Programme of the Month - encouraging behaviours and thinking that supports teams and engages individuals
As our manager's programme with Maidenhall Primary School was so successful, we want to share this with you. We normally design bespoke programmes that work with your specific team – here's an idea of what we can do.
For the programme to help enhance skill sets within the group and encourage behaviours and thinking that will support teams and engage individuals in their own leadership and management style.
The half-day session(s) (3.5 hr) below are to be delivered as part of a programme and should be delivered with up to three weeks between each session to encourage experiential and action based learning.
For delegates to be skilled up in techniques that help them think, act, behave and communicate in a more positive way with their teams to aid engagement with the whole team and strong working relationships that are proactive for the school learning plan. The sessions will be upbeat, informative and practical and give delegates immediate tools and skills to use. The sessions will be made up of theory, practical application with time allowed for discussion on how techniques can be used for live issues, encouraging integrated learning and working practices.
How we work
All our work is based on shifting thinking patterns and adjusting behaviour. Our team of highly skilled behaviour strategists and psychologists who work on the staged approach to embed new behaviours. We work understanding:
Self-awareness – Where am I now?
Vision Crafting – Where do I want to get to?
Transformation – What do I need to do/change to get there?
Growing edge – What are my next steps?
During the sessions we suggest experiential action-learning is used to help year leaders refine new skills and embed them into their everyday working practice. Experiential, action learning works best when there is an agreed 'problem to solve' within the group.
Each individual may have their own sub-challenges within this that can be used as individual action-learning goals. At the start and end of each session – time is put aside to address the challenge using the experiential action-learning process and the new tools learnt during the session.
Each group member will be given actions to take away and put into practice. Results and learning outcomes are to share at the next session. Working with 'live-issues' in this way embeds learning and helps delegates use the new found skills in a safe way.
Experiential action-Learning works o:
- a real problem that is important, critical, and usually complex
- a diverse problem-solving team or group
- a process that promotes curiosity, inquiry, and reflection (lead by a learning consultant)
- a requirement that talk be converted into action and, ultimately, a solution
- a commitment to learning.
In many, but not all, forms of experiential action learning, a learning consultant is included who is responsible for promoting and facilitating learning as well as encouraging the team to be self-managing. These skills will be taught to the group so they can continue using action learning to problem solve, work with their teams and create solutions in the future.
After the final session a catch up learning session with the group is suggested after six-eight weeks to review development action plan. This as well as individual coaching sessions (up to two each is the preferred way of working).