a thought to ponder!

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A Thought to Ponder!

Organizations (read “leaders”) that do not empower their people can’t compete in today’s world . . .

unless maybe they are part of a bureaucratic, Industrial Age organization!

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TOTAL LEADERS:

Module 8

Developing and EmpoweringEveryone in the Organization

from the

Quality Leadership Domain

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PLDC Approach to Leadership Assessment and Development

Total Leaders Framework

Ten Critical Performance Roles of the Total Leader

Strategic Leader Selection (An External Assessment)

Personal Leadership Assessment(Detailed Rubrics for each of the Ten Performance Roles)

Leadership Development Opportunities(For Individuals and Teams

PLDC Training Modules for the Ten Performance Roles)

Performance-Based Electronic Portfolios….(Leaders Demonstrating the Ten Performance

Roles)

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Module 1

Module 2

Module 3

Module 4

Module 5

TL LEADERSHIP DEVELOPMENT MODULES

AUTHENTIC LEADERSHIP: Creating a Consensus Around a Compelling, Future-Focused Organizational Purpose

AUTHENTIC LEADERSHIP: Being the Lead Learner and Creating a Learning Organization

AUTHENTIC LEADERSHIP: Modeling the Organization’s Purpose, Values, and Principles

VISIONARY LEADERSHIP: Employing Win-Win Strategies With Customers and Clients

CULTURAL LEADERSHIP: Creating a Culture of Innovation, Cooperation, Quality, and Success

5

Module 6

Module 7

Module 8

Module 9

Module 10

CULTURAL LEADERSHIP: Creating a Change-Friendly, Continuous-Improvement Mindset

CULTURAL LEADERSHIP: Creating Meaning and Ownership Around Organizational Purpose, Values, and Vision

QUALITY LEADERSHIP: Developing and Empowering Everyone in the Organization

QUALITY LEADERSHIP: Creating Feedback Loops for Continuous Improvement and Accountability

SERVICE LEADERSHIP: Managing Toward an Organizational Purpose, Values, and Vision

TL LEADERSHIP DEVELOPMENT MODULES

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• Clearly define and describe the concept of empowerment to colleagues and subordinates.

• Provide a convincing rationale as to why and how empowerment increases the capacity of an organization.

• Identify and describe critical leader behaviors and organizational policies and practices that cause the staff to be empowered.

• Clearly articulate a process that he/she will use to empower individuals and to create an empowered organization.

• Provide a concrete example of a leader who has empowered his/her staff, and an example of an organization that has a history of empowering its people.

MODULE 8 Quality Leadership

OUTCOMESThe Learner will…..

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Today’s Leadership 101

Strategic Design

STRATEGICDIRECTION

STRATEGICALIGNMENT

• Beliefs/Values• Mission• Exit Outcomes• Vision

• People• Practices• Policies• Structures

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STRATEGIC DESIGN Requires

STRATEGIC DIRECTION Requires

STRATEGIC ALIGNMENT Requires

AUTHENTIC LEADERS

Who DEFINE

PURPOSE

VISIONARY LEADERS

Who FRAME VISION

CULTURAL LEADERS

Who DEVELOP

OWNERSHIP

QUALITY LEADERS

Who BUILD

CAPACITY

SERVICE LEADERS

Who ENSURE SUPPORT

TOTAL LEADERS Creating

PRODUCTIVE CHANGE

+ + + +

+

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Key Domains of Total Leaders

AUTHENTIC Purpose

VISIONARY Vision

QUALITY Capacity

CULTURAL Ownership

SERVICE Support

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Developing organizational and staff capacityto change and improve

Developing and Empowering Everyone Improving Organizational Performance Creating and Using Feedback Loops

Primary Sources:The One Thing You Need to Know, Buckingham, 2005Winning, Jack and Suzy Welch, 2005The Empowered Manager, Block, 1987The Circle of Innovation, Peters, 1997Quality or Else, Dobyns and Crawford-Mason, 1991The Deming Management Method, Walton, 1986Driving Change, Wind and Main, 1998

The QUALITY Domain

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The Moral Foundationof the QUALITY Leader

a desire for, and pursuit of, the highest quality in any undertaking, process, product, or result

the optimum use of available time, resources, technologies, and talent to achieve desired results

taking responsibility for the content and process of decisions made, actions taken, and the resulting outcomes

a commitment to continuously enhance the quality of personal and organizational results, performances, and processes.

