1. Managing Teams, Part II Delaware Emerging Leadership Program October 19, 2015

2. 1 ©2015 U.S. Education Delivery Institute Welcome! Grab some lunch!

3. 2 ©2015 U.S. Education Delivery Institute Discussion: “Switchtracking” Switchtracking: “When someone gives you feedback, and your reaction to that feedback changes the subject.” ■ Can you think of an example of being in a feedback conversation when “switchtracking” occurred? ■ How might being aware of this phenomenon called “switchtracking” inform or change the way you react to feedback in the future? ■ How does what we think about the feedback giver impact our ability to accept and value their feedback?

4. 3 ©2015 U.S. Education Delivery Institute Today’s objectives ■ Check in on cohort focus areas on feedback and making time for strategic thinking ■ Understand how peer consultancies can improve implementation of our focus projects ■ Understand what we mean by “capacity” and why it’s important to focus on ■ Understand core principles of building capacity at scale ■ Apply core principles of capacity building to individual/team context −Identify and plan a formal capacity-building opportunity −Identify and reflect on barriers and critical moves to improvement in our individual growth areas

5. 4 ©2015 U.S. Education Delivery Institute Today’s agenda TimeSession 12:30 – 12:50Cohort check-in 12:50 – 1:20Helping Our Colleague: Problem of Practice Exercise 1:20 – 1:40Understanding principles of capacity building 1:40 – 1:55Break 1:55 – 2:40Applying principles of capacity building 2:40 – 3:50Understanding our immunity to change 3:50 – 4:00Session close

6. 5 ©2015 U.S. Education Delivery Institute Check-in: Progress on our priorities Individually answer the following and then discuss in table groups:  One thing you’ve done since September to advance commitment to giving or receiving feedback  One thing you’ve done to make time for strategic thinking for yourself or your team

7. 6 ©2015 U.S. Education Delivery Institute Today’s agenda TimeSession 12:30 – 12:50Cohort check-in 12:50 – 1:20Helping Our Colleague: Problem of Practice Exercise 1:20 – 1:40Understanding principles capacity building 1:40 – 1:55Break 1:55 – 2:40Applying principles of capacity building 2:40 – 3:50Understanding our immunity to change 3:50 – 4:00Session close

8. 7 ©2015 U.S. Education Delivery Institute Problem solving is a fundamental part of strengthening our strategic thinking skills Thinks strategically ▪ Sets strategic direction ▪ Brings logical and analytical rigor to decision- making ▪ Synthesizes information to solve problems Understands the work ▪ Understands the details of priority reforms ▪ Understands the national reform context ▪ Builds the necessary technical skills Communicates effectively ▪ Structures clear communication ▪ Produces clear communication ▪ Engages stakeholders Leads Change Delivers results ▪ Commits to priority goals and reforms ▪ Takes ownership of the work ▪ Manages and produces to deadlines Learns continuously ▪ Pursues standards of excellence ▪ Demonstrates humility ▪ Receives and acts on feedback Leads Others Influences others ▪ Builds a strong network ▪ Collaborates effectively ▪ Facilitates clear decision- making Develops others ▪ Has a growth mindset ▪ Coaches and develops talent ▪ Inspires others to excellence Leads Self Competencies

9. 8 ©2015 U.S. Education Delivery Institute A scope sheet is very helpful in developing a clear, shared definition of the problem Basic question to be resolved Current theory of action for solving this problem 1) Perspective/context3) Decision makers 2) Criteria for success4) Other key stakeholders 5) Key sources of insight 6) Out of scope

10. 9 ©2015 U.S. Education Delivery Institute We will use the consultancy process model to generate potential solutions to help a fellow colleague solve a current problem Consultancy Process  Present the challenge (4 min)  Ask clarifying questions (4 min)  Questions that have brief, factual answers  Presenter responds  Ask probing questions (4 min)  Questions should be worded so that they help the presenter clarify and expand his/her thinking about the dilemma.  Presenter may respond but not engage in discussion on response  Engage in a group discussion on the dilemma (12 min)  Presenter does not participate in the discussion but instead listens and takes notes.  Allow presenters to reflect (4 min)

