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Insight SRC Pty Ltd Level 5, 34 Queen Street Melbourne VIC 3000 Phone: +61 03 8611 0600 Website: Building.

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Presentation on theme: "Insight SRC Pty Ltd Level 5, 34 Queen Street Melbourne VIC 3000 Phone: +61 03 8611 0600 Website: Building."— Presentation transcript:

1 Insight SRC Pty Ltd Level 5, 34 Queen Street Melbourne VIC 3000 Phone: Website: Building Optimistic and Innovative Workplaces to Enhance Student Experience VASSP 2012 Annual Conference Grand Hyatt August 2012 Using evidence for advantage Providing the certainty to improve

2 1 About Insight SRC... © 2012 Insight SRC Pty Ltd, Level 5, 34 Queen Street, Melbourne, Victoria, 3000, Australia. The content of this document is subject to copyright and is not to be copied, reproduced or used without the prior written permission of Insight SRC Insight SRC is a highly-skilled consulting organisation capable of building the productivity and effectiveness of schools through innovative and empowering leadership and school improvement strategies. We deal with the problem, not the symptom, by creating the tools, knowledge and capacity that our clients can then apply to a self-managed process for cultural and organisational change. Insight SRC works as a strategic partner with our clients to develop long-lasting relationships. You have the expert understanding of your school environment. We have the deep conceptual knowledge of school improvement and the powerful statistical tools and change processes to back it up. The solutions we develop are not off-the-shelf formats. Our flexibility in thinking and deployment is a result of a holistic approach to school improvement. Together we work to give you insight into the way your people work, and the pathways for improvement. As partners, we create knowledge – the most powerful tool of the contemporary and progressive school.

3 2 Organisational health framework – the beginnings … The Organisational Health Framework has been an important part of Victorian government school life for the past 22 years:  The conceptual model was developed between 1990 and 1996 The Organisational Health Framework was initially developed through research with Victoria Police and Victorian government schools and then validated in a wide range of public and private sector organisations with support of the Australian Research Council and National Health and Medical Research Council.  Original focus on building a link between staff wellbeing and performance The Organisational Health Framework grew out of a concern that research and policy relating to staff wellbeing and occupational stress failed to recognise that the primary focus of organisations is to optimise the bottom line – in schools that is the delivery of educational services and the best possible outcomes for students.  Laid the foundation for the positive school of psychology The Organisational Health Framework was one of the first frameworks to introduce the focus on positive psychology and emphasise that the morale of staff and students is critical to their success – and Victorian schools have been the front runners in showing how that focus can be used to build a great education system  Developed the initial School Organisational Health Questionnaire in 1992 The research, policy and practice associated with the Organisational Health Framework required the development of new assessment tools that would provide an accurate assessment of the cultural behaviours that underpinned wellbeing and performance.

4 3 Organisational health framework – 22 years on … The Organisational Health Framework is now part of a world of research, policy and practice that goes by many different names, including positive psychology and engagement. It has been used extensively in private and public sector organisations to underpin organisational development and change initiatives. Some examples include:  State and national workers’ compensation authorities The OHF has been used to drive the preventive strategies in a number of jurisdictions throughout Australia.  Global financial services firm The OHF was used to help the Australian and New Zealand part of a global financial services firm to achieve #1 in its world group of companies with respect to its leader and cultural behaviour, and this was followed 12 months later by significant improvement in profitability.  Global aerospace and defence organisation The OHF was used to assist a global aerospace and defence organisation improve the leader and cultural behaviours that contributed to innovation and quality ahead of the company being awarded the top national Business Excellence Award.  Australian Psychological Society The OHF has been adopted as the standard for describing and assessing the cultural behaviours that underpin psychologically healthy workplaces - which optimise staff wellbeing and organisational performance.

5 4 Organisational health framework – the education story… Victorian government schools have led the way in using the Organisational Health Framework and School Organisational Health Questionnaire to assess, monitor and facilitate school improvement. The framework and associated tools are now used in a wide variety of education settings. Some examples include:  Australian universities The OHF, SOHQ and associated organisational development tools have been used to assist Australian universities to assess, monitor and improve the leader and cultural behaviours that underpin staff engagement and determine how staff engagement contributes to the quality of teaching and research output.  Independent schools in Victoria The OHF, SOHQ and associated school improvement tools have been used to assess school climate and staff morale in a large number of Victorian independent schools since  Lutheran Education Australia The OHF, SOHQ and associated school improvement tools have been used by Lutheran Education Australia since 2004 to monitor and improve the wellbeing of principals and assist schools in building the leader and cultural behaviours that optimise student outcomes.  Catholic education The OHF, SOHQ and associated school improvement tools have been used since 2006 in catholic schools throughout Victoria and since 2012 in New South Wales and Western Australia.  Government school systems The OHF, SOHQ and associated school improvement tools have been used in DEECD, Tasmanian Education, Queensland Education, Western Australian Education and now the Northern Territory.

