noel tichy alp

Global Business Partnership

ACTION LEARNING PROGRAM

FOR

SCHOOL LEADERSHIP TEAMS

A PARTNERSHIP BETWEEN

UPLIFT EDUCATION

&

MICHIGAN ROSS SCHOOL OF BUSINESS,

GLOBAL BUSINESS PARTNERSHIP

INTRODUCTION: ACTION LEARNING PROGRAM FOR UPLIFT The University of Michigan’s Global Business Partnership will work together with Uplift Education to develop a world class action learning based School Leadership Development Program. The action learning process being proposed is similar to the one used by Noel Tichy over the last 30 years. Noel first developed the process at GE, then used it with many global companies, as well as start‐ups in Silicon Valley, New York City School Principals, over 200 Boys & Girls Clubs nationally, and several hospital chains. The process entails working with six to eight teams of professionals at a time over a six‐month period. There is pre‐work with the school teams which is followed by a five‐day workshop, then back home application, a middle three‐day workshop with follow up; and then at the end of the six months a three‐day workshop. The program is designed to simultaneously develop leadership capabilities while driving significant school performance improvement.

OBJECTIVES The Action Learning Program aims to drive improvement in leadership and performance at many levels over a six‐month period. First, individuals are exposed to best practices and leading thinkers to improve their personal leadership capability. Leadership teams from each participating Uplift campus attend sessions together, learn tools, and are facilitated to improve their alignment and effectiveness. Also in this process, a key target is the campus. Each Uplift campus team will work on an improvement plan for its campus based on good diagnosis and good strategy development. EXPECTED OUTCOMES The expected outcomes resulting from this process can be mapped to each of the following objectives: Individual:

• Development of a Teachable Point of ViewTM to better lead and develop others • Improvement in leadership at both the team and school level as the result of intense,

personalized feedback and coaching • New networks and strong personal relationships with leaders from other Uplift schools • New knowledge, skills, and tools based on best practice benchmarks from both within and

outside Uplift

Team:

• Improved team effectiveness as a result of greater alignment and development of a shared Teachable Point of ViewTM that can be used to lead the entire campus

• Deeper understanding of the strengths and development opportunities of individuals on the team

• Shared accountability for a campus improvement plan and improved role clarity for how the team will execute

• Tools and work processes for monitoring and constantly improving team performance

Organization: • Better alignment, focus, and energy as a result of being engaged to help develop

leadership team’s Teachable Point of ViewTM • Improved focus on linking desired outcomes to specific activities of staff and key

stakeholders • Better engagement of networks throughout the community for resource development

DEVELOPMENT PROCESS This is an action‐learning process in which everyone works on real problems, not case studies. Participants will refine their strategies and execution plans based on input from leading faculty, internal experts, and outside resources. Most important, Uplift campuses will learn from each other through active peer coaching and best practice sharing.

TRANSFORMATIONAL PROJECT The process is based on the assumption that every Uplift campus has significant change and improvement efforts already underway. This process builds upon those efforts by asking each participating leadership team to frame a transformational project which will be significantly executed during the course of this process. The project provides focus for the leadership team’s activities while participating in this process and ensures that they leave with tangible accomplishments. The project may be an entirely new initiative or may be the acceleration of work already underway.

CONCEPTUAL FOUNDATION This program draws on Professor Tichy’s extensive practical experience applying the concepts of action learning, leaders as teachers, and the building of virtuous teaching cycles. Tichy headed up the transformation of GE’s famed Leadership Development Center in Crotonville, New York. He and his team have worked with CEOs or leaders in the business, not‐for‐profit, educational, health care, and government sectors. Their work has developed leadership capacity around the world at institutions as diverse as New York City Public School System, Boys and Girls Clubs of America, major health care systems, Royal Dutch/Shell, and the US Navy SEALS. A key component of this program is the recognition that adults learn best by working on real problems, not case studies or hypothetical scenarios. Action learning enables leaders to work on problems that are of utmost importance to them while simultaneously being exposed to new tools, concepts, and skills required to solve these challenges. The premise of action learning can be summed up as “1+1 = 4”. By combining a real project with individual development, team development, and organizational development, outcomes in all four areas are greater. Not only are project results achieved but individuals leave with more leadership

capabilities, teams are more efficient, organizational alignment has been enhanced, and networks across the organization have been created. A graphical representation of the six‐month process is provided below.

THE SIX‐MONTH ACTION LEARNING PROCESS

Leadership development

Team development

Organization development

Strategic planning

SCHEDULE FOR 2010 ACTION LEADERSHIP PROGRAM Forum 1: January 12‐16, 2010

Forum 2: April 14‐16, 2010

Forum 3: June 21‐23, 2010

WORKSHOP I

The first session is an exciting launch to the process. Individuals and teams are exposed to leading thinkers and are asked to develop action plans.

An overview of the session is provided below.

Tuesday Wednesday Thursday Friday Saturday

• Strategy/Ideas For Each School

• Uplift Values

• Emotional Energy – Leading Change & Execution

• Operating Systems for Schools

• Promoting a culture of data

• Project Planning

• Team Contracts

• Developing Your Storyline

• Opening – Intro Judgment & Teachable Point of View

• Current State: Hand You Have Been Dealt (Self & Organization)

• Emotional Energy – 360 Feedback & Team Building

• Team Mission & Objectives

• Edge – Judgment on People

• Creating a Compelling Vision

• Team Activity

• Being Bold and Receptive

• Project Planning

• Preparing to Teach Your Organization

Workshop I outcomes include:

Individual:

• Development of a personalized action plan based on feedback collected before and during the session

• Clearer understanding of the role you play on this team, and how you will help to improve daily operations and project execution

