Transcript Board Officers’ Session

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
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•
•
•
•
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 self
In 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 self
In 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
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
What is research telling us?
•
•
•
•
Social intelligence
Information from a range of sources
Pattern recognition
What clues do we inevitably “give away?”
Half a minute
Research 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 information
Research 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 research
Marie Dasborough
Negative feedback with positive tones
Positive feedback delivered with some negative
indicators
Work of Casciaro and Lobo
“competent jerks, lovable fools and the
formation of social networks”
Communication is what the other person
has understood
Communication
Merahbian’s 1970
research indicated that
the interpretation of
communication when
you are not able to ask
questions is governed by:
Words,
7%
Voice Tone, 38%
Physiology, 55%
The Three Output Channels
Physical
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
mean
Others interpret our
words differently
R3
R1
Strategies
• Shout louder
• Repeat
• Repeat differently
• Check that the
person has heard
The message can get
distorted in transmission
R2
*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
• Results
These are about Competence
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?
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?
Saying
Doing
Thinking
Feeling
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
Advising
Counselling
Enabling
Direct
Mentoring
Coaching
Professional
performance
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 Miller
Noted that many patients who could avoid repeat bypass surgery
rarely do
A 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
Coach
Client
Observer
• Practises coaching skills
• Models framework
• Has clear intentions
• Contributes to feedback
• Provides subject matter
• Contributes significantly to feedback
• Times the session
• Takes notes about the coach behaviours
• Uses notes for feedback
Working in parallel
Coaching
the ML
Facilitating
the team
Rapport
Climate
Trust
Trust
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
37
Thinking about your team
Information
Favourite world
Do you prefer to focus on the outer
world or you own inner world?
Do you prefer to focus on the basic
information you take in or do you prefer
to interpret and add meaning?
Your team
Decisions
Structure
When making decisions, do you prefer to
first look at logic and consistency or first
look at the people and special
circumstances?
In dealing with the outside world do you
prefer to get things decided or do you
prefer to stay open to new information
and options?
Task
Primary purpose
Goals
Objectives
External
Commissioning
B
A
Outside
Inside
(within boundary)
C
(across boundary)
D
Dynamics of
stakeholder
relationships
Interpersonal and
Team Dynamics
Team culture
Process
THINKING
PLANNING
REVIEWING
DOING
THINKING
Paralysis by
analysis
Navel-gazing
theorising
REVIEWING
PLANNING
Fire
fighting
Postmortemising
DOING
Glad / sad / mad
GLAD
SAD
MAD
Making a start
What’s going well?
What’s so/so?
What’s bad?
Fishbone Analysis - example
Level 1 cause
Level 1 cause
Level 2 cause
Level 2 cause
Level 1 cause
Level 2 cause
Level 2 cause
Issue
Level 2 cause
Level 2 cause
Level 2 cause
Level 1 cause
Level 2 cause
Level 1 cause
Level 1 cause
Remodelling Resources v6.0 – Section 6 Remodelling Tools – Page 4.3
Fishbone Analysis - example
Income heavily
reliant on LEA
Beacon school
formula
funding not
renewed
Etc ...
Staffing costs
86% of the
budget
Teachers are
70%
LEA uses
January PLASC
for Fair
Funding
formula
Low number
of TAs
Issue
New Council
sports centre
opened locally
Premises staff
costs 3.5%
5 year routine
maintenance plan
undercosted
Premises costs
8.5%
School not used for
external events
Schools facilities
are underused
Remodelling Resources v6.0 – Section 6 Remodelling Tools – Page 4.6
Revenue
budget not
balanced
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
The end of the core slides
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
What a force-field analysis looks like
Restraining Forces
Driving Forces
4
3
2
1
0
1
2
Remodelling Resources v6.0 – Section 6 Remodelling Tools – Page 5.5
3
4
Schools example of force-field analysis
Employing study supervisors to undertake cover
Pupils know the supervisors
Can they
cope?
Supervisors know the pupils
Staff enthusiastic –
improving their working
conditions
Reduction in admin for arranging supply
Lessons planning and materials are online via
intranet
Parental objections
Supervisors cannot set the work
Pupils missing out on
learning opportunities
Requires staff to teach
one more hour per
week
School updated
No teachers doing cover – better prepared and less
stressed
ICT training for
supervisors
Lower stall absence rates
+ve impact
Cost
of ICT
Driving forces
Restraining forces
Remodelling Resources v6.0 – Section 6 Remodelling Tools – Page 5.6
-ve impact
Mind the Gap
Skills
Vision
Vision
Skills
Vision
Skills
Vision
Skills
Incentives
Resources
Action Plan
=Confusion
Incentives
Resources
Action Plan
= Anxiety
Resources
Action Plan
= Hostility
Action Plan
= Disillusionment
Incentives
Incentives
Resources
= Fits & starts
Hopes and fears
HOPES
FEARS
Packing my bags
PACK
Leave Behind
Names in the circle
Unknowns:
(people who are
considered
important but their
position or impact
on the issue is not
known)
negative
Issue
positive
Sphere of influence
Within our
control
Musts / shoulds / coulds
MUSTS
SHOULDS
COULDS
Negative brainstorming
How 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 fears?
What do I need to
know?
What are my
interests?
What am I
defending?
What are the
unanswered
What am I avoiding? questions?
Where can I find
out?
Weighing pros and cons
Proposal
Pros
Cons
Needs further
discussion
Decision shadow