bring together Argyris and Schön's theories of interpersonal effectiveness and research on negotiation to develop a model of effective leadership behavior in conversations involving actual or anticipated disagreement. A concurrent mixed-methods design was used to assess shifts...

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Bibliographic Details
Published in:Leadership and policy in schools 2014-01, Vol.13 (3), p.260-296
Main Authors: Robinson, Viviane M. J., Sinnema, Claire E. L., Le Fevre, Deidre
Format: Article
Language:English
Subjects:
Administrator Behavior
Australia
Coaching (Performance)
Communication Skills
Conflict
Conflict Resolution
Educational Practices
Feedback
Feedback (Response)
Foreign Countries
Individual Differences
Interpersonal Communication
Interpersonal Competence
Intervention
Leadership
Leadership Effectiveness
Leadership Styles
Leadership Training
Learning
Learning Activities
Mixed Methods Research
Modeling (Psychology)
Pretests Posttests
Professional Development
Skill Analysis
Superintendents
Transcripts (Written Records)
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Summary:In this study we bring together Argyris and Schön's theories of interpersonal effectiveness and research on negotiation to develop a model of effective leadership behavior in conversations involving actual or anticipated disagreement. A concurrent mixed-methods design was used to assess shifts in how 18 Australian superintendents responded to disagreement that arose in conversations about performance problems. The intervention included discussion of the model and its application to participants' own practice through analysis of transcripts, modeling, coaching, and feedback. Assessments of conversation skills and outcomes showed moderate to large intervention effects. The implications for leadership development and double-loop learning are discussed.
ISSN:1570-0763
1744-5043
DOI:10.1080/15700763.2014.922997