module 1: learning to lead

Module 1: Learning to Lead 01/10/2020 – 02/10/2020

Day 1

#ourNCEjourney

Welcome

Nick Heard – Executive Director of the NCE

Vivienne Porritt - Strategic Leader of #WomenEd

Zoom Conduct:

• Any technical issues, contact your mentors• Video off in main room and on in break out rooms• All participants will be muted • The chat function can be used to share thoughts, ask questions or engage with other participants• Where necessary, a participant may be unmuted to make a contribution• Challenge! (But be kind!)• We are all in this together, let’s share, learn and grow together

▪ The National College of Education is committed to delivering the highest quality leadership and management training and development within the Education sector.

▪ Our Mission is to engage, empower, and inspire a new generation of leaders who will transform the way that schools are managed and led, promoting service to their communities and enhancing life chances for all.

▪ Our Vision is to be the home of educational leadership development. To achieve this, we have created a platform infrastructure of collaborative partnership networks and leadership development across all levels in schools that support the delivery of world-class empirically driven programmes, facilitated by exceptionally talented people.

▪ We are driven by our Values of innovation, collaboration, and excellence; to disrupt and continuously improve the system by unlocking millions of pounds of funding to develop school leaders, promote diversity of thought and challenge the meritocracy of ideas and thinking in the relentless pursuit of excellence for you.

#WomenEd

Mission:To empower more women in educationto have the choice to progress on their leadership journey

Values:

Source: Laker, Ben.; Porritt, Vivienne. Why Do We Need International Equal Pay Day? Forbes, 2020.

“Reducing the gender pay gap is both a moral and pragmatic necessity, especially when the highest-paid female CEO in the Fortune 500 earns $758,474,697 less than the highest-paid male CEO. This simply cannot continue - morally, all humans have equal rights and equal value…perversely, although Education is a feminized workforce, proportionately fewer women hold higher-paying senior leadership positions in schools, colleges, and universities: women who gain senior leadership roles are paid less than men. So if education systems are to set an example to other sectors, significant change is required, starting immediately.

It is, for this reason, why a recent collaboration between WomenEd and the National College of Education is so essential, who together this week launch a flagship master’s program that includes mandatory content on agency, diversity, equality, equity, representation, and of course, the gender pay gap.”

This programme will provide a truly diverse and informed perspective on leadership development that challenges the inherent system bias that pervades in our domain

Academic Deadline for Essay 1: 13/11/2020

This module asks you to write a 4,000-word essay that critiques the relationship between people and high-performance. Be sure to address demonstrate the following knowledge of:

1. The external environment and use of diplomacy with diverse groups of internal and external stakeholders. (K13.G.1).

2. Approaches to strategic workforce planning including talent management, learning organisations, workforce design, succession planning, diversity and inclusion (K11.F.3.1).

3. Working with board and company structures (G14. 4.1)

See knowledge criteria in Learner Handbook 6-9.

Self-Performing TeamsModule 1 Knowledge Seminar 1, Alison Robb-Webb

This session examines the component parts required to create and sustain high-

performing teams that work efficiently with and within board and company structures; recognising the differing dynamics needed to achieve both.

What actually isa team?

What is a team?

“ … a small group of people with complementary skills who are committed to a common purpose, performance goals and approach for which they are mutually accountable... ”

Source: Katzenbach, Jon R, and Douglas K. Smith. The Wisdom of Teams: Creating the High-Performance Organization. Harvard Business School Press, 1993.

How do teamsdevelop?

Team development model

Formation Adjustment Trust Debate Buy-in Performance

Early days; getting to know each other; lots of saying the right thing; not

rocking the boat; OK but superficial relationships.

Source: Buck, Andy. Leadership Matters. John Catt, 2018.



Personal views are asserted; people vying for position; lots of assumptions about

motives; misunderstanding and bad feeling is not

uncommon; difficult time for the leader to manage.




Trust between team members is developing; they are comfortable in

exposing their own worries, fears, vulnerabilities and

weaknesses; they are honest with one another;

people feel valued, supported and respected by

others in the team.




Team members trust one another enough to be able to disagree and argue about decisions and issues without it being personal; the

focus is doing the right thing, discovering the truth, not winning an

argument.




There is genuine buy-in and a strong sense of commitment from all team members when

key decisions are taken, even if there has been earlier disagreement because all ideas and

views have been properly considered.




Team members, not just the leader, do not hesitate to hold

one another to account for their behaviours and adherence to

decisions and standards; there is a shared sense of ownership of

the whole team’s goals; the team are acting as a single unit

and performing highly.


Dysfunctions of a Team

Fear of conflict

Absence of trust

Lack of commitment

Avoidance of accountability

Inattention to results

Need for vulnerability

Status and Ego

False harmony

Ambiguity

Low standards

Source: Lencioni, Patrick. Overcoming the Five Dysfunctions of a Team: A Field Guide for Leaders, Managers, and Facilitators. Jossey-Bass, 2005.

GRPI Team Effectiveness Model

• Goals

• Roles

• Processes

• Interactions/Interpersonal relationships

Interpersonal Relationships

Process & Procedures

Roles & Responsibilities

Goals

Source: Beckhard, Richard. (1972). Optimizing Team Building Efforts. Journal of Contemporary Business, 1972.

Because we have to move beyond …...

“polite co-operation”.

What is collaborative excellence?

The desire and abilities of parties to work

together, each having an appreciation and

acceptance of the other’s strengths, weaknesses

and differences.

