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Any chance for small group discussions to get the conversation flowing?

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being organised in balancing work and delegating work. Clear in instructions and check in regularly with people I am working with

How do I :

1: Delegate appropriately to team members while balancing perception that I am working with them and are invested in their development. That I am competent in my role that i am no just pushing work away.

2: What are coaching strategies that I can practice with the the people I work with?

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Disappointed. Reviewing where instances where I had caused the negative

emotion to be felt

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Using ‘SL say’ is a double edged sword. We need to know why we do and what we do.  Telling staff ‘SL say’ will undermine our role as MM and might make them lose trust. 

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Using ‘SL say’ is a double edged sword. We need to know why we do and what we do.  Telling staff ‘SL say’ will undermine our role as MM and might make them lose trust. 

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Have we taken time to understand from their perspective? Have we considered how we communicate information to them and how we take in feedback/suggestions/questions from them especially on days that have been long and difficult for us too? Do we know them on a level beyond work that they will have the confidence to know that we truly want the best for them too?

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1. They felt misunderstood (maybe MMs did not clarify or ask them about their intentions and just jumped the gun in an accusatory tone)

2. They felt that they are doing most of the work with little to no support - perhaps MMs need to rationalise to the teachers why they are doing certain things, and reassure them that we are always around to assist them if they have problems completing the tasks so they don't feel alone

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Do not take it personally. We do make mistakes. Take the comments and learn.

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Accused :( Wronged :(

(but know my conscience is clear)

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feel disappointed but sort of knew this feedback will surface.

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Understand where they are coming from, though feel a little disturb.

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Surprised and unappreciated

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Upset yet knowing that there is a gap to bridge

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Disappointed

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Disappointed

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Unexpected

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Staff should reflect on themselves whether their actions and job output meets the organisation’s goals. Staff should understand that if they can’t produce, MM needs to do their job so that organisations goal is achieved.

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It's okay! Surely something to work on but will need to identify areas that is easy to work on quickly.

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MMs may be misunderstood.

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disappointed

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Effective communication, influence and persuasion, strength-based approaches.

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How deep-seated are these perceptions? How can we 'undo' / turn the situation around? What are the kinds of positive feedback we received?

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One way communication, feelings or ideas not being acknowledged. Doing more does not mean doing right, do just as what was told

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When they are brushed off make them feels belittled. Having the time and place to communicate to the teachers is important. Making time for them despite our busy schedule.

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Not getting acknowledged on the efforts they put in and the work that they have done was not up to the standard of the MM.

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Tight deadlines while trying to manage other work/family priorities. Officer could have felt effort for a piece of work was not recognized resulting in a waste of time and effort. Opportunities for other things were lost.

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Lack of effective communication

Uneven distribution of work and recognition

MM may not be providing enough and appropriate support when approached

Maybe other underlying issues and frustration that they have to juggle between work and family

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Not spending enough time to check in with the staff. Have we find out the work/duties that the staff is given by other departments?

Irene

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Remind myself the famous quote from Prof Ng Pak Tee "Leadership is a privilege not career progression. "

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Remind myself the famous quote from Prof Ng Pak Tee "Leadership is a privilege not career progression. "

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Miscommunication that might lead to misunderstanding.

Some messages that are conveyed through msgs might be misinterpreted as compared to ftf communication.

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Lack of clear communication on decisions made; lack of rapport with teachers such that they do not feel understood/appreciated for their work

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1) Lack of communication and transparency.

2) we may have overlooked their needs due to our own busyness

3) Inconsistency among departments leading them to compare

4) Unclear directions due to us being unsure as well

We make them feel frustrated, confused, demotivated.

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Different perceptions and perspectives . MMs had to make decisions based on the big picture while some staff were taking things from their own perspectives . More communication is needed to bridge this gap.

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When teachers come to any of us to clarify matters, we need to take note of the tone & words we use to respond. Perhaps sometimes, they also do not clearly understand the objectives behind what they are doing, thus they feel they were simply 'tasked' with duties. Greater clarity into the importance of their impact, roles and responsibilities will help make them see their work more meaningfully.

