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Ho d leadership 3  final
 

Ho d leadership 3 final

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  • (8:35-8:50)
  • Sam (8:45- 8:55)
  • Sam (8:55- 9:05)
  • (9:35-9:50)
  • (9:35-9:50)
  • 9:50- 10:00
  • Lucie and Jayne 10;00-10;40
  • Lucie and Jayne 10;00-10;40
  • 6 minute activity
  • GR’s example. Identify purpose, perception & power
  • 10:40-11:15
  • 11:15-11:25
  • 11:40-12;10
  • 12:15- 12:25

Ho d leadership 3  final Ho d leadership 3 final Presentation Transcript

  • HEAD OF DEPARTMENT LEADERSHIP DEVELOPMENT COURSE
  • Today’s session - What is feedback? What isn’t? Giving positive and negative feedback Creating a climate for feedback The skills of giving feedback: Listening and Speaking - Scenarios
  • Leadership Capability Framework L2.4 Uses evidence- informed decision making L2.8 Communicates with influence L2.14 Inspires and motivates others to high performance
  • …but before we start • You now have 10 minutes in your table groups to discuss any issues that have cropped up in your role that you might want to discuss, using the expertise and experience in the room.
  • Session One • What is feedback? • What isn’t it? Share ideas in your group and then write your ideas in the handouts for this session
  • Session One • Brainstorming conversations you need to have using proximal circle
  • Conversations I need to have...
  • Session Two • Conversation: From the Latin 'con', means 'with' or 'towards'; 'vertere' meaning 'to turn'. Conversation...to turn with and towards. • What if every difficult conversation was an opportunity to turn with someone towards something?
  • Planning • Organise your thinking so you're clear about what you want to communicate. • With this person, what do you want to turn towards in the conversation? • Look for several things you respect about the person. Go in positive. • Have clear in your mind any requests about what you want to change or be done differently.
  • The environment • Consider where you are having the conversation: • Are you likely to be disturbed? • Is is quiet enough for a conversation? • Can you be overheard? • Is the setting appropriate?
  • Timing • Generally the closer to the incident that requires a following conversation, the more emotion over reason will prevail: anger, frustration, fear, stress • It is natural to feel these things, but do you want them to play a part in your conversation? • Choosing the ‘right’ time is just as important as the place.
  • When inviting them to have the conversation listen with your eyes! • • • • • • • Physical space Head position Eye position Mirroring Arm position Nervous gestures Foot movement
  • Nine common errors - Harvard Business Review • Can you guess any of these? • 3 minutes to write down any you can think of
  • Nine common errors - Harvard Business Review • Now you have 5 minutes to move around the room and see if anyone shares your ideas. • Find a partner and share one idea each. If the other has it- tick it off. • Try to tick off all of your ideas as you circulate around the room.
  • Nine common errors - Harvard Business Review • 1. Falling into a combat mentality. Never make it a ‘win/ lose’ scenario. • 2. We try to oversimplify the problem. There might be a lot of issues involved- take your time... • 3. We don't bring enough respect to the conversation. Respond in a way that you will be proud of. • 4. We lash out – or shut down. • 5. We react to provocationsaddress the behaviour, but don’t rise to it! • 6. We get "hooked." Know your vulnerabilities and stay in control if poked there! • 7. We rehearse. Go in with strategies, not learned phrases. • 8. We make assumptions about our counterpart's intentions. You can only truly know your position. Be open to understanding theirs. • 9. We lose sight of the goal. Keep your preferred outcome, how you would like your relationship to be and what obstacles you might face in mind.
  • Top tips for a productive environment • • • • Always have the conversation face to face Don’t have the conversation in front of others Present facts rather than opinion Create opportunities to enable them to engage and put across their point of view
  • BREAK • 9:50- 10:00
  • Session Three The Conversation: • Listening • Speaking and Language prompts
  • The Conversation: Listening “We have two ears and one mouth so that we can listen twice as much as we speak.” Epictetus
  • The Conversation: Listening Think about a time when you felt that you were not listened to… How do you know they were not listening?
  • 1. Why are they good listeners? 2. What skills did they show?
  • Some other tips for listening: • Go to your handout pages 4-5 and highlight/ underline particular tips that you need to focus on because they don’t come easily.
  • Let’s try it • Pair up: Talker and Listener What you want from a holiday… Listener: Practice active listening. • After 1 minute the listener should summarise ¾ main issues or criteria that they have heard the talker express. • 1 min to review how well they demonstrated active listening behaviours. • Swap and repeat.
  • Speaking: Remember your P’s Here are 7 P’s to feedback & difficult conversations • What is the purpose of your conversation? • Have you prepared your evidence for your conversation? • What do you plan to say? • Try to start and end on a positive note • Think about how are you perceived by the person you are having a conversation with? • Practice, practice, practice • Remember, you have the power in this conversation.
  • The conversation: top tips • Use ‘I’ statements, rather than ‘you’ statements • Discuss action/ behaviours (related to this instance) rather than the person and don’t take verbal attacks personally • Avoid ‘But’ if you can. Negative language can change the tone of a conversation • Regularly clarify & summarise the key points, the action points and agree the next step.
  • For feedback…use the hamburger
  • For difficult conversations… focus on asking rather than telling • • • • • • • • What could you do? What will you do? What impact is that having on you? Who will you contact? How will you do that? How do you feel about that? Where do you want to take it from here? What’s stopping you from doing that?
  • Difficult conversation: example I really value you in the department as someone who makes a positive difference and someone who has a lot to give. That’s why I want to talk to you about an issue that has come up because it has the potential to to affect our relationship and I don’t want that to happen. I would really like to know what you think about this...
  • Sharing your ideas: Opening phrases • Discuss in your groups some opening phrases you could use in a difficult conversation. • Upload them onto Padlet to share. • link http://padlet.com/wall/8c5d1lq3bw
  • Session Four: Scenarios • Tripod model: two having the conversation and an observer • Each person will pick a conversation they would like to practice (as the initiator)that is in their ‘stretch’ area. • 7 minutes each + 3 minutes feedback
  • Feedback • What did you notice about how you were responding?
  • Break 11:25 - 11:35
  • Round two… Scenarios • Complete the same activity with your scenario • (7 minutes conversation- 3 minutes feedback)
  • Overall Debrief • How do you know when it has gone well? How do you know when it hasn’t? • Then what do you do?
  • Next session • Global trends shaping education and an Introduction to Design Thinking • Presenters: Simon Breakspear and Yong Zhao • December 2nd whole day
  • • Reflections and evaluations