Part 1: Introduction, Informal & Formal Research
Hi everyone! My name is Lara and I’m the very proud mom of two kids, ages 17 and 20. Professionally, I’m an educator in the lower mainland and love what I get to do for a living. You might assume based upon my profession that I am very familiar with formal research. However, I actually don’t know a lot about it and don’t really know how to read/interpret/write a research article other than what I learned a looooong time ago. I’m excited to dust off the learning cobwebs and get started!
Informal & Formal Research
Informal research is what we do everyday without even thinking about it. As a teacher, I take daily polls of my students by asking them questions which aids in formative learning assessments. I watch my students conduct informal research while they experiment with challenges in class, as they try out various possibilities until they find a solution that works for them. We constantly gather data in our everyday lives, we just don’t necessarily analyze it or question it further or report out on it.
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Formal scholarly inquiry research according to Clark and Creswell (2015), involves asking a question, collecting data and analyzing the data in order to answer the question that was posed. Formal scholarly inquiry findings can be found shared in books, journal articles that have been peer reviewed for authenticity and in early stage materials such as conference papers, theses and papers posted on websites (Clark & Creswell, 2015).
Part 2: Leadership Factors, Decisions & Scholarly Inquiry
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As the Department Head within my school community, one of my responsibilities is to help prepare the roll-out of Career Education for all Grade 9 students. It is a difficult and challenging task as the curriculum is to be embedded within regular classrooms without a set assigned teacher. My position was built to coincide with the implementation of brand new curriculum. In order to help assist with this transition period, a decision I made was to prepare a 3 year Career Education Action Plan for our school by enlisting help and input from members of our team.
Some of the factors that shape my decision making process as the Career Education Department Head at my school are:
- First and foremost, asking the question “Is this what’s best for kids or a particular student?”
- What curricular goals are we trying to meet and implement?
- Will this decision enable us to continue to build and grow a sustainable culture within the school?
- Will this be engaging and inspiring for our students and staff?
- Would I want to do this? If not, how can I expect someone else to?
- How will this be authentically assessed?
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Scholarly inquiry applies to everyday decision making, especially in the field of education. We live in an age where students (and most adults) just automatically turn to google to look for answers to what they want to know. Unfortunately, in the midst of this process, they sometimes take at face value the first thing that pops up believing it to be factual without questioning the source’s authenticity or the possible bias of data presented. I try to teach my students the importance of asking essential questions and of digging deep to get the answers that they seek. As an educator, I continually seek ways that will aid me in improving my teaching methods and practices by reading books, watching TED talks and attending professional development workshops. I especially love to listen to people’s stories and learn from their shared experiences. A story teller in particular that I love to learn from is Brene Brown. Any information gathered that has proven to be successful in my classroom, I continually share through school district workshops, in department and whole school meetings and via my professional development network on social media like Twitter as well as through peer mentoring of new teachers.
Part 3: Evidence Based Decisions
I was initially shocked to discover that according to Pfeffer and Sutton (2006) only about 15% of doctors base their decisions on evidence, relying instead on “obsolete knowledge gained in school, long standing but never proven traditions, patterns gleaned from experience, the methods they believe in and are most skilled at applying, and information from hordes of vendors with products and services to sell” (Pfeffer & Sutton, 2006, p.1). Upon further reflection, I realized that many educators (myself included) are at times guilty of the exact same decision making practices. It isn’t that there isn’t enough information out there, it’s that there is so much of it, it’s hard to wade through what is reliable and specifically applicable to any particular situation. Pfeffer and Sutton (2006) make an excellent point when they refer to decisions being driven by “dogma and belief” and as “people are overly influenced by ideology, they often fail to question whether a practice will work because it fits so well with what they know” (Pfeffer & Sutton, 2006, p.3). According to Trybus (2007), “a balance needs to be struck between professional wisdom and empirical evidence” and that it is “only through application and utilization of research balanced with professional wisdom that sound decision making can occur” (Trybus, 2007, p. 8). In order to make evidence based decisions, it is important to ask the questions “Why does a given practice enhance performance?” and “What is the logic that links it to bottom-line results (Pfeffer and Sutton, 2006, p.6)?”
As leaders, evidence based decision making is important because it
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enables you to evolve as a team and sustain growth as an organization. By demonstrating and committing to a growth mindset you build confidence and gain trust amongst the team players. Pfeffer and Sutton (2006) state that as leaders the most important thing is to be willing to admit what you don’t know. By involving the team in the decision making process, you create a new cultural norm, as most sustainable decisions require everyone’s commitment and ownership buy in to be successful. As an educational leader and a classroom teacher, I concur with Trybus (2007) when she states “decision makers cannot assume that teachers will be committed to a decision regardless of how it came about unless they are part of the process associated with reaching that decision (Trybus, 2007, p.8)”. Evidence based decision making is essential in schools so that educators will continually be challenged to do what is best for kids.
