Tag Archives: positive leadership

Part 2 of the Action component of our Strategic Action Plan to Reinvent Public Education – Engaging Parents and the Community

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As we shift our focus to the community we must call on our political leaders for leadership, resell the American dream, and to educate all Americans on the paramount role of parents in improving the motivation to learn.

 

It would be so easy to stop at this point, thinking that our job is finished but, in reality, it has just begun. Education is simply a tool to help us prepare each new generation for the challenges our nation will face in an ever-more competitive world marketplace. It is a marketplace in which it will be impossible for us to compete, effectively, if we do not have the full participation of our entire citizenry. We simply must bring them on board.

 

As challenging and overwhelming as this may seem it is nothing more than an enormous marketing and advertising campaign to repackage and resell the American Dream. For all of the progress other economies have made with respect to their ability to compete with the U.S. we are still the unparalleled leader in marketing and advertising and we need to capitalize on this strength to re-engage every American to join their fellow citizens in rising to the challenges facing our nation. It is a perfect opportunity for African-Americans and other minorities to assume their rightful place as full partners in the American enterprise and in American society. We simply need to sell them on the idea that the time and the opportunities are prime.

 

The beauty of education is that nothing we do as a nation reaches into as many homes and as many families as our systems of education and it provides the perfect opportunity to not only transform public education but also to transform American society. It is an initiative in which the leaders of our school districts throughout the nation will be the point persons carrying the message of our political leadership. It is an initiative where our school superintendents and principals will be supported by leaders from government, professional athletics, entertainment, and the full spectrum of businesses. It is an initiative in which every single American man and woman will have a meaningful role to play.

 

What follows is the blueprint for action in the form of our final fourteen (14) action items.

 

 Action Item #20 – Our Presidents, present and future, must initiate and sustain a movement to re-sanctify the American dream, calling on leaders at every level of governments and business, and men and women in every community to believe in the American dream with their words and deeds and to ask American parents to accept responsibility for the education of their children. Further, that every American mother and father work hand-in-hand with their children’s teachers as full partners in the educational process. This is the categorical imperative of our time.

 

 Action Item #21 – Leaders at every level are challenged to ask parents everywhere, irrespective of race or economic circumstances: “Is your son or daughter a future President of the United States?  Is he or she a future CEO, physician, attorney, teacher, engineer, school superintendent, or other professional?” And then, those parents must be challenged to help their children achieve the best success of which they are capable.

 

  Action Item #22 – Educators accept that the over-riding objective must be to improve the motivation of students and that this requires the active partnership of the parents of those children. Toward this end, school boards need to re-establish expectations for their superintendents and principals to work toward this objective and determine how performance against those expectations will be evaluated.

 

  Action Item #23 – School Corporations must first target those segments of their community that are the lowest performing but no segment is to be overlooked.

 

  Action Item #24 – Educators must hit the streets using all available means to draw parents into their children’s schools and to engage those parents in the educational process. They must also work to enlist the assistance of community leaders toward that end and must hold themselves and their staffs accountable for the outcomes.

 

  Action Item #25 – Educational leaders must engage the creative energies of the entire community, including charitable foundations, for the purpose of developing and evaluating programs to help pull parents in as partners and to help them learn how to be effective in supporting the academic efforts of their children.

 

  In order to accomplish these objectives our school corporations must re-establish the expectations and priorities of principals and administrators.

 

 

  Action Item #26 – Superintendents must remove the administrative burdens from the shoulders of their principals, freeing them to devote their time and energy to their primary objective, even if it means employing more administrative support. Districts must create the expectations that principals and administrators spend 75 percent of their time in direct contact with parents, students, teachers, and staff.

 

  Action Item #27 – School Corporations must place a premium on positive leadership: Relying on positive leadership skills as the criteria for selection of principals and administrators and making real investments in ongoing leadership development for those principals and administrators.

 

  Finally, we must identify the communities with the greatest needs and we must use every tool and resource at our disposal to engage those communities and their leaders and to enlist their commitment to make education of our children the over-riding priority of every citizen. We must then replicate that process in each and every community in the nation.

 

 

 Action Item #28 – We need to call upon our presidents, present and future, to challenge celebrities from every venue, large and small, to make a commitment to public education by reaching out to their fan bases, asking them to accept responsibility for the education of their children. This challenge must be extended to every adult American, asking them to do whatever is within their power in order to make a difference.

 

  Action Item #29 – Initiate a cultural transformation using the African-America community as a model, on both a national and local front, in which black Americans, as a community:

  • Accept responsibility for their futures with no reliance on “The Man” to solve their problems for them;
  • Stop blaming the white people for the plight of blacks, whatever one’s opinion about the culpability of white society, simply because blaming others is a debilitating strategy;
  • Place a premium on education;
  • Raise expectations of black children in the classroom and relentlessly encourage our children to exceed those expectations;
  • Work as partners with our local school systems, both public and private, to support the teachers of our children.

 

 

 

 

 

 

 Action Item #30 – Local superintendents should encourage head start and other preschool programs in their school districts to redouble their efforts to pull parents into the process so that our children can continue at home the important work they do at their school.

 

 

 

 Action Item #31 – Superintendents of each district should establish a community advisory organization with representation from key members of each high school’s community: parents, churches, social and community organizations, neighborhood associations, and businesses. As noted earlier, these specific examples are specifically targeted at the African-American community because this is where the most glaring deficiencies can be found but they can easily be modified and local advisory organizations will tailor their activities to the unique requirements of their community. Examples of activities for which this organization will be responsible include:

 

 

 

  •          Reaching out to the community to solicit broad-based participation and support of the community;
  •          Asking all leaders of the African-American community to carry President Obama’s challenge into the homes of their community and to engage the community in the process of creating a new culture; one that challenges black children to assume their rightful place as players in the business and professional playing fields much as they have done in the world of professional athletics and entertainment;
  •          Brainstorming with people from across the spectrum of the community for innovative programs that will create the support systems necessary to facilitate this objective;
  •          Recruiting volunteers from among the ranks of professionals, business executives, craftsmen, tradesmen, athletes, and artists to reach out into the communities with which they have a connection and to connect with parents and students;
  •          Invite each school’s population of parents to a free lunch with their children, once per month;
  •          Using the same creative marketing techniques we use in promoting fundraising ventures, we can invite parents to workshops in the evenings or on Saturdays, to teach them how to help their children with homework;
  •          We can solicit parents to volunteer at their son or daughter’s school and, where necessary, we can enlist some of them to provide babysitting for those who have young children still at home;
  •         We can ask churches, neighborhood library branches, Boys and Girls Clubs, Big Brothers-Big Sisters, scout troops, and many other community programs to provide organized study, reading, and writing groups and to recruit tutors from among their ranks;
  •          We can find more creative ways to develop mentoring programs to bring young people into direct contact with men and women who demonstrate each and every day of their lives that success and achievement are within our power; and,
  • ·         We can ask families and neighbors of parents with school age children to support these parents in this process in every conceivable way.

