p. s. p. november '85 e.g. to foster better communication ... 1985.pdf · metaplan in quantum...

P . S . P . November '85

Metaplan in quantum sufficit

a two day workshop .

e .g . To foster better communication using theMetaplan Method

To evaluate 1985 activities

To formulate a strategy for 1986 activities

Some more information on MetaplanVisualization techniques

Some tips on increasing group responsiveness .

Metaplan Centre, 44 Denis St ., Subiaco .Moderator : Roger Daventry28/29 November, 1985

(Note : protocol memory excludes HAS used in opening .)

MANAGEMENTAND TEAM

IEXPERTS

STAFF ANDGROUP WORK

PROGNOSISSTRATEGY

Exploring allEstablishing

possibilitiesnetwork and

for changeIni tpath

_

+ MANAGEMENT

------------------PLANNING-------------------------------

THE HUMAN ACTIVITIES SYSTEM

ANALYSIScreating understandingof the status of theorganisation

<------------------------- I'AOLEMENTATI ON-------------------------------

ial criticalBRIEF TEAM SPECIALI TSCreatingPragm ticguidelinsfor the --- ------------------------_---------------

design of DESIGN SPECIFICATION . SUPERVISION ORIENTATIONsolutions Turning Detailing specific Controlling Melding .

guidelines needs, tendering, Implementation the peopleinto drawings purchasing and with the

process monitoring designsolutions,

FROM YOUR EXPERIENCES IN THE FIRST HALF OF 1985 AND VARIOUS"INSERVICES" WHAT DID YOU DO TO MAKE THE SECOND HALF BETTER?

(P .L/V.B ./M .T .E .)Work in associated groups - or pairs .

WHAT GOALS DID WESET?

To be more consciouslypro-active thanre-active in schools .

To keep staff enthusedand motivated .

WHAT ACTIVITIES DIDWE UNDERTAKE?

Making contact withspecial purpose inmind, and questionsstimulate ongoingimplementation andmonitoring .-Had interschool infosessions(cell meetings work-shops)

to

1/ Having more stainvolved and takingresponsibility .2/ Ease their manualload, allowing them toplan .3/ Try to keep wholeschool informed ofsmall projectshappening in otherpart of school .

WHAT OUTCOMES DIDWE EXPERIENCE?

Felt tasks werebeing dealt withsuccessfully -reaching aconclusion -greater trust .People shared-ideas

-meetings

Take greaterownership and senseof achievement .

-Greater schoolpurpose and transferof ideas .

FROM YOUR EXPERIENCES IN THE FIRST HALF OF 1985 AND VARIOUS"INSERVICES" WHAT DID YOU DO TO MAKE THE SECOND HALF BETTER?Work in associated groups - or pairs . (C .J ./N .0'S ./B .R .)

WHAT GOALS DID WE

WHAT ACTIVITIES DIDSET?

WE UNDERTAKE?WHAT OUTCOMES DIDWE EXPERIENCE?

"Principal waspleased"

To develop anadministration policyspecifically relatedto testing .

Where are we at?-cards/brainstorm

Where do we want togo?

-brainstorm

Felt tasks werebeing dealt withsuccessfully -reaching aconclusion -greater trust .People shared-ideas

What changes are -meetingsnecessary to getthere Take greater

-whole group ownership and sensediscussion . of achievement .

This was done for each -Greater schoolsubject . purpose and transfer

of ideas .

To facilitate Needs assessment Staff formed a taskstaff/staff and -(general) which force to deal withstaff/administration identified as a need . problems with thecommunication . administration .

1( Devised socialcommunication

Explosion chart methods(breakfastfunctions etc . .)

Re-organisation oftime for staffadmin .communc .e .g . 5 mins at endof each morningrecess .

Staff cohesiveness .

Action plan .

FROM YOUR EXPERIENCES IN THE FIRST HALF OF 1985 AND VARIOUS"INSERVICES" WHAT DID YOU DO TO MAKE THE SECOND HALF BETTER?Work in associated groups - or pairs .

(K .W ./J .S ./S .W .)

WHAT GOALS DID WESET?

CELL STRUCTURE P .S .P .-develop participationof schools in decisionmaking processe .g . funding formula,etc . . .

-communication ;school/schoolschool/regionalcommittee

"Information year-next year morechallenge"

CENTRAL INSERVICE

INDUCTION "NEW" SCHOOSTAFF

N .E .R .O . SCHOOLDEVELOPMENT WORKSHOP

"Extra curricular"

"We have to do 3country workshops nextyear"

How? /

WHAT ACTIVITIES DIDWE UNDERTAKE?

Reviewed currentoperation/structure(workshop)

Sub-committeeat possiblealternatives

looked

Detailed mode ofoperation/structureaccepted .

-role of personnel-cell groupings-functions-timeline forimplementation-reviews

Implementation on 12month trial .

information gathering-day 1

WHAT OUTCOMES DIDWE EXPERIENCE?

All four committeesparticipated ondecisions on -

-funding A/B-formula-submissions

Schools sharedprojects and ideas

Regional committeehad imput to subcells and gained feedback

Action plans created

"Need for time"(-schools development)(days .

