Advanced Diploma of School Business Management...setting an example and gaining acceptance. The...

Advanced Diploma of School Business ManagementParticipant guide Phase 4: Exploratory phase

July 2013

Introductory note 1

Phase 4: Exploratory phase 2

Assessment: Phase 4 3

Learning outcomes for the face-to-face event 4

Phase 4: Day 1 and 2 programme timetable 5

Day 1: Session outlines 7

Workshop 1: Welcome, overview and review of progress 7

Workshop 2: Thinking about schools as organisations 8

Workshop 3: Public sector reform 10

Workshop 4: Developing networks and partnerships 13

Workshop 5: Schools at the crossroads 20

Workshop 6: Planning for the assessment of the ‘transforming schools as organisations’ module 21

Workshop 7: Group tutorial session 25

Workshop 8: Review of the day 29

Day 2: Session outlines 30

Workshop 9: Creative thinking about leadership 30

Workshop 10: Creating a culture for learning and for leadership 33

Workshop 11: Effective leadership, leadership styles and new approaches to leadership 35

Workshop 12: Skills workshop 1 43

Workshop 13: Skills workshop 2 or ‘Open space technology’ 43

Workshop 14: Review and next steps 44

Preparing for Phase 5: Planning phase 45

Resource 1: Phase 4 skills workshops 46

Resource 2: The 30 statements 51

References 52

Contents

Advanced Diploma of School Business Management Phase 4 Participant guide

© Crown copyright. 2013

Advanced Diploma of School Business Management Phase 4 Participant guide 1


This handbook should be used alongside the online modules for this phase, Transforming schools as organisations and Understanding leadership.

You should have worked through the diagnostic phase prior to attending the phase 4 face-to-face event.

You will also need to have downloaded and read the following preparatory reading for each module.

Preparatory reading for Module 3: Understanding leadership and Module 4: Transforming schools as organisations

National College for School Leadership, 2012, Review of the school leadership landscape, Nottingham, NCSL. Available at www.nationalcollege.org.uk/docinfo?id=299569&filename =review-of-school-leadership-landscape.pdf [Accessed June 2013].

Hargreaves, A and Harris, A, 2011, Performance beyond expectations, Nottingham, NCSL. Available at www.nationalcollege.org.uk/docinfo?id=151888&filename=performance- beyond-expectations-full-report.pdf [Accessed June 2013].

Hargreaves, D, 2010, Creating a self-improving school system, Nottingham, NCSL. Available at www.nationalcollege.org.uk/docinfo?id=133672&filename=creating-a-self-improving-school-system.pdf [Accessed June 2013].

HM Government, 2011, Open Public Services White Paper, Cm 8415, Norwich, The Stationery Office. Available at www.openpublicservices.cabinetoffice.gov.uk/wp-content/uploads/2012/ 03/OpenPublicServices-WhitePaper.pdf [Accessed June 2013].

Prime Minister’s Strategy Unit, 2006, The UK Government’s Approach to Public Service Reform, London, Cabinet Office.

Introductory note

Advanced Diploma of School Business Management Phase 4 Participant guideAdvanced Diploma of School Business Management Phase 4 Participant guide2 3

© Crown copyright. 2013 © Crown copyright. 2013

Phase 4 introduces two modules focused on organisational transformation and leadership. These modules introduce the broader conceptual frameworks that underpin the programme: key, national, local and organisational trends and policies impacting schools in the 21st century. Through the modules, you have the opportunity to research new fields of study, and to articulate and refine contested concepts and policy perspectives.

Module 3: Transforming organisations analyses the nature of organisations and the forces leading to their transformation in contemporary society. It then explores the claim that the education system in the UK is currently undergoing a new process of organisational transformation, and that this is different from previous phases of organisational change in public sector settings. Finally, it examines the implications of this process of organisational restructuring for school business management and considers how school business managers (SBMs) should respond.

Module 4: Understanding the leadership of organisations provides you with the opportunity to develop your leadership skills, particularly in providing direction, offering inspiration, building teams, setting an example and gaining acceptance. The module offers a range of different leadership styles and models of organisational leadership.

Phase 4: Exploratory phase



Full assessment details can be found in the modules themselves, but a summary is provided below.

Assessment: Module 3

The assessment of Module 3 is based on a report that you have prepared for a group of your professional peers and a 20-minute interview.

Assessed coursework 50 per cent (2,500 words)

You will write a report (maximum 2,000-words) in which you summarise the outcomes of your research, into the characteristics of your school as an organisation and making proposals for development. This should be accompanied by a 500-word reflective commentary on the research.

Interview 50 per cent (20 minutes)

You will have a 20-minute structured interview focused on your research into the characteristics of your school as an organisation.

Assessment: Module 4

The assessment of Module 4 is through the compilation of a critical and comparative portfolio that enables you to demonstrate your characteristics as a leader and your understanding of the application of different leadership models and styles in educational settings.

Your facilitators will provide additional guidance about the content and format of this portfolio as part of the group tutorial session at the phase 4 event.

Assessment: Phase 4



The face-to-face event is designed to launch your work on phase 4 and to achieve the following learning outcomes so that you have:

– an understanding of some of the key concepts in organisation theory applied to educational settings

– undertaken a critical review of a recent government policy document on public sector reform

– started to consider the role of SBMs in the context of rapid organisational transformation

– started to explore the key processes involved in transforming schools as organisations

– considered the nature of leadership and its role within an educational organisation

– identified and conceptualised appropriate interpersonal and senior management leadership skills

– started to consider your own leadership skills and areas for development as a reflective leader who challenges and examines practice

– explored areas of professional interest and skill development

– a clear idea of what you need to do before phase 5

Learning outcomes for the face-to-face event



Timetable

Phase 2 workshop: Day 1

10am Workshop 1 Welcome, overview and review of progress

10.45am Workshop 2 Thinking about schools as organisations

11.35am Workshop 3 Public sector reform

12.25pm Lunch break

1.15pm Workshop 4 Developing networks and partnerships

2.15pm Workshop 5 Schools at the crossroads

3.15pm Refreshment break

3.30pm Workshop 6 Planning for the assessment of the ‘transforming schools as organisations’ module

4pm Workshop 7 Group tutorial session

5pm Workshop 8 Group plenary

7.30pm Dinner

Phase 2 workshop: Day 2

8.45am Workshop 9 Creative thinking about leadership

9.40am Workshop 10 Creating a culture for learning and for leadership

10.45am Refreshment break

11am Workshop 11 Effective leadership, leadership styles and new approaches to leadership

12.30pm Lunch break

1.15pm Workshop 12 Skills workshop 1

2.15pm Workshop 13 Skills workshop 2 or ‘Open space technology’

3.15pm Refreshment break

3.30pm Workshop 14 Review and next steps

4.15pm Close



Workshops 12 and 13 will offer a range of skills workshops, including a repeat of those offered at phase 3, if requested, plus new workshop topics including:

– assertiveness at work

– coaching skills using the forum theatre method

– coaching skills for team leaders

– managing conflict (negotiation and conflict resolution)

– developing teams

For an outline of the range of workshops being offered at phase 4, please refer to Resource 1. Alternatively, Workshop 13 may offer the participants to engage in an ‘open space technology’ session.



Aims of workshop 1

The aim of workshop 1 is to introduce participants to the event, including coverage of:

– domestic arrangements

– aims of phase 4

– overview of phase 4 and its assessment

– learning outcomes for the face-to-face event

– timetable overview

– skills workshop options

Review of progress

Aims of Activity 1.1 (15 minutes)

This activity will review the progress participants have made since phase 3 was completed.

