TregoED tregoed, Author at TregoED

5 Steps to Help Your School with Post-disaster Management

November 6, 2012

Disaster planning is not easy. Post disaster planning is even harder as emotions and stress runs high. Is there a clear and distinct roadmap for you to turn to? The words of an esteemed colleague – “Each school district is unique, what will work for some may not work for others” hold especially true in a disaster situation. In the aftermath of Hurricane Sandy, School leaders have a very complex situation to deal with as they consider the wide range of impact to students, staff and facilities. For many in our area the “disaster” is not over. Loss of property is compounded by having to deal with the cold while many still do not have power, water or fuel. Simple problem solving strategies can help leaders deal with these complex situations as they identify and clarify the issues, assess what is important and develop an action plan.

Although the question of when and how to re-open schools, for those lucky enough to have buildings, seems quite simple, a successful action plan needs to consider the many issues involved. Using a simple problem solving strategy can help ensure that the reopening does not contribute to the disaster.

Gather your staff together. “Many ideas grow better when transplanted into another mind than the one where they sprang up.” – Oliver Wendell Holmes Different perspectives and brainstorming will increase the probability of success.
Determine what issues and concerns need to be addressed to safely reopen our schools. For example, these are a few of the issues that arose in a recent informal discussion with school leaders from #NJED regarding reopening schools after Hurricane Sandy:

Lost days
Damaged schools
Staff
Fuel
Recovery time for staff and students
Bus routes

Of course this is not an exhaustive list, but it is a great place to start!

Clarify the issues – make sure that you understand each of the concerns by asking “What do you mean by…” It turned out that there were several different issues that needed to be addressed under “damaged schools”:

Some schools in districts without power, while others are operational
Checking for damage to school systems (HVAC, electrical, fire, internet) before allowing students in

You can see how important aspects of the issues can be brought out during clarification.

Assess the issues. What issues are most important to tackle first? Who “owns” or “partially owns” each of these clarified issues? What staff needs to be involved in the planning? Who will be responsible for each action?
Finally, as you determine the actions that are necessary to address each issue, determine who will be responsible for each action and what time will be allotted for completion.

Following these 5 steps can help take the emotionalism out of a disaster situation by strategically and systematically addressing all of the concerns of your constituents. We, at TregoED, located in the heart of NJ understand the complexity of the recovery from this disaster. Our thoughts are with those affected and we would be happy to answer any question school leaders may have on how to get started.

Critical Thinking: Spanning the Generations

November 1, 2012

This blog was previously posted by Diane Sandahl on the Kepner-Tregoe’s blog. TregoED is a non-profit organization whose mission is to improve critical thinking and decision-making skills among students (Gen Z) and educators using KT’s methodologies.

Welcome to the 21^st century—where views on technology, work ethic and cultural diversity are strikingly different from generation to generation. The complex dynamics of social interaction, standards for performance and long-understood patterns of behavior are under direct assault-if not washed away by the cross-generational tide. Each generation is leaving its own mark on its own terms, and disconnects between intention, action, and understanding can cause negative consequences. Each of these generations approaches work and the workplace in a distinctly different way as noted on the table below:

	Traditionalists	Boomers	Gen X	Millennials
Age	1901-1945	1946-1964	1961-1981	1980-2000
Socialization	Workers are separate from the boss	Don’t respect position alone	Don’t trust corporations, can be skeptical	Embrace diversity, multiculturalism
Expectations	Loyalty for hard work	Work centric. Want flexible route into retirement	Care less about advancement than about work/life balance	Looking for meaningful work and innovation
Technology Know-How	Adapted, personal and written communication preferred	Acquired, written & email	Assimilated, email	Integral, email, IM and texting
Contributions	Experience, organization, discipline	Goal oriented, independent	Objective and will tell you what they think	Well educated, sociable, optimistic
Motivators	Recognition and respect for their experience	Being valued, needed	Flexibility in scheduling	Flexible schedule, working with bright people
Communication Style	Quiet, respectful of authority	Respectful, open, direct style	Direct and immediate	Wants lots of praise and feedback
Leadership Style	Hierarchy, Command-and-control	Consensual, collegial	Competence, Everyone is the same, Fairness	Achievers, Future leaders TBD
Top developmental areas	Skills training Computer training Team building	Skills training Leadership Computer training	Leadership Skills training Teambuilding	Leadership Problem solving, decision making Skills training
Work is…	An obligation	An adventure	A challenge, a contract	A means to an end

