This week we completed our team simulation of a system wide change and completed some reflections on the process. I also spent some time reflecting on my own experience attempting to promote and implement change within my workplace and had some eye opening moments as I thought about what I had to work through and learn on my own, as well as how far I've come.
The system-wide change simulation was, I believe, an overall good experience. While I don't think it effectively replicated what I would have to deal with in an actual change implementation, I think it was effective in helping me identify the different parts of the process and the types of personalities I have and will continue to encounter as a change agent within my organizaiton. The reason I didn't feel it was not a true representation of a real life change process is because I was missing the human interaction element to the process. We were able to interact with one another as a team, but everything else was in theory, including the stakeholders within the game. To me, so much of being a leader and promoting change has to do with building relationships and obtaining a sense of the personalities involved. While the information was all there, to me it was a little too abstract to make that connection. But, as I mentioned, the way the process was laid out, including the factors to consider, provided me with valuable experience that I plan to take with me as I continue to promote growth within my workplace.
As far as my own individual practical experience with system-wide change goes, I have to admit, I had to learn how to make change happen the hard way. My experience had always been in a top down organization in the sense that the person at the top made the decisions based on needs he/she identified, not necessarily based on research and feedback from stakeholders. It felt like a reactive way for me to lead, and since I am not the owner of the business I found I did not have that leverage to help promote buy in from the staff; but it was the only model I had to follow at the time and I gave it my best shot. Leadership in that manner is tough to maintain and I am no stranger to the bumps in the road that occur when you wear the decision maker hat and people don't necessarily agree. It took much trial and error, lessons learned, books read, questions asked of people in successful leadership positions to transition into the type of leader I am today. Through those methods, as well as through my coursework, I have cultivated the skill set and tools to become more of a true facilitatior and team leader, rather than the sole decision maker. As a result, I have a more cohesive team that is much improved in terms of morale. I also see a significant change in ownership at all levels of the company, which is critical to the success of what we want to accomplish. I believe I am a much better listener and guide to my staff than I have ever been in the past, and I hope that through this approach I will see greater success as I work to promote system-wide change to keep our business competitive in the educational business marketplace.
Saturday, April 28, 2012
Saturday, April 21, 2012
Week 4: CEDO 565 Leadership & Planning
This week's work revolved around change and the things to consider as a leader who is trying to promote a new system, process, procedure, etc. in the workplace.
Tuesday's class was interesting and challenging as we were placed into groups to begin a "Systems/Thinking Systems Changing" simulation. This exercise placed me and three of my classmates into the role of leaders who are trying to make improvements to the Veryfine school district. The concept is good and I think going into next week's class I will find it much more valuable and less frustrating than I did this first time around because I will have more time to learn about the characters and take more of an informed approach to the game. Ultimately, this exercise is providing us with an opportunity to experience all of the factors that need to be taken into consideration when beginning the process of implementing an improvement plan for a company, school, or district. I think many of us are used to analyzing and identifying needs we have for improvement within our own four walls, but the ripple of those types of changes don't typically impact a large population. Change on the scale that we are experiencing in this game is a much different process and I hope to gain new perspective upon completing it. A couple of resources that go along with this concept include: Asking the Right Questions: A School Change Toolkit http://www.mcrel.org/toolkit/res/change.asp and Asking the Right Questions: Process at http://www.mcrel.org/toolkit/process/index.asp.
Individually, we completed an Analysis of Change Worksheet in which I reflected on my experience of working with a web developer to create an online collection tool for my staff. I found this exercise beneficial because it really helped me think through the steps I took, things that didn't go as planned, what I learned from it and how I moved forward from there.
We also discussed the ideas of positive vs negative climate / work environment and the impact they have on staff morale. As someone who has grown into a leadership role within my company, and who has seen the company climate change over the years, I know first hand the impact a negative environment can have on productivity. Sometimes it is very obvious that people are unhappy and the source of their dissatisfaction is easy to identify. But, I have learned that even when you work very hard to create a positive, enjoyable workplace, people can still be reluctant to get on board or feel like their contributions aren't valued. This is especially evident in a top-down structured organization. In my experience, when people who work together are valued for their contributions and feel they have a voice (even if their input does not cause change), it promotes a positive workplace that results in increased productivity--whether it is increased student achievement, or a higher quantitiy of widgets made per hour. Happy people who feel valued and supported are those who are motivated to do their best work and often go above and beyond because they are invested.