)

"Caused pressure""We lost and ran it""We have a model for

such workshops now"


(J .J ./J .P ./R .F .)

n

Asked teachers to getin to their classrooms

Asked for students tobe included ininservice

Community interactionworkshop for P .S .P .pers .-to find out where wewere and going .

-developed policy-workshop on stategies-increased statecommitteerepresentation . . .-increasedcommunication withCommunity Ed officers-implemented policy ??

Liaised with schoolsand provided commonformats and timelines

Teachers visited otherschoolsProvided examples .

WHAT GOALS DID WESET?.

To get where thestudents "ARE AT"

To increase communityinteraction withinP .S .P .

To increase theefficiency of thesubmission process for,the schools

Improve the crossflowof information betweeschools .

To negotiate higherprocess of planning

WHAT ACTIVITIES DID

WHAT OUTCOMES DIDIWE UNDERTAKE?

WE EXPERIENCE?

It's happened a fairbit - but it could bebetter

Successful

Successful"

Successful

Varies-working on it

Experienced anactivity trap-lots ofproblems .

Worked well butmethod of doing needsto be looked at .


(D .P ./C .S .)

WHAT GOALS DID WE WHAT ACTIVITIES DID WHAT OUTCOMES DIDSET? WE UNDERTAKE? WE EXPERIENCE?

1/ To assist teachers 1 .1 Workshops 1 .1 Introduction ofin planning innovations 1 .2 Exchange visits "Enterprise Educat-(changes) 1 .3 Provision of ion" .

information 1 .2 Planning of1 .4 Organisation of conference writing

planning sessions

2/ To assist teachers 2.1Discussion of 2 .1 Successfulin implementing problems implementationinnovation 2 .2 Provision of 2 .2 Improved student

resources learning .2 .3 Provision of 2 .3 Decline in

encouragement discipline problems2 .4 Improved caringenvironment .

3/ To assist teachers 3 .1 Organisation of 3 .1 Recognition ofin monitoring/evaluat- evaluation seminars problemsing 3 .2 Analysis of 3 .2 Problem solving

information3 .3 Recommendations3 .4 Provision of

processes

4/ To involve parents 4 .1 Parent/staff 4 .1 Motivatedand community in workshops parentsplanning/implementation 4 .2 Parents in the 4 .2 Participatingand evaluation classroom parents .

4 .3 Questionnaires 4 .3 Increased4 .4 Provision of learning

courses for parentsto provide skills

5/ To provide skills ti#) Workshops 5 .1 Self-renewalschool based 5 .2 Visits to the process at schoolfacilitators in schoolschool leveldevelopment 5 .3 Involvement of the 5 .2 Development of

principal innovation to meet5 .4 Provision of needs

resourcese .g . -surveys-teacher relief

To survive Hung in there Survived

FROM YOUR EXPERIENCES IN THE FIRST HALF OF 1985 AND VARIOUS"INSERVICES" WHAT DID YOU DO TO MAKE THE SECOND HALF BETTER?Work in associated groups - or pairs . (J .W ./Pam .)

WHAT GOALS DID WE

I

WHAT ACTIVITIES DID I

WHAT OUTCOMES DIDSET .

WE UNDERTAKE .

WE EXPERIENCE?

To make centralIn-service relevantfor all participants

Teachers to obtain ahigh degree ofproficiency in skillsof programme design

To improve ourpresentation

Established acommittee to plancentral In-service

Analysed previousyears evaluation(participants andpresenters)

Whole group meetingsto plan 1985In-service

Committeesuccessfully improvedthe 1985 CentralIn-service

"'Gut feeling'. .evaluation andprognosis identifiedas a need"

P .S .P .IS RECOGNISED AS AN INNOVATIVE ADVISORY GROUP : WHAT ASPECTS CANYOU IDENTIFY IN YOUR REVIEW OF THE PAST YEAR THAT WERE :HINDERING INFLUENCES

1 ..~

2 .

~ 20,18 ,- Being away during

Conflicting objectives'second term

. .

, with others

4 .- , ~Z 20, - .,;' 'Oh no this means work,'

R ,

Regional office politicswhen I want a quick answer

Current regional administration,organisation at regional office

5 .

20, . . ..;.=Regional support structures":

6 .~People trying to box us withoutknowing why ._

7 .

We need toConflict at reg . comm . levelwork on this"quality of school projectsversus quality of submission ..

-

Such a lot of new techniques``to "Take in"

9 .°-

Continuity of personnel

Increasing number of requestfrom all sorts of agencies

10,,`Incestuousness smugness" . . .But they blame us"

12 . 20,=---eP .E .P . H .O . conflict anddebilitating management

Differences between regions-debilitating management

P .S .P .IS RECOGNISED AS AN INNOVATIVE ADVISORY GROUP : WHAT ASPECTS CANYOU IDENTIFY IN YOUR REVIEW OF THE PAST YEAR THAT WERE :HELPING INFLUENCES

13.,E�: .~:�~.. .... .LFlexibility

Autonomywithin thedepartment .

17 .--i'

- .Being involved intwo aspects of P .S .Pnamely F .O .

and C . C . 1<-

`Processes in school".development . 6

Team support in planning

Having access to varietyof resources both materialand human .

Means to work to optimumi .e . support, resourcedespite personal limitations

20 .

