The Leader’s e-Palette August 2022
Heron: the politics of learning page 14
You may find interest in the rubrics from New York’s urban excellence framework. There is no prescribed way about using this material, just start wherever you feel right. The headings in the content are hyperlinks to help navigate through this material. I hope you find it helpful.
Motivation: Pink page 8
Belbin – team roles page 5
Urban leadership competencies pages 9 10
Crucial conversations page 18
Five common drivers – Kahler page 7
Contents Assessing trust and page 2
The five levels of leadership page 19
Leadership performance rubrics pages 11-12
John C. Maxwell
Anton HackneyFrancicEducation
Foreword
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transformational leadership practice Leadership styles page 3
Bruce Tuckman The four stages of page 4 team development and behaviour
Lencioni Trust Pyramid: The five page 15 dysfunctions of a team
Mentoring-Coaching questions page 16 Managing change page 17
Managerial grid different leadership styles page 6
‘Leaders don’t create followers, they create more leaders’ Tom Peters This booklet contains curated materials, tools and articles about leadership and management. There are pieces here about trust, leadership style, motivation, the stages of team development, dysfunctions and change. The urban leadership competencies, which founded this work, are included but have been simplified and presented as ten effective and ineffective behaviours. These were areas of interest during my earlier work with school leaders in Hackney and Haringey.
With best wishes
Assertiveness and life positions page 13
Never or rarely gives staff members affirmation or thanks. Provides affirmation to staff members on occasions either publicly or privately for significant contributions and successes. Regularly recognizes contributions staff members have made and provides affirmation either publicly or privately. Actively seeks ways to affirm and thank staff; affirms not just the significant contributions but the little things staff do.
Seeks staff input using consultative decision-making process; makes decisions and enacts them; communicates decisions to staff. Values staff input and views; uses consultative or collaborative decisionmaking processes; makes timely and informed decisions and enacts them; communicates justification for decisions.
Does not keep a person’s confidences when they come into possession of sensitive information; rumours occur on a regular basis. Keeps information confidential when specifically asked by the member of staff. Keeps the confidences of staff members; will make a professional judgment as to whether that information should be shared. Keeps the confidences of staff when entrusted with sensitive information; only shares information with permission. Unevenly Highly
leadershiptrusted
Coaching and mentoring
Does not display empathy for staff members; has little interest in knowing people as individuals. Displays interest in the wellbeing of staff; knows staff and their role in the organization; know how others feel Considers staff needs and wellbeing; displays empathy and knows where to draw the line. Extends genuine care and compassion by offering practical support; invests time to get to know staff members as people
Speaks far more than he/she listens; is easily distracted when the person is speaking; shows little interest; does not show empathy; is only keen to share his/her point of view. Gives time for the other person to speak before sharing own point of view; can allow distractions to interrupt the conversation; demonstrates a level of understanding. Balances listening with speaking; is not easily distracted; demonstrates that he/she has heard and understood what the person has said by summarizing their main points. Listens more than speaks without distraction; asks clarifying questions; demonstrates empathy; articulates succinctly what the person is feeling and what they have actually said.
trustOffering
Never displays vulnerability nor admits his/her mistakes or accepts responsibility for poor decisions; blames others. Rarely displays any form of vulnerability; acknowledges when a poor decision or mistake has been made but does not take any personal responsibility.
Decision making
Assessing trust and transformational leadership practice where do you find yourself?
Affirmation
Makes decisions with no consultation or consideration of impact or is rarely able to decide; does not communicate a decision or provides justification or explanation for it. Makes considered decisions; superficial consultation that works to enact an agenda; enacts the decisions.
Displays little interest or support for staff professional development; feedback is primarily corrective and judgmental. Supports staff professional development programs; feedback is primarily in the form of advice or is limited or general. Takes personal interest in professional development of others; provides supportive, honest feedback when asked. Maximizes staff potential and career growth through coaching or mentoring; provides immediate, specific and accurate feedback aimed at promoting growth.
andCare concern
Admit mistakes
Displays vulnerability; accepts responsibility for own errors and poor decisions but does not apologize; admonishes others for theirs. Displays vulnerability; admits mistakes or poor decisions; apologises; accepts responsibility for other's mistakes; actively rectifies mistakes.
Rarely seen around the school; mainly confined to office or away; does not regularly attend assemblies, events etc.; not accessible to staff. Unpredictable; prone to losing control of emotions in different situations; primarily focused on own agenda rather than the staff member. Intermittently seen around the school; attends assemblies, events; staff make an appointment to see him/her. Responds emotively to different situations, expressing feelings; accordingly, displays concern for self and the staff member Often seen around the school speaking with students, staff and parents; attends assemblies and other school events; accessible to staff. Able to keep emotions in check; shows a level of restraint in difficult or challenging situations; demonstrates respect for the staff. Regularly seen on the ground speaking with parents, staff and students modelling and reinforcing expectations; is accessible to staff. Is consistent and predictable, always remaining calm and level-headed no matter the situation; always respectful of the staff member.
Micro-manages staff; controls or interferes with decision making responsibilities; ordering, directing, or commanding; feedback is primarily corrective, or general. Allows staff to perform their role to an extent, monitors and sometimes influences decisions and regularly checks on work; feedback is primarily in the form of advice. Allows staff to perform their role and make decisions that affect their work with minimal interference; provides supportive feedback when asked. Treats staff as professional by trusting them to perform their role; willingly provides mentoring and coaching when asked.