With this in mind, the ability of an organization to meet its strategic goals and deliver value to its customers relies on a confluence of workplace interactions. Sharing a common language, such as English or Spanish or Mandarin, is not enough to be successful. Another type of common language needs to be implemented that crosses generational and social divides–a language that can level the playing field and instill a sense of intergenerational equity. This language needs to focus on meeting the organization’s objectives by supporting individual and team performance.

A Common Purpose

Often the terms and jargon ‘native’ to one generation are not shared by others. Out of necessity, organizations must identify and support the implementation and integration of common approaches to change management and issue resolution to build a commonality of purpose across the organization.

For example, in the case of change management a common set of accepted standards exists in the practice of project management. Yet many organizations lack standards for setting priorities, using information, and taking meaningful action. The better performing organizations recognize that a commonly shared approach to issue resolution is needed to cross generational divides. After all, resolution of issues is not governed by who people are, but by what data they face.

A Cross-Generational Language

The integration of a common approach to issue resolution that spans generations can ensure continuity of performance towards common goals.

In response to these cross-generational challenges, KT provides time-tested rational and data-driven thinking processes that are the basis for effective leadership. They significantly increase the ability of people to think clearly in resolving complex organizational issues when under pressure. They include four distinct processes:

• Situation Appraisal: To identify and manage concerns so that the important issues are clearly understood, prioritized and addressed appropriately.

• Problem Analysis: To resolve critical problems with structured logic that effectively uses data, expertise, and knowledge to identify and eliminate root cause.

• Decision Analysis: To make key decisions using weighted objectives in a way that builds commitment to the outcome, despite competing expectations.

• Potential Problem I Opportunity Analysis: To protect plans by minimizing risks, planning contingent actions, and seeking potential opportunities.

A common language for issue resolution bridges the gaps between generations and builds the infrastructure to support the transition from one generation to the next. As the Baby Boomers retire over the next 15 to 20 years, the greatest shift in workplace demographics ever seen will take place. Industries, such as energy and aerospace, estimate that as much as 50% or more of their respective workforces will retire over the next 20 years. As a result, potential labor gaps and a widespread loss of institutional knowledge will be critical issues that will need to be addressed.

By working in concert and not at counter-purposes through a shared, consistently applied and repeatable ‘language,’ the total workforce is prepared to perform in the face of new challenges and achieve organizational objectives.

Sources:

FDU Magazine, Winter/Spring 2005: The Generational Gap at Work – http://www.fdu.edu/newspubs/magazine/05ws/generations.htm

University of Minnesota, Generational Differences in the Workplace, August 16, 2008 – http://tregoed.wpengine.com/wp-content/uploads/2012/11/2_18_Gen_diff_workplace.pdf

WMFC.org Generational Differences Chart – http://www.wmfc.org/GenerationalDifferencesChart.pdf

Report for US Department of Energy, Workforce Trends in the Electric Utility Industry, August, 2006 – http://tregoed.wpengine.com/wp-content/uploads/2012/11/Workforce_Trends_Report_090706_FINAL.pdf

A Special Report: Launching the 21st Century American Aerospace Workforce, December, 2008 – http://www.aia-aerospace.org/assets/report_workforce_1208.pdf

Four Key Steps to Drive Successful Planning

October 11, 2012

How many times have you as an education leader been faced with a significant challenge and asked yourself—–“Where do I begin?” The charge can often seem overwhelming and impossible to get your arms around. Tackling tough, complex issues frequently requires the best thinking from everyone and accentuates the need for strategies that help people work together to build effective solutions.

