Transcript Enabling Others to Act

Enabling Others to Act
Amy Christopher
Deborah Frazier
Cynthia Lowe
Hope Sowell
Mary Wilson
Teachers Doing Their Best Work
“The essential task of a school leader
comes down to helping people get into
and stay in an optimal state in which they
can work to their best ability. This
typically means creating an atmosphere
of warmth and trust – of global
rapport…”
(Goleman, 2006)
How Do School Leaders Foster Global
Rapport and Enable Others?
• Develop a cohesive and collaborative team,
beginning with trust as a framework.
• Ensure that people are given ownership of their
projects.
• Acknowledge people’s areas of expertise because
“people feel empowered when they feel
important.”
• Accept that “leadership is not a solo act, it’s a
team effort.”
(Kouzes & Posner, 2007)
What Leadership Abilities Are
Necessary for Enabling Others
• Leaders must have the ability to foster
collaboration within their organization.
• Leaders must have the ability to
strengthen others.
How Do Leaders Foster Collaboration
Within Their Organization?
• Creating a climate of trust
• Facilitating relationships
How Do Leaders Strengthen Others?
• Enhancing self-determination
• Developing competence and confidence
Four Leadership Abilities
that Enable Others
Creating a Climate of Trust
Facilitating Relationships
Fostering Collaboration
Strengthening Others
Creating a Climate of Trust
• “Trust is not just what’s in your mind; it’s also what’s in
your heart.”
(Kouzes & Posner, 2007, p.225)
• “The glue that holds all relationships together —
including the relationship between the leader and the
led — is trust, and trust is based on integrity.”
~Brian Tracy
(http://noreenkelly.com/trustmatters/?p=60)
Why Foster TRUST ?
Without trust you cannot effectively lead.
Psychologist have found people who are
trusting are more likely to be happy and
psychologically adjusted.
People gravitate towards those who are
trusting and desire them as friends.
“Trusting is the most fundamental element of
a winning team.” (Geoffrey Colvin, 2006)
Qualities a Trustful Leader Possesses
One who listens and learns
Does not force trust
Open with others
Involved in the action
Sensitive to people’s needs and interests
Consults with others and allows them to share
information
Shares information and resources
Why have Trust in the Workplace?
Increases communication of ideas
Clarifies basic problems and goals
Creates/Searches for more alternative courses of
action
Mutual influence on decisions
Motivation to implement
Creates team/teamwork
Satisfaction
Commitment to excellence
How to Create a Climate of TRUST?
Leaders must be:
• First to trust – Self-disclosure – letting others
know what you stand for, what you value,
what you want, what you hope for, and what
you are willing (or not willing) to do.
• First to show vulnerability
• First to let go of control
“Leaders go first, as the word leader implies.”
(Kouzes & Posner, 2007, p.227)
Trust is the key to success!
Facilitate Relationships
•
Major ingredient
• Sense of interdependence
• Everyone knows they can not succeed unless everyone
else succeeds
• Attitude of “we are all in this together”
•
People must rely on each other
• A community of people that can count on each other
Leader’s Responsibility
•
Develop cooperative goals
• Support norms of reciprocity
•
Structure projects to promote joint efforts
•
Support face-to-face interactions
In Line with ISLLC Standard 3
(Interstate School Leaders Licensure Consortium)
• Stakeholders are involved in decisions
affecting schools
• Responsibility is shared to maximize
ownership and responsibility
• Effective group processes and consensusbuilding skills are used
(Owens & Valesky, 2007, p. 38-40)
Leaders and Followers Establish Mutual
Purposes & Work Together to Reach Their Goals
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Success is the product of leaders and
followers’ joint efforts
This interdependence can be highlighted as
follows:
“Leadership is an influence relationship among leaders and their
collaborators who intend real changes that reflect their
mutual purpose.”
(Rost, 1993, p. 99)
Grace Hopper stated,
“You manage things, you lead people.”
(as cited by Hackman & Johnson, 2004, p. 13)
Develop Cooperative Goals and Roles
• Roles must be designed so that every
person’s contributions are both additive and
cumulative to the final outcome
• Example: Jigsaw puzzle
• Norms of Reciprocity
• One partner always gives, and one partner
always takes
• Giver often feels taken advantage of, and the
taker feels superior.
• To develop cooperative relationships, leaders must
quickly establish norms of reciprocity within teams &
among partners
• Reciprocity turns out to be the most successful
approach for daily decisions because it demonstrates
a willingness to be cooperative
• Minimizes escalation or possible conflict
• Reciprocity leads to predictability and stability in
relationships, which can keep negotiations from
breaking down
• Causes improved relationships & less stress
Structure Projects to Promote
Joint Effort
• The leader’s responsibility is to make certain
all parties understand each other’s interests
and how they gain more from working
together than from working alone
•
People are more likely to work
interdependently once they realize the
payoff in increased benefits
•
Structured projects make each person’s
contribution visible to the end result.