Participants work in pairs, with each partner spending five minutes update their colleague about progress to date. If you have not yet have had feedback on the phase 3 modules, how do you feel about the work that you submitted for assessment?

Facilitator-led whole-group brainstorm (5 minutes)

The purpose of the brainstorm is to generate topics for inclusion in the facilitator group discussion that forms an activity in the carousel workshop.

Day 1Workshop 1: Welcome, overview and review of progress (30 mins)



Aims of workshop 2

The purpose of workshop 2 is to introduce some new ways of thinking about organisations. It applies a series of metaphors to illuminate different aspects of life in organisations.

Whole-group activity (5 mins)

As a whole group, brainstorm as many different kinds of organisations as you can. Then stop and as a group try to identify their common features. What seem to be the main characteristics of organisations?

Activity 2.1: The use of metaphor in organisation theory (20 mins)

This workshop activity will help you to complete Activity 4 in Module 3. In studying Module 3: Transforming organisations you will learn more about the work of Gareth Morgan. In Images of Organisation, Morgan set out to ‘develop the art of reading and understanding organisations’ (Morgan, 1986:12). His basic premise was that our theories and explanations of organisational life are based on metaphors that lead us to see and understand organisations in distinctive yet partial ways. Morgan’s approach was to explore the range of metaphors used to make sense of organisations, and to reveal how each one is based upon a way of thinking and seeing that reflects deeper values and perspectives about the world. Table 1, adapted from unit 1 of module 3 (section 1.5), offers three examples of the application of organisational metaphor.

Workshop 2: Thinking about schools as organisations (50 mins)



Table 1: Organisational metaphor

Source: Morgan, 1986 (adapted)

Think about an organisation that you are involved with. It does not have to be your school or learning organisation – it could be your local organic vegetable co-operative, Facebook or Oxfam.

Use a piece of flip-chart paper and draw, annotate or describe a metaphor that captures the key characteristics of that organisation, spending 15-minutes on this task.

Gallery and review as a group in the last five minutes of this activity.

Organisational metaphor What do I need to think about?

Organisations as machines: – bureaucratic organisation

– clear division of labour, based on highly specified interlocking roles

– mechanical approach to organisational design

Organisations as organisms: – relationship between organisations and their environment

– organisational characteristics adapting to different environments

– variation in organisational form

Organisations as brains: – application of research into brains to organisational settings

– importance of information-processing, learning and intelligence

– organisational decision-making and principle of self organisation to ensure flexibility and innovation



In this workshop we consider the notion of public sector reform and to begin to explore the transformation of schools as organisations. You will then apply your research and critical thinking skills to review the Coalition Government’s approach to public sector reform.

We will use one particular framework for the analysis of government policies in education. This is in the form of a pamphlet produced by the Prime Minister’s Strategy Unit (part of the Cabinet Office) in 2006 called ‘The UK Government’s Approach to Public Service Reform’. This pamphlet argues that there are four key ways in which central government can take action in education to try to raise standards and improve schools. Regardless of their political or ideological convictions, there are only so many ways in which they can press the levers of change. This model was developed by the previous government, but still encompasses the policies for change that the current Coalition government is pursuing.

Introduction to public service reform (5 minutes)

Figure 1: The UK government’s approach to public service reform

Source: Prime Minister’s Strategy Unit, 2006:6

Workshop 3: Public sector reform

Regulation and Standard

Setting

Performance Assessment,

including inspection

Stretching Outcome Targets

Direct Intervention

Funding Following

Users’ Choices

Giving Users a Choice/

Personalisation

Enough Users through Voice and

Co-production

Commissioning Services –

Purchaser/ Provider Split

Competition and Contestability Workforce

Development, Skills and Reform

Organisational Development and

Collaboration

Leadership

Better Public Services for All

Market Incentives to Increase Efficiency and Quality of Service

Capability and Capacity

cont

inuou

s

impr

ovem

ent

cont

inuou

s

impr

ovem

ent

Top Down Performance Management

Users Shaping the Service from Below



Figure 1 illustrates four strands of the UK government’s model for public service reform.

The strands illustrated are:

– top-down performance management (system-wide)

– competition and contestability

– citizen and learner voice

– capability and capacity building

Pairs feedback their findings and contribute to whole-group discussion. (10 minutes)

Activity 3.1: Analysing the strands of reform

Participants work in groups of four.

Your facilitator will allocate each group a strand. For your strand, consider the following questions (10 minutes):

– How has this strand for public service reform impacted on the school system?

– To what extent is it transforming schools as organisations?

– How are these changes being felt within your own school setting?

– What new opportunities and threats does the new model pose for the future of school business management?

Each group will be asked to feedback on their strand and contribute to a whole-group discussion about the ways in which each on is impacting on schools as organisations in England today. (15 mins)

Activity 3.2: Critical analysis of current government policy

This activity is adapted from Activity 8 in Module 3 and will help you complete that activity. You have already looked at the government white paper on the reform of public services:

HM Government, 2011, Open Public Services White Paper, Cm 8415, Norwich, The Stationery Office. Available at www.openpublicservices.cabinetoffice.gov.uk/ [Accessed October 2011].



This was one of the preparatory readings for this residential workshop. For the purposes of this exercise, you should focus primarily on the first two sections of the White Paper. In pairs, take one of the following questions and spend 10 minutes noting your responses:

– What is the status of the white paper as an expression of public policy?

– What is the target audience for the white paper?

– What rationale do the authors give for their proposed reforms?

– How does it represent previous phases of government reform?

– What are the author’s central proposals?

– What perspectives, political views or value positions inform the white paper?

– How authoritative is the white paper? Does it provide evidence to substantiate its claims?

– Is the white paper descriptive, analytical or prescriptive?

– What is your view of the proposals set out in the white paper, given your personal values and professional experience?

Personal reflection: critical analysis

Review the process of critical evaluation and consider how useful the questions were for developing your thinking and understanding.

Personal reflection: proposals for reform (10 mins)

What is your view of the proposals set out in the pamphlet, given your personal values and professional experience?

Lunch break



Aims of workshop 4

The purpose of this workshop is to consider what we mean by networks and partnerships and how schools are being transformed as organisations through collaborating with other schools and agencies.

The workshop provides you with the chance to engage in a series of analytical tasks, designed to help you evaluate the networks and partnerships in which your school is involved.

Clarification of key concepts

In organisation theory, the terms ‘partnership’, ‘collaboration’, ‘coordination’, ‘cooperation’, ‘coalition’, ‘network’, ‘alliance’ and ‘cluster’ all have distinct contextual meanings and can be interpreted differently by different people. The various terms are often used to try to convey nuances distinguishing different types of arrangements between organisations. This reflects a notable lack of consensus on definitions and terminology in the area of partnership working, which has arisen mainly as a result of the enormous range of scenarios, processes and complexities of joint working arrangements.

At this point, it would be useful to consider what a ‘network’ is, in organisation theory, and how this overlaps or contrasts with a ‘partnership’.

Networks have a very distinctive form in organisational terms. They tend to reflect particular kinds of social relations; they are flat organisational forms based on equality of membership, joint responsibilities and collegial relationships. Networks have:

“a mixture of coexistent attributes such as sympathy, customary reciprocity, moral norms, common experience, trust, duty, obligation and similar virtues”

Thompson,1993:54

They tend to be organic, fluid and self-organising. They are different from bureaucracies, markets and hierarchies.

