COGS Annual Conference 2009 Liz Cross
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Transcript of COGS Annual Conference 2009 Liz Cross
COGS Annual Conference 2009
Liz Cross
Meeting the challenges of governing
21st century schools
Outline
• Our challenging context • Making sense of what we can do in
context • Leveraging Leadership • Tools, frameworks and research
findings
What do you think the big challenges are?
Challenging Context
• Political context– New White Paper – New Ofsted Framework – General Election
• Social context– Demographic Changes– Expectations
• Economic context– Talent – availability – Thriving in a global economy
Big Themes • User driven
– Parent and pupil voice in Education– Patients /Residents in Health and Housing
• Outcome focus – Regulatory shift – Impact assessments
• Legal rights– Litigious culture
• Governance and Leadership – Powers to HT from LA – Capacity to Improve
Big Consequences
• If the vision and performance measures change .......– Structure – Processes– Capacity and Capability – Leadership
• .......Has to change
STRUCTURE
PROCESS
CAPACITYLEADERSHIPBEHAVIOUR
PERFORMANCE
CLIMATE
VISION/VALUES/STRATEGY
All four areas need to be aligned to achieve results
60-70% of climate is driven by what leaders do and say
Operating in one zone won’t produce results
You can’t optimise performance without delivering climate
COGS Service Standards• Processes
– Ensure compliance - statutory requirements– Promote E & E administrative services – Fulfil key functions within LA frameworks
• Capacity and Capability – Assist in development of effectiveness & capacity– Manage and promote recruitment , retention and
recognition – Manage and promote training – Promote governor networks
•
“Never doubt the capacity of the
people you lead to accomplish whatever you dream for them”
Benjamin Zander
1. The Proactive Challenge
2. The Influence Challenge
3. The Reality Challenge
4. The Vision Challenge
5. The Strategy Challenge
6. The Wisdom Challenge
7. The Insight Challenge
8. The Confidence Challenge
9. The Internal Compass
Challenge
10. The Bigger & Bigger Challenge, Challenge
11. The Vertigo Challenge
12. Managing The Tension Between Holding On & Letting Go
13. The Life & Career Transition Challenge
14. The Loneliness Challenge
15. The Personality Challenge
16. The Pathology Challenge
17. Confusion Complexity Chaos Challenge
18. The Work-Life Balance Challenge
Waldock and Kelly-Rawat 2004
Governance - Leadership
Management
Governance
Modes of Governance
• Co-create - generative• Sense makers• What’s the question
• Co-ordinate - strategic• Strategists• What’s the plan
• Corrective - fiduciary• Sentinels• What’s wrong
Why do people become governors?
Experience/Qualifications
Knowledge
Skills Competency(behaviours)
Effective(threshold)
Outstanding(Distinguishing)
Research suggests that the most competent performers outperform the average by 3:1
Delivering Excellence
Skills
• Team working• Leadership• Delegating• Meetings• Making and monitoring policies• Setting and monitoring financial
parameters and budgets• Appointing, appraising, development
planning, motivating and disciplining staff
Competencies
Characteristic ways of behaving shown to be associated with achieving successful outcomes
Key Competency Clusters
• Thinking• Guiding Action• Achieving Things Through Others• Managing The Heart And The
Head
12 Key Competencies
Thinking
Bigger Picture ThinkingAnalysing & EvaluatingResource Management
Guiding Action
Gathering InformationGetting Things DoneAchieving High Standards
Achieving Things Through Others InfluencingInitiating ImprovementsShowing Leadership
Managing The Heart and The Head
Assertiveness & ChallengeManaging Your Own StyleIntegrity & Inclusion
Analysing & Evaluating
This is about • being a critical friend • making active and informed
judgements about the current performance of the school
• using a wide range of information from within and outside of it.
Getting Things Done
This is about • having the drive to ensure goals are
achieved on time, through others in the first instance, and collectively and individually where necessary.
Showing Leadership
This is about • all governors working to create an
inclusive body • Making everyone feel welcome,
appreciated, well-informed and listened to, • Helping others feel confident and able to
give of their best. • Developing the abilities of all, encouraging
reflection and the sharing of ideas.
Leading 21st Century Schools Critical capability • Stakeholder management • Influencing • Providing Recognition- in inter-
dependent systems • Building Trust • 360 degree feedback systems• Measuring impact
Mapping Stakeholders
REACTION TO OFFERBlockers Followers Champions
PO
TEN
TIA
L/A
CTU
AL
IMP
AC
T O
N
OR
GA
NIS
ATIO
N
High
Medium
Low
Positioning Stakeholders
Stakeholder Resistant Ambivalent
Enthusiast Activist
Police
User Group D
Contractors
C
C
C
C = currentstakeholdercommitment
D
D
D
D = desiredstakeholder commitment
Influence
The art of getting into the head of another and determining what you say and how you say it to have the desired outcome
Influencing Styles Task
People
Safety Risk
Logical Persuasion
Rewards &Pressures
ParticipationAnd Trust
CommonVision
“There is no level of
poor performancethat cannot be
achieved given sufficient
lack of encouragement....”
The Four Elements of Trust
RELIABILITY
OPENNESS
ACCEPTANCE
CONGRUENCE
People you relate to want to know if you do what you say you will do. It’s hard to have confidence in a person who makes promises they don’t keep!
People tend to want to co-operate best with people who will “level” with them, not hide anything and give them the whole story (even though it may not all be good news).
All people want to be accepted for who they are. Not judged criticised or made to feel inferior.
The final element of trust is congruence – the knowledge that what is you, is on track with what you believe, what you know to be true and what you do.
360 Degree Feedback
Self
Peers
Direct Reports
Manager
‘Others’
“One of the hardesttasks of leadership isunderstanding thatyou are not what youare, but what you'reperceived to be byothers……..”
Edward L. Flom
Measuring Impact- beyond the usual 1. actively create opportunities to hear the voice of
parents and pupils2. listen and respond to the views of internal and
external stakeholders3. ensure complaints are addressed effectively and
efficiently4. ensure the services on offer then reflects the
current needs5. increase social capital with parents, pupils, the
community 6. demonstrate shared understanding of excellence
7. engender a sense of growing partnership between schools, individual customers and the wider community
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