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Management Skills
in Schools
A Resource for School Leaders

JEFF JONES
Management Skills in Schools
Dr Jeff Jones has been a Senior Consultant and Head of Training
and Consultancy Unit at CfBT in Reading since 1998. He is an
accredited NPQH tutor for the NCSL and has been a team
member of the DfES Performance Management initiative as well
as being an OFSTED trainer. He is the author of Monitoring and
Evaluation for School Improvement (2000) and Performance
Management for School Improvement (2001).
 Management
Skills in Schools

Dr Jeff Jones
 Dr Jeff Jones 2004

First published 2004

Apart from any fair dealing for the purposes of research or private study, or
criticism or review, as permitted under the Copyright, Designs and Patents Act,
1988, this publication may be reproduced, stored or transmitted in any form, or
by any means, only with the prior permission in writing of the publishers, or in
the case of reprographic reproduction, in accordance with the terms of licences
issued by the Copyright Licensing Agency. Inquiries concerning reproduction
outside those terms should be sent to the publishers.

Paul Chapman Publishing

A SAGE Publications Company
1 Oliver’s Yard
55 City Road
London
EC1Y 1SP

SAGE Publications Inc

2455 Teller Road
Thousand Oaks, California 91320

SAGE Publications India Pvt Ltd

B-42, Panchsheel Enclave
Post Box 4109
New Delhi 110 017

Library of Congress Control Number: 2003099479

A catalogue record for this book is available from the British Library

ISBN 1 4129 0109 X

ISBN 1 4129 0110 3 (pbk)

Typeset by TW Typesetting, Plymouth, Devon

Printed in Great Britain by Athenaeum Press, Gateshead
Contents

Introduction xi

1 Being and Becoming a Highly Effective Team Leader 1

➢ What is the key to effective team leadership? 1
➢ How do I become a highly effective team leader? 2
➢ What about the constraints, demands and choices associated
with my team leadership role? 4
➢ What are the characteristics of highly effective team leaders? 6
➢ How can I gauge my personal effectiveness as a team leader? 6
➢ How can I gauge my competence as a team leader? 8
➢ What is meant by leadership style? How important is this in
leading a team? 12
➢ How can I help to improve the quality of what we do and
achieve as a team? 12

2 Leading and Developing Teams 19

➢ Why is there so much emphasis on team leadership in schools? 19
➢ What exactly do we mean by leadership? Is there a distinction
between leadership and management? 20
➢ What is a team? How does it differ from a group? 22
➢ What is the key purpose of developing teams in schools? 23
➢ What makes a ‘good’ team? What does successful teamwork
depend upon? 24
➢ What should I attempt to do to build teamwork? 29
➢ How can I gauge the quality of the teamwork? 38

3 Motivating Members of the Team 41

➢ What is motivation? 41
➢ Why is motivation so important to the work of a team? 43
➢ How does a team leader recognize the needs of team
members? In what ways can motivation theory help me? 43
➢ How do I set about trying to understand staff attitudes and
build their motivation? 47
vi MANAGEMENT SKILLS IN SCHOOLS

➢ How do I deal with demotivated people? 49

➢ When I’ve got them motivated, how do I keep them that way? 51

4 Managing Time and Priorities 54

➢ What is time management? 54
➢ How do I know whether I have a time management problem? 56
➢ So, where does my time go? 57
➢ How can I deal with the time thieves? 59
➢ How can I exercise greater control over my personal work
patterns? 59
➢ Am I alone in having a problem managing my time? What
can I do about it? 62
➢ How can I re-establish some control over my management
of time? 64
➢ What is the best way of dealing with the paperwork? 66
➢ What other ways are there of improving my personal
organization? 68
➢ How important is it to use technology to help me manage
my time? 70

5 Encouraging Team Development through Effective

Delegation 72
➢ What exactly is delegation? 72
➢ What if I am not comfortable with delegating my work? 73
➢ Are there different kinds or levels of delegation? 75
➢ How does the delegation process work? 75
➢ How can I delegate successfully? 75
➢ What are the links between people’s learning styles and
delegation? 79
➢ How do I conduct a successful briefing meeting? 80
➢ How can I build in effective and responsive monitoring and
support? 82
➢ What part does coaching have to play in delegation? 83