6 5 The focus is now on three key areas … Given that there has now been 22 years of research, policy and practice associated with the Organisational Health Framework and the related school improvement tools, can this experience help us to sharpen our focus:  Student engagement What is student engagement What is the link to student wellbeing Can we use this knowledge to enhance the experience of students  Staff engagement What is staff engagement What is the link to student experience Can we use this knowledge to build optimistic and innovative workplaces  School improvement How do we engage staff in school improvement What tools can we use to help staff take responsibility for improving student outcomes How do we make sense of coaching, mentoring, training, action learning...

7 6 Engagement is the key to school effectiveness:  Engagement is a positive psychological state that links people and their environments with the performance-related behaviours that underpin success (Hart et al., 2010; Rich et al., 2010)  It is now commonly accepted that staff and student engagement are multi-dimensional constructs that include behavioural, cognitive and emotional components (i.e., engagement is an attitude) Student Wellbeing Staff Engagement Student Engagement Academic Achievement Ensuring Students’ Grow, Learn and Thrive Staff Wellbeing Wellbeing is the key to engagement … Developing the Whole Person

8 7 Definition of Student Wellbeing Student WellbeingA student’s emotional, cognitive and social capacity to engage effectively in learning and school life more generally Components of Student Wellbeing Emotional WellbeingA student’s positive and negative emotional experiences whilst at school Cognitive WellbeingA student’s belief and confidence in his or her ability to learn Social WellbeingA student’s sense of safety and connectedness to their peers and teachers Defining student wellbeing …

9 8 Components of Wellbeing Measured by the SASS Emotional Wellbeing Student Morale School Connectedness Student Motivation Student Distress Social Wellbeing Student Safety Connectedness to Peers Classroom Behaviour Cognitive WellbeingLearning Confidence Measuring student wellbeing …

10 9 Attitudes to School (Student) Survey Strengths and Weaknesses against all schools with yr7-12 data Wellbeing A student’s emotional, cognitive and social capacity to engage effectively in learning and school life more generally Emotional A student’s positive and negative emotional experiences whilst at school Cognitive A student’s belief and confidence in his or her ability to learn Social A student’s sense of safety and connectedness to their peers and teachers Learning Confidence Wellbeing Teaching & Learning Student Relationships Using student surveys to understand wellbeing …

11 10 What is staff engagement … A common thread in the literature on staff engagement is that it is a positive psychological state that connects people in cognitive, affective and behavioural ways to their work and job performance:  Khan (1990, 1992) Introduced the notion of engagement and argued that engaged employees are physically, cognitively and emotionally connected to their work and to others – this was later considered ‘psychological presence’.  Schaufeli, Martinez, Marques-Pinto, Salanova & Bakker (2002) Engagement is a positive and fulfilling work-related state of mind that is characterised by vigour, dedication, and absorption.  Macey & Schneider (2008) Developed a series of propositions that focused on trait, state and behavioural engagement.  Hart, Caballero & Cooper (2010) Engagement is a positive psychological state that links the person and their environment with the performance- related behaviours and outcomes that underpin organizational success.  Engagement is a multi-dimensional construct Morale – energy, enthusiasm, pride and passion at the individual and team levels Affective Commitment – emotional attachment to the organisation Continuance Commitment – the desire to remain with the organisation for the medium to long-term Job Involvement – a positive connection to one’s work

12 11 Current research into staff engagement … Engagement is an attitude that underpins organisational performance: Employee engagement can be defined as a positive work-related attitude comprising cognitive, emotional, and behavioural elements that enable people to achieve individual, team and organizational goals (Fisher, 2012; Rich et al., 2010) Cognitive Engagement Emotional Engagement Behavioural Engagement Individual Performance Organisational Performance Team Performance Organisational Characteristics Personal Characteristics Contextual Characteristics

13 12 Correlations between staff and student indicators … Student Morale Student Distress Teacher Effectiveness Teacher Empathy Stimulating Learning Connected to School Student Motivation Learning Confidence Connected to Peers Classroom Behaviour Student Safety Individual Morale School Morale Supportive Leadership Role Clarity Professional Interaction Empowerment Ownership Feedback Employee Development Curriculum Processes Student Management Student Focus Student Motivation Student Empowerment Quality Teaching Student Misbehaviour (school) Student Misbehaviour (Classroom) Excessive Work Demands Individual Distress School Distress Overall Climate Index The evidence from 1,413 Government schools in Victoria. * * *

14 13 Staff survey predicts student outcomes better than wellbeing outcomes... Note. Pairwise deletion of missing data (minimum N = 1456) Critical r (two-tailed): 0.05 at.05 level; 0.07 at.01 level; 0.09 at.001 level. * For VCE variables, pairwise deletion of missing data (minimum N = 279) Critical r (two-tailed): 0.12 at.05 level; 0.15 at.01 level; 0.2 at.001 level. Demographic Indicator Outcome Indicators Staff Survey IndicatorStudent Family Occupation Certified Sick Leave (SSO) Non-Certified Sick Leave (SSO) Certified Sick Leave (Teachers) Non-Certified Sick Leave (Teachers)AIM EnglishAIM Maths Student Absent Days Mean VCE Scores* Mean VCE English Scores* Mean VCE Maths Scores* Individual Morale School Morale Supportive Leadership Role Clarity Professional Interaction Empowerment Ownership Feedback Employee Development Curriculum Processes Student Management Student Focus Student Motivation Student Decision-Making Quality Teaching Student Misbehaviour Classroom Misbehaviour Excessive Work Demands Individual Distress School Distress

