Relationship Management &  Team Building www.branchingout.co.nz
Outcomes/Goals <ul><li>To keep my relationships with others vibrant and alive </li></ul><ul><li>To gain an insight into ho...
Slide 18
Communication = <ul><li>7% spoken words </li></ul><ul><li>38% happens through voice tone </li></ul><ul><li>55% happens via...
<ul><li>Aggressive body language: Showing physical threat. </li></ul><ul><li>Attentive body language: Showing real interes...
Tell a partner about a leader whom you admire for their relationship skills What values do they live by?   www.branchingou...
Trust Building www.branchingout.co.nz “ The process of establishing respect and instilling faith into followers is based o...
Emotional Intelligence Domains & Associated Competencies <ul><li>Daniel Goleman - The New Leaders </li></ul><ul><li>Person...
Social Awareness <ul><ul><ul><li>empathy </li></ul></ul></ul><ul><ul><ul><li>organisational  awareness </li></ul></ul></ul...
Relationship Management <ul><li>Inspirational leadership </li></ul><ul><li>Influence </li></ul><ul><li>Developing others <...
What not to do?????? <ul><li>Tell your partner a time that something that happened to you that broke down your relationshi...
Tragic Learning Disabilities <ul><li>I am my position </li></ul><ul><li>The enemy is out there </li></ul><ul><li>The illus...
Tragic Learning Disabilities Trends & Patterns  Events Values & Culture Structures & Systems Generative Learning Adaptive ...
As a leader in your school <ul><ul><ul><ul><li>be visible </li></ul></ul></ul></ul><ul><ul><ul><ul><li>take risks - be pre...
<ul><li>“
 I have come to the frightening conclusion; I am the decisive element in the classroom. It is my personal approa...
<ul><li>Students </li></ul><ul><li>Be out there </li></ul><ul><li>Start with end in mind </li></ul><ul><li>Make it fun </l...
<ul><li>The parents </li></ul><ul><li>The community </li></ul>www.branchingout.co.nz <ul><li>First understand  before been...
<ul><li>Wider Educational Arena  </li></ul><ul><li>“ Sustainable leadership matters. It preserves, protects and promotes d...
<ul><li>Dependent  people need others to get what they want. </li></ul><ul><li>Independent  people can get what they want ...
Phases of the Collaborative Process www.plotpd.com STORMING  -  conflict and struggle Goal  - living effectively with conf...
Forming  - coming together <ul><li>Goal:   safety, acceptance, inclusion, forming for a purpose </li></ul><ul><li>getting ...
Adjourning  - reforming <ul><li>Goal:   fulfilling purpose for which group was formed </li></ul><ul><li>celebrating achiev...
Norming  -  guiding structure <ul><li>Goal:   establishing  structures and guidelines for task and group functioning Estab...
Burgeoning  -  r eal thinking emerging <ul><li>Goal :   building stronger mutual understandings, increased openness to exp...
Performing  -  high-functioning tasks, process skills, group development <ul><li>Goal:   accomplishing goals, purposes, sk...
Storming  -  conflict & struggle <ul><li>Goal:   living effectively with conflict and handling it positively.  </li></ul><...
Recapping
What are you going to take from here and put into action? <ul><li>The only time you run out of chances is when you stop ta...
Did you achieve the goals you set out to learn about? What are you going to take from here and put into action?
