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LIASCD Conference Leadership and Motivation October 19, 2007 Michael Keany.
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Transcript of LIASCD Conference Leadership and Motivation October 19, 2007 Michael Keany.
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LIASCD Conference
Leadership and Motivation
October 19, 2007
Michael Keany
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Key Questions
• Who are we?
• Why do we do what we do?
• Why do we do what we do in the way we do it?
• What do we want to become?
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Conscious
Subconscious
Creative Subconscious
Self Talk
“truth”
“truth”
“truth”
Data
Real Learning
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“We don’t see things as they are, we see them as we are.”
-Anais Nin
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“Leadership is about empathy. It is about the
ability to relate and to connect with people for the
purpose of inspiring and empowering lives.”
-Oprah Winfrey
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Situational Leadership
One Size Does NOT Fit All
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Leadership Approaches
• S1: Directing Leaders define the roles and tasks of the 'follower', and supervise them closely. Decisions are made by the leader and announced, so communication is largely one-way.
• S2: Coaching Leaders still define roles and tasks, but seeks ideas and suggestions from the follower. Decisions remain the leader's prerogative, but communication is much more two-way.
• S3: Supporting Leaders pass day-to-day decisions, such as task allocation and processes, to the follower. The leader facilitates and takes part in decisions, but control is with the follower.
• S4: Delegating Leaders are still involved in decisions and problem-solving, but control is with the follower. The follower decides when and how the leader will be involved.
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It Depends on the Situation
Just as leadership approaches are situational,
so are developmental levels.
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Developmental Levels
• D1: Low Competence, High Commitment - They generally lack the specific skills required for the job in hand. However, they are eager to learn and willing to take direction.
• D2: Some Competence, Low Commitment - They may have some relevant skills, but won't be able to do the job without help. The task or the situation may be new to them.
• D3: High Competence, Variable Commitment - They are experienced and capable, but may lack the confidence to go it alone, or the motivation to do it well or quickly.
• D4: High Competence, High Commitment - They are experienced at the job, and comfortable with their own ability to do it well. They may even be more skilled than the leader.
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Steps in Situational Leadership
1. Create a plan based on the tasks to be accomplished. Analyze the skills needed.
2. Assess the employee on each task.3. Decide on the leadership approach (S1
to S4) to be used.4. Discuss with the employee.5. Make a joint plan.6. Follow-up, check and correct.
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Example 1
You are the leader of a highly trained team of Navy Seals. The objective of your mission is to eliminate possible resistance to a larger landing force to come. It is important that enemy communications be destroyed and intelligence be collected. Information about enemy strength must be relayed to your headquarters.
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Example 2
You are the head football coach meeting with your team of assistant coaches. Together you have reviewed the films from the previous game as well as film and scouting information on the coming opponent. It is now time to begin practice sessions.
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Example 3
The Board of Education has decided that the first draft of the budget is 6% too high and requests that you, as Superintendent, meet with the District’s leadership team to submit a revised budget. You meet with the District Administrative Council to solicit ideas.
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Example 4
You are a surgeon performing an open heart operation. Your team consists of a anesthesiologist, an operating room nurse and an assistant.
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Practice
The person in your group whose birthday occurs earliest in the calendar year is the team leader.
Your team will be competing against the other teams in the room.
Your team will submit a “bid” for the effectiveness of your system. The team with the lowest bid will try to meet their goal first.
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VISION
Core Mission
Core Values
Vivid Description
of the Future
BHAGs
IDEOLOGY ACTION
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JUST HOW GOOD IS
YOUR TEAM?
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Supervising the Evidencenot the Person
How Well Did Your Team Perform?
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Five Ingredients in the Success Recipe
Vision
Skills+
Incentive+
Resources
+
Action Plan+
?