2 1 .High levels of support

=Learning participativein individual schools .

: planning skills

Regional support

I

Assumed efficiency and outcome

Being part of a cohesive

Advisory staff who want to be asupportive group

team and be involved at theregional office .

P .S .P . team always so helpful

14 .'kLeadership "Judi" . ^

'.Experienceis Judi's approachability,

-(Knowing the job Aand her ability to

`a in schools)LISTEN

-'Open communication andsupport amongst all P .S .Pteam and also P .C .A .P .

Communication meetingsP .S .P . and R .S .S .

Max 3 cards

Positive working relationshipswith F .O . and C .S .C . and Ex .Off .

H .O . meetings where we can share ideas .

Being able to bounce ideas of colleagues .,,

2 2 .

"X

,Extra funding for drama project

2 3,,

-:'Committed skilled personnel

24 .Being observed by schools asan outside focus

Analyse - the --

Consider the

Interpret theTEXT

I CONTEXT

SUB-TEXT

What people convey asVerbal or writtenstatements .- What is the Script?

Who made thescript - what do weknow about theauthor?

What is the conflict?

What action can we take?

PERCEPTION

- I know what you mean

What was thesituation - themode and placeof delivery?

What influencedoes the contexthave in exposingthe Sub-text?

What is the dilemma? . .(a 'but' statement)

How does the authorreally feel?Interpret theemotional climate

Have you got thecamouflaged message?

An exercise :

TEXT

I CONTEXT - SUB-TEXT

"I am overworked and,overstressed"

What is the dilemma?

I work in a complexhigh poweredorganization .

I think I can do my job better but . . . . . . . . .

I don't know what to do about it .

I don't know if I really want the job .

i s this really what I want to do .

there is no real incentive to do so .

no-body cares anyway .

no-one listens to my ideas or how I feel

my staff don't support me .

the boss can't get organized so . . . .

I need more information .

I do not get enough recognition for my efforts .

I have all the responsibility but no authority .

there is no promotion opportunities .

I need to be less reactive and more creative .

now they're sending me back to school

unfortunately I work better under stress .

"Life is not going well .I'm not really satisfiedwith mu job"

An exercise :From the work done today or from other experiences what can you findas TEXT that would be worthwhile analysing using the model?

ardilemma .What is the re?I think I understand it but . . . . . .it frustrates me .I feel belittled .it makes me doubt where I'm at .I know they're wrong .

Conflict : How do we communicate with them?

TEXT CONTEXT SUB-TEXT

They are putting us When they are I'm really better thanin a box ; stereo- searchinq for their you .typing us! own strategies/ I'm perfect, you're

solution . limited .When they're I've grown beyond you .discussing what I've got the answer .they do . I don't want you to know

I've got problems .


Are we beginning todo things that wewere not originallydesigned to do?

Are we prepared to loseour flexibility -objectives - groupidentity .

We would like to help others but . . .not to the exclusion or disadvantage of PSP kids .

We are organized to do a specific set of tasks but . . .others are placing demands on us .

Conflict : How do we cope with demands without losing our flexibilityobjectives, group identity?


We haven't gotpermission torelocate the print/cell press .

Dilemma :We need to move the printing press but . . .

no one wants to take responsibility .

Conflict : Possible union involvement .Relocation costs .Space availability .Noise factors .

Don't bother me now itinvolves a lot of redtape .


TEXT

We had two days ofbloody talking!(Judie P)recent participantin R .S .S . review -N .E .R .O .

D1

mm a

Conflict :

CONTEXT

(Metaplan course)or Staff room .Type of Gut-reaction .From a person whois experienced inworking in N .E .R .O .

SUB-TEXT

Frustration with formatand content of review .Would have preferred todiscuss the effectivenessof the role of R .S .S .scheme members ratherthan more peripheralissues .

would have liked to have had a different format but . . .I was not given the opportunity to contribute to theprogramme .

The dichotomy of Judie's perceived programme and theactual programme which was largley reviewing documents .

012


Conflictingobjectives withothers .

Because the person'sideas have been rejectedthere will be no personalsatisfaction orcommitment for the taskin hand .

Being forced to work in a situation which you cannot accept

Conflict : I cannot work effectively under these structures .


I can't see anyco-ordination of PSPAdmin at this school

I think they could do it but . . . .

Conflict : there's a lack of commitmentnot prepared to make time or act as a team .They rely on others .I assumed too much .

Frustration andannoyance .They don't understandwhat I want .(or)You're not helpingyourselves .


bilemma :Maybe I could make a worthwhile contribution today but . . . . .

Conflict : I don't know why I'm hereI'm nervous at speaking in front of a groupeveryone knows more than I do .what if I make a fool of myselfI don't like the look of the facilitatorI don't like the look of the group I'm in .I had no choice in coming .I've got a million jobs to do .my class is being disruptedI'm not used to making decisions .I don't feel well .