•
Workers understand that, by working
cooperatively, they can accomplish more
than one person could do alone.
Support Face-to-Face Interaction
• The need for face-to-face interaction
increases with the complexity of the issues
• Until you see someone’s face, he/she is not
a real person
• Important for the leader to provide frequent
and lasting opportunities for team members
to associate and intermingle across
disciplines and between departments
 Virtual trust is like virtual reality – it is
one step from the real deal
 We are social creatures, so it is our
nature to want to socialize.
 People expect durable relationships,
and having frequent face-to-face
encounters means you will remember
how you treated them and how they
treated you.
2 Chronicles 10:15
• King Rehoboam refused to listen to the
people, and it led to his downfall.
• Listening is one of the 21 Indispensable Laws of the
Leader
• Leaders must listen for two reasons:
• To be connected to others
• To learn from others
Woodrow Wilson stated,
“The ear of the leader must ring with the voice
of the people.”
(as cited by Hackman & Johnson, 2004, p. 38)
What’s more, a good leader encourages
followers to tell him what he needs to know,
not what he wants to hear.
Get People to Interact
• Hold ten minute stand-up meetings every
morning
• Move around the workplace so everyone becomes
familiar with all areas of the workplace
•
Hold small celebrations in public places
• Make sure there is food in the middle of the
table during meetings
What Is Self-Determination?
The “ability to identify and achieve goals
based on a foundation of
knowing and valuing oneself.”
(Field & Hoffman, 1994, p. 164)
Why Is Self-Determination Important
for Educational Leaders?
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Enhances individual effectiveness
Makes individuals feel powerful
• Encourages active engagement & promotes higher levels of achievement
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Enables individuals to regulate and evaluate themselves
Increases opportunities to develop skill in handling conflict and solving problems
Fosters collaboration (and vice versa)
Promotes enthusiasm and motivation
Increases goal achievement
Encourages accountability
Promotes improvement efforts
Enhances the climate by promoting a positive environment
Encourages risk-taking
It is contagious!
The Self-Determination Continuum Showing Types of Motivation with Their
Regulatory Styles, Loci of Causality, and Corresponding Processes
Behavior
Nonself-Determined
Self-Determined
Motivation
Amotivation
Regulatory
Styles
Non-Regulation
External
Regulation
Perceived
Locus of
Causality
Impersonal
External
Relevant
Regulatory
Processes
Nonintentional,
Nonvaluing,
Incompetence,
Lack of Control
Extrinsic Motivation
Compliance,
External
Rewards and
Punishments
Introjected
Regulation
Somewhat
External
Self-control,
Ego-Involvement,
Internal Rewards
and Punishments
Identified
Regulation
Somewhat
Internal
Personal
Importance,
Conscious
Valuing
Intrinsic Motivation
Integrated
Regulation
Intrinsic Regulation
Internal
Internal
Congruence,
Awareness,
Synthesis
With Self
Interest,
Enjoyment,
Inherent
Satisfaction
Ryan & Deci, 2000, p. 72
What Skills Are Involved in
Self-Determination?
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Identification of strengths & weaknesses
Recognition of needs & preferences
Decision-making skills
Understanding of rights & responsibilities
Setting goals & anticipating consequences
Creativity & flexibility
Communication skills
Responsiveness
Environment
Know Yourself
*Dream
*Know your strengths,
weaknesses, needs,
and preferences
(Field & Hoffman, 1994)
*Know the options
*Decide what is
important to you
Value Yourself
*Accept and value
yourself
*Admire strengths that
come from uniqueness
Plan
*Set goals
*Plan actions to
meet goals
*Anticipate results
*Be creative
*Visually rehearse
Act
*Take risks
*Communicate
*Access resources
and support
*Negotiate
*Deal with conflict
and criticism
*Be persistent
Experience Outcomes & Learn
*Compare outcome to expected outcome
*Compare performance to expected performance
*Realize success
*Make adjustments
*Recognize & respect
rights & responsibilities
*Take care of yourself
How Do I Enhance Self-Determination in
My Constituents?
1) Provide more choices.
2) Design jobs that offer latitude.
3) Foster personal accountability.
(Kouzes & Posner, 2007, p. 254)
Why Provide Choices?
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Builds commitment
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Encourages self-esteem & self-confidence
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Promotes ownership of responsibilities &
actions
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Enables constituents to respond to the needs of
those they serve
Why Offer Latitude in Jobs/Tasks?
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Promotes initiative & ownership
Raises performance levels
Offers more flexibility
Allows for greater creativity
Enables greater use of unique talents &
abilities
• Increases motivation & performance levels
Why Foster Accountability?
