VOICE June 2015 - page 6

Background
John Kyrle High School, for pupils aged 11-18, is situ-
ated in the rural market town of Ross-on-Wye. In Janu-
ary 2011 the school converted to academy trust status
(as have more than 50% of high schools across Eng-
land). Academy trust status gives schools the power to
innovate and improve the education on offer without
undue interference, but it also comes with the addi-
tional responsibilities of leading and managing all as-
pects of the school. As a result, the senior leads of the
school have taken on ad-
ditional responsibilities
and have needed to be-
come more ‘business-like’
in the way they lead and
manage their school. The
team is well established,
has an excellent mix of
skills, they are innovative,
are eager to learn, and are
agile with the ever chang-
ing demands on education
establishments in the UK.
Members of the team are also able to constructively
challenge ideas and decisions, and do so when re-
quired. This means that they are considered a highly
performing team.
However, the team recently faced two challenges;
Firstly, how could they measure themselves on how
well they perform as a team? External processes like
Ofsted inspections and national comparisons such as
National and Local Standards offered occasional op-
portunities for measuring performance; however, they
did not have internal self–assessments in place to re-
view their collective performance on a regular basis.
Secondly, how could they discover areas where there
was room for improvement and how did they, once
these were identified, address these areas to maintain
high performance through the academic year and with
changes to the team?
The Solution
For the John Kyrle High School Senior Team, the solu-
tion for them was to find a suitable assessment tool to
measure them against a set of criteria for high perfor-
mance teamwork and then to use the outcomes from
that tool to evaluate where the strengths and develop-
ments were in order to further improve the perfor-
mance of the team.
Nigel Griffiths, the Headteacher, took advantage of the
promotion Values Based Leadership (VBL) were offer-
ing of a
a
nd then asked Karen
Frost, Director of VBL, to facilitate a workshop with
the senior team to review their results and develop
actions that the team could implement.
TeamPulse is an online team survey designed to pro-
vide you with an objective view of your team's perfor-
mance. The assessment allows you to review team
performance against nine different elements of high
performance: Vision, Val-
ues, Leadership, Climate
& Culture, Change, Emo-
tional Resilience, Commu-
nication,
Performance
and Team Dynamics.
Once the online question-
naire was completed by
all members of the senior
team, VBL generated a
final report and provided
each member of the team
with the full results. Ka-
ren Frost also provided supporting materials to assist
the team to develop actions to move forward and to
enable them to use the TeamPulse results as a com-
parison against future assessments.
The Outcomes
The team knew from previous feedback that they were
highly performing; however the TeamPulse report was
able to effectively highlight where there was room for
improvement. Against the nine elements, all but one of
them scored greater than 9.20 on a scale of 0 – 10 (0
being the lowest score and 10 the highest score). The
one area where the score dropped slightly was
The solution for them was to find a
suitable assessment tool to measure
them against a set of criteria for high
performance teamwork and then to
use the outcomes from that tool to
evaluate where the strengths and
developments were in order to
further improve the performance of
the team.”
Case Study: Team Performance
and Team Pulse
1,2,3,4,5 7,8
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