If you had to guess……. 7 Things Successful Leaders Do Differently

1. If you had to guess…….7 Things Successful Leaders Do Differently 1 2 3 4 5 6 7 According to www.psychologytoday.com

2. Leadership & Change

4. ‘Too much work on leadership focuses on what happens at the top of an organisation. This is a significant issue. Rules which work at the top of an organisationare not relevant to someone setting out on the leadership journey. An organisationfull of Genghis Khan wannabies is unlikely to be a happy place. It is no good mapping and destination. We all need a map for that journey to the destination as well’

5. Your Default Style of Leadership • Coercive Leader- urges compliance • Do what I tell you • Authoritative Leader- mobilise your army • Come with me • Affiliative Leader- builds harmony and emotional support • People come first • Democratic Leader- consensus through participation • What do you think? • Pace Setting Leader- high standards and expectations • Do as I do, now! • Coaching Leader- develops people for the future • Try this

6. Leadership – A Case Study

7. Once upon a time, a British company and the Americans decided to have a competitive boat race on the River Thames.

8. The Americans won by a mile.

9. The British firm became very discouraged by the loss and morale sagged.

10. Senior management decided that the reason for the crushing defeat had to be found, and a project team was set up to investigate the problem and recommend appropriate action. Their conclusion: The American team had eight people rowing and one person steering. The British team had one person rowing and eight people steering.

11. Senior management immediately hired a consultancy company to do a study of the British teams structure. Millions of pounds and several months later they concluded that: Too many people were steering and not enough rowing.

12. To prevent losing to the Americans next year, the team structure was changed to four ‘Steering Managers’ three ‘Senior Steering Managers’ and one ‘Executive Steering Manager’. A performance and appraisal system was set up to give the person rowing the boat more incentive to work harder and become a ‘key performer’

13. The next year the Americans won by two miles.

14. The British company laid off the rower for poor performance, sold off all the oars, cancelled all capital investment for new equipment and halted development of a new boat, awarded high performance awards to the consultants and distributed the money they saved to senior management.

15. What can we learn from this?

16. DEFINE LEADERSHIP

17. Is this Leadership?

18. LEADERSHIP • Dwight Eisenhower • ‘Leadership is the art of getting someone else to do something you want done because he wants to do it’ • Harry S. Truman • ‘Men make history and not the other way around. In periods where there is no leadership, society stands still. Progress occurs when courageous, skillful leaders seize the opportunity to change things for the better’

19. How do LEADERSHIP and MANAGEMENT differ?

20. MANAGEMENT Define management

21. MANAGEMENT Ronald Reagan ‘Surround yourself with the best people you can, delegate authority and don’t interfere.’ The process of achieving the objectives of the organisation by bringing together human, physical, and financial resources in an optimum combination and making the best decision for the organisation while taking into consideration its operating environment

22. MANAGEMENT Ronald Reagan Also said….. ‘When you can’t make them see the light, make them feel the heat’

23. What are you doing most of the time? Leading or Managing?

24. Ofsted Implications • New Framework January 2012 subject to legislation • Pupil achievement. • The quality of teaching. • Leadership and management • The behaviour and safety of pupils.

25. Ofsted Implications • New Framework January 2012 subject to legislation • Pupil achievement • The quality of teaching • Leadership and management • The behaviour and safety of pupils

26. How many of the remaining criteria are dependent upon Middle Leaders?

27. What about here? • HMI Subject inspections • Common features for improvement: • Accuracy and depth of information/data on transfer from KS2 • Progress expectations at KS3 • Greater responsibility given to students to direct their own learning • More opportunities for students to reflect on what they have learnt and what they need to do to improve • ‘In outstanding teaching, questioning really • extends students’ original thinking and leads to independently initiated activities to improve their own work’.