 

 

 

 Action Item #32 – Successful men and women of each community should be challenged to reach back to their communities: to support the efforts of educators to pull parents in as partners in the educational process and/or to mentor to a child in need until there are not enough children to go around.

 

 

 

 Action Item #33 – Urge all Americans to give support and encouragement to the children in their lives: grandchildren, nieces and nephews, our children’s friends, kids from our neighborhood, even our own children. Let them know how important it is that they do their best and that we are rooting for them.

 

 

 

Conclusion

 

Fixing public education must be the categorical imperative of our time and the process will require the participation of the entire community. It is essential that parents be full partners in the educational process because these are the men and women who have the best chance of bringing a child to their first day of school, motivated to learn even in the face of the obstacles with which they will surely be confronted. If the child has wandered off the path, teachers and parents working together offer the best hope that these children can be redirected.

 

Improving the motivation to learn on the part of students and increasing their level of preparedness when they arrive for their first day of school must be the ultimate objective of every single thing we do and we must evaluate the efficacy of every program and investment on the basis of how well it services this purpose. We cannot afford to waste a single moment or dollar on things that do

 

We must also step back as educators, at all levels, to view our system of public education as an integral whole. We must apply a systems-thinking approach that will allow educators and policymakers to challenge their fundamental assumptions about public education; to understand how what we do contributes to the problem; and, ultimately, to re-engineer the system to do what we need it to do to optimize the power of a child’s motivation to learn. It must be a system focused on success that will help each child progress along their unique path at the best speed of which he or she is capable.

 

The entire educational community must reach out also to the current and future Presidents of the United States, urging them to fire the starter’s gun and lay down the challenge to every mother and father to accept responsibility for the education of their children and for partnering with their teachers and principals.

 

These things must be accomplished with an unprecedented urgency because the very future of our way of life is in jeopardy. If we fail to seize up this opportunity then the outcomes we will experience in the coming years will be decidedly unpleasant and we will have no one to blame but ourselves.

 

 

 

 

 

A Case for Action: Countering Misguided Reform Initiatives with a Plan to Transform Education in America!

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Educational reform initiatives that have evolved since President George W. Bush’s “No Child Left Behind” Legislation have been gaining momentum and seem to be driven by the belief that public education in the U.S. is in a state of unprecedented crisis. These reformers insist that this crisis results, primarily, from of bad teachers and bad schools, all under the administrative control of local school districts that are poorly managed and unable to respond to the growing challenges for public education in Twenty-first Century America. Further, that even in school districts blessed with capable leadership, the efforts of these professionals are thwarted by teacher unions that make it difficult to respond to the performance issues of classroom teachers.

We believe that these reformers are wrong about everything except the existence of a crisis in public education, but it is a crisis of which these reformers seem to understand neither its nature nor its genesis. But still, they wield a big stick and the impact of the strategies and reforms initiated by these powerful leaders continue to reverberate throughout public-school classrooms, corridors, faculty lounges, and district board rooms; all driven by the mystifying assumption that if only we would run our schools as effectively as we run our businesses, quality education would prevail and expectations, everywhere, would rise.

What the actions of these reformers demonstrate, at least to this observer, is a minimal level of understanding of the forces that contribute to academic success and failure and a blatant lack of insight into the consequences of their actions.

On the other side of the conflict we have professional educators and administrators, men and women who have devoted their lifetimes to public education, who have responded to the legions of reformers by choosing to defend the honor of public education in America. Even the most renown and articulate spokespersons for professional educators have chosen to respond by defending the record of education in America, citing the progress that has been made over the last couple of decades. In this they are wrong, as the evidence will demonstrate.

These ardent advocates insist that the quality of education in America is better than it has ever been and that our students are learning more than they have ever learned. They argue that reformers grossly undervalue the critical role that poverty and racial segregation play in driving down the academic performance of America’s underprivileged children.

The warning that is shouted out by these advocates, is that the actions of the reformers threaten to destroy the very systems of education they have vowed to transform. The strategy of choice of the advocates of education in the U.S. is to complain loudly, voicing their predictions of the havoc being wreaked on our nation’s most vulnerable students and their schools.

 

Analysis and Recommendations

 

The reform initiatives of the government and corporate reformers of education are a runaway train that does, indeed, threaten to destroy our system of public education and our schools in communities all over the nation, to the great disadvantage of American children.

The reformers are correct, however, that public education in the U.S. is in a state of crisis that has ominous implications for the future of our nation.

It is the conclusion of this observer that the combined impact of this unprecedented crisis in public education in America and the misguided actions of the self-ordained reformers of education will be catastrophic for our children and for the American way of life, the future of which will soon rest upon the shoulders of these same children. We also suggest that the progression of this catastrophe is aided and abetted by the intransigence of our professional educators.

It is this author’s belief that our only hope for viable future for the United States of America, the richest and most powerful nation in the history of the world, is for the professional educators throughout these United States to stop complaining and take action. Complaints are the useless weapons of the weak and the unimaginative. The principles of positive leadership suggest that, rather than complain, powerful leaders offer constructive alternatives.

It is imperative that professional educators unite behind an alternate plan of action designed to fix the real problems with public education and work relentlessly to sell it to the American people.

Our next post will be focused on three objectives;

1)      We will examine evidence proving that the crisis in education is real;

2)      We will demonstrate how the professional educators working in our public schools are as much victims of a dysfunctional system as are the children whom they teach; and,

3)      We will identify the specific components of our systems of public education, and the educational process that works within the system, that compel us to action.

