Onboarding our new staff – Getting the 3Cs right: culture, conventions and connections #onboardNBCS

OnboardWhat happens when I step onboard a plane?

Well, I’m about to *start an adventure. I’m going someplace with a bunch of other people. *There is a team of helpful people on hand to get me where I need to go and help me along the way. I may (or may not) engage with my fellow passengers. I need to understand the conventions and protocols of being on the plane, for my own safety. I know that there is a captain in charge. Once I am onboard, I am both excited and I am literally an ‘insider’.

(*Indulge me with this metaphor)

We are about to start a new school year. That means there are new staff.

How do you ensure that new staff are ready for the year ahead? How do you get them onboard. The term “Induction” feels like something that is done to you, while onboarding is embarking on an adventure with a crew of people for the duration of the journey.

This article from Inc How to build an onboarding plan for a new hire was written a number of years ago. This term that has been used in business for quite a while. There is immense cost in the loss of staff and recruitment of new staff that can be minimised by a well thought through onboarding program.

It is as much about getting your new teacher or admin staff member ready for their role as it is about ensuring that you attract the right person to fill the role in the first place. There should hopefully be no surprises on either side.

Educators have little choice but to hit the ground running. Many sectors, have the luxury of easing in new staff, providing a week’s worth of induction. Teachers start with their students fairly quickly, they meet parents from the outset and need to be able to employ a suite of skills ranging from teaching the curriculum, managing student behaviour to knowing where the toilets are, whilst simultaneously learning the culture of the new work environment. It’s a big ask.

As a result the precious time that is available for preparing new staff needs to strategically address the propriety areas for Day 1, Week 1 and Term 1 and then implement an ongoing program to support the other learning that needs to happen, the things that are less critical at the start.

At NBCS in 2015 we have embraced the concept of onboarding our new staff. The purpose of the program is to:

  • help new staff to feel like an ‘insider’ as soon as possible
  • become intuitive about the culture and expectations
  • feed and maintain excitement about their new job at their new school
  • feel part of the team

There is much that a new employee needs to know. However, bombarding them with information on the first day isn’t the optimal scenario, just like the business of learning we need to unpack, prioritise and strategise, focusing on the learner. We also need to model culture at every opportunity.

At NBCS we have applied the design thinking process to the day, starting with the driving question for the new staff member: Where do I fit and how do I contribute?

The first stage of the process over two days, is an active learning program with the Senior Leadership Team. There is no other higher priority for the SLT than to serve and build relationship with the newest member of staff. The program will focus on 3Cs:

Culture: Begin to gain an understanding of “the way we do things around here”.

Conventions: Know the important information that will ensure their safety and the safety of the community

Connections: Build relationships with their team and leaders that will set them up for a win.

We will be using #onboardNBCS to share the fun. I’ll keep you posted!

@anneknock

Back in the game: My new rules for social media engagement #itsnotallaboutme

“No leader can afford to lead as they did in the Industrial Age. This is a new era with new rules. All around us, the entire world is flattening, democratising, and socialising.” (HBR)

I’ve been relatively quiet on social media over the last few months. Sometimes it’s good to reassess and rethink what we do and why we do it. We are told, “You need to get onto Twitter”. Why? There needs to be purpose.

  • Am I there just so my followers don’t forget me?
  • What popularity need am I trying to satisfy?
  • Do I think that I will be professionally dead if I don’t engage?
  • Is there a real purpose that is more than increasing my follower count?

I prefer to be purposeful. Make choices that make a difference.

I thought this article on the HBR blog was interesting: 7 attributes of CEO’s who get social media. As education leaders*, we can borrow ideas, be inspired and challenged by business articles. (*I consider anyone a leader who has and wants to influence for good, no matter what role or title they have)

Coine and Babbet identified the top seven traits observed over five years trend-watching and interviewing leaders. I’ve just reimagined them for educators, and non-profits.

1. An Insatiable Curiosity: Social leaders track the emerging trends. They also see what non-educators are saying that can both inspire and challenge thinking.

2. A DIY mindset: This personal curiosity sees the social leader find out for him or herself. Rather than listen through filters seek the raw information.