Active listening
andVisibility Demeanour
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Confidentiality
leadershiptrusted Contents
Look at the characteristics below and identify those you consider to be most like you. You may wish to discuss your default approach with your coach. Style Modus operandi Phrase competenciesUnderlying What the style works best Overall impact Affiliative Creates harmony and builds emotional bonds People come first Empathy, building relationships, communication Motivating people in stressfulhealingcircumstances,rifts Positive Authoritative Mobilises people towards a vision Come with me empathy,Self-confidence,changecatalyst When change is required, a new vision or clear direction is needed Mostlypositivestrongly Coaching Develops people for the future Try this Developing others, empathy, self-awareness Improve performance, develop long term strengths Positive Coercive Demandscomplianceimmediate Do what I tell you Drive to achieve, initiative, Self control In a crisis, to kick start a turnaround with employees Negative Democratic Forges consensus through participation What do you think Collaboration, team leadership, communication To build ‘buy-in’ or consensus, to get input from all employees Positive Pace setting Sets high standards for performance Do as I do now Conscientiousness, drive to achieve, initiative Quick results from a highly motivated and teamcompetent Negative Contents
Styles:
your
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Leadership recognising default approach
The four stages of team development and behaviour
o Storming stage: if badly managed disastrous for the team - relationships made or broken at this stage, as the team begin to suggest ideas. If too focussed on consensus the plan decided upon can be less effective.
o Performing: not all make it here. High performance.
Bruce Tuckman
o Adjourning: completion and closure Forming Storming Norming Performing
This model, developed by Bruce Tuckman in 1965, focuses on the way in which a team tackles a task from the initial formation of the team through to completion. Tuckman later added a fifth phase; Adjourning and Transforming to cover the finishing of a task.
o Forming: team assembled and allocated a task. Planning, bonding and collecting info. Team does not know each other – trust has not been built.
Roles and responsibilities are not clear; individuals need guidance to perform. There is some competition, conflict, disagreement, testing of defensivenessboundaries,orresistance.
A sense of order, roles, norms values and cohesion are being established. Sharing and cooperation are becoming more prevalent.
The team has settled: it has a shared vision and focus. There is clarity, cooperation and self challenge. Team success becomes more apparent.
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o Norming: move towards harmony. Trust is built at this stage. Accepts the vital contribution of members.
Team Workers are relationship-oriented who provide support and make sure that people are working together effectively. They are easy going, diplomatic, perceptive and sensitive. They may be indecisive in crunch situations, maintain uncommitted positions during discussions and decision-making. They find conflict difficult and tend to avoid confrontation.
Completer-Finisher ensuresthorough, timely,completion
Completer-Finishers are orderly, conscientious people who see that projects are completed thoroughly. They ensure there have been no errors or omissions and they pay attention to the smallest of details. Completer Finishers ensure all the team’s efforts are as near perfect as possible, and that nothing is overlooked. They are perfectionists and have a talent to feel what co go wrong. They may find it hard to delegate and can focus on detail at the expense of outcome and can be nit pickers.
Management psychologist Dr Meredith Belbin established nine clusters or patterns of behaviour which can predict team success in specific kinds of projects. Individuals often have a preference for one or more. Team success relies on the interdependence and mix of its members.
Shapers challenge the team to improve. They are dynamic, assertive, usually extroverted and enjoy stimulating others, questioning norms, and finding the best approaches for solving problems. They shake things up to make sure that all possibilities are considered and that the team does not become complacent. They often see obstacles as and tend to have the courage to push on when others feel like quitting. Their potential weaknesses: may be argumentative, blunt and impatient, irritated and may offend people's feelings.
Plants are often individualistic, innovative, creative and unorthodox. They can be highly creative, providing the seeds from which major developments spring, or the solution to a complex problem. They are independent minded, often clever and original. They come up with new ideas and approaches. They thrive on praise, but criticism is especially hard. They are often introverted and prefer to work apart from the team. They may ignore incidentals and be too pre occupied to communicate effectively. They can focus on concepts to the detriment of practicality
Implementers get things done. They turn ideas and concepts into practical actions and plans. They are practical, systematic, loyal and conservative; they are disciplined and very well organized. On the downside, Implementers may be inflexible, slow to respond to new possibilities, dismiss innovation too quickly and be resistant to change.
Action oriented roles People oriented roles Thought oriented roles
Resource-Investigator explores outsideopportunities Specialist providesthespecialistskills
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Specialists are people who have specialized knowledge that is needed to get the job done. They pride themselves on their skills and abilities, and they work to maintain their professional status. Their job within the team is to be an expert in the area, and they commit themselves fully to their field of expertise. This may limit their contribution to a narrow front. They tend to dwell and become preoccupied with technicalities. The specialist can become isolated and lack good social interaction.
Co ordinators are often described as calm, confident and controlled and tend to be mature in outlook and approach. They take on the traditional team-leader role. They guide the team to what they perceive are the objectives. They are often excellent listeners and are able to recognise the value that each team member brings. They delegate tasks very effectively.
