In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the ICPNA school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in your school will be discussed.

1. PLCs for aPLCs for a
Change?Change?
20142014
Susan Hillyard B.Ed. (Hons)Susan Hillyard B.Ed. (Hons)

2. Questions for Session 1Questions for Session 1
 Why is there a call for change?Why is there a call for change?
 What are the existing structures like?What are the existing structures like?
 What are your needs?What are your needs?
 What do you know about PLCs?What do you know about PLCs?
 What do you want to know aboutWhat do you want to know about
PLCs?PLCs?
 What are PLCs?What are PLCs?

4. Changing EducationalChanging Educational
ParadigmsParadigms
Sir Ken RobinsonSir Ken Robinson
RSA_Animate_-_Changing_Education_Paradigms.flvRSA_Animate_-_Changing_Education_Paradigms.flv
http://www.youtube.com/watch?v=zDZFcDGpL4Uhttp://www.youtube.com/watch?v=zDZFcDGpL4U

5. The Fourth WayThe Fourth Way
 The First Way of Innovation andThe First Way of Innovation and
InconsistencyInconsistency
 The Second Way of Markets andThe Second Way of Markets and
StandardizationStandardization
 The Third Way of Performance andThe Third Way of Performance and
PartnershipPartnership
 The Fourth Way of ComplexityThe Fourth Way of Complexity Hargreaves D. 2009Hargreaves D. 2009

6.  No Child Left Behind (NCLB) Act has “become the mostNo Child Left Behind (NCLB) Act has “become the most
negative brand in America”, 85% of surveyed educators agree itnegative brand in America”, 85% of surveyed educators agree it
is not improving schoolsis not improving schools
 High performing Singapore emphasizes “Teach Less, LearnHigh performing Singapore emphasizes “Teach Less, Learn
More” and mandates 10% “white space” for teachers to bringMore” and mandates 10% “white space” for teachers to bring
individual initiative andindividual initiative and creativity into their teachingcreativity into their teaching
 China makes school-developed curriculum a national educationalChina makes school-developed curriculum a national educational
prioritypriority
 The European Union named 2009 as the “Year of InnovationThe European Union named 2009 as the “Year of Innovation
and Creativity”and Creativity”
 Finland – world leader on results in PISA tests, on internationalFinland – world leader on results in PISA tests, on international
ratings of economic competitiveness –avoids nationalratings of economic competitiveness –avoids national
standardized tests altogether and reaches highstandardized tests altogether and reaches high
levels of achievement by attracting highly qualified teachers withlevels of achievement by attracting highly qualified teachers with
supportive working conditions, strong degrees of professionalsupportive working conditions, strong degrees of professional
trust and an inspiring mission of inclusion and creativity.trust and an inspiring mission of inclusion and creativity.

7. Think Time: KWL ChartThink Time: KWL Chart
K: What I knowK: What I know
W: What I want to knowW: What I want to know
(After Session 2)(After Session 2)
L: What I LearnedL: What I Learned

8. Manager or Leader?Manager or Leader?
 What qualities are needed toWhat qualities are needed to
change from the old managementchange from the old management
style to the new leadership style?style to the new leadership style?
 Are you an X man or a Y man?Are you an X man or a Y man?
 Personal ChecklistPersonal Checklist

9. The LeaderThe Leader
Roger McGoughRoger McGough
I wanna be the leaderI wanna be the leader
I wanna be the leaderI wanna be the leader
Can I be the leader?Can I be the leader?
Can I? I can?Can I? I can?
Promise? Promise?Promise? Promise?
Yippee I'm the leaderYippee I'm the leader
I'm the leaderI'm the leader
OK what shall we do?OK what shall we do?

