1. Ted Price, Ph.D. West Virginia University Workshop Facilitator September 16, 2010

2. Ted Price, West Virginia University Review and Update What we did and discovered in 2009 What we did and discovered in 2010 Implications for training and development tomorrow Summary and Next Steps Ted Price, West Virginia University 2

3. 3 Leadership Development: Yesterday Transactional Leaders: Manage tasks and lead people (the transaction: you do this and I’ll give you something…working together to make the organization, product, company better) Classic carrot-and-stick motivation usually accompanies this approach

4. Ted Price, West Virginia University 4 Leadership Development: Today Transformational Leaders: Help you refine/renew or learn new competencies/skills Hone your people skills, “transforming” you into a more effective worker and the organization into a “better” place (inspiring you to believe in my vision & my way to get you moving—my charisma and my words transform you)

5. Ted Price, West Virginia University 5 Leadership Development: Tomorrow Transcendental Leaders: Engaging you and me Using your abilities and competencies to create communities where our products/services interact with our community’s needs and wants Engaging our community in supporting mutual efforts and desires – “we” is more important than “I”

6. Ted Price, West Virginia University 6 A New Paradigm in Leadership: Leaders used to be described as the people who were great at tasks or great with people The best leaders were those who were good with both

7. Ted Price, West Virginia University 7 Leaders Today They go beyond being great with tasks and people They demonstrate using resources effectively and efficiently They understand and meet the needs and wants of people (staff and others) within the larger community

8. Ted Price, West Virginia University 8 If You Want to Be A Leader in the Future New skills, capacities, capabilities Collaborate, partner and engage resources, operations and people There are no "permanent" leaders today, only opportunities for leadership on a moment-by-moment and/or issue-by-issue basis

9. Ted Price, West Virginia University 9 Leadership for tomorrow Transcendental Leaders: Engaging you and me Using your abilities and competencies to create communities where our products/services interact with our community’s needs and wants Engaging our community in supporting mutual efforts and desires – “we” is more important than “I”

10. Ted Price, West Virginia University 10 Engaging Individuals Showing genuine concern Enabling Being accessible Encouraging questioning

11. Ted Price, West Virginia University 11 Engaging the Organization Inspiring others Focusing team effort Being decisive Supporting a developmental culture

12. Ted Price, West Virginia University 12 Moving Forward Together Networking Building shared vision Resolving complex issues Facilitating change sensitivity

13. Ted Price, West Virginia University 13 The Survey Who Did We Survey? Group 1 Alternative education administrators and principals Group 2 Traditional education administrators and principals

14. Ted Price, West Virginia University 14 Purpose To determine if there are differences in leadership priorities between alternative and traditional education administrators To utilize the results for focused administrative training and development

15. Ted Price, West Virginia University 15 Expectations There will be significant differences in outlook between alternative and traditional education administrators Alternative administrators will put a higher importance on relational areas There will be future training implications – additional emphasis will be placed on helping administrators learn how to “engage” with students and staff

16. Ted Price, West Virginia University 16 Process How survey was built and administered – incorporating the work of Dr. Barbara Alimo-Metcalfe, designed and administered a survey to regular education and alternative education administrators based on four areas of leadership: Engaging Individuals, Engaging the Organization, Moving Forward Together, and Personal Qualities/Core Values. The survey was designed to gather data that would illustrate similarities and differences between the two groups of administrators How data was gathered and analyzed – Surveyed two groups: Reg ed and Alt ed administrators (more than 30 in each group) in first survey. Surveyed 4 groups of 30 participants each in the second survey. – 14 questions covering 4 areas: engagement,…. – Compared the groups: results, analysis and conclusions

17. Ted Price, West Virginia University 17 The First Survey— Alternative Education Administrators Rated Significantly Higher: Question 4 – Encouraging questions Question 8 – Being decisive Question 9 – Moving forward together Question 10 – Networking

18. Ted Price, West Virginia University 18 Traditional Education Administrators Rated Significantly Higher Question 1 – Engaging individuals Question 6 – Inspiring others Question 12 – Resolving change sensitively

19. Ted Price, West Virginia University 19 Similarities There was very little difference in priorities on five questions: #3 – Enabling #5 – Engaging the organization #7 – Focusing team effort #13 – Personal qualities and core values #14 – Acting with integrity

20. Ted Price, West Virginia University 20 Surprises! Alternative education administrators rated significantly (more than 10 percent higher) than traditional administrators on two survey questions:

21. Ted Price, West Virginia University 21 Question 2: Being Accessible Do I answer or return phone calls, voice mail and email in a timely manner? Do I communicate my daily schedule with staff and allow time for interaction/questions or sharing of concerns?