Partnerships are characterised primarily by a degree of collaboration between individuals or organisations. At its simplest a partnership can be defined as:

“a very positive form of working in association with others for some form of mutual benefit.”

Or more precisely as:

“A process in which organisations exchange information, alter activities, share resources and enhance each other’s capacity for mutual benefit and a common purpose by sharing risks, responsibilities and rewards.”

Workshop 4: Developing innovation networks (60 mins)



Activity 4.1: 5-minute definition challenge

Trio exercise:

Define a ‘network’ in your own words, then a ‘partnership’.

What’s the difference between the two?

The emergence of networks in public services

Recent years have seen a very significant change in which governments seek to interact with citizens, provide services and solve social problems.

They may involve government agencies, private companies, charitable trusts and voluntary organisations, linked together in interdependent relationships. They are interdependent because they cannot attain their goals alone, but need the resources of other actors or organisations to do so.

Political analysts refer to this new form of government as ‘governance’ based on ‘self-organizing inter-organizational networks’.

“Networks have a significant degree of autonomy from the state and are not accountable to it. They are self-organizing…the state does not occupy a sovereign position, but it can indirectly and imperfectly steer networks”.

Professor Rod Rhodes, 1997:3

Emergence of networks in education settings

“Since the birth of school improvement in the 1980s, the quality of school leadership has increased sharply and most schools have gained experience of working in partnerships and networks of many kinds. Increased decentralisation offers an opportunity for the school system to build on these and become self-improving”.

Hargreaves 2010:3

“Many argue that networks are the essential unit of organisation... as we move into a new phase of educational reform... more creative and responsive structures for supporting the work of schools are needed. Among these are the variety of networks and collaborative arrangements schools engage in to support a range of school improvement, professional development and innovative activities.”

Hopkins, 2007:130

“All respondents were most positive about policy where it focused on schools working collaboratively. The data indicated that 87 per cent of heads, 80 per cent of middle/senior leaders and 83 per cent of chairs of governor respondents believed that working in partnership with other schools was critical to improving outcomes for students. Survey respondents also saw opportunities and incentives in policy to engage in collaboration.”

National College, 2013, Review of School Leadership Landscape: 2013:8



Activity 4.2: Networks and partnership in your schools now

By yourself, compile a list of the networks and partnerships in which your school is currently engaged. Then share your list with the other members of your trio and discuss:

• To what extent is the school in competition with other schools?

• To what extent does your school collaborate with others?

• Do you see tensions between the two?

The aims of networks and partnerships

Schools may form networks and partnerships with other schools and agencies for a variety of reasons, although generally they are intended to raise standards, improve effectiveness, save money or improve efficiency in some way. Such aims may be central to the strategic plans of schools and vital in terms of their performance goals or financial sustainability.

Activity 4.3: The aims of networks and partnerships in your schools

Look back at the checklist of networks and partnerships you compiled in Activity 4.2 and then consider the table on page 16 (Table 2). Working initially by yourself, tick the various aims of activity (this is not an exact science, and the categories are not mutually-exclusive). Then discuss your findings with the other members of your trio.

Table 2: The aims of networks and partnerships in schools

Advanced Diploma of School Business Management Phase 4 Participant guide16


The aims of networks or partnerships in schools 31 Providing school-to-school support

2 Improving efficiency: resource management

3 Raising standards of pupil attainment

4 Responding to reductions in funding

5 Engaging in entrepreneurial activities and income-generation

6 Ensuring pupil well-being/safeguarding

7 Sharing good practice: ‘joint practice development’

8 Reducing variation in teacher performance/classroom practice

9 Accessing/sharing services

10 Providing access for services to other schools/organisations

11 Collaborating on procurement of goods and services

12 Providing CPD and ITT programmes

13 Building leadership capacity and succession planning

14 Providing peer challenge and support

15 Improving coherence/continuity of provision across a locality

Others:

The characteristics of networks and partnerships

The character and quality of such partnerships vary considerably, from a relatively shallow, short-term relationship affecting limited functions and few people (a loose network) to a deep, enduring relationship that affects most functions and most people in the organisations involved (a tight partnership) (Hargreaves, 2010:6). In organisational terms, the different modes of collaborative working across the schools in a network or partnership reflect different degrees of alignment, from informal information-exchange to formal merger and integrated service delivery.

Figure 2: Modes of collaborative working and degrees of alignment

Activity 4.4: Forms of collaborative working

Consider the most significant networks or partnerships in which your school is engaged, then select one of these for further analysis. Study the table 3 below which summarises different forms of collaborative working and level of organisational integration. Working initially by yourself, identify the form of collaborative working and degree of integration that the network/partnership represents. Then discuss your findings with the other members of your trio.



Degree of organisational alignment Modes of collaborative working

High Integrated service delivery

Collaborative development

Co-operative intervention

Co-ordinated action

Low Information exchange



Table 3: Forms of collaborative working within organisation networks

Integrated service delivery

This is where the network delivers a common service across the participating organisations. They:

• develop and deliver agreed services

• pool budgets and resources to provide the service

• remain accountable to participating organizations

• use centralised management structure and operational model

Collaborative development

This is where the organisations work together on specific initiatives, sharing resources. They:

• work together on initiatives to improve, innovate and transform

• conduct research and development activities

• take shared responsibility, risks and rewards

• sponsor innovation and cultural change

Co-operative intervention

This is where the organisations work together to solve problems, remove barriers and broker solutions. They:

• share data and sensitive information through agreed protocols

• develop joined-up thinking

• adapt to the needs of service users

• address barriers and boundary issues, and broker solutions

Co-ordinated action

This is where the organisations align policies and procedures, and develop consistent approaches. They:

• use shared information to achieve greater consistency

• align policy and procedures across the network

• alter activities for a common purpose

• develop consistent approaches

Information exchange

This is where the organisations share information, discuss approaches and identify best practice. They:

• share information about current policies and practices

• explore different approaches

• share good practice and disseminate best practice

• establish constructive professional relationships



Leading and managing networks and partnerships

The management of networks and partnerships is central to the government’s strategy of school-to-school support and developing a ‘self-managing school improvement system’. However, in practice, the relations developed between schools are created for a number of different purposes and take a wide variety of forms.

Partnerships clearly pose very different challenges in terms of leadership and management from those of markets and hierarchies. Much of the research into the development of strong partnerships has focused on the characteristics, or attributes, of such arrangements and considered how these characteristics can be nurtured and sustained. In 2011, the DfE Effective practice team conducted a small scale study of effective practice in school partnerships. The researchers were particularly interested in those things that enabled schools to develop strong partnerships over time that impacted directly on practice and outcomes. They identified the key things that made the partnerships work, and these were:

1. Establishing professional trust

2. Focusing on a common need or shared vision

3. Defining roles and responsibilities

4. Recognising the mutual benefits of collaboration

5. Involving staff at all levels

6. Responding flexibly to emerging needs and issues

7. Building capacity to facilitate collaborationDfE, 2011:9–11

Activity 4.5: Developing effective partnerships

Consider one of the most effective partnerships in which your school is engaged, and consider the extent to which it conforms to the seven key characteristics shown above. Then discuss your findings with the other members of your trio and see if you can identify the kinds of leadership skills and qualities needed to manage partnerships effectively.

