Wednesday 29 May 2019

The Currencies of Wellbeing, Pt. 1: Speak Their Language


Core Education’s recently released ‘Ten Trends’ highlighted wellbeing as one of the rising focuses within the educational sphere. Identifying the current-ness of this topic in many workplace “ecosystems”, they’re quick to conclude that “there is currently no agreed international definition for wellbeing”. A colleague of mine captures this insight rather aptly, stating that “wellbeing is as wide as it is deep”, a sentiment which has been shared in earlier blogs.

Throughout this year, our community of learning has begun exploring wellbeing with the intention of ‘...promot(ing) student and staff wellbeing in the support of learning’. In order to provide structure for the many minds on this journey with us, my co-leader and I chose to draw on the work of Simon Sinek, an author, professor and leadership guru. We have focused in on his model the ‘Golden Circle’. This model is made up of three parts: why, how and what. The logic behind it suggests that, by starting with your why - your purpose - ensures greater investment in your how and what.

Though the nature of this has been slightly adapted, the heart remains. Alongside the leaders in our community, we have investigated two of the “golden circles” three components: why and what. Our intent is to now discover ‘how’ we can help both staff and students to improve their wellbeing, to flourish. Over the coming weeks, there will be a series of posts unpacking this final part. While pondering and planning the content within this series, an analogy began to emerge: currencies. Defined as a system of exchange, currency highlights the desired outcome of ‘how’, namely, the exchange of action for wellbeing.  With that in mind, let us begin.

Currency #1: Speak their Language

A common thread within wellbeing is relationships - those who we are involved with, support and are connected to. It’s not difficult to pinpoint people in your life, with whom you relate, that have positively influenced your wellbeing. Given the pivotal nature of people in our success and development, it makes sense to know them well and relate to them in a manner that helps us all to flourish. One way to achieve this is to speak their language. To help us explore the languages in which we speak, it is important to understand who a person is, which we will explore through the lens of ‘personalities’.

There are several prominent ‘personality frameworks’ which exist in our world.  Giving clarity to the complexity of human qualities, personality frameworks help to classify and quantify who we are. Understanding not only who you are, but who those around you are, provides you with the tools to effectively communicate, encourage and support them. Though I believe that a framework cannot capture the entirety of someone - as we are beautifully nuanced in our only-ness - I believe that it offers a common language to start a conversation around what we need to “be well”., to flourish

Though there are many frames we could choose from, today we will be exploring the work of Allison Mooney, a renowned speaker and personality expert. There are four personalities in Mooney’s framework: playful, peaceful, powerful, and precise. The motivations, strengths and needs differ between these personalities. Here is a brief peek into these profiles:

Playfuls - driven by their desire to have fun, these enthusiastic, funny and loud types thrive on socialisation, conversation and connection. With a gracious streak, playfuls enjoy the moment they’re in. To see them flourish, playfuls often need “attention, affection and approval”.

Powerfuls - naturally assertive, these decisive types find deep satisfaction in what they’ve accomplished and created. Often characterised by their strength and efficiency, they tirelessly work to achieve their goals as quickly as humanly possible. To see them flourish, powerfuls often need “credit, loyalty and appreciation”.

Precise - diligence and accuracy are the fruits of labour for these structured, ordered and organised types. Taking pride in the procedure or routines they’ve enacted with a self-sacrificial nature often places their work ahead of play until the job is completed to their standards. To see them flourish, precise types need “space, silence and sensitivity”.

Peacefuls - driven by their namesake, these patient, steady and forgiving types thrive on diplomacy and avoid conflict where possible. With natural inner strength and relatability to those around them, they find themselves easily fostering teamwork. To see them flourish, peacefuls often need “respect, value and harmony”.

Given the complexity of humans, people will rarely find themselves solely in one category. There will be qualities that each of us possesses which span the four profiles above, however, there will be one to two dominant types. Allison Mooney’s book “pressing the right buttons” provides a template that can be used to highlight one’s profile, however, most could place themselves somewhere within these four categories.

Even though similarities connect these different profiles, each of them, better yet each of us, operate and communicate in a unique way. Each of us flourishes in a unique way. Knowing the needs of these types, take a moment to examine the way you’ve been communicating with others and the way others have been communicating with you. Are you speaking the same language?

Henry Ford said that “coming together is a beginning. Keeping together is progress. Working together is a success”. We’re all in this together and the nature of our career won’t let us escape our togetherness. But together, in and of itself won’t always suffice, especially if what we need to flourish isn’t being offered or communicated. So as we move forward, taking responsibility for this knowledge, let us revisit this question and attempt to make the answer a resounding yes - are you speaking the same language; their language?

