Contextualizing
Human Development and Poverty
These last few weeks we have had the chance to read, discuss, analyze, interpret, and implement new concepts and skills related to strategic leadership. We were challenged to think in new ways and integrate new learning.
It is quite sobering to see the cutting edge of leadership in top performing companies around the globe and the ideas proposed by the different authors. How can these leadership strategies relate to me in a third world country, working as a principal in one of the most impoverished states in Paraguay?
By the United Nations Development Program (UNDP), Paraguay is today in the 111th place from 187 nations in human development (“Human Development Reports,” 2013, p. 1). In a similar study done by UNDP in Spanish, the Departamento de Caaguazu (or the State of Caaguazu) is considered to be even thirty years behind the capital Asunción in human development (“Evaluación del desarrollo,” 2012, p. 25). The state of Caaguazu is considered to have the lowest income per capita in the country and consequently has the highest percentage of people living in poverty (p. 24). Our school is in the state of Caaguazu.
Poverty lays in stark contrast with those that have greater economic stability. Even though we live in an impoverished state, our city is considered to be the industrial capital of Paraguay. There are more than nineteen flour mills in our area. Living and working in a region with both poverty and wealth has its challenges. In 2013, after I had been working as a principal for one year, I was visited by a college professor from the USA whose daughters I had taught Spanish in high school. After a few days in Paraguay and after learning about our school, the region, and what we were trying to accomplish he asked, “don´t you feel inside a freak show?” We live in a bizarre world, and it is difficult to explain when you see the rich and poor living side by side.
Similarly, we have at our school children from wealthy and low-income families attending and participating in the same classes. Our school is a paradise and a haven for many, especially those that do have enough food on the table. Helio Vera once said that Paraguay is the cemetery of all theories because all or none of the social theories are applicable here (as cited in Neufeld, 2006, p. 64) These words highlight why this job is so much of a faith job. One has to believe beyond of what one can see. The reality of our region and how we try to transform children through education encourages us to work by faith.
Competencies
We are lightyears away from what Galbraith (2014), Hughes, Colarelli-Beatty, and Dinwoodie (2014), Lepsinger (2010), and Ungerer, Ungerer, and Herholdt (2016) speak about, and yet, some concepts are very strategic and necessary in my context. From Hughes (2014) I consider managing conflicting perspectives, influence across the organization, building collaborative relationships, and adapt to new conditions as competencies that I can incorporate into my school (p. 268, 269). Quite often people have conflicting perspectives, especially when they come from different social classes. I also need to be able to persuade my staff of our vision and mission. People have a difficulty working together as we are continually implementing new ideas and I need to help my team adapt to these new conditions.
No less important are some of the competencies which Ungerer (2016) proposes, such as creativity, curiosity, and social intelligence (p. 44). I take these competencies in particular regard as I learn to deal with different cultures. Among our staff, students, and parents, we have Brazilians, Paraguayans, Germans-Mennonites, and Amish. It takes curiosity to learn about each culture, it takes creativity to work with each one of them, and social intelligence to know what touches the heart of each cultural group.
I believe the word synergy described by Galbraith (2014) is potent because it represents the possibilities of people achieving together more than what they would achieve alone (p. 255). But, for synergy to happen, it means people need to trust each other. We lack trust in each other to work in synergy fully. Today, I still live in a culture of mistrust, which stands in the way of creating synergy. Not all staff are ready to collaborate, share, and unit forces. I believe the time will come when it will be possible. For now, it is crucial to increase the trust as I show confidence in them.
Principles
The three principles that I would like to incorporate in my school are strategic thinking from Hughes (2014) and Lepsinger´s (2010) Bridge Builders 2 and 3, expect top performance and hold people accountable. To think strategically one should consider not just about the present but also the future; I should have clear goals and incorporate ideas from others. Under this principle, I was especially intrigued by the idea of trusting your insight and imagination (p. 66). I would say this is where faith comes in. No leader can only rely on his insight or just on the insight of others. We are God´s creation, and the Creator eagerly wants to lead us when we are paying attention to His leading. When we are in a personal relationship with God, He will lead us through insight and imagination.
Lepsinger (2010) says that we should hold people accountable and expect our staff to show top performance. Although it is not acceptable to underperform, I live in a culture that does not take a job well done very serious. People are generally very relaxed. As a result, they will work on their own pace. People also have low expectations of themselves which leads to underperformance. Most do not understand their capacity. I have to tell my students very often that God has gifted them and that they can achieve much more than what they believe.
Accountability is another principle that is seen very differently in Paraguay. I believe it is relevant and applicable to our reality but not welcomed. Generally, people see accountability as someone that does not know how to mind their own business. Most of this has to do with the lack of trust between people. Even though these principles are difficult to implement they are much needed.
Some principles seem very challenging to implement at a non-for-profit Christian school organization when compared to the business world. Under the reward system I am not able to give teachers a raise or to give out promotions to any teacher, even though I believe he or she deserves it (Galbraith, 2014, p. 50). Galbraith (2014) also suggest interdepartmental rotation in a lateral organization (p.79). In a small school like ours, it is not possible to rotate people or teachers. Most times a department is represented by one teacher. Also, it is not as easy to change a structure in a school setting as it would be in business.
Besides these principles and ideas, I also would like to return to an idea I mentioned in my blog post 3.1
MSSL ET1 – “El Equipo Directivo”
Lepsinger (2010) speaks about involving the right people in making the best decisions (p.112), and Hughes (2014) talks about having the right mix of people for top performance (p.201). In my context, these principles are difficult at this point because it still happens that I have people occupying a job position not because they are the right people but because they are the only ones that were available. Human development is a great challenge.
Text Material
I have found Galbraith (2014) to be very challenging to contextualize into my school reality. There were some concepts that I could apply, but it took significant effort to see the connections between the business model and my school. I wonder if there are other books related to strategic leadership in an educational institution.
References
Evaluación del desarrollo humano en Paraguay. (2012). Cuaderno de Desarrollo Humano, 1-55.
Galbraith, J. R. (2014). Designing organizations: strategy, structure, and process at the business unit and enterprise levels. San Francisco: Jossey-Bass.
Hughes, R., Colarelli-Beatty, K., & Dinwoodie, D. (2014). Becoming a strategic leader. San Francisco: Jossey-Bass.
Human Development Reports. (2013). Retrieved from http://hdr.undp.org/en/content/education-index
Neufeld, A. (2006). Contra la sagrada resignación. Asunción: Editorial El Lector.
Ungerer, M., Ungerer, G., & Herholdt, J. (2016). Navigating strategic possibilities. [Kindle]. Retrieved from www.kr.co.za
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