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Chi vuole l’autonomia?
ricerca sulla dirigenza
in Italia
Daniele Vidoni
CRELL – European Commission
[email protected]
L’Autonomia Abbandonata? Direzioni di scuole a confronto
III Convegno nazionale DISAL
Pesaro, 17-19 novembre 2005
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Modelli organizzativi e stili di leadership
Management
per procedure
Management
collegiale
Anarchia
organizzata
Management
politico
Management
per obiettivi
Compiti
Lavoro di gruppo
Libertà individuale
Rappresentanza di
interessi contrapposti
Risultati della
gestione
Definiti
dall’esterno
Condivisi
internamente
Ambigui
Frutto del
compromesso
Top down
Stakeholder
prevalenti
Stato
Docenti e Studenti
(comunità)
Docenti
Gruppi d’interesse
Mercato
Integrazione
interna
Strutture formali,
leggi e
regolamenti
Task force, team
interfunzionali
Loosely coupled
Commissioni
rappresentative
Gerarchia
manageriale
Processi
decisionali
Svuotati di
rilevanza
Partecipazione
democratica
Non intenzionali
(Garbage can)
Arena politica:
risoluzione dei
conflitti
Formali,
Razionali
Sistemi di
controllo
Burocratico
Controllo di
gruppo
Autocontrollo
Controllo sociale
Scostamenti
dagli obiettivi e
dal budget
Stile di
leadership
Ispettivo
Gestore di cultura
Leader “shadow”
Mediatore
Direttore
Generale
CRITERI
Focus
Obiettivi
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Il dataset
• 65 school manager in Emilia Romagna
nell’anno scolastico 2004-2005;
• Scuole selezionate in base ai seguenti
criteri:
– Dimensione medio-grande (700-1500 studenti);
– Localizzazione urbana;
– Scuole paritarie;
– Istituti superiori o comprensivi (superiori +
medie)
3
Leadership style
inspective
0%
leader "shadow"
13,85%
mediator
13,85%
cultural manager
63,08%
authoritarian
3,08%
no aswer
6,15%
4
Definizione degli obiettivi della scuola
shared vision
58,67%
defined by the school leader in a (more or less) participative
way
defined by the school leader in an authoritarian way
27,69%
ambiguous
4,62%
externally defined
0%
9,23%
5
Il focus del collegio
group work
43.07%
autonomy
15.38%
accountability
6,15%
representing conflicting interests
9.23%
assigning duties
26.15%
6
Rapporto con il collegio
full cooperation and sharing of the school ethos
cooperation although some teachers may act as free riders
the teacher body does not support the vision of the school manager
7
Importanza di poter scegliere i
propri collaboratori
serious
problem
sometimes a
problem
not a problem
8
Le leggi italiane favoriscono le
vostre capacità manageriali?
Yes
No, I can't decide staff members
No, I have to devote too much time to many different projects
No, I don't have full control over the budget
No for other reasons
I don't know
9
Analisi sulle caratteristiche
specifiche del modello di leadership:
quali sono i sub-dataset utilizzati?
inspective
0%
leader "shadow"
13,85%
mediator
13,85%
cultural manager
63,08%
authoritarian
3,08%
no aswer
6,15%
10
Le aree d’indagine:
• Razionalità manageriale
• Professionalità
• Transformational leadership
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Razionalità manageriale
Quest’area studia le caratteristiche del management
in termini di:
• Problem solving;
• Data mining and analysis;
• Definizione degli obiettivi della scuola;
• Decisioni su quanto dettagliare detti obiettivi;
• Creare procedure manageriali per raggiungere gli
obiettivi;
• Assicurare l’accountability;
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Professionalità
Studia le capacità del management di:
• Strutturare il processo educativo;
• Realizzarlo;
• Valutarlo e
• Parteciparne i risultati con
– Insegnanti;
– stake-holders esterni (famiglie, comunità, governo
locale, associazioni, network di scuole,
amministrazione nazionale e regionale, ecc.).
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Transformational leadership
This leadership style is appropriate for a divergent
organizational context where the leader needs to
develop
an innovative vision for the strategic management of
the institution,
convince the group of the appropriateness of such
vision,
and motivate the collaborators so that they can
overcome the natural inertia against changes. (Burns
1996)
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SKILL
DESCRIPTION
a
b
c

1
Problem solving
the capacity to acknowledge, face and find a timely solution to problematic situation (recurrent or
unexpected) arising in at work

2
Data mining and
analysis
the capacity to research existing data and analyse it to extract relevant information (for example
electronic databases, the internet, existing registers, other colleagues)

3
Managing
school/territory
relationships
the ability of understanding the local expectation for the school, of specifying the interests of the
various stake-holders and of involving them in the definition of the annual school plan

4
Strategic planning
The ability to develop a strategic plan for communicating the objectives, the activities, and the
results of the school and the ability to define a shared annual program.

5
Strategic focus
The ability to promote a clear vision of the development of the school and to actively contribute
to the definition of priorities and objectives.

6
Administration
The ability to avoid extemporary management practices by setting up managerial procedures for
the development of the plan of the formative offer, the annual program, and performance
monitoring

7
Relationship with
the School Board
The ability to maintain full control on and be responsible of the adopted decisions while listening
to, following the indications of, and informing the School Board.

