SMALL SCHOOLS ASSOCIATION OF SOUTH AUSTRALIA PROACTIVE LEADERSHIP FOR FUTURES-ORIENTED SCHOOLING DAY 2 WORKSHOPS

SMALL SCHOOLS ASSOCIATION OF SOUTH AUSTRALIA

PROACTIVE LEADERSHIP FOR FUTURES-ORIENTED SCHOOLING

DAY 2 WORKSHOPS

SMALLSCHOOLSCONFERENCE. JUN 08. MH5

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DAY 2 WORKSHOPS

• You Were Advised at the beginning of this You Were Advised at the beginning of this Presentation That There Was Too Much Presentation That There Was Too Much Content!( Welcome to Digital Based Content!( Welcome to Digital Based Learning!)Learning!)

• Please use the Workshops in Day 2 Of This Please use the Workshops in Day 2 Of This Conference To Rethink/Revisit and Explore Conference To Rethink/Revisit and Explore The “Big Issues” Raised; and select The The “Big Issues” Raised; and select The Relevant and Important “Keep/ Change/ Try” Relevant and Important “Keep/ Change/ Try” Features For Your SchoolFeatures For Your School


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PLEASE:- In Each Day 2 Workshop

• DISCUSS THE POSSIBILITIES SUGGESTED IN THE HANDOUT MATERIALS

• SELECT REALISTICREALISTIC ACTION POSSIBILITIES AND PUT THEM IN THE SUMMARY / ACTION PAGE (Day 1 p62 or Day 2 p 31)

• BE READY TO SHARE AND DISCUSS THEM


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Outline Program

• OVERVIEW• W1:-Developing Core AND Peripheral Quality

Thinking • W2:-Developing Emotional Intelligence

Capabilities• W3:-Wellbeing and “Authentic Happiness” • W4:-Building More Effective Leadership

Capabilities • BRINGING IT ALL TOGETHER:-CREATING A

PREFERRED FUTURE


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SOME REMINDER PERSPECTIVES

• EVERYONE IS BEING PRESSURED TO WORK DIFFERENTLY

• One View:- All Professional and Organisational providers are under pressure to change

• Paranoia View:- They Are Not out Just To Get You, They Are Out To Get EVERYBODY


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WHAT PERSPECTIVE DO YOU WORK FROM-1?

• Optimists View:- THAT IDEA IS PROMISING- HOW CAN I GET IT TO WORK IN MY SCHOOL?

• Pessimists View:- I CAN IMMEDIATELY SEE ALL THE REASONS WHY THAT IDEA WON’T WORK!


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WHAT PERSPECTIVE DO YOU WORK FROM-2?

• BEWARE THE “IDEA ASSASSIN”• “ We Tried That Once at West

OOBERGALABIE School in 1998 and it didn’t work then- SO IT DOESN’T WORK!”

• The Idea Assassin delights in generalising from the ‘Single Case Example’


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A REMINDER

• When you don’t know what to do:- YOU DO WHAT YOU KNOW HOW TO DO


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Workshop 1:-

Creating a Preferred Future:-

Mindsets For Effective Leadership


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WORKSHOP ‘DRIVERS’

• CONCEPT OF A PREFERRED FUTURE

• PARETO THINKING AND SELECTING ‘HIGH RETURN’ ITEMS TO INVEST EFFORT INTO

• CORE AND PERIPHERAL QUALITY AND SEGMENTING CLIENTS AND CUSTOMERS

• ‘KEEP’ ; ‘CHANGE’; ‘TRY’ APPROACH


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IMPORTANT STRATEGIC APPROACHES

• PETER ELLYARD:-– A PREFERRED FUTURE

• INSTEAD OF

– A PROBABLE FUTURE

• PARETO THINKING-THE 20/80 RULE

• KEEP / CHANGE / TRY


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PREFERRED VS PROBABLE FUTURES

• PREFERRED FUTUREPREFERRED FUTURE– THE FUTURE THAT YOU WOULD LIKE TO

SEE HAPPEN / LIKE TO AVOID HAPPENING

• PROBABLE FUTUREPROBABLE FUTURETHE FUTURE THAT CIRCUMSTANCES / OTHERS WILL INFLICT / IMPOSE ON YOU (YES MINISTER AND SIR HUMPHREY)

See Day 1Paper pp 49-52


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CORE AND PERIPHERAL QUALITY

• CORE QUALITY IS MAINLY UNDERSTOOD BY THE TRAINED PROFESSIONAL

• PERIPHERAL QUALITY IS UNDERSTOOD BY ALMOST ALL CUSTOMERS AND CLIENTS– You Have To Get Them Past The Peripheral

Quality Experience In Order For Them To Experience Your Core Quality


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SEGMENTING CUSTOMERS AND CLIENTS