EXCELLENCE:

PRODUCTIVITY:

ACCOUNTABILITY :

IMPROVEMENT :

Principles of Professionalism

Core Values

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With a partner,

1. Select one Leadership Domain, one Cultural

Performance Role, and one value or principle of

professionalism for your discussion.

2. Talk about how the Total Leaders Framework can be

applied in your “back home” situations.

ActivityThink - Pair - Share

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1. Read pages 41-42 in the The Personal Leadership Assessment handout.

(Note: The two rubrics for Developing and Empowering Everyone in the

Organization are on these pages. The first rubric is titled “The

Concept and Role” and the second is titled “The Performance.” )

2. Complete the self-assessment (pages 41-42).

3. Place your personal assessment score in the “Present Level of Functioning” box on page 44.

4. Reflect on your assessment and identify the evidence on which you based that assessment.

ActivityHow Am I Doing???

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Developed byCharles J. Schwahn and Beatrice McGarvey

Revised 2006

Shifts and Trends That are Redefining

Organizations, Careers, and Life

Today’s RealitiesTHE FUTURE IS NOW

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Shifts/Trends Sources

• Friedman• Popcorn • Pink • Celente• Yankelovich• Covey• Gates, etc. etc.

• Peters• Bennis• Drucker• Collins• Blanchard• Wheatley• Buckingham, etc.

etc.

Futurists(General)

Futurists(Organizational)

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#1 The Hurried Individual and the Stressed Society

#2 Flexible . . . But Still Work

#3 Transformational Technologies

#4 The High Quality, Global Marketplace

#5 The Adept, Empowered Employee in the Nimble Organization

#6 Total Leader Expectations

#7 Consciousness: The Expanding Frontier

The Shifts and TrendsThe Shifts and Trends

THE FUTURE IS

NOW…..

Today’s Realities

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In your small group,

1. Identify the five future conditions in The Future Is Now

paper that most strongly support the need for

Developing and Empowering Everyone in the Organization.

2. Use your choices to develop a strong rationale for

Developing and Empowering Everyone in the Organization.

3. Be ready to report your rationale to the large group.

ActivityThe Future Is Now!

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Today’s Definition of QUALITY

Not just quality products and/or services,but . . .

Creating a good all-around experience for the customer, and

Providing solutions for the customer

Driving Change, Jerry Wind and Jeremy Main, 1998

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ActivityThe Future of Education Is Now

In small groups of three or four:

• Discuss today’s common educational practices in light of Barker’s statements and Deming’s work.

• Think about quality and how today’s “quality paradigm” relates to education. More specifically, discuss the following common educational norms and practices and how consistent you find them to be with Total Quality Management:

- Giving B’s and C’s as final grades for Algebra? English I?- Moving young children on to a new curriculum because of a graded system

based upon age?- Educators’ use of the bell curve?

3. Be prepared to share your thoughts and feelings with the total group.

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• The TRIGGER is your REPUTATION: Whom do you attract?

• The KEY is SELECTION: Do you get the best people?

• The ENHANCER is DEVELOPMENT: Are your people growing?

• The EMPOWERER is SUPERVISION: Are you putting good people in control?

• The QUALITY Assurance: OUTCOUNSELING: Are you removing ineffective people?

POWER YOUR ORGANIZATION:Information Age Personnel

Practices

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ActivityThe Personnel Practices

In small groups of three or four, discuss:

1. Which of the steps/practices listed on Slide 20 may not have been on your list had you created your list of critical personnel components?

2. Which of these personnel practices/components do you believe educators do quite well? Rather poorly?

3. Be prepared to share your thoughts and feelings with the total group.

22

Staff Selection is the most important decision you will make - - -

Spend the time to hire the best

Orspend 100 times that amount

cleaning up the mess!

It is the quickest way to build capacity - - -

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ActivityHow Do You Select Teachers?

In small groups of three or four:

• Compare the staff selection processes in your districts.

• Who makes staffing decisions? The principal? The superintendent? The Board? Are other teachers involved?

• Is the process formal? Systematic? Is there criteria consistent with research/theory regarding students and learning?

• Does your district have a structured interview process? Do your leaders have training regarding staff selection?

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PEOPLE are……..

