Aspiring Leaders for Teaching
and Learning
Session 3: Developing the Team
and Individual
Dr Vincent Stroud
8th February 2012
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Quick task…
Please draw a picture that
represents your feelings about
Great
Team Meetings
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Quick task…
Please draw a picture that
represents your feelings about
Poor
Team Meetings
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Overview of the Programme
• Session 1 (full day): Launch Day for all aspiring leaders
(AL) and coaches (C).
Trainer: Jacky King,
• Session 2 (afternoon): Linking Data to High Performance
Trainer: Vince Stroud,
• Session 3 (afternoon) Developing the team and individual
Trainer: Vince Stroud
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Learning Objectives
By the end of the session Aspiring Leaders (and
Coaches where present) will have:
• Been introduced to ways of making best use of team
meetings to support improvement; getting the link between
team performance and pupil outcomes
• Begun to develop an understanding of how to evaluate and
lead teams
• Carried out a Performance Analysis of a real team
• Considered strategies for Coaching an improving or
underperforming individual / team
• Reflected on focus for development and support strategy
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Team Development
– 15 –
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Effective team behaviours:
Commit to
continuous
improvement
Trust each
other
Produce
Compensate
For
weaknesses
Extraordinary
Suspend
judgement
on what’s
possible
Compliment
Strengths
Results!
Share a vision
of greatness
Aim high – refuse to
accept second best
None of us is as smart as all of us
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Remove mental
limitations
Quick task…
Please draw a picture
that
What did
think?
represents your feelingsyou
about
Great
Team Meetings
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High performing teams
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When teams get together to perform a task, they can go through
several stages of team development
Performance
Performing
Adjourning
Norming
Forming
Storming
Source: Tuckman et al
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Time
In FORMING, teams often ignore feelings – a facilitator might
observe:
Team members
Team Behaviours

Sat back


All want air time
Feelings of excitement,
anticipation, optimism

Personal agendas


Testing authority
Feelings of suspicion, fear,
anxiety about job ahead


Sizing each other up
Self orientation


Wondering about inclusion
& trust
Identification of the task

Exploration & discovery of
how to interact with one
another as a group
Politeness
People are exploring their dependencies and roles
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Objectives
& agenda
mismatch
In STORMING, feelings start to surface – a facilitator might observe:
Team Members
Team Behaviours

Out of their box


Conflicting Ideas
or opinions
Realise size & complication of
tasks ahead

Disparity between hopes & reality
Passion
For me

Not much building

Power control conflict

Confrontation


Churning
Task
Defining mission goals, roles (turf),
Conflict
Strategies, activities

Hostility

Doubts about team success

Dissatisfaction


Crisis mode
Frustration about time to get things
done, waves of emotion

Adjustment anxiety
Team output is reduced
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In NORMING, teams display a degree of group cohesion – a
facilitator might observe:
Team Members
Team Behaviours


Understanding/Buy-in

Cooperation overcomes
competition
Cohesion around shared
goals

We all have a role to play

We’ve all got
something to contribute

Sharing responsibility

Building confidence

More comfort in giving &
receiving feedback

Developing trust & respect
for each other

Taking ownership of the
problem

Begin to develop team
values

Resolution of conflict

Show of affection

Reconciliation

Acceptance of diversity
Constructive
independence
A common spirit emerges around the outcome
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Conscious
use of
process
In PERFORMING, Teams interdependence becomes evident – a
facilitator might observe:
Team Members
Team Behaviours

Active teamwork


Support
Diagnosis and problem
solving

Decision making

Rapid progress

‘Reading from the same
page’