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Vision
Skills+
Incentive+
Resources
+
Action Plan+
Success
Five Ingredients in the Success Recipe
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Vision
Skills+
Incentive+
Resources
+
Action Plan+
Confusion
Five Ingredients in the Success Recipe
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Vision
Skills+
Incentive+
Resources
+
Action Plan+
Anxiety
Five Ingredients in the Success Recipe
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Vision
Skills+
Incentive+
Resources
+
Action Plan+
RESISTANCE
Five Ingredients in the Success Recipe
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Vision
Skills+
Incentive+
Resources
+
Action Plan+
FRUSTRATION
Five Ingredients in the Success Recipe
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Vision
Skills+
Incentive+
Resources
+
Action Plan+
TREADMILL
Five Ingredients in the Success Recipe
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Home Fires in the Stewart County Communities
0
5
10
15
20
25
30
35
40
45
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
Johnson
Stillwell
Stimson
Whitson
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Analysis of Data
Events
Patterns
Structures
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Analysis of Data
Events – Record of fires
Patterns – Move more equipment to the Johnson Fire House
Structures – Ensure better code enforcement in Johnson dwellings
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Events
Patterns
Structures
Underlying Mental Models
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Response
Events – Record of fires
Patterns – Move more equipment to the Johnson Fire House
Structures – Ensure better code enforcement in Johnson dwellings
Underlying Mental Models
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Response
Events – Record of fires
Patterns – Move more equipment to the East Park Fire House
Structures – Ensure better code enforcement in East Park dwellings
Underlying Mental Models Why is one part of our county’s population living in substandard housing?Why is one part of our county’s population living in substandard housing?
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The Leader as Lead Teacher
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Leaders’ New Work
• Designs a system that supports and nurtures learning for all.
• Teaches every person in the system how to embrace learning as the key to success.
• Stewards the development of conversational leadership and learning communities.
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Ladder of Inference
Personal Screen
Advocacy
Inquiry
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Advocacy and Inquiry
• AdvocacyThe ability to articulate
the data, assumptions and conclusions embedded in one’s opinions and recommendations and to invite others to question and refine their thinking.
• InquiryThe ability to use
powerful questions to draw out another’s conclusions, assumptions and data without provoking defensiveness.
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“The clearer the new vision the more immobilized people become! Why?”
Black & Gregersen, 2002
Effective Change Begins with Vision
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Teaming
“Coming together is a beginning, staying together is progress and working together is success.”
Henry Ford
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• Technical problems are ones for which our current know-how is sufficient.
• Adaptive challenges are more complex and go beyond what we know.
Technical vs. Adaptive Changes
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Drivers of Adaptive Change
Engaging people’s moral purposeUnderstanding the change processBuilding capacityDeveloping cultures for learningDeveloping cultures for evaluationFocusing on leadership for changeFostering coherence-making
Michael Fullan, 2005
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Making Adaptive Changes
• Adaptive challenges demand a response beyond our current repertoire.
• Adaptive work that narrows the gap between our aspirations and current reality requires difficult learning.
• The people with the problem are the problem and the solution.
• Adaptive work generates disequilibrium and avoidance.
• Adaptive work takes time. Heifetz & Linsky, 2004
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Lead peopleLead learningManage the business of the schoolManage your personal growth
Leadership Essentials
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IF YOU DON’T KNOW WHAT’S IMPORTANT
THEN EVERYTHING IS IMPORTANT
IF EVERYTHING IS IMPORTANT
THEN YOU TRY TO DO
EVERYTHING
IF YOU TRY TO DO
EVERYTHING
THEN PEOPLE EXPECT YOU TO DO
EVERYTHING
AND IN TRYING TO PLEASE
EVERYBODY
THEN YOU DON’T HAVE TIME TO
DETERMINE
WHAT’S IMPORTANT
Arthur Combs Teacher College Record
1978
WHAT’S WHAT’S IMPORTANTIMPORTANT
FORFORYOU?YOU?
IF YOU DON’T KNOW WHAT’S IMPORTANT
THEN EVERYTHING IS IMPORTANT
IF EVERYTHING IS IMPORTANT
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The most effective
leaders work “on” the system rather than “in”
the system!