Transcript Dr Peter Hart
Using evidence for advantage
Providing the certainty to improve
Building Optimistic and Innovative Workplaces to Enhance Student Experience VASSP 2012 Annual Conference Grand Hyatt - 27-28 August 2012
Insight SRC Pty Ltd
Level 5, 34 Queen Street Melbourne VIC 3000 Phone: +61 03 8611 0600 Email: [email protected]
Website: www.insightsrc.com.au
About Insight SRC ...
1
Insight SRC is a highly-skilled consulting organisation capable of building the productivity and effectiveness of schools through innovative and empowering leadership and school improvement strategies.
We deal with the problem, not the symptom, by creating the tools, knowledge and capacity that our clients can then apply to a self-managed process for cultural and organisational change.
Insight SRC works as a strategic partner with our clients to develop long-lasting relationships. You have the expert understanding of your school environment. We have the deep conceptual knowledge of school improvement and the powerful statistical tools and change processes to back it up.
The solutions we develop are not off-the-shelf formats. Our flexibility in thinking and deployment is a result of a holistic approach to school improvement.
Together we work to give you insight into the way your people work, and the pathways for improvement.
As partners, we create knowledge progressive school.
– the most powerful tool of the contemporary and © 2012 Insight SRC Pty Ltd, Level 5, 34 Queen Street, Melbourne, Victoria, 3000, Australia. The content of this document is subject to copyright and is not to be copied, reproduced or used without the prior written permission of Insight SRC ([email protected]).
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Organisational health framework – the beginnings …
The Organisational Health Framework has been an important part of Victorian government school life for the past 22 years: Original focus on building a link between staff wellbeing and performance The Organisational Health Framework grew out of a concern that research and policy relating to staff wellbeing and occupational stress failed to recognise that the primary focus of organisations is to optimise the bottom line – in schools that is the delivery of educational services and the best possible outcomes for students. The conceptual model was developed between 1990 and 1996 The Organisational Health Framework was initially developed through research with Victoria Police and Victorian government schools and then validated in a wide range of public and private sector organisations with support of the Australian Research Council and National Health and Medical Research Council.
Laid the foundation for the positive school of psychology The Organisational Health Framework was one of the first frameworks to introduce the focus on positive psychology and emphasise that the morale of staff and students is critical to their success – and Victorian schools have been the front runners in showing how that focus can be used to build a great education system Developed the initial School Organisational Health Questionnaire in 1992 The research, policy and practice associated with the Organisational Health Framework required the development of new assessment tools that would provide an accurate assessment of the cultural behaviours that underpinned wellbeing and performance.
3
Organisational health framework – 22 years on …
The Organisational Health Framework is now part of a world of research, policy and practice that goes by many different names, including positive psychology and engagement. It has been used extensively in private and public sector organisations to underpin organisational development and change initiatives. Some examples include: State and national workers’ compensation authorities The OHF has been used to drive the preventive strategies in a number of jurisdictions throughout Australia.
Global financial services firm The OHF was used to help the Australian and New Zealand part of a global financial services firm to achieve #1 in its world group of companies with respect to its leader and cultural behaviour, and this was followed 12 months later by significant improvement in profitability.
Global aerospace and defence organisation The OHF was used to assist a global aerospace and defence organisation improve the leader and cultural behaviours that contributed to innovation and quality ahead of the company being awarded the top national Business Excellence Award.
Australian Psychological Society The OHF has been adopted as the standard for describing and assessing the cultural behaviours that underpin psychologically healthy workplaces - which optimise staff wellbeing and organisational performance.
4
Organisational health framework – the education story…
Victorian government schools have led the way in using the Organisational Health Framework and School Organisational Health Questionnaire to assess, monitor and facilitate school improvement. The framework and associated tools are now used in a wide variety of education settings. Some examples include: Australian universities The OHF, SOHQ and associated organisational development tools have been used to assist Australian universities to assess, monitor and improve the leader and cultural behaviours that underpin staff engagement and determine how staff engagement contributes to the quality of teaching and research output.
Independent schools in Victoria The OHF, SOHQ and associated school improvement tools have been used to assess school climate and staff morale in a large number of Victorian independent schools since 2006.
