By Dilum Jirasinghe
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Extra resources for Competent Head: A Job Analysis Of Headteachers' Tasks And Personality Factors
An assessment of competence does not reflect the cognitive processes underlying performance. Individuals all achieving the same competency standard may do so by utilizing a variety of disparate cognitive operations. • Successful results may be accomplished through the application of many strategies. The example of the school head who prefers to work with facts rather than figures and consequently delegates day to day fiscal management to a proficient deputy/bursar provides a case in point. Deliberative steps are taken by the head to offset personal disinclination and the out-come is one of effective financial management.
Several arguments have been put forward regarding the potential benefits of adopting a competency-based approach in education management and in particular for use with headteachers and with other senior members of staff. Competencies can provide a picture of the basic skills necessary even if building more holistic descriptions of the head’s job performance. A specification of competence is likely to comprise those ‘generic’ skills and THE COMPETENT HEAD 47 abilities which are common to most managerial activity, but may also include some competencies which distinguish the school sector from other employment areas.
These competencies are an integral part of the change process and are required, for example, as a manager embarks upon a new venture. Such competencies may only be relevant for a short period of time at the start of a project, and may be overlooked or replaced when more constant competencies are identified (Boam and Sparrow 1992). Finally there are enduring ‘core’ competencies; these are continuous and stable and remain as important today as they were previously. 1 uses the Boam and Sparrow framework and provides exemplars focusing on the job of headteacher.
Competent Head: A Job Analysis Of Headteachers' Tasks And Personality Factors by Dilum Jirasinghe