Crucial Conversation . Conducting Learner-Focused Conversations with Teachers Session 1: Planning the First Conversation Source: Crucial Confrontations.

Crucial Conversation . Conducting Learner-Focused Conversations with Teachers Session 1: Planning the First Conversation Source: Crucial Confrontations by Kerry Patterson Facilitated by: Upon opening please “Save As” with a different date at the end (if you might make any changes) Please hide slides that you choose not to use (rather than deleting the slide) This workshop takes about 2.5 hours …the point is to provide time for them to plan, think about actual conversation, and consider options for closure. Make your explanations and stories brief …walk around and ensure they are making thorough notes. Be sure to inform participants that they are expected to purchase the book Crucial Confrontations by Kerry Patterson SEE SLIDE 11 – describes major focus of workshop SEE SLIDE 16 – critical explanation of the six influences (facilitator must prepare sample stories) SEE SLIDE 31 – this is hidden because groups rarely have sufficient time for the role play (three rotations)

Crucial Conversation Conducting Learner-Focused Conversations with Teachers
Opening Activity On your own read Learning Guide p.2 Definition: Underline 3 significant words Survey: Be honest with yourself Mark your survey responses Add up your score How are you doing? This slide may be used as participants are coming into the room (like a bell ringer activities or beginning of class activity in a classroom) Or skip this slide Or skip that page in the participant learning guide

Welcome & Introductions
Superintendent Welcome Why the workshop is important Facilitator Overview Agenda Enduring Understandings Guiding Questions Targeted Objectives Introductions Replace the headings with the name of the superintendent (if appropriate) and facilitator(s) Facilitators may use ONE or more of the perspectives to overview the workshop (delete items you not using/addressing). It is recommend that the agenda or guiding questions or targeted objectives be POSTED (for reference throughout the workshop) It is recommended that the facilitator introduce him/her self and provide a short professional background

Today’s Agenda Participants will… Preplan a crucial conversation
Identify sources of influence which shape the nature of conversations Simulate a conversation Plan effective closure ?Practice a conversation in triads? The major point of emphasis for this workshop is that effective conversations MUST be pre-planned. The biggest mistake that leaders make is that they go into the conversation without anticipating outcome, push-back, and/or side tracking issues. It takes time to think through all of those things. The major focus of this workshop is to guide participants through the preplanning process. One significant part of the preplanning process is to apply the “Sources of Influence” to that person. We will discuss this concept and you will be challenged to be prepared to improve capacity or motivate willingness. You prepare both, but only apply one. More on that later. In simulating a conversations you will make notes as if you are talking to the person, so that you can script your possible responses. The absolutely most significant aspect of a crucial conversation (after having it) is the closure. Closure focuses on accountability. If we have time we will place participants in triads, and role play the planned conversation. (This takes a significant amount of time, and therefore is rarely a part of this workshop. The observation form is provided in the participants learning guide in case participants chose to observe one another on their own.)

Proposed Norms & Expectations
Stay focused and fully engaged no competing conversations please Participate to grow share openly and monitor your listening Be a learner create your own meaning and application Get your needs met ask questions that benefit the group personal questions on breaks Housekeeping silence cell phones handle business later share ONE point …then next person Introduce today’s proposed norms FACILITATOR: you may want to add some explanation Emphasize “Share ONE point …then next person” this norms allows everyone to have opportunities to add to the dialogue. Each person will share just one idea at a time. No one person dominates After a brief discussion ….ask group to raise their hands to indicate that they are willing to accept the proposed norms for today.

Effective Conversations?
In your past experience, think of a time when you received feedback that was focused, helpful, and welcome? What made it helpful? List at least 3 items Share with your elbow partner FACILITATOR: Ask each participant to identify ONE specific incident when they received helpful feedback. (if you do not emphasize putting themselves back into that moment participants may provide vague answers, and being in that moment typically generates emotional responses.)