10. Manager or Leader?Manager or Leader?
• Small time scaleSmall time scale
• EmpowermentEmpowerment
• WhacksWhacks
• Focuses on detailsFocuses on details
• SpecializationSpecialization
• CompetitionCompetition
• ControlControl
• PredictabilityPredictability
• CooperationCooperation
• ContainmentContainment
• Long termLong term
• Risk takingRisk taking
• Sees big pictureSees big picture
• People’s valuesPeople’s values
• IntegrationIntegration
• InstrumentalInstrumental
rationalityrationality
• ExpansionExpansion
• Eliminating riskEliminating risk

11. Basic DifferencesBasic Differences
MM
• Small time scaleSmall time scale
• Eliminating riskEliminating risk
• Focusses on detailsFocusses on details
• Instrumental rationalityInstrumental rationality
• SpecializationSpecialization
• CompetitionCompetition
• ContainmentContainment
• ControlControl
• PredictabilityPredictability
LL
• Long termLong term
• Risk takingRisk taking
• Sees big pictureSees big picture
• People’s valuesPeople’s values
• IntegrationIntegration
• CooperationCooperation
• EmpowermentEmpowerment
• ExpansionExpansion
• WhacksWhacks

12. PeacekeepersPeacekeepers
PP urposefulurposeful
EE motionally intelligentmotionally intelligent
AA daptabledaptable
CC ommunicatively competentommunicatively competent
EE ncouragingncouraging
KK nowledgeablenowledgeable
EE nergeticnergetic
EE nthusiasticnthusiastic
PP roactiveroactive
EE xemplararyxemplarary
RR isk-takerisk-taker
SS elf-managerelf-manager
George Pickering

13. X or Y person?X or Y person?
 ……. dislike work. dislike work
 ……have potentialhave potential
 ……..do not want..do not want
responsibilityresponsibility
 ……..have no ambition..have no ambition
 ……like rewards forlike rewards for
achievementachievement
 ……..work is honourable..work is honourable
 ……..have to be coerced/..have to be coerced/
controlled/threatenedcontrolled/threatened
 ……will exercise selfwill exercise self
directiondirection
 …….are committed to.are committed to
goalsgoals
 …… are creative/can thinkare creative/can think
 ……..seek only security..seek only security

14.  Check Ex 4 HOCheck Ex 4 HO
 Read the Basis of Authority HORead the Basis of Authority HO
 Begin to check off your PersonalBegin to check off your Personal
leadership Checklist HOleadership Checklist HO

15. Basic Definition LeaderBasic Definition Leader
…………………….continuously seek and share.continuously seek and share learninglearning
and then act on what they learn. The goal ofand then act on what they learn. The goal of
these actions is to enhance thethese actions is to enhance the teachers’ andteachers’ and
administrators’ effectiveness as professionals soadministrators’ effectiveness as professionals so
thatthat students benefit.students benefit.

16. From Senge’s Fifth Discipline toFrom Senge’s Fifth Discipline to
PLCs inc. PLNs and PLEsPLCs inc. PLNs and PLEs
From:From:
The Learning OrganisationThe Learning Organisation……….fostering……….fostering
aspiration, developing reflective conversation,aspiration, developing reflective conversation,
and understanding complexity…..and understanding complexity…..
To:To:
PLCsPLCs……..Professional Learning……..Professional Learning
Communities…..Communities of ContinuousCommunities…..Communities of Continuous
Inquiry and ImprovementInquiry and Improvement

17. The Five DisciplinesThe Five Disciplines
1) “1) “Personal masteryPersonal mastery is a discipline of continually clarifying and deepening ouris a discipline of continually clarifying and deepening our
personal vision, of focusing our energies, of developing patience, and ofpersonal vision, of focusing our energies, of developing patience, and of
seeing reality objectively." (p. 7)seeing reality objectively." (p. 7)
2) “2) “Mental modelsMental models are deeply ingrained assumptions, generalizations, or evenare deeply ingrained assumptions, generalizations, or even
pictures of images that influence how we understand the world and how wepictures of images that influence how we understand the world and how we
take action." (p. 8)take action." (p. 8)
33) “ Building shared vision) “ Building shared vision a practice of unearthing shared pictures of thea practice of unearthing shared pictures of the
future that foster genuine commitment and enrollment rather thanfuture that foster genuine commitment and enrollment rather than
compliance." (p. 9)compliance." (p. 9)
44) “Team learning) “Team learning starts with dialogue, the capacity of members of a team tostarts with dialogue, the capacity of members of a team to
suspend assumptions and enter into genuine thinking together." (p. 10)suspend assumptions and enter into genuine thinking together." (p. 10)
5) “5) “ Systems thinkingSystems thinking - The Fifth Discipline that integrates the other 4.”- The Fifth Discipline that integrates the other 4.”

