The Leader's Palette_January 2022

The Leader’s e-Palette January 2022

Foreword

Contents Assessing trust and transformational leadership practice

page 2

Leadership styles

page 3

This booklet contains curated materials, tools and articles about leadership and management. The content includes trust, leadership style, motivation, the stages of team development, dysfunctions and change. The urban leadership competencies, which founded this work, 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.

Bruce Tuckman – The four stages of team development and behaviour

page 4

Belbin – team roles

page 5

Rubrics from New York’s urban excellence framework and research from Ontario school improvement have been added to create a resource and a professional library.

‘Leaders don’t create followers, they create more leaders’ Tom Peters

There is no prescribed way about using this material – start wherever you feel right. I would suggest sharing and discussing, as you go along, with a considered, experienced and trusted leader.

With best wishes Anton Francic Hackney Education

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Managerial grid - different leadership styles page 6 Five common drivers – Kahler

page 7

Motivation: Pink

page 8

Urban leadership competencies

pages 9-10

Leadership performance rubrics

pages 11-12

Assertiveness and life positions

page 13

Heron: the politics of learning

page 14

Lencioni Trust Pyramid: The five dysfunctions of a team

page 15

Mentoring-Coaching questions

page 16

Managing change

page 17

Crucial conversations

page 18

The five levels of leadership – John C. Maxwell

page 19

Page | 1

Confidentiality

Care and concern

Coaching and mentoring

Visibility and Demeanour

Decision making

Affirmation

Active listening

Offering trust

Admit mistakes

Assessing trust and transformational leadership practice – where do you find yourself?

Contents

Never displays vulnerability nor admits Rarely displays any form of vulnerability; his/her mistakes or accepts responsibility acknowledges when a poor decision or for poor decisions; blames others. mistake has been made but does not take any personal responsibility.

Micro-manages staff; controls or Allows staff to perform their role to an interferes with decision-making extent, monitors and sometimes responsibilities; ordering, directing, or influences decisions and regularly commanding; feedback is primarily checks on work; feedback is primarily in corrective, or general. the form of advice.

Displays vulnerability; accepts responsibility for own errors and poor decisions but does not apologize; admonishes others for theirs.

Allows staff to perform their role and make decisions that affect their work with minimal interference; provides supportive feedback when asked.

Displays vulnerability; admits mistakes or poor decisions; apologises; accepts responsibility for other's mistakes; actively rectifies mistakes.

Treats staff as professional by trusting them to perform their role; willingly provides mentoring and coaching when asked.

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.

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.

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.

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.

Makes considered decisions; superficial consultation that works to enact an agenda; enacts the decisions.

Seeks staff input using consultative decision-making process; makes decisions and enacts them; communicates decisions to staff.

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.

Does not display empathy for staff members; has little interest in knowing people as individuals.

Values staff input and views; uses consultative or collaborative decisionmaking processes; makes timely and informed decisions and enacts them; communicates justification for decisions.

Intermittently seen around the school; Often seen around the school speaking Regularly seen on the ground speaking attends assemblies, events; staff make an with students, staff and parents; attends with parents, staff and students modelling appointment to see him/her. Responds assemblies and other school events; and reinforcing expectations; is emotively to different situations, accessible to staff. Able to keep emotions accessible to staff. Is consistent and expressing feelings; accordingly, displays in check; shows a level of restraint in predictable, always remaining calm and concern for self and the staff member. difficult or challenging situations; level-headed no matter the situation; demonstrates respect for the staff. always respectful of the staff member.

Takes personal interest in professional Maximizes staff potential and career development of others; provides growth through coaching or mentoring; supportive, honest feedback when asked. provides immediate, specific and accurate feedback aimed at promoting growth.

Displays interest in the wellbeing of staff; Considers staff needs and wellbeing; Extends genuine care and compassion by knows staff and their role in the displays empathy and knows where to offering practical support; invests time to organization; know how others feel. draw the line. get to know staff members as people.

Does not keep a person’s confidences Keeps information confidential when when they come into possession of specifically asked by the member of staff. sensitive information; rumours occur on a regular basis.

Unevenly trusted leadership

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Keeps the confidences of staff members; Keeps the confidences of staff when will make a professional judgment as to entrusted with sensitive information; only whether that information should be shares information with permission. shared.