A willingness to share the burden of work in order to

meet each other’s needs. It is commitment to a common goal

whilst being united in the purpose of achieving mutual

success.

Source: Mills, Ian.; Ridley, Mark. 100 big ideas. LID Publishing, 2013.

How do you create excellence

Commitment tocommon goals

Unity ofPurpose

Motivation Strong, HealthyRelationships

Top QualityCommunication

Excellence Excellence Excellence Excellence Excellence

Commitment to a Common Goal

High

• Actually having a clear goal or set of goals and a strategy as to how to succeed

• Having agreed and known priorities

• Ensuring that each other’s roles are clearly understood

• Where all team members are productive and proactive in pursuit of the team goal

• Recognising and removing barriers that hinder performance

• Not being afraid to confront poor performance when functional roles get in the way

• Celebrating major milestones


Excellence

Unity of Purpose

High

• Holding collaborative purpose-driven meetings

• Having robust measurement process against the end purpose

• Ensuring that a unified message is being advanced by the whole team

• Thinking “team” or “partnership” in the decision making process

• Not pursuing individual agendas to the detriment of the team agenda

• Encouraging and incorporating ideas from each team member

• Managing the impact of forces outside the team e.g. “rumour-mill”

Unity ofPurpose

Excellence

Healthy, Productive Relationships

High

• Having Mutual trust

• Having Mutual respect

• Having Mutual concern

• Respecting confidences

• Treating others with courtesy and dignity

• Encouraging others rather than being over-critical

• Supporting others in difficult situations

• Being candid, open and honest

• Keeping one’s word

• Engendering a sense of belongingHealthy, Productive

Relationships

Excellence

Respect for Individual Needs

High

• Appreciating different perspectives and views

• Seeking out others’ opinions and really listening

• Involving others in decision making

• Taking the time to explain decisions

• Ensuring that each person knows the value of their unique contribution – saying thank you

• Sharing confidences with others about future plans

• Serving others

• Seeking feedback about one’s own performance

Respect forIndividual Needs

Excellence

Communication Excellence

High

• Having a planned communications strategy and sticking with it

• Checking to ensure that all interested parties have an opportunity to contribute (not just those with the loudest voices!)

• Not assuming that since you know what you mean everyone else does

• Considering at all times the needs of the “Receiver”, not just you as the “Transmitter”

• Ensuring that critical information is disseminated in timely fashion

• Not allowing cynicism to prevent listening

CommunicationExcellence

Excellence

What would be your line for your team?


Unity ofPurpose

Healthy, productiverelationships

Respect forindividual needs

CommunicationExcellence

Excellence Excellence Excellence Excellence Excellence

Teaming

• “Teaming is about identifying essential collaborators and quickly getting up to speed on what they know so you can work together to get things done.”

• Contrast stable teams to current challenges and the need for more flexible teamwork

• Managing complicated and changing interdependencies:• Curiosity

• Passion

• Empathy

Source: Edmondson, Amy. Teaming: How Organizations Learn, Innovate, and Compete in the Knowledge Economy. Harvard Business Press, 2012.

Amy Edmondson’s theory of Psychological Safety for creating and sustaining high performing teams

What is psychological safety:

“Team psychological safety is defined as a shared belief that the team is safe for interpersonal risk taking…. [it] involves but goes beyond interpersonal trust”

Source: Edmondson, Amy. The Fearless Organisation. Wiley, 2019.

How psychological safety relates to performance standards

Highpsychological safety

Comfort ZoneLearning &

High Performance Zone

Lowpsychological safety

Apathy Zone Anxiety Zone

Low Standards High Standards

Source: Edmondson, Amy. The Fearless Organisation. Wiley, 2019.

Leading Team Learning

Key determinant of team performance is a team’s ability to adapt to new ways of working, therefore the leader must actively manage their team’s learning efforts

Frame the work

✓Affirm the vision/guiding principles

✓Set clear expectations, support and responsibilities

✓Acknowledge gaps/ uncertainty

Invite Participation

✓Be curious

✓Build confidence that others’ voices are welcome

Serve as a fallibility model

✓Destigmatise failure

✓Orient towards continuous learning

✓Role models desired behaviours for an environment of psychological safety

Self Performing Teams

• Leaders at all levels have choices about the systems and processes supporting teams and the cultural climate in which they are expected to operate

• High performing teams within single school organisations or as part of multi academy trusts• Level of distributed leadership / central control

• Culture of delegation or micro-management

• Self managing teams

• Not just about looking inward and creating strong teamsbut looking at teaming across boundaries• Teaming that enables the vision to evolve as

project vision may shift; the guiding principlesremain a bedrock

Looking ahead

The days of the top-down hierarchical organization are slowly coming to an end, but changing the organization chart is only a small part of the transition to a network of teams. The larger, more important, and more urgent part is to change how an organization actually works.

Now, more than ever, is the time to challenge traditional organizational structures, empower teams, hold people accountable, and focus on building a culture of shared information, shared vision, and shared direction.

Organisational design

Percentage of respondents rating this trend ”important” or “very important”

An example

• Cisco, one of the world’s most successful and enduring technology companies, sees a team-based organizational model as fundamental to its strategy. According to John Chambers, executive chairman and former CEO, speed and time to market are central to the company’s success: “We compete against market transitions, not competitors. Product transitions used to take five to seven years; now they take one to two.”

An example

• To address this continued disruption and the highly competitive nature of its business, Cisco has set up a new talent organization, Leadership and Team Intelligence, focused entirely on leadership and team development, team leader selection, performance management, and intelligence-gathering for Cisco teams and their leaders around the world.

