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Enabling Others to Act

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Enabling Others to Act Amy Christopher Deborah Frazier Cynthia Lowe Hope Sowell Mary Wilson Why Provide Choices? Builds commitment Encourages self-esteem & self ... – PowerPoint PPT presentation

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Title: Enabling Others to Act


1
Enabling Others to Act
  • Amy Christopher
  • Deborah Frazier Cynthia Lowe
  • Hope Sowell
  • Mary Wilson

2
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)

3
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 peoples areas of expertise because
    people feel empowered when they feel important.
  • Accept that leadership is not a solo act, its a
    team effort.
  • (Kouzes Posner, 2007)

4
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.

5
How Do Leaders Foster Collaboration Within Their
Organization?
  • Creating a climate of trust
  • Facilitating relationships

6
How Do Leaders Strengthen Others?
  • Enhancing self-determination
  • Developing competence and confidence

7
Four Leadership Abilities that Enable Others
  • Creating a Climate of Trust
  • Facilitating Relationships
  • Fostering Collaboration
  • Strengthening Others

8
Creating a Climate of Trust
  • Trust is not just whats in your mind its also
    whats 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/?p60)

9
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)

10
Qualities a Trustful Leader Possesses
  • One who listens and learns
  • Does not force trust
  • Open with others
  • Involved in the action
  • Sensitive to peoples needs and interests
  • Consults with others and allows them to share
    information
  • Shares information and resources

11
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

12
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)

13
  • Trust is the key to success!

14
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

15
Leaders Responsibility
  • Develop cooperative goals
  • Support norms of reciprocity
  • Structure projects to promote joint efforts
  • Support face-to-face interactions

16
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 consensus-building
    skills are used
  • (Owens Valesky, 2007, p. 38-40)

17
Leaders and Followers Establish Mutual Purposes
Work Together to Reach Their Goals
  • 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)

18
  • Grace Hopper stated,
  • You manage things, you lead people.
  • (as cited by Hackman Johnson, 2004, p. 13)

19
Develop Cooperative Goals and Roles
  • Roles must be designed so that every persons
    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.

20
  • 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

21
Structure Projects to Promote Joint Effort
  • The leaders responsibility is to make certain
    all parties understand each others 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

22
  • Structured projects make each persons
    contribution visible to the end result.
  • Workers understand that, by working
    cooperatively, they can accomplish more than one
    person could do alone.

23
Support Face-to-Face Interaction
  • The need for face-to-face interaction increases
    with the complexity of the issues
  • Until you see someones 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

24
  • 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.

25
2 Chronicles 1015
  • 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

26
  • Woodrow Wilson stated,
  • The ear of the leader must ring with the voice
    of the people.
  • (as cited by Hackman Johnson, 2004, p. 38)
  • Whats more, a good leader encourages followers
    to tell him what he needs to know, not what he
    wants to hear.

27
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

28
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)

29
Why Is Self-Determination Important for
Educational Leaders?
  • Enhances individual effectiveness
  • Makes individuals feel powerful
  • Encourages active engagement promotes higher
    levels of achievement
  • 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!

30
The Self-Determination Continuum Showing Types of
Motivation with Their Regulatory Styles, Loci of
Causality, and Corresponding Processes
Behavior Nonself-Determined Self-Determined
MotivationRegulatory StylesPerceived
Locus of CausalityRelevant Regulatory
Processes
AmotivationNon-RegulationImpersonal
Nonintentional,Nonvaluing,Incompetence,Lack
of Control

Extrinsic Motivation External
Introjected Identified
Integrated Regulation
Regulation Regulation
Regulation External
Somewhat Somewhat
Internal External
Internal Compliance,
Self-control, Personal
Congruence, External
Ego-Involvement, Importance,
Awareness, Rewards and Internal Rewards
Conscious Synthesis
Punishments and Punishments
Valuing With Self
Intrinsic MotivationIntrinsic
RegulationInternalInterest,Enjoyment,
InherentSatisfaction
Ryan Deci, 2000, p. 72
31
What Skills Are Involved in Self-Determination?
  • Identification of strengths weaknesses
  • Recognition of needs preferences
  • Decision-making skills
  • Understanding of rights responsibilities
  • Setting goals anticipating consequences
  • Creativity flexibility
  • Communication skills
  • Responsiveness

32
Environment
Know YourselfDream Know the optionsKnow
your strengths, Decide what is weaknesses,
needs, important to you and preferences
Value YourselfAccept and value Recognize
respect yourself rights
responsibilitiesAdmire strengths that Take
care of yourself come from uniqueness
PlanSet goals Anticipate resultsPlan
actions to Be creative meet goals Visually
rehearse
ActTake risks NegotiateCommunicate Deal
with conflictAccess resources and criticism
and support Be persistent
Experience Outcomes LearnCompare outcome to
expected outcomeCompare performance to expected
performanceRealize successMake adjustments
(Field Hoffman, 1994)
33
How Do I Enhance Self-Determination in My
Constituents?
  • Provide more choices.
  • Design jobs that offer latitude.
  • Foster personal accountability.
  • (Kouzes Posner, 2007, p. 254)

34
Why Provide Choices?
  • Builds commitment
  • Encourages self-esteem self-confidence
  • Promotes ownership of responsibilities actions
  • Enables constituents to respond to the needs of
    those they serve

35
Why Offer Latitude in Jobs/Tasks?
  • Promotes initiative ownership
  • Raises performance levels
  • Offers more flexibility
  • Allows for greater creativity
  • Enables greater use of unique talents abilities
  • Increases motivation performance levels

36
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

37
Is Leadership by Enhancing Self-Determination
Biblical?
  • Parable of the Talents (Matthew 2514-30)
  • The Sending of the Disciples and the 72
  • (Mark 67-13, Luke 101-24)
  • The Great Commission
  • (Matthew 2818-20)

38
Developing Competence and Confidence
  • Developing competence and building confidence
    are essential to delivering on the organizations
    promises and maintaining the credibility of
    leaders and team members alike.
  • (Kouzes Posner, 2007, p. 260)

39
How Do Leaders Develop Competence In Others?
  • Education-training and development (teacher
    inservices, release time, conferences, peer
    training, mentoring)
  • In todays world, if youre not growing and
    learning in a job, youd better find a new one.
  • (Kouzes Posner, 2007, p. 261)
  • Time investment (Think Paul)
  • Personal and hands -on

40
  • 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 peoples gifts into flames!!!
  • Watch them.
  • Call character and competency issues into
    conversation.
  • Encourage and promise to develop them.
  • If you cant develop them, find someone who can.
  • If their gift is fanned, it becomes strong and
    vibrant to serve others.

41
  • 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.

42
Jesus Developed Competence
  • Luke 1428-32
  • Competence requires three ingredients
  • 1. Commitment
  • 2. Resources
  • 3. Intelligence
  • (Maxwell Leadership Bible, 2002, p. 1257)

43
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)

44
  • 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)

45
  • 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 23)

46
Make ConnectionsKnow 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)

47
Create an Enabling Climate
  • A schools climate is the summation
  • of all the positive and negative
  • interactions among all people at the
  • school in a given day.
  • (Goleman, 2006)

48
  • References
  • Colvin, G. (2006). Why dreams fail. Fortune,
    2006, June 12. Retrieved July 2, 2008 from
    http//money.cnn.com/magazines/fortune/fortune_ar
    chive/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.
    edu16080/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/?p60
  • 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.roch
    ester.edu/SDT/documents/2000_RyanDeci_IntExtDefs.p
    df
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