duncan foord: motivating teams and individuals eaquals_riga2017

Motivating teams and individuals

Duncan Foord, OxfordTEFL

©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 1

http://www.eaquals.org/

age

Baby Boomer 53-72

Optimism, sacrifice, the motor, personal growth, loyalty, challenge authority, want to leave a mark

Generation X 37-52

Sceptical, what’s in it for me, obliged to be flexible, prioritisefamily and community, pragmatic, keep learning, loyalty to boss, want to maintain independence

Generation Y 15-36

Better educated, more tech savvy, multi-taskers, high self-esteem, high expectations, optimistic, ready to co-operate, comfortable with change, seek personalised experiences, want to have a meaningful life

©Eaquals www.eaquals.org 3Eaquals International Conference, Riga, 27 – 29 April 2017


What DISC style are you? your colleagues? Is your team balanced?

How does DISC affect motivation?

Motivation ARCAgency, Relatedness, Competence

“Recently I did my first half-marathon. A friend and I agreed to do it together. Ten weeks before the race, I found a training schedule on the internet which told me when and how far to run each week. I printed it and put it on the wall in the kitchen. It was magic! That little piece of paper made me run four times a week. Sometimes I trained with my friend, too. I’d been running for a couple of years, but I was never as motivated before. I never imagined I’d be able to run 21 km”



How can agency, relatedness and competence be

developed in your school?

Which of the three is a priority?


GROW

GoalWhat do you want to achieve exactly? Why is it important?

RealityWhat is the current situation in relation to your goal?

OptionsWhat are the different things you could do to achieve your goal? What are the pros and cons of these options?What are potential obstacles?

Way Forward Choose from the options above and get on and do it!Make a plan



Responding

1. When and how do you praise staff? Give some

examples. How did they react?

2. How are staff criticised. Give some examples

3. Do staff in your school get financial rewards (or

penalties) . Are the rewards for teams or individuals?

4. When and how are staff thank staff?


Leadership for ELT3 week online course with individual coaching with Duncan/OxfordTEFL

[email protected]

duncan foord: motivating teams and individuals eaquals_riga2017

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