Module 4 - PowerPoint

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					          Doncaster South Cluster 2011-2012

Module 4: Leading People and Effective Teams
                     Thursday 29 March 2012

                       Danum School 4.00pm
MLDP - Module 4
   To explore how developing trust can help
    create a high performance culture
   To understand factors of effective team
   To analyse and evaluate the effectiveness of
    the team you lead/work in
   To help develop practical strategies to
    improve the effectiveness of your team

                               MLDP - Module 4
In your group, take it in turns to present the
  item you have brought which represents how
  you feel about ‘Trust’.

                             MLDP - Module 4
Consider, how important is trust to you
 As a person?
 As a middle leader?

                             MLDP - Module 4
Think of someone you trust/don’t trust
 and why
 What are the key characteristics, behaviours,
  attributes of trustworthy persons?
 What can lead to the loss of trust?
Think about what aspects of your school
depend on trust
 Who has to be trusted?
 Who has to be trusting?
 When do things work well because of trust?
 When has a breakdown of trust led to

                                 MLDP - Module 4
MLDP - Module 4
i.e. a key attribute of leaders which is
  essential to
 Securing the support of others
 engaging team members at all levels
 motivating team members
 leading a high performing team which will be
  and tackle under achievement

                            MLDP - Module 4
“…One of the most powerful indicators of the
level of trust in a school is the extent to which
leadership is distributed or shared , that is, the
extent to which leadership is ‘total’ and seen
as collective capacity, or personal to one
person or a few individuals..”
                       John West-Burnham NCSL

“When trust is high, the dividend you receive is
like a performance multiplier”.
                             Steven Covey (2006)
                                MLDP - Module 4
   What are the practical implications of working
    in a low-trust organisation?
   Is your school or your team low-trust or high
   When might trust be a bad thing?
   How is trust earned by leaders and by other
    members of the team?

                                 MLDP - Module 4
MLDP - Module 4
For each of the stages in the


describe what you might
in that kind of school.
Label the chart accordingly (words/pics)

                                MLDP - Module 4
              How do organisations change with
                 increasing levels of trust?

Control is exemplified       Delegation is how       Empowerment means              Subsidiarity means that
                                                     that high levels of            power is fully distributed
when one person is           most organisations
                                                                                    across the organisation. Just
responsible for all          work. Individuals are   authority                      as in a federal state a wide
decision-making, when        given limited amounts   are devolved – what has        range of powers are
power and authority are      of authority and        to be done is usually          discharged at ‘local’ level
exercised without            responsibility within   defined but how it is done     without reference to the
consultation, when           highly defined levels   is left to those who have      centre. Teams are able to
                                                                                    work largely autonomously
individuals ‘carry out       of tasks and            the responsibility. This
                                                                                    and there is very high
orders’. It usually serves   outcomes.               implies control over           consensus and alignment on
to create dependency,                                resources,                     values that reinforce common
passivity and alienation.                            methods and decision-          purpose and interdependent
                                                     making.                        working.
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 Where  is your school on this continuum?
 Why is it there?
 What are the implications of being at that
 What would have to happen to move your
  school to the right?
 Now consider the same questions for your
  team and your classroom.
 Reflect on how the level of trust impacts on
  where you/your team/ your classroom/
  your school are and what would move this

                             MLDP - Module 4
 Promoting  aspirational, shared values and clear
  purpose – through your own behaviours, speech,
 Focusing on improvement, making explicit your
 Taking data-rich decisions
 Communicating lear targets
 Promoting job-related development strategies
 Coaching to improve performance
 Team-based learning and working
                              MLDP - Module 4
Developing the key characteristics –
Link to JWB Document p31
    Respect – recognising the integrity of all of those
     involved in a child’s education and their mutual
    Competence – professional capability and the
     effective discharge of role and responsibility.
    Personal regard for others – mutual dependence
     and caring leading to a sense of interdependence
     and reciprocity.
    Integrity – consistency, reliability and a clear sense
     of moral purpose.

                                       MLDP - Module 4
   To what extent do you feel trusted by those
    who lead you?
   To what extent do you feel that those whom
    you lead, trust you?
   What does this allow you to do or prevent you
    from doing?

                               MLDP - Module 4
“A common factor in all the schools is a very strong
emphasis on team working. The evidence suggests
that this is indispensable for sustaining excellence.
The ingredients take time to build up. They include a
common sense of purpose, shared values, trust, and
openness; willingness to share practice and learn from
each other; readiness to inject new ideas and take
risks. Pupils gain the benefits through a consistent
approach, from the quality of teaching and learning
and the richness of curriculum, and from the strong
values and ethos. Staff feel professionally invigorated
by such an environment and staff turnover tends to be
low. However, such schools produce future leaders,
and they have sufficient momentum to survive
changes of key staff. “
Ofsted (2009) study Twenty Outstanding Primary Schools highlights the
importance of effective teams:(p38)

                                            MLDP - Module 4
Co-ordinating   Initiating
Synthesising    Supporting
Integrating     Nurturing
Challenging     Caring
Checking        Acting
Reviewing       Applying
Proposing         MLDP - Module 4
Using Belbin’s team roles – create a Dream
Team of people/celebrities who you think
would be a ‘perfect fit’ for an effective team
tasked with doing one of the following;
Organising the opening ceremony of the
Olympic Games
Organising a celebration event at Buckingham
Palace for the Queen’s Diamond Jubilee

                              MLDP - Module 4
Belbin’s Team Roles   MLDP - Module 4
Belbin’s Team Roles

                      MLDP - Module 4
         Team Role            Name
Completer Finisher
Resource Investigator
Monitor Evaluator

                        MLDP - Module 4
Log on to
Take the Team Roles test
Complete the extension task….
Contribute to the Discussion Group

                           MLDP - Module 4
   List your three main learning points from this
   Plan up to three actions that you intend to
    carry out on your return to school to improve
    your team’s effectiveness
   What impact are you hoping for?
   Be prepared to share this at the start of the
    next session

                                MLDP - Module 4
MLDP - Module 4
   Alignment
   Design
   Review
   Relationships
   Learning
   Trust

                    MLDP - Module 4
MLDP - Module 4
MLDP - Module 4
   Action learning
   Mentoring
   Coaching
   Reflective practice

Case studies (extension materials)

                             MLDP - Module 4
MLDP - Module 4
  Personal Review

          Implications for you   Implications for your   Implications for your
           in your leadership           team                    school

Issue 1

Issue 2

Issue 3
   For each of the components of high
    performance consider the extent to which
    your team and/or your school is ready,
    willing and able to make progress.
   How valid are your judgements – are there
    alternative perspectives?
   What are the implications of your scores?

                               MLDP - Module 4

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