Andy Buck presentation from Inspiring Leadership Conference 2014 on setting the climate for success in schools.

1. Inspiring
Leadership
Conference
–
2014
Leadership
for
Performance
How
all
leaders
can
create
the
condi=ons
for
success
Andy
Buck

2. Aims
of
the
session

Input
from
me

Opportunity
to
reflect
with
others

Ideas
to
take
away

5. P Leadership
is
cri=cal,
but
indirect
LEADERSHIP
RESULTS
Culture
(what
we
do)
Climate
(how
it
feels)
DiscreEonary
effort
and
engagement
Leadership - all you need to know
Pendleton and Furnham - 2012

6. P Impact
on
discre=onary
effort
Pay
2%
Benefits
10%
Personal
development
12%
Work
characterisEcs
17%
Senior
team
characterisEcs
17%
InducEon
20%
OrganisaEonal
culture
21%
Direct
manager
characterisEcs
25%

7. g = ( 3p + 2(c + t) + m + o )5l
P What
makes
a
great
school

8. g = ( 3p + 2(c + t) + m + o )5l

9. P People
–
recruitment
and
expecta=ons
• The
bus
• High
quality
• Repent
at
leisure
• Risk
two
• Support
• Accountability

10. P People
-­‐
developing
staff
• Every
day
• Long
term
• JPD
• Mistakes

11. P People
-­‐
developing
students
• AspiraEon
• MoEvaEon
• Independence
• Voice
• Leadership

12. Clarity
• Vision
• Pedagogy
• Behaviour
• Bedrock
• Simplicity
• ExpectaEons

13. C Consistency
• Ofsted
‘wordle’
• Buy-­‐in
• Simple
• Monitor
• Change

14. Top Two ?
• Recruitment
and
expectaEons
• Developing
people
• Developing
pupils
• Clarity
• Consistency

15. P Leadership
is
cri=cal,
but
indirect
LEADERSHIP
RESULTS
Culture
(what
we
do)
Climate
(how
it
feels)
DiscreEonary
effort
and
engagement
Leadership - all you need to know
Pendleton and Furnham - 2012

16. Our role as leaders
?
1. What
we
do
2. How
we
do
it
3. Who
we
are

17. Our role as leaders
?
1. What
we
do
2. How
we
do
it
3. Who
we
are

18. Set the
strategic
direction
P Role
of
leaders
–
what
we
do
Deliver results
and get things
done
Build and
sustain
relationships
Plan and
organise
Create
alignment
Create
teams
LEAD
Leadership - all you need to know
Pendleton and Furnham - 2012
Future
Task
People
Now

19. L Leadership
-­‐
communica=on
communication
• Honest
• Every
opportunity
• Open
• Simple
• Walk
the
talk
• Listening
• Clip

21. L Leadership
-­‐
performance
performance
• Own
• Deliver
• Feedback
• Model
• Play
to
strengths

22. Natural
pre-­‐
disposiEon
Actual
performance
Work
with
Work
on
Work
around
Work
on
Playing
to
strength
Natural
strength
Fragile
strength
PotenEal
strength
Resistant
limitaEon

23. T Trust
• North
pole
• Integrity
• Competence
• DelegaEon

24. 1. Look
into
this
problem
Give
me
all
the
facts.
I
will
decide
what
to
do.
2. Let
me
know
the
alternaEves
available,
with
the
pros
and
cons
of
each.
I
will
decide
what
to
select.
3. Let
me
know
the
criteria
for
your
recommendaEon,
which
alternaEves
you
have
idenEfied
and
which
one
appears
best
to
you,
with
any
risk
idenEfied.
I
will
make
the
decision.
4. Recommend
a
course
of
acEon
for
my
approval.
5. Let
me
know
what
you
intend
to
do.
Delay
acEon
unEl
I
approve.
6. Let
me
know
what
you
intend
to
do.
Do
it
unless
I
say
not
to.
7. Take
acEon.
Let
me
know
what
you
did.
Let
me
know
how
it
turns
out.
8. Take
acEon.
Communicate
with
me
only
if
your
acEon
is
unsuccessful.
9. Take
acEon.
No
further
communicaEon
with
me
is
necessary.
(NB:
for
stages
8
and
9,
a
line
manager
may
sEll
ask,
to
show
interest,
praise
or
reward)
M Nine
levels
of
delega=on
Line
Manager
Greater
CONFIDENCE
Greater
TRUST
Report

25. O Collabora=on
• different scales
• all JPD
• the win-win

26. L The
right
priori=es
• Write
• Speak
• Confidences
• Keep
promises
• Best
use
of
Eme

27. Urgency
Importance
Always
prioriEsed
Ohen
prioriEsed
Boiom
of
pile
Ohen
neglected
Urgent
-­‐
v
-­‐
important
Protect
Eme
Push
back
Push
back
No
issue

29. We
should
judge
leadership
primarily
by
impact
on
students
rather
than
on
adults
P The
ruler
for
measuring
leadership
impact

31. 0.27
0.84
0.42
0.31
0.42
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
5. Ensuring an Orderly and Supportive
Environment
4. Leading Teacher Learning and Development
3. Ensuring Quality Teaching
2. Resourcing Strategically
1. Establishing Goals and Expectations
Effect Size
1. Establishing Goals and
Expectations
2. Resourcing Strategically
3. Ensuring Quality Teaching
4. Leading Teacher Learning and
Development
5. Ensuring an Orderly and Safe
Environment
Key
factors
above
all….

