learning from leading this 60 min workshop will address the conference theme: what have we learned?...
TRANSCRIPT
Learning from Leading
This 60 min workshop will address the conference theme:
What have we learned?
Mark Stone: HELP CETL Director & AD Teaching & Learning Becky Turner: HELP CETL Educational Researcher & Developer [email protected]
Workshop overview
• Experience of a director of an FTDL & CETL, considering how CETL was informed by FDTL
• Participants will have the opportunity to reflect on their own learning related to leading educational development initiatives
• Compare experiences with those presented to trigger discussion.
Indicative timings
• 5 mins: Introduction to task
• 20 mins: trigger presentation
• 10 mins: individual leadership reflections
• 10 mins: sharing experiences in small groups
• 15 mins: feedback on examples
Journey
• Business
• Change Agent
• Web technology
• FDTL – SPAT via enhancement [TQA]
• University of Plymouth Colleges [UPC]
• Minerva
• HELP CETL
• The future - UPC…
Leadership informed by...
Schön (1993) Reflective Practitioner
• Engage in a process of continuous learning– Reflection in action– Reflection on action
Hersey & Blanchard (1994) Situational Leadership
• Relationship between the Leader & Follower (team member)– Greater/lesser emphasis on either
task/relationship
Mark Stone Leadership Practices
Practice e.g. Dissemination, Marketing and PR
• Stakeholders value focus, brevity, clarity and consistency.
• It is important to be outward facing, to get to the influential first to build recognition and buy-in, not wait for interest or plaudits.
• What you do, or how you have done it, or think you have done is less important than how well others understand and value what you have done.
Practice e.g. Building and managing teams• As well as being supportive of team
members, this also involves handling difficult individuals* and keeping them within the team.
• This includes tackling tough performance and behaviour management issues and facilitating colleagues to see the value of challenging peers.
*The art is realising that we are all difficult at times
Practice e.g. Results driven project management• Work to ensure the delivery of planned
outputs but while doing so keep the meta level outcomes in mind along with reviewing and recording personal development.
• Use a range of project management techniques and tools including the use of technology to keep staff informed and on track.
Practice e.g. Problem solving, creativity and lateral thinking
• Listen, ask questions and pin down understanding before considering a range of alternative solutions; including keeping an open mind to novel ideas.
• Assess if the target is the problem or the symptom of something else. Look for the result first and the method second.
• Where appropriate, build on, reuse, repurpose and recycle previous work, tools and approaches.
Practice e.g. Managing Change
• To do this stakeholders need support to make sense of the change;
• Key is effective, multi-faceted communication, having a clear and achievable focus and having trust in the leaders vision and capability.*
* This is often demonstrated by smaller aspects of the journey.
Critical incidents
• Capture everything BIG & small
• Catharsis - moving on
• Look for Patterns & Connections
• Memory - five years is a long time
Reflective task
• Identify up to 3 x critical incidents that have shaped your thinking about leadership
• Did you capture this in any structured way?
• How has this learning influenced your leadership practice?
• How could you formulate learning from one incident into a 1 or 2 sentence piece of advice to others
Indicative timings
• 10 mins: individual leadership reflections
• 10 mins: sharing experiences in small groups
• 15 mins: feedback on examples