Difficult Conversations?
What are some difficult conversations you have had? Are there any difficult conversations which you know you need to have? Is there a staff member in your school, where classroom performance does not meet expectations? What stops YOU from having the difficult conversations? Pose each question (one at a time) NOTE – the next slide provides research-base answers to the last question It is recommended that you ask participates to make notes as you go through the questions. If the group is small enough ask people to share (for each question) Another option is to ask them to pair with a partner on each question

Some Common Reasons Uncomfortable with possible reaction of the teacher during the conversation. Worried that things will get worse and/or negative impact on relationship Fear of reaction of staff and/or other unintended consequences Cannot find the time It is a friend These Common Reasons come from the results of several survey studies on “difficult conversations” Read each item – pause – You may want to ask the rhetorical question: Ever felt that way?

Session 1 Segment 1 Guiding Questions:
What do I need to consider before I engage in the conversation? How do I master my internal issues/perspectives related to the problem to be addressed? How do motivation & capacity play into the issue and solution?

Crucial Conversation Model
Choose What and If Master My Stories BEFORE Work on Me First New Problems Refocus on the Original Problems Make It Safe Fear? Stay Focused & Flexible Describe the Gap Make it Make Motivating It Easy DURING Confront With Safety POP This is the model from the book “Crucial Confrontations” Today’s workshop will focus on before, during, & after core concepts (or big ideas) as represented on the left-side We will lightly touch on the items on the right-side, but participants are expected to purchase and read the book in more depth regarding how to stay focused and flexible during the conversation. Move To Action AFTER Agree On a Plan Follow Up

Work on Me First Application
Choose a teacher that knows you and with whom you have a positive relationship Will he/she practice with you? Take out a blank graphic organizer and two blank sheets of paper for making notes Getting Started… Put his/her name in the organizer Identify the INSTRUCTIONAL issue YOU MUST HAVE NOTES USING PAST CRUCIAL CONVERSATIONS TO PROVIDE SAMLES OF EACH STEP. It is strongly recommended that you create a file (WORD) with your notes, print it and have it with you during the presentation. (without your thoroughly thought out examples, the workshop will be less effective) Participants must understand that they are going to prepare for this first FRIENDLY conversation by making notes and scripting several things. You will guide them through the process step-by-step. The point is, when learning a new strategy the participant should not try to take on the toughest situation immediately. Get some practice and learn to be comfortable in the strategy first. If you are working with a School Leadership Team have them talk within school – no duplicate teachers

Work on Me First Deciding What to Confront
Think C P R Describe Content, Pattern, Relationship Consider intent & consequences Identify what you do and do not want for yourself, the other person, and the relationship. Each of these concepts should be considered and notes made about each. It is critically important to be as thorough as possible now in brainstorming, but later you will select 2-4 most significant items and become as concise and accurate as possible. Content Describe Problem (stick to the facts) …Joe Friday from Dragnet or Cho from Mentalist may be good examples Pattern Cite Observations & Frequency …where do the facts come from – classroom, lesson plans, etc; and how often is it observed Relationships Describe Impact on Others …impact on students, other teachers, grade/dept, and/or relationship with you Consider Intent and Consequences – What do you think is the intent of the person? Are they purposefully or naively not doing what you expect? What do you think are the consequences? Poor learning, negative impact on school scores or school culture, hurting their reputation, hurting school reputation, impacting their relationship with students, teachers, and/or you. Identify what and what not

Work on Me First Deciding IF to Confront
Based on C P R consider the following: Is my conscience nagging me, and therefore I know I need to speak up? (I really cannot choose the comfort of silence.) Is speaking up in the best interest of children? Is this an individual or school issue? Will the school culture support my effort to speak up on this issue? Do I want to lead? SAY: Now that you have thought through the details that define the issue …is it worth continuing forward and engaging in the crucial conversation. In other words, now that I have analyzed and interpreted the data do I think this issue is worth confronting the teacher? Individual or school issue …if it is a school issue STOP. You need to resolve the school issue by working with all staff. You cannot confront one person about a school-wide issue. You will loose credibility and you will not be able to one accountable while others continue. If the school knew about this crucial confrontation would they support your stance? If not, you may need to work on the school culture FIRST, or work on communicating expectations to all staff and seeking feedback to document support. You can move forward with the conversation, but you have to work on school culture at the same time.

