When Someone in Your Workplace Doesn't Like You

As a leader, how do you deal with those who don't like you? 

Having enemies in the workplace is often destructive. Ideally you should try to work with your rival instead of against him. But if your collaborative efforts fail, try one of these strategies instead:

• Find a common ally. Seek a third party whom your enemy trusts. A common ally may convince him of the benefits of working with you.
• Wait for the right time. Sometimes people need time and space before they can see your side. Put off communication until the right opportunity presents itself.
• When to go elsewhere. The effort of converting a rival is sometimes so great that you're better off focusing your energy on another relationship.
• Have a direct conversation.  This is the toughest one of all.  Many of us avoid difficult conversations but when all else fails, you need to.  Check this blog for listings about 'challenging conversations' and 'difficult conversations' to develop some specific strategies for engaging your enemy. 

Adapted from "Make Your Enemies Your Allies" by Brian Uzzi and Shannon Dunlap.

Do You Stay True to Your Own Protocols?

As a leader, do you stay true to your own protocols?

As leaders, one of the things we are often asked to do is to establish protocols - routines for day-to-day work. We sometimes do this on our own and sometimes with contributions from individuals or teams from our workplaces.  But there is a caution..... It's sometimes tempting not to follow our own protocols.  It's easy to slip into situations where we feel pressed for time and feel that we need to respond quickly to an issue and we neglect the very protocols we established.  We need to be very cautious of such behaviour.  It undermines the contributions others have made to the protocols established.  Worse than that, it undermines trust in you as a leader.

Next time you are tempted to skip a protocol or routine because you feel pressed for time, think of the impact on your staff.  The cost to your credibility is simply too high.

Reducing Fear of Public Speaking

As a leader, how effective are you when speaking in public?

All leaders need to speak to groups small and large.  Good preparation reduces performance anxiety. Next time you need to present to an audience, follow these four steps:

• Be confident in your topic. Your audience already believes that you're the expert, so don't try to bluff. If the people you're presenting to feel you're unsure of your material, they'll lose trust in you.
• Imagine questions people might ask. Construct answers before you give your presentation. Either incorporate the answers into your presentation or be ready to provide them during Q&A.
• Memorize the first minute of your presentation. You experience your greatest anxiety at the beginning of a presentation. Knowing the opening of your presentation will give you a good start.
• Once done, look back.  Once you're done, reflect on what you accomplished.  What went really well that you can do again another time?  What might you change next time you need to speak?

Adapted from Guide to Persuasive Presentations (HBR OnPoint Collection).

Leadership Presence

As a leader, how do you build your leadership 'presence'?

Simply because you hold a leadership role, it doesn't mean that you have 'leader presence'.  Leader presence is not an innate quality; it is a set of behaviors that you can learn over time. Whether you are a natural wallflower or a social butterfly, you can enhance your presence by doing the following:

• Focus and relax. Calm is the foundation of presence. Use your breathing as an anchor that you return to when you get stressed or start to lose focus.
• Gain awareness. To change your behavior, you need to know how you are perceived. Pay attention to how people react to you and ask for candid feedback from those you trust.
• Practice with support. Telling a colleague or mentor you're working on presence can boost your skills and confidence. The feedback you receive can also reinforce momentum.
• Start by buying time. One of the first behaviours to demonstrate presence is informing those who ask questions that you need some time.  Try saying this:  "This is important.  I want to give it some thought and to check with some others.  I don't want to rush my response.  I'll get back to you tomorrow."  Comments like this build your presence by indicating that you take time, you see what's important, you think things through, you reflect, you consult when necessary, and you'll respond when you are ready.  Each of these is an aspect of 'leader presence'.

Adapted from "Developing Executive Presence" by Joshua Ehrlich.

Serving as a Mentor

As a leader, do you offer to mentor new or inexperienced leaders?

An important role for any leader is the mentoring of new or inexperienced leaders.  It provides a great service to someone who is in the exact same spot you were at one time.....but it also helps you.

