141107 leadership and organisational development

Enabling

Adaptive

Achieving

Leadership, Agility and Organisational Transformation

Key points of the session:

1. Leadership Pathways

2. Systems Leadership

3. Leadership Agility: Mindsets & Capabilities

4. Organisational Transformation

Leadership Pathways

Excellence and Innovation

Building educational cultures of innovation and impact

From Reactive to Creative Mindsets

From personal efficacy to collective efficacy

From personal to organisational best practice

• Personal Efficacy: the values, beliefs and attitudes for personal best practice.

• Collective Efficacy: people working together to create organisational best practice.

Building cultures of excellence and innovation

Builds Leadership Mindsets + Capabilities

Identifies individual leadership

needs

Ensures a personalised program of leadership

development

Engagement in leadership

courses and personalised

coaching programs

Participating in strategic

online learning communities

Achieving Leadership Credentials

Leadership Pathways for

students, staff & schools

Develops Systems Leadership

Achieving

Educational

Strategic

Organisational

Personal Efficacy

Adaptive

Interpersonal

Knowledge generation and learning

Communication and Inquiry

Culture and Community

Enabling

Self awareness

Self Regulation

Social Intelligence

Collective Efficacy

Moral Purpose

Systems Leadership – Efficacy Continuum

Integrates Leadership and Organisational Development

Achieving Leadership:

Developing Quality Leadership Capacity

Achieving Leadership

Developing Instructional Leadership Capacity

• Leading School Planning • Leading Evidence Seeking for Strategic Improvement

• Leading Standards for School Excellence • Leading an Accomplished Community of Learners • Leading a Culture of Engagement & Collaboration • Leading Organisational Innovation & Effectiveness • Induction Program • Leading the First 100 Days Coaching program

Adaptive Leadership

Innovation, Leadership

Resilience and Learning Alliances

Adaptive Leadership

Innovation, Resilience & Learning Alliances

• Leadership Catalyst • Breakthrough • Leading Transformation Mentoring

and Coaching program

Enabling Leadership

Developing sustainability & leadership legacy

Enabling Leadership

Developing Sustainability and Leadership Legacy

• Mentoring Coach Accreditation program • Systems Leadership Mentoring and

Coaching program

Provides personalised coaching

and leadership tools

Leadership Coaching Programs

ASPIRE

Because Leadership Matters

1. Leadership Pathways

Key benefits

Provides new opportunities for Leadership Credentials and Tertiary Qualifications

Evaluation tools to guide strategic decision making

Leadership and organisational development are integrated in one learning continuum

Leadership learning caters to a range of individual and school contexts

Inclusive leadership learning for teaching and non-teaching staff

A focused systems leadership strategy

Models of Leadership

• The trait model

• The situational model

• The management model

• The followership model

• The transformational model

Challenge: integrating the educational context

Importance of framing leadership

“However, it would seem that, within education, a fifth model is needed, one which links leadership with the ethics of educational

endeavour. This fifth model, a transformation or moral model, would argue that the concept of leadership should be linked to a concept of the

ultimate purposes of the school.”

(Mike Bottery)

2. SYSTEMS LEADERSHIP ‘System leaders’ care about and work for the success of other schools as well as their own. They measure their

success in terms of improving student learning and increasing achievement, and strive to both raise the bar

and narrow the gap (s).

They are willing to shoulder system leadership roles in the belief that in order to change the larger system, you

have to engage with it in a meaningful way.

Professor Emeritus, David Hopkins, author of Every School A Great School

It involves:

• Developing and leading successful educational and organisational improvements

• Acting as a curriculum innovator who develops and sustains best practice across the school system

• Building capabilities as a change agent to lead transformative change within the complex and rapidly changing local and global contexts of the 21C learning environment

3. Developing Leadership Mindsets & Capabilities

Mindset + Capabilities = Leadership Impact

• Mindsets - leadership style, self-awareness and organisational focus

• Capabilities - the practical skills, knowledge and expertise that educators need to lead curriculum development and implement Departmental priorities to quality standards

Systems Leadership – Efficacy Continuum

Enabling

Adaptive

Achieving

•Self awareness

•Self Regulation

•Social Intelligence

•Collective Efficacy

•Moral Purpose

• Interpersonal

•Knowledge generation & learning

•Communication and Inquiry

•Culture and Community

•Educational

•Strategic

•Organisational

•Personal Efficacy

Integrates Leadership and Organisational Development

Leadership Agility: Achieving to Enabling

• Achieving Are we doing things right? Here’s what to do – operational procedures or rules Focus on output and performance satisfaction 1-3 year timeframe

• Adaptive Are we doing the right things? Here’s why this works – insights and patterns Appreciates different perspectives 3-5 year timeframe

• Enabling How do we decide what is right? Here’s why we want to be doing this – principles and a greater motivation to contribute Drive to transform self and others 5-10 year timeframe

Leader know thyself Awareness Skills

Personal competence

(How we manage

ourselves)

Self-awareness

Emotional self-awareness

Accurate self-assessment.