Lutheran Education Australia The OHF, SOHQ and associated school improvement tools have been used by Lutheran Education Australia since 2004 to monitor and improve the wellbeing of principals and assist schools in building the leader and cultural behaviours that optimise student outcomes.
Catholic education The OHF, SOHQ and associated school improvement tools have been used since 2006 in catholic schools throughout Victoria and since 2012 in New South Wales and Western Australia.
Government school systems The OHF, SOHQ and associated school improvement tools have been used in DEECD, Tasmanian Education, Queensland Education, Western Australian Education and now the Northern Territory.
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The focus is now on three key areas …
Given that there has now been 22 years of research, policy and practice associated with the Organisational Health Framework and the related school improvement tools, can this experience help us to sharpen our focus:
Student engagement
• • • What is student engagement What is the link to student wellbeing Can we use this knowledge to enhance the experience of students
Staff engagement
• • • What is staff engagement What is the link to student experience Can we use this knowledge to build optimistic and innovative workplaces
School improvement
• • • How do we engage staff in school improvement What tools can we use to help staff take responsibility for improving student outcomes How do we make sense of coaching, mentoring, training, action learning ...
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Wellbeing is the key to engagement … Engagement is the key to school effectiveness:
Engagement is a positive psychological state that links people and their environments with the performance-related behaviours that underpin success (Hart et al., 2010; Rich et al., 2010) It is now commonly accepted that staff and student engagement are multi-dimensional constructs that include behavioural, cognitive and emotional components (i.e., engagement is an attitude)
Staff Wellbeing Staff Engagement Student Wellbeing Student Engagement
Ensuring Students’ Grow, Learn and Thrive
Developing the Whole Person Academic Achievement
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Defining student wellbeing …
Student Wellbeing
Definition of Student Wellbeing
A student’s emotional, cognitive and social capacity to engage effectively in learning and school life more generally Emotional Wellbeing Cognitive Wellbeing Social Wellbeing
Components of Student Wellbeing
A student’s positive and negative emotional experiences whilst at school A student’s belief and confidence in his or her ability to learn A student’s sense of safety and connectedness to their peers and teachers
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Measuring student wellbeing …
Components of Wellbeing Measured by the SASS
Emotional Wellbeing Social Wellbeing Cognitive Wellbeing Student Morale School Connectedness Student Motivation Student Distress Student Safety Connectedness to Peers Classroom Behaviour Learning Confidence
9
Using student surveys to understand wellbeing …
Attitudes to School (Student) Survey
Strengths and Weaknesses against all schools with yr7-12 data
Student Morale Student Distress Wellbeing
A student’s emotional, cognitive and social capacity to engage effectively in learning and school life more generally
Emotional
A student’s positive and negative emotional experiences whilst at school
Cognitive
A student’s belief and confidence in his or her ability to learn
Social
A student’s sense of safety and connectedness to their peers and teachers
Teacher Effectiveness Teacher Empathy Stimulating Learning School Connectedness Student Motivation Connectedness to Peers Classroom Behaviour Student Safety 0% 25% 50% 75% 100%
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What is staff engagement …
A common thread in the literature on staff engagement is that it is a positive psychological state that connects people in cognitive, affective and behavioural ways to their work and job performance: Khan (1990, 1992) Introduced the notion of engagement and argued that engaged employees are physically, cognitively and emotionally connected to their work and to others – this was later considered ‘psychological presence’.
Schaufeli, Martinez, Marques-Pinto, Salanova & Bakker (2002) Engagement is a positive and fulfilling work-related state of mind that is characterised by vigour, dedication, and absorption. Macey & Schneider (2008) Developed a series of propositions that focused on trait, state and behavioural engagement.
Hart, Caballero & Cooper (2010) Engagement is a positive psychological state that links the person and their environment with the performance related behaviours and outcomes that underpin organizational success.
