h.e.!teacher’s!&!adviser’s!conference€¦ ·...

H.E. Teacher’s & Adviser’s Conference

Careers Advice and Personality Type

Twi<er: @DavidHitl Email: [email protected]

‘It’s easier to build strong children than repair broken adults.’ Frederick Douglass

What advice would you give to yourself aged 20?

•  I wish I had the courage to live a life true to myself, not as others expected of me.

•  Most people aAempt less than half of their ambiBons. •  I wish I’d let myself be happier. •  It’s too late to see happiness as a choice when you’re lying on your deathbed.

Bronnie Ware, PalliaBve Care Nurse, summarising the conversaBons she had with people in their last hours of life.

Awareness Test Look at the big picture not just the detail. Moonwalking Bear on Youtube

Your Score Today

6

Believe in Yourself

•  Confident •  Curious •  Courageous •  Able to reason, analyse &

evaluate •  Sociable •  Flexible.

What do you worry about?

•  On average, people worry for 36 minutes per day.

•  Top 4 worries: •  the cost of living, •  debt, •  feeling fat, •  stuck in a rut.

AXer/Before Airbrushing

2. Know Your Strengths

It’s more about how you are clever than how clever you are.

2. Know Your Strengths Logical Levels (R. Dilts)

Iden_ty Personality Skills Behaviour Environment

Sign your name…

Preferred hand:

•  Natural •  Easy •  Comfortable •  Didn’t have to think •  Automa_c

(We prefer tasks on this side)

Other hand:

•  Difficult •  Awkward •  Had to think •  Weird

Source of Energy Eddy I think out loud I prefer variety and ac_on I like to act quickly I’m a good talker I like to give my opinion Donkey Homer Simpson

Ian I think before I speak I prefer quiet I like to be careful I’m a good listener I keep my thoughts to myself Shrek Marge Simpson • 

•  • 

How we take in informa_on •  Sharon

I look for the facts I look for details I focus on what works now I prefer using what I’ve learned I’m more prac_cal and sensible

Batman, James Bond & Snow White

•  Naz I look for the possibili_es I like to work out what it means I focus on how to make it different I prefer learning new skills I’m more of a dreamer and imagina_ve

Roald Dahl, Dr Who & The Li<le Mermaid & Belle

How we decide Frank People then task I tend to follow my heart I ask, ‘How will it affect people?’ I like pleasing people Giving praise is more important I tend to be careful saying things that could upset someone

Claudia Winkleman Robbie Williams • 

• 

•  • 

• 

Tom Task then people

•  I tend to follow my head I ask, ‘Is it the right decision?’ I like rules and principles Telling it ‘how it is’ more important I tend to give and take cri_cism quite easily

Craig Revel Horwood Madonna

Ahtude to Life •  Jane

I like to plan and organise things I like to make decisions I prefer finishing tasks I quite like using lists I like things _dy

Marge Simpson Fred & Velma • 

•  Paula I like to see how things turn out I like to keep my op_ons open I prefer star_ng tasks I’d rather not use lists I don’t mind things un_dy

•  Homer Simpson •  Shaggy & Scooby

5 personality preferences: E talk ac_ve v listen calm I

S facts reality V imagined day-‐dreamer N

F person first V task first T

J organised lists V flexible go with the flow P

+ v -‐

16 Ques_ons to manage progress & confirm outcomes have been met using Type Model

E Can people discuss/contribute construc_vely? Are there ac_ve roles for those that want them? S Is there real evidence for change (data, facts, details, costs)? Is the proposed change be<er than the present situa_on? F Is the change consistent with the values of the people involved? Do people feel heard and valued? J Does the plan have clear goals, schedules, deadlines? Does the change allow _me/resource to do everything else?

I Is informa_on available for reflec_on prior to ac_on? Is there _me for 1 to 1’s to share and clarify thoughts? N Is there a long term vision? Can others contribute ideas to the vision? T Is the proposed change being explained competently? Has leadership shown fairness/equity in proposing change (avoiding them/us)? P Is there some flexibility for individuals to implement the change? Does the plan allow some flexibility for the incorpora_on of new ideas, informa_on, events?