Shaper - challengestheteamtoimprove Co-ordinator - actsasachairperson Plant presentsnewideasandapproaches
Implementor putsideasintoaction Team worker encouragescooperation Monitor-Evaluator analysestheoptions
Belbin team roles, recognising yourself and colleagues when working with others
Monitor-Evaluators analyse and evaluate ideas. They are sober, strategic, discerning and objective. They are critical thinkers and very strategic in their approach. They are often perceived as detached or unemotional; sometimes poor motivators who react to events rather than instigate them. They tend to be slow moving, overall critical, impassive and distant.
Resource Investigators are often cheerful, extroverted, innovative and curious. They are outgoing, adventurous with lots of contacts. They negotiate for resources on behalf of the team. They are enthusiastic team members, who identify and work with external stakeholders to help the team accomplish its objective. Others are often receptive to them and their ideas. On the downside, they may be too easily distracted and lose enthusiasm quickly; they may be overenthusiastic or too optimistic.
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Their potential weaknesses are that they may delegate away too much personal responsibility, may tend to be manipulative, low creativity and strong on process but less clear output.
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3. Produce or Perish style (High Production/Low People)
o Results in: Team environment based on trust and respect, which leads to high satisfaction and motivation and, as a result, high effectiveness.
o Description: One-sided, thoughtful attention to the needs of employees.
The Managerial Grid model, Robert Blake and Jane Mouton, 1964, focuses on behavioural leadership. The model distinguishes between five different styles, show below.
o Results in: Disorganisation, dissatisfaction and disharmony.
o Description: a delegate-and-disappear management style.
o Description: Authoritarian or compliance leader.
o Results in: high output in the short term, much lost through an inevitable high labour anxiety, under confidence and/or turnover.
o Description: The manager tries to balance between the competing goals and the needs of the workers.
o Characteristics: relationship-oriented with a high concern for people, but a low concern for production. Attention is given to the security and comfort of employees, hoping this will increase performance.
o Characteristics: there is a low concern for people and production. Her/His main concern is being held responsible for mistakes.
Managerial grid - recognising different leadership styles and development needs of colleagues
o Results in: A friendly atmosphere, but not necessarily very productive.
o Characteristics: The manager gives concern to people and production and believes acceptable performance is the most anyone can do.
o Results in: Compromises performance needs are not fully met.
1. Impoverished style (Low Production/Low People)
o Description: high concern to people and production. Motivation is high.
o Characteristics: The manager encourages teamwork and commitment among employees using soft and invisible skills, emphasising making employees feeling a part of the company- a sense of belonging, and involving them in direction setting and decision making.
Contents
2. Country Club style (Low Production/High People)
o The manager is almost incapable of employing more punitive, coercive and legitimate powers, afraid that this could jeopardise relationships.
o Characteristics: task-oriented manager, autocratic with high concern for production, and a low concern for people. S/He finds employees a means to an end and expects performance back. There is little or no allowance for cooperation or collaboration. S/He pressures employees to achieve organisational goals and is usually very strong on schedules and protocols. They are intolerant of what they see as dissent or deviation (usually seen as non-compliance).
4. Middle-of-the-road style (Medium Production/Medium People).
5. Team style (High Production/High People).
• Being seen as vulnerable, forced to say what they feel, so exposing weaknesses.their • Praise but do not be effusive
• ‘Please’ people feel distressed by being ignored or criticised. The main fear is rejection by being found ‘blame worthy’. They become more emotional under stress.
• Reassure they are not to blame; keep agreements and never discount their worries
Extremely law abiding
• Acknowledge them for being the person they are: ‘I really enjoy working with you”. Be strong Courage, strength, reliability • Self sufficiency
Extremely logical
• Praise their efficiency
• Thank and compliment them • Express feelings politely. If you have to confront them, do it with patience
• Show appreciation of their achievements; give facts rather than emotions. Please me Consideration, kindness, service and helpful Pleasant to everyone
• Lively • Adventurous
•
•
• Being criticised for not caring; told that they are not trying. Craving praise, but never satisfied when given. Effort of trying leads to burn out sometimes no real result. Fear of completion run out of tasks. Expecting others to try harder.
• Do not ‘reward’ for trying. Reward’ for finishing. Hurry up Speed, responsivenessefficiency,
Purposeful Moral • High standards • Task orientated
• Reliability Aggressive or assertive attitude. Objective language, distancing themselves from their feelings. Avoids talk about emotions. Becomes withdrawn, quieter, reluctant to communicate every word has to be dragged out, which can end up with the person feeling that they are being interrogated
• Usually on the side of the underdog and political or other causes.
• Helpfulness
• Excited/enthusiastic
• Enjoy their spontaneity • Never be intimidated by their outbursts
• Do not ‘reward’ speed and the ability to do several tasks at once. ‘Reward’ for taking time. Contents
• Often take on lots of tasks and set high goals which are not achieved. Not satisfied with what has been done. Language uses the verb 'try' rather than 'will'. Tense and anxious in appearance. Much effort goes into trying with little achieved. Lots taken on, but something always seems to get in the way of success. One of the problems is that their belief is that they are only acceptable if they try hard. It is more important to go on trying that to finish. The person tends to move into reactive, sometimes rebellious behaviour.
• If very competitive, ignore it. Do not get involved in arguments that are focussed on comparisons.
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Five common drivers: self and others
Kahler (1975) identified five common drivers that motivate us, and which can be at the root of dysfunctional behaviours. These are commonly framed as the Transactional Analysis drivers. Below are some structured notes on each Driver Values characteristicsand Identification and language Stress behaviour Causes of stress How to reduce stress
•
• Quick Enthusiastic, action oriented much on the go, often juggling several different activities. Complaints there is not enough time. Talks quickly and checks clock frequently. Impatient. May explode into anger if held up.
