1. For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett

2. Session two Effective communication Challenging conversations Strategies for working one to one

3. Effective communication Ability to engage and interact with different people/audiences in various contexts for a range of purposes resulting in positive outcomes Various contexts; one to one, small group, large group, presentations, formal and informal settings A range of purposes; professional learning, providing feedback, problem solving, providing information, mediation,......

4. It is not easy to really listen Handout; How to listen actively What gets in the way of effective listening? a poor relationship base a history of conflict one’s state of well-being time pressure/competing demands pre-conceptions/making assumptions clash of values/beliefs

5. As a leader you need highly developed listening and speaking skills Listening skills; active listening, ability to empathise, ability to focus,ability to process and integrate, skills at clarifying Speaking skills; clarity of purpose/intention, ability to be clear and concise, responsiveness to one’s audience, skills at initiating conversation

6. Challenging conversations What makes them so challenging? Is it the person/the people? Is it the content? Is it the setting? Is it the outcomes we expect? Is it the consequences we fear?

7. What are your challenging conversations? From the past; why were they challenging and how did you handle it, outcomes For the future; conversations you need to have

8. So many conversations You will have conversations where it is your role to challenge people about how they are doing things in order to foster a focus on continuous improvement in outcomes for students You will have conversations that are difficult to have because some things are hard to talk about and some people are hard to talk to

9. Difficult conversations A difficult conversation is anything you find hard to talk about Anytime we feel vulnerable or our self esteem is implicated, when the issues at stake are important and the outcome uncertain, when we care deeply about what is being discussed or about the people with whom we are discussing it, there is potential for us to experience the conversation as difficult Most of us have conversations we dread and find unpleasant, that we avoid or face up to

10. The first dilemma Avoid or confront If we avoid; feel taken advantage of, feelings will fester, miss opportunity to improve things If we confront; things could get worse, may be rejected, attacked, hurt other person, damage relationship Is it important enough to act; try to reframe it as a learning conversation Need to manage fear and anxiety

11. Each difficult conversation has three features The what happened; what I/you did and didn’t do Avoid truth assumption; I’m right, you’re wrong; difficult conversations are about differing perceptions, interpretations and values, different stories Avoid the blame game; how did we each contribute to the problem Intentions; we assume we know the other person’s intentions when we don’t, we use the impact on us to judge intentions

12. The feelings; often at the core of difficult conversations, you need to express them and tune into the other person’s feelings

13. The identity conversation; conversation with ourselves about what the situation means to us and its impact on our self-esteem and self image, its about who we are and how we see ourselves Need to maintain your balance you will make mistakes; your intentions are complex; you are competent; you are a person of integrity

14. Moving to a learning conversation Instead of working to persuade and get your way, you want to understand what has happened from the other person’s point of view, explain your point of view, share and understand feelings, and work together to figure out a way to manage the problem going forward. In doing so, you make it more likely that the other person will be open to be persuaded and that you will learn something that significantly changes the way you understand the problem and see the solutions

15. Planning for a learning conversation A model described in ‘Difficult Conversations’ by Stone, Patton and Heen Handout and review A model from Viviane Robinson ‘Open to learning conversations’

16. Planning for a strategic conversation Handout; discussion A tool I use for preparing for a one to one conversation that may be difficult or challenging

17. One to one coaching Discussion of experience to date Some guidelines; handout

18. Constructive feedback Constructive feedback is information that calls attention to a practice or a problem or a potential problem Constructive feedback opens a door to learning, problem solving or other follow up action The key to giving and receiving constructive feedback is maintaining a spirit of mutual respect and learning

19. Purpose of giving constructive feedback Two key purposes; To improve teaching practice and build teacher capacity To build high performing teams and positive working relationships

20. Aims To assist a person in their learning journey To bring about change in behaviour To increase some behaviours and decrease others To promote new patterns of behaviour To solve a problem To improve work performance To foster teamwork

21. Activity At your tables brainstorm what you think are the important characteristics of constructive feedback Agree on the 3 most important of these Share these with the whole group

22. Effective feedback Is done in a way which is respectful and builds positive relationships Is timely and put in context Is private and confidential Is constructive and provides a way forward Is clear and focussed Is solution oriented

23. Beliefs People have a need to believe that they are okay People have the capacity to learn from their experiences Most people want to contribute and to be acknowledged Most people want to get better and better at what they do People benefit from a values driven workplace People thrive in an environment of high but achievable standards and expectations

24. Stages of skill development Unconsciously unskilled; unaware of lack of skill or knowledge Consciously unskilled; aware of need for learning of skill Consciously skilled; practice, feedback, learning phase Unconsciously skilled; mastery, part of skill repertoire

25. Guidelines for giving constructive feedback Prepare for the feedback discussion Focus the feedback on the performance/behaviour of the person not on personality issues Base the feedback on actual observations/experiences not on assumptions or inferences Use description rather than evaluation Be specific and concrete rather than general and abstract Focus feedback on the present or recent not the past

26. continued Share information rather than give advice Stay focussed and specific, don’t try to provide feedback on everything Try to provide alternatives/options rather than one best pathway Ensure suggestions are within the capabilities of the person, incremental changes, not huge leaps Get the person to summarise the main points of what you have said

27. Giving constructive feedback Pro-forma A framework for planning a one to one conversation with the purpose of giving constructive feedback Could be to do with teaching practice or professional standards or behaviour

28. A model for negotiation Handout and discussion

29. Guidelines for mediation Handout and discussion

30. Concluding comments