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Neil Roskilly Working With Parents And Governors Revised Mt
- 1. Working with Parents and Governors Neil Roskilly, CEO
- 2. Why Work with Parents and Governors? Badge of Office?
- 4. Why Work with Parents and Governors? Simply put … in good times, you can achieve more, and achieve it more quickly, and more easily, when working with and through stakeholders … when times are more difficult, you have others who can shoulder the burden, be on your side and more readily forgive your limitations “ ensuring process support” (Katzenbach and Smith) … the work of a lifetime can be dismantled in an instant
- 8. Stakeholder dispositions Involvement Against For
- 9. Stakeholder dispositions: examples Involvement Against For The enemy; taking every opportunity to undermine your efforts Change champion; takes personal responsibility for ensuring success Fence sitter; not engaged; waiting to see how it goes The cynic; fires cheap shots to test your resolve Willing helper; anxious to lend a hand
- 10. Involvement Against For 1 Head 2 Chair of Govs 3 Parents 4 Deputy 5 Admin staff 6 Gov body 7 Proprietor 8 Teaching staff 9 SMT 10 LA
- 11. Involvement Against For +5 -5 0 10 Dep. Head Headteacher Parents Chair of Govs Gov body SMT Admin 2 Full-time teaching staff LA Key: Size of circle = degree of influence Proprietor
- 12. Involvement Against For +5 -5 0 10 Dep. Head Headteacher Parents Chair of Govs Gov body SMT Admin Full-time teaching staff LA The Challenge – move everyone towards the top right corner Proprietor
- 17. Understand the strength of relationships between stakeholders Involvement Against For +5 -5 0 10 Dep.Head Headteacher Parents Chair of Govs Gov body SMT Admin 2 Teaching staff Key: Thickness of line = strength of relationship Bursar (Clerk to Govs?)
- 19. Stakeholders Parents Teaching staff SLT Pupils Chair of Govs Governors Teaching staff Administration staff Proprietor Deputy Head Local Authority School group Other services: police, careers, etc. Alumni
- 20. School Governors
- 24. Working with stakeholders: governors / proprietor General heads of agreement on Roles and Responsibilities – example: “ At X school, the Governors provide challenge and support for the Head, working closely to define, agree and achieve the strategic aims of the school. The governors delegate the daily management and leadership of the school to the Head”
- 25. Using a roles and responsibilities matrix (include the Bursar if you have one; use to review JDs) Head Govs/ Proprietor (Bursar) Annual budget R DR Staff appointments R (<SLT) R (>SLT) R (non-teaching) Curriculum R Child protection DR R H+S R DR
- 26. Appointing Governors “ Oh, I’ll ask my new neighbour as we had a barbecue with them last weekend. His wife is a financial wizz-kid in some city firm but she’s never around but I’m sure that he will be able to come to the finance committee. Seems a good chap.” An alternative: Gap analysis “ What expertise do we need to achieve our strategic aims over the next five years?” Then advertise
- 31. Working with stakeholders: parents
- 35. Parents often have negative memories of their own schooling So, you were the one who had your top button undone in the school photograph.
- 36. How do we engage parents?
- 40. Conclusions - Heads working with Parents and Governors “… WANTED FOR HAZARDOUS JOURNEY. SMALL WAGES, BITTER COLD, LONG MONTHS OF COMPLETE DARKNESS, CONSTANT DANGER, SAFE RETURN DOUBTFUL. HONOR AND RECOGNITION IN CASE OF SUCCESS."
- 42. Conclusions – Heads working with Parents and Governors “ If I had not some strength of will I would make a first class drunkard”. Ernest Shackleton Cheers Neil Roskilly, CEO
Editor's Notes
- The stakeholder map has two axes: The X axis represents the spectrum of dispositions toward your change project; from Against at one extreme – to For at the other. The Y axis represents the spectrum of involvement from high at the top to none at the bottom. Note that the Y axis intercepts at the mid-point of the X axis. This represents a position on the X axis equivalent to a neutral disposition – neither for, nor against, the change.
- This slide illustrates the concept of the stakeholder map. By positioning five very different but stereotypical dispositions towards a change project you can readily see how the stakeholder map works: The location of a stakeholder on the map is determined by rating their relative disposition towards your project and the degree to which they are actively involved in it. Hence, two stakeholders may both be actively involved, but have quite opposing dispositions towards your project: one actively undermining it while the other is actively promoting it!
- This worked example illustrates some typical stakeholder disposition towards a school change initiative. Ideally you would want everyone to be at the top right-hand corner – actively involved and championing your project! But this example shows a broad landscape of diverging dispositions that is more typical. Note that in addition to the disposition of each stakeholder we have added one further dimension: the degree to which each stakeholder can influence the change is reflected in the size of the circle used to denote that stakeholder. This dimension reflects one aspect of the underlying political situation. This is important to the success of change. Clearly you would want the most influential stakeholders on the right of your map and hopefully migrating to the top!
- This worked example illustrates some typical stakeholder disposition towards a school change initiative. Ideally you would want everyone to be at the top right-hand corner – actively involved and championing your project! But this example shows a broad landscape of diverging dispositions that is more typical. Note that in addition to the disposition of each stakeholder we have added one further dimension: the degree to which each stakeholder can influence the change is reflected in the size of the circle used to denote that stakeholder. This dimension reflects one aspect of the underlying political situation. This is important to the success of change. Clearly you would want the most influential stakeholders on the right of your map and hopefully migrating to the top!
- The last step in the mapping exercise is to add a final dimension: this is the relationships that exist between stakeholders. Draw lines that connect two stakeholders in your map where a relationship currently exists. The thickness of the line can indicate your rating of the relative strength of that relationship – the closer the relationship, the thicker the line. This represents another aspect of the underlying political situation and is helpful to know. Note that relationship can be negative as well as positive! The assumption in this slide is that all relationships are positive ones. If you think it is relevant, you might want to illustrate a negative relationship by a broken line. In the effort to shift dispositions to a more favourable situation you might want to exploit the relationship that exists, say, between a strong supporter of your project and someone else who remains sceptical or even cynical.
- The last step in the mapping exercise is to add a final dimension: this is the relationships that exist between stakeholders. Draw lines that connect two stakeholders in your map where a relationship currently exists. The thickness of the line can indicate your rating of the relative strength of that relationship – the closer the relationship, the thicker the line. This represents another aspect of the underlying political situation and is helpful to know. Note that relationship can be negative as well as positive! The assumption in this slide is that all relationships are positive ones. If you think it is relevant, you might want to illustrate a negative relationship by a broken line. In the effort to shift dispositions to a more favourable situation you might want to exploit the relationship that exists, say, between a strong supporter of your project and someone else who remains sceptical or even cynical.
- Give delegates time to add labels to a large copy of this diagram.