Highly trusted leadership Page | 2

Leadership Styles: recognising your default approach

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.

Modus operandi

Phrase

Underlying competencies

What the style works best

Overall impact

Creates harmony and builds emotional bonds

People come first

Empathy, building relationships, communication

Motivating people in stressful circumstances, healing rifts

Positive

Mobilises people towards a vision

Come with me

Self-confidence, empathy, change catalyst

When change is required, a new vision or clear direction is needed

Mostly strongly positive

Coaching

Develops people for the future

Try this

Developing others, empathy, self-awareness

Improve performance, develop long term strengths

Positive

Coercive

Demands immediate compliance

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 competent team

Negative

Style

Affiliative

Authoritative

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Page | 3

Bruce Tuckman – The four stages of team development and behaviour

Contents

Performing Norming Storming Forming Roles and responsibilities are not clear; individuals need guidance to perform.

There is some competition, conflict, disagreement, testing of boundaries, defensiveness or resistance.

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 selfchallenge. Team success becomes more apparent.

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. 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 Norming: move towards harmony. Trust is built at this stage. Accepts the vital

contribution of members. o Performing: not all make it here. High performance. o Adjourning: completion and closure

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Page | 4

Belbin – team roles, recognising yourself and colleagues when working with others

Contents

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.

Action oriented roles Shaper - challenges the team to improve 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.

Implementor – puts ideas into action 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.

People oriented roles Co-ordinator - acts as a chairperson

Plant – presents new ideas and approaches

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.

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.

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 independentminded, 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

Team worker – encourages cooperation 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 – ensures thorough,

Resource-Investigator – explores

timely, completion

outside opportunities

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.

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Thought oriented roles

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.

Monitor-Evaluator – analyses the options 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.

Specialist – provides the specialist skills 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.

Page | 5

Managerial grid - recognising different leadership styles and development needs of colleagues

Contents

The Managerial Grid model, Robert Blake and Jane Mouton, 1964, focuses on behavioural leadership. The model distinguishes between five different styles, show below.

3. Produce or Perish style (High Production/Low People) o Description: Authoritarian or compliance leader. 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). o Results in: high output in the short term, much lost through an inevitable high labour anxiety, under confidence and/or turnover.

4. Middle-of-the-road style (Medium Production/Medium People). o Description: The manager tries to balance between the competing goals and the needs of the workers. 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: a delegate-and-disappear management style. o Characteristics: there is a low concern for people and production.

Her/His main concern is being held responsible for mistakes. o Results in: Disorganisation, dissatisfaction and disharmony.

2. Country Club style (Low Production/High People) o Description: One-sided, thoughtful attention to the needs of employees. 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 The manager is almost incapable of employing more punitive, coercive and legitimate powers, afraid that this could jeopardise relationships. o Results in: A friendly atmosphere, but not necessarily very productive.

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5. Team style (High Production/High 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. o Results in: Team environment based on trust and respect, which leads to high satisfaction and motivation and, as a result, high effectiveness.

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Five common drivers: self and others

Contents

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

Be perfect

Values and characteristics Achievement, autonomy, success, being right     

Purposeful Moral High standards Task orientated Extremely logical

Consideration, kindness, service and helpful

Please me

 Pleasant to everyone  Extremely law abiding

Concerned about doing the right thing

Be strong

 Intense and committed

Hurry up

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to righting wrongs.

 Usually on the side of

Stress behaviour

Causes of stress

Not satisfied with what has been done. Language uses the verb 'try' rather than 'will'.

Tense and anxious in appearance.

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.

 Fears of failure and losing

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

 Being seen as vulnerable,

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.

 Being criticised for not

How to reduce stress

 Reassure they are not to control, and subsequent blame; keep agreements and over-compensation. Not never discount their worries finishing matters for fear of  If you have a difference of criticism. Expecting others to opinion, express own values; be perfect too. confront firmly and calmly  Show appreciation of their achievements; give facts rather than emotions.

Ingratiating behaviour Anxious around others and how  ‘Please’ people feel  Thank and compliment them always seeking to please. they are being perceived. Always distressed by being ignored  Express feelings politely. If Frames everything as a seeking approval. Finds criticism or criticised. The main fear is you have to confront them, do question that invites approval. difficult. Easily offended; feels need rejection by being found it with patience Apologetic. Will say 'sorry' for to ‘rescue’ others and ‘take charge’ ‘blame worthy’. They  Acknowledge them for being almost anything and even just when this has not been requested. become more emotional the person they are: ‘I really to fill space. under stress. enjoy working with you”.

