Ania Kolbuszewska | Room D, 11.45–12.35
In situations of confrontation, each side has a set of goals they want to achieve. These goals are sometimes obvious, but more often than not they are hidden and difficult to define. Sometimes an important goal dresses up as a lesser goal and we get fooled into believing the situation is very different from what it really is.
Being able to identify our own goals, as well as those of the other side, and to understand how goals change as conflict develops, can help us see, understand and address the needs of both sides in a given situation. This leads to conflict de-escalation and helps create the right conditions not only for conflict resolution, but for constructive follow-up as well.
In this session we will look at types of goals we may have in conflict; we will also examine example situations with a view to identifying goals and needs to be addressed.
Ania has been involved in English language teaching, training and educational management for around 30 years. She has been training teachers of English (and other languages), trainers and managers as well as providing business and academic consultancy for a range of language teaching operations and mainstream educational institutions internationally. She has also worked as a communications and conflict management consultant in corporate contexts.
A former Eaquals Board member and Director of Eaquals Accreditation and Consultancy Services, she now continues to work with this international quality assurance organisation.
Ania is a founder member of IATEFL Poland and a member of Leadership and Management SIG of IATEFL. Her interests include conflict resolution and change management. She has spoken extensively on these, as well as other ELT management topics at international conferences.
Ferran Velasco | Room D, 12.45–13.35
Many people know that setting challenging, specific goals help increase performance (hundreds of empirical studies over 40 years of research provides compelling evidence of this fact). However, fewer people do make the effort to set goals for themselves or for their teams. But even among those who do, once goals are set, most of them go back to their work routines hoping that goals themselves will do the trick. Unfortunately, they normally don't.
In this workshop we will learn how to actively use goal setting along an academic year as a self-management technique to improve ourselves and our organizations.
Ferran is an Industrial Engineer with 23 years of experience in managerial positions in both multinational and family business environments. His experience gained in roles such as Business Unit Leader, Global Director of Product Manager, and Sales and Marketing Director has been complemented with extensive management and leadership trainings at ESADE Business School and Wharton University of Philadelphia.
After completing a Master of Research in Management Sciences at ESADE Business School, he is currently taking a PhD in Leadership, also at ESADE.
Chris Farrell | Room D, 14.45–15.35
This session will look at some basic steps that the teacher can take to begin gathering evidence of success in the classroom and to look to assess the impact of teacher interventions in the learning process. We will focus on three key questions at the core of the evidence gathering process:
We will also look at how we can build simple evidence gathering tools into our classroom tasks and what we can do with the data gathered from this process.
Chris is the Head of Teacher Development for the CES Group. He is the Head of the Celta Centre in CES Dublin and a Delta Trainer. He is a committee member for TDSIG in the area of Scholarly Publications. He is the founder and co-ordinator of the Trinity Irish Research Scheme for Teaching. He is the Chair of the English UK TD Advisory Board. He often speaks at International events on behalf of both CES and Eaquals.
Andy Hockley | Room D, 15.45–16.35
Much current management literature talks about agile organisations. In this workshop I will introduce the model of the agile organisation, including some of the key concepts and principles of the idea, before applying this model to different language teaching organisations (LTOs).
What would this idea mean to LTOs? Is your LTO agile? How could it be more so?
Andy is a trainer, writer, consultant, and the coordinator of IATEFL's Leadership and Management Special Interest Group. as well as being the global lead trainer on the International Diploma in Language Teaching Management (IDLTM). He is the co-author of From Teacher to Manager: Managing language teaching organisations (CUP, 2008) and Managing in the Digital Age (The Round, 2014), the author of Educational Management (Polirom 2007) as well as numerous articles. He has been involved in ELT for 30 years, as a teacher, teacher trainer, manager, and management trainer.
He lives in deepest Transylvania.
George Pickering | Room D, 16.45–17.35
Why is there sometimes such a big gap between what we plan to do and what we actually achieve? This talk will explore the most important factors in helping us turn our professional aspirations and those of our colleagues into reality. We will discuss how we can:
This talk is based on the latest research into how we can bring out the best in ourselves and others at work and enjoy the process. You will leave the room with a clear set of options for making improvements in the way you and others work individually and collectively.
George Pickering is an educational coach, consultant and trainer who has worked in over 65 countries. He is the academic director of the English UK DELTM (Diploma in English Language Teaching Management) and a trainer on the IDLTM (International Diploma in Language Teaching Management) delivered in IH London and elsewhere.
George is a senior inspector (Accreditation UK) and was a trustee of IATEFL for 12 years. He has worked in ELT in both the private and state sectors.
With the support of the IATEFL Leadership and Management SIG