In the Springfield, MO Public School District last month, Mrs. Marty Moore, Associate Superintendent of Education Services, worked with key department staff members to begin developing a plan for integration of instructional technology in high school classrooms. This was a complex topic that required a systematic, thoughtful approach…….there was a lot on the line if the “plan” missed critical pieces. Marty structured the work session around four key steps driven by critical questions:

How will we know we are successful with integration of technology in our high schools? What are those indicators of success?
What issues/concerns need to be addressed in order for us to be successful with technology integration? What do we need to consider and act on in order to achieve those success indicators?
Which of these clarified issues are “owned” or “partially-owned” by the Department of Education Services? Of those, which are most critical to begin the action planning process?
What specific actions should be taken to address the top priority issues? Who will be responsible for each action? When should this be completed?

At the end of the work session, Marty and staff had a much deeper understanding of the issues and variables around successful technology integration in grades 9-12. Their work underscored the need for collaboration with other departments and school leaders/staff at the next level of planning. Marty and staff walked away with a focused action plan that will now drive initial technology integration efforts.

What kind of approaches have you used when beginning the planning process? How have you worked in collaborative situations to determine what needs to be done to reach significant goals?

Real Leadership– (Not Rising Tides) — Raises “Common” Boats!

September 28, 2012

Leaders are leaders because they enjoy the challenges associated with making decisions and determining courses of action.

To greater or lesser degrees, leaders find that owning a vision for the organizations they head comes fairly easily to them; implementing their personal vision may also be accomplished without much stress simply because those underneath them on the organizational totem recognize that the seminal obligation of the employee is to breathe deeply, smile broadly and do as they are told.

If the concept of leadership noted above sounds about right to you, then I suggest that you and your organization may benefit from some reflection about the positive results of encouraging true collaboration among all employees. If the concept defined at the blog’s start resonates with a draconian overtone, then I suggest that you may have already spent energy assessing whether leadership should chart a course or navigate a direction defined by many voices.

Leaders occupy the metaphorical corner offices because they have succeeded in recognizing what an organization needs to do in order to either assume or maintain a premiere position among the competition in the marketplace…whether business or educational. But encouraging and enabling all members of an organization to see, to own and to participate in a shared vision takes more skill and more concentrated effort than one might first think.

Bullying and bull-dozing are never attractive behavior-modifying mechanisms…whether coming from a Superintendent, a CEO or a playground 5th grader.

Collaborative decision making and problem solving are analytic tools that both allow and provide access for people to become stakeholders in decisions. The framework and protocol that TregoED shares with its clients is articulated and defined in ways guaranteed to mitigate against having employees and subordinates believe that they have been disenfranchised.

But…the tools must be learned and used in order to work.

Once key decision makers recognize that spending time, resources and energy before issuing a decree to implement a plan can yield far better results than might the single-handed application of a unilateral vision…no matter how worthwhile or admirable it might be.

How Can Leaders Democratize Decision Making?

Whether using a problem solving tool or a decision making analytic, it is advisable for superintendents and other leaders to honor the value of those working in the trenches. Few leaders bring stakeholders whose views are rarely heard to the table before final decisions are made …how many maintenance men or cleaning people have ever been asked to bring a position to a table? When has a food service worker been invited to share a point of view prior to making a decision about a contract for lunch providers being awarded? How often are classroom teachers asked for a perspective that might reflect the reality of implementation rather than the perceived effect of implementation when policy is being changed or instituted?

Real leaders who are confident about their own skills as well as the validity of the tools TregoED offers are comfortable expanding the elasticity of the circle they consult before determining final decisions. Recognizing that potential problems are often best seen by the whose work is directly connected on a daily basis rather than those whose connection is theoretical can be a difference that separates successful projects from failed, but noble experiments.

Confident leaders and decision makers understand that the rising tide (aka improved skill set) of their ability to facilitate successful decision making within a organization will help all the floating boats rise to new levels of accomplishment and success. Bullying the way to change becomes
antithetical ; unilateral decrees give way to collaboration and shared vision.

As the water level of success gets higher, the view for every boat…from dinghy to yacht improves!

5 Pre-Existing Conditions for Decision-Making Excellence

September 14, 2012

Typically when we think of “pre-existing conditions”, we think of things that may put us at greater health risk. But what about pre-existing conditions that predispose us to positive results? Whether talking about individuals or organizations, some pre-existing conditions can be helpful – even essential- for accomplishing great things.

