Leadership has evolved significantly over time, from ancient rulers
to modern industry leaders. Despite its critical role in societal and
organisational success, defining leadership remains contentious,
with new theories emerging to address flaws in existing ones.
Understanding this evolution is crucial for identifying effective
leadership today.
Trait leadership: Initially, leadership was seen as inherent, with
leaders possessing unique traits. Known as the “Great Man Theory”,
it suggested leaders are born, not made. This view declined by the
mid-1990s as research focussed on leadership behaviours and context
(Northouse, 2018).
Behaviour leadership: Focused on leaders’ actions rather than traits,
this theory emphasised employee involvement and identified styles
like authoritarian, democratic, and laissez-faire. Effective leaders were
found to be relational and goal oriented. However, it faced criticism
for its complexity and lack of integration (Northouse, 2018).
Situational and contingency leadership: Emerging with the
information age, this theory highlighted the importance of context,
including work nature, employee attributes, and external influences.
Models like Fiedler’s, House’s Path-Goal Theory, and Hersey and
Blanchard’s Situational Leadership emerged (Northouse, 2018).
Transformational leadership: This approach focuses on disrupting
the status quo and inspiring followers to transcend self-interests for
organisational betterment. Transformational leaders appeal to values,
foster strong relationships, and create visions (Northouse, 2018).
Adaptive leadership: In today’s rapidly evolving world, leaders
face unprecedented challenges that require more than traditional
management skills. This is true for education leaders. Adaptive
leadership, a concept pioneered by Ronald Heifetz (1994), offers a framework for navigating these complexities. This approach
emphasises the need for leaders to mobilise people to tackle tough
challenges, to understand leadership in terms of an emergent event,
and thrive in changing environments.
The essence of adaptive leadership
Adaptive leadership is about guiding organisations through change
by addressing adaptive challenges—problems that require new
learning, innovation, and changes in values, beliefs, and behaviours.
Unlike technical challenges, which can be solved with existing
knowledge and procedures, adaptive challenges demand that leaders
and their teams develop new ways of thinking and acting (Heifetz,
1994).
Heifetz, along with co-authors Marty Linsky and Alexander Grashow,
further elaborated on these ideas in The Practice of Adaptive
Leadership (2009). They argue that adaptive leadership involves
diagnosing the system, mobilising the system, and enabling the
capacity to thrive. This requires leaders to get on the balcony, a
metaphor for stepping back to gain perspective on the organisation
and its challenges, and to orchestrate conflict, ensuring that the right
issues are addressed constructively (Heifetz et al., 2009).
Key principles of adaptive leadership
1. Get on the balcony: Leaders must step back from the day-to-day
operations to see the bigger picture. This helps in identifying
patterns and understanding the broader context of the challenges
faced (Heifetz & Laurie, 2001).
2. Identify the adaptive challenge: Distinguishing between technical
and adaptive challenges is crucial. Technical challenges can be
solved with existing know-how, while adaptive challenges require
new learning and changes in behaviour (Heifetz, 1994).
3. Regulate distress: Change can be unsettling. Leaders need
to manage the stress that comes with it, ensuring that it is
productive and not overwhelming. This involves maintaining
a balance between pushing for change and providing support
(Heifetz & Laurie, 2001).
4. Give the work back to the people: Adaptive leadership is about
empowering others to take responsibility for the work of
change. Leaders should create a culture where team members
feel ownership and are encouraged to contribute their ideas and
solutions (Heifetz et al., 2009).
5. Protect voices of leadership from below: Encouraging input from all
levels of the organisation is crucial. Often, the best insights come
from those who are closest to the problem. Leaders should create
an environment where everyone feels safe to speak up (Heifetz et
al., 2009).
Contemporary perspectives on adaptive leadership
Recent research has built on Heifetz’s work, exploring how adaptive
leadership can be applied in various contexts, including education.