Feedback and plenary – then close.



Aims of workshop 5

The presentation in workshop 5 is intended to set the scene for modules 3 and 4 in phase 4. These two modules are focused on organisational transformation and leadership respectively.

The purpose of the exploratory phase is to examine in more depth the nature of schools as organisations, to consider how they are changing and explore what new challenges we face in leading and managing these organisations.

The presentation focuses on a series of questions.

– What ways do we have for thinking about schools as organisations?

– How do organisations change over time – what are the drivers and barriers?

– How have recent waves of educational reform impacted on schools as organisations?

– Are schools currently going through a stage of radical transformation?

– What are the implications of the process of organisational restructuring for school business management?

– What new challenges are emerging in the leadership and management of educational organisations?

– What will the future hold, given the global economic downturn?

The presentation is based on a series of images extending the work on metaphor that you began in workshop 3.

Refreshment break

Workshop 5: Schools at the crossroads (60 mins)



Aims of workshop 6

The assessment of this module is in two parts: the submission of a report on your school-based research, and an interview. The purpose of this workshop is to focus on the report for a group of your professional peers and to explore:

– the audience

– some key ideas about how schools are changing as organisations

– completing the planning checklist

– sharing ideas on your online community: ‘My groups and discussions’

Activity 6.1: Exploring the key themes (20 mins)

In table groups, spend five minutes discussing who would be represented in a group of your professional peers.

In workshop 5, you were introduced to some key themes relating to schools as organisations. For this piece of work you need to take one of those themes and track it through your own organisation:

– schools as knowledge-intensive organisations

– analysing organisational culture and learner voice

– developing networks and learning communities between schools

– forming federations and academy chains

– building social capital and developing social partnerships

– responding to complexity and disorganisation

In pairs, take one of the key themes and discuss how you might conduct practitioner research about your school as an organisation in relation to your nominated theme. You might find it useful to use the headings from the planning checklist to structure your thinking here (reproduced as Table 2 below). This should take 15 minutes.

Workshop 6: Planning for the assessment of ‘transforming schools as organisations’ (30 mins)



Table 2: Planning checklist

Area Tick as required 3Schools as knowledge-intensive organisations

Analysing organisational culture and learner voice

Developing networks and learning communities between schools

Forming federations and academy chains

Building social capital and developing social partnerships

Responding to complexity and disorganisation

1. Which of the following areas is the focus of your proposed research (see unit 4 of module)?

2. Why is this area of significance for the school?

3. How is this linked to the broader policy context (national and local)? What documents have you checked out to ensure you have a good understanding of this changing context?



4. What are the key research questions you want to address through your research?

5. What are the key concepts from theoretical approaches to the study of schools as organisations that are relevant to your research?

6. What existing evidence related to the topic can you find in your school? (eg existing documentary evidence, self-evaluation reports, etc)

7. What approaches will you take to generate additional evidence and what forms of data-collection will you use? (eg focus groups, surveys, semi-structured interviews, observational techniques)



PlenaryOutlining the way in which the online support for your work on this module will be organised through ‘My groups and discussions’ and facilitator feedback on the planning template.

8. How will your data-collection methods ensure that you capture evidence from a range of different stakeholder-groups?

9. What technical, ethical and methodological issues will you face in conducting your research? What steps will you take to ensure that you conform to the BERA ethical guidelines on educational research?

10. What factors will you need to take into account in preparing your report to professional peers?



Aims of workshop 7

Workshop 7 offers an opportunity for groups and their facilitators to work through the key issues and concerns identified as part of the collaborative review in workshop 1.

The facilitator will also lead a discussion on the content and format of the portfolio that you need to submit for the assessment of module 4: Understanding leadership. This will cover the content of the portfolio, activities to support it and guidance on word counts (see Table 5).

The activities listed in Table 5 are there as a guide only and you may find that one activity will provide insights for more than one section.

Workshop 7: Group tutorial session (60 mins)



Table 5: Suggested content of the portfolio, activities to support it and suggested word counts (Module 4: Understanding leadership)

Portfolio sections Recommended activities

Other activities that will help

Suggested word count

Section 1: Section 1 should be a contextual discussion of your role as a leader that explores current thinking about educational leadership and the impact of recent government policies.

6, 8, 10, 11 1,000

Section 2: Section 2 should comprise a consideration of your leadership characteristics using the diagnostic provided and the 360-degree feedback process, which should be related to national competency frameworks.

2, 5 1,000

Section 3: Section 3 should critique (referring to the literature) the leadership styles of two different leaders, one of whom must be a school leader. Conclude with a summary of the common characteristics of the leaders, drawing on insights you have gained.

9 1, 3, 7, 16 1,000

Section 4: For section 4, discuss two incidents that have occurred in your professional practice and have provided significant insights into your skills in leading staff in the school and developing a teamwork approach. Each incident must briefly explain: what happened, how you responded and reflect on how you might have responded differently given your learning on this programme. You must also explain what you would do next and justify your strategy. Section 4 should conclude with a discussion of the insights you have gained as a leader generally, and as a team leader.

18 14, 20, 23, 24 1,000

Section 5: Section 5 is the concluding section that reflects on your learning during the process of compiling the portfolio. You should ensure that you discuss how your leadership approach affects the school environment and what further development you might require. Finally, you should reflect on the changing leadership role of the advanced school business manager.

3, 12, 13, 17 4, 15, 19, 22 1,000



You will note that section 4 of the portfolio requires you to discuss two incidents that have enabled you to gain significant insights into your own leadership skills. The following additional advice note may help you to take a more critically reflective approach to this aspect of your portfolio.

Advice on section 4 of the portfolio

In selecting the incidents for consideration in section 4, you might like to consider whether the incidents:

– involved issues of some importance in the life of the school as well as to your own professional development

– enabled you to learn something of significance to you in your professional role

– challenged you to exercise your skills eg:

• managing self and personal skills:

– analysing information

– making judgements

– organising

• working with people:

– leading others

– providing direction

– relating to others

– developing a teamwork approach

• organising:

– using resources

– achieving results

Whilst the incidents that you present in your portfolio should provide significant insights, they should not be so unusual that you are never likely to come across such situations again. What is required is your reflection on the sorts of occurrence that, whilst not being constant features of school life, are common enough to be seen as normal rather than abnormal. The emphasis here is upon your analysis and reflection and some consideration of the next steps built upon experience.



The STAR process in Table 6 might help you to consider how to select and structure the entries for section 4 of the portfolio.

Table 6: STAR process for use with section 4 of the portfolio (Module 4: Understanding leadership)

Remember to include discussion of the insights you have gained as a leader and as a team leader.

– situation

– task

– actions

– result and review

– brief outline of context

– what happened – the incident

– how you responded

– how you might have responded differently and a justification of your strategy



Aims of workshop 8

Workshop 8 gives participants an opportunity to review and discuss the events of the day and progress made. You will also have another opportunity to sign up for workshops 12 and 13 (the skills workshops) that will be held on day 2.

Activity 8.1.1: Key learning points

Working individually, identify three key learning points from today and note them down.

Activity 8.1.2: Sharing observations

In pairs, share your observations and ask questions to clarify or deepen understanding of one another’s learning. Remember the coaching approach used in phase 2 as this may help you to frame questions that really probe your colleague’s thinking, learning and understanding.

Activity 8.1.3: What went well

In your table groups, discuss today’s programme and identify two things that you felt went well and one that would have been ‘even better if’ to share with the rest of the group.