Engagement is a multi-dimensional construct
Morale
– energy, enthusiasm, pride and passion at the individual and team levels
Affective Commitment
– emotional attachment to the organisation
Continuance Commitment
– the desire to remain with the organisation for the medium to long-term
Job Involvement
– a positive connection to one’s work
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Current research into staff engagement … Engagement is an attitude that underpins organisational performance:
Employee engagement can be defined as a positive work-related attitude comprising cognitive, emotional, and behavioural elements that enable people to achieve individual, team and organizational goals (Fisher, 2012; Rich et al., 2010)
Personal Characteristics Cognitive Engagement Individual Performance Organisational Characteristics Emotional Engagement Team Performance Contextual Characteristics Behavioural Engagement Organisational Performance
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Correlations between staff and student indicators …
The evidence from 1,413 Government schools in Victoria.
Student Morale Individual Morale School Morale Supportive Leadership Role Clarity Professional Interaction Empowerment Ownership Feedback Overall Climate Index * 0.59
0.52
0.46
0.47
0.51
0.54
0.52
0.44
0.52
Employee Development Curriculum Processes 0.54
Student Management 0.57
Student Focus Student Motivation Student Empowerment * 0.60
0.65
0.46
Quality Teaching Student Misbehaviour (school) 0.63
Student Misbehaviour (Classroom) * -0.54
-0.40
Excessive Work Demands Individual Distress School Distress -0.45
-0.47
-0.49
0.53
Student Distress -0.54
-0.53
-0.44
-0.53
-0.51
-0.49
-0.59
-0.52
-0.47
-0.54
-0.57
-0.61
-0.67
-0.48
-0.62
0.59
0.44
0.46
0.48
0.51
-0.53
Teacher Effectiveness 0.58
0.57
0.49
0.56
0.56
0.54
0.64
0.56
0.51
0.61
0.62
0.67
0.69
0.48
0.69
-0.56
-0.40
-0.50
-0.52
-0.53
0.58
Teacher Empathy 0.58
0.57
0.49
0.56
0.56
0.54
0.64
0.56
0.51
0.60
0.62
0.66
0.69
0.48
0.68
-0.56
-0.40
-0.50
-0.53
-0.53
0.58
Stimulating Learning 0.55
0.53
0.46
0.53
0.53
0.51
0.60
0.54
0.49
0.58
0.58
0.63
0.65
0.46
0.65
-0.51
-0.37
-0.48
-0.50
-0.49
0.55
Connected to School 0.59
0.58
0.48
0.56
0.56
0.52
0.64
0.55
0.51
0.60
0.61
0.67
0.71
0.49
0.68
-0.61
-0.44
-0.50
-0.52
-0.54
0.58
Student Motivation 0.45
0.43
0.36
0.44
0.42
0.39
0.51
0.43
0.39
0.48
0.49
0.52
0.59
0.39
0.55
-0.49
-0.37
-0.37
-0.40
-0.41
0.44
Learning Confidence 0.46
0.45
0.36
0.45
0.44
0.40
0.51
0.44
0.40
0.49
0.50
0.54
0.59
0.41
0.56
-0.49
-0.36
-0.38
-0.40
-0.42
0.45
Connected to Peers 0.43
0.43
0.34
0.43
0.42
0.37
0.47
0.40
0.37
0.43
0.46
0.48
0.54
0.38
0.51
-0.48
-0.35
-0.33
-0.37
-0.39
0.42
Classroom Behaviour 0.34
0.34
0.27
0.34
0.31
0.29
0.36
0.31
0.29
0.33
0.38
0.39
0.45
0.34
0.40
-0.47
-0.38
-0.29
-0.33
-0.35
0.33
Student Safety 0.30
0.31
0.22
0.30
0.27
0.25
0.32
0.27
0.25
0.28
0.32
0.35
0.42
0.31
0.35
-0.47
-0.37
-0.22
-0.27
-0.31
0.28
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Staff survey predicts student outcomes better than wellbeing outcomes ...
