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Leaders
Managers Administrators Followers
Institut Aminuddin Baki, Ministry of Education, Malaysia
Effective Leadership
Leaders take their staff from where they are to where theyve never been before
Institut Aminuddin Baki, Ministry of Education, Malaysia
Roles of Leaders
COACH
PENENANG PENGURUS KETUA PROBLEM-SOLVER LINKER RISK-TAKER CONTROLLER
PAKAR
PENASIHAT
PEMBIMBING
MODEL
MENTOR
PERANCANG
LEADERS
COUNSELOR
EXPERT LISTERNER
Benjamin Franklin
Benjamin Franklin once said, There are two ways to acquire wisdom; you can either buy it or borrow it. By buying it, you pay full price in terms of time and cost to learn the lessons you need to learn.
By borrowing it, you go to those men and women who have already paid the price to learn the lessons and get their wisdom from them.
Institut Aminuddin Baki, Ministry of Education, Malaysia
Andrew Carnegie
"Men are developed the same way that gold is mined. When gold is mined, several tons of dirt must be moved to get an ounce of gold; but one doesn't go into the mine looking for dirt - one goes in looking for the gold."
Institut Aminuddin Baki, Ministry of Education, Malaysia
Isaac Newton
"If I could see further than others, it was because I stood on the shoulders of giants."
Roles of Leaders
mentoring
leader
coaching
counseling
Who
mentor
An individual with advanced experience and knowledge who is committed to giving support and career/job advice to a less experienced person
coach
counselor
A person engaging in a supporting process to define and correct personal problems or skills that affect performance
Institut Aminuddin Baki, Ministry of Education, Malaysia
What
mentor
Best approach for above average performers, those who are excelling.
coach
An excellent activity for people who are performing OKAY. It helps workers grow and improve their job performance by providing suggestions and encouragement.
counselor
Standard Performance
coach
Below Standard
counselor
Why Coach?
Change practice To achieve common goal Reflective thinking Growth and capacity (personal, professional, institution) Confidence (self-belief) Awareness
Reflective Practitioner
Institut Aminuddin Baki, Ministry of Education, Malaysia
Want anything?
1.
2.
3. 4. 5.
How do you know if you are providing communication freedom? Do my people feel free to disagree with me when we talk? Are team members aware of the basic problems I have to cope with in coaching them? Am I able to tell any team member when he misses the mark - without putting him down? Do my people know at least two specific things they can do to get a better rating at the next performance review? Do my team members know I understand their personal goals?
Institut Aminuddin Baki, Ministry of Education, Malaysia
6. 7.
8.
9. 10.
How do you know if you are providing communication freedom? Are my people aware of the major decisions I have made this year in coaching them? Do I coach my people toward improvement when they need it? Do team members understand exactly what I expect of them? Do I acknowledge the good things accomplished by each of my people? Can my people ask for help at any time without feeling embarrassed?
Institut Aminuddin Baki, Ministry of Education, Malaysia
Coaching Skills
1. Active listening 2. Reflective interviewing 3. Reflective thinking (Selfassessment) 4. Goal setting 5. Observing and describing practice 6. Giving effective Feedback 7. Acquiring knowledge of the Action Research process 8. Develop trust, confidentiality and respect
Institut Aminuddin Baki, Ministry of Education, Malaysia
Context Interview
Active Listening, Reflective Questioning e.g. 1st., 2nd. & 3rd. Level questions
Goal Setting
Reflective Questioning, e.g. self-assessment, action planning, setting a focus
GROW/SMART
Descriptive Feedback
e.g. Describing leadership practice, Mirror
Evaluative feedback
(Leader listen)
Evaluative Feedback
(Coach listen)
Context Interview
Leadership is contextual/unique Every leader is unique Learn and understand the context
Context Interview
Understanding your partner's past behaviors will allow you to help them think about what they are likely to do in the future when a similar situation or conditions presents itself. You are "interviewing" them to better understand, facilitate their understanding and build a foundation for ways of helping them to choose to continue or change the way they behave by exploring alternatives.
Group Activity
Institut Aminuddin Baki, Ministry of Education, Malaysia
Context Interview
One of the best way is to share past experiences in story form using a three step process, (SBO) :
Describe the Situation (S) How did they Behave (B) What were the Outcomes (O)
As a coach or mentor, your job is to listen carefully, and probe further for more depth or detail.