For instance, researchers have examined how adaptive leadership can
help educational leaders navigate the complexities of school reform,
technological advancements, and diverse student needs.
Northouse (2018) highlights that adaptive leadership is particularly relevant in educational settings where leaders must address the
diverse needs of students and staff. He emphasises the importance of
flexibility and the ability to foster a collaborative culture. Uhl-Bien
and Arena (2018) introduce the concept of complexity leadership,
which aligns closely with adaptive leadership. They argue that in
complex environments, leaders must enable adaptive processes by
fostering networks of collaboration and innovation. This approach is particularly useful in education, where the ability to adapt to
changing policies, technologies, and student demographics is crucial.
Glover, Rainwater, Jones, and Friedman (2002) discuss the role of
emotional intelligence in adaptive leadership. They suggest that
leaders who are emotionally intelligent are better equipped to handle
the interpersonal aspects of adaptive challenges, such as managing
conflict and building trust.
Adaptive leadership in action
There are two recent accelerators that emphasise the importance of
adaptive leadership and these are the COVID-19 pandemic and the
emergence of AI. The global pandemic of the early 2020s provided
unprecedented opportunities and challenges for education leaders,
propelling new ways of thinking about how we do education and
wellbeing in schools. Educational leaders had to quickly adapt to
remote learning, address the digital divide, and support the well-
being of students and staff. Those who applied adaptive leadership
principles were able to navigate these challenges more effectively,
demonstrating resilience and innovation.
More recently, a new event horizon has emerged, generative artificial
intelligence (AI), creating new challenges, dilemmas, tensions and
opportunities well beyond the reach of the hierarchical structures of educational organisations. Adaptive leaders must be comfortable
working in ambiguity, and they need to be comfortable with change.
In an adaptive leadership article, Novais (2023) notes that adaptive
leaders “can’t control all factors, which allows creativity to flourish
in them and their team” (para 11). He goes on further to claim, “This
type of leader is not a stubborn defender of the status quo; rather
they are open to improving business processes and changing their
leadership style when necessary” (para 11)
To be able to “get on the balcony” leaders must understand the
context in which they are currently leading. Leadership is highly
contextualised and as the context changes, so too must the leadership
approach. Leaders are required to possess and develop, what Salicru
(2017, p. 15) describes as “contextual intelligence.” Contextual
intelligence requires leaders to fully comprehend the context in
which they operate to successfully navigate complexity and respond
to changes as required.
In today’s rapidly evolving educational landscape, schools must
operate as part of a complex ecosystem composed of various
stakeholders, services, and other organizations. Effective educational
leadership requires a forward-thinking approach, one that continually
strategizes and forges connections to enhance student outcomes. This
notion is captured in Brisbane Catholic Education’s contemporary
organisational ecosystem model (Towns, 2024a). (See Figure 1)
Figure 1: Current Conceptual Brisbane Catholic Education Organisation Ecosystem
Executive Director's Address by S. Towns, 2024a, Leadership Forum Presentation, Brisbane Catholic Education Forum, Brisbane, Queensland.
Furthermore, educational leaders can cultivate contextual
intelligence by thoroughly understanding the strategic environment
in which their school or system operates. This comprehension is
crucial for adaptive leadership, which emphasises the ability to
respond to changing circumstances with agility and foresight (Heifetz
et al., 2009). An example of a served strategic arena for a Brisbane
Catholic Education school illustrates this concept. This model, Figure
2, although generic, can be tailored to fit the specific context of an
individual school (Towns, 2024b).
By developing contextual intelligence, adaptive leaders are better
equipped to navigate the complexities of modern education. They
can foster networks of collaboration and innovation, essential for
addressing the diverse needs of students and staff (Uhl-Bien & Arena,
2018). This proactive and reflective approach ensures that leaders not
only react to present challenges but also prepare their institutions for
future uncertainties.
