Inspiring  Leadership  Conference  –  2014  

Leadership  for  Performance  How  all  leaders  can  create  the  condi=ons  for  success    

 Andy  Buck  

Aims  of  the  session  

     Input  from  me       Opportunity  to  reflect  with  others       Ideas  to  take  away    

P Leadership  is  cri=cal,  but  indirect  

LEADERSHIP   RESULTS  

Culture  (what  we  do)  

Climate  (how  it  feels)  

DiscreEonary  effort  and  

engagement  

Leadership - all you need to know Pendleton and Furnham - 2012

P Impact  on  discre=onary  effort  

Pay            2%  Benefits      10%  

Personal  development      12%  Work  characterisEcs      17%  

Senior  team  characterisEcs      17%  InducEon      20%  

OrganisaEonal  culture      21%  Direct  manager  characterisEcs    25%  

g = ( 3p + 2(c + t) + m + o )5l

P What  makes  a  great  school  

g = ( 3p + 2(c + t) + m + o )5l

P People  –  recruitment  and  expecta=ons  

•  The  bus  •  High  quality  •  Repent  at  

leisure  •  Risk  two  •  Support  •  Accountability  

P People  -­‐  developing  staff  

•  Every  day  •  Long  term  •  JPD  •  Mistakes    

P People  -­‐  developing  students  

•  AspiraEon  •  MoEvaEon  •  Independence  •  Voice  •  Leadership  

Clarity  

•  Vision  •  Pedagogy  •  Behaviour  •  Bedrock  •  Simplicity  •  ExpectaEons

C Consistency  

•  Ofsted  ‘wordle’  •  Buy-­‐in  •  Simple  •  Monitor  •  Change

Top Two ?

• Recruitment  and  expectaEons  • Developing  people  • Developing  pupils  • Clarity  • Consistency  

P Leadership  is  cri=cal,  but  indirect  

LEADERSHIP   RESULTS  

Culture  (what  we  do)  

Climate  (how  it  feels)  

DiscreEonary  effort  and  

engagement  

Leadership - all you need to know Pendleton and Furnham - 2012

Our role as leaders ?

1.  What  we  do  2.  How  we  do  it  3.  Who  we  are  

Our role as leaders ?

1.  What  we  do  2.  How  we  do  it  3.  Who  we  are  

Set the strategic direction

P Role  of  leaders  –  what  we  do  

Deliver results and get things

done

Build and sustain

relationships

Plan and organise

Create alignment

Create teams

LEAD

Leadership - all you need to know Pendleton and Furnham - 2012

Future  

Task   People  

Now  

L Leadership  -­‐  communica=on      communication

•  Honest  •  Every  opportunity  •  Open  •  Simple  •  Walk  the  talk  •  Listening  •  Clip  

L Leadership  -­‐  performance    performance

•  Own  •  Deliver  •  Feedback  •  Model  •  Play  to  

strengths  

Natural  pre-­‐disposiEon  

Actual  performance  

Work  with  

Work    on  

Work  around  

Work    on  

Playing  to  strength  

Natural  strength  

Fragile  strength    

PotenEal  strength  

Resistant  limitaEon  

T Trust  

•  North  pole  •  Integrity  •  Competence  •  DelegaEon

1.  Look  into  this  problem  Give  me  all  the  facts.  I  will  decide  what  to  do.  

2.  Let  me  know  the  alternaEves  available,  with  the  pros  and  cons  of  each.  I  will  decide  what  to  select.  

3.  Let  me  know  the  criteria  for  your  recommendaEon,  which  alternaEves  you  have  idenEfied  and  which  one  appears  best  to  you,  with  any  risk  idenEfied.  I  will  make  the  decision.  