In subsequent posts we will begin, item by item, to outline the specific action strategies that, if implemented and properly executed, will transform public education in the U.S. These action strategies were first introduced in my book, Reinventing Education, Hope, and the American Dream: The Challenge for Twenty-First Century America. As is always the case in a dynamic environment, I have learned much since the book was published a year ago and the strategic action plan we will be presenting will benefit from the wisdom and knowledge that has been gained.

That process of learning and adapting is relentless and self-perpetuating and the plan will continue to evolve as our teachers and principals come on board and begin adding their own wisdom and knowledge to the equation. Strategic action plans are very much like organizations and human systems in that they are living, breathing entities that evolve, incessantly.

Things You Can Do, Part 8 – A Positive Leader’s Vision and Relentlessness

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A positive leader’s ever-expanding vision for the future of his or her organization is an energizing force. In this, as in so many things, positive leaders are relentless.

If you are a leader and your vision has grown stale, your organization is in trouble and you need to do whatever it takes to recharge and revitalize yourself. The very future of your organization depends on it – your organization depends on you!

Put this quote on the wall of your office and at other high visibility locations throughout your facilities:

“The point at which an idea, process, product, service, or organization can no longer be improved is the precise moment in time that it becomes obsolete.”

There are no leaders who can afford to become complacent and there are no organizations, whether for-profit or not-for-profit; whether manufacturers, assemblers, or service providers that can afford to become stagnant.

The pressure to survive, let alone prosper, in the economy of the Twenty-first Century decade will be extraordinary and whatever one’s venue, entities that cannot compete will surely disappear. This places an exceptional premium on positive leadership.

Many leaders feel over-whelmed by the challenges of leading their people through incessant change and relentless improvement – continuous improvement does not cut it anymore.

Listen carefully – positive leaders neither live nor work in isolation. Positive leadership recognize that every member of their organization is a partner and bears a share of the responsibility for the “relentless improvement” process. Positive leaders enlist the full participation of the people and they establish incentives for creative thinking.

Any leader that guards the creative and decision-making process and restricts participation to a select few is doomed to fail. Make relentless improvement an expectation of everyone in your organization and include it in your performance management system. If your organization does not have a performance management system, create one. Create ad hoc brainstorming teams, pulling people from all departments and levels of the organization. Celebrate excellence and creativity at every opportunity. Share information about performance and work to create an ownership mentality throughout your organization. These are characteristics of winning organizations.

As a leader, take the time to talk to as many of your people as possible. Thank them for their effort, share your vision and elevate both your expectation and theirs. Teach your people to feel like winners and you will discover that there are few things in the work world more exciting than being a part of a winning organization.

Being part of a winning organization creates a self-perpetuating cycle in which a leader’s vision seems to expand magically. Just like an answer to a question will lead to multiple new questions, the introduction of a new idea spawns creation of a chain of new ideas.

Blaming teachers in our schools is like blaming soldiers for the war they were ordered to fight.

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Blaming public school teachers for the problems in education is like blaming soldiers for the war they were asked to fight.

On the battlefield, soldiers have no control over the level of commitment, courage or resiliency of their opposition. They have no control over the efficacy of their command structure or quality of the strategy flowing through the chain of command. Neither do they control the timeliness and reliability of their supply lines or the relative primacy of their weaponry. While we might second guess the strategic decision making in war, we do not attempt to hold soldiers accountable for the success of their efforts, measured after-the-fact, using unproven metrics. These valiant men and women can only give the best of themselves and in this they are very much like our teachers.

How is it, then, that we can ask the teachers in our most challenging schools to overcome the lack of support of parents? How can we expect them to fight through the disruptive behavior of students with widely disparate levels of preparation and motivation and then guide them down the same path, toward the same destination, at the same pace?

We ask them to rise to these extraordinary and unreasonable expectations while we shower them with criticisms and disrespect? And, as if the job were not sufficiently challenging, we promote vouchers and charter schools that siphon off motivated families and their children from our most challenged public schools? Each child that escapes to an alternate school leaves teachers with fewer students that care and the school with less revenue with which to work.

Such a strategy might be justified if it included a plan to re-infuse the abandoned public schools with additional resources, innovative programming, extra training, and curricula tailored to the unique requirements of their students. Instead the strategy seems to be that we will turn our heads and shut our minds to the plight of such schools. “We can’t do anything about these schools until someone addresses the problem of poverty,” we tell ourselves.

The overwhelming majority of our elected officials and the powerful interest groups that lobby for what they call radical educational reforms have not taken the time to understand the realities with which these teachers, their schools, and their students must contend. They act on the basis of abstract principles that are as clichéd as our traditional American educational process; a process that has not been significantly altered for decades. It is a process that has chewed up and spit out millions of children, leaving generations of Americans bitter and resentful.

Meanwhile, our government and forces of corporate reform talk about privatization of schools and such business principles as investments, competition, and entrepreneurialism. They push for teacher accountability using annual test scores as if this is leading-edge thinking. The truth is that American industry has, long ago, replaced “end-of-the-production line quality inspections” with quality systems that are integrated within the production or assembly process.

These advocates do all of these things as if their leadership and initiative can magically solve the problems of public education; problems that they do not fully understand.

The worst objective these advocates pursue is separating schools from the communities they exist to serve. One of the primary problems in education is a pervasive sense of hopelessness and powerlessness on the part of Americans who no longer believe in the American dream nor do they see an education as a way out for their children. Separating schools from their communities and its people can only serve to reinforce that sense of powerlessness and hopelessness.

Business principles are needed if we are to reinvent public education but they are not the principles of the board room but rather the principles from operations. They are focus on purpose and customer, structuring resourcing the organization to support its objectives, problem-solving, team building, innovation, appropriate utilization of technology, and performance management.

It is imperative that we abandon our current educational process’s focus on failure. We must teach for mastery of subject matter, not test preparation, and we need to teach children how to be successful. It is only when a child has learned how to be successful that he or she can begin to see how they can control the outcomes in their lives. It is only when young men and women believe they can control the outcomes in their lives that they begin to feel hopeful for a better future and sufficiently powerful to make it happen.

What we need from corporate and government reformers is very simple. We need them to cease and desist. We need them to begin providing positive leadership in reselling the American dream to the people, in all of their diversity. We then we need them to find ways to support rather than subvert local innovation and initiative.

