2 nd International Student Leadership Conference Melbourne, Australia 2008.

1. Leadership Training for the Gifted: A Frames of Reference Paradigm. 2nd International Student Leadership ConferenceMelbourne, Australia 2008.

2. Intended Outcomes: • Identify the characteristics, values and behaviours which constitute an effective leadership profile. • Understand leadership models and frameworks and apply them to specific scenarios. • Develop an understanding of analytical tools used in collaborative problem solving. 4. Solve a global problem using a frames of reference paradigm integrating leadership models and styles.

3. Pedagogical Underpinnings The development of student voice, vis-à-vis student mentors and the organisational committee is critical to developing leadership potential. (Huckaby and Sperling,1981)Simulation tasks facilitate greater retention and higher student task involvement. (Chan, 2000)Gifted students need to spend more time developing higher order cognitive skills and constructivist strategies will best facilitate that(Bloom, et al., 1956)Leadership ability informs and is a part of a wider definition of giftedness. Parker, J. P. (1983).

6. Synthesis(Creating) Evaluation(Evaluating) Analysis(Analysing) Application(Applying) Comprehension(Understanding) Knowledge(Knowing) Bloom’s Taxonomy for gifted students

7. Bloom’s Taxonomy Wheel

8. Leadership: Towards a Definition Social Dimension: Emotional intelligence informs a capacity to form positive relationships and within this context the capacity to persuade and exert interpersonal influence on others. Skills Dimension (Developmental) Capacity for public speaking and presentational skills including the use of different mediums. Creative collaborative problem solving, analytical and research skills. Attitudinal Dimension - courage, persistence, decisiveness, compassion Contextual and Situational Dimension. - type of organisation, values and traditions of the organisation, past experience of group effectiveness, time pressure.

9. Context This conference targets schools who teach the International Bacchelaureate as part of their core curriculum, are committed to international intercultural exchange and the development of Global Youth Leadership.

10. Phase Two: The Conference Programming Saturday 25th October 2008: Delegates arrive Melbourne Australia. Check in and registration confirmed. Sunday 26th: Full day excursion reflecting the history and culture of the host country. Day One: Monday 27th, Opening Address Student Perception of an Effective Leader: - In groups students exchange written profiles and come to a consensus on the top 10 defining characteristics. Group as a whole agrees on leadership characteristics. Pictures of most admired leaders placed on the floor for viewing and students categorise these: Politicians, environmentalists, scientists, medical practitioners, educationalists, sportspersons, etc. drawing conclusions Karnes & Chauvin Leadership Skills Inventory collected Students are presented with leadership models and frameworks and are required to integrate these ideas and principles to solve problematic fictional scenarios.

11. Phase Two Tuesday 28th: Full day excursion reflecting the culture and heritage of the host country.Wednesday 29th: Parallel sessions on analytical tools, plus research sessions. Evening dinner.Thursday 30th: HSBC Presentation on Leadership followed by time to finalise presentations.Friday 30th : Student presentations, open forum, followed by awards. Conference concludes 5pm.

12. Instructional Sessions.Students will receive a series of inputs on:1. Leadership Models and Frameworks - The McGregor X and Y Theory - The Bolman / Deal Model - The Situational Leadership Model2. Analytical Tools. - Meltabrc to critically review sources. - Force Field Analysis - TASC (Thinking Actively in a Social Context) - Mindmeister, collaborative on-line mind mapping programme3. Key note addresses from prominent leaders in their fields.

13. Topic: Reduction of Carbon EmissionsYour group represents a particular stakeholder organisation. TASK: Produce an Action Plan for your stakeholder group to reduce carbon emissions by 20% by 2020. In the process, you will need to review your stakeholder group’s current policy and practice regarding carbon emission and make recommendations to improve its reduction. Your presentation may make use of a variety of mediums and methods such as PowerPoint presentations, role –play, poems, music, song, posters, reports or pamphlets, to name a few.Duration: 15 minutes plus 5 minutes for questions and answers.

14. The Stakeholder Groups 1. A national automobile manufacturer. TATA . 2. School Leadership Team. ( Principal, Vice Principals, Assistant Principals and School Bursar) 3. A domestic airline. (Virgin Blue) A global bank. (HSBC) The Australian Labour Party. A radical environmental group. (Green Peace) A global hotel chain. (Inter-Continental) Each stakeholder group will have a pre-appointed liaison officer from the actual company/organisation.

15. Assessment / Evaluation Creativity, Action and Service (CAS) Certificates. Oral Presentations assessed using criteria sheets. 4. Post Conference Interviews and Leadership Skills Inventory.

17. Force Field Analysis

18. Leadership Models and FrameworksDouglas McGregor’s X and Y Theory School Leadership Team (SLT) are concerned that student printing is costing the school an exorbitant amount of money. In an attempt to reduce costs, what strategies or policies could be implemented? Scenario: You are members of the SLT. Decide what policies or strategies you could implement to reduce running costs. Adopt one of the three leadership styles, discuss strategic options to solve the problem and feedback in 15 minutes. Leadership Styles: Type X (motivation via authority, coercion and control) Type Y (Integration and self-control) Type XY (a combination of both)

19. Four Frameworks for Leadership: The Bolman / Deal Model 1. The Structural Framework2. The Human Resources Framework3. The Political Framework4. The Symbolic FrameworkScenario: It has come to the attention of Senior Prefects that uniform standards at the school are being flagrantly flouted by a large percentage of the student body. Choose one or more of the four frameworks and use its characteristics to find solutions to this problem.Feedback and solutions in 15 minutes.

20. Hersey and Blanchard’s Situational Leadership Model II Leadership is a function of... Forces in the leader (value system, experience, confidence, inclinations) Forces in the Group (need for independence, readiness to assume responsibility, tolerance for ambiguity, interest in the problem, etc) Forces in the Situation (type of organization, values and traditions of the organization, time pressure)

21. Scenario: Three of you are newly appointed Senior Dance Captains for your school house and are charged with the responsibility of choreographing dance routines and organising rehearsals in preparation for The Evening of Music and Dance which starts in 6 weeks. Unfortunately, several members under your tutelage are disgruntled because they believe they should have been given the honor of being Dance Captain, and , are consequently behaving in a subversive manner. What leadership strategies or styles would you use to address this conflict and lead your team forward?Feedback and solutions in 15 minutes.

22. Phase Three: Post Conference Phase 1. Review of CAS Journals2. Post conference interview / questionnaire3. Karnes & Chauvin Leadership Skills Inventory

23. Strengths 1. Breadth and Depth 2. Development of Student Voice3. Intercultural exchange and understanding

24. Weaknesses 1. Limit to what can be expected from students prior to conference. 2. Students will only obtain the public relations line from the stakeholder group liaison officer and website.3. No formal instruction on interpersonal communication skills