Everyone Singing?

I went to my first funeral at the age of 9, the funeral was my Grandad’s! Bit dark for an opener. Work with me – I’m not the Grim Reaper!

I recently went to another funeral and at this funeral we sang some of the hymns that we sang at my Grandad’s funeral, which brought back lots of memories. Some unpleasant, some fond, but weirdly, one overwhelming one was: my inability to sing. I found that I was surrounded by people banging out the words, singing deep from their diaphragm and projecting at the top of their lungs. The louder they sang, the more subtle, subdued and silently I delivered the hymn. I have always done this, I have always allowed others to sing for me, taken a back seat, disappeared into the pews. I do the same bloody thing at weddings too. I find this strangely odd for a bloke who has an overwhelming urge to be heard! I’m a centre of the dance floor character, not an edge of the dance floor guy.

Does this resonate with anyone? Anyone else experienced this? Anyone else, when part of a team of singers, offer little to the cause?

How about in sport? He was hiding today. She just didn’t show up. He’s been a passenger today.

How about at work? He’s going through the motions. She’s not pulling her weight. He’s pinching a living. It’s got dark and cynical again, hasn’t it? I bet you’ve said one of these lines. If you haven’t, then you’re a saint!

This reduced contribution is not exclusive to singing, what we are experiencing is a phenomenon called ‘Social Loafing’ and it refutes some bold claims by some, revered, philosophical minds. The most prominent one being Aristotle (he may be the most misquoted man of all time but it supports my point so, heyho), who claimed ‘the whole is greater than the sum of the parts’. Those hymns would have been louder (probably not better), if I had contributed with more effort. The productivity, if you like, of the choir, would have improved but the choir carried me!

The term Social Loafing has emerged from the research of Max Ringelmann – the Ringelmann Effect suggests that increasing the size of a team and giving more capacity and potential, team performance can often be substantially reduced. This is in direct conflict to what should actually happen, adding capacity should yield greater efficiency and productivity. In essence, what is apparent is the actual productivity or efficiency of the team is less than the sum of the proven individual efforts. I bet Aristotle is turning in his grave! Clearly, ‘the whole is not always greater than the sum of the parts’!

Ringelmann proved this to be the case when he measured the relative efforts of people pulling/exerting maximum effort on a rope, like in a tug of war. Having recorded the efforts of individuals he could calculate the potential, collective, effort of a team. What he actually found was: when the group size exceeded 3, actual effort always fell short of potential effort. In short, the team lacked efficiency and productivity. They were not fulfilling potential. People became: passengers, freeloaders – social loafers.
If you’ve ever been on a team where this is said: “He was hiding today”, “She didn’t show up”, “She’s been a passenger today” then you know, deep down, there’s a problem. The participants become poisoned by resentment and, slowly, the team will break into cliques, silos and subgroups. It’s cancerous – when it takes hold the downfall is inevitable!

I am passionate about teams, I am desperate to know my place in a team, I am always trying to identify my purpose in a team. When I have been at the lowest point in my career; the point where I have felt isolated, alone, lost, it has been when I didn’t know my place or my purpose. As leaders, we have a responsibility to eliminate ‘faulty team processes’, like social loafing, before they take hold. Everyone needs to know their purpose. Accountability, amongst other things, is a big driver in motivation – nobody wants to let people who believe in them down.

Over the last couple of years I have done a simple experiment on 2 occasions. Once with students and once with senior leaders in a school I worked in during an SLT development day. On both occasions, I have seen, first hand, the undisputed evidence that social loafing is rife in teams. Try it yourself, it’s a simple pen sort. Start with it as a paired activity, then have it completed in groups of threes, fours, fives, sixes and finally sevens. What you will see is the efficiency and productivity of this task will decrease when the groups grow beyond 3 or 4 people. The social loafers will stand out like a sore thumb! So, as leaders, how do we avoid this, to ensure, 1- productivity and efficiency is maximized, and 2 – avoid the resentment of some members of the team and the loss of respect for the leader?

Leaders must…………

There are 2 reasons why social loafing will occur. Loss of motivation and insufficient coordination.

Leaders must increase accountability, through group identifiability. Team members must have clear expectations and deadlines. When people become concerned by being evaluated and judged by others about their contribution to the cause, we don’t want people to think ill of us or be seen to be letting people down. As such. we pull harder, sing louder!

Leaders must ensure participants consider themselves credible within the team. If they perceive themselves to be surrounded by Supermen but believe themselves to be Clark Kent, they think ‘stuff’ can get done without them! Get the teams wrong, fail to acknowledge and hold up the expertise of all participants, and some may develop inferiority complexes and this will lead to withdrawal, loafing and reduced productivity.

