1. Leading teams: Understanding ourselves and understanding others Alison Smith Director School Leadership Coaching and Consultancy “Step up to your leadership edge…” EAAPA Seminar 7 June 2007

2. When relationships improve, things get better. If they remain the same or get worse, ground is lost. Thus leaders must be consummate relationship builders with diverse people and groups – especially with people different than themselves (Fullan, Leading in a culture of change, 2001).

3. Social styles activity Total A Total B 5 8

4. Social styles activity DCBA Record your each of your four ‘scores’ by marking an X on the appropriate axis. The four Xs will then be used as boundary markers for a rectangle. X X XX More fast-paced More slow-paced More people oriented first More task oriented first

5. Social styles activity DCBA A n a l y t i c a l E x p r e s s i v e D r i v e r A m i a b l e LogicalThoroughSeriousSystematicPrudentIndependentCandidDecisivePragmaticEfficient CooperativeSupportiveDiplomaticPatientLoyalOutgoingEnthusiasticPersuasive Fun loving Spontaneous (Bolton & Bolton, 1996)

6. Social styles activity DCBA A n a l y t i c a l E x p r e s s i v e D r i v e r A m i a b l e Methodical Attends to detail CarefulSolitaryCalmThoughtful A planner Likes procedure FocusedDecisiveEfficientSelf-disciplined High expectations IndependentDirective Monitors goals NurturingSupportiveConsultative Shares success HelpfulCollegial Good listener AdaptableTalkativeEnthusiasticEnergetic A visionary CreativeSpontaneousEncouraging Appears confident (Bolton & Bolton, 1996)

7. What motivates each style? DCBA A n a l y t i c a l E x p r e s s i v e D r i v e r A m i a b l e SecurityAchievement AcceptanceRecognition

8. What does each style focus on? DCBA A n a l y t i c a l E x p r e s s i v e D r i v e r A m i a b l e Task- oriented Results- oriented Teamwork- oriented Ideas- oriented

9. What happens when each style becomes defensive? DCBA A n a l y t i c a l E x p r e s s i v e D r i v e r A m i a b l e WithdrawOver-analyse Passively resist Suggest delays Be aggressive Be dictatorial Be sarcastic Take over Cry Over- apologise Talk to others Put self down SulkExplode Walk out Argue

10. Our natural tendencies are: To ‘avoid’: To avoid ‘difficult’ situations To avoid unpleasantness AND/OR… To ‘control’: To win (and not lose) To dictate the outcome (Piggot-Irvine & Cardno, 2005)

11. We need to: Increase valid information for all: Share control by exposing information Share responsibility for solutions Disclose the information we have Disclose our views Acknowledge and manage emotion (Piggot-Irvine & Cardno, 2005)

12. Then: Enhance freedom of informed choice Treat our views as hypotheses needing to be checked Check views of others Check assumptions Check perceptions Acknowledge and manage emotion (Piggot-Irvine & Cardno, 2005)

13. And finally: Gain commitment to monitored solutions Seek shared solutions Plan collaboratively to achieve a solution Monitor the solution together Acknowledge and manage emotion (Piggot-Irvine & Cardno, 2005)

14. 3 Inform Illustrate Inquire and manage emotion… (Piggot-Irvine & Cardno, 2005) e

15. Productive dialogue steps: STEPSPROMPTS 1. STATE YOUR CONCERN [inform - say what you think] Do not ask questions – give information and be forthright. Do not ease in or give mixed messages. 2. STATE THE REASONS FOR YOUR CONCERN [illustrate - say why you think it and be open about how you feel] Explain your reasoning. Give examples and evidence. Provide information that reveals why you think/feel this way. 3. GET REACTIONS [inquire - check what others think and feel and deal with emotions] Seek – ask for information. Be observant and listen carefully. Your questions should encourage others to share their views. 4. SUMMARISE SHARED UNDERSTANDING OR NEED FOR MORE INFORMATION Check for agreement of perceptions, facts and understanding of the concern. Paraphrase views, be patient and prepare to try again. REPEAT STEPS 1 – 4 IF NECESSARY BEFORE MOVING ON Common views of complex problems are seldom arrived at quickly. Keep circling through steps 1 – 4 above. This allows new information to be valued. 5. JOINTLY SUGGEST AND EVALUATE SOLUTIONS Do not be impatient to reach this point. Clarification of the concern is paramount. You are not expected to provide a solution alone. 6. DECIDE TOGETHER ON A SOLUTIONSolutions need to be evaluated by both parties to ensure that they will meet both organisational and interpersonal goals. 7. AGREE NEXT STEP AND PLAN JOINT MONITORING Long-term solutions will require regular monitoring and continuing communication about concerns and change. Commitment needs checking.

16. 4 ways forward for leadership (Dinham & Scott, 2007) Uninvolved leadership Leadership by abrogation Little positive impact Overwhelmed by administrivia Staff left to their own devices Little feedback and recognition Low standards and expectations Values and norms of the school unclear Reactive and drifting

17. Authoritarian leadership Demanding and expect compliance Based on obedience and respect Little negotiation and consultation Focus on procedures rather than people Extrinsic motivation prominent Control, consistency & order important High degree of dependency on the leader

18. Permissive leadership The reverse of the authoritarian leader May find it difficult to be decisive Lack direction and accountability Standards and expectations unclear, contradictory, too low “Slackness” exploited by some staff Happy? But at the expense of progress

19. Authoritative leadership Responsive warm & supportive Sensitive to individual needs; inclusive Good listeners Collaboratively build consensus & commitment appropriately Clear expectations of others Set the example; a role model

20. Exercise authority appropriate Can be a team player, but knows when to act alone Students and learning are at the centre Give timely, appropriate feedback Emphasis on professional development Visionary, innovative, empowering, challenging, strategic