SEAL Social, Emotional, Aspects of Leadership

1
SEALSocial, Emotional, Aspects of Leadership
department for education and skills Creating
opportunity, releasing potential, achieving
excellence
2
The Context in which we work
Workforce remodelling Career structures Training,
developing a professional workforce
Every child matters Joint childrens services
Inclusion,Supporting vulnerable youngsters
3
EiC Outcomes
4
(No Transcript)
5
(No Transcript)
6
Prochaska DiClementes 6 stages of change
6
1
Relapse We need help to feel we can make a new
plan work

• Precontemplation
• We need
• Clear understanding of problem
• Concern about impact of problem

5
2
Maintenance We need help to continue any
programme of change
Contemplation We need to weigh up pros and cons
of change

• Determination
• We need help
• Making a plan
• Setting targets
• Feeling confident

• Action
• We need help
• Implementing plan
• Staying motivated
• persisting

3
4
7
In the same way that crash diets dont work, we
must abandon the search for a quick fix.
Emotion and Hope Constructive Concepts for
Complex Times, Micheal Fullan Rethinking
Educational Change With Heart and Mind
8
Organisations
Things are the way they are because they got that
way. Unless things change, they are likely to
remain the same.
9
Systems
Seeing the forest not just the trees.
10
People

• Achieving a Common Understanding
• Reculturing not Restructuring

Change would be easy if it werent for all the
people.
11
Ourselves

• Self regard
• Resilience
• Regard for others
• Goal directness
• Flexibility
• Intrapersonal intelligence
• Interpersonal intelligence

12
The Terrain
13
January 2007 onwards LA Collaborative
Partnerships
14
Emotional Intelligence

• Emotional intelligence refers to the ability to
  recognise the meanings of emotions and their
  relationships, and to reason and problem solve on
  the basis of them.
• Emotional intelligence is involved in the
  capacity to perceive emotions, assimilate
  emotion-related feelings, understand the
  information of those emotions and manage them.
• (Mayer, Caruso and Salovey, 1999)

15
Emotional Intelligence

• Goleman identifies five key areas of emotional
  intelligence
• Self-awareness - a capacity to recognize your
  feelings as they occur (the cornerstone of
  emotional intelligence)
• Self-regulation - an ability to manage your
  emotional reactions, control impulse, and to
  recover from life's upsets (Resilience)

16
Emotional Intelligence

• Self-motivation - skill at using your emotions in
  the service of a goal, staying hopeful despite
  setbacks
• Social awareness - empathy, emotional sensitivity
  to others a talent for tuning into others'
  feelings, and reading their unspoken messages
• Social skills - handling relationships, grace in
  dealing with others - strong social skills that
  are the key to popularity, leadership, and
  interpersonal effectiveness

17
Emotionally Intelligent Leadership Competencies

• Self-Awareness
• Emotional Self-Awareness - The ability to read
  your own emotions and to appreciate their impact
  on your actions, reactions, and decisions
• Accurate Self-Assessment - The ability to know
  your own strengths and weaknesses
• Self-Confidence - Having a reasonable sense of
  self-worth and abilities

18
Emotionally Intelligent Leadership Competencies

• Self-Management
• Emotional Self-Control - The ability to control
  emotions that are inappropriate
• Transparency - Being honest and trustworthy, and
  having integrity
• Adaptability - The ability to be flexible in
  changing situations
• Achievement - The drive to meet inner standards
  of excellence
• Initiative - Being ready to act and seize
  opportunities
• Optimism - The ability to see the positive in
  events

19
Emotionally Intelligent Leadership Competencies

• Social Awareness
• Empathy - The ability to sense others' emotions
  and to understand their perspective
• Organizational Awareness - The ability to sense
  the politics and networks of the organization
• Service Orientation- The ability to understand
  and fulfil the needs of clients and followers

20
Emotionally Intelligent Leadership Competencies

• Relationship Management
• Developing Others - Building others' abilities
• Inspirational Leadership - Having a compelling
  vision to lead with
• Change Catalyst - The ability to initiate,
  manage, and lead in a new direction
• Influence - The ability to utilise persuasion
• Conflict Management - The ability to resolve
  disagreements
• Teamwork and Collaboration - The ability to build
  and guide teams

