not protectively marked aspiring leaders for teaching and learning session 3: managing and...

NOT PROTECTIVELY MARKED

Aspiring Leaders for Teaching and Learning

Session 3: Managing and monitoring the performance of the team and individual

Jacky King

27th January 2014


Quick task…

Please draw a picture that represents your feelings about

Great Team Meetings


Quick task…

Please draw a picture that represents your feelings about

Poor Team Meetings


Learning Objectives

By the end of the session Aspiring Leaders (and Coaches where present) will have:

• Been introduced to ways of making best use of team meetings to support improvement; getting the link between team performance and pupil outcomes

• Begun to develop an understanding of how to evaluate and lead teams

• Considered own personal team roles and characteristics

• Carried out a Performance Analysis of a real team

• Considered strategies for Coaching an improving or underperforming individual / team

• Considered how to manage difficult team behaviours


– 15 –

Team Development


46

Effective Team Behaviours:

Teams have creativity and ingenuity…None of us is as smart as all of us

Suspend judgementon what’s possible

Produce

Extraordinary

Results!

Share a visionof greatness

Remove mental limitations

Commit to continuous improvement

CompensateForweaknesses

Trust eachother

ComplementStrengths

Aim high – refuse to accept second best


High Performing Teams


49

When teams get together to perform a task, they can go through several stages of team development

Performance

Time

Forming

Storming

Norming

Performing

Adjourning

Source: Tuckman et al


50

In FORMING, teams often ignore feelings – a facilitator might observe:

People are exploring their dependencies and roles

Team members

Sat back

All want air time

Personal agendas

Testing authority

Sizing each other up

Wondering about inclusion & trust

Team Behaviours

Feelings of excitement, anticipation, optimism

Feelings of suspicion, fear, anxiety about job ahead

Self orientation

Identification of the task

Exploration & discovery of how to interact with one another as a group

Politeness Objectives

& agenda mismatch


51

In STORMING, feelings start to surface – a facilitator might observe:

Team Members

Out of their box

Conflicting Ideas or opinions

Not much building

Confrontation

Churning

Hostility

Dissatisfaction

Crisis mode

Adjustment anxiety

Team Behaviours

Realise size & complication of tasks ahead

Disparity between hopes & reality

Power control conflict

Defining mission goals, roles, strategies, activities

Doubts about team success

Frustration about time to get things done, waves of emotion

Team output is reduced

PassionFor me

TaskConflict


52

In NORMING, teams display a degree of group cohesion – a facilitator might observe:

A common spirit emerges around the outcome

Team Members

Cohesion around shared goals

We all have a role to play

We’ve all got something to contribute

More comfort in giving & receiving feedback

Taking ownership of the problem

Resolution of conflict

Reconciliation

Team Behaviours

Understanding/Buy-in

Cooperation overcomes competition

Sharing responsibility

Building confidence

Developing trust & respect for each other

Begin to develop team values

Show of affection

Acceptance of diversityConstructive independence

Conscious use of process


53

In PERFORMING, Teams interdependence becomes evident – a facilitator might observe:

Team Members

Active teamwork

Support

Volunteering

I don’t feel threatened - “My time will come.”

Shared leadership

Comfortable with others

Team Behaviours

Diagnosis and problem solving

Decision making

Rapid progress

‘Reading from the same page’

Performance soars

Team success

Trust and openness are shown within the team

Passion forTeam results

Interdependence

Unconscious use

of process

What’s your Style?


Beckherd’s Model: Team Hierarchy

What do you want to achieve?

How do you keep people on task?


How do you decide who does what?

How do you resolve conflict?



– 17 –

What do you want to achieve?

Vision Lessons• It requires some effort to see something from a different

perspective

• It can be difficult to maintain the vision of the new perspective

• You can become confused

• Analysis Paralysis: the longer you stare at it the more it moves

• Different people see different things from the same image

• It can be difficult for others to appreciate your perspective; or for you to appreciate theirs!



How do you decide who does what?