A parting question for you…
As a leader within your organization, do you find it difficult to challenge past practices that team members continue to use that are no longer justifiable? How do you initiate integrating evidence based changes? What research sources do you use most frequently to build your knowledge base?
Resources
Pfeffer, J. & Sutton R. I. (2006). Evidence-based management. Harvard Business Review. Retrieved from https://hbr.org/2006/01/evidence-based-management.
Plano-Clark, V. & Creswell, J. (2015). Understanding research: A consumer’s guide. (2nd Ed.). Boston, MA: Pearson.
Trybus, M. (2007). Understanding scientifically based research: A mandate or decision making tool? Delta Kappa Gamma Bulletin, 73(4), 5-8.
One of my favourite places to visit (besides Pinterest) to be inspired and build my professional learning network is Twitter. I joined Twitter back in September 2012. One of my jobs in 2012 was working as an Instructional Services Teacher in the School Board Office. As part of my role, I would work one on one with teachers or conduct workshops on the use of technology and how to incorporate its use seamlessly into teaching practice and classrooms. Twitter was where I turned to for tips and ideas! Over the years, I have been able to connect with and follow people that I have found inspirational and who have shared the same philosophy of teaching. If you’re on Twitter as well, I would love to connect with you! You can find me 
What is it about this man and his posts that has attracted so many followers? He has a common goal with the rest of us, he truly wants to make a difference! His banner on Twitter reads “I want to do something that MEANS something”, and isn’t that what it’s all about? What makes him stand out from others who spout the same language, is that Danny Steele shares how he tries to make a difference both in his blog and Twitter posts. He goes beyond just words and demonstrates his words through actions. He is willing to be vulnerable and has the courage to share not just his successes but also his failures and how he has learned from them. People appreciate his willingness to put himself out there and to express what so many of us are thinking or wanting in ourselves, our community and in our leaders. He tackles those difficult conversations and asks thought provoking questions that promote self reflection and change. He’s not afraid to share his vision and is quick to acknowledge and give credit where credit is due. He puts his students and his staff above himself and his own needs.
“Letter to a Discouraged Student”
My family all knew how hard my Dad worked. He would often take phone calls from people in crisis well into the night and on weekends. When he passed away in 2007, the line up at each viewing stretched out the door of the funeral home and around the corner. Person after person would share with me stories of how my Dad had touched their lives and things he had done (mostly without anyone else ever knowing) to help others be successful. My Dad knew how to listen, was extremely empathetic, took care of others and was fully committed to helping others grow. Thursday was the anniversary of his passing, and 11 years after his death, people still share stories with me of how my Dad reached out to them. I am extremely lucky to have had this example set before me, because it has affected how I have approached every opportunity and relationship in life.
If I can listen first, I will essentially be putting others first. By demonstrating the ability to listen not just with my ears but with my heart, I will be able to genuinely acknowledge that I am receptive to others opinions and perspectives. I have worked with many leaders who model this example. They are the people who put away their devices, stop what they are doing and provide their full attention to the speaker. They listen without interrupting and without judgement. This is something that I believe so firmly in and try and practice in all areas of my life. By listening, we learn more than we ever could by talking. An example of this, is when a student comes to talk to me about a problem they are having with an assignment during my lunch hour. Even though it’s the first time, I’ve sat down all day for a second, I know that by putting aside my sandwich, and stopping what I was doing to focus wholly on them, I am demonstrating that they matter to me. Often times, it is during these moments, that the topic of conversation shifts from the minor assignment issue to what is really troubling them in other areas of their life. By listening, we show we care more than we ever could by jumping in and trying to problem solve. It is sometimes hard to not want to problem solve, especially if we’ve been there and done that. A funny example of listening without trying to problem solve is this 
Another principle of servant leadership that is most dear to my heart is empathy. Empathy according to Northouse (2019) is, “being able to stand in the shoes of another person and attempting to see the world from that person’s point of view. Empathetic servant leaders demonstrate that they truly understand what followers are thinking and feeling. When a servant leader shows empathy, it is confirming and validating for the follower. It makes the follower feel unique (p. 229)”. When I think of empathy, I automatically think of Brené Brown. I love her message and have read all of her books and watched all of her Tedtalks on Youtube. If you haven’t had the opportunity to check out some of her writing, I strongly recommend her! She talks about empathy in one of her Tedtalks. 
one point even writing the word ‘YES!’ in huge capital letters with a huge exclamation point and underlined twice for special emphasis in the blank space at the side of the page. What I was reading made perfect sense to me! I could personally relate to what he was referring to on several levels.
and align the people to build the teams. He was inspiring and energizing to listen to and his employees were empowered to be creative. Once a vision was established, Steve Jobs left the rest of the day to day organizational tasks to his management team and he continued to concentrate on creating positive change. 
