Challenging Context Political context –New White Paper –New Ofsted Framework –General Election Social context –Demographic Changes –Expectations Economic context –Talent – availability –Thriving in a global economy
Big Themes User driven –Parent and pupil voice in Education –Patients /Residents in Health and Housing Outcome focus –Regulatory shift –Impact assessments Legal rights –Litigious culture Governance and Leadership –Powers to HT from LA –Capacity to Improve
Big Consequences If the vision and performance measures change....... –Structure –Processes –Capacity and Capability –Leadership.......Has to change
STRUCTUREPROCESS CAPACITY LEADERSHIP BEHAVIOUR PERFORMANCE CLIMATE VISION/VALUES/STRATEGY All four areas need to be aligned to achieve results 60-70% of climate is driven by what leaders do and say Operating in one zone won’t produce results You can’t optimise performance without delivering climate
COGS Service Standards Processes –Ensure compliance - statutory requirements –Promote E & E administrative services –Fulfil key functions within LA frameworks Capacity and Capability –Assist in development of effectiveness & capacity –Manage and promote recruitment, retention and recognition –Manage and promote training –Promote governor networks
“Never doubt the capacity of the people you lead to accomplish whatever you dream for them” Benjamin Zander
1.The Proactive Challenge The Influence Challenge The Reality Challenge The Vision Challenge The Strategy Challenge The Wisdom Challenge The Insight Challenge The Confidence Challenge The Internal Compass Challenge The Bigger & Bigger Challenge, Challenge The Vertigo Challenge Managing The Tension Between Holding On & Letting Go The Life & Career Transition Challenge The Loneliness Challenge The Personality Challenge The Pathology Challenge Confusion Complexity Chaos Challenge The Work-Life Balance Challenge Waldock and Kelly-Rawat 2004
Experience/ Qualifications Knowledge Skills Competency (behaviours) Effective (threshold) Outstanding (Distinguishing) Research suggests that the most competent performers outperform the average by 3:1 Delivering Excellence
Skills Team working Leadership Delegating Meetings Making and monitoring policies Setting and monitoring financial parameters and budgets Appointing, appraising, development planning, motivating and disciplining staff
Competencies Characteristic ways of behaving shown to be associated with achieving successful outcomes
Key Competency Clusters Thinking Guiding Action Achieving Things Through Others Managing The Heart And The Head
12 Key Competencies Thinking Bigger Picture Thinking Analysing & Evaluating Resource Management Guiding Action Gathering Information Getting Things Done Achieving High Standards Achieving Things Through Others Influencing Initiating Improvements Showing Leadership Managing The Heart and The Head Assertiveness & Challenge Managing Your Own Style Integrity & Inclusion
Analysing & Evaluating This is about being a critical friend making active and informed judgements about the current performance of the school using a wide range of information from within and outside of it.
Getting Things Done This is about having the drive to ensure goals are achieved on time, through others in the first instance, and collectively and individually where necessary.
Showing Leadership This is about all governors working to create an inclusive body Making everyone feel welcome, appreciated, well-informed and listened to, Helping others feel confident and able to give of their best. Developing the abilities of all, encouraging reflection and the sharing of ideas.
Leading 21 st Century Schools Critical capability Stakeholder management Influencing Providing Recognition- in inter-dependent systems Building Trust 360 degree feedback systems Measuring impact
Mapping Stakeholders REACTION TO OFFER Blockers Followers Champions POTENTIAL/ACTUAL IMPACT ON ORGANISATION High Medium Low
Positioning Stakeholders Stakeholder ResistantAmbivalent Enthusiast Activist Police User Group D Contractors C C C C = current stakeholder commitment D D D D = desired stakeholder commitment
Influence The art of getting into the head of another and determining what you say and how you say it to have the desired outcome
Influencing Styles Task People Safety Risk Logical Persuasion Rewards & Pressures Participation And Trust Common Vision
“There is no level of poor performance that cannot be achieved given sufficient lack of encouragement....”
The Four Elements of Trust RELIABILITY OPENNESS ACCEPTANCE CONGRUENCE People you relate to want to know if you do what you say you will do. It’s hard to have confidence in a person who makes promises they don’t keep! People tend to want to co-operate best with people who will “level” with them, not hide anything and give them the whole story (even though it may not all be good news). All people want to be accepted for who they are. Not judged criticised or made to feel inferior. The final element of trust is congruence – the knowledge that what is you, is on track with what you believe, what you know to be true and what you do.
360 Degree Feedback Self Peers Direct Reports Manager ‘Others’ “ One of the hardest tasks of leadership is understanding that you are not what you are, but what you're perceived to be by others……..” Edward L. Flom
Measuring Impact- beyond the usual 1.actively create opportunities to hear the voice of parents and pupils 2.listen and respond to the views of internal and external stakeholders 3.ensure complaints are addressed effectively and efficiently 4.ensure the services on offer then reflects the current needs 5.increase social capital with parents, pupils, the community 6.demonstrate shared understanding of excellence 7.engender a sense of growing partnership between schools, individual customers and the wider community