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?
- 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)
- 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.
- 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)
- 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)
- 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