change agency & leadership from the middle patrick f. bassett [email protected] 202.746.5444...

Change Agency & Leadership from the Middle

Patrick F. [email protected]

202.746.5444

mailto:[email protected]

Management vs. Leadership

• Management vs. Leadership: What’s the Difference?

• Forced To Choose, Most People Choose…?

• Why Do Most People Prefer Good Management Over Strong Leadership?

• What are the School’s Key Management & Leadership Opportunities & Challenges?

Creating the Conditions for Success

1. Leading from the Middle2. Managing Difficult Conversations: High EQ needed.3. Cultivating the First Followers4. Dan Pink on the “Science of Motivation.” 5. Dan & Chip Heath on Orchestrating Change: Switch: “How To

Change Things When Change Is Hard” 6. IDEO on Design.7. Robert Kegan on Immunity to Change 8. Pat Bassett on Seven Stages of the Change Cycle9. What are the essential questions regarding change in schools?10. Myers-Briggs Z-Decision-Making & Leadership Case Studies

Creating a Movement ~ Derek Sivers, Ted Talk

Of the first three dancing guys, how many are really good dancers?

http://my.compassionateactionnetwork.com/video/leadership-lessons-from

Creating a Movement – 4 Principles

1. A lone nut does something great...

(PFB: Leaders don’t have to be talented, just a bit crazy.)

2. …but no movement without the first follower.

(PFB: You can’t care about the risk of looking crazy.)

3. Cultivate and celebrate the first follower…

(PFB: Show the way, then honor the first followers: e.g., Joe Biden in catechism class)

4. …or have the courage to be the first follower.

(PFB: Moral courage the 1st virtue: Be the John Hancock to Thomas Jefferson or the Reverend Abernathy to Martin Luther King, Jr.)

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http://my.compassionateactionnetwork.com/video/leadership-lessons-from

See 11:00 – 13:07Play

What Motivates Adults?

Dan Pink’s Drive: The Surprising Truth about What Motivates Us

Extrinsic Motivators Extrinsic Motivators (carrot & stick) for Faculty? (carrot & stick) for Faculty?

– Carrot (“pay for performance”); and Carrot (“pay for performance”); and

– Stick (“probation and firing”). Stick (“probation and firing”).

– How are these motivators going in school?How are these motivators going in school?

– What are the equivalent extrinsic motivators for students?What are the equivalent extrinsic motivators for students?

Intrinsic Motivators Intrinsic Motivators for Faculty? for Faculty?

– Autonomy Autonomy

– MasteryMastery

– PurposePurpose

– What are the equivalent intrinsic motivators for students? Where do What are the equivalent intrinsic motivators for students? Where do we see these at work for kids?we see these at work for kids?

Case Study: Case Study: Name a school change agenda item we’re not making much Name a school change agenda item we’re not making much progress on: How could we motivate a la Pink?progress on: How could we motivate a la Pink?

The Best Way To Pay “How Gen Y & Boomers Will Reshape Your Agenda” HBR Jul-Aug 2009

Boomers

1. High quality colleagues

2. Intellectually stimulating environment

3. Autonomy regarding work tasks

4. Flexible work arrangements

5. Access to new experiences/challenges

6. Giving back to world through work

7. Recognition from one’s employer

What employees value “at least as much as compensation”

Pink’s first principle, autonomy

Pink’s second principle, mastery

Pink’s third principle, purpose


Gen Y/Millenials

1. High quality colleagues


3. Prospects for advancement


5. A steady rate of advancement/promotion




Boomers Gen Y/Millenials

1. High quality colleagues 1. High quality colleagues

2. Intellectually stimulating environment


3. Autonomy regarding work tasks 3. Prospects for advancement

4. Flexible work arrangements 4. Recognition from one’s employer


5. A steady rate of advancement/promotion

6. Giving back to world through work




Which motivator more aligned with organizational goals?