Team roles are defined by

Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 10

John Adair


– 12 –BelbinBELBIN Team-Role Type Contributions Allowable Weaknesses

PLANT

Creative, imaginative, unorthodox. Solves difficult problems.

Ignores incidentals. Too pre-occupied to communicate effectively.

CO-ORDINATOR

Mature, confident, a good chair-person. Clarifies goals, promotes decision-making, delegates well.

Can often be seen as manipulative. Off loads personal work.

MONITOREVALUATOR

Sober, strategic and discerning. Sees all options. Judges accurately.

Lacks drive and ability to inspire others.

IMPLEMENTER

Disciplined, reliable, conservative and efficient. Turns ideas into practical actions.

Somewhat inflexible. Slow to respond to new possibilities.

COMPLETERFINISHER

Painstaking, conscientious, anxious. Searches out errors and omissions. Delivers on time.

Inclined to worry unduly. Reluctant to delegate.

RESOURCEINVESTIGATOR

Extrovert, enthusiastic, communicative. Explores opportunities. Develops contacts.

Over - optimistic. Loses interest once initial enthusiasm has passed.

SHAPER

Challenging, dynamic, thrives on pressure. The drive and courage to overcome obstacles.

Prone to provocation. Offends people's feelings.

TEAMWORKER

Co-operative, mild, perceptive and diplomatic. Listens, builds, averts friction.

Indecisive in crunch situations.

SPECIALIST

Single-minded, self-starting, dedicated. Provides knowledge and skills in rare supply.

Contributes only on a narrow front. Dwells on technicalities.


Using the Belbin Handoutcan you identify

roles in your team?

What’s your role?

Activity


Quick task…

What did you think?


45

Teams generally FAIL when team members do not:

• Understand or accept a team’s purpose or goals

• Know or stick to their roles and responsibilities (even though they may be flexible)

• Understand how to complete their tasks (process) or how to work as a part of the team (norms and values) and

• Have the necessary technical or team skills (member, facilitator, leader), or the necessary resources


– 15 –

Vince

Add slide aboutTEAM ROLES

What Type of Thinker are you?


David Kantor’s “Four Player System” introduces four “moves” that occur in our conversations

Propose

Bystand

Oppose

Follow

(Adapted from David Kantor, 1995)Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 45


The 4 “moves” explained

Follow

•To support a Propose or an Oppose, and endorse/validate it

•To give additional reasons

•Without support it’s not possible to have action


Oppose

•A stance in relation to a Propose

•To bring correction into the conversation

Bystand

•To provide perspective to the group about what’s going on

•To bring perspective to a conversation

Propose

•To introduce an idea/action/ change/perspective

•To bring into a conversation something with force

•To help to give direction to a conversation


Effective facilitation requires a number of beliefs:

• The team has all the capability and knowledge it needs to improve itself.

• Facilitation is creating a process which allows the team to develop their potential. It is not adding content

• Facilitation is about the team learning, not the facilitator teaching.

• It’s about people discovering what they know rather than being told what they don’t

• Anything that anyone does is the best possible contribution they can make to developing the team.

• This means everything is taken as a serious contribution Richardson, Macneish and Lane, 1997



The facilitator’s PRIMARY role is to manage the PROCESS of a group and NOT to add CONTENT



The facilitator must watch for potential pitfalls



Quick task…

Please discuss with a partner some of the difficult behaviours

you might encounter


The objector… a team member who always points out the difficulties

•Ask them to suggest a solution to the difficulty they have identified

•View them as a resource against whom to bounce ideas and suggestions

•Be prepared for the negative – and use it to improve an idea

•Regard the statement of difficulty as an invitation to build, not as an obstacle

Difficult scenarios: 1


The dominator… an individual dominating the Meeting

•Take control constructively

•Call on other delegates by name

•Thank, restate pertinent points and move on

•Avoid eye contact

•Use your physical position in the room



The silent one A non-contributing member

• Don’t put pressure on the participant• Acknowledge their contributions – every

time they speak• Give a non-verbal invitation to speak• Ask them if they agree with what’s being

said• Capitalise on their knowledge and

personality• Talk to the reluctant participant (outside

the meeting)