An example

• Ashley Goodall, the senior vice president who runs this group, is leading a wide-ranging redesign of Cisco’s talent practices and technologies to focus on the optimization of team performance, team leaders, succession management, and talent mobility between teams. He plans to use real-time performance conversations, ongoing pulse surveys, and text analytics to monitor and benchmark team performance. The intent is to build information about how the best teams work together and how they drive results, and then embed these insights into the company with a direct focus on employee engagement, strengths, and empowerment.

Where organisations can start, according to Deloitte

• Revisit your organisation’s design: Look at ways to bring functional experts into “mission-driven” teams focused on customers, markets, or products.

• Set up a real-time information network: A successful network brings together disparate information on customers or products to give team members integrated data on performance in real time. Look at how people seek and find information today using design thinking.

• Eliminate organisational layers: Departments whose mandate is to fix or service other parts of the organization should be converted to shared-service groups. Question the role and the need for middle managers.

• Rethink your rewards and goals: Optimise performance management around “team performance” and “team leadership” rather than focusing solely on individual performance and designating individuals as leaders simply by virtue of their title or role. Reward people for project results, collaboration, and helping others.

• Adopt new team-based tools: Put in place tools and measurement systems that encourage people to move between teams,and share information and collaborate with other teams. Consider performing an organisational network analysis.

• Let teams set their own goals: Teams should be held accountable for results—but let them decide how to perform and socialise and communicate these goals among the team.

• Communicate shared vision and values from top leaders: Encourage senior leaders to focus on strategy, vision, and direction, and teach them how to empower teams to deliver results.

https://www2.deloitte.com/us/en/insights/focus/human-capital-trends/2016/organizational-models-network-of-teams.html

Now to turn knowledge into practice…

Turning Knowledge into Practice with Senior Leadership Tutors: 11:30-12:00

1. Reflect on the reading Edmondson (1999) Psychological Safety and Learning Behavior in Work Teams.

2. Consider how you can produce greater Psychological Safety in your leadership teams.

3. Discuss what the impact would be, and why.

Welcome



Emotional IntelligenceModule 1 Knowledge Seminar 2, Dr Adeyinka Adewale

This session explores the fundamentals of self-awareness and emotional

intelligence, evaluating how both concepts impact upon ethical-driven, values-led people and performance in accordance with the Nolan Principles.

Ground Rules

• All participants will be muted during this seminar

• The chat function can be used to share thoughts, ask questions or engage with other participants

• Where necessary, a participant may be unmuted to make a contribution

• We are all in this together, let’s share, learn and grow together

Safe Space PolicyMatters of emotion are deeply personal. All views shared must be respected and treated as confidential information that cannot be referred to outside of

this seminar. Use the private chat function to message me directly if you’d like your views to be anonymised.

Initial Check In:

How are you doing?How stressed are you feeling? What are your major concerns?

What have been your most dominant emotions over the past few weeks?

A whole new worldWhat has Emotions got to do with it?

Opening ReflectionThe Rational Thinker ‘Myth’?

Can we truly detach our emotions from work?Can we always set aside personal feelings when making professional decisions?

Everyone is performing their typical roles under additional stress, while also managing their own mounting work-life challenges and staying informed about rapidly changing policies.

Leaders’ heightened call to maintain their own well-being and that of their workers

A few thoughts

• Extreme stress can affect the way we act and perform

• School leaders experience the full gamut of emotions in their work; responding to their own and others’ emotions is a central part of the role

• Leaders may not feel they are free to express their real emotions

• For most colleagues, social support and understanding are key ingredients to help alleviate stress and adjust work-life expectations

• Almost every leadership toolkit for the season has identified ‘empathy’ and ‘emotional support’ as integral to weathering this storm

How do emotions fit into work?The Place of Self Awareness

How do emotions fit into work?

Affect

Emotions:

Overt reactions that express feelings about events. They are more intense and can influence

our judgment, memory, creativity, and reasoning

Moods:

Unfocused, relatively mild feelings that exist as background

to our daily experiences. They are not usually linked to specific

events or circumstances

Emotional intelligence includes the moods and feelings we display during personal interactions.

Sources: Weiss & Cropanzano, 1996; Greenberg & Baron, 2003

Affective Events Theory

Source: Ashkanasy, Neil.; Dasborough, Marie. Emotion and Attribution of Intentionality in Leader-Member Relationships. The Leadership Quarterly, 2002.

Work Environment:• Characteristics of the job• Job demands• Requirements for

emotional labour

Work Events:• Daily hassles• Daily uplifts

Emotional Reactions:• Positive• Negative

Job Satisfaction

Job PerformancePersonal Dispositions• Personality• Mood

Midway Check In:

Again…How are you doing?What are the ‘hassles’ and ‘uplifts’ are you currently experiencing on your

job? How have you been responding to them?

Any coping mechanisms?

Quick Scenario

Participant 1 just left meeting where he was terribly upset by a heated exchange with one of their colleagues. They are now expected to walk into a high-level multi-stakeholder meeting which they are chairing and in which some crucial decisions will be made. That meeting is often known to be long and at

times tense,

If you were Participant 1 how will you handle yourself going into that meeting?

How can leaders better stay in touch withtheir emotions?

Self-Awareness

• Self-awareness is the awareness of your own feelings and the ability to recognise and manage these.

• Self-awareness doesn't just let you see yourself better, but it also lets you better decipher other people and their emotions.