Polar Bear 14% George Washington Angela Merkel Robert De Niro The Queen

Koala 13% Rosa Parks Mother Teresa Marge Simpson David Beckham

Sea Horse 2% Gandhi Michelle Pfeiffer Derren Brown Cinderella

Barn owl 1% Isaac Newton Karl Marx Mark Zuckerberg Jodie Foster

Tiger 5 % Steve Jobs Clint Eastwood ScarleR Johansson Kristen Stewart

Cat 6% Brad PiR Paris Hilton David Bowie Lady Gaga

Seal 3% George Orwell Virginia Woolf Shakespeare Florence Welch

Tawny owl 2% Einstein Darwin Marie Curie Tina Fey

Panther 6% Churchill, Madonna Amy Winehouse Helen Mirren Bart Simpson

Lion 8% Ant and Dec JF Kennedy Harry Styles Pink, Katy Perry

Clown fish 6% Daniel Radcliffe Anne Frank Keira Knightly Graham Norton

Falcon 3% Steve Wozniak Sacha Baron Cohen Billy Connolly Tracy Beaker

Black bear 11% Henry Ford, Emma Watson, Judge Judy Alec Baldwin Duncan Bannatyne

Teddy bear 12% Shania Twain Elton John Tyra Banks Prince William

Dolphin 3% Mar_n Luther King, Bono, Morgan Freeman, Oprah Winfrey

Eagle 3% Julius Caesar Aung San Suu Kyi Ma< Damon, Adele Richard Branson

Plans 5 things happy staff have in common •  Clarity (clear goals and feedback) •  Centred (focus on present tasks, not past/future)

•  Choice (with consequences) •  Commitment (trust, let them do their own thing their way)

•  Challenge (stretched)

Polar Bear

14% UK popn M16 F7 Risk 12

Koala


Sea Horse 2% UK popn M1 F2 Risk 15

Barn owl 1% UK popn M3 F1 Risk 6

Tiger

5 % UK popn M9 F2 Risk 4

Cat


Seal


Tawny owl


Panther


Lion


Clown fish


Falcon


Black bear 11% UK popn M11 F6 Risk 10

Teddy bear 12% UK popn M8 F17 Risk 13

Dolphin

3% UK popn M2.5 F3.3 Risk 14

Eagle 3% UK popn M3 F1 Risk 8

Polar Bear BE CONCRETE Be prac]cal and logical, provide facts and detail. Allow thinking ]me.

Koala BE NICE Be specific and polite. Listen and wait for a reply, don’t be pushy.

Sea horse BE BIG PICTURE Provide vision. Be posi]ve and personal. Let them ruminate.

Barn owl BE ORGANISED Provide all necessary facts, detail and theory so they can analyse it all.

Tiger BE ACTIVE Emphasise the ac]on and challenge involved in solving real problems. Don’t push.

Cat BE SPECIFIC Be clear, gentle and collabora_ve.

Seal BE SENSITIVE Be sincere, personal allow thinking _me. Engage through their passions.

Tawny owl BE THEORETICAL Provide enough info to ignite their curiosity, they like to ponder, siX and analyse data.

Panther BE PRAGMATIC Mo]vate using fun, games, ac]on and prac]cal benefits.

Lion BE FRIENDLY Be direct, prac_cal and let them talk un_l they understand.

Clown fish BE CURIOUS Listen as they describe their ideas. Appeal to their unique imagina_on. Offer choice.

Falcon BE ENTERTAINED Enjoy their wit and banter. Steer them to task as a way of enhancing their performing skills.

Black bear BE ASSERTIVE Be direct, firm, brief, fair and consistent; they’ll respect your competence.

Teddy bear BE PERSONAL Ask how they feel. They follow their values. Provide clarity and plans. Praise their contribu_on.

Dolphin BE NURTURING Be consistent, friendly and consensual. Listen to their insights.

Eagle BE PREPARED They like to challenge and debate to understand. Be bold, concise and challenging.

Personality Type E or I ?

Eddy I think out loud I prefer variety and ac_on I like to act quickly I’m a good talker I like to give my opinion

Ian I think before I speak I prefer quiet I like to be careful I’m a good listener I keep my thoughts to myself

E . . P Challenge Sell one of these items in 2 minutes

BEARS (50%) S J

Like: clear instruc_ons, hands on, checklists, T data & figures, F personal, outlines, charts, deadlines, methods, like observa_on followed by ac_vity, specific answers. Student Numbers: Science s 10% Engineering 27% Finance 43% Counselling 10% Law 30% OccupaBonal Therapy 28% (all F) (Source: ‘GiYs Differing’ Isabel Briggs Myers)

Sea animals (14%) N F

Like: fantasy, belonging, discussion, peer groups, humour, games, stories, fun, role play, emo_ons, spontaneity, own _metable, collabora_on. Student Numbers: Science 26% Engineering 20% Finance 10% Counselling 76% Law 17% OccupaBonal Therapy 48%

Cats (27%) S P

Like: up and doing, inves_ga_on, independence, risks, choice, visits, skill development, craX, open-‐ended tasks, challenges. Student Numbers: Science s 7% Engineering 9% Finance 29% Counselling 5% Law 11% OccupaBonal Therapy 7%

Birds (9%) N T

Like: reasoning, theories, evalua_on, analysis, logic, thunking, objec_ve hypothesising, ideas, playing devil’s advocate, puzzles, asking why? debate, research. Student Numbers: Science s 57% Engineering 43% Finance 18% Counselling 8% Law 42% OccupaBonal Therapy 17%

Personality and work style

•  SJ Bears •  Like hands on, data, figures,

checklists, clear instruc_ons, deadlines, manuals, specific answers, to observe & imitate.