11. 10 ©2015 U.S. Education Delivery Institute Problem Statement ■ Several team members continue to operate under key misperceptions about whether I value them as their leader, and whether others on the team and/or outside the team view them as valuable contributors to the team’s (and more broadly, the TLEU and Department’s) goals. ■ Related to this, these individuals don’t believe leaders view their concerns about capacity to do their work as valid ■ This negative attitude among a few team members is particularly challenging for me as a leader because it has a “spillover effect” on other team members and creates an unproductive work environment. ■ The big question I have is whether and/or how I should address this challenge. What does feedback on the importance of “mindset shift” look like? What format should it take? What factors should I consider in order to arrive at a decision? Brief description of problem of practice

12. 11 ©2015 U.S. Education Delivery Institute Today’s agenda TimeSession 12:30 – 12:50Cohort check-in 12:50 – 1:20Helping Our Colleague: Problem of Practice Exercise 1:20 – 1:40Understanding principles of capacity building 1:40 – 1:55Break 1:55 – 2:40Applying principles of capacity building 2:40 – 3:50Understanding our immunity to change 3:50 – 4:00Session close

13. 12 ©2015 U.S. Education Delivery Institute Our leadership competency rubric highlights developing talent as an important leadership role Thinks strategically ▪ Sets strategic direction ▪ Brings logical and analytical rigor to decision- making ▪ Synthesizes information to solve problems Understands the work ▪ Understands the details of priority reforms ▪ Understands the national reform context ▪ Builds the necessary technical skills Communicates effectively ▪ Structures clear communication ▪ Produces clear communication ▪ Engages stakeholders Leads Change Delivers results ▪ Commits to priority goals and reforms ▪ Takes ownership of the work ▪ Manages and produces to deadlines Learns continuously ▪ Pursues standards of excellence ▪ Demonstrates humility ▪ Receives and acts on feedback Leads Others Influences others ▪ Builds a strong network ▪ Collaborates effectively ▪ Facilitates clear decision- making Develops others ▪ Has a growth mindset ▪ Coaches and develops talent ▪ Inspires others to excellence Leads Self Competencies

14. 13 ©2015 U.S. Education Delivery Institute Capacity building and your team Why is developing others an important leadership competency?

15. 14 ©2015 U.S. Education Delivery Institute For today, we will use a simple and common definition of capacity Capacity is a combination of the skill and will of individuals or teams to make the change you need them to make.

16. 15 ©2015 U.S. Education Delivery Institute With the right supports and practice, talent (capacity) can be developed Colvin identifies four characteristics of “deliberate practice” ▪ It is an activity designed specifically to improve performance, often with a teacher’s help. ▪ It can be repeated a lot. Repetition is not sufficient to improve performance, but it is certainly necessary. ▪ Feedback on results is continuously available. ▪ It is highly demanding mentally – and, as a corollary, it is not much fun.

17. 16 ©2015 U.S. Education Delivery Institute Structure and environment Building this capacity requires a cycle of deliberate practice in the context of professional learning Desired change Formal Learning Practicing Reflecting

18. 17 ©2015 U.S. Education Delivery Institute Structure and environment It starts with defining the desired change ▪ Who are your “students”? ▪ What is the change you are asking them to make? ▪ What is holding them back from making it? Desired change Formal Learning Practicing Reflecting

19. 18 ©2015 U.S. Education Delivery Institute Structure and environment The next step is to communicate new expectations through formal learning ▪ Training ▪ Communication ▪ Asking for something to be done differently Desired change Formal Learning Practicing Reflecting

20. 19 ©2015 U.S. Education Delivery Institute Structure and environment After that, we create opportunities for practice… Desired change Formal Learning Practicing Reflecting ▪ In the context of formal learning or day-to-day work ▪ Observation with specific objectives

21. 20 ©2015 U.S. Education Delivery Institute Structure and environment …and reflection Desired change Formal Learning Practicing Reflecting ▪ Self-reflection ▪ Feedback and coaching ▪ Debriefing

