Presentation on theme: "Learning from Leading This 60 min workshop will address the conference theme: What have we learned? Mark Stone: HELP CETL Director & AD Teaching & Learning."— Presentation transcript:
Learning from Leading This 60 min workshop will address the conference theme: What have we learned? Mark Stone: HELP CETL Director & AD Teaching & Learning Becky Turner: HELP CETL Educational Researcher & Developer email@example.com
Workshop overview Experience of a director of an FTDL & CETL, considering how CETL was informed by FDTL Participants will have the opportunity to reflect on their own learning related to leading educational development initiatives Compare experiences with those presented to trigger discussion.
Indicative timings 5 mins: Introduction to task 20 mins: trigger presentation 10 mins: individual leadership reflections 10 mins: sharing experiences in small groups 15 mins: feedback on examples
Journey Business Change Agent Web technology FDTL – SPAT via enhancement [TQA] University of Plymouth Colleges [UPC] Minerva HELP CETL The future - UPC…
Leadership informed by... Schön (1993) Reflective Practitioner Engage in a process of continuous learning –Reflection in action –Reflection on action Hersey & Blanchard (1994) Situational Leadership Relationship between the Leader & Follower (team member) –Greater/lesser emphasis on either task/relationship
Practice e.g. Dissemination, Marketing and PR Stakeholders value focus, brevity, clarity and consistency. It is important to be outward facing, to get to the influential first to build recognition and buy-in, not wait for interest or plaudits. What you do, or how you have done it, or think you have done is less important than how well others understand and value what you have done.
Practice e.g. Building and managing teams As well as being supportive of team members, this also involves handling difficult individuals* and keeping them within the team. This includes tackling tough performance and behaviour management issues and facilitating colleagues to see the value of challenging peers. *The art is realising that we are all difficult at times
Practice e.g. Results driven project management Work to ensure the delivery of planned outputs but while doing so keep the meta level outcomes in mind along with reviewing and recording personal development. Use a range of project management techniques and tools including the use of technology to keep staff informed and on track.
Practice e.g. Problem solving, creativity and lateral thinking Listen, ask questions and pin down understanding before considering a range of alternative solutions; including keeping an open mind to novel ideas. Assess if the target is the problem or the symptom of something else. Look for the result first and the method second. Where appropriate, build on, reuse, repurpose and recycle previous work, tools and approaches.
Practice e.g. Managing Change To do this stakeholders need support to make sense of the change; Key is effective, multi-faceted communication, having a clear and achievable focus and having trust in the leaders vision and capability.* * This is often demonstrated by smaller aspects of the journey.
Critical incidents Capture everything BIG & small Catharsis - moving on Look for Patterns & Connections Memory - five years is a long time
Reflective task Identify up to 3 x critical incidents that have shaped your thinking about leadership Did you capture this in any structured way? How has this learning influenced your leadership practice? How could you formulate learning from one incident into a 1 or 2 sentence piece of advice to others
Indicative timings 10 mins: individual leadership reflections 10 mins: sharing experiences in small groups 15 mins: feedback on examples