Month: October 2018

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Response to Seabreeze’s Response – Post 4.1

Hi Seabreeze!

Thanks for your response to my post.

It is interesting how the events of a day can affect your perspective. On the day of writing my post, I was frustrated with my team. We had deadlines for interim reports, and being my first time as an administrator, I was called on by the office staff and lead principal about why my staff had not done them on time, or why they were not professionally written. Being in a transition from an educator to an administrator, I was not prepared for this tension. Just like a first-year teacher, where we developed a toolkit of strategies to deal with behaviours and situations we didn’t see coming, I am feeling ill-equipped in my new role. In my example here, I reflected on how I could’ve’ done things differently: had I given staff adequate notice? Yes, I emailed the deadline three times. Had I tried different modes of communication? Yes, I had used verbal and written. Is it my job to run after them to make their deadline? What precedent am I setting if I shield them from the negative impact of their actions? Who is truly accountable? What am I accountable for?

Upon reflection of this situation, I can now see that awarding a bonus for accomplishing what is required of a person is not the way to go. At the time, I felt the teachers who completed the reports on time were so responsible and professional. And yet, the flip side of these “responsible” personalities is that they require more attention, needing to know if they are doing things right, and are more prone to be stressed. This requires a different approach when leading, and again, I am questioning what my role is and how to hold people accountable.

Sergiovanni (2007) espouses “Professionalism has a virtuous aspect… there’s a commitment to exemplary practice. Professionals don’t need anybody to check on them, to lead them. They are compelled from within” (p. x).  As strategizers, we need to see the future impact of our current decisions (Hughes et al., 2014). My struggle at this moment is how to give people space to be professional, trusting them to do the right thing by the students and the organization, without jumping in to demand or save them from their unprofessional ways.

And then I ask how much of this has to do with my self-image, that a staff member’s actions (or lack thereof) reflect poorly on me as a leader? My motive, then, is self-serving and selfish. Dufour and Fullan (2013) note “People must be willing to look in the mirror for solutions, rather than out of the window while waiting for others in the system to save them” (p. 11). I recognize that when I wrote the post about bonuses, I was looking for an extrinsic motivator to get people to do what was required of them. However, as educators, we realize this tactic also does not always work for everybody. Taking the time to get to know my team and what motivates them individually is going to be the only way to sufficiently work through this process.

With regards to the compensation structure, what I meant is that the SCSBC compensation report only goes up to ten years on its scale. There is no monetary motivation for staff after their tenth year. A teacher of twenty years earns the same as a teacher of ten years. We do not have a TQS plus for those educators who want to move up a category. I personally feel that this creates a situation for some educators in which they do not feel the need to pursue professional development past that of their contract requirements. With the addition of another level (ie. 10+), there is an opportunity to create a structure where teachers wanting to pursue further certification (ie. PBL residency or graduate certificates) can be incentivized. We have a core group of teachers who have been at my school for over twenty years. They are master teachers, but they have lost their motivation to develop professionally. Hord and Roussin (2013) remind us “for learning and development to take place… individuals have to exercise their own personal agency, the ability to influence oneself and his or her environment” (p. 3).

You asked for me to clarify about new accountability processes I have implemented. The former vice principal was laid back in his style of leadership. He would mention the professional expectations but then didn’t follow up to ensure they were being done. I have been more direct about expectations, and I give deadlines for things to be done. The transition has been difficult for some staff members because they aren’t used to the level of accountability. I have been honest with them that I don’t always know what “I need to know” so we are working this out as it goes. However, I do also like to have a good grasp about what is going on at any given time, so this has caused some staff members to be stressed out. I am sure we will fall into a rhythm soon as I learn how to prioritize the demands and expectations of the position.

References:

Dufour, R., & Fullan, M. (2013). Cultures built to last: Systemic PLCs at work. Bloomington, IN. Solution Tree Press.

Hord, S., & Roussin, J. (2013). Implementing change through learning: Concerns-based concepts, tools, and strategies for guiding change. Thousand Oaks, CA. Corwin Press.

Hughes R., Colarelli-Beatty K. & Dinwoodie D. (2014) Becoming a strategic leader. San  Francisco: Jossey-Bass Second Edition.

Lepsinger, R. (2010). Closing the execution gap. San Francisco: Jossey-Bass.

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Response to Pierre’s Post 4.1

Hi Pierre,

Excellent post and it is very nice to read you. I appreciate you providing links to your previous posts outlining the background of the service provider and care organization. Being an educator, I do not have a lot of understanding of health care systems. The links filled in the gaps for me.

I find interesting the juxtaposition of excellent quality service with the poor care of employees. It reminds me of the dysfunctional family dynamic I grew up in, where everything was a polished picture-perfect front but there was an emotionally abusive situation behind the scenes. Although you state you feel the need to work on self-reflection as part of your three corrective actions, I find your thought experiments (“Make things worse” and “Make things better”) to be highly metacognitive! Knowing you in person, I also find you to be questioning of your motives. (Just a note that I’m under a pseudonym but we sat beside each other all of 500, 591, and I saw you curl up in a ball during one of your presentations in 503 ?)

Back to you, though. I’m also fascinated that you point to the dominant employee culture as a significant factor for the perpetuation of dysfunction in the service provider organization, if I am reading you correctly. Linking to Marcelo’s work in Paraguay, you both refer to the dominant culture as being fatalistic, making it difficult for you both to implement servant leadership strategies. Do you find a similar trend in your current employment? If not, why?

“Frontline staff bring valuable insight invisible to me and can implement small changes which may lead to significant paradigm shifts.” Your comment reminds me of Northouse (2016), who notes, “a participative leader consults with followers, obtains their ideas and opinions, and integrates their suggestions into the decisions about how the group or organization will proceed” (P. 118). As a high school vice principal, I am in my office a lot. Small details which may not seem significant, can accumulate by others communicating with me, creating a fuller picture of what might be going on with a situation. These details are invaluable and imperative in providing interventions for students.  Like a compound eye of a bee, with the hundreds of ommatidia which catch just one part of the picture, like a pixel in a computer image. When they all work together, they form a single image for the bee. Like the manifold wisdom of God, represented by each person in the body of Christ (Eph. 3:10). Valuing your staff will ensure they continue to trust you with important details to provide excellent care for your patients.

