1. Leadership concepts/theories
Wednesday, 28th November 2018
Leadership concepts/theories

2. Very few people and very few organizations can clearly articulate Why they do what they do. Why is a purpose, a cause or a belief. It provides a clear answer to the questions, “Why do you get out of bed every morning?” “Why does your organization exist?” and “Why should that matter to anyone else?”
Making money is NOT a Why. Revenues, profits, salaries and other monetary measurements are simply results of what we do.
The Why is about our contribution to impact and serve others. The Why inspires us.

3. The outside of the brain is the Neocortex, which corresponds with the What level of The Golden Circle. The Neocortex is the newest brain or Homo Sapien brain. It is responsible for all rational and analytical thought and language.

4. The middle two sections, the How and Why, of The Golden Circle make up the Limbic Brain.
The Limbic Brain is responsible for all feelings, like trust and loyalty. It is also responsible for all human behavior and decision-making, yet it has no capacity for language.

5. What do you care about? Why do you lead?
Very few people and very few organizations can clearly articulate Why they do what they do. Why is a purpose, a cause or a belief. It provides a clear answer to the questions, “Why do you get out of bed every morning?” “Why does your organization exist?” and “Why should that matter to anyone else?”
Making money is NOT a Why. Revenues, profits, salaries and other monetary measurements are simply results of what we do.
The Why is about our contribution to impact and serve others. The Why inspires us.

9. Leadership Concepts & Theories
Miss Aimee Mitchell
Headteacher – Isca Academy

10. Change Management
Six Secrets of Change – Fullan, 2008

11. What is Change? New materials New behaviours / practices / systems
New beliefs and understanding
New personnel and roles

12. Change Insights The implementation dip is normal
Behaviours change before beliefs
The size and prettiness of the planning document is inversely related to the quantity of action and student learning
Shared vision or ownership is more of an outcome of a quality process than it is a precondition
Feelings are more influential than thoughts

13. Change Savvy Leadership
Careful entry into the new setting
Listening to and learning from those who have been there longer
Engage in fact finding and joint problem solving
Carefully (rather than rashly) diagnosing the situation
Forthrightly addressing peoples concerns
Being enthusiastic, genuine and sincere about the change circumstances
Obtain buy-in for what needs to change
Developing a credible plan for change

14. Secret One: Love your Employees
Focusing on, all staff, students and the community through:
Shared goals
Shared knowledge
Mutual respect
Frequent and timely communication
Problem – solving communication
Leadership challenge – How do you create this?

15. Secret Two: Connect Peers with Purpose
Purposeful peer interaction within a school is crucial. Student learning and achievement increase substantially when teachers work in learning communities supported by school leaders who focus on improvement.
Knowledge sharing
Friendly competition
Fostering identity
Forces peers to explain practice

16. Secret 3: Capacity Building Prevails
Capacity building concerns competencies, resources and motivation. Individuals and groups are high on capacity if they possess and continue to develop these three areas.
Non-judgmentalism vs judgmentalism
Fear prevents acting on knowledge
As a leader:
practice non-judgmentalism when giving feedback
practice non-defensiveness when you are receiving feedback

17. Secret 4: Learning is the work
The culture of the school needs to support the day to day learning by teachers, engaged in improving what they do in the classroom for the students.
Personalisation
Precision
Professional learning (CPD)
MORAL PURPOSE

18. Secret 5: Transparency Rules
Data / QA
Non-judgmentalism
Support and Guidance
School Improvement

19. Secret 6: Systems Learn Confident in the face of complexity
Open to new ideas
Creating future leaders and therefore sustainable systems
Create certainty through wisdom
Be comfortable with being uncomfortable

20. Ideas in Practice In pairs (discuss) –
Consider where have you seen change management in action within your school?
Share your examples
Can you identify any of the 6 secrets in what happened?
Can you reflect on an example of change management that was not successful?
Why do you think this was? What was missing?

21. Emotional Intelligence Daniel Goleman

22. Self-awareness Emotional self-awareness Accurate self-assessment
Read and understand your emotions and the impact they have on others
Accurate self-assessment
Realistic evaluation of strengths and limitations
Self-confidence
positive, strong sense of self worth

23. Self-management Self-control Transparency Adaptability
Disruptive emotions and influences under control
Transparency
Maintaining standards of honesty and integrity
Adaptability
Flexibility when faced with changing situations / obstacles
Achievement orientation
Having the drive to meet an internal standard of excellence
Initiative
Readiness to seize opportunities and act

24. Social awareness Empathy Organisational awareness Service orientation
Understanding others and taking an active interest
Organisational awareness
Read the currents of organisational life, build decision networks and navigate politics
Service orientation
Recognising and meeting customers needs – social responsibility

25. Social skill / Relationship management
Visionary Leadership
Developing Others
Influence – with integrity
Change catalyst
Conflict management
Teamwork and collaboration

26. Ideas in Practice In pairs (discuss) –
Identify a leader within your school that you respect and admire
Which behaviours do they demonstrate in their practice that fall within the 4 areas of emotional intelligence?
Individually (As homework) –
Can you identify your areas of strength and your areas for development in terms of the 4 areas of emotional intelligence?

27. Leadership Styles Daniel Goleman

28. Leadership Styles Daniel Goleman

29. Ideas in Practice In pairs (discuss) –
Identify a leader within your school that you respect and admire
Which behaviours do they demonstrate in terms of leadership styles?
Do they demonstrate more than one style in their practice? If so why do you think they change their style?
Can you describe the impact on you / staff when a leader adopts particular styles of leadership?
Individually –
Can you identify your style of leadership?
Do you have more than one?
Do you think others would perceive your leadership style(s) in the same way that you do? If not why not?
Why not try the 360 activity with some of your colleagues – Leadership Matters

31. Building Your EQ 31 Pritpal
Outline your objectives for the day which are:
To listen to our customers
To consult with key stakeholders on the future of the strategy
To gain ideas and impetus to aid us in the shaping the next 2 years of strategy up until 2008 and beyond….
Source: Goleman 31

34. Talk to each other about apples

36. What would you do if a friend in crisis asked you for your help?
Have a discussion
What would you do if a friend in crisis asked you for your help?

37. Playing to strength, managing difference

39. How do you approach getting ready to go on holiday?
Going on holiday
How do you approach getting ready to go on holiday?

40. Playing to strength, managing difference

42. Predisposition doesn’t need to define us
We do not have to be a product of our genes or our experiences. We can be what we choose to become.
Carl Jung