By Matthew Jennings
Characterised via complicated demanding situations and relentless swap, a faculty or district hierarchy can turn out a tough surroundings during which to set up high-performance teamwork. Dynamic academic management groups: From Mine to Ours presents college and district point leaders with research-based, functional instructions that they could use to create high-performing university- and district-level management groups. High-performing management groups emerge with adherence to Jennings's set of easy behavioral ideas, which he teaches via a series of interactive actions on topics starting from selling effective clash to not easy mutual and person responsibility.
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Additional info for Dynamic Educational Leadership Teams: From Mine to Ours
Membership on a leadership team simply because of position within an organization creates two problems. First, team membership based solely on job title may not provide teams with the complementary skills required to complete a task. In the example at the beginning of this chapter, even though the team was composed of all of the official school district leaders, they did not possess the necessary level of knowledge or skills related to technology. Without this knowledge, the team would have difficulty effectively completing their task.
Having a common and compelling purpose makes it possible to say no to those things that are not supportive of the team’s priorities. Developing a Common and Compelling Purpose A common misconception is that the school or district’s mission statement is the purpose for the leadership team. In reality, most mission statements are too broad and abstract to provide adequate focus for the collective actions of a leadership team. ” This is a noble aspiration, but it is difficult to translate into concrete, actionable steps that will guide a leadership team’s efforts.
Build on and add to others’ ideas. Avoid repeating or trying to sell an idea. Welcome and record all ideas. At this point, Dana used a random method for assigning team members to small groups. Each group was directed to select a recorder who would list the ideas on a piece of chart paper. The chart paper and marker were to rotate to the next team member clockwise after four ideas had been shared. This way the recorder would be able to participate equally in the generation of ideas. Once fifteen minutes had passed, Dana stopped the group.