Performance soars

Team success




Volunteering
Passion for
Team results
I don’t feel threatened
- “My time will come.”
Shared leadership
Comfortable with others
Interdependence
Trust and openness are shown within the team
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Unconscious
Unconscious
use
of process
use of process
Beckherd’s Model: Team Hierarchy
What do you
want to achieve?
How do you
decide who
does what?
How do you
resolve
conflict?
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How do you keep
people on task?
What do you
want to achieve?
– 17 –
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Think/Feel/Say/Do
Think
Feel
Say
Do
– 18 –
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Vision Lessons
• It requires some effort to see something from a different
perspective
• It can be difficult to maintain the vision of the new
perspective
• You can become confused
• Analysis Paralysis: the longer you stare at it the more it
moves
• Different people see different things from the same image
• It can be difficult for others to appreciate your perspective;
or for you to appreciate theirs!
Goal Setting
Know what outcome you want to achieve:
•
•
•
•
Outcome needs to be stated in positive terms
Outcome must be testable and demonstrable in sensory
experience - what you would look like, sound like and feel like if
you achieved the outcome
Outcome must preserve any positive product of the present
state
Outcome must be related to Learning and Teaching
– 19 –
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Activity
Discuss with a partner the
goals of a real team
in your school
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Feedback
The
Alternative
?
– 15 –
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Beckherd’s Model: Team Hierarchy
How do you
decide who
does what?
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Team roles are defined by
Process
Choosing and
following
the right process
Task
People
Ensuring that
the objectives
are met
Managing the
emotional and
political dimensions
Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 10
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Belbin
BELBIN Team-Role Type
– 12 –
Contributions
Allowable Weaknesses
PLANT
Creative, imaginative, unorthodox.
Solves difficult problems.
Ignores incidentals. Too pre-occupied to
communicate effectively.
CO-ORDINATOR
Mature, confident, a good chairperson. Clarifies goals, promotes
decision-making, delegates well.
Can often be seen as manipulative. Off
loads personal work.
Sober, strategic and discerning. Sees
all options. Judges accurately.
Lacks drive and ability to inspire others.
MONITOR
EVALUATOR
RESOURCE
INVESTIGATOR
Disciplined, reliable, conservative and
effecient. Turns ideas into practical
actions.
Painstaking, conscientious, anxious.
Searches out errors and omissions.
Delivers on time.
Extrovert, enthusiastic,
communicative. Explores
opportunities. Develops contacts.
SHAPER
Challenging, dynamic, thrives on
pressure. The drive and courage to
overcome obstacles.
IMPLEMENTER
COMPLETER
FINISHER
TEAMWORKER
SPECIALIST
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Co-operative, mild, perceptive and
diplomatic. Listens, builds, averts
friction.
Single-minded, self-starting,
dedicated. Provides knowledge and
skills in rare supply.
Somewhat inflexible. Slow to respond to
new possibilities.
Inclined to worry unduly. Reluctant to
delegate.
Over - optimistic. Loses interest once
initial enthusiasm has passed.
Prone to provocation. Offends people's
feelings.
Indecisive in crunch situations.
Contributes only on a narrow front. Dwells
on technicalities.
Activity
With your partner:
Using the Belbin Handout
can you identify
roles in your team?
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Beckherd’s Model: Team Hierarchy
How do you keep
people on task?
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Quick task…
WhatPlease
did
you think?
draw a picture that
represents your feelings about
Poor
Team Meetings
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Teams generally FAIL when team members do not:
•
•
•
•
Understand or accept a team’s purpose or goals
Know or stick to their roles and responsibilities (even though they
may be flexible)
Understand how to complete their tasks (process) or how to work
as a part of the team (norms and values) and
Have the necessary technical or team skills (member, facilitator,
leader), or the necessary resources
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Vince
Add slide about
TEAM ROLES
– 15 –
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David Kantor’s “Four Player System” introduces four
“moves” that occur in our conversations
Propose
Bystand
Follow
Oppose
(Adapted from David Kantor, 1995)
Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 45
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The 4 “moves” explained
Propose
• To introduce an idea/action/
change/perspective
• To bring into a conversation something
with force
• To help to give direction to a
conversation
Oppose
• A stance in relation to a Propose
• To bring correction into the
conversation
Follow
• To support a Propose or an Oppose,
and endorse/validate it
• To give additional reasons
• Without support it’s not possible to have
action
Bystand
• To provide perspective to the group
about what’s going on
• To bring perspective to a conversation
Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 46
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Supporting your critical friend relationship …
•
•
•
Coaching and feedback
– Helping individuals and teams to develop and reach their
full potential
Facilitation
– Helping teams to reach their desired outcomes effectively
Dialogue
– Helping teams to change the patterns of their
conversations
Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 6
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Effective facilitation requires a number of beliefs:
•
•
•
The team has all the capability and knowledge it needs
to improve itself. Facilitation is creating a process which
allows the team to develop their potential. It is not adding
content
Facilitation is about the team learning, not the facilitator
teaching. It’s about people discovering what they know
rather than being told what they don’t
Anything that anyone does is the best possible
contribution they can make to developing the team.
This means everything is taken as a serious contribution
Richardson, Macneish and Lane, 1997
Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 9
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Facilitation involves attending to process, task
and people
Process
Choosing and
following
the right process
Task
People
Ensuring that
the objectives
are met
Managing the
emotional and
political dimensions
Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 10
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The facilitator’s PRIMARY role is to manage the PROCESS of a
group and NOT to add CONTENT
Setting scene
Remaining
impartial
Defining
boundaries
Facilitation
Moving group
through conflict
Establishing
common purpose
Clarifying
objectives
Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 11
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The facilitator must watch for potential pitfalls
Monopolising
discussion
Being the
expert
Getting sidetracked
Providing
answers
NOT Facilitation
Losing control
of the process
Making
judgements
Getting bogged
down
Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 12
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Beckherd’s Model: Team Hierarchy
How do you
resolve
conflict?
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Quick task…
discuss with a partner
some of the difficult behaviours
you might encounter
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Activity
to determine the team's issues
use the
Fishbone Analysis
(Ishikawa method)
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Difficult behaviours / scenarios
•
•
•
•
•
•
•
A team member who always points out difficulties
An individual dominating the meeting
A non-contributing member
An “expert”
The Cynic (“I’ve heard it all before”)
Conflict between two team members
The leader (headteacher/senior staff member) as a
participant!
There are some tips to help you with these situations
Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 20
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Activity
Use post-it's to offer
suggestions to
counteract the
behaviours
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Handout 1 Difficult scenarios
The objector
… a team member who always
points out the difficulties
• Ask them to suggest a solution to the
difficulty they have identified
• View them as a resource against whom
to bounce ideas and suggestions
• Be prepared for the negative – and use
it to improve an idea
• Regard the statement of difficulty as an
invitation to build,
not as an obstacle
The dominator
… an individual dominating the
meeting
• Take control constructively
• Call on other delegates by name
• Thank, restate pertinent points and
move on
• Avoid eye contact
• Use your physical position in the room
Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 21
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Handout 2 Difficult scenarios
The silent one
A non-contributing member
• Don’t put pressure on the participant
• Acknowledge their contributions – every
time they speak
• Give a non-verbal invitation to speak
• Ask them if they agree with what’s being
said
• Capitalise on their knowledge and
personality
• Talk to the reluctant participant (outside
the meeting)
The “know all”
An “expert”
• Don’t react defensively – respect what
they can offer
• Use the person’s expertise – but set
limits
• Encourage the expert to listen
• Invite the expert to present formally
• Give the expert an official role in
answering people’s questions
Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 22
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Handout 3 Difficult scenarios
The cynic
“I’ve heard it all before”
• Don’t get defensive or angry
• Find some merit in what they are saying
• Bring them in WHEN YOU WANT THEM
TO SPEAK
• Encourage them to concentrate on the
positive
• Talk to them privately – find out if they
are upset or annoyed
• Use the rest of the group to give
different viewpoints
The fighters
Conflict between two team
members
• Don’t intervene too early
• Emphasise points of agreement,
minimise points of disagreement
• Direct delegates’ attention to the
objectives of the meeting
• Shelve or park the issue for the moment
• Draw others into the discussion to
reduce the one-to-one element
• De-personalise
Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 23
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There are ways to overcome blocks or barriers
