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Board Officers’ Session
Wednesday September 9th 2009
Intentions
• To consider aspects of the role when working directly with schools
• To deepen understanding about team working• To help leadership teams to think how they
operate and how they can improve their effectiveness and efficiency
• To use knowledge and skills related to emotional and social intelligence
• To engage in experiential learning
Outline of the day
• Welcome, introductions and ground rules• What’s happening?• Why is it happening?• What can we learn from it/do about it?• Let’s set to work
Context and role
• What is the current context in the region, your local authority and nationally?
• What is the current situation in your subject?• What trends should we be noticing?• How can this initiative help?• What are the challenges?
Hawkins and Smith
Team interruptions:-• Lack of clarity of collective focus• Either-or solution debates• Accountability only occurs top down and not across• Doing to each other what others do to us• Aiming for agreement rather than commitment• Agenda-driven rather than outcome driven meetings• Effective team meetings=effective team• Ignoring the smell of dead fish
Social role
What do I believe are the right things to do or think because of my values and assumptions.
The outer me.
Self image Our inner self
• Our sense of self, which contains elements of positive, negative and unconditional regard
• Strive for – the positive selfIn what circumstances do I feel that I have done well?
- I am OK because I did that well!• Avoid – the negative self
In what circumstances do I feel uncomfortable with myself?- I am not OK because I could not or did not do that well!
• Respect – the unconditional selfIn what circumstances do I feel at ease with myself?
- I am OK
Traits our non-conscious habits
Traits
Traits are non-conscious “driver behaviours” that underpin many of the successful and less successful aspects of our lives. They are relatively enduring physical, cognitive and psychosocial characteristics.
• They may arise from our early lives• They form the basis of our response to challenge or stress• Raised to awareness, we can exercise choice about our
driver behaviours
Hurry up
Be perfect
Pleasepeople
Be strong
Try hard
Can form positive
self image
Could formnegative self image
Which one is which?
Positive
Self-image
Quest for perfection.
Accurate work.
Good team member.
Empathy with others.
Works fast.
Likes having lots to do.
Calm under pressure.
Emotionally detached.
Puts a lot of effort in. Well motivated.
Negative
Self-image
Takes long time. Reluctant to delegate.
Fears upsetting others. Work overload.
Delays job starts.
Rushes, can make errors.
Seldom admits weaknesses
Won’t ask for help.
Trying and doing rather than success.
Hijack
Comes from
Loss of control, low standards.
Being rejected or blamed.
Little to do.Time to think. Silence.
Exposing weaknesses
Being vulnerable.
Being told
“you’re not trying”
Criticism.
Stress
behaviour
Task rather than people orientated.
Unable to say no. Rescues people.
Frenetic activity.
Demands on others.
Quiet and reluctant to communicate
May sulk.
Becomes
Reactive Rebellious
A deadly embrace in facilitation
I: Be perfect Thou: Hurry upTraits
Caus
e of
st
ress Failure to
achieve goals
Having time to think, nothing
to do
Single minded Task oriented
Agitation. Demand on
others to move on
Stre
ss
beha
viou
r
Stre
ss
What is research telling us?
• Social intelligence• Information from a range of sources• Pattern recognition• What clues do we inevitably “give away?”
Half a minuteResearch from Rosenthal and Ambady (1993)Students shown footage of a teacher working
with a class. The footage was silent and shown for 10 seconds only. Students found it easy to accurately evaluate the effectiveness of the teacher. Consistent evaluations even when footage shown for only 5 seconds
Research informationResearch about mirror neurons, spindle cells and
oscillators Spindle cells trigger the mirror neurons These cells help us to gauge the best response Within 1/20 of a second our spindles fire with
information about how we feel about another person
Followers experience “resonance” Certain things that people do (e.g. attuned to
others’ moods) affect both their own brain chemistry and that of others
Other researchMarie DasboroughNegative feedback with positive tonesPositive feedback delivered with some negative
indicatorsWork of Casciaro and Lobo“competent jerks, lovable fools and the
formation of social networks”
Communication is what the other person has understood
Communication
Words, 7%
Voice Tone, 38% Physiology, 55%
Merahbian’s 1970 research indicated that the interpretation of communication when you are not able to ask questions is governed by:
The Three Output ChannelsPhysical Tonal Digital
Gesture Tone Key words
Posture Pitch Metaphors
Expression Speed Phrases
Breathing Volume
Effective Communication: Shannon’s “noisy channel” model*
We don’t always say what we
meanR1
Others interpret our words differently
R3
The message can get distorted in transmission
R2
Strategies• Shout louder• Repeat• Repeat differently• Check that the
person has heard *C. E. Shannon, ``A mathematical theory of communication,'' Bell System Technical Journal, vol. 27, pp. 379-423 and 623-656, July and October, 1948.
5 Waves of Trust
• Self trust• Relationship trust• Organisational trust• Market trust• Societal Trust
Self trust –the principle of credibility
The 4 cores of credibility
• Integrity • Intent These are about Character
• Capabilities • ResultsThese are about Competence
Relationship trust – the principle of behaviour13 behaviours• Talk straight• Demonstrate
respect• Create transparency• Right wrongs• Show loyalty• Deliver results
• Get better• Confront reality• Clarify Expectations• Practice Accountability• Listen first• Keep commitments• Extend trust
Organisational trust – the principle of alignment How would you describe a high trust
organisation?
How would you describe a low trust organisation?
Which description best describes yours?
Market trust – the principle of reputation• Does my brand have integrity? Do we have a
reputation in the market for courageously addressing tough issues quickly and for honestly admitting and repairing mistakes?
• Does my brand demonstrate good intent? Are we perceived as simply out to make profit or do people believe that we genuinely care, that we want to help others win?