4.  Recommend  a  course  of  acEon  for  my  approval.  5.  Let  me  know  what  you  intend  to  do.  Delay  acEon  unEl  I

 approve.  6.  Let  me  know  what  you  intend  to  do.  Do  it  unless  I  say  not  to.  7.  Take  acEon.  Let  me  know  what  you  did.  Let  me  know  how  it

 turns  out.  8.  Take  acEon.  Communicate  with  me  only  if  your  acEon  is

 unsuccessful.    9.  Take  acEon.  No  further  communicaEon  with  me  is  necessary.    

                           (NB:  for  stages  8  and  9,  a  line  manager  may  sEll  ask,  to  show  interest,  praise  or  reward)  

M Nine  levels  of  delega=on  

Line  Manager  

Greater  CONFIDENCE  

Greater  TRUST  

Report  

O Collabora=on  

•  different scales •  all JPD •  the win-win

L The  right  priori=es

•  Write  •  Speak  •  Confidences  •  Keep  promises  •  Best  use  of  Eme

Urgency  

Importance  

Always  prioriEsed  

Ohen  prioriEsed  

Boiom  of  pile  

Ohen  neglected  

Urgent  -­‐  v  -­‐  important  

Protect  Eme  

Push  back  

Push  back  

No  issue  

We  should  judge  leadership  primarily  by  impact  on  students  rather  than  on  adults  

P The  ruler  for  measuring  leadership  impact  

0.27

0.84

0.42

0.31

0.42

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

5. Ensuring an Orderly and Supportive Environment

4. Leading Teacher Learning and Development

3. Ensuring Quality Teaching

2. Resourcing Strategically

1. Establishing Goals and Expectations

Effect Size

1.  Establishing Goals and Expectations

2.  Resourcing Strategically

3.  Ensuring Quality Teaching

4.  Leading Teacher Learning and Development

5.  Ensuring an Orderly and Safe Environment

Key  factors  above  all….  

Robinson,  Viviane  (2011)  Student-­‐Centered  Leadership  

San  Francisco:  Jossey  Bass      

A  good  read….  

L Leadership  -­‐  courage    courage

•  Right  thing  •  Calculated  risk  •  Admit  when  

wrong  •  Inner  strength  •  Managing  

others

Behaviours    and  values  

Actual  performance  

Stars  Saints  

Sloths   Sinners  

Managing  individual  performance  

Recognise/  strengthen  

role  

Feedback,  coach  then  sancEons  

Coach  and  support  

Remove  or  neutralise  

M Managing  performance  Saints  

• Find  out  what  the  cause  of  the  underperformance  is:  o  They  may  not  understand  expectaEons  or  goals  o  Don’t  have  skills/haven’t  learned  yet  o  Lack  of  moEvaEon  o  Don’t  realise  they  are  not  “delivering”  –  no  feedback  o  Wrong  fit  for  job  o  Something  in  private  life  

• Give  feedback  –  specific,  examples  relevant,  Emely  • Coaching/training/development  • Support/buddying  (eg  from  a  “Star”)  • Re-­‐define  job  responsibiliEes  • Set  short  term  goals  and  give  frequent  feedback  • Get  them  to  take  ownership  • Keep  track  of  acEons  and  performance  discussions  

Stars  

• Biggest  challenge  is  keeping  them  moEvated,  engaged,  progressing  • Make  sure  they  know  they  are  recognised  and  valued  • DifferenEate  their  performance  • Careful,  selecEve  feedback  • Involve  them  in  seong  their  own  goals  to  greater  extent  • Understand  their  career  goals  and  commit  to  supporEng  them  • Delegate  more  responsibility  –  enlarge  their  role,  special  projects  • Exposure  to  senior  execuEves  • Opportunity  to  represent  the  group/team  • Development  opportuniEes  that  they  will  value  (eg  study  leave,  sabbaEcal,  public  speaking  engagements)  • Coaching  and  developing  others  in  the  team  (eg  Saints)  • Clear,  unambiguous  expectaEons  about  career  progression  –  don’t  promise  what  you  can’t  deliver  