•  NT Birds •  Like analysing, theories,

knowledge, hypothesising, deba_ng, puzzles, tests, evalua_ng, researching.

•  SP Cats •  Like problem solving,

inves_ga_on, choice, risks, op_ons, games, challenges, projects, skill development.

•  NF Sea Animals •  Like fantasy, humour,

games, discussion, drama, role-‐play, self-‐expression, emo_ons, subjec_vity.

Team Role by type

Bears Like secng rules, expect things done their way, offer plenty of do’s and don’ts Value tradi]on, thoroughness, defined roles and responsibili]es Teddy and Koala focus/purpose: people (over represented in Primary teaching). Black and Polar focus/purpose: task comple]on Annoyed by unmet deadlines, neglect of procedure. If stressed – they remove privileges from those around them Favourite Ques]on: Are we following the rules? Bears like to be recognised for what they produce, the results of their endeavour, sweat and toil.

Cats Prefer a hands-‐off style, flexible and bold Independent problem solvers Encourage staff to learn by doing, develop and apply their skills Hard to fool Focused on ac]on and process Under represented in teaching Annoyed by strict direc]ons If stressed – it’s one extreme or the other; strict or lackadaisical Favourite Ques]on: Can we just get on with it now? Cats like to be recognised for how they work and contribute.

Sea Animals Seek harmony, shared values, common purpose Encouraging, nurturing, “hippy” leaders Over represented in teaching, especially Clown fish and Dolphin. Focus: Ideas and people Annoyed by impersonal treatment, organiza]onal viola]on of their values If stressed -‐ withdraw their support/include only their “favourites” Favourite Ques]on: How can we all get along? Sea animals like to be recognized for who they are.

Birds Strategic, objec_ve, logical leaders Task focused Most self-‐cri_cal of all types Owls -‐ self-‐contained, shares informa_on on need to know basis (over represented in secondary teaching and H.E.) Eagle/Falcon -‐ discuss/argue, compe__ve, intellectual. Annoyed by poor logic, reason or principle and unproduc_ve rules/tradi_on If stressed -‐ autocra_c Favourite Ques_on: Why? Birds like to be recognized for their ideas.

3. Have a Plan/Vision

•  Draw a house

Career Search and Type •  E Talk to people and

brainstorm op_ons. •  S Collect informa_on and

review specific facts and details on courses/careers.

•  F Seek opinion of trusted experts/friends about op_ons.

•  J Organise _metable, checklist with deadlines.

•  I Record ideas and research alone.

•  N Generate and explore many big picture themes /ideas.

•  T Logical analysis with pros and cons of each op_on.

•  P Seek out and respond to new informa_on as it presents, change plans.

Clownfish (ENFP) 6%

Journalism 21% Psychologist 18% Actor/Performer 18% Alterna_ve Therapies 16% Teaching 12%

N= ideas F= for people

Air Traffic Controller 1% Farmer 1% Retail Manager 2% Armed Services 2% Uniformed Services 2%

S=prac_cal service T=for task

The 4 type Ques_ons (What, Why, How & Where)

•  S prac_cal service

•  T for the integrity of a system or task

•  J comple_on to deadline

•  E with groups of colleagues or customers

•  N offering my ideas & insights

•  F for the benefit of people

•  P flexibly, open-‐ended

•  I alone or one-‐to-‐one

4. Posi_ve Ahtude ‘A ship in harbour is safe but that’s not what ships are made for.’ William Shed

When to Go for it or Wait Confident and Curious

10 things you can do to develop a Growth Mindset in your School/Classroom

1.  Believe intelligence is learnable. 2.  Regularly deviate from my lesson plans. 3.  Allow/encourage students to teach/coach each other. 4.  Give students a choice of tasks in each lesson. 5.  Encourage regular self assessment and goal-‐sehng. 6.  Relate all lessons to their real world. 7.  Reward effort rather than focusing on outcomes. 8.  Ask for feedback on how my teaching is working. 9.  Embrace I.T./new technology. 10. Bring in/use other experts (students, Teaching

Assistants, visitors).

Resilience: the GREAT way

Gra_tude (3 new things you’re grateful for each day for 21 days) Random Acts of Kindness (email genuine +ve comment to someone each day for a week) Exercise (sweat at 3 _mes per week for 20 mins) Author (Journal/write up 1 +ve experience per day) Transcend (Meditate/Full relax, 15 mins per day)

Flow Checklist

•  In my current job I feel involved, focused and clear about my role?

•  I have the skills I need to cope with unexpected situa_ons?

•  I oXen lose sense of _me as I am absorbed in my work?

•  I feel rewarded whilst doing my job (internal rewards)?

‘There is only the moment, the now. This does not mean we should live for the moment it means we should live in the moment.’ Leo Buscaglia

Hand Fist Challenge

‘We build too many walls and not enough bridges.’

Sir Isaac Newton

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