• In the earlier scenario, a leader might use their self-awareness to ask, 'how am I coming off right now? How can I best express and deal with the emotion I am feeling? Am I able to relate with others without transferring my aggression?

• Being honest about how you're actually feeling takes some vulnerability as well as some self-awareness, but matching your behaviours to your emotions and recognising what the effect might be on yourself and others can be a sure sign that someone has developed — and is using — their emotional intelligence.

Emotional LabourExpressing organisationally/professionally desired

emotions during interpersonal transactions on a job. E.g. handling complaints by smiling, making positive

eye contact, nodding affirmatively etc even if it means supressing genuinely felt emotions

Source: Hochschild, A.R. Emotion work, feeling rules, and social structure. American journal of sociology, 1979.

Emotional Labour

• When you face angry colleagues, or people who are generally unpleasant, emotional labour can be particularly challenging.

• A large part of that challenge comes from the need to hide your real emotions, and continue to 'smile and nod your head,' even when for instance receiving negative or critical feedback.

• People either: express only their positive feelings, or hide or manage their negative feelings.

• In dealing with –ve emotions, people show emotion they don't really feel; Hide emotion they really do feel; Create an appropriate emotion for the situation

Emotional Labour Techniques

Surface Acting

• Hiding one’s true emotions

• Faking emotions, using smiling and soft tones to mask true feelings

Deep Acting

• Changing one’s underlying feelings

• Control your emotions, rather than pretending

Source: Hochschild, A.R. Emotion work, feeling rules, and social structure. American journal of sociology, 1979.

Reflection Questions

• What are the emotional labour requirements of your job?

• How do you deal with these requirements?

• How often do you experience emotional conflict?

Conceptualising Emotional Intelligence

What should it look like?

Participant 2 is a well-liked manager of a small team. Kind and respectful, sensitive to the needs of others.

They are a problem solver, easy to talk to, has a strong positive mental attitude (PMA), always engaged and is a source of calm to their colleagues

Would you agree that Participant 2is an emotionally intelligent

leader?

What if Participant 2 lacks the following:

Ability to deliver difficult feedback to employees, the courage to ruffle feathers and drive change, the

creativity to think outside the box.

Would that change your perception of their EI skills?

The 4 domainsof EI

Self-Awareness

Self Management

Social Awareness

Relationship management

Self-awarenessUnderstand your own moods and emotions

Social-AwarenessDevelop rapport with new people

Relationship management

Understand others emotions and treat

them the way they need to be treated

Self-managementControl over emotions. Thinking before acting

Source: Goleman, Daniel; Boyatzis, Richard. Emotional Intelligence Has 12 Elements. Which Do You Need to Work On? Harvard Business Review, 2017.

A common error…Defining EI too narrowly

Sociability, Sensitivity and Likeability alone do not make emotionally

intelligent leaders…there’s more to EI

3 facts about Emotional Intelligence

• First, emotional intelligence does not mean that someone is pleasant all of the time. There are occasions when leaders have to be confrontational;

• Second, emotional intelligence does not mean a carefree expression of one's feelings. Instead, emotionally intelligent leaders learn to manage feelings and express them appropriately.

• Third, emotional intelligence develops slowly during childhood; we learn more about it and gain the skills we need as we age. They are refined through repeated use.

Emotional Intelligence in PracticeHow do you deliver a poor performance report to a

staff who is already lacking in self confidence?

RegulationWorking with emotions – in oneself and others – whether positive or

not

FacilitationEmotions are used to identify and prioritise important information

PerceptionEmotions are

identifiable in oneself and others - can

express emotional needs

UnderstandingApplying words to

emotions and understanding when

emotions are blended

Source: Mayer, John.; Salovey, Peter. Emotional development and emotional intelligence: Educational implications. Basic Books, 1997.

Source: Mayer, John.; Salovey, Peter. Emotional development and emotional intelligence: Educational implications. Basic Books, 1997.

Practical Leadership Implications

What do these mean for values-based leadership?

Nolan Principles

Reflection

How can emotional intelligence help us deal with the expectations of ethical decision making/ moral behaviour in leadership?

FBI whistle blower, Colleen Rowley, who revealed the FBI’s mishandling of a terrorist investigation that might have prevented the 9/11 tragedy, has discussed the internal struggle to control her

conflicting feelings of anger over the FBI’s actions, her positive feelings for the organization that she dedicated many years to (and still works for) and some fear for her own career, in bringing critical

information to the attention of FBI Director Robert Mueller.

Final Check In:

What are you taking away?What are you going to start doing differently?


1. Reflect on the reading Heffernan (2010) Self‐compassion and emotional intelligence in nurses.

2. Consider how you can produce greater levels of compassion and emotional intelligence in your leadership teams.

3. Discuss what the impact would be, and why.

Creating a Talent Management PlanApprenticeship Task 1

Teaching and Learning Assessment Plan (TLAP)

• Log on to OneFile

• Accept the TLAP

• Ensure the Lightbulb show "0 pending"

Session Outline

A. Purpose of the Skills Seminar

B. How to compose and present the answers to the questions set

C. Review of the questions

D. Where the answers can be sought

E. What the answers should contain

F. What to be mindful of when answering them

G. Attempt a question per PLG

H. Provide constructive criticism on the answer

Do you have the apprenticeship standards in front of you?