Hired for their

TECHNICAL COMPETENCE

Fired for their

INTERPERSONAL INCOMPETENCE

Promoted for their

LEADERSHIP SKILLSJack Zenger

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From GOOD TO GREAT by Jim

Collins

Level 5 + Management

Team

Level 5 Leader

First Who

Then What

A “Genius with a Thousand Helpers”

Level 4 Leader

First What

Then Who

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Total Leader as SELECTOR

(The most important decision leaders make)

“Become a Connoisseur of Talent”

“Hire for Attitude, Train for Skill”

The Circle of Innovation, Tom Peters

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From GOOD TO GREAT by Jim

Collins

1. When in doubt, don’t hire….keep looking.

2. When you know you need to make a

“people” change, act. (I never fired anyone

too soon!)

3. Put your best people on your biggest

opportunities, not your biggest problems.

About People Decisions

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ActivityStaff Selection – What’s Important?

In small groups of three or four, discuss:

• What are the critical components of an effective selection process?

• How should one plan for conducting an interview: What will you be looking for? In advance, how do you want them to respond to your dialogue starters? How can you make the process objective? Identify two or three questions you would ask and the response you would want to hear.

• Be prepared to share your thoughts and beliefs with the total group.

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Activity

Critical Aspects of Staff Development (Part 1)

Individually,

Identify: 1) a positive staff development experience from your past

2) a staff development experience that was not very effective

Identify three or four of the critical aspects of the positive experience and three or four of the reasons for the ineffectiveness of the poor experience.

In groups of three or four:

• share the criteria you identified for your effective staff development experiences.

• share the criteria you identified for your ineffective staff development experiences.

• identify agreements and disagreements in your small group and be ready to share your thoughts and beliefs with the total group.

30

Quality Staff Development Programs:

Are focused on the capacity to implement the organization’s purpose and vision.

Are aligned with the reward system.

Consider the characteristics of the adult learner.

Include a “coaching” component.

Are facilitated by heroes and heroines.

Consider professional growth a personal and organizational responsibility.

Keep all employees current in the job market.

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Activity

Critical Aspects of Staff Development (Part 2)

In the same groups of three or four:

Compare your lists with the criteria in Slide 30 on Quality Staff Development Programs.

- Where were they similar?

- Where were they different?

- What have you learned that will help you as you design staff

development activities for your organization?

- Identify something specific and significant.

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When MORE needs to done,we can…..

► Work Harder

► Work Smarter

► Work Through Others

► And/Or We Can Whine!

To effective leaders,

EMPOWERMENT is NOT AN OPTION!

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Empowerment is about……

Acknowledging and releasingthe power

people and teamsalready have.

34

You have EMPOWERMENT when:• Organizational purpose is clear

• People are in control of the variables that they perceive important to their success• Decisions move to their point of implementation• Individuals and teams “Lay out their own work”• People express themselves through their work

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SKILLS DIMENSION

EMPOWERMENT has a:

KEY POINT: People need to be ABLE and WILLING to be empowered

PSYCHOLOGICAL DIMENSION

and a

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EMPOWERMENT: Being in control of the variables that you perceive to be important to your success.

EMPOWERMENT PREREQUISITES:

A Compelling Organizational Purpose Ability to Set High Goals Ability to Take Responsibility Willingness to Take Responsibility Receptivity to Coaching

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The EMPOWERMENT Sequence

It all starts with a

Compelling Purpose

Which fosters

Productivity

Which has the powerto create

Meaning

And prepares people for

Empowerment

38

EMPOWERMENT: A Systematic Approach

1. Explain empowerment (make it a value)

2. Set ambitious, vision-based goals

3. Determine the “maturity level” of the

individual (not everyone is ready to be

“empowered”)

4. Observe/monitor….be ready to coach…but not

too soon

5. Provide support….structural $$$, training

6. Reward and celebrate successes

7. Help the empowered to create the new vision

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ActivityEmpowerment: Your Thoughts

We are asking you to personalize the empowerment concept . . . and to identify the attitudes and techniques that foster empowerment and those that inhibit. To that end, in small groups, discuss:

• When in your work life did you feel empowered? What were the organizational and leadership attitudes, beliefs, values, and behaviors that fostered empowerment?

• When in your work life did you feel overly controlled or poorly supervised? What were the organizational and leadership attitudes, beliefs, values, and behaviors that fostered an ineffective supervisory process?

• Be prepared to share your thoughts with the large group.