TEXT CONTEXT SUB-TEXT

Oh no - looks like School development No clear expectation ofwe're going to work . day : staff meeting meeting/direction .

directed at Person feels threatenedTeachers new to facilitator but or/+ annoyed .school (no previous said loudly to Emotional climate dependsP .S .P . knowledge . group on the speaker's status

and the composition ofthe group .Sub text : What am I doing

here?


review of "Helpinginfluences" boardat Metaplan meeting(see items 18/20)

P .S .P . is effectivein school developmentbecause of goodcommunication butother people take ourideas out of context

Action :

Improve communication with outsiders .i) Workshops on our processes .

ii) Publications .

A sense of self worth .

Anger .

Dilemma :We are effective in school development because of good

communication but . . . . .we are viewed as inefficient by "outsiders" becausethey view our ideas out of context .(not bad printing)

Conflict : We are viewed as being inefficient although we areefficient .

WHAT QUESTIONS CAN YOU CREATE THAT, WHEN DISCUSSED AND RESOLVED, WILLMAKE THIS WORKSHOP WORTHWHILE?

BIRD'S EYE VIEW

Reflect cn how should these be handled?

How can we best promote the philosophy of PSP throughout the state?

How are we able to improve our relationship with schools and otherswithout being seen as KNOW ALES .

How can schools implement their programmes more effectively?

How does P.S .P. fit into the Education Department's corporateplanning?

How can PSP share their skills more broadly with other groups withoutlimiting their growth, identity and flexibility?

Where is PSP Community Interaction Policy going to lead the EducationDepartment's priority in community participation?

How do children in Priority Schools learn best?

How wet is water?

EYE LEVEL VIEW

How can we gain most participation from teachers' and schools in acell?

How can we best use Metaplan techniques to promote communication?

What differences will a new State Co-ordinatior make to our mode ofoperation?

what are the skills that PSP have to offer?

How do we maintain our autonomy without appearing to be isolated?

How can we gauge the effectiveness of the imlementation of the PSPCommunity Interaction Policy into the PSP schools during 1986?

How do you build/maintain school staff enthusiasm?

WHAT QUESTIONS CAN YOU CREATE THAT, WHEN DISCUSSED AND RESOLVED, WILLMAKE THIS WORKSHOP WORTHWHILE?

MAGNIFYING GLASS

1 . What can we do to enable teachers to fully under-stand how we are able to assist them?

2 . What strategies can be used to get a school toperceive its need for support?

3 . What new modes could be 'used for schools to sharetheir ideas?

4 . What scenario can we use for induction of newprincipals in '86

5 What are our major activities/time line for 1986?

Given the time restraints which requests forassistance should receive our priority?

How can we best deploy PSP human resources in1986?

6 . What are some simple strategies to introduceparents to the D .I .C?

' . What processes do we establish to maintain ourprogramme as one of innovation and change?

8 . How could we structure our HO meetings to enableto share ideas more successfully?

9 . Can we identify cn a checklist of 20 indicators,that the DIC is being used for relaxed cuppus?

10 What method of operation could we use to presentour processes as being non-prescriptive, flexibleand not the universal panacea?

How will you teach these skills to others?

How would you describe these skills? (PSP)

MargaretRoy,JohnSteve,Jacqui

How can we gain better- insights of our subject matter?

CREATE A PLAY!

How should we structure a play?

1 .

Select a story from your scenario.2 . The story must describe a conflict with a dilemma (no solution)

eg We need automation but we need to avoid unemployment .3 .

Look for the point of the story - what is it trying to tell?4 . Who are the people?5 . What kind of character should your people have? (Lear example)6 . Colour your characters to enhance one facet for the play period .7 . You have xxx minutes for the presentation.8 . You can make 1 scene or 3 dcenes (affected by time and location)9 . Prologue - Epilogue can be presented by a narrator, a cynic or a

jester.10 . 3 forms of speech: Interaction between players - asides - ghost

speaker11 . Dramatic Irony - victim doesn't know audience does!12. Suspense and mystery13. What forms can we use? Mime, Dialogue, Musical, Ballet/Dance,

Minstrel . (Combinations-eg : pantomime)14. What props do you need? keep them simple .15 . Remember that the message received is more important than the

message given.16 . We hope you enjoy the experience.

Metaplan 0 Planning, Information&Learning Zone *44 Denis Street, Subiaco, Western Australia 6008 .International +619381-3060 9 National (09) 381-3060.

THE PLAYS - The four discussion groups created and presented plays ;

Group A:

The Dilemma:

Large numbers of visitors pour into the high(text)

profiled, highly progressive Silver City But . . .when they come to eat, the food stinks.

The players: Bob V, Bob P and 0'g . and the PSP's

The story: An education documentary on education initiative .The three principals are seen bemoaning the bad food fromthe canteen.What to do?Call in the PSP - Problem Solving People .

PSP's set up a Feeds Assessment meeting with the canteenworkers and others .It is an interactive session based on total participation.Only the PSP's can do this sort of thing so the group bettermake the most of it.(After all it was they who solved : Parking problems, phoneproblems, tea problems etc. as long as they weren't schoolproblems they have been used)The group is asked for their opinions about why the foodis so bad .All are asked to write their answers on cards .The PSP's collect the cards, see the funny answers and thenare able to tell the group that what has been done isuseless and that the PSP answer is going to be the bestanyway .THE THREE CARROTS IS THE ANSWER!

(subtext) Final scene shows the PSP's in great excitment - someonewants them to actually look at a school problem.