“I tend to ‘dump and run’” Thank you for being honest and forthright about your areas requiring growth. If you read my 4.1 post, you will see how I also struggle with delegating. You rightly acknowledge “I assume everyone thinks the same way I do.”  I wonder, do you acknowledge this to your staff when you’ve done this? How have they responded? Have you learned anything new from this?

As a side, I also wonder why you don’t provide page numbers to your quotes? I want to find some of those nifty words you are citing!

Blessings! Again, I enjoyed reading you!

Stella

References:

Northouse, P. (2016). Leadership: Theory and practice. (7th ed.) Thousand Oaks, CA. SAGE Publications

 

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If Only I Had the Chance… (Post 4.1)

Have you walked down the same halls, day in and day out, wishing you had the chance to change the painting on the wall that has hung there for years, or upgrade the website, or change a space that you’d rather not show during a tour for the public? “If only I had the chance to make a difference in how we do things around here,” you sigh. In my real world, I now have this opportunity, but there is so much of my organization that I don’t know about. Thankfully, our readings provide a framework to guide my thinking as I dream of what I might change and how.

What about perks?
Galbraith (2014) notes “Human resource policies are some of the most powerful culture builders. These policies are often aligned around building a common company identity and culture… using common culture as the glue that holds them together” (p. 200). At my school, human resource policies are from the Society of Christian Schools of British Columbia (SCSBC). Currently, we adhere to the compensation structure as published by SCSBC, which has a maximum of ten years experience on the pay scale. However, over three-quarters of our teaching staff have been at the school for over this ten-year period. Therefore, I would love to see the Board approve the addition of more tiers on the pay scale. As well, there is no bonus structure for our staff yet there are some employees who have an exemplary work ethic. I would love to create a bonus system for the staff members who meet the published expectations and also those who are informal leaders. Stipends for those who do more could provide recognition and incentive. Lepsinger (2010) suggests “Recognition should be given even if the person has not achieved the performance standard but has made significant improvements in performance” (p. 66). Currently, we have no recognition mechanism for any of our staff other than formal leadership stipends. Additionally, I would love to invest in “in-house professional development” where teachers swap positions for a few days or a week. Galbraith (2014) proposes “With common processes, compensation systems, and cultures, managers can move easily from one function to another and from one division to another” (p. 201). Challenging teachers to try out another grade level or a new subject can foster respect for colleagues and deepen the connection between students and their former teachers.

What about exposure?
In a recent tweet, Kevin Visscher wrote, “If our school would disappear tomorrow, would the community we are part of, miss us?” As independent schools, we are sometimes engulfed by the public sector around us, leaving us to wonder what mark we are making on the community as a whole. However, Ungerer et al. (2016) remind us “Blue ocean strategy never uses competition as a benchmark. Benchmarking prohibits an organisation’s ability to reconstruct industry boundaries as it causes organisations to be caught in the current industry paradigms of value creation” (p. 292). If we are in the world, but not of the world (John 15:19), then I would challenge my senior administration team to stop limiting ourselves by what we think schools do in a community and instead let our light shine. In a “Change Makers” team meeting, we recognized schools as being insular. How do we overcome this thinking? Ungerer et al. (2016) provide a ‘Four Actions Framework’ which includes these questions “Which of the factors that the industry takes for granted should be eliminated? Which factors should be reduced well below the industry’s standard? Which factors should be raised well above the industry’s standard? Which factors should be created that the industry has never offered?” (p. 296). I would love for my SLT to ponder these questions.

What about morale?
Lepsinger (2010) is “surprised by how tolerant many managers are of people who exhibit below-standard performance” (p. 51). In my six weeks as a senior administrator, I’m surprised by how many people work at below-standard expectations. There has been a shock in my high school team with my new accountability practices. However, I find I must fight the desire to tolerate poor performance! Its easier to steer practices by those who are working within expectation, “to explain what the person did well and why it is important to the team or organization” (Lepsinger, 2010, p. 67), but it is difficult to approach someone who is not even trying. I would love to have my entire staff in the performance review process, yet the school protocol is just a few people per year. Many teachers have slipped through the cracks without much accountability, and my new systems are causing anxiety in many. I must remember “A supportive environment encourages people and makes them more comfortable with trying new behaviors and taking on challenging assignments” (Lepsinger, 2010, p. 64).  My desire to reform things must be tempered with creating strategies for gradual improvement in productivity rather than expecting everything from very little.

Turn this ship around!
If I could just add more hours onto a day, I think I could reverse the negative effects of poor organizational decisions from the past! Time, the limiting factor for most leaders, is required to implement new ways. Lepsinger (2010) purports, “Effective leaders spend time with direct reports and colleagues to get to know them better and related to them as individuals. In the process, there are opportunities to build mutual respect and trust that will provide the basis for a cooperative working relationship” (p. 64). So how does one build trust and cooperation when time is limited?

  1. Expect the best! “When a person in authority expects others to perform well, the people under him or her actually do rise to the occasion” (Lepsinger, 2010, p. 51)
  2. Listen with both ears! Lepsinger (2010) encourages leaders to “Create a supportive environment” (p. 64). If you don’t listen, you can’t understand what the other person really needs.
  3. Applaud what you want to see! “Recognition should be given when a direct report does something you would like him to repeat” (Lepsinger, 2010, p. 66)
  4. Be timely! “Timeliness and immediacy refers to meeting customers’ need for instant gratification. Time is a scarcity and immediacy is valuable (Ungerer, 2016, p. 307)
  5. Be balanced! Lepsinger (2010) promotes the idea of “a ‘balanced response’… is the best communication tool you will ever use… [it] identifies the ‘pluses’ and the concerns about performance or ideas in a way that encourages problem solving” (p. 57).