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Officers had to handle difficult situations on their own. They could have felt that they would have done better with their MM standing on their side.

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Staff felt unappreciated by MMs. They felt that MMs are not approachable. There might be gaps somewhere between MMs and staff’s communication.

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Discerning the constructive aspect within the negative feedback. Be honest with oneself.

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Miscommunication that leads to misunderstanding.

Sometimes messages via text can be easily misinterpreted due to lack of the FTF communication.

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Everyone needs to build the courage to ask when in doubt, especially when there are lingering thoughts

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What may have triggered (situations) these staff to write those feedback (less positive ones)? How have we made them feel?

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As KP, we are also FT of our class and as usual, time is always very limited and we might sometimes let teachers feel that we don’t give them enough guidance and support. When they don’t feel supported and overloaded, they might get upset and angry.

I guess we can also work on the way we communicate with the teachers.

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Not to be judgemental. Spend time to build rapport with the staff and be clear in my communication.

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Be sincere in my dealings with them.

Learn to wipe the slate clean after a period of time/following year.

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What do I need to know or learn to strengthen my leadership growth?

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Stay humble and grounded.

Walk the ground, understand the common sentiments. Always be present to the staff so they feel supported. But at the same time, learn to strike a balance between overindulging the staff and giving them the space to grow and learn on their own.

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The tone and manner in which we bring our message across (including body language) is important and something that colleagues take note of. That may give off the impression that we are targeting the person. Also, we take collective responsibility for our decisions do we own them together so we must be able to explain them to staff and how we arrive at such a decision.

Kelvin

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Communication

To start creating more opportunities to build rapport and check in with the teachers more frequently

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Greater self-awareness; learn to manage my own and their emotions; embrace ownership and accountability for our own actions, decisions and outcomes.

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lack of communication. new SOP is too obvious to other schools but something new in this school. they feel too troublesome to do simple things without knowing the reasons behind.

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Clear and effective communication.

Listen first before engaging the conversation

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Create a safe circle

For them to share, challenge and voice their thoughts. This is a gesture that honours our colleagues and their contributions. It also sharpens our thoughts and helps create clarity and purposefulness in our work.

Kelvin

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Be the leader that I would like to have. Walk ahead and walk with my people. I need to know what is ahead and be clear in the direction. Then we will be able to chart and take my people to where we have envisioned.

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Chill….smile…be myself…be sincere in my interactions with my superiors, colleagues….take ownership of my own professional growth as a MM. Sometimes, decisions (student centric) taken/made cannot please everyone.

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Ensure that communication is clear, transparent and respectful. Let colleagues know that we are here to listen and help, be on the same page as them and understand and address their concern. By fostering open and two-way communication, this can build trust and relationship among us.

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I enjoyed the session today and I felt it was a good push towards knowing the 'why' in what we are doing. I feel that effective feedback and spurring our staff on should not be limited to their specific ROs, as there are times where ROs may not be present at the execution of the project. The KP body should look out for teachers to encourage the full body of staff, and provide effective feedback.

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Starting the session with the importance of "Start with why" sets a strong foundation for understanding the purpose of the training.

Today's session was more of one-sided. We received info, dwelled on it on our own, which is a good starting point.

For the next session,

Incorporating role-playing or group discussions, enhances our engagement and fosters collaboration.

Include real-world case studies allows us to apply theoretical concepts to practical situations, making the learning process more relevant and impactful. (Ethos like session)

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Alright. There's always room for improvement. A way to also know what skills we can work on as MMs. Some comments are not written negatively as well. The comments to some extent just depict another perspective that we could be blind to.

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Be reflective.

Be sincere.

Always strive to communicate directions/objectives clearly.

Make time.

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I like that we could hear from recognized international speakers on the subject of motivation and leadership. I would also be interested to learn from other HODs or SLs (may not have to be within our school) on how they implemented, monitored, spurred on their departments, school committees, school staff to greater heights. The challenges faced and how they overcame them. While their circumstances and contexts could be different from ours, we could glean deeper insights in our local MOE school environment.