Work on Me First Master My Stories
Reflect on the rest of the story: Why would a reasonable, rational, decent person behave that way? What role are you playing in this problem or scenario? SAY: Here are two critically important questions. 1 – you need to put yourself in that persons head and try to understand why they are behaving that way Consider at least 3 things that might be in their head! Also, think about the systems, structures, processes, and resources impacting that teacher. Frequently, human behaviors result from systems, structures, and processes that are in place or were in place (has the person changed as the school has changed?) or they do not have or did not have resources they thought they needed, so they learned a different way of “doing” 2 – you need to look in the mirror and HONESTLY assess how your past actions or past lack of action has impacted the situation. Have you explicitly communicated the expectation or way of “doing”? Do you need to give them permission to let go of the “old way of doing”?

Research: FIVE reasons people don’t do what they are supposed to do…
Unaware: They don’t know what they are supposed to do or think they are doing it. Unskilled: They don’t know how to do it. Unwilling: They don’t know (or believe) why they are to do it Unshared vision: They think something else is more important (other priorities) Unaccountable: There are no consequences for not doing it implied acceptance Research indicates that people do not “do their job” at work because of one or more of these reasons. If they are unaware …STOP …look in the mirror …communicate your expectations to all staff at least 3 times We will focus on helping the unskilled and unwilling through our crucial conversation.

Look at the SIX sources of influence: Motivation Capacity Motivate Enable Self Pleasure & Pain Strengths & Weaknesses Others Praise & Pressure Helps & Hindrances Things Carrots & Sticks Bridges & Barriers See participant learning guide Explain that each person’s source of influence comes from self, others, or things. People need to be motivated because they are unwilling or they need to be enabled because they are unskilled. IN ONE CRUCIAL CONVERSATION YOU MUST FOCUS ON ONE OF THE SIX (you cannot apply multiples, it creates mixed messages, and it is not conducive to accountability – too many options) The Learning Guide provides guiding questions from one perspective, BUT I’m going to provide some more guiding questions from a slightly different perspective on the next few slides. Think carefully about the questions on the slides, and skim and consider the questions on the handout (if you want) …make notes about your expectations relevant to the person with whom you are planning to conduct the crucial conversation. During the explanation of these six sources influences let’s set aside our planning for the one conversation (we will come back to that focus shortly). Let’s discuss the sources of influence by working across each row. As we discuss each source of influence, I want you to think of at least ONE classroom teacher that you think is influenced through that source (this will help you picture each source of influence and will be useful later). PROVIDE EXPLANATION OF EACH SOURCE OF INFLUENCE Facilitator needs to read slides (and the participant learning guide) carefully/thoroughly before the workshop. Facilitator needs to be prepared to provide an example of each source of influence (tell a story about a specific person) CRITICAL EXPLANATION TO PARTICIPANTS: YOU CANNOT ASSUME WHICH SOURCE OF INFLUENCE IS MOST INFLUENTIAL, SO YOU MUST KNOW THEM ALL AND PREPARE FOR EACH TO BE RELEVANT DURING YOUR CONVERSATION. This is why we had you attach a name to each, this will help you remember each source of influence by connecting it with the behaviors of an individual teacher. IF you thought the person was being influenced by one source and “uncover” during the conversation that it is another …you will be ready to shift. This planning is critical preparation …unfortunately too often administrators start the conversation unprepared or without considering how this sources of influence may be impacting the problem and may impact the potential solution. AFTER PRESENTING AN EXPLANATION OR EACH OF THE SIX SOURCES OF INFLUENCE (and making sure the participants wrote a persons name for each)… NOW, back to our focus on preparing for that one conversation Identify which source of influence you think “fits” that person relevant to unskilled and unwilling. Decide if you think it is primarily unskilled or unwilling. To help you in deciding I’m going to pose several questions for you to consider relevant to that person. As I go through the next 3 slides, please make notes on your graphic organizer to prepare for that crucial conversation.

SELF: Are the beliefs of the individual congruent with the desired behaviors/expectations? What are the strengths of the individual, and how can they help address this issue? What other barriers may exist? What are the weaknesses of the individual, and how are they influencing this issue? If the expectation exposes a weakness, what can be done to improve it? Read the first question, then allow participant to read & think on their own (may opt to ask then to consider …and just read the word in red)

OTHERS: Is the reward system aligned with desired behaviors? Or is it rewarding undesired behaviors? Do others support the desired behavior? Or do they provide pressure against it? Do the behaviors of others help or hinder the teacher in meeting expectations?