•
• If you have a difference of opinion, express own values; confront firmly and calmly
Concerned about doing the right thing
•
Fears of failure and losing control, and subsequent over-compensation. Not finishing matters for fear of criticism. Expecting others to be perfect too.
• Never let them off what they have committed to do. If you do, the implication is that you do not expect them to succeed.
As stress increases, activities become more and more frenetic.
Be perfect Achievement, autonomy, success, being right
• Silence. Fretting over having 'nothing to do'. Speed over accuracy. Taking on too much and then complaining. Chasing others before they are ready.
•
• Do not force into expressions of vulnerability • Do not shout they may retreat even further • Give clear instructions. Try hard Persistence, determinationpatience, • Intense and committed to righting wrongs.
Exact language, including qualification when they are not sure, such as 'probably', and absolutes when they are, such as 'absolutely'. Always neat and well groomed. Never completely satisfied with what they do. Becomes more and more single minded, seeing only their point of view; more and more controlling; aggressive in arguments. Goal focused; may discount people around them; communicate predominantly in “thought” language.
Ingratiating behaviouralways seeking to please. Frames everything as a question that invites approval. Apologetic. Will say 'sorry' for almost anything and even just to fill space. Anxious around others and how they are being perceived. Always seeking approval. Finds criticism difficult. Easily offended; feels need to ‘rescue’ others and ‘take charge’ when this has not been requested.
Purpose: People become disengaged and demotivated if they don't understand, or can't invest in, the "bigger picture." But those who believe that they are working toward something larger and more important than themselves are often the most hard working, productive and engaged. So, encouraging staff to find purpose in their work can win not only their minds, but also their hearts. Developing a values or ethics-led vision that encourages people to "buy in" to key organizational goals and offering staff the chance to use their skills can foster a strong sense of purpose.
T AT T Daniel Pink Contents
According to Dan Pink, intrinsic motivation is based on three key factors: Autonomy, Mastery and Purpose.
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Autonomy is the need to direct your own life and work. To be fully motivated, you must be able to control what you do, when you do it, and who you do it with. According to Pink, autonomy motivates us to think creatively without needing to conform to strict workplace rules. By rethinking traditional ideas of control regular office hours, dress codes, numerical targets, and so on organizations can increase staff autonomy, build trust, and improve innovation and creativity.
Pink: The Three Key Components of Intrinsic Motivation
Mastery is the desire to improve. If you are motivated by mastery, you'll likely see your potential as being unlimited, and you'll constantly seek to improve your skills through learning and practice. Someone who seeks mastery needs to attain it for its own sake.
Contents
o Provide
Leader’s Palette Page | 9 The leader’s palette: urban competencies and skills
Relating:
or roadmap o Put
o
o Provide
o Hold
Ten behaviours the needs, concerns, motivations of others your core values central vision, belief, empowerment a strong vision with clear educational and moral imperatives that reflect your values this into strategy staff in positions of strength and align their work to priorities
Sustaining:
Enabling:
a coherent
o Turn
o Understand
Operating: resourcing, planning and situational judgment Set standards and models for others vigilant visible leadership – always point the way forward, judge situations, communicate positively with variation and conflict never put this off accountability clear and regular reporting lines, one2one meetings, systematically monitor performance opportunities for views and contributions to be made emotional intelligence, social awareness, empathy consistency, focus, resilience
o Have
o Deal
Effective
o Give
o There is little acknowledgement of the accomplishments and efforts of staff …. of what they do/have done well.
Operating: resourcing, planning and situational judgment o Individuals are not secure about what is expected of them o Communication has made the way forward unclear
Ten Ineffective behaviours
o
o Day-to-day contact lacks authenticity and this does not help each person to become their best You are cautious or over officious about new ideas and changes in approach
o Planning is not coherently mapped, costed and resourced
o
Contents
o Accountability meetings (check-ins) do lack clarity in purpose and/or linkage to your values and vision
Relating: emotional intelligence, social awareness, empathy Sustaining: consistency, focus, resilience
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The leader’s palette: urban competencies and skills
o
o
Enabling: vision, belief, empowerment The vision is not clear or compelling Planning does not identify who and how, and why Individuals do not feel trusted
→ Leader uses formal and informal opportunities to explain vision and goals
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Leader’s written communication is incoherent, error ridden, and/or inappropriate. Help leader get behind the eyes of the audience. Observe the leader’s communication, take lowinference notes, and debrief with ModelRolefeedback.play.various options for communicating a message and discuss the style.languageshowUsefeedbackProvidecommunicationopportunitiesHelponphrasesfeedbackProvideandtheyHelpconsequencesintendedHelpcommunication.consequencesCoachconsequencespotentialofeach.leadertoreflectonofpriortheleaderanticipateandunintendedofamessage.leaderthinkthroughwhatneed/wanttocommunicatetowhom.leaderwithlow-inferencetohighlightwordsorleaderusedandreflectimplications.leaderconstructlearningtopracticeskills.leaderwithlowinferenceonbodylanguage.videotapeoractualmirrorstoleaderhis/herbodyand/orcommunication’s interactions build commitment and engagement from individuals/groups. Leader models positive behaviour. Leader gets on well with others. Leader delegates/assigns tasks and supports Leader generates ownership by aligning the energy of others with strategic goals. Leader foresees impact on groups. Leader seeks input and views of others when making key decisions Leader communicates rationale behind decisions and change processes. Leader encourages and reinforces efficacy and purpose to get results Leader perseveres when difficulties interfere with strategic goals. Leader provides clear responses to concerns. develops consistent patterns and routines to enable the delivery of messages and vision. Leader has boundaries for behaviours. Leader reads situations well and anticipates hurdles, providing explanation and assurance.