Staff Survey Indicator Individual Morale School Morale Supportive Leadership Role Clarity Professional Interaction Empowerment Ownership Feedback Employee Development Curriculum Processes Student Management Student Focus Student Motivation Student Decision-Making Quality Teaching Student Misbehaviour Classroom Misbehaviour Excessive Work Demands Individual Distress School Distress Student Family Occupation
-0.11
-0.17
-0.05
-0.07
-0.09
-0.09
-0.16
-0.06
-0.08
-0.09
-0.13
-0.24
-0.36
-0.23
-0.18
0.40
0.28
-0.01
0.07
0.12
Demographic Indicator Outcome Indicators Certified Sick Leave (SSO)
-0.14
Non-Certified Sick Leave (SSO)
-0.25
Certified Sick Leave (Teachers)
-0.12
Non-Certified Sick Leave (Teachers)
-0.42
AIM English
0.10
-0.14
-0.13
-0.25
-0.28
-0.13
-0.11
-0.43
-0.43
0.13
0.01
-0.10
-0.11
-0.12
-0.24
-0.25
-0.28
-0.12
-0.11
-0.10
-0.41
-0.43
-0.46
0.06
0.04
0.02
-0.13
-0.11
-0.14
-0.10
-0.13
-0.11
-0.10
-0.12
-0.10
0.10
0.11
0.12
0.11
0.14
-0.24
-0.23
-0.29
-0.20
-0.25
-0.21
-0.20
-0.21
-0.17
0.22
0.27
0.21
0.24
0.27
-0.10
-0.10
-0.10
-0.09
-0.09
-0.08
-0.09
-0.08
-0.12
0.10
0.07
0.10
0.14
0.13
-0.43
-0.42
-0.46
-0.39
-0.41
-0.43
-0.35
-0.34
-0.37
0.33
0.29
0.36
0.39
0.42
0.11
0.04
0.06
0.08
0.11
0.17
0.34
0.20
0.17
-0.38
-0.33
-0.01
-0.08
-0.11
0.31
0.21
0.17
-0.36
-0.31
-0.07
-0.11
-0.15
AIM Maths
0.14
Student Absent Days
-0.26
Mean VCE Scores*
0.27
0.16
0.06
-0.26
-0.19
0.32
0.12
0.10
0.07
0.07
0.13
0.09
0.11
0.10
0.12
0.17
-0.24
-0.21
-0.20
-0.29
-0.19
-0.18
-0.24
-0.30
-0.28
0.19
0.11
0.16
0.30
0.15
0.21
0.19
0.27
0.38
-0.43
-0.25
-0.31
0.43
0.48
0.15
0.24
0.27
0.69
0.22
0.40
-0.63
-0.56
0.00
-0.22
-0.24
Note. Pairwise deletion of missing data (minimum
N
= 1456) Critical r (two-tailed): 0.05 at .05 level; 0.07 at .01 level; 0.09 at .001 level. * For VCE variables, pairwise deletion of missing data (minimum
N
= 279) Critical r (two-tailed): 0.12 at .05 level; 0.15 at .01 level; 0.2 at .001 level.
0.62
0.19
0.28
-0.55
-0.50
0.10
-0.13
-0.14
Mean VCE English Scores*
0.18
Mean VCE Maths Scores*
0.17
0.20
0.04
0.18
0.03
0.13
0.05
0.05
0.18
0.07
0.11
0.08
0.17
0.26
0.04
0.04
0.04
0.14
0.04
0.13
0.11
0.18
0.23
0.51
0.14
0.24
-0.50
-0.42
0.06
-0.09
-0.12
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Linking leadership, wellbeing and student experience …
Transformational Leadership .88
Individual Morale .94
.96
School Morale Healthy Workplace .97
School Climate .60
.58
.45
Student Wellbeing Teaching & Learning Student Relationships .39
.96
.91
.48
.50
.99
.99
.97
.54
.35
.63
.89
.64
.64
Student Morale Student Distress Connectedness to School Teacher Effectiveness Teacher Empathy Stimulating Learning Student Motivation Learning Confidence Connectedness to Peers Classroom Behaviour Safety
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The four pillars of culture …
Staff Wellbeing 85% Performance Behaviours 60% Staff Retention 25% Absence Cost 24% Student Wellbeing 38% Teaching & Learning 40% the leader and cultural behaviours that form the foundations of wellbeing and performance Four Pillars of Leader and Cultural Behaviour Clarity Empathy Learning Engagement
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The real focus of leaders ...
Focus Psychology of People Purpose
Permissions + Process Agreed Behaviours + Accountability
Persecutor
Reactive
Learned Helplessness Rescuer Feedback Accountability
Proactive Job Relevant
Active Learner
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School climate is the root cause ...