• Exposure to best practices and leading thinkers in the areas of leadership, outcome focus, board effectiveness, and resource development

Team:

• A shared organizational diagnosis of priorities and development opportunities • A shared point of view that you can teach others across your organization • An action plan for improving aspects of your daily operations • An action plan for accomplishing your project work and first steps completed

Organization:

• A methodology and content for teaching your entire organization that will drive better alignment, share learning, and engage people in your mission and strategy

• A plan for working with selected Board members to drive key organizational efforts, including your project

• An initial diagnosis of potential untapped partners in your community

PREPARATION MATERIALS

• The Hand You Have Been Dealt

• 360 Feedback

• Leadership Judgment Handbook

UPLIFT ACTION LEARNING PROGRAM

THE HAND YOU HAVE BEEN DEALT An important component of leadership is analyzing both the external and internal environments. This helps to determine both the current and desired state of your organization, and to identify strategies which will close the gap between the two. Using this worksheet, you will begin to assess the hard and soft issues you are currently facing. Bring this information to the program. HARD ISSUES: Record the historical and projected performance of your organization as a whole. Performance for:

2008 2009 2010 (projected)

2011 (projected)

2012 (projected)

TEA ratings (Primary, Middle, High)

Total # of students

Size of waitlist

Average Daily Attendance

Teacher retention

Student retention

Revenue

What are the implications of the above information for your campus?


THE HAND YOU HAVE BEEN DEALT (continued) SOFT ISSUES: By answering the following three questions, you will begin to identify the “cultural legacy” of your campus. What behaviors and attitudes are valued in your Campus? What do parents, staff, local board, and others think about your campus? How do you describe your organization to your parents, staff and others in your community?


THE HAND YOU HAVE BEEN DEALT (continued)

Record below the top three hard and soft issues. Consider your responses and be prepared to present your issues to the larger group.

Top Three Hard Issues Top Three Soft Issues

1. 1.

2. 2.

3. 3.


360 FEEDBACK

Step 1: Select a people or strategy judgment that you have made in the past year. It does not matter whether or not the outcome of the judgment call can be decided definitively. You will assess yourself and get feedback from others on your leadership role in making the call.

a. What was the call? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. When was the call made? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ c. What have the results been so far? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

d. On a scale of 0‐10, how successful would you rate the call so far?

0 1 2 3 4 5 6 7 8 9 10 Completely Unsuccessful Mixed Results Very Successful Unknown

Step 2: Assess yourself at each stage of the call using the matrix below:

Preparation Call Execution

Positive – things I did

well

Areas for

Improvement

Use an additional sheet if required.


360 FEEDBACK(continued) Step 3: Write a description of the judgment call above on page 4 below. Step 4: Write in the date on page 3 by which you need the feedback returned to you. Remember, you will need your feedback on the first day of the program so it should be returned to you with ample time. Step 5: Select 4 to 6 people who were involved with the judgment. Step 6: Make copies and distribute pages 3‐5 to each person you selected in Step 5. Give them the instruction sheet below and ask them to return their feedback to you in a sealed envelope.


INSTRUCTION SHEET TO RESPONDENT You have been selected by a colleague to provide feedback on their Leadership Judgment capability for use in the Uplift Action Learning Program. You have been selected because you participated in or were impacted by a judgment call that the leader recently made. S/ he would like your candid, constructive feedback to improve their leadership capability. Please take a few moments to consider the qualities of good judgment and input you can provide to help your colleague become a better leader. Your Feedback There are 2 parts to your feedback. Step 1: On the attached sheet, your colleague has asked you to provide feedback on a specific judgment call that he or she made recently. Please use the form to identify things the individual did well or areas for improvement specifically related to that judgment call. Step 2: Use the remaining space to provide more general feedback on behaviors that would help the individual be a better leader. Identify specific behaviors the leader can do more of, less of, and continue.

Please return your feedback in a sealed envelope by ____________________. Your colleague will use your feedback on the first day of the program. Why Judgment is Important The essence of leadership is judgment. The single most important thing that leaders do is make good judgment calls. In the face of ambiguity, uncertainty, and conflicting demands, often under great time pressure, leaders must make decisions and take effective actions to assure the survival and success of their organizations. Good leaders not only make better calls, but they are able to discern the really important ones and get a higher percentage of them right. Judgment is a Process Many times people think of judgment as the moment someone makes a decision. In fact, leadership judgment must be viewed as a process. There are three phases:

1. Preparation: Sensing and identifying the need for a judgment call, framing and naming the call, and mobilizing and aligning the right people.

2. Making the Call: Determining when there is sufficient information given the time horizon to make the call. The call must be communicated clearly.

3. Execution: Following up to provide resources and keep people mobilized to support the call. Good judgment is based on getting desired results, no matter how intellectually sound the original call may be. Throughout these phases, leaders constantly revisit their judgments to adjust and improve them. These are redo loops where the call can be changed or reversed based on changing circumstances, better information, or feedback from action.


FEEDBACK FORM The Call Your colleague would like feedback on the judgment call below. She or he has provided the information below.

a. What was the call? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. When was the call made? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Your Assessment

c. What have the results been so far? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

d. On a scale of 0‐10, how successful would you rate the call so far?

0 1 2 3 4 5 6 7 8 9 10 Completely Unsuccessful Mixed Results Very Successful Unknown

Preparation Call Execution

Positive – things my

colleague did well

Areas for

Improvement

Use an additional sheet if you have more comments.


FEEDBACK FORM Please use the space below to provide feedback to your colleague on their overall leadership behaviors. Please be as specific as possible about behaviors that would help this individual improve performance and represent the core values of the company. Feedback for: ______________________________________________________ Specific behaviors to do more of: Specific behaviors to do less of: Specific behaviors to continue:

noel tichy alp

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