Leadership behaviours required by adaptive educational leaders
In the ever-evolving landscape of education, the role of leadership is more critical than ever. As schools navigate the complexities of a global pandemic and the advent of AI, the demand for adaptive
leadership has surged. This section delves into the essential
behaviours that define adaptive educational leaders, offering insights
into how they can effectively guide their institutions through periods
of profound change and uncertainty. By embodying curiosity,
balance, optimism, ethics, and collaboration, these leaders are not
only equipped to face current challenges but are also prepared to
shape the future of education.
Leading a Faith-Based Education System: An Adaptive Leadership Approach (p. 312) by S. Towns, 2024b, Unpublished Doctoral Dissertation.
Adaptive leaders must be curious and constantly seek to understand
the evolving landscape of education. The phrase “keep your eye on the
horizon” is often cited, but today’s leaders must have one eye beyond
the horizon. Schools are dynamic social systems, and effective leaders
need to be attuned to emerging trends and innovations, such as the
integration of artificial intelligence in education. Being proactive in
exploring these possibilities can significantly enhance educational
outcomes (Heifetz & Linsky, 2009).
Active and reflective
Heifetz and Linsky’s (2009) concept of “moving from the dance
floor to the balcony” underscores the necessity for leaders to balance
operational and strategic roles. In practice, this means creating a culture of reflection and generative work within schools. By
prioritising these activities, leaders can build the capability and
structures required to respond to future changes (Govindarajan,
2016). This approach ensures that leaders are not only reactive
but also prepared to orchestrate action in a rapidly changing
environment.
Optimistic
Adaptive leaders play a crucial role in fostering a resilient and
forward-thinking organisation. Their ability to navigate uncertainty
with optimism is both inspiring and motivational. This positive
outlook encourages innovation and drives teams towards collective
goals. Leaders who maintain a hopeful perspective create an
environment where possibilities flourish, allowing their teams to
embrace change and pursue success with determination (Birkinshaw,
2019).
Figure 2: Brisbane Catholic Education Served Strategic Arena
Leading a Faith-Based Education System: An Adaptive Leadership Approach (p. 312) by S. Towns, 2024b, Unpublished Doctoral Dissertation.
Ethical and moral
The ethical compass of adaptive leaders is paramount. Leaders must
prioritise integrity and trust, ensuring their decisions and actions
align with core values. Achieving goals is important, but how these
goals are accomplished and their impact on stakeholders is even more
critical. Leaders who embody ethical and moral clarity foster a culture
of transparency and accountability, encouraging team members to act
with integrity (Fuller & Kim, 2022).
Harnessing collective wisdom and intelligence
Adaptive leaders excel in harnessing the collective wisdom and
intelligence of their organisations. Recognising the value of
collaboration and trust-building, they foster a shared vision and
confront challenging truths. By leveraging diverse perspectives,
adaptive leaders make more informed decisions and navigate
complex challenges effectively. This inclusive approach strengthens
the organisation’s intellectual and social capital, fostering unity and
purpose (Fuller & Kim, 2022).
Courage
Courage is a defining trait of adaptive leaders. They are willing to take
calculated risks and make tough decisions, including terminating
initiatives that are not yielding results. This boldness is essential for
cultivating a culture of innovation and adaptability, where learning
from failures is as valued as celebrating successes. Courageous leaders are committed to continuous improvement and are adept at
pivoting strategies to align with the organisation’s long-term vision
(Govindarajan, 2016).
Conclusion
Adaptive leadership offers a powerful framework for educational
leaders facing the complexities of today’s world. By embracing the principles of adaptive leadership, leaders can mobilise their
communities to tackle tough challenges, foster innovation, and
create environments where everyone can thrive. As Heifetz and his
contemporaries have shown, the key to successful leadership lies
not in providing all the answers but in empowering others to find
solutions together.
References
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“By developing contextual
intelligence, adaptive leaders are
better equipped to navigate the
complexities of modern education.”