Welcome Leadership Fellows January 24, 2013

Outcomes By the end of the session, Fellows will have the opportunity to: Gain knowledge about the “Affiliative” leadership style. Develop as a professional learning community. Develop an expanded knowledge and awareness of self in the context of Leading Teams: Team Performance Model. Develop professional goals using feedback from self-assessment tools.

Fellows Norms Be committed and fully present and true to self. Support, value, and encourage one another in and outside of Fellows. Appreciate and embrace divergent thinking. Maintain confidentiality.

Agenda TimeLeader 8:30Welcome and Overview of the DayKevin Mulroe ReconnectingJune Wilson The Affiliative LeaderJudy and Marti Break Leading Teams – The Team Performance Model John Krownapple My Leadership JourneyDr. Foose Lunch Leading Teams – The Team Performance Model John Krownapple Goal Setting - What have you learned about yourself? Kevin Mulroe June Wilson 3:30Adjourn

Interview Question Activity If you could ask just one question to discover a person’s suitability for ______, what would your question be?

The Affiliative Leader Judy and Marti

Coaching Leadership Jenny and Nate February

What makes a group a TEAM? Common purpose Set of goals for which all members are collectively and mutually responsible High level of interdependence

What tool(s) (mental models, processes, assessments, etc.) have you used to gauge the development of a team?

Team Performance Indicator Think about a team within which you are a member. (You do not have to be the leader.) Read the Instructions. Complete the Indicator with that team in mind. Score it.

HCPSS Leadership Dr. Renee Foose, Superintendent Howard County Public School System

Lunch

The Drexler/Sibbet Team Performance™ Model Foundation  Process Theory - Arthur Young  Group Behavior - Jack Gibb

 Provide a Map of the Group Process Guide to Understanding See the “Big Picture” (visual metaphors) Tool to Check on Progress Adaptable (home-school-work)  Provide a Common Language Reach Common Understanding Generate Safe Conversations The Drexler/Sibbet Team Performance™ Model Why Models?

 Bouncing Balls Trajectory Momentum  Shadows Compress Dense  Arrows Dynamic Checks/Balances  Diverge & Converge The Drexler/Sibbet Team Performance™ Model Visual Metaphors

Creating A Team Involves 4 Concerns WHY are we a Team? WHO is on the Team? WHAT will we do? HOW do we work?

Sustaining it Involves New Concerns Sustaining it Involves New Concerns WHY continue? WOW! WHO does WHAT, WHEN and WHERE?

Team Performance Model as a Tool Reach a Common Understanding Let go of Individual Agendas Synergy and Sustaining

Team Performance Model as a Tool Meanin g Tasks Choices Tasks Relationships Meaning

Team Performance Indicator Meanin g Tasks Choices Guide to Interpreting Results

Here’s What So What? Now What? Thinking about what you have learned about your team using the Team Performance Model: What is your major insight from today? Why is that important to you? What is your next step?

WHY sets goals? 87% of people don’t set goals. 10% do set goals but don’t write them down. 3% write down their goals. That 3%,is much more likely to accomplish there goals than those who didn’t.

The Science of Goal Setting Sets a clear target for achievement Helps you focus your time and effort (consciously and subconsciously) Provides motivation Provides roadmap to accomplishment It Works!

Your Goals Think about the results of your LPI, MBTI, FIRO-B and Team Performance Indicator. What are three things you have learned about yourself and or your team? What goals will you set based on what you have learned? (Self and/or Team)

Tererai Trent The power of writing your goals.

New Year’s Resolutions? Eat Healthy Food Get a Better Education Get a Better Job Get Fit Lose Weight Manage Stress Quit Smoking Save Money Take a Trip Volunteer to Help Others

Florence Chadwick Take a minute to read her story. When finished, turn to a partner and share your thoughts about this story.