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TLeaders Who Empower:

• Are intentional about it• Are proactive about it• Insist upon it

TLeaders create a triple win-win!

Employees develop and grow…………..people win.

Productivity increases……….the organization wins.

People require less supervision…the TLeader wins.

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NOW, DISCOVER YOUR STRENGTHS

Buckingham and Clifton

Don’t try to fix anyone!Not on the job.

Not in a marriage.

Not in a relationship.

The Message:

42

Assumptions……(that guide the world’s best managers)

Each person’s talents are enduring and unique.

from Now, Discover Your Strengths

Each person’s greatest room for growth is in the areas of his/her greatest strength.

43

Stop working to . . .

Relax, . . . and . . .

“Bloom where you are planted.”

“Plant yourself where you are sure to bloom.”

44

The Real Tragedy:

Not that each of us doesn’t have enough strengths, but that we fail to use the ones we have.

We are:

“sundials in the shade”Benjamin Franklin

45

Outcounseling: Basic Beliefs

Teaching is the most important profession.

Teachers are moral people who believe strongly in the mission of education.

Our greatest challenge is to keep the great teachers in the profession.

Those needing to be outcounseled are a small minority.

Schwahn Leadership Associates

46

Jack’s beliefs about people…..

I learned the importance of people, supporting the best and removing the weakest.

No one should ever be surprised when they are asked to leave. The first talk is when the surprise and disappointment, if any, should occur.

Jack Welch, General Electric CEO

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Outcounseling: A Rationale

We are in the STUDENT LEARNING business.

We are not in the EMPLOYMENT business.

People are satisfied when they are successful.

No one has the talent to be successful in every role. The student wins, the school wins, the profession wins….and, long term…. the outcounseled wins.

Schwahn Leadership Associates

48

Outcounseling: The Candidates

The ineffective performer

The average performer without a positive growth curve

Those whose talents do not fit their role

Those whose values clash with the organization’s core values

Schwahn Leadership Associates

49

Outcounseling: Basic Truths

you are lazy

you do not have courage

you are not systematic

you are not skilled

you do not put students first

you do not have empathy

Schwahn Leadership Associates

It won’t work if:

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Outcounseling: and What’s Right

► Always, always, no matter what….treat people with DIGNITY.

Schwahn Leadership Associates

► You can be honest without being brutal….try it…do mental rehearsals.

► Be empathetic….know what he/she is thinking and feeling.

► Follow “The Golden Rule.”

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Outcounseling: and the Antidotes

Selection: hire for attitude and talent

Placement: find the fit between talent and opportunity

Orientation: be clear about expectations

Monitoring: make adjustments early

Development: knowledge and skills can be acquired

Coaching: even the best ask for help

Promotion: beware of the Peter Principle

Schwahn Leadership Associates

52

Outcounseling: and Avoidance

The problem:A file full of “satisfactory” performance reviews.

Schwahn Leadership Associates

“I never fired anyone too soon.”

For them, for me, for the organization

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ActivityWhat Do You Think?

In groups of three or four, discuss:

1. Those educators who had a great impact on your life.

And those who should not have been in our profession.

How did the good/great ones impact you and how did

the poor ones impact you?

2. Who do you blame for the incompetent or marginal

teacher or principal?

3. What are you personally committed to doing when

faced with a incompetent or marginal employee?

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First, Break All The Rules

They select for talent…..

Buckingham and Coffman

They define the right outcomes…..

They focus on strengths…..

They help personnel to find the right fit…..

not simply experience, intelligence, or determination

not the right steps

not on weaknesses

not simply the next rung on the ladder

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Refer to page 42 of The Personal Leadership Assessment handout.

1. Create a professional vision of yourself as a leader who is able to Develop

and Empower Everyone in the Organization. Write your vision on the space

provided on page 42.

(Note: Page 42 contains a “vision prompt” that you can use or modify if you agree with

all or significant portions of the vision statement.)

Refer to page 43 of The Personal Leadership Assessment handout which

contains a brief planning form titled “Professional Growth Opportunities.”

2. Complete the form and add other learning opportunities if you wish.

ActivityYour Own Development

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Complete the workshop evaluation form provided by the

Pennsylvania Leadership Development Center.

Specifically, the PLDC office is seeking feedback about:

- the worth of the workshop

- the presentation of the workshop

- suggestions for improving the workshop experience

ActivityWorkshop Evaluation