Leading effective teams
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MLTANSW Leadership PD 2015 Presentation by Melissa Gould Drakeley with Joanne Fenton
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Leading effective teams
- 1. S Leading Effective Teams Melissa Gould-Drakeley & Joanne Fenton – Macarthur Anglican School
- 2. Australian Teaching Standards Highly Accomplished Teachers S Standard 7 – Engage Professionally with colleagues, parents/carers and the community S 7.1.3 Maintain high ethical standards and support colleagues in interpreting codes of ethics and exercise sound judgement in all schools and community contexts S 7.2.3 Support colleagues in reviewing and interpreting legislative, administrative and organisational requirements, policies and processes
- 4. What are the qualities of an effective leader?
- 6. Video Discussion What resonates with you? S https://youtu.be/MTNex-Np2yI S https://www.youtube.com/watch?v=hF9n2vb1hwQ S https://www.youtube.com/watch?v=IZA94smSkQg S https://www.youtube.com/watch?v=GC8Mzqyg2z4 S https://www.youtube.com/watch?v=4oAosPpYmKQ
- 7. Video 1
- 8. Video 2
- 9. Video 3
- 10. Video 4
- 11. Video 5
- 12. “10 reasons your team hates you but won’t say it to your face”http://www.thoughtleadersllc.com/2009/09/10-reasons-your-team-hates-you-they-just-wont-say-it-to-your-face/ General Skills Relational Qualities Personal Character and Integrity
- 13. Top 3 issues General Skills Relational Qualities Personal Character and Integrity You’re indecisive #1 You treat them like mushrooms #3 You’re above getting your hands dirty #2
- 14. Poor leadership qualities General Skills Relational Qualities Personal Character and Integrity You’re indecisive #1 You treat them like mushrooms #3 You’re above getting your hands dirty #2 You don’t prioritise #10 You don’t fight for them #8 You’re a ‘suck-up” #4 You treat them like employees #9 You micro-manage #5 You never relax #6 You tell them to have a balanced life and then set a bad example #7
- 15. Skill set S What skills do you think Faculty Heads/Heads of Department need to be effective leaders (proforma can be used, if desired)
- 16. Skill set - positives S Prioritise and manage deadlines S Ability to manage a budget S Ability to write reports and proposals S Good IT skills S Willingness to make decisions
- 17. Relational qualities S Treat staff with respect and be kind and gracious with them S Deal maturely with people who criticise you S If you have made a mistake – apologise S Ensure your team members feel valued (acknowledge & thank them) S Know your staff and a bit about their lives S Listen S Speak the truth to them
- 18. Relational Qualities S What relational qualities does an effective Faculty Head/Head of Department need?
- 19. Relational qualities – cont. S Trust your staff S Set goals together S Make your expectations explicit and set a culture S Ensure your team members feel valued (acknowledge & thank them) S Teach staff how to do things S Give your time to your staff
- 20. Relational qualities – cont. S Don’t assume your staff know how to prioritise or multi- task (teach them how) S Encourage your staff to take initiative S Value difference in your team S Recognise that you can learn from your staff
- 21. Personal Character / Integrity S What type of personal character are desirable for Faculty Heads / Heads of Department?
- 22. Personal Integrity & Character S Do what you say you are going to do S Treat everyone fairly – don’t always take the best classes or delegate all the boring work S Create a harmonious and relaxed environment S Encourage staff to have a life S Don’t have unrealistic expectations of staff – particularly of you are perfectionist, gifted or high achiever
- 23. Scenarios S In groups, work through what you would do when confronted with various problems (refer to scenarios) S What skills, qualities and personal characteristics helped you solve these? (you may like to record these on a proforma)
Editor's Notes
- What are the key verbs eg ‘maintain’, ‘support’
- So what do you think about teams? Get into small groups. From the folder of images, each person selects an image and then explains what it says about teamwork. The group can then choose one image and report back to everyone. Aim is to develop a shared understanding of what effective teams look like, before looking at how leaders can positively impact a team. Since everyone will have experience of teamwork (positive or negative) – better for the group to generate the ideas.
- Show video (NZ Curriculum Authority) Idea is to see different perceptions of being an effective leader and then to determine how this fits with leading an effective team (according to their perceptions of a team)
- With your own situation in mind, move to a continuum or hold up signs “Strongly agree’ etc.” Eg “Inclusive”, “Let others lead” etc Then ask participants to move to either end of the room. One end represents “I do this well and often” and the other end “I need to give this more thought” Depending on time, share the strategies for things you do well and often. Discuss strategies and actions you could use to give aspects more consideration.’
- Each group watches a different video (these are on next pages as QR codes) Decide what aspects of what they are saying resonates with them. Great site for more videos https://www.youtube.com/user/nationalcollegeuk
- When examining how effective teams work, it is useful to not only look at the good qualities but also the poor qualities. What do you think might be in the top 3 of the reasons why your team hates you?
- It is important to consider, that while a competent skill level is necessary to leadership, skills alone will never make someone a good leader. So skills are the pre-requisite for being a good leader (as they mean you can manage), but the next 2 categories are the deal clinchers for effective leaders.
- Golden Rule - Treat others how you would like to be treated The leader is the one who will set the tone for how all members of the team should treat each other, so it is vital that you lead by example.
- Often leaders have blind spots about their own character. How they see themselves does not align with how others see them. So be reflective, seek honest feedback and be prepared to change.