Before departing, sign up for the skills workshop sessions running in workshops 12 and 13 on day 2.

Workshop 8: Group plenary (35 mins)

1.

2.

3.



Aims of workshop 9

Workshop 9 begins with an overview of day 2, including arrangements for the skills sessions in workshops 12 and 13. The majority of the workshop is then spent exploring leadership in creative ways.

Facilitator input

(5 minutes) The facilitator will preview the day’s activities and also finalise arrangements for the skills workshops 12 and 13.

Activity 9.1: The leadership dance (20 mins)

Part of today’s work will encourage you to take a more creative and visionary look at the world of education and its leadership. This introduces some of the concepts raised in unit 3, which explores the concept of leading and following and the relationship between school leaders and business managers. To start us off, in table groups, spend five minutes discussing the following question:

If leadership were a dance, what dance would it be?’ Would this dance encourage others to follow?

Come to an agreement and be prepared to share or demonstrate your findings to the whole cohort. (Allow two minutes per table group plus three minutes for the facilitator’s commentary.)

Facilitator input

In unit 3 of the module, you will learn more about leading people who are unwilling to follow. This is far more problematic than retaining engagement with willing followers. In doing your research you may come across labels and categories which are not easy to accept or may not be desirable to use. Robbins and Finley (1997) categorised four types of people whose intentions may not be good and whose behaviour may not easily be altered. They there are some types of people whose intentions have categorised them as: jerks, blowhards, brats and dark angels. Sometimes, you have to be careful about using labels, especially when describing reluctant followers.

Jerks: These people can be exceptionally rude. They are usually talented and make important contributions to the school. Their speciality is ideas and they are extremely bright and creative. They usually expect others to attend to them but they themselves ignore everyone else. The immediate strategy is to recognise that they:

– have no personality

– have high internal standards

– have a need for recognition

– are probably insecure

– are probably turning their talents against themselves

– are unlikely to work well with others

Day 2 Workshop 9: Creative thinking about leadership (55 mins)



The most successful approach is likely to be asking them how they would like to work. For example, would they like to do anything differently or report to someone else? Make it clear that you are seeking a solution that works for them and alleviates the personality clash. Do not however, separate them from everybody: they do need human contact. Do praise good work and do be specific if you need to discuss obnoxious behaviour. For example, say:

– It appears that your plain speaking is hurting people’s feelings and making enemies.

– It appears that you cannot take criticism: you got up and left the room when I asked about your design.

– I left six messages and you never got back to me.

– It seems you like making cruel jokes and do not know how bad it makes people feel.

Blowhards: These are attention-grabbing people who talk too often and too long and try to distract from the agenda. The most conventional solutions for working with these people are managerial in nature. For example, if you want them to stop talking in order to encourage those who are quiet, you can interrupt them, smiling, and say something like: ‘we’ll look at this later’. You could try calling on another team member to contribute and make sure you stick closely to the agenda. If those strategies do not work, take the person aside and discuss their behaviour.

Brats: Brats believe that the organisation owes them and that the onus for doing is on the organisation. They become too comfortable and have too little responsibility. They wait for others to volunteer, share information and take chances, or hide behind their function: ‘it’s not my job’. This behaviour should not be tolerated. If it is evident at the top, it should be dealt with first and then pressure put on other brats in the organisation: people must perform or leave. Only achievement should be rewarded, and people must be made to feel that their work is important.

Dark angels: There are some people who will never contribute to the organisation. They can take several forms:

– The addict acts crazy because of a personal problem.

– The ogre acts out of anti-social rage.

– The crook thinks nothing of crossing ethical lines.

– The fanatic puts achieving her or his objectives above all rules and policies.

These dark angels sabotage the organisation. You are unlikely to be able to counsel them and so, although it might be unpleasant, the most effective approach is to let them go.



Considering terminology (10 mins)

How do you feel about this way of describing others in organisations? What is your view of the terminology used in Robbins and Finley, which aims to help leaders manage others better?

What, if any, are the ethical considerations you might need to take on board in your research activities by applying terminology that could be seen as being disparaging?

Activity 9.2: Exploring leadership traits (15 mins)

Your facilitator will provide you with a selection of picture postcards. Take one and spend five minutes considering what this tells you about your leadership style, attributes and skills. During the next 10 minutes, move around the room, sharing your thoughts with people whom you do not normally work closely alongside. You may use this to identify leadership skills or styles that you wish to develop further as well as those you feel are already well developed. This extends the use of metaphor as a lens through which to explore leadership traits in a similar way to the process we used to look at organisational structure in workshop 3 on day 1.



Aims of workshop 10

The purpose of workshop 10 is to consider the factors that contribute to an effective school culture and what the implications are for school leadership. Ideal school cultures do not just happen. They are created and nurtured by leadership teams who are able to demonstrate vision and values in their everyday actions. Effective schools and effective leadership can be defined by their organisational culture. This activity will help you to look at systems and styles of leadership through a closer scrutiny of the visions and values that are present in the everyday practices of the learning organisation and the people within it.

In 2004, the Hay Group conducted some research into organisational culture. This defined culture as the shared belief and values of an organisation that people agree are true and right:

Culture is a social record of individual learning – lessons about the world and human nature that can guide people in the successful execution of their roles and provide meaning to work. However, such beliefs become entrenched and can persist after changes in the school’s environment render them irrelevant or harmful. Culture is therefore a resource and a risk.

Hay Group, 2004:4

In this research, the Hay Group gathered data on school context and effectiveness and used a culture sort tool to measure actual and ideal school cultures using over 4,000 teachers in 134 schools from a wide range of circumstances. In the Activity 10.1, we will use the 30 culture statements that emerged as those most associated with effective schools (Resource 2).

Activity 10.1: The culture sort tool (15 minutes)

In phase-alike groups, spend 15 minutes looking through the 30 culture cards (Resource 2) and discuss and agree what you feel would be your top six components for an ideal school culture. Arrange these on a flip chart in order of importance, with the most important at the top.

Discussion (10 minutes)

Gallery your flip chart and compare the rankings with other groups:

– What are the similarities and differences?

– Challenge colleagues about their rank order.

– Does phase have an impact on the outcome? If so, why might this be?

Workshop 10: Creating a culture for learning and for leadership (1 hour 5 mins)



Contextualising the results (10 minutes)

Now return to your own group’s flip chart and edit the ideal culture ratings to replace cards so that the flip chart now represents what you consider to be the actual culture in primary and secondary schools.

Feedback (15 minutes)

Feed back to the group about any changes you made and why. Does it make any difference to how a school operates if ideal and actual cultures are different?

Facilitator input (15 minutes)

The facilitator will provide an overview of the research findings into actual and ideal culture. You should also consider whether the educational landscape has changed since this research was carried out. Would the culture be dramatically different if the research was repeated this year?

Refreshment break



Aims of workshop 11

The purpose of workshop 11 is to explore some of the leadership attributes and styles of effective leadership that enable following to happen. We will also reconsider the developing SBM role in terms of leadership and management and new approaches to leadership.

Facilitator input

If we wish to create a system of leadership that is able to establish and lead our ideal culture, what are the characteristics we would expect leaders to demonstrate? In unit 3 of module 4, you will look at concepts related to leadership and following.

