1. Leadership for Change PARC Lasallian Institute Dr. Carmelita I. Quebengco AFSC

2. A change leader needs to have a high EQ A change leader needs to have a high EQ Four primary domains of EQ Four primary domains of EQ –Personal competence Self-awareness Self-awareness Self-management Self-management –Social competence Social awareness Social awareness Relationship management Relationship management

3. Those with high EQ live better and more effectively in complex times…can handle more uncertainty and conflict, and work through complex issues in ways that energize than deplete.

4. A 2002 study of leaders by Goleman reveals 6 leadership styles: Visionary Visionary Coaching Coaching Affiliative Affiliative Democratic Democratic Pace Setting Pace Setting Commanding Commanding

5. –The first four styles were associated with positive effects on climate and performance –The last two styles have a short term positive impact and fail later to because they demotivate and do not develop capacity and commitment –Leaders have to be good at all 4 styles; to be good in only one is a liability

6. A 2000 study of 100 highly successful head teachers by Hay McBer, et al identified 5 characteristics of effectiveness: Teamwork and developing others Teamwork and developing others Drive and confidence Drive and confidence Vision and accountability Vision and accountability Influencing tactics and politics Influencing tactics and politics Thinking style (the big picture) Thinking style (the big picture)

7. The Seven Skills 1/ Developing an Overview Developing an Overview Creating a Vision Creating a Vision Identifying Critical Success Factors Identifying Critical Success Factors Conducting Self-Assessment Conducting Self-Assessment Selecting Champions Selecting Champions Establishing Monitoring and Follow-up Sessions Establishing Monitoring and Follow-up Sessions Maintaining Leadership Maintaining Leadership 1/ c hally.com.mgtskills

8. Common Mistakes of Developing Managers 1.Developing an Overview Not taking bosss goals fully into accountNot taking bosss goals fully into account Assuming what users need vs. asking what they want (giving too much of the wrong kind of help)Assuming what users need vs. asking what they want (giving too much of the wrong kind of help) Failing to communicate among themselvesFailing to communicate among themselves Using standards only of their own discipline rather than flexible standards that fit the usersUsing standards only of their own discipline rather than flexible standards that fit the users

9. 2.Creating a Vision Producing short-term results only (crisis management)Producing short-term results only (crisis management) Not finding true models of excellence to use as a frame of referenceNot finding true models of excellence to use as a frame of reference Forming a private vision incompatible with corporate objectivesForming a private vision incompatible with corporate objectives

10. 3.Identifying Critical Success Factors Not looking for underlying causesNot looking for underlying causes Reading only intuitive issuesReading only intuitive issues Reading only data and hard issuesReading only data and hard issues Not willing to take a stand (risk taking)Not willing to take a stand (risk taking) 4.Conducting Self-Assessment Not creating an environment to get candid feedbackNot creating an environment to get candid feedback Not verifying their own impressions of their skillsNot verifying their own impressions of their skills Not identifying the corporations standards of excellenceNot identifying the corporations standards of excellence

11. 5.Selecting Champions Not seeking and developing good mentorsNot seeking and developing good mentors Selecting on chemistry aloneSelecting on chemistry alone Ignoring chemistry and the style of subordinatesIgnoring chemistry and the style of subordinates 6.Monitoring Systems Relying on the data thats easiest to getRelying on the data thats easiest to get Putting too much confidence in thin evidencePutting too much confidence in thin evidence Not finding the time to establish and review controlsNot finding the time to establish and review controls

12. 7. Maintaining Leadership Failing to reinforce one or two major themes repetitivelyFailing to reinforce one or two major themes repetitively Expecting others to be self-motivatedExpecting others to be self-motivated Under or over utilizing negative motivationsUnder or over utilizing negative motivations Not being a team playerNot being a team player

