JOHN EDWARDS, STEVE STANLEY BILL MARTIN and NEIL CARRINGTON - PowerPoint PPT Presentation

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JOHN EDWARDS, STEVE STANLEY BILL MARTIN and NEIL CARRINGTON

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  1. JOHN EDWARDS, STEVE STANLEY BILL MARTIN and NEIL CARRINGTON THE LEADER’S REPERTOIRE

  2. TRANSMISSION MODEL The single greatest determiner of what a person is able to learn is my ability to skilfully craft the message, transmit it, and lodge it in the learner.

  3. MENTAL MODEL - CONSTRUCTIVISM MENTAL MODELS FILTER WHAT I ALREADY KNOW M’ M MEANING MAKER M”

  4. SOCIAL CONSTRUCTIVISM – Vygotsky SOCIAL PERSONAL r R

  5. LEADERSHIP - KEY ELEMENT 1 LEADERS UNDERSTAND HOW PEOPLE MAKE MEANING

  6. DYSFUNCTIONAL MENTAL MODEL OF PERCEPTION • What I observe are THE FACTS. • What I know is THE TRUTH. • And any reasonable person would see what I see and know the truth as I know it.

  7. CHRIS ARGYRIS - LADDER OF INFERENCE ACTION MENTAL MODEL CONCLUSION REFLEXIVE LOOP ASSUMPTIONS MEANING DATA SITUATION

  8. Working with the personal response technology

  9. LEADERSHIP - KEY ELEMENT 2 LEADERS KNOW HOW TO LEAD, NOT MANAGE

  10. LEVELS OF PERSPECTIVE - Kim Vision LEVERAGE Mental Models Systemic Structures Patterns of behaviour Events

  11. LEADERSHIP - KEY ELEMENT 3 LEADERS ALIGN PEOPLE TO A SHARED VISION AND VALUES

  12. LEADERSHIP - KEY ELEMENT 4 LEADERS UNDERSTAND HOW LEARNING IS GENERATED IN THE WORKPLACE

  13. ACTION LEARNING - Revans ACT ACT ACT GATHER DATA GATHER DATA DESIGN DESIGN REFLECT REFLECT

  14. TRANSFORMATIONAL LEARNING - Butler and Edwards L + clear understood flows time THEPIT confusion frustration angst L -

  15. LEADERSHIP - KEY ELEMENT 5 LEADERS UNDERSTAND SKILL ACQUISITION

  16. DREYFUS MODEL Rule Governed Behaviour PPK Basis For Action Read the Context Novice Beginner Competent Proficient Expert

  17. TEACHER DESIGNED SCHOOLS NETWORK • Teachers know how to design magnificent schools. • Powerful processes are needed to help them do this. • By the end of this year, the Network will have over 60 schools across Australia, New Zealand, the UK, USA, Norway and Sweden. • It is based on total respect for the PPK of teachers. • Such schools need strong leadership, not management.

  18. TEACHER DESIGNED SCHOOLS • Shared Vision and Core Values • Deep Personal Coaching for Principal • Bringing in the World’s Best • Implement Long Term Action Plan • Leading, not managing

  19. SHARED VISION & CORE VALUES • THE SHARED VISION IS A RICH DESCRIPTION OF THE WAY THE SCHOOL WILL BE, WRITTEN IN THE PRESENT TENSE. • THE CORE VALUES WE WILL LIVE BY ARE THEN EXTRACTED FROM THE VISION, CLARIFIED & ARTICULATED.

  20. TEACHER DESIGNED SCHOOLS • Shared Vision and Core Values • Deep Personal Coaching for Principal • Bringing in the World’s Best • Implement Long Term Action Plan • Leading, not managing

  21. THE LIFECYCLE OF GROUPSTuckman • FORMING • STORMING • NORMING • PERFORMING

  22. FORMING • AGREEING TO DO SOMETHING TOGETHER. • INTELLECTUAL COLLABORATION • UNCERTAINTY • NEGOTIATION • SKILLED CONSENSUS • EXCITEMENT • CREATING THE SHARED VISION

  23. STORMING • THE STRUGGLE TO BREAK FREE FROM CURRENT REALITY. • CHALLENGE TO MINDSETS • POTENTIAL CONFRONTATIONS • SURFACING OF EGO & FACTIONS • USE/ABUSE OF POWER & POLITICS • COLLECTIVE AWARENESS • CLARIFYING TRAINING NEEDS • ACTION LEARNING • DEVELOPING FOCUS AND COMMITMENT