Research by James Kouzes and Barry Posner (2007) investigated the leadership attributes valued by followers. They developed a leadership practices inventory, which was used to ask 75,000 people over 20 years, which, of a list of 7 top characteristics of leaders, were in their experience the things that they would look for, admire and willingly follow. The results of the study are itemised, in order, in Table 7.

Table 7: Followers’ preferred characteristics for their leaders

Source: Kouzes & Posner, 2007

Workshop 11: Effective leadership, leadership styles and new approaches to leadership (1 hour 30 mins)

1. Honest 8. Supportive 15. Courageous

2. Forward-looking 9. Straightforward 16. Caring

3. Competent 10. Dependable 17. Mature

4. Inspiring 11. Co-operative 18. Loyal

5. Intelligent 12. Determined 19. Self-controlled

6. Fair-minded 13. Imaginative 20. Independent

7. Broad-minded 14. Ambitious



You can see from Table 7 that attributes that promote trust and engagement in the organisation’s vision are most important, but taken as a whole, there are 5 overarching categories that embody the 20 characteristics. These are:

– trust

– ideas

– respect

– liking

– support

Activity 11.1: Rating your leadership characteristics (10 minutes)

Working individually, consider the followers’ preferred characteristics in Table 7 and identify the seven that you value most. Put those seven into order of priority in the table below, indicating briefly your reasons for each choice.

Your rating of the top seven leadership characteristics

Priority Characteristic Reasons

1.

2.

3.

4.

5.

6.

7.



Personal reflection (5 minutes)

Spend the next five minutes reflecting privately on the following questions:

– Do you display the attributes you value most?

– How might you need to change your behaviour?

Also, think about a leader you were willing to support and one you were not willing to fully support. How does considering the attributes you value and the attributes they displayed help you to understand your willingness or otherwise to follow?

Your reflections will form a basis for your work on Module 4 Activity 17.

The four selves model of leadership

Look at Figure 3, based on Herrmann’s (1996) suggestion that the brain is divided into four quadrants exhibiting rational, safekeeping, feeling and experimental characteristics.

Figure 3: The four selves model

Source: Herrmann, 1996:21

Rational Quadrant A

Experimental self Quadrant D

Feeling Quadrant C

Infers

Imagines

Speculates

Takes risks

Impetuous

Breaks rules

Likes surprises

Curious/plays

Analyses

Quantifies

Logical

Critical

Realistic

Likes numbers

Knows about money

Knows how things work

Sensitive to others

Likes to teach

Touches a lot

Supportive

Expressive

Emotional

Talks a lot

Feels

Takes preventative action

Establishes procedures

Gets things done

Reliable

Organises

Neat

Timely

PlansSafekeeping Quadrant B



Looking at the characteristics of each quadrant, can you see any alignment with administration, management and leadership activity? For example, you could say that the rational (quadrant A), as explained in Table 8 below, describes a financial manager operating the way school business managers used to work before their role expanded to include management of support staff teams, while safekeeping (quadrant B) describes an administrative role.

Table 8: Characteristics of the four selves

Source: Herrmann, 1996:21

So where is the leader in this model? Quadrant D (experimental) might describe an entrepreneurial leader, but not all leaders, and quadrant C (feeling) includes leadership, human resource management and mentoring characteristics. Furthermore, it is rare that we find someone who displays all the characteristics of one quadrant and none of the others.

Activity 11.2: Self-review using the four selves model (15 minutes)

Look at the characteristics listed in the four selves model in Figure 3. Tick those that you feel represent you and your role in school (allow five minutes). In pairs, spend five minutes each discussing the descriptors you have ticked and those you did not.

Point for consideration in your reflective journal: What attributes will you need to develop further and why?

This activity relates directly to the work you are asked to do for Module 4 Activity 2.

A: Rational quadrant D: Experimental quadrant

Authoritative, directive, all-business. Focuses on the task in hand, comfortable with concrete, technical information. Energies focused on thinking, processing and analysing.

Holistic, risk-oriented, adventurous, entrepreneurial. Involves conceptual, holistic, imaginative and integrative mental models. Often in direct opposition to the prevailing culture.

B: Safekeeping quadrant C: Feeling quadrant

Traditional, conservative, risk-avoiding. Strives for safety and stability and resists change. Excels at structure, following procedures and taking detail into account to meet deadlines. Likes clear lines of authority.

Personable, interactive, intuitive. Highly participative and oriented to teams and communities. Sees the human resources as the primary asset. Concerned with organisational climate, policies and programmes that affect employee relations. Advocates employee development, on-site training and design and safety characteristics of working facilities.



Facilitator input (30 minutes)

So what makes an effective leader? Hay McBer carried out research based on a random sample of 3,871 executives, drawn from a database of 20,000. The authors identified six distinct leadership styles (Table 9).

Table 9: Six leadership styles

Source: Goleman, 2000:82

Modus operandi

Style Emotional intelligence competencies

When the style works best

Overall impact on climate

Coercive Demands immediate compliance

Do what I tell you

Drive to achieve, initiative, self- control

In a crisis, to kick-start a turnaround, or with a problem employee

Negative

Authoritative Mobilises people towards a vision

Come with me Self-confidence, empathy, change catalyst

When changes require a new vision, or when a clear direction is needed

Most strongly positive

Affiliative Creates harmony and builds emotional bonds

People come first

Empathy, building relationships, communication

To heal rifts in a team or to motivate people during stressful circumstances

Positive

Democratic Forges consensus through participation

What do you think?

Collaboration, team leadership, communication

To build or buy in consensus, or to get input from valuable employees

Positive

Pacesetting Sets high standards for performance

Do as I do now Conscientiousness, drive to achieve, initiative

To get quick results from a highly motivated and competent team

Negative

Coaching Develops people for the future

I will help you grow

Developing others, empathy, self- awareness

To help an employee improve performance or develop long-term strengths

Positive



Activity 11.3: Examining your own leadership style

Consider the leadership styles outlined above. Hold a conversation with your partner, focusing on the three questions in Table 10. Briefly record your responses.

Table 10: Your leadership style (Activity 11.4)

Whole-group plenary (5 minutes)

Discuss the results of the various activities in a whole-group plenary.

Question Response

1. What do you think is your overall leadership style?

2. What leadership styles have you consciously displayed this week? When did you use these styles and what effect did they have?

Behaviour When used Effectiveness

3. What is the overarching model of leadership at your school? Who exemplifies this best?



Facilitator input

The final part of this session looks at new approaches to leadership. The leadership report by PricewaterhouseCoopers (PwC, 2007:49) described five approaches to leadership in schools that the authors found in their research. These styles progress from historic leadership styles that look inward to approaches that are responding to the complexity of the educational environment.

The approaches summarised in Figure 4 are:

– traditional leadership

– managed

– multi-agency managed

– federated

– system leadership

Figure 4: Approaches to school leadership

5. System leadership

4 Federated

3.

Multi-a

gency managed

2. Managed

1. T

radi

tional leadership



Activity 11.4: New approaches to leadership

In table groups, consider the five approaches to leadership suggested by the PwC report. Given the changing educational landscape, discuss which approach would be most suitable for your school.

– Reflect on and describe the opportunities and threats associated with the changing educational landscape in your locality and their effect on your role. Consider the latest statistics on Academies and Free Schools; are the changes escalating or slowing down? In doing so, consider the stakeholder relationships that you currently work within with those that might be expected of you in the future.

– Describe what this change means for you as a school business manager and how you might have to adapt your role, activities and skills to accommodate changes both regionally and nationally.