• Is my brand associated with Results ? Do people feel we deliver what we promise?
Societal trust – the principle of contribution
• The overriding principle of societal trust is contribution. It is the intent to create value instead of destroy it.
• When I look at the 13 behaviours in my organisation do we......................
What will be happening ahead of the first meeting?
Kolb Problem Solving
Let’s make a start
4.
What’s happening in the team?
1.
What can we do about it?
3.
Why is it happening?
2.
Coaching as helping
Personal issues
Professional performance
Direct Enabling
Advising
Mentoring
Counselling
Coaching
Fleming and Taylor
Coaching and change
• Bobby McGee (2001) Olympic running coach“80% of training for a challenging race or
competition is mental versus physical”He uses a five point strategy with his athletes:
affirmations, focus, routine for dealing with anxiety, visualisation and dealing with discomfort
Coaching and change
• Improving thinking skills, improving imagery and taking purposeful action are key ingredients to achieving challenging goals
• Our thoughts create our reality. When negative thoughts are more prevalent than positive thoughts, negative results will occur. We can choose thoughts that will move us toward a goal or away from one.
coaching: it’s all about change
Deutschman (2005)Change is so challenging that 90% of people who underwent
bypass surgery did not change their lifestyles, even when faced with possible death.
Dr. Edward MillerNoted that many patients who could avoid repeat bypass
surgery rarely doA study of bypass surgery patients showed that those who were
told what to do did not make lasting changes . Only when they were provided with support to implement lifestyle changes did they succeed
Change….John Kotter
“The central issue is never strategy, structure, culture or systems. The core of the matter of always about changing the behaviour of people”
“Behaviour change happens mostly by speaking to people’s feelings. In highly successful change, people find ways to help others see the problems or solutions in ways that influence emotions not just thought”
The coaching triad
Working in parallel
Five dysfunctions of a team
Inattentionto results
Avoidance of accountability
Lack of Commitment
Fear of Conflict
Absence of Trust
Trust
Sense of Efficacy
Team Unity
37
Thinking about your team
Task
Process
Inside Outside
ExternalCommissioning
Dynamics of stakeholder relationships
Primary purposeGoalsObjectives
Interpersonal and Team Dynamics Team culture
AB
C D(across boundary)(within boundary)
THINKINGTHINKING
REVIEWINGREVIEWING PLANNINGPLANNING
DOINGDOING
THINKINGTHINKING
REVIEWINGREVIEWING PLANNINGPLANNING
DOINGDOING
FirefightingPost-
mortemising
Paralysis by analysis
Navel-gazing theorising
Glad / sad / madGLAD SAD MAD
Making a start
Fishbone Analysis - example
Level 1 cause Level 1 cause
Issue
Level 1 cause
Level 1 cause Level 1 cause Level 1 cause
Level 2 cause
Level 2 cause
Level 2 cause
Level 2 cause
Level 2 cause
Level 2 cause
Level 2 cause
Level 2 cause
Remodelling Resources v6.0 – Section 6 Remodelling Tools – Page 4.3
Fishbone Analysis - example
Staffing costs 86% of the
budget
Issue
Income heavily reliant on LEA
formula
Schools facilities are underused
Premises costs 8.5%
Beacon school funding not
renewed
LEA uses January PLASC
for Fair Funding formula
Teachers are 70%
Low numberof TAs
New Council sports centre
opened locally
School not used for external events
Premises staff costs 3.5%
5 year routine maintenance
plan undercosted
Revenue budget not balanced
Etc ...
Remodelling Resources v6.0 – Section 6 Remodelling Tools – Page 4.6
Deepening our thinking
Developing solutions Doable and impact
1 2 3 4
4
3
2
1
Prioritisation Matrix
A B C D
A
B
C
D
doable(how easy to implement?)
Impact(How much
impact will this have in school?)
Big impact
bigproblem No problem
Little impact
The end of the core slides
Risk classification matrix
Moderate Risk
Identify riskManagement Actions
Major Risk
Develop detailedrisk management
plan
Moderate Risk
Identify riskManagement Actions
Minor Risk
Accept orIgnore
Low Probability High Probability
High
Impact
Low
Impact
44
What a force-field analysis looks like
3 2 1 0 1 2 3
Restraining Forces
Driving Forces
Remodelling Resources v6.0 – Section 6 Remodelling Tools – Page 5.5
Schools example of force-field analysisEmploying study supervisors to undertake cover
+ve impact -ve impact
School updated
Staff enthusiastic – improving their working conditions
Reduction in admin for arranging supply
Lessons planning and materials are online via intranet
No teachers doing cover – better prepared and less stressed
Lower stall absence rates
Pupils know the supervisors
Supervisors know the pupils
Can they cope?
Parental objections
Supervisors cannot set the work
Pupils missing out on learning opportunities
Requires staff to teach one more hour per
week
ICT training for supervisors
Cost of ICT
Driving forces Restraining forces
Remodelling Resources v6.0 – Section 6 Remodelling Tools – Page 5.6
Mind the Gap
Hopes and fearsHOPES FEARS
Packing my bags
PACK Leave Behind
Names in the circleUnknowns:(people who are considered important but their position or impact on the issue is not known) Issue
negative positive
Sphere of influence
Within our control
Musts / shoulds / couldsMUSTS SHOULDS COULDS
Negative brainstormingHow can we make sure our development plan fails?
Four hoops
Facts Bias and assumptions
Fears Research
What are the facts and how do we know?
Where are my biases and assumptions?
What are my interests?
What are my fears?
What am I defending?
What am I avoiding?
What do I need to know?
What are the unanswered questions?
Where can I find out?
Weighing pros and consProposal
Pros Cons Needs further discussion
Decision shadow