Article by Finland’s Pasi Sahlberg as shared by Valerie Strauss in her column “The Answer Sheet” in the Washington Post

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A huge thank you goes out to Valerie Strauss (@valeriestrauss) for sharing the article by Pasi Sahlberg (@pasi_sahlberg), in her column, “The Answer Sheet” for The Washington Post. Pasi Sahlberg is the author of Finnish Lessons: What Can the World Learn About Educational Change in Finland.

I encourage the reader to check out Sahlberg’s article “What if Finland’s great teachers taught in U.S. Schools?”

Sahlberg’s most important point is that there is no one approach or “silver bullet” that will solve the problems with education in America. What is needed is a comprehensive approach that addresses every aspect of a nation’s educational system from the way we prepare teachers for their professions, what we teach, how we teach it, and how we involve the entire community.

Our current focus on teachers as both the cause and the solution to the problems of public education in American is a prime example of how little our policy makers, our politicians, and even our business leaders understand about education as a system. We proceed as if the answer is holding teachers accountable on the basis of their students’ performance on standardized competency exams on the one hand and threatening dire sanctions against schools, including closure, if they fail to measure up on the other. Sahlberg’s reference to such a “toxic use of accountability” suggests that the approach itself is harmful to the system and to the children and communities that our schools exist to serve.

Our complementary focus on encouraging the establishment of charter schools and offering vouchers to entice motivated families to abandon their public schools suggests a presumption, on our part, that we expect our focus on accountability and testing to fail.

I share Sahlberg’s belief that teachers, while important, are only a part of the problems with education in the U.S. and, regardless of how effective they are, “schools and teachers alone cannot overcome the negative impact that poverty” and, I would add, the lack of both the motivation of students and support of parents. Sahlberg cites the need to “Elevate children out of poverty by other public policies.”

My only criticism of Sahlberg is his not uncommon assertion that poverty plays the pivotal role in the problems of education in the U.S. As he suggests, however, the data seems to show that poverty plays a bigger role in the challenges facing American children than in most other developed nations. This is a fact that should shake Americans out of our complacency but we reject it because it does not fit into our rather exalted self-image.

In my book, Reinventing Education, Hope, and the American Dream: The Challenge for Twenty-First Century America, (REHAD), I suggest that it is not poverty so much as it is the lack of hope on the part of the parents of our children that an education offers a way out of poverty. No one can deny that poverty creates tremendous disadvantages for American children but the fact is that some children find a way to excel academically, in spite of the poverty they endure.

What we need to understand is “what are the characteristics that distinguish such children from the majority of their classmates?” I suggest that the distinguishing characteristic is that the children who succeed are supported by parents who somehow, in the face of all odds, cling to the hope that an education is a portal to a better life. These parents and guardians possess a relentless commitment to the education of their children and not a day goes by that they do not communicate the importance of education to their sons and daughters.

The problem is not poverty rather it is the hopelessness and powerlessness that so typically accompany poverty. While poverty is a condition that seems to defy our best efforts, hopelessness and powerlessness are states of mind about which we can do something. We may not be able to get our hands around poverty, but we can attack hopelessness and powerlessness one family, one school, or one community at a time.

Sahlberg’s message is that we need a comprehensive approach that addresses every facet of the problems of education in America. I call this a systems-thinking approach in which we step back, sufficiently, that we can view our educational system as an integral whole. It is only from such a vantage point that we can begin to see how the system is influenced not only by external forces but also by internal forces that represent the consequence of our ineffectual tampering.

We not only need to shift our focus from teacher effectiveness to school effectiveness, as Sahlberg suggests, we need to effect a paradigm shift of our focus to the effectiveness of the system as a whole.

“Careful quality control at entry into teaching;” regarding teaching “as an esteemed profession, on par with medicine, law or engineering;” rigorous “competition to get into these teacher education programs” is where Sahlberg suggests we begin. He talks about the effectiveness of leadership within the classroom and school and the important role that parents play. He also talks about the importance of a positive school climate where teachers can “use their skills, wisdom, and shared knowledge for the good of their students’ learning.”

We need a comprehensive plan of action that addresses every aspect of our complicated educational system and process and offering a blueprint for such a plan is the essential purpose of my book, Reinventing Education, Hope, and the American Dream, (REHAD). Although I believe the solution I offer in REHAD is practical and effective it is offered as much as a catalyst to a profession-wide brainstorming process as it is a proposal for direct action.

Sahlberg closes out his article with a theoretical exchange of teachers with Finnish teachers coming to Indiana and Hoosier teachers going to Finland. He suggests that the Finnish teachers working in the context of the current American educational process would be able to deliver only marginal improvements in test scores. He suggests that, once acclimated, Hoosier teachers in Finland would begin to flourish.

Interestingly, in one of the drafts of REHAD, I posed a similar hypothetical experiment in which we would exchange teachers from model schools that exist along the fringes of the American educational system with those from our more challenged public schools. The results I envisioned as a result of such an experiment were virtually identical to those envisioned by Sahlberg.

Sahlberg strives, as do I, to challenge Americans to alter the way we think about education and expand the boundaries of conventional thinking. It is my hope that my modest contribution will help ameliorate the difficulty many Americans have in acknowledging that we can learn something from the experience of other nations.

Things Positive Leaders Can Do, Part 6 – When you are the boss!

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Accept that your people are your most important resource. However Imperfect they may seem and however many problems they may have caused they have more than enough potential to help your department succeed.

They are your people. You either select them or accepted them because they were thought to have the ability to do the job. Now they are your people and you are responsible for developing their potential. Remember that unless they are incompetent and/or unwilling, it is less expensive to remediate the problems they cause than to replace them. Place your faith and trust in them; elevate your expectations. If you are forced to conclude that your people do not have the potential your department requires, it is your responsibility to do something about it.

Let your people know what your company’s objectives are and let them know when it succeeds or fails and how you and they have contributed to that success or failure. Do not withhold data about your company’s performance. Remember that knowledge is power. Most employees have an intuitive understanding of what it takes to be profitable and, with a little help from you to teach them how to understand the numbers, you will likely be surprised at the manner of their response.