18. Beware!Beware!
1) Today's problems come from yesterday's "solutions."1) Today's problems come from yesterday's "solutions."
2) The harder you push, the harder the system pushes back.2) The harder you push, the harder the system pushes back.
3) Behaviour grows better before it grows worse.3) Behaviour grows better before it grows worse.
4) The easy way out usually leads back in.4) The easy way out usually leads back in.
5) The cure can be worse than the disease.5) The cure can be worse than the disease.
6) Faster is slower.6) Faster is slower.
7) Cause and effect are not closely related in time and space.7) Cause and effect are not closely related in time and space.
8) Small changes can produce big results...but the areas of8) Small changes can produce big results...but the areas of
highest leverage are often the least obvious.highest leverage are often the least obvious.
9) You can9) You can have your cake and eat it too ---but not all at once.--but not all at once.
10) Dividing an elephant in half does not produce two small10) Dividing an elephant in half does not produce two small
elephants.elephants.
11) There is no blame.11) There is no blame.

19. PrinciplesPrinciples
I- Shared VisionI- Shared Vision
 shared mission and goals that staff membersshared mission and goals that staff members
see as their common purposesee as their common purpose
 values and belief systems are made explicitvalues and belief systems are made explicit
 it is the role of the Head to continuouslyit is the role of the Head to continuously
communicate the vision to all stakeholderscommunicate the vision to all stakeholders
 powerful images of achievement constantlypowerful images of achievement constantly
displayed/published that encouragedisplayed/published that encourage everyone’severyone’s
commitment to the visioncommitment to the vision

20. II – Shared, SupportiveII – Shared, Supportive
LeadershipLeadership
 change in a schoolchange in a school must be accepted appreciated, andmust be accepted appreciated, and
nurturednurtured by the Headby the Head
 challenge for some Heads ……. power, authority, andchallenge for some Heads ……. power, authority, and
decision making are shared and encourageddecision making are shared and encouraged
 traditional pattern that teacherstraditional pattern that teachers teach, students learn,teach, students learn,
and administrators manage isand administrators manage is gonegone
 educators talk with one another about their practice,educators talk with one another about their practice,
share knowledge, observe one another, and root forshare knowledge, observe one another, and root for
one another’s success ……democratic systemone another’s success ……democratic system

21. III – Collective Learning and itsIII – Collective Learning and its
ApplicationApplication
 professional staff from all departments andprofessional staff from all departments and
grade levels come together tograde levels come together to studystudy collegiallycollegially
andand workwork collaboratively, not just meetcollaboratively, not just meet
 reflection and discussionreflection and discussion focused on instructionfocused on instruction
and student learningand student learning
 the learning is ongoingthe learning is ongoing
 staff members buildstaff members build shared knowledge bases,shared knowledge bases,
which contribute to the community’s vision.which contribute to the community’s vision.

22. IV - Supportive ConditionsIV - Supportive Conditions
A. logistical conditions such as physical andA. logistical conditions such as physical and
structural factors and resourcesstructural factors and resources
 reducing isolationism, scheduling time and areducing isolationism, scheduling time and a
comfortable space, promoting autonomy,comfortable space, promoting autonomy,
providing CPD, developing a platform such asproviding CPD, developing a platform such as
Moodle, Ning, Yahoo group,Moodle, Ning, Yahoo group,

23. IV - Supportive ConditionsIV - Supportive Conditions
B. the capacities and relationships developed among staffB. the capacities and relationships developed among staff
members so they may work well and productivelymembers so they may work well and productively
togethertogether
 thethe relationships among the educators in a schoolrelationships among the educators in a school
define all relationships within the school’s culturedefine all relationships within the school’s culture
 not just congenial but collegial relationshipsnot just congenial but collegial relationships
 staff members must respect each other and the systemstaff members must respect each other and the system
 sharing successes and failures, social activities, a caringsharing successes and failures, social activities, a caring
environment, developing trust, Head as modelenvironment, developing trust, Head as model