6 Improving the Effectiveness of Team Meetings 85

➢ Why meet at all? 86
➢ What are the advantages of meetings over other forms of
communication? 87
➢ Are there different kinds of meetings? 87
 CONTENTS vii

➢ What do we mean by an effective meeting? 88

➢ What makes meetings ineffective? 89
➢ What is a good way of achieving effective meetings? 90
➢ How important is the meeting leader’s role? 90
➢ How can I encourage contributions from team members and
stimulate discussion? 92
➢ How vital to the meeting is an agenda? What should I take
into account when preparing an agenda? 92
➢ How important is the meeting environment? 95
➢ What can I learn from observing the contributions made by
team members at meetings? 96
➢ How should I deal with problem people at meetings? 96
➢ How do I take accurate notes of decisions taken at meetings? 98
➢ How do I run a meeting using formal procedures? 101

7 Handling Conflict Situations Successfully 104

➢ What do we mean by conflict? 104
➢ What are the key ingredients of conflict? 105
➢ What are the possible causes of conflict? 106
➢ How might I deal with any conflict that could arise within
the team? 108
➢ Is there an ideal conflict resolution style? 110
➢ Is conflict always negative? Can conflict ever be constructive? 115
➢ What if all else fails and conflict continues? 116
➢ What coping strategies should I employ to deal with a
difficult team member who refuses to perform? 116
➢ But, if there simply is no warning, how do I take the heat out
of a conflict situation? 118

8 Leading the Team through Strategic Decision-making 121

➢ What is decision-making? 122
➢ What if I lack confidence when making decisions? 122
➢ Are there different kinds of decisions? What are they? 124
➢ What are the key steps to arriving at a decision? 124
➢ Is there such a thing as a preferred decision-making style?
How do I know what mine is? 125
➢ So, which is the most effective? 126
➢ What effect does team culture have on decision-making? 127
viii MANAGEMENT SKILLS IN SCHOOLS

➢ How widely should I consult before arriving at a decision? 127

➢ Is it acceptable to delegate some decisions? 129
➢ Are there analytical tools I could use to help with
decision-making? 130
➢ How can I encourage my team members to contribute creative
ideas in support of the decision-making process? 133
➢ How can I be confident that new ideas will work? What steps
can I take to try to ensure success? 134
➢ How do I implement decisions successfully? How do I
communicate decisions to the team? 134
➢ How can I monitor the progress and impact of decisions? 135

9 Conducting Effective Performance Management Reviews 138

➢ What are performance management reviews? 139
➢ Why conduct regular performance management reviews?
What are the benefits? 139
➢ Why has there developed a much closer link between
performance and development? 140
➢ What is my role as team leader in performance management
reviews? What is the expectation of team members? 141
➢ What key factors have been found to determine the success of
performance management reviews? 141
➢ How can I best prepare for a performance management
review? 142
➢ Is there an easy to follow structure that I could use when
conducting a review meeting? 143
➢ How can I help team members agree meaningful objectives? 145
➢ What skills do I need at a review meeting? 146
➢ How do I handle pauses and silences? 152
➢ How important is body language/non-verbal communication? 153
➢ How do I make notes at the review discussion and still show
that I am really listening? 154
➢ How do I give feedback in a helpful and constructive way? 155
➢ How do I give constructive feedback in negative situations? 156
➢ What else should I take account of when communicating
with colleagues at the review? 157
➢ How do I maintain a good relationship with a team member
to whom I have had to give negative feedback? 159
 CONTENTS ix

10 Coaching for Better Team Performance 162

➢ What is coaching? 163
➢ How does coaching benefit team members? 163
➢ How does coaching actually work? 164
➢ How well do I need to know my colleagues to be able to coach
them well? 165
➢ What role is there for team leaders in coaching? 166
➢ What work situations may be conducive to a coaching
approach? 167
➢ What makes a good coach? 167
➢ Are there different styles of coaching? 170
➢ How do I initiate a coaching session? 171
➢ How will I recognize a successful coaching relationship? 171
➢ Can I use coaching with the whole team rather than with
individuals? 176
➢ Coaching seems to rely a great deal on trust – how can I build
this trust with members of my team? 176
➢ How are knowledge, skills and behaviours applied in
coaching situations? 177
➢ What are the characteristics of good listening within a
coaching context? 177
➢ What hinders effective listening? 180
➢ In practical terms, how can team leaders manage the
coaching relationship? 181