Professional Development in Independent Schools:

“Here’s $2000 per year to spend as you like: go grow.”

“Here’s $2000 each, join or form an online PLC -professional learning community- on one of the following topics, and design your professional development program around that topic, reporting out to the faculty at the end of the year: 1.) differentiated instruction; 2.) brain-based learning; 3.) blended high-tech/high touch classroom environments; 4.) formative testing.”

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The Rider vs. the Elephant

1. Direct the Rider (mind)Find the bright spotsScript the first critical movesSend a postcard of the destination

2. Motivate the Elephant (heart) (= Drive’s “Purpose”)Find the feelingShrink the change: Limit the choices – cf. Sheena Ivenger &

Jim Collin’s Great by ChoiceTeaching as relational vs. transactional

– Questions of a 5-year old boy beginning school?

– Is school hard? Will I be able to do it? Will you be here everyday?

Switch: How To Change Things When Change Is Hard ~Chip and Dan Heath

3. Shape the Path (path)Tweak the environment Build the habits Rally the herd

Example:

– Crystal Jones, TFA first-grade teacher in an inner city school in Atlanta where there was no kindergarten. “By the end of this school year, you are going to be third graders.”

– Geoffrey Canada – “Harlem Children’s Zone” School: “If you child attends this school, he or she will go to college.”

Case Study: Name a school change agenda item we’re not making much progress on: How could we motivate a la the Heath brothers?

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Robert Kegan’s Immunity to Change

Well-Intentioned Goals:

Case Study 1:Quitting Smoking

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Intentions and Actions: The Gap



Behaviors I Do/Don’t Do that Undermine Goal

Quitting Smoking




Quitting Smoking Sneaking an occasional smoke

Rewarding myself with a smoke.




Invisible Competing Drivers

Quitting Smoking

Sneaking an occasional smoke







Smoking as pleasurable pastime


Smoking as anxiety reliever

Smoking as oral fixation preferable to eating/weight gain

Foot on gas……………………and on brake





Big, Untested AssumptionsBehind Col 3Drivers

Quitting Smoking

Sneaking an occasional smoke




Smoking as oral fixation preferable to eating/weight gain








I can’t find equally pleasurable alternatives



I might become someone who is not me

Smoking preferable to eating/weight gain

Change: Identify drivers and assumptions. Test the assumptions.



Case Study 2:Be an Innovator

Lead the Change Agenda




PFB Case Study 2:Be a Change Agent





Case Study 2:Be a Change Agent

Fail to align resources and incentives


Make the case for the rider but not the elephant





Case Study 2:Be a Change Agent








Be a Change Agent Fail to align resources and incentives

Keeping peace more important than effecting change



Fear that you won’t have followers; that the change won’t work - seen as a failure






Be a Change Agent





Fear that the change won’t work - seen as a failure; fear change agent punished






Be a Change Agent



No one wants change



Fear that the change won’t work - seen as a failure; fear change agent punished

Failure will be punished instead of trying being rewarded

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Seven Stages of the Change Cycle

Source: Center for Ethical Leadership (Bill Grace, Pat Hughes, & Pat Turner), Kellogg National Leadership Program Seminar, Snoqualine, WA, 7/10/97. Reference: William Bridges, Transitions; Kurt Lewin, Field Theory in Social Science; Virginia Satir, The Satir Model; George David, Compressed Experience Workplace Simulation; Elizabeth Kubler-Ross, On Death & Dying; Tom Peters, In Search of Excellence.

The research on change indicates that there are predictable stages individuals experience whenever a major change event appears. What are they? Exercise:

Identify 2 major change events in your life Indicate the stages you went through as the change occurred. As a small group determine what stages you had in common despite differences in the change events you were thinking of.