Ask direct
questions
Give direct
feedback
Unmask
the
concealed
Ask for
expansion
Overcoming barriers
Research
and plan
Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 18
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Highlight
inconsistencies
Time out
Beckherd’s Model: Team Hierarchy
What do you
want to achieve?
How do you
decide who
does what?
How do you
resolve
conflict?
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Have you
achieved
your goal?
How do you keep
people on task?
The Art of Reflection
We do not learn from experience
We learn from
reflecting on experience
Dewey
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8
Regular reviews of team performance will
enhance the team’s effectiveness
•
•
•
Getting into the habit of reviewing meetings is
helpful.
What worked well (www) and Even better if (ebi)
is a good model
Agreeing team ground rules for behaviour will
focus attention on helpful and not so helpful
behaviours.
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Regular Team Learning Reviews
Identify
Review
Objectives
Deliverables
WWW/EBI
What does
success look
like for us
Issues
Concerns
Progress of
activities
Gaps
Action Plan
Produce
What
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Activity
Use the WWW/EBI and self
analysis handouts to
evaluate your team
with your partner
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HANDOUT - Team Building Blocks
Agreed goals and clear objectives
Group/team goals defined.
Individuals know their contribution to team output.
Individual roles
Role clarity of each member.
If dynamic – regular update/review.
Values:
Group/team values identified/known.
Group works to them.
Individuals know and agree.
Mutual support and trust
.
Individuals take responsibility for others behaviour/output.
Members trust each other’s actions.
Members minimize internal checking processes.
Sound Management procedures
Established management process understood and used.
Members free to input/comment on management process effectiveness
Appropriate Leadership
Style/approach is flexible/responsible to specific situations/conditions.
Style balances commitment to task/team/individuals
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Openness and Confrontation
Member’s feel/are free to comment on group/individual activity.
No hidden agendas/running scores.
Issues ‘on the table’ as a working style.
Individual development
Development of individuals a priority.
Shared responsibility management/self.
Growth plans identified/ actioned.
Inter Group relations
Group/team interfaces managed.
Cross functionality encouraged.
Inter team working fostered/recognized/rewarded.
Communications
Open and challengeable.
Communication effectiveness monitored.
Culture of ‘information availability’.
Communication updates a regular process.
Regular Review
Mechanism/attitudes in place to review good as well as poor results.
Culture of continuous improvement.
Performance reviews of individuals and team regular and normal.
Recognition for “a job well done” is open/public.
The group learns from good as well as not so good results.
HANDOUT - Team Building Blocks – self analysis
1
Agreed goals and clear
objectives
Individual roles
Values
Mutual support and trust
Sound Management procedures
Appropriate leadership
Openness and Confrontation
Individual development
Inter Group relations
Communication
Regular Review
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10
Activity
Can you use today's
learning to
coach each other
into team improvement?
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Learning Objectives
By the end of the session Aspiring Leaders (and
Coaches where present) will have:
• Been introduced to ways of making best use of team
meetings to support improvement; getting the link between
team performance and pupil outcomes
• Begun to develop an understanding of how to evaluate and
lead teams
• Carried out a Performance Analysis of a real team
• Considered strategies for Coaching an improving or
underperforming individual / team
• Reflected on focus for development and support strategy
NOT PROTECTIVELY MARKED
Learning Objectives
By the end of the session Aspiring Leaders (and
Coaches where present) will have:
• Been introduced to ways of making best use of team
meetings to support improvement; getting the link
between team performance and pupil outcomes
• Begun to develop an understanding of how to evaluate and
lead teams
• Carried out a Performance Analysis of a real team
• Considered strategies for Coaching an improving or
underperforming individual / team
• Reflected on focus for development and support strategy
NOT PROTECTIVELY MARKED
Your feedback on today
What went well
Even better if
Overview of the Programme Remaining Sessions
•Session 4 (afternoon): Managing change and monitoring performance
Trainer: Vince Stroud, Venue: Brookside School Training Room, 28th
March 2012
•Session 5 (afternoon): How to get AfL & Inclusion to make the
difference to Personalised Learning
Trainer: Vince Stroud, Venue: Brookside School Training Room, Wed
23rd May 2012
•Session 6 (Whole day): Moving to mostly good and outstanding (please
note that the content of this day will be driven by the earlier sessions
and may not reflect the agenda below)
Trainer: Jacky King, Venue: Oake Manor Golf Club, Wed 4th July 2012
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