22. Ted Price, West Virginia University 22 Question 11: Resolving Complex Problems Do I have a process in place to address issues? Do I implement strategic planning (shared values and purpose) to address problems?

23. Ted Price, West Virginia University 23 Conclusion 1 Alternative education administrators place a higher priority on being accessible, being ready to handle complex problems, and establishing close relationships with staff and students

24. Ted Price, West Virginia University 24 Conclusion 2 Traditional education administrators place a higher value on inspiring others and resolving change sensitively

25. Ted Price, West Virginia University 25 New Survey -- 2010 Same areas reviewed Different number of participants—4 groups studied Different focus: Important and Improvement Different results

26. Ted Price, West Virginia University Areas Addressed in the Survey 1. Engaging individuals 2. Being accessible 3. Enabling 4. Encouraging questioning 5. Engaging the organization 6. Inspiring others 7. Focusing team effort 26

27. Ted Price, West Virginia University Areas Addressed, continued 8. Being decisive 9. Moving forward together 10. Networking 11. Resolving conflict 12. Resolving change sensitively 13. Personal quality and core values 14. Acting with integrity 27

28. Ted Price, West Virginia University The 2010 Survey: Process and Groups In the first survey, we divided the groups into principal and assistant principal for both reg. and alt. ed. This time we did just reg. ed. and alt. ed. administrators. Regular education administrators who were implementing a school change model were surveyed. These administrators were working with program improvement issues. Ted Price, West Virginia University 28

29. Ted Price, West Virginia University Areas Ranked Highest Alternative Education Acting with integrity Being accessible Personal quality and core value Regular Education Acting with integrity Moving forward together Being accessible 29

30. Ted Price, West Virginia University What Were the Differences? Alternative education listed core values as an area of critical importance Regular education listed moving forward together Possible reasons: Relationships are key to success in alternative education Districts being goal oriented and thus all staff moving in the same direction is important 30

31. Ted Price, West Virginia University Areas Ranked Least Important Alternative Education Networking Resolving change sensitively Moving forward together Regular Education Networking Resolving conflict 31

32. Ted Price, West Virginia University How Did the Two Groups Differ in the Area of Least Important Aspect of the Work? Alternative Education Moving forward was ranked least, but was a top 3 area for regular education Thought: There is greater autonomy in alternative education and thus moving forward together is not seen as important as in regular education Regular Education Resolving conflict was listed as least important but ranked in the middle level of importance for alternative education Thought: Daily duties revolve more around district goals than conflicts 32

33. Ted Price, West Virginia University Areas Rated Least for Needs Improvement Alternative Education Engaging individuals Encouraging questioning Resolving conflict Regular Education Engaging individuals Encouraging questioning Resolving conflict 33

34. Ted Price, West Virginia University Results from Areas Needing Improvement Both alternative and regular education had the same three areas listed. Thoughts: The work of both involves people. It seems reasonable that the areas of improvement would list the three areas that deal with staff – engaging, questioning, and conflict 34

35. Ted Price, West Virginia University Areas Rated as Strengths Alternative Education Acting with integrity Inspiring others Personal quality and core values Regular Education Acting with integrity Personal quality and core values Inspiring others 35

36. Ted Price, West Virginia University Results from the Areas Listed as Strengths All three areas for alternative and regular education were the same. Thought: The role of principal for both alternative and regular education centers on leadership. The areas of integrity, core values, and inspiring others are key components of leadership 36

37. Ted Price, West Virginia University Conclusion If leadership is related to being good with people and tasks, do the results point to areas of training that would assist in improving skills in these areas? Do the results point to leaderships skills or a transformational leader? What is needed to move these leaders to transcendental leadership? One of the first slides discussed an expectation that the results would point to training implications and ways to assist administrators to "engage" students and staff. Ted Price, West Virginia University 37

38. Ted Price, West Virginia University Final Thoughts and Questions? Are there training and development implications from this research than can assist administrators in Institutional Education Programs with developing leaders in Correctional Education? Your thoughts and questions???? Thank You! Ted Price, West Virginia University 38