It’s my turn!
To promote positive renewal, execution and organizational design principles in my career practice, I do the following:

  •  I have a high expectation of others’ abilities. Lepsinger (2010) calls this the “expectation effect” (p. 53) and this “self-fulfilling prophesy…[of] having high expectations has a subconscious effect on leader behavior” (p. 54)
  • I believe in people. “Strengthening a person’s belief in his own competence is a foundation of effective management… when we enhance their self-esteem, their motivation to perform competently increases” (Lepsinger, 2010, p. 59)
  • I love to “Catch people doing something right” since “providing recognition for a job well done has a powerful effect on people’s performance. It reinforces good work and shapes future behavior. It motivates, builds trust, and builds self-esteem” (Lepsinger,2010, p. 65)

Unfortunately, I also promote negative practices sometimes. These include:

  • I don’t delegate well. “Giving people a chance to work on tough assignments and setting challenging goals are concrete expressions of your confidence in them” (Lepsinger, 2010, p. 61). Therefore, when I don’t trust others to do a task, I am expressing little confidence in them or their ability
  • I don’t give praise well. Lepsinger (2010) says “recognition should be given when a direct report accomplishes something that was difficult for him” (p. 66). I usually see a direct report accomplish something that would be difficult for me, and I praise them. However, I don’t always stop to ask how the process was for them. Some people make things look easy, so they don’t get the praise that is “specific, relevant, and timely” (p. 67).
  • I don’t always give balanced feedback, “meaning it includes strengths and weaknesses so that people understand what to keep doing and what to change” (Lepsinger, 2010, p. 69). I tend to say “Good job!” without going into specifics due to lack of time.

Ways I can correct unhealthy practices include:

  • Make time. “The starting point of breaking the cycle of low expectations is to assume value and listen to the positives” (Lepsinger, 2010, p. 57).  When I make time for my team members, I show that I value them above my own “to do” list.
  • Use SMART goals with my direct reports, as they are “an excellent way to ensure that the goals you establish are clear and high quality and that they motivate people to step up to the challenge” (Lepsinger, 2010, p. 62). This will help me to delegate more effectively.
  • Implement the “Situation-Behaviour-Impact Model” (Lepsinger, 2010, p. 70) which can reinforce the behaviors I am wanting my team members to do.

Thanks for reading!

References:

Galbraith, J. (2014). Designing organizations. San Francisco, CA. Jossey-Bass.

Hughes R., Colarelli-Beatty K. & Dinwoodie  D. (2014) Becoming a strategic leader. San  Francisco: Jossey-Bass Second Edition.

Kevin Visscher. (2018, Oct. 18). [Tweet] Retrieved from https://twitter.com/KevinVisscher/status/1053150148333731840

Lepsinger, R. (2010). Closing the execution gap. San Francisco: Jossey-Bass.

The Holy Bible: New International Version. (2009). Grand Rapids, MI: Zondervan.

Ungerer, M., Ungerer, G, & Herholdt, J. (2016). Navigating strategic possibilities: Strategy formulation and execution practices to flourish. Randburg: KR Publishing

Posted on

If I Only Had the Chance… (Blog 4.1)

Have you walked down the same halls, day in and day out, wishing you had the chance to change the painting on the wall that has hung there for years, or upgrade the website, or change a space that you’d rather not show during a tour for the public? “If only I had the chance to make a difference in how we do things around here,” you sigh. In my real world, I now have this opportunity, but there is so much of my organization that I don’t know about. Thankfully, our readings provide a framework to guide my thinking as I dream of what I might change and how.

What about perks?
Galbraith (2014) notes “Human resource policies are some of the most powerful culture builders. These policies are often aligned around building a common company identity and culture… using common culture as the glue that holds them together” (p. 200). At my school, human resource policies are from the Society of Christian Schools of British Columbia (SCSBC). Currently, we adhere to the compensation structure as published by SCSBC, which has a maximum of ten years experience on the pay scale. However, over three-quarters of our teaching staff have been at the school for over this ten-year period. Therefore, I would love to see the Board approve the addition of more tiers on the pay scale. As well, there is no bonus structure for our staff yet there are some employees who have an exemplary work ethic. I would love to create a bonus system for the staff members who meet the published expectations and also those who are informal leaders. Stipends for those who do more could provide recognition and incentive. Lepsinger (2010) suggests “Recognition should be given even if the person has not achieved the performance standard but has made significant improvements in performance” (p. 66). Currently, we have no recognition mechanism for any of our staff other than formal leadership stipends. Additionally, I would love to invest in “in-house professional development” where teachers swap positions for a few days or a week. Galbraith (2014) proposes “With common processes, compensation systems, and cultures, managers can move easily from one function to another and from one division to another” (p. 201). Challenging teachers to try out another grade level or a new subject can foster respect for colleagues and deepen the connection between students and their former teachers.

What about exposure?
In a recent tweet, Kevin Visscher wrote, “If our school would disappear tomorrow, would the community we are part of, miss us?” As independent schools, we are sometimes engulfed by the public sector around us, leaving us to wonder what mark we are making on the community as a whole. However, Ungerer et al. (2016) remind us “Blue ocean strategy never uses competition as a benchmark. Benchmarking prohibits an organisation’s ability to reconstruct industry boundaries as it causes organisations to be caught in the current industry paradigms of value creation” (p. 292). If we are in the world, but not of the world (John 15:19), then I would challenge my senior administration team to stop limiting ourselves by what we think schools do in a community and instead let our light shine. In a “Change Makers” team meeting, we recognized schools as being insular. How do we overcome this thinking? Ungerer et al. (2016) provide a ‘Four Actions Framework’ which includes these questions “Which of the factors that the industry takes for granted should be eliminated? Which factors should be reduced well below the industry’s standard? Which factors should be raised well above the industry’s standard? Which factors should be created that the industry has never offered?” (p. 296). I would love for my SLT to ponder these questions.