One of the best ways to do this is to give them specific information relating to the expectations of your customers.
Let you people know what your department’s job is and how it contributes to the success of the business. Also let them know how your department interacts with other departments and how these departments mutually support one another. Make certain you people understand how their jobs fit in the program and how they contribute to the success of the department and to the business as a whole. Identify the internal supply chains that exist for each department. Make sure they understand who exists to serve whom. Who are their internal customers and what are the expectations of these customers.

Whenever possible, help your people set specific goals and objectives. This does not mean setting those expectations for them. Expectations should be as high as possible as long as they are achievable and the more your employees participated in setting those expectations the more powerful they will be. Then, measure performance and publish the results. Find something to count. Celebrate all victories.

Let your people know that your job, as their supervisor, is to help them succeed and, then, do your job.
Become a strong advocate. Fight for your people and stand up for them. See that they get the credit they deserve.
Take advantage of every opportunity to give positive feedback and recognition. Feedback is not something that should occur on a schedule or on special occasions. Positive feedback should comprise a significant part of what we do, each and every day.

Establish an atmosphere that concerns itself with solving problems not fixing the blame. Allow for mistakes and for failure. Give recognition for a good try. The only people who never make mistakes are those that never accept a challenge and never extend themselves. Recall the adage that says that “unless you fall down once in a while, you are not really skiing.” Remember that mistakes are nothing more than wonderful learning opportunities.

Make a commitment to listen. Seek out the ideas and suggestions of your people and act on them. Establish a pattern of incentives that will encourage more ideas and suggestions. Let people know the outcome of their ideas and suggestions.
Manage on the move, out amongst your employees. Never underestimate the power of your physical presence and the number of opportunities your presence creates. Avoid the ivory tower image.

Operate with an open-door policy. Contrary to popular belief, an open-door policy does not weaken the chain of command. The rule of thumb is that “you can and should listen to anyone, anytime, but avoid taking action until you have heard all sides, gathered the facts, and involve all of the appropriate participants.” Schedule time when you will be available—otherwise your time will be devoured by circumstances beyond your control and the open-door policy will be a myth. Your people know how busy you are and that there are many demands for your time. When you guarantee time for them it will help them appreciate how precious your time is and how important they are that your are willing to share it with them. Remember that the best open-door policy is one in which the boss is going out among the people as well as allowing the people to come to the boss.

You will not be able to solve all of their problems but you will establish a positive atmosphere that will be a fertile ground for productivity and excellence.

Handle problems, don’t create them. Take action to resolve problem situations and to respond to problem behavior by people, face-to-face, eyeball-to-eyeball. Rather than criticize or punish people, deal with the natural consequences of behavior. Leave personalities out of it as much as possible. Solve problems at the lowest possible level.

Avoid the temptation to legislate solutions to problems. This gets the supervisor off the hook, temporarily, of having to deal with a problem. But it punishes the whole unit or department and it does not address the underlying problem. After all, behaviors are nothing more than symptoms of underlying issues. More often than not, it is the employee’s lack of commitment to the mission that is driving undesirable behavior. Do not make the majority suffer for the misdeeds of the few. In these situations, the innocent taste the bitterness of injustice and nothing destroys trust in leadership more than perceived injustice. Use the “few rules theory of leadership.”

Rules are the studs, joists, and rafters of bureaucracies. When the behavior of an individual compromises the mission or purpose of an organization, positive leaders go to the source. Positive leaders begin with the assumption that the individual wants to do a good job but has, somehow, been diverted from their purpose. Positive leaders view these events as opportunities to teach and also opportunities to build trust. They begin by reminding themselves of their purpose as a positive leader, which is to help individual men and women be successful.

“Hold on a minute!” you might say. “That is not the outcome we are seeking.”

A leader’s focus on outcomes, whether desirable or not, shifts the focus away from the individual. Imagine how differently you feel when someone accuses you of doing something wrong, compared to a simple response of surprise that the outcome of the effort was not what we wanted or expected. It changes the entire dynamics of the conversation. Positive leaders have the highest possible expectations of their people and they avoid searching for evil intent.
Inevitably, even in the career of the most positive leader, there will be men and women with the intent to work in the disinterest of their organization. Exemplary leaders are always shocked to discover people of bad character because they expect the best of everyone. When an individual to whom every consideration has been given proves him or herself to be untrustworthy, positive respond with the gavel of certain justice. These leaders respond unhesitatingly and unequivocally. At the moment when the positive leader becomes convinced that an individual can no longer be trusted, the leader’s efforts shift, immediately, from the focus on remediation to one of acting in the best interests of the organization. Rarely are the interests of an organization served by hesitation or vacillation. Positive leaders waste no time and immediately get the individual out of the organization.

Learn as many names as possible and smile at the people you encounter. Acknowledge your people as valuable human beings. Treat them with dignity and respect. People do not normally respond to embarrassment or humiliation. “KAP!” Kick Ass Privately when it is necessary to kick ass at all. Make people feel important. Have a training session for your entire management team to teach them how to make people feel important.

Your integrity and your character are your most important assets. You do not have to be right all the time nor do you need to win all of the battles.

Vent your frustrations and express your doubts only to your peers or to your boss. Even the penultimate leader feels doubt and frustration—after all they are human beings. It is okay to be human. What distinguishes positive leaders from their less effective counterparts is the recognition of their responsibility to put the interests of their organization and its people ahead of their personal interests. They vent their frustrations appropriately. Require the same of your staff. Encourage them to vent their frustrations to you. Once a policy is made by management, do not burden your staff with your disagreement or disenchantment with that policy. Carry out the policy with the same positive enthusiasm you would display if it were your pet project or idea. If you are a strong advocate, as well you should be, you will have given testimony of your opinion in the policy formation process. In dealing with your staff, encourage them to express their honest opinion about every topic until such time as the decision is made. Once the decision is made, expect them to support it enthusiastically.

Let your people know that you trust them to do their job, to produce results, to meet deadlines, to achieve objectives. Then, let them do their jobs. Don’t look over their shoulder until they have missed their deadlines. Give them honest feedback about their results. Remember that trust is one of the most important characteristics of a successful organization. Work hard to earn their trust in you.

You are the leader—so lead! Be Proactive! Be decisive! Accept responsibility! Keep an eye on the future!

Build Teamwork! Talk to your people about the role you want them to play and about its importance to the organization. See that they get recognition for their contribution and that they get to share in victories as a full member of the team. Intermix individual performance goals with team goals. If the individual’s performance holds the team back, involve the team in the resolution.