32. Robinson,
Viviane
(2011)
Student-­‐Centered
Leadership
San
Francisco:
Jossey
Bass
A
good
read….

33. L Leadership
-­‐
courage
courage
• Right
thing
• Calculated
risk
• Admit
when
wrong
• Inner
strength
• Managing
others

34. Behaviours
and
values
Actual
performance
Stars
Saints
Sloths
Sinners
Managing
individual
performance
Recognise/
strengthen
role
Feedback,
coach
then
sancEons
Coach
and
support
Remove
or
neutralise

35. M Managing
performance
Saints
• Find
out
what
the
cause
of
the
underperformance
is:
o They
may
not
understand
expectaEons
or
goals
o Don’t
have
skills/haven’t
learned
yet
o Lack
of
moEvaEon
o Don’t
realise
they
are
not
“delivering”
–
no
feedback
o Wrong
fit
for
job
o Something
in
private
life
• Give
feedback
–
specific,
examples
relevant,
Emely
• Coaching/training/development
• Support/buddying
(eg
from
a
“Star”)
• Re-­‐define
job
responsibiliEes
• Set
short
term
goals
and
give
frequent
feedback
• Get
them
to
take
ownership
• Keep
track
of
acEons
and
performance
discussions
Stars
• Biggest
challenge
is
keeping
them
moEvated,
engaged,
progressing
• Make
sure
they
know
they
are
recognised
and
valued
• DifferenEate
their
performance
• Careful,
selecEve
feedback
• Involve
them
in
seong
their
own
goals
to
greater
extent
• Understand
their
career
goals
and
commit
to
supporEng
them
• Delegate
more
responsibility
–
enlarge
their
role,
special
projects
• Exposure
to
senior
execuEves
• Opportunity
to
represent
the
group/team
• Development
opportuniEes
that
they
will
value
(eg
study
leave,
sabbaEcal,
public
speaking
engagements)
• Coaching
and
developing
others
in
the
team
(eg
Saints)
• Clear,
unambiguous
expectaEons
about
career
progression
–
don’t
promise
what
you
can’t
deliver
Sloths
• Act
fast
-­‐
quick
diagnosis
of
underlying
causes
–
as
per
Saints
and
Sinners
–
decide
if
it
primarily
skills/moEvaEon
or
aotude
problem
–
employ
the
same
tacEcs
as
for
Saints
or
Sinners
• Feedback,
feedback,
feedback
• Clear
communicaEons
of
expectaEon
of
improvement,
if
not
consequences
• Get
them
to
own
the
plan
• Be
clear
about
how
long
you
will
give
them
to
turn
round
• Keep
track
of
acEons
and
performance
discussions
• Be
prepared
to
fire
them
Sinners
• Find
out
what
the
underlying
cause
(arrogance,
boredom,
don’t
care
etc)
• Confront
the
behaviour
asser1vely,
explain
impact
on
others
•
Beware
impact
of
toleraEng
poor
B&V
on
rest
of
team
and
colleagues
• Get
them
to
“own”
the
behaviour
and
the
impact
on
others
• Explain
B&V
is
part
of
how
their
performance
is
judged,
not
just
results
• A
few
clear
rules/boundaries
• Make
sure
they
commit
to
specific
changes
• Make
sure
they
own
the
acEon
plan
• Connect
the
behaviour/aotude
with
someEme
they
care
about
(eg
promoEon,
reputaEon)
• Peer
pressure
• Consequences
for
not
changing
–
get
them
to
accept
it
is
in
their
hands
–
THEIR
CHOICE
• Keep
track
of
acEons
and
performance
discussions
• Be
prepared
to
fire
them

36. L Leadership
-­‐
humility
humility
• L5
leaders
• Credit
• AuthenEc
• Self-­‐aware

37. Our role as leaders
?
1. What
we
do
2. How
we
do
it
3. Who
we
are

38. P Effect
of
leadership
style
–
how
we
do
it
Coercive
Visionary
Affilia=ve
Democra=c
PaceseXng
Coaching
Based
on
Daniel
Goleman
(2000)
Time
Culture
Climate
BUT…

39. P Effect
of
leadership
style
Coercive
-­‐
.26
Visionary
+
.54
Affilia=ve
+
.46
Democra=c
+
.43
PaceseXng
-­‐
.25
Coaching
+
.42
Based
on
Daniel
Goleman
(2000)

40. Our role as leaders
?
1. What
we
do
2. How
we
do
it
3. Who
we
are

41. Operator
Manager
Leader
P Three
key
roles
/
phases
Take
the
acEon
Give
the
advice
Ask
the
quesEons

42. The
Four
Energies
Intellectual
Logic
RaEonale
Analysis
CriEcism
Argument
EmoEonal
Human
connecEon
RelaEonship
Empathy
Feeling
valued
Included
Underpins
team
Partnership
Spirit
Inspire
Dispirited
Sense
of
Possibility
Vision
Purpose
Hope
OpEmism
Confidence
Physical
AcEon
Doing
Persistence
Stamina
Focus
Vitality

43. Operator
Manager
Leader
PHYSICAL
INTELLECTUAL
EMOTIONAL
SPIRIT
PHYSICAL
INTELLECTUAL
EMOTIONAL
SPIRIT
PHYSICAL
INTELLECTUAL
EMOTIONAL
SPIRIT
P The
balance
of
the
energies

44. Area for personal focus ?L Do
we
light
up
or
cast
a
shadow…?

45. Area for personal focus ?
•
For
you
as
an
individual?
•
Your
school?
•
Your
partnerships?
L hPePThoughts
/
ques=ons?

46. Making
a
difference

Those who move
mountains begin
by carrying away
small stones
Based on a Chinese proverb

49. andy.buck@leadershipmaiers.org.uk
@andy_
_buck