• CUSTOMER:- ALL WHO COME INTO CONTACT WITH YOU IN SOME WAY

• CLIENT:- SOMEONE WHO IS ACTIVELY USING YOUR SERVICES

• STAKEHOLDER:- SOMEONE WHO HAS AN INTEREST IN YOUR SUCCESS OR FAILURE


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PARETO THINKING

• SELECT THE INVESTMENTS IN IMPROVEMENT EFFORTS THAT GIVE HIGH RETURNS FOR EFFORT– 20 / 80 RULE :- INVEST IN PARETOS-

THE ‘SIGNIFICANT FEW’

– 80/ 20 RULE:- DON’T WASTE TIME ON THE ‘INSIGNIFICANT MANY’


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KEEP CHANGE OR TRY

• KEEP:- Reflects Your View On What Is Worth Retaining

• CHANGE:- Reflects Your View On What Existing Practices Need to Be Altered In Some Way

• TRY:- Reflects Your View On What New Or Different Things Should Be Introduced


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For Each Workshop Session:-• THINK ABOUT THE FOLLOWING GROUPS:-

– Parents / Younger Teachers / Students/ Leadership Group

• “FILTER” THE SUGGESTIONS IN THE Day 1 HANDOUT MATERIALS USING THESE PROCESS IDEAS, AND:-– SELECT SOME REALISTIC KEEP/CHANGE/TRY SELECT SOME REALISTIC KEEP/CHANGE/TRY

POSSIBILITIES FOR YOUR SCHOOLPOSSIBILITIES FOR YOUR SCHOOL– PLEASE SHARE AND DISCUSS THEMPLEASE SHARE AND DISCUSS THEM– PUT FINAL ACTION STEPS ON P31PUT FINAL ACTION STEPS ON P31


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BREAK


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Workshop 2

• Building Emotional and Moral Intelligences


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EMOTIONAL INTELLIGENCE COMPONENTS

• INTRAPERSONAL INTELLIGENCE (OR PERSONAL COMPETENCE), Made Up Of Two Dimensions:-

SELF AWARENESS:- ARE YOU AWARE OF YOUR OWN EMOTIONS?

SELF MANAGEMENT:- CAN YOU KEEP YOURSELF UNDER CONTROL?

• INTERPERSONAL INTELLIGENCE (OR SOCIAL COMPETENCE) Made Up Of Two Dimensions:-

EMPATHY:- ARE YOU AWARE OF HOW YOU IMPACT ON OTHERS/ HOW OTHERS ARE FEELING?

SOCIAL SKILLS:- CAN YOU KEEP YOUR RELATIONS WITH OTHERS UNDER CONTROL?


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E.I AND LEADERSHIP

• Academic Intelligence Does NOT CORRELATE With Leadership Capability Or Effectiveness At All

• Emotional Intelligence Does POSITIVELY CORRELATE With Effective Leadership And Effective Leader Roles


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Some EI Development Exercises

• See Day 2 Notes pp 7-11

• Johari Window Exercise– See Day 2 p10

• Some EQ Improvement Exercises– See Day 2 p 11


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MORAL INTELLIGENCE

• M.I. IS THE MENTAL CAPACITY TO DETERMINE HOW UNIVERSAL HUMAN PRINCIPLES SHOULD BE APPLIED TO OUR VALUES GOALS AND ACTIONS

• Universal Principles Are Those Beliefs About Human Conduct That Are Common To Cultures Around The World

• It Is The Ability To Differentiate Right From Wrong


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BUILDING CAPACITY-ADDING MORAL INTELLIGENCE

Components:-

• INTEGRITY

• RESPONSIBILITY

• COMPASSION

• FORGIVENESS


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M.I. AND BUSINESS SUCCESS

• AMEX Financial Advisors Group Case Study• Study Of Top 100 Companies Selected By

Business Ethics Magazine Found That Their Overall Financial Performance Was Significantly Better Than Rest Of S&P Top 500


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MORAL STUPIDITY AND FAILURE

• Mitsubishi Motors Re Defects• Adelphi Communications For

Embezzlement• Lucent Technologies For Fraudulent

Reporting• Enron Executives For Fraud• HealthSouth Corporation For Accounting

Fraud• HIH Insurance For Fraud


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Are There Universal Moral Principles?

• Anthropology -Yes

• Stephen Covey -Yes

• Nature Vs Nurture Issues– Moral Software Needs To Be Developed As

We Grow.– We Learn To Be Moral And Responsible


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STAGES OF M.I.

• MORAL COMPASS– Principles / Values / Beliefs

• GOALS– Purpose / Goals / Wants

• BEHAVIOUR– Thoughts / Emotions / Actions


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STAYING ALIGNED

• MORAL COMPETENCIESMORAL COMPETENCIES

• EMOTIONAL COMPETENCIESEMOTIONAL COMPETENCIES

MUST BE ALIGNED


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BASIC QUESTIONS OF M.I.