Courage, strength, reliability Aggressive or assertive attitude. Objective language,  Self sufficiency distancing themselves from  Helpfulness their feelings. Avoids talk  Reliability about emotions.

Persistence, patience, determination

Try hard

Identification and language 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.

the underdog and political or other causes.  Often take on lots of tasks and set high goals which are not achieved.

Speed, efficiency, Enthusiastic, action-oriented – As stress increases, activities responsiveness much on the go, often juggling become more and more frenetic. several different activities.  Lively Complaints there is not  Adventurous enough time. Talks quickly  Excited/enthusiastic and checks clock frequently.  Quick Impatient. May explode into anger if held up.

forced to say what they feel, so exposing their weaknesses.

caring; told that they are not trying. Craving praise, but never satisfied when given.

Effort of trying leads to burnout – sometimes no real result. Fear of completion run out of tasks. Expecting others to try harder.

 Silence. Fretting over having

'nothing to do'. Speed over accuracy. Taking on too much and then complaining.

Chasing others before they are ready.

 Praise but do not be effusive  Do not force into expressions

of vulnerability

 Do not shout – they may

retreat even further

 Give clear instructions.  If very competitive, ignore it.



    

Do not get involved in arguments that are focussed on comparisons.

Never let them off what they have committed to do. If you do, the implication is that you do not expect them to succeed.

Do not ‘reward’ for trying.

Reward’ for finishing.

Praise their efficiency 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.

Page | 7

Pink: The Three Key Components of Intrinsic Motivation

Contents

MOTIVATION – HOW DO WE DO IT?

According to Dan Pink, intrinsic motivation is based on three key factors: Autonomy, Mastery and Purpose.

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.

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.

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.

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Page | 8

The leader’s palette: urban competencies and skills

Contents

Ten Effective behaviours

Enabling: vision, belief, purpose, courage, empowerment o o o

Have a strong vision with clear educational and moral imperatives that are convincingly communicated Turn this into a coherent strategy or roadmap Put staff in positions of strength aligned to priorities

Relating: emotional intelligence, social awareness, empathy o o

Understand the needs, concerns, motivations, preferences and perspectives of others Hold core values central but keep sight of people

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Operating: resourcing, planning and situational judgment o o o

Set standards and models for others Provide vigilant visible leadership – always point the way forward, judge situations, communicate positively Deal with variation and conflict – never put this off

Sustaining: stability, consistency, focus, resilience o o

Provide accountability – clear and regular reporting lines, one2one meetings, systematically monitor performance Give opportunities for views and contributions to be made

Page | 9

The leader’s palette: urban competencies and skills

Contents

Ten Ineffective behaviours

Enabling: vision, belief, purpose, courage, empowerment o o o

The vision is not clear or compelling Planning does not identify who and how, and why Individuals do not feel trusted

Relating: emotional intelligence, social awareness, empathy o o

Day-to-day contact lacks authenticity in encouraging and steering each person to become their best You are cautious or over officious about new ideas and changes in approach

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Operating: resourcing, planning and situational judgment o o o

Individuals are not secure about what is expected of them Communication has made the way forward unclear Planning is not coherently mapped, costed and resourced

Sustaining: stability, consistency, focus, resilience o o

Accountability meetings (check-ins) do lack clarity in purpose and/or linkage to your values and vision There is little acknowledgement of the accomplishments and efforts of staff …. of what they do/have done well.

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Leadership Performance Planning Rubric: Communication

Contents

“Common 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.

1.0 Communication 1.1

Communicate in ways that reflect careful analysis and the ability to listen

Behaviours that meet the standard  

 

  

1.2

Build relationships that help empower and engage staff

    

1.3

Consult when planning, making key decisions and implementing change

     

1.4

Appreciate rituals and routines as enablers of vision

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

 

Leader’s communication is clear and appropriate.

Leader understands cultural patterns and adjusts communication style to promote engagement.

Leader uses formal and informal opportunities to explain vision and goals.

Leader responds to nonverbal cues, listens and checks for mutual understanding.