• Responsibility must accompany freedom.
• Promotes a sense of ownership & motivation
• Fosters feelings of empowerment &
competence
• Encourages reflection & focus
• Enables recognition of success
Is Leadership by Enhancing
Self-Determination Biblical?
•Parable of the Talents
(Matthew 25:14-30)
•The Sending of the Disciples and the 72
(Mark 6:7-13, Luke 10:1-24)
•The Great Commission
(Matthew 28:18-20)
Developing Competence and
Confidence
“Developing competence and building
confidence are essential to delivering
on the organization’s promises and
maintaining the credibility of leaders
and team members alike.”
(Kouzes & Posner, 2007, p. 260)
How Do Leaders Develop Competence
In Others?
Education-training and development (teacher
inservices, release time, conferences, peer
training, mentoring)
“In today’s world, if you’re not growing and
learning in a job, you’d better find a new one.”
(Kouzes & Posner, 2007, p. 261)
 Time investment (Think Paul)
 Personal and hands -on
“Character and competency are developed over
time. There is no way to microwave it.”
(Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)
Fan people’s gifts into flames!!!
• Watch them.
• Call character and competency issues into
conversation.
• Encourage and promise to develop them.
• If you can’t develop them, find someone who
can.
• If their gift is fanned, it becomes strong and
vibrant to serve others.
 Have clear expectations.
 Provide sufficient training and tech
support.
 Enrich responsibility for variety in tasks.
 Create networking opportunities.
 Make them active participants.
 Pay close attention to areas of need.
Jesus Developed Competence
Luke 14:28-32
“Competence requires three ingredients:
1. Commitment
2. Resources
3. Intelligence”
(Maxwell Leadership Bible, 2002, p. 1257)
How Do Leaders Develop Confidence In
Others?
 Communicate the message that others
are successful.
“ ‘I am committed to your
success.’ Those are some of the most
powerful words a leader can say.”
(Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)
Recognize achievements.
“Make heroes of your people
who do things well. Put
them up in front of people
and tell their stories.”
(Nancy Ortberg, as cited in Kouzes & Posner, 2004, p. 95)
Stay humble.
“The smallest leaders I know
need the attention for
themselves.”
(Nancy Ortberg, as cited in
Kouzes & Posner, 2004, p. 95)
“Let nothing be done through
selfish ambition or conceit, but in
lowliness of mind let each esteem
others better than himself.”
(Philippians 2:3)
Make Connections
Know Your Purpose
A leadership of the heart “means that even
in the midst of disappointment and
defeat, you remain connected to people
and to the sources of your most
profound purpose. . .”
(Heifetz & Linsky, 2002)
Create an Enabling Climate
“A school’s climate is the summation
of all the positive and negative
interactions among all people at the
school in a given day.”
(Goleman, 2006)
References
Colvin, G. (2006). Why dreams fail. Fortune, 2006, June 12. Retrieved July 2, 2008 from
http://money.cnn.com/magazines/fortune/fortune_archive/2006/06/12/8379219/index.htm
Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development for
Exceptional Individuals, 17(2), 159-169. Retrieved July 1, 2008 from
http://www.coe.wayne.edu:16080/selfdetermination/
Goleman, D. (2006). The socially intelligennt. Educational Leadership, September, 76-81.
Hackman. M. Z. & Johnson, C. E. (2004). Leadership: A communication perspective (4th ed.). Long Grove, IL:
Waveland Press, Inc.
Heifetz, R. & Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of leading.
Cambridge, MA: Harvard Business School Press.
Kelly, N. (2008, May 31). Quotes on Trust and Trustworthiness. Retrieved May 31, 2008 from
http://noreenkelly.com/trustmatters/?p=60
Kouzes, J. M. & Posner, B. Z. (Eds.). (2004). Christian reflections on the leadership challenge. San Fransisco:
Jossey-Bass.
Kouzes, J. M. & Posner, B. Z. (2007). The leadership challenge (4th ed.). San Fransisco: John Wiley & Sons,
Inc.
Maxwell, J. C. (2002). The Maxwell leadership Bible. Nashville, TN: Thomas Nelson.
Maxwell, J. C. (2007). The Maxwell leadership Bible: Lessons in leadership from the Word of God. Nashville,
TN: Nelson Business.
Owens, R. G. & Valesky, T. C. (2007). Organizational behavior in education. Boston: Pearson Education.
Rost, J. C. (1993). Leadership in the new millennium. The Journal of Leadership Studies, 1, 92-110.
Ryan, R. M. & Deci, E. L. 2000, Self-determination theory and the facilitation of intrinsic motivation, social
development, and well-being. American Psychologist, 55(1), 68-78. Retrieved July 1, 2008 from
http://www.psych.rochester.edu/SDT/documents/2000_RyanDeci_IntExtDefs.pdf