24. V – Shared Personal PracticeV – Shared Personal Practice
 peer observationspeer observations
 action researchaction research
 learning to listenlearning to listen
 collecting datacollecting data
 reading togetherreading together
 running SIGsrunning SIGs
 X curricular projectsX curricular projects
 Ts running meetingsTs running meetings
 preparing a schoolpreparing a school
newsletter/blognewsletter/blog
 developing an academicdeveloping an academic
journaljournal
 shadowingshadowing
 setting up T clubs e.g.setting up T clubs e.g.
yoga, learning a language,yoga, learning a language,
drama, choirdrama, choir
 flipping the classroomflipping the classroom

25. Some quotes:Some quotes:
““These Old Ways of educational change in theThese Old Ways of educational change in the
20th century are ill suited to the fast, flexible and20th century are ill suited to the fast, flexible and
vulnerable New World of the 21st century.“vulnerable New World of the 21st century.“
Hargreaves A and Shirley D, 2009Hargreaves A and Shirley D, 2009
“They must often change, who would be constantThey must often change, who would be constant
in happiness or wisdom.”in happiness or wisdom.”
Confucius
“All change is a miracle to contemplate; but it is aAll change is a miracle to contemplate; but it is a
miracle which is taking place every second.”miracle which is taking place every second.”
Henry David Thoreau

26. PLCs for a Change?PLCs for a Change?
Part IIPart II
Susan Hillyard B.Ed ( Hons)Susan Hillyard B.Ed ( Hons)

27. Questions for today Session 2Questions for today Session 2
 What did you learn about PLCs?What did you learn about PLCs?
 Where are you and where is your school?Where are you and where is your school?
 What is connectivism?What is connectivism?
 What is a leader?What is a leader?
 What is Innovation Theory?What is Innovation Theory?

28. Ex 1 Layers of the OnionEx 1 Layers of the Onion
What do you feel you learnedWhat do you feel you learned
about PLCs?about PLCs?
Has your thinking changed vis aHas your thinking changed vis a
vis your situation?vis your situation?

29. Your attitude to ChangeYour attitude to Change
Take a walk around the room andTake a walk around the room and
read the posters.read the posters.
Choose one or two and be preparedChoose one or two and be prepared
to make a comment to the group.to make a comment to the group.

30. The Microwave Oven TheoryThe Microwave Oven Theory
Find a model, find a hero Head,Find a model, find a hero Head,
put it in the Microwave Oven ofput it in the Microwave Oven of
the school, pressthe school, press startstart for 4 minsfor 4 mins
and expect it to workand expect it to work

31. The PLC as a Complex ModelThe PLC as a Complex Model
 A PLC is a way of working where staffA PLC is a way of working where staff
engage in purposeful, collegial learning.engage in purposeful, collegial learning.
This learning is intentional and its purposeThis learning is intentional and its purpose
is to improve staff effectiveness so studentsis to improve staff effectiveness so students
will be morewill be more successful learners.successful learners.
 It takes a lot of time, planning and constantIt takes a lot of time, planning and constant
reviewing.reviewing.
 Organisations do not change on their own,Organisations do not change on their own,
individuals DO.individuals DO.

32. Where are you and where is yourWhere are you and where is your
School?School?
 Use the personal checklist, your reactions to theUse the personal checklist, your reactions to the
collage and to the Quotations to assess yourselfcollage and to the Quotations to assess yourself
as a potential leader of a PLCas a potential leader of a PLC
 Use the Assessment grids to check out yourUse the Assessment grids to check out your
school.school.

33. Ex 2 HO Group workEx 2 HO Group work
Share your grid and discuss whereShare your grid and discuss where
your context is placed and whatyour context is placed and what
you would like to change.you would like to change.