3. A bias for action: They live by a “ready, fire, aim” mentality and in the Social Age, this has never been more necessary. Engaging in debates and discussions in real time can add so much value.

4. Relentless givers: They constantly share what they know. Seeking to spread knowledge and learnings more broadly. Again, this has nothing to do with building social-media market share, but it is just the right thing to do.

5. Connect instead of promote: Social media self-promotion is a turn-off. It’s more important to build relationships and connection through genuine engagement on social media platforms.

6. My organisation’s #1 brand ambassador:  We are all building our personal brand through social media, but we can do it in such a way that is authentic and generous, which in turn will positively impact our organisation.

7. Lead with an OPEN mindset: “…short for Ordinary People, Extraordinary Network – means that no one person, even the highest-level leader, can have all the answers”. We develop collaborative relationships with people who are willing to help us discover the answers.

Here are some questions that I challenge myself about social media:

  1. Do I retweet (or blog) to highlight a new voice or idea,
    or is it to show how popular I am?
  2. Do I follow people who are not directly related to my field?
  3. Am I generous? Do I connect people and encourage others?
  4. How curious am I?
  5. Do I only follow those points of view that agree with my own?
  6. How has my social media experience grown and changed me (for the better)?
  7. Does my followers’ perception of me directly impact their perception of my school?
  8. How OPEN am I?

I’m back in the game. Hopefully living by my new rules. You’ll let me know otherwise, won’t you.

@anneknock

Leaders in Learning – Barcelona 2014: A movement for grassroots change

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Are you looking to the future, or stuck with your eyes on the rear view mirror? #LeadersinLearning @Stephen_H

 

 

 

 

 

 

 

Just two schools:

Northern Beaches Christian School, Sydney + Col.legi Montserrat, Barcelona

One conference: Leaders in Learning: Accelerating Change Conference

2-3 October 2014

90 participants: Australia, UK, Denmark, Sweden and, of course, Spain

Passionate educators, architects, designers and service providers

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Two languages – Spanish and English

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The skill of the simultaneous translators made for seamless dialogue and communication. They were amazing, “simultaneous” input in one language and then output in another. How did they do that?

 

 

We discovered that English has 30% more words than Spanish, so when we spoke fast it was a challenge.

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Col.legi Montserrat in the hills above Barcelona View from the terrace

The setting of the conference, at Col.legi Montserrat, in the hills above Barcelona, looking out toward the city and the Mediterranean Sea. Down in Barcelona it was about 28 degrees, much hotter than many of us had anticipated, yet as we enjoyed our breaks on the terrace, the cooling breeze prevailed.

Col.legi Montserrat is a school where active learning is evident all around. Students are engaged, writing, talking, discussing and sharing ideas.

CM Science

Accelerating change

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It was essential to us that the conference program was consistent with our philosophy for learning – open, active, action-focused. It recognized that the “expert input” IMG_1486 IMG_1495 IMG_1494
was inspiring and a catalyst for dialogue and connection. Participants were encouraged to take the ideas and form questions, to develop ideas and take action.

We heard from

  • Stephen Harris from Northern Beaches Christian School – a call to action for change
  • Mother Montserrat the congregational leader for the order at Col.legi Montserrat – implementing a design-thinking approach to embedding change
  • Dr Becky Parker and Dr Matthew Baxter from Simon Langton Grammar School – A case study on a school as a centre for scientific research
  • Anne Knock from Sydney Centre for Innovation in Learning – rethinking professional learning

Not just a talk-fest…
a call to action

There was fun, music, laughter and drama. Friends were made connections strengthened. Most importantly, we felt like there was a movement for grassroots change, a gathering of a critical group of international influencers to grow and make a difference.

Where to next?

Our plan is that Leaders in Learning becomes a nexus for change makers, that we reconvene the idea in Australia in 2015. Stay tuned.

@anneknock

Leadership Reflection: Being Teachable. How do you rate?

Once upon a time the leader had to know everything.

As our society has shifted in the last couple of decades, one of the crucial areas in leading today is being teachable. In this era of accessible knowledge and collaborative problem solving, leadership has become open – open to the ideas of others and open to embracing change, rather than maintaining the status quo. The current thinking that knowledge is shared, our skills complement one another and one person doesn’t need to know everything, challenges the notion of the stereotypical boss, the solo operator, secreted away in the corner office.