11 Developing an Action Research Culture within the Team 185

➢ What is action research? 186
➢ What do action researchers do? 187
➢ Why is research by practitioners important? 188
➢ What is the action research process? 189
➢ Won’t staff resent the intrusion? Where does the time come
from for carrying out the research? 189
➢ What skills do I need to carry out action research? 190
➢ How can I get the research under way? How will I know
whether the project is manageable? 191
➢ How do I decide on my focus and identify my problem? 192
➢ How do I develop and implement a plan of action for my
action research? 195
x MANAGEMENT SKILLS IN SCHOOLS

➢ Are there any ethical considerations I should be taking

account of in my research? 195
➢ What should I take into consideration when collecting the
data? 197
➢ What should I know about sampling, reliability, validity
and bias? 197
➢ What techniques are there for dealing with data? 198
➢ What are the most effective techniques for data presentation
and analysis? 202
➢ Once up and running, how do I keep track of the action
research project? 203
➢ What exactly is a literature search? How do I plan a literature
search? 204
➢ What is validation? Why is it important in the context of
action research? 206
➢ How do I write up my action research? In what form should
I present it? 207

Bibliography 212

Index 215
 Introduction
I wanna be the leader
I wanna be the leader
Can I be the leader?
Can I? I can?
Promise? Promise?
Yippee. I’m the leader
I’m the leader
OK, what shall we do?
(The Leader, by Roger McGough.
Reproduced by permission of Penguin Books Ltd
and PFD on behalf of Roger McGough.
1983, Roger McGough)

This book has been written at a time when the direct impact of leadership on
the success of schools is increasingly widely accepted. The remit and
development agenda of the National College for School Leadership; the
growing emphasis being placed by OFSTED in its new framework upon the
pivotal part played by effective leadership; and the creation of a team of
people to assume strategic leadership roles within the school, are just some of
the important initiatives that acknowledge the connection between leadership
and successful or improving schools.
Team leadership has always been important in schools, whether at the level
of the department, the curriculum area, the key stage, the phase, or in relation
to pastoral and leadership teams. This role has assumed even greater
significance in the UK in recent years because of the introduction of the
mandatory performance management arrangements. In whichever context,
team leaders are required to provide professional leadership and management
to secure high quality teaching, effective use of resources and improved
standards of learning and achievements for all pupils.
The skills required to be an effective team leader in schools are many and
varied, but personal management skills lie at the heart of getting the best from
those that make up the team. This book is about how team leaders can
contribute to overall school improvement and is intended to be a resource for
those who lead and manage teams – at all levels – within schools. It focuses
on the key personal management skills that each of us needs to develop if we
are to support colleagues in the most effective way.
The first chapter looks at what it means to be a highly effective team leader
in schools. It helps the reader understand how people become highly effective
team leaders; the constraints, demands and choices associated with the role;
and, through a series of self-review activities, helps them to gauge their
personal effectiveness and competence as team leaders.
Chapter 2 focuses on team leadership and development and acknowledges
that although definitions of leadership abound, they have in common a basic
xii MANAGEMENT SKILLS IN SCHOOLS