Do you ever find yourself chafing at what feels like stifling organizational rules that you see as limiting potential and being reactive instead of proactive? As it pertains to Bennis and Nanus’ quote “Managers are people who do things right and leaders are people who do the right thing (2007, p. 221).” How would you (after giving it some time to observe and reflect) as an emerging leader (or an assigned leader) question process and promote change respectfully?
I love the use of the word process as it suggests an ongoing journey and emphasizes that it is not a one-stop ideal. It isn’t restricted to inbred traits, or positional titles and can be learned. I especially appreciated the reference to leadership being a “transformational process that moves followers to accomplish more than is usually expected of them (Northouse, 2019, p. 5)”. I immediately thought of the football coach from the death crawl scene in Facing the Giants who during practice one day challenged a player to carry another player on his back and crab walk 25 metres while blindfolded. The player wanted to quit so many times, however, the push and encouragement of his coach caused the player to dig deep and apply grit he never knew he had and as a result, (to the player’s own amazement and the rest of the team who were watching), the player ended up crab walking the length of the entire football field! 
least for me anyways) like Hitler, the Taliban and even Donald Trump. The kinds of people who use influence to negatively control other people. However, after reading Northouse’s (2019) description of the two different kinds of power, (personal and positional) and how they fit into the six different bases of power, I began to view the word power from a different lens. Instead of viewing it as something negative, I began to see it as something positive and a way that leaders can help make a genuine difference in helping influence others to achieve a common goal. To be clear, power is not dominance over others. True power comes from the building of relationships and the ability to communicate effectively. Northouse (2019), discusses power as a way to promote meeting collective group goals. What I most appreciated was the emphasis on the interrelationship between followers and leaders when it comes to the perception of power; “Leaders are not above or better than followers. Leaders and followers must be understood in relation to each other (Hollander, 1992) and collectively (Burns, 1978). They are in the leadership relationship together and are two sides of the same coin (Northouse, 2019, p.6)”. As I read further, I began to make personal connections to myself and leaders I have known and worked with. It never ceases to amaze me, how some people are drawn to the myth of power like moths to a flame. A title, while providing positional power, does not guarantee that the person holding said title is a genuine leader or respected as one. As an educator, I work in a system where there are individuals in roles who hold legitimate positional power over others, like Principals and Vice-Principals or the Superintendent of Education. I have worked with a lot of administrators who I deeply admire and respect for their actions, their ability to inspire change and to create vision and their ability to bring people together. However, there are others, who through their titles, have the capacity to reward or punish certain team members, who are the gatekeepers of important information which they can choose to dole out as they see fit and who have also been known to be coercive to push their own agendas (which are not necessarily beneficial for the team as a whole). On the “other side of the coin” (Northouse, 2019, p. 6), there are also leaders on staff who don’t have a formal title but due to their knowledge base and likability factor they have amassed a following of their own, whether they are aware of this or not. They are looked up to because their followers believe that these leaders have something of value to share that benefits the team and the common goals. These people according to Northouse (2019), possess personal power. I have had the opportunity to have been on both sides of this coin and will discuss that more in our next post on assigned and emergent leaders.
In order to be a leader, you need to have a group. If you don’t have a group, you don’t have anyone to influence towards a common goal. Without anyone to influence, you don’t have leadership. “Leadership occurs in groups. Leadership is about one individual influencing a group of others to accomplish common goals (Northouse, 2019, p. 6)”. Groups of people are always interesting to observe. There are always the loud, outspoken individuals, the quiet ones, the knowledgable ones, the creative ones, the skilled ones and the confident ones. In order to stand out as leader and be able to influence others, one be must able to communicate. Communication is key to building relationships, asking questions, sharing knowledge, initiating new ideas and keeping informed. Communication is essential in determining the will of a group and setting and working towards a common goal. If a person is unable to communicate, they will not be able to gain the confidence of the group or be viewed as helpful in the development of a common goal to work towards. People naturally are drawn to those who have referent and expert power bases and who use that power to work towards the common goals of the group. I know those are the people that I am drawn to and look to for guidance and direction. The more a leader can communicate that they are in tune with the group prototype, the more a person will be perceived as an emerging leader (Northouse, 2019, p. 8) and be able to successfully influence others.
My take away from Northouse’s introduction to leadership is that influence, power, process, groups and goal attainment are all necessary pieces of the leadership puzzle. You can’t fit it all together if one piece is missing. Without a group, there is no one to influence. Without a common goal to work towards, it’s not leadership, but coercion at best. And most importantly, leadership is a process, not a one stop deal.
I’m sure we all know leaders who have positional power but who also hold large influence due to their likability and knowledge base (former US President, Barack Obama comes to mind). Do you think these referent and expert based positional leaders are in the minority? What has your experience been with positional leaders possessing these power bases?