The Seven Stages of the Change Cycle

Source: Center for Ethical Leadership (Bill Grace, Pat Hughes, & Pat Turner), Kellogg National Leadership Program Seminar, Snoqualine, WA, 7/10/97. Reference: William Bridges, Transitions; Kurt Lewin, Field Theory in Social Science; Virginia Satir, The Satir Model; George David, Compressed Experience Workplace Simulation; Elizabeth Kubler-Ross, On Death & Dying; Tom Peters, In Search of Excellence.

1. Business as Usual: the routine; the frozen state; the status quo

2. External Threat: potential disaster; propitious change event; an ending; a “death in the family”; an unfreezing via the introduction of a foreign element; disequilibrium; dissatisfaction with the status quo.

3. Denial: refusal to read the Richter scale; anger and rage; chaos.

The Seven Stages of the Change Cycle

4. Mourning: confusion; depression.

5. Acceptance: letting go.

6. Renewal: creativity; the incubation state of new ideas and epiphanies; new beginnings; movement; vision of what “better” might look like; reintegration; first practical steps; practice of new routines.

7. New Structure: sustainable change; the new status quo; new “frozen” state of restored equilibrium; spiritual integration; internalization and transformation of self.

Overcoming Resistance to Change

Conventional Wisdom: Raise the Volume… Declare war, demonize the enemy, mobilize the public

Problems with Raising the Volume in School Culture… Skepticism: Teachers are intellectuals--declarations of imminent collapse are met with suspicion. Good is the enemy of great: Jim Collins’ Good to Great. Absence of provoking crisis makes avoidance easy.

Overcoming Resistance to Change

Problems with Raising the Volume in School Culture… Success: Track record of independent schools the greatest impediment to change: We can’t declare war when schools are enjoying decades of peace and prosperity. So why advocate change????

Increasingly the public identifies high quality schools with innovativeness, and least identifies innovativeness with independent schools. The independent school model may not be financially sustainable in it current incarnation of skyrocketing tuitions. What’s best for kids needs to be reasserted as institutions almost always over time gravitate towards doing what’s best for adults.

Effecting Change

Developing Followership for Change:

Coercive model works (“We’re about to close unless all faculty including department chairs teach five classes instead of four with 20-25 kids in each class”)…

…but it works at a high cost to morale.

Appeal to idealism works (“We have an opportunity to create a new model here and become pioneers”)…

…but it works only if you have a highly committed “band of brothers” and strong, visionary, and inspirational leadership.

Effecting Change

Developing Buy-in for Change:

Mutual benefit (“What’s in it for me?”) model works (“Beyond supporting this direction because ‘it’s the right thing to do,’ we are designing a new framework that is mutually beneficial to the school and its staff”)…

…but it works only if you build in significant incentives.

Effecting Change

Alternative to Conventional Wisdom (Raise the Volume)…Lower the Noise…By… Talking about/Personalizing Change: Anticipating the Seven Stages Betting on the Fastest Horses

Acknowledging Denial & Mourning

All change begins not with a beginning but an ending.

• Example: Getting married = end of…being single unconditional love having your own bathroom (and towels)the sports car

Effecting Change

Abstracting and Personalizing Change

Faculty exercise: What are your own major change events? A move? Marriage? Admin job? Can we predict & prepare for stages?

Change Agency: Bet on the Fast Horses

Main Impediment to Change: Consensus model of decision making. (“My biggest challenge is convincing my faculty members that they are not self-employed.”) ~Lou Salza

Coalition-building Model: Betting on the Fastest Horses: targeted buy-in via modeling. Ride the “tipping point” horses. (Malcolm Gladwell’s mavens, connectors, and salespeople).

Recruiting “the coalition of the willing.” Margaret Mead Dictum: “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.”

