LIASCD Conference

Leadership and Motivation

October 19, 2007

Michael Keany

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?

Conscious

Subconscious

Creative Subconscious

Self Talk

“truth”

“truth”

“truth”

Data

Real Learning

“We don’t see things as they are, we see them as we are.”

-Anais Nin

“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

Situational Leadership

One Size Does NOT Fit All

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.

It Depends on the Situation

Just as leadership approaches are situational,

so are developmental levels.

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.

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.

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.

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.

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.

Example 4

You are a surgeon performing an open heart operation. Your team consists of a anesthesiologist, an operating room nurse and an assistant.

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.

VISION

Core Mission

Core Values

Vivid Description

of the Future

BHAGs

IDEOLOGY ACTION

JUST HOW GOOD IS

YOUR TEAM?

Supervising the Evidencenot the Person

How Well Did Your Team Perform?

Five Ingredients in the Success Recipe

Vision

Skills+

Incentive+

Resources

+

Action Plan+

?

Vision

Skills+

Incentive+

Resources

+

Action Plan+

Success

Five Ingredients in the Success Recipe

Vision

Skills+

Incentive+

Resources

+

Action Plan+

Confusion

Five Ingredients in the Success Recipe

Vision

Skills+

Incentive+

Resources

+

Action Plan+

Anxiety

Five Ingredients in the Success Recipe

Vision

Skills+

Incentive+

Resources

+

Action Plan+

RESISTANCE

Five Ingredients in the Success Recipe

Vision

Skills+

Incentive+

Resources

+

Action Plan+

FRUSTRATION

Five Ingredients in the Success Recipe

Vision

Skills+

Incentive+

Resources

+

Action Plan+

TREADMILL

Five Ingredients in the Success Recipe

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

Analysis of Data

Events

Patterns

Structures

Analysis of Data

Events – Record of fires

Patterns – Move more equipment to the Johnson Fire House

Structures – Ensure better code enforcement in Johnson dwellings

Events

Patterns

Structures

Underlying Mental Models

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

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?

The Leader as Lead Teacher

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.

Ladder of Inference

Personal Screen

Advocacy

Inquiry

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.

“The clearer the new vision the more immobilized people become! Why?”

Black & Gregersen, 2002

Effective Change Begins with Vision

Teaming

“Coming together is a beginning, staying together is progress and working together is success.”

Henry Ford

• 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

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

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

Lead peopleLead learningManage the business of the schoolManage your personal growth

Leadership Essentials

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

The most effective

leaders work “on” the system rather than “in”

the system!

Comments, Questions …

I’d love to hear from you!

Michael Keany

mkeany@aol.com