Palabras clave
peer group
headteacher
coaching
feedback Aprendizaje en grupo
grupo de iguales
director de centro
enseñanza individualizada
retroalimentación
Cómo citar
Resumen
Este artículo analiza los procesos de reflexión grupal en un programa formativo para directores/as escolares y, más concretamente, los sesgos y dificultades relacionados con: las condiciones estructurales relativas a la composición y dinámica de los grupos; las dificultades para reunir información relevante; los sesgos en el procesamiento de la información;y los sesgos que impidieron lograr una reflexión profunda. El marco teórico se apoya en la idea de reflexividad y en la literatura que ha analizado los procesos de reflexión grupal, específicamente los relacionados con el análisis de la propia experiencia de los participantes mediante estrategias basadas en el feedback entre pares y el coaching grupal. Los datos, procedentes de una investigación financiada que pilotó el programa formativo, fueron analizados mediante una versión adaptada del instrumento de Schippers et al. (2014). Se seleccionaron dos grupos de directivos que obtuvieron resultados muy dispares en el logro de los objetivos del programa. El sistema de análisis de la reflexión grupal reveló que la diferencia entre ambos grupos se debía principalmente a su capacidad para superar las dificultades comunicativas mediante estrategias apropiadas. Los resultados también revelaron la utilidad del instrumento de análisis para orientar la formación que requieren los facilitadores de la reflexión grupal.
Citas
Aas, M., & Flückiger, B. (2016). The role of a group «coach» in the professional learning of school leaders. Coaching: An International Journal of Theory, Research and Practice, 9(1), 38-52,
https://doi.org/10.1080/17521882.2016.1143022.
Aas, M., & Vavik, M. (2015). Group coaching: a new way of constructing leadership identity? School Leadership & Management, 35(3), 251-265, https://doi.org/10.1080/13632434.2014.962497.
Argyris, C., & Schön, D. (1978). Organizational learning: A theory of action perspective. Massachusetts: Addison-Wesley.
Britton, J.J. (2015). Expanding the coaching conversation: Group and team coaching. Industrial and Commercial Training, 47(3), 116–120, https://doi.org/10.1108/ict-10-2014-0070.
Brodbeck, F.C., Kerschreiter, R., Mojzisch, A., & Schulz-Hardt, S. (2007). Group decision making under conditions of distributed knowledge: The information asymmetries model. Academy of Management Review, 32, 459–479.
Cronin, M.A., & Weingart, L.R. (2007). Representational gaps, information processing, and conflict in functionally diverse teams. Academy of Management Review, 32, 761–773.
Day, C., & Sammons, P. (2013). Successful leadership: a review of the international literature. CfBT Education Trust.
Dyke, P.R.V. (2014). Virtual group coaching: A curriculum for coaches and educators. Journal of Psychological Issues in Organisational Culture, 5(2), 72–86, https://doi.org/10.1002/jpoc.21145.
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44, 350-383.
Ellis, S., Carette, B., Anseel, F., & Lievens, F. (2014). Systematic reflection: Implications for learning from successes and failures. Psychological Science, 23(1), 67-72.
Fernández-Sánchez, M.R. & Valverde-Berrocoso, J. (2014) Comunidades de práctica: un modelo de intervención desde el aprendizaje colaborativo en entornos virtuales. Comunicar, 42, 97-105, http://dx.doi.org/10.3916/C42-2014-09.
Flückiger, B., Aas, M., Nicolaidou, M., Johnson, G., & Lovett, S. (2016). The potential of group coaching for leadership learning. Professional Development in Education, 43(4), 612-629, https://doi.org/10.1080/19415257.2016.1223736.
Forde, C., McMahon, M., & Gronn, P. (2013). Designing individualised leadership development programmes. School Leadership & Management, 33(5), 440-456, https://doi.org/10.1080/13632434.2013.813455.
Goff, P., Guthrie, J.E., Goldring, E., & Bickman, L. (2014). Changing principals’ leadership through feedback and coaching, Journal of Educational Administration, 52(5), 682-704, https://doi.org/10.1108/JEA-10-2013-0113.
Hackman, J.R., & Wageman, R. (2005). A theory on team coaching. Academy of Management Review, 30, 269-287.
Hernández-Sellés N., González-Sanmamed, M. & Muñoz-Carril, P.C. (2014) La planificación del aprendizaje colaborativo en entornos virtuales. Comunicar, 42, 25-33, http://dx.doi.org/10.3916/C42-2014-02.
Hesketh, E.A., Anderson, F., Bagnall, G.M., Driver, C.P., Johnston, D.A., Marshall, D., Needham, G., Orr, G., & Walker, K. (2005). Using a 360-degree diagnostic screening tool to provide an evidence trail of junior doctor performance throughout their first postgraduate year. Medical Teacher, 27(3), 219-233, https://doi.org/10.1080/01421590500098776.
James-Ward, C. (2011). The Development of an infrastructure for a model of coaching principals. The International Journal of Educational Leadership Preparation, 6(1), 1-12.
Jonas, E., Schulz-Hardt, S., Frey, D., & Thelen, N. (2001). Confirmation bias in sequential information search after preliminary decisions: An expansion of dissonance theoretical research on selective exposure to information. Journal of Personality and Social Psychology, 8, 557-571.
Kahneman, D. (2003). A perspective on judgment and choice: Mapping bounded rationality. American Psychologist, 58, 697–720.
Konradt, U., Otte, K., Schippers, M.C., & Steenfatt, C. (2016). Reflexivity in Teams: A Review and New Perspectives. The Journal of Psychology, 150(2), 153–174, https://doi.org/10.1080/00223980.2015.1050977.