34. Ex 3: Think TimeEx 3: Think Time
What do you thinkWhat do you think
Connectivism is?Connectivism is?

35. ConnectivismConnectivism
Connectivism presents a model of learning thatConnectivism presents a model of learning that
acknowledges the tectonic shifts in society whereacknowledges the tectonic shifts in society where
learning is no longer an internal, individualisticlearning is no longer an internal, individualistic
activity. How people work and function is alteredactivity. How people work and function is altered
when new tools are utilized. The field of educationwhen new tools are utilized. The field of education
has been slow to recognize both the impact of newhas been slow to recognize both the impact of new
learning tools and the environmental changes inlearning tools and the environmental changes in
what it means to learn. Connectivism provideswhat it means to learn. Connectivism provides
insight into learning skills and tasks needed forinsight into learning skills and tasks needed for
learners to flourish in a digital era.learners to flourish in a digital era.

36. ConnectivismConnectivism
““learning must be a way of being –learning must be a way of being –
an ongoing set of attitudes andan ongoing set of attitudes and
actions by individuals and groupsactions by individuals and groups
that they employ to try to keepthat they employ to try to keep
abreast of the surprising, novel,abreast of the surprising, novel,
messy, obtrusive, recurringmessy, obtrusive, recurring
events…”events…” (Vialls 1996, p.42).(Vialls 1996, p.42).

37. ConnectivismConnectivism is a learning theory used inis a learning theory used in
computer science which is based on the premisecomputer science which is based on the premise
that knowledge exists in the world rather thanthat knowledge exists in the world rather than
simply in the head of an individual. Broadlysimply in the head of an individual. Broadly
speaking, the Connectivist paradigm, regardsspeaking, the Connectivist paradigm, regards
knowledge as existing within systems which areknowledge as existing within systems which are
accessed through people participating inaccessed through people participating in
activities.activities.

38. Connectivism is the integration of principles explored byConnectivism is the integration of principles explored by
chaos, network, and complexity and self-organizationchaos, network, and complexity and self-organization
theories. Learning is a process that occurs withintheories. Learning is a process that occurs within
nebulous environments of shifting core elements – notnebulous environments of shifting core elements – not
entirely under the control of the individual. Learningentirely under the control of the individual. Learning
(defined as actionable knowledge) can reside outside of(defined as actionable knowledge) can reside outside of
ourselves (within an organization or a database), isourselves (within an organization or a database), is
focused on connecting specialized information sets, andfocused on connecting specialized information sets, and
the connections that enable us to learn more are morethe connections that enable us to learn more are more
important than our current state of knowing.important than our current state of knowing.
George SiemensGeorge Siemens

39. •Learning and knowledge rests in diversity of opinions.
•Learning is a process of connecting specialized nodes or
information sources.
•Learning may reside in non-human appliances.
•Capacity to know more is more critical than what is currently
known.
•Nurturing and maintaining connections is needed to facilitate
continual learning.
•Ability to see connections between fields, ideas, and concepts is a
core skill.
•Currency (accurate, up-to-date knowledge) is the intent of all
connectivist learning activities.
•Decision-making is itself a learning process. Choosing and making
meaning of incoming information is seen through the lens of a
shifting reality. A right answer now may be wrong tomorrow.
Principles of Connectivism:Principles of Connectivism:

40. What is a Leader?What is a Leader?

41. Some Quotes: LeadershipSome Quotes: Leadership
A good leader is not the person who does things right, butA good leader is not the person who does things right, but
the person who finds the right things to do.the person who finds the right things to do.
--Anthony T. Dadovano--Anthony T. Dadovano
Always require people to teach what you expect them toAlways require people to teach what you expect them to
learn.learn.
----Steven CoveySteven Covey
It is better to have one person working with you, than threeIt is better to have one person working with you, than three
working for you.working for you.
--Unknown--Unknown
Leadership and learning are indispensable to each other.Leadership and learning are indispensable to each other.
--John F. Kennedy--John F. Kennedy