22. 21 ©2015 U.S. Education Delivery Institute Structure and environment Structure and environment are the context and backdrop for this work Desired change Formal Learning Practicing Reflecting ▪ Recruiting and onboarding ▪ Internal professional development ▪ People development and career pathways ▪ People evaluation and management ▪ Culture and norms

23. 22 ©2015 U.S. Education Delivery Institute Finally, you’ll want to think about how to scale the change by setting up systems to multiply and replicate it

24. 23 ©2015 U.S. Education Delivery Institute Today’s agenda TimeSession 12:30 – 12:50Cohort check-in 12:50 – 1:20Helping Our Colleague: Problem of Practice Exercise 1:20 – 1:40Understanding principles capacity building 1:40 – 1:55Break 1:55 – 2:40Applying principles of capacity building 2:40 – 3:50Understanding our immunity to change 3:50 – 4:00Session close

25. 24 ©2015 U.S. Education Delivery Institute Exercise: Building capacity – Part 1 Using you individual development plan, reflect on your identified strengths and opportunities for growth, as well as potential growth opportunities for a member and/or members of their team Then identify the following:  A one person or team that you want prioritize in helping to build their capacity in a certain area  One “critical move” for an identified person/team need to make in order to drive the kind of change they want to see individually and/or on their team

26. 25 ©2015 U.S. Education Delivery Institute Exercise: Building capacity - Part 2 In pairs… Share the “critical move” that you identified for the individual/team and your rationale for how it will strengthen the work Then discuss…  The barriers that are preventing the individual/team from making the desired change. −Are these barriers matters of skill? Will? Aspects of the structures or environments in which we currently work?  Identify the action steps you can take to address these barriers and the support you would need. −Any formal learning they need −How you might seek practice opportunities for them −How you might build in opportunities to reflect on their learning

27. 26 ©2015 U.S. Education Delivery Institute Group Discussion: Supporting each other in the work  What are the next steps we need to take to support each other in making these changes?  How can DEL support you (implications on next sessions, coaching support)?

28. 27 ©2015 U.S. Education Delivery Institute Today’s agenda TimeSession 12:30 – 12:50Cohort check-in 12:50 – 1:20Helping Our Colleague: Problem of Practice Exercise 1:20 – 1:40Understanding principles capacity building 1:40 – 1:55Break 1:55 – 2:40Applying principles capacity building 2:40 – 3:50Understanding our immunity to change 3:50 – 4:00Session close

29. 28 ©2015 U.S. Education Delivery Institute Today’s agenda TimeSession 12:30 – 12:50Cohort check-in 12:50 – 1:20Helping Our Colleague: Problem of Practice Exercise 1:20 – 1:40Understanding principles of capacity building 1:40 – 1:55Break 1:55 – 2:40Applying principles of capacity building 2:40 – 3:50Understanding our immunity to change 3:50 – 4:00Session close

30. 29 ©2015 U.S. Education Delivery Institute In November we will focus on influencing with authority Workshop DateTopicContent Aug 25Giving and receiving feedback and coaching others (Part II) Strategic thinking, planning, and problem-solving ■ Leading teams towards results, structuring outcomes-oriented routines Sept 9Team leadership and management (Part I) ■ Effective meetings, meeting and workshop design Oct 19Team leadership and management (Part II) ■ Facilitation, building capacity, team building Nov 16Influencing without authority ■ Establishing a brand, negotiation, building relationships Dec 14Communication ■ Emphasis on internal: structure and synthesis; stakeholder engagement Jan 26Self-assessment and program reflection ■ Reflect and assess on progress ■ Share “capstone” project lessons learned

31. 30 ©2015 U.S. Education Delivery Institute Expectations for next time… Between now and the November workshop: Collaborate with your peer mentor(s): 1.Schedule a meeting to check in our your focus project progress – what movement have you made to address your individual development goal(s)? 2.Carve out time to give each other feedback Reflect on your “desired change” in others and consider whether and how you can operationalize the plan you developed for them Reflect on your own “desired change” (via ItC exercise) and consider whether and how you can operationalize it

32. Thank You @EdDelivery www.deliveryinstitute.org