21
The Training Model
department for education and skills Creating
opportunity, releasing potential, achieving
excellence
22
Five stage model

• The training process is based on a model of
  effective training that follows five stages
• Acquisition of knowledge
• Modelling of good practice
• Practice application
• Feedback and reflection
• Embedding the experience

23
Five stage model
Learners who learn a theory How many () will
transfer a new skill into their practice?
Answer 5
24
Five stage model
Learners who learn a theory see a
demonstration How many () will transfer a new
skill into their practice?
Answer 10
25
Five stage model
Learners who learn a theory see a demonstration
practise during training How many () will
transfer a new skill into their practice?
Answer 20
26
Five stage model
Learners who learn a theory see a demonstration
practise corrective feedback during
training How many () will transfer a new skill
into their practice?
Answer 25
27
Five stage model
Learners who learn a theory see a demonstration
in-situation coaching How many () will transfer
a new skill into their practice?
Answer 90
28
Five stage model

• The training process is based on a model of
  effective training that follows five stages
• Acquisition of knowledge
• Modelling of good practice
• Practice application
• Feedback and reflection
• Embedding the experience

29
The Programme
department for education and skills Creating
opportunity, releasing potential, achieving
excellence
30
Current workforce

• There has been a dramatic increase in the number
  of staff involved with behaviour and attendance
  management
• Currently about 30,000 nationally and growing
• Inclusion managers, Lead Behaviour
  Professionals,LSU staff, Behaviour Support staff,
  EBD staff, Learning Mentors, Teaching Assistants,
  Connexions staff, KS3 BA Consultants, Primary
  Consultants, Primary Leading teachers, BIP
  co-ordinators, BEST members,Educational
  Psychologists,CAMHS staff, Health workers,EWOs,
  Police Liaison Officers, Home school liaison
  workers

31
Every member of staff matters

• What do we want for the ECM workforce?
• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well being
• Supported by the common core curriculum for
  training
• Staff training and development to promote the
  culture change required for effective multi
  disciplinary working is essential
• Change for Children

32
NPSL-BA Programme Aims

• Deepen knowledge and understanding of leadership
  for all staff working in the field of behaviour
  and attendance
• Enhance self confidence and competence
• Increase ability to lead innovation and change in
  the workplace supporting national strategies
• Enable staff to undertake personal and
  professional development through a variety of
  approaches

33
Programme ethos

• Developing leadership skills
• Reflective learning
• Group support
• Work based evidence
• Impact on young people

34
The elements
The NPSL-BA Programme
Qualification
Units of assessment
Study Day 1
Intersessional Activities of varying lengths
Study Materials Sessions 1-3
Learning Outcomes
Study Day 2
Study Materials Sessions 4-10
Reflective log
Producing evidence for portfolio
Study Day 3
ACTIVITY
ACCREDITATION
STIMULUS
35
Pathways to qualification
Certificate
SD1
SD3
SD2
DfES certificate
36
Future Opportunities

• Make a positive contribution in the development
  of the integrated Childrens Services (i.e.
  Lessons Learnt).
• Expand and broaden multi-agency work, to
  embrace five outcomes of ECM agenda.
• Opportunity to be creative, unique and
  developing new working practices.
• Develop a vibrant and motivated work force who
  share a common understanding, common working
  practices and common goals

37
Social, Emotional, Aspects of Leadership

• Emotional Intelligent leadership demands the
  capacity to listen
• EI leaders create managers curate
• EI leaders seek opportunities for feedback
• EI leaders reflect upon their experiences to draw
  out predictive patterns for success
• EI leaders are learners

38
and finally

• Focus on the journey,
• not the destination.
• Joy is found not in finishing an activity
• but in doing it.
• Greg Anderson 1964

39
West Midlands Regional Coordinator

• Dennis Carty
• d.carty_at_dfes.npslba.reading.ac.uk
• 0786 128 9336 (Mobile)
• 0121 772 8176 (Work)