What about morale?
Lepsinger (2010) is “surprised by how tolerant many managers are of people who exhibit below-standard performance” (p. 51). In my six weeks as a senior administrator, I’m surprised by how many people work at below-standard expectations. There has been a shock in my high school team with my new accountability practices. However, I find I must fight the desire to tolerate poor performance! Its easier to steer practices by those who are working within expectation, “to explain what the person did well and why it is important to the team or organization” (Lepsinger, 2010, p. 67), but it is difficult to approach someone who is not even trying. I would love to have my entire staff in the performance review process, yet the school protocol is just a few people per year. Many teachers have slipped through the cracks without much accountability, and my new systems are causing anxiety in many. I must remember “A supportive environment encourages people and makes them more comfortable with trying new behaviors and taking on challenging assignments” (Lepsinger, 2010, p. 64).  My desire to reform things must be tempered with creating strategies for gradual improvement in productivity rather than expecting everything from very little.

Turn this ship around!
If I could just add more hours onto a day, I think I could reverse the negative effects of poor organizational decisions from the past! Time, the limiting factor for most leaders, is required to implement new ways. Lepsinger (2010) purports, “Effective leaders spend time with direct reports and colleagues to get to know them better and related to them as individuals. In the process, there are opportunities to build mutual respect and trust that will provide the basis for a cooperative working relationship” (p. 64). So how does one build trust and cooperation when time is limited?

  1. Expect the best! “When a person in authority expects others to perform well, the people under him or her actually do rise to the occasion” (Lepsinger, 2010, p. 51)
  2. Listen with both ears! Lepsinger (2010) encourages leaders to “Create a supportive environment” (p. 64). If you don’t listen, you can’t understand what the other person really needs.
  3. Applaud what you want to see! “Recognition should be given when a direct report does something you would like him to repeat” (Lepsinger, 2010, p. 66)
  4. Be timely! “Timeliness and immediacy refers to meeting customers’ need for instant gratification. Time is a scarcity and immediacy is valuable (Ungerer, 2016, p. 307)
  5. Be balanced! Lepsinger (2010) promotes the idea of “a ‘balanced response’… is the best communication tool you will ever use… [it] identifies the ‘pluses’ and the concerns about performance or ideas in a way that encourages problem solving” (p. 57).

It’s my turn!
To promote positive renewal, execution and organizational design principles in my career practice, I do the following:

  •  I have a high expectation of others’ abilities. Lepsinger (2010) calls this the “expectation effect” (p. 53) and this “self-fulfilling prophesy…[of] having high expectations has a subconscious effect on leader behavior” (p. 54)
  • I believe in people. “Strengthening a person’s belief in his own competence is a foundation of effective management… when we enhance their self-esteem, their motivation to perform competently increases” (Lepsinger, 2010, p. 59)
  • I love to “Catch people doing something right” since “providing recognition for a job well done has a powerful effect on people’s performance. It reinforces good work and shapes future behavior. It motivates, builds trust, and builds self-esteem” (Lepsinger,2010, p. 65)

Unfortunately, I also promote negative practices sometimes. These include:

  • I don’t delegate well. “Giving people a chance to work on tough assignments and setting challenging goals are concrete expressions of your confidence in them” (Lepsinger, 2010, p. 61). Therefore, when I don’t trust others to do a task, I am expressing little confidence in them or their ability
  • I don’t give praise well. Lepsinger (2010) says “recognition should be given when a direct report accomplishes something that was difficult for him” (p. 66). I usually see a direct report accomplish something that would be difficult for me, and I praise them. However, I don’t always stop to ask how the process was for them. Some people make things look easy, so they don’t get the praise that is “specific, relevant, and timely” (p. 67).
  • I don’t always give balanced feedback, “meaning it includes strengths and weaknesses so that people understand what to keep doing and what to change” (Lepsinger, 2010, p. 69). I tend to say “Good job!” without going into specifics due to lack of time.

Ways I can correct unhealthy practices include:

  • Make time. “The starting point of breaking the cycle of low expectations is to assume value and listen to the positives” (Lepsinger, 2010, p. 57).  When I make time for my team members, I show that I value them above my own “to do” list.
  • Use SMART goals with my direct reports, as they are “an excellent way to ensure that the goals you establish are clear and high quality and that they motivate people to step up to the challenge” (Lepsinger, 2010, p. 62). This will help me to delegate more effectively.
  • Implement the “Situation-Behaviour-Impact Model” (Lepsinger, 2010, p. 70) which can reinforce the behaviors I am wanting my team members to do.

Thanks for reading!

References:

Galbraith, J. (2014). Designing organizations. San Francisco, CA. Jossey-Bass.

Hughes R., Colarelli-Beatty K. & Dinwoodie  D. (2014) Becoming a strategic leader. San  Francisco: Jossey-Bass Second Edition.

Kevin Visscher. (2018, Oct. 18). [Tweet] Retrieved from https://twitter.com/KevinVisscher/status/1053150148333731840

Lepsinger, R. (2010). Closing the execution gap. San Francisco: Jossey-Bass.

The Holy Bible: New International Version. (2009). Grand Rapids, MI: Zondervan.

Ungerer, M., Ungerer, G, & Herholdt, J. (2016). Navigating strategic possibilities: Strategy formulation and execution practices to flourish. Randburg: KR Publishing

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Response to Marcello (ET1) || Blog 3.1

In response to Marcelo’s lead post, found here.