Tuesday's class was interesting and challenging as we were placed into groups to begin a "Systems/Thinking Systems Changing" simulation. This exercise placed me and three of my classmates into the role of leaders who are trying to make improvements to the Veryfine school district. The concept is good and I think going into next week's class I will find it much more valuable and less frustrating than I did this first time around because I will have more time to learn about the characters and take more of an informed approach to the game. Ultimately, this exercise is providing us with an opportunity to experience all of the factors that need to be taken into consideration when beginning the process of implementing an improvement plan for a company, school, or district. I think many of us are used to analyzing and identifying needs we have for improvement within our own four walls, but the ripple of those types of changes don't typically impact a large population. Change on the scale that we are experiencing in this game is a much different process and I hope to gain new perspective upon completing it. A couple of resources that go along with this concept include: Asking the Right Questions: A School Change Toolkit http://www.mcrel.org/toolkit/res/change.asp and Asking the Right Questions: Process at http://www.mcrel.org/toolkit/process/index.asp.
Individually, we completed an Analysis of Change Worksheet in which I reflected on my experience of working with a web developer to create an online collection tool for my staff. I found this exercise beneficial because it really helped me think through the steps I took, things that didn't go as planned, what I learned from it and how I moved forward from there.
We also discussed the ideas of positive vs negative climate / work environment and the impact they have on staff morale. As someone who has grown into a leadership role within my company, and who has seen the company climate change over the years, I know first hand the impact a negative environment can have on productivity. Sometimes it is very obvious that people are unhappy and the source of their dissatisfaction is easy to identify. But, I have learned that even when you work very hard to create a positive, enjoyable workplace, people can still be reluctant to get on board or feel like their contributions aren't valued. This is especially evident in a top-down structured organization. In my experience, when people who work together are valued for their contributions and feel they have a voice (even if their input does not cause change), it promotes a positive workplace that results in increased productivity--whether it is increased student achievement, or a higher quantitiy of widgets made per hour. Happy people who feel valued and supported are those who are motivated to do their best work and often go above and beyond because they are invested.
Saturday, April 14, 2012
Week 3: CEDO 565 Leadership & Planning
This week we looked at a video and slide show of Who Moved My Cheese, which was an interesting perspective on the way different types of people view and deal with change. It's the story of two mice, Sniff and Scurry; and two men, Hem and Haw who all value cheese as a major part of their lives. As the cheese supply begins to dwindle, the four characters deal with the change in different ways that are very characteristic of how people in our society deal with change related to what they value. I have heard of this story before, but found the exercise to be quite valuable--both in reflecting on my company's ability to deal with change and whether or not we take a proactive approach to stay ahead of the curve; and my own ability to roll with changes and whether or not I prefer to stay with what I know or continue to seek improvement along the way.
We also viewed the video: Changes in Thinking--Systems Thinking. One big idea I took from this video is the fact that systems are defined by the interactions of parts, and not by focusing on parts alone. As a manager of a system, I can appreciate this approach because while the individual parts all need to be effective in their own areas, in order for the organization as a whole to be healthy and functioning properly all parts need to be working toward the same goal. In my company we have a set of guiding principles and one of them is "systemic reliability." Essentially, this means that all players need to do their part in order for our systems to run effectively. This could apply to things as straight forward as completing paperwork on time, all the way to being on board with company objectives and "walking the talk" when interacting with coworkers and clients.
This week also brought my attention to an article called Tune in to what the new generation of teachers can do by Richardson, J. (2008), which for me was one of the most valuable articles of the week, along with the Beloit College Mindset list for the class of 2015. I say this because, as someone who joined my organization as one of the "young people" working among many veteran teachers, I was often told that miscommunications, conflicts, or hard feelings were simply a result of "generational differences;" yet, no one took the time to help me understand what that meant. As a leader in the company, I have worked hard to ensure that the voices of our youngest and newest teachers are heard and valued, but I still get the sense at times that does not always happen. Also, I am transitioning from being one of the younger staff members into the role of experienced/veteran and my ability to relate is beginning to be tested. Both of these articles helped put things into perspective for me, and I immediately shared them with the rest of my leadership team as resources I thought would benefit our organization.