THINGS: What incentives exist? Does doing the wrong thing bring them positive attention or easier assignments? What are the negative consequences? Are there policies, procedures, or structures that make desired behavior difficult? If another person does this well, how can that person support him/her? What else can provide a bridge?

Work on Me First Application
Pair Share… Discuss the following items (BE BRIEF) What Instructional Issue Content (facts) Source of Influence prediction… Unwilling – motivation needed Unskilled – Capacity needed We want them to talk & share BUT there just is not enough time to let them discuss all of their notes. So the point is to focus participants on CONCISELY stating THREE things INSTRUCTIONAL ISSUE (what they wrote under the persons name) CONTENT (C in CPR) Just the Facts Unskilled/Motivation need or Unable/Capacity needed Recommend 3 minutes per person for pair share

Crucial Conversations Model
Choose What and If Master My Stories BEFORE Work on Me First New Problems Refocus on the Original Problems Make It Safe Fear? Stay Focused & Flexible Describe the Gap Make it Make Motivating It Easy DURING Confront With Safety POP Just let participants know we are moving from preparing for the conversation to the actual conversation …how to guide the conversation This is the model from the book “Crucial Confrontations” Today’s workshop will focus on before, during, & after core concepts (or big ideas) as represented on the left-side Because we do not have a 3-hr workshop to provide you with all of the strategies in the book, we are not going to spend much time discussing the right-side of this model, but suffice it to say …during the conversation you need to recognize and note new problems; maintain or refocus on the original problem (many people deflect feedback by bring up other issues); make it a safe, comfortable, and open conversation for the other person and you; and recognize fears that come up and dissipate the fear back to safety Move To Action AFTER Agree On a Plan Follow Up

Confront with Safety Guiding Question
What do I need to do to keep the conversation safe, focused, and productive for both parties? The book “Crucial Confrontation” provides many details, specific strategies, and advice regarding this concept of “Confront with Safety” Today’s workshop presents only the core concepts. For more information please purchase the book and read that section thoroughly.

Confront with Safety Describe the Gap
Let’s return to our planning INDIVIDUALLY make notes as though the conversation were happening right here! Imagine that person is sitting next you, and let’s anticipate what might happen

During the conversation…
Effective feedback must focus on enabling or motivating the person to “DO” (take specific action) WHAT …the specific action WHY …the data that supports the need for this action (GAP) HOW & WHEN …the agreed-upon plan of action with deadlines SAY: This is intended to remind you about effective communication. Effective communicators always discuss what, why, how, & when. The same is going to be true during your crucial conversation. Additionally, you must narrow your focus to enabling or motivating … ONLY ONE (if you talk about both you weaken your point, it requires double the evidence, and you loose your strong position of accountability in the end)

Confront with Safety Describe the Gap
Describe the expected Describe the observed Just the facts Use contrasting to establish clarity State what you do and don’t mean Maintain Mutual Respect On your paper … write a concise statement of your expectation (what “doing” is expected). It must be concise. 1-3 sentences. write a concise statement about what you have observed (focus on content, but you may include patterns & relationship). It must be concise. 1-3 sentences. What do you think might come into this person’s mind …a possible misinterpretation of your intended message provide a contrasting statement by stating what this is NOT restate the expected in a different way (you cannot use the same words …try to avoid misinterpretation) Be sure that there is a mutual respect. Check for fear. Ensure safety. Check for deflection of the message. This should take 2-5 minutes. IF YOU ARE NOT CONCISE OR PROVIDE TOO MUCH INFORMATION … you are likely to confuse the person

Confront with Safety Give Time to Process
Give him/her time to talk Ask open ended questions Listen respectfully Identify differences Uncover misinterpretations Establish Mutual Purpose Find Common Ground (beliefs, goals, etc) Maintain Mutual Respect SAY: You know what you were going to talk about. You spent time preparing and anticipating the direction of the conversation. Now it is that persons turn to talk. Ask open ended questions that engage them in talk about the issue Always bring it back to the issue (avoid side steps) Ask open ended questions so you “hear from that person” that the “description of the gap” was heard/received accurately (uncover misinterpretations) Identify similarities & differences relevant to yours’ and that persons’ perspective, beliefs, etc YOU MUST CONTINUE THE OPEN DIALOGUE AT LEAST UNTIL YOU HAVE FOUND COMMON GROUND Only go to the next step once you have found something relevant to the issue that you both agree-upon (and is helpful) WITHOUT COMMON GROUND OR MUTUAL PURPOSE …THERE WILL NOT BE AN AGREED-UPON SOLUTION THAT THE PERSON WILL “DO”

