A study of social and political acumen in dynamic educational  (Page 12/15)

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Figure 3. Impact of role of mentor.

The data from the research component were very much aligned with this study’s conceptual and theoretical framework and the information cited from the leadership literature. From these data came very specific recommendations regarding the skills and activities required to support the role of social and political acumen in dynamic educational leadership. The required skills for dynamic educational leadership identified in the research component include:

Interpersonal relationships,

Communication skills,

Ability to share and enable a common vision,

Ability to share and realize common values,

Knowledge regarding the learning process,

Ability to empower others,

Ability to create a team,

Ability to create a network,

Understanding of the elements of the structure,

Ability to work within the structure,

Ability to see the big picture.

The suggested leadership development activities identified in the research data (Figure 4) include:

Practicum,

Informal and formal networking opportunities,

Sessions addressing self-identified needs,

Book groups,

Formal mentorship,

Ongoing leadership development,

Time for self-reflection.

The data also indicate that leadership development programs need to:

• Build knowledge and hone skills related to social and political acumen.
• Support the role of mentors.
• Integrate postgraduate activities.
• Provide opportunities to build knowledge of self and others.
• Build knowledge of the elements of leadership.
• Involve the participants in the planning and implementation of leadership development.

As indicated, the data from the research component has significance for planning any leadership development program that will support the exercise of social and political acumen and therefore contribute to dynamic leadership.

Concluding Comments

This study supports the need for educational leaders’professional development to include elements of social and political acumen. The research data reflected the need for the educational leader to be able to exercise social and political acumen in order to function as a dynamic leader. Indeed, it is the combination of social and political acumen that enables leaders to function at a higher dynamic level.

This study also stresses the necessity of ensuring that leaders understand the potential of leadership programs in supporting them and that they need to become engaged in the leadership development process. Leadership development, therefore, needs to be planned with the input from the participants, there needs to be opportunities for choice in development activities, and there needs to be guidance by the leadership development planners to ensure that the identified necessary aspects of leadership development are included. In particular, the data indicated the need for leadership development programs to involve the role of mentors and the integration of postgraduate activities to ensure that leadership development activities are effective, meaningful, and relevant for the participants.