Case Studies

Our School’s Challenges & Opportunities

Student and School Outcomes for the 21st C: Demonstrations of Learning

Professionalizing the Profession

Change Agency Case Study #1

Professionalizing the Profession

Strategic Issue: Professionalizing the Profession -Source: Katherine Boles, HGSE/NAIS Seminar, Nov. 2006Characteristic Not a Profession A Profession

Career Path Egalitarianism — no career ladder

Recognition for achievement — clearly defined career path

Professional Relationships

Isolation — practice is a freelance craft

Teaming — practices characterized by teamwork and collaboration

Entry and Training Poor preparation — "anyone can do it"

Rigor — High entry requirements: standards, skills, testing

Induction Little or no mentoring Mentoring is the expectation & the norm

Professional Development

Weak or nonexistent Integral to the career

Research Practice unrelated to research

Research informs practice

Accountability Outcomes unrelated to promotion and salary

Accountability across the board

Power Structure Little impact on institutional decisions

Shared decision making

The End!

“So what’s it gonna be, eh?”A Clockwork Orange

NAIS Strategic Planning: Breakout Groups (partnerships; school of future; sustainability, etc.)

Why doesn’t anyone want to sit at the innovation table?

Return 2

Return 1

Design Thinking by IDEO (Fred Dust)

Know the threats to your value proposition. For Higher Ed? For independent schools?

– Fred Dust: The moment Google starts hiring smart self-educated people who submit digital portfolios of what they can do instead of college transcripts of what they know, the higher ed value proposition is in jeopardy.

– PFB: High Tech High. Denver & St. Louis Magnet Schools

Question assumptions about your users. Look, don’t just ask, because you'll get misinformation: What kind of music do you listen to when alone in your car? Watch people in context. (IDEO design teams include psychologists and anthropologists.)

– What assumptions do we make about our students? Colleagues?

– How do we punish those who don’t conform to cultural norms?

Design Thinking by IDEO (Fred Dust)

Think people first, not business or technology first.

– Segway vs. Zip cars & bikes

Expand your comparative set. For schools?

– Grad schools. Military. Museums. Summer Camp.

Expand your Ecosystem. School 2.0.

– New School in NYC & Lighthouse School in Nantucket (and all the Semester Schools).

– Dartmouth quarter plan. Blended learning ½ time.

Build your own metrics.

– PFB: Demonstrations of Learning & Digital portfolios.

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RSAnimate’s 21st C. Enlightenment

Play

http://comment.rsablogs.org.uk/2010/08/23/rsa-animate-21st-century-enlightenment/



Demonstrations of Learning:

“What you do, not what you know, the ultimate test of education.” ~PFB Tweet

1. Conduct a fluent conversation in a foreign language about of piece of writing in that language.

2. Write a cogent and persuasive opinion piece on a matter of public importance.

3. Declaim with passion and from memory a passage that is meaningful, of one’s own or from the culture’s literature or history.

4. Demonstrate a commitment to creating a more sustainable and global future with means that are scalable

5. Invent a machine or program a robot capable of performing a difficult physical task.

Demonstrations of Learning

6. Exercise leadership in arena which you have passion and expertise.

7. Using statistics, assess if a statement by a public figure is demonstrably true.

8. Assess media coverage of a global event from various cultural/national perspectives.

9. Describe a breakthrough for a project-based team on which you participated in which you contributed to overcoming a human-created obstacle.

10.Produce or perform or interpret a work of art.Return

Tiananmen Square

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James Madison arrived at the Philadelphia Convention in 1787 with no positional power but a big idea.

First Speaker: Instead of reforming the Articles of Confederation, abandon them.

Few except James Madison & Alexander Hamilton came thinking the Federalist Papers were right.

Everyone left proposing a new constitution. How?

How Do You Lead without Positional Power?

Sources of Power

Sources of Positional Power: Vested Authority: Power via anointmentSituational Authority: Danger

Sources of non-Positional PowerInformational/Expertise Power: What are the facts?Interpersonal/Relational Power: High EQ trumps all.Associative Power: Networking. Malcolm Gladwell’s “tipping point” leadership: maven, connector, salesperson. (Does management know who the opinion leaders are?)

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The Slavery Paradox of the Founding Fathers

Takeaways from Montpelier

Positional Power: Since it’s rooted in the “willingness of the governed” to accept the dicta of people in power or in coercion by force, outcomes often compromised.