Group B :

The Dilemma : We need a new school but . . .(text)

we're only three little pigs and we need help.

The players : The three little pigs (Porky, Pinky and Wilbur)and Cyril the Consultant .

The story: A melodrama on how to create a school .The three pigs are introduced (applause) and the consultantis delivered as the villain . (BOOS)He is THE EXPERT.Each pig in turn calls on Cyril to assist in the creation ofa new school .Porky is advised that "Straw" is the best material . Theschool is built but is full of problems . THE EXPERT doesn'twant to know .Pinky is advised that "Sticks" make the best buildings andare an upgrade on Straw. The second school gets under waybut it too is full of problems . THE EXPERT doesn't want tobe bothered with it.Wilbur decides the traditional course of procedure is notthe way.Wilbur calls THE EXPERT and stresses the need for properplanning. Cyril is compliant when reminded of previousefforts.The planning maxims are created and Cyril realises that thisis the right way to go - he asks if they can share theirnew knowledge with the other pigs .

The play ends with the song :(to the tune of "The First Day of Christmas")On the first day of term my consultant said to me -listen and I'll consult with thee .On the second day - 2 planning days .on the third day - 3 workshops .on the fourth day - 4 relief formson the fifth day - WHAT ARE YOUR NEEDS (by Cyril)on the sixth day - 6 Implementation plans .on the seventh day- 7 review sessions .

Moral :

If you use an EXPERT make sure it's Metaplan!(Moderator's interpretation, you may see something else)


Group C :

The Dilemma:

I've got a new job but . . .(text)

do I really want it?

The players : Bill (the new co-ordinator) and his wife .

The story :Scene 1 .

Bill arrives home excited by the news that he has a newposition in the Department.

x

He is the : MSD in the PSP, CSC, NERO, ED, DGO, RD, FO.His wife thinks it all sounds a bit rude!elastbt1 for those that missed it)

Scene 2 .

Bill faces his first dilemma: How to look busy when there'snothing to do.He answers the phone with anticipation but each call is forsomeone else.He chats with a passing stranger about his dilemma - but itturns out to be the Secondary Superintendent!

Scene 3 .

Bill is fully engaged on projects for PSP, DGA's at HO andIRO with EO's and FO's and is always late home .His wife is becoming disenchanted with the lifestyle andhe finds he's in the P.O .O. with BURNT TEA.

Scene 4 .

He starts to question his role .A divine person reassures that all is OKYDOKEY!Bill is disenchanted.CAN PSP PFD1IDE THE GOODS?The sequal will be out next year. . . .


Group D:

The Dilemma : We wish to innovate but . . . .(text)

what is the way?

The players : Knight in Shining Armour (Lancelot), King R., Bishop,and Merlin the Magician.

The story : A tale of innovation .Scene 1 .

Lancelot clip-clops to see Merlin .Merlin asks him what is his quest -L answers - to seek the Holy Grail that will provide thesolutions and virility for innovation .Merlin warns of the many evil hindrances .(people box you in etc. . .)

Scene 2.

Lancelot goes to see King R.King R has a set of Ye Olde Guidelines .The King says that life wasn't meant to be easy and setsLancelot a multitude of tasks to hinder his quest .

Scene 3.

Lancelot meets with Merlin and complains about the King andhis queen . Merlin needs him to run that past him againbefore understanding the problem. Merlin agrees that thenext step is to see the Bishop .

Scene 4 .

Lancelot sees the Bishop .He is full of cliches and really can't be bothered withLancelot.

Scene 5.

Merlin moderates Lancelot's problem using a strange magicaltechnique. They look at the ways of getting past the nastyBishop.Drastic measures are considered - but the one dot methodpoints Lancelot to the wisest conclusion:METAPLAN - they give no answers as the answers lie withinthey simply show the way to the HOLY GRAIL.Lancelot departs - uplifted.

Moral :

See this show twenty times .

THE NEXT PAGES DEPICT THE GROUP-HARK .

Each subject theme has been collated into whole scenarios without thepresentation format sheets . I feel that the structure of the Contentwill enable participants to evaluate the instructions needed for thework .

GROUP A.

WHAT ARE TEE N&XR ACTIVITIES OF THE P.S.P. TEAM IN '86?"if you don't plan now we can't comment"

"What are the goals of PSP teamin 1986?"

"Doesn't our need and Schools' need in major activity mean a certainamount of PSP forward planning?"

Problem analysis :

We need to plan our essential activities in order to assess ourcapacity to take on additional tasks . - this means major activitiesneed identification, co-ordination and team planning .

People affected and involved :

"what are theadditional

P.S .P. team

- knowledge - professional growth

activities?"- sharing work and ideas- quality of the product (service)- job satisfaction

Department

- School development processPersonnel

- improved quality of education(Directorate)

- professional growth- bandwagon for some. . . . . . .

"how about schoolRegional

- professional growth/resentment

children andpersonnel and

- added pressures

community?"P.C .A .P.

- time and priorities/timelines.

First ideas for solutions:

Plan now or consult people affected first . ;r "how will you resolve yourconflict?"

