Leading Across Boundaries and Silos in a Single Bound

Lloyd, Christine M.

doi:10.1080/10668926.2015.1125816

Cited by 6 publications

(7 citation statements)

References 15 publications

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“…Collaboration has many advantages and the key benefits of this strategy have been well documented (Borda et al, 2018; DuFour & Reeves, 2016; Flanagan et al, 2016; Ford & Youngs, 2017; Hargreaves, 2017; Haslam & Khine, 2016; Johnson et al, 2018; Muijs, 2015; Sharratt, 2018, 2019; Sharratt & Planche, 2016; Tichnor-Wagner et al, 2016). In particular, organisations employ collaboration as a strategy to mitigate the negative effects of silos and silo mentality (Dean, 2010; Kilgore & Reynolds, 2011; Lloyd, 2016; Willcock, 2013). In education, this means addressing the issue of schools, leaders or teachers working in isolation or as separate entities – not accessing the wisdom and resources of others, to positively impact all student outcomes (Flanagan et al, 2016; Sharratt & Planche, 2016).…”

Section: Collaboration As An Organisational Strategymentioning

confidence: 99%

“…Advocates of secondary schools leveraging their current discipline and subject based structures as means for improvement, unwittingly can promote a siloed mentality (Ko et al, 2015; Leithwood, 2016). Silo mentality is where physical and psychological barriers develop between the many parts and functions of the organisation and lead to a focus on fulfilling a function, instead of attaining an overall organisational outcome (Forsten-Astikainen (Forsten-Astikainen et al, 2017; Lloyd, 2016; Tett, 2016). In this situation, secondary school structures can prove challenging for whole school implementation when strategies appear to misalign or not fit with a department’s focus for improvement.…”

Section: Organisational Structure That Tends To Promote Isolation Andmentioning

confidence: 99%

“…Silos occur as a response to working in complex organisations that require a structure to manage what is seen to be chaos. Regardless of the type of work, very few organisations, if any, are invulnerable to silo mentality (Forsten-Astikainen et al, 2017; Lloyd, 2016; Tett, 2016). In a secondary school context, this can be seen in the discipline or subject department structure whereby the perceived needs for improvement are based on the department function and a protection of ‘a deep engagement with disciplinary ways of knowing’ (McPhail, 2017, p. 57).…”

Section: Organisational Structure That Tends To Promote Isolation Andmentioning

confidence: 99%

See 2 more Smart Citations

Optimising leadership: Conceptualising cognitive constraints of sociality and collaboration in Australian secondary schools

2020

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School improvement frameworks and their associated reform efforts often have limited durability and are frequently not fully implemented. Improving their viability, requires a more realistic understanding of contextual organisational structures and the school culture in which the reform is to be implemented. Internationally, and in Australia specifically, education research has informed policy heavily promoting collaboration as a school improvement strategy, with the aim of building teacher capability and student achievement. Consequently, secondary school leaders are charged with promoting the need for teachers to collaborate meaningfully with hundreds of students, carers, parents and colleagues each week across the ‘silos’ of subject departments and grade levels in their school. Social Brain Theory suggests that there are cognitive limits on the number of natural face-to-face social interactions that one can have and maintain. Relationships require significant investment in time and frequency. Additionally, sociality is much more cognitively demanding than at first thought, having unforeseen influence on improvement efforts. The number of interactions required in a collaborative environment, an individual’s likely cognitive overload and the ‘silo’ nature of the school’s organisational structure must all be considered. This paper offers an alternative theoretical framework to support policy makers and leaders in optimising school improvement efforts.

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Section: Collaboration As An Organisational Strategymentioning

confidence: 99%

Section: Organisational Structure That Tends To Promote Isolation Andmentioning

confidence: 99%

Section: Organisational Structure That Tends To Promote Isolation Andmentioning

confidence: 99%

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Optimising leadership: Conceptualising cognitive constraints of sociality and collaboration in Australian secondary schools

2020

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“…Opinion is split regarding the existence of disciplinary silos in academia. Although historically, the presence of disciplinary siloing has been recognized (Lloyd, 2016), recent research suggests interdisciplinary engagement has been evident for many years. For example, using benchmarked citational bibliometrics, Albert et al (2020, p. 761) observe: ‘Borrowing knowledge seems to be standard practice, not the exception.…”

Section: Silos and Bridgesmentioning

confidence: 99%

Critical psychology & education: Opportunities outside silos

Corcoran

Vassallo

2023

School Psychology International

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Many psychologists working in schools acknowledge how their work contributes to the reproduction and mitigation of societal injustices. While professionals engaged in education systems and classrooms may hope to achieve the latter, disciplinary conventions can compete with best intentions. In response, psychologists working in schools have recently been encouraged to realize anti-oppressive schooling by practicing what is referred to as critical school psychology. Although potentially new for school psychology, critical work bridging education and psychology has been available for some time in North America and internationally. To encourage the use of psychology in support of justice and in resistance to oppression, we review some of this work and invite those interested to consider psychosocial justice as an ethical orientation to enmeshed theory∼practice. The purposeful engagement of critically informed work from outside traditional divisional silos will not eradicate every problem facing schools today, but such action will, at the least, provide concerned practitioners options for collaborative knowledge-making and more preferred ways of working.

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“…This study is also the analysis of a successful experience in collaboration, a collaboration between unprecedented partners. Many agents of change on post-secondary campuses, such as disability service providers, diversity and equity offices, teaching and learning support offices and sustainability units, still to this day work in silos (Lloyd, 2016). Creating organic collaborations does not come naturally in the post-secondary landscape and it is a process many stakeholders must learn to develop proactively (Schroeder, 1999).…”

Section: Lesson In Collaborationmentioning

confidence: 99%

Access, Universal Design and the Sustainability of Teaching Practices: a Powerful Synchronicity of Concepts at a Crucial Conjuncture for Higher Education

Fovet

2017

IJDS

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Sustainability in Higher Education is usually interpreted as a concept applying solely to operations management and energy policy. Though the applicability of the concept to social justice is immediately tangible, few campuses have found organic and pragmatic ways to extend principles of sustainability to their equity, diversity or inclusion practices, or to convince their community of the need to do so. This study examines the unique experience of North American campus having attempted this progressive osmosis between the two concepts. Access has represented the opportunity for this rethink. As individual, retroactive accommodations become increasingly obsolete when it comes to providing access to learning to large number of students with specific needs entering post-secondary education, sustainability has become an increasingly appealing lens with which to devise a new framework for inclusion seeking systemic change in pedagogical practices. The North American campus in question implemented a proactive drive for the implementation of Universal Design for Learning from 2011 and this paper presents the analysis of the various and complex ways access and sustainability have become entwined in campus policies. The outcomes are particularly relevant for the Global South in that it may encourage Higher Education institutions in developing countries to avoid the temporary appeal of medical model based measures of inclusion and the precedents set in the Global North over the last two decades, and to focus instead on social model based policies that seek the development of sustainable and inclusive teaching practices from the onset.

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Leading Across Boundaries and Silos in a Single Bound

Cited by 6 publications

References 15 publications

Optimising leadership: Conceptualising cognitive constraints of sociality and collaboration in Australian secondary schools

Optimising leadership: Conceptualising cognitive constraints of sociality and collaboration in Australian secondary schools

Critical psychology & education: Opportunities outside silos

Access, Universal Design and the Sustainability of Teaching Practices: a Powerful Synchronicity of Concepts at a Crucial Conjuncture for Higher Education

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