+ Emotion Focused Coping Problem Focused Coping Emotionality + + + + _ Negative Experiences _ + + School Climate + Positive Experiences + + + + + _ _ Distress + + _ Morale Sociability Hart & Cooper (2001) Handbook of Industrial, Work, & Organizational Psychology Absence Behaviour Student Management Quality Teaching Innovation Student Outcomes Parent Satisfaction
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Building the process ...
Leader Behaviour Team Behaviour Outcomes Empathy Clarity Teamwork Engagement Empowerment Ownership Decision Action Accountability
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School improvement strategies that work …
The research evidence demonstrates that action learning is the key to school improvement. Action learning has been around for more than 50 years, and used extensively throughout the world to develop leaders and organisations:
Marquardt et al. (2009)
Action learning develops the ability to collaborate, partner, share, and follow as well as lead naturally through the process of solving real and complex organisational issues … in additional to learning, participants also experience first hand the value of being better team and organisational members.
Three simple questions for school improvement
• • What is working What can be improved • What will we do differently in the future
How will action learning assist
It is one of the most powerful tools for engaging staff in school improvement and enabling school leaders to leverage the capability of staff to develop innovative and creative solutions to challenges were the solution is not known or the typical solution is not acceptable.
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The value of action learning …
The principles, methodology and tools of action learning will be explored in the concurrent workshops. When linked with programmed learning, team coaching and the use of appropriate data, it is the most powerful way of
building an optimistic and innovative workplace that enhances student experience
.
Action learning enables schools to build
shared leadership
that delivers creative and
innovative solutions
by enabling leaders and staff to learn: • • • • • • When to lead and when to follow When to be directive and when to encourage collaboration and consensus How to use intrinsic and extrinsic motivators to keep staff engaged How to engage people’s idealism and desire for professional development and growth How to empower staff to use their capabilities to self manage and lead How to develop a mind set for continuous improvement throughout the school
There can be no action without learning, and no learning without action
Raven’s (1998) – the founder of action learning.
Optimism and Innovation: Tools to Engage Staff
– A concurrent workshop that is based on an action learning case study from a Catholic secondary college that has in excess of 1,200 students and 140 staff.
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The quality of school climate in Victorian government schools ...
Staff Wellbeing Engagement Learning 100 Empathy Clarity Outcomes 10.68
6.20
9.25
9.66
4.74
5.33
3.00
5.61
9.86
5.39
7.94
7.78
80 60 40 20 0 1 2 3
1.
2.
3.
4.
Individual Morale School Morale Individual Distress School Distress
4 5
5.
6.
7.
8.
6
Supportive Leadership Role Clarity Professional Interaction Empowerment Australian Average 1-4 Staff Wellbeing 5 Empathy 6 Clarity
LEGEND 7 8
DEECD 2011 (41766) 7-9 Engagement 10-11 Learning
9
12
10
9. Ownership 10. Appraisal & Recognition 11. Employee Development 12. Work Demands Outcomes
11 12
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The quality of leadership in Victorian government schools ...
People Focus Development Focus 100 Core Business Focus 0.49
4.55
4.49
2.43
2.05
4.33
4.94
6.13
8.06
5.87
5.32
80 5.86
60 40 20 0 1 2 3 4 5 6 7
1.
2.
3.
4.
Manages People Seeks Feedback Builds Relationships Supports Staff 5.
6.
7.
8.
Australian Average
LEGEND
Coaches Staff Effectively Manages Change Values Training & Development Builds Own Skills 1-4 People Focus 5-7 Development Focus
8 9
9. Is Entrepreneurial 10. Creates a Quality Environment 11. Provides Direction 12. Effectively Manages Projects DEECD 2011 (41766) 8-12 Core Business Focus
10 11 12
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Your views are important ...
Providing us with feedback Please help us get better at what we do by providing feedback.
Victorian government schools are already positive, optimistic and innovative workplaces – how can we make them better!
Using evidence for advantage
Providing the certainty to improve
Building Optimistic and Innovative Workplaces to Enhance Student Experience VASSP 2012 Annual Conference Grand Hyatt - 27-28 August 2012
Insight SRC Pty Ltd
Level 5, 34 Queen Street Melbourne VIC 3000 Phone: +61 03 8611 0600 Email: [email protected]
Website: www.insightsrc.com.au