"Doesn't the course of action we are now following allow you to choosethe most suitable course?""I Agree with the anti Roy group. At least you will have a point ofdiscussion.""I prefer a tentative plan now"

" I didn't ever envisage the plan"Will the timeline have flexibility?" as a strict timeline - I saw it"There are already some events

more as a list of events whichwhich are non-negotiable"

will occur within a broadframework."

"I accept Roy's point - NERO, I think tries to address this .Department's priorities, Regional priorities . This may help lead youto some sort of resolution."

Hindrances:

Cannot decide! /

"a case of trust leading to resentment?""we won't be able to get together in ten daystime."

"allowing region to dictate is a hindrance"

GROUP A. continues . . . Final Presentation .

PSP activities for 1986

Design

Dep/PrincipalAdvertising

woo~-

inductionCommittee

- . ,� Planning for

x

PlanningDep/Princ

forInservices

countryx

20/1/86

ACTION

--> HO.communication

RECOMMENDATION

NOW

Judi, Jacqui, Nancy, Peter, Roy, Bill*TFan,86)

Pilbara

26/1/86

PR orientationBuddy

8.30 am

visits

Staff*

inductionx

Non PSPForm timeline committee

inservices

Modify and complete activity timeline before end '85

* Everybodyx F .O.

*********

****

Curriculumdevelopmentworkshops

PRIORITIES

GROUP A . continues . . . Final Presentation.

PSP activities for 1986

.H .O .Communication

** ****

****

*******

Countryvisits

x

Ideasexchangevisits

H .O .communication

H.O.meetings-trg

PRIORITIESx

submissionpreparation-x

Countryvisitsx

RegionalCommittee-submission Submissionx

deadlinesx

******** **

****

H .O .communication

* Everybodyx F.0 .

ReviewDates

Planning

H.O .Central

CommunicationInservice*

Guidelinesx

Prioritiesx

Centralinservice

******

STATEPRIORITIES w+~r METAPLAN

H.O.

COMMITTEEx * Communication MEETINGS

*

x

GROUP "B"

ROW DO WE PRA THE IINAGE OF PSP AS BEDE FUMBLE, NONAND NOT A UNIVERSAL PANACfA?

Problem Ana sis :_

/ Sour grapes

Our professional image is being constrained by others categorising usby what they "think" we do.

We do have skills to share but we must emphasise they can't begeneralized .

,

"I agree with Nancy - sour grapes .""I agree with Nancy - are we being too paranoid? (it has taken thesetwo days for me to get there) Sticks and stones may break my bonesbut names will never hurt us . So there!""Image- doesn't PSP function best as quiet achievers?""Can we specifically identify 'others'?""Let's continue to work hard at what we do well . . .as a team."

People involved:

PSP personnel, Departmental People (HO and RO) Metaplan.

Schools and their comrmmity .

"Involve and train more people in our SCH DEV technique .

First Ideas for Solution :

Seek help from public relations consultants .Analyse our projected image more carefully at H .O . and R .O .Regroup as a team to develop a strategy for dispelling myths .

"More PR of what we are really on about. Let's projectpositiveness .""I'm not sure what this negative image is .""It worked for Caesar""Have you considered any strategies at this stage?""Continue to be a great team"

our

GROUP "B"

HOW DO WE PRESENT THE IMAGE OF PSP AS BEING FISXIBIS, NONAlb NOT A UNIVERSAL PANACEA?

continues . . . . . . .

Hindrances:

Other groups lack of guidelines structures etc.

We do work in 7 regions and 94 schools.

It is difficult to overcome the 'Tall Poppy Syndrome'

People have pre-conceived ideas of 'what we do'Do we need to be needed .

"If JJ maintains her current profile we will be O.K .""Looking for hindrances!!""The only way from the top of the mountain is down.""the Yeti would disagree""hovering near the pinnacle isn't so bad ."Should we try what about 'I'm Okay, you're Okay

Criteria to use for evaluation:

Other groups prepared to work with us and share their methods ofoperations and skills .

When people say - they haven't got the answers - they help peoplefind the answers .

When we no longer hear oomnents 'but that's what PSP do.'

"close ranks . . . tell them nothing""PSP needs BHP image ." (moderator note: BP image?)"How do we buy shares in PSP?"

GROUP "B"

Final presentation . . . . .

But that'swhat PSPdo. . . (PEP)

People tryingto box us inwithout knowingwhy.

DID WE CREATE OUR OWN GIANT?

we are seenby some sectionsof Dept . as havingall answers toSchool Development(SD task force)

Reflect, Analyse and Plan .

We have gonefrom being 'thequiet achieversto 'know-alls'

blame us . n .

They can do everything(Community Field Off)_

GRQUP -"B"

Final presentation. . . . .

What who with whom q"'~lete b result

Seek help from Member Peter feb 1986 Workshoppublic relations of Steinerconsultant team

Analyse ourprojected imageby.

. .

Brainstorming ant'prepare survey. Team Feb 1986 ?Distribute survey Team Schools'Analyse results . Team perception

Super Sleuth ii Dept. 1986 DeptPersonnel perception .