• MORAL COMPASS• WHAT DO YOU VALUE?• WHAT ARE YOUR MOST IMPORTANT BELIEFS?

• GOALS• WHAT DO YOU WANT TO ACCOMPLISH PERSONALLY?• WHAT DO YOU WANT TO ACCOMPLISH• PROFESSIONALLY?

• BEHAVIOUR• WHAT ACTION (S) WILL ENABLE YOU TO ACHIEVE

YOUR GOALS?


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M.I. RESPONSIBILITY COMPETENCIES

• There Are Three Related Competencies In Developing And Implementing Responsibility• TAKING RESPONSIBILITY FOR PERSONAL CHOICE• ADMITTING MISTAKES AND FAILURES• EMBRACING RESPONSIBILITY FOR SERVING OTHERSCompassion Competency• ACTIVELY CARING ABOUT OTHERSForgiveness Competencies• LETTING GO OF ONE’S MISTAKES• LETTING GO OF OTHERS’ MISTAKES


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A Mini Exercise

• Please Try The Self Analysis In Day 2 Handout p14/15

• Could you adapt / use this approach in your work with students, staff and parents in your school?


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THE EDUCATION / TRAINING MESSAGE

• YOU CANCAN TEACH MORAL AND ETHICAL BEHAVIOURS– EDUCATIONAL LEADERSHIP NEEDS TO EDUCATIONAL LEADERSHIP NEEDS TO

ADAPT AND USE TECHNOLOGY IN A ADAPT AND USE TECHNOLOGY IN A USEFUL AND SUPPORTIVE WAYUSEFUL AND SUPPORTIVE WAY

– SCHOOL CURRICULUM PRACTICES SCHOOL CURRICULUM PRACTICES SHOULD INFLUENCE AND PREPARE THE SHOULD INFLUENCE AND PREPARE THE MORAL AND ETHICAL CAPABILITIES OF MORAL AND ETHICAL CAPABILITIES OF YOUNGER GENERATIONSYOUNGER GENERATIONS


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Workshop 3Workshop 3

Positive Mindsets:- Professional and Positive Mindsets:- Professional and Personal WellbeingPersonal Wellbeing


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Well Being-1

• Reflects the Move From Reactive ( Illness Based / Preventative / After The Event) Mindsets Towards Proactive (Wellness/ Preventative/Avoid The Event) Mindsets

• Martin Seligman:- see www.authentichappiness.org

• The Emerging “ Science” Of Wellbeing


http://www.authentichappiness.org/


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Well Being-2• Building Blocks Of “Positiveness”:-

– Optimism / Gratitude/ Mindfulness/ Hope/ Spirituality– Distinction Between Feeling Good and Doing Good.

Doing Good correlates with lasting happiness Feeling good creates a hunger for experiencing more pleasure

– Optimistic people Live Longer• Positive Emotions:- Happiness, Pleasure, Well Being• Positive Psychology is about Maximising:-

– Personal Happiness – Civic Engagement– Spiritual Connectedness– Hope and Charity


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Well Being-3• Pleasure vs Selflessness

• Gratitude and Forgiveness

• Spirituality and Well Being

• Meaning and Purpose In Life

• Geelong Grammar is constructing and establishing a “Wellbeing Centre” and developing a curriculum and experiences around developing positive resilience and capabilities in young people


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The work of Martin Seligman

• CREATING PERSONAL AND PROFESSIONAL WELLBEING

• WELLBEING CAN BE TAUGHT AND LEARNED


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THE BENEFITS OF POSITIVE WELLBEING-1

• Happiest people have many desirable research based characteristics which include:-

– Happy people live 8-9 yrs longer than unhappy people

– Happy People Earn More Over a 15 Yr Period– Wealth Only Increases life Satisfaction Up to a

Plateau level –suggested about $A100K pa- after that Happiness increases Life Satisfaction

– Happy People Recover and Improve Medically More Quickly Than Unhappy People

– Happy People are more Philanthropic and Altruistic


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• Happiest people have many desirable research based characteristics which include:-

– Happy People are More Pro Social and Unhappy People are more Anti Social

– Optimists Score Higher GPA than Pessimistic People

– Olympic Swimmers :- Optimists Perform and Recover More Quickly and to Higher Levels Than Pessimists

– Optimists are Better Sales People Than Pessimists

– NB Pessimists are more effective Lawyers!-see ** below


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• Happiest people are based on:- positive emotions / engaged ( with life aspects) / meaningful life