42. Leadership has a harder job to do than just chooseLeadership has a harder job to do than just choose
sides. It must bring sides together.sides. It must bring sides together.
--Jesse Jackson--Jesse Jackson
A real leader faces the music, even when he doesn’tA real leader faces the music, even when he doesn’t
like the tune.like the tune.
--Unknown--Unknown
An army of a thousand is easy to find, but, ah, howAn army of a thousand is easy to find, but, ah, how
difficult to find a general.difficult to find a general.
--Chinese proverb--Chinese proverb
Do something... Lead, follow,or get out of the way.Do something... Lead, follow,or get out of the way.
--Gen. George Patton--Gen. George Patton

43. Ex 4 Leader as Peacekeeper?Ex 4 Leader as Peacekeeper?
Inclusive Brainstorming TechniqueInclusive Brainstorming Technique
PEACEKEEPERSPEACEKEEPERS

44. PeacekeepersPeacekeepers
PP urposefulurposeful
EE motionally intelligentmotionally intelligent
AA daptabledaptable
CC ommunicatively competentommunicatively competent
EE ncouragingncouraging
KK nowledgeablenowledgeable
EE nergeticnergetic
EE nthusiasticnthusiastic
PP roactiveroactive
EE xemplararyxemplarary
RR isk-takerisk-taker
SS elf-managerelf-manager
George Pickering

45. Ex 5: Maslow’s PyramidEx 5: Maslow’s Pyramid

46. Ex 5: Innovation TheoryEx 5: Innovation Theory
http://www.britishcouncil.org/learning-research-english-next.pdfhttp://www.britishcouncil.org/learning-research-english-next.pdf

47. Ex 5b: HOEx 5b: HO
How could you make the GartnerHow could you make the Gartner
Hype Cycle a metaphor for yourHype Cycle a metaphor for your
situation in terms of introducing asituation in terms of introducing a
PLC ?PLC ?

48. PLCs for a Change?PLCs for a Change?
Part IIIPart III
Susan Hillyard B.Ed ( Hons)Susan Hillyard B.Ed ( Hons)

49. Questions for today: Session 3Questions for today: Session 3
 Why trust your staff?Why trust your staff?
 What is Social Intelligence?What is Social Intelligence?
 How do I start to create aHow do I start to create a
Community of ProfessionalCommunity of Professional
Learners?Learners?
 KWL:What did you learn?KWL:What did you learn?

50. TrustTrust
Think time:Think time:
What is your definition of trust?What is your definition of trust?
Talk time:Talk time:
Discuss with your partnerDiscuss with your partner

51. The Quantum Theory of TrustThe Quantum Theory of Trust
Karen StephensonKaren Stephenson
““the association between trust and learning is a vastthe association between trust and learning is a vast
instrument of organisational power”instrument of organisational power”
““ how to recognise, cultivate and increase the collectivehow to recognise, cultivate and increase the collective
cognitive capability of the school”cognitive capability of the school”
““ the organisation chart shows you the formal rules butthe organisation chart shows you the formal rules but
the ropes of the organisation is the human network”the ropes of the organisation is the human network”
““ people have at their fingertips and at the tips of theirpeople have at their fingertips and at the tips of their
brains vast funds of tacit knowledge which cannot bebrains vast funds of tacit knowledge which cannot be
captured in our computer systems. Trust is the utilitycaptured in our computer systems. Trust is the utility
through which this knowledge flows”through which this knowledge flows”

52. 5 Good Reasons to Trust5 Good Reasons to Trust
your Staffyour Staff
1.1. You’ll inspire confidence.You’ll inspire confidence.
2.2. You’ll get more done.You’ll get more done.
3.3. You’ll breed new leaders.You’ll breed new leaders.
4.4. Your staff will stick around.Your staff will stick around.
5.5. You will develop yourself and furtherYou will develop yourself and further
your own career.your own career.

