Transcript Regional Training Day

Regional Training Day
Wednesday September 9th 2009
Intentions
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To consider the changing context and what it might mean
for me
To identify how the features of emotional and social
intelligence influence working with schools/colleges
To think about having an impact when working with
teams
To practise team coaching
To deepen understanding about building social capital
To outline possible next steps for the service and for me
Establishing protocols
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For today to be successful what needs to happen ( as a
facilitator; as a participant)
Discuss on your tables and then capture on flipcharts
Please arrive at your top ten
Team work challenge and review - Instructions
You are members of a space team which had originally planned to meet up
with a mother spacecraft on the surface of the moon. As a result of technical
difficulties, however, your spacecraft has been forced to land about 200 miles
away from the meeting place. Since your survival depends on your reaching
the mother ship, you have to choose the most vital of the available
equipment for making the 200 mile journey. On the next slide you will find a
list of 14 things that were not damaged. Your task is to arrange them in order
of their importance for the journey. Write 1 beside the most important item,
2 beside the second most important item, and so on.
You must reach a consensus within 20 minutes without voting!
Guided Individual Review: Use the review attached for your personal review
of your team’s performance (5 mins)
Team Learning Review: A Team Facilitator will run the learning review – in the
next (5 mins)
Put the undamaged items in order
of importance
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1 box of matches
1 tube of food concentrate
15 yards of nylon rope
30 yards of parachute rope
1 portable heater
2 pistols
1 box of powdered milk
1 telecommunication
receiver and transmitter
with solar batteries
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2 10-gallon oxygen cylinders
1 astronomical chart
Rubber dinghy, automatically
inflatable, with bottles of
carbon dioxide
5 gallons of water
Signal flares (ignitable in a
vacuum
1 first-aid box
Personal reflect on team working (1):
Some points to look for in evaluating your
team’s performance:
1.
Does anybody suggest using a process?
2.
Is a facilitator or a leader appointed upfront?
3.
Are group members vying for leadership? How does it
manifest itself?
4.
Does anybody suggest ground rules?
5.
Does anybody suggest brainstorming several ideas before
one is selected?
6.
Is the “leader” the participant who comes up with the
“best” (usually the first!) idea?
7.
Mid-task, if a new idea is suggested, how does the group
respond?
Personal reflect on team working (2):
8.
9.
10.
11.
12.
13.
14.
How does the group communicate? Who has the most/least
air time?
Is the group working together? Are there sub-groups
emerging?
Is anybody completely disengaged? Why?
What is the energy level like? What about “can-do”
attitude?
Is anybody being particularly encouraging/supportive of
others? How?
Is anybody being particularly discouraging and
unsupportive? How?
Is anybody time-keeping?
Understanding competencies
The iceberg model
Skills
Knowledge
Social role
Self-image
Traits
Motives
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Traits
our non-conscious habits
Traits
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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
Be perfect
Try hard
Be strong
Please
people
Hurry up
Can form
positive
self image
Could form
negative
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.
standards.
Being
rejected or
blamed.
Little to
Exposing
do.Time to
weaknesses
think. Silence. Being
vulnerable.
Being told
“you’re not
trying”
Criticism.
Task rather
than people
orientated.
Unable to say
no. Rescues
people.
Frenetic
activity.
Demands on
others.
May sulk.
Becomes
Reactive
Rebellious
Loss of
Hijack
Comes from control, low
Stress
behaviour
Quiet and
reluctant to
communicate
A deadly embrace in facilitation
Traits
Cause of
stress
Failure to
achieve
goals
Stress
behaviour
Stress
I: Be perfect
Single minded
Task oriented
Thou: Hurry up
Having time to
think, nothing
to do
Agitation.
Demand on
others to move
on
Kolb
Concrete experience
Active
experimentation
Reflective
observation
Abstract
conceptualisation
Research tells us…….
Layard and Dunn (2009)
1959 56% of people believed that most people could be
trusted
1999 29% of people believed that most people could be
trusted
National Accounts for Well-being in Europe (2008)—
UK 20th out of 22 in terms of levels of trust and 1624 age group registered lowest in Europe apart from
Bulgaria and Estonia
The building blocks of social capital
Most models include:A. Trust
B. Engagement and connection
C. Collaborative action
D. Shared identity
E. Shared values and aspirations
“trust is the connective tissue that holds improving schools
together” (Bryk and Schneider 2002)
Inspiring confidence
Credibility
Consistency
Competence
Confidence
Eight signposts of a culture of dialogue
1.
2.
3.
4.
5.
6.
7.
8.
Practising “power with” not “power over”
Caring as much about questions as answers
Growing comfortable with ambiguity and uncertainty
Striving to be as much as can do
Caring as much about the learning of others as our own
learning
Devoting as much energy to listening as speaking
Valuing the process of witnessing the thoughts and
feelings of others as much as we appreciate individual
reflections
Leaving ourselves open to being changed by the
conversation
Listening to encourage trust
Out to lunch….where shall
we go on holiday this year?
There before you…..i know
what you were going to say so I
did not need to pay attention
Listening for
opportunity….have I really
understood you?
Self trust –the principle of credibility
The 4 cores of credibility
Integrity
• Intent
These are about Character
•
Capabilities
• Results
These are about Competence
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Relationship trust – the principle of
behaviour
13 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?
Task
Primary purpose
Goals
Objectives
External
Commissioning
B
A
Inside
(within boundary)
C
Outsid
e
(across boundary)
D
Dynamics of
stakeholder
relationships
Interpersonal and
Team Dynamics
Team culture
Proces
THINKING
PLANNING
REVIEWING
DOING
THINKING
Paralysis by
analysis
Navel-gazing
theorising
REVIEWING
PLANNING
Fire
fighting
Postmortemising
DOING
Technical Skills
“Visible
Skills” • Planning
• Curriculum
• Behaviour
Management
• Other
Generic Skills
• Time
Management
• Problem
Solving
• Setting
Priorities
• Other
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Team Skills
• Collaboration
• Communication
• Negotiation
• Other
Emotional
Intelligence
“Invisible
• Empathy Skills”
• Self-awareness
• Social Awareness
• Other
The five dysfunctions of a team
Inattention
to
results
Avoidance of
accountability
Team Unity
Lack of Commitment
Sense of Efficacy
Fear of Conflict
Trust
Absence of Trust
Groupthink
Conducive conditions
 Highly cohesive group
 Isolated from contrary opinions
 Ruled by a directive leader
Negative consequences
 Few alternatives
 First idea best
 Failure to re-examine alternatives
 Expert opinion not sought
 Over confidence means no contingency
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
Making a start
What’s going well?
What’s so/so?
What’s bad?
Deepening our thinking
Why?
Why?
Why?
Developing solutions
Doable and
impact
4
3
2
1
1
2
3
4
Prioritisation Matrix
Big impact
D
C
Impact
(How much
impact will this
have in school?)
B
A
Little impact
A
big
problem
B
C
doable(how easy to implement?)
D
No problem
Risk classification matrix
Moderate Risk
High
Impact
Low
Impact
Major Risk
Identify risk
Management Actions
Develop detailed
risk management
plan
Minor Risk
Moderate Risk
Accept or
Ignore
Identify risk
Management Actions
Low Probability
High Probability