• Brain Functions Differently When In A Good Mood Compared To When In a Bad Mood

• Positive Emotion Mindsets are better at Top Down Analysis/ Lateral Thinking / Creativity

• Negative Emotions Mindsets are better at:- analytic thinking / finding fault at the level of detail- see ** above

• Management can increase:- Job Satisfaction / Productivity / Health / Professional and Personal Effectiveness, by building the three positive aspects of:- Personal Satisfaction Plus Physical Health Plus Mental Productivity


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Signature Strengths-1

• Wisdom and Knowledge– Curiosity / Interest– Love of Learning– Judgement/ Critical Thinking– Originality/ Ingenuity / Creativity

• Courage– Valour– Industry/ Perseverance– Integrity/ Honesty– Zest/ Enthusiasm


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• Love– Intimacy– Kindness/Generosity/ Nurturing– Social Intelligence

• Justice– Citizenship/Duty/Loyalty/Teamwork– Equity/ Fairness– Leadership


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• Temperance– Forgiveness/Mercy– Modesty/ Humility– Self Control / Self Regulation– Prudence/Caution

• Transcendence– Appreciation of Beauty / Awe– Gratitude– Hope / Optimism– Humour/ Playfulness– Religiousness/ Sense of Purpose


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THE LEARNING IMPLICATIONS

• Interventions can Teach / Improve These Positive Mindsets

• DEFINITELY WATCH THIS SPACE!


• Try the Mini Exercise on Day 2 Notes pp 17-18


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WORKSHOP 4

INTEGRATING LEADERSHIP INTO SCHOOLS


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SOME LEADERSHIP SKILLS ADVICE

SITUATIONAL LEADERSHIP(Day 2 Notes pp 15-21)

LEADING TEAMS (pp 21-22)LEADING CHANGE (pp22-23)

SELECTED USEFUL LEADERSHIP SKILLS Running Staff Meetings

Developing Personal Leadership Skills(Day 2 Notes:- Appendices)


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CROSBY GRIDS

• See Day 2 Notes pp 24-30 for examples of the original Crosby Grid and several examples of School based Crosby Grids


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One Usable Framework

• Vision:- Describe The Main Features of Lindisfarne in very general terms

• Mission:- Describe your current outline plan of how to “row there” by:-

• Use Different Levels of Crosby Grids to describe:-– Your Selected Key Change Drivers and How They Will

Work– Your Key Outcomes in Backcasting Terms– Stages of The Journey

• State Your Key Change Strategies and Decision Making Criteria

• Whatever else you need – eg a Budget / a Staffing Plan / a Resources Plan/ Other


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VISION AND MISSION

• A Concise way of stating Your School’s Version of:-

• We are developing and improving a Learning Community which is set up to support Kids to:-– Learn How To Make a Living,

at the same time as – They learn how to Make a Life


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THE MAJOR JOURNEY

• KEY CHANGE DRIVERS FOR YOUR SCHOOL IMPROVEMENT GRID (MH Selection):-– Teaching and Learning Capabilities

– Leadership Capabilities

– Staff Capabilities

– Digital System Capabilities

– Architecture and Infrastructure Support

– Problem Solving

• Provide Staged Descriptions of the Journey from:- “We Don’t Have It” through to “We are There”


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Values and Outcomes Capabilities

• Clearly State Your Values and Ethical Guidelines

• Constantly provide case studies , stories and exemplars at all levels

• Provide Backcasting statements for:-– Learners at all levels of growth– Teachers at different stages and levels– Architecture- Physical and Virtual– School Community Relationships


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Describe The Stages of The Journey

– Provide examples and stories about the journey.

• Track the Likely Journey On Key Issues of Interest and Concern showing change from Sustaining to Disruptive Behaviours

– Celebrate Success– Recognise and support the excellent mistake– Bring Closure and then Provide Challenge


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How We Will Make Decisions

• All Changes Made Will Be Based On Proposals Reliant On Data and Information

• Allocations Are Made On Willingness To Try and Use, Not On Equity

• We Reward Effort As Well As Results

• We Accept The Excellent Mistake

• We Use Pareto Logic

• We Encourage:- Keep Change Try


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REMEMBER

• THE FUTURE YOU WANT IS A PREFERRED FUTURE -IF YOU WORK TO CREATE IT

• THE FUTURE YOU MAY GET IS A PROBABLE FUTURE - IF YOU LET SOME ONE ELSE (SIR HUMPHRY?) DEVELOP IT!


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REMEMBER

• IF YOU ARE NOT CAREFUL YOU WILL END UP WHERE YOU ARE GOING !


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Thank You


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Documents

SMALL SCHOOLS ASSOCIATION OF SOUTH AUSTRALIA PROACTIVE LEADERSHIP FOR FUTURES-ORIENTED SCHOOLING DAY 2 WORKSHOPS