Leaders in the Middle have real power: learn to develop it and cultivate it.

Leaders in the middle can and do change the world. Remember Margaret Meade’s observation: “Never underestimate the power of a handful of people to change the world. After all, it’s the only thing that ever does.”

How Do You Lead without Positional Power?

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Demonstrations of Learning:

1. Conduct a fluent conversation in a foreign language about of piece of writing in that language. (Stanford University requirement)

2. Write a cogent and persuasive opinion piece on a matter of public importance.

3. Declaim with passion and from memory a passage that is meaningful, of one’s own or from the culture’s literature or history.

4. Demonstrate a commitment to creating a more sustainable and global future with means that are scalable

5. Invent a machine or program a robot capable of performing a difficult physical task.

Demonstrations of Learning

6. Exercise leadership in arena which you have passion and expertise.

7. Using statistics, assess if a statement by a public figure is demonstrably true.

8. Assess media coverage of a global event from various cultural/national perspectives. (“Arab Spring” vs. 6th grade US history unit on “causes of the revolution”)

9. Describe a breakthrough for a project-based team on which you participated in which you contributed to overcoming a human-created obstacle.

10. Produce or perform or stage or interpret a work of art.Return

Grant Wood’s Victorian Survival

Smithsonian Podcast interpretation by Katy Waldman, Holton Arms School

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http://americanart.si.edu/eyelevel/podcasts/podcast_victorian_survival.html

The Five Cs Plus One

Character

Creativity

Communication

Collaboration

Critical Thinking

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Cosmopolitanism – Cross Cultural Competency

Ten (more) Trends for School Leaders to Ponder

(see Top Ten Trends 2010-11 PPT for First Ten)

1. Boards Become Focused on the Strategic: Trendbook 2012-13

2. Disruptions in K-12 Sector Will Provide Challenges & Opportunities

3. Disruptions in Higher Ed Will Produce New Expectations

4. The Future of Mobile is the Future of Everything

5. Market Segmentation as the New Marketing Imperative

6. Cosmopolitanism Emerging as the “Sixth Competency” Schools of the Future

7. Hyper-Parenting and Under-Parenting Exerting a Heavy Toll on Kids

8. Beyond the 3 R’s of Recruitment, Reward, & Retention: Managing Talent a Priority

9. Design Thinking Migrating to Schools…and Ideas

10.Schools will be more Flexible, Accommodating, and Innovative

Are We Ready for the Big Shifts? (cf. MacArthur Foundation, 21st. C. Learning)

The Big Shifts Knowing…………….. Doing Teacher-centered…… Student-centered The Individual………. The Team Consumption of Info….Construction of Meaning Schools………………..Networks (online peers & experts) Single Sourcing……… Crowd Sourcing--------------------------------------------------------------------- High Stakes Testing….. High Value Demonstration (robotics; oral video histories; vignettes; inventions; scholarship; etc. –all captured in a student’s digital portfolio)

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NAIS Film Vignettes

Process : What are the facts in play?Decision-Making: IGE’s 4-way test - legal, front page, gut, role model.•NAIS Case Study #1: Harsh Transitions in the Second Grade(NAIS’s Take on the Issues)

• NAIS Case Study #2: Shock and Scandal(NAIS’s Take on the Issues)

• NAIS Case Study #5: Clash of Styles of Leaders(NAIS’s Take on the Issues)

• NAIS Case Study #9: Administrative Evaluations(NAIS’s Take on the Issues)

• NAIS Case Study #11: Digging Deeper for the Campaign(NAIS’s Take on the Issues)

• NAIS Case Study #13: Taking Charge…by a Trustee(NAIS’s Take on the Issues)

Download from: http://www.blueskybroadcast.com/Client/NAIS/Case/case.html

http://www.blueskybroadcast.com/Client/NAIS/Case/case.html

NAIS Film Vignettes

• NAIS Case Study #15: Marriage of a Student(NAIS’s Take on the Issues)