8
Leadership
The ability to give a distinctive character to the school and be a credible reference point for staff
and colleagues who share such distinctive character in the common aim of reaching the
objectives
9
Human resources 1
Understanding the knowledge needs and the potential of the pupils to effectively draft the
educational offer, coordinate the curriculum structure and the work of the teachers
Human resources 2
Clear definition of the responsibilities and tasks of the different school components to allow the
recognizing the endeavour and the results of colleagues and staff and the setting up adequate
incentive systems (monetary and symbolic)
10




15


100%
80%
extremely important
60%
important
40%
20%
0%
Human
resources 2
Managerial rationality importance
Relationship
with the
School Board
Human
resources 2
Relationship
with the
School Board
0%
administration
20%
administration
Managerial rationality importance
Strategic
focus
important
Manager
Leaderculturale
ombra
100%
Mediatore
Human
resources 2
Relationship
with the
School Board
administration
Strategic
focus
Data mining
and analysis
Managerial rationality importance
Strategic
focus
extremely important
Data mining
and analysis
Problem
solving
0%
Data mining
and analysis
40%
Problem
solving
Human
resources 2
Relationship
with the
School Board
administration
Strategic
focus
Data mining
and analysis
100%
Problem
solving
60%
Human
resources 2
80%
Human
resources 2
Relationship
with the
School Board
administration
Strategic
focus
Data mining
and analysis
Problem
solving
100%
Relationship
with the
School Board
administration
Strategic
focus
Data mining
and analysis
Problem
solving
Problem
solving
Razionalità manageriale
Managerial rationality holding
100%
80%
extremely important
80%
extremely good
60%
important
60%
good
40%
sometimes important
40%
satisfactory
20%
not important
20%
not satisfactory
0%
Managerial rationality holding
100%
80%
extremely good
60%
good
sometimes important
40%
satisfactory
not important
20%
not satisfactory
0%
Managerial rationality holding
80%
extremely good
60%
good
sometimes important
40%
satisfactory
not important
20%
not satisfactory
0%
16
100%
80%
extremely important
60%
important
40%
20%
0%
Human
resources 2
Managerial rationality importance
Relationship
with the
School Board
Human
resources 2
Relationship
with the
School Board
0%
administration
20%
administration
Managerial rationality importance
Strategic
focus
important
Manager
Leaderculturale
ombra
100%
Mediatore
Human
resources 2
Relationship
with the
School Board
administration
Strategic
focus
Data mining
and analysis
Managerial rationality importance
Strategic
focus
extremely important
Data mining
and analysis
Problem
solving
0%
Data mining
and analysis
40%
Problem
solving
Human
resources 2
Relationship
with the
School Board
administration
Strategic
focus
Data mining
and analysis
100%
Problem
solving
60%
Human
resources 2
80%
Human
resources 2
Relationship
with the
School Board
administration
Strategic
focus
Data mining
and analysis
Problem
solving
100%
Relationship
with the
School Board
administration
Strategic
focus
Data mining
and analysis
Problem
solving
Problem
solving
Professionalità
Managerial rationality holding
100%
80%
extremely important
80%
extremely good
60%
important
60%
good
40%
sometimes important
40%
satisfactory
20%
not important
20%
not satisfactory
0%
Managerial rationality holding
100%
80%
extremely good
60%
good
sometimes important
40%
satisfactory
not important
20%
not satisfactory
0%
Managerial rationality holding
80%
extremely good
60%
good
sometimes important
40%
satisfactory
not important
20%
not satisfactory
0%
17
Transformational leadership
Transformational leadership holding
Transformational leadership importance
100%
100%
80%
extremely important
60%
important
40%
sometimes important
20%
not important
80%
extremely good
60%
good
40%
satisfactory
20%
not satisfactory
Human
resources 1
Leadership
Managing
school/territory
relationships
Human
resources 2
Human
resources 1
Leadership
Managing
school/territory
relationships
Human
resources 2
0%
0%
Transformational leadership holding
Transformational leadership importance
100%
100%
Manager
Leaderculturale
ombra
80%
extremely important
60%
important
40%
sometimes important
20%
not important
80%
extremely good
60%
good
40%
satisfactory
20%
not satisfactory
Human
resources 2
Human
resources 1
Managing
school/territory
relationships
Human
resources 2
Human
resources 1
Leadership
Managing
school/territory
relationships
Leadership
0%
0%
Transformational leadership holding
Transformational leadership importance
Mediatore
100%
100%
80%
extremely important
60%
important
40%
sometimes important
20%
not important
80%
extremely good
60%
good
40%
satisfactory
20%
not satisfactory
Human
resources 2
Human
resources 1
Leadership
Human
resources 2
Human
resources 1
Leadership
Managing
school/territory
relationships
Managing
school/territory
relationships
0%
0%
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Il modello vincente in questo
momento di transizione:
Management collegiale
La leadership culturale è essenzialmente
transformational perchè fa leva su aspetti emotivi e
relazionali:
•carisma per formare collaboratori entusiasti, leali,
rispettosi e che condividano valori coerenti con la
visione del leader,
•Ispirazione per perseguire performance elevate,
•Stimolo intellettuale per pensare a vecchi problemi
in modo nuovo,
•Considerazioni personali ed attenzione ai
collaboratori.
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