Insist on the facts! Know your department inside and out! Know what it produces and how much it costs to produce it. Don’t be afraid of the facts. They can be a powerful tool to get things done and the more you and your people know about your operation the better your outcomes.

Teach your people to accept responsibility for their jobs! When they come to you with problems or questions, use it as an opportunity to teach them how to think for themselves. Good leaders resist the temptation, when the employee is stuck on a problem, to take over and solve it. The goal is not to solve the problem and show how smart you are; the goal is to help them employee learn how to solve the problem and teach them how smart he or she can be. Ask them what they think. They may be extremely reluctant to share their ideas with you for fear of looking stupid, but ninety percent of the time they will have an idea that may lead to a solution.

Give a man a fish and you feed him for the day. Teach him how to fish and your feed him for a lifetime.
Teach your people how to be strong and independent rather than weak and dependent! Many supervisors think it necessary to keep their staff dependent on them when, in fact, this only weakens the organization. Effective supervisors are constantly working to help their staff become independent within the scope of their jobs.

Expect your people to be the best and expect your department to be the best. Make certain that your expectations are communicated to everyone. There is substantial evidence to support that most people will strive to live up to or down to the expectations of their leaders. There are very few people in the world who want to be a loser. People will follow a leader with a winning attitude. Leaders who believe their people are winners and who expect them to win, consistently produce winning teams.

When confronted with problems, take action to solve them. When you have no authority to act, prepare a plan of action and present it to someone who does have the authority. Give them enough information and sufficient options that they need only answer yes or no! There is never an excuse for inaction unless the problem is found not to be a real problem.

Deal with people in terms of their and your intelligent self-interest. Make decisions and take risks! Be patient and tolerant, set standards for others that represent their capabilities, not yours. Keep communication channels clear and rise above emotional barriers. Above all, accept responsibility for everything that happens in your department or organization. But, remember that responsibility and blame are not synonymous. In fact, forget about blame. Blame is a negative activity that contributes nothing to progress.

Set productivity goals that can be met by the majority of people in the workforce. Better yet, let your people establish their own productivity goals. The object is to set them high enough to generate pride in achievement but low enough that the majority begin to feel like winners. Publish those objectives for the world to see and post the results just as prominently. Let the results speak for themselves. With each victory, raise the level of expectations.
Begin the process of dismantling the bureaucracy. Try to find one rule per month that can be abolished. The more freedom you give to your people the more responsibility you have a right to expect. The more responsibility people have the greater their sense of ownership. Establish the ritual of inviting your people to nominate one rule per month for the scrap pile. You will also find this is an effective way to reduce your costs as each rule places and enforcement burden on the enterprise.

The list can go on and on. Build on this list! Use it as a springboard. We’ve tried to leave room with each of these strategies for your to flesh them out with greater specificity. Personalize them; tailor them to your individual tastes and preferences but, whatever, do something. Act!

Remember that anything human beings can imagine, human beings can do. Positive leaders believe in the possibilities and they believe in their people. Positive leaders communicate mission, vision, and values relentlessly.
Positive leaders strive to become totally dispensable to their organizations. They do this by empowering their people and in the process they become invaluable.

The world needs you and you can do it! You can make a difference!

Things Positive Leaders Can Do, Part 5 – As an Employee

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This is the fifth in our series of articles about things positive leaders can do to make a difference in the world around them.

Give your best effort each and every day, all day long. Take pride in the work you do regardless of how menial or sophisticated. Focus your mind and your energies at all times on the end-customer who will derive benefit from that which you do whether that is someone outside of your organization or within. Accept as your mission the responsibility for giving that customer the best product or service possible given the resources with which you are provided.

Value your job as an opportunity to contribute something of value to society. Each and every job is part of the fabric that is our socio-economic system. As complicated and remote as it may seem, each job done well, contributes value to the system. In J. D. Salinger’s Franny and Zooey, Zooey Glass reminds his younger sister Franny of something their eldest brother Seymour said, “do it for the fat lady.”

Seymour’s “fat lady” was a symbolic representation of Jesus Christ. The point Seymour wished to make for his younger siblings was that they should always do and look their best for Christ. Doing so adds an element of beauty to the world. The universe, which is the Creator’s gift to mankind, may be vast and complicated but the contribution of individual men and women is still the primary determinant of the overall quality of life for all creatures.

Think in terms of primitive man’s early days when society was the extended family or tribe. No matter how primitive the community, a clear division of labor existed in which all participants were expected to contribute according their talents and abilities. The whole tribe derived benefit from a job well done and the whole tribe suffered if it was done poorly. Although modern society is complex, things have not changed all that much. What you do is still important to the welfare of the community and it is your responsibility to do it to the best of your ability.

Do not ask “what’s in it for me?” Do not take the attitude that I will do it only when I’m certain of the reward. Do it for the customer who will benefit, whether internal or external. Do it for the community that depends on everyone to do his or her best; do it for your own pride and self esteem. Positive leadership is both life-affirming and self-affirming.

Put your trust in your employer. Yes, there is risk that an employer may take advantage of you, that you may be exploited. There is risk in all of life. Someone has to break the cycle of mistrust, however, so why not let it be you? And, do not be afraid to ask management to put its trust in you.

Do not complain about things you don’t like or that make it more difficult to do your job. Instead, propose a positive alternative. Think through the issue and talk to other people who view the problem from a range of perspectives. Then prepare a brief but simple action proposal and submit it to the appropriate authorities. Do not worry about whether or not it will be approved. Many of your suggestions will be ignored; some, however, will be accepted. Some will be filed away for future reference and will re-surface when the time is ripe. Other proposals will be scorned; and, some will spark a germ of an idea in the mind of someone else and will be a catalyst for change.
Something else will happen, as well, as you develop a pattern of preparing action proposals. If your ideas are positive and practical you will acquire a reputation as a problem-solver, as a positive leader, and as an employee to be listened to and respected. Most important of all, the customer whom you serve will derive real benefit. As this happens you will also earn the respect of your peers who will view you as an individual who can get management to take notice. As a result, people will begin to recognize your leadership. Never under-estimate the power of committed men and women or the power of positive leadership. They can and do change the world! It happens every day, everywhere. You can too!