Mentoring a new leader is simply the right thing to do.  Somewhere along the line, someone believed in you and supported your move into leadership.  One form of paying back this kindness is to mentor another.  New leaders need individuals whom they can trust so they can share their uncertainties in difficult times and gain some solid knowledge from someone like you who simply has more experience in the role.

More than being the right thing to do, mentoring a new leader can help you too.  Your mentee gives you insight into how people are feeling and thinking in the workplace.  You may have forgotten what it's like to be new in a role and a bit unsure of yourself.  Providing a safe and confidential forum for discussion helps you build your understanding of others.  Further, mentoring helps you learn how to build capacity in others.  A key role for a leader is building capacity in your staff.  Mentoring gives you a chance to practise and hone your skills. 

Reflections on Leadership as it relates to being a new Parent

How is being the parent of new-born twin boys like leadership?

My twin boys came on Dec 15th and today is the first month after they were born. These boys are behaving so differently compared to my daughter who just turned two a few weeks ago.

I reflected upon leadership in terms of the need for establishing a strong partnership between my partner and me. Throughout the entire last month, it was really a challenging time as my wife and I are mainly the only people looking after the 3 young kids in our household. Non-stop feeding, burping and diaper changing are already programmed in my brain. I am glad that we have a strong partnership in dealing with challenges around the clock.

How do I apply this to school leadership? Once a good partnership is established among staff at school, challenges will be met and shared.

A good partnership is key for successful leadership at school. School leader partnerships involve other stakeholders including school staff, board staff, parents, students and other community members.

To have a good partnership, I thought about the following six key directions:

1) Keeping up good communication skills (listening, expressing, verbal and non-verbal).

2) Respecting all stakeholders.

3) Willing to trust and bring trusted.

4) Keeping up a sense of humor.

5) Sharing the work.

6) Sharing the responsibility for outcomes.

Guest Post from: Benjamin Law (York Region District School Board)

Drop Your Mask and Be Authentic

As a leader, are you authentic with your staff?

Are you hiding from your staff? Too many leaders try to conceal their flaws and present a polished façade - the 'bluff exterior'. Or they try to behave like they think "great" leaders do. When you try to be someone else, it erodes trust and effectiveness and causes people to question your true identity.  Your staff can see through this behaviour.  So drop the mask and be who you really are. This can enhance your relationships, foster trust, and create better outcomes at work. Be honest about your imperfections and ask others to help you determine how to bring more of your authentic self to work.  By not being 'perfect', you're able to build capacity in your organization/school by cultivating the knowledge and skills of your colleagues. 

Adapted from "Fire, Snowball, Mask, Movie: How Leaders Spark and Sustain Change" by Peter Fuda and Richard Badham.

When 'It All Becomes Too Much'

As a leader, do you know what to do when 'it all becomes too much'?

As leaders, we are subject to many demands, responsibilities and stresses in our roles.  From time to time, things can start to feel overwhelming and it feels as if the demands on us are 'too much'.  At times like this, it's too late to figure out what your response will be.  It's when you're feeling good about yourself and your work that you need to figure out your plan for how to respond when the demands and the stresses become overwhelming. 

Here are a few questions to guide your thinking about developing a response to challenging times:

• With whom can I safely share my worries/concerns/frustrations?
• Who might I call on to lend a hand with the work that needs to get done?
• Can I delegate some of my work to trusted others?
• Do I alert people now that I may need to call on them from time to time to lend a hand?
• What is urgent and must be attended to now?
• What is less urgent and can reasonably be put aside for a few hours, days, or even weeks?
• How will I communicate - and to whom - that some work was not completed as first hoped?
• Do I have a supervisor who needs to know?
• Do I need to share - or hide - this state from those I lead?

Equally important to developing a response to times when work seems overwhelming is the need to reflect on the situation.  If you don't reflect, you run the risk of allowing times like this to become cyclically repeating.  Some questions to guide your reflections:

• Is there anything I might have done differently that would have prevented this overwhelming state to develop?
• How do I manage 'work flow' - for myself and for those I lead?
• Do I need to bring others into a discussion about 'work flow' at our site?
• What have I learned about myself and how I react to stressful times?
• What do I need to learn in order to be ready for stressful times?
• What did I learn from my last experience with stressful times?  Was there something actionable?

