Harvard Graduate School of Education - Leadership: an Evolving Vision 2007

 

How to communicate to improve performance – Barry Jentz

How well do you listen?
Do you operate an open agenda?
Do you believe in sharing information or during confrontational conversations do you withhold information?
Do you show tolerance and understanding particularly under pressure?
Are you aware that these discrepancies in your practise exist?
Are you blind to what others see?

Barry Jentz has been trying to help us improve our communication skills today by making us more aware of how we listen and react to what we hear.

He suggests that most people listen reflexively in that they react automatically and go directly to a solution. However by listening and acting reflectively performance is improved.

Reflective skills:
· Give good data
· Listen
· Are tolerant of confusion
· Use confusion as an opportunity to skilfully inquire
· Facilitate the capacity to improve through interaction
· Improve performance

In trying to bring about transformational change this method provides a vehicle to enhance transform relationships.

A reflective mind is a learning mind!

Day 1 - The Purpose of Schooling – Millie Pierce 

What is the purpose of schooling?
The opportunity to make a difference?

A school is an extremely powerful place and the leader of that school is in an extremely powerful position. They are an advocate for the children in their care. They watch out for them and make sure they realise their full potential.
The New Three Rs
 
A school should provide rigor in the curriculum. Encourage good relationships at all levels and the experience should be relevant to life.

 ‘Interrupters’ make a difference and inspire. Who are the interrupters?

Lee Teitel
The Burden of Presumed Competence – there is an expectation that a Head Teacher can deliver on most problems. Technical challenges are usually straightforward as they are things we know how to do. Adaptive challenges require deep changes and are not easy. People do not resist change. It is the loss associated with change that is the problem as there is likely to be a loss of confidence or even competence.

Quick fixes do not work. Finding the answers to adaptive challenges can be tricky but by asking the right questions everyone has the ability to find their own solutions.

What is it that school leaders do that makes a difference?
Where is leadership development happening?
What networks do I belong to that support my practise as a leader?

Day 2 - Project Adventure

The importance of communication, collaboration, trust, listening properly and valuing other’s contributions. You can learn from anyone. Learning happens all the time.

Day 3 – Norman Kunc

Inclusion should not be an act of kindness. Inclusion is a sense of belonging for everyone. How do you create a sense of belonging?

How do the policies and practises in your school facilitate inclusion?

Self esteem comes about naturally, completely and easily when we are with others and you feel valued and wanted. A feeling of belonging.
Do we forget about this in a school?

Support Inclusion by Collaboration
In education we become too focused on remediation. We don’t see the support needed. Disabled people live in a society that is not set up for them consequently they are innovative because they have to be so why don’t we ask them and the people that know them best?

You need imagination and vision to support a disabled pupil. We don’t know what is possible for them, or for anyone else for that matter, so don’t assume and plan for them. A recipe doesn’t work, no one size fits all instead we need a larder – lots of ideas that can be mixed together.

Behaviour
Try to understand, do not assume malicious intent. Stay curious.
Behaviour is usually a communicative intent or a result of unmet needs. The teacher needs to be a detective.

Unfortunately we live in a society that values perfection.
 

How do you lead your organisation? Does everyone look to you to solve the current problem? Do you jump in and use your ‘leadership position’ to solve every query no matter how small?

Are you a great boss or great leader?

Recently I was part of a group of 10 leaders and managers of large organisations who had a problem to solve. From the initial confusion the problem was solved by a small part of the group who took control.
Result? The majority of the group felt that the job had been done but they played little or no part in it. There had been little collaboration, consultation or communication. Job effectiveness 6/10, job satisfaction for the group 3/10, boss/leader responsibility 9/10, likelihood of whole group participation in another task 0/10.

Making a difference

A second problem was posed. This time more people in the group were included in solving the problem.  Communication and consultation improved, opinions and suggestions were valued. There was a collaborative atmosphere. The majority of the group felt valued, their ideas mattered and had perhaps contributed in some way to the final outcome. Self esteem of all group members was high.
Result? Job effectiveness 7/10 Job satisfaction for the group 8/10, boss/leader responsibility 5/10, likelihood of whole group participation in another task 10/10.

Great bosses boss, do everything for everybody and burn out.
Great leaders lead, empower and have a life!