The document discusses strategies for integrating new technologies to empower learning and transform leadership. It focuses on applying insights from neuroscience, specifically how the brain responds to factors like status, certainty, autonomy, relatedness, and fairness. Some key strategies proposed are providing clarity of expectations to increase certainty, allowing flexibility and creativity to increase autonomy, fostering collaboration and shared experiences to increase relatedness, having transparent processes to increase fairness, and creating an environment where people feel supported rather than threatened by change.

2. Integrating new technologies to empower learning and transform leadership Leadership: Why the Brain Matters

3. Brain – the engine The car is the physical body The mind is the driver

5. The Plastic Paradox Neuroplasticity has the power to produce more flexible but also more rigid behaviours. Norman Doidge ‘The Brain That Changes Itself’ pxvi

6. The way we talk, interact or do anything is mostly hardwired therefore habitual. Habits are literally unconscious to us.

7. The stress response An away state or a toward state Decrease threat and increase reward by enhancing…

8. SCARF Status Certainty Autonomy Relatedness Fairness David Rock

9. The balcony and the dance floor

11. “ In most people, the question ‘can I offer you some feedback’ generates the same impact as fast footsteps behind you at night. ” -David Rock Reduction in status through being left out lights up the same parts of the brain as does physical pain.

12. Pay attention to incremental improvements as well as large goals Opportunities for people to learn and improve and pay attention to this Acknowledge people publically

13. Meetings Allow people to give themselves feedback on their own performance Provide opportunities for staff to challenge their own performance – compete with themselves Give regular positive feedback

14. Placement to frame the meeting Setting the scene How long you’d like to speak for What your goal for the conversation is What you would like them to do in the conversation How you would like them to listen What’s going to happen in the conversation What you’re looking to achieve from the dialogue David Rock, Quiet Leadership, (2006:20)

15. Feedback What was great about what they did? What effort did they need to put in? What challenges did they face? How does it impact on them, others, the organisation?

16. How to encourage self-feedback What were six things you did really well? What are three things did you learn about yourself? What was your biggest challenge and how did you overcome it? What would you do differently next time? This develops the teacher inquiry process

17. Reflective Questions What are you currently doing? What connections have you made? What are the implications? How can you adapt this for your environment?

18. Certainty

20. Clarity of expectations and security or organisational structure – Identify central goals –display and refer to Create plans, strategies with people and keep these visible Break down complex projects into small parts

23. Professional Learning Be explicit eg about meeting times, due dates, when more information can be provided Provide a clear outline of what is being learnt Provide examples and time to practice skills These are important strategies when change is in the pipeline

24. Lotus Chart Spider graph

25. Autonomy

27. Develop policies and procedures that allow for creativity and autonomy to be hard-wired in the organisation Delegate where possible, allowing decision making to be made at the point of need Find ways to take actions when challenges seem insurmountable – possibilities thinking

28. Ownership… Increases Decreases ZONE OF INDIFFERENCE Use of authority by the leader Area of freedom for staff Low involvement High involvement Participation Decide & Announce Gather input from individuals & decide Gather input from team & decide Consensus Delegate decision with criteria Colleague’s job efficiency level Q4 -You decide - call me if you need assistance Q3 We’ll discuss & we’ll decide Q2 We’ll discuss & I’ll decide Q1 I’ll decide … and delegation Consider career stages (Huberman), thinking preferences(Herrmann) and the unique circumstances surrounding the individual’s needs at the time. www.thinkbeyond.co.nz Cheryl Doig 2008

29. Reasons for not delegating

30. Why don’t we delegate? http://poll.fm/3bzic

31. “ Here’s two options that might work. Which do you prefer?” Allow opportunities for self-directed learning and autonomy Provide flexibility in work arrangements where this is feasible (in the school situation student needs must come first though)

32. Relatedness

35. If you don’t receive the messenger you won’t receive the message -Wilf Jarvis

36. Provide safe connections through establishment of norms of working, ground rules Skills in inquiry and advocacy; facilitation and listening Provide buddy systems, mentoring and coaching, action learning teams

37. http://www.adaptiveschools.com/inventories.htm

38. Provide opportunities for staff to collaborate with others, share stories, photos, social networking sites. Encourage sharing and social connections

39. Fairness

41. Have clear expectations and ground rules for all – co-create these Facilitate feedback mechanisms – workloads, sharing of tasks, follow-up Walking the talk in line with the values and vision of the organisation Consistency in approach and treatment of people

42. Provide opportunity to do volunteer work/be part of global projects – to decrease unfairness in the world Transparency – communicate, communicate, communicate. Involve them in processes, provide details of financial processes. Look at things from a variety of perspectives when planning

44. www.rata.org.nz

45. Herrmann’s Whole Brain Processing Model… Facts/data Opportunities to challenge/debate Organise resources Agenda/planning/timeframes Expectations Focus Big picture/vision Pace Humour/fun Flexibility Opportunity to share/interaction Respectful dialogue

46. You can’t change someone else

47. Good leaders create conditions where people move toward rather than away from change

48. Rock, D. (2008) SCARF: A brain-based model for collaborating with and influencing others. In Neuroleadership Journal Issue 1 2008. www.NeuroLeadership.com http://www.davidrock.net/books/index.shtml Doidge, N. The brain that changes itself.

49. [email_address] www.thinkbeyond.co.nz www.alpineleadership.com