Post-war President of the USA, Harry S Truman, famously had the sign on his desk “The Buck Stops Here”.

buckstopshere

The President made the decisions and accepted the ultimate responsibility for those decisions. While a principal, CEO and even President still carries the weight of responsibility for decisions and subsequent actions, effective people-centred leadership in the 21st century is less autocratic and unilateral. Change, decision-making and development can be stalled, as one person becomes a bottleneck through which all activity must pass.

Putting aside our own agendas and being open to learn from others is challenging at first, but is ultimately freeing. Being teachable is essential to being an open leader. Without this as a key value leaders can default to “The Buck Stops Here” mentality and all the baggage it may carry.

For those of us in the business of education the shoe is often on the other foot, we are the teachers. Shifting that mindset to being a learner, deliberately becoming teachable. This ultimately breaks habits that can hinder growth potential.

What does it mean to be teachable?

1. I need to recognise that I am constantly growing
Not: “I’ve got it all sorted”
What new skills have you learnt in the past 12 months?
Have you put yourself into a challenging situation?
Do you allow yourself to fail?

2. I am willing to change
Not: “I’m comfortable here”
How often are your colleagues revisiting the same things with you?
Do you keep defaulting to past behaviours?
Do you find yourself longing for the good old days?
Are you defensive when someone makes a suggestion?

3. I must listen, no, really listen
Not: “I’ll tell you what I think”
Do you listen to people, no, really listen?
Are you able to give yourself completely to another’s perspective or idea?
Can you listen without considering a response?

4. I accept that others can teach me
Not: “I have all the resources I need”
How self-aware are you? Do you know your gaps?
Are you able to identify areas of growth?
Are you open to put aside your tried and true methodology?

5. I am comfortable with uncertainty
Not: “Everything is in its place”
Can you cope with the messiness of change?
Are you able to push out into uncharted waters?
How does disruption affect you?

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All of us need to work hard at remaining teachable. . As leaders we set the culture and this is a culture that I would like to see flourish in my world.

@anneknock

Cutting through the edu-jargon: What does it mean to be a ‘coach’? 5 attributes of great coaches

Just like the term ‘facilitator’, the ‘coach’ is often used to describe the role of the educator and leader. When used, heads nod in agreement, and then what? Do we assume that we either know what it means, or are actually doing it?  ‘The Coach’ is quite a defined role and it is worth looking at the attributes of great coaching to see how they can apply to the education sector.

I came across a post on the Melbourne Sports Institute website: “Defining and Explaining Great Coaching”. The original study by Andrea Becker in International Journal of Sports Science & Coaching broke down more than 60 attributes that emerged from athlete questionnaires of great coaching. In education, either as a leader or teacher, successful coaching provides an effective approach to developing skills, establishing culture and creating an encouraging and goal-focused learning environment.

For each area below analyse yourself as an effective coach.

1. Personal attributes of the coach

As with any leadership role, the internal qualities of the leader are what shines the loudest. In sport, great coaches display certain attributes. They have a passion for the game and are experts, always learning, always updating their knowledge. It is crucial that coaches see potential in the people they lead.

Introspectively, great coaches are real people who make mistakes and admit mistakes. They are emotionally stable, genuine, loyal and honest. Character matters and modelling behaviours such as commitment, discipline and being organised.

Coach’s Checklist:

  • Passionate about what makes a great teacher or leader
  • Ongoing learning and development
  • See potential and growth in others
  • Admit mistakes
  • Emotionally stable
  • Real and genuine
  • Consistently model desired behaviours

2. Culture of the learning environment

In sport, the coach creates an athlete-centred environment, focusing on individual growth is essential to the success of the team. This then leads to a team-centred approach, collectively creating the culture of achieving what is best collectively. Coaches are accessible, approachable and good listeners, creating an atmosphere for the athlete to flourish. The practice environment is well-planned, highly structured and game-like, it replicates the authentic purpose.