Dear Marcelo,

Thank you for your insightful lead post on the strategic leadership team, Equipo Directivo, at your school. You begin by explaining the diverse nature of leadership roles represented on the team and express “It is not always an easy group to work with since we have inherited our position in the team through formal position.” I wonder how long each person has been in their role, as territoriality and possessiveness can sometimes come along with people having been on the team longer than others. If there are new members, does the team have an intentional strategy to introduce them to the structure and function of the team? You mention the team members are “then told by the board to work together as a Strategic Leadership Team.” It seems that the team might be already set up for failure because they are being instructed to do something? I wonder if there is value in reframing the intention of the board direction, where the team member is released or commissioned to join the team instead of demanded. The work accomplished by the team could be valued and held in higher esteem by the board, fostering a sense of pride and identity in the Equip Directivo. This then might also build trust and cooperation.

“Much of my job these last few years have been trying to understand the mindset of my team members and trying to build their sense of confidence and ownership of the mission of the school.” It sounds like you are creating opportunities for the SLT to build bridges, fostering trust to maximize the diversity on the team and mitigating the negative effects of the cultural mindset that you described. Hughes et al. (2014) say “Put the organization’s story in a meaningful context that connects members to its core identity” (p. 78). Harris (2014) also suggests “Recent research has shown that while investigating in human capital is an important factor in securing better organizational performance, significantly greater benefits can be obtained from generating collective or social capital” (p. 80). Marcelo, you are on the right track in building the quality of connections in your SLT, and while it may be rocky soil, trust you are breaking ground that will produce rich soil to support the seeds of learning for years to come!

I would like you to explain the “low self-esteem” found in the Paraguayan culture. What is the cause of this? How does it manifest in your students and teachers?

Blessings!

Stella

References:

Harris, A. (2014). Distributed leadership matters. Thousand Oaks: CA; Corwin.

Hughes R., Colarelli-Beatty K. & Dinwoodie  D. (2014) Becoming a strategic leader. San  Francisco: Jossey-Bass Second Edition.

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Response to Sea Breeze (ET2) || Blog 3.1

Hi Sea Breeze!

Thank you for your response to my post. I love how your principal brought the staff together to reconnect with the original vision of the school! As we learned in LDRS 503 about the TSL pyramid for results, aligning the staff to the organization’s mission, vision, and values is powerful (Atha, 2018). I have found myself bringing my school’s mission to the forefront during difficult conversations with staff and students. I think of the MVV as a lens, focusing the vision into areas that need to be illuminated.

For example, our mission is to provide Christian education, to transform the student – and the world – for the glory of God. When I’m dealing with a student behavior, I ask them how the behavior transforms them, and the world around them, and is it glorifying God? As I think about your school, with a new principal, the value placed on the community memory is so important. As leaders, we carry the hopes and dreams of others in our decisions. As strategic leadership teams are these hopes and dreams carried by the community for the organization being valued, honored, and given room to guide us to the next stage of development? Northouse (2016) remind “Servant leaders accept the responsibility to carefully manage the people and organization they have been given to lead… they hold the organization in trust for the greater good of society” (p. 228)

“This was a very fruitful decision on his part and the following week he walked around the school asking staff one by one what we thought of the collaboration session. This made me” I’m interested what you were going to say here. You didn’t finish your thought!

“Ecclesiastes 4:12  which high lights the effectiveness of working together as a team rather than going solo ‘Though one may be overpowered, two can defend themselves. A cord of three strands is not quickly broken.’”  I’m so glad you reminded me of this scripture! I feel the power of the SLT working together versus working alone. In my Assignment #1, I spoke of being afraid when situations come up due to my inexperience. However, in the first six weeks in this position, the biggest learning is to forward problem emails to the SLT right away. The graphic in my post shows how I feel about my team, that we all hold a piece of the puzzle, and while all different, they are all imperative to seeing the whole picture.

“’As far as I can see, getting ahead in my organization is about the heart of the person, not their position.’ In my school it is very different.” Could you expound on this? Do you feel this personally? Even with a union position?

Thanks again for your thoughts and sharing how things work in your organization.

Stella

References:

Atha, D. (2018). LDRS 503 Course Learning Notes. Trinity Western University.

Holy Bible: New International Version. (2001). Grand Rapids, MI: Zondervan.

Northouse, P. (2016). Leadership: Theory and practice. Seventh edition.  Thousand Oaks, CA: SAGE Publications.

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Post 3.1 “Strategic Leadership Teams” by Change Makers || ET2

 

Using criteria from Hughes et al. (2014) p. 214, I will assess my present team situation to determine if we are performing effectively as a team to access all the diverse leadership perspectives.

The senior administration team at my school is composed of four members: Lead Principal (LP), Assistant Principal(AP), Director of Educational Student Support (DESS), and High School Vice Principal (HSVP). I am the newest member, having just been appointed the new HSVP this school year. The former HSVP is now the Lead Principal, the AP has been in her position for ten years, and the DESS who has also been in her position for over a decade. The former principal retired in June 2018, and since then the governance of the school has shifted. For example, the LP now has more of an executive role, placing responsibilities on the HSVP and AP roles. The dynamic has changed because the former Principal was an older female, whereas the LP is a younger male, younger than the rest of the admin team members who are all female. We have all worked together over the years in different capacities but having this new core team has us getting used to our new titles, roles, and responsibilities.

Our new team is diverse in age, gender, areas of expertise, years in the organization, and roles in the school over the years. As a K-12 school, we also have different perspectives about what priorities should be due to the ages and stages of our respective students. We have a high degree of respect for each other and our roles, and we value each other’s perspectives. I appreciate the diversity on our team, which makes for passionate discussions that spur each other to learn from each other and make the best decisions for our staff and students. Atha (2018) explains, “As the old African proverb states, ‘it takes a village to raise a child,’ so to does it take a team of people to understand and address the systems within an organization.” It is prudent for our team to take the time to hear each other’s perspectives.

Lepsinger (2010) says “Effective leaders spend time with direct reports and colleagues to get to know them better and relate to them as individuals. In the process, there are opportunities to build mutual respect and trust that will provide the basis for cooperative working relationships” (p. 64). As the senior admin, we have a lot of difficult situations come our way. As a new member, I am learning to connect quickly with the team when a situation arises instead of thinking that I can do it on my own. The diverse perspectives bring richer ideas and deeper understandings, and the weight of the problem becomes less when it is shared among us four instead of alone.