Sunday 26 May 2019

Developing Coaching Pedagogies

ACCoS Coaching Session with Bernard Fitzgibbon

Introduction
Last week, I was lucky enough to take part in a two day coaching session led by former Principal and coaching expert, Bernard Fitzgibbon. Designed to introduce us to Leadership Coaching, the course was aimed at developing the coaching skills of the In School Leaders, Across School Leaders and teachers within the Auckland Central Community of Schools (ACCoS). At my school, Newmarket Primary School, I’ve been coaching for the last year and a half, without being 100% clear on what coaching actually involves. So, Bernard’s course was certainly timely!

Reflecting on my experiences over the two days, I wanted to share my understanding of coaching, along with my key learnings from the course.

Coaching Explained
Coaching is an empowering process built on an important relationship between (at least) two people who work together to set and achieve professional goals defined by their own needs and interests. The coaching partnership is equal and collaborative involving one-to-one conversations that focus purely on learning and development.

Helping the coachee create a plan for realising and achieving their professional goals, the coach plays a major role in fostering this environment. What’s key here, is forming a positive relationship between the two. Most of us have a natural instinct of wanting to ‘fix’ the issue at hand by offering (sometimes unsolicited) advice. However, in a coaching partnership, one individual does not make decisions for another. It’s important that the coach respects the autonomy of the coachee, who must make their own choices (even if they aren’t what the coach would agree with).

As they explore and develop solutions to their teaching challenges, personal voice and helping coachees find the words to express themselves, is also key.


Where to Next
Through the use of the GROWTH model, it’s the coach’s job to support the coachee in moving from where they are now to where they want to be.



Essentially, the GROWTH model is a conversation map that’s designed to shape coaching conversations. For me, this GROWTH model is a vital roadmap - and without it, I’m not sure I would even know where to begin! Over my next few coaching sessions and beyond, this model (along with the scripted questions) will be critical to how I approach these discussions. Although, as these conversations become natural and the questions are embedded into my ongoing coaching practice, my reliance on the model should be reduced over time.

My Key Learnings
Reflecting on Bernard’s course, what is most critical is mastering the art of powerful questioning and attentive listening.

Questioning
Initially, I thought that asking questions would be the easy part. After all, talking is something I am quite good at. But asking the right questions and knowing how to ask a question, is a completely different approach and something that I am quickly beginning to realise is not as easy as initially thought. It’s not about quantity, though. It’s all about quality. Nancy Willard said it best when she stated, “Answers are closed rooms and questions are open doors that invite us in.” And she is right. Coaching is all about bursting through the doors (politely of course) and not just listening to what the other person has to say, but showing that you want to hear it too. Ask open questions using What? Why? How? Invite longer, more thoughtful answers by avoiding simple yes/no or right/wrong questions. However, even the best question can become undone by the way it is asked. For me, the most important habit to get into is asking the powerful question of A.W.E (and what else?). Seems simple, right? But someone’s first answer is rarely their only (or best) answer. By asking this effortless and AWE-some question, it forces the coachee to think on a much deeper level.

Listening
Listening is not always easy, in fact it’s hard work. We don’t think of it that way, but it is. Listening is a habit. Like many good habits, listening does not happen naturally. I always thought I was a good listener, nodding away like a bobble-headed doll and offering the occasional grunt of encouragement when really I was thinking about what I wanted to say next or thinking of something else entirely different. During Bernard’s course, I made a conscious effort to not only be an active listener, but to be a deep listener. As someone who tends to jump in and share my thoughts or respond to keep a conversation going, being at peace with silence was an entirely new concept. But it works! Allowing for silence gives the coachee time to think and reflect on their own internal thought processes, which then creates opportunities for further, deeper discussion. Giving someone your complete attention is rare but extremely powerful because it provides a moment of trust, safety and engagement between coach and coachee.

Final thoughts
Overall, I found the two days learning extremely worthwhile, not only to develop my coaching skills, but also as a way to connect with other ISLs and teachers within ACCoS. Thank you to Bernard Fitzgibbon, whose passion for coaching and education left us feeling empowered, motivated and ready to tackle the coaching challenges that we so often face in school and in our leadership roles within ACCoS.

By Nikki Wylie ISL Newmarket School


Danni Cook from Auckland Normal Intermediate School took notes on the GROWTH conversation. This template can be used to help structure a coaching conversation.

You can also check out Virginia Kung's blog post on 'Coaching, a way of being.'