Self-confidence

Independence, self-

supportiveness

Time competence

Self-actualisation

Independence

Adaptability/flexibility

Less impulsiveness, neuroticism

Work performance

Social competence

(How we handle

relationships)

Positive social attitudes

Empathy

Altruism

Good relations with co-workers

Good relations with supervisors

Social extroversion

Collaborative, developmental

Orientation towards positive values

Less sensitivity to criticism

Zohar & Marshall (2001)

The importance of EQ & SQ “Key components of emotional maturity are associated with managerial effectiveness and advancement. Some of these components include self-awareness, understanding one’s

strengths and weaknesses, and an orientation toward self-improvement.” (Avery, 2004, p. 97)

“… findings indicate that higher levels of ego development are associated with greater nurturance, trust, interpersonal

sensitivity, valuing of individuality, psychological-mindedness, responsibility, and inner control.” (Hausler,

1993, pp.27)

IQ is about cognitive expertise in the workplace.

EQ emerges during relationship transactions – supporting the development of empathy, rapport and trust.

SQ, in contrast, is making a meaningful contribution with compassion, integrity and supporting the collective efficacy of colleagues (Benefiel, 2005; Covey, 2004; Fry, 2003; Fry & Malone, 2003; Reave, 2005; Zohar & Marshall, 2000).

4. Organisational Effectiveness

Building cultures of innovation & impact

• Personal Efficacy: the values, beliefs and attitudes for personal best practice.

• Collective Efficacy: people working together to create organisational best practice.

“It is not the strongest of the species that survives, nor the most intelligent that

survives. It is the one that is the most adaptable to

change.” (Charles Darwin)

38

The importance of agility

Combining the different lenses to build a more complete picture of the individual,

team, or organisation “We articulate a clear

vision of what we want

the company to

achieve”

+

“A vision can genuinely drive

behavior that contributes to

improved results ”

“Our company has a vision

that I find inspiring”

“Staff, parents and

students understand

the school’s vision”

©The Leadership Circle, LLC

50% 80% 20%

Re

su

lts—

RO

I

Aggregate 360 Feedback Scores

Top 20%

-

+

0

-1K

+1K

+2K to

+4K

Relationship between Leadership Effectiveness & Results

Achieving Adaptive Enabling

©The Leadership Circle, LLC

Le

ad

ers

hip

Effe

ctive

ne

ss

Total Creating Score R = 0.93 Rsq = 0.86

5.0

4.5

4.0

3.5

3.0

2.5

2.0 2.5 3.0 3.5 4.0 4.5 5.0

Leadership Effectiveness & Creative Mindsets

©The Leadership Circle, LLC

Le

ad

ers

hip

Effe

ctive

ne

ss

Total Reactive Score R = 0.66 Rsq = 0.44

5.0

4.5

4.0

3.5

3.0

2.5

2.0

1.0 1.5 2.0 2.5 3.0 3.5

Leadership Effectiveness & Reactive Mindsets

©The Leadership Circle, LLC

Le

ad

ers

hip

Effe

ctive

ne

ss

Self Awareness R = 0.80 Rsq = 0.64

5.0

4.5

4.0

3.5

3.0

2.5

2.0

2.0 2.5 3.0 3.5 4.0 4.5 5.0

Leadership Effectiveness & Self Awareness

Key elements of leadership effectiveness clustered around 3 organisational challenges

Source:McKinsey Organisation Practice

Alignment “Do the vast majority of people in the organisation understand and agree with where the company is going, how it will get there, and what it means for how they think and what they do?”

Execution “Is the organisation doing what it is supposed to in order to achieve the aligned direction? Is it doing it well and can it respond to challenges?”

Renewal “Is the organisation continuously finding new things (and new ways to do things) that create value?”

Direction

Coordination

& control

Accountability

External

orientation

Innovation

Capability

Motivation

Environment &

values

Leadership

Agility

Leadership Agility and Organisational Effectiveness: Achieving, Adaptive and Enabling

46

• Differences between management and leadership

• The educational environment and its impact

1. Leadership Landscape

• How to get superior results with staff, students and stakeholders

• Map out key relationships and stakeholders

• Attaining personal efficacy as a leader

2. Achieving

• Identify relationship building and influencing style

How to gain influence and achieve results operating across the school and beyond

• Assess effectiveness with peers

3. Influence

• How to lead consistently and ‘walk the talk’- contributing to the greater system

• Living the vision and values of the organisation

• Give direct reports confidence to act with initiative

6. Enabling

• Attaining collective efficacy by optimising motivational alignment with the organisation

• Applying these principles to create a motivational environment for others

5. Energising

• How to grow and motivate a team – managing, leading and coaching

• Create a plan to build a high performance team within and beyond the school

4. Adapting

Bringing it together

• Global perspective: focus on the extent change in practice leads to improvement in teaching and learning.

• System perspective: focus on the extent system reforms through a change platform and new mindsets leads to improvement

• Leadership and Organisational perspective: how leadership agility transforms organisations for the better.

• School transformation: model of practice