Category: 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.

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

 

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