Sloths  

• Act  fast  -­‐  quick  diagnosis  of  underlying  causes  –  as  per  Saints  and  Sinners  –  decide  if  it  primarily  skills/moEvaEon  or  aotude  problem  –  employ  the  same  tacEcs  as  for  Saints  or  Sinners  • Feedback,  feedback,  feedback  • Clear  communicaEons  of  expectaEon  of  improvement,  if  not  consequences  • Get  them  to  own  the  plan  • Be  clear  about  how  long  you  will  give  them  to  turn  round  • Keep  track  of  acEons  and  performance  discussions  • Be  prepared  to  fire  them  

Sinners  

• Find  out  what  the  underlying  cause  (arrogance,  boredom,  don’t  care  etc)  • Confront  the  behaviour  asser1vely,  explain  impact  on  others  •   Beware  impact  of  toleraEng  poor  B&V  on  rest  of  team  and  colleagues  • Get  them  to  “own”  the  behaviour  and  the  impact  on  others  • Explain  B&V  is  part  of  how  their  performance  is  judged,  not  just  results  • A  few  clear  rules/boundaries  • Make  sure  they  commit  to  specific  changes  • Make  sure  they  own  the  acEon  plan  • Connect  the  behaviour/aotude  with  someEme  they  care  about  (eg  promoEon,  reputaEon)    • Peer  pressure  • Consequences  for  not  changing  –  get  them  to  accept  it  is  in  their  hands  –  THEIR  CHOICE  • Keep  track  of  acEons  and  performance  discussions  • Be  prepared  to  fire  them  

L Leadership  -­‐  humility      humility

•  L5  leaders  •  Credit  •  AuthenEc  •  Self-­‐aware  

Our role as leaders ?

1.  What  we  do  2.  How  we  do  it  3.  Who  we  are  

P Effect  of  leadership  style  –  how  we  do  it  

Coercive              Visionary                    Affilia=ve                              Democra=c                                      PaceseXng                                                Coaching          

                 Based  on  Daniel  Goleman    (2000)  

Time  

Culture  

Climate  

BUT…  

P Effect  of  leadership  style  

Coercive    -­‐  .26          Visionary    +  .54                  Affilia=ve    +  .46                          Democra=c    +  .43                                  PaceseXng    -­‐  .25                                            Coaching        +  .42  

                 Based  on  Daniel  Goleman    (2000)  

Our role as leaders ?

1.  What  we  do  2.  How  we  do  it  3.  Who  we  are  

Operator  

Manager  

Leader  

P Three  key  roles  /  phases  

Take  the  acEon  

Give  the  advice  

Ask  the  quesEons  

The  Four  Energies  

Intellectual  

Logic  

RaEonale  

Analysis  CriEcism  

Argument  

EmoEonal  

Human  connecEon  

RelaEonship  

Empathy  

Feeling  valued  Included  

Underpins  team  

Partnership  

Spirit  

Inspire  

Dispirited  

Sense  of  Possibility  

Vision  

Purpose  

Hope  

OpEmism  

Confidence  

Physical  

AcEon  

Doing  

Persistence  

Stamina  

Focus  

Vitality  

Operator   Manager   Leader  

PHYSICAL  

INTELLECTUAL  

EMOTIONAL  

SPIRIT  

PHYSICAL  

INTELLECTUAL  

EMOTIONAL  

SPIRIT   PHYSICAL  

INTELLECTUAL  

EMOTIONAL  

SPIRIT  

P The  balance  of  the  energies  

Area for personal focus ? L Do  we  light  up  or  cast  a  shadow…?  

Area for personal focus ?

•     For  you  as  an  individual?  •     Your  school?  •     Your  partnerships?  

L hPeP Thoughts  /  ques=ons?  

Making  a  difference  

     

Those who move mountains begin by carrying away small stones

Based on a Chinese proverb

andy.buck@leadershipmaiers.org.uk  

@andy_    _buck