Talk to people and listen to them. Listen empathically. Smile at them and be friendly. Help people to learn how to do their jobs. Reach out to them. Set a good example. Don’t feel compelled to knuckle under to peer-pressure but instead, stand up for your values and principles.

Be a hero. When we were children we pretended to be heroes who would display our courage under even the most trying and dangerous circumstances. The workforce daily presents opportunities for heroism and the world needs you every bit as desperately today as in wartime. And, the benefit to be derived from your leadership is vital to our society. So go ahead! Be a hero! The worst thing that can happen to you as a result of your courage is that a few individuals with little minds and weak spines may make snide remarks. They are inconsequential. It is heroes that the world needs so earnestly.

Work hard, be honest, stay late, volunteer for the tough assignments, innovate, streamline, establish a new standard, communicate with management, demonstrate your loyalty, say what needs to be said even in the face of danger. Have strength and courage. Dedicate yourself to doing the best job you can and expect – even demand – the same from those around you. Our entire society, our way of life, is threatened by a lack of commitment and heroism; by the unwillingness of men and women to stand up for what is right and to give unselfishly of their talents and skills. You can make a difference! It is your duty to yourself, to your children, and to your children’s children. It is also your duty to your sense of honor. It is this kind of effort and courage that made America the beacon of hope for the world and it is this type of courage and effort that will revitalize and re-energize our nation, today and in the future.

Things Positive Leaders Can Do, Part 4 – Be Active in Your Community

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How much time and energy one devotes to one’s community will vary greatly according to the time of one’s life. What is important is that each of us acknowledges a responsibility to our community, to society, and to the world as a whole.

Remember to think about things in the context of our most basic values:

1. That every human being on the face of the Earth is a child of Creation and deserves our respect and concern,
2. That the Universe is the Creator’s gift to us, and
3. That every job well done, great or small, adds an element of beauty to the world.

We have an unyielding obligation to cherish life and the Universe. Everything we do must be judged in this context:
“Does it or does it not affirm life.”

We must:

• Respect all life and each and every human being,
• Reject racism,
• Conserve and protect the Earth’s resources:
• Participate in our government at the local, state, and federal level by:
• Help our neighbors
• Take care of our property
• Support the less fortunate with our energy, compassion, time and money
• Support our economy by doing our job to the best of our ability
• Give something back to our community

None of us can afford to live in isolation or to abdicate responsibility for the world and its challenges. Whether we accept it or not, the problems of the world will have an impact on our lives and on the lives of our loved ones. None of the world’s problems can be effectively resolved without the help of each of us. None of us are insignificant and each effort on the part of every individual makes a difference.

Remember the thoughts of Jane Goodall,

“The most important thing people can do for the future of the world is to realize that what they do matters.”

Every child that grows up hungry, angry, ignorant, illiterate, and estranged from the mainstream of our society threatens the safety and quality of life of the entire community. These children are our responsibility and the sooner we acknowledge that responsibility the better our chances of making a positive impact. If every gainfully employed man or woman would reach back to help one disadvantaged child, there would not be enough disadvantaged children to go around.

Most of us look out at the immense problems in the world and feel overwhelmed and powerless. This is a normal human feeling but it is just that—a feeling. We are not powerless and we need not feel overwhelmed. We have the power to make a difference if only we will do whatever is in our power to do; if only we will take the lead as a positive leader.
Give of yourself fully and practice the principles of positive leadership.

Former President George H. W. Bush’s 1988 campaign strategy of promoting “a thousand points of light” was an important acknowledgement that our government cannot solve all of our problems. In fact, just the opposite is true. More often than not our government tends to create more problems than it solves. When government attempts to solve our problems for us it tends to create dependencies rather than foster both independence and interdependence. The best solutions to our problems rest in the hands of individual men and women, acting in concert with their friends and neighbors, and acting on principle.

You can make a difference. More importantly, you must make a difference. The whole world is counting on you. Be a positive leader!

Things You Can Do, Today, Tomorrow and the Next Day, Part 1

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This is the first of a series of articles written to explore specific things individual men and women can do to make a difference in the world around them. Making a difference is what leadership is all about and, ultimately, each of us will be judged as a leader on the basis of how much of a difference did we make and toward what objectives.

Positive leaders are whole people and their leadership extends to all aspects of the world in which they live and interact. These men and women recognize that we are all interdependent and that nothing leaders do can be done in isolation.

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The key to leadership is action! Our discussion of leadership would be meaningless unless we offer specific suggestions for action strategies that can be implemented immediately. Things you can do that will have a dramatic impact on your life and on the world around you.

Each of these things is not only possible they are imminently doable. All that is required is a willing participant who will open his or her heart to the possibilities and will act and act now!

Our discussion will address strategies for the full spectrum of our lives to include home, the community and the workplace. This list of strategies is not intended to be exhaustive. Our purpose is to get you started, to serve as an ignition system. The list is as long as your imagination and success requires that you utilize your imagination, fully.

ACTION STRATEGIES FOR HOME

1. Exercise your mind, body and self esteem.

Actions:
Implement an exercise program to get your body in shape. Do it at home or away from home. Walk, exercise, play tennis or basketball, ride a real or stationary bicycle, join a health club, take aerobic classes, join the mall walkers’ club at your nearest shopping mall. Do not overdo it! Start slowly and build up to a daily regimen that works for you, but make a commitment and stick to it. You will feel better, have more energy, more stamina, and more enthusiasm for life and be less susceptible to depression.

Initiate a reading program. Set aside at least fifteen to twenty minutes a day, at a time that works well for you, to read something educational or inspirational, beyond the local newspaper. Feel free to vary the material you read according to your interests and activities and according to your job requirements. It will expand your mind and your imagination, introduce you to new ideas, broaden your vocabulary, improve your positive outlook, and inspire you to live your life more fully.

Commence a serious regimen for your self esteem. Listen to motivational tapes. Smile and talk to yourself in the mirror. Read motivational books. Keep a diary of your innermost thoughts and feelings as you strive to build a positive self-concept.

Become a giver rather than a taker. Begin to think of yourself as a giving person and start doing things for other people. Nothing makes us feel better about ourselves than to receive positive feedback from the people in our lives; and nothing generates positive feedback from the people in our lives more than doing things to help those people feel good about themselves. Share yourself with the people about whom you care! These things you do for yourself, but not only for yourself. The best way to enhance your contribution to your family, your job, and community is to take good care of yourself. You are important to the people in your life. They care about you and they need you. Take good care of yourself for their sake as well as for your own sake.