Confront with Safety Move to an agreed-upon solution
Make it Motivating Make it Easy Consequences motivate (+ or -) Match consequences to the situation or circumstances Pop the question to check to see if willing Explore root causes Make it possible with training, coaching, etc Pop the question to check to see if able Say the dialogue continues until you have common ground AND you are sure that the issue is either unwilling – so need to work on motivation unskilled – so need to work on developing capacity Close this dialogue portion of the meeting with ONE of these strategies Discuss consequences (carrot or stick) Explore needs (bridges or barriers) YOU MUST POP THE QUESTION AND YOU MUST GET A “YES” … DO NOT MOVE ONE UNTIL YOU HAVE A YES If you need to cycle back to the beginning of the conversation (Describe the Gap) …do so If you need to ask more directed questions (or be more assertive) during the open dialogue …do so If you need to re-schedule to continue the dialogue another …do so

Crucial Conversations Model
Choose What and If Master My Stories BEFORE Work on Me First Stay Focused & Flexible New Problems Refocus on the Original Problems Make It Safe Fear? Describe the Gap Make it Make Motivating It Easy DURING Confront With Safety POP Move To Action AFTER Agree On a Plan Follow Up

Move To Action Guiding Question
How do I close the conversation with clear expectations and established accountability measures for both parties?

Move to Action Make a Plan: Who does What by When
Follow-up (be specific) Put it on your calendar right then! Multiple sources of research about accountability indicates that holding a person accountable begins with clarity regarding the expectation and clarity regarding follow-up. The simplest way to achieve this clarity is to discuss AND WRITE DOWN who does what by when. This must be specific, must name each person involved, and list exact what each person does and the deadline of each action. ALL OF THAT MUST BE WRITTEN DOWN AND AGREED-UPON ALL OF THIS MUST BE PLACED ON EVERYONES CALENDAR Most importantly, there most be a date/time established for a follow-up meeting during which each/all items will be reviewed and evaluated against the expected “doing”

Application …IF TIME In triads... Choose your role:
Principal, teacher, or observer Observer will use “Guide” to note the implementation of critical components Debrief the triad practice What was done well? What was missed? Slide is hidden because groups rarely have enough time to do the role play (it takes at least 30 minutes, probably closer to an hour, for three rotations)

Debrief How is this process similar to or different from your past experiences? Research indicates that the lack of crucial conversations results in a lack of accountability. How might this strategy help you to hold staff accountable for agreed-upon priorities?

Report Back What was the result of your crucial conversation?
Assess Implementation How well plan was followed Discuss … Most effective part of plan Action Plan & Follow-up How effective was the conversation? …RESULTS If there is not a follow-up or 2nd meeting …HIDE THIS SLIDE OR EXPLAIN HOW THEY CAN DO THIS & ORID ON THEIR OWN Explain that they are to bring today’s notes… because they will be asked to assess how well they followed the notes. What deviation occurred and why? What do they follow explicitly/well? What new challenges came up? Explain that they will be asked to discuss the most effective part of their plan, and how effectively they facilitated the “Move to Action” MOST IMPORTANTLY WE WILL DISCUSS THE RESULTS AFTER THE CONVERSATION (what changed?)

Clarifying Your Report Back
In pairs, discuss the following… What is the result that you expect to report after the crucial conversation at our next meeting? Observable Measureable Reasonable

Wrap-Up Participant Feedback form Thank You!

Crucial Conversation . Conducting Learner-Focused Conversations with Teachers Session 1: Planning the First Conversation Source: Crucial Confrontations.

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Crucial Conversation . Conducting Learner-Focused Conversations with Teachers Session 1: Planning the First Conversation Source: Crucial Confrontations.

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Presentation on theme: "Crucial Conversation . Conducting Learner-Focused Conversations with Teachers Session 1: Planning the First Conversation Source: Crucial Confrontations."— Presentation transcript:

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