1.1 Communicate in ways that reflect careful analysis and the ability to listen → Leader’s communication is clear and appropriate
Leader does not offer opportunities for dialogue or communicateLeaderconversation.doesnotclearly and consistently with his/her supervisor, staff, pupils, families, and broader school conversations.Leadercommunity.avoidscrucial Leader’s body language and/or facial listenLeaderdismissiveness.arrogance,disendefensiveness,communicateexpressionsaggression,gagement,dismayordoesnotappeartowhenothersspeak.
Red Flags Coaching Considerations
1.3 Consult changeimplementingdecisionsmakingplanning,whenkeyand →
Leader’s informal communication lacks professional boundaries. Leader shares too much information Leaderstakeholders.withstruggles to know what communication types are most appropriate and effective within context. Leader lacks awareness about cultural patterns.
→
Leadership Performance Planning Rubric: Communication Challenges” are expected reactions to the challenges of leadership. “Red Flags” signal that immediate attention is needed. These behaviours are not sustainable leadership behaviours and need to be corrected.
Leader is anxious about stating with certitude. Leader communicates a message inconsistently.
→ Leader actively pursues disconfirming evidence when drawing conclusions.
Leader exclusivelyfocuseswhat does not go Leaderwell.communicates in a manner or tone that is disrespectful or Leaderdemeaning.disregards rituals and Leaderroutines.yellsand avoids open Leaderdialogue.isnotfamiliar with pupil or staff body.
→
→
→ Leader understands cultural patterns and adjusts communication style to promote engagement.
1.4 visionenablersroutinesritualsAppreciateandasof → Leader
Communication
→ Leader responds to nonverbal cues, listens and checks for mutual understanding.
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Leader is surprised at how purposeful and repetitive communication needs to be, or by stakeholders’ “literal” interpretations of Leadermessages.does not praise and reinforce good communication.stakeholdersdisregardsLeader,communicationLeaderperspectivesrecognitionLeaderexpectationsLeaderperformance.overlooksofstaffhaslittleofdifferent.doesnotadjuststyle.inadvertently,somein
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1.0 Behaviours that meet the standard Common challenges
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→ Leader deals positively with difficult issues and concerns.
→
Contents
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“Common
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→ Leader draws on views/input from others.
1.2 engageempowerthatrelationshipsBuildhelpandstaff → Leader
2.2
→ Leader sees change as a process to be planned, supported and communicated to others.
→ Leader informs staff of developments.
Leader is unaware of specific contextual political minefields. Leader assumes that what leader thinks is right for children is universal. Leader does not identify emerging issues across a group or area. Leader is surprised at staff reactions to Leaderinitiatives.has difficulty analysing decisions.LeaderconsultationchangeLeaderevaluate.LeaderandLeaderperceptionsLeaderstyle.LeaderLeadertoobjectivelyfeedbackandrespondsitreactively.rarelydelegates.doesnoteditownisunawareoftheofothers.failstomonitorholdstafftoaccount.doesnotimpactimplementswithinsufficientavoidstough
Set clear objectives and coherentdevelopsplans
Contents
Leader delegates without paying attention to building capacity or distributing Leaderleadership.cannot distinguish between urgent and Leaderimportant.has difficulty aligning resources with systems.
→ Leader uses evidence to inform decision making.
2.1 Apply a theory of change or logic model, making sure everyone knows their part → Leader establishes performance and behaviour expectations that are consistent with effective practices, high professional standards, and educational research.
to reflect on leader’s use of resources, including own time. Help the leader with self diagnosis by asking questions such as: How is this working for you? What are you getting out of doing it this way? Discern whether this is an issue of situational problem solving or personal leadership.
2.4
Coach leader to step back and refocus on stated goals. Work with leader to expand her/his repertoire of problemsolving approaches.
→ Leader seeks input and views from others so that they can be involved in shaping and owning change.
→ Leader understands theories explaining change and manages resistance to it.
Help leader see journey. Help leader think through intended and unintended consequences of their
Leader often takes on sole responsibility or delegates to someone who is overloaded.
2.3 Create structures and core systems to resourcesmanage → Leader ensures core systems are in place job descriptions, policies, accountability, expected meetings, guidelines, and protocols
“Common
Red Flags Coaching Considerations
Leader assumes that the presenting problem is the underlying issue rather than seeing it as a symptom. Engage external experts without promoting and ensuring skills transfer to maximise benefit.
→ Leader makes decisions and deals with difficult circumstances.
→ Leader distinguishes between important, and urgent → Leader plans using clear milestones.
→ Leader checks staff are clear about their role and that they can see the journey.
→ Leader supports staff in knowing what to do guides, coaches, seeks feedback.