Whole-group plenary

This will support your work on module 4 activity 12.

1. Traditional leadership

2. Managed 3. Multi-agency managed

4. Federated 5. System leadership

– Headteacher supported by deputy and/or assistant heads.

– Predominantly single school though may have collaborative arrangements with other schools.

– May have some degree of distributed leadership.

– Greater degree of distributed leadership.

– Inclusion of non-teaching staff on SLT eg financial, business, inclusion, HR, premises experts. Mainly single school though may have collaborative arrangements with other schools. Includes co-headship models.

– Greater degree of multi-agency working.

– More diverse workforce on school premises.

– Different lines of accountability for staff.

– Potentially greater sharing/ collaboration with other schools.

– More potential for new division of leadership role.

– Multi-agency staff on SLT or post with specific ECM-related responsibilities.

– More formal collaboration arrangements between schools.

– May lead to appointment of executive head or SLT for whole federation.

– May have single governing body.

– May include other providers eg work-based-learning and further education.

– Consultant leaders.

– School improvement partners.

– Executive heads (temporary appointment eg in failing schools).

– National leaders of education.

– Virtual learning networks.

– Virtual schools and virtual heads.



Aims of workshop 12

The facilitators will offer a range of optional workshops, which will alter to meet the demands of the cohort. Brief outlines can be found in Resource 2. Subjects offered may vary, according to demand, but could include topics such as:

– peer review and collaborative learning (self-managed discussion groups)

– assertiveness at work

– coaching skills using the forum theatre method

– coaching skills for team leaders

– managing difficult people (negotiation and conflict resolution)

– team-building

Subject to demand, we may be able to repeat some of the phase 3 workshops:

– understanding data

– academic writing

– reflective writing

– critical thinking

– study skills and time management

Workshop outlines are in Resource 1, but please discuss topics with your facilitator if you require any additional information. The activities offered will be finalised according to participant choices on day 1. Although we aim to offer as much variety as possible, please be mindful that we can only offer the most popular choices in each workshop session.

Workshop 13: Skills workshop 2 (60 mins) For details, see workshop 12 above.

Refreshment break

Workshop 12: Skills workshop 1 (60 mins)



Aims of workshop 14

Workshop 14 reviews the event over the past two days, evaluates the programme and looks forward to the next steps.

Formal evaluation of the ADSBM programme is undertaken at the end of each phase. Having now completed the second of three two-day residential events we welcome your direct feedback on your experiences. We hope you will continue to share your thoughts and to debate issues online through ‘My groups and discussions’.

Activity 14.1: Review

(5 minutes) In facilitator table groups, discuss:

– what has gone well today

– what would have been ‘even better if’

– any queries or questions you have

Agree on two or three key points to contribute to the whole-group discussion.

Facilitator input

There will be an opportunity to clarify any queries relating to the assessment of phase 4 before providing an overview of the work you have to undertake to complete the this phase.

Please remember to complete the phase 4 online questionnaire. This must be done upon completion of phase 4 of the programme.

The National College is committed to regular review and evaluation of its provision to ensure quality, value and impact. Participants will be asked to reflect on their learning and provide feedback throughout the duration of the programme. The phase 4 questionnaire examines your learning experience on this phase of the programme. Your views are valued and important in shaping the future of school business management. All responses will be reported anonymously and your confidentiality fully preserved.

Workshop 14: Review and next steps (45 mins)



Preview of phase 5

Skim read the phase 5 modules (Module 5: Managing strategic finance and module 6: Managing programmes).

Preparatory reading for Module 5: Managing strategic finance and Module 6: Managing programmes

Department for Education, 2010, White Paper: The importance of teaching, Section 8, School funding, London, DfE. Available at www.gov.uk/government/publications/the-importance -of-teaching-the-schools-white-paper-2010 [Accessed June 2013]

DfE (formerly DCSF), 2008, Risk Management, online guidance. Available at www.education. gov.uk/aboutdfe/policiesandprocedures/ppm/b0057/programme-management/risk-and- issue-management-planning [Accessed June 2013]

Groves, M et al, 2012, Funding the future: How schools are responding to funding changes, Nottingham: National College. Available at www.nationalcollege.org.uk/docinfo?id=183230 &filename=funding-the-future.pdf [Accessed June 2013]

IDeA, 2007, Programme Management: First steps for local authorities: Programme, project and change management (version 4), online publication. Available at www.lge.gov.uk/idk/aio/ 6056006 [Accessed June 2013]

OGC, 2008, Early Management of the Risks to Successful Delivery: A framework for action, with tools and guidance, online document. Available at www.hm-treasury.gov.uk/d/ Early_Management_221104.pdf [Accessed June 2013]

Preparing for Phase 5: Planning phase



We are offering some new workshops in phase 4 but will respond to requests for a repeat of the most popular from phase 3. We can only run two or three workshops at any one time and will try to provide what you want. However, as we are running a demand-led model, the most popular workshops will take preference. We urge you to consider which workshops will help you to get the most out of your ADSBM programme.

Skills workshop A: Developing teams

If you are going to lead teams effectively you need to learn more about how teams work. Teams work better if all members manage how the team works together. This workshop will explore some of the dynamics of teamwork and will enable you to reflect on your ability to lead and to contribute to more effective team working.

Objectives

The objectives of skills workshop A are to:

– develop knowledge and understanding of Berkhard’s theoretical view of teams

– consider how the insights that you have gained might change your professional practice

– begin to evaluate your own contribution to team effectiveness

Skills workshop B: Managing conflict

This workshop builds on some of the coaching skills and reflective listening activities that were introduced at phase 3 and begins to explore some of the skills and strategies used in conflict resolution.

If you opt for this workshop you need to bring two real situations that you are prepared to share:

– a past encounter with a challenging person that you wish had gone better

– a conversation that you know you need to have, but have been putting off

Objectives

The objectives of skills workshop B are to:

– help you understand the emotional intelligence framework

– understand and practise how to use a process for managing a conversation

– discuss the characteristics of good leadership in conflict resolution

Resource 1: Phase 4 skills workshops



Skills workshop C: Coaching skills – listening effectively

This workshop extends the work on coaching skills introduced at phase 3 by focusing primarily on increasing your ability to listen effectively. We will explore how to listen effectively by practising listening for content, feelings and intention to act. There will also be some discussion about how to set up effective coaching sessions and some consideration of how to manage difficult behaviours and how to give constructive feedback in challenging circumstances. (For more emphasis on dealing with challenging behaviours try Workshop D)

Objectives

The objectives of skills workshop C are to:

– practise listening for content, feelings and intention to act

– consider the protocols for effective coaching

– begin to consider how to deal with challenging behaviours

Skills workshop D: Coaching skills – using the ‘forum theatre’ method

This workshop will introduce you to the concept of forum theatre and provide a scenario within which to work. As a group we will then explore how to utilise and extend our coaching skills to deal with a range of difficult or challenging staff situations. This workshop is very participatory as we will be working through simulated exercises as a group. It visits some of the skills and concepts delivered through Workshop C but through the forum theatre method.

Objectives

The objectives of skills workshop D are to:

– provide opportunities to practise and extend coaching skills in a safe environment

– introduce the concept of forum theatre as a staff training and development tool

– explore practical ways of giving feedback in a range of challenging situations

Skills workshop E: Assertiveness at work

This workshop will introduce you to the concept of forum theatre and provide a scenario within which to work. As a group we will then explore how to utilise and extend our coaching skills to deal with a range of difficult or challenging staff situations. This workshop is very participatory as we will be working through simulated exercises as a group. It visits some of the skills and concepts delivered in Workshop C but through the forum theatre method.



