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.