13. Managers Four Sequential Learning Curves 1. Self-responsibility 2. Prioritization 3. Delegation 4. Leadership

14. Your Personal Power Base 2/ 2/ Clive Anderson and Marianne Sheppard

15. Whats the Difference? 2/

16. Nelson, N.W. (June 2007) listed Be- Attitudes for Managing Change 1. Be able to recognize the need to learn from others 2. Be willing to give up aspects of old roles while preparing to assume new ones 3. Be vigilant for ways to do things right while maintaining sanity 4. Be willing to give up some control 5. Be guided by what students need to be able to do to be successful

17. 6. Be willing to take risks even if the system initially seems unfriendly to change 7. Be skilled at turning competitive or independent goals into cooperative ones and gain collaborative partners 8. Be ready to forgive yourself and others for not being perfect

18. Michael Fullan stresses the need for a leader to be able to catalyze commitment to a compelling vision and higher performance standards in order to build enduring greatness…

19. More specifically: Must be attuned to the big picture Must be attuned to the big picture Sophisticated conceptual thinker who transforms the school through people and teams Sophisticated conceptual thinker who transforms the school through people and teams Display energy, enthusiasm, and hope Display energy, enthusiasm, and hope Socially responsible to others and the environment Socially responsible to others and the environment

20. With a high EQ, able to improve relationships With a high EQ, able to improve relationships Fosters knowledge seeking and sharing…continuously learns…accompanies and coaches subordinates Fosters knowledge seeking and sharing…continuously learns…accompanies and coaches subordinates Forges coherence through checks and balances even for him/ herself Forges coherence through checks and balances even for him/ herself

21. Works at leadership sustainability. Develops many leaders at different levels and develops quality teachers who will become future leaders Works at leadership sustainability. Develops many leaders at different levels and develops quality teachers who will become future leaders Understands the change process Understands the change process –Goal is not innovation but selective, appropriate change that is coherent and with clear goals related to the mission

22. –Ideas are not enough, it is more important to collectively assess, find meaning, and commitment to new ways –Appreciate the implementation dip – the first six months will be bumpy –Listens to resisters and finds ways to address their legitimate concerns –Able to transform organizational culture accordingly by changing values and working together to accomplish it –Knows that finding solutions is complicated and can not be check listed

23. In the face of change, sustained accompaniment and coaching are necessary. Good coaches are dedicated to the development of talent.

24. Successful coaches: Help their charges develop a program of action to achieve their goals Help their charges develop a program of action to achieve their goals Create and communicate a compelling vision of success Create and communicate a compelling vision of success Teach the skills essential to success Teach the skills essential to success Make the complex simple Make the complex simple Match assignments to talents of their charges Match assignments to talents of their charges

25. Consistently build on strengths Consistently build on strengths Turn less than optimum performance into learning experience Turn less than optimum performance into learning experience Learn to anticipate, teach charges to anticipate, and how to respond before it happens Learn to anticipate, teach charges to anticipate, and how to respond before it happens Periodically call for time out to adjust to changing conditions Periodically call for time out to adjust to changing conditions Model the kind of commitment and performance to charges Model the kind of commitment and performance to charges

26. Being spiritual = a life giving force – cut across effective leadership Three quiet virtues – restraint, modesty, tenacity (Badaracco, 2002) Three quiet virtues – restraint, modesty, tenacity (Badaracco, 2002) Innocence, curiosity, compassion (as opposed to cynicism, arrogance, and callousness) (Heifetz & Linsky, 2002) Innocence, curiosity, compassion (as opposed to cynicism, arrogance, and callousness) (Heifetz & Linsky, 2002) Emotional maturity, courage, knowledge and know-how (Hackman, 2002) Emotional maturity, courage, knowledge and know-how (Hackman, 2002) Personal humility and intense professional will (Jim Collins, 2001) Personal humility and intense professional will (Jim Collins, 2001)

27. Question: Knowing yourself, what difficulties do you think you will encounter in getting your proposed project approved and implemented? Knowing yourself, what difficulties do you think you will encounter in getting your proposed project approved and implemented? –What would you do to minimize such difficulties?