Inspired Leadership

Guest post by Jan Kielven...

Inspired Leadership

Let’s face it, nuggets on paper don’t inspire.  Board plans don’t inspire, neither do schools plans.  They are necessary.  They’re set up to be ‘information’ and they do that extremely well.   They speak to the left side of the brain.  It’s the “What”, not the “Why” of what we do. 

Plans identify the work to be done, often through numeric targets.  Words like ‘a 3% increase’ don’t inspire. In football, this is like the grinding ground game.  No ‘Hail Mary’ passes, no interceptions, no quarterback sacks.  It’s a game of inches and percentages.   In economic terms, it’s like fracking hydrocarbons.  No burst of thick glistening jets from a deep well gurgling excitedly to the surface.  No Ghawar fields.  It’s trying to get a little above breaking even.   ‘Fracking’ may well be the metaphor of our times. 

So, whose work is the inspiration?  We cannot succeed without it, without undue human cost.  One answer comes from Andrew Hargreaves in The Fourth Way.  He actually uses the word, ‘inspire’!  Rare.  Courageous.  He also identifies it as one of the roles of leadership.   He speaks of the need to trust leaders “…to become inspirational developers of their communities instead of mere managers of imposed targets and external initiatives.” (Hargreaves&Shirley, 2008)

Powerful leaders ‘own’ the Board Improvement Plan and the School Improvement Plan.  They have a strong commitment to it, and a passion for achieving its goals – not for the sake of numbers, but because those numbers represent real individuals in their care.  That conversion from data and targets  to individuals’ experiences of education happens when information is transformed into compassion, drive, and yes, inspiration. 

THE FOURTH WAY

 Andrew Hargreaves and Dennis Shirley

EDUCATIONAL LEADERSHIP/OCTOBER 2008

Guest author:  Jan Kielven



Developing Your Culture

What is the culture of your organization?

Darryl Connor (1993) defines cultures as "the beliefs, behaviours, and assumptions of an organization [that] serve as a guide to what are considered appropriate or inappropriate actions" for individuals and groups to engage in.  Culture operates at two levels: 1) overly, as apparent in policies and procedures and 2) covertly, reflected in "the way things are done".

Culture in an organization usually evolves over time.  The personalities of the leaders often determine the beliefs, behaviours, and assumptions that eventually become firmly established, although they may not be especially visible.  This results in what Connor (1993) calls a default culture.

It is much less common for leaders to consciously and deliberately establish the type of organizational culture that serves their needs.  As a result, new leaders often inherit a culture that doesn't support changes they want to make in the organization.  And they find out quickly that a non-supportive culture can be very inhospitable to a change initiative. 

If you are a leader of a new organization or project, you have the opportunity to build the type of culture you believe works best.  If you take over an existing entity, you have the harder task of assessing and changing the culture - a difficult but not impossible task. 

Regardless of which position you are in, here are some things to consider about your culture:

• Are the values and principles explicit so that everyone understands what is valued?
• What is the trust level in the organization?  Do people at different levels trust one another?  What do you do to make it safe for people to take risks and trust one another?
• Are people valued as individuals, or are they thought of primarily as assets or resources?
• Are people's hands, heads, and hearts wanted - or just their hands?
• Is the atmosphere informal and comfortable, or is it formal and tense?
• Are people treated equitably, or is there evidence of preferential treatment?
• Is the environment positive, with people encouraged and recognized, or is it negative, with little or no recognition and a lot of blaming?
• Does the organization freely share information, or is the flow of information tightly controlled?
• Is learning from mistakes valued, or are people more likely to be fired, blamed, or reprimanded for errors or failure?
• Is learning valued, or is it seen as a deterrent to getting the work done?
• Is the organization committed to continuous improvement, or does it change only when there is a major problem? 