• NAIS Case Study #28: Peanuts Allergy(NAIS’s Take on the Issues)

• NAIS Case Study #29: Anonymous Letter from the Faculty(NAIS’s Take on the Issues)

• NAIS Case Study #30: Breaking the Rules…by the Adults(NAIS’s Take on the Issues)

• NAIS Case Study #31: Admissions Package Deal(NAIS’s Take on the Issues)

Download from: http://www.blueskybroadcast.com/Client/NAIS/Case/case.html

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Are you prepared to face increasing competition for a decreasing number of students?

“St. Louis Magnet Schools offer an EXCITING,

TUITION FREE alternative for students of all ages

and abilities.”

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Cosmopolitanism & Global Cross-Cultural Competency

Cross-Cultural Intelligence(Source: Steven Jones, Consultant)

One Traditional Norm Set

Directness

Ambition, aggressiveness, pride, initiative

Independence

Loyalty to job, institutions; volunteerism

Strong presentation skills

Seriousness

Monochromic

Timeliness

One Multicultural Norm Set

Respect, tact, diplomacy, avoid “losing face”

Modesty

Interdependence

Loyalty to individuals, extended family

Accents, body language

Relaxed, playful

Polychromic

Whenever

“The Cultural Iceberg”

~Dr. Else Hamayan

TWO PHOTOS:Assignment: “Create the most aesthetically pleasing shot.”(Two Photos Source: http://gonzophotos.com/wordpress/?p=333)

Which was photographed by an American and which by an East Asian?Culture’s aphorisms: US “squeaky wheel” vs. Japan’s “nail”

Same subject, different photographers: Which photo is more pleasing to you?

Cultural GPS (“There’s an App for that!”)

•iPhone App based on Geert Hofsted’s research on national cultures, helps the user “deal with the differences in thinking, feeling, and acting of people around the globe…”

•98 countries

•5 dimension model: Power Distance (PDI) Individualism (IDV) Masculinity (MAS) Uncertainty Avoidance (UAI) Long-Term Orientation (LTO)

Cultural GPS

Power Distance : Level of acceptance of unequal distribution of powerLow: little hierarchy, accessible superiors, belief in equity & justice, change by evolution. High: inequality accepted; hierarchy needed; inaccessible superiors; privileged power holders; change by revolution.

Individualism: Level of self-reliance vs. collective reliance on clans and organizationsLow: “we” orientation; relationships over tasks; duty to family, group, society; penalty involves loss of face, shame.High: “I” consciousness; private opinions valued; fulfill obligations to self; penalty involves loss of self-respect & guilt

Cultural GPSMasculinity: Femininity values of caring, quality of life, modesty, cooperation vs. masculinity values of achievement, success, heroism, assertiveness, competition, material reward for success.Low: quality of life, serving others, striving for consensus, small and slow valued, intuition, empathyHigh: performance, ambition, excelling, polarizing, work-orientation, big and fast valued, decisiveness, achievement.

Uncertainty Avoidance: Extent to which ambiguity and uncertainty are threatening: seek to control or ride the waveLow: relaxed attitudes where practice more important than principle; hard work not a virtue per se, emotions not shown, dissent accepted, flexibility, fewer rulesHigh: anxiety and stress high, work-driven, emotions accepted, conflict is threatening, need for agreement, laws, rules.

Cultural GPS

Long-Term Orientation: Future-oriented perspective aligned with a society’s search for virtue vs. conventional, historical, or short-term point of view, normative thinkingLow: conventional, seek stability & absolute truth, need quick resultsHigh: see many truths, pragmatic, change-adept, persevere

Cultural GPS: U.S. vs. Japan

PFB… in Japan: Tsunami Headlines. Department Chair Selection…in China: Getting on the bus….

What Countries Like/Unlike US?