Leadership Performance Planning Rubric: Management Challenges” are expected reactions to the challenges of leadership. “Red Flags” signal that immediate attention is needed. These behaviours are not sustainable leadership behaviours and need to be corrected.
Leader does not identify the key Leaderissuesgets over involved in peripheral matters. Leader does not tackle the underlying issues. Leader does not see patterns and cannot diagnose problems.
Leader is “fire fighting”. Leader does not analyse and prioritise all factors, Leader does not articulate desired outcomes.
→ Leader aligns priorities and activities.
→ Leader considers possible consequences and opportunities resulting from such decisions.
→ Leader strategically selects resources and staff to achieve objectives.
2.0 Management Behaviours that meet the standard Common challenges
→ Leader shares knowledge of change with staff and acts to reduce anxieties.
Engagehe/sheWorkdirective.UnderstandtoShareofHelpissuesUsethroughSupportminefields.Helpactions/decisionsleaderseepoliticalleaderinthinkingscenarios.roleplaytobringcoretothesurfaceleaderidentifyownpointsvulnerabilityandneed.changemanagementols/resourceswithleader.whentobewithleaderontheworkisnotgettingto.inanalysiswithleader
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→ Leader establishes priorities and objectives.
Leader does not leverage the systems and the resources that are in place (staff for example).
Support teams and individuals with change
→
tyrant I’m not ok/you’re ok I’m ok/you’re ok I’m not ok/you’re not ok I’m ok/you’re not ok Personal Behaviour ResilienceManagement Communication Leadership performance Contents
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PASSIVE-AGGRESSIVE →
PASSIVE Anger: frustration → Conflict view: negative, harmful to relationships Problem approach: focus on procedures of process and task Time management: pass time Rules: duties Style: relinquish, passive abasement, “ poor me”, victimised, powerless, seeks rescue, martyr
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→
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Assertiveness and life positions
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→
→
→
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→
→ AGGRESSIVE →
Style
ASSERTIVE → Anger: confrontation → Conflict view: positive opportunity for growth Problem approach: balance of tasks and processes Time management: make time/use time/spent time Rules: guidelines Style: develop, purposeful, director of own life, give without expectation of return, hold self and others to high standard, champion Anger: defiance, withdrawal Conflict view: ignore it Problem approach: forced, ineffective, passive, helpless Time management: waste time, mark time Rules: absolute Style: defend, hold still, apathetic or acidly cynical, reinforce victim mentality, rescuer Anger: resentment Conflict view: organisation comes first Problem approach: focus on task objectives Time management: kill time Rules: make and enforce : control, authoritarian, persuade, enforce, blame, criticise, I’m right”, “It’s your fault”, rigid, oppress others,
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The diagram below, from Eric Berne originally in the 1950s and further developed by Thomas Harris, encapsulates different situations and helps enable leaders to consider and articulate how to get from one to another. It complements the functional fluency model. Both have featured in the work of Lee Mcauliffe when developing bespoke instructional coaching and training for leadership teams.
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authoritative authoritative authoritative Prescribing … you start writing the agenda, setting the pace Prescribing …. negotiate and aim for cooperation and co-design
Confronting … put aside own paradigm … challenge by giving feedback … facilitative facilitative facilitative (Feeling)Cathartic … decide how feelings are managed - think for the/group (Feeling)Cathartic … allow staff to talk freely and deeply and to share … (Feeling)Cathartic … help staff to debate own perspectives … (Structuring)Catalytic … take responsibility for design and guide the learning process (Structuring)Catalytic … avoid cooperative planning in large groups … have time together (Structuring)Catalytic …delegate design … allow staff to work as a group, help staff to discover and learn Supporting or valuing … help leaders/teachers learn about effective practice orSupportingvaluing …. help others learn to manage performance improvement orSupportingvaluing … allow each person/group to self disclose on values
Leader’s Palette Page | 14 Heron: the politics of learning, three modes and six interventions
Confronting …avoid as this needs to be owned by staff … you interrupt, ask questions … Confronting …. describe events, seek alliance, prompt and provide help … show wisdom in your questioning
Hierarchical to Co-operative Hierarchical to autonomous Co-operative to autonomous Sit down alongside person; Ask open questions
ierarchical mode Cooperative mode
Moving between modes Contents
Autonomous mode
Informing … give input, explain, assess and interpret Informing …. pose neutral questions, give feedback … avoid telling Informing … use reflection and self review to get individual meaning …
Prescribing …confident that leaders can plan autonomously
“What shall we make our first step?”; “what are your thoughts?”; Agree actions; jointly draft and revise strategies and ideas; leave silences to be filled by person; Avoid the expert answer; Adopt the posture of not knowing Declare your intention; Pose questions purposely biased to action – “What do you want to make as the first step?”; Declare how or when you will end this phase; Use invitational questions or phrases “What other ideas have you thought of…?”; “which one did you reject?” Give constructive feedback that aims to help leaders develop own solutions; use open and invitational phrasing “what do you think are your best ideas?”; “how will you now get ownership?”; “Is there another way?”; “what would it take to move up a step?” You may wish to complete the questionnaire at http://challengingcoaching.co.uk/wp new/wp content/uploads/2012/08/Heron questionniare.pdf
Contents Inattention to Avoidanceresults accountabilityofLackofcommitmentFearofconflictAbsenceoftrust Status InvulnerabilityAmbiguitystandardsLowegoandArtificialharmonyCommitmentConflictTrustAccountabilityResults Cohesive team Dysfunctional team
The Lencioni Trust Pyramid is written in a narrative manner so that figures and situations can easily be recognised in practice. The model can be interpreted both negatively and positively. The five most important pitfalls of a team are clearly mapped.