28. Leadership & Change

29. The Theory

30. Learning to Lead‘There is some debate on whether you can learn to leave, and if so, how. The good news is that everyone coming to lead to some level of proficiency, just as we all can learn to play musical and slim or pressboard. We may not land up being the greatest position, sportsperson or later, but at least we can be a better one.’ ‘In terms of theory, that leaders are born not bread, is terrifying. England track this theory for roughly 900 years on the monarchy and aristocracy ruled by right of birth stop the result was that for 900 years the country with that by murderers, rapists, cryptograms, Matt, programmers and occasional genius who was meant to make up for the rest. Apply the same period of business does not bode well: was family businesses discovered at the same’ clocks to clogs in three generations’ holds true. The first generation makes money, the second generation spends it and the third is bad weather first-generation started.’Believing that leaders are born not bread is fatalistic. You may as well give everyone a DNA test when they start their careers and let that determine that. In practice we can help everyone improve leadership potential. The only question is how?’

31. ‘Leadership is too often shrouded in mystery. To become leaders we are urged to become a combination of Genghis Khan, Nelson Mandela, Machiavelli and Ghandi.’

32. What would that leader look like?

33. The mystery deepens when you try to define what makes a good leader in practice. We can all recognise a good leader in our daily lives. But no leader seems to conform to a single template.

34. Some academics and consultants decided to solve the mystery of leadership. They had time on their hands – there were on safari. By way of a warm-up exercise they decided to design the perfect predator. Each took responsibility for one element of the predator.

35. What would the perfect predator look like?

36. The result was a beast with the legs of a cheetah, the jaws of a crocodile, the hide of a rhino, the neck of a giraffe, the ears of an elephant, the tail of a scorpion and the attitude of a hippo.

37. The beast promptly collapsed under the weight of its own improbability

38. Undeterred, they turned their attention to designing the perfect leader. Their perfect leader looked like this: • Creative and disciplined • Visionary and detailed • Motivational and commanding • Directing and empowering • Ambitious and humble • Reliable and risk taking • Intuitive and logical • Intellectual and emotional • Coaching and controlling

39. This leader also collapsed under the weight of overwhelming improbability.

40. The good news is that we do not have to be perfect to be a leader. We have to fit the situation. The Polar Bear is the perfect predator in the Arctic but would be useless in Papua New Guinea. Winston Churchill has to endure what he called his ‘wilderness years’ in peacetime. He just happened to be perfect as a wartime leader. The same leader enjoyed different outcomes in different situations.

41. How to Lead is about becoming an effective leader, not the perfect leader.

42. But there is plenty of good news • Everyone can be a leader. The leaders we know come in all sorts of flavours and styles and all have different success formulas. • You can load the dice in your favour. There are some things that all leaders do well. It does not guarantee success, but is does make success more likely. • You can learn to be a leader. You do not have to be someone else: you do not have to become Napoleon or Mother Teresa. You simply have to the best of who you are.

43. Leadership

44. Your Default Style of Leadership • Coercive Leader- urges compliance • Do what I tell you • Authoritative Leader- mobilise your army • Come with me • Affiliative Leader- builds harmony and emotional support • People come first • Democratic Leader- consensus through participation • What do you think? • Pace Setting Leader- high standards and expectations • Do as I do, now! • Coaching Leader- develops people for the future • Try this

45. Case Study

46. Leadership

47. What is Your Leadership Challenge Today? • Where is the Change?

48. Narrowing the gap Narrowing the Gap PerMan Building a Team Raising attainment Student voice Self Evaluation Budget Tracking progress No Levels Value added Seeing Stars? Levels of progress Inclusion Teaching and learning Targets What is outstanding? Ebac Sub-Groups Challenging staff

49. Your Default Style of Leadership • Coercive Leader- urges compliance • Do what I tell you • Authoritative Leader- mobilise your army • Come with me • Affiliative Leader- builds harmony and emotional support • People come first • Democratic Leader- consensus through participation • What do you think? • Pace Setting Leader- high standards and expectations • Do as I do, now! • Coaching Leader- develops people for the future • Try this

50. Leading Change • The best leaders are effective at making changes