Leader deals positively with difficult issues and concerns.

Leader draws on views/input from others.

Leader actively pursues disconfirming evidence when drawing conclusions.

Leader’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.

Leader 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.

Common challenges   

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 

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





Leader is anxious about stating with certitude.

Leader communicates a message inconsistently.

Leader is surprised at how purposeful and repetitive communication needs to be, or by stakeholders’ “literal” interpretations of messages.

Leader does not praise and reinforce good performance.

Leader overlooks expectations of staff Leader has little recognition of different perspectives.

Leader does not adjust communication style.

Leader, inadvertently, disregards some stakeholders in communication.

Leader’s informal communication lacks professional boundaries.

Leader shares too much information with stakeholders.

Leader struggles to know what communication types are most appropriate and effective within context.

Leader lacks awareness about cultural patterns.

Red Flags 



   



 

 

Leader focuses exclusively what does not go well.

Leader communicates in a manner or tone that is disrespectful or demeaning.

Leader disregards rituals and routines.

Leader yells and avoids open dialogue.

Leader is not familiar with pupil or staff body.

Leader does not offer opportunities for dialogue or conversation.

Leader does not communicate clearly and consistently with his/her supervisor, staff, pupils, families, and broader school community.

Leader avoids crucial conversations.

Leader’s body language and/or facial expressions communicate aggression, defensiveness, disengagement, arrogance, dismay or dismissiveness.

Leader does not appear to listen when others speak.

Leader’s written communication is incoherent, error-ridden, and/or inappropriate.

Coaching Considerations  

 

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

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 

Help leader get behind the eyes of the audience.

Observe the leader’s communication, take lowinference notes, and debrief with feedback.

Role play.

Model various options for communicating a message and discuss the potential consequences of each.

Coach leader to reflect on consequences of prior communication.

Help the leader anticipate intended and unintended consequences of a message.

Help leader think through what they need/want to communicate and to whom.

Provide leader with low-inference feedback to highlight words or phrases leader used and reflect on implications.

Help leader construct learning opportunities to practice communication skills.

Provide leader with low inference feedback on body language.

Use video tape or actual mirrors to show leader his/her body language and/or communication style.

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Leadership Performance Planning Rubric: Management

Contents

“Common 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.

2.0 Management 2.1

Apply a theory of change or logic model, making sure everyone knows their part

Behaviours that meet the standard 



2.2

Set clear objectives and develops coherent plans

     

2.3

Create structures and core systems to manage resources



  

2.4

Support teams and individuals with change





  

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Leader establishes performance and behaviour expectations that are consistent with effective practices, high professional standards, and educational research.

Leader checks staff are clear about their role and that they can see the journey.

Leader establishes priorities and objectives.

Leader distinguishes between important, and urgent.

Leader plans using clear milestones.

Leader aligns priorities and activities.

Leader makes decisions and deals with difficult circumstances.

Leader considers possible consequences and opportunities resulting from such decisions.

Leader ensures core systems are in place – job descriptions, policies, accountability, expected meetings, guidelines, and protocols.

Leader strategically selects resources and staff to achieve objectives.

Leader supports staff in knowing what to do – guides, coaches, seeks feedback.

Leader uses evidence to inform decision making.

Leader sees change as a process to be planned, supported and communicated to others.

Leader seeks input and views from others so that they can be involved in shaping and owning change.

Leader informs staff of developments.

Leader shares knowledge of change with staff and acts to reduce anxieties.

Leader understands theories explaining change and manages resistance to it.

Common challenges 



    

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



Leader delegates without paying attention to building capacity or distributing leadership.

Leader cannot distinguish between urgent and important.

Leader has difficulty aligning resources with systems.

Leader does not identify the key issues Leader gets over-involved in peripheral matters.

Leader does not tackle the underlying issues.

Leader does not see patterns and cannot diagnose problems.

Leader does not leverage the systems and the resources that are in place (staff for example).

Leader often takes on sole responsibility or delegates to someone who is overloaded.

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.

Red Flags    

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     

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Leader is “fire-fighting”.

Leader does not analyse and prioritise all factors, Leader does not articulate desired outcomes.

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 initiatives.

Leader has difficulty analysing feedback objectively and responds to it reactively.

Leader rarely delegates.

Leader does not edit own style.

