From Leading to Guiding, Facilitating, and Inspiring: A Needed Shift for the 21st Century

Abstract

In the 21st-century context, problem solving, creativity, critical thinking, collaboration, and communication are the most valued skills in the workplace. Thus, those in positions often labeled as “leadership” need to make a valuable shift: to guiding, inspiring, and facilitating rather than directing. In this article, I review research on two styles of leadership, transformational and transactional, and relate this research to discussions of the same two types of giftedness. Research on the effectiveness of leaders at engendering creative problem solving has shown the transformational style to be more effective. Leaders are guides in the process rather than the content, facilitators of the gathering and exchange of information from varied sources, and role models as they exhibit effective problem-solving behaviors themselves. As role models, they inspire others to take risks, think innovatively, and collaborate with others. Examples of methods for identifying exceptionally talented leaders and behaviors to observe are provided. In addition, an evidence-based model for igniting, cultivating, extending, and strengthening exceptional talent in leadership is described.

Conceptualising Creativity and Innovation in the Role of Primary Sector Headteachers

“…If there is a perception of headteachers not perceiving themselves as artistic, there is a potential for them to shy away from creativity in its broader sense. This, therefore, strengthens the need for clarity around the concepts of Cr&Inn and their inherent features to 'guide, facilitate, and inspire others to develop' 21st-century skills [5].…”

“…Finally, our findings provide a useful framework to understand the characteristics involved in Cr&Inn as shown in Figure 3. Although Cr&Inn is necessary for 21st-century school leaders [5], whether headteachers are willing to model and promote concepts that are often juxtaposed with wider expectations and accountability is questionable. Whilst the headteachers provided us with some understanding of the concepts within school leadership, further exploration is required to consider the encactment of Cr&Inn by primary sector school leaders before studying further educational components.…”

“…. , critical thinking, collaboration and communication' are recognized as valuable leadership skills, coupled with modelling to others to 'take risks, think innovatively, and collaborate' [5] (p. 1). It seems that the concepts of Cr&Inn are somewhat linked somehow as well as attracting other features which may be inherent in one or both concepts.…”

Working on needs assessment of youths and subsequently developing curriculum for leadership development initiatives

“…This may include activities such as role-playing, group discussions, public speaking exercises, and conflict resolution simulations to enhance youths' communication, active listening, empathy, and negotiation skills. Problem-solving and critical thinking skills are cultivated in the curriculum to enable youths to analyze complex issues, generate innovative solutions, and make informed decisions as leaders (Maker, 2021). This may involve case studies, scenario-based learning, brainstorming sessions, and decision-making exercises to develop youths' analytical, creative, and evaluative thinking abilities.…”

Interdisciplinary approach to the study of giftedness

“…• increasing complexity and improvement of the creative process when gifted students work in pairs [44]; the same in using exercises to practise concentration [45], concept maps [46], unconventional learning strategies [47], pedagogical approaches aimed at re-engaging gifted learners [48], based on interconnected knowledge, interdisciplinary subjects [49][50][51][52], transformational style [53], demonstration of perspectives [54], integrative career counselling [55], cognitive training [56]; • impact on the learner's giftedness self-identification (including twice exceptional) by educators whose competence is perceived positively [57][58][59]; • use of the concepts "non-transformational", "transformational", "self-actualised", "actualised giftedness of others", "inert", "transactional" [60], and their expression in gifted behaviour as the interaction of competence in action, commitment to a task, care of others [61]. Abilities in the light of pedagogical concepts mean the high capacity of the intellect for biological adaptation, structuring of the environment and assimilation based on learning experience data.…”