A. Purpose of the Skills Seminar

Talent Management:

In answering your four sets of questions you are designing a Talent Management Plan. You are addressing how to:

1. Recruit the talent

2. Develop and retain the talent

3. Deploy Talent

4. Succession plan


• Your name and your tutors name at the top of the document. Date.

• Each question as a heading

• Typed format on a Microsoft Word Document

• Size 12

• Write precisely. Sentences longer than two/three lines are too long!

• Spelling and grammar check

• Relevant policies in the appendices (web links are also fine)

• Approximately 200word answers per question (half a page)

• Leave the other half free for tutor discussion notes


• Underline key words

• What are the questions asking you to do? (some might ask you ‘how are you already…’ some might ask ‘how could you better…’)

• Check back on the apprenticeship standards that are in brackets after your answer and make sure your answer uses the key terms in the standards.

• Some may ask you to carry out tasks (e.g. the generational audit), this may mean collecting the data, but only presenting the results in the answer, analysing them and making a brief, suggestiveconclusion.

• Sketch a framework to answer your question using key terms or actions

Question 1. Recruit the talent

1. How clear are your recruitment policies related to your business vision and strategy needs? List key reasons why this approach is important to organisational success (K11.F3.1)

2. Have you undertaken a generational audit? What is the demographic spread of your workforce talent? (K11.F3.1)

3. How are you managing complex relationships across multiple and diverse stakeholders in relation to recruiting talent? (S20 1.1)

Question 2. Develop and retain the talent

1. How are you enabling an open and high-performance working environment to support your Talent Management strategy? Identify five key aspects of your strategy and three ways it could be improved (S17.1.1)

2. Do these support “collective leadership”? If not, how could they be adapted to ensure a more effective approach to toward Service Leadership (S17.1.1)

3. When designing effective utilisation of your workforce, how do you balance people and technical skills as well as encouraging continual development? (S19.1.3ab)

Question 3. Deploying talent

1. Managing talent can sometimes result in challenging situations, how well are you able to manage workforce conflict? What approaches have been effective in your role? (S5.1.2)

2. Developing talent means being able to lead and influence people across your organisation - how effective are you at doing this? Identify five methods you successful use (S18.1.2)

3. Deploying staff across your organisation means continuous attention to team dynamics – how do you build constructive working relationships across teams? Do you use matrix management and if so, where has this been successful? (S18.1.2)

Question 4. Succession Planning

1. What are you doing to keep engaged with the talented staff in your organisation? What else could you do to make this more efficient? (K11.F3.1)

2. How frequently do you lead beyond your mandated area of control and authority? Give an example of where you’ve worked in this way and have used your negotiating and advocacy skills to successfully build relationships. (S22.1.3)

3. When are you able to influence, negotiate and use advocacy skills to build reputation and effective collaborations? (S22.1.3a&b)

4. Does your workforce planning instil confidence, demonstrate honesty, integrity, openness, and trust? If so, give a brief description of how. (B62.3)

D. Where the answers can be sought

The handbook provides a section in order to understand each area

Use the key words in this question and section of the handbook to research:

• A definition of each term

• Better understanding of each term and its application

• Key reading around it to support answering, doing or implementing your tasks

• Check the quality of your sources (try and stick to academic standards to improve your quality of writing, analysis, evaluation and quality)

• Use your own setting’s policies to ensure understanding

E. What the answers should contain

• An answer that specifically addresses what the question asks you to do

• Each of the key terms from the question and the apprenticeship standards

• Evidence that you have the skills, knowledge and behaviour required by the relevant apprenticeship standards

• Context and professional reflection and evaluation of your own setting.

Potentially:

• Identifying gaps in your own or your setting’s practice

• Recognising solutions to address them (e.g. frameworks, theory, tasks)

• If possible, evidence the impact it has had

F. What to be mindful of when answering them

Review each of the questions, try not to answer a different/the next question when answering it, so map your answers first. Map using:

• Key terms from the questions should also be used.

• Key terms from the apprenticeship standards

• Key terms should be used if they are mentioned in the writing in the handbook that supports the question.

• Seek some structure from the diagrams and writing in the handbook

• Plagiarism! Do not copy the handbook, but adapt what it is saying into your own context.


• Break out into your PLG for 20 minutes

• Each PLG is assigned a question

• After 20 minutes, share document/email the answer to the tutor so it can go on display.

• Present back to the group (2 minutes per group)

• Receive feedback for 5 minutes.

• Share, no plagiarism!


Assign a PLG with the task of giving feedback on:

• Key terms from the questions being used.

• Key terms from the relevant apprenticeship standard.

• Key terms that are mentioned in the writing in the handbook that supports the question.

• Professional reflection

• Critiquing of the theory

• Writing (reading) flow

Plenary


Alison Robb-Webb – Leadership Expert

Dr Adeyinka Adewale – Lecturer at Henley Business School, University of Reading

Module 1: Learning to Lead 01/10/2020 – 02/10/2020

Day 2

#ourNCEjourney

Welcome



Coaching and MentoringModule 1 Knowledge Seminar 3, Matt Silver

This session explores the external environment and focuses on the

application of advanced coaching and mentoring techniques that enhance the use of diplomacy with diverse groups of

internal and external stakeholders.

Coaching & Mentoring for High Performance

People flourish when they experience a balance of positive emotions, engagement with the world, good relationships with others, a sense of meaning and moral purpose, and the accomplishment of valued goals.

Source: Layard, Richard. Can We Be Happier?: Evidence and Ethics. Pelican, 2020.

What is coaching?

