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