Group Activity
Institut Aminuddin Baki, Ministry of Education, Malaysia
Group Activity
Institut Aminuddin Baki, Ministry of Education, Malaysia
Listen for ideas, not facts ask yourself what they mean Judge content, not delivery, i.e. what they say, not how they say it Listen optimistically don't lose interest straight away Do not jump to conclusions Be flexible, adjust your note-taking to the speaker Concentrate don't start dreaming and keep eye contact Do not think ahead of the speaker you will lose track Work at listening be alert and alive Keep emotions under control when listening Open your mind practice accepting new information Breathe slowly and deeply Relax physically, get comfortable
Active listening?
Would you mind if I make a few calls while I carefully listen to your ideas?
giving someone full attention by being physically attentive, i.e. looking at the person, nodding, smiling etc. Listening between the lines not breaking into conversation not giving advice not sharing your own stories suspend judgement
Active listening
Active listening
not asking questions, unless a brief prompt taking short notes, if necessary Clarifies their understanding by paraphrasing at an appropriate time Summarizing
Reflective interviewing
There are at least three types or levels of questions that leaders can use with partner to reflect critically on their practice. Level 1: Clarifying Questions
Level 2: Clarifying purposes, reasons, intended consequences Level 3: Explore educational platform and philosophies
Reflective interviewing
First Level Clarifying Questions
clarification of events, situations, actions, and feelings. often start with "Tell me ... what .... when ... if ... whether .. who ... how ... why... to make sure that the coach has all the information about the particular observation/incident being shared with them. Examples might be: How often do you have these meetings? Who sets the agenda? How many members attend the planning meetings?
Institut Aminuddin Baki, Ministry of Education, Malaysia
Reflective interviewing
Second Level Clarifying purposes, reasons, intended consequences
to clarify purpose, reasons, and intended consequences. often started with "How ... why ... who ... which" and are concerned with probing the reasons and intended outcomes that a leader may have for the actions they have taken. Examples might be: What is the purpose of these meetings? What do you hope will develop from them? How do they affect teaching and learning?
Institut Aminuddin Baki, Ministry of Education, Malaysia
Reflective interviewing
Third Level Explore educational platform and philosophies
move the leader into the area of exploring the basis or outcomes of his/her actions. These are called the linking questions ... often called the 'So what' questions. Examples might be: So what will happen next? So what might you do differently? So what impact does this have on the culture of this institution? How does this link with your goal of shared decisionmaking? How does this support your improvement plan?
Institut Aminuddin Baki, Ministry of Education, Malaysia
Level 1 Questions:
How often do you carry these out? Who is usually present? What are the goals you want to achieve? How were they developed?
Activit
SELF-ASSESSMENT
Take a few minutes to reflect about yourself, and complete the SWOT analysis framework below. As a COACH, use Active Listening to help your partner to reflect on his/her practice.
Strengths Opportunities
Weaknesses
Threats
Group Activity
Institut Aminuddin Baki, Ministry of Education, Malaysia
SELF-ASSESSMENT
1. One of ways I have felt most challenged in my job is 2. One aspect of my job I have felt least inclined to perform is... 3. If given the chance, I believe I can exceed my job requirements by 4. One of the ongoing frustrations of my job is 5. My professional goal is to Group
Activity
Institut Aminuddin Baki, Ministry of Education, Malaysia
Group Activity
Goal setting
Define what is to be achieved. Specific Agree topics/focus for coaching session Agree objectives for coaching session Set/agree professional goals Measured
What will you be doing when you have achieved the goal? What do you want to do next? How will you measure the achievement of the goal? What will you feel when the goal is reached? What will it look like? What might hinder you as you progress towards the goal? What resources can you call upon? What has worked in similar situations before?
Reality checking Understand the situation. Invite self-assessment Offer specific examples of feedback Avoid or check assumptions Discard irrelevant history Achievable
Option Exploration
Discuss choices available Cover range of options Invite suggestions Ensure choices are made
Relevant
What do you and other parties get out of this? Have other parties agreed to it? What might someone else think to do in this situation? What is the most outlandish option you can think of? What option do you think will work best?