“A one-to-one conversation that focuses on the enhancement of learning through increasing self-awareness and a sense of personal responsibility, where the coach facilitates the self-directed learning of the coachee, through questioning, active listening and appropriate challenge in a supportive and encouraging environment.”

Source: Robson-Kelly, Liz.; van Nieuwerburgh, Christian. What does coaching have to offer young people at risk of developing mental health problems? A grounded theory study. International Coaching Psychology Review, 2016.

Words of wisdom

“Often, people don’t leave organisations when they are fulfilled, they leave because of the relationship with their boss”.Richard Branson

“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel”.Maya Angelou

Relationships are based on …

The Trust Equation was first introduced in 2000 by David Maister, Charles Green and Robert Galford in their book, 'The Trusted Advisor'.

External environment - context

What is your context?

How does it match your capabilities?

How do you feel about the match?

How are your behaviours a result of your

feelings?

How is the climate driven by your

behaviours?

The steps in the behaviours spiral

Motivational Needs

Emotions & Feelings

Behaviours

default/learnedClimate Contribution Impact

School leadership is about enabling people to live joyous, purposeful & fulfilled lives based on sound, ethical choices.Great school leaders iterate through understanding > improvement > fulfilment, for themselves and others.


How do we use our time?

Leadership

Management

Administration


The Six Leadership Styles according to Daniel Goleman

Commanding“Do what I tell you”

Visionary“Come with me”

Pacesetting“Do as I do now”

Affiliative“People come first”

Coaching“Try this”

Democratic“What do you think?”

Source: Goleman, Daniel. Primal Leadership: Realizing the Power of Emotional Intelligence. Harvard Business School Press, 2002.

My Leadership Behaviours

Commanding

Authoritative

Affiliative

Democratic

Pacesetting

Coaching

My impact on others’ context

Your Learned Leadership Styles

Your Default

Leadership Styles

Some people

Some situations

Other people Other situations

Other people

Other situations

Learned impact zone

Default impact zone

Team dynamics

forming

storming

norming

performing

Source: Tuckman, Bruce. Developmental Sequence in Small Groups. Psychological Bulletin, 1965

Leadership is about developing people

Trainee?

New to role?

Star?

Key ally?

De-skilled & passed over?

Wrong job?

Worn-out?

Personal problems?

Organisational climate?

Willingnessmotivation

Skilf

uln

ess

cap

abili

ty

Source: Hersey, Paul and Kenneth H. Blanchard, Management of Organizational Behavior: Utilizing Human Resources. Prentice Hall, 1993

Motives

Deep subliminal needs which:

• drive our behaviours (in our personal and professional lives) towards situations where they can be satisfied

• influence the way we see people and situations

• unhealthy stress arises when our needs are not met

Unhealthy stress

Personal & Professional Needs

Influence/

Power

Achievement

Affinity

• Being liked and/or loved by others• Harmony, mutual friendship and

absence of conflict• Sociable activities and

conversations about people• Making others feel valued

and cared for

• Personally accomplishing some difficult or challenging task

• Surpassing a standard of excellence (even self-imposed)

• Doing something new, original, innovative

• Planning career steps or stages of personal development

• Being in charge, taking an initiative or controlling

• Status, distinguishing possessions or symbols

• Helping others, having an impact on their behaviour

• Empowering and contributing to others development.

Source: McClelland, David. How motives, skills, and values determine what people do. American Psychologist, 1985.

Needs, feelings, behaviours

0

1

2

3

4

5

6

7

8

9

10

Achievement Affiliation Power

Motive Profiles

Employee Participant 1 Middle Leader Senior Leader CEO

Leadership behaviours & motivation

Joyous, fulfilling, unstinting contribution – your best work

The challenge is to deploy staff so that they inhabit this space

Behaviours derived from motives• Self-indulgent, • easy to do• Counter-

productive• Personally

satisfying

Behaviours required by context & needing energy• Professional• Dutiful• Heroic

Source: Buck, Andy. The Basic Coaching Method. John Catt, 2020.

The BASIC coaching/mentoring journey

Where am I? Where do I wish to be? How do I get there?


Coaching versus mentoring

Directive Non-directive

Mentoring Coaching


The principles of coaching: 1

relationship based on truth, openness and trust

non-possessive warmth

a commitment to developthe individual

the focus is on what the client thinks and experiences

Coaching to improve

performance


The principles of coaching: 2

the client is responsiblefor results

the client can alwaysachieve more

the client can generatethe best solution

the conversation isbetween equals

Coaching to improve

performance


BASIC Coaching approach

BASICSTEPS

B

A

S

Background

Aim

Strategy

IImplementation

CCommitment


BASIC Coaching skills

QuestioningCan you tell me more?

What else?

How do you feel about that?

Listeningunderstanding, silence

Summarising & Reflecting

Building Trust

Empathymirroring,

Emotional Resonance


Barriers to BASIC coaching

Achievement

• Looking for the perfect solution

• Determination to “get through” all the stages

• Lack of patience - discomfort with silence

Affiliation

• Too much sympathy

• Uncomfortable with client’s distress

• Minimising the client’s own self-blame

Influence

• Trying to impose own solutions

• Assuming own experience is relevant

• Dominating the conversation

The coach’s own motivational disposition can get in the way


BASIC Coaching practice

Coach

Client

Observer


BASIC Coaching summary

WhyThe objective

• Improved Performance

• Self-understanding• Understanding

central role of motives/feelings on behaviours

• Responsibility lies with client

WhatKey aims

HowBASIC Coaching

• Listening for understanding

• Empathy not sympathy

B

Background

BASICSTEPS

A

• Questioning• Reflecting

SI

C


1. Reflect on the reading Hewlett (2019) Want to Be a Better Manager? Get a Protégé.

2. Consider the three steps of Basic Coaching: Where are you? Where do you wish to be? How do you get there?

3. Discuss the implications and agree a dates with a peer to review your objectives in one, three, six and twelve months time.