Go on a sensible diet, not a fad diet; take a vitamin and mineral supplement. If you are unhappy with your appearance, do something about it. Get a new hair style; dress differently; try a different style of eyeglasses.
Begin to look at yourself through different eyes. When you look at yourself through the eyes of someone who feels good about him or herself you can begin to see the warmth and the friendliness in your face, especially if you are smiling. Discard the idea that you have to look like a movie star; very few people possess that type of good looks. Think instead of all the friendly and interesting people you know. Think about their faces and their appearance. How do you perceive them? You enjoy seeing them because they are warm and friendly people and the various characteristics of their appearance are distinguishing. What draws you to them is not their facial or physical beauty, but their warmth and friendliness, their openness and their genuine concern for you. Think of yourself as this type of person and very soon you will begin to see that type of person when you smile at yourself in the mirror.

Think positive, life-affirming thoughts as often as possible. Fill your mind with positive thoughts and purge yourself of as many negative thoughts and feelings as possible. Count your blessings. Do not be discouraged when negative thoughts keep cropping up. They are normal for all human beings. Think of it as weeding the garden. The more you pull the weeds the more the flowers flourish, yet the weeds keep coming. It is a never-ending job. Once you have cleared the garden a few times, however, the weed growth begins to diminish. So, too, will it be with your negative feelings and thoughts.

Change the way you respond to people. When someone asks how you are doing, how do you respond? Try something new the next time someone asks. Say: “Better than I have in a long time!” If they want to hear more you can say: “I have been working to develop a positive attitude and it has given me a whole new outlook on life.” You don’t have to say any more than this but be sure to smile when you say it. If people want to know more then don’t be shy. Share your gift of positive living with them and you will feel even better about yourself. Do not worry as you would in the past, about being embarrassed.

Pay attention to the other people in your life. When you meet other people, do not push your ideas on them but reach out to them in a totally different way. Give them your attention, after all attention is one of the greatest gifts you can give to another human being. Listen to them and hear what they are saying. Ask relevant questions that demonstrate that you are listening. Give them positive feedback and encouragement at every opportunity without preaching and without talking about yourself. Do not talk about yourself at all unless they ask, specifically. The more you truly listen to others and give them fully of your attention, you are making them feel like the most important person in the world and they will choose to spend more time with you than they may have ever done in the past.

Do a self-assessment exercise. Make a list the things you like about yourself and that other people like about you and then rejoice in and celebrate the positive things in your life. Also list those things about you about which you are unhappy. Pick up to five of the things about which you are unhappy and develop action strategies for change. If you commit to those action strategies it won’t be long until you will be scratching things off of your list or transferring them to the list of things you like about yourself. When you eliminate an item from this latter list, replace them with another item.

Action Plans and Action Proposals: The Tools of Positive Leaders

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The process of preparing action plans and action proposals is crucial to powerful positive leadership. Positive leaders know how to make things happen and action plans and proposals are the tools these powerful men and women utilize to change the world around them. But what do we mean? What is an action plan and how does it differ from an action proposal? What purpose do they serve and to whom are action plans and proposals directed?

The Action Plan

Action plans are the essence of simplicity. An action plan is the statement of a specific objective and a listing, in sequence, of the actions you intend to take to achieve your objective. An action plan can fit on an index card or, for that matter, on the back of a business card. On the other hand, it can be a ten, twenty or even a one hundred page document according to the scope and complexity of the contemplated action.

An action plan is what you need when you are prepared and able to take action on your own initiative. If you are the only actor it can be brief. If the contemplated action requires the coordinated participation of other members of your team then the action plan may require more detailed descriptions and explanations. However long it may be, it remains a simple statement of objectives and the specific actions (steps, behaviors, tasks, etc.) that are to be implemented.

It is helpful if the action plan also stipulates the expected results or outcomes along with some discussion as to the manner in which the results will be measured or interpreted. Action plans are meaningless unless they lead to action and action is meaningless unless it is purposeful and produces measurable outcomes.

An action plan establishes a framework for accountability so that it can be evaluated both in terms of the efficiency (how well the plan was implemented) and effectiveness (were the desired results achieved.)

Any time you are faced with a challenge, think it through and prepare and implement an action plan.

Action Proposals

Action proposals are nothing more than a special type of action plan for situations in which you are unable to act unilaterally; when you lack the authority to act. In these situations your response to the challenge depends on your ability to influence other people and convince them that the action you propose is necessary. Necessity means that it promises an acceptable return on one’s investment and/or a probable solution to a critical issue. Hence action proposals require more articulation and all major assumptions must be identified at the outset.

The well-conceived action proposal should include:

1. A statement of the overall mission or purpose which is often the identification of a specific problem that needs to be resolved;
2. A set of specific action objectives;
3. A description of how and why the proposed actions will effectively serve the mission or purpose;
4. The cost of the action compared to the perceived benefits;
5. The method by which results will be measured and interpreted; and,
6. A call for action.

Again the breadth and scope of the proposal depends on the size and complexity of the operation and the number of people involved. Action proposals are not comprehensive strategic plans, however, and they need not fill notebooks. The proposal should be sufficiently brief that the decision maker can read it and act quickly. The objective is to make it easy for the decision-maker to say yes.

Very often, action proposals will rejected or even ignored by the decision-maker. Remember that many decision-makers are really decision-avoiders. Many would prefer to avoid risk or controversy. Sometimes this creates an advantage for the author of the action proposal as the decision-maker may view your proposal as a way to transfer the risk of failure to you. If the action proposal produces a positive outcome the decision-maker gets to share in the lion’s share of the credit but if it fails they can deflect responsibility.

In the long-run, it doesn’t matter if the majority of our action proposals evaporate in the vacuum of indecision. What happens is that we become recognized as a problem-solver and action-taker. When our decision-maker needs to bring a team together to solve a problem the chances that we will be chosen are invariably enhanced. As the success rate of our action proposals increases, the probability that future action plans will gain approval increases proportionately. Our credibility also grows as a result of these successes and our future opportunities grow exponentially.

Action plans and proposals are the primary tools of positive leaders.