Lencioni Trust Pyramid: The five dysfunctions of a team, Patrick Lencioni, 2002
1. Trust versus invulnerability - if the foundation of the Lencioni Trust Pyramid fails, the team will fall apart. Getting to know team members is a good way of learning more about each other’s standards and values and speaking about strong or weak points becomes easier. Giving and receiving constructive feedback is essential in building trust. Trust also means that team members must be able to be vulnerable. When mistakes are made, this must be admitted. Frustrations must also be aired to keep the team’s atmosphere healthy.
What the five layers mean
2. Constructive conflicts versus artificial harmony - since each person is different from the other, conflicts in relations regularly occur. These ensure a stronger bond, provided they are pronounced. However, serious discussions are too often avoided, while they actually contribute to a well-functioning team. Teams that tackle conflicts have vivid and active meetings and look for solutions to the real problem. The trust from the foundation of the pyramid helps ensure a conflict does not lead a life of its own. A fear of confrontations ensures that many aspects that are not discussed, are not on the agenda. When nobody expresses him/herself there is artificial harmony, and the problem is never addressed. Constructive conflicts lead to progress.
4. Trust versus invulnerability - if the foundation of the Lencioni Trust Pyramid fails, the team will fall apart. Getting to know team members is a good way of learning more about each other’s standards and values and speaking about strong or weak points becomes easier. Giving and receiving constructive feedback is essential in building trust. Trust also means that team members must be able to be vulnerable. When mistakes are made, this must be admitted. Frustrations must also be aired to keep the team’s atmosphere healthy.
Lencioni Pyramid
The Lencioni Trust Pyramid is divided into five layers. Each one must be supported sufficiently before other layers can be constructed and then added. The bottom layer is the largest and therefore also the most important. In order for a team to function effectively, it is important that all levels and requirements are fulfilled.
5. Results versus status and ego - the final level consists of results. Lencioni indicates that a major frustration in a team is the tendency of the team members to focus more on other aspects than the objectives. Focus and determination are necessary to achieve a good result. A focused team enjoys success and minimises individualistic behaviour. The leader of the team has an important role to set the intended results and remains objective at all times. In a group where results do not come first, it will be difficult to achieve the objectives. Instead, personal interest often takes precedence over the collective. A person can seek credit for performance achieved by the whole group. Frustrations may also arise.
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In order to develop a team with the aid of the Lencioni Trust Pyramid, it is necessary that all members are able to and want to work on the team. Realisation that something needs to be changed is important to get more potential from the team. Lencioni emphasised that a team is built on trust, but that openness, involvement, responsibility and focus on results should never be lacking.
3. Involvement versus vagueness - involving team members creates clarity and support. The degree of involvement of team members can only be high when the first two levels of the Lencioni Trust Pyramid are present. Solidarity within a team does not mean that everyone agrees on every aspect. A team in which unity prevails takes choices without doubting, as arguments from both sides are already heard. When group members are not involved vagueness prevails. However, it is much more valuable to find out which aspects have priority and what the right direction is through reasoning or a good discussion.
o Are there items at this time that you do not know how to do?
o What from this list is the most urgent? What is the most important item on the list? How clear for you is the difference? Is there an obvious place to start?
o What would count as a good outcome? Will you have a record of agreements?
o Can you formulate a plan for how you would like/expect matters to progress?
o When you consider the prospect of real improvement, how do you feel?
o How will you begin the meeting? Tone, voice etc
o Are there any points that you know would have a negative impact?
o What will be the consequences if nothing is done?
o You are considering doing…. what do you perceive to be the consequences or risks? What is attracting you to that idea? How is X likely to respond?
o What will you say? What do you think his/her reaction will be?
o How formal/informal will the meeting be? Where will be the best place to meet be? Will a particular arrangement of furniture help?
o Where are you in this picture?
o Are there steps you have listed that are similar to others?
o Is there anything or anyone else?
Mentoring-coaching questions: to promote reflection, analysis and problem solving
o How disciplined are you at ‘less is more’? Can you for example formulate succinct questions on the spot? Contents
o What specifics, if you could, would you want to change? do differently?
o How ‘at home’ are you with discussing feelings – your own and those of others?
o What comes to mind when you think about your role, moral purpose, context and the issues you face in your work and as a possible mentor-coach?
o When you say… do you mean….? How does that make you feel?
o Are there any aspects that have not gone so well?
o Tell me about yourself and how you see your role?
o Is this something that only you can change, or are you really hoping that someone else will?
Future ... o ‘Imagine waking up one morning having achieved a change or resolved an issue. Draw a picture, without any words, showing what this looks like. Talk me through it’
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o What part do you need to play in bringing about change?
o ‘I notice that …. occupies centre stage …’What is happening here?
o How keen are you that something should be done about this?
o You have been sounding a bit ‘put upon’. How far do you want to/could you be more in control of your own destiny?
o Tell me about the people you work with? How do you approach leading them?
o What are the areas you have been most pleased with in recent months?
On the list you have produced, is there something that you are not going to do?