Welcome



Creating Learning Organisations Module 1 Knowledge Seminar 4, Diana Osagie

This session explores approaches to strategic workforce planning including talent management, workforce design, succession

planning, diversity and inclusion.

What is Strategic Workforce Planning (SWP)

Workforce strategy is a commonly used term for a multitude of approaches to achieve a singular goal with the Right People in the Right Places at the Right Time.

The goal can be:

• Short-term (Mission) meaning people and roles may change for a period of time.

• Long-term (Vision) made up of many steps to get there (strategy)

Finding balance across the three different SWP Tensions

Designing the Workplace

As a leader, do you and your culture:

a) Nurture the soil for others to grow organically?

b) Have a one-track system for progress towards headship from a small talent pool?

c) Sit somewhere in between?

What does “Talent” mean to us? And how are we using it?

• Big space teaching?

• Outsource?

• Home school?

• Three shift schooling?

• What learning outcomes do we really want?

• What sorts of teachers do we really want?

Five ways to manage your talent

1. Recruit Talent

2. Develop Talent

3. Retain Talent

4. Deploy Talent

5. Succession Planning

• 35% secondary heads are no longer in post after 5 years (Foster, 2018).

• In primary schools, 19 per cent of head teachers new to the post in 2013 left their roles within three years.(DfE, 2019)

What are the pressures on schools preventing investment in Talent?

• Budget

• Recruitment

• Burnout

• Dis-engagement

• Workload

• Short-termism

• 32.3% of teachers leave by the 5th year in the profession (DfE, 2018).

• A ripple effect is a reduced number of senior staff and increased external pressure contribute to a growing lack of willing leaders to drive education forward.

• 83% of schools found it difficult to recruit heads, with 21% failing to do so.

Source: Allen, Rebecca.; Sims, Sam. The Teacher Gap. Routledge, 2018.

1. Collective Autonomy

6. Mutual Dialogue

5. Collective Initiative

7. Joint Work

2. Collective Efficacy

10. Big Picture

thinking for all

3.Collaborative

Inquiry

9.Collaborating with students

4. Collective Responsibility

8. Common meaning and

purpose

Collaborative Professionalism

Learning Organisations: A solution to Talent Management?

Source: Hargreaves, Andy.; O'Connor, Michael. Collaborative Professionalism: When Teaching Together Means Learning for All. Corwin, 2018.

orWe adapt to

new structures and systems

Design a new system

altogether and disrupt

The ever-evolving workplace...

If we have a notion of life long employability, then certain things have to happen:

Talent increasingly wants a Four-day week: Will you provide it?

• The four-day workweek is not a new idea: France implemented a reduction of working hours (les 35 heures) almost 20 years ago to create better work-life balance for the nation

• Netherlands, where the average weekly working time (taking into account both full-time and part-time workers) is about 29 hours — the lowest of any industrialized nation, according to the OECD

• Henley Business School carried out a survey of 505 UK businesses this year. Half of them reported they’ve enabled a four-day workweek for full-time employees, citing greater work satisfaction & reduced sickness.

• However, the above UK finding has been welcomed by the majority of Generation X and Y because they were using the additional time to upskill. The savings on commuting was also seen as a positive.

Source: Laker, Ben.; Roulet, Thomas. Will the 4-Day Workweek Take Hold in Europe? Harvard Business Review, 2019.

Will your exit disrupt your organisation?

Leaders who see

themselves clearly also

see their schools clearly.

Diversity and Inclusion: Your strategic advantage


1. Reflect on the reading Heilman (2001) Description and prescription: How gender stereotypes prevent women's ascent up the organizational ladder.

2. Consider how you can produce greater diversity in your leadership teams.

3. Discuss what appropriate representation implies and how to ensure equity and fairness are demonstrated in your school.

Learning to LeadAcademic Essay 1

Is the learner handbookin front of you?

Academic Deadline for Essay 1: 13/11/2020

This module asks you to write a 4,000-word essay that critiques the relationship between people and high-performance. Be sure to address demonstrate the following knowledge of:

1. The external environment and use of diplomacy with diverse groups of internal and external stakeholders. (K13.G.1).



See knowledge criteria in Learner Handbook 6-9.

Essay Structure

• Introduction (approx. 500 words)• Tell the reader what you are going to do in the essay:

• Add your context.

• Map out the essay's three Learning Obj’s for the reader

• Define terms

• Learning Objectives (approx. 1000 words per LO)1. The external environment and use of diplomacy with

diverse groups of internal and external stakeholders. (K13.G.1).