Lochmiller, C.R. (2014). Leadership Coaching in an Induction Program for Novice Principals: A 3-Year Study. Journal of Research on Leadership Education, 9(1), 59-84, https://doi.org/10.1177/1942775113502020.
Autores (2018).
Merriam, S.B., & Bierema, L. (2014). Adult Learning. Linking theory and practice, Jossey-Bass, San Francisco.
Moore, B. (2009). Improving the evaluation and feedback process for principal. Principals, 88(3), 38-41. https://bit.ly/2OcDJgO.
Autores (2019).
Orr, M. (2011). Pipeline to preparation to advancement: Graduates’ experiences in, throughout, and beyond leadership preparation. Education Administration Quarterly, 47, 114-172. https://doi.org/10.1177/0011000010378612.
Orr, M., & Orphanos, S. (2011). How graduate-level preparation influences the effectiveness of school leaders: A comparison of the outcomes of exemplary and conventional leadership preparation programs for principals. Education Administration Quarterly, 47(1), 18-70, https://doi.org/10.1177/0011000010378610.
Passmore, J., & Law, H. (2009). Cross-culture and Diversity in Coaching. In J. Passmore (Ed.), Diversity in Coaching: Working with Gender, Culture, Race and Age (pp. 4-15). Kogan Page.
Paulus, P.B., & Yang, H.-C. (2000). Idea generation in groups: A basis for creativity in organizations. Organizational Behavior and Human Decision Processes, 82, 76-87.
Petridou, A., Nicolaidou M., & Karagiorgi, Y. (2017). Exploring the impact of professional development and professional practice on school leaders’ self-efficacy: a quasi-experimental study. School Effectiveness and School Improvement, 28(1), 56-73, https://doi.org/10.1080/09243453.2016.1236734.
Phillips, J.C. (2013). Revisioning a School Administrator Preparation Program: A North Carolina Case Study. Journal of Research on Leadership Education, 8(2), 191-211, https://doi.org/10.1177/1942775113491412.
Pont, B., Nusche, D., & Moorman, H. (2008). Improving School Leadership. Volume 1: Policy and Practice. OCDE.
Reyes-Guerra, D., Pisapia, J. & Mick, A. (2016). The preparation of cognitively agile principals for turnaround schools: a leadership preparation programme study, School Leadership & Management, 36(4), 401-418, https://doi.org/10.1080/13632434.2016.1247045.
Robertson, J. (2008). Coaching educational leadership: Building leadership capacity through partnership. Sage.
Salazar, M., Pazey, B., & Zembik, M. (2013). What We’ve Learned and How We’ve Used It: Learning Experiences From the Cohort of a High-Quality Principalship Program. Journal of Research on Leadership Education, 8(3), 304-329, https://doi.org/10.1177/1942775113502021.
Autores. (2019).
Sawyer, A.J., Tomlinson, S.R., & Maple, A.J. (2000). Developing essential skills through case study scenarios. Journal of Accounting Education, 18, 257-282. https://bit.ly/2Oak9BS.
Schippers, M., Den Hartog, D., Koopman, P. & Van Knippenberg, D. (2008). The role of transformational leadership in enhancing team reflexivity. Human Relations, 61, 1593-1616, https://doi.org/10.1177/0018726708096639.
Schippers, M., Edmonson, A., & West, M. (2014). Team Reflexivity as an Antidote to Team Information-Processing Failures. Small Group Research, 45(6), 731–769.
Schippers, M., West, M., & Dawson, J. (2015). Team Reflexivity and Innovation: The Moderating Role of Team Context. Journal of Management, 41(3), 769-788, https://doi.org/10.1177/0149206312441210.
Schleicher, A. (2012). Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World. OECD Publishing.
Taylor, S.E., & Brown, J.D. (1994). Positive illusions and well-being revisited: Separating fact from fiction. Psychological Bulletin, 116, 21-27.
Thornton, C. (2010). Group and team coaching: The essential guide. Routledge.
Tindale, R.S., & Kameda, T. (2000). «Social sharedness» as a unifying theme for information processing in groups. Group Processes and Intergroup Relations, 3, 123-140.
Van Knippenberg, D. & Schippers, M. (2007). Work group diversity. Annual Review of Psychology, 58, 515–541, https://doi.org/10.1146/annurev.psych.58.110405.085546.
Walker, A., Bryant, D.O., & Lee, M. (2013). International patterns in principal preparation: Commonalities and variations in pre-service programmes. Educational Management Administration and Leadership, 41(4), 405-434, https://doi.org/10.1177/1741143213485466.
Walker, A., & Smither, J.W. (2006). A five-year study of upward feedback: what managers do with their results matters. Personnel Psychology, 52(2), 393-423, https://doi.org/10.1111/j.1744-6570.1999.tb00166.x.
Widmer, P.S., Schippers, M.C., & West, M. (2009) Recent Developments in Reflexivity Research: A Review. Journal Psychologie des Alltagshandelns / Psychology of Everyday Activity, 2(2), 2- 11.
Wright, N., & Adam, A. (2015). The «critical friend» role in fostering reflective practices and developing staff cohesion: A case study in a new secondary school, New Zealand. School Leadership & Management, 35(4), 441-457, https://doi.org/10.1080/13632434.2015.1070821.
Zellmer-Bruhn, M.E. (2003). Interruptive events and team knowledge acquisition. Management Science, 49, 514–528.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2022 Aula Abierta