The “know all”An “expert”

• Don’t react defensively – respect what they can offer

• Use the person’s expertise – but set limits

• Encourage the expert to listen• Invite the expert to present formally• Give the expert an official role in

answering people’s questions




The cynic“I’ve heard it all before”

• Don’t get defensive or angry

• Find some merit in what they are saying

• Bring them in when you want them to speak

• Encourage them to concentrate on the positive

• Talk to them privately – find out if they are upset or annoyed

• Use the rest of the group to give different viewpoints

The fightersConflict between two team Members

• Don’t intervene too early• Emphasise points of agreement,

minimise points of disagreement• Direct delegates’ attention to the

objectives of the meeting• Shelve or park the issue for the moment• Draw others into the discussion to

reduce the one-to-one element• De-personalise



Please use post-its to offer any other suggestions to counteract the

behaviours

Activity


There are ways to overcome blocks or barriers…



The Art of Reflection

We do not learn from experienceWe learn from

reflecting on experience

Dewey

88


55

Regular reviews of team performance will enhance the team’s effectiveness

• Getting into the habit of reviewing meetings is helpful.

• What worked well (www) and Even better if (ebi) is a good model

• Agreeing team ground rules for behaviour will focus attention on helpful and not so helpful behaviours.

Review


54

Regular Team Learning Reviews

Action Plan

Deliverables

Progress ofactivities

Gaps

Objectives

Issues

Concerns

WWW/EBI

What

Identify

Produce

What does success look

like for us

32

Team Building Blocks

Agreed goals and clear objectivesGroup/team goals defined.Individuals know their contribution to team output.

Individual rolesRole clarity of each member.If dynamic – regular update/review.

Values:Group/team values identified/known.Group works to them.Individuals know and agree.

Mutual support and trustIndividuals take responsibility for others behaviour/output.Members trust each other’s actions.Members minimize internal checking processes.

Sound Management proceduresEstablished management process understood and used.Members free to input/comment on management process effectiveness

Appropriate LeadershipStyle/approach is flexible/responsible to specific situations/conditions.Style balances commitment to task/team/individuals

Openness and ConfrontationMember’s feel/are free to comment on group/individual activity.No hidden agendas/running scores.Issues ‘on the table’ as a working style.

Individual developmentDevelopment of individuals a priority.Shared responsibility management/self.Growth plans identified/ actioned.

Inter Group relationsGroup/team interfaces managed.Cross functionality encouraged.Inter team working fostered/recognized/rewarded.

CommunicationsOpen and challengeable.Communication effectiveness monitored.Culture of ‘information availability’.Communication updates a regular process.

Regular ReviewMechanism/attitudes in place to review good as well as poor results.Culture of continuous improvement.Performance reviews of individuals and team regular and normal.Recognition for “a job well done” is open/public.The group learns from good as well as not so good results.

.

33

HANDOUT - Team Building Blocks – self analysis

•.

Agreed goals and clear objectives

Individual roles

Values

Mutual support and trust

Sound Management procedures

Appropriate leadership

Openness and Confrontation

Individual development

Inter Group relations

Communication

Regular Review

1 10

33

HANDOUT - Team Building Blocks – self analysis

•.

Score team Members 1-10

AB GH KJ WT

Agreed goals and clear objectives

Individual roles

Values

Mutual support and trust

Sound Management procedures

Appropriate leadership

Openness and Confrontation

Individual development

Inter Group relations

Communication

Regular Review


Learning Objectives

By the end of the session Aspiring Leaders (and Coaches where present) will have:

• Been introduced to ways of making best use of team meetings to support improvement; getting the link between team performance and pupil outcomes

• Begun to develop an understanding of how to evaluate and lead teams

• Considered own personal team roles and characteristics

• Carried out a Performance Analysis of a real team

• Considered strategies for Coaching an improving or underperforming individual / team

• Considered how to manage difficult team behaviours


Next Session Date

Session 4 (afternoon): How to get AfL & Inclusion to make the difference to Personalised Learning

