Working to Stop What Stops the Work

Transcription

1 Working to Stop What Stops the Work with Scott Beveridge, Supt.SOESD Scott Perry & Patty Parnell

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4 MY 33 YEARS SOESD Clatsop ESD LBL ESD LBL ESD ODE GAPS

5 PATTY'S 27 YEARS LBL ESD Corvallis

6 OUR COMBINED 60 YEARS State - 4 School Districts - 23 ESD s - 33

7 We learned 7 things

8 Retirement Wisdom Bit #1 Although school improvement seems to be about curriculum, instruction and assessment

9 Retirement Wisdom Bit #1 it is first about relationships, accountability and trust.

10 Retirement Wisdom Bit #2 Effective leaders continually seek to build trust and empower those around them.

11 It has been said that after meeting with the great British Prime Minister William Ewart Gladstone, you left feeling he was the smartest person in the world, but after meeting with his rival Benjamin Disraeli, you left thinking you were the smartest person. Multipliers by Liz Wiseman

12 Retirement Wisdom Bit #3 Effective leaders hold themselves accountable they are highly self-aware.

13 Retirement Wisdom Bit #4 Effective leaders also hold others highly accountable.

14 Retirement Wisdom Bit #5 Effective leaders go to the heat.

15 Retirement Wisdom Bit #6 Effective leaders are also highly knowledgeable of, and provide in the trenches leadership in curriculum, instruction, assessment and student management.

16 Retirement Wisdom Bit #7 School boards and administrators have a solemn responsibility to consistently hire such leadership for the sake of the children.

17 Retirement Wisdom Bit #1 it is first about relationships, accountability and trust.

18 Effective Strategies Low System Readiness Low Leadership Trust Staff Discord Low Commitment No Team Oversight No Coaching Available No Systematic Data Review Low Accountability Poor Communication Systems We re Doing Fine Habits of Political Appeasement Improvement Flare-Ups Systemic Misery Sustained Improvement High Readiness/ Low Performance High System Readiness High Leadership Trust Staff Cohesion Sustained Commitment Empowered Team Oversight Credible Coaching Data Focus High Accountability Strong Communication Felt Need for Change Savvy Political Courage Ineffective Strategies

19 High Accountability Follow-Through, Hard Conversations, Confront The Brutal Facts Destroy Trust Build Trust Manipulative/Dishonest I m Right Dishonoring Style Affective Imperatives Fail to Listen/Hear Dishonor Those Not Present Break Commitments Justify Your Errors Low Transparency Vague Expectations Leave Walking Wounded Battles Won/War Lost No Gain/High Pain Maximum Performance No Gain, Moderate Pan Talk Straight Honor / Respect Consider All Points of View Listen Honor Those Not Present Keep Commitments Right Wrongs Transparent Clear Expectations Positive Rebuild After Difficult Exchanges Low Accountability Avoid Conflict, Ignore Data, Leave Things Alone

20 Think of someone you really, really trust 1. Why? 2. What is it like to work with them on a project or a task?

21 Covey s Case for Trust Trust = Speed Cost Trust = Speed Cost

22 Effective School Leadership: The Trust Factor

23 Boss Middle Management Middle Management Middle Management W W W W W W W W W W

24 Leader (Coach, support, foster trust, create systems, hard conversations) Team Member Team Member Team Member Team Member Crystallized Intelligence Fluid Intelligence Team Member Team Member Team Member Team Member

25 Fluid the capacity of combined, synergistic thinking of organization community members to problem solve in real time. Crystallized the massive storehouse of education and experience that exists within all organizations.

26 It s just not possible any longer to figure it out from the top, and have everyone else follow the orders of the grand strategist. The organizations that will truly excel in the future will be the organizations that discover how to tap people s commitment and capacity to learn at all levels in an organization. Peter Senge The 5th Discipline

27 Cultivating Trust in Organizations

28 ABC s Of Human Motivation Adequacy Belonging Certainty

29 High Accountability Follow-Through, Hard Conversations, Confront The Brutal Facts Destroy Trust Build Trust Manipulative/Dishonest I m Right Dishonoring Style Affective Imperatives Fail to Listen/Hear Dishonor Those Not Present Break Commitments Justify Your Errors Low Transparency Vague Expectations Leave Walking Wounded Battles Won/War Lost No Gain/High Pain Maximum Performance No Gain, Moderate Pan Talk Straight Honor / Respect Consider All Points of View Listen Honor Those Not Present Keep Commitments Right Wrongs Transparent Clear Expectations Positive Rebuild After Difficult Exchanges Low Accountability Avoid Conflict, Ignore Data, Leave Things Alone