Leader is unaware of the perceptions of others.

Leader fails to monitor and hold staff to account.

Leader does not impact evaluate.

Leader implements change with insufficient consultation.

Leader avoids tough decisions.

Coaching Considerations  

       

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

 

Help leader see journey.

Help leader think through intended and unintended consequences of their actions/decisions.

Help leader see political minefields.

Support leader in thinking through scenarios.

Use role play to bring core issues to the surface Help leader identify own points of vulnerability and need.

Share change management tools/resources with leader.

Understand when to be directive.

Work with leader on the work he/she is not getting to.

Engage in analysis with leader to reflect on leader’s use of resources, including own time.

Help the leader with selfdiagnosis 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 problemsolving or personal leadership.

Coach leader to step back and refocus on stated goals.

Work with leader to expand her/his repertoire of problemsolving approaches.

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Assertiveness and life positions

Contents

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.

I’m ok/you’re ok

I’m not ok/you’re ok PASSIVE  Anger: frustration  Conflict view: negative, harmful to relationships  Problem approach: focus on procedures of process and task  Time management: pass time  Rules: duties

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: relinquish, passive abasement, “… poor me”, victimised, powerless, seeks rescue, martyr

Communication

Personal Behaviour

Style: develop, purposeful, director of own life, give without expectation of return, hold self and others to high standard, champion

I’m not ok/you’re not

Resilience

Management

PASSIVE-AGGRESSIVE  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

Leader’s Palette

Leadership performance

I’m ok/you’re not ok AGGRESSIVE  Anger: resentment  Conflict view: organisation comes first  Problem approach: focus on task objectives  Time management: kill time  Rules: make and enforce Style: control, authoritarian, persuade, enforce, blame, criticise, I’m right”, “It’s your fault”, rigid, oppress others, tyrant

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Heron: the politics of learning, three modes and six interventions Hierarchical mode authoritative

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Cooperative mode authoritative

Autonomous mode authoritative

Prescribing

… you start writing the agenda, setting the pace

Prescribing

…. negotiate and aim for cooperation and co-design

Prescribing

…confident that leaders can plan autonomously

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 …

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

Confronting

… put aside own paradigm … challenge by giving feedback …

facilitative

facilitative

facilitative

Cathartic (Feeling)

… decide how feelings are managed - think for the/group

Cathartic (Feeling)

… allow staff to talk freely and deeply and to share …

Cathartic (Feeling)

… help staff to debate own perspectives …

Catalytic (Structuring)

… take responsibility for design and guide the learning process

Catalytic (Structuring)

… avoid cooperative planning in large groups … have time together

Catalytic (Structuring)

…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

Supporting or valuing

…. help others learn to manage performance improvement

Supporting or valuing

… allow each person/group to self-disclose on values

Moving between modes Hierarchical to Co-operative

Hierarchical to autonomous

Co-operative to autonomous

Sit down alongside person; Ask open questions “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

Leader’s Palette

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Lencioni Trust Pyramid: The five dysfunctions of a team, Patrick Lencioni, 2002

Contents

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.

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.

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.

Results

Inattention to results

Status and ego

Accountability

Avoidance of accountability

Low standards

Commitment

Lack of commitment

Ambiguity

Conflict

Fear of conflict

Artificial harmony

Trust

Absence of trust

Invulnerability

Cohesive team

Dysfunctional team

4. Responsibility versus low standard – although responsibility is a characteristic often assigned to someone individually, the team does have a responsibility as a whole. In an individual sense it comes down to taking responsibility for behaviour, attitude and results. It is important to take responsibility also in small matters. If a colleague often arrives late and this is not addressed, chances are that in the future the bar will be even lower. Ignoring responsibility results in differing views about the required quality of results. It can lead to missed deadlines or forgetting of important agreements. The relationship with the second level is important. As long as not everything is pronounced, frustration remains.

Leader’s Palette

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.

2. Constructive conflicts versus artificial harmony - since each person is different from the other, conflicts in teams and business 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.

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.

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 in this. The leader sets 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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Mentoring-coaching questions: to promote reflection, analysis and problem solving Context/about self … o o o o o o o o o

Tell me about yourself and how you see your role?

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?

Talk to me about your work and how it has been going?

Tell me about the people you work with? How do you approach leading them?

