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Meeting the challenges of governing 21st century schools COGS Annual Conference 2009 Liz Cross Outline • Our challenging context • Making sense of what we can do in context • Leveraging Leadership • Tools, frameworks and research findings What do you think the big challenges are? Challenging Context • Political context – New White Paper – New Ofsted Framework – General Election • Social context – Demographic Changes – Expectations • Economic context – Talent – availability – Thriving in a global economy Big Themes • User driven – Parent and pupil voice in Education – Patients /Residents in Health and Housing • Outcome focus – Regulatory shift – Impact assessments • Legal rights – Litigious culture • Governance and Leadership – Powers to HT from LA – Capacity to Improve Big Consequences • If the vision and performance measures change ....... – – – – Structure Processes Capacity and Capability Leadership • .......Has to change VISION/VALUES/STRATEGY All four areas need to be aligned to achieve results STRUCTURE Operating in one zone won’t produce results PROCESS LEADERSHIP BEHAVIOUR CAPACITY 60-70% of climate is driven by what leaders do and say CLIMATE You can’t optimise performance without delivering climate PERFORMANCE COGS Service Standards • Processes – Ensure compliance - statutory requirements – Promote E & E administrative services – Fulfil key functions within LA frameworks • Capacity and Capability – Assist in development of effectiveness & capacity – Manage and promote recruitment , retention and recognition – Manage and promote training – Promote governor networks “Never doubt the capacity of the people you lead to accomplish whatever you dream for them” Benjamin Zander Waldock and Kelly-Rawat 1. The Proactive Challenge 2. The Influence Challenge 3. The Reality Challenge 4. The Vision Challenge 5. The Strategy Challenge 6. The Wisdom Challenge 7. The Insight Challenge 8. The Confidence Challenge 9. The Internal Compass Challenge 2004 10. The Bigger & Bigger Challenge, Challenge 11. The Vertigo Challenge 12. Managing The Tension Between Holding On & Letting Go 13. The Life & Career Transition Challenge 14. The Loneliness Challenge 15. The Personality Challenge 16. The Pathology Challenge 17. Confusion Complexity Chaos Challenge 18. The Work-Life Balance Challenge Governance - Leadership Management Governance Modes of Governance • Co-create - generative • Sense makers • What’s the question • Co-ordinate - strategic • Strategists • What’s the plan • Corrective • Sentinels • What’s wrong - fiduciary Why do people become governors? Delivering Excellence Effective (threshold) Experience/ Qualifications Skills Knowledge Competency (behaviours) Outstanding (Distinguishing) Research suggests that the most competent performers outperform the average by 3:1 Skills • Team working • Leadership • Delegating • Meetings • Making and monitoring policies • Setting and monitoring financial parameters and budgets • Appointing, appraising, development planning, motivating and disciplining staff Competencies Characteristic ways of behaving shown to be associated with achieving successful outcomes Key Competency Clusters • • • • Thinking Guiding Action Achieving Things Through Others Managing The Heart And The Head 12 Key Competencies Thinking Guiding Action Bigger Picture Thinking Analysing & Evaluating Resource Management Gathering Information Getting Things Done Achieving High Standards Achieving Things Through Others Managing The Heart and The Head Influencing Initiating Improvements Showing Leadership Assertiveness & Challenge Managing Your Own Style Integrity & Inclusion Analysing & Evaluating This is about • being a critical friend • making active and informed judgements about the current performance of the school • using a wide range of information from within and outside of it. Getting Things Done This is about • having the drive to ensure goals are achieved on time, through others in the first instance, and collectively and individually where necessary. Showing Leadership This is about • all governors working to create an inclusive body • Making everyone feel welcome, appreciated, well-informed and listened to, • Helping others feel confident and able to give of their best. • Developing the abilities of all, encouraging reflection and the sharing of ideas. Leading 21st Century Schools Critical capability • Stakeholder management • Influencing • Providing Recognition- in inter-dependent systems • Building Trust • 360 degree feedback systems • Measuring impact Mapping Stakeholders High Medium Low Blockers Followers REACTION TO OFFER Champions Positioning Stakeholders Stakeholder Resistant Ambivalent Police User Group D C Enthusiast Activist C D D C D Contractors C = current stakeholder commitment D = desired stakeholder commitment Influence The art of getting into the head of another and determining what you say and how you say it to have the desired outcome Influencing Styles Task Logical Persuasion Rewards & Pressures Risk Safety Participation And Trust Common Vision People “There is no level of poor performance that cannot be achieved given sufficient lack of encouragement....” The Four Elements of Trust RELIABILITY ACCEPTANCE People you relate to want to know if you do what you say you will do. It’s hard to have confidence in a person who makes promises they don’t keep! All people want to be accepted for who they are. Not judged criticised or made to feel inferior. OPENNESS CONGRUENCE People tend to want to co-operate best with people who will “level” with them, not hide anything and give them the whole story (even though it may not all be good news). The final element of trust is congruence – the knowledge that what is you, is on track with what you believe, what you know to be true and what you do. 360 Degree Feedback “One of the hardest tasks of leadership is understanding that you are not what you are, but what you're perceived to be by others……..” ‘Others’ Edward L. Flom Manager Peers Self Direct Reports Measuring Impact- beyond the usual 1. actively create opportunities to hear the voice of parents and pupils 2. listen and respond to the views of internal and external stakeholders 3. ensure complaints are addressed effectively and efficiently 4. ensure the services on offer then reflects the current needs 5. increase social capital with parents, pupils, the community 6. demonstrate shared understanding of excellence 7. engender a sense of growing partnership between schools, individual customers and the wider community [email protected] 07973 721815 www.theconnectives.com