• Facilitator: Jacky King, Venue: Fiveways School, The Bradbury Centre

• Date: Wednesday 19.03.14 (1.30pm – 4.30pm)

Your feedback on today

Individual learning point


49

When teams get together to perform a task, they can go through several stages of team development

Performance

Time

Forming

Storming

Norming

Performing

Adjourning

Source: Tuckman et al


50

Team members

Sat back

All want air time

Personal agendas

Testing authority

Sizing each other up

Wondering about inclusion & trust

Team Behaviours

Feelings of excitement, anticipation, optimism

Feelings of suspicion, fear, anxiety about job ahead

Self orientation

Identification of the task

Exploration & discovery of how to interact with one another as a group

Politeness Objectives & agenda mismatch


51

Team Members

Out of their box

Conflicting Ideas or opinions

Not much building

Confrontation

Churning

Hostility

Dissatisfaction

Crisis mode

Adjustment anxiety

Team Behaviours

Realise size & complication of tasks ahead

Disparity between hopes & reality

Power control conflict

Defining mission goals, roles, strategies, activities

Doubts about team success

Frustration about time to get things done, waves of emotion

Passion For me

Task Conflict


52

Team Members

Cohesion around shared goals

We all have a role to play

We’ve all got something to contribute

More comfort in giving & receiving feedback

Taking ownership of the problem

Resolution of conflict

Reconciliation

Team Behaviours

Understanding/Buy-in

Cooperation overcomes competition

Sharing responsibility

Building confidence

Developing trust & respect for each other

Begin to develop team values

Show of affection

Acceptance of diversityConstructive independence

Conscious use of process


53

Team Members

Active teamwork

Support

Volunteering

I don’t feel threatened - “My time will come.”

Shared leadership

Comfortable with others

Team Behaviours

Diagnosis and problem solving

Decision making

Rapid progress

‘Reading from the same page’

Performance soars

Team success

InterdependencePassion for Team results Unconscious use

of process


The facilitator’s PRIMARY role is to manage the PROCESS of a group and NOT to add CONTENT



The facilitator must watch for potential pitfalls



The objector… a team member who always points out the difficulties

•Ask them to suggest a solution to the difficulty they have identified

•View them as a resource against whom to bounce ideas and suggestions

•Be prepared for the negative – and use it to improve an idea

•Regard the statement of difficulty as an invitation to build, not as an obstacle


The dominator… an individual dominating the Meeting

•Take control constructively

•Call on other delegates by name

•Thank, restate pertinent points and move on

•Avoid eye contact

•Use your physical position in the room


The silent one A non-contributing member

• Don’t put pressure on the participant• Acknowledge their contributions – every

time they speak• Give a non-verbal invitation to speak• Ask them if they agree with what’s being

said• Capitalise on their knowledge and

personality• Talk to the reluctant participant (outside

the meeting)

The “know all”An “expert”

• Don’t react defensively – respect what they can offer

• Use the person’s expertise – but set limits

• Encourage the expert to listen• Invite the expert to present formally• Give the expert an official role in

answering people’s questions



The cynic“I’ve heard it all before”

• Don’t get defensive or angry

• Find some merit in what they are saying

• Bring them in when you want them to speak

• Encourage them to concentrate on the positive

• Talk to them privately – find out if they are upset or annoyed

• Use the rest of the group to give different viewpoints

The fightersConflict between two team Members

• Don’t intervene too early• Emphasise points of agreement,

minimise points of disagreement• Direct delegates’ attention to the

objectives of the meeting• Shelve or park the issue for the moment• Draw others into the discussion to

reduce the one-to-one element• De-personalise



Supporting your critical friend relationship …

• Coaching and feedback– Helping individuals and teams to develop and reach their

full potential

• Facilitation– Helping teams to reach their desired outcomes effectively

• Dialogue– Helping teams to change the patterns of their

conversations


not protectively marked aspiring leaders for teaching and learning session 3: managing and...

Documents