For follow up, I agree with M's suggestion that an Ethos-like discussion/scenario role play could be insightful for us.

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Not sure if this would backfire, but maybe have a small group dialogue session at the end of every semester to engage the staff and help them understand the reasoning behind what we do. Or have a feedback link (maybe a Padlet wall like this, but posts will be moderated and approved after vetting) that is always open.

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When the teachers expected MM to support and help yet they perceived that their RO behaved otherwise. We might have made experienced being ‘hung out to dry’.

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It hurts when someone says we are not doing what they expect, but we should take it positively. Feedback helps us see where we can improve and grow. We can’t make everyone happy, so it’s better to focus on doing our best. Instead of feeling bad, we can use their words to become better and stronger.

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Leadership is both an art and a science. How do I effectively navigate such complexities in today's organisations - managing polarities? Teacher growth vs results, work-life balance vs duties and responsibilities... What are the tensions that we can address in our school?

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From our first session, we focused on understanding teachers' perspectives—how they feel about us and what they expect from MMs. For me, it was a valuable reflection on strengthening my leadership growth. The idea of having a more in-depth discussion / role play based on scenarios and authentic cases as suggested by fellow KPs, coupled with trainings on counselling or other leadership skills would be a meaningful engagement and learning experience.

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Some may have felt that the effort to checking in and guiding the teacher is lacking. They may have felt like a stepping stone to achieve KPIs rather than a fellow comrade.

Matthew

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Reminder to self - Always be mindful of original intent and purpose. To new members, the need to set a context and explain rationale. Therefore need to plan time for all these when communicating.

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Disappointed and unappreciated to some extent but as the saying goes, 'When the going gets tough, the tough gets going.'

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Reflect on how I can further support my members better and more consistently – help them overcome challenges.  Be sincere and find out more from them on what they aspire to be and enjoy doing professionally.  Acknowledge their concerns / feelings without judgment.  Clarify expectations and ensure they feel valued and motivated.

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Recalibrate certain things like having more effective communication, continuing to persevere in building the culture of support, sharing & influence & continuing to walk the talk.

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I realize that too much work and tight deadlines may have made staff feel stressed and frustrated. When work is too much, it can lower motivation and affect well-being. Also, if their hard work was not noticed or appreciated, they might feel unmotivated and unimportant.

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I realize that to be a better leader, I should listen well and speak clearly. Making good decisions and solving problems will help me lead better. I need to trust my team, help them, and say thank you for their hard work. By setting a good example and encouraging others, I can build a strong and happy team.

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Teachers lack visibility into MM's work or they might have the “illusion of simplicity”.

Some may also feel that they are 'managed' than 'supported'.

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Maybe we can celebrate the processes than the outcomes of various projects/work done.

To focus on how the team/committee is working together, not just what they’re doing.

Give more meaningful (authentic & specific) recognition than just generic praise.

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I feel that being in a leadership position is not easy.

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I find that there is some misalignment of interests between teachers and MMs.

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I need to be self-aware, develop my skills in communicating regularly.

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We could answer to all feedback given by teachers so that the feedback would continue coming. Though not all issues might be resolved in the matter that they expected. If we do this in good faith, teachers would begin to see that we have their interests at heart.

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How as leaders to steer the ship forward and as managers to keep the ship afloat? To dig deeper into why and making small steps to keep the ship forward and afloat.

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Pensive but it is also an opportunity for us to learn and improve in our ways

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1. As a team, how can MMs work together to support the staff? Could we standardise or be consistent in our approach towards staff?

2. Work on communication with staff; spend time to listen to them and try to understand their concerns / the root of their frustration or any negative feelings they might have. At times, it could be the lack of clarity on the work they are doing or what they are seeing which may have led to misconceptions or misunderstandings.

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Lead by example, empower others and seek continuous learning for self and others

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Having open conversations, being open-minded about feedback and new ideas, fostering better relationships with staff and developing mutual trust