‘creating a high performance school culture’. leadership the art of getting a group of people to...
TRANSCRIPT
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‘Creating a High Performance School Culture’
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Leadership
The art of getting a group of people to do something as a team because they individually believe that it is the right thing to do
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Performance Improvement
Everything should be about performance improvement. If it doesn’t make us better, don’t do it.
Every team has the capacity to improve their performance
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Leadership
Leadership is action - ‘see something, do something’.
See something positive, reward it
See something negative, challenge it
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Leadership
Leadership is the responsibility of every member of the team
We must all lead by example
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Mechanics & Dynamics
We focus only on the dynamics of the team i.e. how we interact together.
If the dynamics are excellent, the mechanics of the team are performed at a higher level
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Team as a Resource
The staff team is our most valuable, and often our most under-utilised, resource
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Program Outcomes
Clear understanding of ‘rules’ The staff support each other more Team is greater than the individual Honest, open dialogue about performance The program is not the ‘Leading Teams’
program. It becomes ‘the way we do things around here’
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Implementing The Program
Essential Steps Build a framework that the staff own and drive Identify and develop a strong leadership group Develop strong relationships between staff so
that they can speak honestly to each other about performance
Review in reference to the framework
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Great Teams
Clear Behavioural
Framework
Strong Professional
Relationships
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Your Team
Identify the problem that you would most like to solve in your school (may be a person/s or an issue).
What impact is this problem having on your team? Make a note using dot points outlining the situation and consequences for the school.
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Establish a trademark Establish a behavioural framework
Step 1: Building A Behavioural Framework
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Trademark
How would you describe your team now? (3 words)
How do we want your team to be described? (3 words)
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Behavioural Framework
What behaviours do you see that stop your team from being the ‘ideal team’?
What behaviours must your team display if they are to be this ‘ideal team’?
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Team Culture
The culture of any team is simply the ‘behaviours that it accepts and rewards’
Language is critical
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Step 2: Select Leaders
Identify staff members who most consistently display the Trademark Behaviours
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Leaders
Model trademark behaviours
Reward trademark behaviours
Challenge counter-productive behaviours
(remember: right way, right time, right place)
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Leadership Group/Team
Should be empowered and consulted by the principal to manage all aspects of the team and school
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Leadership Group
Must drive the trademark behaviours of the group
Start slowly but with training and trust, they will take more responsibility
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How do you measure up as a leader?
Self Assessment
Name:…………………………….
What 3 words do you think your team would use to describe you?
What 3 words would you like your team to use to describe you (perfect world)
What do you think your team want you to:Stop doing Start doingKeep doing
What is one thing that you can do tomorrow that will make you a better leader?
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Situational Leadership
SupportiveSupportive
CoachingCoaching
“We Talk, You Decide” “We Talk, I Decide”
(High Relationship – Low Task) (High Relationship - High Task)
DelegativeDelegative
DirectingDirecting
“You Decide” “I Tell”
(Low Relationship - Low Task) (Low Relationship – High Task)
Level of Security Level of Training Level of Willingness Level of Security Level of Training Level of Willingness
Urgency of TaskUrgency of Task
Relationship
Task
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Step 3: Build Strong Professional Relationships
Profiling (DiSC) Dominant eagle) Influencer (peacock) Stable (dove) Conscientious (owl)
Individual profiles are always secondary to the team’s Trademark & Trademark Behaviours
Peer reviews Small groups Formal assessments Develop personal action plans and affirmations
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Personal Plan
Following each peer assessment, a personal action plan is developed and mentoring relationships begin.
Affirmations are a vital part of each personal action plan
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Self Image‘What others accept as the truth about me’
Behaviour/
Performance
Self Talk‘What I accept as the truth about me’
Self Talk Cycle
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Step 4: Reviews
Staff reviews must reflect the Trademark and Trademark Behaviours
This will result in a more consistent performance
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Conflict
Must be embraced if we are to drive performance improvement
Must be managed carefully and respectfully
Occurs when there is a gap between ‘what we expect’ and ‘what is delivered’.
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Managing Conflict
Always use the Trademark & Trademark Behaviours as your reference point
Always confront issues and encourage open dialogue
In difficult situations use the ‘Relationship Assessment’ pro-forma and have this mediated by an independent facilitator
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Key Focus Areas for a Successful Program
Identify & influence ‘centres of influence’Identify blockers and develop a strategy to reduce ‘blocking’Level of honest dialogue between power brokersLeaders’ preparedness to receive feedback from teamLeaders have no ‘favourites’Level of skill of coaches/leaders/players to apply knowledgeWeight of numbers (WON)
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Great Teams
Every member of the team feels safe to have open, honest and constructive dialogue with any other member of the team, regardless of their position in the team.
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What does this mean for you?
You must model the TM behaviours Support the staff framework (use language) Assist staff to adhere to the framework Be prepared to use, trust and listen to members of the
leadership group Look to provide opportunities for members of the
leadership team to lead and make genuine decisions Be prepared to listen to staff feedback about your
performance