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Appa Snr Leadership Conference


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  • Transcript

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