30 Professional Communication and Conduct Acting in the Best Interest of Children Non Standard Performance Destructive Uses conflict to instill fear: there must be a winner and a loser. Or Avoids Conflict: polite discussion pervades the group Resistant Oppositional Sabotaging Chauvinistic (We re right/they re wrong) Non-Verbal: Eye-rolling Pouting/sulking Sighing Body language demonstrates rejection or avoidance Sarcastic Hostile Dishonest Polarized/dramatic (always/never) Exaggerated/over generalizing Minimizing/distorting information Us vs. Them Silent treatment Defensive Blaming Operating from a negative agenda Copyright, 2014 Standard Performance Cooperative/Congenial Minimal conflict is present and tolerated. Usually moving between polite discussion and skillful discussion. Tolerant Accepting Responsive Maintains positive relationships Open to viewpoints of others Non-verbal: Attentive Pleasant Receptive Body language demonstrates acceptance Respectful Friendly Ethical Self-regulating Manages stress in a professional manner Above-board Positive attitude during changing conditions Flexible Understands and respects roles of others Seeks positive outcomes for all involved Questions are sincere (without agenda) Acknowledges contributions of others Collaborative/Collegial Conflict is understood as inevitable and valuable. Group members find it very normal to alternate between conflict and consensus, confusion and clarity. All those in Cooperative, Plus POWERFUL LISTENING And Non-verbal: Engaged Responsive Focused Body language demonstrates participation Supportive Inclusive Committed Effective conflict resolution No-fault approach to problem-solving Mutual respect and trust Thinks and acts systemically Shares responsibility for outcomes Future thinking

31 Professional Communication and Conduct Acting in the Best Interest of Children Non Standard Performance Destructive Uses conflict to instill fear: there must be a winner and a loser. Or Avoids Conflict: polite discussion pervades the group Resistant Oppositional Sabotaging Chauvinistic (We re right/they re wrong) Non-Verbal: Eye-rolling Pouting/sulking Sighing Body language demonstrates rejection or avoidance Sarcastic Hostile Dishonest Polarized/dramatic (always/never) Exaggerated/over generalizing Minimizing/distorting information Us vs. Them Silent treatment Defensive Blaming Operating from a negative agenda Copyright, 2014 Standard Performance Cooperative/Congenial Minimal conflict is present and tolerated. Usually moving between polite discussion and skillful discussion. Tolerant Accepting Responsive Maintains positive relationships Open to viewpoints of others Non-verbal: Attentive Pleasant Receptive Body language demonstrates acceptance Respectful Friendly Ethical Self-regulating Manages stress in a professional manner Above-board Positive attitude during changing conditions Flexible Understands and respects roles of others Seeks positive outcomes for all involved Questions are sincere (without agenda) Acknowledges contributions of others Collaborative/Collegial Conflict is understood as inevitable and valuable. Group members find it very normal to alternate between conflict and consensus, confusion and clarity. All those in Cooperative, Plus POWERFUL LISTENING And Non-verbal: Engaged Responsive Focused Body language demonstrates participation Supportive Inclusive Committed Effective conflict resolution No-fault approach to problem-solving Mutual respect and trust Thinks and acts systemically Shares responsibility for outcomes Future thinking

32 Some Non-Examples

33 Happy Birthday to you, Happy Birthday to you Happy Birthday dead husband Happy Birthday to you I will assume you meant dear?

34 How could you?? I trusted you and you cheated on me Oh sorry Dad I meant to send this to Jim Oh! On a completely unrelated note, have you seen my shotgun?

35 Powerful listening Working actively and intentionally to hear both the words and the music accurately!

36 We see what we look for and we look for what we know. John Lenssen

37 There is a master question that is the dominating focus for ordinary listening... what makes me right?

38 Neuroscience tells us that we Synthesize & ingest new information through our previous experiences, biases, etc. Draw quick conclusions discarding the parts our minds don t know what to do with. Assuming our reactions are correct, we defend our positions Then perpetuate our previous rehearsed response to whatever it is, without questioning our current beliefs!

39 So what s the problem?

40 SELF-AWARENESS is an underrated intervention. Thom Rutledge

41 Retirement Wisdom Bit #3 Self-awareness is a non-negotiable!!

42 We lose our sense of humor to whatever we become attached to. Angeles Arrien

43 Big Ideas How leaders treat people matters! We all have ABC needs! Self-awareness is a non-negotiable!

44 WARNING.. Doing the work is not for the faint of heart!!

45 When most oarsmen talked about their perfect moments in a boat, they referred not so much to winning a race, as to the feel of the boat, all eight oars in the water together, the synchronization almost perfect. In moments like these, the boat seemed to lift right out of the water. Oarsmen called that the moment of swing. Shared by Joseph Jaworski in Synchronicity

46 Questions? Scott Perry & Patty Parnell Scott Beveridge