We also viewed the video: Changes in Thinking--Systems Thinking. One big idea I took from this video is the fact that systems are defined by the interactions of parts, and not by focusing on parts alone. As a manager of a system, I can appreciate this approach because while the individual parts all need to be effective in their own areas, in order for the organization as a whole to be healthy and functioning properly all parts need to be working toward the same goal. In my company we have a set of guiding principles and one of them is "systemic reliability." Essentially, this means that all players need to do their part in order for our systems to run effectively. This could apply to things as straight forward as completing paperwork on time, all the way to being on board with company objectives and "walking the talk" when interacting with coworkers and clients.
This week also brought my attention to an article called Tune in to what the new generation of teachers can do by Richardson, J. (2008), which for me was one of the most valuable articles of the week, along with the Beloit College Mindset list for the class of 2015. I say this because, as someone who joined my organization as one of the "young people" working among many veteran teachers, I was often told that miscommunications, conflicts, or hard feelings were simply a result of "generational differences;" yet, no one took the time to help me understand what that meant. As a leader in the company, I have worked hard to ensure that the voices of our youngest and newest teachers are heard and valued, but I still get the sense at times that does not always happen. Also, I am transitioning from being one of the younger staff members into the role of experienced/veteran and my ability to relate is beginning to be tested. Both of these articles helped put things into perspective for me, and I immediately shared them with the rest of my leadership team as resources I thought would benefit our organization.
Saturday, March 31, 2012
Week 2: CEDO 565 Leadership & Planning
This week we addressed several important topics in our text How to Thrive as a Teacher Leader, by J.G. Gabriel. One of the topics of discussion was related to whether or not teacher leaders should be involved in the interview process. In many traditional school settings, and even in businesses, it is typical for the highest level personnell or someone in HR to conduct the interview, while those who will be working with the applicant on the ground level have no input. Over the past couple of years, I have made it a practice to include my site supervisors in the interview process because they have questions for new applicants that are more particular to the type of supervisor they are (their professional expectations and areas of focus on the job) as well as insight as to the expectations at the specific site that has the opening. We have found that by including our "teacher leaders" during interviews has had a positive impact in the way the new hire feels, because they have a clearly defined "go to" person right from the start; and the team receiving the new hire feels a sense of ownership in the decision.
This week also provided me with a first taste of a data retreat. I investigated a specific school on the WINSS website to learn detailed information regarding test results and how the school stacked up to the proficiency expectations for the 2011-2012 school year. While I was not surprised by the dismal results of the school, or the district for that matter, it is frustrating that the district is getting away with that low level of performance without more intervention. I found the exercise to be challenging, but extremely valuable. I am used to conducting data analysis within my own organization using my own databases, but by accessing the data available online through Wisconsin DPI, I was able to gain a much better picture of how things are looking for Milwaukee as compared to other districts. Very eye-opening.
This week also provided me with a first taste of a data retreat. I investigated a specific school on the WINSS website to learn detailed information regarding test results and how the school stacked up to the proficiency expectations for the 2011-2012 school year. While I was not surprised by the dismal results of the school, or the district for that matter, it is frustrating that the district is getting away with that low level of performance without more intervention. I found the exercise to be challenging, but extremely valuable. I am used to conducting data analysis within my own organization using my own databases, but by accessing the data available online through Wisconsin DPI, I was able to gain a much better picture of how things are looking for Milwaukee as compared to other districts. Very eye-opening.
Sunday, March 18, 2012
Week 1: CEDO 565 Leadership & Planning
I have been in a formal leadership position in my company for a number of years now, but even having that experience I know I have a lot of room for growth. This week we were introduced to the first chapter of our text How to Thrive as a Teacher Leader by J.G. Gabriel where he describes the different types of leaders in a school setting. As I reflected on the types of formal and informal leadership roles, I find that I wear many of those hats and need to work on developing more teacher leaders within my staff.
We also watched Patrick Awuah's TED Talk, which was eye-opening and inspriational. Mr. Awuah is an amazing story teller with an important message: Leaders are not born, they need to learn and develop leadership skills if they are going to be effective and promote positive change. I think this is a concept many people miss when promoting staff members, whether in a school or corporate environment. In order for someone to step up in a leadership role and be effective, there needs to be training and support along the way. I know that I have had to learn a lot about leadership along the way through trial and error. I've had to learn the hard way how to provide flexible direction and listen to my co-workers and staff when rolling out new processes and systems. Certain people do have certain leadership qualities that help guide them to those types of roles, but natural ability to lead can only take you so far. In order to be an effective leader, it is critical to learn and develop the skills to do so.
