Partners in the leadership dance: School vocational learning partnerships and community development

Educational Forum, The, Summer 2003 by Johns, Susan

LEADERSHIP THROUGH PARTNERSHIPS

Partnerships are formal collaborations characterized by the shared and long-term commitment of a diverse group of members to achieving a common goal. Edwards, Goodwin, Pemberton, and Woods (2000) have identified two main types of partnerships: facilitative (focusing on discussion and enablement of the group) and delivery (targeting specific outcomes). In reality, most partnerships would appear to be part facilitative and part delivery, though they tend to have a clear orientation, related to the nature and purpose of their funding. Central to partnerships are the many complex relationships between stakeholders. Because partnerships require individuals and groups from various community sectors to work together, often for the first time, leadership roles and expectations are not clearly defined and must be developed (Gemmill and Oakley 1992; Barker 1997; Falk and Mulford 2001). Thus, leadership through partnerships must focus on the process of developing and sustaining relationships between the stakeholders. Leadership through partnerships differs from traditional leadership; the partnership process creates the leaders, rather than the other way around.

A number of researchers have conceptualized the process of developing partnerships in terms of a life cycle, moving from a looser structure and more informal relationships in the earlier stages to a tighter structure and more formalised relationships in the later planning and delivery stages (Kearns, Murphy, and Villiers 1996; Lane and Dorfman 1997; Henton, Melville, and Walesh 1997; Shimeld 2001a; Kilpatrick, Johns, Mulford, Falk, and Prescott 2002; Falk and Smith 2003). The process is conceived of as cyclical rather than linear; the knowledge gained from each stage is then fed back into the partnership-development process (Henton et al. 1997; Shimeld 2001b; Kilpatrick et al. 2002; Falk and Smith 2003).

Different leadership roles are needed at different stages of the leadership process. For example, in the early stages, leaders must act as animators, motivators, and networkers, gradually being replaced by creators, teachers, and convenors (Henton et al. 1997; Bass 2000). In the mid stages of partnership development, integrators, drivers, and sustainers are needed. The later stages require leaders to act as mentors and as agitators for continued change. It seems unlikely one person would be skilled in all roles. Effective leadership through partnerships "is shared by many individuals at various times depending on the situation and the required leadership skills" (Langone and Rohs 1995, 253).

For VET-in-schools partnerships, school principals play a key role early in the partnership-development process, and again during the later stages of partnership sustainability (Bowie 1998; Malley, Frigo, and Robinson 1999; Kilpatrick, Bell, and Kilpatrick 2001), though they tend to withdraw from a visible hands-on role during the mid stages. In particular, the principal's early support for the partnership is necessary, in terms of providing resources and raising awareness, as there is evidence to suggest that partnerships are likely to fail without strong principal support (Cumming 1992; Street 1997). Other leadership roles are undertaken by VET coordinators (Cumming 1992; Kilpatrick et al. 2001), who typically engage in network-building activities. In addition, key individuals from the business/industry sector have played an ongoing role in partnership development. As Cumming (1992) noted, the importance of a collaborative approach involving stakeholders from the education and business sectors is central to effective VET-in-schools partnerships, and must be supported at managerial and operational levels in both school and community.