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Santa Rosa County School District Leadership Development Institute (LDI) February 7 th and 8 th, 2011.

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Presentation on theme: "Santa Rosa County School District Leadership Development Institute (LDI) February 7 th and 8 th, 2011."— Presentation transcript:

1 Santa Rosa County School District Leadership Development Institute (LDI) February 7 th and 8 th, 2011

2 Acting with Values and Purpose Acting with the intention of making a positive difference in the lives of employees, students, parents and society as a whole

3 Single factor in any successful change initiative is that relationships improve Key Factor in Change

4 Nine Principles ® Commit to excellence Build a culture around service Measure the important things Create and develop great leaders Focus on employee satisfaction Build individual accountability Recognize and reward success Communicate at all levels Align behaviors with goals and values

5 Alignment Chart See handout

6 Reporting from Principals on Rounding Danny Carnley, Jay Elementary School Victor Lowrimore, Woodlawn Beach Middle School

7 Making Excellence Stick

8 Assessing Excellence 10 Questions to ask yourself if you are getting inconsistent results and/or behavior is not hardwired. Behavior/Skill being evaluated: Leader Rounding

9 Reflective Question 1: Rounding Process Have you set clear and EXCELLENT targets for applying the leader rounding process?

10 Reflective Question 2: Rounding Process Was education provided to all involved on what the expected behavior for leader rounding was…….and have we over-communicated the WHY?

11 1. Why do we do leader rounding with employees? 2. What does the leader rounding process look like? 3. What are the requirements to effectively apply the process?

12 Reflective Question 3: Rounding Process Has leadership communicated that leader rounding behavior is MANDATORY; not OPTIONAL? 1.When you hear the word expected do you think you must or should? 2.When you hear the word required do you think you must or should? 3.When you hear the word mandatory do you think you must or should?

13 What People Hear and Think Mandatory: When people hear the word, mandatory 98% think MUST Required: When people hear the word, required, 69% think MUST Expected: When people hear the word, expected, 26% think MUST

14 So….. Has leadership communicated that leader rounding is MANDATORY; not OPTIONAL?

15 Reflective Question 4: Rounding Process Is leader rounding being role modeled by leadership? Expectation: Superintendent rounds on direct reports (stoplight report to them) District leaders round on direct reports (stoplight report to them) School leaders round on teachers and staff directly reporting to them (stoplight report to them)

16 Reflective Question 5: Rounding Process Has leader rounding been practiced using role-play? Have we checked competency?

17 Self Assessment See handout

18 Are leaders giving positive feedback when they see leader rounding being done correctly?

19 Reflective Question 6: Rounding Process Are we measuring for success? Verifying? Expectations: Superintendent verifies direct reports are rounding District leaders verify direct reports are rounding What do we do when we verify? Ask, what did you learn from your employees when you rounded last week? How are you gauging your ability to engage employees in their work environment?

20 Reflective Question 7: Rounding Process Are the results of the verification being reported transparently?

21 Reflective Question 8: Rounding Process Are leaders giving positive feedback when they see the leader rounding being done correctly?

22 Reflective Question 9: Rounding Process Are we correcting poor performance quickly and on-the-spot if necessary?

23 Reflective Question 10: Rounding Process Are there consequences for non-compliance?

24 High, Middle, Low Performers

25 We have learned that the reluctance to address low/sub-par performance keeps an organization from being the best. Quint Studer

26 Impact of highmiddlelow® Beds = 303, Admissions = 17,486, Employees = 2500 MeasureBefore highmiddlelow®After highmiddlelow® Employee satisfactionMonth before months after - 81 Inpatient satisfaction2 months before months after - 87 Outpatient satisfaction2 months before months after – 98 Beds=357, Admissions = 15,995, employees=1,788 MeasureBefore highmiddlelow®After highmiddlelow® Inpatient satisfaction1 st Quarter th Quarter - 91 Outpatient satisfaction1 st Quarter th Quarter - 69 ED satisfaction1 st Quarter th Quarter - 83

27 On a scale of 1-10 … Where would you rank in how value driven you are as an organization?

28 On a scale of 1-10 … Where would you rank in dealing with performance issues?

29 Focus Groups on Teacher Evaluation Conversations with Teachers

30 H ML Performance Curve 8%58%34%

31 M H L High, Middle and Low Performer

32 H M L Gap is uncomfortable M H L The Gap becomes more evident Hoping that: More time will help More attention will help More focus will help A transfer will help They will leave

33 H M L Gap is uncomfortable M H L H M L Gap is Intolerable The Wall The Gap is Intolerable

34 M H L H M L Gap is uncomfortable H M L Gap is intolerable The Wall H M M L Results Decline Results Decline (look familiar?)