Coach’s Checklist:

  • Ensure a learner or team centred environment
  • Clear about the desired culture for success
  • Accessible
  • Good listener
  • Well-planned and executed coaching structure
  • Authentic outputs for the team/individual

3. Coaching relationships

The relationship with the team or individual extends beyond achieving the task itself. The quality of the relationship matters.

The personal attributes of the coach are the grounding for creating the relationships that underpin the success of the athlete. These relationships are both professional and personal, strong and lasting. They are built on a foundation of trust, confidence and respect. The coach takes responsibility for the team or individual performance when things go bad.

Athletes are provided care and respect and they know that the coach believes in them. Players are empowered because they are included in the decision-making.

Coach’s Checklist:

  • Believe the best for the team
  • Put relationship first
  • Trustworthy
  • Respectful
  • Caring
  • Humility
  • Empowering of the team/individual

4. Behaviours of a great coach

These behaviours extend beyond the particular focus of the players and extends to life skills. Coaches help players achieve high expectations and these qualities are very consistent with great teaching, using a variety of instructional methods and pacing the coaching according to learner need

High level coaches prepare meticulously, they are focussed on the details. Coaching is not random. Great coaches create great systems. They also own the systems and believe they are essential for success.

Most importantly is the impact of effective communication. Great coaches remain confident, calm and emotionally stable under pressure. Communication needs to be clear, consistent and honest. It is well-timed, motivating and positive.

Coach’s Checklist:

  • Whole person focus, not just task completion
  • Teach identified and essential skills
  • Vary instruction methods
  • Prepare. Prepare. Prepare.
  • Implement a system for coaching
  • Effective communicator
  • Stable under pressure

The role of coach in both professional development and student learning is a broad and encompassing role. After reading this, I have come to the conclusion that it is also an essential role in any workplace or school. There are, however, a discrete set of skills to enable the team or individual success. It is easy to say “the teacher’s role is now more like a coach” and leave it there, how often have you heard that?

What if we committed to a coaching culture? This means at a school staff level, coaching becomes a significant approach to professional development, that is then embedded in the school culture and becomes a model for student learning.

@anneknock

 

Teacher as “facilitator” cutting through the jargon. Try this quick quiz.

We’ve all heard it teachers are coach, the ‘guide on the side not sage on the stage’ and facilitator. These words are easy to say, but what do they actually mean?

Slide14Last week we had a great group from Melbourne come to NBCS for an Immersion Day. These are opportunities beyond Edu-tourism, to drill down, gain clarity in priorities and identify next steps. I really enjoy working with these groups. Facilitating is not telling people what they should do, but providing the conditions for the group to learn through input – knowledge and experience – and then provide time and space for them to process and develop their own outcomes, for their own school.

facilitate (v) to make easy
1610s, from Fr. faciliter “to render easy”

There are a few key elements of effective facilitation:

  • Leading people through a process of agreed objectives
  • Encouraging participation, ownership and productivity
  • Creating conditions where participants feel safe
  • Ensuring that the group is the star
  • Achieving their outcomes

Probably, the most important point is that a facilitator recognises that the answer is ‘within’ the individual or group, they have the capacity to find a solution. The facilitator guides the process and allows the group to draw their own conclusions. They empower the group and then step back.

The art of facilitating has four priorities:

Clarity of the task: what needs to be completed

Facilitator, know thyself: impact of the facilitator on the process

Empower the group or individual: Channeling the energy and understanding the group dynamics

Enable the process:  Create the right environment to get the work done

2013-09-05 04.19.01Allowing for the process doesn’t mean operating without structure. The best facilitators implement a structure that feels organic and fluid to the participant, yet it is well-thought through and meticulously planned. It is much easier to be a controlling content knowledge specialist than an effective facilitator. Facilitators work in-the-moment – they are ‘present’ with the group. This is their highest priority as a practitioner.

It’s not always easy to take that step back and allow the group to own the process and outcomes. Human nature wants to take control. When we consider teachers as facilitators the responsibility for learning is the students’.

Here’s the paradox: Facilitator is a leadership role where the power resides in the group.

Teacher as facilitator: What does it mean?