TregoED has identified 5 pre-existing conditions that make it more likely that individuals and organizations will have a sustained track record of decision-making excellence:

1 – Seeking clarity before action – clearly sometimes reflexive action is essential. But don’t some people (or organizations) just seem to behave as though faster is always better? Too often, people act quickly without acting well. “Solutions” that don’t address underlying causes, neglect important variables, disenfranchise important stakeholders, or create additional problems are solutions in name only.

2 – Deliberate and shared approaches and necessary skills – most jobs require some orientation or training – but where do people learn how to make decisions? Decision-making approaches based on best practices help increase decision-making abilities and provide a shared framework for collaboratively approaching tough decisions.

3 – Effective collaboration and communication – good decision-making requires good collaboration. Period. Involving others effectively improves the quality of solutions – and the commitment to solutions. Important for the long haul, involving others increases individual and organizational capabilities.

4 – Belief in others and the value of involving them – underlying effective collaboration is a basic appreciation for what people are capable of given the right conditions. If you don’t believe people have the capacity to make effective decisions, you are unlikely to give them opportunities to do so. Of course, this creates a catch-22 since people grow decision-making capacity by being involved in making decisions. District cultures that support people in being effective decision-makers – through training, opportunities, involvement, feedback, etc. – are those most likely to create, sustain, and retain decision-making excellence.

5 – Commitment to implementation –it is too often the making of a decision that gets the attention – and not the implementing of it. Implementation tends to be treated as an afterthought, despite being what determines whether or not a decision proves to be successful or unsuccessful. Good decisions that are poorly implemented are just seen as poor decisions.

Don’t see one or more of these conditions in your school or district? Take heart – they each can be intentionally cultivated! In the months to come we will examine each of these conditions more closely.For more information, go to www.tregoed.org

The Value of Purpose

August 31, 2012

To transform lives for the betterment of society. One student, one discovery at a time.
-Roy M. Spence, Jr.

There has been a lot of focus on the value of purpose. In the latest bestseller, It’s Not What You Sell, It’s What You Stand For, Roy M. Spence, Jr. chronicles various organizations he has worked with all for the same aim, to identify their real purpose for existing. I was particularly taken with a university he worked with and wanted to share part of their story. Spence was involved with a group of colleges and universities whose aim was to tackle the question: How can we increase public support for higher education? How possible would it be for thousands of schools to develop a unifying purpose. One key was to stop focusing on their differences and instead to start focusing on the difference that they make. Our colleges and universities teach students how to learn and think critically, and at TregoED our mission is to do the same for middle school and high school educators and students – to make and implement great decisions.
One particular university story really touched me and I’d like to share part of it with you. Dr. Robert Gates, former president at Texas A&M (as well as former Secretary of Defense) worked with Spence on the true purpose of Texas A&M. If higher education is in the business of being a source of solutions for the future, what would Texas A&M’s solution – or purpose – be? After numerous interviews and meetings, the following anthem was written and is in every dormitory and building on campus.
Welcome to Aggieland
There is a place where tradition is a way of life, character is stitched into the local fabric and leaders are a natural resource. It’s a place where the future is knocking at the door, but the past always has a place at the table.
Here everyone’s glass is half full, and cynicism is on a permanent leave of absence. It’s where fish learn to swim, elephants never forget, and a horse could carry someone all the way to a Nobel Prize.
Every man or woman can make a difference here – especially the twelfth one. And you’re as likely to get a statue for a selfless act as you are a heroic one. The greater good is a required course and a helping hand is a required gesture.
This is Aggieland, where optimism is an alternative energy source and acts of integrity are on everyone’s to-do list. History is made every day and remembered every year. It’s a place where pushing ideas forward doesn’t mean pushing values aside.
Welcome to Aggieland. Enjoy your stay.

So what is your purpose? Your school’s? Your district? Share your purpose. Be proud of your purpose. And, most of all live it!

Leadership Performance Improvement Programs: Worth the Effort? Do They “Stick”?

August 17, 2012

Effective leadership is defined by results. Peter Drucker has written that all leaders have two major responsibilities: First, to personally be an effective leader and second to help those with whom they work to be successful in their own work.

The importance of results compels districts to make the improvement of leadership capabilities a critical objective. Significant resources, time and energy, are invested by schools in leadership development in order to improve personal and organizational performance with the hope of improved effectiveness and results.