Cultural GPS: U.S. (GNP) vs. Bhutan (GNH)Return

Myers-Briggs Z+2 Model I/E (introvert/extrovert); S/N (sensing/intuition); T/F (thinking/feeling); J/P (judging/perceiving)Adapted from The Zig-Zag ™ Process for Problem Solving, developed by Gordon D. Lawrence, Center for Applications of Psychological Type, Inc., 2004.

How do you make decisions?

How do you process info?S (Sensing): What problem are we trying to solve?What are the facts, details, frequency? “Fact-gathering Test”

N (iNtuition): What are the patterns and theories for why this might be happening? How do we brainstorm solutions?(IGE “Gut Test”)

T (Thinking): What are the criteria by which we should make this decision? What is the logical way to address the problem? The ethical dimensions? (IGE “Legal Test”)

F (Feeling): What is the impact on people? How can we deliver this info in the best way to get results?(IGE “Front Page Test” & “Role Model Test”)

See “slow thinking” process in the “Bassett Blog on the Horns of a Dilemma” and video vignette case studies on the NAIS website

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“Essential Questions” To Ask about School Change?

Today: Where is your division or school today on a scale of 1 – 10 on the education philosophy spectrum? 1 = classical, traditional teacher-centered education (“the best of the past &

present”) 10 = experimental, experiential, project-based, discovery-oriented, student-

centered, high-tech + high touch (“the best of the 21st C.”)

Tomorrow: Where do you want it to be? 1-5 is improvement model for “We’re right where we should be”5-10 transformation model for “There’s work to do.” (Change

required for either end of the spectrum.)

Appreciative Inquiry (AI): What are the advantages you have that can “grease the wheels” of change? What are the impediments to change in your school?

Essential Questions

Given the “brush-fire” reality & chaos of daily senior management in schools, how do you balance your obligations to manage vs. your opportunity to lead?

What are the Messages We Should Send about Change to Parents & Faculty? Message to Parents: “We’re preparing children for their

future, not your past.”Message to Faculty: “Don’t bother with the ‘The colleges

(or secondary schools) won’t like it’ excuse: The colleges (or secondary schools) will like it.” (Ask them.)

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Small, Disciplined Experiments

Choose to be Great by Choice

•Roald Amundsen vs. Robert Falcon Scott, in their efforts to lead their teams to be the first to the South Pole in October 1911•Adopt the discipline of “the 20 – mile march”•Empirical creativity vs. intuition•First “shoot bullets, not missiles” Return

Grant Wood’s Victorian Survival

Smithsonian Podcast interpretation by Katy Waldman, Holton Arms School

Demonstration of Learning

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The End!Patrick F. Bassett

[email protected]

Difficult Conversations: How to Discuss What Matters Most

by Douglas Stone, Bruce Patton, and Sheila Heen

How’s theproject coming?

Fine, thanks.

You’reholdingme up.

You’re a jerk.I hate you.

Levels: Stated vs. Implied. Business at hand vs. Threats to my image.

Difficult Conversations: How to Discuss What Matters Most

by Douglas Stone, Bruce Patton, and Sheila Heen

.Can it wait? I’m busy

Puzzle: Mishandled conversations create the very outcomes we dread.

She doesn’t get what my work demands..

Fine.

You think you’re only busy one?You don’t love me.

The Spouse/Partner Version

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Myers-Briggs Profiles

Extraverted (E) - Introverted (I)

Sensing (S) - Intuition (N)

Thinking (T) - Feeling (F)

Judging (J) - Perceiving (P)

Our School Leaders:ENTJ = 3ENFP = 2ENFJ = 3INFJ = 4INTJ = 1

FAMOUS ENTJs

•Franklin D. Roosevelt•Richard M. Nixon•Lamar Alexander (US Senator)•Jim Carrey (Ace Ventura: Pet Detective, The Mask)•Rahm Emanuel, White House Chief of Staff•Harrison Ford•Steve Jobs•Dave Letterman•General Norman Schwarzkopf•Margaret Thatcher