Leaders must make defined roles and responsibilities explicitly clear to all team members. Participants need to know how we will fail as a team, if you don’t give 100% in your role. They must also see the value of their role; if they feel it is tokenistic or that they have been offered the lesser work then they will free load. If the work is completed and their lack of contribution went unnoticed, the leader is perpetuating social loafing and making it habitual. Others will see and resent the loafers and the leader. The cancer takes hold.

Leaders must aim to keep group numbers small – when people are moaning about capacity, it’s normally because they are working hard! No passengers! It is the leaders responsibility to be discerning about capacity. Are they all singing at the top of their voice and it isn’t loud enough? If so, maybe more capacity is needed, or could someone sing louder?

Leaders must relentlessly revisit the ‘why?’ by sharing the vision and strategy. Conduct a Pre-mortem with the team! “If we don’t do this what will it look like in the end?” He who has a why to live can bear almost any how! Getting authentic buy in makes people sing louder.

In the teams you lead, is the ‘whole greater than the sum of the parts’? Are people singing loud enough? If not what are you going to do about it? Is it about greater capacity or great efficiency, they are not always the same thing. It’s time to hold up the mirror! The problem, may be us!

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My First Week as VP @Darton_College

20170605_090606My first week @Darton_College

Back when I interviewed for the post of VP @Darton_College in February, I knew, without reservation, that I wanted the job; I knew I wanted the job after I’d completed the ‘learner panel’; I knew, having taught ‘int tarn’ for the majority of my educational career, this was an opportunity to ‘come home’!

My first week back in Barnsley has not disappointed. Here’s what my first week as VP @Darton_College looked like:

Sunday
Penciled in planning my Y9 English lessons (my subject specialism is PE) with my talented English teacher sister. Fiction this week: analysing texts (Havisham). Got the overview and questioned and probed as Mrs O’ broadened my mind. I’ve learned so much about such a small facet of the life and times of English teachers this week – tough gig! Imagine how much I’ll have learned in the next 4 weeks before order is restored and I begin my new timetable. PE.

Monday
Whistle stop tour of my roles on the school duty rota: where to be, who to look out for, how I should always check the clock as there’s no bell, and who to call when there are ICT issues (it’s Mr Clapham in case you were wondering). Mr Clapham was very busy when I had laptop/audio related problems in my first English lesson! I was beyond caring though when a learner spouted, “Oxymoron, Sir” as I flashed up the first stanza of “Havisham’ on the board. “Where’s the Oxymoron?” “Beloved sweetheart bastard”. This was met by a huge intake of breath from the rest of the class as they were taken aback by said learner’s confidence in using a profanity so blatantly in front of ‘Sir’! The confident learner’s response to the shock of his astonished audience was, “I’m allowed to say it coz I’m quoting”. Yes you are, lad. Fantastic! Utterly impressed by what my predecessor must have taught these learners, they are on it! I would have never expected, having looked at the profile of this class, this level of accuracy in identifying language devices, or more surprisingly, the confidence in sharing them! What did I learn on Monday? My Y9B English class need pushing! Final Monday reflection – “Eyup, Sir. How’s it goin?”

Tuesday (half day – cheers Northern Powergrid – See Sheffield Star!)
SLT meeting, 7am: information overload; accelerated learning without a doubt. Note to self, please ensure you are more proficient at using Google docs: calendar, drive, basically Google everything, and put your pen down; you don’t need it; you work in a truly 21st century school, as part of an innovative team – get with the programme! Jargon came thick and fast too: RAP (always meant something else to me), Commitment Board (this is not about effort in the purest meaning of the word, but I see the link), learners (not students at DC; a habit that I’ll find tough to break), Data Bible (holy smoke! More support Mr Woodcock please!), SDM (never knew my mobile uploads were public as a default setting – cheers Julie and Dave; that’s a lot of posts to change!) CTLs (must stop referring to them as CLTs). The list is endless!

Wednesday
Met with the gaffer; my first line management meeting with KDa. It basically turned into a mentoring session with the agenda items being the things in bold from Tuesday’s learning, and chewing the fat regarding QA and ‘T&L Department Reviews’. Note to self, at DC we are resilient learners, even the staff. When the gaffer says, “Go and figure it out”, she means it. Resourcefulness (I now know how to bookmark text on a Google Doc – do you KDa?!?!?)! Squeezed in department line management meeting and then headed to the CTL meeting to present and share the process of summer term T&L reviews. On a more sombre note- missed Fin’s football for the first time in a long time.