From:  Leading Every Day by Joyce Kaser, Susan Mundry, Katherine E. Stiles, & Susan Loucks-Horsley
Published by: Corwin Press

How Trustworthy are You as a Leader?

As a leader, how might your staff rank YOU in terms of trust?

Facets of Trust

Benevolence:

• caring
• extending good will
• having positive interactions
• supporting teachers
• expressing appreciation for staff efforts
• being fair
• guarding confidential information 

Honesty:

• having integrity
• telling the truth
• keeping promises
• honoring agreements
• having authenticity
• accepting responsibility
• avoiding manipulation
• being real
• being true to oneself

Openness:

• engaging in open communication
• sharing important information
• delegating
• sharing decision making
• sharing power

Reliability:

• having consistency
• being dependable
• demonstrating commitment
• having dedication
• being diligent

Competence:

• setting an example
• engaging in problem solving
• fostering conflict resolution (rather than avoidance)
• working hard
• pressing for results
• setting standards
• buffering teachers
• handling difficult situations
• being flexible

From:  Trust Matters by Megan Tschannen-Moran
Published by: Jossey-Bass

School Leadership and Power

As a leader, what type of power do you exercise: coercive, utility, or legitimate?

Power can be defined as having great influence and control over others.  Leaders gains it through positional authority and/or by earning respect and developing a following.  Regardless of how leaders gain power, they must use it appropriately and morally.  If they fall in love with the idea of power, they may end up taking actions that are in the interest of retaining their power, not in meeting their mission.

Stephen Covey (1990) identified three different types of power used by leaders.  When a leader uses coercive power, follower follow because they are afraid.  They will either be punished in some way or lose something if they fail to do what the leader wants.  For example, too often we see education leaders use accountability for student learning as a threat instead of as an opportunity to work together to solve problems.  When a leader relies on utility power, followers follow because of the benefits they will receive if they comply.  This model sees the leader-follower relationship as transactional - they follower will do something for some reward (for example, paycheck, bonus, or recognition).  This type of power is the most commonly used in organizations.  The third type of power - legitimate power - is focused on building commitment and trust.  Followers follow because they believe in the leaders, trust them, and want to achieve the same purpose.  This is the type of power that is the strongest and most effective.


From:  Leading Every Day by Joyce Kaser, Susan Mundry, Katherine E. Stiles, & Susan Loucks-Horsley
Published by: Corwin Press

Defining Trust

As a leader, do you trust others and are you trustworthy? 

Most people rely on an intuitive feel of what is meant when we say that we trust someone.  Trust is difficult to define because it is so complex.  It is a multifaceted construct, meaning that there are many elements or drivers of an overall level of trust.  Trust may vary somewhat depending on the context of the trust relationship.  It is also dynamic in that it can change over the course of a relationship, as expectations are either fulfilled or disappointed and as the nature of the interdependence between two people changes.  Reoccuring themes emerged as I examined various definitions of trust in the literature, which led me to the following definition:  Trust is one's willingness to be vulnerable to another based on the confidence that the other is benevolent, honest, open, reliable, and competent (Mishra, 1996; Tschannen-Moran & Hoy, 1998, 2000)

From:  Trust Matters by Megan Tschannen-Moran
Published by: Jossey-Bass

Trust Matters

How is your leadership informed by trust?

Key Points About Why Trust Matters

• School leaders that have the trust of their communities are more likely to be successful in creating productive learning environments.

• Trust is a challenge for schools at this point in history, when all of our institutions are under unprecedented scrutiny.

• Much of the responsibility for realizing our society's vision of greater equity is vested in our schools.  Consequently, higher expectations are especially brought to bear on those who educate our children.

• Without trust, schools are likely to flounder in their attempts to provide constructive educational environments and meet the lofty goals that our society has set for them because energy needed to solve the complex problem of educating a diverse group of students is diverted into self-protection.

• Trustworthy leadership is the heart of productive schools.

From:  Trust Matters by Megan Tschannen-Moran
Published by: Jossey-Bass