FAMOUS ENFPs

•Franz Joseph Haydn•Samuel Clemens (Mark Twain)•Will Rogers•Buster Keaton•Theodor "Dr." Seuss Geisel (The Cat in the Hat)•Paul Harvey•Elizabeth Montgomery (Bewitched)•Bill Cosby (Ghost Dad)•Dave Thomas, owner of Wendy's hamburger chain•Lewis Grizzard, newspaper columnist

FAMOUS ENFJs

•David, King of Israel•Abraham Lincoln•Ronald Reagan•Barack Obama•Abraham Maslow, psychologist and proponent of self-actualization •Ross Perot •Sean Connery •Elizabeth Dole •Francois Mitterand •Diane Sawyer (Good Morning America) •Michael Jordan, NBA basketball player •Johnny Depp (Pirates of the Caribbean) •Oprah Winfrey

FAMOUS INFJs

•Nathan, prophet of Israel•Aristophanes•Chaucer•Goethe•Robert Burns, Scottish poet•James Earl "Jimmy" Carter•Nathaniel Hawthorne•Mother Teresa of Calcutta•Martin Luther King, Jr., civil rights leader, martyr•James Reston, newspaper reporter•Carol Moseley-Braun (D-IL)•Nelson Mandela

FAMOUS INTJs •Susan B. Anthony•Augustus Caesar (Gaius Julius Caesar Octavianus)•Jane Austen (Pride and Prejudice)•William F. Buckley, Jr.•Katie Couric•Rudy Giuliani, former New York City mayor•Hannibal, Carthaginian military leader•Charles Everett Koop•C. S. Lewis (The Chronicles of Narnia)•Martina Navratilova•Michelle Obama•General Colin Powell, former US Secretary of State•Hillary Clinton, US Secretary of State•Thomas Jefferson•John F. Kennedy•Woodrow Wilson

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Universal Strategy: Build Leadership Capacity

To ensure the team is high-functioning as a team – Individual and team 360s + experiential leadership training to build capacity and therefore confidence among the constituencies in the school about its leadership (faculty/staff; students; parents; board; alumni)

To manage the disruptive elements of change in leadership in school operations and of innovation in programming

To learn leadership/team strategies & rubrics to make good, data-driven decisions

To create rubrics for measuring our effectiveness by outcomes not features. Balanced Scorecard: i.) financial; ii.) customer satisfaction; iii.) operational efficiencies; iv) innovation/staff growth)

Sample Local Key Management and Leadership Opportunities & Challenges

Navigate and understand the culture: school; sector; country; locale

Adopt a growth (vs. fixed) mindset individually and as a team

Amplify leadership’s impact by cultivating first followers

Institutionalize a posture and approach to the daily crises of schools: who is involved; who is informed; who makes the decision; attitude toward team dissent; how is it communicated; etc.

Audit, review and assess policies & procedures & risk management.

Our School’s Key Management and Leadership Challenges

Communicate strategically in general, internally and externally. Clarity on path regarding operations and program. Validating existing norms. Articulating what won’t change. Identifying and affirming core values.

Refine the story of the school, moving forward? Identify our core pedagogy and philosophy. End goal of our school’s education? How do we define ourselves? Once done, how do we backward design curriculum?

Develop a new facilities master plan.

Manage Disagreements with the Board and Parents Occupies too much of the leadership teams’ time and energy – micromanaging an issue? Transparency & lack of information, distrust a cause?

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Five Dysfunctions of a Team

Manifest by…

Paranoia

Five Elements of HighlyFunctional Teams

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3 = usually; 2 = sometimes; 1 = rarely

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Our Team’s Average Totals on Statements(higher scores better)

5 Dysfunctions Survey ?s

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Team 360s

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change agency & leadership from the middle patrick f. bassett [email protected] 202.746.5444...

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