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Operational Vitality

Operational Vitality. o r, “What, another thing I’m responsible for?!”. Who is this guy, anyway?. Adam Krueckeberg Associate Dean, Finance & Administration Boston College School of Theology and Ministry 617-552-1275 adam.krueckeberg@bc.edu. Before that:

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Operational Vitality

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  1. Operational Vitality or, “What, another thing I’m responsible for?!”

  2. Who is this guy, anyway? Adam Krueckeberg Associate Dean, Finance & Administration Boston College School of Theology and Ministry 617-552-1275 adam.krueckeberg@bc.edu • Before that: • Undergrad in Religion at Princeton University • Five years as an IT and business consultant • Nine years at Fidelity Investments, doing IT, business operations, process engineering and team leadership • MBA / MA in Pastoral Ministry from Boston College

  3. Agenda The role of the Principal, and why it seems impossible The Standards as a path towards a healthier, more successful, sustainable school Jim Collins’ Good to Great as a framework to guide us along the path set by the Standards

  4. The role of the Principal • These three wildly different roles require: • Three diverse sets of skills and knowledge • Three very different sets of gifts and talents • Three different approaches to leadership • Lots and lots of time. Academic Leader Spiritual Leader CEO Of a small to mid-sized non-profit organization

  5. The role of the CEO • The role of CEO is, by itself, a huge and complex job • In most organizations, this work is done by a team of people with specialized training in each area

  6. The Standards of Excellence: our Path Governance & Leadership Operational Vitality

  7. The Standards: 10 10: Budgeting and Financial Planning

  8. The Standards: 11 10 11: Human Resources

  9. The Standards: 12 12: Facilities, Equipment and Technology 10 11

  10. The Standards: 13 10 12 11 13: Advancement, Marketing and Enrollment

  11. The Standards: 5 10 12 13 11 5: Governance and oversight

  12. The Standards: how is this possible? 10 12 13 11 5

  13. The Standards: unpacking Standard 6 “An excellent Catholic school has a qualified leader / leadership team empowered by the governing body to realize and implement the school’s mission and vision.” • Qualified • Leader & Leadership Team • Empowered • Mission / Vision

  14. Our Guide: Jim Collins “GOOD WORKS” in the plural is an expression much more familiar to modern Christendom than “good work.” Good works are chiefly alms-giving or “helping” in the parish. They are quite separate from one’s “work.” And good works need not be good work, as anyone can see by inspecting some of the objects made to be sold at bazaars for charitable purposes. This is not according to our example. When our Lord provided a poor wedding party with an extra glass of wine all round, he was doing good works. But also good work; it was a wine really worth drinking. — C.S. Lewis, “Good Work and Good Works” • Can we agree… • We want our schools to be great, not just good? • Our students deserve it. • Our Church desperately needs it. • Our vocational call demands it. Most importantly, God demands it.

  15. What Makes an Organization Great? Clock Building Culture of Discipline Level 5 Leadership Flywheel Hedgehog Concept First Who, Then What Stockdale Principle Preserve the Core / Stimulate Progress Disciplined People Disciplined Action Disciplined Thought Lasting Greatness Jim Collins. Good To Great and the Social Sectors. (Self-published Monograph, 2005), 34.

  16. Exploration One: Level 5 Leadership But Jesus called them to him and said, "You know that the rulers of the Gentiles lord it over them, and their great ones are tyrants over them.  It will not be so among you; but whoever wishes to be great among you must be your servant, and whoever wishes to be first among you must be your slave; just as the Son of Man came not to be served but to serve, and to give his life a ransom for many. (Matthew 20) Level 5 Leadership After he had washed their feet, had put on his robe, and had returned to the table, he said to them, "Do you know what I have done to you? You call me Teacher and Lord—and you are right, for that is what I am. So if I, your Lord and Teacher, have washed your feet, you also ought to wash one another's feet. (John 13) First Who, Then What Personal Reflection Who do I know, and respect, as a Level 5 Leader? How do I, as a leader, embody (or fail to embody) Collins’ definition of a Level 5 Leader as “a paradoxical blend of personal humility and professional will”? Jim Collins. Good To Great and the Social Sectors. (Self-published Monograph, 2005), 34.

  17. Exploration Two: First Who, Then What Diocese Board Pastor Parent Groups Level 5 Leadership Alums Principal Local Community Admin. Academic Donors First Who, Then What Teachers Specialists Office Finances Marketing Fundraising Legal Small Group Reflection Do I have “the right people on the bus”? How do I know? What is the best way to evaluate people’s strengths and place them accordingly? How do I build a leadership team capable of Standard 6’s benchmark? Jim Collins. Good To Great and the Social Sectors. (Self-published Monograph, 2005), 34.

  18. Exploration Three: Hedgehog Concept Greatness: The Hedgehog Concept Best in the world Passionate • Greatness comes about by a series of good decisions consistent with a simple, coherent concept—a Hedgehog Concept. The Hedgehog Concept is an operating model that reflects understanding of three intersecting circles: • what you can be best in the world at, • what your are deeply passionate about, and • what best drivesyour economic or resource engine.† Hedgehog Concept Stockdale Principle Drives our resource engine Small Group Reflection What is my school’s Hedgehog Concept? How well does it meet the criteria of the three circles? How is it different from the others in my group? How is it distinct from the “generic” Hedgehog Concept of Catholic Education? Jim Collins. Good To Great and the Social Sectors. (Self-published Monograph, 2005), 34.

  19. Exploration Four: The Stockdale Paradox Hedgehog Concept Stockdale Principle Small Group Reflection What are the brutal facts that I (and my team) don’t want to face? What measures / data collection do we have in place? What should we have in place, and how will I go about starting that process? How do I maintain my hope? Jim Collins. Good To Great and the Social Sectors. (Self-published Monograph, 2005), 34.

  20. Good to Great: The Rest of the Story • The Next Stage: • Get and read the book • Apply what we’ve talked about • Use Jim Collins’ website and the fantastic materials offered there (for free!) • Then, let’s talk about these… next year. Clock Building Culture of Discipline Flywheel Preserve the Core / Stimulate Progress http://www.jimcollins.com/tools/vision-framework.pdf http://www.jimcollins.com/tools/diagnostic-tool.pdf http://www.jimcollins.com/tools/TwelveQuestions.pdf

  21. But… what about that time problem? • The fundamental question: • What are your gifts? How should you be spending your time to ensure the long-term success of your school and its critically important mission to the world? • For everythingthat doesn’t meet that criteria: • What can you eliminate? • What can you outsource? • What can you automate? • Who else can you get involved, and how can you make their getting involved good for them? • What risks will you need to take to make your mission take flight?

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