Is this SLT encouraged to experiment with new or different ways of doing things? Does this SLT work well together?

Definitely! With new leadership, there is an openness to try new things. The LP is an avid participant in the Professional Learning Networks on Twitter, learning about new pedagogy, and staying on top of the new BC Graduation Program. With all the changes in the Ministry of Education (MoE) curriculum, especially the grad program, there are new and fresh ways to meet competencies and provide new structures to teach. He recently said to me, “Next year we will blow up the schedule!” This shows me his willingness to try new things. The admin team is also open to me bringing information in from my MAEL courses to look at ways to increase the capacity of our Professional Learning Communities. A question that came up today in conversation with the admin members was “With all of the fires we put out each day, when do we have time for strategic leadership?” There is a desire to cast a vision for the next five to ten years for the organization.

Does the SLT have constructive interactions with other groups across the organization?

As senior admin members, we lead our own respective teams. For example, I lead the high school education team.  Working in coordination as leaders helps us to maximize our limited resources like access to the gym or library when we are a K-12 school. I also represent the International Program, which brings in the perspective of a whole other realm of learners and families. There is a lot of connections across the departments, such as athletics in high school works with athletics in middle school, Chapel leaders work to meet the needs of two distinct age groups, etc. All teams/ committees/ groups are under the leadership of one of us four senior administrators. Therefore, our admin team meeting times are vital in working out details so that everything runs smoothly and issues can be discussed/ problem solved on our level. Atha (2018) encourages SLT leaders to “Utilize the team, bring everyone together, review collectively and by all means make problem solving the group activity it is meant to be.”

Does the organization foster executive growth and development?

The school supports professional development for all facets of the organization. For example, conferences for Board members, finance departments, librarians, education assistants, etc. are prioritized each year. The school leadership has always looked for talent and supports those who want to develop themselves, both financially and emotionally. We honor those looking to further their leadership capabilities. For example, my principal was my number one fan when I was considering the MAEL program. This has instilled in me a joy to cheer others on as well. Galbraith (2014) says “Management must set priorities about where talent and other resources need to be invested. These priorities should set the strategic direction and focus of the organization” (p. 90). As our AP will retire in the next two years, we are now creating a succession plan for talent within our organization by supporting teachers who want to take their Masters degrees.

Does getting ahead here depend on performance, not politics?

As far as I can see, getting ahead in my organization is about the person’s performance, not their position. For example, the leadership has supported upcoming leaders in pro-D and programs even if that means they know they will lose a key person in a position or even in the organization. Having a bigger picture that we are building leaders for the Kingdom of God, not just our school, releases this society to build into others for their sake

Is there an appropriate level of risk-taking encouraged?

As a new team member, I do not have the information to answer this accurately. I do not know the risk the organization is taking in several facets. I only know what is shared with me by the LP thus far in our school year. As the organization has a new leader, there are a lot of aspects which need to be approached carefully. Atha (2018) states, “Too much too soon can set an organization up for failing in their markets because they lose sight of the long term ends they hope to achieve.”  As well, Atha (2018) warns “if the systems experience challenges or are overloaded in the process, it takes specific and directive action by those familiar with the systems under pressure to salvage the system due to excessive pressure applied to the various systems needed for effective operation.” With the new LP in place, as well as a new governance structure, the senior admin team needs to invest more time understanding the current status and how things work to not put too much pressure on the system with changes implemented too quickly.

Are there few undiscussable subjects here? Are different opinions welcome?

There are few undiscussable subjects in our SLT. The other day I hesitated to bring something up because it directly involved the AP’s actions, which I did not think were right. I wanted to know what our policy was for the situation. The team was open to my inquiry, pulled out the policy to work through the issue and then to determine how not to repeat the action in question. They were all happy I brought it up, and it was a teachable moment for us all because we crafted a shared understanding of a potentially problematic issue. It also fostered a new level of trust with the team because I was heard and they were open to discuss sensitive topics in a productive way.

Is information shared well within this SLT and with others across the organization?

The organization communicates via email on the most part for announcements for the good of the whole. We have department email groups that we use to keep everyone informed. Senior administrators are part of all mass group emails so we can keep abreast of communications, even if it isn’t in our department. This facilitates the senior admin team meetings. The senior admin team will forward emails from others to each other if the issue needs everyone’s input and expertise. I find this effective because different administrators and teachers may have a history with a situation that I might not. We can then meet to discuss the next action item if necessary. We also discuss communication items in the senior admin team meetings that we are to share with our department teams so that there is clear messaging throughout the school. When we do not communicate clearly as a team, there are repercussions throughout the organization.

As you work with teams in your present work environment and your team in this course, how do you build a sense of ownership and involvement?

Ungerer (2016) states “At the very core of strategy work is the realisation that a company is, at any one moment in its life, faced by many possible futures – and that no one person, or group of people, can predict which one – or even which mix – will eventually materialize” (p. 163). Being part of a team helps to share the load when it comes to pressures and important decisions but keeping one’s sense of individuality is also important. I feel that “keeping in our lanes” is an important adage to live by. Distributing leadership is based on the premise that we value the expertise and giftings of others, therefore, what I bring to the table is going to be different than the other team members (Harris, 2014). The goal is not to think the same but to come to an agreement about what we think. Therefore, as I value other’s expertise and their sphere of influence, I expect they will value mine. When there are many possible futures for the organization, there can be a sense of overwhelming pressure to “pick the right one.” However, the flip side is that we can reframe the possibilities as an awesome opportunity to see where God can lead us. We step out in faith and trust that He will direct us. This is our opening prayer for each meeting.

What are some of the limiting factors in the team systems you’ve worked with or work with presently?