belief that leadership is a creative and interpersonal activity that focuses on

initiating, enabling and sustaining improvement. The chapter considers ways
in which team leaders can challenge the way things happen, their method of
working and how they can inspire team members with a clear vision of the
way things could or should be. Furthermore, it demonstrates how team leaders
can build a collaborative team ethos.
Chapter 3 considers how team leaders, through personal engagement with
team members, can model the way forward and motivate team members to
achieve beyond what they thought was possible. The chapter describes ways
in which team leaders can best put motivational theories into practice and
create and sustain a positive working environment.
One of the critical factors in leadership and management success is to
control our use of time and priorities. Chapter 4 focuses on strategies and
techniques for achieving greater control over these aspects.
For those who have some scope for delegating, Chapter 5 provides helpful
guidance for team leaders on the factors that determine effective delegation,
together with practical considerations for making delegation worthwhile from
the viewpoint of all concerned.
Meetings are likely to continue to be a significant feature of the role of team
leaders. Chapter 6 looks at ways of managing meetings more effectively and
provides guidance for planning, conducting and evaluating them.
Chapter 7 encourages team leaders to view conflict as an inevitable part of
working life. It can occur between team members or between team leaders and
staff. Whatever its form, conflict needs to be handled with care and confidence.
The chapter looks at the underlying causes of conflict and offers a range of
strategies to tackle it – as well as to prevent it happening in the first place.
The focus of Chapter 8 is on taking and implementing decisions. Accom-
plishing these things consistently well is no mean task and the chapter looks
at the constituent skills required of team leaders in their efforts to practise
more effective decision-making.
With the introduction of the statutory arrangements for performance
management, Chapter 9 provides guidance on preparing for and conducting
effective performance reviews. This chapter focuses on how to evaluate
performance on an ongoing basis, set realistic performance objectives, and
conduct effective performance reviews.
Chapter 10 explores the potential of coaching as a skill for supporting team
members in their acquisition of additional skills and knowledge. Central to the
coaching relationship is the high quality of personal and interpersonal skills
and the development of mutual trust, confidence and respect. The chapter
looks not only at a range of factors that will determine the coaching style
adopted by team leaders, but also at the consequences of selecting particular
styles.
The theme of Chapter 11 is action research. Action research represents a
growing field of educational research, the chief identifying feature of which is
that it can empower all those involved in the teaching and learning process
with the means to improve their practices. This chapter establishes the
fundamental principles of action research so that team leaders can grow a
 INTRODUCTION xiii

culture of professional enquiry within the team. It also provides you with
guidance on how to design your own action research project to suit you own
aims and professional context.

STRUCTURE OF THE BOOK

This book is intended for those aspiring to, or currently occupying, team
leader positions in schools. It acknowledges that team leaders operate at a
series of different levels in schools and consequently has been written with the
following target audience in mind:

Newly-appointed team leaders

For newly-appointed team leaders, e.g. heads of department, subject/key stage

coordinators, the book provides clear and practical guidance to assist you in
becoming effective and confident in the role. It will provide advice on key
aspects of leadership and management facing you in your new role.

Aspiring team leaders

The book will be of value to aspirants to team leadership because it will

introduce you to the concepts, issues and situations that you are likely to face.
It will also provide you with knowledge and insights that you may well find
form the basis of questions posed at selection interviews for team leader
positions.

Existing team leaders

Highly effective team leaders remain constantly open to new ways of

improving their personal management skills and reviewing their performance.
The book uses a series of self-reflection activities and summaries to help those
occupying team leader roles to review the success of their practice and plan
for further development.

Each chapter has the following features:

( A brief introduction to the topic under consideration.

( A summary of the key questions that the chapter attempts to address.
( Helpful practical guidance and information presented in a coherent way
using accessible language.
( Points for reflection – inviting the reader to consider and pursue points
made in the text and to relate the issues and the guidance to their own
particular experiences and professional contexts.
( A self-review exercise at the end that encourages the reader to review their
professional practice.
.
1 Being and Becoming a Highly
Effective Team Leader
Only those who have fully found themselves in this world can realise their natures.
Only those who realise their natures can lead other natures to self-realization. Only
those who lead other natures to self-realisation can realize the nature of things.
(Tzu-Ssu, a grandson of Confucius)

INTRODUCTION

Tzu-Ssu’s wise words about self-knowledge and self-realization may seem a

little divorced from the reality of school life when you are trying to deal with
next year’s timetable; deficit budgets; yet more changes to the syllabus; boys’
underperformance; and the underperformance of a colleague. Yet, at the heart
of this chapter, and indeed the book, is the need for each of us as team leaders
to understand the intimate relationship between knowing, understanding and
developing ourselves and knowing, understanding and developing our team
members. This chapter provides guidance to aspiring and existing team
leaders by responding to the following questions:

➢ What is the key to effective team leadership?

