Formal leadership positions are linked to complicated processes of identifying the need for change and initiating it. Within the school setting, leaders in formal roles range from curriculum directors to superintendents, the goal of which is to use shared vision and responsibility to implement positive changes (Tomal, Schilling, & Trybus, 2013). Formal leadership requires a vision that considers the existing environments in schools that need to be modified and calls for planning to determine where an organization should be. For example, in the role of a change leader, the school principal operating at the building level is responsible for realizing the shared vision for the improvement of a school environment. Informal leadership differs from formal because it relies on the personal attributes of those involved in a change process (Davoren, 2019). Formal leaders can influence informal leaders by recognizing their skills, talents, and strengths as well as rewarding them for their success. The recognition of informal leaders for their achievements uses the loose coupling model that had a significant impact on education.
When it comes to leaders being prepared to implement change in a school context, it is vital to avoid conflict and use all skills and resources available to them. As a change process expands and involves more stakeholders, it is imperative to be prepared to face challenges and offer solutions (DiMartino & Miles, 2006). To avoid conflicts, it is recommended to encourage the sharing of diverse experiences, modeling the openness to different ideas, and reaching consensus on important decisions. The variety of opinions and skills that school teams offer to the process of change should be used as positive contributors to transformation.
References
- Davoren, J. (2019). The difference between formal & informal power in organizations. Web.
- DiMartino, J., & Miles, S. (2006). Leadership at school: How to get the job done. Principal Leadership, 6(10), 47-50.
- Tomal, D., Schilling, C., & Trybus, M. (2013). Leading school change: Maximizing resources for school improvement. Plymouth, UK: Rowman & Littlefield Education.