Most School leaders recognise that Performance management is an essential process that exists in schools for managing adult behaviour.
However, because the process is often seen as perfunctory, and in some cases is not seen as a significant driver to assist school improvement, a real opportunity is missed for developing potential and bringing out the best in others.
When school leaders are skilled in using the principles of coaching to assist their performance management meetings they help to create a clear path for creating a school culture where there is an:
“Organic sense of self-improvement fuelled by the genuine and self-motivated desire of all individuals to make things better.”
[Andy Buck, 2009: What Makes a Great School?]
When a school’s culture is as described above, what is created is a set of common understanding and beliefs about performance management. That accepts it as a process for accelerating the achievement of school targets through:
– Creating alignment between organisational and personal objectives
– Growing and developing others
– Enabling others to step outside of their comfort zones
– Supporting others to achieve their full potential
– Inspiring confidence in other’s ability to succeed
– Ensuring ownership and accountability.
When opposite beliefs and attitudes exist about the purpose and value of performance management, school cultures are created in which individuals:
– Struggle to take responsibility for their own actions
– Become dependent on others for solutions and place limitations on their own ability to problem solve
– Lack the internal motivation and desire to succeed
– Weaken their ability to take risks and learn from their mistakes.
The simple truth is, when systems for performance management exist that do not develop an individual’s sense of self-worth, a void can be created between the individual’s perception of self and what they feel capable of achieving. In such environments, individuals either consciously or subconsciously limit what they give both to themselves and their school.
Growth is restricted for themselves, those they lead and manage and ultimately the pupils they teach. This should never be allowed to happen. However, sadly we know it does.
Supporting Confidence and Personal Growth
When coaching is placed firmly at the heart of the performance management process, teachers and other staff members experience a process in which belief in the development of human potential becomes central to the conversation.
Individuals come to see more fully their unique role and the contributions they can make towards bringing about improvements in their school. Rather than seeing it as something that is done to them, they begin to understand what it means to be accountable to themselves and others and they start to own the process.
With self accountability, comes confidence and growth. With growth comes an increased sense of one’s own potential. When one has both confidence and a true sense of what could be, then a space is created for the individual to try and test out new behaviours.
Maximising your Staff’s Performance
Do you want to:
– Achieve greater levels of success for both pupils and staff?
– Embed strategies for creating a happy and motivated workforce?
– Equip your staff with the knowledge, confidence and skill set required for managing difficult behaviour in others?
– Help your staff become better at solving problems and finding solutions?
If the answer is “yes”, then you might be interested in our latest offering to support School Leaders fulfil their vision, our 4 Day Coaching Programme to Maximise Staff Performance.
The Programme aims to provide senior school leaders with the knowledge, skills and confidence to apply a range of coaching skills that can help improve the performance of those they lead and manage.