➢ How do I become a highly effective team leader?
➢ What about the constraints, demands and choices associated with my
team leadership role?
➢ What are the characteristics of highly effective leaders?
➢ How can I gauge my personal effectiveness as a team leader?
➢ How can I gauge my competence as a team leader?
➢ What is meant by leadership style? How important is this in leading a
team?
➢ How can I help to improve the quality of what we do and achieve as a
team?

WHAT IS THE KEY TO EFFECTIVE TEAM LEADERSHIP?

Effective team leadership relies upon mastering a wide assortment of skills;

skills ranging from implementing policies and organizing procedures to
motivating staff to achieve high standards. The aim of team leadership is to
assist members of the team to achieve their personal best. To achieve this, team
leaders have to:
2 MANAGEMENT SKILLS IN SCHOOLS

( set high, but realistic, performance objectives, not only for themselves, but
also for team colleagues;
( find ways to improve existing practices and policies; and
( meet and, better still, exceed current standards of learning, teaching, and
pupil achievement.

It is this latter point that provides the focus and rationale for the team leader’s
role. However, before team leaders and their teams can achieve their goals, it
is important that they are clear about expectations relating to how things might
be done and the standards of performance that need to be reached, for
example, through the school’s improvement plan. Communicating these
expectations to others is an important next step. In this way, team leaders can
also demonstrate their commitment to the key task of improving quality.
Maintaining and improving existing standards is, of course, an ongoing
process that requires team leaders to impress upon their team the importance
of analysing the problem areas they encounter and of working together to find
solutions. Involving staff in this way helps not only to generate fresh ideas but
also to create a climate of participation and increased motivation.

Point for reflection

How do you currently involve your team in looking for ways to improve standards,
practices, processes and performance? Which methods have you found to be most
successful?

HOW DO I BECOME A HIGHLY EFFECTIVE TEAM LEADER?

Highly effective leadership, particularly in the role of team leader, is of crucial

importance to the success of any school. How you perform now, and how you
might perform in the future, often depends on career experiences and on
opportunities for reflecting on these experiences. How you are perceived as a
team leader will affect the attitude and performance of those both ‘above’ and
‘below’ you. Because team leaders do not work in isolation, they have to
display a complex mix of different styles, qualities and attitudes to be effective.
These important skills and qualities are likely to derive from your perceptions
of the effectiveness of team leaders that you have worked with and the values
that underpin your approach.

Point for reflection

Think of a team leader you know who, in your view, is ineffective in the role.
Suggest reasons why she or he fails to provide adequate leadership. Now, think of
a team leader who you consider is effective. Why do you consider him or her to be
successful?

To be highly effective as team leaders we need to know something about

ourselves. In doing so, we expand the range of behaviours upon which we can
 BEING AND BECOMING A HIGHLY EFFECTIVE TEAM LEADER 3

Table 1.1 A model of management competence (based on Boydell, 1985)

Level Characteristics

Level one – Manager as ( focuses on performing standard routines and procedures

technician ( places great store on responding to things correctly
Level two – Manager as ( develops a personal style of doing things
professional ( accumulates personal knowledge
( builds systems of knowledge rather than collections of
unrelated facts
( synthesizes ideas
( chooses effectively from alternative courses of action
( does not rely on standard, correct, pre-determined solutions
( monitors own decisions
( develops increasing levels of self-awareness
( learns consciously from experience
( makes personal sense out of what is happening
( generates creative ideas
( looks at old problems in a new way
Level three – Manager as ( fully understands what it means to be a manager/leader
artist ( understands and displays personal standards and values
( fully understands how the work fits with all other aspects of
personal and professional life

draw in different situations. Several models exist that help us to understand

our own development. For example, Boydell (1985) proposes a model of
management competence that has three levels (Table 1.1).
The usefulness of Boydell’s model in helping you analyse the development
you are now undertaking as a leader, is that it provides a perception of where
you might be heading so that ultimately you have a fuller insight of what it
means to you personally to be a highly effective team leader. This self-
development is the product of making sense of your own experiences and
dealing with challenges as they impinge upon your professional and personal
life. In effect, self-development is about change of self, by self (Figure 1.1) –
itself a form of learning. Pedler, Burgoyne and Boydell (1986) refer to this as
‘managing ME’:

Managing ME is the first step for the self-developer – unless I take charge of
myself, how can I take charge of situations; unless I create order in myself how
can I contribute to creating order with others? Managing ME first is the key
of self-empowerment and the empowerment of others.