Objectives

The objectives of skills workshop E are to:

– provide opportunities to practise being more assertive in a safe environment

– consider when and how to say ‘no’ and the impact this can have on time management and leadership skills

– introduce the concept of transactional analysis and how to get a win-win situation

Workshop options at phase 3 were as follows.

Phase 3 skills workshop 1: Academic writing: developing your skills in presenting your research

This workshop looks at the content and approaches to academic writing introduced as part of the online induction module. We take a further look at the material provided to you as a means of developing sound arguments to support your research findings. Through reviewing an article participants will identify how to construct a valid and coherent research report; developing the research question; using the constructs of academic language and how to reference correctly.

Objectives

The objectives of skills workshop 1 are to:

– develop the research question and present sound arguments to support your research findings research findings

– identify the vocabulary of academic writing

– be more confident in referencing your work

Phase 3 skills workshop 2: Academic reading and developing critical thinking skills

This workshop looks at some of the skills and gives participants an opportunity to look at various texts to assess the critical analysis levels within them. We hope that this will enable participants to review their own application of critical thinking to their online journals and group forum entries.

Objectives


– look at what research is

– examine research methodology, eg reliability, validity

– help you develop the skills of critical analysis and critical thinking

– take a critical thinking approach to research



Phase 3 skills workshop 3: Developing skills in reflective writing

The workshop will introduce participants to the concept of reflection as an aspect of the way in which we learn as adults (Kolb). It will introduce you to the D-I-E-P- Formula (Describe, Interpret, Evaluate, Plan) and as a group we will explore our current understanding of what Reflection entails eg describing, interpreting, evaluating, analysing, commenting, exploring, explaining, considering, recording.

We will also look at the skills needed to produce a professional commentary and consider how we can improve our reflective writing skills through our online contributions.

Objectives


– introduce the concept of reflection as a tool for learning

– develop a deeper understanding of the concept of self-awareness and its impact on behaviour change

– develop practical strategies for application in an online setting

– consider the differences between reflective writing and a professional commentary

Phase 3 skills workshop 4: Time management and study skills

The workshop will revisit some of the urgency v important drivers using Steven Covey’s matrix and then to map out a typical day to look at where you are working in the quadrant of quality and how to improve your capacity to work in this quadrant. You will be introduced to some mapping tools used as part of the workforce remodelling toolkit, including DILO (day in the life of) and some of the interactive materials available in the Leadership Library. We will also work as a group to look at study skills and working smarter not harder.

Objectives


– reflect on your current working pattern

– maximise time spent in the quadrant of quality

– explore the use of tools such as DILO and materials in the Leadership Library

– collate hints and tips about how to study effectively



Phase 3 skills workshop 5: Using performance data to set school targets

Workshop 3 during Phase 3 was entitled ‘Measuring school performance’ and it concentrated on understanding attainment, progress and achievement in that context.

Objectives


– explore how Fischer Family Trust and RAISEonline data contribute to target setting

– be able to participate, in a more informed way, in SLT discussions about target setting and to play a full part in the management of the school.

Phase 3 skills workshop 6: Self-managed learning

This workshop offers participants space to design their own learning experience. You may wish to spend time doing private reflection or study. It also offers participants the opportunity to form learning sets to work on issues from the preparatory module or to consider the learning opportunities, issues and challenges in the phase 3 modules.

Objectives


– be set by the individual or the learning set

Phase 3 workshop 7: Open space technology

This workshop offers participants another space to design their own learning experience. This needs to be organised as a large or whole group session though. Open space technology is an innovative meeting process for unleashing passion and responsibility in an organisation (Owen, 1998). It is a kind of meeting and planning tool that helps people to come together to explore complex, controversial and important issues without a pre-defined agenda because they all feel passionately about the subject, and because they recognise that they have a responsibility for doing something about the issues. The open space technology process enables groups of any size to self-organise around what they really care about, to get things done.

You may wish to spend time doing private reflection or study. It also offers participants the opportunity to form learning sets to work on issues from the preparatory module or to consider the learning opportunities, issues and challenges in the phase 3 modules.

Objectives


– be set by the individual or the learning set



Source: Hay Group Education, 2004, A Culture for Learning, Hay Group UK, p 67.

1 Measuring and monitoring targets and test.

2 Raising capability – helping people learn – laying foundations for later success.

3 Respecting authority – providing direction.

4 Taking initiative and responsibility – participation at every level healthy dissent.

5 The school comes first – no one is bigger than the school – doing what is expected of you.

6 People come first – everyone can make a contribution and deserves control over their own destiny.

7 Respecting professional autonomy – creating a space to call your own – perfecting your patch.

8 Working together – learning from each other – sharing resources and ideas – investing in others.

9 Recognising personal circumstances – making allowances – toleration – it’s the effort that counts.

10 Keeping promises – confronting poor performance – taking ownership.

11 Embedding – evaluating – measuring reform and taking stock.

12 Experimenting – trying new things – looking to the next big idea.

13 Preventing mistakes – making sure nobody and nothing slips through – planning for all eventualities.

14 Taking calculated risks for worthwhile goals – try it and see.

15 Single-minded dedication – relentless pace.

16 Warmth – humour– repartee – feet on the ground.

17 Setting achievable goals and realistic expectations – incremental improvements.

18 A hunger for improvement – high hopes and expectations.

19 Investing time with those who can achieve the most.

20 Focusing on the value added – holding hope for every child – every gain a victory.

21 Dignity – reserve – respecting privacy – keeping a lid on it – self control.

22 Admitting mistakes – providing challenging feedback – letting people know how you feel.

23 Promoting excellence – pushing the boundaries of achievement – world class.

24 Creating opportunities for everyone – widening horizons – fighting injustice.

25 Creating a pleasant and collegial working environment.

26 Making sacrifices to put pupils first.

27 Mastering your subject – gaining expertise – sharing knowledge.

28 Admitting you don’t know – listening to dissent – curiosity and humility.

29 Keeping up with initiatives – doing what’s required – following policy.

30 Anticipating initiatives – making them work for us – picking and choosing.

Resource 2: The 30 statements



Department for Education 2010a, White Paper: the importance of teaching, London, DfE. Available at www.gov.uk/government/publications/the-importance-of-teaching-the-schools-white-paper-2010 [Accessed June 2013].

Department for Education, 2010b, The case for change, London, DfE. Available at www.gov.uk/government/publications/the-case-for-change [Accessed June 2013].

DfE Effective Practice Team, 2011, Partnership working: effective practice in school to school support, London, DfE.

Goleman, D, 2000, Leadership that gets results, Harvard Business Review, March–April, 78–90.

Hargreaves, A and Harris, A, 2011, Performance beyond expectations, Nottingham, NCSL. Available at www.nationalcollege.org.uk/docinfo?id=151888&filename=performance-beyond-expectations-full-report.pdf [Accessed June 2013].

Hargreaves, D, 2010, Creating a self-improving school system, Nottingham, NCSL. Available at www.nationalcollege.org.uk/index/docinfo.htm?id=133672 [Accessed June 2013].

Hay Group Education, 2004, A culture for learning: an investigation into the culture and beliefs associated with effective school, London, The Hay Group Management Ltd.

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