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Appa Snr Leadership Conference

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  • Appa Snr Leadership Conference

    1. 1. Relationship Management & Team Building www.branchingout.co.nz
    2. 2. Outcomes/Goals <ul><li>To keep my relationships with others vibrant and alive </li></ul><ul><li>To gain an insight into how my actions may be affecting my relationship with others </li></ul><ul><li>To increase my understanding of building a sense of community & effective teams </li></ul><ul><li>To understand the 6 stages of collaboration and how to move people through the stages </li></ul>
    3. 3. Slide 18
    4. 4. Communication = <ul><li>7% spoken words </li></ul><ul><li>38% happens through voice tone </li></ul><ul><li>55% happens via general body language </li></ul><ul><li>Mehrabian </li></ul>www.branchingout.co.nz
    5. 5. <ul><li>Aggressive body language: Showing physical threat. </li></ul><ul><li>Attentive body language: Showing real interest. </li></ul><ul><li>Bored body language: Just not being interested. </li></ul><ul><li>Closed body language: Many reasons are closed. </li></ul><ul><li>Deceptive body language: Seeking to cover up lying or other deception. </li></ul><ul><li>Defensive body language: Protecting self from attack. </li></ul><ul><li>Dominant body language: Dominating others. </li></ul><ul><li>Emotional body language: Identifying feelings. </li></ul><ul><li>Evaluating body language: Judging and deciding about something. </li></ul><ul><li>Greeting body language: Meeting rituals. </li></ul><ul><li>Open body language: Many reasons for being open. </li></ul><ul><li>Power body language: Demonstrating one's power. </li></ul><ul><li>Ready body language: Wanting to act and waiting for the trigger. </li></ul><ul><li>Relaxed body language: Comfortable and unstressed. </li></ul><ul><li>Romantic body language: Showing attraction to others. </li></ul><ul><li>Submissive body language: Showing you are prepared to give in. </li></ul><ul><li>http://changingminds.org/techniques/body/parts_body_language/face_body_language.htm </li></ul>
    6. 6. Tell a partner about a leader whom you admire for their relationship skills What values do they live by? www.branchingout.co.nz
    7. 7. Trust Building www.branchingout.co.nz “ The process of establishing respect and instilling faith into followers is based on leader integrity, honesty and openness.” Sosik and Dionne 1997
    8. 8. Emotional Intelligence Domains & Associated Competencies <ul><li>Daniel Goleman - The New Leaders </li></ul><ul><li>Personal competence </li></ul><ul><ul><li>Self Awareness </li></ul></ul><ul><ul><li>Self management </li></ul></ul><ul><li>Social competence </li></ul><ul><ul><li>Social awareness </li></ul></ul><ul><ul><li>Relationship Management </li></ul></ul>www.branchingout.co.nz
    9. 9. Social Awareness <ul><ul><ul><li>empathy </li></ul></ul></ul><ul><ul><ul><li>organisational awareness </li></ul></ul></ul><ul><ul><ul><li>service </li></ul></ul></ul>www.branchingout.co.nz
    10. 10. Relationship Management <ul><li>Inspirational leadership </li></ul><ul><li>Influence </li></ul><ul><li>Developing others </li></ul><ul><li>Change catalyst </li></ul><ul><li>Conflict management </li></ul><ul><li>Building bonds </li></ul><ul><li>Teamwork and collaboration </li></ul>www.branchingout.co.nz
    11. 11. What not to do?????? <ul><li>Tell your partner a time that something that happened to you that broke down your relationship - no naming blaming shaming. </li></ul><ul><li>Look to the deeper reasons & record these values </li></ul>www.branchingout.co.nz
    12. 12. Tragic Learning Disabilities <ul><li>I am my position </li></ul><ul><li>The enemy is out there </li></ul><ul><li>The illusion of taking control </li></ul><ul><li>Fixation on events </li></ul><ul><li>Peter Senge - the Fifth Discipline </li></ul>www.branchingout.co.nz
    13. 13. Tragic Learning Disabilities Trends & Patterns Events Values & Culture Structures & Systems Generative Learning Adaptive Learning
    14. 14. As a leader in your school <ul><ul><ul><ul><li>be visible </li></ul></ul></ul></ul><ul><ul><ul><ul><li>take risks - be prepared to make mistakes </li></ul></ul></ul></ul><ul><ul><ul><ul><li>laugh with others and at your self </li></ul></ul></ul></ul><ul><ul><ul><ul><li>learn from other staff </li></ul></ul></ul></ul><ul><ul><ul><ul><li>learn with other staff </li></ul></ul></ul></ul><ul><ul><ul><ul><li>talk with, not about, staff </li></ul></ul></ul></ul><ul><ul><ul><ul><li>demonstrate your preferred learning style </li></ul></ul></ul></ul><ul><ul><ul><ul><li>transforming the staffroom </li></ul></ul></ul></ul><ul><ul><ul><ul><li>plan and attend social events, professional learning retreats </li></ul></ul></ul></ul><ul><ul><ul><ul><li>welcome diversity - valuing them for who they are </li></ul></ul></ul></ul><ul><ul><ul><ul><li>remember personal events </li></ul></ul></ul></ul>www.branchingout.co.nz
    15. 15. <ul><li>“