  24. NORMING • NEW SYSTEMIC STRUCTURES & MENTAL MODELS ARE EMBEDDED. • FUNDAMENTAL SYSTEMIC CHANGE • NEW MENTAL MODELS EMERGE • PERFORMANCE NORMS ESTABLISHED • ALIGNMENT • TEAM LEARNING • CONFIDENCE THAT THE VISION IS ACHIEVABLE

  25. PERFORMING • THE ENJOYMENT OF DOING YOUR WORK. • CONTINUOUS CYCLES OF LEARNING & IMPROVEMENT • SYNERGY • FINE TUNING • DRAMATIC SHIFTS IN SKILL ACQUISITION • COLLECTIVE SENSE OF ACHIEVEMENT AND SATISFACTION • “THIS IS THE WAY WE DO THINGS AROUND HERE”

  26. TEACHER DESIGNED SCHOOLS • Shared Vision and Core Values • Deep Personal Coaching for Principal • Bringing in the World’s Best • Implement Long Term Action Plan • Leading, not managing

  27. CREATING AND LIVING YOUR LONG TERM PLAN • EACH TEAM PRESENTS THEIR RECOMMENDED ACTION STRATEGIES TO ACHIEVE THE VISION. • THE LEADERSHIP TEAM THEN SEQUENCES THESE INTO A LONG TERM PLAN. • THE SEQUENCE IS BASED ON STAFF FEEDBACK, LEVEL OF PERSPECTIVE, IMPACT ON STUDENT LEARNING, TIME, LOGISTICS, TRAINING NEEDS AND COST. • YOU THEN JUST WORK YOUR PLAN.

  28. AUCKLAND INTERMEDIATE TEACHER “ It's amazing to work with a team who all are passionate… there were no energy vampires, we are all sources of energy and we energise each other".

  29. AUSTRALIANPRIMARY PRINCIPAL “Yesterday at school was amazing. The minute I walked in I felt empowered for the first time in my educational life. I have a crystal clear vision of where we are going. I have clarity on how to do this and at last an understanding of why I need to do what I need to do.

  30. AUSTRALIANPRIMARY PRINCIPAL I was asked to take on another two roles outside my school … up came this little voice and asked “does this take me closer to our vision or further away” … for the first time I said no … I do not want to be an EVENTS manager anymore.”

  31. LEADERSHIP CHALLENGE 1 LEADERSHIP IS ABOUT SHARED VISION

  32. LEVELS OF PERSPECTIVE - Kim Vision LEVERAGE Mental Models Systemic Structures Patterns of behaviour Events

  33. VISION FOCUS VISION Focus on what we want to create Creative Tension Structural Tension Focus on how we feel and on getting rid of bad feelings Reactive Tension CURRENT REALITY (Robert Fritz)

  34. ONE MIND, ONE VOICE • Be frank, honest. Argue. Debate. But, when you open the doors you must be of one mind, one voice or your cynics will drive a truck through you. • Letting go of ego, the leader’s most difficult task! • Agree on the issues where you will speak as one mind, one voice.

  35. A MESSAGE FOR LEADERS “When leadership are unhappy with other leadership members, do not relay this to staff - it undermines and makes staff jumpy and unsure. Feedback needs to begin at that level - be received and worked through, so it does not have a chance to unravel the rest of us.”

  36. LEADERSHIP CHALLENGE 2 LEADERSHIP IS ABOUT MENTAL MODELS

  37. SOURCES OF POWER • Position and/or authority • Expertise • Age and/or experience • Relationships

  38. LEADERSHIP CHALLENGE 3 LEADERSHIP IS ABOUT COURAGE

  39. FACE THE TRUTH • Surface the current reality, the kind of deep and potentially threatening or embarrassing information that can motivate learning and produce real change.

  40. DEALING WITH RESISTANCE • Never ignore a resister. Get to them as fast as you can. • Never argue, never coerce. • Simply question them as to why they resist. 50% of the time they don’t have the information they need. • If they still resist tell them the choice you have made. Invite them to make the same choice. • Thank them and go away, but come back to them again and again.