Leaders and managers who are comfortable operating at a technician level,

focusing on routine administrative tasks, often lack the confidence to deal with
outcomes that are unpredictable or vague. A major dimension of effective
leadership is having enough confidence in yourself and in your ability to
respond appropriately in given circumstances. Ultimately, of course, this
entails knowing yourself, your strengths and weaknesses and learning from
the everyday experiences presented to you in the role. For Boydell (1985),
self-development involves personal change:
4 MANAGEMENT SKILLS IN SCHOOLS

Figure 1.1 Self-development is about change of self by self

it is not just about improving, refining and adding to what you have already,
but about moving out of comfort zones, expanding your personal limits and
aiming for peak performance. It involves changes in thinking, feeling and
willing . . .

Point for reflection

Having considered Boydell’s three-level model of competence, where would you
locate your existing competence level as a leader and manager? Which areas lend
themselves to further improvement? What development opportunities might be
most helpful for you to seek to bring about these improvements?

WHAT ABOUT THE CONSTRAINTS, DEMANDS AND CHOICES

ASSOCIATED WITH MY TEAM LEADERSHIP ROLE?

Anyone with leadership and management responsibilities in schools is faced

with choices, demands and constraints in relation to their role. Performing a
role as important as team leader is dependent on a set of separate, but
interacting, influences:

( personal characteristics, e.g. personality, skills, motivation;

( self-presentation, e.g. visibility, profile, role modelling;

( self-organization, e.g. time management, stress management, selecting

priorities;

( self-development, e.g. reflection, career aspirations, development oppor-

tunities; and

( situational characteristics, e.g. school context, team maturity, length of

experience.
 BEING AND BECOMING A HIGHLY EFFECTIVE TEAM LEADER 5

Point for reflection

This is an opportunity for you to analyse your own performance as a team leader in
the light of the constraints, demands and choices associated with your leadership
role.

( Identify constraints on you in your team leadership role (they may derive from
resource considerations; national, local or school policy; people’s attitudes; time;
etc.).
( Identify demands on you as a team leader (they may derive from national, local
or school policies; the extent and nature of your responsibilities; the types of
relationship you have with colleagues; etc.).
( Now list some choices you make in:
– how you do your work
– what work you do
– how you work with others

It will come as no surprise to anyone that managing a diversity of roles

brings significant pressures and challenges. In performing their roles, team
leaders may experience some or all of the role strains examined in
Table 1.2.

Point for reflection

Taking into account the nature and extent of your role, identify examples of the
different kinds of ‘role strain’ that you may have experienced or are currently
experiencing. In what ways are the four concepts identified in Table 1.2 useful for
understanding others’ behaviours, as well your own.

Table 1.2 Team leaders’ experiences of their role

Role Experience

Role ambiguity In this situation, team leaders believe that there is insufficient information
available describing their role. The result is a lack of clarity about the
precise nature of the role, e.g. the parameters of the role are ill-defined
leading to duplication of effort or important functions not being carried
out.
Role conflict Here, the team leader may be uncomfortable with particular role
requirements, e.g. a pastoral team leader whose views on school uniform
are quite relaxed having to enforce the school’s rule that students should
be in uniform on school trips.
Role overload Team leaders, in these circumstances, feel unable to fulfil the range of
expected roles because of sheer work overload. Team leaders are often
required to take on additional tasks brought on by, say, increased
legislation but find that few if any tasks are removed to make way for
them.
Role underload This occurs when team leaders’ expectations of the role exceed those of
the organization, e.g. assistant team leaders being given routine
administrative tasks.
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