1. Lessons in leading from the Us Navy
Aine Gale, Simon White, Georgina Kinneir, Julian Morgan
Aine to introduce the session and the team.
Ask people to look inside of their WHF Values book to find the table number and move to their table groups.

2. What the book is all about (AG)
Creating a
LEADER:LEADER
Culture.
CONTROL, COMPETENCE, CLARITY
Aine – an outline of what the book is all about.

3. PART 1 - Starting Over (SW)
“Whatever sense we have of thinking we know something is a barrier to continued learning.” In your groups – what do you feel about this statement? Is this true of school improvement? “The assumption behind leadership, so fundamental that it becomes subconscious, is that there are leaders and there are followers. It was only after I cleared my mind of these preconceptions that I was able to see a truly better way for humans to interact.” In your groups – Do you agree with Marquet? If so, in what way is the LEADER:LEADER approach better in schools? Which fits better with the WHF values – LEADER:LEADER or LEADER:FOLLOWER? Why? Do you see it in practice?
Simon –

4. Practical strategies (SW)
QUESTIONING vs CURIOSITY
“Walking the ship, I would ask the crew questions about their equipment and what they were working on. They were sceptical about these questions initially. That’s because normally I would have been “questioning”, not curious. I would be asking questions to make sure THEY knew the equipment. Now I was asking questions to make sure I knew the equipment.”
In your group – could this approach have a positive impact in your school or department? Why?
Simon

5. PART 2 – CONTROL (SW)
“My primary focus when I assumed command of the Santa Fe was to divest control and distribute it to the officers and crew… we were going to deconstruct decision authority and push it down to where the information lived.”
But how?...
Find the genetic code for control and re-write it
Act your way to new thinking
Short, early conversations make efficient work
USE “I INTEND TO…” TO TURN PASSIVE FOLLOWERS INTO ACTIVE LEADERS
Resist the urge to provide solutions
Eliminate top down monitoring systems
Think out loud (both superiors and subordinates.)
Embrace the inspectors.
Simon

6. Practical strategies (SW)
I INTEND TO… “How proactive are senior managers and employees in your organisation? Re-wording our speech dramatically changed our level of proactivity.” “I intend to …. was an incredibly powerful mechanism for control. Although it may seem like a minor trick of language. We found that it profoundly shifted ownership of the plan to the officers.” In your groups –
Simon
How are the following two lists different? In what way could list two alter how you do things in your school?
I request permission to ….
I would like to …
What should I do about…
Do you think we should…
Could we…
I intend to …
I plan on…
I will…
We will…

7. PART 3 – COMPETENCE (SW)
“One of the two pillars that support control is COMPETENCE. Competence means that people are technically competent to make the decisions they make. Control by itself is not enough … we needed to strengthen technical competence.”
But how?
Take deliberate action
We learn (everywhere, all the time).
DON’T BRIEF, CERTIFY.
Continually and consistently repeat the message
Specify goals, not methods.
Simon

8. PRACTICAL STRATEGIES (SW)
DON’T BRIEF, CERTIFY
“A briefing is a passive activity for everyone except the briefer. Everyone else “is briefed.” There is no responsibility for preparation or study. It’s easy to just nod and say “ready” without any full intellectual engagement. Furthermore the some responsibility in participating in a brief is to show up. Finally, a brief, as such, is not a decision point. The operation id going to happen and we are simply talking about it first.”
“During a certification, the person in charge of his team asks them questions…At the end of the brief a decision is made whether or not the team is ready to perform the upcoming operation.”
“Certification shifts the onus of preparation onto the participants. All participants are active.”
In your groups – How could you change briefings into certifications? What are the possible benefits? How would that aid COMPETENCE?
Simon

9. PART 4 – CLARITY (AG)
As more decision-making authority is pushed down the chain of command, it becomes increasingly important that everyone throughout the organization understand what the organization is about (Marquet, 2012, p. 161). To achieve the goal of clarity, Marquet and his crew focused on these principles:
Achieve excellence, don’t just avoid errors.
Build trust and take care of your people.
Use your legacy for inspiration.
Use guiding principles for decision criteria.
Use immediate recognition to reinforce desired behaviours.
Begin with the end in mind.
Encourage a questioning attitude over blind obedience.
Aine

10. PRACTICAL STRATEGIES (AG)
Discuss in your groups what you think should be on the Do this side if following the leader- leader approach?
Aine

11. PRACTICAL STRATEGIES (AG)
Aine

12. LINKS TO WHF VALUES (AG)
Please look through the Little Green Book and discuss with your group how these values fit in with the leader-leader model.
As part of TWHF we have shared values which we are thoughtful about when we work together with our colleagues, our children and our communities.
Do we live these values and how do they relate to the leader-leader model?

13. CONCLUSION (SW) ISBN 978–0–241–25094-5
On your tables – Tell your group one thing that you are going to do as a result of coming to this presentation.
ISBN 978–0–241–
Simon