Being substantively neutral
Not the only source of knowledge and expertise

Create a climate of collaboration
Not command and control

Provide a range of tools and resources to help the group find their answers
Not one way is the only way

Being a content knowledge expert is challenging in the era of teacher as facilitator. Where once you were a teacher because of what you knew, now, the role is more about what the student needs to know to achieve their own learning goals. Handing over the responsibility of learning to the student is not abandoning the job of the teacher. Content matters. As with the group from Melbourne coming to our school. I presented input and knowledge from our experience, but then provided the conditions for them to set priorities and next steps.

Try this quick quiz. Do you:

  1. Need to be the focus of every session with your students?
  2. Know what it means to be ‘present’?
  3. Embrace the notion of making the way for learning *easy?
  4. Have a toolkit of ideas and resources to employ as needed?
  5. Commit to seeking the needs of the group or individual, not your own?
  6. Believe that collaboration plays a significant role in learning today?
  7. Allow the students to plan and drive their learning?

This is what a facilitator does.

@anneknock

* easy is a challenging word here. It is not used in the sense that there is no rigour, but that the teacher’s role makes the path clearer.

The Listening Leader: Collaboration is critical to innovation and opening possibilities #Level4Listener

ChurchillLast week I attended a facilitator training workshop at Centre for Continuing Education at Sydney University. These two days were probably among the my most valuable learning experiences, ever.

To facilitate means to ‘draw out’ and the create hospitable settings for conversation and dialogue. (Lord & Hutchison, 2007)

Facilitation is a leadership role in which decision-making power resides in the members of the group. This frees the facilitator to focus on creating a climate of collaboration and provides the group with the structure it needs to be effective. (Bens, 2012)

I had expected to spend two days assiduously taking notes about being a facilitator, when in reality our ‘facilitator’ led the process of learning by immersing us in the ‘doing’. He modelled everything, from the room set up, the culture of the group and communication.

Of all the many things we processed and experienced, one thing shouted out loud to me:

LEADERS LISTEN.Covey
Facilitating is a leadership skill, essential for those who are professionals in the field and valuable to those who move people, from A to B and implement strategies. Listening matters. But it is not “just’ listening – but how to listen. Listening recognises that I cannot know everything, but collectively we can make a difference.

Successful leadership depends on the quality of attention and intention that the leader brings to any situation. (Scharmer, www.theoryu.com)

In Theory U, C. Otto Scharmer identifies four different types of listening. He talks about the inner world of the leader and that successful leadership depends on the attention and intention that the leader brings to a situation. This is similar to self leadership or personal leadership, looking inward before leading others.

The listening leader makes a difference. In the past great leaders have been orators, ideas-generators and trail blazers. They moved ahead, often with others scrambling to keep up. Listening may not have been a key skill as these leaders seem to already know the answers. However, in the complexity of the knowledge age, when information can be easily accessed and people readily mobilised to action, a new type of leader is required.

As leaders today, listening is a critical skill for us.  How do we need to listen?

Level 1. Downloading: Hears what is already known. Re-confirms

Level 2. Factual: Pays attention to facts and focuses on what differs from that which is already known. New Knowledge

Level 3. Empathic: Sees through the eyes of another. Redirected

Level 4. Generative: An open heart and open will, listens from the emerging field of possibility. Changed

(Scharmer, paraphrased)

Level 4 builds on the previous levels and is essential in leading innovation, being open and listening for possibilities, from wherever they may emerge. It changes us.

Level 4 Listening: How to be a Generative Listener

Listen to:

  • Yourself, first, to what life calls you to do.
  • The others, those that may be related to that call.
  • That which emerges from the collective you convene

The journey of innovation starts with embracing the incompleteness of self and that of the challenge ahead. As the leader, listening to our own sense or calling and purpose is the starting point and cannot be ignored.

Other people are the essential contributors to the journey, not just the partakers of the end-product. This puts collaboration front and centre of innovation, not just an add-on process.  As Scharmer puts it, this involves leading with an open heart and open will. Grounded in the purpose and then listening with wholeness.

Leadership is so much more that taking people on a mystery tour toward change.

@anneknock

Reference: Theory U: Addressing the Blind Spot of our Time