Leading and Manading Organisations Facilitator Guide

Specialist leader of education training: Enrichment module

Leading and managing organisations

Reflecting on sharing good practice to improve an area of weakness in your own leadership strategy, based on the learning shared in this session

Aims

The aims of Leading and managing organisations are to:

• understand the importance of mission, vision and values in creating an institution’s ethos
• explore how the McKinsey’s 7S model of system leadership can drive the ethos and how this can be applied in an educational context
• share good practice and develop a plan to improve at least one area of system leadership for your school

• Understand the seismic change facing school leaders and some of the qualities required to meet the challenges.

• Cover housekeeping.
• Present an overview of the session aims.
• Ask each delegate to briefly explaintheir position, key responsibilities and school context.
• ‘Resonant leaders’is a model which applies to an executive principal and to a specialist leader of education alike.

• Understand the termsvision, mission and values.

• Using the three brand logos,delegates create a brief vision, mission and value statements for each company.
• Discuss the reasons for their choices with the whole group.

• Understand how key terms are defined and applied by corporate companiesin establishing the ethos.

• Appreciate the nine dilemmas all leaders face.

• Give delegates the actual vision, mission, and values statements for each of the brands.They then match the colour-codedstatements to the correct brand.
• Discuss how the vision, mission and value statements confront or tackle the nine dilemmas listed on slide 6.

• Establish common focusesemployed by companies.

• Hypothesise on reasons for possible ambiguity.

• Delegates compare their own created vision, mission, and values statements with the actual ones.
• Delegates consider whether the companies succeed in conveying their vision, mission, and values statements through their practice to their target audience or customer base.
• How do they do this in their outlets?
• Delegates consider whether commonalities exist between vision, missionand value statements of the

• Reflect on and evaluate current position of school.

• Identify successful practice.

• Apply learning so far to develop a clear vision and values.

• Delegates share the vision, mission, and/or value statements for their own school. Are these statements known by heart, i.e.do they permeate daily practice?Do they permeate to the staff, pupils and wider community?
• Ask delegates if a stranger walked into theirschool, what would shesee on a day-to-day basis thatreflects the school’s mission, vision and/or values statements?
• How do delegates think their school’s mission, vision and/or values statements should be adapted to better reflect the purpose and goals of the school?

• Develop an understanding of the McKinsey 7S model.

• Delegates are introduced to system leadership and the McKinsey 7Smodel. Where time permits, it may be decided that a brief synopsis of the model‘s conception

• Explain that this session will focus on strategy, structure, systems and shared values.

• Understandhow school systems and processes fit into McKinsey’s shared values, structure, systems, and strategy.

• Delegates consider and discuss how educational systemsfit into the McKinsey 7S model.
• Using McKenzie’s headings, delegates assign elements of school organisation to the first four sections: shared values, structure, systems and strategy.
• This activity can be completed in detail with each group focusing on one aspect, or alternatively giving a brief overview of all four.

• Reach mutual understanding and justifydifferences of opinion.

• Run feedback and consensus on previous activity.
• Ask how schools might fit the model, suggesting how school operations could fit the model. There may be disagreement as to where a particular aspect fits at the discussion stage.

• Understand what elements of good practice in system leadership look like.

• Each delegate identifies a McKinsey element strengthwithin their school and the systems or processes that make it effective.
• They discuss this in pairs. This can be discussed with the whole group if time permits.

• Produce an action plan for an element of system management showing understanding of school improvement and how systems can be developed and improved.

• Understand the link between leading change in a clientschool and going beyond this, as a school leader in a self-supporting system.

• Each delegate identifies a McKinsey element development pointfor their school
• Using the questions on slide 11, discuss leading change across schools, in the role of SLE and externally within system leadership.
• Discuss progression and links between national, local and specialist leaders of education and teaching schools.

• Develop a systemic model that could apply in principle to delegates’schools.

• The sphere of influence of schools is growing. We need systems to make this happen effectively.
• Delegates consider how the Tesco model looks. How could this be applied to theirschools as a driver of change withits partners and alliances? Consider replacing the five outer segments with the teaching school continuum:

• Ask:

• Review how leadership in future will mean taking on a system leadership role.

• Facilitators could recreate how the Tesco wheel applies, specifically to aschool within local clusters, teaching school alliances and in the wider community.
• Consider what worked well (WWW) and what would have been even better if (EBI).
• Ask delegates to complete and return the evaluation form.