Ungerer (2016) proposes “Whether you come up with a brilliant strategy, a killer app, an astounding new product idea, plans for a slick new merger, or whatever strategy – it comes to nothing if you cannot implement it” (p. 219). Within the senior admin team, the limiting factors that prevent our work often boil down to time: do we have time to meet when something important comes up? Do we have time to cover all of the important issues in our once-a-week meetings? Do we have time to think bigger picture when we seem to be putting out fires all of the time? Hughes et al. (2014) tell us “Conceiving of strategy as a learning process requires a specific mind-set – a way of thinking about how to craft and implement strategy – that views successful strategy as operating in an ongoing state of formulation, implementation, reassessment, and revision” (p. 23). Through the literature in this course, I feel we must prioritize time for strategy instead of trying to squeeze it in.

How do you identify bottlenecks in your present team situation or course team environment? How do you address those issues without shutting down team creativity, efficiency or cohesiveness?

As I am new to this admin team, I have not experienced bottlenecks with the team. I suspect there might be times where it is difficult to agree with how to move forward with a situation. If this happens, I expect we would look to the Board of Directors and support from the Society of Christian Schools of British Columbia (SCSBC) for direction if we cannot come to a consensus.

Using the Formal Groups section of Galbraith’s Designing Organizations text, identify the design choices in your present working environment and compare it to the design choices you made for the function of your teams in this course?

Galbraith (2014) says “All groups, no matter what type, are subject to the same design choices” (p. 90). In the following chart, I will compare the factors:

 

My Organization Change Makers (ET2)
Bases Function and product Product
Charter To provide Christian education to transform the whole student – and the world – for the glory of God To work together strategically, practicing and implementing the competencies found in the course literature
Staffing Leaders for each department (primary, elementary, secondary, special education) Team members designated by the course professor
Conflict Department members resolve conflict within personal means, with the department leader, with the lead principal, or with the Board of Directors. Support is given by Christian Educators of BC (CEBC) if needed. Person-to-person conflict resolution; group conflict resolution
Rewards SCSBC pay scale

Performance evaluations

Higher education can change the category on pay scale

 Assessments on assignments and blog entries
Leader Role Lead Principal

Assistant & Vice Principals

Department heads

 Rotating leaders for weekly blog posts and team assignments
Group Structure: simple or complex? Complex Simple

I have suggested the strategic team review and action tool (STRAT) to my Lead Principal as an opportunity to discuss ways to improve the functioning of our senior admin team. Hughes et al. (2014) say “people come together and bring multiple perspectives, different sets of data and information, and different experiences. In effective teams, the breadth of information is blended in ways that can’t happen with any single individual” (p. 198). Through the use of the STRAT tool, we will work more efficiently to meet the mission, vision, and values of the school. “Although SLTs exist throughout the organization, none probably has greater strategic impact on the organization than its top management team” (Hughes et al., 2014, p. 200).

As part of the Change Makers (ET2), we also will work through the STRAT tool together for Team Assignment #2. Although we will not answer for our class team, we will gain valuable knowledge about how we view our respective teams. This will inform and guide us as we work on the next two assignments together. Hughes et al. (2014) state “it is a challenge for teams of all sorts to become more than the sum of their parts” so we will work as closely as possible to achieve the purposes of the class’ learning objectives and implement new strategies in our respective organizations.

References:

Atha, D. (2018). Learning activity unit 3. Course Learning Notes. Retrieved from https://create.twu.ca/ldrs501/unit-3-learning-activities/ 

Galbraith, J. (2014). Designing organizations: Strategy, structure, and process at the business unit and enterprise levels. San Francisco: Jossey-Bass.

Harris, A. (2014). Distributed leadership matters. Thousand Oaks: CA; Corwin. 

Hughes R., Colarelli-Beatty K. & Dinwoodie  D. (2014) Becoming a strategic leader. San  Francisco: Jossey-Bass Second Edition.

Lepsinger, R. (2010). Closing the execution gap. San Francisco: Jossey-Bass.

The Holy Bible: New International Version. (2009). Grand Rapids, MI: Zondervan.

Ungerer, M., Ungerer, G, & Herholdt, J. (2016). Navigating strategic possibilities: Strategy formulation and execution practices to flourish. Randburg: KR Publishing.

 

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Response to Marcello || ET2

Dear Marcelo,

Thank you for your response to my post. I found this comment interesting, “Many times I also have to learn to read “between the lines.” I must speak from what I experience. I am aware that Paraguayans do not speak directly, but one needs to learn to interpret what is being said. One can easily make a mistake when you don’t understand correctly specific observations or does not understand the comments.” It reminded me of the need to create “shared understanding” as found in Hughes et al. (2014). Your explanation highlights how different communication can be in various cultures. As an International Coordinator, I work with East Asian students, families, and agents. I find it imperative to get clarity and agreement on the smallest of details, and then I put it in writing after to verify the conversation. I have learned to not move to the next step of the issue until all parties have agreed on the meaning. As I read the example of working in Paraguay as the senior administrator, this process could get tedious, needing a lot of patience on your part.

Thank you for providing me with an example of how people in your culture do not always respond positively to TSL principles. “When I say that some people do not respond well to some servant leadership skills is that occasionally people do not want to take part in the decision-making process, for example. People want me, as a principal to decide. They don’t want me to ask, “what do you think?” You point out an interesting paradox between serving versus being seen as weak. As this is your second year in the MAEL program, have you found any change in people’s responses to your willingness to serve? Is it becoming more accepted as you practice the competencies in your organization? Do you find you must be strategic in how you implement your service? Lepsinger (2010) says “To make a good decision, you must seek out the perspectives of a wide range of people. Involving people in decisions gets them focused on generating solutions to problems rather than complaining or waiting to be told what to do” (p. 14). This must be very difficult, as you mention, “Some are so used to the top-down decision-making process that they believe the leader has all the authority to decide without asking. I had my secretary tell me the first year that I was not a leader since I allowed others to decide as well.” What an interesting walk you have!!