Verbally team Dept ongoing Positive imagereinforce our personnelflexible image

SOUP ~~C~~

WHAT CAN WE DO TO ENABLE ALL SCHOOL PERSONNEL TO FULLY UNDERSMNDHOW WE ARE ABLE TO ASSIST TM9

Problem Analysis :

We feel that there is a need for us to develop better methods forletting school personnel know how we can help them.Principals/Admin often see external people as impinging on a) theirstaffs' time, b) their own authority .This means that we will have to find a way of ensuring that bothgroups are able to be accommodated .Teachers are busy people who often experience problems related totime, lack of communications etc.Role definition becomes distorted .We feel unwanted .How do we ultimately justify our existence?Our self worth is questioned.Teachers, children don't benefit from the resource (us)CSC's/FO's - we have a role to perform. We need to feel as thoughwe are being used effectively . We need job satisfaction.

People involved :

FO's, CSC's, DD, teachers, admin, teacher aides, principals, advisorsTeachers wants - practical help when required .

needs - not to feel hassled/pressured .Admin

- responsible for the overall running of-the school .- need to feel that authority is not being undermined.

Advisor

- responsible for fulfilling a specific role.wants - to be seen as being able to provide assistanceneeds - job satisfaction .

First ideas for solution :

New profile needs to be created .Brochure for all teachers .Improve our image, improve communication, develop trust with clients .Mini newsletter at commencement of each term.Look for new ways to present our services .Video some services to show at School Development day.A well designed poster.A more personal caring approach .Share problem of School Come at Regional level .Inter-regioal cross-flow of ideas/personnelInvolvement of all support personnel in 'problem' solving.Cell meetings -=interchange of ideas .Regular contact - phone, in person .Eat lunch with staffs - get to know people better.Communication with headmaster.School development days could be a time to speak to all staff .Attend staff meetings (Special input)Find out all you can about new principals .Credibility, worth need to be understood, Reg. reviewed .Role statement, action plan, take time to be formulated, rigidlyadhered to."Can we have a 'Show and tell' or brainstorm on S .D.days?""Maintain regular contact with all your schools""Negotiate to go to staff meetings to help gain work."Being reliable and responsible (ie PSP team)"

"C"WHAT CAN WE DO TO ROME ALL SMOOL PEMMM TO MLLY UNDERMNDHOW WE ARE ABLE TO ASSIST THEM?

Hindrances

Time, communication (at all levels) Difference between what weperceive teachers' needs to be and what they really are .Negativity.Poor image (often the grape vine effect)Principal thinks he/she is not interested, unresponsive headmaster .Staff members 3on't want to, know you .Lack of accurate knowledge.Staff perceive advisors to be very busy.Lack of Regional support.

"Being seen as an expert rather than a co-worker .""Teachers expect too much at times!""what is the South East going to do about this?""How much negativity is real . . . .or is it perceived?"

Criteria to use for evaluation :

"Where's quality oontrol?"

continues . . . . .

Large time-line printed up by desk to see an overview.Keep record of times visited aschool and personnel contacted.Checklist of types of support used - for each school .When schools call on us regularly to assist them our frequency ofvisits increases .Checklist of frequency of support .Observation - do staff feel happy about solutions to problems .

anup "C"WHAT CAN WE DO TO ENABLE ALL SCHOOL PERSONNEL TO FULLY i

rANDWA WE ARE ABIE TO ASSIST TMIY

continues . . . . ."Are we assuming staff

Problem Analysis:

need assistance? ."

We have a role to perform. We need to feel as though we are beingused effectively to ultimately benefit children. We need jobsatisfaction .We feel that there is a need for us to develop better methods forletting school personnel know how we can help.

People involved :

Regional Staff: responsible for fullfilling a specific role .Wants - to be seen as being able to provide assistance .Needs - job satisfaction.

Administration: Responsible for overall running of school .Need - to feel authority not undermined.

"Professionaldevelopment ."

Teachers Wants - practical help when required .

"Ask cells toNeeds - not to feel hassled or pressured .

give feedbackfor our role ."

First ideas for solutions; speak louder than words"

Improve advertising through-newsletter-video-posterUse appropriate times to talk to staff

(e .g . staff meetings, school D-day) .Develop communication lines through informal personal contact.Cell meetings - interchange of ideas .Regional support staff - interchange of ideas .P .S .P . Inter-regional exchange of ideas .Induction workshop for all staff .

"I like the poster idea_"How to sell P.S .P. Workshop"

for new staff-parents"Peter Steiner,good fun,bit slick

to be displayed ."-we found it helpful (P.E .P.)"

"Obtain facilitators in"Introduce workshops based

schools to represent youteachers needs ."

-Liaise ."

CMOUP "C" .

final presentation.

F.FFBCTIVE OOMNINICTICN

Week 7 Consolodation

H/0 PSPWeek 6 Meetings Build relationships

Week 5 Induction ResourceCourses

Week 4 Induction CredibilityCourses Establish role

Week 3 Informal visits Confidenceto schools

Week 2 Print Poster Supportand brochure

Week 1 Design advertising Liaise

GROUP "C"

final presentation.

ACTICN PLAN

What who with Complete Resultwhom b

Design advertising - Bill Paul R - Commencement Poster/Poster to print cell School '86 BrochureBrochure co-ord artist ready for

Peter, Nancy print . 1stChris S, week term 1Jacqui

Print - poster/ Bill t Print cell End week 2 ready forbrochure arrange staff term 1 . Dist . wk 3

Informal visits to Bill t End week 3 Informalschools (distribute co-ord visits to

advertising) all PS all schools

Induction Courses Bill t End week 5 All newco-ord staffC .S .C . inductedF .O.

