leadership for performance - andy buck
TRANSCRIPT
Inspiring Leadership Conference – 2014
Leadership for Performance How all leaders can create the condi=ons for success
Andy Buck
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%
P People – recruitment and expecta=ons
• The bus • High quality • Repent at
leisure • Risk two • Support • Accountability
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
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
Natural pre-‐disposiEon
Actual performance
Work with
Work on
Work around
Work on
Playing to strength
Natural strength
Fragile strength
PotenEal strength
Resistant limitaEon
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
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….
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
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)
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 ?
• 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