Thursday
Had another line management meeting and talked PE – comfort zone! Can’t wait to teach as part of the PE department at DC. Felt a little bit more like part of the DC staff body today. Engaged in banter and cheerful conversation with loads of learners throughout the day. I’m really enjoying it here.

Friday
Difficult conversation. Did the necessary evil and spoke openly and honestly; right outcome for DC learners (I once heard Mark Finnis say – difficult conversations only really become difficult conversations if we delay having them – sorted, cheers Mark). Had third line management meeting of the week and taught my final lesson of the week to Y9; they’re all over the enjambment in ‘Havisham’. Finally, finished the ramblings of the new VP T&L @Darton_College. However, the best part of today was the warm, fuzzy, proud feeling I got when a Y10 DC learner called into my office and said, “I just wanted to say congratulations on getting the Vice Principal job, Sir. Hope you’re settling in and enjoying it.” Note to self – these young people, these students, I mean learners, are brilliant, so when you’re knackered, frustrated and exhausted in November, or even next week, remember that!

Final thought; the learning curve this week has a gradient similar to that of the Swiss Wall in Avoriaz, the toughest I’ve skied; it gets easier every year I ski it though!

 

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‘Regarding your emotional intelligence and leadership research’

A while ago I came across a retweet; the original tweet was from a primary school teacher and from what I can gather a very passionate primary school teacher at that. Her Twitter username is @RobertsNiomi and below is a copy of the original tweet.

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Now, I’m not normally one to respond to this type of open request but I was compelled to do so for 2 reasons. Firstly, I am really interested in emotional intelligence and I believe it isn’t given the credit it deserves in leadership. I’m not sure of any consideration being given to it when recruiting leaders in education. However, my field of experience in leadership is not so vast so it may, in fact, be happening in places. Secondly, I was further compelled to respond as there was nothing good on TV!

The DM I sent is below (minus the numerous typos, spelling mistakes, and expletives!).

‘I think emotional intelligence is, without doubt, one of the most important things in leadership and unfortunately the most difficult skill/attribute to develop.

Being able to assess emotional states and go on to be able to choose the correct course of action, be it to empathise, challenge, reason with, engage, read, grow, empower and inspire, is an ability that is extremely rare. The truly great leaders possess such attributes – not just those leaders in education but leaders in all walks of life.

Personally, I believe emotional intelligence is something that schools up and down the country should be investing in. Emotional intelligence, much like intelligence, to some extent may be genetically predetermined. However, what Dweck tells us about intelligence (the fact that it is not a fixed trait but can be grown) is surely inclusive of emotional intelligence? If this is in fact true, to not offer emotional intelligence CPD to leaders is seeing schools ‘miss a trick’. For some schools I believe this type of CPD would see huge impact; for others it would be a marginal gain but what I do know to be true, is that nobody ever got worse at their job by knowing and understanding the people they lead. I’d say that is a nailed on fact!

Sorry about the ramble, but you asked for it!

As you can see I think emotional intelligence is a big deal!

Hope I have helped.’

(Can you remember the days when we only got 146 character for a DM😜)

The response I got from @RobertsNiomi is below:

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A couple of months ago, I watched a TED talk by Rita Pierson. I urge you to watch it; she’s funny and the message she sends is clear from the word go when she references James Comer. “No significant learning can occur without a significant relationship”. I whole heartedly believe this.  The best teachers invest in their students: they get to know them; they find out what makes them ‘tick’; they are able to empathise with them; they make them believe that they believe in them. I think the best leaders should do exactly the same. Perhaps, “no signicant [leading] can occur without a significant relationship”

How much investment in do schools offer middle and senior leaders in developing and honing emotional intelligence? Does emotional intelligence CPD exist? Is anyone offering it?  If so, has it changed how you lead day in, day out?

I wait in anticipation for the findings of @RobertsNiomi little research project and I wish her all the best in her presentation.

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Guest Blog for Christopher Horner.

Growth Mindset, it’s not Rocket Science, a 66 year old plumber told me that (cheers Dad).

Can I predict which students will achieve/exceed target/potential based on ‘loose’ evidence of their mindset??? (When I say loose, I mean loose so don’t start on the high horse around validity of data and reliability of the test etc!)

I asked Chris if I could write this on his blog long before I was a blogger! I asked him as I knew it would be ‘untouched’ and ‘uncensored’!!!

http://chrishornerpe.com/2014/09/05/illegitimi-non-carborundum-ticker/

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Guest Blog for Subject Support – In house, differentiated CPD

Just a cheesy but effective way of ensuring no stone is left unturned in providing CPD opportunities that are appropriate for all.

Fill Ya Boots! CPD Menus: A differentiated approach to in-house CPD.

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