The crucial question, then, is how to assure that the leadership training “sticks”? Or, if after we get back on the job, will “life get in the way”? Will we resort back to previous behaviors? We all know from experience that sustaining performance improvement efforts and making change “stick” is a truly challenging task. So, how can we “encourage” our staff to change and to use new skills?

In districts where TregoED has seen consistent progress in the successful integration of new skills into the district “way of life”, there has been an INTENTIONAL PLAN for developing both the

Personal Competency of team members for putting the new skills into practice and
District’s Capacity to Support the use of the new skills.

Personal Competency—In these successful districts, the following three elements are explicitly addressed by top district leadership: Expectations; Accountability, and Evaluation.

a) Expectations: It is clear to all that the district expects to see the new skills used as administrators address everyday challenges…that the initiative will not go away!

b) Accountability: This, of course, is the corollary to Expectations. It requires that team members provide evidence of their use of the new skills. The requirement to keep a Personal Portfolio can be an effective way of documenting the “process” journey, as an example.

c) Evaluation: This is probably the bottom line. Knowing that the personal use of these new skills will be a part of evaluation conversations will create a level of concern that will encourage the use of the skills in administrator’s daily work. . The Personal Portfolio could be a key focus of the discussions.

District Capacity to Support the Use of New Leadership Skills: If the new skills are to “stick”, I believe that the district needs to treat the expectation of skill integration into daily performance as a major project. Some aspects to consider:

a) Team Leader: There must be someone who has the responsibility to help keep the leadership team focused and intentional about using the processes. Without this leadership, there is a high likelihood that the new skill use will be very uneven and have little systemic or long-term impact.

b) Project Steering Committee: Their role is to help the Team Leader and the district leadership identify needs and to develop strategies for supporting successful implementation.

Training is often a critical element if a district is to successfully implement a new initiative. But, TregoED has found that training alone is not sufficient. Districts can improve the connection between training and “results by setting expectations, requiring evidence of performance, and having the evaluation system reflect the importance of the initiative.

What do YOU think? Please share your experiences with leadership performance efforts!!!

What has been your experience as you have participated in leadership improvement efforts?
Have you seen these efforts lead to improved personal and district improvement?
What has hindered this progress?
What has accelerated it?

Leadership’s Elegant Simplicity

August 3, 2012

The single strand of classic pearls…
The navy blazer paired with khaki trousers …
The sound of “Casablanca’s” theme song, “As Time Goes By”, as a couple shares a wedding’s first dance…

Some things are just…perfect….no matter how many times we see them, wear them or hear them.
But why?
What is there about the classics that make them what they are?

In a world filled with “trending” topics, ephemeral entertainment stars, and “cuisine du jour”‘, what lessons can be learned for school leaders by stepping away from the madness that is our 24/7 society and reflecting on the parts of our society that have proved their long term worth by virtue of their simple presence from generation to generation?

I suggest that all of the “classics”…whether in fashion, music or leadership….have a timeless elegance to them…a simplicity of both composition and use that belie the far reaching ramifications attached to their presence. When we are presented with a classic, we cannot help but make some judgements about the person connected to the item …and those judgements are, I submit, almost always positive!
We see pearls …and think (subconsciously, perhaps) of Jacqueline Kennedy or Grace Kelly. We hear Sinatra and think of the sophistication of a time past.

Leadership that is classic is always receptive to the needs of participants…it is never autocratic and dictatorial .
Leadership that is classic strives for transparency in decision making and visibility in thought processes.
Leadership that is classic generates concrete change with identifiable areas of responsibility within clearly delineated time frames .

Classic leadership relies on much more than a quirky cult of personality to drive a district’s agenda forward. Effective leadership has a penultimate goal of insuring that a district’s “to-do list” will continue to be enacted even if the current leader is (God forbid!) hit by a bus!

At TregoED, we recognize that classic and effective leadership skills can be taught,honed, and incorporated into the culture of any school or district willing to invest itself in learning how to harness the power of process into problem solving and decision making. We invite you to visit us at www.tregoed.org and explore how our proven strategies can help you layer a classic elegance onto YOUR leadership style!