“I add the word situational because the leader picks and chooses the time and with whom to fully apply servant leadership skills. I might be wrong of course, but this has been my experience.”  I appreciate the explanations you have provided for me. I have learned something new today, and I feel led to pray for strength for you, as well as wisdom. God bless!

Stella

References:

Lepsinger, R. (2010). Closing the execution gap: How great leaders and their companies get results. San Francisco, CA: Jossey-Bass.

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Response to Sea Breeze of Change Makers, ET2

Hello Sea Breeze,

Wonderful post on behalf of Change Makers, ET2 group! You have provided a lot of food for thought for me to consider.

“Servant leadership would therefore bring about more engagement from staff (Hughes et al., 2014, p.56).  Staff would feel loved and appreciated.  They would be encouraged to emulate their servant leader and would thus start performing at a higher level.”  I find the linkage of “more engagement” to ‘feeling loved and appreciated” an interesting comment. I wonder if this criterion is needed for most people to be engaged at a higher capacity? Are you speaking for yourself personally? For me, I don’t need to feel loved, but I do need to be respected.  Also, I was in a senior administrator meeting today where there was a conversation about the lack of staff engagement even though there have been several transformational servant leadership competencies applied to these specific teachers. Being strategic in ones TSL can be difficult to implement also.

“At staff meetings, there would be more participation and open-ness to experimenting with the new curriculum.  Negativity, pride, selfishness and gossip would all flee.  If servant leadership were the central focus of strategic leadership in schools, there would be a new revolution.” I also find this an interesting interpretation of the effects of strategic TSL. As we are in different sectors of the education system, you in public and me in private, I wonder if you interpret the public-school system as non-strategic TSL? I get that sense when I read your post. Maybe I am interjecting, so this is why I ask. I would consider my school as striving for strategic TSL, and yet there are still negativity, pride, selfishness, and gossip found in the staff culture. As humans, we are prone to walk in the flesh, participating in the fruits of the flesh (Galatians 5). However, as strategic TSL leaders, the job is to cast vision higher (ex. towards the Lord, towards a better future) so that the fleshly expressions are dampened. We inspire to give hope, to take the thoughts off of the difficult day-to-day work we do, reminding people of the calling we have. Maybe we are saying the same thing but it seems your description is too utopian!? Let me know.

“I think TSL is a great strategy to implement in educational settings and would work best in a Christian school environment where all teachers are at least on the same page and the Christian school community would rise up and eagerly support with little or no backlash.”  To be sure, being in a Christian school environment provides leaders the opportunity to acknowledge the desire to follow and be like Jesus. However, it is my also my experience in the public-school environment when I did my teaching practicum recently, that the passion for making a difference in students’ lives was palpable. Creating unity on these bases created wonderful professional learning communities that I am still in contact with today. Do you have this opportunity in your school? As the sower of seeds, teachers in both sectors have the awesome ability to share the love and light of Christ in our spheres of influence. In fact, my high school Biology teacher, who inspired me to pursue a B. Sc., was a Christian but I didn’t know that until a few years ago. As a young person searching for God, I saw the light in him and that passion changed me. I hope you see that you have that same impact in your setting!

Blessings!

Stella

References:

Hughes R., Colarelli-Beatty K. & Dinwoodie  D. (2014) Becoming a strategic leader. San  Francisco: Jossey-Bass Second Edition

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Response to Marcelo’s Response to Change Makers ET2

Hi Marcelo,

It’s nice to be in another course with you, and I missed seeing you this summer! I hope you are well!

“As much as that is key, we cannot forget that strategic leaders and  transformational servant leaders are not just focused on the future, but they also have a good understanding of the present.”  Thank you for pointing out the importance of the balance a TSL strategic leader needs have when visioning: how the impact of today’s decisions affects the future of the organization. I am new to my senior administrative role this year, so I am finding that every query that comes to me needs deliberate and intentional assessment and data gathering: What did the person before me do? How did that work out? What other things need to be considered? Who might be in a better position to make this decision? And so on… It reminds me of being a first-year teacher where things as seemingly benign as how to hand out resources can create a big problem.  Without experience,  it can be overwhelming to think of how the present might affect the future.  Thus, an effective TSL strategic leader must have their eyes and ears open at all times to pick up information that might inform a big problem just around the corner.

I would like to add that TSL strategic leaders, when visioning, also need to have a deep understanding of the past. Hughes et al. (2014) state “The greatest visionaries are those who are able to paint a picture of a more desirable future,” which implies that the leader needs to know from where the organization came in order to make visual a better future (p. 65). An action item suggested by Hughes et al. (2014) is to “put the organization’s story in a meaningful context that connects members to its core identity” (p. 78). One of the agenda items for my first team meeting this September was for each member to identify a time when the team had made a decision which significantly impacted the culture of the high school. Some team members have a longer history at the school than I do, so they carry the “community of memory,” as described by Sergiovanni (2007). In piecing together our story, we learn the impact of how ideation times have had fruitful consequences, which is the basis for making the present a new foundation for future thinking.

“I have realized the last few years in Paraguay that some of my staff members do not respond well to some servant leadership skills I use.” Marcelo, can you give an example of what you mean? I have always been fascinated by the comparisons of your culture to here in North America. I am also curious about your concept of “situational servant leadership.” Is this a suggestion of an adaption of how TSL competencies are implemented in your culture? It sounds like a ‘conditional’ serving (ie. “transactional leadership” as defined by Northouse p. 162) to me, which I do not think you mean to imply.

Blessings,

Stella (Lana)

References:

Hughes R., Colarelli-Beatty K. & Dinwoodie  D. (2014) Becoming a strategic leader. San  Francisco: Jossey-Bass Second Edition

Northouse, P. (2016). Leadership: Theory and practice. (7th ed.). Thousand Oaks, CA: SAGE Publications.

Sergiovanni, T. (2007). Rethinking leadership: A collection of articles. Thousand Oaks, CA: Corwin Press.