15 14 Linking leadership, wellbeing and student experience … Student Morale Student Distress Connectedness to School Teacher Effectiveness Teacher Empathy Stimulating Learning Student Motivation Learning Confidence Connectedness to Peers Classroom Behaviour Safety Transformational Leadership Student Wellbeing Teaching & Learning Student Relationships School Morale Individual Morale School Climate Healthy Workplace Healthy Workplace

16 15 The four pillars of culture … Four Pillars of Leader and Cultural Behaviour Staff Wellbeing Student Wellbeing Teaching & Learning Staff Retention Performance Behaviours 85%38%60%25%24% Absence Cost 40% the leader and cultural behaviours that form the foundations of wellbeing and performance Empathy Clarity Engagement Learning

17 16 The real focus of leaders... Learned Helplessness PersecutorRescuer Active Learner FeedbackAccountability Psychology of People ReactiveProactive Job Relevant Purpose Permissions + Process Agreed Behaviours + Accountability Focus

18 17 Negative Experiences Emotionality Emotion Focused Coping Distress Positive Experiences Problem Focused Coping Sociability Morale _ School Climate _ _ _ _ + + Absence Behaviour Student Management Quality Teaching Innovation Student Outcomes Parent Satisfaction School climate is the root cause... Hart & Cooper (2001) Handbook of Industrial, Work, & Organizational Psychology

19 18 Building the process... Team Behaviour Engagement TeamworkEmpowermentOwnership Leader Behaviour Clarity Empathy Outcomes Action Decision Accountability

20 19 School improvement strategies that work … The research evidence demonstrates that action learning is the key to school improvement. Action learning has been around for more than 50 years, and used extensively throughout the world to develop leaders and organisations:  Marquardt et al. (2009) Action learning develops the ability to collaborate, partner, share, and follow as well as lead naturally through the process of solving real and complex organisational issues … in additional to learning, participants also experience first hand the value of being better team and organisational members.  Three simple questions for school improvement What is working What can be improved What will we do differently in the future  How will action learning assist It is one of the most powerful tools for engaging staff in school improvement and enabling school leaders to leverage the capability of staff to develop innovative and creative solutions to challenges were the solution is not known or the typical solution is not acceptable.

21 20 The value of action learning … The principles, methodology and tools of action learning will be explored in the concurrent workshops. When linked with programmed learning, team coaching and the use of appropriate data, it is the most powerful way of building an optimistic and innovative workplace that enhances student experience.  Action learning enables schools to build shared leadership that delivers creative and innovative solutions by enabling leaders and staff to learn: When to lead and when to follow When to be directive and when to encourage collaboration and consensus How to use intrinsic and extrinsic motivators to keep staff engaged How to engage people’s idealism and desire for professional development and growth How to empower staff to use their capabilities to self manage and lead How to develop a mind set for continuous improvement throughout the school  There can be no action without learning, and no learning without action Raven’s (1998) – the founder of action learning.  Optimism and Innovation: Tools to Engage Staff – A concurrent workshop that is based on an action learning case study from a Catholic secondary college that has in excess of 1,200 students and 140 staff.

22 21 Improvement Staff WellbeingEmpathyClarityEngagementLearningOutcomes Improvement Staff WellbeingEmpathyClarityEngagementLearningOutcomes LEGEND 9.Ownership 10.Appraisal & Recognition 11.Employee Development 12.Work Demands 1.Individual Morale 2.School Morale 3.Individual Distress 4.School Distress 5.Supportive Leadership 6.Role Clarity 7.Professional Interaction 8.Empowerment The quality of school climate in Victorian government schools

23 22 LEGEND 9.Is Entrepreneurial 10.Creates a Quality Environment 11. Provides Direction 12.Effectively Manages Projects 1.Manages People 2.Seeks Feedback 3.Builds Relationships 4.Supports Staff 5.Coaches Staff 6.Effectively Manages Change 7.Values Training & Development 8.Builds Own Skills People FocusDevelopment FocusCore Business Focus People FocusDevelopment Focus Core Business Focus Improvement The quality of leadership in Victorian government schools

24 23 Your views are important... Providing us with feedback Please help us get better at what we do by providing feedback. Victorian government schools are already positive, optimistic and innovative workplaces – how can we make them better!

25 Insight SRC Pty Ltd Level 5, 34 Queen Street Melbourne VIC 3000 Phone: Website: Building Optimistic and Innovative Workplaces to Enhance Student Experience VASSP 2012 Annual Conference Grand Hyatt August 2012 Using evidence for advantage Providing the certainty to improve


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