Meeting H/O Bill t Week 6 InterchangeP .S .P . co-ord of ideas .

review ofstrategiesto developeffectivecommunicat I i

GROUP "D"

WHAT PROCESSES DO WE NEED TO ESMLISH TO MAINTAIN OUR PROGRAMME ASONE OF INNOVATION AND CHANCE?

Problem Analysis :

PSP is an autonomous body with a commitment to development .

The growth of individuals within the group.The reputation acquired vs effort, time, leadership, planning.Desire to continue professional development vs Dept. constraints .We believe we are innovative and open to change but we need to makesure.How do we make sure we are innovative and open to change?How does one get ideas for innovation?How do you develop/communicate them?

"did you feel need to change question to - innovate and change inschools?""a problem for whore?"

People involved :.(in solving theproblem)

An experienced facilitator - (outside P .S .P.)

Peo le affected :(bythe solution)

Advisory groups, regional Superintendents, RegionalDirectors, School Staff, Parents groups, students .PSP officers -> Dept

-> School/regional staff (state +RO comms )

-> (children?)

WHAT PROCBSSFS DO WE NEED TO MART.TSH TO MADTPAIN OUR PRRANW ASONE OF INNOVATION AND CHANGE?

continues . . . . .'

First ideas for solutions :

More involvement of 'outside' interregional support .Research component increased .How are needs assessment and School Development doneWere our needs really needs, were our strategies theevaluate .Humility .More communication timeMore taskforces to investigate.Reports on alternative methods .Introduce process which requires consideraticnprocesses and ideas .Enrolment in University courses .Personal development workshops in 'letting go' taking

"could you suggest someRecognition for innovation .Self critical time-out.Forming 'critical' partners .Workshops on creative and critical thinking.Invitations to critics for shared reflection.

I l ications ;

Gaining HO moral support .Our ability to manage more innovation plus maintaincommitments.Commitment to changeIdentification of areas of innovation/change .Adopting a self critical stance .More time out of schools - less reactiveMore meetingsLibrary, research, journalsAttend more seminars -eg : management .Learning haw to accept and counter criticism inLearning haw to hang in despite hindrances.Believing in self.Creating a receptive growing

Criteria for evaluation:aw

we

ow

en wehve arrived?)

Increasing the frequency

more proactive.

elsewhere?best ones?

of alternative

risks .names?"

"I think you need to consider hindrances to aidplanning - you will run into hindrances"

current

a positive way.

and dynamic personal and social space .

what changes have we introduced this year?Th what extent do our processes encourage innovation?Reputation within the Dept . further requests.Esprit de corps of the group.Do the ideas meet the needs?Number techniques for selection of strategies from alternatives .By decreasing the frequency of :- Sticking to a point.

- reacting injuriously to criticism.and quality of i) changes to what we do.

ii) debateiii) commitmentiv) effortv) sharing

"is this in conflict with the idea of PSP having all the answers?"

GROUP "D"

final presentation

A PROCESS TO MAINTRIN P.S .P AS INNOVATIVS

Process

Strategies

Exploration of processResearch

Profile individuals and collective

skills

Exploration of needs assessment

Enquiryskills

Need assessment (to identify area of innovation)Networks

Validating needs.Think

Exploration of the ways of gathering data.

Tank

Gathering data (of strategies to implement)

Workshops

Exploration of implementation

Currentpractices

Design implementation plan

Exploration of means of evaluation

monitoring/ evaluation.

GROUP "D"

final presentation continues . . . .

ACTICN PLAN

What

Conplete 1st step

Present model to GP

who I withwhom

( Conpleteby

Result

Judie Don Peter Dec 19th a scenario

Don Peter March '86 modificat'norratificat' n

FINAL NOTES FOR ACTION AND REFLECTION ON WORK DONE

Moderator's notes:

All meetings called for in the above will need to be acco miodated inthe programme outlined in the time-line and not be extras.

Before employing EXPERTS to provide you with answers, look at thepossibilities of what you can develop through your own moderatedgroup work . Answers gained from within the group are far easier toimplement than those from without.

The Metaplan Awards for the Plays are as follows:

Best story:Best subtext:Best actor/actress:Best set design:Best message:

The recipients of the awards I leave up to you . I was delighted bythem all.

on 1

4' 4evl- abouT

t~.P_ '.~-Zrlvfi new screens !

.

Group Comment

A. Ensure communication of results to all PSP personnel .IFriday good day for communication meetings.

B. Should we broaden our survey into non PSP schools?"the relationship steers the matter"Integrate results into time-line programme (see A)

C. Integrate activities of B & C to make the Brief.Keep 'VIDEO' in mind .Add activities to time-line programme (see A)This presentation'creates a first focus for 7 weeks .We should have a meeting on the 24th January with thediscussion subject : "How do we cope with knockbacks?"

D. Integrate with time line programme.

p. s. p. november '85 e.g. to foster better communication ... 1985.pdf · metaplan in quantum...

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