You said a moment ago… say a little more about that…

Have you sought anyone else’s help/advice about this?

When you say… do you mean….? How does that make you feel?

How do you think s/he feels about this?

I think what I’m hearing you say is….? Always? Never?

Issues/situations …. o o o o o o o o

What are the areas you have been most pleased with in recent months?

Are there any aspects that have not gone so well?

In the last few minutes, you’ve talked about … which all seem to be live issues.

Are there others that I have missed?

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?

You have mentioned…. that you had not mentioned before. It would be helpful to me if you could say some more about that.

I have noticed that all the issues you have talked about are for other people to address.

How do you manage the symptoms of the other person’s distress?

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?

Future ... o

o o o o o

o o o o o o o o o

In the situation you have chosen to explore in more depth, what are the likely consequences for you if nothing changes?

Who are the people who need to act in this situation?

What part do you need to play in bringing about change?

Is this something that only you can change, or are you really hoping that someone else will?

How keen are you that something should be done about this?

What specifics, if you could, would you want to change? do differently?

What is the next challenge for you in your job?

You have been sounding a bit ‘put upon’. How far do you want to/could you be more in control of your own destiny?

When you consider the prospect of real improvement, how do you feel?

o o o o o o o o

On the list you have produced, is there something that you are not going to do?

Are there items at this time that you do not know how to do?

Are there any points that you know would have a negative impact?

Are there steps you have listed that are similar to others?

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?

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?

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?

Is there relevant regulation or law that you should consider?

Action responding to a situation/issue … o o o o o o o o o o o o

Leader’s Palette

‘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’ ‘I notice that …. occupies centre stage …’What is happening here?

Is there anything or anyone else?

Where are you in this picture?

Highlight for me some of the main differences between what is in the picture and what is happening at present?

How will you arrive at the solution? and ensure that others arrive with you?

Deciding …

o

Responsibility …

Contents

What will be the consequences if nothing is done?

Who do you need to involve? How might you go about involving him/her?

When do you need to begin to act?

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?

How formal/informal will the meeting be? Where will be the best place to meet be? Will a particular arrangement of furniture help?

What will you say? What do you think his/her reaction will be?

How will you begin the meeting? Tone, voice etc Can you formulate a plan for how you would like/expect matters to progress?

What would count as a good outcome? Will you have a record of agreements?

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?

How ‘at home’ are you with discussing feelings – your own and those of others?

What obstacles can you think of to identify the intention in a person’s communication?

How disciplined are you at ‘less is more’? Can you for example formulate succinct questions on the spot?

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Managing change – key decisions and alterations in provision or practice

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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.

Principle 1: Understand Change - think about: • • • • •

Why you need to change. What are your key objectives?

What will the benefits of the change be to the organization?

How will it impact people positively?

How will it affect the way that people work?

What will people need to do to successfully achieve the change?

Principle 2: Plan Change - effective change does not just happen by chance, and any plan you make has to be right for your organization. You will need to consider sponsorship, involvement, buy-in and impact.

Principle 4: Communicate Change - communication can be a make-orbreak component of 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. But you also have to set the right tone, so that you get the emotional reaction you are hoping for.

It is a good idea to link the changes that you are planning to your organization's mission or vision statements.

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.

The Kubler-Ross Change curve, above, helps visualise the process. and reminds you to be mindful of people's feelings while putting your plan into shock and denial, to the point where we're fully invested in the new approach.

Leader’s Palette

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Crucial conversations – how to hold them 1 A four step process

Contents

2 Advice on managing crucial conversations

Ask

Ask

Why?

Clarify the issue, problem and its scope

• 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 – Check evidence – Remain neutral and centred • 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.

• Avoid – Ordering, directing …. “you have to …”

– Warning, threatening and blaming … “you ought to ..”

– Criticising/damning.

• 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?”

• 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

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The five levels of leadership – John C. Maxwell

Level 5 Pinnacle

Level 4

People Development

Level 3

Production

Level 2

Permission

Level 1 Position

Respect

People follow you because of who you are and what you represent

Reproduction

People follow you because of what you have done for them

Results

People follow you because of what you have done for the organisation

Relationships

People follow you because they want to

Rights

People follow you because they have to

Contents

Pinnacle 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.

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.

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.

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.

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.

Leader’s Palette

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