Action responding to a situation/issue …
o When we talked about…. I noticed some tension/uncertainty/anxiety. Correct me if I am mistaken. Would it be helpful if we talked about that?
o When do you need to begin to act?
o Is there anything else you might need to do before the meeting? Does anyone else need to be informed that the meeting is to occur?
o What will be the consequences for you or others for example, your team, the children if nothing changes? Why is that? How do you know that? Responsibility … o In the situation you have chosen to explore in more depth, what are the likely consequences for you if nothing changes?
o Who are the people who need to act in this situation?
eciding … o
o Talk to me about your work and how it has been going?
o You have mentioned…. that you had not mentioned before. It would be helpful to me if you could say some more about that.
o How will you arrive at the solution? and ensure that others arrive with you?
o What obstacles can you think of to identify the intention in a person’s communication?
o Highlight for me some of the main differences between what is in the picture and what is happening at present?
o In the last few minutes, you’ve talked about … which all seem to be live issues. Are there others that I have missed?
o You said a moment ago… say a little more about that…
o I have noticed that all the issues you have talked about are for other people to address. o How do you manage the symptoms of the other person’s distress?
o Can you highlight the three or four items on the list that might have the most beneficial impact on the situation? Is there a priority among them?
o Is there relevant regulation or law that you should consider?
o Who do you need to involve? How might you go about involving him/her?
Context/about self …
o If you need to meet with x when will be the best time? How will you convene the meeting? by email? face to face? Will anyone else be present?
o How do you think s/he feels about this?
o What is the next challenge for you in your job?
o I think what I’m hearing you say is….? Always? Never? ssues/situations ….
o Have you sought anyone else’s help/advice about this?
Principle 1: Understand Change - think about: Why you need to change. What are your key objectives? will the benefits of the change be to the organization? will it impact people positively? will it affect the way that people work? will people need to do to successfully achieve the change?
• What
• How
Principle 2: Plan Change - effective change does not just happen by chance, and any plan you make has to be right for your organization.
Principle 3: Implement Change - Kotter's 8-Step Change Model, below, explains how to inject a sense of urgency into your actions, so that you build momentum and encourage everyone to get behind your changes.
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The Kubler-Ross Change curve, above, helps visualise the process. and reminds you to be mindful of people's feelings. It shows reactions at different parts of change.
A change must start with a vision. This will clarify why and assist in motivating those that are impacted to act in the right direction.
It is a good idea to link the changes that you are planning to your organization's mission or vision statements.
•
• How
Managing change key decisions and alterations in provision or practice
Contents
Principle 4: Communicate Change - communication can make-or-break change management. The change that you want to implement has to be clear and relevant, so people understand what you want them to do and why they need to do it.
• What
• Use "I" and "and" instead of "you" and "but”: The word "you" can make someone feel you are criticising or accusing them. The word "but" can be seen as argumentative and defensive, negating the value of whatever was said prior to it.
• Dialogue: Offer the outcome, not the solution …. Use “and then what will you do?” and “and then what” Know your options, make proposals Then, “how can I help?”, “what do you think will help?”
Advice on managing crucial conversations
Remainevidenceneutraland centred
Check
• Start with why be clear and direct Think about timing and venue Start with facts and purpose … “ I want to discuss the work on …..; I have noticed ….” Listen attentively and rephrase. Clarify points and never interrupt unless the person is taking too much time. Speak persuasively not abrasively • Establish the facts and the scope of the problem
• Be prepared for negative reactions: Notice physical/emotional/behavioural signals … “would you like a few moments?” Diffuse by keeping to the facts.
Leader’s Palette Page | 18 Crucial conversations how to hold them
• Avoid Ordering, directing …. “you have to …” Warning, threatening and blaming … “you ought to ..” Criticising/damning.
Contents
The fifth and highest level is referred to as either "Personhood" or "Pinnacle." At this level, the leader has become iconic and created a legacy. Because of this, the leader is in a position to inspire future leaders. People follow leaders at this level because of who they are and what they represent. People at this level develop others to become stronger leaders.
Pinnacle
Permission At this level, employees follow your leadership because they choose to, not because they are forced to. Leaders at this level are able to build interpersonal, productive relationships and develop trust that inspire, motivate and gain commitment.
Production At this level, leaders achieve effectiveness by building and maintaining high-performing teams. They organise people and resources toward achieving results. They develop a collective focus on the organisation’s mission and objectives. Leaders at this level get things done. They gain influence and credibility. People follow them for what they have done for the organisation.
Level 1 Position Level 2 Permission Level 3 Production Level 4 DevelopmentPeople Level 5 Pinnacle Rights People follow you because they have to Relationships People follow you because they want to Results People follow you because of what you have done for the organisation Reproduction People follow you because of what you have done for them Respect People follow you because of who you are and what you represent Contents
The five levels of leadership John C. Maxwell
People Development
This level is significant for long-term performance. Results are not achieved in the present, but a system is in place in which future leaders are being developed. Employees act in line with direction because of faith and respect in the leader's ethics, vision and purpose. Leaders become great, not because of their power, but because of their ability to empower others to reach higher levels of performance. Level 4 leaders reproduce themselves.
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Position At this level, leaders rely largely on their title or position. Rehearsed formal approaches are common. The phrases "because I'm the boss" or "I'm the manager" signify the mentality of the position-based leader. New leaders or those unable to gain confidence or support from followers commonly operate at this level.