Wrapping Up Agree and commit to course Timed When will you achieve the goal? of action What will be your first step? Identify possible When? obstacles/facilitating factors When can we meet to review Make steps in action plans progress? specific Define timing Agree support from coach and others Institut Aminuddin Baki, Ministry of Education, Malaysia
To gather information about a colleague's practice. It will provide a descriptive account of your partner's leadership actions. There should be no judgment or evaluation in your comments.
Institut Aminuddin Baki, Ministry of Education, Malaysia
Observation
THE PROCESS The observer needs to note:
Observable events Key quotations and main points of conversations The physical environment - the nonverbal Time intervals (e.g. 2 minutes with angry staff member) 5. Names of people involved in interactions
1. 2. 3. 4.
DESCRIPTIVE FEEDBACK
Provide: Description of observable events (e.g. looked at watch 5 times) Key quotations and main points of conversations Non-verbal communications (body language, placement of chair) The physical environment Time intervals Names of people involved in the interactions Points that specifically relate to the goal and focus set
Observation or Judgement?
1. You talked too much during the meeting. 2. You spoke for 30 minutes at the beginning of the meeting. 3. You answered your cell phone for 5 times during the meeting. 4. I like it when you asked each staff member to respond. 5. You asked Rokiyah to take notes from the discussion. 6. You were anxious to complete the meeting. 7. You asked each group leader to provide one piece of evidence.
Institut Aminuddin Baki, Ministry of Education, Malaysia
Observation or Judgement?
8. You were poorly prepared for the meeting. 9. Your PowerPoint presentation was good. 10. You use cartoon characters in your PowerPoint slides. 11. Your PowerPoint presentation included goals, actions, and outcomes. 12. Each person in the group contributed to the discussion. 13. You ended the meeting with a summary of work to do for the next two months.
Lets try!
Institut Aminuddin Baki, Ministry of Education, Malaysia
EVALUATIVE FEEDBACK
Describes leadership behaviors (that can be changed) Is specific, descriptive, and informative Is related to the leadership goals and the focus set Makes links to the long-term goals and how this session fits into the overall aims of the coaching partnership Takes into account the needs of the leader and leaves the leaders dignity intact
Institut Aminuddin Baki, Ministry of Education, Malaysia
EVALUATIVE FEEDBACK
Is well timed and given as close as possible to the time of observation Highlights successes and is positive about the ability to improve practice Is understood in the way it was meant
Results expected:
By when: .............
What support can the mentor/coach give to assist you to achieve this goal?
Institut Aminuddin Baki, Ministry of Education, Malaysia
What support can the mentor/coach give to assist you to achieve this goal?
1. 2. 3. 4.
Leader establishes an area of focus. Coach observes the leader in action. Coach takes careful, descriptive notes. Coach and leader take 5 to 10 minutes apart to prepare notes on the observation, setting these down according to: a) Strengths what worked well; progress made towards goals. b) Development what could have been done better; what were missed opportunities. 5. The pair again meet up.
Institut Aminuddin Baki, Ministry of Education, Malaysia
Summary
Summary
6. Coach describes what he or she observed, and the leader actively listens, without interruption. 7. Leader self-evaluates, giving his or her reflection on strengths and development. 8. The pair open up the session for reflective dialogue, involving questioning, discussion, and putting forward ideas. 9. Coach and leader review existing goals, set new ones, and plan out the actions needed to achieve them.
Institut Aminuddin Baki, Ministry of Education, Malaysia
10. After the leader self-evaluates, the coach may give feedback using AID:
Summary
Actions: Impact:
The coach describes the things that the leader is doing in the area under review. The coach describes the effect these actions are having.
The coach suggests how the leader could do outcome: things more effectively.
Desired
References
1. Holliday, M. (2005). Coaching, Mentoring and Managing. 2nd. Ed. Advantage Quest Publications. Petaling Jaya, Malaysia. Landsberg, M. (2003). The Tao of Coaching. Profile Books Ltd. London.
Robertson, J. (2005). Coaching Leadership. Building Educational Leadership Capacity through Coaching Partnerships. NZCER Press. Wellington.
2.
3.
4.
Robertson, J. (2005, Sept.). Coaching and Mentoring Course Handout: Leaders Coaching Leaders through Professional Partnerships. 4th. Ed.
Institut Aminuddin Baki, Ministry of Education, Malaysia