We also watched Patrick Awuah's TED Talk, which was eye-opening and inspriational. Mr. Awuah is an amazing story teller with an important message: Leaders are not born, they need to learn and develop leadership skills if they are going to be effective and promote positive change. I think this is a concept many people miss when promoting staff members, whether in a school or corporate environment. In order for someone to step up in a leadership role and be effective, there needs to be training and support along the way. I know that I have had to learn a lot about leadership along the way through trial and error. I've had to learn the hard way how to provide flexible direction and listen to my co-workers and staff when rolling out new processes and systems. Certain people do have certain leadership qualities that help guide them to those types of roles, but natural ability to lead can only take you so far. In order to be an effective leader, it is critical to learn and develop the skills to do so.
Saturday, February 18, 2012
CEDo555 Portfolio Week 4: Putting into Practice
While I had set up the basic structure of my portfolio a few weeks ago, I spent the past week gathering artifacts to add some depth and dimension to my work. I chose to use the NETS-Administrator standards as my framework for that section of my portfolio due to the nature of my work and the fact that I am not a classroom teacher. As I was gathering my artifacts to demonstrate my use of these standards, I found that very little I created in my coursework actually made sense; but I discovered that I was able to easily locate examples of work I created in my real-life applications that were a direct result of what I learned in the cohort. I am happy with what I have come up with, I just hope that the fact I didn't use my course artifacts for this section won't count against me.
I am looking forward to putting together the next section of my portfolio related to the courses we experienced and the projects I completed along the way. There were so many opportunities to get creative and showcase abilities, so I am looking forward to that process of reflecting upon and presenting my work.
I am looking forward to putting together the next section of my portfolio related to the courses we experienced and the projects I completed along the way. There were so many opportunities to get creative and showcase abilities, so I am looking forward to that process of reflecting upon and presenting my work.
Saturday, January 21, 2012
CEDO555: Professional Portfolio Experience Week 2
It's week two of this class and we are working on creating the outline of our professional portfolio, as well as developing a personal-professional vision/mission statement. Sounds simple, right? I wish that were the case!
Part of my problem is that I tend to over think this kind of activity. I have always had trouble truly understanding and owning the idea of vision and mission statements. We have those where I work, along with a set of Guiding Principles that we go through every time we meet as a Leadership Team. I find the principles to be an excellent framework for facilitating a discussion about what's been happening since our last meeting as related to our list. We end up having truly valuable discussions about topics that might not come up if we merely followed an agenda created by one or two people. We don't talk about the vision/mission regularly, and to be honest, it sounds so "pie-in-the-sky" that I have a hard time connecting to it. I hope that by the time I complete this course, I will have a better understanding and appreciation of what these statements mean and can possibly contribute to our company statements when the time comes to revisit/revise.
As far as creating the outline for my portfolio goes, I feel pretty comfortable with using Google Sites and tried to remember that I can always edit what I've started--nothing is written in stone. I think letting go of my inner perfectionist in this instance helped me complete this assignment without too much stress...I look forward to adding content and letting my work tell the story about me as a professional in the business of education.
Part of my problem is that I tend to over think this kind of activity. I have always had trouble truly understanding and owning the idea of vision and mission statements. We have those where I work, along with a set of Guiding Principles that we go through every time we meet as a Leadership Team. I find the principles to be an excellent framework for facilitating a discussion about what's been happening since our last meeting as related to our list. We end up having truly valuable discussions about topics that might not come up if we merely followed an agenda created by one or two people. We don't talk about the vision/mission regularly, and to be honest, it sounds so "pie-in-the-sky" that I have a hard time connecting to it. I hope that by the time I complete this course, I will have a better understanding and appreciation of what these statements mean and can possibly contribute to our company statements when the time comes to revisit/revise.
As far as creating the outline for my portfolio goes, I feel pretty comfortable with using Google Sites and tried to remember that I can always edit what I've started--nothing is written in stone. I think letting go of my inner perfectionist in this instance helped me complete this assignment without too much stress...I look forward to adding content and letting my work tell the story about me as a professional in the business of education.
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