Ensuring Defensible Decisions in Special Education Environments…..in the Age of the Squeaky Wheel

July 20, 2012

In my experience, Special Education Meetings are often met with dread and filled with emotions. Life as a Special Education Administrator involves tough decision-making on contentious issues: student placement, types of support, programs, etc. These decisions often involve a difference of opinions about what is necessary and best for the student. Often, the squeaky wheel does get the grease – whether or not the wheel needs it. Sometimes it seems expedient to give in rather than to defend decisions in the face of threats or deep pockets.

How one District Succeeds

The fact is, the decisions most likely to be challenged are the very ones that require clear rationale, accurate data, and faultless logic. Too often, important decisions are made with the best of intentions, but less than substantive discussion. The Iredell-Statesville (NC) School District’s Special Education Department staff, led by Executive Director Alicia Tate, Ph.D., has found that using a proven methodology ensures that decisions are clear sighted, thorough and defensible.

The department’s strategy involves these three key steps:

Establish criteria and priorities
Consider a range of options
Assess possible risks

Developing Sound Rationale

Dr. Tate’s staff recently applied this methodology in a difficult and emotional decision around selecting the most appropriate placement option for a student with disabilities. Using this approach, they were able to demonstrate that the decision was thoroughly considered and the rationale was sound. The visible framework for the decision allowed for clear communication on “how” the decision was made and helped build understanding for those who may not have agreed with it.

How does your Special Education Department staff make tough, consensus-based decisions on how best to serve students with disabilities?

Interested in learning more about the strategic processes used by the Iredell-Statesville schools? Visit www.tregoed.org.

5 Sure-Fire Ways to Improve Collaboration

July 6, 2012

Collaboration is a powerful tool for developing the best possible solutions, garnering support for change, and creating a high-performing work force.

Sounds intriguing, right? But how do you actually go about doing it? Under the best of circumstances, collaboration can be like herding cats. And if you work in a district favoring centralized, autocratic decision-making, trying to collaborate can feel like paddling upstream. But even when the status quo is against you, there are some sure-fire steps you can take to make your district – or at least your area of responsibility – more collaborative:

Ask more questions – in school cultures, we often value right answers. Whether in the classroom or board room, glory goes to those who “get it right”. However, complex issues rarely have easy answers. Good, open-ended, thought-provoking questions open doors to higher-level thinking, dialogue, and understanding – key ingredients for effective collaboration. Elie Wiesel observed, “answers divide people, questions unite them.” Curb the natural instinct to provide answers and try posing questions – you may be pleasantly surprised at the results!

Equip people for success – don’t expect people to just know how to collaborate. Many people have not seen or used effective models for collaboration. Good professional development – and practice – accelerate the learning process and equip people with the requisite skills for effective collaboration.

Model collaboration – nothing speaks more loudly than example. Seek others’ involvement in problem-solving and decision-making – people will notice. And stay the course – don’t give up when you run into collaboration problems. Increased comfort and skill derive from increased practice.

Be judicious about when and how to collaborate– collaboration isn’t an all or nothing venture. Degrees of collaboration include: asking for specific information, asking for opinions or analysis, involving others in decision-making, or giving others full authority. However, you can retain control of the process and still increase collaboration. Remember, though, that peoples’ interest in collaborating is related to the importance of an issue and how directly it affects them – and also, to the degree to which they believe their input is truly valued. People resent or see through invitations to only collaborate on petty issues. They become frustrated and cynical if they believe their input is continually dismissed, trivialized, or overlooked. Seek meaningful input and involvement from others on substantive issues and you have begun to create a more collaborative culture.

Create an environment that supports collaboration – a work environment either encourages or discourages various behaviors and results. To foster collaboration, you need an environment that supports it. People need to know that collaboration is valued and expected. In addition to needing skills, people need time and opportunity to collaborate. If people are supported and encouraged with feedback and consequences which promote collaboration, you will see more – and more effective – collaboration in your workplace.

What could your school or district accomplish if you were able to harness the best thinking of multiple minds? Better yet, what couldn’t you accomplish? Make a commitment to increase effective collaboration and begin to find out!

For more information about TregoED’s Decision Making and Implementation strategies go to www.tregoed.org