53. Trust and TalkTrust and Talk
““The form and substance of TALKThe form and substance of TALK
in an organisation is as palpablyin an organisation is as palpably
influential on performance as is ainfluential on performance as is a
magnet on a cluster of iron filings”magnet on a cluster of iron filings”

54. Six Layers of NetworksSix Layers of Networks
Network AnalysisNetwork Analysis
 WorkWork
 SocialSocial
 InnovationInnovation
 ExpertExpert
 StrategicStrategic
 LearningLearning
 These layers areThese layers are
interdependent and exert ainterdependent and exert a
huge influence on the successhuge influence on the success
or failure of an organisationor failure of an organisation
to implement change. It takesto implement change. It takes
a tough kind of love toa tough kind of love to
entrust people to tell youentrust people to tell you
what they know about yourwhat they know about your
habits, rules and practices.habits, rules and practices.

55. Overlay network charts on organisation’s formalOverlay network charts on organisation’s formal
chart e.g.chart e.g.
Social network/work network/CPD networkSocial network/work network/CPD network
Ask how communication really worksAsk how communication really works
Ask how information travelsAsk how information travels

56. What is SI?What is SI?
http://www.youtube.com/watch?v=lHmtKfRIRQs

58. The Communication Process
GIVER OF INFORMATION:GIVER OF INFORMATION:
SHOULD KNOW: 100%SHOULD KNOW: 100%
ACTUALLY KNOWS: 80%ACTUALLY KNOWS: 80%
SAYS: 60%SAYS: 60%
RECEIVER OF INFORMATION:RECEIVER OF INFORMATION:
HEARS: 40%HEARS: 40%
UNDERSTANDS: 30%UNDERSTANDS: 30%
ACCEPTS: 20%ACCEPTS: 20%
REMEMBERS: 10%REMEMBERS: 10%
DOES: 5%DOES: 5%

59. ListeningListening
““It’s interesting to me that we haveIt’s interesting to me that we have
considered so many facets ofconsidered so many facets of
communication in the company, butcommunication in the company, but
have inadvertently overlookedhave inadvertently overlooked
listening. I’ve decided it’s the mostlistening. I’ve decided it’s the most
important link in the company’simportant link in the company’s
communications and it’s obviouslycommunications and it’s obviously
also the weakest one”also the weakest one”
Nichols R.G. and Stevens L.A.
(Are You Listening? 1957)

60. Seven Mental Activities ofSeven Mental Activities of
Good ListenersGood Listeners
1)1) AnticipationAnticipation
2)2) EvidenceEvidence
3)3) Reviews and summarizes pointsReviews and summarizes points
4)4) Listens between the lines (deep meaning andListens between the lines (deep meaning and
body language)body language)
5)5) Memorizes facts only long enough to putMemorizes facts only long enough to put
together the conceptstogether the concepts
6)6) Accepts that emotions act as aural filtersAccepts that emotions act as aural filters
7)7) MAKES NOTESMAKES NOTES

61. 12 Useful Things to Promote12 Useful Things to Promote
ConversationConversation
11. Ask the fundamental question.
2. Engage any and all stakeholders who care.
3. Include all the people who will make the conversation awkward.
4. Trust in the intelligence of the human system.
5. Chaos is fundamental to change – structure reinforces status quo.
6. Diverge, diverge, diverge…THEN converge. Be gracefully persistent throughout.
7. Conversations that matter take time to emerge; they follow on the heels of trust.
8. People can only be polite for so long. Outlast them.
9. Change……. Is……… Uncomfortable. It’s your job to make sure no one ever knows if
it’s uncomfortable for you.
10. Hold hope. You’ve been there before; you know there’s another side. They may not.
Hold hope.
11. Always start from a clear outcome and design backward. Always.
12. Promises are irrelevant. Sincerity is the act of following through.

62. Talk timeTalk time
To what extent do youTo what extent do you
have Social Intelligence?have Social Intelligence?

63. Creating a PLC at your SchoolCreating a PLC at your School
 Work alone or in pairs or as a group.Work alone or in pairs or as a group.
 Read your fragment of the article.Read your fragment of the article.
 Present your Plan to the group.Present your Plan to the group.

64. The Boiling Frog Metaphor.The Boiling Frog Metaphor.
http://www.youtube.com/watch?v=TyBKz1wdK0M&feature=youtu.behttp://www.youtube.com/watch?v=TyBKz1wdK0M&feature=youtu.be