35 M H L H M L Gap is uncomfortable H M L Gap is intolerable H M The Wall Over the Wall

36 Blog about High Performers Handout

37 Performance GAP HM L Moving the High Performers

38 Definition Professionalism Teamwork Knowledge & Competence Communication Comes to work on time Good attitude Problem solves You relax when they are scheduled Good influence Use of peer interviews Pillar ownership Brings solutions Safety Awareness Adheres to policies concerning breaks, personal phone calls, leaving the work area, and other absences from work. Demonstrates high commitment to making things better for their team and organization as a whole. Eager to change for the good of the organization. Strives for continuous professional development. Consistently communicates organizational. Does not create we/they. Provides frequent feedback to staff. Demonstrates the behaviors of safety awareness in all aspects of work. H Definition of High Performer

39 High Performance Conversation (Key words) Tell them where the organization is going Thank them for their work Outline why they are so important Ask if there is anything you can do for them

40 Role Play

41 Performance GAP HM L Moving the Middle Performers

42 Definition Professionalism Teamwork Knowledge & Competence Communication Good attendance Loyal most of time Influenced by high and low performer Wants to do a good job Could just need more experience Helps manager be aware of problems Safety Awareness Usually adheres to policies concerning breaks, personal phone calls, leaving the work area, and other absences from work. Committed to improving performance of their team and organization. May require coaching to fully execute. Invested in own professional developments. May require some coaching to fully execute. Usually communicates organizational information. Occasionally uses we/they language. Provides some feedback to staff. Demonstrates the behaviors of safety awareness in all aspects of work. M Definition of Middle Performer

43 Middle Performance Conversation (Key words) Reassure individual goal is to retain S : Support Describe good qualities – calm down their anxiety C : Coach Cover development opportunity S : Support Reaffirm good qualities

44 Role Play

45 Performance HM L GAP Clear Expectations for Low Performers

46 Definition Professionalism Teamwork Knowledge & Competence Communication Points out problems in a negative way Positions leadership poorly Master of We/They Passive aggressive Thinks they will outlast the leader Says manager is the problem Safety Awareness Does not communicate effectively about absences from work. Handles personal phone calls in a manner that interferes with work. Breaks last longer than allowed. Demonstrates little commitment to their team and the organization. Shows little interest in improving own performance or the performance of the organization. Develops professional skills only when asked. Does not communicate organizational information. Uses language to create we/they culture. Does not provide feedback. Performs work with little regard to the behaviors of safety awareness. L Definition of Low Performer

47 80% time spent on 5% Employees

48 Low Performance Conversation (Key words) Do not start meeting on a positive note D : Describe Describe what has been observed. E : Evaluate Evaluate how you feel. S : Show Show what needs to be done. K : Know Know consequences of continued same performance. Follow up

49 Sample Ms. Heinz – How to Lead Teachers to Become Great – Chapter 1

50 High, Middle, Low ACTIVITY HANDOUT

51 OLD NEW Performance Improved Operational Performance Across the Board

52 Making Excellence Stick 10 Self Reflection Questions

53 10 Reflective Questions for HML Conversations 1.Have you set clear and EXCELLENT targets for HML conversations? 2. Was education provided to all involved on what the expected HML conversations was…….and have we over-communicated the WHY? 3. Has leadership communicated that HML conversations are MANDATORY; not OPTIONAL? 4. Are HML conversations being role modeled by leadership? 5. Has HML conversations been practiced using role-play? Have we checked competency? 6. Are we measuring for success? Verifying? 7. Are the results of the verification being reported transparently? 8. Are leaders giving positive feedback when they see HML conversations being done correctly? 9. Are we correcting poor performance quickly and on-the-spot if necessary? 10. Are there consequences for non-compliance?


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