 I have come to the frightening conclusion; I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated; a child humanised or dehumanised.” </li></ul><ul><li>Ginott, 1972 </li></ul>www.branchingout.co.nz
    16. 16. <ul><li>Students </li></ul><ul><li>Be out there </li></ul><ul><li>Start with end in mind </li></ul><ul><li>Make it fun </li></ul><ul><li>Special interest in them and their learning </li></ul>www.branchingout.co.nz
    17. 17. <ul><li>The parents </li></ul><ul><li>The community </li></ul>www.branchingout.co.nz <ul><li>First understand before been understood - Covey </li></ul><ul><li>At the gate - meeting and greeting </li></ul><ul><li>Follow up everything </li></ul><ul><li>Invite past students/other community members </li></ul>
    18. 18. <ul><li>Wider Educational Arena </li></ul><ul><li>“ Sustainable leadership matters. It preserves, protects and promotes deep and broad learning for all in relationships of care for others.” </li></ul><ul><li>A Hargreaves & D Fink </li></ul>www.branchingout.co.nz
    19. 19. <ul><li>Dependent people need others to get what they want. </li></ul><ul><li>Independent people can get what they want through their own effort. </li></ul><ul><li>Interdependent people combine their own efforts with the efforts of others to achieve their greatest successes. </li></ul><ul><li>(Covey, 1989) </li></ul>www.branchingout.co.nz
    20. 20. Phases of the Collaborative Process www.plotpd.com STORMING - conflict and struggle Goal - living effectively with conflict and handling it positively BURGEONING - real thinking emerging Goal - building stronger mutual understandings, increase openness to exploring ideas PERFORMING - high-functioning task, process skills, group development Goal - accomplishing goals, purposes, skilful group processing and maintenance of internal relationships NORMING - guiding structures Goal - establishing structures and guidelines for task and group functioning ADJOURNING - reforming Goal - fulfilling a purpose for which the group was formed FORMING - coming together Goal - safety, acceptance, inclusion, forming for a purpose.
    21. 21. Forming - coming together <ul><li>Goal: safety, acceptance, inclusion, forming for a purpose </li></ul><ul><li>getting to know each other </li></ul><ul><li>building trusting relationships </li></ul><ul><li>creating a safe, need-satisfying environment </li></ul><ul><li>establishing common goals/purposes </li></ul>www.branchingout.co.nz
    22. 22. Adjourning - reforming <ul><li>Goal: fulfilling purpose for which group was formed </li></ul><ul><li>celebrating achievements </li></ul><ul><li>acknowledging contribution </li></ul><ul><li>purpose for working together fulfilled </li></ul><ul><li>disengaging from group: letting go and moving on </li></ul>www.branchingout.co.nz
    23. 23. Norming - guiding structure <ul><li>Goal: establishing structures and guidelines for task and group functioning Establishing norms and values </li></ul><ul><li>Co-constructing explicit charters to guide functioning </li></ul><ul><li>creating a safe, need-satisfying environment </li></ul><ul><li>Working on skill development (task, process, interpersonal) </li></ul>www.branchingout.co.nz
    24. 24. Burgeoning - r eal thinking emerging <ul><li>Goal : building stronger mutual understandings, increased openness to exploring ideas </li></ul><ul><li>substantive dialogue in evidence </li></ul><ul><li>Using guiding framework/s </li></ul><ul><li>Exploring own and others ideas </li></ul><ul><li>Increased openness and risk-taking </li></ul><ul><li>Increased focus on task/complex thinking and dialogue </li></ul>www.branchingout.co.nz
    25. 25. Performing - high-functioning tasks, process skills, group development <ul><li>Goal: accomplishing goals, purposes, skilful group processing , and maintenance of internal relationships. </li></ul><ul><li>h igh-functioning task, process skills, group development </li></ul><ul><li>achieving mutual understandings </li></ul><ul><li>getting the work done and doing the right work </li></ul><ul><li>on-going reflection and review of progress </li></ul><ul><li>inter-dependent teamwork </li></ul><ul><li>balancing task, process, and relationships </li></ul><ul><li>collective sense of achievement </li></ul>www.branchingout.co.nz
    26. 26. Storming - conflict & struggle <ul><li>Goal: living effectively with conflict and handling it positively. </li></ul><ul><li>conflicting ideas out in the open </li></ul><ul><li>exploring disagreement </li></ul><ul><li>perspective-taking in evidence </li></ul><ul><li>working for positive resolution </li></ul><ul><li>using problem-solving processes </li></ul><ul><li>using agreed to norms, charters and structures 
to guide resolution </li></ul>
    27. 27. Recapping
    28. 28. What are you going to take from here and put into action? <ul><li>The only time you run out of chances is when you stop taking them. </li></ul>The only time you run out of chances is when you stop taking them.
    29. 29. Did you achieve the goals you set out to learn about? What are you going to take from here and put into action?

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