• Conclusion (approx. 500 words)

NCE Marking Rubric:

Development of ideas& synthesis:

Conceptual depth

(20%)

Critical analysis: examination &

explanation of key concepts

(20%)

Critical evaluation:Intellectual depth & academically robust

assessment ofconcepts presented

(20%)

Use of source materials:

academic credibility

(10%)

Structure & organisation: scholarly conventions

& expression

(10%)Personal engagement & reflection

(20%)

Structure of marking rubric

• Pages 10 and 11 give a descriptive breakdown for each strand

Exceptional Excellent Good

Pass Marginal Fail Fail

Unclassified

• A mark for each strand contributes to overall mark• 40-49% Marginal Fail

• 50-59% Pass

• 60-69% Merit

• 70%+ Distinction

Essay process

• Learner completes essay using Front Cover document with appropriate formatting (on the Hub)

• Learner submits essay via UoB Moodle site – one document only

• Digital receipt will be sent to learner

• Marker will make comments/feedback within Moodle against:

1. Masters marking rubric

2. L7 Apprenticeship standard

• SLT will inform learners when essay marks are released

• Learners can access their mark and feedback on Moodle

• Essay uploaded to Onefile with associated L7 Apprenticeship criteria

The 6 Marking Strands

Development of ideas and synthesis: Conceptual Depth (20%)

• Originality in concepts and development of ideas with coherent arguments that are substantiated with clear evidence of extensive study and evidence that is expertly synthesised and presented with academic rigour and flair

Critical analysis: examination & explanation of key concepts (20%)

• Demonstrates exceptional ability to analyse critically and appraise key issues with originality and creative flair.

• Fluent and highly persuasive synthesis of complex information that challenges established knowledge

Critical evaluation: Intellectual depth & academically robust assessment of concepts presented (20%)

• Work displays exceptional intellectual depth through detailed evaluation of the central issues, complex problem-solving skills and a balanced assessment of arguments and counter-arguments.

• Demonstrates personal interpretation and independent judgement based on rigorous critical evaluation of valid evidence and academically robust research.

• Shows clear ability to theorise and propose concepts that take the field forward and could be developed in to further decorate-level study

Use of source materials: academic credibility (10%)

• Discernment in selection of sources that are used effectively to support complex ideas and theories.

• References inform the writing and knowledge gained from extensive reading is integrated throughout the text to reflect on and support arguments, form judgements and conclusions.

• Excellent use of Harvard referencing throughout and references rather than quotations are used to validate in a concise and logical manner

Structure & organisation: scholarly conventions & expression (10%)

• Exemplary structure and organisation with exceptional development of conceptual structures and making consistent use of scholarly conventions.

• Demonstrates intellectual originality and expression that is coherent, compelling and work is of publishable standard

• Build an excel spreadsheet from the structure and number your references

Personal engagement & reflection (20%)

• Exceptional ability to reflect and self-evaluate.

• Theorisation is based on academic research and evidence based on own practice.

• Able to communicate implications for a wider audience in educational theory and assess impact on teaching

Linking Sessions to the Essay Question

What have you studied that explores the relationship between people and high performance?

• Emotional Intelligence: Delivered by Dr Adeyinka Adewale, this knowledge seminar explored the fundamentals of self-awareness and emotional intelligence, evaluating how both concepts impact upon ethical-driven, values-led people and performance in accordance with the Nolan Principles.

1. Goleman, Daniel. Leadership That Gets Results. Harvard Business Review, 2000.

2. Heffernan, Mary. Self‐compassion and emotional intelligence in nurses. International Journal of Nursing Practice, 2010.

3. Seppälä, Emma., Bradley, Christina. Handling Negative Emotions in a Way that’s Good for Your Team. Harvard Business Review, 2019

Reflect and implement What were three key points derived from the knowledge seminar and reading?

• 1.

• 2.

• 3.

What have you studied that explores the external environment and use of diplomacy with diverse groups of internal and external stakeholders?

• Coaching and Mentoring: Delivered by Matt Silver, this knowledge seminar explored the external environment and focused on the application of advanced coaching and mentoring techniques that enhance the use of diplomacy with diverse groups of internal and external stakeholders.

1. Hewlett, Sylvia Ann. Want to Be a Better Manager? Get a Protégé. Harvard Business Review, 2019.

2. McConnell, Megan., Schaninger, Bill, Are we long—or short—on talent? Mckinsey Quarterly, 2019.

3. Porritt, Vivienne., Featherstone, Keziah. 10% Braver: Inspiring Women to Lead Education. Sage, 2019.


• 1.

• 2.

• 3.

• Creating Learning Organisations: Delivered by Diana Osagie, this knowledge seminar explored several approaches to strategic workforce planning including talent management, workforce design, succession planning, diversity and inclusion.

1. Miller, Paul., Callender, Christine. Race. Education and Educational Leadership in England An Integrated Analysis. Bloomsbury, 2019.

2. Nonaka, Ikujiro. The Knowledge-Creating Company. Harvard Business Review, 2001.

3. Heilman, Madeline. Description and Prescription: How Gender Stereotypes Prevent Women’s Ascent Up the Organizational Ladder, Journal of Social Issues, 2001.

What have you studied that explores approaches to strategic workforce planningincluding talent management, learning organisations, workforce design, succession planning, diversity and inclusion?


• 1.

• 2.

• 3.

What have you studied that explores the working with board and company structures?

• Self-Performing Teams: Delivered by Alison Robb-Webb, this knowledge seminar examined the component parts required to create and sustain high-performing teams that work efficiently with and within board and company structures; recognising the differing dynamics needed to achieve both.

1. Edmondson, Amy. Psychological Safety and Learning Behavior in Work Teams. Administrative Science Quarterly, 1999.

2. Edmondson, Amy. The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth. Wiley, 2018.

3. Viana Vargas, Ricardo. Strategy at work. Project Management Institute, 2017.


• 1.

• 2.

• 3.

Mind map

Plenary


Diana Osagie – Executive Head Teacher

module 1: learning to lead

Documents